La teoría de la experiencia de John Dewey: significación histórica y vigencia en el debate teórico contemporáneo
Year: 2013
Type: article
Abstract: This paper focuses on the historical and contemporary validity that John Dewey’s experience theory has had at the United States pedagogy. We analyze the context in which Dewey has developed his theoretical approach. We also point out against whom opposed his educational proposal based on the concept of learning by doing. In order to do that, we fit his philosophy inside of pragmatism and, in particular, within the instrumentalism. Moreover, we highlight the historical significance to the pedagogy of the concepts developed by Dewey: activity and experience as well as the implications that they have had for institutionalized education. Finally, we argue some of the issues that are discussed by the contemporary pedagogical debate arising from the premises of the experience theory. Received: 20/12/2012 / Accepted: 22/02/2013 How to reference this article Ruiz, G. (2013). La teoría de la experiencia de John Dewey: significación histórica y vigencia en el debate teórico contemporáneo. Foro de Educación , 11(15), pp. 103-124. doi: http://dx.doi.org/10.14516/fde.2013.011.015.005
Source: Foro de Educación
Authors: Universidad de Buenos Aires – CONICET (Argentina), Guillermo Ruiz
Language: Spanish
Subfield: Philosophy
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2080993733