21. The John Dewey Society Promotes study of dewey’s ideas on democracy, education, and philosophy. http://johndeweysociety.org/

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 Founded in 1935, the John Dewey Society exists to keep alive John Dewey's commitment to the use of critical and reflective intelligence in the search for solutions to crucial problems in education and culture. We subscribe to no doctrine, but in the spirit of Dewey, we welcome controversy, respect dissent, and encourage the responsible discussions of issues of special concern to educators. We also promote open-minded, critical reconsiderations of Dewey's influential ideas about democracy, education, and philosophy Additional information about the John Dewey Society is available

22. John Dewey: American Intellectual, Philosopher, Pragmatist, Educator john dewey s Conception of Philosophy. by R. W. Sleeper Introduction by Tom Burke. University of Illinois Press (2001) ISBN 0252-06954-4 http://www.johndewey.org/

Welcome to J ohn D ewey. O rg "The Place to Get Straight About Dewey" Dewey getting straight courtesy of Matthias Alexander Excellent Books on Dewey (a rotating list) The Necessity of Pragmatism: John Dewey's Conception of Philosophy by R. W. Sleeper Introduction by Tom Burke University of Illinois Press (2001) ISBN 0-252-06954-4 John Dewey's Theory of Art, Experience and Nature: The Horizons of Feeling by Thomas M. Alexander State University of New York Press (July 1987) ISBN 0887064264 John Dewey's Pragmatic Technology by Larry A. Hickman Indiana University Press (August 1992) ISBN: 0253207630 O rganizations J ournals O ther Pragmatist Websites Center for Dewey Studies The John Dewey Society John Dewey page at Pragmatism.org BY FAR THE BEST WEB RESOURCE ON DEWEY ... Summer Institute in American Philosophy (Students take note!) American Philosophical Association Transactions of the Charles S. Peirce Society Journal of Speculative Philosophy Neopragmatism.Org ... Sources in American Philosophy This website is under construction. In the meantime, the best overall web resource on Dewey is the Dewey page at Pragmatism.orgsee link above.

23. Dewey's Moral Philosophy (Stanford Encyclopedia Of Philosophy) john dewey (18591952) lived from the Civil War to the Cold War, Fesmire, S. 2003, john dewey and Moral Imagination Pragmatism in Ethics, http://plato.stanford.edu/entries/dewey-moral/

Cite this entry Search the SEP Advanced Search Tools ... Please Read How You Can Help Keep the Encyclopedia Free Dewey's Moral Philosophy First published Thu 20 Jan, 2005 a priori telos . To do so requires that we understand different types of value judgments in functional terms, as forms of conduct that play distinctive roles in the life of reflective, social beings. Dewey thereby offers a naturalistic metaethic of value judgments, grounded in developmental and social psychology. 1. Developmental and Social Psychology 2. Metaethics of Value Judgments in General 3. Means and Ends 4. Moral Theories: the Good, the Right, the Virtuous ... Related Entries 1. Developmental and Social Psychology Impulse Habit While habits incorporate purposes and socially meaningful ideas, they operate beneath the actor's consciousness. Once people have learned how to achieve some purpose and entrenched that mode of conduct in a habit or skill, they no longer need to tend to what they are doing in achieving it. Such tending may even interfere with successful performance. Habits, by receding from awareness, conserve people's reflective resources, make their activity fluid, and enable them to reliably produce certain results (provided the environment remains the same). People's habits thereby embody their characters (HNC 33-43, 50-2). Habits also tend to be self-perpetuating and difficult to modify because people form attachments to them. They experience disruptions of their habits with alarm, displeasure, offense, even outrage. Prevailing ideologies represent current customs as right and inviolable. These facts pose obstacles to deliberate social change. Dewey placed his hopes for change in the education of youth, whose impulses have not yet been channeled into rigid habits. How could adults with already entrenched habits impart less rigid habits to the next generation? Dewey answered: by instituting forms of education that instill habits of independent thought, critical inquiry, observation, experimentation, foresight, and imagination, including sympathy with others (DE; HNC 127-8). Such education can make habits themselves more flexible and responsive to changes in the context and consequences of conduct. It enables habits to incorporate intelligence.

