Subject Matter and Method: What a Pedagogic Dialectic in Dewey's Democracy and Education?
| Main Author: | Valentine BANFEGHA NGALIM (PhD), |
|---|---|
| Format: | Article eJournal |
| Bahasa: | eng |
| Terbitan: |
, 2017
|
| Subjects: | |
| Online Access: |
https://zenodo.org/record/3538603 |
Daftar Isi:
- The dialectic between the subject matter and method is prominent in Dewey’s educational thought. Dewey defines subject matter as the facts and materials observed, recalled, read, and talked about in the curriculum. He refers to method as the techniques, strategies and logical processes and procedures put in place to facilitate learning. This paper discusses two important aspects; Firstly, mastery of the subject matter is necessary for good teaching and secondly, the dialectic between subject matter and method. From the Aristotelian theory of hylemorphism, the subject matter is perceived as matter and method is form. With the argument that matter cannot be conceived without form, this article argues that mastery of the subject matter and methodology of teaching are inseparable values in any pedagogic process. On the basis of the subject matter, the argument goes that “you cannot give what you do not have” (Nemo dat quod non habet). However, every subject matter requires a “modus operandi”, which refers to the techniques of teaching and the skills of facilitating learning. Consequently, mastery of the subject matter is not sufficient for good teaching. Every teacher requires skills and techniques of teaching and these values have implications in the training and recruitment of teachers.