• Abstract and Figures
• Public Full-text

University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1981 A historical study of the relationship between the philosophy of John Dewey and the early progressive colleges : an investigation of the role of science. Janice Crafts Eldridge University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Eldridge, Janice Crafts, A" historical study of the relationship between the philosophy of John Dewey and the early progressive colleges : an investigation of the role of science." (1981). Doctoral Dissertations 1896 - February 2014. 3655. https://scholarworks.umass.edu/dissertations_1/3655 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A HISTORICAL STUDY OF THE RELATIONSHIP BETWEEN THE PHILOSOPHY JOHN DEWEY AND THE EARLY PROGRESSIVE COLLEGES: AN INVESTIGATION OF THE ROLE OF SCIENCE A Dissertation Presented By JANICE CRAFTS ELDRIDGE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1981 School of Education Janice Crafts Eldridge 1981 © All Rights Reserved ii A HISTORICAL STUDY OF THE RELATIONSHIP BETWEEN THE PHILOSOPHY OF JOHN DEWEY AND THE EARLY PROGRESSIVE COLLEGES: AN INVESTIGATION OF THE ROLE OF SCIENCE A Dissertation Presented By JANICE CRAFTS ELDRIDGE Approved as to style and content by: Dr. Leverne Thelen, Chairperson iii DEDICATION This dissertation is dedicated to: my children who bore patiently and with humor the long years o study and writing which this dissertation exacted, who seemed to enjoy having ' Mother share their college years to my mother whose support and ready ear were lovingly given and most gratefully received and to my friends who ever urged me on and tolerated my long obses- sion. iv k PREFACE A Dissertation In the Making Has mankind rewarded its scholars? Then consider the torture they inflict upon themselves; they add, they alter, they blot something out, they put it back in, they do their work over, they recast it, they show it to their friends, they keep it for nine years; yet they never satisfy themselves. At such a price they buy an empty reward, namely, praise— and that the praise of a handful. (Erasmus Desiderius in Praise of Folly, 1509) Had I read Erasmus before embarking upon this "folly," I might never have proceeded. But I did and now it is done. And in the process there actually did transpire something worth noting. Coming as I do from the sciences, having been a working chem- ist, a professor of Chemistry, and an ABD in Chemistry for several years, I was not at all sure as I started this endeavor that science education was a field to which I was well suited. My prior education had been long on equations and short on words. Nor had my under- graduate experience with education courses been highly esteemed. But due to the excellent recommendations of my advisor. Dr. Thelen, my graduate work in education has been in my view outstanding. It was he who recommended Professor Eddy's courses in philosophy and Dr. Kornegay's seminar in The Progressive Era in Education. In these areas which science I found to ray great astonishment the intimate role movement in played in Deweyan philosophy and the existence of a whole Out education build, the common wisdom said, upon Dewey's philosophy. V of these findings grew this study, combining John Dewey's thought, pro- gressivism and science in the realm of higher education. In effect, however, the most striking feature of these years of study has been the re-education of a chemist. Denied in earlier educational endeavors any exposure to philosophy or to history, I have found my brief excursions into each as rewarding as past delving into ®^i^^bific intricacies. The discovery has been made that good writing is as demanding a task as careful laboratory work. The educational role of science suddenly looms larger as the point of view shifts from behind the desk to a broader reference illuminated by Dewey's concerns. It is clear that the whole course of my graduate studies in education and the writing of the dissertation have influenced my perspective on education in the sciences. For this, I wish to thank ray committee members— Dr. Thelen for his expert guidance; Dr. Kornegay as the good-humored source of all that related to historical research and progressivism; and Dr. Rhodes (herself a chemist and professor) for her unflagging enthusiasm and probing questions. Unfortunately my insistence that I also needed Professor Eddy on my committee was not convincing to the Graduate School, as he was technically labeled a consultant. In actuality he was a full and active member of the committee and gave large amounts of time to reading and writing critiques of the text. Without his con- tribution, without the comforting knowledge that he would immediately detect any distortions of Dewey's thought that emanated from my pen, the quality of this study would have been