John Dewey

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John Dewey
John Dewey cph.3a51565.jpg
Born(1859-10-20)October 20, 1859
Burlington, Vermont, United States
DiedJune 1, 1952(1952-06-01) (aged 92)
New York, New York, United States
Alma mater University of Vermont
Johns Hopkins University
Era 20th-century philosophy
Region Western philosophy
School Pragmatism
Instrumentalism [1]
Institutions University of Michigan
University of Chicago
University of Chicago Laboratory Schools
Columbia University
Main interests
Philosophy of education, epistemology, journalism, ethics
Notable ideas
Reflective thinking [2]
American Association of University Professors
Immediate empiricism
Inquiry into Moscow show trials about Trotsky
Educational progressivism
Occupational psychosis

John Dewey ( /ˈdi/ ; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with the philosophy of pragmatism and is considered one of the fathers of functional psychology. A Review of General Psychology survey, published in 2002, ranked Dewey as the 93rd most cited psychologist of the 20th century. [3] A well-known public intellectual, he was also a major voice of progressive education and liberalism. [4] [5] Although Dewey is known best for his publications about education, he also wrote about many other topics, including epistemology, metaphysics, aesthetics, art, logic, social theory, and ethics. He was a major educational reformer for the 20th century.

Americans Citizens, or natives, of the United States of America

Americans are nationals and citizens of the United States of America. Although nationals and citizens make up the majority of Americans, some dual citizens, expatriates, and permanent residents may also claim American nationality. The United States is home to people of many different ethnic origins. As a result, American culture and law does not equate nationality with race or ethnicity, but with citizenship and permanent allegiance.

Philosopher person with an extensive knowledge of philosophy

A philosopher is someone who practices philosophy. The term "philosopher" comes from the Ancient Greek, φιλόσοφος (philosophos), meaning "lover of wisdom". The coining of the term has been attributed to the Greek thinker Pythagoras.

Psychologist professional who evaluates, diagnoses, treats, and studies behavior and mental processes

A psychologist studies normal and abnormal mental states, cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments.

Contents

The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous." [6]

Democracy system of government in which citizens vote directly in or elect representatives to form a governing body, sometimes called "rule of the majority"

Democracy is a system of government where the citizens exercise power by voting. In a direct democracy, the citizens as a whole form a governing body and vote directly on each issue. In a representative democracy the citizens elect representatives from among themselves. These representatives meet to form a governing body, such as a legislature. In a constitutional democracy the powers of the majority are exercised within the framework of a representative democracy, but the constitution limits the majority and protects the minority, usually through the enjoyment by all of certain individual rights, e.g. freedom of speech, or freedom of association.

Known for his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.

Civil society can be understood as the "third sector" of society, distinct from government and business, and including the family and the private sphere. By other authors, "civil society" is used in the sense of 1) the aggregate of non-governmental organizations and institutions that manifest interests and will of citizens or 2) individuals and organizations in a society which are independent of the government.

Public opinion consists of the desires, wants and thinking of the majority of the people. It is the collective opinion of the people of a society or state on an issue or problem.

Life and works

John Dewey was born in Burlington, Vermont to a family of modest means. [7] He was one of four boys born to Archibald Sprague Dewey and Lucina Artemisia Rich Dewey. Their second son was also named John, but he died in an accident on January 17, 1859. The second John Dewey was born October 20, 1859, forty weeks after the death of his older brother. Like his older, surviving brother, Davis Rich Dewey, he attended the University of Vermont, where he was initiated into Delta Psi, and graduated Phi Beta Kappa [8] in 1879. A significant professor of Dewey's at the University of Vermont was Henry Augustus Pearson Torrey (H. A. P. Torrey), the son-in-law and nephew of former University of Vermont president Joseph Torrey. Dewey studied privately with Torrey between his graduation from Vermont and his enrollment at Johns Hopkins University. [9] [10]

Burlington, Vermont Largest city in Vermont

Burlington is the most populous city in the U.S. state of Vermont and the seat of Chittenden County. It is located 45 miles (72 km) south of the Canada–United States border and 94 miles (151 km) south of Montreal. The city's population was 42,452 according to a 2015 U.S. census estimate. It is the least populous municipality in the United States to be the most populous incorporated area in a state.

Davis Rich Dewey was an American economist and statistician.

University of Vermont public research university in Burlington, Vermont, USA

The University of Vermont (UVM), officially The University of Vermont and State Agricultural College, is a public research university in Burlington, Vermont. It was founded in 1791 and is the state's land-grant university. UVM is among the oldest universities in the United States and is the fifth institution of higher education established in the New England region of the U.S. northeast. It is also listed as one of the original eight "Public Ivy" institutions in the United States.

After two years as a high-school teacher in Oil City, Pennsylvania and one year as an elementary-school teacher in the small town of Charlotte, Vermont, Dewey decided that he was unsuited for teaching primary or secondary school. After studying with George Sylvester Morris, Charles Sanders Peirce, Herbert Baxter Adams, and G. Stanley Hall, Dewey received his Ph.D. from the School of Arts & Sciences at Johns Hopkins University. In 1884, he accepted a faculty position at the University of Michigan (1884–88 and 1889–94) with the help of George Sylvester Morris. His unpublished and now lost dissertation was titled "The Psychology of Kant." In 1894 Dewey joined the newly founded University of Chicago (1894–1904) where he developed his belief in Rational Empiricism, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitled Thought and its Subject-Matter , which was published with collected works from his colleagues at Chicago under the collective title Studies in Logical Theory (1903). During that time Dewey also initiated the University of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Society (1899). Disagreements with the administration ultimately caused his resignation from the university, and soon thereafter he relocated near the East Coast. In 1899, Dewey was elected president of the American Psychological Association (A.P.A.). From 1904 until his retirement in 1930 he was professor of philosophy at Columbia University. [11] In 1905 he became president of the American Philosophical Association. He was a longtime member of the American Federation of Teachers.

Oil City, Pennsylvania City in Pennsylvania, United States

Oil City is a city in Venango County, Pennsylvania, that is known in the initial exploration and development of the petroleum industry. Initial settlement of the town was sporadic, and tied to the iron industry. After the first oil wells were drilled in 1861, Oil City became central in the petroleum industry while hosting headquarters for the Pennzoil, Quaker State, and Wolf's Head motor oil companies. Tourism plays a prominent role in the region by promoting oil heritage sites, nature trails, and Victorian architecture. The population was 10,557 at the 2010 census, and is the principal city of the Oil City, PA Micropolitan Statistical Area.

Charlotte, Vermont Town in Vermont, United States

Charlotte is a town in Chittenden County, Vermont, United States. The town was named for Sofia Charlotte of Mecklenburg-Strelitz, Queen of England and wife of King George III. The population of the town was 3,754 at the 2010 census.

