Geometry.Net - Philosophers: Dewey John

PROJECT GUTENBERG OFFICIAL HOME SITE -- Listing By AUTHOR
john dewey.
http://promo.net/cgi-promo/pg/cat.cgi?&label=ID&ftpsite=ftp://ibiblio.or
Alexander Technique:
Alexander Technique THE john dewey AND F. MATTHIAS ALEXANDER HOMEPAGE. F. MatthiasAlexander teaching john dewey. john dewey Links. Center for dewey Studies.
http://www.alexandertechnique.com/articles/dewey/

Extractions: Alexander Technique: THE JOHN DEWEY AND F. MATTHIAS ALEXANDER HOMEPAGE F. Matthias Alexander teaching John Dewey It (the technique of Mr. Alexander) bears the same relation to education that education itself bears to all other human activities. - John Dewey, from his Introduction to F. M. Alexander's third book, The Use of the Self F. Matthias Alexander(1869-1955) was an Australian who made some very important discoveries about human functioning and behavior, and how individuals could be taught to improve these qualities in themselves. Alexander's discoveries, and the practical methods of teaching them developed by him and his followers, form the basis of what has become known as the Alexander Technique. Dewey met Alexander in during World War I when Alexander was visiting New York and had his first lessons from Alexander at that time. Dewey was then in his fifties, and he continued taking Alexander Technique lessons for the next 35 years. Freedom to Change by Frank Pierce Jones.)
Educational Technology: Media For Inquiry, Communication, Construction, And Expr
Describes a new way of classifying uses of educational technologies, based on a fourpart division suggested by john dewey inquiry, communication, construction, and expression.
http://www.lis.uiuc.edu/~chip/pubs/taxonomy/index.html

Extractions: Champaign, IL 61820 We describe a new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies. We have tested the utility of this taxonomy by using it to classify a set of "advanced applications" of educational technologies supported by the National Science Foundation, and we use the taxonomy to point to new potential uses of technologies to support learning. Discussions in the field of educational technology concern a host of issues, including pedagogical theory, choice of hardware or software, methods of use, and evaluation of effectiveness. But in many cases these debates leave unexamined some fundamental assumptions about what counts as educational technology, or how we might think about innovative applications. Experts often disagree about what constitutes the objects of their study but avoid addressing their disagreements directly. It is no surprise that discourse in the field appears disjointed and inconclusive.
Classics In The History Of Psychology -- James (1904c)
A 1904 essay by James detailing the doctrine of john dewey and his disciples.
http://psychclassics.yorku.ca/James/chicago.htm

Extractions: ISSN 1492-3713 (Return to index The Chicago School By William James (1904) First published in Psychological Bulletin Posted January 2002 The rest of the world has made merry over the Chicago man's legendary saying that ' Chicago hasn't had time: to get round to culture yet, but when she does strike her, she'll make her hum.' Already the prophecy is fulfilling itself in a dazzling manner. Chicago has a School of Thought! a school of thought which, it is safe to predict, will figure in literature as the School of Chicago for twenty-five years to come. Some universities have plenty of thought to show, but no school; others plenty of school, but no thought. The University of Chicago , by its Decennial, Publications, shows real thought and a real school. Professor John Dewey, and at least ten of his disciples, have collectively put into the world a statement, homogeneous in spite of so many coöperating minds, of a view of the world, both theoretical and ~practical, which is so simple, massive, and positive that, in spite of the fact that many parts of it yet need to be worked out, it deserves the title of a new system of philosophy.
John Dewey High School Alumni Homepage:1972-75
Classes of 19721975. Photographs, biographies, contact information.
http://members.tripod.com/dewey_people/index.html
Essays On The Philosophy Of John Dewey By Ziniewicz
Essays on the Philosophy of john dewey by Gordon L. Ziniewicz. Democracy andImagination The Practical Idealism of john dewey. by Gordon L. Ziniewicz.
http://www.fred.net/tzaka/democ.html

