John Dewey's Perspective on Morals

April 24, 2009

As I read more of John Dewey’s work I am continually impressed by the way he can, so eloquently, describe the many factors that influence instruction and why. In chapter 26 of Democracy and Education- (http://www.ilt.columbia.edu/publications/projects/digitexts/dewey/d_e/chapter26.html), entitled Theories of Morals, Dewey outlines the major differences between the two types of moral groups that exist; the inner and outer. He describes the inner as motive and character that exist in the conscious, and the outer as consequences and conduct that result outside of the mind. In many schools students are taught to follow instructions for fear of getting in trouble, the opposite being the children who want to be good students because of intrinsic motivation. So how do we as educators stimulate intrinsic motivation?

Here is a link to a great article on intrinsic motivation and how to support it in the classroom: http://teachers.net/gazette/AUG00/tracy.html

Dewey goes on to illustrate that learning takes place when people are unable to follow their instincts and habits and must adapt or readjust in unfamiliar situations. “Desires for something different, aversion to the given state of things caused by the blocking of successful activity, stimulates the imagination.”
This idea caused me to reflect on my own education and the lessons I will never forget because of the impact they had on my character. Here is one lesson I will always remember –

One day in sixth grade my English teacher was conducting class as usually and was asking questions about a book we had just read. It soon became apparent, however, that she was praising certain students and harshly criticizing others. She even began to call a few students stupid and lazy. There were glances shooting all over the room and I think we were all thinking the same thing “Has our teacher completely lost it?” Oddly enough the class went on uninterrupted for most of the period. At one point, the teacher started to read off test scores in front of the whole class and when a student had a failing grade she would denounce his or her performance. Finally, after a few students were on the verge on tears, my friend, Caitlin, stood up and started walking out of the room. When the teacher asked where she was going Caitlin replied that she did not have to take this and was going to the office to report the teacher’s behavior. At this point my teacher explained that she had just simulated what it was like living in Germany under Nazi control. She described how she was picking on children with lighter colored hair, a characteristic that one has no control over. This led to a great discussion driven by interest in the activity.

Through engaging interest and reflection, teachers can hold students’ attention while giving them practical knowledge that can be transferred into real situations. Dewey points out that teachers must adopt methods of instruction that hold interests and are relevant to learners’ lives. According to Dewey, this type of instruction is successful no matter what the surrounding conditions are.

Another blog I suggest:
http://newsfromthewest.blogspot.com/2009/03/educational-system-was-designed-to-keep.html