George Sylvester Morris was a 19th-century American educator and philosophical writer.

Along with the historians Charles A. Beard and James Harvey Robinson, and the economist Thorstein Veblen, Dewey is one of the founders of The New School. Dewey's most significant writings were "The Reflex Arc Concept in Psychology" (1896), a critique of a standard psychological concept and the basis of all his further work; Democracy and Education (1916), his celebrated work on progressive education; Human Nature and Conduct (1922), a study of the function of habit in human behavior; [12] The Public and its Problems (1927), a defense of democracy written in response to Walter Lippmann's The Phantom Public (1925); Experience and Nature (1925), Dewey's most "metaphysical" statement; Impressions of Soviet Russia and the Revolutionary World (1929), a glowing travelogue from the nascent USSR; [13] Art as Experience (1934), Dewey's major work on aesthetics; A Common Faith (1934), a humanistic study of religion originally delivered as the Dwight H. Terry Lectureship at Yale; Logic: The Theory of Inquiry (1938), a statement of Dewey's unusual conception of logic; Freedom and Culture (1939), a political work examining the roots of fascism; and Knowing and the Known (1949), a book written in conjunction with Arthur F. Bentley that systematically outlines the concept of trans-action, which is central to his other works (see Transactionalism). While each of these works focuses on one particular philosophical theme, Dewey included his major themes in most of what he published. He published more than 700 articles in 140 journals, and approximately 40 books.

Charles A. Beard American historian

Charles Austin Beard was, with Frederick Jackson Turner, one of the most influential American historians of the first half of the 20th century. For a while he was a history professor at Columbia University but his influence came from hundreds of monographs, textbooks and interpretive studies in both history and political science. His works included a radical re-evaluation of the founding fathers of the United States, who he believed were motivated more by economics than by philosophical principles. Beard's most influential book, An Economic Interpretation of the Constitution of the United States (1913), has been the subject of great controversy ever since its publication. While frequently criticized for its methodology and conclusions, it was responsible for a wide-ranging reinterpretation of American history of the founding era. He was also the co-author with his wife Mary Beard of The Rise of American Civilization (1927), which had a major influence on American historians.

James Harvey Robinson American historian

James Harvey Robinson was an American historian, who co-founded New History, which greatly broadened the scope of historical scholarship in relation to the social sciences. Jay Green concludes:

From his innovations in historical methodology and research to his revisions of secondary and undergraduate pedagogy, Robinson endeavored to reform the modern study of history, making it relevant and useful to contemporary peoples. A quintessential Progressive, he combined astute in erudite thinking with a penchant for activism in order to challenge his professional colleagues' "obsolete" conception of history and to demonstrate written history's potential for inspiring social improvement.

Thorstein Veblen American academic

Thorstein Bunde Veblen was a Norwegian-American economist and sociologist who became famous as a witty critic of capitalism.

Reflecting his immense influence on 20th-century thought, Hilda Neatby wrote "Dewey has been to our age what Aristotle was to the later Middle Ages, not a philosopher, but the philosopher." [14]

Dewey married Alice Chipman in 1886 shortly after Chipman graduated with her PhB from the University of Michigan. The two had six children: Frederick Archibald Dewey, Evelyn Riggs Dewey, Morris (who died young), Gordon Chipman Dewey, Lucy Alice Chipman Dewey, and Jane Mary Dewey. [15] [16] Alice Chipman died in 1927 at the age of 68; weakened by a case of malaria contracted during a trip to Turkey in 1924 and a heart attack during a trip to Mexico City in 1926, she died from cerebral thrombosis on July 13, 1927. [17] Dewey married Estelle Roberta Lowitz Grant, "a longtime friend and companion for several years before their marriage" on December 11, 1946. [18] [19] At Roberta's behest, the couple adopted two siblings, Lewis (changed to John, Jr.) and Shirley. [20] John Dewey died of pneumonia on June 1, 1952 at his home in New York City after years of ill-health. [21] [22] and was cremated the next day. [23]

The United States Postal Service honored Dewey with a Prominent Americans series 30¢ postage stamp in 1968. [24]

Visits to China and Japan

John Dewey and Hu Shih, circa 1938-1942. Hu Shih and John Dewey.jpg
John Dewey and Hu Shih, circa 1938–1942.

In 1919, Dewey and his wife traveled to Japan on sabbatical leave. Though Dewey and his wife were well received by the people of Japan during this trip, Dewey was also critical of the nation's governing system and claimed that the nation's path towards democracy was "ambitious but weak in many respects in which her competitors are strong." [25] He also stated that "the real test has not yet come. But if the nominally democratic world should go back on the professions so profusely uttered during war days, the shock will be enormous, and bureaucracy and militarism might come back." [25]

During his trip to Japan, Dewey was invited by Peking University to visit China, probably at the behest of his former students, Hu Shih and Chiang Monlin. Dewey and his wife Alice arrived in Shanghai on April 30, 1919, [26] just days before student demonstrators took to the streets of Peking to protest the decision of the Allies in Paris to cede the German held territories in Shandong province to Japan. Their demonstrations on May Fourth excited and energized Dewey, and he ended up staying in China for two years, leaving in July 1921. [27]

In these two years, Dewey gave nearly 200 lectures to Chinese audiences and wrote nearly monthly articles for Americans in The New Republic and other magazines. Well aware of both Japanese expansionism into China and the attraction of Bolshevism to some Chinese, Dewey advocated that Americans support China's transformation and that Chinese base this transformation in education and social reforms, not revolution. Hundreds and sometimes thousands of people attended the lectures, which were interpreted by Hu Shih. For these audiences, Dewey represented "Mr. Democracy" and "Mr. Science," the two personifications which they thought of representing modern values and hailed him as "Second Confucius". Perhaps Dewey's biggest impact, however, was on the forces for progressive education in China, such as Hu Shih and Chiang Monlin, who had studied with him, and Tao Xingzhi, who had studied at Teachers College, Columbia University. [28]

Their letters from China and Japan describing their experiences to their family were published in 1920, edited by their daughter Evelyn. [29] During and after his visit his commentaries on China would be published in such periodicals as the New Republic, Asia, the China Review, and sometimes in newspapers like the Baltimore Sun. Though discussing Chinese philosophy but rarely, one article in 1922, "As the Chinese Think", discusses the teachings of Laozi and Confucius in an attempt to improve understanding of the Chinese in international business relations. [30]

Visit to Southern Africa

Dewey and his daughter Jane went to South Africa in July 1934, at the invitation of the World Conference of New Education Fellowship in Cape Town and Johannesburg, where he delivered several talks. The conference was opened by the South African Minister of Education Jan Hofmeyr, and Deputy Prime Minister Jan Smuts. Other speakers at the conference included Max Eiselen and Hendrik Verwoerd, who would later become prime minister of the Nationalist government that introduced Apartheid. [31] John and Jane's expenses were paid by the Carnegie Foundation. He also traveled to Durban, Pretoria and Victoria Falls in what was then Rhodesia (now Zimbabwe) and looked at schools, talked to pupils, and gave lectures to the administrators and teachers. In August 1934, Dewey accepted an honorary degree from the University of the Witwatersrand. [32]

Functional psychology

At the University of Michigan, Dewey published his first two books, Psychology (1887), and Leibniz's New Essays Concerning the Human Understanding (1888), both of which expressed Dewey's early commitment to British neo-Hegelianism. In Psychology, Dewey attempted a synthesis between idealism and experimental science. [1]

While still professor of philosophy at Michigan, Dewey and his junior colleagues, James Hayden Tufts and George Herbert Mead, together with his student James Rowland Angell, all influenced strongly by the recent publication of William James' Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behavior rather than the physiological psychology of Wilhelm Wundt and his followers.

