Author
John Dewey
1859-1952
John Dewey (1859-1952) is a public-domain author available on Rivro. Read free books, explore subjects, and discover related classics.
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Books by John Dewey
How We Think
"How We Think" by John Dewey is an educational treatise written in the early 20th century. The work explores the importance of developing reflective thinking and outlines methods for effectively training thought processes in educational contexts. With an emphasis on the relationship between scientific inquiry and education, Dewey argues that fostering a scientific attitude in students is essential for promoting individual happiness and reducing social waste. The opening of the book presents a preface that highlights the challenges faced by educators, such as an overabundance of subjects and various teaching materials leading to distraction. Dewey asserts that a guiding principle—the scientific attitude—could bring unity and purpose to educational endeavors. He communicates the conviction that children possess a natural curiosity and capacity for scientific inquiry, which education should harness. The initial chapters also introduce key concepts regarding the nature of thought and the distinctions between various types of thinking, setting the stage for deeper exploration into the methods for training thought throughout the remainder of the work.
Democracy and Education: An Introduction to the Philosophy of Education
"Democracy and Education: An Introduction to the Philosophy of Education" by John Dewey is a book published in 1916. Dewey argues that education bridges the gap between immature newcomers and mature members of society. Without deliberate instruction, each generation cannot inherit the knowledge, customs, and skills necessary to sustain civilization. As societies grow more complex, this educational challenge intensifies. Though influential, Dewey's ideas were never fully adopted in American schools, and critics question his emphasis on occupations over aesthetic origins of thought.
Human Nature and Conduct: An introduction to social psychology
"Human Nature and Conduct: An Introduction to Social Psychology" by John Dewey is a philosophical treatise focusing on social psychology, likely written in the early 20th century. The work explores the intricate relationship between human behavior, moral principles, and social environments, emphasizing how habits shape personal and societal conduct. Dewey's engagement with the concept of habit as a central element in human interaction sets the stage for a deeper examination of morality's connection to human nature and social conditions. The opening of Dewey's work introduces the premise that traditional moral views often regard human nature with suspicion, leading to a disconnection between morality and the realities of human behavior. He critiques the historical pathologizing of human nature by moralists and explores how societal structures influence individual actions. Dewey argues that understanding habits—a synthesis of impulses and intelligence—is crucial for a more realistic approach to social psychology, positing that moral principles should be grounded in an empirical study of human nature and societal conditions rather than abstract ideals. Through this exploration, he suggests a more integrated and practical framework for discussing morality within the context of human conduct.
Letters from China and Japan
"Letters from China and Japan" by John Dewey and Harriet Alice Chipman Dewey is a collection of letters written in the early 20th century. The book captures the experiences and reflections of John Dewey, a prominent philosopher, and his wife, Alice, during their travels in Japan and later in China. It presents keen observations on cultural interactions, societal views, and daily life in these countries, offering insights into the pair's journey amidst the backdrop of historical events unfolding during that time. The opening of the book introduces the Deweys in Tokyo, where they delight in the colorful chaos of the city, from its fashion to the lively street scenes. John's humorous accounts blend personal anecdotes with cultural commentary as he notes the peculiarities of Japanese clothing and local customs. As they navigate Tokyo's winding streets with little knowledge of the language, their awe for the unfamiliar sights shines through. The narrative sets the stage for their exploration of Japan's rich history, philosophy, and contemporary issues, while also revealing their desire to connect deeply with the culture and people they encounter along the way.
The public and its problems
"The Public and Its Problems" by John Dewey is a work of political philosophy published in 1927. Responding to critics who dismissed democracy as unworkable in an increasingly complex modern world, Dewey defends democratic governance while acknowledging its flaws. He rejects rule by technocratic elites, arguing instead that democracy requires constant public engagement and vigilance to succeed. The book redefines what constitutes "the public" and "the state," exploring how genuine democracy can survive amid twentieth-century technological and social transformations.
Ethics
"Ethics" by John Dewey and James Hayden Tufts is a philosophical treatise on moral theory written in the early 20th century. The text seeks to explore moral problems through a historical lens, emphasizing the relationship between individual conduct and the broader social environment. The authors aim to illuminate how our moral judgments evolve, encouraging a reflective and scientific approach to ethical questions. The opening of the work introduces key concepts and outlines the overall structure of the text. It emphasizes the complexity of ethical conduct, which is influenced by both internal motivations and external societal standards. Dewey and Tufts stress the importance of tracing the historical roots of morality to understand its current manifestations, arguing that ethical principles must evolve alongside social developments. This foundation sets the stage for a detailed examination of moral judgment, the growth of ethical concepts, and the role of various societal influences in shaping individual conduct.
