My Pedagogic Creed

The education system is failing. Sound familiar?

What reads as a common headline for today’s turbulent times, the same sentiment was held by twentieth century scholar John Dewey (1897).

In his well-known article “My Pedagogic Creed”, Dewey (1897) opposed the standard transmission and acquisition model of schooling, or what is referred to by learning scientists as instructionism (Brown-Martin, 2018). As a solution, he proposed his beliefs about experiential teaching and learning and the active role of the educator. He espoused teaching and learning strategies such as social interaction and group learning and called upon teachers to actively engage students in the experiential learning process.

In his criticism of the standard model of education, Dewey (1897) stated, “I believe that much of present education fails…It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (p. 78). Dewey (1897) saw little value in students’ possessing information without being able to do or enact the knowledge or skills they had acquired through instruction: “The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result they do not become a part of the life experience of the child and so are not truly educative” (p. 78).

The basis of his views were on his guiding principles of learning by doing. It is here where the student learns by doing activities, rather than simply receiving a transmission of information from the instructor to the student. By developing skills within students that they could enact, and not simply retain, Dewey (1897) believed children would be enabled to become better human beings and contribute towards the welfare of society.

In “My Pedagogic Creed”, Dewey (1897) also addressed the role of the teacher, describing them as needing to facilitate learners and consider learners’ interests when teaching as well as stimulate and motivate students to learn: “Education, therefore, must begin with a psychological insight into the child’s capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted – we must know what they mean” (p. 77).

The philosopher, Thomas Carlyle once said, “The person without a purpose is like a ship without a rudder”. Similarly, John F. Kennedy is quoted saying, “Efforts and courage are not enough without purpose and direction”.

Teaching is a social endeavor and therefore demands leadership. But, without knowing your individual purpose, cause, or belief for being an educator, how can you expect other students or colleagues to follow you with inspired purpose and direction? 

A creed can be understood as a set of foundational beliefs or aims which guide one’s actions. A pedagogic creed is the personal clarification of why an educator teaches. In essence, it is the teacher’s core of dedication from which stems their conviction for being an educator.

When it comes to your pedagogic creed, what are your guiding principles that inform your teaching and learning approaches? In the comments below, feel free to share your personal creed. Help strengthen the bond with our tribe by interacting with the creeds of others.

References:

Dewey, John (1897, January). My pedagogic creed. School Journal, 54, pp. 77-80. Retrieved from http://dewey.pragmatism.org/creed.htm

Brown-Martin, G. (2018, May 8). Education and the Fourth Industrial Revolution. Medium. https://medium.com/regenerative-global/education-and-the-fourth-industrial-revolution-cd6bcd7256a