By 1894, Dewey had joined Tufts, with whom he would later write Ethics (1908) at the recently founded University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called "Chicago group" of psychology.

Their new style of psychology, later dubbed functional psychology, had a practical emphasis on action and application. In Dewey's article "The Reflex Arc Concept in Psychology" which appeared in Psychological Review in 1896, he reasons against the traditional stimulus-response understanding of the reflex arc in favor of a "circular" account in which what serves as "stimulus" and what as "response" depends on how one considers the situation, and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagreed that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which the stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience.

Dewey was elected president of the American Psychological Association in 1899.

Timbre USA John Dewey oblW 21101968.jpg

In 1984, the American Psychological Association announced that Lillian Moller Gilbreth (1878–1972) had become the first psychologist to be commemorated on a United States postage stamp. However, psychologists Gary Brucato and John D. Hogan later made the case that this distinction actually belonged to John Dewey, who had been celebrated on an American stamp 17 years earlier. While some psychology historians consider Dewey more of a philosopher than a bona fide psychologist, [33] the authors noted that Dewey was a founding member of the A.P.A., served as the A.P.A.'s eighth president in 1899, and was the author of an 1896 article on the reflex arc which is now considered a basis of American functional psychology. [34]

Dewey also expressed interest in work in the psychology of visual perception performed by Dartmouth research professor Adelbert Ames Jr. He had great trouble with listening, however, because it is known Dewey could not distinguish musical pitches—in other words was tone deaf. [35]

Pragmatism, instrumentalism, consequentialism

Dewey sometimes referred to his philosophy as instrumentalism rather than pragmatism, and would have recognized the similarity of these two schools to the newer school named consequentialism. He defined with precise brevity the criterion of validity common to these three schools, which lack agreed-upon definitions:

But in the proper interpretation of "pragmatic," namely the function of consequences as necessary tests of the validity of propositions, 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. [36]

His concern for precise definition led him to detailed analysis of careless word usage, reported in Knowing and the Known in 1949.

Epistemology

The terminology problem in the fields of epistemology and logic is partially due, according to Dewey and Bentley, [37] to inefficient and imprecise use of words and concepts that reflect three historic levels of organization and presentation. [38] In the order of chronological appearance, these are:

A series of characterizations of Transactions indicate the wide range of considerations involved. [39]

Logic and method

Dewey sees paradox in contemporary logical theory. Proximate subject matter garners general agreement and advancement, while the ultimate subject matter of logic generates unremitting controversy. In other words, he challenges confident logicians to answer the question of the truth of logical operators. Do they function merely as abstractions (e.g., pure mathematics) or do they connect in some essential way with their objects, and therefore alter or bring them to light? [40]

Grave of Dewey and his wife in an alcove on the north side of the Ira Allen Chapel in Burlington, Vermont. The only grave on the University of Vermont campus John Dewey Grave.JPG
Grave of Dewey and his wife in an alcove on the north side of the Ira Allen Chapel in Burlington, Vermont. The only grave on the University of Vermont campus

Logical positivism also figured in Dewey's thought. About the movement he wrote that it "eschews the use of 'propositions' and 'terms', substituting 'sentences' and 'words'." ("General Theory of Propositions", in Logic: The Theory of Inquiry) He welcomes this changing of referents "in as far as it fixes attention upon the symbolic structure and content of propositions." However, he registers a small complaint against the use of "sentence" and "words" in that without careful interpretation the act or process of transposition "narrows unduly the scope of symbols and language, since it is not customary to treat gestures and diagrams (maps, blueprints, etc.) as words or sentences." In other words, sentences and words, considered in isolation, do not disclose intent, which may be inferred or "adjudged only by means of context." [40]

Yet Dewey was not entirely opposed to modern logical trends. Concerning traditional logic, he states:

Aristotelian logic, which still passes current nominally, is a logic based upon the idea that qualitative objects are existential in the fullest sense. To retain logical principles based on this conception along with the acceptance of theories of existence and knowledge based on an opposite conception is not, to say the least, conductive to clearness—a consideration that has a good deal to do with existing dualism between traditional and the newer relational logics.

Louis Menand argues in The Metaphysical Club that Jane Addams had been critical of Dewey's emphasis on antagonism in the context of a discussion of the Pullman strike of 1894. In a later letter to his wife, Dewey confessed that Addams' argument was:

... the most magnificent exhibition of intellectual & moral faith I ever saw. She converted me internally, but not really, I fear. ... When you think that Miss Addams does not think this as a philosophy, but believes it in all her senses & muscles—Great God ... I guess I'll have to give it [all] up & start over again.

He went on to add:

I can see that I have always been interpreting dialectic wrong end up, the unity as the reconciliation of opposites, instead of the opposites as the unity in its growth, and thus translated the physical tension into a moral thing ... I don't know as I give the reality of this at all, ... it seems so natural & commonplace now, but I never had anything take hold of me so. [41]

In a letter to Addams, clearly influenced by his conversation with her, Dewey wrote:

Not only is actual antagonizing bad, but the assumption that there is or may be antagonism is bad—in fact, the real first antagonism always comes back to the assumption.

Aesthetics

Art as Experience (1934) is Dewey's major writing on aesthetics.

It is, in accordance with his place in the Pragmatist tradition that emphasizes community, a study of the individual art object as embedded in (and inextricable from) the experiences of a local culture. In the original illustrated edition, Dewey drew on the modern art and world cultures collection assembled by Albert C. Barnes at the Barnes Foundation, whose own ideas on the application of art to one's way of life was influenced by Dewey's writing. Barnes was particularly influenced by "Democracy and Education" (1916) and then attended Dewey's seminar on political philosophy at Columbia University in the fall semester of 1918.

