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Written shortly after the shattering effects of World War I, this volume offers an insightful introduction to the concept of pragmatic humanism. Dewey presents persuasive arguments against traditional philosophical constructs, suggesting their basis in self-justification. He proposes, instead, an examination of core values in terms of their ultimate effects on the self and others. ...
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Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature....
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Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic....
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In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, it sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students. ...
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: ni THE GERMANIC PHILOSOPHY OF HISTORY The unity of the German people longed for and dreamed of after 1807 became an established fact through the war of 1870 with France. It is easy to assign symbolic significance to this fact. Ever since the time of the French Revolution—if not before—German thought has taken shape in conflict with ideas that were characteristically French and in sharp and conscious antithesis to them. Rousseau's deification of Nature was the occasion for the development of the conception of Culture. His condemnation of science and art as socially corrupting and socially divisive worked across the Rhine to produce the notion that science and art are the forces which moralize and unify humanity. The cosmopolitanism of the French Enlightenment was transformed by German thinkers into a self-conscious assertion of nationalism. The abstract Rights of Man of the French Revolution were set in antithesis to the principle of the rights of the citizen secured to him solely by the power of the politically organized nation. The deliberate breach of the revolutionary philosophy with the past, the attempt (foreshadowed in the philosophy of Descartes) to make a tabula rasa of the fortuitous assemblage of traditions and institutions which history offers, in order to substitute a social structure built upon Reason, was envisaged as the fans et origo of all evil. That history is itself incarnate reason; that history is infinitely more rational than the formal abstracting and generalizing reason of individuals; that individual mind becomes rational only through the absorption and assimilation of the universal reason embodied in historic institutions and historic development, became the articles of faith of the German intellectual creed. It is hardly an exaggeration to say tha......
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INTEREST AND EFFORT IN EDUCATION
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UNIFIED VERSUS DIVIDED ACTIVITY
In' the educational lawsuit of interest versus effort, let us consider the respective briefs of plaintiff and defendant. In behalf of interest it is claimed that it is the sole guarantee of attention ; if wc can secure interest in a given set of facts or ideas, wc may be perfectly sure that the pupil will direct his energies toward mastering them; if we can secure interest in a certain moral train or line of conduct, wc arc equally safe in assuming that the child's activities arc responding in that direction ; if wc have not secured interest, wc have no safeguard as to what will be done in any given case. As a matter of fact, the doctrine of discipline has not succeeded. It is absurd to suppose that a child gets more intellectual or mental discipline when he goes at a matter unwill-
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