1. John Dewey - Wikipedia, The Free Encyclopedia John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly http://en.wikipedia.org/wiki/John_Dewey

John Dewey From Wikipedia, the free encyclopedia Jump to: navigation search Western Philosophy 20th-century philosophy Name John Dewey Birth October 20 Death June 1 School/tradition Pragmatism Main interests Philosophy of education Epistemology Journalism Ethics Notable ideas Educational progressivism Influenced by Plato Jean-Jacques Rousseau Hegel Peirce ... William James Influenced Richard Rorty Hilary Putnam Cornel West Jurgen Habermas ... Thorstein Veblen John Dewey October 20 June 1 ) was an American philosopher psychologist , and educational reformer , whose thoughts and ideas have been greatly influential in the United States and around the world. He, along with Charles Sanders Peirce and William James , is recognized as one of the founders of the philosophical school of Pragmatism . He is also known as the father of functional psychology ; he was a leading representative of the progressive movement in U.S. schooling during the first half of the 20th century Contents Life and Works Overview: Pragmatism and Instrumentalism Epistemology Logic and Method ... edit Life and Works Dewey was born in Burlington Vermont of modest family origins. He graduated from the

2. John Dewey John Dewey (18591952) was an American psychologist, philosopher, educator, social critic and political activist. He was born in Burlington, Vermont, http://dewey.pragmatism.org/

John Dewey, American Pragmatist A wing of the Pragmatism Cybrary 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 1929, 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 major figure in American intellectual history, is considered to be one of the few Americans of the twentieth century who . . . can be 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

4. 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).

5. John Dewey John Dewey was born in Burlington, Vermont, on 20th October, 1859. An unremarkable student at school, his performance improved rapidly at the University of http://www.spartacus.schoolnet.co.uk/USAdewey.htm

Home Email Search Author ... Index Page 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, Henry George . He also became friends with those social reformers based at Hull House such as Jane Addams Mary White Ovington and Alice Hamilton Dewey became increasingly interested in the philosophy of education and in 1899 published School and Society . To test o ut his educational theories, Dewey and his wife started an experimental school in Chicago. The school was closed after Dewey became involved in a dispute with the university president

6. John Dewey John Dewey. “The future of our civilization depends upon the widening spread and deepening hold of the scientific cast of mind.” John Dewey (1859–1952) http://c250.columbia.edu/c250_celebrates/remarkable_columbians/john_dewey.html

var loaded_bol = false; “The future of our civilization depends upon the widening spread and deepening hold of the scientific cast of mind.” Philosopher Dewey came to Columbia in 1905 after a decade at the University of Chicago, a year before he was elected president of the American Philosophical Association. His arrival made Columbia's philosophy department arguably the strongest in the country.  He taught at Columbia for 25 years, retiring in 1930. His teaching style was characterized by long pauses and lots of backtracking, as if he was putting his ideas together as he spoke, the effect of which could either be inspiring or soporific. He also taught the philosophy of education at Teachers College, where his impact on educational theory and practice was both profound and controversial. With his wife, Alice, he helped establish laboratory schools, first at Chicago and later at Columbia.  He received the Butler Medal at the 1935 commencement for "the distinguished character and continued vitality of his contributions to philosophy and education." Read more about Dewey in the Columbia Encyclopedia.

7. The Question Of Certainty By John Dewey John Dewey s explanation of his intrumentalist version of Americn Pragmatism. 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.

8. Great Books Index - John Dewey John Dewey Great Books Index. Writings of John Dewey. Democracy and Education . Articles. Democracy and Education An Introduction to the Philosophy http://books.mirror.org/gb.dewey.html

GREAT BOOKS INDEX John Dewey (18591952) An Index to Online Great Books in English Translation AUTHORS/HOME TITLES ABOUT GB INDEX BOOK LINKS Writings of John Dewey Democracy and Education Articles Democracy and Education: An Introduction to the Philosophy of Education HTML edition (Columbia) Text edition in one file (ftp, Gutenberg at Illinois, 840KB) [Back to Top of Page] Links to Information About John Dewey Author index of Classics in the History of Psychology (York) Links to works by Dewey and others. [Back to Top of Page] GREAT BOOKS INDEX MENU Great Books Index Home Page and Author List List of All Works by Author and Title [90KB] About the Great Books Index Links to Other Great Books and Literature Sites ... Literary Cryptograms Support for the Great Books Index web pages is provided by Ken Roberts Computer Consultants Inc URL: http://books.mirror.org/gb.dewey.html Last revised February 2, 1999 by Ken Roberts e-mail ken@mirror.org

