scholarly journals The Philosophical and Educational Thought of John Dewey

2018 ◽  
pp. 23-41
Author(s):  
Nel Noddings
Keyword(s):  
John Dewey ◽  
Educational Thought

scholarly journals Pendidikan Agama Kristen dalam Sudut Pandang John Dewey

2019 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Marthen Sahertian
Keyword(s):  
Christian Education ◽  
Learning Process ◽  
John Dewey ◽  
The Elderly ◽  
Local Churches ◽  
Educational Thought ◽  
God's Word ◽  
American Educator

John Dewey was a philosopher and an American educator, offering participatory educational patterns bring learners to be able to deal directly with the reality in their environment, so that learners can integrate the material that he had learned in class with the existing reality. John Dewey's educational thought can be applied to Christian education in local churches ranging from children's Christian education, Christian education adolescent / youth and Christian education of adults and the elderly. At the end of the learning process every believer acquire knowledge of the truth of God's word sehinggamampu solve problems and apply what has been learned. Abstrak John Dewey adalah seorang filsuf dan tokoh pendidikan berkebangsaan Amerika Serikat, menawarkan pola pendidikan partisipatif membawa peserta didik untuk mampu berhadapan secara langsung dengan realita yang ada di lingkungannya, sehingga peserta didik dapat mengintegrasikan antara materi yang ia pelajari di kelas dengan realita yang ada. Pemikiran pendidikan John Dewey dapat diterapkan pada Pendidikan Agama Kristen (PAK) dalam gereja lokal mulai dari PAK anak, PAK remaja/pemuda dan PAK orang dewasa dan lansia. Pada akhir proses pembelajaran setiap orang percaya memperoleh pengetahuan kebenaran firman Tuhan sehinggamampu menyelesaikan masalah dan mempraktekkan apa yang telah dipelajari.

scholarly journals John Dewey and His Philosophy of Education

2016 ◽  
Vol 2 (2) ◽  
pp. 191 ◽  
Author(s):  
Aliya Sikandar
Keyword(s):  
20Th Century ◽  
John Dewey ◽  
Review Paper ◽  
Philosophy Of Education ◽  
Turn Of The Century ◽  
Pedagogical Issues ◽  
Educational Thought ◽  
Education Politics

This review paper on John Dewey, the pioneering educationist of the 20th century, discusses his educational thoughts, and writings, which gave a new direction to education at the turn of the century. Dewey’s contributions are immense and overwhelming in the fields of education, politics, humanism, logic, and aesthetics. This discussion will focus on Dewey and his philosophy related to educational approaches, pedagogical issues, and the linkages that he made between education, democracy, experience, and society. At the heart of his educational thought is the child. Dewey’s idea on humanism springs from his democratic bent and his quest for freedom, equity, and the value of child’s experiences.

scholarly journals MANUSIA DAN PENDIDIKAN MENURUT PEMIKIRAN IBN KHALDUN DAN JOHN DEWEY

2015 ◽  
Vol 15 (2) ◽  
pp. 222
Author(s):  
T. Saiful Akbar
Keyword(s):  
John Dewey ◽  
Learning By Doing ◽  
Traditional Teaching ◽  
Human Beings ◽  
Control Logic ◽  
Ibn Khaldun ◽  
Educational Thought ◽  
Library Research ◽  
The Individual ◽  
The Mind

This study aims to understand the concept of human and Ibn Khaldun's ideas of education; to understand the concept of human and educational thought of John Dewey; to know the similarities and differences between the ideas of Ibn Khaldun and John Dewey on the concept of human and education. Various problems have been addressed through the library research method. The study produced several findings: First, human beings according to Ibn Khaldun as a creation of God with all the potential fitted to the five senses and intellect become intellect. The purpose of education opens the mind and maturity of the individual to the advancement of religious, industrial and social system. Material teaching is as educational planning. The method is to advocate phasing method, repetition, widya-tours and training (practice). Secondly, according to John Dewey man is a subject that has the ability, strength, personality, and existence who are capable of changing realities. The goal of education is only to gain happiness in the world life. The method of education is including problem solving, learning by doing and discipline. Third, the thought of Ibn Khaldun is much more religious because it is influenced by its control logic in religious knowledge, so that emphazises more on human spirituality in building civilization. While John Dewey is more radical and extreme, He proposed progressive education which strives against traditional teaching authority. Both Ibn Khaldūn dan Dewey are arise from inhuman socio-cultural environment and recognize the existence of human existence with nature and humanity impulse.

scholarly journals Bibliografía sobre John Dewey: Filosofía de la Educación

10.14201/2932 ◽  
2009 ◽  
Vol 3 ◽  
Author(s):  
Paciano Fermoso
Keyword(s):  
John Dewey ◽  
Educational Theory ◽  
Original Writings ◽  
Educational Thought ◽  
Philosophical Thought ◽  
General Studies

In this article the autor selects the J. Dewey's original writings and the most important bibliography about his educational thought. Before his writings and before the general bibliography are a brief biography, and introduction to his philosophical thought, his main philosophical works and some monographic studies about his philosophical conception. His tehoric/philosophical educational thought and his educational writings are the first essence of this deweyian bibliography. In the last section ar classified in seven paragraphs all books and articles about the educational thought of J. Dewey: general studies and repertoires; foundatios of his educational theory; philosophy and education; his influence in the educational world; monographic studides; relations with the philosophical systems; and others.

Educational Thought in the 60's: The Relevance of Bruner

1973 ◽  
Vol 18 (10) ◽  
pp. 466-468
Author(s):  
KENNETH STRIKE
Keyword(s):  
Educational Thought

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

The Skeptic and The Madman: The Proto‐Pragmatism of Thomas Reid

2006 ◽  
Vol 4 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Erik Lundestad
Keyword(s):  
Common Sense ◽  
John Dewey ◽  
Charles Sanders Peirce ◽  
The Other ◽  
Thomas Reid ◽  
Other Hand

Even though the philosophy of common sense is not justifi able as such, the assump- tion upon which it rests, namely that there are things which we are not in position to doubt is correct. The reason why Thomas Reid was unable to bring this assumption out in a justifi able manner is that his views, both on knowledge and nature, are to be considered dogmatic. American pragmatists such as Charles Sanders Peirce and John Dewey on the other hand, may be seen as offering us a ‘critical’ and post-Darwinian philosophy of common sense.

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