In this collection, Reginald D. Archambault has assembled John Dewey's major writings on education. He has also included basic statements of Dewey's philosophic position that are relevant to understanding his educational views. These selections are useful not only for understanding Dewey's pedagogical principles, but for illustrating the important relation between his educational theory and the principles of his general philosophy.

This volume republishes sixty-two of Dewey⿿s writings from the years 1942 to 1948; four other items are published here for the first time. A focal point of this volume is Dewey⿿s introduction to his collective volume Problems of Men. Exchanges in the Journal of Philosophy with Donald C. Mackay, Philip Blair Rice, and with Alexander Meiklejohn in Fortune appear here, along with Dewey⿿s letters to editors of various publications and his forewords to colleagues⿿ books. Because 1942 was (...) the centenary of the birth of William James, four articles about James are also included in this volume. (shrink)

Scientific data are often subjected to two contradictory over-simplifications. People who have no personal experience in science often say that a certain idea has been scientifically established and feel that the question is therewith settled. They do not distinguish among methods, or generalizations in different fields. This implies that all science is infallible. The other oversimplification comes from the specialist; he may dismiss the work of men who study the problems approaching his own but who use methods different from his. (...) This view implies that only one type of scientific investigation is really sound. Both groups are wrong, for science is neither infallible nor wholly untrustworthy. In fact, science as an abstract whole is nothing; it is the name given collectively to all methods which men have used to explore natural processes and the results obtained by the use of such methods. Some problems are sufficiently simple and accessible to be explored in detail while others can be treated only after a set of postulates have been set as a starting point. A mechanism must be established within which it is possible to deal with the problems at hand. In other words, there are levels of scientific research which may be arranged in a series based on increasing assumptions. The more complex levels are formed by assuming the data and methods of those simpler and adding to them a new set of assumptions with the aid of which it is possible to treat the phenomena to be studied. Material cannot be carried directly from one level to another unless attention is given to the premises on which the conclusions have been drawn. Since such attention is not always given, entire fields of research have sometimes been brought into suspicion on the part of those working in what they themselves style “a more fundamental field.” Yet there may be data available at a different level which, when properly used, would be of value in their own work. (shrink)

This essay, written in memory of the Chinese astrophysicist and dissident Fang Lizhi, reexamines the period in Fang's life when he was vice president of the University of Science and Technology of China and, because of his activities as an educational and political reformer, came to be dubbed “China's Andrei Sakharov.” It also retells, from the perspective of an insider, the dramatic narrative of Fang's year with his wife, Li Shuxian, living in the US embassy in Beijing following the Tiananmen (...) Square demonstrations and subsequent massacre. But the special focus of this overview of Fang's career is on his development as a thinker on questions of politics and human rights. Though Fang never returned to China and, while living in the United States, kept his distance from dissident movements, he continued to develop intellectually in ways that made him, in later life, China's Václav Havel. (shrink)

This volume includes all Dewey's writings for 1938 except for "Logic: The Theory of Inquiry "(Volume 12 of The Later Works), as well as his 1939 "Freedom and Culture, Theory of Valuation, "and two items from "Intelligence in the Modern ...

This is an extensive anthology of the writings of John Dewey, edited by John J. McDermott.

Except for Dewey's and James H. Tufts' 1932 Ethics (Volume 7 of The Later Works), this volume brings together Dewey's writings for 1931–1932.

First published in 1925, this volume encompasses Dewey's two-year expansion and development of the three lectures he had delivered as the first series of Carus Lectures.

Heralded as "the crowning work of a great career," Logic: The Theory of Inquiry was widely reviewed. To Evander Bradley McGilvary, the work assured Dewey "a place among the world's great logicians." William Gruen thought "No treatise on logic ever written has had as direct and vital an impact on social life as Dewey's will have." Paul Weiss called it "the source and inspiration of a new and powerful movement." Irwin Edman said of it, "Most philosophers write postscripts; (...) Dewey has made a program. His Logic is a new charter for liberal intelligence." Ernest Nagel called the Logic an impressive work. Its unique virtue is to bring fresh illumination to its subject by stressing the roles logical principles and concepts have in achieving the objectives of scientific inquiry.". (shrink)