On philanthropy, women and democracy

Dewey founded the University of Chicago laboratory school, supported educational organizations, and supported settlement houses especially Jane Addams' Hull House. [42]

Through his work at the Hull House serving on its first board of trustees, Dewey was not only an activist for the cause but also a partner working to serve the large immigrant community of Chicago and women's suffrage. Dewey experienced the lack of children's education while contributing in the classroom at the Hull House and the lack of education and skills of immigrant women. [43] Stengel argues:

Addams is unquestionably a maker of democratic community and pragmatic education; Dewey is just as unquestionably a reflector. Through her work at Hull House, Addams discerned the shape of democracy as a mode of associated living and uncovered the outlines of an experimental approach to knowledge and understanding; Dewey analyzed and classified the social, psychological and educational processes Addams lived. [42]

His leading views on democracy included:

First, Dewey believed that democracy is an ethical ideal rather than merely a political arrangement. Second, he considered participation, not representation, the essence of democracy. Third, he insisted on the harmony between democracy and the scientific method: ever-expanding and self-critical communities of inquiry, operating on pragmatic principles and constantly revising their beliefs in light of new evidence, provided Dewey with a model for democratic decision making ... Finally, Dewey called for extending democracy, conceived as an ethical project, from politics to industry and society. [44]

This helped to shape his understanding of human action and the unity of human experience.

Dewey believed that a woman's place in society was determined by her environment and not just her biology. On women he says, "You think too much of women in terms of sex. Think of them as human individuals for a while, dropping out the sex qualification, and you won't be so sure of some of your generalizations about what they should and shouldn't do". [43] John Dewey's support helped to increase the support and popularity of Jane Addams' Hull House and other settlement houses as well. With growing support, involvement of the community grew as well as the support for the women's suffrage movement.

As commonly argued by Dewey's greatest critics, he was not able to come up with strategies in order to fulfill his ideas that would lead to a successful democracy, educational system, and a successful women's suffrage movement. While knowing that traditional beliefs, customs, and practices needed to be examined in order to find out what worked and what needed improved upon, it was never done in a systematic way. [43] "Dewey became increasingly aware of the obstacles presented by entrenched power and alert to the intricacy of the problems facing modern cultures". [44] With the complex of society at the time, Dewey was criticized for his lack of effort in fixing the problems.

With respect to technological developments in a democracy:

Persons do not become a society by living in physical proximity any more than a man ceases to be socially influenced by being so many feet or miles removed from others.

His work on democracy influenced B.R. Ambedkar, one of his students, who later became one of the founding fathers of independent India. [45] [46] [47] [48]

On education and teacher education

Education in the United States
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Dewey's educational theories were presented in My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of To-morrow (c1915) with Evelyn Dewey, and Experience and Education (1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.

The ideas of democracy and social reform are continually discussed in Dewey's writings on education. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities" (My Pedagogic Creed, Dewey, 1897). In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction".

In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened" (1902, p. 13). [49] He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.

At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process. In this second school of thought, "we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning" (Dewey, 1902, pp. 13–14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher.

In order to rectify this dilemma, Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that "the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" (Dewey, 1902, p. 16). It is through this reasoning that Dewey became one of the most famous proponents of hands-on learning or experiential education, which is related to, but not synonymous with experiential learning. He argued that "if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind" (Dewey, 1916/2009, pp. 217–18). [50] Dewey's ideas went on to influence many other influential experiential models and advocates. Problem-Based Learning (PBL), for example, a method used widely in education today, incorporates Dewey's ideas pertaining to learning through active inquiry. [51]

Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. Throughout the history of American schooling, education's purpose has been to train students for work by providing the student with a limited set of skills and information to do a particular job. The works of John Dewey provide the most prolific examples of how this limited vocational view of education has been applied to both the K–12 public education system and to the teacher training schools who attempted to quickly produce proficient and practical teachers with a limited set of instructional and discipline-specific skills needed to meet the needs of the employer and demands of the workforce. In The School and Society (Dewey, 1899) and Democracy of Education (Dewey, 1916), Dewey claims that rather than preparing citizens for ethical participation in society, schools cultivate passive pupils via insistence upon mastery of facts and disciplining of bodies. Rather than preparing students to be reflective, autonomous and ethical beings capable of arriving at social truths through critical and intersubjective discourse, schools prepare students for docile compliance with authoritarian work and political structures, discourage the pursuit of individual and communal inquiry, and perceive higher learning as a monopoly of the institution of education (Dewey, 1899; 1916).

For Dewey and his philosophical followers, education stifles individual autonomy when learners are taught that knowledge is transmitted in one direction, from the expert to the learner. Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. For Dewey, "The thing needful is improvement of education, not simply by turning out teachers who can do better the things that are not necessary to do, but rather by changing the conception of what constitutes education" (Dewey, 1904, p. 18). Dewey's qualifications for teaching—a natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). Turning to Dewey's essays and public addresses regarding the teaching profession, followed by his analysis of the teacher as a person and a professional, as well as his beliefs regarding the responsibilities of teacher education programs to cultivate the attributes addressed, teacher educators can begin to reimagine the successful classroom teacher Dewey envisioned.

Professionalization of teaching as a social service

For many, education's purpose is to train students for work by providing the student with a limited set of skills and information to do a particular job. As Dewey notes, this limited vocational view is also applied to teacher training schools who attempt to quickly produce proficient and practical teachers with a limited set of instructional and discipline skills needed to meet the needs of the employer and demands of the workforce (Dewey, 1904). For Dewey, the school and the classroom teacher, as a workforce and provider of a social service, have a unique responsibility to produce psychological and social goods that will lead to both present and future social progress. As Dewey notes, "The business of the teacher is to produce a higher standard of intelligence in the community, and the object of the public school system is to make as large as possible the number of those who possess this intelligence. Skill, ability to act wisely and effectively in a great variety of occupations and situations, is a sign and a criterion of the degree of civilization that a society has reached. It is the business of teachers to help in producing the many kinds of skill needed in contemporary life. If teachers are up to their work, they also aid in the production of character."(Dewey, TAP, 2010, pp. 241–42).

According to Dewey, the emphasis is placed on producing these attributes in children for use in their contemporary life because it is "impossible to foretell definitely just what civilization will be twenty years from now" (Dewey, MPC, 2010, p. 25). However, although Dewey is steadfast in his beliefs that education serves an immediate purpose (Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, TTP, 2010), he is not ignorant of the impact imparting these qualities of intelligence, skill, and character on young children in their present life will have on the future society. While addressing the state of educative and economic affairs during a 1935 radio broadcast, Dewey linked the ensuing economic depression to a "lack of sufficient production of intelligence, skill, and character" (Dewey, TAP, 2010, p. 242) of the nation's workforce. As Dewey notes, there is a lack of these goods in the present society and teachers have a responsibility to create them in their students, who, we can assume, will grow into the adults who will ultimately go on to participate in whatever industrial or economical civilization awaits them. According to Dewey, the profession of the classroom teacher is to produce the intelligence, skill, and character within each student so that the democratic community is composed of citizens who can think, do and act intelligently and morally.

