Environment

fRoM PREsERvicE to PRacticE

the SChOOl aS a SpeCial envirOnment

In this scenario, students are meeting to discuss their preservice clinical observations. Professor Alcott encourages the students to relate their clinical observations to reflections on general concepts about education, schools, curriculum, and methods. Professor Alcott asks, “Now that you have observed classes in schools, what exactly is a school?” Martin Neswich, a student, replies, “Professor, we have all gone to school and have observed classes in schools. We all know what a school is.” Professor Alcott replies, “Before we conclude that we know what a school is, I want you to listen to some guests I have invited to the class to answer that question as a panel.” A panelist, a member of a veterans’ organization, says, “Schools are not doing a good job in teaching American history, civic responsibility, and patriotism.” Another panelist, a businessman, says, “Schools need to teach salable market skills needed in business. Some of the people I hire don’t even know basic math skills.” The third panelist says, “I am a mother of three elementary-age students but don’t send my children to public schools because they do not provide the proper religious education and moral values.” Professor Alcott thanks the panelists for their presentations. Then, he says, “We have heard from three members of the community who have very different ideas about what a school is and what it does. Before we end this unit, I want you to read what John Dewey, one of America’s leading philosophers, said about schools. As teachers, we all need to go to the source.” He passes out a short excerpt from John Dewey’s, Democracy and Education, and says, “Let’s read the selection and discuss the questions at the end of the reading next week.” . . . as soon as a community depends to any considerable extent upon what lies beyond its own territory and its own immediate generation, it must rely upon … schools to insure adequate transmission of all its resources. … Hence a special mode of social intercourse is instituted, the school, to care for such matters. This mode of association has three functions. … First, a complex civilization is too complex to be assimilated in toto. It has to be broken up into portions … and assimilated … in a gradual and graded way. The relationships of our present social life are so numerous and so interwoven that a child placed in the most favorable position could not readily share in many of the most important of them . Not sharing in them, their meaning would not be communicated to him, would not become part of his own mental disposition. There would be no seeing the trees because of the forest. Business, politics, art, science, religion, would all at once clamor for attention; confusion would be the outcome. The first office of the … school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young . …

In the second place, it is the business of the school environment to eliminate, so far as possible, the unworthy features of the existing environment from influence upon mental habitudes. It establishes a purified medium of action. Selection aims not only at simplifying but at weeding out what is undesirable. Every society gets encumbered with what is trivial, with dead wood from the past, and with what is positively perverse. The school has the duty of omitting such things … and … doing what it can to counteract their influence in the ordinary social environment. … As a society becomes more enlightened, that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. …

In the third place, it is the office of the school … to balance the various elements in the social environment, and to see … that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment . … It is this situation which has … forced the demand for an educational institution which shall provide something like a homogeneous and balanced environment for the young. …

Source: John Dewey, Democracy and Education (New York: MacMillan Co., 1916), pp. 22–26. Abridged by the author.

CaSe QueStiOnS

1. What does Dewey identify as three functions of the school? 2. How do Dewey’s functions of the school differ from those of the panelists? 3. How do you define the role and functions of the school in your own personal philosophy of education?

cultures. Although cultural diversity enriches the entire society, pragmatists want all children to learn to use the scientific method. They believe that schools should build community consensus by emphasizing common problems and using shared processes to solve them. As genuinely integrated and democratic learning communities, schools should be open to all and encourage the widest possible sharing of resources among people of all cultures.