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Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.
One of America's greatest philosophers outlines a faith that is not confined to sect, class, or race. He describes a positive, practical, and dynamic faith, verified and supported by the intellect and evolving with the progress of social and scientific knowledge.
In "A Common Faith, " eminent American philosopher John Dewey calls for the "emancipation of the true religious quality" from the heritage of dogmatism and supernaturalism that he believes characterizes historical religions. He describes how the depth of religious experience and the creative role of faith in the resources of experience to generate meaning and value can be cultivated without making cognitive claims that compete with or contend with scientific ones. In a new introduction, Dewey scholar Thomas M. Alexander contextualizes the text for students and scholars by providing an overview of Dewey and his philosophy, key concepts in "A Common Faith, " and reactions to the text.
Dictionary of Education is a comprehensive resource on John Dewey's approach to education. With smart, concise definitions pertaining to Dewey's philosophies, editor Ralph B. Winn has constructed a classic dictionary and indispensable tool for anyone who wants ready access to Dewey's most incisive thought on crucial points in the study of education.
Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
The dean of American philosophers shares his views on methods of training students to think well. His considerations include inductive and deductive logic, interpreting facts, concrete and abstract thinking, the roles of activity, language, and observation, and many other aspects of thought training. This volume is essential reading for teachers and other education professionals.
In Human Nature and Conduct, the philosopher John Dewey looks at the connection between human nature and morality. While some people believe that we are naturally good, others believe that we are naturally evil. Likewise, while some people believe that morality is all relative, others believe that moral laws are as universal as laws of nature. In these twenty-six succinct chapters Dewey argues that morality is not so simple. He claims that morality depends on both individual people and societies, on both nature and nurture, and on a complex interaction between biological impulses, social customs, and human intelligence. He argues against those who believe morality depends on the will of the majority, those who believe it depends on the will of God and, most of all, those who believe the purpose of morality is to protect us from our own instincts. In Human Nature and Conduct Dewey gives us a new perspective on morality.
A philosophical text about the ways in which people develop character.
John Dewey: Dictionary of Education is a comprehensive resource on John Dewey's approach to education. With smart, concise definitions pertaining to Dewey's philosophies, editor Ralph B. Winn has constructed a classic dictionary and indispensible tool for anyone who wants ready access to Dewey's most incisive thought on crucial points in the study of education. John Dewey was the most famous teacher of philosophy in the early twentieth century, and he was known for his lifelong work to reform America's educational system. Dewey was born in Burlington, Vermont in 1859 to strict Calvinist parents. After graduating from the University of Vermont, Dewey taught high school and studied philosophy in his spare time. He finished his doctorate degree at Johns Hopkins University and continued to teach at various universities around the country, finally landing at Columbia University. While in New York, Dewey became involved in political groups and founded what would become the progressive education movement, which purported that students should learn to think for themselves to become active participants of a democratic society. He was also a founding member of the NAACP and the ACLU. At this time, Dewey was influenced by Karl Marx, and after traveling to different countries to study their educational systems, praised Soviet education and came under scrutiny in the United States. Dewey continued his political and philosophical efforts until his death in 1952.
Although primarily addressed to the general reader, the introduction and the last chapters of this work strike straight at reactionary philosophers who obstruct the philosophers who are honest searchers for wisdom.
America's arch-philosopher of education wrote these two short pieces out of his experience with Chicago's laboratory school which he started in 1896. Dewey's first piece (1915) argues for making the school into a microsociety of the larger one, while in the second (1902) he seeks a curriculum acting as a kind of program for teachers to follow. Teachers can then guide children toward enough self-confidence to be assertive and exercise their capacities. Cited in Books for College Libraries, 3rd ed. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Participating in the revolutionary workers movement "with open eyes and an intense will--only this can give the highest moral satisfaction to a thinking being," Trotsky writes. He explains how morality is rooted in the interests of contending social classes. With a reply by the pragmatist philosopher John Dewey and a Marxist response to Dewey by George Novack. Glossary, index.
The great 20th century philosopher delivered these lectures in China, which are available now to the public for the first time. The lectures show Dewey at the height of his powers, discussing and criticizing various schools of philosophy--including his own experimental position. For the first time Dewey's thinking crystallized into systematic form, thus the lectures are important not only philosophically but historically. In A Survey of Greek Philosophy Dewey gives a brief but comprehensive account of Greek philosophy from prehistory through Aristotle. Dewey's original English notes were lost, but the material in this book has been edited and translated from Chinese newspapers of the 1920s by Professor Robert W. Clopton and Dr. Tsuin-Chen Ou. Samuel Meyer has provided a lucid and thorough introduction. Not to be missed by anyone interested in the development of Dewey's thought and of 20th century philosophy. . . . the most complete presentation of Dewey's theory of the development of philosophy, in prose simpler and clearer than he himself ever provided . . . Types of Thinking deserves a place in every subject collection. --Library Journal
Styled as Oriental tales, these parables are unexpected, exciting, colorful, and tremendously readable. Vlas Doroshevich could not stand tyranny in any form and in his tales he availed himself of complete freedom to mock, to despise, and to accuse the authorities for their wickedness, hypocrisy, and stupidity. These tales could be written by and for rebellious "anti-establishment" youth of today. Doroshevich's works were often banned during the tsarist times and then finally banned completely under the Bolsheviks. This great Russian writer, who was a friend of Anton Chekhov, is only now being resurrected from oblivion. This is the first English translation of his tales.Vlas Doroshevich (1864-1922) was widely known as the "king of journalism" in his time. He was also a novelist, drama critic, and short story writer.