24. ILTweb - Publications john dewey Democracy and Education. Copyright © 1916 The Macmillan Company. Copyright renewed 1944 john dewey. HTML markup copyright 1994 ILT Digital http://www.ilt.columbia.edu/publications/dewey.html

< Back to digital text list John Dewey Democracy and Education. Table of Contents Chapter 1 Education as a Necessity of Life Chapter 2 Education as a Social Function Chapter 3 Education as Direction Chapter 4 Education as Growth Chapter 5 Preparation, Unfolding, and Formal Discipline Chapter 6 Education as Conservative and Progresssive Chapter 7 The Democratic Conception in Education Chapter 8 Aims in Education Chapter 9 Natural Development and Social Efficiency as Aims Chapter 10 Interest and Discipline Chapter 11 Experience and Thinking Chapter 12 Thinking in Education Chapter 13 The Nature of Method Chapter 14 The Nature of Subject Matter Chapter 15 Play and Work in the Curriculum Chapter 16 The Significance of Geography and History Chapter 17 Science in the Course of Study Chapter 18 Educational Values Labor and Leisure Chapter 20 Intellectual and Practical Studies Chapter 21 Physical and Social Studies: Naturalism and Humanism Chapter 22 The Individual and the World Chapter 23 Vocational Aspects of Education Chapter 24 Philosophy of Education Chapter 25

25. Psychology History john dewey was born in Burlington, Vermont on October 20, 1859. His father was Archibald Sprague These facts were taken from the book Young john dewey. http://www.muskingum.edu/~psych/psycweb/history/dewey.htm

John Dewey Compiled by Peggy Hickman (May 2000) Biography Theory Time Line References The Metaphysical Assumptions of Materialism . He sent this paper to the editor of the Journal of Speculative Philosophy and returned to Burlington, Vermont and to teach at a high school near his home. He also studied a year privately with his former instructor Henry A.P. Torrey. While in Burlington his paper was published. In September 1882 Dewey enrolled at the Johns Hopkins University. He applied for a fellowship, but did not get accepted and had to borrow five hundred dollars from his aunt to pay his tuition. At the university he studied under George Sylvester Morris, who taught philosophy, and Granville Stanley Hall, who taught psychology. During his last year there, he published his fifth paper, The New Psychology . He received doctorate shortly after he delivered his paper in 1884 and took a position at the University of Michigan. There he taught psychology classes. Between teaching classes he wrote Applied Psychology in 1886. This book was to be used as a school textbook. These facts were taken from the book Young John Dewey. During this same year he married his first wife Alice Chipman shown with son Gordon in 1902.

26. Dewey, John Glossary of Religion and Philosophy Short Biography of john dewey. http://atheism.about.com/library/glossary/general/bldef_deweyjohn.htm

zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') You are here: About Agnosticism / Atheism Agnosticism / Atheism Atheism ... Help John Dewey Back to Last Page Glossary Index Related Terms humanism pragmatism Name: John Dewey Dates: Born: October 20, 1859, in Burlington, Vermont Died: June 1, 1952 Doctorate from John Hopkins University: 1884 Biography: John Dewey was an American philosopher, psychologist and educator who promoted the philosophies of both pragmatism and humanism. Although he started out as a liberal Protestant, after he moved to the University of Chicago in 1894 he abandoned his attempts to reconcile Christianity with modern society and modern values. Instead, he argued that true religion in the modern sense was best expressed through modern institutions like democracy, art, and the pursuit of scientific knowledge. Select Quotes It (modern philosophy) certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated. [source unknown] Intellectually, religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it. [source unknown]

27. John Dewey Encyclopedia of Philosophy of Education article by Jim Garrison. 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).

