The Pedagogy Of John Dewey: A Summary

listeup-teaching-vocabulary-fiThe Pedagogy Of John Dewey: A Summary

by Steve Wheeler, Associate Professor, Plymouth Institute of Education

This is number 7 in my blog series on major learning theories. My plan is to work through the alphabet of psychologists and provide a brief overview of their theories, and how each can be applied in education. In the last post we examined the work of Mihály Csíkszentmihályi on Flow Theory. In this post, we explore the work of John Dewey on experiential and interactive learning. This is a simplified interpretation of the theory, so if you wish to learn more, please refer to the original work of the theorist.

John Dewey is one of the giants in the history of educational theory, and it’s difficult to isolate one of his specific theories to discuss here. He was influential in so many areas of educational reform, that to choose one theme would do him a disservice, so I will highlight several of the areas in which he was ahead of his time.

The theory and how it can be applied to education

Even before the constructivist theories of Jean Piaget and Lev Vygotsky were widely known, Dewey was talking about how children learn best when they interacted with their environments and were actively involved with the school curriculum. He rejected much of the prevalent theory of the time – behaviourism – as too simplistic and inadequate to explain complex learning processes. He argued that rather than the child being a passive recipient of knowledge, as was presumed by many educators of the time, children were better served if they took an active part in the process of their own learning. He also placed greater emphasis on the social context of learning. At the turn of the 20th-Century, these were radical ideas.

Dewey further argued that for education to be at its most effective, children should be given learning opportunities that enabled them to link present content to previous experiences and knowledge. Again, this was a ground breaking idea for the period. Yet another feature in Dewey’s theories was the need for learners to engage directly with their environment, in what came to be known as experiential learning, where ‘knowledge comes from the impressions made upon us by natural objects.’ This approach led later to a number of other similar approaches such as problem-based learning and inquiry-based learning.

Notwithstanding, Dewey was wary of placing too much emphasis on the child’s abilities, but preferred to place his trust in a more balanced approach to education where teacher, students and content were given equal importance in the learning equation. Ultimately, his belief was that teachers should not be in the classroom to act simply as instructors, but should adopt the role of facilitator and guide, giving students the opportunities to discover for themselves and to develop as active and independent learners. In some schools, a return to these values is long overdue.


Dewey, J. (2011) Democracy and Education. Milton Keynes: Simon and Brown.

Previous posts in this series:

Anderson ACT-R Cognitive Architecture
Argyris Double Loop Learning
Bandura Social Learning Theory
Bruner Scaffolding Theory
Craik and Lockhart Levels of Processing
Csíkszentmihályi Flow Theory

The Pedagogy Of John Dewey: A Summary by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

This post first appeared on Steve’s personal blog; The Pedagogy Of John Dewey: A Summary; image attribution flickr user listeup

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Steve Wheeler

I’m very pleased you decided to use my post on your site. However, I would be grateful if you could also use the Creative Commons licence I originally applied. Thank you.


Dewey was one of the most destructive men to ever influence America. A charlatan who disliked literacy, as it conflicted with his humanistic, utopian vision to reduce men to socialistic instruments. My mom was a primary school teacher who was instructed to use his and Huey’s “whole word” method. Thankfully for her students, she refused and taught phonetic reading. Check out what happened to John Rockefeller’s 4 sons whon were placed into Dewey’s “labs” – all reportedly came out dyslexic. 4 fo r 4 – impressive consistency. That educators still place him in high esteem perhaps says more about their… Read more »


Learning by Deweyng! Of course apprenticing had been a successful method for thousands of years. Dewey was a social philosopher and was concerned with schools weaving together a common social fabric for the nation that was composed of diverse groups of older and newer immigrants who needed a common language and curriculum. Socialization was a huge need and Dewey headed socialist politics. Dewey’s wife ran the lab school at the U of Chicago where methods could be tried and studied. Practical hands-on rather than theoretical memorization was useful. Few students (5% in 1900) went on to college, so the practical… Read more »