This report declares that Dewey supported an interdisciplinary syllabus. This syllabus centered on linking many subjects and enabled students to enter and exit classrooms independently as they search for and pursue their interests and build their particular paths for gaining and applying knowledge. The teacher’s role in such a syllabus would be to act as an enabler more than an instructor. Dewey argued that the teacher’s role was to detect the interests of students, watch the directions they pursue naturally, and afterwards, act as an individual who assists in building problem-solving skills.
This paper makes a conclusion that a teacher ought to convey context material information while students learn in groups. Conventionally, the classroom has been arranged with the teacher in front and students seated in rows. This model of classroom arrangements is practical in today’s education system and has been commonplace for decades. A teacher normally conveys information to a class, who then acquire and repeat it in a type of a written exam. In contrast, Dewey’s philosophy involves students learning in groups that were exploring various concepts under the teaching material. In Dewey’s education system, one would observe multiple dialogs a lot of cooperation. Although one might also observe a written exam, there may also be student assignments, slideshows, or other distinguished methods of assessment. ...Show more