Biography Category
Name :
John Dewey
Date :
Views :
549
Category :
Birth Date :
20/10/1859
Birth Place :
Burlington, Vermont.
Death Date :
June 1, 1952
[b]Theory of Knowledge :[/b][br /]
[br /]
John Dewey's philosophical interests as well as the central focus of his philosophical works, throughout his lifelong career was what has been traditionally called epistemology or the theory of knowledge.[br /]
[br /]
Dewey rejected the term epistemology and preferred the term ‘theory of inquiry’ or 'experimental logic' because of his critical stance as well as more representative term of approach.[br /]
[br /]
According to Dewey, traditional epistemologies, whether they are rationalist or empiricist had drawn too stark a distinction between thought, the domain of knowledge and the world of fact to which thought purportedly referred.[br /]
[br /]
It was Dewey, who rejected the traditional presumptions and gave a new model. Dewey endeavored to develop and refine the theory of knowledge throughout his years of writings and reflection.[br /]
[br /]
In 1890, Dewey wrote on issues such as Is logic a Dualistic Science ? In 1891 he offered a solution to epistemological issues mainly along the lines of his early acceptance of Hegelian idealism. Dewey believed that the world of fact does not stand apart from thought, but itself defined within thought as its objective manifestation.[br /]
[br /]
The first influence was on the results of experimental science, which Dewey had accepted and admired. In his writing of psychology in 1887, he himself had attempted to effect such an accommodation between experimental psychology and idealism. Darwin's Theory of Natural Selection was the next most major influence on Dewey's life.[br /]
[br /]
Theory of Natural Selection :[br /]
[br /]
This theory suggested in a more particular way, the form that a naturalistic approach to the theory of knowledge must begin with a consideration of the development of knowledge as an adaptive human response to the conditions aimed at an active restructuring of these conditions.[br /]
[br /]
[b]The Reflex Arc Concept :[/b][br /]
[br /]
Dewey’s first significant application of his new naturalistic understanding was offered in his article – The Reflex Arc Concept in Psychology, published in 1896. In this essay he suggested that the dominant conception of the reflex arc in the present day psychology was thought to begin with the passive stimulation of the organism, causing a conscious state of awareness eventuating in a response, was a carryover of the old mind-body dualism. Dewey rejected the mind-body dualism and he had shown the alternative view that the organism interacts with the world through self-guided activity that coordinates and integrates sensory and motor responses.[br /]
[br /]
[br /]
[br /]
John Dewey's philosophical interests as well as the central focus of his philosophical works, throughout his lifelong career was what has been traditionally called epistemology or the theory of knowledge.[br /]
[br /]
Dewey rejected the term epistemology and preferred the term ‘theory of inquiry’ or 'experimental logic' because of his critical stance as well as more representative term of approach.[br /]
[br /]
According to Dewey, traditional epistemologies, whether they are rationalist or empiricist had drawn too stark a distinction between thought, the domain of knowledge and the world of fact to which thought purportedly referred.[br /]
[br /]
It was Dewey, who rejected the traditional presumptions and gave a new model. Dewey endeavored to develop and refine the theory of knowledge throughout his years of writings and reflection.[br /]
[br /]
In 1890, Dewey wrote on issues such as Is logic a Dualistic Science ? In 1891 he offered a solution to epistemological issues mainly along the lines of his early acceptance of Hegelian idealism. Dewey believed that the world of fact does not stand apart from thought, but itself defined within thought as its objective manifestation.[br /]
[br /]
The first influence was on the results of experimental science, which Dewey had accepted and admired. In his writing of psychology in 1887, he himself had attempted to effect such an accommodation between experimental psychology and idealism. Darwin's Theory of Natural Selection was the next most major influence on Dewey's life.[br /]
[br /]
Theory of Natural Selection :[br /]
[br /]
This theory suggested in a more particular way, the form that a naturalistic approach to the theory of knowledge must begin with a consideration of the development of knowledge as an adaptive human response to the conditions aimed at an active restructuring of these conditions.[br /]
[br /]
[b]The Reflex Arc Concept :[/b][br /]
[br /]
Dewey’s first significant application of his new naturalistic understanding was offered in his article – The Reflex Arc Concept in Psychology, published in 1896. In this essay he suggested that the dominant conception of the reflex arc in the present day psychology was thought to begin with the passive stimulation of the organism, causing a conscious state of awareness eventuating in a response, was a carryover of the old mind-body dualism. Dewey rejected the mind-body dualism and he had shown the alternative view that the organism interacts with the world through self-guided activity that coordinates and integrates sensory and motor responses.[br /]
