Alienation in education: A justification for the Deweyan remedy

Though the concept of education varies nowadays, it is hard to say that an essential mental change has occured in our understanding of education. All along the history of education, except Deweyan Philosophy, educational approaches can be devided into three eras: premodern, modern and postmodern. But in all of these eras of history of education we encounter some inconvenient results in a chronological order: making individual a mediate for society, divinisation of individual -at the cost of their will- and leave individual deterritorialized and orbitless. As a result, these three approachments have made probably the most important contemporary problem of philosophy of education be apparent and have produced a social reality which we could name "substantial alienation". This study respectively will focus on the backround that produces modern era, reassess the dominant educational paradigm of the era, analyse unprecedented outcomes of the critical attitude of the postmodern era. Finally, the potential strength of John Dewey's overall philosophical program and of the insight of "experience" as this program's product against the drawbacks mentioned above will be examined.