La notion de sens dans la philosophie de l'éducation de John Dewey
|Abstract:||This master’s thesis aims to present the function played by the concept of meaning in the philosophy of education from John Dewey. To do so, firstly, we will explain the philosopher’s conception of experience in which the notion of meaning plays a decisive part as the perceived relation between the elements of experience. As a matter of fact, experience for Dewey can be defined by the perception of meaning, that is a relationship of continuity between what we are doing to things and what we undergo in return. Thus, that which has a meaning - or makes sense - is what we are able to link, to perceive in its logical connections. This theory enables Dewey to surpass classical philosophy’s dualisms which caused, as a heavy consequence, the fragmentation of experience. We will present the nature of this fragmentation and how, when it is crystallized in the school curriculum, it leads to a loss of meaning in the child's experience. Secondly, we will explain how Dewey proposes to rethink education to make it an education of, by and for experience, aiming at the training of the students’ thinking, and this, by following the broad lines of the scientific method. We will show how education, rather than a transmission of knowledge, should be understood as a reconstruction of the meanings of experience. Finally, we will review the practical implications of this theory, and then outline Dewey's proposed changes to transform the classroom to make the school a place where children can find and create meaning.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||23 November 2018|
|Collection:||Thèses et mémoires|
All documents in CorpusUL are protected by Copyright Act of Canada.