Elsie Clapp's Contributions
to Community Schools
AS NOTED IN CHAPTER 2, in his 1902 address Dewey had not assigned the neighborhood school two sets of responsibilities:
The work which is here described is itself a tribute to John
Dewey, whose philosophy and whose vision of the school
as a social institution prompted our efforts to create a com-
munity school and to participate in community education.
Although he is in no way responsible for what was done,
everything that we have learned from our experiences in
this attempt we learned in a special sense from him.
—ELSIE CLAPP, COMMUNITY SCHOOLS IN ACTION (1939)
|1.||To organize itself so that its resources of various kinds (e.g., staff, administrative skills, prestige, access to “influentials”) could be used to solve specific neighborhood problems;|
|2.||To organize its “day-school” curriculum and activities so as to engage its students in real-world community problem-solving (i.e., learning and knowing by means of action-oriented community problem-solving, which requires initiative, imagination, and collaboration).|
Recognizing those responsibilities as logical extensions of Dewey's general theory, his protégé Elsie Clapp attempted to