1. John Dewey John Dewey (18591952) was an American philosopher and educator whose writings and teachings have had profound influences on education in the United States. http://lrs.ed.uiuc.edu/students/janicke/Dewey.html

John Dewey (1859-1952) was an American philosopher and educator whose writings and teachings have had profound influences on education in the United States. Dewey's philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction, the current practice of his day. A concise summary and explanation of Dewey's educational philosophy can be found in the International Encyclopedia of Education (Pergamon, 1994). Dewey was a very prolific writer. The following bibliography references his most popular works on education. My Pedagogic Creed (1897) The School and Society (1900) Child and the Curriculum (1902) Democracy and Education: An Introduction to the Philosophy of Education (1916) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1933) Experience and Education (1938) Additional writings by Dewey can be accessed via an author search of a library catalog, such as the University of Illinois Online Catalog [telnet] or through A Bibliography of John Dewey by Milton Halsey Thomas and Herbert Wallace Schneider (Columbia Univeristy Press, 1929).

2. John Dewey John Dewey ( 18591952) was an American psychologist, philosopher, educator, social critic and political activist. He was born in Burlington, Vermont, on 20 October 1859. In 1899, John Dewey was http://www.pragmatism.org/genealogy/dewey/dewey.htm

John Dewey (1859-1952) was an American psychologist, philosopher, educator, social critic and political activist. He was born in Burlington, Vermont, on 20 October 1859. Dewey graduated from the University of Vermont in 1879, and received his PhD from Johns Hopkins University in 1884. He started his career at the University of Michigan , teaching there from 1884 to 1888 and , with a one year term at the University of Minnesota in 1888. In 1894 he became the chairman of the department of philosophy, psychology, and pedagogy at the University of Chicago . In 1899, John Dewey was elected president of the American Psychological Association, and in 1905 he became president of the American Philosophical Association. Dewey taught at Columbia University from 1905 until he retired in 1930, and occasionally taught as professor emeritus until 1939. During his years at Columbia he traveled the world as a philosopher, social and political theorist, and educational consultant. Among his major journeys are his lectures in Japan and China from 1919 to 1921, his visit to Turkey in 1924 to recommend educational policy, and a tour of schools in the USSR in 1928. Of course, Dewey never ignored American social issues. He was outspoken on education, domestic and international politics, and numerous social movements. Among the many concerns that attracted Dewey's support were women's suffrage, progressive education , educator's rights, the Humanistic movement, and world peace. Dewey died in New York City on 1 June 1952.

3. JOHN DEWEY JOHN DEWEY. A cura di. L'educazione è ricostruzione e riorganizzazione dell'esperienza che accresce il significato dell'esperienza stessa e aumenta l'abilità di dirigere il corso dell'esperienza stessa. INDICE una configurazione particolare nella concezione filosofica di John Dewey; nato a Burlington, nel Vermont, nel 1859, egli http://www.geocities.com/fylosofya/dewey.htm

4. John Dewey - Wikipedia, The Free Encyclopedia John Dewey. From Wikipedia, the free encyclopedia. John Dewey (October 20, 1859 June 1, 1952) was an American philosopher an educational http://en.wikipedia.org/wiki/John_Dewey

Main Page Recent changes Edit this page Page history ... Printable version Not logged in Log in Help Other languages: Deutsch Polski John Dewey From Wikipedia, the free encyclopedia. John Dewey October 20 June 1 ) was an American philosopher and educational reformer whose thought has been greatly influential in the United States and around the world. Table of contents showTocToggle("show","hide") 1 Educational philosophy 2 Dewey and historical progressive education 3 Deweyan pragmatism 4 Resources ... 5 External links Educational philosophy As can be seen in his Democracy and Education Dewey attempts to at once synthesize, criticize, and expand upon the democratic or proto-democratic educational philosophies of Rousseau and Plato . He saw Rousseau's as overemphasizing the individual and Plato's as overemphasizing the society in which the individual lived. For Dewey, this distinction was by and large a false one; like Vygotsky , he viewed the mind and its formation as communal process. Thus the individual is only a meaningful concept when regarded as an inextricable part of his society, and the society had no meaning apart from its realization in the lives of its individual members. However, as evidenced in his later Experience and Nature Dewey recognizes the importance of the subjective experience of individual people in introducing revolutionary new ideas.

