Reflective thinking and the role of the teacher in Dewy's concept of the democratic school

Abstract

This paper examines John Dewey's contribution to contemporary educational practice, focusing on experiential learning, reflective thinking, the role of the teacher, and the school as a democratic community. Dewey emphasizes active student participation and interaction with the environment in constructing knowledge. Reflective thinking is presented as a basis for developing critical and independent learners. The teacher is seen as a mediator who supports inquiry and collaboration, while curriculum and assessment are understood as dynamic and developmental processes. The research problem of this paper is reflected in the question of how and to what extent his key concepts - experience, reflective thinking, the school as a community, the role of the teacher, curriculum, and assessment - are theoretically grounded and applicable in the modern educational context The aim of this paper is to analyze and interpret the pedagogical thought of John Dewey, with particular emphasis on key concepts such as experience, reflective thinking, the school as a community, the role of the teacher, curriculum, and assessment, as well as to highlight the significance and applicability of these ideas in contemporary educational practice.