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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.
Abandon the notion of subject-matter as something fixed and
ready-made in itself, outside the childs experience; cease thinking
of the childs experience as also something hard and fast; see it as
something fluent, embryonic, vital; and we realize that the child
and the curriculum are simply two limits which define a single
process. from The Child and the Curriculum In this single volume,
readers will find two of John Deweys insightful essays on education
in America. He considered proper education to be fundamental to a
functioning democracy. The problem, according to Dewey in The
School and Society, with the old education model was that
elementary schools did not encourage exploration and curiosity in
their students. In The Child and the Curriculum, Dewey expands upon
his definition of the ideal teaching method. A childs life, he
says, is an integrated whole. A child will flow from one topic to
another, taking a natural interest in subjects and dealing with a
world of direct experience. School, on the other hand, addresses a
world disconnected from a childs life. A more reasonable approach
would be to strive to integrate their experience with the vast body
of knowledge that society wishes them to know. By honoring the
individual, both the student and the subject matter will come
together in a process that produces a mature adult. 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 How We Think (1910),
Experience and Nature (1925), Experience and Education (1938), and
Freedom and Culture (1939).
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.
The problem with morality, according to Pragmatist John Dewey, is
that it assumes an inherent lacking in human nature and then seeks,
through constraining rules, punishment, and threat, to make humans
act differently-act against their nature. This, he claims, is a
battle doomed to fail. In Human Nature and Conduct, first published
in 1922, Dewey brings the rigor of natural sciences to the quest
for a better moral system. By studying habit, impulse, and
intelligence, he arrives at a morality that is firmly rooted the
context of the world, accounting for thinking humans with
individual circumstances that do, indeed, make a difference when
determining right and wrong. Students of sociology, philosophy, and
psychology will be interested to see moral judgment investigated as
a scientific question by one of America's most influential
philosophers. American educator and philosopher JOHN DEWEY
(1859-1952) 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
The School and Society (1899), Experience and Nature (1925),
Experience and Education (1938), and Freedom and Culture (1939).
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