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Dewey John:     more books (100)

The Political Writings by John Dewey, Debra Morris, et all 1993-10 Pragmatism and Political Theory: From Dewey to Rorty by Matthew Festenstein, 1997-12-22 Individualism Old and New (Great Books in Philosophy) by John Dewey, 1999-05 John Dewey & Decline Of American Education: How Patron Saint Of Schools Has Corrupted Teaching & Learning by Henry T. Edmondson III, 2006-01-01 John Dewey's Pragmatic Technology (Indiana Series in the Philosophy of Technology) by Larry A. Hickman, 1992-08-01 The Early Works of John Dewey, Volume 1, 1882 - 1898: Early Essays and Leibniz's New Essays, 1882-1888 (John Dewey, the Early Works 1882-1898 Volume 1) by John Dewey, 1969-03-20 Human nature and conduct; an introduction to social psychology by John Dewey, 2010-09-09 William James and John Dewey by Gordon Haddon Clark, 2000-07 John Dewey: The Essential Writings (The Essential Writings of the Great Philosophers) by John Dewey, David Sidorsky, 1977-06 John Dewey And The High Tide Of American Liberalism by Ryan Alan, 1997-02-17 Dewey: A Beginner's Guide (Beginner's Guides (Oneworld)) by David Hildebrand, 2008-07-25 JOHN DEWEY: An Intellectual Portrait by Sidney Hook, 2008-12-01 John Dewey's Reconstruction in Philosophy by Forrest H. Peterson, 1987-01 The Child and the Curriculum: -1902 by John Dewey, 2009-07-24

lists with details

61. UM SOE: Thought And Action: John Dewey - Philosophy Instructor
    john dewey arrived in Ann Arbor during the fall of 1884 as a twentyfour year-old philosophy instructor deeply rooted in philosophical idealism.  
    http://www.soe.umich.edu/dewey/philosophyinstructor/index.html
    
    Extractions: Skip to content Search: Home About Us History Quick Links Thought and Action: John Dewey at the University of Michigan In 1891, in the midst of Dewey's tenure at Michigan, Angell offered a retrospective of his twenty years as president. Enrollment had grown to 2,420 students, more than double the number when his presidency began. For a brief period that enrollment made Michigan the largest university in the nation. Four hundred and forty-five of the students were women, and slightly over half of the students came from outside Michigan, representing forty-four states and twelve foreign countries. In this same period Angell noted, the faculty and instructional staff increased from 36 members to 130, and course offerings correspondingly expanded from 57 courses to 378. The number of accredited high schools had grown from 5 to 82, and Angell called the connection with public schools one of the university's greatest achievements. During his time at Johns Hopkins, Dewey's philosophy began to gain a sharper focus.

62. Intellectual Conservative Politics And Philosophy » John Dewey And The Decline
    For john dewey philosophy “was so much wasted time;” he knew that only a truly democratic society, one devoid of cumbersome traditions and mythical  
    http://www.intellectualconservative.com/2006/06/02/john-dewey-and-the-decline-of
    
    Extractions: June 2, 2006 In his new book, Henry T. Edmondson argues that the root cause of our national educational dilemma is the pernicious influence of the flawed principles and doctrines of John Dewey. A review of John Dewey and the Decline of American Education John Dewey and the Decline of American Education

63. John Dewey
    Information and links regarding American pragmatic philosopher john dewey.  
    http://johndewey.shawnolson.net/
    
    Extractions: Jump To Dewey Site Navigation John Dewey (1859-1952) was born the year Charles Darwin published the ground-breaking book Origin of Species . Born at the dawn of the great evolutionary debate that has capped off the long-standing conflict of Religion and Science, it is no surprise that a philosophically-minded man such as Dewey would be influenced by the debateand have his own insightful input. Dewey started his career as a Christian but over his long lifetime moved towards agnosticism. His philosphical writings start out apologetic; over his life he gradually lost interest in formal religion and focused more on democratic ideals. Moreover, he became very devoted to applying the scientific method of inquiry to both democracy and education. Dewey is grouped with Pierce and William James as founders of Pragmatism . Pragmatism has never been concretely defined, but at its core is a philosophical view of human knowledge and thought as being biological in nature; in modern psychological terms, it is equivalent to the gestalt or paradigm theory of knowledgenamely that our knowledge is meaningful in perspective to its relationship to us. Taken to an extreme, it could imply that there is no objectivity to knowledge. While many have criticized pragmatism (and Dewey's opinion), it is obvious from a study of Dewey's writings that he did not deny objective truth. Dewey's efforts at defining pragmatism were essentially an effort to reconcile the fallibility of human perspective in relation to objective reality. It's doubtful that Dewey (or any other philosopher) succeeded in this debate.

64. John Dewey: A Who2 Profile
    Although he is no longer widely known, john dewey was a writer, lecturer and philosopher whose theories had a profound influence on public education in the  
    http://www.who2.com/johndewey.html
    
    Extractions: @import url("http://www.who2.com/css/standard_gamma.css"); Although he is no longer widely known, John Dewey was a writer, lecturer and philosopher whose theories had a profound influence on public education in the first half of the 20th century, especially in the United States. During his distinguished academic career, which began in 1884 at the University of Michigan, Dewey was a strong promoter of what was called instrumentalism (related to the pragmatism of Charles Pierce and William James) and the radical reform of the public education system. His view held no room for eternal truth outside human experience, and he advocated an educational system with continued experimentation and vocational training to equip students to solve practical problems. In his career he also worked at the University of Minnesota, the University of Chicago and Columbia University, and lectured all over the world, including in China, Japan and Scotland. His works include Democracy and Education Art as Experience (1934) and a series of lectures collected as Experience and Nature Other educators on Who2 include Booker T. Washington

