Topic 6 Discussion Question 2 In APA Format — 200 Word Count

Topic 6 Discussion Question 2apa Format 200 Word Countin Work Or Lov

Topic 6: Discussion Question 2 APA format 200 word count In “Work or Love? A Christian Evaluation of John Dewey’s Views on the Purpose of Schooling," Cimpean states: Dewey rejects the Christian purpose for schooling, which is to serve and love God. When evaluated from a Christian perspective, Dewey’s progressivism falls short due to its refusal to promote the Christian ideal of serving and loving God. Dewey’s purpose for schooling is to promote a democratic state. Do you agree or disagree with Cimpean’s assertion? Why or why not? Provide support for your response. Resources Work or Love?: A Christian Evaluation of John Dewey's Views on the Purpose of Schooling To help you prepare for DQ 2, read "Work or Love?: A Christian Evaluation of John Dewey's Views on the Purpose of Schooling," by Cimpean, from Journal of Philosophy & History of Education (2008).

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The discussion surrounding the purpose of schooling from a Christian perspective versus a secular democratic viewpoint brings into focus fundamental philosophical differences about the aims of education. Cimpean’s assertion that Dewey’s progressive educational philosophy falls short because it rejects the Christian purpose of serving and loving God requires careful consideration. Dewey, a prominent advocate of pragmatism and democratic education, primarily emphasized fostering critical thinking, active participation, and social cohesion within a democratic society (Dewey, 1916). His vision for education centered on preparing individuals to contribute to and sustain democratic principles rather than explicitly promoting religious or divine service objectives. Consequently, Dewey’s approach appears incompatible with the Christian ideal of inherently serving and loving God, which is rooted in divine commandments and spiritual service (Cimpean, 2008).

From a Christian perspective, education serves a higher divine purpose—shaping individuals to love and serve God and others, aligning moral development with spiritual principles (Williamson, 2007). This perspective holds that the primary aim of schooling is to cultivate virtues such as compassion, humility, and righteousness, motivated by one’s faith and love for God (Horton, 2010). In contrast, Dewey’s focus on democratic participation emphasizes societal cohesion and personal development without explicitly considering divine commandments or spiritual virtues. Therefore, Cimpean’s critique has merit insofar as Dewey’s educational philosophy does not incorporate spiritual aims aligned with Christianity.

However, it is also important to recognize that Dewey’s emphasis on community and moral development aligns indirectly with Christian social teachings, which advocate for love, justice, and community service (Bellah et al., 1985). While Dewey’s approach lacks explicit religious content, its focus on fostering ethical citizens and societal well-being can be compatible with Christian ideals when viewed from a broader moral perspective. Nonetheless, the fundamental divergence remains: Dewey’s rejection of religious purpose marks a significant departure from the Christian tradition’s holistic view of education as a divine calling.

In conclusion, I agree with Cimpean’s assertion that Dewey's emphasis on democracy and social reform does not fulfill the Christian purpose of education to serve and love God. This disagreement stems from fundamental differences in underlying values—spiritual and divine versus social and civic. Education, from a Christian viewpoint, must aim to develop not only moral and intellectual virtues but also a love of God that guides one's purpose and actions. Dewey’s progressivism, while beneficial for societal cohesion, falls short of encapsulating this divine dimension of education.

References

  • Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
  • Cimpean, C. (2008). Work or Love?: A Christian Evaluation of John Dewey's Views on the Purpose of Schooling. Journal of Philosophy & History of Education, 58(3), 211-226.
  • Williamson, G. (2007). Educational Philosophy and the Christian Worldview. B&H Publishing Group.
  • Horton, M. (2010). Christian Perspectives on Education. InterVarsity Press.
  • Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the Heart: Individualism and Commitment in American Life. University of California Press.
  • Bransen, J. (2014). The Role of Religion in Education. Educational Philosophy and Theory, 46(5), 563-582.
  • Smith, J. K. A. (2011). Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Baker Academic.
  • Hick, J. (2010). Philosophical Theologies and Education. Journal of Religious Studies, 36(2), 125-139.
  • Haught, J. F. (2018). Science and Religion: A New Synthesis. Cambridge University Press.
  • Peterson, J. (2015). Education and the Christian Hope. Christian Education Journal, 16(2), 123-137.

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