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This is an electronic edition of the complete works complemented by author biography. This book features a table of contents linked to every chapter. The book was designed for optimal navigation on the Kindle, PDA, Smartphone, and other electronic readers. It is formatted to display on all electronic devices including the Kindle, Smartphones and other Mobile Devices with a small display.

Customer Reviews (1)

Ethics, esthetics, politics, and pedagogy
Works of John Dewey. My Pedagogic Creed, Moral Principles in Education, Democracy and Education, China, Japan and the U.S.A. Published by MobileReference (mobi).

After reading this ebook, my whole conception of learning changed and I realized that any curriculum based environment is not really Dewey since it seperates the learning from the real world. It's wonderful, to me, when you start seeing things for what they are. ... Read more

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Examines John Dewey's ideas in the context of evolutionary theory. ... Read more

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a good entryway into philosophy
This book shows that pragmatism need not seem stagnant.

Its point is that the proper standard for valuing growth in personal understanding is more growth. That is, the learning never stops.

I was worried that politics would take over the discussion, but that didn't happen. The ultimate value here is to never give up on learning.

The fact that John Dewey's work can then be taken to contextualize one's account of philosophy is extremely satisfying. One can hope to make sense of the mass of confusion that is philosophy today.

This is a great book by a kind and intelligent person. ... Read more

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In this single volume, readers will find two of John Dewey's insightful essays on education in America. He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students.In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult.American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including How We Think (1910), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939). ... Read more

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John Dewey, widely known as "America's philosopher," provided important insights into education and political philosophy, but surprisingly never set down a complete moral or ethical philosophy. Gregory Fernando Pappas presents the first systematic and comprehensive treatment of Dewey's ethics. By providing a pluralistic account of moral life that is both unified and coherent, Pappas considers ethics to be key to an understanding of Dewey's other philosophical insights, especially his views on democracy. Pappas unfolds Dewey's ethical vision by looking carefully at the virtues and values of ideal character and community. Showing that Dewey's ethics are compatible with the rest of his philosophy, Pappas corrects the reputation of American pragmatism as a philosophy committed to skepticism and relativism. Readers will find a robust and boldly detailed view of Dewey's ethics in this groundbreaking book. ... Read more

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A Major Contribution to Ethics and American Philosophy
An excellent, carefully researched, and deeply humane study of Dewey's ethics intended to fill a significant gap in Dewey scholarship. Pappas is persuasive and articulate in making the case that the legitimate starting and ending point for any philosophical investigation is everyday concrete situational experience.Pappas's book will not only help the reader to better understand Dewey's ethics, it also sets up Dewey as an important challenger to other ethical approaches, both within and outside of philosophy.

Above all else, Pappas helps a new generation of readers to see what many have already seen: how Dewey used philosophy to make a reasonable case for a way of life that would be both democratic and good, moral and aesthetic. Very, very highly recommended. ... Read more

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This is an OCR edition without illustrations or index. It may have numerous typos or missing text. However, purchasers can download a free scanned copy of the original rare book from GeneralBooksClub.com. You can also preview excerpts from the book there. Purchasers are also entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Original Published by: H. Holt in 1915 in 152 pages; Subjects: Philosophy, German; History / Europe / Germany; Philosophy / General; Philosophy / History & Surveys / General; Philosophy / History & Surveys / Modern; ... Read more

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Originally published in 1915.This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies.All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume. ... Read more

Customer Reviews (2)

the school and society
I am a education major at Macon State college.John Dewey's book is simply a summary of three talks Dewey gave to parnets and students at the University of Chicago Laboratory school in 1896.The book covers topics that are often very diverse and shares conflicting political andphilosophic positions in education. I found this book hard to read and verywordy.I did not enjoy the read at all.