28. EpistemeLinks: Website Results For Philosopher John Dewey General website search results for john dewey including brief biographies, link resources, and more. Provided by EpistemeLinks. http://www.epistemelinks.com/Main/Philosophers.aspx?PhilCode=Dewe

29. Quoteland :: Quotations By Author john dewey, Democracy and Education An Introduction to the Philosophy of Education, -john dewey, The Influence of Darwinism on Philosophy, 1909 http://www.quoteland.com/author.asp?AUTHOR_ID=608

30. John Dewey Boisvert (1998) john dewey Rethinking Our Time (review by James Garrison); Giarelli (1997) On Reading the New Scholarship on john dewey http://carbon.cudenver.edu/~mryder/itc_data/dewey.html

Martin Ryder University of Colorado at Denver School of Education John Dewey Dewey Profiles Dewey profile (Mark Smith) Dewey profile (Richard Field, Internet Encyclopedia of Philosophy) Dewey profile (Pragmatism Cybrary) Dewey profile (Don Clark) Dewey profile (David Maier) Dewey profile (Garth Kemerling) Dewey profile (Sebastian Foti) John Dewey (ErraticImpact.com) Resources John Dewey Society (Univ of Chicago) Web Companion to Pragmatism (John Shook) John Dewey Discussion List John Dewey Links (Univ of Dayton) Dewey Links (Paul Roebuck) JohnDewey.org (David Hildebrand) The Project Method (Martin Ryder) Works by Dewey The New Psychology (1884) (Christopher Green) The Ego as Cause (1894) (Christopher Green) The Reflex Arc Concept in Psychology (1896) (Christopher Green) Democracy and Education (1916) (Institute for Learning Technologies) mirror (Univ of Virginia) The Question of Certainty (1929) (Courtesy, Virginia Tech) Works about Dewey Berding (1999) John Dewey's participatory philosophy of education: Education, experience and curriculum. Boisvert John Dewey: Rethinking Our Time (review by James Garrison) Giarelli (1997) On Reading the New Scholarship on John Dewey Palermo (1992) Dewey on the Pedagogy of Occupations: The social construction of the hyper-real Saito (1996) Dewey's Idea of Sympathy and the Development of the Ethical Self: A Japanese Perspective Vanderstraeten and Biesta (1996) Constructivism, Educational Research, and John Dewey

31. Who Was John Dewey? Inquirybased education has its basis in the revolutionary educational theories of john dewey (1859-1952), who spearheaded educational reform during the http://inquiry.uiuc.edu/inquiry/johndewey.php3

HOME Inquiry Inquiry Units Inquiry Action ... About Us Who was John Dewey? Inquiry-based education has its basis in the revolutionary educational theories of John Dewey (1859-1952), who spearheaded educational reform during the first half of the 20th century. Dewey was a founder of the philosophical school of pragmatism and was responsible for shaping the progressive education movement. His theoretical approach grew from education and psychology, and his classic works include Democracy and Education The School and Society , and The Child and the Curriculum . For other articles and texts, see the Center for Dewey Studies at Southern Illinois University. Questions or comments? Contact us 1998-2007, Inquiry Page Version 1.35 var site='s10inquirypage'

32. Essays On The Philosophy Of John Dewey By Ziniewicz The Practical Idealism of john dewey. by Gordon L. Ziniewicz. Stars. Email inquiries and comments to Gordon Ziniewicz, tzaka@fred.net http://www.fred.net/tzaka/democ.html

DEMOCRACY AND IMAGINATION Essays on the Philosophy of John Dewey by Gordon L. Ziniewicz Experience, Education, and Democracy (NEW) Experience and Nature: Individuality and Association Summary of Dewey's "The Eclipse of the Public" The Moral Situation in the Philosophy of John Dewey Glossary of the Components of the Moral Situation ... The Practical Idealism of John Dewey by Gordon L. Ziniewicz Email inquiries and comments to Gordon Ziniewicz, tzaka@fred.net These Pages created by Gordon L. Ziniewicz This page last updated 11/01/2001