impaired. vi To all my committee, I give my enthusaistic and genuine grati- tude . I also extend my appreciation to the Center for Dewey Studies who provided partial support for this research. Their support was more than merely financial; it helped (by its tacit approval) to alleviate some of the inevitable uncertainty one feels in writing. In addition, I wish to acknowledge the assistance of all those at the four colleges of the sample who contributed in many ways— those faculty and staff members who granted interviews, and those of the library staffs who extended their professional services. The wealth of material used in this study directly reflects the extent of their co- operation. To the colleges of the sample, I wish to add one more note. On your campuses I saw a richness in those facets of education that were most neglected in my own scientific education. My strongest criticism of your style of education is that it has in turn neglected much of what I feel is beneficial from my field. My concept of an ideal educa- tion might well be a successful blend of yours and mine—perhaps a real Deweyan education. vil ABSTRACT A Historical Study of the Relationship Between the Philosophy of John Dewey and the Early Progressive Colleges; An Investigation of the Role of Science May, 1981 Janice Crafts Eldridge, B.A., Jackson, M.S., Tufts College, Ed.D., University of Massachusetts Directed by: Dr. LeVerne Thelen This study is specifically designed to investigate the rela- tionship between Deweyan thought and the progressive education move- ment as it materialized in higher education. The focus is upon the original design and function of a sample of early progressive colleges during their years of planning and their first decade of operation. The instrument for the evaluation was a Model for education at the college level based upon Deweyan philosophy and an extrapolation of his thought. The Model specified two aims: (1) the development of the power to think reflectively, using the methods of science; (2) educa- tion dedicated to the growth of the individual directed towards social goals. Four characteristics of a Deweyan College were identified; (1) the use of scientific teaching methods; (2) a structured curricu- lum; (3) a requirement for specialization; (4) organization as an ex- perimental college. The colleges selected for the sample were Benning- ton, Sarah Lawrence, Bard, and Goddard. These colleges were evaluated viii . from data collected from interviews, archival material and the general literature Three conclusions were drawn. First, there was a wide chasm between the Deweyan College of the Model and the colleges of the sample. Progressive thought as exemplified in these colleges was shown to be little related to Deweyan thought. Second, the colleges of the sample gave to the individual am emphasis inconsistent with Deweyan philosophy. The roots of this emphasis were examined and found to be based upon a romantic progressivism overlaid with psychological theory. Third, science at these institution was largely neglected, whereas the Model specified the study of science as consistent with Deweyan thought. The anti-intellectual effects of this treatment of science were noted. This study concluded with speculations on the impact of these early colleges on the educational world. TABLE OF CONTENTS DEDICATION Iv PREFACE V ABSTRACT Chapter I. INTRODUCTION 1 Statement of the Problem 5 Statement of the Hypothesis 7 Significance of the Study 7 Reference List 9 II. METHOD Implementing Questions to be Investigated 11 Design of the Study 13 The theoretical investigation lA The empirical study 14 Clarification and Delimitation 17 Assumptions 17 Definitions 17 Limitations of the study 19 Exclusions 20 Reference List 21 III. A DEWEYAN EDUCATION 22 The Theoretical Foundation 22 The goal for all education—reflective thinking ... 24 A formal statement of Dewey’s theory of inquiry ... 27 The social aspects of education 33 Freedom and education 37 "The Supremacy of Method" A2 Construction of the Model 50 Teaching reflective thinking 50 The social aspects of education 59 Characteristics of the College 64 The Model Aims of the College Characteristics of the College 80 X Reference Notes . 82 Reference List 83 Chapter IV. BENNINGTON COLLEGE ... The Founding of Bennington * Dewey's influence ' 97 Summary '.!*.*.**** IQI The Educational !*.!'* Plan in Operation 102 Admissions, tuition, and scholarship ]^03 Curriculum organization '. ! ! 106 Freedom within structure Community concerns 22^7 Bennington College and the Model !!'.*.! 119 Teaching reflective thinking/scientific method .... 120 Social goals for education 128 Scientific teaching methods 129 Structure 131 Specialization 132 An experimental college 134 Summary and Conclusions I 37 Reference Notes 140 Reference List 142 V.

Load more

  421

Copy Link