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Dewey John:     more books (100)

The Evolution of John Dewey's Conception of Philosophy and His Notion of Truth by Melvin Tuggle, 1997-12-04 Logic of Pragmatism: An Examination of John Dewey's Logic by H. S. Thayer, 1952-06 Transforming Experience: John Dewey's Cultural Instrumentalism (Vanderbilt Library of American Philosophy) by Michael Eldridge, 1998-07-16 Troubled Philosopher: John Dewey and the Struggle for World Peace (National university publications) by Charles F. Howlett, 1977-02 John Dewey and the Philosopher's Task (John Dewey Lecture (Teachers College Press).) by Philip W. Jackson, 2002-01 John Dewey As Educator: His Design for Work in Education (1894-1904) by Arthur G. Wirth, 1989-04 John Dewey's Challenge to Education: Historical Perspectives on the Cultural Context by Oscar Handlin, 1959-06 John Dewey and Environmental Philosophy (Suny Series in Environmental Philosophy and Ethics) by H. P. McDonald, 2003-12 Philosophy of John Dewey: A Critical Analysis by William T. Feldman, 1968-06 Individuality and Community: The Social and Political Thought of John Dewey. a University of Florida Book by Alfonso J. Damico, 1979-01 The Phenomenological Sense of John Dewey: Habit and Meaning by Victor Kestenbaum, 1977-06 Naturalizing Philosophy of Education: John Dewey in the Postanalytic Period by Professor Jerome A. Popp PhD, 1998-07-28 John Dewey's Ethics: Democracy as Experience (American Philosophy) by Gregory Pappas, 2008-06-11 Reading Dewey: Interpretations for a Postmodern Generation

lists with details

81. µàÀÌ Dewey, John 1859~ 1952
    The summary for this Korean page contains characters that cannot be correctly displayed in this language/character set.  
    http://www.seelotus.com/gojeon/cafe/phi/liberpro/phil/ebdl.html

82. John Dewey And Informal Education
    Brief biography, partial bibliography, and links.Category Society Philosophy Philosophers Dewey, John John Dewey (1859 1952) has made, arguably, the most significant contributionto the development of educational thinking in the twentieth century.  
    http://www.infed.org/thinkers/et-dewey.htm
    
    Extractions: search support encyclopedia archives ... forum (This 'John Dewey' page is due to be extended). John Dewey (1859 - 1952) has made, arguably, the most significant contribution to the development of educational thinking in the twentieth century. Dewey's philosophical pragmatism, concern with interaction, reflection and experience, and interest in community and democracy, were brought together to form a highly suggestive educative form. John Deweyis often misrepresented - and wrongly associated with child-centred education. In many respects his work cannot be easily slotted into any one of the curriculum traditions that have dominated north American and UK schooling traditions over the last century. However, John Dewey's influence can be seen in many of the writers that have influenced the development of informal education over the same period. For example, Coyle, Kolb, Lindeman and Rogers drew extensively on his work. John Dewey's significance for informal educators lays in a number of areas. First, his belief that education must engage with and enlarge experience has continued to be a significant strand in informal education practice. Second, and linked to this, Dewey's exploration of thinking and reflection - and the associated role of educators - has continued to be an inspiration. We can see it at work, for example, in the models developed by writers such as David Boud and Donald Schön. Third, his concern with interaction and environments for learning provide a continuing framework for practice. Last, his passion for democracy, for educating so that all may share in a common life, provides a strong rationale for practice in the associational settings in which informal educators work.

83. 16176. Dewey, John. The Columbia World Of Quotations. 1996
    ATTRIBUTION John Dewey (1859–1952), US philosopher. Originally published1934. Art as Experience, ch. 2, Capricorn Books (1958).  
    http://www.bartleby.com/66/76/16176.html
    
    Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Quotations The Columbia World of Quotations PREVIOUS ... AUTHOR INDEX The Columbia World of Quotations. NUMBER: QUOTATION: Man lives in a world of surmise, of mystery, of uncertainties.

84. 16177. Dewey, John. The Columbia World Of Quotations. 1996
    ATTRIBUTION John Dewey (1859–1952), US philosopher. repr. From CaliforniaPublications in Philosophy (1931). “Context and Thought,” repr.  
    http://www.bartleby.com/66/77/16177.html
    
    Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Quotations The Columbia World of Quotations PREVIOUS ... AUTHOR INDEX The Columbia World of Quotations. NUMBER: QUOTATION: I know that there are many persons to whom it seems derogatory to link a body of philosophic ideas to the social life and culture of their epoch. They seem to accept a dogma of immaculate conception of philosophical systems.

85. Ask Jeeves: Search Results For "John Dewey Criticism"
    http//www.educacao.pro.br/John_Dewey.htm 5. xrefer Dewey, John (1859 - 1952)xrefer is the web's reference engine providing free access to the most  
    http://webster.directhit.com/webster/search.aspx?qry=John Dewey Criticism

86. Educational Theory Of John Dewey
    ©2000 NewFoundations The Educational Theory of John Dewey (1859 1952).Analyst NI Emand. Analyst Sarah Fraser (DE2). RETURN 5/9/01.  
    http://www.newfoundations.com/GALLERY/Dewey.html
    