9. John Dewey - Wikiquote John Dewey and American Democracy, Robert Westbrook, Ithaca Cornell University Press, 1991, p. 440 cited in footnote to Understanding Power, Noam Chomsky http://en.wikiquote.org/wiki/John_Dewey

John Dewey From Wikiquote Jump to: navigation search Contents Democracy and Education (1916) Other Sourced Attributed References ... edit Democracy and Education (1916) ...within even the most social group there are many relations that are not as yet social. A large number of human relationships in any social group are still upon the machine-like plane. Individuals use one another so as to get desired results, without reference to the emotional and intellectual disposition and consent of those used. Such uses express physical superiority of position, skill, technical ability, and command of tools, mechanical or fiscal. So far as the relations of parent and child, teacher and pupil, employer and employee, governor and governed, remain upon this level, they form no true social group, no matter how closely their respective activities touch one another. Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests. p. 5 The way our group or class does things tends to determine the proper objects of attention, and thus prescribe the directions and limits of observation and memory. What is strange and foreign (that is to say outside the activities of the group) tends to be morally forbidden and intellectually suspect. It seems almost incredible to us, for example, that things which we know very well, could have escaped recognition in past ages. We incline to account for it by attributing congenital stupidity to our forerunners and by assuming superior native intelligence on our own part. But the explanation is that their modes of life did not call for attention to such facts, but held their minds riveted to other things. p. 17

10. John Dewey John dewey john Dewey was an American Philosopher who developed a systematic pragmatism addressing the central issues of epistemology, metaphysics, ethics, http://personal.ecu.edu/mccartyr/american/leap/dewey.htm

John Dewey John Dewey was an American Philosopher who developed a systematic pragmatism addressing the central issues of epistemology, metaphysics, ethics, and aesthetics, was a brilliant educational theorist, a leading commentator for popular magazines, and a political activist for such causes as women's suffrage and the unionization of teachers. In 1894, Dewey left for the University of Chicago where he opted for an empirically based theory of knowledge, which was similar to pragmatism, then, new at the time. While there, he founded The Laboratory School where he could directly apply his developing ideas and this experience provided the material for his first major work on education, The School and Society . Dewey's goal for children, as for adults, was "growth" growth in powers, in capacities for experience. Growth, he claimed, is really the 'only moral "end,"' for it is not, quite plainly, a real end, but always a means. Departing shortly thereafter, he was invited to join the Philosophy Department at Columbia University, where he spent the rest of his professional career. By this time, his reputation as a brilliant philosopher was solidified, and soon began commentating for leading popular magazines, and lecturing in many educational and public forums, in addition to his political involvement in such causes as women's suffrage and teacher unionization. During the twenties, while on the lecture circuit, he wrote many of his most significant works dealing with experience, and during the thirties, his philosophical writings shifted towards his logical theory.

11. John Dewey John Dewey emphasized practical ideas in both his philosophical and educational theories, always striving to show how abstract concepts could work in 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

12. John Dewey - Wikipedia Translate this page 1904 wurde John Dewey in New York Professor für Philosophie an der Columbia University und lehrte am Teachers College in New York Pädagogik. http://de.wikipedia.org/wiki/John_Dewey

