In reflecting on the broader landscape of education and creativity, there’s an intriguing parallel to be drawn between John Dewey’s progressive educational philosophy and the avant-garde Dada art movement. While the two seem worlds apart—one rooted in the structured, democratic ideals of education, and the other in a chaotic, rebellious response to the horrors of war—both share a deep commitment to fostering creativity, individual expression, and the rejection of rigid structures. For TESOL teachers, these ideas are directly relevant, not just for our students, but for ourselves as educators. Both Dewey and the Dadaists challenge us to think differently, to encourage creativity, and to foster an environment where students can move toward self-actualization.
John Dewey and Self-Actualization in Education
John Dewey’s educational philosophy emphasized that learning should not be a passive process, but rather an active, participatory one. Dewey championed experiential learning—learning by doing—and argued that education should be based on real-world experiences that connect students to their communities and to the world around them. Dewey believed that education was a means of self-actualization—helping individuals develop their potential to the fullest (Dewey, 1938). For Dewey, the goal of education was not just to fill students with information, but to enable them to think critically, reflect on their experiences, and grow as autonomous, self-actualized individuals (Dewey, 1916).
For TESOL teachers, Dewey’s philosophy is highly relevant. Language learning, according to Dewey, is not just about memorizing vocabulary and grammar rules—it’s about engaging with language in meaningful ways. It’s about creating experiences in the classroom that allow students to explore their identities, challenge their assumptions, and ultimately realize their potential as language users and thinkers. This is where self-actualization becomes central: when learners are empowered to express themselves and reflect on their learning process, they begin to experience the joy of growth and discovery.
The Dadaists: Challenging Norms and Fostering Autonomy
While the Dadaists were not formally educators, they played a similar role in challenging societal norms, and in many ways, they were educators through their art. The Dada movement was born out of a reaction to the devastation of World War I and sought to disrupt the rigid, established forms of art and culture (Hughes, 2006). The Dadaists embraced absurdity, randomness, and chaos, aiming to break free from the conventions that governed not just art, but society as a whole.
It’s interesting to note that the Dadaists themselves rejected the notion of “Dadaism” as a philosophy. They argued that Dada was not an art movement or a philosophical system; it was simply an expression of rebellion against the prevailing norms of their time (Hughes, 2006). Today, the term “Dadaism” has stuck, but the Dadaists’ rejection of it as a philosophy is significant. It suggests that a philosophy is something external to the individual (or the artist), and therefore, the adoption of one might impede the artist’s—and by extension, the learner’s—self-actualization. The Dadaists didn’t want to be boxed in by rigid structures or philosophies; they wanted to create freely, without constraints.
This notion resonates with Scott Thornbury’s DOGME ELT approach in TESOL. Thornbury advocates for a teaching philosophy that rejects prescribed methodologies in favor of a more emergent, student-centered approach (Thornbury, 2000). In a similar way to the Dadaists, Thornbury’s DOGME ELT calls for teaching that is free from rigid structures and focused on the immediate needs of the learners. It’s an approach that encourages teachers and students to engage with language dynamically, without being bound by preconceived notions of what language learning “should” look like.
Connecting Dewey, Dadaism, and Self-Actualization in TESOL
For TESOL teachers, the relevance of both Dewey’s educational philosophy and the Dada movement lies in their shared commitment to fostering self-actualization. Dewey’s focus on learning through experience aligns with the Dadaists’ desire to engage with the world in an unfiltered, creative way. Both Dewey and the Dadaists recognized that true growth comes from breaking away from the confines of rigid, pre-determined systems, and instead allowing individuals to explore their own paths.
In the TESOL classroom, this means fostering an environment where students feel free to express themselves, take risks, and learn from their mistakes. It’s about creating opportunities for students to engage with language in a meaningful, personal way—just as the Dadaists encouraged the public to experience art in a new, uninhibited way. Language learning, much like art, can be a deeply personal, creative act that encourages self-discovery and reflection.
Practical Applications for TESOL Teachers
So, how can TESOL teachers incorporate the principles of Dewey and the Dadaists into their classrooms? Here are a few ideas:
- Foster Experiential Learning: Create learning opportunities that go beyond textbook exercises. Use real-world materials, like videos, songs, news articles, and even art, to help students engage with language in authentic contexts. Encourage students to reflect on their experiences and share their thoughts openly.
- Encourage Creative Expression: Give students opportunities to use language creatively—whether through storytelling, role-plays, or improvisation. Allow them to explore language in ways that feel personal and meaningful to them. Just as Dadaism valued the random and absurd, encourage students to experiment with language without fear of making mistakes.
- Promote Autonomy and Reflection: Encourage students to take ownership of their learning. Use reflective exercises, such as journals or group discussions, where students can evaluate their progress and set personal goals. Dewey believed that reflection was key to learning—when students reflect on their experiences, they can internalize their learning and move toward self-actualization.
- Embrace Flexibility: Like the Dadaists, be open to change and innovation. Don’t feel bound by traditional teaching methods or rigid coursebooks. Adapt your teaching to fit the needs and interests of your students, allowing space for creativity, self-expression, and personal growth.
Conclusion
Both Dewey’s educational philosophy and the Dada movement remind us of the importance of autonomy, creativity, and personal expression. By embracing these principles in the TESOL classroom, teachers can foster a learning environment that not only focuses on language acquisition but also on the personal growth and self-actualization of the students. Just as Dewey saw education as a means of developing the whole person, so too can TESOL become a process of self-discovery—helping students not only to learn English, but to understand themselves and their place in the world.
By following these principles, teachers can create a classroom where both the students and the educators themselves are continually evolving, embracing the unpredictability of learning, and striving to reach their full potential.
References:
Dewey, J. (1916). Democracy and Education. Macmillan.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Hughes, R. (2006). The Shock of the New: The Hundred-Year History of Modern Art. Thames & Hudson.
Thornbury, S. (2000). Dogme in the ELT Classroom: A Manifesto. ELT Journal, 54(1), 5-10.
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