Democracy and Education · Chapter
Theories of Morals explained
Dewey argues that moral education is inseparable from the social life of the school.
What happens
Dewey argues that moral education is inseparable from the social life of the school. He critiques dualisms that separate inner motive from outer conduct, and interest from principle, which lead to moralistic rather than moral education. True moral development occurs when learning is embedded in continuous social activities that develop character and the capacity to share effectively in social life. The school must become a miniature community in close interaction with the wider society, and all education that develops power to share in social life is inherently moral.
Themes in this chapter
Social Function of Education
Dewey asserts that the measure of a school's worth is the extent to which it is animated by a social spirit, and that moral education is identical with developing the capacity to share effectively in social life.
Critique of Traditional Curriculum
Dewey criticizes the separation of learning from activity and the moralistic view that reduces morals to a list of separate virtues, arguing instead for an integrated education where knowledge and conduct are organically connected.
Experience and Learning by Doing
Dewey emphasizes that learning must be the accompaniment of continuous activities or occupations with a social aim, and that conscious deliberation and desire are part of a continuous behavior leading to overt action.
Key passages
“All education which develops power to share effectively in social life is moral.”
Any education that builds the ability to participate meaningfully in society is inherently moral.
Dewey's central thesis that moral education is not a separate subject but the outcome of social participation.
“The school must itself be a community life in all which that implies. Social perceptions and interests can be developed only in a genuinely social medium—one where there is give and take in the building up of a common experience.”
The school must function as a real community where students interact and cooperate, because social understanding can only grow through shared experience.
Dewey's argument for the school as a miniature democratic society.
“The moral and the social quality of conduct are, in the last analysis, identical with each other.”
In the end, the moral value of behavior and its social value are the same thing.
Dewey's identification of morality with social effectiveness.