[br /]
[br /]
[b]Life[/b][br /]
[br /]
John Dewey is undoubtedly one of the few 20th century Americans whose thoughts and leadership have made a major impact on his fellow citizens’ ethics of life.[br /]
[br /]
Born on October 20, 1859, at Burlington Vermont John Dewey’s father was Archibald Sprague Dewey. Archibald left the family tradition of farming to become a grocer in a small city of Burlington. He sold the grocery business when he volunteered to join the Union Army in the Civil War. After the war he opened a cigar and tobacco shop. John's mother, Lucina Artemesia Rich Dewey, too came from a farmer family. She carried out humanitarian work with poor families living in the industrial section of Burlington.[br /]
[br /]
John Dewey was the third of four sons. The eldest sibling died in infancy. Dewey along with his two brothers grew up in a middle class household in a community that included ‘old Americans’ as well as new immigrants from Ireland and French Quebec. Dewey joined the First Congregational Church at the age of 11, but later sought a more liberal religious perspective than was evident in the conservative church.[br /]
[br /]
When he was 12, Dewey completed grade school work in Burlington's public school. He graduated from the University of Vermont where the faculty "encouraged their students to be themselves and to think their own thoughts."[br /]
[br /]
While at the University of Vermont, Dewey was exposed to evolutionary theory through the teaching of G. H. Perkins and Lessons in Elementary Physiology by T. H. Huxley, the famous English evolutionist. The Theory of Natural Selection had a life-long impact on Dewey's thoughts.[br /]
[br /]
Through one of his relatives, he obtained a teaching position in high school in Oil City, Pennsylvania. He served for three years as part of the three-member faculty. He returned to Vermont and continued high-school teaching along with study of philosophy. The formal teaching in philosophy at the University of Vermont was confined for the most part to the school of thought that Dewey soon rejected. His close contact with both – before and after graduation with his teacher of philosophy, H. A. P. Torrey, a learned scholar with broader philosophical interests and sympathies, was later accounted by Dewey himself as 'decisive' to his philosophical development.[br /]
[br /]
It was during his teaching career that the idea of pursuing a career in philosophy took hold. With this burning ambition in mind, he sent a philosophical essay to W. T. Harris, editor of the Journal of Speculative Philosophy. Harris’ acceptance of the essay gave Dewey the much-needed encouragement and he traveled to Baltimore to enroll as a graduate student at John Hopkins University.[br /]
[br /]
[b]Dewey's Academic Career[/b][br /]
[br /]
John Hopkins University emphasized on original research from graduate students as well as faculty members. The management of John Hopkins University was very strict in teaching and research not only for students but also for the faculty members.[br /]
[br /]
It is a matter of fact that Mr. Daniel C. Gilman, President of John Hopkins University and several advisors cautioned Dewey that he would be unlikely to obtain University teaching position in philosophy without advanced training in Christian theology. Dewey continued to study philosophy, history and political science as minor subjects.[br /]
[br /]
Dewey came under the tutorship of two powerful and engaging intellects, who had a lasting influence on him at Hopkins. George Sylvester Morris, a German-trained Hegelian philosopher, exposed Dewey to the organic model of nature characteristic of German idealism. G. Stanley Hall, a prominent American experimental psychologist of the time, provided Dewey with an appreciation of the power of scientific methodology as applied to the human sciences. The confluence of these viewpoints propelled Dewey's early thought and established the general tenor of his ideas throughout his philosophical career.[br /]
[br /]
Professor G. S. Morris' interest in the work of Hegel and Kant greatly influenced Dewey. In 1884, Dewey prepared the dissertation on ‘The Psychology of Kant’. Unfortunately the manuscript of the said dissertation was never published and has never been found. However his article on Kant and Philosophic Methods was published in the Journal of Speculative Philosophy in April 1884.[br /]
[br /]
Professor G. S. Morris, John Dewey's academic mentor, also taught at the University of Michigan. Dewey obtained his doctorate degree (Ph.D.) in 1884. Professor Morris recommended him for a junior faculty position at Michigan University, a post that Dewey accepted and began teaching in September 1884. The Michigan Philosophy department changed its approach in American academic study of philosophy, which combined classical philosophy with Christian theology and it was rarely critical of theological presuppositions. It now emphasized studies of British and German philosophy, particularly neo - Hegelian German idealism. After two years of teaching at Michigan University, John Dewey was appointed as Assistant Professor of Philosophy in 1886. He married Harriet Alice Chipman on July 28, 1886. During his teaching career at Michigan, Dewey wrote his first two books : one was Psychology in 1887 and another was Leibniz's New Essays Concerning the Human Understanding, in 1888.[br /]
