The purpose of the paper is to reinvestigate the relationship between educational practice and the technology applied within formal education, especially in educational thought of John Dewey (1859-1952). In considering the relationship, we need to argue between general sciences as fundamental science and pedagogy as a body of applied sciences. It is called the debate on science of education. To compare with John Dewey's educational thought, we first analysis the educational thought of Friedrich Herbart (1776-1841) and Emile Durkheim (1858-1917). Both are known as famous modern pedagogist. Modern education is not irrelevant to the development of modern science. Based on the beginning of psychology, Herbart states that ethics makes clear when and where psychology should be used. From the viewpoint of sociology, Durkheim criticizes for universalism and subjectivism found in Herbart' educational thought. Durkheim regards the survey using sociology method as most objective. In contrast of both logics, Dewey consistently insists that the teacher in classroom only know what is most needed for nowadays schooling. As for Dewey, this is an only starting point for studying pedagogy. In conclusion, we can suggest that being scientific dose not mean studying pedagogy. The former can be the necessary condition for the later, and can not be the sufficient condition for it. This consideration in this paper will afford one of perspectives on the further development of current information technology growing up to Educational Informatics, which will have had a role as the applied science withinout pedagogy.
|Translated title of the contribution||The Relationship between Educational Practice and the Technologies applied within formal education in Dewey's Educational Thought: What kind of logic does bring sciences into pedagogy in earlier 20th century?|
|Number of pages||12|
|Publication status||Published - Mar 2005|