nal process itself was psychological and sociological in nature and neither of these aspects could be subordinated to the other. With the psychological side functioning as the basis, Dewey (6) believed that the child's own instincts and powers worked to furnish the material and give the starting point for all education.
This particular view of development firmly positions Dewey (7) as having been influenced by Darwin. Dewey was a pragmatic, concerned with what he saw as integration, reflection, and experience. He believed that education must engage with and enlarge experience (Smith, 1). Dewey's theory of education, with its reference to interaction and environments for learning, has pro
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