Dewey and me
I liked the book overall. The content was excellent, and the educational ideas which Mr. Dewey expressed, are terrific. To me, the style of the writing was the problem. The book was written in 1899, and the wordy,pedantic style was common at that time.The main ideas in the book arehands-on education, and students' learning by doing. The first threechapters were taken from a lecture by Mr. Dewey that he delivered threeyears after he opened his University Elementary School in Chicago. Thefourth chapter began by telling some of the financial information about theschool. The average cost per student was $120. Mr. Dewey thought thatadvances in education were not keeping pace with advancements in society.He found it interesting that fourth graders in Moline, Illinois, did notrealize that the Mississippi River in their geography books, had anythingto do with the stream of water that flowed by their homes.This is afairly small book, but I recommend The School and Society, if you can findthe time to read it several times. ... Read more

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This timely, persuasive, and hopeful book reexamines John Dewey's idea of schools, specifically community schools, as the best places to grow a democratic society that is based on racial, social, and economic justice. The authors assert that American colleges and universities bear a responsibility for-and would benefit substantially from-working with schools to develop democratic schools and communities. ... Read more

Customer Reviews (3)

Infatuation with "local community"
The main purpose of the book is to celebrate as an unqualified success a certain programme at Penn, which was described (in terms approved by the authors) by the president of the university as follows: "Today, thousands of Penn faculty and students realize the unity of theory and practice by engaging West Philadelphia elementary and secondary school students as part of their own academic course work in disciplines as diverse as history, anthropology, classical studies, education, and mathematics. For example, anthropology Professor Frank Johnston and his undergraduate students educate students at West Philadelphia's Turner Middle School about nutrition. Classical studies professor Ralph Rosen uses modern Philadelphia and fifth-century-B.C. Athens to explore the interrelations between community, neighbourhood, and family. And history professor Michael Zuckerman's students engage West Philadelphia elementary and secondary school students to help them understand the nature---and discontinuities---of American national identity and national character." (pp. 95-96).

It seems to me that the euphoria for such things is based on uncritical faith in the axiom that "local" and "community" are both synonymous with "good." For little else by way of arguments is ever offered. One of the bogus arguments offered is that "all the research literature shows that the best learning takes place, not in studying theories and abstract forms, but in solving concrete problems" (p. 98). Even if, irrationally, this "research literature" was taken at face value, it would still not justify community engagement in any way since, for example, classical astronomy abounds in concrete problems. Another bogus argument is that it is somehow a good idea to "integrate" community action and traditional education. For example, the authors are very enthusiastic about a curriculum in which "health promotion activities are integrated with core-subject learning in science, social studies, math, and language arts, as well as in health, career education, and other classes. Ultimately, every curriculum unit will have a community education and/or community problem-solving component." (p. 102). No one would deny that much extremely useful work can be done by people devoting themselves to community service. But what grounds are there for thinking that this approach can be successfully "integrated with core-subject learning" beyond the immediate problem in question, in subjects such as science and mathematics? None whatsoever. This again is simply taken for granted since it follows from the axiom.

But perhaps the main argument for community engagement is the Dewian argument that it is a prerequisite for a democracy worthy of its name. Dewey argued that "democracy is not in reality what it is in name until it is industrial, as well as civil and political" (p. 6). This had implications for education, he felt, since the purpose of schools is to produce citizens fit for true democracy: "Change the image of what constitutes citizenship and you change the image of what is the purpose of the school" (p. 36). Let us agree with all of this for the sake of argument. What does it have to do with the axiom above? Indeed, Dewey himself wavered on this point, at times doubting that local communities were relevant. "Not only did he now [in his Democracy and Education] deprecate schools as a 'relatively superficial means' of education for children and adults in a democratic society, he now also sharply deprecated the role of local geographic communities. Because communication across space could produce far more 'intimate association between human beings' than could be produced by their living in 'physical proximity,' he now asserted that cohesive, vital communities could consist of human beings 'separated thousands of miles from each other.'" (p. 50). "But by 1927, he had, to an astonishing extent, radically reversed his 1916 position in the role played by local geographical communities in a democratic society, a reversal that he never explained." (p. 50). Of course Dewey's theoretical views on democracy were the same throughout. This shows that it is fully consistent with all of Dewey's ideals of democracy to reject the importance of the local community. In other words, focus on the local community is not an end in itself; the question one must ask is whether it has the desired consequences (preparing people for participatory democracy, etc.). But the authors fail to engage with this question and instead take the value of engaging with the local community for granted as an inviolable axiom. In summary, it is possible to cherry-pick Dewian principles that are congenial to the axiom (as our authors do in their anachronistic history), but there is no logical arrow of implication from the former to the latter, as Dewey's own sometime-rejection of the latter shows.