John Dewey aus Wikipedia, der freien Enzyklop¤die Wechseln zu: Navigation Suche John Dewey 20. Oktober in Burlington Vermont 1. Juni in New York ) war ein amerikanischer Philosoph und P¤dagoge Inhaltsverzeichnis Leben Philosophie P¤dagogik Siehe auch ... Bearbeiten Leben Dewey graduierte 1879 an der Universit¤t von Vermont und arbeitete danach zwei Jahre als Highschool -Lehrer, bevor er an die Johns-Hopkins-Universit¤t ging, an der er 1884 promovierte. Zu seinen Lehrern geh¶rten Granville Stanley Hall , ein Begr¼nder der experimentellen Psychologie, und Charles Sanders Peirce . Dewey unterrichtete Philosophie an den Universit¤ten von Michigan (1884–88 und 1889–94) und Minnesota (1888). 1894 wurde er Vorsitzender des Departments f¼r Philosophie Psychologie und P¤dagogik an der gerade vier Jahre alten Universit¤t Chicago . Ab 1904 war er Professor an der Columbia-Universit¤t New York und emeritierte dort 1930. Dewey war (1899-1900) Pr¤sident der American Psychological Association und (1911) der American Philosophical Association . Zwischen 1919 und 1921 unternahm er Vortragsreisen nach Japan und in die Republik China , 1928 besichtigte er Schulen in der Sowjetunion Dewey war eines der Gr¼ndungsmitglieder der American Civil Liberties Union und des China Institute in America . Mitte der 1930er Jahre wirkte er in einer Kommission mit, die die im

13. John Dewey John Dewey, who was to become one of the most powerful influences on educational thought in the 20th Century, was born in the town of Burlington, Vermont, http://www.ul.ie/~philos/vol1/dewey.html

John Dewey John Dewey 1859-1952 John Dewey, who was to become one of the most powerful influences on educational thought in the 20th Century, was born in the town of Burlington, Vermont, in 1859. His father was proprietor of the local general store where, apparently, locals would foregather from time to time to discuss, with equal interest, affairs of both state and locality. According to one apocryphal story the store window carried the legend: Hams and cigars: smoked and unsmoked. The intimate small-town ethos of 19th century Burlington played a large part in forming Dewey's educational outlook in two ways: one negative, one positive. On the negative side he was convinced at a very early stage that the traditional, formal, desk-bound approach to schooling which was typified by the small town and rural schools of his childhood was futile. This kind of schooling was inadequate for the growing USA: a new society being born out of a simple agricultural economy which was being transformed by unprecedented industrialisation, immigration, rapid population growth, and drastic social change. (The old education) was predominantly static in subject matter, authoritarian in methods, and mainly passive and receptive from the side of the young. ... the imagination of educators did not go beyond provision of a fixed and rigid environment of subject matter, one drawn moreover from sources altogether too remote from the experience of the pupil.

14. John Dewey Quotes And Biography. John Dewey Quotations. Read John Dewey quotes, biography or a speech. QuoteDB offers a large collection of John Dewey quotations, ratings and a picture. http://www.quotedb.com/authors/john-dewey

document.write(currentdate); Quote DB Authors Categories Speeches ... Add Quotes to Your Site - Quote Generator add quote of the day random quotes or by topic (e.g. funny quotes Quote DB Authors :: John Dewey Rate this Author 1 (worst) 5 (avg) 10 (best) Quote Rating Average (87%) Author Rating (17%) Groups: John Dewey Quotes: (ranking: 621st) Search John Dewey's quotes Sponsored Links Quote Category Rating "Reason is experimental intelligence, conceived after the pattern of science, and used in the creation of social arts; it has something to do. It liberates man from the bondage of the past, due to ignorance and accident hardened into custom. It projects a better future and assists man in its realization." ... Science Browse quotes by topic Science Thinking Quotes to your site Links ... Privacy

15. John Dewey - Wikipedia Translate this page John Dewey (Burlington, 20 ottobre 1859 – New York, 1 giugno 1952) è stato un filosofo e pedagogista statunitense. È stato anche scrittore e professore http://it.wikipedia.org/wiki/John_Dewey

John Dewey Da Wikipedia, l'enciclopedia libera. Vai a: Navigazione cerca Caricatura di John Dewey John Dewey Burlington 20 ottobre New York 1 giugno ) ¨ stato un filosofo e pedagogista statunitense . ˆ stato anche scrittore e professore universitario. Ha esercitato una profonda influenza sulla cultura, sul costume politico e sui sistemi educativi del proprio paese. Indice Biografia Pensiero filosofico Il concetto di esperienza La democrazia ... modifica Biografia Nacque il a Burlington Vermont ), dove ricevette l'educazione tipica dei borghesi del tempo. Studi² filosofia alla John Hopkins University (Baltimora) , dove ricevette una formazione di tipo neohegeliano , si laure² con una tesi su Immanuel Kant nel Mentre gli Stati Uniti attraversavano una fase di enorme sviluppo economico dopo aver insegnato alla Michigan University a Detroit , divenne docente all' Universit  di Chicago nel , dove due anni dopo fond² un'annessa scuola-laboratorio elementare. A causa dei contrasti generati dalle sue posizioni anticonservatrici, nel fu costretto a trasferirsi alla Columbia University di New York . Qui cre² una nuova scuola sperimentale finanziata dai genitori degli alunni. Abbandon² l'insegnamento nel , per dedicarsi allo studio. Mor¬ a New York nel

