Embracing Contemporary Youth Work and Informal Education: The Legacy of John Dewey
- The Youth Work Common Room
- Jul 11, 2024
- 5 min read
Updated: Sep 27, 2024
#youthwork #informaleducation #JohnDewey #experienceineducation #learning #YWCR #weareeducators #wearelearners #youthworkworks
This piece reviews the contribution of John Dewey and the notion of 'experience in education' to an exploration of how the principles and ideas of John Dewey have shaped contemporary informal education and youth work practice.
In this article, we delve into the impact Dewey's philosophy has had on the field, illuminating the path from traditional educational approaches to dynamic, experiential learning environments.
The Evolution of Informal Education: A Brief Overview
John Dewey, a philosopher, psychologist, and educational reformer, revolutionised the tenets of education in the early 20th century. Dewey's philosophy emphasised learning by doing, engaging in authentic experiences, and connecting education to real-life situations. His belief in the importance of experiential learning laid the groundwork for what we now recognise as contemporary informal education. You will note that the key terms in this overview are representative of principles and foundations of youth work.
Dewey's Influence on Informal Education and Youth Work
Dewey's acknowledgement of experiential learning and the integration of real-world experiences into the educational process resonates deeply with modern approaches to informal education and youth work. Dewey suggested that by shifting the focus from rote memorisation to hands-on learning, intrinsic learning opportunities that are unique to the individual emerge. Dewey paved the way for educators and youth workers to create dynamic, interactive learning environments that cater to the diverse needs and interests of young people within their environments and when opportunities to explore new environments are created.
Dewey raised an early foundation of considering intersectionality, specifically the experiences of young men and young women based upon the work of Mary Wollstonecraft to establish that diversity and understanding experiences are an important feature for the educator (learner) alongside the young people (learners). In a contemporary sense, these core ideas in education have developed by bubbling along and youth work has promoted this understanding in support of young people in areas of gender, neuro-diversity, race to a broad range of understanding regarding firstly, the experience of formal education and how to address the needs young people have shared through informal social education and provision and projects that enable young people in duality.
The notion of understanding self and others in the classroom is often based upon a pre-determined 'school ethos', a series of rules to follow that demand conformity - youth work creates a holistic, flexible, developmental approach that honours the realities young people experience. This learning is incredibly powerful, gives choice and power leading to true agency and access to the strenghts and talents that young people have to contribute as equal partners.
The Power of Experience in Informal Education
In contemporary informal education and youth work settings, the value of experiential learning cannot be overstated, but is however undervalued. By providing opportunities for young people to engage with the world around them, learn from their experiences, and reflect on their actions, educators and youth workers empower them to develop critical thinking skills, problem-solving abilities, and a deeper understanding of themselves and the world. Working in the space of sense and sensibility to encourage reflection on experience, provides opportunity for young people to both get it right and get it wrong and therefore learn and make informed choices about their next steps. As a period of complex biological, psychological and physiological change, adolescence is key to understanding self and the world around young people and the versatile youth work practitioner acts as co-creative agent of change to support current and ongoing learning.
Integrating Dewey's Principles into Practice
Practical application of Dewey's principles in informal education and youth work involves creating environments that foster exploration, creativity, and collaboration. By designing provision and projects that encourage active participation, self-directed learning, and reflection, professionals can create transformative learning experiences that go beyond the confines of traditional classroom settings. `In youth work, young people can critically explore and examine and ultimately learn from taking part, acting as observer in real world situations, the strategic placement of learning opportunity that the youth worker suggests opens valuable learning opportunities on a regular basis, founded on a developed mutual respect and relationship.
The Role of Reflection in Learning
Central to Dewey's philosophy is the concept of reflection as a key component of the learning process. In contemporary informal education and youth work, incorporating reflective practices enables young people to make sense of their experiences, identify their strengths and areas for growth, and take ownership of their learning journey. Equally, this is important for the individual practiioner and youth work team and i wonder if aside from curricular targets how often formal educators are afforded the opportunity to reflect and develop their practice and approach? Developmental reflective supervision is a powerful tool for the educator and appears to reside in the margins of education and there is much more that formal education can learn from informal education.
Embracing Diversity and Inclusion
Another aspect of Dewey's philosophy that remains relevant today is the emphasis on diversity, equity, and inclusion. In informal education and youth work, creating inclusive environments that celebrate diversity, respect individual differences, and empower all young people to succeed is essential for fostering a sense of belonging and promoting positive social change. Dewey noted that the experience of education was not a formula that gave the same outcome for everyone, and therefore approaches needed to be bespoke to the individual. I would argue the personalised learning plans are not a functional approach as this is outcome led by the need to meet curricular and assessment targets. Indeed, there is a deficit model approach to examining weakness in isolation - what if... just what if... i am not ready yet and there are more intrinsic things for me to learn first? Has this ever been part of a discussion with young people in formal education that is purposeful?
It is at this point that youth work and informal education could be valuable to respond effectively to equality, diversity and inclusion and in this way promoting young people's brilliance, highlighting talents that social informal education as a fundamental aspect of childhood and adolescence would create an assets based approach. Youth Work begins with our explanations of who we are and what we do to foster effective relationship, this is sadly missing from formal education - the site of learning is an important feature, but i will come back to this in a later article.
Looking Ahead: The Future of Informal Education and Youth Work
As we navigate the complexities of the 21st century, Dewey's ideas continue to guide and inspire professionals in the field of informal education and youth work. By embracing innovation, adapting to changing societal needs, and staying true to the principles of experiential learning, we can create impactful educational experiences that empower young people to thrive in an ever-evolving world.
Remember, the key to unlocking the full potential of young people lies in providing them with meaningful experiences, and in education in all its forms, we should be nurturing their curiosity, and empowering them to become active participants in their own learning journey. As youth workers we are privileged to be part of the lives of young people and to act as informal educators, seeking out young people's today to enable an improved tomorrow.
Steve Walker (2024) The Youth Work Common Room
#youthwork #informaleducation #JohnDewey #experienceineducation #learning #YWCR #weareeducators #wearelearners #youthworkworks
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