The importance of John Dewey's philosophy for global learning theory and practice

Abstract

Purpose

The purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.

Design/methodology/approach

This study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.

Findings

Through a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.

Practical implications

Implications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.

Originality/value

In this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.

Citation

Landorf, H. and Wadley, C. (2022), "The importance of John Dewey's philosophy for global learning theory and practice", Social Studies Research and Practice, Vol. 17 No. 1, pp. 6-18. https://doi.org/10.1108/SSRP-09-2021-0027