John Dewey's theory of experience

The important ideas that underpinned progressive education

they were born during the 18th century and early 19th century, in it there
I understood education linked to the student and their real life. A
an essential antecedent to this movement was the thought of
Jean Jacques Rousseau (1762) with Emile; another one is constituted by the work of
Giovanni Enrico Pestalozzi (1826) The Swan Song and The Destinies of My
life; Friedrich Froebel (1826) The Education of Man; Leo Tolstoy
Childhood (1852), Adolescence (1854), and Youth (1856); in addition to
pointing out these philosophical references is also considered the
pragmatism had greater development in the United States and to
which John Dewey (1886) belonged to, adhered to, and nurtured.

Dewey is admired as the most influential educator of the so-called

"Active School" or "New or Progressive School" of learning by doing
(learning by doing) and regarded as the father of learning
experiential.

Dewey's contribution is focused on both political philosophy.

like in education, in the first one considers democracy as
the fundamental system of government, by which, it must be developed the
personality (institutions create the individual), ethics, freedom
of the individual (their individuality) and encourage the participation of all;
in this way, we can interpret the philosophy of education of
Dewey as oriented towards forming individuals to build and sustain
a democratic society. And the second is its theory of knowledge
or of learning, which is based on three key points:

Learning through experience and lived experiences

daily: Experience is the process by which the individual
reaches the information and the one that provides us with the necessary material to
that we generate knowledge, always through interaction
and experimentation (instrumentalism).
2. Social life is key to development: One must learn from
any area of life.
 3. Promote the independence of research: It should
learn to research and to undertake your own investigations
to obtain your own findings.

Dewey believes that the educational method should derive from the method
scientific, with all the necessary adaptations. In this
in a broad sense, there is a 'Dewey Method', the so-called method of
problem, which consists of a sequenced process through which it
it presents learning as a research activity, carried out to
groups of students under the guidance and direction of the educator.

Within the curricular integration project, one can observe the

ideas that Dewey developed in the school work proposal
active, such as: responding to a problem within a context
real, starting from the student's interest, to confront children with
problem situations, link the different areas or subjects in
the same project, learn to research, promote participation
student's activation and the possibility of addressing it from different
perspectives of knowledge, that is, to promote learning
permanent and significant in and for life.

References
Gaena Graciá, V. (2019). Experiential learning as a methodology
teacher. Good practices. Section 1: Conceptual approach
the use of experiential learning as a teaching methodology
in the classroom. Madrid, Spain. Ed. Narcea P.16
 Contributions of sociocultural theory

Currently, psychologists recognize that culture shapes the

cognitive development in determining what and how the child will learn
about the world. An important exponent of this theory
sociocultural (also called sociohistorical) was a Russian psychologist
who died more than 70 years ago. Lev Semionovich Vygotsky was
only 38 years old at the time of death, but his ideas about language, culture
and cognitive development had already matured.
Recent work shows that he had offered an alternative
to many of Piaget's ideas. While he described the child
like a small scientist who was almost solely building his idea of the world,
Vygotsky (1978, 1986, 1987, 1993) proposed that cognitive development
It largely depends on the relationships with the people who are
present in the child's world and the tools that culture provides him
to support thinking. Children acquire their knowledge,
ideas, attitudes, and values based on their interaction with others. No
they learn from the solitary exploration of the world, but rather by appropriating or
"to take on" the ways of acting and thinking that their culture offers them
(Kozulin and Presseisen, 1995).
Vygotsky also believed that real and symbolic tools,
like printing presses, pencils (and today we could include the
computers and smart devices), the numbers and the systems
mathematicians, signs and codes, as well as language,
they play very important roles in cognitive development.
For example, if a culture only has Roman numerals to
represent quantities, certain forms of mathematical thinking
(from long division to calculation) would be difficult or impossible. But
I could do much more with a numerical system that included the
zero, fractions, positive and negative values, and an infinite amount
of numbers. The numerical system is a cultural tool that
supports thinking, learning, and cognitive development. This
the system passes from the adult to the child thanks to formal relationships and
informal and to teaching. Thus, language is the system
the most important symbolic support for learning.
The basic concept provided by Vygotsky is that of 'zone of development'
next." According to him, each student is capable of learning a series of
aspects related to their level of development, but there are
others beyond their reach that can be assimilated with the help of
an adult or more advanced peers. This section between what the
a student cannot learn by himself and what he can learn
with help is what is termed the zone of proximal development.
Highlight the role that dialogues play in development.
cooperative among children and members of society with greater
knowledge. Thanks to such exchanges, children learn the
culture of their community (ways of thinking and behaving).

