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Based on John Dewey's lectures on esthetics, delivered as the first
William James Lecturer at Harvard in 1932, "Art as Experience" has
grown to be considered internationally as the most distinguished
work ever written by an American on the formal structure and
characteristic effects of all the arts: architecture, sculpture,
painting, music, and literature.
"Experience and Education" is the best concise statement on
education ever published by John Dewey, the man acknowledged to be
the pre-eminent educational theorist of the twentieth century.
Written more than two decades after "Democracy and Education"
(Dewey's most comprehensive statement of his position in
educational philosophy), this book demonstrates how Dewey
reformulated his ideas as a result of his intervening experience
with the progressive schools and in the light of the criticisms his
theories had received.
Analyzing both "traditional" and "progressive" education, Dr.
Dewey here insists that neither the old nor the new education is
adequate and that each is miseducative because neither of them
applies the principles of a carefully developed philosophy of
experience. Many pages of this volume illustrate Dr. Dewey's ideas
for a philosophy of experience and its relation to education. He
particularly urges that all teachers and educators looking for a
new movement in education should think in terms of the deeped and
larger issues of education rather than in terms of some divisive
"ism" about education, even such an "ism" as "progressivism." His
philosophy, here expressed in its most essential, most readable
form, predicates an American educational system that respects all
sources of experience, on that offers a true learning situation
that is both historical and social, both orderly and dynamic.
John Dewey's Democracy and Education addresses the challenge of
providing quality public education in a democratic society. In this
classic work Dewey calls for the complete renewal of public
education, arguing for the fusion of vocational and contemplative
studies in education and for the necessity of universal education
for the advancement of self and society. First published in 1916,
Democracy and Education is regarded as the seminal work on public
education by one of the most important scholars of the century.
John Dewey was America’s greatest public philosopher. His work
stands out for its remarkable breadth, and his deep commitment to
democracy led him to courageous progressive stances on issues such
as war, civil liberties, and racial, class, and gender
inequalities. This book collects the clearest and most powerful of
his public writings and shows how they continue to speak to the
challenges we face today. An introductory essay and short
introductions to each of the texts discuss the current relevance
and significance of Dewey’s work and legacy. The book includes
forty-six essays on topics such as democracy in the United States,
political power, education, economic justice, science and society,
and philosophy and culture. These essays inspire optimism for the
possibility of a more humane public and political culture, in which
citizens share in the pursuit of lifelong education through
participation in democratic life. The essays in America’s Public
Philosopher reveal John Dewey as a powerful example for anyone
seeking to address a wider audience and a much-needed voice for all
readers in search of intellectual and moral leadership.
Contemporary political and socioeconomic conditions largely
characterized by corruption and inequity have added new urgency to
recurring calls for reorienting American public schools to their
historic purpose: educating a citizenry both equipped and motivated
to serve as the ultimate guardians of democracy. While the Founding
Fathers, including Jefferson, as well as the founders of public
schools, including Horace Mann, explicitly stated that rationale,
perhaps no one has done more than John Dewey to detail the
inextricable relationship between education and democratic society.
In Moral Principles in Education and My Pedagogic Creed, Dewey
reminds readers of public schools' original purpose, and he
identifies specific educational principles and practices that
either promote or undermine their essential democratic goals.
Sadly, readers will recognize that many of the counterproductive
practices he describes remain pervasive. Dewey argues that if
schools are to nurture ethical and effective citizens, then they
must become genuine democratic communities where students acquire
the habits of mind and behavior that will lead them as adults to
steer the country in a more ethical and equitable direction. "There
cannot be two sets of ethical principles," he says, "one for life
in the school, and the other for life outside of the school." In
these works and through such caveats, Dewey offers readers both the
motivation to engage in the struggle for a new emphasis on
educating for democratic citizenship and the guidance necessary to
translate his theory into effective practice.
More than six decades after John Dewey's death, his political
philosophy is undergoing a revival. With renewed interest in
pragmatism and its implications for democracy in an age of mass
communication, bureaucracy, and ever-increasing social
complexities, Dewey's The Public and Its Problems, first published
in 1927, remains vital to any discussion of today's political
issues. This edition of The Public and Its Problems, meticulously
annotated and interpreted with fresh insight by Melvin L. Rogers,
radically updates the previous version published by Swallow Press.
