The aim of this study is in analysing the relationship of the conception of experience and education in John Dewey.
For the first, we need to understand that the experience used by Dewey involves several types and meanings. The experience has six types ; primary and second experience in the side of its content, direct and indirect experience in the side of its method, and educative and mis-educative experience in the aspect of value. In the other hand, the experience in Dewey involves following meanings ; two phases in the same times of content and method, its two aspects of process and results, and two phases of acting and thinking in its activity.
Dewey's concept of education is also comprehensive, covering not only the formal one, schooling but the informal one as self-renewal process by participating in the nature and the society. So, it is not easy to grasp the relationship or the difference of experience and education. But education is included in a part of experience, for there is two kinds of experience in the value; an educative one which gives rise to active interaction and promotes growth of further experiences, and an mis-educative one which arrest or distort growth, and for education is a development within experience.
The modifier of 'constant' has very important meaning in a definition so called that “education is a constant reorganizing or reconstructing of experience”. Thus it is important thing in education to choose, arrange and suggest experiences which could have student engage his present activities, and at the same time, promote having desirable future experiences.