Extractions: Essays on the Philosophy of John Dewey by Gordon L. Ziniewicz Experience, Education, and Democracy (NEW) Experience and Nature: Individuality and Association Summary of Dewey's "The Eclipse of the Public" The Moral Situation in the Philosophy of John Dewey Glossary of the Components of the Moral Situation ...
John Dewey -- Philosophy Books And Online Resources
john dewey at Erratic Impact's Philosophy Research Base. john dewey 1859 1952.Texts john dewey. Texts American Pragmatism. Used Books john dewey.
http://www.erraticimpact.com/~american/html/dewey.htm

Extractions: by Casey Haskins John Dewey Texts: John Dewey Texts: American Pragmatism Used Books: John Dewey Know of a Resource? ... Dewey Bibliography From the Dialogue On Dewey's Philosophy of Logic course website. This bibliography is divided into three different sections: Primary Sources Secondary Sources Dewey Books Some Notes on John Dewey By Craig A. Cunningham This website includes the following sections: Biography Influences Evolution of Ideas Educational Ideas Impact John Dewey Discussion Group on the Internet DEWEY-L is an electronic forum devoted to the interpretation and extension of John Dewey's philosophy. The list is open to anyone with an interest in any facet of Dewey's philosophy. Members of the forum are expected to strive for the spirit of cooperative inquiry. The broad aims of the list are to explore the merits of Dewey's philosophy, including its relations to other relevant developments in philosophy as well as other areas of inquiry which relate to the spirit of Dewey's work. New members are encouraged to introduce themselves, perhaps including a brief statement of the relevance of Dewey to their work or interests. Occasionally, list members participate in "seminars" or "close readings" of texts on or by Dewey. Posts regarding such discussions ought to have "seminar" in their subject heading.
EDST - Graduate Programs - M.A. And M.Ed.
Specialties include Ethics and Education; Feminist Studies; Environmental Education; Critical Thinking, Epistemology, Philosophy of Science and Education; Theories of Education, inc. john dewey; Curriculum Theory; and Philosophy and Educational Research.
http://www.edst.educ.ubc.ca/programs/ed_philosophy.html#top
Dewey, John
john dewey. Back to Last Page Glossary Index Related Terms. Namejohn dewey. Dates Born October 20, 1859, in Burlington, Vermont
http://atheism.about.com/library/glossary/general/bldef_deweyjohn.htm

Extractions: John Dewey was an American philosopher, psychologist and educator who promoted the philosophies of both pragmatism and humanism. Although he started out as a liberal Protestant, after he moved to the University of Chicago in 1894 he abandoned his attempts to reconcile Christianity with modern society and modern values. Instead, he argued that true religion in the modern sense was best expressed through modern institutions like democracy, art, and the pursuit of scientific knowledge. Select Quotes It (modern philosophy) certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated. [source unknown]
The History Of Education And Childhood
Besides an annotated links directory, this site offers access to primary source materials online (such as articles by and about dewey and complete books such as john Locke's 1693 Some Thoughts ). This site is maintained by the program in Philosophy and History of Education, University of Nijmegen, Netherlands.
http://www.socsci.kun.nl/ped/whp/histeduc/

Extractions: An outdated site, with ever more obsolete links and site reviews that are no longer adequate, would be of little use to anyone. It might do more harm than good. So we decided to withdraw the entire site. In the next months we will keep considering possibilities to make a new start in a more simple format. Please do not contact us with further requests for historical information, searching help, etc. We just won't be able to assist you with that. If you have other urgent enquiries, please go to the website of our Institute from where you may easily contact our secretary Debby Wilschut, myself, or other staff members.
Imperialism Is Easy - John Dewey
Essay by john dewey on US economic and political dominance of Mexico that arguesthat the United States is an imperialist power without trying. By john dewey.
http://www.boondocksnet.com/ai/ailtexts/dewey.html