Reconstruction in Philosophy
"Reconstruction in Philosophy" by John Dewey is a philosophical treatise written in the early 20th century. The work explores the transformation of philosophical ideas in light of societal changes and advancements in science, arguing for a new understanding of philosophy that emphasizes its social function rather than its quest for absolute knowledge. Dewey seeks to bridge the gap between traditional concepts of philosophy and contemporary thought by addressing the conflicts between imaginative beliefs and factual knowledge. The opening of the book introduces the idea that human experience is deeply intertwined with memory and imagination, which shape our understanding of the world. Dewey contrasts the human ability to preserve past experiences with that of animals, emphasizing that human recollection transforms raw memories into narratives filled with emotional significance. He argues that this interplay of collective memory and imagination forms the foundation of philosophical thought and discourse. Dewey suggests that to understand the origins and functions of philosophy, one must also consider the influences of social traditions and emotional factors, which give rise to philosophical inquiry.
Leibniz's New Essays Concerning the Human Understanding: A Critical Exposition
"Leibniz's New Essays Concerning the Human Understanding: A Critical Exposition" by John Dewey is a philosophical treatise written in the late 19th century. This work critically explores the ideas of Gottfried Wilhelm Leibniz, particularly focusing on his perspectives in "Nouveaux Essais" and examining the foundations of human understanding through rationalist philosophy. The text aims to connect Leibniz's thoughts with contemporary philosophical discussions while highlighting the significance of his ideas in the evolution of modern thought. The opening of the work provides a biographical sketch of Leibniz, illustrating the formative experiences that shaped his philosophical pursuits. Dewey discusses Leibniz's early education and intellectual development, emphasizing the influences of his family, mentors, and significant encounters with contemporary thinkers. The narrative weaves through Leibniz’s academic journey, highlighting his ventures into multiple disciplines, including law, mathematics, and philosophy, as a quest for a harmonious understanding of the universe, which foreshadows his later philosophical contributions. This exposition serves as a foundation for a deeper exploration of Leibniz's thought and its lasting impact on philosophy and science.
The School and Society Being three lectures
"The School and Society" by John Dewey is an educational work published in 1899. This influential text lays the groundwork for progressive education by arguing that schools must adapt to the Industrial Revolution's profound changes. Dewey proposes that children learn best through collaborative, hands-on experiences rather than passive absorption of facts. He envisions classrooms as active workshops where students explore real problems, connecting learning to life. Drawing on experiments at the University of Chicago Laboratory Schools, Dewey makes a case for child-centered education that bridges theory and practice.
Moral Principles in Education
"Moral Principles in Education" by John Dewey is an educational treatise written in the early 20th century. The book explores the intersection of moral philosophy and education, focusing on how educational practices can shape moral character and social responsibility in students. Dewey's work emphasizes the importance of integrating moral development into all aspects of the educational process rather than isolating it as a separate subject. In this book, Dewey argues that education is fundamentally a social process and that moral education must be woven into the fabric of the school environment. He posits that moral principles should guide the school's curriculum and methods, emphasizing active social engagement rather than passive learning. Dewey stresses the need for students to understand their roles in society through collaborative and experiential learning, which fosters personal responsibility, leadership, and the ability to contribute meaningfully to the community. Ultimately, he asserts that a well-rounded education prepares individuals to recognize and address social challenges, thereby promoting a more just and cohesive society.
The Child and the Curriculum
"The Child and the Curriculum" by John Dewey is a philosophical treatise on education written in the early 20th century. This book explores the fundamental relationship between children and educational content, emphasizing the importance of integrating a child's personal experiences with the broader curricular subjects. Dewey critiques traditional educational methods that prioritize rote memorization and discipline over the child's innate interests and developmental needs. In this work, Dewey presents a thorough analysis of the tensions between child-centered learning and standardized curricular approaches. He argues that education should focus on the dynamic interaction between a child's experiences and the knowledge to be gained from structured subjects like arithmetic, geography, and arts. Dewey envisions a system where the curriculum evolves from the child's natural impulses and tendencies rather than being imposed externally. This engaging examination advocates for a more holistic educational philosophy that recognizes children as active participants in their learning journey, whose development should guide the structure and delivery of educational content.
