Journal of the Korean Institute of Educational Facilities (교육시설 논문지)

Korean Institute of Educational Facilities (한국교육시설학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the Concept of Schools and Spatial Composition According to Educational Philosophy by John Dewey

존 듀이의 교육철학에 따른 학교와 공간구성 개념 고찰

  • Received : 2016.05.21
  • Accepted : 2016.07.29
  • Published : 2016.07.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study considers the concept of schools and their spatial composition by John Dewey through literature review who argued for a new, children-centered education in the early 19th century, and it also mentions some suggestions for improvement of the elementary school facilities in Korea that the size and number of students in school has decreased sharply. John Dewey claimed that a school is a big household as well as a small society in which one studies the current occupation and experience in connection between the household-school-society. At the same time, he pursued an organic and open spatial composition which can effectively and efficiently enable educational curriculum's application, social occupation and project learning based on children's native impulse and stage in child growth. Korea's education policy should shift from quantity-based education production to quality-based production due to the reduction of school age population among other reasons. Especially this study emphasizes that small size schools need to be changed to local community facilities with environment-friendly, children-centered and open learning spatial composition with basis on John Dewey's educational philosophy.

Keywords

References

  1. John Dewey, The School and Society, Revised Edition. The University of Chicago Press. 1915
  2. Miyamoto Kenichro, Alice B, Thought on School Building Programs: Enrichment of Children's Opportunities for Work, Study, and Play. Kwansei Gakuin University Repository, 2012
  3. Masashi Koyanagi. Some Inspection of the Correspondence of John Dewey during His Chicago Years(6) -Details of the Antagonism between Dewey and the Faculty of the University of Chicago School of Education: 1903-1904-Faculty of Education, Kagoshima University. Studies in education, 59:, pp.189-281, 2008
  4. Park, Young-Man, A Study on the Theory and Practice of the John Dewey's Laboratory School, Department of Education Graduate School of Sung Kyun Kwan University, 1992.10
  5. Yang, Eun-Joo, Dewey's Laboratory School and the Teachers as Artists, The Journal of Curriculum & Evaluation. Vol. 8, No. 2, pp.25-50, 2005.
  6. Bak, Ju Hee. Dewey's theory of educative experience and the practices in the Laboratory School, Graduate Program, Gwangju National University of Education. 2014.
  7. John, Dewey. Evelyn Dewey, Schools of Tomorrow, E. P. Dutton & Company. 1923.
  8. The Middle Works of John Dewey 1899-1924, vol.2 (1902-1903), Southern Illinois University Press, pp. 80-93, 1976
  9. Ai Senga, Satoru Takahashi, The Dewey's laboratory School and Developmant of Educational Practice, Tokyo Gakugei University Repository. p.241-267. 2001
  10. K.C. Mayhew & A. C .Edwards, THE DEWEY SCHOOL, The laboratory school of the University of Chicago 1896-1903, 1936. Translate by Umene Satoru, Isihara Sizuko. Meizitosyo. 1978
  11. Yasuo Kawase, The Thought structure of Progressive Education Movement in U.S.A－on Historical study of The Thought from John Dewey's Experimental Educational theory-, Bulletin of Tokyo Kasei University vol,21 no.1, pp. 81-87, 1981
  12. Osamu Nishio, A Study on the Introduction of Dewey Pedagogy into the Japanese School Education(2), Bulletin of Saitama Gakuen University (13), pp.155-167, 2013.12
  13. Jeffery A. Lackney. History of the Schoolhouse in the USA. R. Walden. Schools for the Future. Springer Fachmedien Wiesbaden 2015.
  14. University Record, The University of Chicago, vol. 7, no.1, May 1902(Chicago:The University of Chicago Press,1902), https://www.google.co.kr/?gws_rd=ssl#q=University+Rec ord%2C+The+University+of+Chicago%2C+vol.+7%2C+no.1%2C+May+1902
  15. Kenichro Miyamoto, The School and the Community in the Progressive Education Movement-A Study of the Gary Schools in the 1910's-. The University of Tokyo, 1983
  16. Masashi Koyanagi, The Realities of the Dewey School-For the True Knowledge about It-, Bulletin of the Faculty of Education, Kagoshima University. Studies in education Vol.50 pp.193-194, 1998.10