A Comparison of the Educational Thought of W. v. Humboldt and J. Dewey from the perspectives of Diversity

This study was conducted to clarify the key issues of diversity research and provide a perspective on educational reality by examining the unique dialectical intersection in the educational philosophies of Humboldt and Dewey. Diversity is a unique concept that focuses on individuality but can only be expressed by assuming plurality. When the core value of education is placed on “Education for All” and the holistic growth, it is crucial to focus on the “interaction between self and world.”. The foundation of modern education lies in Humboldt's theory of Bildung and Dewey's educational philosophy. These foundations emphasize the individuality, respect for differences, inclusion, contact with various environments, and the acquisition of experiences that lead to inner growth and harmony among members. I propose the concepts of “diversity expansion” and “diverse society” as frameworks for both comprehending and comparing Humboldt's and Dewey's educational considerations. From their differing focuses on the relationship between the whole and the individual, the two scholars' views on educational diversity and its value were summarized based on the interaction between self and world. Furthermore, their perspectives on the relationship between education and diversity were compared and synthesized. Humboldt emphasized the potential for inner diversity, aiming to realize it as the goal of education, while Dewey regarded social diversity as an asset and a prerequisite that enriches education. Based on this analysis, I identified not only the distinctions between the two ideologies but also the possibilities of a virtuous cycle and intersection. Additionally, I highlighted several prominent educational phenomena based on the concept of educational diversity.