Schools of to-morrow
- Language:
- English
- Status:
- Complete work
- Authorship:
- Written by the author
- Condition of the text:
- Clean text
- Extent:
- ~71,800 words · 341 passages
Cite this work
- APAJohn Dewey. (n.d.). Schools of to-morrow. SigPhi. https://sigphiai.com/en/works/john-dewey/schools-of-to-morrow
- MLAJohn Dewey. "Schools of to-morrow." SigPhi, https://sigphiai.com/en/works/john-dewey/schools-of-to-morrow.
- ChicagoJohn Dewey. Schools of to-morrow. SigPhi. https://sigphiai.com/en/works/john-dewey/schools-of-to-morrow.
What it is about
Schools of To-morrow (1915): a tour of real schools already doing what he argued for.
Context and history
Written with his daughter Evelyn. It matters as a document: here one sees what all the theory in the other books meant in practice.
Editorial context, not a citable source: unlike the passages of the work itself, these statements cannot be checked against the corpus.
There has been no attempt in this book to develop a complete theory of education nor yet review any “systems” or discuss the views of prominent educators. This is not a text book of education, nor yet an exposition of a new method of school teaching, aimed to show the weary teacher or the discontented parent how education should be carried on. We have tried to show what actually happens when schools start out to put into practice, each in its own way, some of the theories that have been pointed to as the soundest and best ever since Plato, to be then laid politely away as precious portions of our “intellectual heritage.” Certain views are well known to every teacher who has studied pedagogy, and portions of them form an accepted part of every theory of education. Yet when they are applied in a classroom the public in general and other teachers in particular cry out against that classroom as a place of fads and caprices; a place lacking in any far reaching aim or guiding principle. We have hoped to suggest to the reader the practical meaning of some of the more widely recognized and accepted views of educational reformers by showing what happens when a teacher applies these views. The schools we have used for purposes of illustration are all of them directed by sincere teachers trying earnestly to give their children the best they have by working out concretely what they consider the fundamental principles of education. More and more schools are growing up all over the country that are trying to work out definite educational ideas. It is the function of this book to point out how the applications arise from their theories and the direction that education in this country seems to be taking at the present time. We hope that through the description of classroom work we may help to make some theories living realities to the reader. On the other hand, we have dwelt on theoretical aspects in order to point out some of the needs of mode
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