By Laurel N. Tanner
Laurel Tanner examines heavily the practices and regulations of Dewey's Laboratory tuition from its inception to the present day. There are huge excerpts from the school's academics' reviews and different unique documents, and the quantity offers a wealth of functional counsel on how colleges at the present time can introduce Deweyan reforms the way in which they have been initially - and effectively - practised.
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Additional info for Dewey's laboratory school: lessons for today
25). Moreover, it has long been in our legacy of ideas about educating young children. A century ago, Dewey insisted that we must find out "where the child really is," what he or she is capable of doing and "can do to the greatest advantage with the least waste of time and strength, mental and physical. We find here our indicators or pointers as to the range of facts and ideas legitimate to the child" (1897b, p. 365). On the surface there is a striking similarity between the recent concern for developmental appropriateness and Dewey's; indeed they seem one and the same.
B3). Multicultural programs all too often focus on what Americans do not share as a people. A proposal for a multicultural curriculum in New York State, for example, tended strongly in this direction (Sobel, 1993). The Page 3 philosophy of a society marked into indelible divisions can only pose a barrier to Dewey's ideal school as a cooperative community. More important, it hardly seems reasonable to expect that a curriculum that builds walls between people rather than focusing on what unites them could help them live peaceably.
The school that he attended as a child in Vermont was certainly no worse and probably better than most schools in the mostly agrarian nation in the late 1860s. The classroom procedures were "traditional, mostly dull and uninspiring" (Dykhuizen, 1973, p. 4). He found the recitations especially boring. He rarely caused any disturbance but, according to those who knew him well, "his yawns and fidgetings mingled with those of his classmates in unconscious protest against the monotony he was forced to endure" (p.