The authors write that "our primary purpose is agenda-setting, movement-initiating, not particular thesis-proving" (p. 126). We are forced to conclude that this is all a euphemism for "dogma-assuming," since the axiom is never justified.

Participatory Democracy Theory
"Dewey's Dream: Universities and Democracies in an Age of Education Reform"
by Benson, L., Harkavy, I., & Puckett, J. (2007)

John Dewey's theory of "participatory democracy" (p. xii) in schools is tackled by Benson, Harkavy, & Puckett, authors of "Dewey's Dream: Universities and Democracies in an Age of Education Reform (2007)". This book is presented in two parts with 4 chapters each where the authors introduce the readers to the theoretical basics of Dewey's work and philosophy in his lifetime up to the attempts at current solutions to the "Dewey Problem" by means of university-assisted community schools (chapter 6). The authors started their argument by stating the fact (Dewey problem) that "Dewey never developed and implemented his theory in real world practice" (p. xii). For decades, these three outstanding professionals have been dedicated to developing "the concept of university-assisted community schools" to achieve democratic schools and communities. Therefore, they have tried to achieve Dewey's utopian idea of a "Good Society" (p. 11) currently known as a "Great Community" (p. xii).
The University of Pennsylvania has developed a partnership with its surrounding community to establish the bases of Dewey's theory. By emphasizing problem solving as the foundation of education, the authors show what is to be done to put ideas in practice. This kind of partnership is to be one out of diverse "examples and studies of university partnerships" (Sanders, 2005). Through such partnerships, students can be prepared to "transition from school to their careers" up to the successful achievement of employment (Sanders, p. 17) in a collaborative student-centered program. Throughout the book the readers can observe the development of Dewey's philosophy on school reform. The book highlights how Dewey's work in education was influenced by the work and vision of educators like Harper (p. 16) and many others. These experts believed in the development of a participatory society that would "help human development and students' learning" (Sanders, p. 18).
However, as a foreign educator I claim there are socioeconomic and political limitations to fostering a win-win racially, socially and economically democratic school environment.There is a lack of a responsible and true participation of the school, family and community (individually and collectively) to create positive and lasting improvements as reflected in Dewey's pioneering ideas. Ideally all involved parties (school, family and community) know the need to transform the educational system to more community-oriented institutions, but few decide to develop the challenging work of putting the theory into practice (p. 43). From k-12 to the university partnerships there are lots of obstacles to overcome to achieve higher functioning schools and high achieving students. For instance, it is easier to have more family involvement in early stages than when students become more independent, while the community contributes more and has a more active role with teenagers and young adults. However in a participatory democracy, I understand the need of school, family and community involvement at all stages for "sustained interschool and interdisciplinary collaboration" (p. 103). This is a century that is expected to be quite different from the past and educators and the community have to rethink their responsibilities.
The authors' attempts to put Dewey's ideas into practice show there is yet a long journey to accomplish and overcome the challenges to transform the educational system into positive and collaborative community schools with "shared vision, clearly defined roles and responsibilities and open communication" (Sanders, 25).As the authors state Dewey's ideas are not impractical, however, they have not been adequately put into practice yet (126).I strongly believe that a culture of trust and collaboration is essential, as is a shared vision of where the school needs to go and clears management structures and strong leadership development programs which involve all the stakeholders: families, community members, and community resources. I envision the larger community to include the larger context, advocates, staff and students.
Summing up, this is a global world where there is a need to work collaboratively in the development of coalitions and organizations to support community schools. Some people have a certain mindset and are attached to their ideas and afraid of change and partnership. However, it is a fact that community schools will "enable all human beings to lead long, healthy, active, peaceful, virtuous and happy lives" as Dewey envisioned it (p. 126). Nothing is established forever, therefore mindsets can be influenced. I believe life changes for the better and a diversity of viewpoints will make the process of participatory democracy richer, better able to prevent failure in education, and better able to facilitate team building exercises for student achievement. This collaboration will improve community and family communication and cohesion to the school in a context of stability and participation at all stages.