Creative Intelligence: Essays in the Pragmatic Attitude
"Creative Intelligence: Essays in the Pragmatic Attitude" by John Dewey et al. is a collection of philosophical essays written in the early 20th century. The work seeks to explore the concept of creative intelligence from a pragmatic perspective, addressing its application across various fields such as philosophy, logic, psychology, and ethics. The essays aim to encourage a re-evaluation of traditional philosophical problems, emphasizing a more dynamic understanding of intelligence and experience. The opening of the book begins with a prefatory note that sets the tone for the essays to follow, explaining the intent to promote an intellectual collaboration rather than adherence to a single set of beliefs. John Dewey’s introduction discusses the stagnation of philosophical thought due to its traditional ties and calls for a necessary recovery of philosophy that responds to contemporary issues. He emphasizes the need for philosophy to engage directly with the evolving complexities of modern life, arguing that philosophers must reevaluate longstanding problems in light of new scientific and social developments to remain relevant and beneficial to human experience.
Schools of to-morrow
"Schools of To-morrow" by John Dewey and Evelyn Dewey is an educational treatise written in the early 20th century. This work explores progressive approaches to education, emphasizing the need for schools to adapt to the natural development and needs of children rather than adhering strictly to traditional practices. The authors introduce various educational reforms and illustrate how schools can cultivate a more meaningful and effective learning environment. The opening of the book establishes the authors' aim to provide a realistic portrayal of innovative educational practices. It outlines their intention to show how various educational theories are applied in actual classrooms, emphasizing the importance of experiential learning. The text highlights the detrimental effects of a rigid educational structure that often prioritizes adult expectations over children's developmental needs. In particular, Dewey and Dewey reference Rousseau's ideas to argue that true education should foster innate capabilities and allow children to learn through active exploration, rather than through forced memorization and rote learning. They set the stage for discussing specific schools and methods that embrace these principles, thereby challenging conventional educational norms.
Studies in Logical Theory
"Studies in Logical Theory" by John Dewey is a philosophical treatise written in the early 20th century. The book presents a collection of studies contributed by members of the Philosophy Department at the University of Chicago, focusing on various aspects of logical theory and its relationship with psychology, judgment, and experience. It delves into the nature of thought, its antecedents, and how judgment plays a central role in the process of knowing. The opening of the work establishes the context of Dewey's exploration into logical theory, emphasizing the derivation of thought from empirical experiences. Dewey outlines the purpose of reflective thinking, which responds to the complexities of life and the need to mediate various experiences through judgment. He critiques existing logical frameworks and contemplates the interplay between unreflective experiences and the rational processes that follow, posing critical questions about the nature of thought and its role in evolving knowledge. This sets the stage for a deeper examination of how thought interacts with its origins and its implications for understanding reality and truth.
Psychology and Social Practice
"Psychology and Social Practice" by John Dewey is a scientific publication written in the early 20th century. This book discusses the intricate relationship between psychology and education, emphasizing how psychological principles should inform educational practices. Dewey explores how educational methods have been shaped by psychological assumptions, outlining the need for a more cohesive understanding of psychology as it relates to social practices, particularly in the context of education. In this work, Dewey argues that the traditional educational system often misapplies psychological concepts, particularly by treating children as "little adults" rather than as individuals in a state of growth. He highlights the importance of understanding the fundamental distinctions between child and adult psychology, specifically the need for education to facilitate the flexible formation of habits in children. Dewey believes that recognizing these psychological realities can lead to the development of more effective educational practices that cater to the personal and social needs of students, ultimately allowing them to grow into responsible members of society. The book advocates for an organic connection between psychological theory and educational practice to foster a deeper understanding of the ethical implications involved in teaching and learning.
The Influence of Darwin on Philosophy, and other essays in contemporary thought
"The Influence of Darwin on Philosophy, and Other Essays in Contemporary Thought" by John Dewey is a collection of philosophical essays written in the early 20th century. This work explores the impact of Darwinian ideas on contemporary philosophy and intellectual thought, exposing the shifts in perspectives regarding knowledge, morality, and the essential characteristics of human experience. Dewey's essays aim to illustrate how these evolutionary concepts challenge traditional notions of fixed truths and stable moral values. At the start of the collection, Dewey presents a preface discussing the transformative influence of Darwin's "Origin of Species" on philosophy and the sciences. He emphasizes that Darwin's work initiated a vigorous intellectual revolt against long-held beliefs in fixed forms and absolute truths, inviting a new mode of thinking that acknowledges change and evolution as inherent to knowledge and moral considerations. This opening portion lays the groundwork for understanding the interconnectedness of various philosophical movements and highlights the necessity for philosophy to adapt in light of modern scientific inquiries.
