Many educators, professors and students alike consider John Dewey the father of progressive education. They praise him for his unparalleled advancement in the field of education along with his insight of the maturing and thirsty human brain. He changed the way the future of the world was being taught. Educators were no longer drilling information into the masses and testing the regurgitation of said information. Now the educators were posing open-ended questions, teaching their students how to think and use their cognitive abilities, not firing cold, hard facts.

What is a mind to do? Is it possible, although a teacher is to explain something at one angle, whereabouts you can look at it from another? Can it be so that high school seniors in California are looking at their Prentice Hallã textbook picture of a mushroom cloud over Hiroshima and not wonder the same things the teacher expects? Why should they not be worried about the poisonous radiation levels around them due to testing in New Mexico and the Philippines? Well, they should and we should be proud. Thank you John Dewey.

This does not mean to thank John Dewey in the actual sense that he was the one

Another practice in which Dewey feels strongly about is experimentation. This is to actually experience the environment; the curriculum, the students, the dialogue, the classroom life in general. In practicing this philosophy myself, I have learned more than can ever be read or lectured or implied. It was lived and there is no substitute for first hand experience. While sitting in classrooms and studying the behavior of children, you learn an insight to how they are on many levels and gain an understanding of their abilities. By watching the reaction of them to the teacher, you learn techniques and ways to lead minds and to smother behavior. To experience the family firsthand and most importantly come to terms with one’s self. To get to decide whether or not it is the right thing, and if it is, it just gets better. After living the life of the “fly on the wall” to realize what one needs to get from the education they receive elsewhere. One can decipher meanings behind lessons taught to them (you) and even develop their (your) own ways of learning. Teachers in today’s classrooms have a wider vocabulary consisting of words such as “group-work” and “brainstorming”. Teachers can now try to use alternative methods to teach, and not have to rely on the deathly saying “either you get it or you don’t”. It is so lovely to hear “let us see if you can see my point by trying this instead.” It is music to this student’s and future educators ears. Calling this type of education “direct living” (biography.com, par 1), Dewey would be proud to know that most schools not only promote experiential learning, but require it.

In the research of John Dewey for this paper people can read his own works, and really trie to understand his entire theory. I have come to the conclusion that Dewey was as much a politician and a sociologist as much as an educator and psychologist. Dewey repeatedly referred to the population and society’s need and dire straights to educate their young to aid in the rise in prosperity not only as a generation or nation, but also as a people. In his book The School and Society, Dewey expresses his belief in how a proper educational environment at a young age enriches social and mature behaviors in each student. “One may be ready to admit that it would be most desirable for the school to be a place in which the child should really live, and get a life-experience in which he should delight and find meaning for its own sake” (p 53). The same publication lends its knowledge to my political allegations behind Dewey’s theoretical discoveries. With the economical ups and downs that Dewey lived through and the constantly changing industrial and consumer markets

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