Comparison of Educational Theories
EDCX230 Educational Thought and
Practice: Past and Present
Assignment Two
1 178 Words
Compare and contrast Dewey’s and Makarenko’s views on how social control is best achieved in education. Whose views do you prefer and why?
Different educational theories comprised by educational philosophers contain many significant elements in order to facilitate their implementation. One important quality within the foundations of an educational theory would be that of social control. Social control is a determining factor which inhibits or enables children to participate in certain behaviours and habits in order to guide their education. Social control also exists in strong correlation to virtuous and moral development, yet another highly impeding factor in successful education. However, many conflicting views are held on how social control employed, in particular Dewey and Makarenko. Despite holding quite a few similar notions such as the importance of social interaction and the importance of groups, Dewey and Makarenko hold highly opposing views on social control; believing that social control should be employed internally or from an external source, respectively.
The majority of Dewey’s educational thought is based on the theory that education is found in life experience and that through education, an intrinsic desire to learn should arise within the student1.
Likewise, Dewey’s theory of social control is that it should not be imposed from an outside authoritative source such as a teacher, yet it should arise internally through the thoughts and actions of students within a group2. Conventional educational theories that existed in Dewey’s time held traditional operations of reward for good behaviour and punishment for unacceptable behaviour. Not only would this did these methods rely on the will of another, but as a result would lead children to absorb a predetermined, biased and prejudiced view on world issues3. In turn,
Dewey created a highly
Practice: Past and Present
Assignment Two
1 178 Words
Compare and contrast Dewey’s and Makarenko’s views on how social control is best achieved in education. Whose views do you prefer and why?
Different educational theories comprised by educational philosophers contain many significant elements in order to facilitate their implementation. One important quality within the foundations of an educational theory would be that of social control. Social control is a determining factor which inhibits or enables children to participate in certain behaviours and habits in order to guide their education. Social control also exists in strong correlation to virtuous and moral development, yet another highly impeding factor in successful education. However, many conflicting views are held on how social control employed, in particular Dewey and Makarenko. Despite holding quite a few similar notions such as the importance of social interaction and the importance of groups, Dewey and Makarenko hold highly opposing views on social control; believing that social control should be employed internally or from an external source, respectively.
The majority of Dewey’s educational thought is based on the theory that education is found in life experience and that through education, an intrinsic desire to learn should arise within the student1.
Likewise, Dewey’s theory of social control is that it should not be imposed from an outside authoritative source such as a teacher, yet it should arise internally through the thoughts and actions of students within a group2. Conventional educational theories that existed in Dewey’s time held traditional operations of reward for good behaviour and punishment for unacceptable behaviour. Not only would this did these methods rely on the will of another, but as a result would lead children to absorb a predetermined, biased and prejudiced view on world issues3. In turn,
Dewey created a highly
Bibliography: Bowen, J& Hobson, P. Theories of Education: Studies of Significant Innovation in Western Educational Thought, John Wiley, Brisbane, 1987 Crane, A. ‘A.S Makarenko and Russian educational thought’, in The Australian journal of education, Vol. 7, No. 1, 1963 Giarelli, J. ‘John Dewey on moral development and education: context, conception and legacy’, in Discourse, Vol. 9, No.2, 1989 Makarenko, A. The Road To Life: Part One, Foreign Languages Publishing House, Moscow, 1955 University of New England, EDCX230 Educational Thought and Practice: Past and Present Study Guide, Armidale, 2010 4