41. Index For more information about the john dewey Project on Progressive Education email us. Site last updated 5/13/03. http://www.uvm.edu/~dewey/

Mission Staff Advisory Board Progressive Education Welcome to the John Dewey Project on Progressive Education College of Education and Social Services UVM Index Research Publications Conferences Links ... Collections What's New? New Publications Academic Learning Integrated with Volunteer Experience Vital Results through Service-Learning Linking Students and Community in Vermont Schools Democratic Education Media Fund New Initiative Facilitating Reflection: A Manual for Leaders and Educators Reflection Manual in Acrobat Reader Upcoming Events To Be Announced Progressive Perspectives Rethinking "Academic" Achievement: Is This What We Really Want For Our Children? Research ... Collections For more information about the John Dewey Project on Progressive Education email us. Site last updated 5/13/03

42. John Dewey Discussion List john dewey Discussion List, hosted at the University of South Carolina. http://people.cas.sc.edu/burket/dewey-l.html

JOHN DEWEY DISCUSSION LIST DEWEY-L is an international 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. The broad aims of the list are to explore the merits of Dewey's philosophy, including its relations to any and all developments in philosophy and in other areas of inquiry which relate to the spirit of Dewey's work. TECHNICAL INFORMATION DOs AND DON'Ts LIST MANAGER TOP ... DEWEY-L ARCHIVES TECHNICAL INFORMATION You may participate in Dewey-L discussions [ ] using the Dewey-L web site and/or [ ] using email. [1] The web interface for the Dewey-L forum includes facilities for joining or leaving the list, and for reading and posting messages. To use many if not any of the web-based facilities, you will need to establish a server password. When prompted to login with a password, read the brief instructions on that page and follow the "get a new LISTSERV password" link. un check the "Mail delivery disabled temporarily" check-box.

43. John Dewey Vs. The Alexander Technique john dewey s philosophy is incompatible with the Alexander Technique. http://www.geocities.com/agarap/dewey/

To get rid of advertisement, click: dewey.area501.net The Unknown Dewey John Dewey vs. the Alexander Technique The Alexander Technique is a method of carriage awareness and improvement carriage in the sense of how you carry yourself, grace, lightness, ease of movement. It’s usually taught privately, the teacher certified by a professional society such as AmSAT, ATI, and STAT after undergoing three years of training. It was discovered and developed by F. Matthias Alexander (1869-1955), and today is widely known among musicians, dancers, and actors. Everyone, though, can benefit from the Alexander Technique. (For more about it, see STAT The American philosopher John Dewey (1859-1952) recommended the Alexander Technique, and today teachers frequently use his endorsement in their advertisements. Further, Dewey claimed the Alexander Technique illustrated his own philosophy, and some teachers repeat that claim in their descriptions of the Technique. A Google search for “Alexander Technique” shows how often Dewey’s endorsement gets used in Alexander Technique literature. Of the first ten websites it lists, eight of them feature Dewey’s endorsement or furnish a link to a site that does. The question is: Is Dewey’s endorsement valuable?

44. AMERICAN PHILOSOPHY: American Pragmatism - 2 john dewey (picture), a philosopher, educator, and psychologist, . Among recent American thinkers few command greater respect than john dewey. http://www.radicalacademy.com/amphilosophy7a.htm

Adventures in Philosophy AMERICAN PHILOSOPHY Select a Category... Ancient Philosophy Medieval Philosophy Modern Philosophy Recent Philosophy American Philosophy Islamic Philosophy Jewish Philosophy Political Philosophy Eastern Philosophy American Philosophy Index Academy Resources Glossary of Philosophical Terms Timeline of Philosophy A Timeline of American Philosophy Diagram: ... Books about Religion in The Radical Academy Bookstore Shop Amazon Stores in the Radical Academy Bookstore Magazine Outlet Music Store Classical Music Store ... Beauty Store Academy Showcase Specials Select: John Dewey AMERICAN PRAGMATISM - 2 John Dewey John Dewey ( picture Overview Dewey graduated from the University of Vermont in 1879 and received his Ph.D. from Johns Hopkins University in 1884. One of his teachers was G. Stanley Hall, a founder of experimental psychology; another was Charles S. Peirce. Dewey, however, was particularly disposed to German philosophic thought, especially the unifying, organic character of the idealism of Hegel, in contrast to British empiricism. Dewey first taught philosophy at the University of Michigan (1884-88), and then at the University of Minnesota (1888), and subsequently returned to Michigan (1889-94). In 1894 he became chairman of the department of philosophy, psychology, and pedagogy at the University of Chicago. His influential classic

