Investigating the geometry of the concept of human agency in John Dewey's perspective and its educational consequences

Document Type : Original Article

Authors

1 Department of Philosophy of Education, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Associate Professor, Department of Philosophy of Education, Shahid Chamran University, Ahvaz, Iran.

Abstract

This research examines the concept of human agency in John Dewey's philosophy and its educational consequences. Dewey considers man as a dynamic and creative being that grows and evolves through continuous interaction with the environment. By rejecting traditional dualisms, he emphasizes the unity of mind and body and the close connection of man with the social and natural environment. With a qualitative approach and philosophical analysis, this article analyzes the dimensions of human agency in Dewey's thought and introduces it as an acquired and dynamic ability that is formed in the process of experience and learning. In Dewey's philosophy, the concept of growth as an increase in the capacity of intelligent interaction with the environment and reconstruction of experiences has a central position and is closely linked with concepts such as democracy, which provides a platform for social participation and creative learning. The results of this research show that in Dewey's view, human agency is a prerequisite for the realization of individual and social growth, and in democratic societies, it leads to the formation of informed and responsible citizens. These findings provide a practical framework for rethinking educational systems.
KeyWords: John Dewey, human agency, growth, experience, democracy.
Quarterly Journal of Education Studies
Volume 10, Issue 39
December 2024
Pages 60-68

Files

Share

How to cite

Statistics