Rogers's introduction locates Dewey's work within its philosophical
and historical context and explains its key ideas for a
contemporary readership. Biographical information and a detailed
bibliography round out this definitive edition, which will be
essential to students and scholars both.
This book is a volume in the Penn Press Anniversary Collection. To
mark its 125th anniversary in 2015, the University of Pennsylvania
Press rereleased more than 1,100 titles from Penn Press's
distinguished backlist from 1899-1999 that had fallen out of print.
Spanning an entire century, the Anniversary Collection offers
peer-reviewed scholarship in a wide range of subject areas.
In this series of lectures, Dewey presents the metaphysics
underlying his influential views on science, ethics, education, and
social reform. His starting point is that existence is a mingling
of the stable and predictable with the shifting and hazardous. The
notion of causality has a practical basis, and science is concerned
with bringing about preconceived ends. On this basis, Dewey
develops his conception of the mind as a manifestation of social
interactions, and expounds his distinctive views on the mind-body
problem, esthetics, and values in general.
John Dewey was America’s greatest public philosopher. His work
stands out for its remarkable breadth, and his deep commitment to
democracy led him to courageous progressive stances on issues such
as war, civil liberties, and racial, class, and gender
inequalities. This book collects the clearest and most powerful of
his public writings and shows how they continue to speak to the
challenges we face today. An introductory essay and short
introductions to each of the texts discuss the current relevance
and significance of Dewey’s work and legacy. The book includes
forty-six essays on topics such as democracy in the United States,
political power, education, economic justice, science and society,
and philosophy and culture. These essays inspire optimism for the
possibility of a more humane public and political culture, in which
citizens share in the pursuit of lifelong education through
participation in democratic life. The essays in America’s Public
Philosopher reveal John Dewey as a powerful example for anyone
seeking to address a wider audience and a much-needed voice for all
readers in search of intellectual and moral leadership.
In this volume the writings of John Dewey are subjected to careful
scrutiny by seventeen great thinkers. Some have eulogized, some
have reinterpreted--but all have respected the work of that great
and germinal mind. For thirty years John Dewey has been the most
dynamic, arresting figure in American thought. Whereas the
"traditional" philosopher too often concerned himself with matters
seemingly remote and formalistic, Dewey was ever aware of the
ferment of this developing democracy. The problems of every-day
life, the "commonplace" in our culture, the direction of the
educative process in the schools, the processes of politics, art,
literature, science, religion--on all these John Dewey has left the
impress of his thought. It was inevitable that Dewey's writings
should raise questions and doubts, that readers should find points
of difference and emphasis. Now for the first time Dewey himself is
able to read and answer in one place the analysis and criticism of
a group of eminent men. The result of this unique situation is the
setting for a new type of intellectual experience--an opportunity
to sit in a seminar with Dewey and some of the greatest of his
critics.
Though best remembered today as a philosopher of early-childhood
education through his influential 1899 work The School and Society
and the essay The Child and the Curriculum, John Dewey also
expended considerable thought on the progress of philosophy itself.
In this striking book, first published just after the First World
War in 1920, Dewey considers how, why, and when human affairs
should prompt a new approach to concepts of morality and justice.
How should the revelations of science in the 20th century, and its
consequential technology, impact human thought? Is seeing knowledge
as power philosophical supportable and desirable? Must we redefine
what it means to be idealist? Where do politics and philosophy
intersect? Deweys bracing explorations of these questions, and
others, continue to enthrall thinking people and continue to be
vitally relevantnearly a century after they were written. American
educator and philosopher JOHN DEWEY (18591952) helped found the
American Association of University Professors. He served as
professor of philosophy at Columbia University from 1904 to 1930
and authored numerous books, including Experience and Nature
(1925), Experience and Education (1938), and Freedom and Culture
(1939).