Taken from:
Ortiz O., Alexander. (2013). Pedagogical models and theories of
Learning. Ed. From the U Woolfolk E., Anita. (1999). Psychology
Educational. Ed. Pearson
González Monteagudo, J. (2001). John Dewey and pedagogy
progressive. In the pedagogical legacy of the 20th century for the
21st century school (pp. 15-39). Barcelona: Graò.
Rodríguez. JOHN DEWEY AND HIS CONTRIBUTIONS TO EDUCATION.
The provided link does not contain any translatable text.
s/28.pdf

Ruiz, Guillermo R. The theory of experience of John Dewey:

historical significance and relevance in the theoretical debate
contemporary. Education Forum, vol. 11, no. 15, January-
December, 2013, pp. 16-39. Cabrerizos, Spain. Available
http://www.redalyc.org/articulo.oa?id=447544540006
 Kilpatrick's Project Method

With his philosophy, Kilpatrick becomes a defender and promoter of

movement of the new education, in one of the most eminent
representatives of the Active School and the democratic spirit,
proposing a new way of teaching, making it known in the
essay titled The Project Method in the year 1918. Hence, the
the use of projects as a form of teaching has its antecedents
within the framework of the American progressive education movement to
late 19th century. Other of his most representative works are:
Fundamentals of the method (1925), Education for a civilization in
camino (1926), Educación y crisis social (1932), Filosofía de la educación
(1951).
For Kilpatrick, the project is a complete act where one aspires to
to carry out an enthusiastic activity, with a sense or purpose
specific, that is carried out in a social environment. It defines it as: “a
freely chosen work plan aimed at accomplishing something that
we are interested
According to Kilpatrick, projects can be of four types.
mainly: Project of creation, creativity or production
(its foundation is the development of a plan, such as constructing
a train, making cards, etc.). Appreciation, recreation, or project of
consumption (the main idea is to enjoy an aesthetic experience,
how it can be to listen to a narration, hear music or appreciate a
staging). Problem-solving projects (obey to
purpose of providing an answer to an intellectual question, such as
It would be to investigate why heavy objects sink, what is the cause.
of weather changes, etc.) and the projects for the acquisition of
specific learning or training (leads the student to
acquire certain skills or knowledge motivated by the
learning
According to Kilpatrick, the characteristics of a good project
didactic are: "a work plan preferably manual, a
activity motivated through logical intervention, a job
manual, taking into account the globalizing diversity of teaching,
a natural environment." Since respecting the needs and interests of
children, promote activities of a motor, manual, intellectual type and
aesthetics; the aim is to generate meaningful and functional learning
.
Kilpatrick advocates for schools to be based on the choice of the
projects that give rise to activities with purpose. He argues that
projects help create a very learning environment
enriching, and that students' experiences should not be
limited only to school life. One of the sad notions of the
Formal education is that it must, by obligation, occur within
from the classroom walls. The actual activities, like your
the name indicates they provide true opportunities for him
relevant learning of students .
For the development of a project, the following must be considered
diagnosis, topic selection, organization and design of
project and its evaluation. Furthermore, for its formulation, it
must answer the questions what (name and description of the
project), for what (purposes of the project), why (justification of the
project), how (methodology, project activities, and content
programmatic approaches to address), with what (material resources), with whom
(participants) and when (activity schedule). All of these
questions will be reflected in a special format that integrates and
describe each of the points for their execution