65. Intercollegiate Studies Institute - ISI Books - John Dewey And The
    isibooks.org john dewey and the Decline of American Education How the Patron Saint of Schools has Corrupted Teaching and Learning Henry T. Edmondson III.  
    http://www.isi.org/books/bookdetail.aspx?id=10f33a22-b50b-479f-9dd8-4ee3fd01a9f0

66. Malaspina Great Books - John Dewey (1859)
    Please browse our Amazon list of titles about john dewey. For rare and hard to find works we recommend our Alibris list of titles about john dewey.  
    http://www.malaspina.com/site/person_511.asp

67. John Dewey And Lev Vygotsky
    john dewey, a believer in what he called the audacity of imagination, was one of the first national figures in education policy.  
    http://www.edwebproject.org/constructivism.dewey.html
    
    Extractions: J OHN DEWEY, a believer in what he called "the audacity of imagination," was one of the first national figures in education policy. He rejected the notion that schools should focus on repetitive, rote memorization. Instead he proposed a method of "directed living" in which students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration. Students should be provided with opportunities to think from themselves and articulate their thoughts. As Dewey writes in his landmark Democracy and Education Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience . The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity. (emphasis added by author)

68. John Dewey Reconstructs Ethics
    john dewey (18591952) was the last of the three major American thinkers identified with the late nineteenth and early twentieth century philosophical  
    http://www.wku.edu/~jan.garrett/dewethic.htm
    
    Extractions: John Dewey (1859-1952) was the last of the three major American thinkers identified with the late nineteenth and early twentieth century philosophical movement known as pragmatism. There was a time when it would not have been implausible to call him the greatest American philosopher. During his lifetime, he was immensely influential. He published works in psychology, education, aesthetics, ethics, political philosophy, logic, theory of knowledge, metaphysics, and the place of religion in culture. Unlike virtually all American philosophers today, he was influential beyond the academy. He had many disciples in the field of education. He was widely read by the liberally educated public and was a respected commentator on current social problems. This introduction to Dewey's ethical thinking is based upon Chapter 7 of his Reconstruction in Philosophy I. Historical Background

69. YouTube - John Dewey-an Analysis
    this is my midterm paper as part of my graduate coursework in Foundations of Art Education at The Pennsylvania State University.  
    http://www.youtube.com/watch?v=NkX3Qu1Mrfg

70. Profile Of John F. Dewey -- Nuzzo 102 (43): 15283 -- Proceedings Of The National
    So, for fun, some do as geologist john F. dewey has for the past three decades shrink time and space to a more human scale by building model railways.  
    http://www.pnas.org/cgi/content/full/102/43/15283
    
    Extractions: This Article Extract Figures Only Full Text (PDF) ... Alert me if a correction is posted Services Email this article to a colleague Related articles in PNAS Similar articles in this journal Similar articles in PubMed ... Download to citation manager Citing Articles Citing Articles via CrossRef Citing Articles via Google Scholar Google Scholar Articles by Nuzzo, R. Search for Related Content PubMed PubMed Citation Articles by Nuzzo, R. Related Content PNAS Profiles Social Bookmarking Profile of John F. Dewey Regina Nuzzo, Science Writer "The continents stay on top like a scum.... It stays on top and squashes and scrunches and makes a mountain belt." Geologists must often think in staggeringly long time spans and jump mentally between spatial scales, both microscopic and macroscopic. So, for fun, some do as geologist John F. Dewey has for the past three decades: shrink time and space to a more human scale by building model railways. Dewey has been tooling

71. EDUCATION REVIEW
    Boisvert’s latest book provides the best introduction to the whole of john dewey’s philosophy available to the nonspecialist. It would serve especially  
    http://edrev.asu.edu/reviews/rev4.htm
    
    Extractions: Virginia Tech University Boisvert’s latest book provides the best introduction to the whole of John Dewey’s philosophy available to the non-specialist. It would serve especially well in an introductory course on Dewey for those without any philosophical background. The instructor could easily supplement the book with primary readings from Dewey’s work, perhaps by just simply using some of the texts so aptly cited by Boisvert. The only rivals for this text are J. E. Tiles’s longer and more detailed Dewey (New York: Routledge, 1988) and James Campbell’s Understanding Dewey (Chicago: Open Court, 1995). Both of these are fine works in their own right. Tiles, though, wrote a book for those who are already philosophically mature, while Campbell omits Dewey’s aesthetics and is also somewhat challenging to the beginner, although less so than Tiles. I do not mean to suggest that Boisvert’s text is simplistic or unsophisticated, far from it. Boisvert is conversant with, and a prominent contributor to, the new scholarship on Dewey that has emerged over the last twenty years. His book is recommended reading for anyone at any level of philosophical competence or familiarity with Dewey’s philosophy. It is very rewarding reading, and I enjoyed it thoroughly. The work appears as a volume in the popular SUNY series The Philosophy of Education edited by Philip L. Smith. Significantly, however, only one chapter is directly devoted to education. Yet this does not detract from its value to educators. Rather, it adds to it because Dewey's educational writings cannot be properly understood without an appreciation for the whole system of his thought. A systematic introduction such as that offered by Boisvert helps educators grasp that whole. Only then is it possible to make sense of Dewey's conjecture that philosophy may even be defined as the general theory of education. Educators limit themselves by not contemplating this broader view.

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