33. John Dewey -- Philosophy Books And Online Resources john dewey at Erratic Impact s Philosophy Research Base. Resources include annotated links to john dewey websites, new and used books, commentaries, http://www.erraticimpact.com/~american/html/dewey.htm

American Index New Book Search Classic American Contemporary ... Transcendentalism John Dewey Frederick Douglass Ralph Waldo Emerson William James George H. Mead ... The Democracy of the Dead: Dewey, Confucius, and the Hope for Democracy in China by David L. Hall, Roger T. Ames Dewey on Democracy by William R. Caspary Dewey Reconfigured : Essays on Deweyan Pragmatism by Casey Haskins John Dewey Texts: John Dewey Texts: American Pragmatism Used Books: John Dewey Know of a Resource? ... Dewey Bibliography From the Dialogue On Dewey's Philosophy of Logic course website. This bibliography is divided into three different sections: Primary Sources Secondary Sources Dewey Books Some Notes on John Dewey By Craig A. Cunningham This website includes the following sections: Biography Influences Evolution of Ideas Educational Ideas Impact John Dewey Discussion Group on the Internet DEWEY-L is an electronic forum devoted to the interpretation and extension of John Dewey's philosophy. The list is open to anyone with an interest in any facet of Dewey's philosophy. Members of the forum are expected to strive for the spirit of cooperative inquiry. The broad aims of the list are to explore the merits of Dewey's philosophy, including its relations to other relevant developments in philosophy as well as other areas of inquiry which relate to the spirit of Dewey's work. New members are encouraged to introduce themselves, perhaps including a brief statement of the relevance of Dewey to their work or interests. Occasionally, list members participate in "seminars" or "close readings" of texts on or by Dewey. Posts regarding such discussions ought to have "seminar" in their subject heading.

34. John Dewey And The F.M. Alexander Technique Web Site Comprehensive information on the renowned philosopher, educator, psychologist john dewey and his longterm study of the Alexander Technique. http://www.alexandercenter.com/jd/

The Alexander Technique Center John Dewey and the F.M. Alexander Technique John Dewey Table of Contents General Information on John Dewey and the F.M. Alexander Technique Learning the Alexander Technique List of Writings with Descriptions about John Dewey and the Alexander Technique Literature Resources ... by Eric David McCormack John Dewey and the F. M. Alexander Technique is an Encyclopedia Britannica recommended web site. Back to The Insiders' Guide to the Alexander Technique John Dewey and the Alexander Technique The Insiders' Guide to the Alexander Technique Web Site maintained by Marian Goldberg Alexander Technique Center of Washington, D.C. e-mail: info@alexandercenter.com

35. John Dewey And F. Matthias Alexander Homepage Information and links claiming an influence of the Alexander Technique on john dewey. http://www.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.)

36. Learning_Theories john dewey the Alexander Technique It the F.M. Alexander Technique bears the same relation to education that education itself bears to all other http://www.emtech.net/learning_theories.htm

Learning Theories Miscellaneous Sites Contiguity Theory Gestalt Theory Skinner ... ACT Research Home Page - The ACT group is led by John Anderson at Carnegie Mellon University and is concerned with the ACT theory and architecture of cognition. The goal of this research is to understand how people acquire and organize knowledge and produce intelligent behavior. The ACT-R unified theory of cognition attempts to develop a cognitive architecture that can perform in detail a full range of cognitive tasks. The architecture takes the form of a computer simulation which is capable of performing and learning from the same tasks worked on by human subjects in our laboratories. Adult Learning: An Overview - Stephen Brookfield Albert Bandura — Dr. C. George Boeree, at Shippensburg University, provides a short biography of Albert Bandura, describes some of the early research in social learning, defines many of the key terms and concepts. Animal Training at Sea World — How Sea World trainers apply operant conditioning principles to train performing animals. Primary and conditioned reinforcers, shaping, and observational learning are among the principles that are discussed. B. F. Skinner's Operant Conditioning