16. John Dewey [Internet Encyclopedia Of Philosophy] Leading light of the 20th century American school of thought known as pragmatism. http://www.iep.utm.edu/d/dewey.htm

John Dewey (1859-1952) New Republic , thereby gaining a reputation as a leading social commentator of his time. Table of Contents (Clicking on the links below will take you to those parts of this article) 1. Life and Works 2. Theory of Knowledge 3. Metaphysics 4. Ethical and Social Theory ... 7. Bibliography 1. 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.

17. The Center For Dewey Studies At SIUC The Center for dewey Studies is the home of projects and resources that focus on the life and work of the American philosopher and educator john dewey. http://www.siu.edu/~deweyctr/

The Center for Dewey Studies @ SIUC Home About ... Links The Center for Dewey Studies is the home of projects and resources that focus on the life and work of the American philosopher and educator John Dewey. On this Web site you will find information about the Center and its resources, and about recent and forthcoming events related to Dewey studies. Persons interested in visiting the Center will find helpful information under the "About" link above. In addition to its North American visitors, the Center has hosted researchers from more than twenty countries throughout Europe, Asia, and South America. If you would like further information about the Center and its resources, you can find it in the pages listed above. You can also contact us by mail, phone, or e-mail. Contact Information: The Center for Dewey Studies Southern Illinois University Carbondale Mailcode 6822 807 S. Oakland Carbondale, IL 62901 Phone: 618.453.2629 e-mail: dewey@siu.edu Webmaster EOE Javascript error: cannot insert last updated date. You are visitor var sc_project=2619652; var sc_invisible=0; var sc_partition=25; var sc_security="ebda596f"; var sc_text=2;

18. John Dewey: Philosophy Of Education An introduction to dewey’s philosophy of education. Includes a summary of his book Experience and Education. http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html

Home Back to Experiential Learning John Dewey: Philosophy of Education James Neill Last updated: 26 Jan 2005 Introduction The Modern Father of Experiential Education Philosophy of Education Resources Biography ... Quotes Introduction to John Dewey's Philosophy of Education Education is life itself. - John Dewey John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges: maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule history could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects Dewey had a gift for suggesting activities that captured the center of what his classes were studying.

19. John Dewey And Informal Education john dewey is often misrepresented and wrongly associated with child-centred education. In many respects his work cannot be easily slotted into any one of http://www.infed.org/thinkers/et-dewey.htm

ideas thinkers practice john dewey John Dewey (1859 - 1952) has John Dewey - My Pedagogic Creed Key texts Dewey, J. (1916) Democracy and Education. An introduction to the philosophy of education Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process Dewey, J. (1938) Experience and Education ,New York: Collier Books. (Collier edition first published 1963). In this book Dewey seeks seeks to move beyond dualities such as progressive / traditional - and to outline a philosophy of experience and its relation to education. Dewey, J. (1929) Experience and Nature , New York: Dover. (Dover edition first published in 1958). Explores the relationship of the external world, the mind and knowledge. Biographies : There have been a couple of excellent and fairly recent intellectual biographies: Campbell, J. (1995) Understanding John Dewey. Nature and co-operative intelligence Ryan, A. (1995) John Dewey and the High Tide of American Liberalism , New York: W. W. Norton. Clear and fair-minded evaluation of Deweyian liberalism. Websites : Visit the Center for Dewey Studies, Carbondale. It gives details of his collected works; and access to the John Dewey Internet discussion group. You can also hear Dewey talk.

20. Dewey Educated in his native Vermont and at johns Hopkins University, john dewey enjoyed a lengthy career as an educator, psychologist, and philosopher. http://www.philosophypages.com/ph/dewe.htm

Philosophy Pages Search Dictionary Study Guide ... Locke John Dewey Life and Works Knowledge Morality Bibliography ... 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.

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