John Dewey, Paulo Freire And W. E. B. Du Bois

In the 1997 article, “On The Uses of a Liberal Education: As a Weapon In the Hands of the Restless Poor,” published by Harper’s Magazine, the social critic Earl Shorris described how political power could be achieved by a rather non-vocational educational discipline, the humanities. He emphasizes on how the knowledge of a liberal Education can be used as a form of weapon within the lives for the poor.

Both W.E.B Dubois and Alain Locke have different views on the education that African American should receive in order to succeed. The issue rises due to the fact that African American were receiving poor education around the 1930’s. Dubois believed that segregated school was the first step into African Americans receiving adequate education, while Locke believe that segregated school was not to fix the educational crisis for African Americans. On the articled “Does the Negro Need separate schools”, W.E. B Dubois states that “Proper education of any people includes sympathetic touch between teachers and pupil” there is connection between the student and the teacher that share the same culture and background.

For centuries, African Americans lived without any consideration in the American society. Under the white supremacy, black people had no right and were considered as an inferior race or second-class citizens. Despite the misery and the abuses, they suffered on some white hands, the black community dreamed with acquiring equality and stop being seen as people without the capacity of achieving great thinks. For this propose, some well-educated black people among which were Booker T. Washington and W.E.B. Du Bois, who had a profound influence on the African American Community addressed ways to end with class and racial inequality. However, Du Bois and Washington addressed the matter of class and racial injustice in a considerable opposite way. Encouraging blacks to take distinctives actions.

Of the two most prolific and acclaimed voices in the anti-slavery movements of the early 20th Century, W. E. B. Du Bois and Booker T. Washington stand as peerless giants across from one another. The former seeing the pursuit of education in a hallowed light, while the latter praising the simplicity of practicality; Du Bois and Washington clashed in their methods for African Americans to achieve equality, following the aftermath of emancipated slavery. At this time in the United States, African Americans still experienced severe segregation and discrimination, both socially and economically, with their newfound freedom only bringing them out of the frying pan and into the fire. While Du Bois advocated for blacks to educate themselves, with the same higher education whites received in order to advance both socially and politically, Washington called for blacks to immerse in vocational skills in order to win

Although his ideas were often misinterpreted and distorted, his educational philosophy was truly significant to today’s education reform. Additionally, the influence of Dewey’s progressive education and the rise of intelligence testing had served as cornerstone for educational psychology profession to develop.

In writing his revolutionary book to what he knew would be a largely skeptical audience, Du Bois pleaded that his audience listen to his words by writing, “And now what I have briefly sketched in a large outline, let me on coming pages tell again in many ways, with loving emphasis and deeper detail, that men may listen to the striving in the souls of black folk” (Du Bois 1994: 7). Du Bois opens his book with a plea for empathy so that individuals can recognize their own ignorance about inequality than cling to it. He understands that in order to actualize liberal ideals of freedom and individualism, society must first accept that everyone is due these ideals; these ideals can only be universalizable through his readers’ empathy . Omi and Winant support that actualization of liberal ideals needs empathy by explicitly stating that, “Once we recognize the racial dimension present to some degree in every identity, institution and social practice in the United States—once we have done this, it becomes possible to speak of racial formation”(Omi and Winant 1994: 6-7). Both works then find that recognition of oppression would then indeed open a forum to pursue liberal ideals of freedom and individualism since it would

The Declaration of Independence states, “We hold these truths to be self-evident, that all men are created equal” (Jefferson). As the United States was built with an emphasis on equality for all citizens, it is increasingly pertinent to ensure that these values are retained. Throughout this country’s history, many conflicts regarding the ultimate equality of all citizens have resulted in the people themselves resisting restrictive laws. Protests, when peaceful, have always had a positive effect on retaining the freedoms promised by the Declaration of Independence. In order to pass on these values, American children are taught about those who chose to resist. Henry David Thoreau, Martin Luther King, Jr., and Susan B. Anthony are only a few of

The twentieth century only saw an increase in the industrialization and urbanization that began in the nineteenth century. The new social, political and economic problems that began to emerge due to all of the changes developing in America during these times led to a need for reform. Reform was needed throughout society whether it was in regards to immigrants, civil rights, regulating trusts, or woman’s rights to name a few. These problems extended equally into the problems that educational progressives sought out to reform. John Dewey is commonly used as the embodiment of progressive era reformation ideas but there were others as well, such as Grace C. Strachan, George Counts, and Booker T. Washington.