5. EpistemeLinks.com: Philosopher Results The Unknown dewey john Dewey vs. The Alexander Technique, Link Pages. Site Title, Details. Dewey, John, Source Erratic Impact (PRB) Author Danne Polk. http://www.epistemelinks.com/Main/Philosophers.aspx?PhilCode=Dewe

6. The Question Of Certainty By John Dewey John Dewey (1929). The Question of Certainty. Source The Quest for Certainty (1933), publ. Capricorn Books, 1960. One Chapter reproduced here. http://www.marxists.org/reference/subject/philosophy/works/us/dewey.htm

John Dewey (1929) The Question of Certainty Source The Quest for Certainty (1933), publ. Capricorn Books, 1960. One Chapter reproduced here. Chapter II Philosophy's Search for the Immutable IN THE PREVIOUS chapter, we noted incidentally the distinction made in the classic tradition between knowledge and belief, or, as Locke put it, between knowledge and judgment. According to this distinction the certain and knowledge are co-extensive. Disputes exist, but they are whether sensation or reason affords the basis of certainty; or whether existence or essence is its object. In contrast with this identification, the very word "belief" is eloquent on the topic of certainty. We believe in the absence of knowledge or complete assurance. Hence the quest for certainty has always been an effort to transcend belief. Now since, as we have already noted, all matters of practical action involve an element of uncertainty, we can ascend from belief to knowledge only by isolating the latter from practical doing and making. In this chapter we are especially concerned with the effect of the ideal of certainty as something superior to belief upon the conception of the nature and function of philosophy. Greek thinkers saw dearly-and logically-that experience cannot furnish us, as respects cognition of existence, with anything more than contingent probability. Experience cannot deliver to us necessary truths; truths completely demonstrated by reason. Its conclusions are particular, not universal. Not being "exact" they come short of "science." Thus there arose the distinction between rational truths or, in modern terminology, truths relating to the relation of ideas, and "truths" about matters of existence, empirically ascertained. Thus not merely the arts of practice, industrial and social, were stamped matters of belief rather than of knowledge, but also all those sciences which are matters of inductive inference from observation.

7. Dewey John From FOLDOC dewey john. history of philosophy, biography educated in his native Vermont and at Johns Hopkins University, John Dewey (18591952 http://www.swif.uniba.it/lei/foldop/foldoc.cgi?Dewey John

8. John Dewey And F. Matthias Alexander Homepage Information and links relating to the influence of the Alexander Technique on John Dewey. http://alexandertechnique.com/articles/dewey

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 he and his followers developed for teaching them, form the basis of what has become known today as the Alexander Technique. Dewey met Alexander in during World War I when Alexander was visiting New York and he 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.)

9. John Dewey John Dewey. 18591952. John Dewey, a major figure in American intellectual history, is considered to be one of the few Americans of the twentieth century who . http://www.bgsu.edu/departments/acs/1890s/dewey/dewey.html

John Dewey by Pam Ecker John Dewey, a major figure in American intellectual history, is considered to be one of the few Americans of the twentieth century who ". . . can be acknowledged on a world scale as a spokesman for mankind" (Dykhuizen, 1973, p. xv). Dewey's areas of work included philosophy, psychology, education, politics, and social thought. At an event in celebration of his 90th birthday, in 1949, Dewey described his life goal as the quest to obtain "a moderately clear and distinct idea of what the problems are that underlie the difficulties and evils which we experience in fact; that is to say, in practical life." This concern with the practical, socially responsible life is a key element of the philosophical concept of pragmatism , which Dewey explicated in many of his writings. Dewey is also considered to be a preeminent voice in American educational philosophy , with emphasis on what is generally called "progressive education." Dewey was just beginning his work in the 1890s, but his lifetime of intellectual accomplishments (40 books and over 700 articles, in addition to countless letters, lectures, and other published works) continue to play an influential role in many fields of knowledge. The Center for Dewey Studies at the University of Southern Illinois is dedicated to promoting ongoing study of the significance of Dewey's work. The Center's Web site includes a sound clip of

10. John Dewey John Dewey emphasized practical ideas in both his philosophical and educational theories, always striving to show how abstract concepts could work in everyday http://www.nwlink.com/~donclark/hrd/history/dewey.html

