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  1. John Dewey: Portrait of a Progressive Thinker | The National ...

    www.neh.gov › article › john-dewey-portrait

    John Dewey grew up in Burlington, Vermont, the son of a pious, high-minded mother and a well-read grocer father. Shy and withdrawn, the young Dewey read voraciously and graduated from the University of Vermont. Uncertain about a career, he moved to Oil City, Pennsylvania, to teach Latin and algebra at the local high school.

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  3. Dewey Biography - pages.hmc.edu

    pages.hmc.edu › beckman › philosophy

    John Dewey was born in Burlington, Vermont, on October 20, 1859. He was the third of four sons (the eldest had already died of injuries incurred by accident). His father, Archibald, and his mother, Lucina Rich, were both descended through long lines of Vermont farmers, though his mother's roots were considerably more socially and politically ...

  4. John Dewey - Wikipedia

    en.wikipedia.org › wiki › John_Dewy

    The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous."

  5. Inquiry and Education: John Dewey and the Quest for Democracy. Albany, NY: State University of New York Press. Pp. 244 $25 (paper cover) ISBN 10: 0791467244 Citation: Margolis, Eric. (2007, November 29). Teaching John Dewey: An essay review of three books on John Dewey. Education Review, 10(14). Retrieved [date] from

  6. (PDF) Disability in the Family John and Alice Dewey Raising ...

    www.academia.edu › 36443372 › Disability_in_the

    Disability in the Family: John and Alice Dewey Raising Their Son, Sabino SCOT DANFORTH Chapman University Background/Context: The current biographic understanding of John Dewey’s experience adopting and raising an Italian boy named Sabino emphasizes the theme of finding an emotional replacement for Morris and Gordon, two young sons who had tragically died on family trips to Europe.

  7. Who Is John Dewey? - The Spiritual Life

    slife.org › john-dewey
    • Life and Works
    • Visits to China and Japan
    • Visit to Southern Africa
    • Functional Psychology
    • Pragmatism, Instrumentalism, Consequentialism
    • Logic and Method
    • on Philanthropy, Women and Democracy
    • on Education and Teacher Education
    • on Journalism
    • on Humanism

    John Dewey was born in Burlington, Vermont to a family of modest means. He was one of four boys born to Archibald Sprague Dewey and Lucina Artemisia Rich Dewey. Their second son was also named John, but he died in an accident on January 17, 1859. The second John Dewey was born October 20, 1859, forty weeks after the death of his older brother. Like his older, surviving brother, Davis Rich Dewey, he attended the University of Vermont, where he was initiated into Delta Psi, and graduated Phi Beta Kappain 1879. A significant professor of Dewey’s at the University of Vermont was Henry Augustus Pearson Torrey (H. A. P. Torrey), the son-in-law and nephew of former University of Vermont president Joseph Torrey. Dewey studied privately with Torrey between his graduation from Vermont and his enrollment at Johns Hopkins University. After two years as a high-school teacher in Oil City, Pennsylvania and one year as an elementary-school teacher in the small town of Charlotte, Vermont, Dewey deci...

    During his trip to Japan, Dewey was invited by Peking University to visit China, probably at the behest of his former students, Hu Shih and Chiang Monlin. Dewey and his wife Alice arrived in Shanghai on April 30, 1919,just days before student demonstrators took to the streets of Peking to protest the decision of the Allies in Paris to cede the German held territories in Shandong province to Japan. Their demonstrations on May Fourth excited and energized Dewey, and he ended up staying in China for two years, leaving in July 1921. In these two years, Dewey gave nearly 200 lectures to Chinese audiences and wrote nearly monthly articles for Americans in The New Republicand other magazines. Well aware of both Japanese expansionism into China and the attraction of Bolshevism to some Chinese, Dewey advocated that Americans support China’s transformation and that Chinese base this transformation in education and social reforms, not revolution. Hundreds and sometimes thousands of people atte...

    Dewey and his daughter Jane went to South Africa in July 1934, at the invitation of the World Conference of New Education Fellowship in Cape Town and Johannesburg, where he delivered several talks. The conference was opened by the South African Minister of Education Jan Hofmeyr, and Deputy Prime Minister Jan Smuts. Other speakers at the conference included Max Eiselen and Hendrik Verwoerd, who would later become prime minister of the Nationalist government that introduced Apartheid.John and Jane’s expenses were paid by the Carnegie Foundation. He also traveled to Durban, Pretoria and Victoria Falls in what was then Rhodesia (now Zimbabwe) and looked at schools, talked to pupils, and gave lectures to the administrators and teachers. In August 1934, Dewey accepted an honorary degree from the University of the Witwatersrand.