[br /]
In psychology, Dewey explored the synthesis between the idealism and experimental science that he later attempted to effect. In fact, both works expressed Dewey's early commitment to Hegelian idealism. Dewey served at the University of Michigan for ten years, with the exception of a year at the University of Minnesota in 1888.[br /]
[br /]
[b]Dewey's Academic Career[/b][br /]
[br /]
Dewey intended to bring together philosophy, psychology and the study of pedagogy, because there was a connection between elementary and secondary school teachers and also University educators.[br /]
[br /]
During this period Dewey proposed that pedagogy should be a separate department, which would train its students to be specialists in education. Professor Harper endorsed his proposal and he was appointed as a head to the new pedagogy department as well as the philosophy department. Dewey developed the curriculum of the pedagogy department. It is said that by 1900, 23 different education courses were available at Chicago.[br /]
[br /]
In 1904, due to considerable political wrangling about issues in the department of education, Dewey resigned his position at the University of Chicago. It is a fact that disagreements with the administration over the status of the laboratory school led to Dewey's resignation from the post at Chicago University. Because of his philosophical reputation he was soon offered a professorship to join in the department of philosophy at Columbia University. He also worked at teacher's college, which was attached to Columbia University.[br /]
[br /]
Dewey remained at the University of Columbia till the end of his active teaching career in 1930. Dewey completed his most noted works in philosophy and education at Columbia.[br /]
[br /]
He continued teaching as an emeritus professor until 1939, and then retired completely from the University activities.[br /]
[br /]
Dewey’s areas of work included philosophy, education, psychology, politics and social thought. After retirement, he continued to write and speak about intellectual and social issues until his death on June 2, 1952 at the age of 92.[br /]
[br /]
[br /]
[br /]
John Dewey is undoubtedly one of the few 20th century Americans whose thoughts and leadership have made a major impact on his fellow citizens’ ethics of life.[br /]
[br /]
Born on October 20, 1859, at Burlington Vermont John Dewey’s father was Archibald Sprague Dewey. Archibald left the family tradition of farming to become a grocer in a small city of Burlington. He sold the grocery business when he volunteered to join the Union Army in the Civil War. After the war he opened a cigar and tobacco shop. John's mother, Lucina Artemesia Rich Dewey, too came from a farmer family. She carried out humanitarian work with poor families living in the industrial section of Burlington.[br /]
[br /]
John Dewey was the third of four sons. The eldest sibling died in infancy. Dewey along with his two brothers grew up in a middle class household in a community that included ‘old Americans’ as well as new immigrants from Ireland and French Quebec. Dewey joined the First Congregational Church at the age of 11, but later sought a more liberal religious perspective than was evident in the conservative church.[br /]
[br /]
When he was 12, Dewey completed grade school work in Burlington's public school. He graduated from the University of Vermont where the faculty "encouraged their students to be themselves and to think their own thoughts."[br /]
[br /]
While at the University of Vermont, Dewey was exposed to evolutionary theory through the teaching of G. H. Perkins and Lessons in Elementary Physiology by T. H. Huxley, the famous English evolutionist. The Theory of Natural Selection had a life-long impact on Dewey's thoughts.[br /]
[br /]
Through one of his relatives, he obtained a teaching position in high school in Oil City, Pennsylvania. He served for three years as part of the three-member faculty. He returned to Vermont and continued high-school teaching along with study of philosophy. The formal teaching in philosophy at the University of Vermont was confined for the most part to the school of thought that Dewey soon rejected. His close contact with both – before and after graduation with his teacher of philosophy, H. A. P. Torrey, a learned scholar with broader philosophical interests and sympathies, was later accounted by Dewey himself as 'decisive' to his philosophical development.[br /]
[br /]
It was during his teaching career that the idea of pursuing a career in philosophy took hold. With this burning ambition in mind, he sent a philosophical essay to W. T. Harris, editor of the Journal of Speculative Philosophy. Harris’ acceptance of the essay gave Dewey the much-needed encouragement and he traveled to Baltimore to enroll as a graduate student at John Hopkins University.[br /]
[br /]
[b]Dewey's Academic Career[/b][br /]
[br /]
