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According to John Dewey, education takes place with the participation of the individual in social

activities and relationships with his fellow human beings. Dewey holds that education is a

necessity for healthy living in the society. Education bridges the gulf between the innate nature

of the child and the social needs and demands. It gives him social consciousness. The school

directs guides and controls the inborn propensities of the child in socially desirable channels.

The teacher must know the original nature of the child as well as the social demands. The teacher

has to direct and guide the child’s activities in socially desirable channels. The school is a social

environment. Thus the school provides a special type of environment. The school as a special

environment will cultivate, within the child, the attitudes and dispositions which are necessary

for a continuous and progressive life in a society.

The teacher has to play a significant role in this regard. He serves as the main directing force and

organizer of the special environment of the school. The school acts as an active instrument of

social change and progress. Through education, society can formulate its own purposes, organise

its means of attainment, and shape itself in the direction it wishes to go. This is the essence of

democratic social order. Democratic society makes provision for participation of all its members

on equal terms. It secures flexible readjustment of institutions through inter-action of different

forms of cooperative life. The school should include both the social and the individual goal.

Social institutions do not give to man.

They create him. Individuality is wrought out. Personality is achieved. Education is the means of

social continuity and development of individuality. Education is growth as the child is an ever-
growing and changing personality. The place of individual in society depends upon native

aptitudes, not on wealth and social position. Social welfare depends upon man finding and filling

his place in life.

Dewey emphasises that education is not a preparation for life; it is life itself. The child lives in

the present. The future is meaningless to him. Hence it is absurd to expect him to do things for

some future preparation. As the child lives in the present, the educative process will be naturally

based on the present needs and interests of the child. The school is a miniature society facing

problems similar to those faced in life. Children should be trained to participate in social life

effectively. The basic purpose of the school is to train pupils in cooperative living.

Since the pupils are to live in a democratic society they should help to organise one and live in

it. The child is to share the resources of a good society and to give back to that society, thus

helping the development of other members. By give-and-take process the growth of the

individual and the group is achieved.

Dewey favored an education by, of, and for, experience. Every new experience is education. An

old experience is replaced by a new experience. The human race has gained experience in its

struggle to meet the needs of life. This ‘struggle for existence’ is a continuous process. A

conscious effort has to be made to make men more competent to take part in the activities and

purposes of the race.

References

1. Dewey, J. (1916/1980). Democracy and education: An introduction to philosophy of

education. In J. A. Boydston (Ed.), The middle works: 1899–1924, volume 9, 1916 (pp.

1–370). Carbondale/Edwardsville, IL: Southern Illinois University Press.

2. Dewey, J. (1921/1983). Contribution to the encyclopaedia and dictionary of education. In

J. A. Boydston (Ed.), The middle works, 1899–1924, volume 13, 1921–1922 (pp. 399–

405). Carbondale/Edwardsville, IL: Southern Illinois University Press.

3. Dewey, J. (1930/1984). Philosophy and education. In J. A. Boydston (Ed.), The later

works, 1925–1953: Voume 5, 1929–1930 (pp. 289–298). Carbondale/Edwardsville, IL:

Southern Illinois University Press.

4. Dewey, J. (1938/1988). Experience and Education. In J. A. Boydston (Ed.), The later

works of John Dewey, 1925–1953: volume 13,1938-1939 (pp. 1–62).

Carbondale/Edwardsville, IL: Southern Illinois University Press.