37. John Dewey Quotes - The Quotations Page john dewey; The self is not something readymade, but something in continuous john dewey; We can have facts without thinking but we cannot have thinking http://www.quotationspage.com/quotes/John_Dewey/

Quotation Search by keyword or author: Home Weblog Quotes of the Day Motivational ... Read books online at our other site: The Literature Page Quotations by Author John Dewey (1859 - 1952) [more author details] Showing quotations 1 to 4 of 4 total Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid. John Dewey The self is not something ready-made, but something in continuous formation through choice of action. John Dewey - More quotations on: [ Decisions There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction. John Dewey We can have facts without thinking but we cannot have thinking without facts. John Dewey - More quotations on: [ Facts 6 Quotations in other collections Search for John Dewey at Amazon.com Showing quotations 1 to 4 of 4 total Previous Author: Burnadette Devlin Next Author: The Dhammapada Return to Author List Browse our complete list of 3141 authors by last name: A B C D ... Z (c) 1994-2007 QuotationsPage.com and

38. UC Davis Geology: Faculty john dewey Ph.D., University of London (1960) Distinguished Professor Emeritus; Member of the National Academy of Sciences http://www.geology.ucdavis.edu/www/faculty/dewey.html

John Dewey Ph.D., University of London (1960) Distinguished Professor Emeritus; Member of the National Academy of Sciences Basic interests and knowledge are in structural geology and tectonics from the small-scale materials science of deformed rocks to the large-scale origin of topography and structures. Ongoing field-based research is on the rock fabrics and structures of transpression and transtension especially in California, New Zealand, Norway, Ireland and Newfoundland. Evolving interests are in the neotectonics of California and Nevada in the relationship among faulting,topography, and sediment provenance, yield and distribution. Derivative interests are in the geohazard of volcanoes, earthquakes and landslides. dewey@geology.ucdavis.edu Faculty main page Interviews Research Areas ... webmaster@geology.ucdavis.edu

39. 20th WCP: Constructivism, Educational Research, And John Dewey Next, the epistemological approach of john dewey will be discussed, which takes as its starting point the relation of knowledge to action. http://www.bu.edu/wcp/Papers/Amer/AmerVand.htm

American Philosophy Constructivism, Educational Research, and John Dewey Raf Vanderstraeten and Gert Biesta Utrecht University R.Vanderstraeten@FSW.RUU.NL and G.Biesta@FSW.RUU.NL ABSTRACT: Constructivism in education six different "core paradigms", viz "social constructivism, radical constructivism, social constructionism, information-processing constructivism, cybernetic systems, and sociocultural approaches to mediated action" (1995, p.xiii). All of these so-called paradigms reject traditional epistemological claims about knowledge as an objective representation of ‘reality’. Their arguments are, however, only rarely directed against inherited traditional conceptions. Rather, it are the newly formulated alternatives which serve as points of reference. Constructivist ‘paradigms’ are most of all elaborated in debate with fellow-alternatives. new epistemology? What is its position vis-à-vis the scientific and philosophical tradition? To point out the relevance and the consequences of a constructivist theory of knowledge, one should first of all clarify its basic intuition. In our view, the hard core of constructivism concerns the reconcilability of, on the one hand

40. The John Dewey Academy: Home This site covers The john dewey Academy, an unusual college preparatory therapeutic boarding school for smart but selfdestructive adolescents. http://www.jda.org/

The John Dewey Academy Home Home Philosophy Student Profile Admissions Process Academics ... Contact Us Housed in historic Searles Castle in Great Barrington, Massachusetts, the John Dewey Academy is a coeducational college preparatory boarding school with a strong therapeutic component. Our mission is to provide intensive, individualized instruction and therapy to alienated, angry, self-destructive, but bright adolescents. This approach inspires students to use, rather than to continue to abuse, their talents. This vision is admittedly an ambitious one: we aim to restore hope, to rebuild families, and to transform students' lives. Founded in 1985 by Dr. Thomas E. Bratter, The John Dewey Academy is accredited by the New England Association of Schools and Colleges. Our most recent re-accreditation took place in 2003.

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