John Dewey’s educational concept: objectives and goals

Abstract

This article focuses on the lost paths in which some pedagogical practices have fallen. Discordant pedagogical orientations is one of the consequences arising from misinterpretations in educational matters. The present work proposes the hypothesis that they find a good educational objective, as long as they get rid of false antagonisms, such as: theory opposed to practice, student interest opposed to school discipline. John Dewey was one of the rare thinkers to meet this condition. As a result, the article aims, through Dewey’s perspective, to demonstrate how it is necessary to reconcile apparently irreducible ideas to formulate educational goals. The methodology used consisted of bibliographic studies concerning Dewey. The results achieved by the work were pedagogical conceptions, of which the child’s prior knowledge is an example of not neglecting. Finally, the article concludes that it is necessary to harmonize what is wrongly opposed.