1.

Explain what Dewey considered to be the purpose(s) of education

In 1916, in democracy and education, Dewey wrote, "The purpose of education is to

enable people to continue their education... what is the reward of education for continuing the

power of progress?" (Dewey 1916/1980, p. 107), He claims that the curriculum is suitable for

student life. Learning and developing life skills are essential to the education of children. Some

critics assumed that under Dewey's system, students would cease to gain academic and academic

experience. His educational ideas are presented in "Creed My Pedagogic" (1900), "The Child

and the Curriculum" (1902), and "Experience and Education (1938)", where education and

learning are community and interaction. Therefore, the school itself is the center of society.

More than that, he believed that the main purpose of education was not to convey

education but to share the social elements for children to participate in a democratic society

(Dewey 1916/1980, p. 107). This led to his philosophy of reading by creating a place where

people give meaning to their experiences, especially those deeply involved in the creation of

things and the exploration of the world. Aristotle once said, "We learn by doing what we need to

learn before we can." This information highlights important aspects of the proven learning of all

the courses I take. In short, education not only gives us access to new information, but also

cultural values, social development, and the inclusion of democratic values and ideas coincide in

how we use that data.

2. Analyze at least three of Dewey’s philosophies and their influence on education.

Dewey has been instrumental in many changes in education, especially in the area of

education, curriculum, and schools, but education and learning today are based on content,

depending on student outcomes (1980). Each country conducts a group test to ensure that
students meet the criteria for success and failure. Dewey's three philosophies are described

below.

 Experience and Growth: Along with the basics of democratic thinking, it focuses on the

challenge children face in rebuilding them to keep them moving forward. He argued that

a child must deal with this situation. Therefore, he developed a skill that he would use

shortly. In this way, teachers need to understand their skills, abilities, and passions to

elevate themselves. According to Dewey, education is "a process of life, not a preparation

for the future" (Flinders and Thornton, 2013, p. 35; Gutek, 2014).

 School Status-In this philosophy, the school reflects the components of society, and

Dewey considers the school to provide a kind of social environment that adults face in

their lives. In this way, children develop ways to help and contribute to the values of

society and democratic life. The spirit of social involvement in learning is the key to

children becoming independent students and developing the self-discipline needed for

learning. School children currently in these libraries are seen as individuals. Students may

find that they are working to build their knowledge through their definitions, rather than

focusing on the knowledge presented by the teacher or the teacher's leadership activities

(Schiro, 2013).

 Reading Standards: John Dewey balances the curriculum with the needs and desires of

children. This is not a place to learn to read, but it is a student idea of a mortgage. Your

child’s interests and experiences should be a priority. This is not a lot of knowledge to

teach students, but a set of skills designed for children. It is positive and flexible, it adapts

to the needs of the child, it is involved and it adapts to the social life of the child. Focus

on presenting experiences that allow you to see the news and learn, observe assessments,
 develop skills, or learn new skills as needed to solve these problems. The curriculum

should not be divided into several subjects, but lessons can be learned as part of a global

experience. According to Brewer, this model rejects the idea of memorizing and focuses

on interesting and relevant things to learn rather than memorizing, reading, and repeating

(Brewer, 513).

In summary, Dewey’s philosophy on education emphasized the following; children learn

by doing, motivation should be intrinsic and natural, natural social settings should constitute

learning situations, Child- best educate as a whole, comes through senses, depends upon child’s

ability, and education improve quality living.

3.Assess how these principles align with the principles of an IB education?

According to the IB statement, "encourage knowledgeable, educated and compassionate

young people who support the creation of a better world and peace through cultural

understanding and respect. "This information shows that the main function of the system is to

empower people and the goal of building the world. One of these data can be divided into “life

development” and “global change.” Builds a development of responsible and future-minded

experts who have the potential to improve the world for the benefit of all humankind. IB

(International Baccalaureate) recognizes that its values are more than conventional human

capabilities. They are principles that guide the entire institution and the interaction of all

individuals with other players.

Meanwhile, Dewey’s research on the principles of education emphasizes the importance

of social responsibility and the importance of understanding the environment for independence.

This is why they are in IB studies. This knowledge is meant to encourage students who respect
one another and understand that it is a responsibility that hangs around your neck to create a

better world and peace. It aspires not only for students to flourish and be knowledgeable and

thinkers, but also to show compassion and care especially to those in dire needs.

Reference lists:
1. Dewey, J. (1916/1980). Democracy and education: An introduction to the
philosophy of education. In J. A. Boydston (Ed.), The middle works: 1899–1924,
volume 9, 1916 (pp. 1–370). Carbondale/Edwardsville, IL: Southern Illinois
University Press.

2. Flinders, D., & Thornton, S. (2013). The curriculum studies reader. (4th Ed.).
New York: Routledge.

3. IB organization. (n.d.). International education. Retrieved from

4. P. G. (2008, August 20). Retrieved from

5. Schiro, M. S. (2012). Curriculum theory: Conflicting visions and enduring

6. Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry &
Action in Education, 9(1), 91–100. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1158258.pdf