LOGIC THE THEORY OF INQUIRY By JOHN DEWEY NEW YORK HENRY HOLT AND
COMPANY COPYRIGHT, 1938, BY HENRY HOLT AND COMPANY, INC. January,
1939 BINDER Y0ci. 1950 I d Jt PRINTED IN THE-XmiTEILSTATES OF
AMERICA UM. V 981500 4, t PREFACE NJHIS BOOK is a development of
ideas regarding the nature of logical theory that were first
presented, some forty years ago, in Studies in Logical Theory that
were somewhat expanded in Essays in Experimental Logic and were
briefly summarized with special reference to education in Ho w We
Think While basic ideas remain the same, there has naturally been
considerable modi fication during the intervening years. While
connection with the problematic is unchanged, express
identification of reflective thought with objective inquiry makes
possible, I think, a mode of statement less open to misapprehension
than were the previous ones. The present work is marked in
particular by application of the earlier ideas to interpretation of
the forms and formal relations that constitute the standard
material of logical tradition. This in terpretation has at the same
rime involved a detailed development, critical and constructive, of
the general standpoint and its under lying ideas. In this
connection, attention is called particularly to the principle of
the continuum of inquiry, a principle whose importance, as far as I
am aware, only Peirce had previously noted. Application of this
principle enables an empirical account to be given of logical
forms, whose necessity traditional empiricism overlooked or denied
while at the same time it proves that the interpretation of them as
a priori is unnecessary. The connection of the principle with
generalization in its two forms which aresystematically
distinguished through out the work and with the probability
coefficient of all existential generalizations is, I suppose,
sufficiently indicated in the chapters devoted to these topics. The
basic conception of inquiry as de termination of an indeterminate
situation not only enables the vexed topic of the relation of
judgment and propositions to obtain an ob jective solution, but, in
connection with the conjugate relation of observed and conceptual
material, enables a coherent account of the different propositional
forms to be given. The word Pragmatism does not, I think, occur in
the ext. iii IV PREFACE Perhaps the word lends itself to
misconception. At all events, so much misunderstanding and
relatively futile controversy have gathered about the word that it
seemed advisable to avoid its use. But in the proper interpretation
of pragmatic, namely the func tion of consequences as necessary
tests of the validity of proposi tions, provided these consequences
are operationally instituted and are such as to resolve the
specific problem evoking the operations, the text that follows is
thoroughly pragmatic. In the present state of logic, the absence of
any attempt at sym bolic formulation will doubtless cause serious
objection in the minds of many readers. This absence is not due to
any aversion to such formulation. On the contrary, I am convinced
that acceptance of the general principles set forth will enable a
more complete and con sistent set of symbolizations than now exists
to be made. The ab sence of symbolization is due, first, to a point
mentioned in the text, the need for development of a general theory
of language in which form and matter are not separated and,
secondly, to the fact that an adequate set of symbols depends upon
prior institution of valid ideas of the conceptions and relations
that are symbolized. With out fulfilment of this condition, formal
symbolization will as so often happens at present merely perpetuate
existing mistakes while strengthening them by seeming to give them
scientific stand ing. Readers not particularly conversant with
contemporary logical discussions may find portions of the text too
technical, especially perhaps in Part III...
The esteemed psychologist and thinker John Dewey headed for
previously unexplored philosophical territory with this influential
work. Written shortly after World War I, it embodies Dewey's system
of pragmatic humanism and maintains that individuals can attain "a
more ordered and intelligent happiness" by reconsidering the
ultimate effects of their deepest beliefs and feelings. With its
promise of achieving an understanding of the past and attaining a
brighter future, Reconstruction in Philosophy remains ever
relevant. "A modern classic." - Philosophy and Phenomenological
Research.
The School and Society and The Child and the Curriculum succinctly
set forth John Dewey's revolutionary philosophy of education as an
experimental, child-centered process. For years, educators have
turned to this classic volume for insight and practical guidance.
Yet Dewey's renown and his enduring readership raise a curious
question: why haven't more of this important thinker's ideas been
put into practice?Philip W. Jackson addresses this question in a
new and substantial introduction in which he looks back on the
history of the University of Chicago Lab Schools and discusses
their transformation. This centennial edition also restores to the
volume a lost chapter dropped by Dewey in 1915. In this essay,
written three years after the inception of the Lab Schools, Dewey
himself critiques the efforts to realize his theories in that
institution. This edition brings Dewey's educational theory into
sharper focus, framing his two classic works, The School and
Society and The Child and the Curriculum, by frank assessments,
past and present, of the practical application of those remarkable
ideas.
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