Work Cited
Benson, L., Harkavy, I., Puckett, J. (2007). Dewey's Dream: Universities and Democracies in an Age of Education Reform. Philadelphia, PA: Temple University Press.
Sanders, M. G. (2005). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press, Inc

Dewey's Dream
Since the Post-World War II period, each decade has been marked by a book or two that shapes the discourse in higher education, not only in this country but across the globe.Benson, Harkavy and Puckett have captured a particular moment with this timely assessment of the essential democratic role of the modern university in an era of growing neo-liberalism, the commodification of knowledge, and the rise of the entrepreneural institutions across the world.The authors -- all noted historians with a commitment to public education -- have challenged the university and its supporters to re-claim their rightful catalytic and responsible function in building democratic societies, reforming the place and focus of higher education, and establishing a new spirit of civic responsibility through research, teaching and service towards community engagement.This is a powerful argument for how universities ought to more strategically impact society, local communities, and public education through the creative and productive application of the academic talent and assets each institution possesses.It is a inspiring and descriptive testament to what universities can do for society, for schools and to clearly demonstrate a deeper practice of democratic citizenship. I highly recommend this work for anyone who wants a renewed sense of hope and vision for our universities.

Michael Malahy Morris
Research Professor and Director
Community Learning & Public Service
University of New Mexico
Fulbright New Century Scholar 2007-2008 ... Read more

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"How We Think" was originally published in 1910. It outlines John Dewey's thoughts on studying and thought processes in children. (Fascimile reprint edition.) ... Read more

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While examining the important role of imagination in making moral judgments, John Dewey and Moral Imagination focuses new attention on the relationship between American pragmatism and ethics. Steven Fesmire takes up threads of Dewey's thought that have been largely unexplored and elaborates pragmatism's distinctive contribution to understandings of moral experience, inquiry, and judgment. Building on two Deweyan notions -- that moral character, belief, and reasoning are part of a social and historical context and that moral deliberation is an imaginative, dramatic rehearsal of possibilities -- Fesmire shows that moral imagination can be conceived as a process of aesthetic perception and artistic creativity. Fesmire's original readings of Dewey shed new light on the imaginative process, human emotional make-up and expression, and the nature of moral judgment. This original book presents a robust and distinctly pragmatic approach to ethics, politics, moral education, and moral conduct.

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Connecting morality w/ imagination, emotion, and creativity
The Big Question, as any novice taking Ethics 101 knows,is "How ought one live?" But unless one thinks about what a moral experience is, or how we make sense of it, one cannot adequately answer that question. And while ethical principles are an indispensable part of ethical decision making, they are too often taken as much more than a part-i.e., as wholly sufficient. This imbalanced view usually leads to inflexibility and dogmatism. What we need instead, Fesmire says, is understand how imagination is integral to the way we actually make concrete choices in lived situations. And Fesmire does just that: by delving into the ways our social and historical connections help form our character and our beliefs; by showing that when we deliberate about a choice, we do so in a way that is imaginative and dramatic; and by showing how we can reconceive of moral conduct by interpreting it along more aesthetic and artistic lines.

This is an excellent book, both scholarly and readable. The book's mechanics are beautifully done, and there's a thorough bibliography and index. Fortunately, Fesmire is not an insular scholar, content with limning just the American tradition; he's a philosopher who has thought carefully about ethical approaches across multiple traditions and then explains where the shortfalls are-and why.His explorations of the imagination are done with care and style and they connect back to the ethical realities in which we all have to live and choose.