John Hopkins University emphasized on original research from graduate students as well as faculty members. The management of John Hopkins University was very strict in teaching and research not only for students but also for the faculty members.[br /]
[br /]
It is a matter of fact that Mr. Daniel C. Gilman, President of John Hopkins University and several advisors cautioned Dewey that he would be unlikely to obtain University teaching position in philosophy without advanced training in Christian theology. Dewey continued to study philosophy, history and political science as minor subjects.[br /]
[br /]
Dewey came under the tutorship of two powerful and engaging intellects, who had a lasting influence on him at Hopkins. George Sylvester Morris, a German-trained Hegelian philosopher, exposed Dewey to the organic model of nature characteristic of German idealism. G. Stanley Hall, a prominent American experimental psychologist of the time, provided Dewey with an appreciation of the power of scientific methodology as applied to the human sciences. The confluence of these viewpoints propelled Dewey's early thought and established the general tenor of his ideas throughout his philosophical career.[br /]
[br /]
Professor G. S. Morris' interest in the work of Hegel and Kant greatly influenced Dewey. In 1884, Dewey prepared the dissertation on ‘The Psychology of Kant’. Unfortunately the manuscript of the said dissertation was never published and has never been found. However his article on Kant and Philosophic Methods was published in the Journal of Speculative Philosophy in April 1884.[br /]
[br /]
Professor G. S. Morris, John Dewey's academic mentor, also taught at the University of Michigan. Dewey obtained his doctorate degree (Ph.D.) in 1884. Professor Morris recommended him for a junior faculty position at Michigan University, a post that Dewey accepted and began teaching in September 1884. The Michigan Philosophy department changed its approach in American academic study of philosophy, which combined classical philosophy with Christian theology and it was rarely critical of theological presuppositions. It now emphasized studies of British and German philosophy, particularly neo - Hegelian German idealism. After two years of teaching at Michigan University, John Dewey was appointed as Assistant Professor of Philosophy in 1886. He married Harriet Alice Chipman on July 28, 1886. During his teaching career at Michigan, Dewey wrote his first two books : one was Psychology in 1887 and another was Leibniz's New Essays Concerning the Human Understanding, in 1888.[br /]
[br /]
In psychology, Dewey explored the synthesis between the idealism and experimental science that he later attempted to effect. In fact, both works expressed Dewey's early commitment to Hegelian idealism. Dewey served at the University of Michigan for ten years, with the exception of a year at the University of Minnesota in 1888.[br /]
[br /]
[b]Dewey's Academic Career[/b][br /]
[br /]
Dewey intended to bring together philosophy, psychology and the study of pedagogy, because there was a connection between elementary and secondary school teachers and also University educators.[br /]
[br /]
During this period Dewey proposed that pedagogy should be a separate department, which would train its students to be specialists in education. Professor Harper endorsed his proposal and he was appointed as a head to the new pedagogy department as well as the philosophy department. Dewey developed the curriculum of the pedagogy department. It is said that by 1900, 23 different education courses were available at Chicago.[br /]
[br /]
In 1904, due to considerable political wrangling about issues in the department of education, Dewey resigned his position at the University of Chicago. It is a fact that disagreements with the administration over the status of the laboratory school led to Dewey's resignation from the post at Chicago University. Because of his philosophical reputation he was soon offered a professorship to join in the department of philosophy at Columbia University. He also worked at teacher's college, which was attached to Columbia University.[br /]
[br /]
Dewey remained at the University of Columbia till the end of his active teaching career in 1930. Dewey completed his most noted works in philosophy and education at Columbia.[br /]
[br /]
He continued teaching as an emeritus professor until 1939, and then retired completely from the University activities.[br /]
[br /]
Dewey’s areas of work included philosophy, education, psychology, politics and social thought. After retirement, he continued to write and speak about intellectual and social issues until his death on June 2, 1952 at the age of 92.[br /]
[br /]
[br /]
[b]JOHN DEWEY [ 1859 - 1952 ][/b][br /]
[br /]
John Dewey is considered to be one of the few Americans of the 20th century who "…can be acknowledged on a world scale as a spokesman for mankind."[br /]
[br /]