A teacher's knowledge

Dewey believed that the successful classroom teacher possesses a passion for knowledge and an intellectual curiosity in the materials and methods they teach. For Dewey, this propensity is an inherent curiosity and love for learning that differs from one's ability to acquire, recite and reproduce textbook knowledge. "No one," according to Dewey, "can be really successful in performing the duties and meeting these demands [of teaching] who does not retain [her] intellectual curiosity intact throughout [her] entire career" (Dewey, APT, 2010, p. 34). According to Dewey, it is not that the "teacher ought to strive to be a high-class scholar in all the subjects he or she has to teach," rather, "a teacher ought to have an unusual love and aptitude in some one subject: history, mathematics, literature, science, a fine art, or whatever" (Dewey, APT, 2010, p. 35). The classroom teacher does not have to be a scholar in all subjects; rather, a genuine love in one will elicit a feel for genuine information and insight in all subjects taught.

In addition to this propensity for study into the subjects taught, the classroom teacher "is possessed by a recognition of the responsibility for the constant study of school room work, the constant study of children, of methods, of subject matter in its various adaptations to pupils" (Dewey, PST, 2010, p. 37). For Dewey, this desire for the lifelong pursuit of learning is inherent in other professions (e.g. the architectural, legal and medical fields; Dewey, 1904 & Dewey, PST, 2010), and has particular importance for the field of teaching. As Dewey notes, "this further study is not a side line but something which fits directly into the demands and opportunities of the vocation" (Dewey, APT, 2010, p. 34).

According to Dewey, this propensity and passion for intellectual growth in the profession must be accompanied by a natural desire to communicate one's knowledge with others. "There are scholars who have [the knowledge] in a marked degree but who lack enthusiasm for imparting it. To the 'natural born' teacher learning is incomplete unless it is shared" (Dewey, APT, 2010, p. 35). For Dewey, it is not enough for the classroom teacher to be a lifelong learner of the techniques and subject-matter of education; she must aspire to share what she knows with others in her learning community.

A teacher's skill

The best indicator of teacher quality, according to Dewey, is the ability to watch and respond to the movement of the mind with keen awareness of the signs and quality of the responses he or her students exhibit with regard to the subject-matter presented (Dewey, APT, 2010; Dewey, 1904). As Dewey notes, "I have often been asked how it was that some teachers who have never studied the art of teaching are still extraordinarily good teachers. The explanation is simple. They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. Their own minds move in harmony with those of others, appreciating their difficulties, entering into their problems, sharing their intellectual victories" (Dewey, APT, 2010, p. 36). Such a teacher is genuinely aware of the complexities of this mind to mind transfer, and she has the intellectual fortitude to identify the successes and failures of this process, as well as how to appropriately reproduce or correct it in the future.

A teacher's disposition

As a result of the direct influence teachers have in shaping the mental, moral and spiritual lives of children during their most formative years, Dewey holds the profession of teaching in high esteem, often equating its social value to that of the ministry and to parenting (Dewey, APT, 2010; Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, PST, 2010; Dewey, TTC, 2010; Dewey, TTP, 2010). Perhaps the most important attributes, according to Dewey, are those personal inherent qualities which the teacher brings to the classroom. As Dewey notes, "no amount of learning or even of acquired pedagogical skill makes up for the deficiency" (Dewey, TLS, p. 25) of the personal traits needed to be most successful in the profession.

According to Dewey, the successful classroom teacher occupies an indispensable passion for promoting the intellectual growth of young children. In addition, they know that their career, in comparison to other professions, entails stressful situations, long hours and limited financial reward; all of which have the potential to overcome their genuine love and sympathy for their students. For Dewey, "One of the most depressing phases of the vocation is the number of care worn teachers one sees, with anxiety depicted on the lines of their faces, reflected in their strained high pitched voices and sharp manners. While contact with the young is a privilege for some temperaments, it is a tax on others, and a tax which they do not bear up under very well. And in some schools, there are too many pupils to a teacher, too many subjects to teach, and adjustments to pupils are made in a mechanical rather than a human way. Human nature reacts against such unnatural conditions" (Dewey, APT, 2010, p. 35).

It is essential, according to Dewey, that the classroom teacher has the mental propensity to overcome the demands and stressors placed on them because the students can sense when their teacher is not genuinely invested in promoting their learning (Dewey, PST, 2010). Such negative demeanors, according to Dewey, prevent children from pursuing their own propensities for learning and intellectual growth. It can therefore be assumed that if teachers want their students to engage with the educational process and employ their natural curiosities for knowledge, teachers must be aware of how their reactions to young children and the stresses of teaching influence this process.

The role of teacher education to cultivate the professional classroom teacher

Dewey's passions for teaching—a natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). According to Dewey, teacher education programs must turn away from focusing on producing proficient practitioners because such practical skills related to instruction and discipline (e.g. creating and delivering lesson plans, classroom management, implementation of an assortment of content-specific methods) can be learned over time during their everyday school work with their students (Dewey, PST, 2010). As Dewey notes, "The teacher who leaves the professional school with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of the psychology, logic and ethics of development. But later 'progress' may with such consist only in perfecting and refining skill already possessed. Such persons seem to know how to teach, but they are not students of teaching. Even though they go on studying books of pedagogy, reading teachers' journals, attending teachers' institutes, etc., yet the root of the matter is not in them, unless they continue to be students of subject-matter, and students of mind-activity. Unless a teacher is such a student, he may continue to improve in the mechanics of school management, but he cannot grow as a teacher, an inspirer and director of soul-life" (Dewey, 1904, p. 15). For Dewey, teacher education should focus not on producing persons who know how to teach as soon as they leave the program; rather, teacher education should be concerned with producing professional students of education who have the propensity to inquire about the subjects they teach, the methods used, and the activity of the mind as it gives and receives knowledge. According to Dewey, such a student is not superficially engaging with these materials, rather, the professional student of education has a genuine passion to inquire about the subjects of education, knowing that doing so ultimately leads to acquisitions of the skills related to teaching. Such students of education aspire for the intellectual growth within the profession that can only be achieved by immersing one's self in the lifelong pursuit of the intelligence, skills and character Dewey linked to the profession.

