The Origins of a Theory of Interpretation in Dewey's Educational Philosophy (1882–1904)

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-6 - Deweyan Connections

Abstract

This paper traces the development of Dewey’s educational theory of interpretation through the first twenty-two years of his career until he left Chicago. The author surveys Dewey’s most prominent influences during that period, analyzes the themes that begot his understanding of interpretation, and synthesizes these aspects with the aim of understanding how Dewey’s thinking about interpretation evolved so as to reconstruct a Deweyan theory of interpretation. It is shown that Dewey’s interest in interpretation can be traced back to the very beginning of his career, though during his time in Chicago it took on a more practical and educational orientation that culminated in his resolution of the dualism between child and curriculum through his conceptualization of the teacher as interpreter.

Author

• A. C. Nikolaidis, The Ohio State University - Columbus