Outlines of a Critical Theory of Ethics
"Outlines of a Critical Theory of Ethics" by John Dewey is a philosophical treatise on ethical theory written in the late 19th century. The work presents a thorough examination of key ethical concepts, such as the nature of the good, obligation, and freedom, situating these within the contemporary context of moral philosophy. Dewey's aim is to advance a critical theory that evaluates the ideas and institutions shaping moral conduct, encouraging readers to understand ethics as a dynamic process rather than a static set of rules. At the start of the text, Dewey introduces the concept of ethics, distinguishing it from other branches of philosophy by emphasizing its focus on the moral evaluation of human conduct. He articulates that ethics is not merely descriptive, like anthropology or psychology, but is primarily concerned with the inherent worth of actions in relation to their ends. Dewey outlines the foundational problems of ethics, including the identification of true conduct, the nature of moral obligation, and the importance of individual freedom within a social context. Through this exploration, he sets the stage for an elaborate discussion on various ethical theories and their implications for understanding human behavior and societal norms.
China, Japan and the U.S.A. Present-Day Conditions in the Far East and Their Bearing on the Washington Conference
"China, Japan and the U.S.A." by John Dewey is a philosophical exploration focusing on contemporary conditions in the Far East and their implications for the Washington Conference, written in the early 20th century. The text examines the intricate and often tense relationships between Japan, China, and the United States during a pivotal time in international relations, marked by Japan's growing influence and the ramifications of Western imperialism. The opening of the work discusses the stark contrasts in political atmosphere and public sentiment between Japan and China, noting the uncertainty in Japan regarding its international status and the pervasive fear in China of being dominated by Japanese interests. Dewey critiques how diplomatic messages are interpreted differently in both countries, revealing a deep psychological divide. He illustrates his observations with specific examples of Japan's growing economic power and military presence in China, while emphasizing the pressing need for a more nuanced understanding of East-West relations during this tumultuous period.
Essays in Experimental Logic
"Essays in Experimental Logic" by John Dewey is a philosophical work written in the early 20th century. The text delves into the intricacies of logic and thought, attempting to bridge the gap between intellectual processes and the experiences that inform them. At its core, the book argues for an understanding of knowledge as an experiential and experimental endeavor, underscoring how reflection and inquiry play essential roles in shaping human understanding. The opening of the essays presents an introduction to Dewey's foundational ideas. He emphasizes the relationship between experience and knowledge, positing that knowledge arises from reflection upon a prior, non-reflective stage of experience that is rich in social and contextual elements. Dewey argues that thinking should not be viewed as an isolated mental activity but rather as an integral part of our active engagements with the world. Moreover, he seeks to clarify misconceptions surrounding the relationship between thought and the objects of knowledge, insisting on the importance of grounding philosophical discussions within real-world experiences. This sets the stage for later essays that further explore the dynamics of logic and inquiry in shaping both individual understanding and collective knowledge.
The school and society
"The School and Society" by John Dewey is an educational work published in 1899. Based on three influential lectures, it establishes a foundational framework for progressive education that responds to the Industrial Revolution's transformation of childhood learning. Dewey argues that modern schools must replace the practical, hands-on education children once received working alongside parents. He proposes making collaborative experimentation central to schoolwork, designing student-centered classrooms around children's natural interests rather than passive listening, and integrating manual training with academic subjects to reconnect theory with meaningful practice.
German philosophy and politics
"German Philosophy and Politics" by John Dewey is a collection of lectures written in the early 20th century. The work primarily examines the interplay between philosophical ideas, particularly those emanating from German thinkers, and their practical implications for politics and society. Dewey reflects on how these philosophical frameworks have influenced political thought and social structures in Germany, contributing to the understanding of modern European intellectual history. The opening of the text introduces Dewey's purpose of exploring the relationship between general ideas and practical affairs, questioning the assumption that philosophical concepts operate in a vacuum disconnected from real-world consequences. He critiques both historical and contemporary philosophies, emphasizing that ideas are often reactive to the socio-political context from which they arise. Dewey sets the stage for a discussion on how the evolution of German thought, from figures like Kant to Hegel, provides insight into the broader socio-political landscape of Germany, particularly in relation to state power and national identity. This complex interplay of philosophy and politics serves as a foundation for the lectures that follow.