John Dewey’s Progressive Humanism and Its Relevance to Inclusive Education for Children with Disabilities in Indonesia
Abstract
Inclusive education is ideally a concrete form of social justice in the educational sphere. However, in practice, the education of children with disabilities still faces structural and cultural challenges. This article aims to explore John Dewey’s thoughts on humanistic education and analyze their relevance to inclusive education systems for children with disabilities. Using a qualitative library research method and a conceptual approach, this article discusses Dewey’s ideas on experiential learning, the teacher’s role as a facilitator, and the democratic principles in education. The findings reveal that Dewey’s progressive humanism offers a strong foundation for developing an inclusive education system that is fair, respectful of diversity, and encourages the active participation of students with disabilities. In the Indonesian context, applying Dewey’s humanistic values can help address the limitations of the current inclusive approach, which often remains administrative and lacks pedagogical depth. This article recommends the integration of humanistic principles into the curriculum and teacher training as concrete steps toward realizing a more humane inclusive education.
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