References
Abbagnano, N. Y A. Visalberghi. History of pedagogy. Fund of
Economic Culture. Mexico 1995. 709p.
Carozzi De Rojo, Mónica. Integrated Projects in Primary Education. Buenos Aires,
Mexico. Paidos, 2001. 176p.
Aguilar, José Antonio. School Planning and Project Formulation.
2nd ed. Mexico. Trillas, 1990. p. 304.
 Formative assessment
Background

Michael Scriven in 1967, to the evaluations that had the role of

continuous improvement of the curriculum called them formative.
(Wiliam, 2011)
In 1969, Bloom called the tests formative whose purpose
was to provide guidance to students and teachers. (Wiliam, 2011)
In 1971, Bloom and others added to formative assessment a
central element, which was used by the teacher to take
decisions regarding their teaching. Martínez Rizo, F., 2012)
In 1989, Sadler integrated another element, which was to be used not only
by the teacher, but also by the students, with the purpose of
improve your performance. (Sadler, 1989)
Recently in other researchers Paul Black, Dylan Wiliam,
Susan Brookhart and Rick Striggins the component of "motivation"
of the student to learn (Martínez Rizo, F., 2012)
The purpose of formative assessment is to mobilize the
learning is part of the processes of teaching and learning
... is the bridge between both (Ravela Pedro et al., 2017)

Linkage with the projects

Working with integrative projects allows for the generation of

formative feedback, (pillar of formative assessment) in the
different phases activating each student as responsible for their
self-learning when carrying out self-assessment processes, also
from classmates, through peer evaluation, that
enables students to act as a source of learning for their
parents, and of the teachers, as support for the learning of the
students as a natural part of the project activities.

References
Ravela, P. Picaroni, B. and Loureiro, G. (2018) How to improve evaluation
in the classroom?: Reflections and proposals for work for
teachers, (2nd Ed) Mexico City, Grupo Magno. Secretary
of Public Education
 STEAM

The word STEAM is formed by the initials of a series

disciplines considered essential for training in the
society actual specifically: the sciences technology
engineering, art, and mathematics (from English: Science, Technology,
Engineering, Arts, and Mathematics.
In education, this approach ensures the development of knowledge.
transversal, in which the contents of each of these branches do not
they work in isolation, but in an interdisciplinary manner to
guarantee a contextualized and meaningful learning. It arises from the
the need to prepare new generations for the world
technological era they would experience in the new millennium, preparing them,
both for professional life and for personal and social life.
STEAM competencies are a guiding axis that allows for integration
different areas of knowledge, developing thinking
scientific, quantitative, critical, reflective, logical, rational, and creative; it
he/she also works on thecomputational thinkinga thought that
has recently emerged in our lives and allows us to solve
complex problems helping us with the computer sciences,
these are some types of thought necessary to face
to everyday situations that are present in the disciplines
STEAM.
The STEAM approach includes in its proposal the idea of learning
doing.
Their methodology is based on the learner, the student, to
promote inquiry, experimentation, and description in them
phenomena and situations.
Among the models proposed by the STEAM methodology for the
development of the curricular process are: Learning
Based on Projects, Problem-Based Learning (PBL), the
TPACK (Technological Pedagogical Content Knowledge), the ethno-
mathematics and games, cooperative learning, robotics,
inquiry-based learning and learning environment models
constructivists (EAC) and also uses virtual tools like
the Learning Management System (LMS). In the case of the arts, it
they propose the models of the Maker Culture and Tinkering.
References

Aguirre, J. P. S., Moyano, E. M. J., Poveda, R. D. S., & Vaca, V. D. C. C. (2020).

