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Research

Teaching morality, developing character: lessons from John Dewey

Brian White

Research Summary

This article is about John Dewey’s philosophy of education and the problems it has been accused of causing. In the USA, some have expressed concerns about a crisis of character, leading to a decline in moral behaviour in society and in schools. For some scholars, this crisis of character has been caused by Dewey’s ideas of child-centred education, whose influence has stopped children from getting the authoritative, character-building instruction that they need. The author examines these criticisms of Dewey and finds them to be misplaced. He reviews aspects of Dewey’s educational philosophy and finds that it would support good character education and education for democracy. There is plenty of relevance to RE pedagogy here, because (whilst RE is not directly mentioned), it is shown that Dewey’s ideas on pedagogy suggest ways to study content (e.g.religious beliefs and values) whilst avoiding two potential pitfalls: using content (e.g. religious beliefs and values) as items of instruction, or allowing children the ‘freedom’ to develop their own beliefs and values without challenge.

Researcher

Brian White

Research Institution

Grand Valley State University, USA

What is this about?

  • Why do some scholars view John Dewey’s ‘child-centred’ philosophy of education as responsible for a ‘crisis of character’ in the USA’s society and schools?
  • When Dewey’s key ideas about education are revisited, can the accusations against them be maintained?
  • How do Dewey’s ideas about education really relate to issues of morality and character formation?
  • What lessons for pedagogy can be drawn from this discussion?

What was done?

This is a scholarly essay, describing and evaluating criticisms of John Dewey’s philosophy of education and shaping conclusions that are of use to teachers.

Main findings and outputs

  • Some critics accuse Dewey of a ‘free-wheeling child-centredness’ that prevents children from developing discipline or will. However, what Dewey actually says is that children’s interests must be harnessed and developed. This needs seriousness, absorption and purpose on the part of teachers and children.
  • Some critics accuse Dewey of minimising the role of teachers, but what he says is that teachers’ guidance is crucial. They must point out obstacles and guide children through them, for instance, and must establish a democratic culture in the classroom.
  • Some critics accuse Dewey of pushing academic subject content to the margins, but what he says is that a subject content-rich environment is needed, for children to examine the necessary problems and develop the necessary skills and traits (investigative, communicative, just, disciplined); natural interest must be engaged with content.
  • For Dewey, the traditional, instruction-driven, obedience-driven classroom dilutes character. If students’ natural interests are ignored, if they are outwardly compliant, they will be be inwardly engaged in avoidance. The development of character through education is dependent on teachers actually getting to know who their students are as people and as thinkers. For Dewey, values, moral or character cannot be simply ‘hammered in’ to children.
  • One USA character education programme, Positive Action, in a way reflects his ideas on collaboration and enquiry. Instead of being told what character is and how they should behave, students are asked how they like to be treated. They suggest the same top values of respect, fairness, etc.

Relevance to RE

There are two main ways in which this material is relevant to RE pedagogy. In the first place, it calls into serious question the pedagogy of ‘direct instruction’. If religious beliefs, values or other items of religion are simply presented to pupils to absorb or ‘learn about’ without opportunity to respond or engage, their character development will not be strengthened. A more productive pedagogy arises through the skill of matching pupils’ interests to religion and making use of their natural inclination to debate and discuss. Secondly, what Dewey says about obstacles is relevant. Religious beliefs can be used to challenge pupils’ opinions and force them to reason and develop (“but what about the idea that all life is sacred . . ?”); or vice versa (“can you see any problems with holding to the belief that all life is sacred . . ?”). Teacherly concern for pupils’ development does not mean leaving them in a comfort zone, but just the opposite.

Generalisability and potential limitations

Whilst not presenting data as such, this essay presents issues and ideas that are very worthy of general consideration by all teachers, perhaps especially those concerned with RE, moral education, citizenship education and values.

Find out more

Scapegoat: John Dewey and the character education crisis, Journal of Moral Education 44.2 pages 127-144 (published online 13 May 2015), 10.1080/03057240.2015.1028911

http://www.tandfonline.com/doi/abs/10.1080/03057240.2015.1028911

 

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