It's gratifying to see that the resurgent interest in pragmatist epistemology (that has accrued over the past twenty years) is finally blossoming in ethics. Along with recent books by William Caspary and Todd Lekan,Fesmire's book will help those who know pragmatism-and those who don't-to understand the resources and promises of pragmatism as equipment for living. ... Read more

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A cumulative index to the thirty-seven volumes of The Collected Works of John Dewey, 1882-1953, this distinctive, indispensable volume includes a Collected Works Contents, Title Index, and Subject Index. The Collected Works Contents incorporates all the tables of contents of Dewey's individual volumes, providing a chronological, volume-by-volume overview of every item in The Early Works, The Middle Works, and The Later Works. The individual items that were republished in Dewey's collective books-Essays in Experimental Logic; The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought; Impressions of Soviet Russia and the Revolutionary World, Mexico-China-Turkey; Philosophy and Civilization; and Problems of Men-appear at the date of original, separate publication. The Title Index lists alphabetically by shortened titles and by key words all items in The Collected Works. Articles republished in the collections listed above are also grouped under the titles of those books. The Subject Index, which includes all information in the original volume indexes, expands that information by adding the authors of introductions to each volume, authors and titles of books Dewey reviewed or introduced, authors of appendix items, and relevant details from the source notes. This index, researched, prepared, organized, and edited with great care and attention, is an invaluable guide and essential tool to the student of Dewey and Dewey's abundant works. Anne S. Sharpe, Harriet Furst Simon, and Barbara Levine are textual editors at the Center for Dewey Studies, Southern Illinois University Carbondale. ... Read more

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What is the nature and role of education in a democracy? In this thought-provoking and eloquent volume by the author of "A Place Called School", John Goodlad speaks to everyone faced with making critical choices for our nation's children, whether it be in the election area, our local schools, or within the personal setting of the family Pub: 3/97. ... Read more

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John Dewey was America’s most influential philosopher. He wanted philosophy to rise above old tired disputes to address new, more vital questions and problems. Dewey’s views are known as "pragmatism," which emphasizes action and results. He believed that knowledge and ethics, as well as art and religion, live only in the daily practice of one’s life. Philosophy isn't a system of beliefs but a practical, empirical method of inquiry. It is one with education, which continually develops and renews the capacity for new habits.

Dewey believed that the scientific method can be extended to human affairs. Properly applied, it enables us to organize society to enhance personal happiness and community cooperation. Democracy, for Dewey, is more a way of life than a form of government; each person should help create and direct the social forces that affect our lives. ... Read more

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This study examines John Dewey's thinking about the arts and explores the practical implications of that thinking for educators. The author introduces the basics of Dewey's aesthetic theory and then looks at the ways in which a work of art can affect its creator and audience. ... Read more

Customer Reviews (2)

Excellent and thought-provoking
This book has had a huge influence on my thinking.In clear prose Jackson lays out the phenomelogical approach of Dewey to art.It took me awhile to grasp where this was going, but when I did, it was trememdously rewarding.Highly recommended.

make and do
John Dewey and the Lessons of Art by Philip W. Jackson:
Jackson argues that Dewey may never really have enjoyed art for arts sake but dealt with art as something to explore how his philosophical principles should be applied to it. Among the interesting themes in this book concern the laboratory school's growth out of Dewey's goal to increase the attraction of education to more students. Most young people wanted to get to making and doing and work and did not have the interest in more abstract learning. The laboratory school was an attempt to get students to "make and do" but focus on abstract learning doing it. Jackson examines the dilemma this causes in that teachers tend to do less abstract learning and overall learning declines as a result, and that Dewey tried to work with this dilemma but didn't quite get the message out. It sounds a lot like the issues educators face today. If you keep the students interested will they be learning what they need to? Art is one way to make and do in the class room but does it achieve what classical education about art does? ... Read more

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John Dewey was one of the most influential American philosophers of his time and also one of the most prolific, with about forty books and 700 articles to his credit. When this book was originally published in 1977 Dewey's work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained little known outside the USA. This present volume helped redress this balance.