[Back] [Menu] [Next] John Dewey (1867-1949) John Dewey emphasized practical ideas in both his philosophical and educational theories, always striving to show how abstract concepts could work in everyday life. He emphasized hands-on learning, and opposed authoritarian methods in teaching. His ideas prompted a drastic change in United States education beginning in the 20th century. Considered to be the leading progressive educator of this century, John Dewey wrote on the great issues in education. In Education and Experience, written late in his career, he tries to find a synthesis of the principles of traditional education and those of progressive education. Two essential components for him are the experience of the learner and critical inquiry. Dewey wrote, "any theory and set of practices is dogmatic which is not based upon critical examination of its own underlying principles." John Dewey's significance for informal educators lies in a number of areas. First, his belief that education must engage with and enlarge experience has continued to be a significant component in informal education practice. Second, and linked to this, Dewey's exploration of thinking and reflection - and the associated role of educators - has continued to be an inspiration. He criticized educational methods that simply amused and entertained students or were overly vocational. He also advocated education that would fulfill and enrich the current lives of students as well as prepare them for the future. Dewey's theory of education became known as

11. WIEM: Dewey John dewey john (18591952), amerykanski filozof, psycholog i pedagog. Filozofia, Nauka i oswiata, Stany Zjednoczone dewey john (1859-1952). http://wiem.onet.pl/wiem/0041b6.html

WIEM 2004 - zobacz now± edycjê encyklopedii! Kup abonament i encyklopediê na CD-ROM, sprawd¼ ofertê cenow±! Oferta specjalna abonamentów dla szkó³ i instytucji! Uwaga! Przedstawione poni¿ej has³o pochodzi z archiwalnej edycji WIEM 2001! Prace redakcyjne nad edycj± 2001 zosta³y zakoñczone. Zapraszamy do korzystania z nowej, codziennie aktualizowanej i wzbogacanej w nowe tre¶ci edycji WIEM 2004 Filozofia, Nauka i o¶wiata, Stany Zjednoczone Dewey John Dewey John (1859-1952), amerykañski filozof, psycholog i pedagog. 1894-1904 profesor uniwersytetu w Chicago, a pó¼niej wielu innych uniwersytetów amerykañskich. Stworzy³ system pedagogiczny oparty na za³o¿eniu, ¿e tre¶ci i metody nauczania nale¿y przystosowaæ do natury dziecka, a g³ówn± zasad± winno byæ uczenie siê przez dzia³anie By³ inicjatorem koncepcji szko³y pracy w której uczniowie zdobywali wiedzê przez wykonywanie ró¿nych prac rzemie¶lniczych. G³ówne prace: Moje pedagogiczne credo Szko³a a spo³eczeñstwo Jak my¶limy Demokracja i wychowanie Problems of Men WIEM zosta³a opracowana na podstawie Popularnej Encyklopedii Powszechnej Wydawnictwa Fogra zobacz wszystkie serwisy do góry

12. John Dewey John Dewey. Jim Garrison. College of Human Resources and Education Virginia Tech. John Dewey, John. The Collected Works of John Dewey. Edited http://www.vusst.hr/ENCYCLOPAEDIA/john_dewey.htm

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. 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. Dewey never cared for rote memorization of facts, formulas, or mere job training. He did not, however, think educators should ignore issues of social control and classroom discipline or the control implicitly contained in the academic disciplines and skilled practices. He recognized that freedom implies both negative freedom, or freedom from constraint, as well as positive freedom, or freedom for something, some value, some goal. Freedom for requires personal discipline. His 1938 Experience and Education was written to correct the excesses of those progressive educators who seemed to think "almost any kind of spontaneous activity inevitably secures the desired or desirable training of mental power" (LW 8: 153).

13. John Dewey John Dewey, Education on the Internet John Dewey was born in Burlington, Vermont, on 20th October, 1859. An unremarkable student at http://www.spartacus.schoolnet.co.uk/USAdewey.htm

John Dewey To receive your free copy every week enter your email address below. FREE Education Newsletters - choose below... Education on the Internet Teaching History Online Email: Let keep Ahead .com bring you the world by email Spartacus USA History British History Second World War ... Email John Dewey was born in Burlington, Vermont, on 20th October, 1859. An unremarkable student at school, his performance improved rapidly at the University of Vermont and in 1878 he graduated second in his class. After university Dewey taught classics, algebra and science in a school in Pennsylvania before moving to a private school in Charlotte, Vermont. Encouraged by his mentor, H. A. Torrey, Dewey became a student of philosophy at Johns Hopkins University. After completing his doctorate in 1884, Dewey found work as a teacher in Michigan. In 1894 Dewey joined the staff of the University of Chicago as head of its new department of philosophy, psychology and pedagogy. Dewy became interested in social problems and was influenced by the ideas of the radical writer

