This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Glassman, M. Search for Related Content Social Bookmarking                         What's this?

Experience and Responding

Department of Human Development and Family Sciences, Ohio State University, 135 Campbell Hall, 1781 Neil Ave., Columbus, OH 43210; glassman.13{at}osu.edu. His research interests include child development and early childhood education

This article responds to the critiques by O’Brien and Prawat of my article, "Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice." The central point made by both authors concerns the relationship of process and product in Dewey’s educational philosophy. The authors argue that Dewey did not promote process over product in the classroom and that Dewey and Vygotsky are more similar in spirit and substance than my article suggests. However, when Dewey’s educational philosophy is viewed within the larger framework of instrumental pragmatism, there are clear reasons why Dewey would want to emphasize process (while not disregarding product) in day-to-day education. This article also responds to criticisms involving the relative emphasis Dewey and Vygotsky gave to issues of diversity and individual variance and to the development of ideas of the two theorists.

Educational Researcher, Vol. 31, No. 5, 24-27 (2002)
DOI: 10.3102/0013189X031005024


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?