45. Educational Theory Of John Dewey dewey s theory of education analyzed into eight factors. http://www.newfoundations.com/GALLERY/Dewey.html

The Educational Theory of John Dewey (1859 - 1952). Analyst: N. I. Emand Analyst: Sarah Fraser (DE2) RETURN Theory of Value : What knowledge and skills are worthwhile learning? What are the goals of education? D.E: The term "value" has two quite different meanings. On the one hand, it denotes the attitude of prizing a thing, finding it worth while, for its own sake, or intrinsically This is a name for a full or complete experience. To value in this sense is to appreciate. But to value also means a distinctly intellectual act-an operation of comparing and judging to evaluate. This occurs when direct full experience is lacking, and the question arises which of the various possibilities of a situation is to be preferred in order to reach a full realization, or vital experience. 291-292 P.M: Values that are "extrinsic" or instrumental may be rationally estimated. For they are only means; are not ends in any genuine sense. As means their efficacy may be determined by methods that will stand scientific inspection. But the "ends" they serve (ends which are truly ends) are just matters of what groups, classes, sects, races, or whatever, happen irrationally to like or dislike. 9 Q.C: Of the many consequences that result, the state of education is perhaps the most significant. As the means of the general institution of intelligent action, it holds the key to orderly social reconstruction. 252

46. SCHOOL: The Story Of American Public Education john dewey A formidable intellect supplemented by service to social and democratic causes provided the impetus to john dewey’s profound impact on education http://www.pbs.org/kcet/publicschool/innovators/dewey.html

var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www."); document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E")); John Dewey Other Innovators Horace Mann John Joseph Hughes Catherine Beecher Booker T. Washington John Dewey Ellwood Cubberley Albert Shanker Linda Brown Thompson Deborah Meier ... Get Involved

47. The Chicago School john dewey founded the Chicago School of Pragmatism during his ten years at the University of Chicago, from 1894 to 1904. The original group included his http://www.pragmatism.org/genealogy/chicago.htm

The Chicago School of Pragmatism Pragmatism Cybrary John Dewey founded the Chicago School of Pragmatism during his ten years at the University of Chicago , from 1894 to 1904. The original group included his philosophy colleagues: George H. Mead James H. Tufts James R. Angell Edward Scribner Ames (Ph.D. Chicago 1895), and Addison W. Moore (Ph.D. Chicago 1898). Jane Addams , the Founder of Hull House in Chicago, was a social activist and writer associated with this group. Among the many graduates of Chicago who were influenced by pragmatism during Dewey's time there, several were pragmatists in their own right: Simon F. MacLennan (Ph.D. Chicago 1896, professor at Oberlin College), Ernest Carroll Moore (Ph.D. Chicago 1898, professor at University of California, Berkeley) Arthur K. Rogers (Ph.D. Chicago 1899, professor at Yale University), Ella Flagg Young (Ph.D. Chicago 1900, professor of pedagogy, University of Chicago), H. Heath Bawden (Ph.D Chicago 1900, professor at Vassar College and University of Cincinnati), Henry W. Stuart (Ph.D. Chicago 1900, professor at Stanford University), Irving E. Miller (Ph.D. Chicago 1904, Professor of Psychology and Pedagogy, State Normal School of Wisconsin), Irving King (Ph.D. Chicago 1905, professor of religion, State University of Iowa), and William K. Wright (Ph.D. Chicago 1906, professor at Dartmouth University). More philosophy dissertations here Chicago Philosophy Club, 1896

48. John Dewey H.S. Photography Site This site is intended to serve as a resource for our students who are currently studying photography at john dewey High School. In addition, it will also http://www.jdhsphoto.com/

Photo by: Olga Dekalo Home Announcements Gallery Awards ... John Dewey High School 50 Ave X Brooklyn, NY 11223 Michael Solo Teacher of the Photography Program