Extractions: Women's History Month Resources Imperialism Is Easy By John Dewey The New Republic 50 (March 23, 1927). I Imperialism is a result, not a purpose or plan. It can be prevented only by regulating the conditions out of which it proceeds. And one of the things which most stands in the way of taking regulatory measures is precisely the consciousness on the part of the public that it is innocent of imperialistic desires. It feels aggrieved when it is accused of any such purpose, then resentful, and is confusedly hurried into dangerous antagonisms, before it perceives what is happening. The charge of imperialistic desires sounds strange to the group of men who have created the situation in which they appeal to their home country for intervention. All they want, as they indignantly assert, is protection of life and property. If their own government cannot afford that protection, what is it good for anyway? I would not say that it gives no cause for legal complaint; I would not say that it does not afford many an occasion for protest. From the Mexican standpoint, the government is fighting for control of its own country, as much as if it were at war, and too scrupulous a regard for legal technicalities might mean defeat. An unusually frank Mexican ex-official said to an American business man: "Of course, we have to handicap you by legislation and administration in every way we can. You are much abler and more experienced in business than we are; if we don't even up some other way, you will soon own the whole country." Such things indicate the ease with which the relations of an industrially advanced and a backward country ultimately drift into situations where the vested legal rights which have grown up are confronted by a vigorous national sentiment, and can hardly be maintained without appeal to government intervention.
John Dewey - State Report Card
Principal's statement, profile, demographics, comparative performance statistics. pdf
http://www.nycenet.edu/daa/00asr/373540.pdf
Dewey, John
dewey, john. john dewey (18591952) is probably the greatest of Americanpragmatist philosophers and certainly the most influential
http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/john_dewey.html

Extractions: John Dewey (1859-1952) is probably the greatest of American pragmatist philosophers and certainly the most influential for cultural criticism and aesthetics. His voluminous writings cover all the major philosophical disciplines, and among his primary themes are naturalism, instrumentalism, experience and experimentation, and an antifoundationalist historicism that sees philosophical problems as the reflection of real practical problems that emerge through social and scientific change. Apart from his eminence as a professional philosopher, Dewey was also an important public figure, a controversial educational reformer, and an outspoken supporter of the labor movement and other progressive causes. Not only his ethics and politics but also his epistemology and philosophy of science were deeply imbued with a commitment to participatory democracy and the openness of inquiry. I shall concentrate here on Dewey's aesthetics as represented primarily in Art as Experience (1934), which, however, involves much more than aesthetics as traditionally conceived. Though Dewey's aesthetics initially aroused much interest among artists and critics as well as philosophers, it was, in academic circles, totally eclipsed by analytic philosophy of art, which by and large dismissed Dewey's aesthetic theory as "a hodge-podge of conflicting methods and undisciplined speculations" (Isenberg 128). Deweyan aesthetics is best portrayed by contrast to analytic aesthetics, and it contains many of the major themes of contemporary Continental theory that analytic philosophy either ignores or repudiates.
Redirect
Describes a new way of classifying uses of educational technologies, based on a fourpart division suggested by john dewey inquiry, communication, construction, and expression.
http://www.ed.uiuc.edu/facstaff/chip/taxonomy/index.html
Untitled
Full chapterby-chapter text, HTML format.
http://www.ilt.columbia.edu/projects/digitexts/dewey/d_e/contents.html
Dewey
A brief discussion of the life and works of john dewey, withlinks to additional information. john dewey (18591952).
http://www.philosophypages.com/ph/dewe.htm