Dewey softened the sharp contrasts in which philosophers, theologians, politicians and writers on cultural issues, have tended to trade. His mature philosophy spoke to a vast audience of readers who like himself felt a deep need to believe that science would not undermine faith. That racialism did not mean chaos and that a faith in community did not lead to an oppressive collectivism.Dewey described his life goal as the quest to obtain "a moderately clear and distinct idea of the problems that underline the difficulties and evils which we experience in practical life." In doing so he focalized his activities on the pedagogy, becoming by virtue of his research, one of the most important pedagogy studies of the last century.[br /]
[br /]
[br /]
[br /]
John Dewey is considered to be one of the few Americans of the 20th century who "…can be acknowledged on a world scale as a spokesman for mankind."[br /]
[br /]
Dewey softened the sharp contrasts in which philosophers, theologians, politicians and writers on cultural issues, have tended to trade. His mature philosophy spoke to a vast audience of readers who like himself felt a deep need to believe that science would not undermine faith. That racialism did not mean chaos and that a faith in community did not lead to an oppressive collectivism.Dewey described his life goal as the quest to obtain "a moderately clear and distinct idea of the problems that underline the difficulties and evils which we experience in practical life." In doing so he focalized his activities on the pedagogy, becoming by virtue of his research, one of the most important pedagogy studies of the last century.[br /]
[br /]
[br /]
• October 20, 1859 [br /]
John Dewey was born in Burlington, Vermont.[br /]
[br /]
• 1875[br /]
Began attending the University of Vermont at the age of 16.[br /]
[br /]
• 1879 [br /]
Completed his graduation and taught at high school.[br /]
[br /]
• September 1882 [br /]
Entered John Hopkins University.Wrote The Metaphysical Assumptions of Materialism.[br /]
[br /]
• 1884 [br /]
Obtained his doctorate in philosophy from John Hopkins University and accepted a teaching post at the University of Michigan.[br /]
[br /]
• 1886 [br /]
Appointed Assistant Professor of Philosophy at the University of Michigan. Married Harriet Alice Chipman.[br /]
[br /]
• 1887 [br /]
Psychology published.[br /]
[br /]
• 1888 [br /]
Appointed Professor of Philosophy at the University of Minnesota.[br /]
[br /]
• 1890 [br /]
Was elected the President ex-officio of Philosophical Society.[br /]
[br /]
• 1894 [br /]
Founded the Laboratory School at University of Chicago.Was appointed Professor of Philosophy and Chairman of the department of Philosophy, Psychology and Education at the University of Chicago.[br /]
[br /]
• 1896 [br /]
Became the Director of Laboratory School University of Chicago.[br /]
[br /]
• 1898[br /]
Reviews of W. T. Harris's Psychological Foundations of Education and J. M. Baldwin's Social and Ethical Interpretations in Mental Development published.[br /]
[br /]
• 1899[br /]
Became President of the American Psychological Association.[br /]
[br /]
• 1902 [br /]
Was appointed Director of School of Education, University of Chicago and Head of the Department of Philosophy.[br /]
[br /]
• 1903 [br /]
Religious Education as Conditioned by Modern Psychology and Pedagogy published.[br /]
[br /]
• 1904 [br /]
Resigned from the University of Chicago.Appointed Professor of Philosophy, Columbia University.[br /]
[br /]
• 1905[br /]
Was elected President of the American Philosophical Association.[br /]
[br /]
• 1906[br /]
Appointed Lecturer in Philosophy, Johns Hopkins University.[br /]
[br /]
• 1908 [br /]
Does Reality Possess Practical Character published.[br /]
[br /]
• 1917 [br /]
In a Time of National Hesitation published.[br /]
[br /]
• 1918 [br /]
Appointed Chairman of Committee of the Citizen's conference on Educational Policy.[br /]
[br /]
• 1929 [br /]
Gifford Lecturer, University of Edinburgh.[br /]
[br /]
• 1930 [br /]
Retired from his teaching profession but continued to write books on all topics. Professor Emeritus of Philosophy in residence, Columbia University.[br /]
[br /]
• 1946 [br /]
Married Roberta Grant.[br /]
[br /]
• June 1, 1952 [br /]
Died in New York City.[br /]
[br /]
[br /]
[b]Works[/b][br /]
[br /]
John Dewey began his philosophic career as a devout and adherent defender of Hegelian Absolute Idealism. Dewey was born to fulfill his bent towards originality, a creative urge too strong to let him rest.[br /]
[br /]
Dewey was just beginning his work in the 1890s, but his lifelong accomplishment of 40 books and over 700 articles, in addition to the countless lectures and other published works continued to play an influential role in many fields of knowledge. Most of these books have been translated into other languages like German, French, Russian, and Spanish. Dewey's works generally centered on philosophy, psychology and education.[br /]
[br /]
Dewey described his life goal as the quest to obtain, " a moderately clear and distinct idea of what the problems are, that underlie the difficulties and evils, which we experience in fact, that is to say, in practical life."The Center for John Dewey Studies at the University of Southern Illinois is dedicated to promote study of the significance of Dewey's lifelong work in the field of Education. His focus on education was a unique element of his philosophical thinking and writing. Although he did not coin the phrase [b]progressive education[/b], it has come to be associated with Dewey.[br /]
