Democracy and Education · Chapter
A Critical Review explained
This chapter provides a critical review of the preceding discussions, outlining the logical order of the book's three main parts: education as a social function, the democratic criterion for educational analysis, and the limitations of curr
What happens
This chapter provides a critical review of the preceding discussions, outlining the logical order of the book's three main parts: education as a social function, the democratic criterion for educational analysis, and the limitations of current educational practices due to social divisions and dualistic philosophies. It concludes by reaffirming a philosophy that sees mind as active, continuous with nature, and central to the reorganization of experience.
Themes in this chapter
Social Function of Education
Education is presented as the process by which social groups maintain continuity through transmission of experience.
Critique of Traditional Curriculum
The chapter critiques dualisms such as labor/leisure and mind/body that arise from social class divisions and obstruct flexible interaction.
Unity of Knowledge and Action
The philosophy advocated recognizes mind as active reorganization of experience through action, rejecting isolation of mind from activity.
Key passages
“Education was shown to be a process of renewal of the meanings of experience through a process of transmission, partly incidental to the ordinary companionship or intercourse of adults and youth, partly deliberately instituted to effect social continuity.”
Education renews the meanings of experience by transmitting them, both through everyday interactions and through formal institutions, ensuring society continues.
This captures the dual nature of education as both informal and formal.
“Underlying these various separations we found the fundamental assumption to be an isolation of mind from activity involving physical conditions, bodily organs, material appliances, and natural objects.”
The root of many educational problems is the false separation of mind from physical activity and the material world.
This highlights Dewey's critique of dualistic thinking.