Discussion Question 2 Due Monday, 11/26 In Learning From Tea

Discussion Question2 Due Monday, 1126in Learning From Teaching Exp

Discussion Question#2 Due Monday, 11/26: In “Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning,” Dewey presented that learning should occur in the process of experience; that is, learning should be incidental to the ongoing natural activities of students rather than the result of teacher-planned activities. Discuss your interpretation of Dewey’s statement. Does his statement counteract our current practices in the classroom?

Essay Due Wednesday 11/28: In a 750-1,000-word paper, research, develop, and write your philosophy of education that addresses what you currently believe on the following topics.

Purpose of schooling

Nature of the student

A teacher’s role (professional dispositions of learners)

Your view of the current curriculum (the subject you intend to teach) (Geometry curriculum is difficult to teach to this generation with all of the social media distractions. Finding ways to implement technology in the classroom without adding to the distraction of the lesson, would be ideal.)

Based on your understanding of your own dispositions, respond to the following questions in a 3-5 minute video submission: What dispositions do you possess that you think will make you a successful teacher? What dispositions do you need to work on before you enter the classroom as a first-year teacher? What does a professional educator look like and how do they behave?

What standards guide their thinking and actions? Support your findings with 2-3 scholarly resources. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Paper For Above instruction

Introduction

The educational philosophy of John Dewey continues to influence modern pedagogical practices, emphasizing the importance of experiential learning. His assertion that learning should be incidental and rooted in students' natural activities challenges traditional, teacher-centered instructional methods. This paper explores Dewey's perspective, interprets its implications for current classroom practices, and discusses its alignment or divergence from contemporary methodologies. Additionally, the essay reflects on personal educational philosophies concerning the purpose of schooling, the nature of students, and the role of teachers, alongside an analysis of the dispositions necessary for effective teaching in today's technological landscape.

Understanding Dewey’s Perspective on Learning

John Dewey argued that genuine learning occurs through experience—more specifically, through active engagement in meaningful activities rather than passive reception of information delivered solely through teacher-led instructions. Dewey believed that education should be an organic extension of students’ natural pursuits, fostering curiosity and critical thinking. According to Dewey, incidental learning arises when students are involved in authentic experiences, such as experiments, discussions, or problem-solving tasks, which organically lead to educational growth (Schmidt, 2011). This approach promotes a more student-centered learning environment where teachers act as facilitators rather than authoritative figures.

Dewey’s concept underscores that learning must be contextual and embedded in real-life activities, implying that education should not be solely structured around rigid curricula or standardized testing, but rather emphasize exploration, creativity, and discovery. His philosophy suggests that incidental learning—learning that happens as a byproduct of engaging in meaningful activities—should complement formal instruction rather than replace it entirely. This viewpoint aligns with constructivist theories that prioritize active knowledge construction and experiential learning, making education a collaborative, dynamic process (Dewey, 1938).

Counterarguments to Current Classroom Practices

The implementation of Dewey’s ideas appears to contrast with many modern educational practices that emphasize standardized curricula, testing accountability, and teacher-centered instruction. In many classrooms, teachers follow scripted lessons and assessments designed to meet state-mandated benchmarks, often leaving little room for spontaneous, experiential activities. This approach, while beneficial for consistency and measurability, may limit opportunities for incidental learning, thus reducing the emphasis on student-driven exploration (Giroux, 2010).

However, there has been a shifting trend toward project-based learning, inquiry-based approaches, and the integration of technology, which more closely align with Dewey’s philosophy. For example, a growing emphasis on student autonomy and collaborative projects reflects his emphasis on natural activities and experiential learning. Nevertheless, the pressure of high-stakes testing often constrains teachers’ ability to freely implement these methodologies, creating a tension between Dewey’s ideals and current practices.

Personal Reflection and Educational Philosophy

My own educational philosophy aligns with Dewey’s emphasis on experiential learning. I believe that education should facilitate active, meaningful experiences that connect theoretical concepts to real-world applications. For instance, when teaching geometry, I would incorporate hands-on activities using digital tools like interactive geometry software to foster discovery and critical thinking while minimizing distractions from social media. My goal is to create a classroom environment where students feel empowered to explore, question, and collaborate, promoting intrinsic motivation and deeper understanding.

Understanding the dispositions required for effective teaching is crucial. I believe successful teachers possess qualities such as patience, adaptability, enthusiasm, and a genuine passion for student growth. These qualities foster a positive classroom climate and motivate students to engage with the material actively. Conversely, I recognize the need to develop more patience and resilience when faced with classroom challenges, especially in managing diverse student needs and distractions linked to social media.

A professional educator models integrity, empathy, and a dedication to continuous improvement. They adhere to ethical principles, maintain high expectations, and foster respectful interactions. Such teachers are guided by educational standards and a commitment to equity, inclusion, and lifelong learning, ensuring they serve as positive role models and facilitators of student success (National Education Association, 2017).

Conclusion

Dewey’s perspective on learning emphasizes the importance of incidental, experiential education, which remains highly relevant amidst evolving pedagogical strategies. While current practices often lean toward structured, standardized approaches, progressive educational trends are beginning to embrace Dewey’s ideas more fully. As future educators, grounding our philosophies in experiential learning, nurturing essential dispositions, and adhering to professional standards will help us create engaging, meaningful learning experiences for our students.

References

• Dewey, J. (1938). Experience and Education. Macmillan.
• Giroux, H. A. (2010). American pedagogies: The politics of education and the discourse of democracy. Wiley.
• National Education Association. (2017). Teacher dispositions and professional standards. NEA Publications.
• Schmidt, M. (2011). Learning from teaching experience: Dewey's theory and preservice teachers' learning. Journal of Research in Music Education, 58(2), 131-144.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
• Tyszka, B. (2014). The role of experiential learning in education reform. International Journal of Educational Reform, 23(3), 211-226.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Bruner, J. (1960). The process of education. Harvard University Press.