49. 25: Phooey On John Dewey--The Dewey Deception Essay explains why john dewey s influence, despite his intelligence, has been so negative. He crusaded against academic content, especially in the early http://www.improve-education.org/id42.html

home About / News / Contact 1: English and Education 2: In Praise Of Stark Lucidity ... INDEX/ SITE SEARCH /GOODIES 25: Phooey on John Dewey I believe that the subject-matter of the school curriculum should mark a gradual differentiation out of the primitive unconscious unity of social life. I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life. I believe that when society once recognizes the possibilities in this direction, and the obligations which these possibilities impose, it is impossible to conceive of the resources of time, attention, and money which will be put at the disposal of the educator.... The Second Half Two pieces of bad news emerged from all this. Mainstream Philosophy became sterile, divorced from ordinary life, boring, irrelevant. Second chunk of bad news: the mush-and-gush tendencies that Philosophy dropped like a plate of rotten eggs were now picked up by Education. I believe, therefore, in the so-called expressive or constructive activities as the center of correlation.

50. John Dewey Quote - Quotation From John Dewey - Education Quote - Wisdom Quotes - john dewey quotation - part of a larger collection of Wisdom Quotes to challenge and inspire. http://www.wisdomquotes.com/001896.html

Wisdom Quotes Quotations to inspire and challenge Main John Dewey 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. My Pedagogic Creed, 1897 This quote is found in the following categories: Education Quotes Return to Main for a list of all categories Web www.wisdomquotes.com Please feel free to borrow a few quotations as you need them (that's what I did!). But please respect the creative work of compiling these quotations, and do not take larger sections. Main page privacy

51. John Dewey, Father Of Modern Education john dewey, Father of Modern Education, change, public schools, American social engineering, NEA, teachers, union, http://www.christianparents.com/jdewey.htm

THE FATHER OF MODERN EDUCATION see also page 2 on John Dewey John Dewey is recognized as the Father of modern education. The N.E.A. gave him high recognition for his works. Much of his changes to schools was made possible by the theory of evolution being so strongly accepted after the writings of Charles Darwin. John Dewey wrote a theory of education and democracy that was based on evolution. The education theories of Dewey would not have been so acceptable to people had it not been for the previous acceptance of Darwin's Theory of Evolution.That theory was widely received around the world. Evolution praises change and declares the highest good is a positive change. Darwin's theory helped strengthen the ideas of relativism and positivism which had been around for ages but were reinforced by John Dewey. John Dewey developed ideas of evolutionary democracy and evolutionary education and evolutionary law. Those ideas had as their foundation the premise that nothing is constant. He said the only constant good is change for the good, ie positivism. He did not measure things from any absolute standards, but from a relative perception based on human desire. Relativism denies absolutes. God is absolute. The word of God teaches absolutes. Evolution flies in the face of God's word.

52. Craig A. Cunningham's Web Site john dewey was an American philosopher and educator who, with Charles Peirce and These quotations from john dewey s work are from the critical edition, http://cuip.uchicago.edu/~cac/dewey.htm

Some Favorite Quotations from the works of John Dewey (1859-1952) Craig A. Cunningham, Ph.D. Home Professional Info Course Materials Publications and Papers ... Quotes from John Dewey John Dewey was an American philosopher and educator who, with Charles Peirce and William James, was a founder of the school of philosophy known as "pragmatism." Dewey had a long a distinguished career as a teacher, school reformer, labor activist, political commentator, and "public intellectual" who was not afraid to deal, in his philosophical writings, with actual social issues. Dewey began his career as a Hegelian idealist, but gradually move away from idealism and adopted an "experimentalism" which stressed the continuity of human thought and natural conditions, and which emphasized the ways in which human intelligence may be applied, through inquiry, to the solution of real problems. Dewey published over 100 books during his lifetime, dealing with such topics as education, ethics, logic, metaphysics, aesthetics, religious experience, war, politics, economics, and valuation. (Several of his booksare available on-line.) He was often scorned by other philosophers, who deemed his philosophy too much concerned with practice and not enough concerned with theory or with traditional philosophical issues such as epistemology (or "how can we know"), ontology ("what is real"), or traditional logic ("what is truth"). Indeed, Dewey was quite explicit in his claim that "Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men." ("The Need for a Recovery in Philosophy," 1917; MW 10:42)

53. Lab School Photo Archive He believed, together with University of Chicago President William Rainey Harper, that schooling was unnecessarily long. Archive photo 001, john dewey http://ucls.uchicago.edu/photo_album/1890s/dewey.html

L a b S c h o o l P h o t o A r c h i v e John Dewey as a young man John Dewey came to Chicago in 1894 with his wife, Alice Dewey , to start a school in order to test his theories of learning. He believed that learning was active and that children came to school to do things; that learning arithmetic would come from learning proportions in cooking or figuring out how long it would take to get from one place to another by mule. History, how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects. Dewey's gift was for suggesting activities that captured the center of what his classes were studying. He believed, together with University of Chicago President William Rainey Harper, that schooling was unnecessarily long. Archive: photo #001 John Dewey - 1890's - exact year unknown. Click on the photo for a larger size. John Dewey 1890's - exact year unknown.