14. John Dewey dewey john. Bainerman,J. The Crimes of a President. 1992 The names below are mentioned on the listed pages with the name dewey john. Click http://www.namebase.org/main2/John-Dewey.html

DEWEY JOHN Bainerman,J. The Crimes of a President. 1992 Chester,E. Covert Network. 1995 Coleman,P. The Liberal Conspiracy. 1989 Ewen,S. PR! A Social History of Spin. 1996 ... Wormser,R. Foundations: Their Power and Influence. 1993 pages cited this search: 28 Order hard copy of these pages Show a social network diagram for this name The names below are mentioned on the listed pages with the name DEWEY JOHN Click on a name for a new proximity search: ADLER MORTIMER J Sykes,C. The Hollow Men. 1990 ALLEN GARY Bainerman,J. The Crimes of a President. 1992 ... Bainerman,J. The Crimes of a President. 1992 DEWEY JOHN pages searched: 28 These names share the indicated number of pages with the above name. Click on a name below for a standard name search: LIPPMANN WALTER ALLEN GARY BEARD CHARLES AUSTIN CARNEGIE CORPORATION ... Back to home page

15. John Dewey John dewey john Dewey (18591952) is known mostly as a philosopher of education. John Dewey maintained that schools should reflect society. http://www.ittheory.com/dewey.htm

John Dewey John Dewey (1859-1952) is known mostly as a philosopher of education. But his relevance to modern cognitive psychology is often underestimated. Dewey's philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction, the current practice of his day. He rejected authoritarian teaching methods, regarding education in a democracy as a tool to enable the citizen to integrate his or her culture and vocation usefully. To accomplish those aims, both pedagogical methods and curricula needed radical reform. Dewey's philosophy, called instrumentalism and related to pragmatism, holds that truth is an instrument used by human beings to solve their problems, and that it must change as their problems change. Thus it partakes of no transcendental or eternal reality. Dewey's view of democracy as a primary ethical value permeated his educational theories. He had a profound impact on progressive education and was regarded as the foremost educator of his day. He lectured all over the world and prepared educational surveys for Turkey, Mexico, and the Soviet Union. Among his works are Democracy and Education (1916) and Logic (1938). Pragmatism Pragmatism, method of philosophy in which the truth of a proposition is measured by its correspondence with experimental

16. UMD Library - John Dewey John Dewey, 1859 1952. WORKS. Dewey, J. (1958). Dewey, John. In N. Sheehy, AJ Chapman, W. Conroy (Eds.), Biographical dictionary of psychology (pg. 104-106). http://www.d.umn.edu/lib/reference/me/psychologists/dewey.html

John Dewey, 1859 - 1952 WORKS Dewey, J. (1958). Art as experience. New York : Capricorn Books. N66 .D4 1968X The Bertrand Russell case . New York : Viking Press. B1649 .R94 D4 The case of Leon Trotsky; report of hearings on the charges made against him in the Moscow trials . New York : Merit Pub. K2768 A1 Dewey, J. (1956). The child and the curriculum, and the school and society. Chicago : University of Chicago Press. LB875 .D36 1956X Dewey, J. (1971, c1956). The child and the curriculum, and the school and society. Chicago : University of Chicago Press. LB875 .D36 1971X Dewey, J. (1934). A common faith. New Haven : Yale University Press. BL48 .D4 1934 Dewey, J. (1929). Democracy and education; an introduction to the philosophy of education . New York : Macmillan Co. LB875 .D35 1929 Dewey, J. (1961, c1944). Democracy and education; an introduction to the philosophy of education . New York : Macmillan Co. LB875 .D42 1961X Dewey, J. (1977). Dewey and his critics: essays from the journal of philosophy. New York : Journal Of Philosophy. B945 .D44 D4X

17. John Dewey And Informal Education Read about the life and works of a man considered to be the father of educational philosophy. http://www.infed.org/thinkers/et-dewey.htm

