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Nusser examines John Dewey’s educational ideas through the experiences that shaped them, with particular attention to how theory and practice align in Dewey’s work and in Democracy and Education. The article situates Dewey by interpreting his development alongside his childhood in Vermont, his academic and laboratory-school contexts, and influences from Kant, Hegel, and the Vermont Transcendentalists, supported by contributions from key contemporaries such as Alice Chipman Dewey, Jane Addams, and Ella Flagg Young.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experience-informed-philosophy-vol-45-number-2-introduction-and-burlington-background/601952/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experience-informed-philosophy-vol-45-number-2-introduction-and-burlington-background/601952.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author connect Dewey’s educational philosophy to his experiences?","Question",{"text":112,"@type":113},"The author argues that knowing Dewey’s attributable ideas does not explain how they originated. Understanding his experiences clarifies the development of his philosophy and its connection to theory and practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does Burlington, Vermont play in the article?",{"text":117,"@type":113},"Burlington is presented as shaping Dewey’s childhood. It is described in terms of the local philosophical climate, abolitionist context, community structure, and social groups that formed Dewey’s early environment.",{"name":119,"@type":110,"acceptedAnswer":120},"Which philosophical influences does the article highlight for Dewey?",{"text":121,"@type":113},"The article includes brief discussions of Kant, Hegel, and the Vermont Transcendentalists to describe Dewey’s philosophical background, along with contributions by Alice Chipman Dewey, Jane Addams, and Ella Flagg Young.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601952,1792210498,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \nVolume 45  \nNumber 2 Intersectionality and the History of Article 9  \nEducation  \nMarch 2020  \nExperience Informed Philosophy  \nTegan W. Nusser  \nKansas State University, [tnusser@ksu.edu](tnusser@ksu.edu)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)[ ](https://newprairiepress.org/edconsiderations) Part of the Social and Philosophical Foundations of Education Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nNusser, Tegan W. (2020) \"Experience Informed Philosophy,\" Educational Considerations: Vol. 45: No. 2.  \n[https://doi.org/10.4148/0146-9282.2205](https://doi.org/10.4148/0146-9282.2205)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nExperience Informed Philosophy  \nTegan W. Nusser  \nIntroduction  \nJohn Dewey normally requires no introduction to educators. Many are familiar with at least some aspects of his educational philosophy—child-centered education, inquiry-based learning, or more generally progressive education. However, knowing attributable ideas does not imply the understanding of their origin and original incarnation. Current prominent examples include Finnish and South Korean education—both widely renowned for their education systems, and both base some of their foundational beliefs and practices on Dewey’s philosophy.1 Understanding this philosophy remains relevant even now, more than a hundred years past Dewey’s most popular publication, Democracy and Education. However, a reader of any of Dewey’s numerous writings is better informed by understanding how his ideas, his philosophy, is a result of his experiences. The experiences detailed below include his childhood in Vermont, his time at Johns Hopkins and the University of Michigan, and his renowned laboratory school atthe University of Chicago. Throughout, I interpret Dewey’s experiences and maturing ideas with his philosophy as stated in Democracy and Education with a particular consideration to the alignment of theory and practice. Included are brief discussions ofthe philosophies of Kant, Hegel, and the Vermont Transcendentalists to describe Dewey’s philosophical background. Additionally included are the contributions of Alice Chipman Dewey, Jane Addams, and Ella Flagg Young to the realization of Dewey’s philosophy in the renowned Dewey Laboratory School.  \nBurlington  \nBurlington, Vermont shaped most of the childhood of John Dewey. Burlington itself was home to a rather conservative school of philosophy deriving out of the thought of Kant and Hegel: the Vermont Transcendentalists. By contrast, the rest of Vermont was likely one of the most abolitionist states in the Union. Dewey’s father Archibald enlisted in the first call for volunteers during the Civil War, despite his advanced age, nearly fifty, and served throughout the entirety of the war.2 In 1859, the year of Dewey’s birth, Burlington’s population reached around 10,000 citizens. Burlington had the feel of public spirit and grassroots democracy, at least within, and not necessarily between the relatively tribal mindsets ofthe two social groups.3 The social  \n1 Pasi Salhberg, Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland, 2nd Edition,(New York: Teachers College Press, 2015); South Korea is used as an educational exemplar nation in Linda Darling-Hammond, The Flat World and Education: How America’s commitment to equity will determine our future,(New York: Teachers College Press, 2010). For a closer look at praxis of Dewey’s philosophy in the classroom, readers should look towards Laurel N. Tanner, Dewey’s Laborator","cbCaieMsFS4uWU6B","https://ap.wps.com/l/cbCaieMsFS4uWU6B","pdf",300083,16,"English","# Introduction\n## Dewey’s philosophy as experience-informed\n## Burlington, Vermont background","[{\"question\":\"Why does the author connect Dewey’s educational philosophy to his experiences?\",\"answer\":\"The author argues that knowing Dewey’s attributable ideas does not explain how they originated. Understanding his experiences clarifies the development of his philosophy and its connection to theory and practice.\"},{\"question\":\"What role does Burlington, Vermont play in the article?\",\"answer\":\"Burlington is presented as shaping Dewey’s childhood. It is described in terms of the local philosophical climate, abolitionist context, community structure, and social groups that formed Dewey’s early environment.\"},{\"question\":\"Which philosophical influences does the article highlight for Dewey?\",\"answer\":\"The article includes brief discussions of Kant, Hegel, and the Vermont Transcendentalists to describe Dewey’s philosophical background, along with contributions by Alice Chipman Dewey, Jane Addams, and Ella Flagg Young.\"}]","Experience Informed Philosophy - Vol. 45 - Number 2 - Introduction and Burlington background | PDF",1792093754]