Questions about Thinking in Education

1. What is the relationship of experience to thought? Why does

experience precede thought?
Dewey says, the initial stage of that developing experience
which is called thinking is called experience(para 2). Experience and
thinking are usually associated with two different paths. Experience is
associated with the senses and the material world. However,
thinking is often considered to be beyond the physical world involving
things we cannot sense. We experience thinking and thinking is
experience. We use experiences to reason and think about ideas or
situations. Thinking and experiences are actually related to each
other.

2. Why is learning more about ourselves and the world crucial to

thought and education?
We must learn about real life problems and how to overcome
them instead of being sheltered to the problems set by a teacher.
When we understand ourselves and the world, we can understand how
to apply our thoughts to what we learn. Educating ourselves is putting
knowledge into action. Understanding our experiences and how
reasoning due to our experiences can help determine outcomes. Thus
we can preserve a better world.

3. In what ways does Dewey concern himself with nature in the

classroom?
Dewey concerns himself with nature in the classroom when he
writes, the first approach to any subject in school, if thought is to be
aroused and not words acquired, should be as unscholastic as
possible (para 4). Dewey is saying that the nature of the classroom is
scholastic meaning information from a lesson plan is immediately
pushed on us. He believes it should be beyond the lesson plan, so that
the student may learn to connect real life problems; learn how to think
opposed to retain.

4. Dewey states that for some people, thinking is cut off from
experience. How could this be true? What are its consequences?
People with thinking and experience cut off from each other do
not use experience to reason. This could be due to schooling because
they had been susceptible to scholastic learning (and perhaps excelled
at it) but was neglected of learning about how to apply knowledge
outside of schoolwork. When people do things that are reckless or
keep making the same mistake this means that they have not
connected experience to thinking and have no common sense. This is
why some people today are referred to as, book-smart, but not lifesmart. These people can possibly miss out on a well-rounded life or in
extreme cases, get injured.

5. What is a relationship between a student given something to do and

given something to learn?
Being given something to do does not require thinking because
we are just fulfilling the expectations of the teachers. When we do this
we do not learn for ourselves because we are trying to figure out what
the teacher wants. Furthermore, we are getting it done for the sake of
finishing it. Something to learn requires thinking and sufficient
experience because we must apply our knowledge.
6. What is the difference between genuine and mock problems in a
classroom?
The difference between genuine problems and mock problems in
the classroom and mock problems in the classroom, is whether a
question is connected to experience and application or simply for the
sake of acquiring a skill of how to do something. The mock problem is
not personally stimulating the student but asking to fulfill external
requirement.

7. What is the importance of data in the classroom?

Pupils need facts or events they can relate to, so they can make
connections and personalize their learning experience. Lack of data
makes the problem more difficult for the student and therefore they
cannot grasp true concepts.

8. How does Dewey define creative originality?

Dewey defines creative originality as coming up with new
answers or solutions using the data that has been given to you. He
uses Newton as an example, explaining that he did not create the
moon or science, but he rearranged facts about science and he came
up with laws about them that made sense.