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Dewey John: more books (100)

Liberalism and Social Action (Great Books in Philosophy) by John Dewey, 1999-11
Democracy and Education: Complete and Unabridged by John Dewey, 2009-12-17
John Dewey (S U N Y Series in Philosophy of Education) by Raymond D. Boisvert, 2007-08-28
The Middle Works of John Dewey, Volume 12, 1899 - 1924: 1920, Reconstruction in Philosophy and Essays (Middle Works of John Dewey, 1899-1924, Vol 12) by John Dewey, 1988-01-11
Experience and Nature by John Dewey, 2010-05-23
John Dewey, On Education: Selected Writings by John Dewey, 1974-12-15
John Dewey by Steven Rockefeller, 1991-10-15
The Later Works of John Dewey, Volume 10, 1925 - 1953: 1934, Art as Experience (The Collected Works of John Dewey, 1882-1953) by John Dewey, 2008-04-28
Understanding John Dewey: Nature and Cooperative Intelligence (International Studies in Philosophy) by James Campbell, 1995-03-19
Philosophy Psychology & Social Practice by John Dewey, 1963-01-01
The Cambridge Companion to Dewey (Cambridge Companions to Philosophy) by Molly Cochran, 2010-09-06
Dewey on Education (Classics in Education Series) by John Dewey, 1959-06-01
John Dewey, Confucius, and Global Philosophy (S U N Y Series in Chinese Philosophy and Culture) by Joseph Grange, 2004-09
The Later Works of John Dewey, Volume 13, 1925 - 1953: 1938-1939, Experience and Education, Freedom and Culture, Theory of Valuation, and Essays (The Collected Works of John Dewey, 1882-1953) by John Dewey, 2008-04-28

lists with details

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

Extractions: JohnDeweySociety.Org JDS Home Page Contact Information Becoming a Member ... Links "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: 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/

Extractions: Introduction by Tom Burke University of Illinois Press (2001) ISBN 0-252-06954-4 by Thomas M. Alexander State University of New York Press (July 1987) ISBN 0887064264 by Larry A. Hickman Indiana University Press (August 1992) ISBN: 0253207630 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.
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/

Extractions: Please Read How You Can Help Keep the Encyclopedia Free 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. 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.
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

Extractions: 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
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

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

Extractions: 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]
John Dewey
Encyclopedia of Philosophy of Education article by Jim Garrison.
http://www.vusst.hr/ENCYCLOPAEDIA/john_dewey.htm

Extractions: 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).
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
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
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

Extractions: School of Education 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
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

Extractions: About Us 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
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

Extractions: 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 ...
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

Extractions: 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.
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/
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/

Extractions: 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.)
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

Extractions: 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
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/
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

Extractions: 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
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

Extractions: 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
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/

Extractions: 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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