Dewey and Peirce on Curriculum and the Three R 's
DOI :
https://doi.org/10.11575/jet.v14i1.43863Résumé
This paper explores Dewey's identification of education and growth, examining his analysis of growth as social, moral, and intellectual. Implications of this analysis for the compulsory and hierarchical curriculum are drawn out.
It is argued that Dewey's position contains several serious difficulties: his thesis identifying growth for its own sake as the end of education is particularly problematic. A Peircean perspective on these issues is presented and defended, followed by a brief defence of Dewey.
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