On University Education by DEWEY: Educational Principles, Training for Pre-service Teachers and Academic Freedom

DEWEY believes that the principle of university education is the integration of theory and practice. However, only when they establish an intrinsic connection and engage in effective interaction and mutual influence can they shape true talents. Thus, he criticizes the “pseudo-practice” in university education and proposes “experimental” education. Regarding the training of pre-service teachers, DEWEY advocates for developing novice teachers into “students” who possess knowledge of education, agility of thinking, and the ability to reflect, rather than immediately becoming skilled practitioners like “apprentices”. Moreover, he emphasizes the value of academic knowledge itself, learning to observe the mental interactions in demonstration courses, and valuing self-guidance and personal experiences of new teachers. DEWEY points out that academic specialization is the enemy of academic freedom as the former leads teachers down a “narrow path”, distancing them from society and limiting their influence. He suggests that teacher unions and similar organizations should play a role in uniting teachers' strength and achievements to contribute to the welfare of humanity. Thus, the insights gained are: the principle of integrating theory and practice still holds significant importance in building world-class universities; training for pre-service teachers should prioritize knowledge acquisition, cognitive training, and the utilization of experiences rather than focusing on specific techniques and skills; a profound understanding of the social significance of academic freedom, steering away from specialization, and relying on organized efforts to address educational and societal issues, enabling academic freedom to truly become an ideal of universities.