As Dewey notes, other professional fields, such as law and medicine cultivate a professional spirit in their fields to constantly study their work, their methods of their work, and a perpetual need for intellectual growth and concern for issues related to their profession. Teacher education, as a profession, has these same obligations (Dewey, 1904; Dewey, PST, 2010). As Dewey notes, "An intellectual responsibility has got to be distributed to every human being who is concerned in carrying out the work in question, and to attempt to concentrate intellectual responsibility for a work that has to be done, with their brains and their hearts, by hundreds or thousands of people in a dozen or so at the top, no matter how wise and skillful they are, is not to concentrate responsibility—it is to diffuse irresponsibility" (Dewey, PST, 2010, p. 39). For Dewey, the professional spirit of teacher education requires of its students a constant study of school room work, constant study of children, of methods, of subject matter in its various adaptations to pupils. Such study will lead to professional enlightenment with regard to the daily operations of classroom teaching.

As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools (1896) and The New School for Social Research (1919), many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Dewey's works and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller, Willem de Kooning, Charles Olson, Franz Kline, Robert Duncan, Robert Creeley, and Paul Goodman, among others. Black Mountain College was the locus of the "Black Mountain Poets" a group of avant-garde poets closely linked with the Beat Generation and the San Francisco Renaissance.

On journalism

Caricature of Dewey by Andre Koehne, 2006 John Dewey caricat.jpg
Caricature of Dewey by André Koehne, 2006

Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey's definition of "public," as described in The Public and its Problems , has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. "The 'public' of public journalists is Dewey's public."

Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem. [52]
Since every action generates unintended consequences, publics continuously emerge, overlap, and disintegrate.

In The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann's treatise on the role of journalism in democracy. Lippmann's model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites.

Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine. The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well.

Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings (choosing a winner of a given situation) to alternatives, choices, consequences, and conditions, [53] in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge. The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it. Concerning his effort to change journalism, he wrote in The Public and Its Problems: "Till the Great Society is converted in to a Great Community, the Public will remain in eclipse. Communication can alone create a great community" (Dewey, p. 142).

Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. "The clear consciousness of a communal life, in all its implications, constitutes the idea of democracy." (The Public and its Problems, p. 149). This Great Community can only occur with "free and full intercommunication." (p. 211) Communication can be understood as journalism.

On humanism

As an atheist [54] and a secular humanist in his later life, Dewey participated with a variety of humanistic activities from the 1930s into the 1950s, which included sitting on the advisory board of Charles Francis Potter's First Humanist Society of New York (1929); being one of the original 34 signatories of the first Humanist Manifesto (1933) and being elected an honorary member of the Humanist Press Association (1936). [55]

His opinion of humanism is summarized in his own words from an article titled "What Humanism Means to Me", published in the June 1930 edition of Thinker 2:

What Humanism means to me is an expansion, not a contraction, of human life, an expansion in which nature and the science of nature are made the willing servants of human good. [56]

Social and political activism

While Dewey was at the University of Chicago, his letters to his wife Alice and his colleague Jane Addams reveal that he closely followed the 1894 Pullman Strike, in which the employees of the Pullman Palace Car Factory in Chicago decided to go on strike after industrialist George Pullman refused to lower rents in his company town after cutting his workers’ wages by nearly 30 percent. On May 11, 1894, the strike became official, later gaining the support of the members of the American Railway Union, whose leader Eugene V. Debs called for a nationwide boycott of all trains including Pullman sleeping cars. Considering most trains had Pullman cars, the main 24 lines out of Chicago were halted and the mail was stopped as the workers destroyed trains all over the United States. President Grover Cleveland used the mail as a justification to send in the National Guard, and ARU leader Eugene Debs was arrested. Dewey wrote to Alice: “The only wonder is that when the ‘higher classes’ – damn them – take such views there aren’t more downright socialists…. [T]hat a representative journal of the upper classes – damn them again – can take the attitude of that harper’s weekly,” referring to headlines such as “Monopoly” and “Repress the Rebellion,” which claimed, in Dewey’s words, to support the sensational belief that Debs was a “criminal” inspiring hate and violence in the equally “criminal” working classes. He concluded: “It shows what it is to be a higher class. And I fear Chicago Univ. is a capitalistic institution – that is, it too belongs to the higher classes.” [57] Dewey was not a socialist like Debs, but he believed that Pullman and the workers must strive toward a community of shared ends following the work of Jane Addams and George Herbert Mead.

As a major advocate for academic freedom, in 1935 Dewey, together with Albert Einstein and Alvin Johnson, became a member of the United States section of the International League for Academic Freedom, [58] and in 1940, together with Horace M Kallen, edited a series of articles related to the Bertrand Russell Case.

As well as defending the independence of teachers and opposing a communist takeover of the New York Teachers' Union,[ citation needed ] Dewey was involved in the organization that eventually became the National Association for the Advancement of Colored People (NAACP).[ citation needed ]

He was an avid supporter of Henry George's proposal for taxing land values. Of George, he wrote, "No man, no graduate of a higher educational institution, has a right to regard himself as an educated man in social thought unless he has some first-hand acquaintance with the theoretical contribution of this great American thinker." [59] As honorary president of the Henry George School of Social Science, he wrote a letter to Henry Ford urging him to support the school. [60]

He directed the famous Dewey Commission held in Mexico in 1937, which cleared Leon Trotsky of the charges made against him by Joseph Stalin, [61] and marched for women's rights, among many other causes.

In 1939, John Dewey was elected President of the League for Industrial Democracy, an organization with the goal of educating college students about the labor movement. The Student Branch of the L.I.D. would later become Students for a Democratic Society. [62]

Other interests

Dewey's interests and writings included many topics, and according to the Stanford Encyclopedia of Philosophy, "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on the Treaty of Versailles and on the value of displaying art in post offices.)" [63]

In 1917, Dewey met F. M. Alexander in New York City and later wrote introductions to Alexander's Man's Supreme Inheritance (1918), Constructive Conscious Control of the Individual (1923) and The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature." [64]

As well as his contacts with people mentioned elsewhere in the article, he also maintained correspondence with Henri Bergson, William M. Brown, Martin Buber, George S. Counts, William Rainey Harper, Sidney Hook, and George Santayana.

Criticism

Dewey is considered the epitome of liberalism by historians, [65] [66] and sometimes was portrayed as "dangerously radical." [67] Meanwhile, Dewey was critiqued strongly by American communists because he argued against Stalinism and had philosophical differences with Marx, identifying himself as a democratic socialist. [68]

Historians have examined his religious beliefs. Biographer Steven C. Rockefeller traced Dewey's democratic convictions to his childhood attendance at the Congregational Church, with its strong proclamation of social ideals and the Social Gospel. [69] Historian Edward A. White suggested in Science and Religion in American Thought (1952) that Dewey's work led to the 20th-century rift between religion and science.

Academic awards

Honors

Publications

Besides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as Sociometry (advisory board, 1942) and Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as New Leader (contributing editor, 1949).

The following publications by John Dewey are referenced or mentioned in this article. A more complete list of his publications may be found at List of publications by John Dewey.

