The Deweysian “experience”: Validity of a problematic philosophical category in the current chilean context

Abstract

The paper objective is to ponder the historical importance and the contemporary validity of the Deweysian “experience” as an analytical category that promotes the development of critical educational system, which are contextualized and appropriate to the current Chilean educational model. Firstly, it begins with a historical review of the socio-cultural context in which Deweysian theory emerged, emphasizing the importance of its educational proposal based on “experience” as an essential complement to educational reflection. Secondly, the importance of the category of “experience” for the development of a pedagogical theory is pondered. As a conclusion, it is discussed, regarding the validity of the analyzed Deweysian category, within the framework of the contemporary Chilean educational context and its possibilities of intervening to improve learning from a critical and contextualized view of its doing.