This third volume in the definitive edition of Dewey's early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris's death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey's returning to fill that post after a year's stay at Minnesota. Appearing here, among all his writings from 1889 through 1892, are Dewey's earliest comprehensive statements on logic and his first (...) book on ethics. Dewey's marked copy of the galley-proof for his important article The Present Position of Logical Theory, recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections. The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, A Note on Applied Psychology, documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey's and are also included in this volume. In both style and content, these articles reflect Dewey's conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing. (shrink)

Considéré en France comme un pédagogue "laxiste" voire "gauchiste", Dewey est présenté par certains philosophes nord-américains, Richard Rorty en particulier, comme un postmoderniste. C'est oublier que Dewey mit ses théories philosophiques à l'épreuve de l'école. Sa pédagogie reste aujourd'hui la théorie de l'éducation la plus actuelle.

Volume 13 in The Middle Works of John Dewey, 1899–1924, series brings together Dewey’s writings for 1921 and 1922, with the exception of Human Nature and Conduct. A Modern Language Association Committee on Scholarly Editions textual edition. Ralph Ross notes in his Introduction that the 53 items constituting this volume “defend Dewey’s beliefs at 63 and look forward to what he was yet to write.” The essays to which Dewey responded, as well as abstracts of articles (...) that have been published only in Japanese, appear as appendixes. The article “Valuation and Experimental Knowledge” treats a favorite Dewey theme: “Most of the important crises of life are cases where tastes are the only things worth dis­cussing, and where, if the life of reason is to exist and prevail, judgment must be per­formed with regard for its logical implica­tions.” The philosophical articles stress Dewey’s view that, as Ross remarks, “philosophies are not timeless and universal, but speak to times, places and conditions.”. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

John Dewey ranks as the most influential of America's philosophers. That in fluence stems, in part, from the originality of his mind, the breadth of his in terests, and his capacity to synthesize materials from diverse sources. In addi tion, Dewey was blessed with a long life and the extraordinary energy to express his views in more than 50 books, approximately 750 articles, and at least 200 contributions to encyclopedias. He has made enduring intellectual contributions in all of (...) the traditional fields of philosophy, ranging from studies primarily of interest for philosophers in logic, epistemology, and metaphysics to books and articles of wider appeal in ethics, political philosophy, religion, aesthetics, and education. Given the extent of Dewey's own writings and the many books and articles on his views by critics and defenders, it may be asked why there is a need for any further examination of his philosophy. The need arises because the lapse of time since his death in 1952 now permits a new generation of scholars to approach his work in a different spirit. Dewey is no longer a living partisan of causes, sparking controversy over the issues of the day. He is no longer the advocate of a new point of view which calls into question the basic assump tions of rival philosophical schools and receives an almost predictable criticism from their entrenched positions. His works have now become classics. (shrink)

This is the final textual volume in The Collected Works of John Dewey, 1882⿿1953, published in 3 series comprising 37 volumes: The Early Works, 1882⿿1898 ; The Middle Works, 1899⿿1924 ; The Later Works, 1925⿿1953. Volume 17 contains Dewey⿿s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey⿿s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this (...) volume are 10 ⿿Educational Lectures before Brigham Young Academy,⿿ early essays ⿿War⿿s Social Results⿿ and ⿿The Problem of Secondary Education after the War,⿿ and the previously unpublished ⿿The Russian School System.⿿. (shrink)

Dewey believed that schools should change from places where children's heads were stuffed with facts to environments where children were encouraged to think for themselves. Reprinted here are three of his most important books on education, along with a selection of reviews from contemporary journals.

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return (...) to normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

Designed specifically for teachers and education students, with carefully selected articles, lectures, and book chapters covering Dewey's major ideas.

Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

This book is Dewey's most fully developed treatment of logic as the theory of Inquiry. It is a later work which reflects, in part, Dewey's readings of C.S. Peirce during the 1930's. -/- Reprinted in Series: The collected works of John Dewey / ed. by Jo Ann Boydston, 3,12.; The later works, 1925 - 1953, Vol. 12.

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.