STEAM as an active learning methodology in education
superior. Knowledge Pole: Scientific-Professional Journal, 5
(8), 467-492.
Steam Education
entry into the knowledge society. Digital Science, 3(3.4.)
212-227.
Cuervo, D. A. C., & Reyes, R. A. G. (2021). Contribution of the Steam methodology
in curricular processes. Redipe Bulletin, 10(8), 279-302.
Urgiles-Rodríguez, B. E., Tixi-Gallegos, K. G., & Allauca-Peñafiel, M. E.
(2022). STEAM Methodology in Academic Environments. Mastery of
the Sciences, 8(1), 113-125.
 Socio-emotional Education

In 2015, UNESCO established in the document 'Rethinking the

Education: Towards a Global Common Good", that the essential purpose of
21st century education should be the support and enhancement of
dignity, the capacity and the well-being of the human person in
"relationship with others and with nature" recognizing that "the
interest in the importance of 'soft', 'transferable' skills,
'non-cognitive' or 'of the 21st century' has enriched current theories about
the content and methods of education
This document acknowledges that the socio-emotional aspect is as
as important as the development of cognitive skills: That the
rational part is intrinsically linked to the emotional one and the
attention to competencies and socio-emotional skills can be
identify three of those principles:
Learn to do. Communication and collaboration.
It is recognized that cooperative efforts generate better
results that are competitive and individualistic and that the
cooperative learning tends to promote other positive outcomes,
…reduction of stereotypes and prejudices, greater appreciation of the
diversity, development of social skills and improvement of quality
from learning environments1
Learning to be. Social and intercultural competencies
Knowing when to listen and when to speak allows one to behave in
respectful way of working in a team and collaborating with others
people accepting differences in opinions, regardless
of their social, cultural or origin condition.
Learning to live together. Seeking and valuing diversity
The school environment must offer the possibility to propose activities
of learning that gives youth the opportunity to value and
to practice mutual understanding and peaceful coexistence within
a heterogeneous population.
Socio-emotional education and project work in school
primary.

1
Luna Scott Cynthia THE FUTURE OF LEARNING WHAT TYPE OF LEARNING IS
WHAT DOES THE 21ST CENTURY NEED? RESEARCH AND PROSPECTIVE IN EDUCATION •
UNESCO WORKING DOCUMENTS November 14, 2015
Unable to access the provided URL.
In the book Key Learnings for Comprehensive Education published
in 2017 by the SEP, just like in the new curricular framework 2022, it was
gives education a humanistic perspective, which
requires a 'dialogical approach to learning'
It is accepted that teachers, for years, focused more on skills.
cognitive and motor skills that social-emotional development and valued
more the silence and individual effort. Currently, there are many
teachers who recognize that when students engage in dialogue with their
pairs, in those encounters they are able to more easily distinguish the states
emotional. Identifying their causes and effects impacts better
learning. Therefore, "it is necessary to adopt a comprehensive perspective
of education and learning, which includes both cognitive aspects
as emotional and ethical2
In the 2017 program, it showcases the area for the first time.
of socio-emotional education, and lists five dimensions:
Self-awareness, Self-regulation, Autonomy, Empathy y
Collaboration.
In Jalisco, Recrea develops the following concept of education
socio-emotional ..."it is a process through which the members of the
Learning Communities in and for Life (CAV) develop
skills that allow them to understand and manage their emotions,
establish constructive interactions among them, show attention and
self-care and care for others, generate a classroom environment and
school based on respect, empathy, and collaboration through
shared experiences, practices, and routines
The twenty-first century makes the implementation of the curriculum urgent.
socioemotional learning. "The socioemotional competencies
allow students to get to know themselves and their peers,
be more empathetic, understanding, and face challenges in a better way
the challenges that life presents to them3

2
Secretariat of Public Education, Key Learnings for Comprehensive Education.
Retrieved on May 16, 2022, p. 423 at:
The provided text is a URL and does not contain translatable content.
V-l-EMOTIONAL-SOCIAL EDUCATION.pdf

3
Solís-Pinilla Jaime, Project-based learning: a didactic proposal for the
socio-emotional development, EDUCATIONAL KNOWLEDGE JOURNAL NO. 6, JANUARY-JUNE 2021 p.
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