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.