W.E.B. Du Bois is considered one of the top five people of the twentieth century. He is an intellectual, who is admired by both his supporters and adversaries. Du Bois, in his essay, tells his audience that he is not only a genius among blacks, but he is also a revered scholar of humankind. He is well educated among prestigious universities such as Fisk, Harvard, and Heidelberg, and is the first African American to earn a Ph.D. degree from Harvard University. Mr. Du Bois is not a meager intellectual, whose intelligence is measured by the capacity of his knowledge, but he also uses his knowledge to fight for the equality of his people. Among the different identities of Du Bois, he is also the founder of the National Association for the Advancement of Colored People (NAACP). As a reader, one interprets that Du Bois' essay is an authentic narration of the life of African Americans. Du Bois uses context from his point of view as a free man; therefore, his words are less biased than his counterparts. He allows the readers to freely establish their own perspective on the problem of the color people by giving them the chance to see the lives of African Americans before the Civil War through Reconstruction. Du Bois also uses historical references, case studies, and personal storytelling examples to define the problem of the people of African heritage in the United States. The first chapters of The Souls of Black Folk contain historically relevant material,

Racial discrimination, political, social and economic inequality during the late 19th century and early 20th century led various leaders within the black community to rise up and address the appalling circumstances that African Americans were forced to endure. Among these leaders were Booker T. Washington and W.E.B. DuBois whom possessed analogous desires as it pertained to the advancement and upliftment of the black race. While both individuals were fighting for the same cause and purpose they embraced contrary ideologies and approaches to African American struggle. In Booker T. Washington’s book “Up from Slavery” African Americans were encouraged to be passive and focus on vocational education whereas in W.E.B. DuBois book “The Souls of Black Folk”, African Americans were encouraged to fight for their merited rights and focus on academic education. However, although Washington was convinced that his ideologies would sincerely uplift the black race, they actually proved to be detrimental, leaving DuBois ideology to be the most reasonable and appropriate solution for the advancement of the black race.

Nature and wilderness were very important ideas, to some extent, for St. John de Crevecoeur and Ralph Waldo Emerson. Each had their own opinions and ideas that contrasted against each other and were somewhat similar to each other; Emerson valued nature greatly, whether it be from looking at it as something to be proud of, to using nature as an example in his work, such as how we are a part of it and how random it can be. Crevecoeur believed that every land has its own form of culture as it does its own kind of nature. He describes how the land and nature was, and how it will be, by giving details of it in his pieces of work.

John Dewey is known as leader of the progressive movement in the history of the American education system and his book, Democracy and Education: an introduction to the philosophy of education, could be used as a textbook to teach the foundations of the movement. Discrediting all previous educational and philosophic approaches as intellectually incomplete or inaccurate, Dewey first presents a new perspective on the nature of knowledge, education, society and philosophy. One fundamental theme of Dewey’s progressive movement is that education is growth and that growth is, in and of itself, the objective. Rejecting any notion of innate knowledge or of an ideal goal to strive for, the progressive

First and foremost, the American Educational System has received numerous advocates offering crucial inputs on education from centuries ago up to the present time. Even so, with focus, shining on past advocates, three well-known men who are still receiving constant acknowledgment for their ideas and contributions regarding the system. Notably, Dewey, Man, and Jefferson all share major impacts, alike and unlike, resulting in significant effects on the American Educational System.

He saw education (specifically, literacy) not merely as a means of transferring information as if one were filling a box, but instead as a means of liberation and revolution, that instruction should teach students how to think, not what to think, and give them the power to call into question the facts of everyday life (Gibson). In Freire's Pedagogy of the Oppressed, he suggests that the common people are constantly oppressed and forced to become submissive, and that in turn, they will oppress others in a similar fashion. Traditional education is one of the first vehicles for this cycle of oppression and submission, and therefore Freire insists that educators must stimulate students to think through acceptance and equality; that a teacher "is himself taught in dialogue with the students, who in turn while being taught also teach…authority must be on the side of freedom". According to Freire, it is critical that this student-teacher equality exist in order for a student to develop his or her ability to think individually.

Now, it is necessary to understand Dewey’s notions of education in the areas of growth, direction, and social function; a brief summary of each will be given.