See also

Dewey's Complete Writings is available in 4 multi-volume sets (38 volumes in all) from Southern Illinois University Press:

The Collected Works of John Dewey: 1882–1953', The Correspondence of John Dewey 1871–1952 , and The Lectures of John Dewey are available online via monographic purchase to academic institutions and via subscription to individuals, and also in TEI format for university servers in the Past Masters series . (The CD-ROM has been discontinued).

See also

Notes

  1. 1 2 Field, Richard. John Dewey in The Internet Encyclopedia of Philosophy. Northwest Missouri State University. Retrieved 29 August 2008.
  2. John Dewey, How we think (1910), p. 9.
  3. Haggbloom, Steven J.; Warnick, Renee; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; Powell, John L., III; Beavers, Jamie; Monte, Emmanuelle (2002). "The 100 most eminent psychologists of the 20th century". Review of General Psychology. 6 (2): 139–52. CiteSeerX   10.1.1.586.1913 . doi:10.1037/1089-2680.6.2.139.
  4. Alan Ryan, John Dewey and the High Tide of American Liberalism, (1995), p. 32
  5. Violas, Paul C.; Tozer, Steven; Senese, Guy B. (September 2004). School and Society: Historical and Contemporary Perspectives. McGraw-Hill Humanities/Social Sciences/Languages. p. 121. ISBN   978-0-07-298556-6.
  6. Early Works, 1:128 (Southern Illinois University Press) op cited in Douglas R. Anderson, AAR, The Journal of the American Academy of Religion, Vol. 61, No. 2 (1993), p. 383
  7. Gutek, Gerald L. (2005). Historical and Philosophical Foundations of Education: A Biographical Introduction. Upper Saddle River, NJ: Pearson Education Inc. p. 338. ISBN   978-0-13-113809-4.
  8. Who Belongs To Phi Beta Kappa, Phi Beta Kappa website, accessed Oct 4, 2009
  9. bio of Dewey from Bowling Green State University Archived 2011-01-02 at the Wayback Machine
  10. Louis Menand, The Metaphysical Club: A Story of Ideas in the United States. New York: Farrar, Staus and Giroux, 2002.
  11. The New York Timesedition of January 19, 1953, page 27
  12. John Dewey (1922). Human Nature and Conduct: An Introduction to Social Psychology. Henry Holt & Company. Retrieved February 2, 2018 via Internet Archive.
  13. John Dewey (1929), Impressons of Soviet Russia and the Revolutionary World, The New Republic. Also at Google Books
  14. Hilda M. Neatby, So Little for the Mind (Toronto: Clarke Irwin & Co. Ltd., 1953), pp. 22–23.
  15. Biography at Muskingum College Archived 2009-03-31 at the Wayback Machine
  16. from The Dictionary of Women Worldwide: 25,000 Women Through the Ages
  17. Simpson, Douglas J.; Foley, Kathleen C. (2004). "John Dewey and Hubbards, Nova Scotia". Education and Culture. 20 (2): 43–44.
  18. Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 42, 52
  19. "Archived copy". Archived from the original on 2005-12-31. Retrieved 2006-01-21.CS1 maint: Archived copy as title (link)
  20. Simpson, Douglas J.; Foley, Kathleen C. (2004). "John Dewey and Hubbards, Nova Scotia". Education and Culture. 20 (2): 55–56.
  21. "Dr. John Dewey Dead at 92; Philosopher a Noted Liberal – The Father of Progressive Education Succumbs in Home to Pneumonia". New York Times. June 2, 1952. p. 1. Retrieved February 2, 2018.
  22. Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 58–59
  23. "John Dewey Chronology" 1952.06.02
  24. Brody, Roger S. "30-cent Dewey". arago.si.edu. Smithsonian National Postal Museum. Retrieved 19 November 2017.
  25. 1 2 http://www.jaas.gr.jp/jjas/PDF/2007/No.18-107.pdf
  26. Letters from China and Japan by Harriet Alice Chipman Dewey and John Dewey
  27. Jessica Ching-Sze Wang. John Dewey in China: To Teach and to Learn. Albany: State University of New York Press, Suny Series in Chinese Philosophy and Culture, 2007. ISBN   9780791472033 pp. 3–5.
  28. Wang, pp. 8–10, 13–14.
  29. John Dewey, Harriet Alice Chipman Dewey Letters from China and Japan. New York,: E.P. Dutton, 1920; rpr. Project Guttenberg
  30. http://enlight.lib.ntu.edu.tw/FULLTEXT/JR-PHIL/phil390561.pdf Published by University of Hawai'i Press. Philosophy East and West, Volume 61, Number 3, July 2011, pp. 468–91. Sor-hoon Tan. The Dao of Politics: Li (Rituals/Rites) and Laws as Pragmatic Tools of Government(Article).
  31. Kraak, Andre; Young, Michael (2001). Education in Retrospect: Policy and Implementation since 1990. Human Sciences Research Council, Pretoria. ISBN   978-0-7969-1988-5.
  32. Martin, Jay (2002). The Education of John Dewey. Columbia University Press. p. 406. ISBN   978-0231116763.
  33. Benjamin, L.T. (2003). "Why Can't Psychology Get a Stamp?". Journal of Applied Psychoanalytic Studies. 5 (4): 443–54. doi:10.1023/A:1026071631669.
  34. Brucato, G. & Hogan, J.D. (1999, Spring). "Psychologists on postage stamps" The General Psychologist, 34(1):65
  35. Zeltner, Philip N. (1975). John Dewey's Aesthetic Philosophy. John Benjamins Publishing. p. 93. ISBN   90-6032-029-8.
  36. Dewey, john (1938). Logic: The theory of Inquiry. NY: Holt, Rinehart, and Winston. p. iv.
  37. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston.
  38. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, pp. 107–09.
  39. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, pp. 121–39.
  40. 1 2 Dewey, John (1938). "The Problem of Logical Subject Matter". Logic: The Theory of Inquiry.
  41. Louis Menand. The Metaphysical Club p. 313
  42. 1 2 Stengel, Barbara. "Dewey's Pragmatic Poet: Reconstructing Jane Addams's Philosophical Impact". Project Muse: 29–39. Retrieved November 30, 2014.
  43. 1 2 3 Upin, Jane S. (1993). ""Charlotte Perkins Gilman": Instrumentalism beyond Dewey:Hypatia". Hypatia. 8 (2): 38–63. doi:10.1111/j.1527-2001.1993.tb00090.x. JSTOR   3810336.
  44. 1 2 Westbrook, Robert B. (1992). "John Dewey and American Democracy". The American Historical Review. 97 (3): 919–20. doi:10.2307/2164912. JSTOR   2164912.
  45. Ambedkar, Bhimrao. Annihilation of castes. Critical Quest. p. 64. ISBN   978-81-89524-21-0.
  46. Behar, Anurag (2016-03-31). "Ambedkar's teacher". livemint.com.
  47. "The like-mindedness of Dewey and Ambedkar". Forward Press. 2017-05-19. Retrieved 2018-05-17.
  48. "Ambedkar's pragmatism drew heavily on the 1908 'Ethics'". Forward Press. 2018-01-05. Retrieved 2018-05-17.
  49. Dewey, J. (1902). The child and the curriculum. Retrieved from https://books.google.com/books
  50. Dewey, J. (2009). Democracy and education: An introduction to the philosophy of education. New York: WLC Books. (Original work published 1916)
  51. Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Journal of Problem-based Learning, 1(1).
  52. Dewey, J. 1927. The Public and its Problems. Henry Holt & Co., New York. p. 126.
  53. John Corcoran . Conditions and Consequences. American Philosophy: an Encyclopedia. 2007. Eds. John Lachs and Robert Talisse. New York: Routledge. pp. 124–27.
  54. A. G. Rud; Jim Garrison; Lynda Stone, eds. (2009). Dewey at One Hundred Fifty. Purdue University Press. p. 22. ISBN   9781557535504. With respect to his personal beliefs, Dewey wrote to Max Otto that "I feel the gods are pretty dead, tho I suppose I ought to know that however, to be somewhat more philosophical in the matter, if atheism means simply not being a theist, then of course I'm an atheist. But the popular if not the etymological significance of the word is much wider. ... Although he described himself as an atheist in one sense of the term, it is also clear that Dewey was opposed to militant atheism for the same reason that he was opposed to supernaturalism: he thought both positions dogmatic.
  55. "John Dewey Chronology" 1934.04.08, 1936.03.12, 1940.09, and 1950.09.11.
  56. "What Humanism Means to Me," first published in Thinker 2 (June 1930): 9–12, as part of a series. Dewey: p. lw.5.266 [The Collected Works of John Dewey, 1882–1953, The Electronic Edition]
  57. Louis Menand, The Metaphysical Club, (New York: Farrar, Straus and Giroux, 2001), 285-333.
  58. American Institute of Physics
  59. Dewey, J. (1927) An Appreciation of Henry George
  60. Dewey, J. (1939) A Letter to Henry Ford Archived 2015-01-13 at the Wayback Machine
  61. "Dewey Commission Report"
  62. The Cambridge Companion to Dewey, edited by Molly Cochran. Cambridge University Press, 2010. p. xvii.
  63. "Dewey's Political Philosophy" Stanford Encyclopedia of Philosophy
  64. F. M. Alexander Constructive Conscious Control of the Individual, E. P. Dutton & Co., 1923 ISBN   0-913111-11-2
  65. Alan Ryan, John Dewey and the high tide of American liberalism
  66. William Paringer, John Dewey and the paradox of liberal reform (1990) p. 13
  67. William R. Caspary, Dewey on Democracy. (2000)
  68. Westbrook, Robert B (1993). John Dewey and American Democracy. Cornell University Press. ISBN   978-0-8014-8111-6.
  69. Stephen Rockefeller, John Dewey: Religious Faith and Democratic Humanism, (1994), p. 13
  70. Dewey worked on this book from 1939 before its loss in 1947. For a full account of this publication's history, see Philosophy Now magazine, here (link), accessed 3 June 2014.