Extractions: Internet Sources Educated in his native Vermont and at Johns Hopkins University, John Dewey enjoyed a lengthy career as an educator, psychologist, and philosopher. He initiated the progressive laboratory school at the University of Chicago, where his reforms in methods of education could be put into practice. As a professor of philosophy, Dewey taught at Michigan, Chicago, and Columbia University. He was instrumental in founding the American Association of University Professors as a professional organization for post-secondary educators. Drawn from an idealist background by the pragmatist influence of Peirce and James , Dewey became an outstanding exponent of philosophical naturalism . Human thought is understood as practical problem-solving , which proceeds by testing rival hypotheses against experience in order to achieve the "warranted assertability" that grounds coherent action. The tentative character of scientific inquiry makes Dewey's epistemology thoroughly fallibilistic : he granted that the results of this process are always open to criticism and revision, so that nothing is ever finally and absolutely true.
The John Dewey Society
Use of critical and reflective intelligence in the search for solutions to crucial problems in education and culture.
http://cuip.uchicago.edu/jds/index.htm

Extractions: Study of Education and Culture JDS Home Page Contact Information Becoming a Member Publications ... Links "I believe that education is the fundamental method of social progress and reform. All reforms which rest simply upon the law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.... But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.... Education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience." John Dewey, My Pedagogic Creed Founded in 1935, the John Dewey Society exists to keep alive John Dewey's commitment to the use of critical and reflective intelligence in the search for solutions to crucial problems in education and culture. We subscribe to no doctrine, but in the spirit of Dewey, we welcome controversy, respect dissent, and encourage the responsible discussions of issues of special concern to educators. We also promote open-minded, critical reconsiderations of Dewey's influential ideas about democracy, education, and philosophy. Members receive announcements, requests for papers and reports of Society activities; copies of
Dewey, John. The Columbia Encyclopedia, Sixth Edition. 2001
The Columbia Encyclopedia, Sixth Edition. 2001. dewey, john. 18591952,American philosopher and educator, b. Burlington, Vt., grad. Univ.
http://www.bartleby.com/65/de/Dewey-Jo.html

Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Columbia Encyclopedia PREVIOUS NEXT ... BIBLIOGRAPHIC RECORD The Columbia Encyclopedia, Sixth Edition. Dewey, John
16176. Dewey, John. The Columbia World Of Quotations. 1996
ATTRIBUTION john dewey (18591952), US philosopher. Originally published1934. Art as Experience, ch. 2, Capricorn Books (1958).
http://www.bartleby.com/66/76/16176.html

Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Quotations The Columbia World of Quotations PREVIOUS ... AUTHOR INDEX The Columbia World of Quotations. NUMBER: QUOTATION: Man lives in a world of surmise, of mystery, of uncertainties.
John Dewey
Encyclopaedia of Philosophy of Education article by Jim Garrison.
http://www.vusst.hr/ENCYCLOPAEDIA/john_dewey.htm

Extractions: John Dewey Jim Garrison College of Human Resources and Education Virginia Tech John Dewey (1859-1952) was a pragmatic philosopher, psychologist, and educator commonly regarded as the founder of the progressive education movement. Dewey was born in Burlington, Vermont on October 20, 1859. His father was a grocer and Civil War Veteran, his mother a strong-willed evangelical Congregationalist noted for her work with the city's poor. John was a shy and self-conscious boy, and as a man, he never entirely lost these qualities. In 1875, he enrolled in the University of Vermont where he took his BA degree. Although his interest in philosophy emerged as an undergraduate, he was uncertain about his future. He taught high school for two years in Oil City, Pennsylvania, and then one more year back in his hometown of Burlington where he arranged for private tutorials in philosophy with his former teacher H. A. P. Torry. Doubtful of his own ability, Dewey sent two essays to W. T. Harris, editor of the Journal of Speculative Philosophy Eventually Hall received the only available professorship in philosophy, so Morris left for a position in the philosophy department at the University of Michigan. After several difficult months of unemployment, Dewey joined his mentor in 1884 at Michigan as an instructor. He spent the next decade there, except for one year at the University of Minnesota. During these years, Dewey wrote, although with decaying conviction, in the Hegelian tradition of idealism as he found it expressed by British Idealists such as Thomas Hill Green.

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