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This book talks of perhaps one of the greatest education
experiments in the history of America. In 1894 John Dewey moved his
position as Chairman of the Philosophy Department at the University
of Michigan to assume the position as Chairman of the Department of
Philosophy, Psychology, and Pedagogy at the University of Chicago.
He would remain there until 1904, his departure prompted in great
part by his dissatisfaction regarding his wife's treatment by the
administration in her role of principal of the Laboratory School.
At this time Dewey was anxious to translate his more abstract ideas
into practical form and he saw the position at Chicago affording
him a rare opportunity to do this. The school itself was conceived
by Dewey as having an organic functional relation to the
theoretical curriculum. Just as Dewey was anxious to merge
philosophy and psychology and to relate both of these disciplines
to the theoretical study of education, similarly he saw the school
as a laboratory for these studies analogous to the laboratory used
in science courses. This effort to merge theory and practice is
perhaps the major characteristic of Dewey's entire professional
career. In the opening sentence of Dewey's remarks in his essay in
this volume, "The Theory of the Chicago Experiment," we see the
extent to which this problem preoccupied him: "The gap between
educational theory and its execution in practice is always so wide
that there naturally arises a doubt as to the value of any separate
presentation of purely theoretical principles." This book is an
accurate and detailed account of one of the most interesting
experiments ever undertaken in America. It provides the reader with
the complexity of John Dewey's abstract philosophy experimentalism.
This book talks of perhaps one of the greatest education
experiments in the history of America. In 1894 John Dewey moved his
position as Chairman of the Philosophy Department at the University
of Michigan to assume the position as Chairman of the Department of
Philosophy, Psychology, and Pedagogy at the University of Chicago.
He would remain there until 1904, his departure prompted in great
part by his dissatisfaction regarding his wife's treatment by the
administration in her role of principal of the Laboratory School.
At this time Dewey was anxious to translate his more abstract ideas
into practical form and he saw the position at Chicago affording
him a rare opportunity to do this.
The school itself was conceived by Dewey as having an organic
functional relation to the theoretical curriculum. Just as Dewey
was anxious to merge philosophy and psychology and to relate both
of these disciplines to the theoretical study of education,
similarly he saw the school as a laboratory for these studies
analogous to the laboratory used in science courses. This effort to
merge theory and practice is perhaps the major characteristic of
Dewey's entire professional career. In the opening sentence of
Dewey's remarks in his essay in this volume, "The Theory of the
Chicago Experiment," we see the extent to which this problem
preoccupied him: "The gap between educational theory and its
execution in practice is always so wide that there naturally arises
a doubt as to the value of any separate presentation of purely
theoretical principles."
This book is an accurate and detailed account of one of the most
interesting experiments ever undertaken in America. It provides the
reader with the complexity of John Dewey's abstract philosophy
experimentalism.
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