    At the University of Michigan, Dewey published his first two books, Psychology (1887), and Leibniz’s New Essays Concerning the Human Understanding (1888), both of which expressed Dewey’s early commitment to British neo-Hegelianism. In Psychology, Dewey attempted a synthesis between idealism and experimental science. While still professor of philosophy at Michigan, Dewey and his junior colleagues, James Hayden Tufts and George Herbert Mead, together with his student James Rowland Angell, all influenced strongly by the recent publication of William James’ Principles of Psychology(1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behavior rather than the physiological psychology of Wilhelm Wundt and his followers. By 1894, Dewey had joined Tufts, with whom he would later write Ethics(1908) at the recently founded University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called “Chicago...

    Dewey sometimes referred to his philosophy as instrumentalism rather than pragmatism, and would have recognized the similarity of these two schools to the newer school named consequentialism. He defined with precise brevity the criterion of validity common to these three schools, which lack agreed-upon definitions: His concern for precise definition led him to detailed analysis of careless word usage, reported in Knowing and the Knownin 1949.

    Dewey sees paradox in contemporary logical theory. Proximate subject matter garners general agreement and advancement, while the ultimate subject matter of logic generates unremitting controversy. In other words, he challenges confident logicians to answer the question of the truth of logical operators. Do they function merely as abstractions (e.g., pure mathematics) or do they connect in some essential way with their objects, and therefore alter or bring them to light? Yet Dewey was not entirely opposed to modern logical trends. Concerning traditional logic, he states: Louis Menand argues in The Metaphysical Clubthat Jane Addams had been critical of Dewey’s emphasis on antagonism in the context of a discussion of the Pullman strike of 1894. In a later letter to his wife, Dewey confessed that Addams’ argument was: He went on to add: In a letter to Addams, clearly influenced by his conversation with her, Dewey wrote:

    Dewey founded the University of Chicago laboratory school, supported educational organizations, and supported settlement houses especially Jane Addams’ Hull House. Through his work at the Hull House serving on its first board of trustees, Dewey was not only an activist for the cause but also a partner working to serve the large immigrant community of Chicago and women’s suffrage. Dewey experienced the lack of children’s education while contributing in the classroom at the Hull House and the lack of education and skills of immigrant women.Stengel argues: His leading views on democracy included: This helped to shape his understanding of human action and the unity of human experience. Dewey believed that a woman’s place in society was determined by her environment and not just her biology. On women he says, “You think too much of women in terms of sex. Think of them as human individuals for a while, dropping out the sex qualification, and you won’t be so sure of some of your generaliza...

    Dewey’s educational theories were presented in My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of To-morrow (c1915) with Evelyn Dewey, and Experience and Education(1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning. The ideas of democracy and social reform are continually discussed in Dewey’s writings on education. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of ed...

    Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey’s definition of “public,” as described in The Public and its Problems, has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. “The ‘public’ of public journalists is Dewey’s public.” Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem. Since every action generates unintended consequences, publics co...

    As an atheist and a secular humanist in his later life, Dewey participated with a variety of humanistic activities from the 1930s into the 1950s, which included sitting on the advisory board of Charles Francis Potter’s First Humanist Society of New York (1929); being one of the original 34 signatories of the first Humanist Manifesto(1933) and being elected an honorary member of the Humanist Press Association (1936). His opinion of humanism is summarized in his own words from an article titled “What Humanism Means to Me”, published in the June 1930 edition of Thinker 2:

  8. John Dewey (1859 -1952) - CYC-Net

    cyc-net.org › cyc-online › cyconline-apr2010-dewey

    Democracy and education, Dewey once said, was the closest thing he ever wrote to a summary of his “entire philosophical position” (Dewey, 1916).

  9. Neither Morris nor Dewey were members of The Order, but the link is clear; Gilman hired Morris. John Dewey's psychology was taken from G. Stanley Hall, the first American student to receive a doctorate from Wilhelm Wundt at University of Leipzig. Gilman kenow exactly what he was getting when he hired Hall. With only a dozen faculty members [at ...

  10. La biografía más conocida de Dewey es The Life and Mind of John Dewey, de George Dykhuizen (1973). Antologías de obras de Dewey: Richard J. Bernstein, ed., On Experience, Nature, and Freedom (1960); John J. Mc Dermott, ed., The Philosophy of John Dewey (1973); James Gouinlock, ed., The Moral Writtings of John Dewey (1976).

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