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Dewey (1907) said that one goal of social institutions is to meet the changing needs of society in industry and commerce, but that is only one of many goals and should not replace the overall need to educate an individual to become his or her best simply because transient industries must be supported. He reminds educators to remember that other societal institutions must also be supported, and for this reason, education is interested in "character-building" for the express purpose of creating individuals who serve a fully integrated democratic society. (Dewey, 1907, 10). To do anything else is to undermine that society. Oakes & Lipton (2002) take Dewey to the next level to include multicultural global democratic cultures. 2 references.
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should not replace the overall need to educate an individual to become his or her best simply because transient industries must be supported. He reminds educators to remember that other
societal institutions must also be supported, and for this reason, education is interested in "character-building" for the express purpose of creating individuals who serve a fully integrated democratic society. (Dewey,
1907, 10). To do anything else is to undermine that society. Oakes & Lipton (2002) take Dewey to the next level to
include multicultural global democratic cultures. They state that individual educators must determine methods of educating individuals from all cultures "to provide a free and equal education to all," regardless of
race or culture. (Oakes & Lipton, 2002, 3). The way, as teacher Calva put it, is to create "individuals in their own right" who become "assets to their own cultures"
(Oakes & Lipton, 2002, 3). Today, that also means being an asset to a global culture. Serving this vast diverse community of children
has become a conundrum for educators as to exactly how to offer a democratic learning environment that promotes success of all students from all backgrounds. The answer both Dewey and
Oakes & Lipton have said lies in individual educators who "construct something whole and wonderful." (Oakes & Lipton, 2002, 3). In support of this, Oakes & Lipton offer new ways
of thinking, relating and teaching from innovative teachers and researchers. Deweys Individual Child Dewey also
placed his hopes on individual educators and consistently wrote about the necessity of developing individuals that serve the whole community. In support of this, Dewey talks about how the schoolroom
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