The Dewey School

Dewey, John; Mayhew, Katherine Camp; Edwards, Anna Camp

doi:10.4324/9781315131733

Cited by 3 publications

(2 citation statements)

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“…Well over a century ago, John Dewey observed that education was moving in precisely the wrong direction. Dewey recognized that learners naturally need experiential, hands-on education (Dewey, 1907). Most of K-12, and virtually all of higher education, paid no attention, doubling down on the: Traditional, compliance-based pedagogy first created to meet the demands of the Industrial Revolution and 1800s America, denying modern students the type of education they need to thrive.…”

Section: Principle 2: Active and Experiential Learning Is Necessary T...mentioning

confidence: 99%

New Models of Higher Education

Davis¹

2020

The SAGE Encyclopedia of Higher Education

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There are certain policy barriers that are preventing alternative credentials from fully maturing in the national discourse in the way that academic degrees have. This chapter will review three primary areas of policy concern: quality assurance and accountability, financial policy, and standards of documentation and interoperability. This chapter calls for the establishment of universal quality and accountability policy and mechanisms, opening more financing opportunities so that workers may have increased access to lifelong skills development, developing a unified way to document learning experiences across institutions, and forging a common currency that allows for interoperability of learners' credentials. Policy improvements for alternative credentials will help serve to further legitimize them in the public eye, improve their educational outcomes, and perhaps most importantly, enable a more coherent vision for alternative credentials as a central pillar of a national educational attainment strategy.

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Section: Principle 2: Active and Experiential Learning Is Necessary T...mentioning

confidence: 99%

New Models of Higher Education

Davis¹

2020

The SAGE Encyclopedia of Higher Education

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“…Dewey defined reflection as presumptive knowledge with sustained and deliberate beliefs. According to Dewey, reflection is different from thinking because thinking is born, and reflection should be a learned skill and habit (Edwards, 1965 121 Open Journal of Social Sciences meaning than thinking: it is a recursive process involving actions (experience) and reactions (reflection), then action (experiment), and then reflection. On the other hand, Schön believes that reflection is a process in which teachers always acquire some new knowledge from special situations and uncertain situations in teaching (Schön, 1992).…”

Section: Introduction To Reflective Teachingmentioning

confidence: 99%