"experience" And "talent"

Philosophy and education both have and are characterized by the shared origin and existence.Just as Dewey once claimed,philosophy is all for the human's existence through giving people the right means for the better living in the environment.Philosophy informs human the way as how to deal with the encountered problems,the measures as how to solve the problems effectively and, based on the experience of successful and failed cases,the means as how to adjust the mind-set and better the strategy for the sake of the better living.Humans grow in the process of dealing with the problems and challenges.Experience denotes the transactional relationship between organic and environment.The purpose of education is to teach human how to adjust oneself to the environment and find the best solution to the problems.Education is life,growth and the reform and reconstruction of experience,claimed by Dewey,share a common intention,which is education is to cultivate an active and useful person,merely for the sake of human, not for any exteriorly set purpose.Knowledge is always updated and organic is always growing;experience serves an important role in both procedures. Knowledge and practice are intwinedly existing and functioning.Staring from the co-originated and co-existent relationship between philosophy and education, principled by the transactional relationship between "experience" and "being useful, not for exteriorly set purpose",this article is dedicated to the scrutiny of empiricist foundation of Dewey's philosophy of education.There are three major chapters.First chapter is divided into three parts:first,an introduction,briefing us the social,historical and academic context for Dewey's philosophy of education;second,the fundamental characteristic of his educational theory;third,the progress in contemporary research and study related with Dewey's philosophy of education.Second chapter is mainly illustrating Dewey's empiricism and his interpretation of the concept of experience and contains three parts including the introduction of traditional empiricism and its problems,Dewey's empiricism and the distinguishing contrast between them.Third chapter is based on the transactional relationship between "experience" and "being useful,not for exteriorly set purpose", followed by the implication of Dewey's philosophy of education to our current life as a conclusion.