In keeping with its unique approach to learning and teaching, Denken cannot but depart, in a principled and radical way, from the current and prevailing trends in the philosophy of education.  This may appear to put Denken at odds with the prevailing theories of education which, in spite of their diversity, adhere to a single, basic presupposition:  that education must either itself be a science or must rely upon other sciences (neuroscience, psychology, anthropology, statistical analysis) in order to support its claim to rigor, validity and effectiveness.

 

But the appearance of opposition is soon dispelled, however, by no less a luminary of the Teachers College of Columbia University than John Dewey, whose excellent thoughts on education previously cited.  His statement should not be construed to mean, however, that the human or social sciences have no role to play in the training of teachers or the development of curricula and programs of education.  After all, John Dewey was himself a psychologist.

 

It merely means, albeit in a vague and undeveloped formulation, that the singularity of the student should be primary, and that the general concepts and measurable probabilities induced from experience or workshops should serve only as auxiliaries to the main purpose of education:  that of teaching students how to learn, think, act, judge and communicate for themselves.