Philosophy not only invites students to engage their concepts in a reflective manner, but it also provides a valuable resource for that engagement. I conclude with the practical recommendation that K-12 schools introduce philosophy into the curriculum. He argues that the individual makes a personalized use of concepts for which he or she requires: continuity of experience, exposure to new or surprising possibilities, and sustained communication with others-all of which are discussed at length in Democracy & Education. His position is that concepts are formed and transformed by experience, reflection and activity. Dewey accuses traditional and progressive education of failing to appropriately form concepts in students.
He defines concepts as established meanings, or intellectual deposits used to found a better understanding of new experiences they are what makes any experience educationally worthwhile. Concepts introduce permanency into an otherwise impermanent world. In How We Think Dewey explains that nothing is more important in education than the formation of concepts. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process-another book written explicitly for teachers. Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning.
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