54. "Organic Democracy: The Political Philosophy Of John Dewey" By Scott London john dewey has been described as a philosopher who combined the stubborn perseverance of a New England farmer with the zeal of a reckless liberal. http://www.scottlondon.com/reports/dewey.html

By Scott London John Dewey has been described as "a philosopher who combined the stubborn perseverance of a New England farmer with the zeal of a reckless liberal." He was a progressive and far-sighted thinker with a distinctly American sensibility, one who espoused the virtues of pragmatism and experience over absolute and metaphysical truths and who advanced a social and political philosophy perhaps more thoroughly democratic than any that has been formulated before or since. Today, some fifty years after his death, John Dewey remains if not America’s premier political philosopher, then at least its greatest spokesman for civil society, community values, grass-roots liberalism, and some would argue even democracy itself. John Dewey was born in 1859 in Burlington, Vermont. After completing his undergraduate studies at the University of Vermont, followed by a brief stint as a high school teacher, he earned his Ph.D. from John Hopkins University. He went on to teach at the University of Michigan for about ten years, the University of Chicago for another ten, and finally Columbia University where he chaired the philosophy department for over twenty years. After his retirement in 1930, he remained active and continued to write many articles and books not only on philosophy and logic but also on art, education, science, and social and political reform. Among his many books are Democracy and Education Reconstruction in Philosophy The Public and Its Problems , and Freedom and Culture

55. Intellectual Legacy Of John Dewey By David K. Cohen john dewey Professor of Education Jo hn dewey was America s most distinctive philosopher. Though he was a modest and unassuming man, http://www.umich.edu/~newsinfo/MT/97/Sum97/mta1aj97.html

Summer 1997 T HE I NTELLECTUAL L EGACY OF J OHN D EWEY By David K. Cohen John Dewey Professor of Education hn Dewey was America's most distinctive philosopher. Though he was a modest and unassuming man, his philosophical program ranged over the entire agenda of philosophical specialties, from the philosophy of science to the theory of knowledge, aesthetics, metaphysics, education and beyond. No other philosopher in the United States has contributed so much to so many fields of philosophical inquiry. Moreover, his contributions were extraordinary; in each of these fields of inquiry he sought to fundamentally reorient philosophical work. In the theory of knowledge, for example, he elaborated a conception of truth that turned on the uses of what we know, and in aesthetics he sought to turn inquiry away from abstract theory and judgment toward a socially grounded consideration of art. Though a technically proficient philosopher, Dewey attacked the intellectual issues that joined philosophy to the great questions of everyday life. Dewey was a college professor, but he was a public intellectual. Unlike many of his academic colleagues then or now, he worked prodigiously hard to make his ideas count for America and ordinary Americans. In addition to writing about issues that did count, he was active in the social and political causes that he thought important-including everything from opposing tests and vocational schools that would track workers' children away from brighter futures to a third-party presidential campaign in the 1930s-and worked hard for civil liberties and civil rights. He fiercely opposed Communist and other totalitarian regimes, and spoke out strongly against them at a time when such independence was quite unfashionable.

56. The Writings Of Joseph John (JJ) Dewey Featuring text and podcast content from the writings of novelist and spiritual teacher JJ dewey synthesizer of inspired wisdom from East and West. http://www.jjwritings.com/

What's New? About Study Guides JJ's Writings Articles Essays Treatises Books ... Meditations Projects Project Peace and Goodwill Principles of Unification ... In Memoriam Content Overview JJ's Writings The content here at "JJ Writings.Com" is based upon the writings of novelist and spiritual teacher Joseph John (JJ) Dewey, and the presentation of this content will generally be organized into the categories as follows: Articles Essays Treatises Books Meditations First time visitors may find the information on both the About page and the What's New? page helpful. Articles For the purposes of this website, an "article" is defined as one or more documents having different or similar titles, and written on the same, similar or related theme. Articles are selected on the basis of popularity, currency, and an attempt to provide information that would be of a relevant interest to the general reading public. The presentation of the articles is not based on any particular chronological order; however, when possible and as practicable, you will find articles of a similar topic grouped together under a single subjective heading. All articles in this section were written by JJ Dewey.