    Extractions: Theory of Value : What knowledge and skills are worthwhile learning? What are the goals of education? D.E: The term "value" has two quite different meanings. On the one hand, it denotes the attitude of prizing a thing, finding it worth while, for its own sake, or intrinsically This is a name for a full or complete experience. To value in this sense is to appreciate. But to value also means a distinctly intellectual act-an operation of comparing and judging to evaluate. This occurs when direct full experience is lacking, and the question arises which of the various possibilities of a situation is to be preferred in order to reach a full realization, or vital experience. 291-292 P.M: Values that are "extrinsic" or instrumental may be rationally estimated. For they are only means; are not ends in any genuine sense. As means their efficacy may be determined by methods that will stand scientific inspection. But the "ends" they serve (ends which are truly ends) are just matters of what groups, classes, sects, races, or whatever, happen irrationally to like or dislike. 9 Q.C: Of the many consequences that result, the state of education is perhaps the most significant. As the means of the general institution of intelligent action, it holds the key to orderly social reconstruction. 252

87. Dewey
    the demands of the 21st century . Jerome S. Bruner 1912 . John Dewey1859-1952. Overview of Bruner's Theories and Perspectives Scaffolding  
    http://www.homestead.com/peoplelearn/dewey.html

88. John Dewey -- Philosophy Books And Online Resources
    Dewey Reconfigured Essays on Deweyan Pragmatism by Casey Haskins. John Dewey 1859 1952. Texts John Dewey. Texts American Pragmatism. Used Books John Dewey.  
    http://www.erraticimpact.com/~american/html/dewey.htm
    
    Extractions: by Casey Haskins John Dewey Texts: John Dewey Texts: American Pragmatism Used Books: John Dewey Know of a Resource? ... Dewey Bibliography From the Dialogue On Dewey's Philosophy of Logic course website. This bibliography is divided into three different sections: Primary Sources Secondary Sources Dewey Books Some Notes on John Dewey By Craig A. Cunningham This website includes the following sections: Biography Influences Evolution of Ideas Educational Ideas Impact John Dewey Discussion Group on the Internet DEWEY-L is an electronic forum devoted to the interpretation and extension of John Dewey's philosophy. The list is open to anyone with an interest in any facet of Dewey's philosophy. Members of the forum are expected to strive for the spirit of cooperative inquiry. The broad aims of the list are to explore the merits of Dewey's philosophy, including its relations to other relevant developments in philosophy as well as other areas of inquiry which relate to the spirit of Dewey's work. New members are encouraged to introduce themselves, perhaps including a brief statement of the relevance of Dewey to their work or interests. Occasionally, list members participate in "seminars" or "close readings" of texts on or by Dewey. Posts regarding such discussions ought to have "seminar" in their subject heading.

89. Psychology History
    John Dewey. (1859 1952) Compiled by Peggy Hickman • Biography• Theory • Time Line • References. John Dewey was born in  
    http://fates.cns.muskingum.edu/~psych/psycweb/history/dewey.htm
    
    Extractions: The Metaphysical Assumptions of Materialism . He sent this paper to the editor of the Journal of Speculative Philosophy and returned to Burlington, Vermont and to teach at a high school near his home. He also studied a year privately with his former instructor Henry A.P. Torrey. While in Burlington his paper was published. In September 1882 Dewey enrolled at the Johns Hopkins University. He applied for a fellowship, but did not get accepted and had to borrow five hundred dollars from his aunt to pay his tuition. At the university he studied under George Sylvester Morris, who taught philosophy, and Granville Stanley Hall, who taught psychology. During his last year there, he published his fifth paper, The New Psychology . He received doctorate shortly after he delivered his paper in 1884 and took a position at the University of Michigan. There he taught psychology classes. Between teaching classes he wrote Applied Psychology in 1886. This book was to be used as a school textbook. These facts were taken from the book Young John Dewey. During this same year he married his first wife Alice Chipman shown with son Gordon in 1902.

90. Dewey, John
    Dewey, John. Dewey, John, 1859–1952, American philosopher and educator, b.Burlington, Vt., grad. Univ. of Vermont, 1879, Ph.D. Johns Hopkins, 1884.  
    http://www.infoplease.com/cgi-bin/id/A0815368
    
    Extractions: Dewey, John Dewey, John, Dewey's original philosophy, called instrumentalism, bears a relationship to the utilitarian and pragmatic schools of thought. Instrumentalism holds that the various modes and forms of human activity are instruments developed by human beings to solve multiple individual and social problems. Since the problems are constantly changing, the instruments for dealing with them must also change. Truth, evolutionary in nature, partakes of no transcendental or eternal reality and is based on experience that can be tested and shared by all who investigate. Dewey conceived of democracy as a primary ethical value, and he did much to formulate working principles for a democratic and industrial society. In education his influence has been a leading factor in the abandonment of authoritarian methods and in the growing emphasis upon learning through experimentation and practice. In revolt against abstract learning, Dewey considered education as a tool that would enable the citizen to integrate culture and vocation effectively and usefully. Dewey actively participated in movements to forward social welfare and woman's suffrage, protect academic freedom, and effect political reform.

91. Great Books Index - John Dewey
    GREAT BOOKS INDEX. John Dewey (18591952). An Indexto Online Great Books in English Translation.  
    http://books.mirror.org/gb.dewey.html

92. John Dewey
    a Marxist? Dewey Reconstructs Ethics; Emand and Fraser (2001) The EducationalTheory of John Dewey (1859 1952). Giarelli (1997) On  
    http://carbon.cudenver.edu/~mryder/itc_data/dewey.html
    
    Extractions: School of Education See and hear John Dewey! (Flemming Lerbæk) The Ego as Cause (1894) (Christopher Green) The Reflex Arc Concept in Psychology (1896) (Christopher Green) My Pedagogic Creed (1897) (Informal Education) mirror (Rich Greib) School as a Social Settlement (1915) (Informal Education) Democracy and Education (1916) (Institute for Learning Technologies) Imperialism is Easy Philosophy's Search for the Immutable (1929) (Marxists.org)

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