encyclopaedia archives search john dewey Arguably the most influential thinker on education in the twentieth century, Dewey's contribution lies along several fronts. His attention to experience and reflection, democracy and community, and to environments for learning have been seminal. (This 'John Dewey' page is due to be extended). John Dewey (1859 - 1952) has made, arguably, the most significant contribution to the development of educational thinking in the twentieth century. Dewey's philosophical pragmatism, concern with interaction, reflection and experience, and interest in community and democracy, were brought together to form a highly suggestive educative form. John Deweyis often misrepresented - and wrongly associated with child-centred education. In many respects his work cannot be easily slotted into any one of the curriculum traditions that have dominated north American and UK schooling traditions over the last century. However, John Dewey's influence can be seen in many of the writers that have influenced the development of informal education over the same period. For example, Coyle, Kolb, Lindeman and Rogers drew extensively on his work. John Dewey's significance for informal educators lays in a number of areas. First, his belief that education must engage with and enlarge experience has continued to be a significant strand in informal education practice. Second, and linked to this, Dewey's exploration of thinking and reflection - and the associated role of educators - has continued to be an inspiration. We can see it at work, for example, in the models developed by writers such as David Boud and Donald Schön. Third, his concern with interaction and environments for learning provide a continuing framework for practice. Last, his passion for democracy, for educating so that all may share in a common life, provides a strong rationale for practice in the associational settings in which informal educators work.

18. The John Dewey Society The john dewey Society. for the Study of Education and Culture Modern Theories of Higher Level Predicates , john dewey's Pragmatic Technology , and Philosophical Tools for http://cuip.uchicago.edu/jds

The John Dewey Society for the Study of Education and Culture JohnDeweySociety.Org JDS Home Page Contact Information Becoming a Member ... Links JDS Home Page "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 The address of this website is now " http://JohnDeweySociety.Org ." Notes from President David Hansen: I am pleased to announce the results of our recent elections: * Our President-Elect, who will begin his two-year term of office at AERA 2005 in Montreal, is Professor Larry Hickman. Larry is Director of the Center for Dewey Studies and Professor of Philosophy at Southern Illinois University in Carbondale, Illinois. He is the author of many books including Modern Theories of Higher Level Predicates , John Dewey's Pragmatic Technology , and Philosophical Tools for Technological Culture . He has edited books such as Technology as a Human Affair , Reading Dewey , and The Essential Dewey (with Thomas Alexander). He is also editor of the electronic edition of the Collected Works of John Dewey, as well as the first two of what will be three volumes of the electronic edition of Dewey's Correspondence. Larry will bring to his Presidency of the Society his outstanding scholarly presence and his long-standing leadership, nationally and internationally, in Dewey studies.

19. Southern Illinois University Carbondale Home. What Is the dewey Center? What's New? Collection Resources Audio Sample. Video. john dewey His Life and Work http://www.siu.edu/~deweyctr

content Search SIUC Center for Dewey Studies Home What Is the Dewey Center? What's New? Chronology ... Site Map You are visitor since 1 January 2002 For further information contact the Center at dewey@siu.edu For information about using photographs on this page contact David Koch, Associate Dean, Morris Library dkoch@lib.siu.edu Southern Illinois University at Carbondale, 618-453-2629 This page was last updated February 2004 Index A-Z Apply Now From the Chancellor Visitors ... SIUC Home Comments: Webmaster Last Updated Javascript error: cannot insert last updated date.

20. John Dewey [Internet Encyclopedia Of Philosophy] john dewey (18591952) Table of Contents. Life and Works. Theory of Knowledge. Metaphysics. Ethical and Social Theory. Aesthetics. Critical Reception and Influence. Bibliography. Life and Works http://www.utm.edu/research/iep/d/dewey.htm

John Dewey (1859-1952) Table of Contents (Clicking on the links below will take you to that part of this article) Life and Works Theory of Knowledge Metaphysics Ethical and Social Theory ... Bibliography Life and Works John Dewey was born on October 20, 1859, the third of four sons born to Archibald Sprague Dewey and Lucina Artemesia Rich of Burlington, Vermont. The eldest sibling died in infancy, but the three surviving brothers attended the public school and the University of Vermont in Burlington with John. While at the University of Vermont, Dewey was exposed to evolutionary theory through the teaching of G.H. Perkins and Lessons in Elementary Physiology, a text by T.H. Huxley, the famous English evolutionist. The theory of natural selection continued to have a life-long impact upon Dewey's thought, suggesting the barrenness of static models of nature, and the importance of focusing on the interaction between the human organism and its environment when considering questions of psychology and the theory of knowledge. The formal teaching in philosophy at the University of Vermont was confined for the most part to the school of Scottish realism, a school of thought that Dewey soon rejected, but his close contact both before and after graduation with his teacher of philosophy, H.A.P. Torrey, a learned scholar with broader philosophical interests and sympathies, was later accounted by Dewey himself as "decisive" to his philosophical development. After graduation in 1879, Dewey taught high school for two years, during which the idea of pursuing a career in philosophy took hold. With this nascent ambition in mind, he sent a philosophical essay to W.T. Harris, then editor of the

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