From Dewey to NIM

John Dewey believed that teaching thinking is wrongly separated from skill development and information gathering simply for the sake of efficiency. He indicates that this is not only ineffective, but also harmful. Disconnected skills leave a man "...at the mercy of his routine habits and at the authoritative control of others..." As well, information without thought can be "...mind crushing". When problem solving is connected with curricular activities, it becomes a meaningful method of learning. When teachers bring the three elements - thinking, skill development and information gathering together, powerful learning can occur.

Stages Dewey NIM

I. Experience Unscholastic (real and relevant) experiences A player happens upon this interesting game. He or she probably loses or gets lucky and wins.

II. Data Gathering A difficult but not overwhelming situation is perceived. Motivation sets in and the player wants to know how to win. "What's the secret?"

III. Ideas Probable and reasonable solutions are revealed. Through research, hints and experience, ideas come to the player. The Fruit Game

IV. Testing Ideas Anticipation of solutions provides continuity. The player applies strategies that are successful.

Click to return to Problem Solving and Project Development.

Stages	Dewey	NIM
I. Experience	Unscholastic (real and relevant) experiences	A player happens upon this interesting game. He or she probably loses or gets lucky and wins.
II. Data Gathering	A difficult but not overwhelming situation is perceived.	Motivation sets in and the player wants to know how to win. "What's the secret?"
III. Ideas	Probable and reasonable solutions are revealed.	Through research, hints and experience, ideas come to the player. The Fruit Game
IV. Testing Ideas	Anticipation of solutions provides continuity.	The player applies strategies that are successful.