[br /]
DEMOCRACY AND EDUCATION[br /]
[br /]
John Dewey's most popular and famous book on DEMOCRACY AND EDUCATION was published in 1916. It has been translated in Russian, Japanese and German.[br /]
[br /]
[b](1) Education as a necessity of life[/b][br /]
[br /]
John Dewey in this chapter had given a good example for the living and inanimate things. He has explained why and how the renewal of life by transmission occurs. He gave a good example for the distinction between living and inanimate things. "A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow. So much less as to render the blow as a contributing factor to its own continued action, while the living thing may easily be crushed by superior force. It nonetheless tries to turn the energies, which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in higher forms of life), but loses its identity as a living thing."[br /]
[br /]
[br /]
[br /]
John Dewey began his philosophic career as a devout and adherent defender of Hegelian Absolute Idealism. Dewey was born to fulfill his bent towards originality, a creative urge too strong to let him rest.[br /]
[br /]
Dewey was just beginning his work in the 1890s, but his lifelong accomplishment of 40 books and over 700 articles, in addition to the countless lectures and other published works continued to play an influential role in many fields of knowledge. Most of these books have been translated into other languages like German, French, Russian, and Spanish. Dewey's works generally centered on philosophy, psychology and education.[br /]
[br /]
Dewey described his life goal as the quest to obtain, " a moderately clear and distinct idea of what the problems are, that underlie the difficulties and evils, which we experience in fact, that is to say, in practical life."The Center for John Dewey Studies at the University of Southern Illinois is dedicated to promote study of the significance of Dewey's lifelong work in the field of Education. His focus on education was a unique element of his philosophical thinking and writing. Although he did not coin the phrase [b]progressive education[/b], it has come to be associated with Dewey.[br /]
[br /]
DEMOCRACY AND EDUCATION[br /]
[br /]
John Dewey's most popular and famous book on DEMOCRACY AND EDUCATION was published in 1916. It has been translated in Russian, Japanese and German.[br /]
[br /]
[b](1) Education as a necessity of life[/b][br /]
[br /]
John Dewey in this chapter had given a good example for the living and inanimate things. He has explained why and how the renewal of life by transmission occurs. He gave a good example for the distinction between living and inanimate things. "A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow. So much less as to render the blow as a contributing factor to its own continued action, while the living thing may easily be crushed by superior force. It nonetheless tries to turn the energies, which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in higher forms of life), but loses its identity as a living thing."[br /]
[br /]
[br /]
[b]On Democracy And Education[/b][br /]
[br /]
• Education, in its broadest sense, is the means of this social continuity of life.[br /]
[br /]
• Things gain meaning by being used in a shared experience or joint action.[br /]
[br /]
• A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.[br /]
[br /]
• Thinking is the accurate and deliberate instituting of connections between what is done and its consequences.[br /]
[br /]
• In brief, the function of knowledge is to make one experience freely available to other experiences.[br /]
[br /]
• Knowledge is a perception of those connections of an object which determine its applicability in a given situation.[br /]
[br /]
• In truth, the problem of moral education in the schools is one with the problem of securing knowledge - the knowledge connected with the system of impulses and habits. For the use to which any known fact is put, depends upon its connections.[br /]
[br /]
• The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.[br /]
[br /]
• Education is not a preparation for life; Education is life itself.[br /]
[br /]
[br /]
[br /]
• Education, in its broadest sense, is the means of this social continuity of life.[br /]
[br /]
• Things gain meaning by being used in a shared experience or joint action.[br /]
[br /]
• A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.[br /]
[br /]
• Thinking is the accurate and deliberate instituting of connections between what is done and its consequences.[br /]
[br /]
• In brief, the function of knowledge is to make one experience freely available to other experiences.[br /]
[br /]
• Knowledge is a perception of those connections of an object which determine its applicability in a given situation.[br /]
[br /]
• In truth, the problem of moral education in the schools is one with the problem of securing knowledge - the knowledge connected with the system of impulses and habits. For the use to which any known fact is put, depends upon its connections.[br /]
[br /]
• The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.[br /]
[br /]
• Education is not a preparation for life; Education is life itself.[br /]
[br /]
[br /]