Related Research Articles

Education Learning in which knowledge and skills is transferred through teaching

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, however learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

The following outline is provided as an overview of and topical guide to education:

Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term progressive was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common:

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches. Considerations of how the profession relates to broader philosophical or sociocultural contexts may be included. The philosophy of education thus overlaps with the field of education and applied philosophy.

Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.

Teacher person who helps others to acquire knowledge, competences or values

A teacher is a person who helps others to acquire knowledge, competence or virtue.

Student-centred learning

Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting them with skills and basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.

Pedagogy Theory and practice of education

Pedagogy refers more broadly to the theory and practice of education, and how this influences the growth of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Pedagogies vary greatly, as they reflect the different social, political, cultural contexts from which they emerge. Pedagogy is the act of teaching. Theories of pedagogy increasingly identify the student as an agent, and the teacher as a facilitator. Conventional western pedagogies, however, view the teacher as knowledge holder and student as the recipient of knowledge.

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.

Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. There are also related methods sometimes called "Philosophy for Young People" or "Philosophy for Kids". Often the hope is that this will be a key influential move towards a more democratic form of democracy. However, there is also a long tradition within higher education of developing alternative methods for teaching philosophy both in schools and colleges.

Democratic education

Democratic education is an educational ideal in which democracy is both a goal and a method of instruction. It brings democratic values to education and can include self-determination within a community of equals, as well as such values as justice, respect and trust. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's.

Teacher education (TE) or teacher training refers to the policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in this activity are called teacher educators.

Boyd Henry Bode was an American academic and philosopher, notable for his work on philosophy of education.

Preservice teacher education is the course which is offered by the students before they join teaching profession and leads to a degree and certification, to make a person eligible to join teaching profession.

Community of inquiry

The community of inquiry, abbreviated as CoI, is a concept first introduced by early pragmatist philosophers C.S.Peirce and John Dewey, concerning the nature of knowledge formation and the process of scientific inquiry. The community of inquiry is broadly defined as any group of individuals involved in a process of empirical or conceptual inquiry into problematic situations. This concept was novel in its emphasis on the social quality and contingency of knowledge formation in the sciences, contrary to the Cartesian model of science, which assumes a fixed, unchanging reality that is objectively knowable by rational observers. The community of inquiry emphasizes that knowledge is necessarily embedded within a social context and, thus, requires intersubjective agreement among those involved in the process of inquiry for legitimacy.

Value education is the process by which people give moral values to each other. It can be an activity that can take place in any human organisation during which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.

<i>Democracy and Education</i> book by John Dewey

Democracy and Education: An Introduction to the Philosophy of Education is a 1916 book by John Dewey.

<i>Experience and Education</i> (book) book by John Dewey

Experience and Education is a short book written in 1938 by John Dewey, a pre-eminent educational theorist of the 20th century. It provides a concise and powerful analysis of education. In this and his other writings on education, Dewey continually emphasizes experience, experiment, purposeful learning, freedom, and other concepts of progressive education. Dewey argues that the quality of an educational experience is critical and stresses the importance of the social and interactive processes of learning.

The School and Society: Being Three Lectures (1899) was John Dewey's first published work of length on education. A highly influential publication in its own right, it would also lay the foundation for his later work. In the lectures included in the initial publication, Dewey proposes a psychological, social, and political framework for progressive education. Notably, this includes collaborative practical experimentation as the central element of school work. He argues that the progressive approach is both an inevitable product of the Industrial Revolution and a natural fit with the psychology of children. A final chapter details some of the experiments done at the University of Chicago Laboratory Schools.

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