57. NPR Music: John C. Reilly Sings Dewey Cox john C. Reilly Sings dewey Cox. By David Dye Listen Now. 20 min 38 sec add to playlist. Reilly (300). Gemma Lamana. Jenna Fischer and john C. Reilly in http://www.npr.org/templates/story/story.php?storyId=17955421

58. John Dewey Quotes Collection of quotations for the category john dewey Quotes. http://quotations.about.com/od/stillmorefamouspeople/a/JohnDewey1.htm

zGCID=" test0" zGCID=" test0 test4" zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') You are here: About Education Quotations Quotations ... Submit to Digg Quotes By Seneca Sir Edmund Hillary Socrates More Quotes By Sophocles St. Augustine Stephen Covey Still More Quotes By Swedish Proverb T. S. Eliot The Dalai Lama Most Popular Famous Life Quotes Cute Love Quotes Happy Birthday Quote Famous Funny Movie Quotes ... Lost Love Quotes John Dewey Quotes From Simran Khurana Your Guide to Quotations FREE Newsletter. Sign Up Now! Ambition: John Dewey Quotes Arriving at one goal is the starting point to another. Creativity: John Dewey Quotes Every great advance in science has issued from a new audacity of imagination. Teacher: John Dewey Quotes Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. Change: John Dewey Quotes The good man is the man who, no matter how morally unworthy he has been, is moving to become better. Overcoming Failure: John Dewey Quotes The person who really thinks learns quite as much from his failures as from his successes.

59. Journey, Map, Or Territory? (some Observations By John Dewey) « Tony’s Cu The complexities are elaborated in a longer passage that he had published earlier, in his 1902 work, The Child and the Curriculum (dewey, john, 18591952. http://curricublog.org/2006/09/05/dewey_on_journey-map-territory/

What is curriculum? — Some Observations by Maxine Greene Book-TV notification Journey, Map, or Territory? (some observations by John Dewey) Informed by the meaning of the Latin root currere , we understand “curriculum” as the course of human experience in which the formation of human being takes place (in which human being(s) “take(s) form,” that is, not only as individuals, but also in the formation of human institutions, practices, cultures, and societies). But the word “curriculum” is often used in general public discourse as referring to official plans and printed documents, which lay out the scope and sequence of what students in schools are supposed to learn. Such a notion of curriculum is common not only in the general public, but even among professionals in education; so that even in our doctoral courses in Curriculum Studies, we often need to begin by disabusing our education grad students of such incapacious ways of thinking about curriculum. I have found it effective to begin with the problem of someone confusing the map for the territory (Korzybski, Bateson), and Bateson’s extension of this to somebody mistaking the menu for the meal (which conjures images of somebody walking into a restaurant and chomping on the menu). This helps people move from their idea of “curriculum” as State or National Guidelines, District or Building-Level documents, or even classroom lesson plans (which would be like the maps or menus) to an idea of the curriculum as being, instead, the meal to be consumed, or the territory to be covered (e.g., the math, the history, the biology, the literature, etc.).

60. InteLex Past Masters - John Dewey: Correspondence “The publication of john dewey s correspondence is a landmark event for American philosophy. Reading a long stretch of letters in their chronological order http://www.nlx.com/titles/titldewc.htm

SEARCH TESTIMONIALS EXCHANGE FEEDBACK ... find related titles The Correspondence of John Dewey The publication of John Dewey's correspondence is a landmark event for American philosophy. Reading a long stretch of letters in their chronological order is addictive and enlightening! For the researcher with a deadline, Intelex's Folio VIEWS search engine is intuitively simple yet powerful enough to quickly locate relevant terms and passages, using phrase, proximity, and Boolean search methods. This treasure of many thousands of letters, including hundreds from Dewey's friends, colleagues, and acquaintances, are an essential resource for studying an important era in America's intellectual life. From the arcane to the profound and even the humorous these letters provide a rare opportunity to gain insights into Dewey's life and thought, his contributions to his profession and the many political causes he championed, and his central role in democracy's progress" Prof. John Shook Department of Philosophy Oklahoma State University "

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