n impulse that led to purpose and which bred desire for increased learning. Dewey tied this process to bioneurological mechanisms.
Also, Dewey (1997, p. 70) noted that, "traditional education tended to ignore the importance of personal impulse and desire as moving springs." However, his focus was still upon scientific and observable methods. Indeed, Dewey challenged those interested in what he characterized as his more progressive methods of education not to "identify impulse and desire with purpose and thereby pass lightly over the need for careful observation"(p. 70-71).
Dewey (1997, p. 71) envisioned a school setting as one in which a desire or an impulse to learn was the occasion for educators to then formulate a plan and method for a student's learning of the subject matter. As he put it, "the teacher's business is to see that the occasion is taken advantage of"(p. 71).
Dewey (1997, p. 71) also suggested a cooperative model for learning, one in which the teacher would "be intelligently aware of the capacities, needs, and past experience
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