"China, Japan, and the U.S.A." by John Dewey provides a profound exploration of the intricate relationships and cultural dynamics between these three nations during a pivotal period in history. Dewey, a distinguished philosopher and educator, delves into the geopolitical landscape, offering insightful observations on the interactions and influences shaping the destinies of China, Japan, and the United States. Through the lens of philosophy and pragmatism, Dewey analyzes the social, political, and economic forces at play, shedding light on the evolving global order. The narrative unfolds as a thoughtful dialogue, addressing issues of diplomacy, cultural exchange, and the pursuit of common goals. This intellectual journey serves as a guide for readers seeking a nuanced understanding of the interconnections between Eastern and Western philosophies. As tensions and alliances ebb and flow, Dewey's work remains a timeless reflection on the dynamics of international relations. Ideal for scholars, diplomats, and those interested in the intersection of philosophy and geopolitics, this book offers a comprehensive exploration of China, Japan, and the U.S.A. during a transformative period, as seen through the perceptive eyes of John Dewey. Dive into the pages and uncover the philosophical undercurrents that continue to shape these nations' interplay on the global stage.
"New Essays Concerning Human Understanding" is a philosophical work written by the German philosopher Gottfried Wilhelm Leibniz. John Dewey, on the other hand, was an American philosopher and educator known for his work in pragmatism and education.Leibniz's "New Essays Concerning Human Understanding" is a response to John Locke's "An Essay Concerning Human Understanding." In this work, Leibniz presents his own philosophical views on the nature of human understanding, knowledge, and the mind. He critiques Locke's empiricist approach and argues for the existence of innate ideas and principles.John Dewey, on the other hand, is known for his contributions to the philosophy of education and his pragmatic philosophy, which emphasizes the importance of experience and practical problem-solving in learning and philosophy.
"Human Nature and Conduct" is a seminal work by the American philosopher and psychologist John Dewey, published in 1922. This book is a profound exploration of the intricate relationship between human nature and human behavior, reflecting Dewey's influential contributions to the fields of philosophy and psychology.Dewey's central premise is that human conduct is not solely determined by inherent, fixed traits but is profoundly shaped by the ongoing interaction between an individual's innate tendencies and their social and environmental context. He emphasizes the dynamic nature of human behavior and the impact of social influences in shaping individual actions.Dewey's work challenges rigid notions of human nature and highlights the flexibility and adaptability of human behavior in response to various situations and stimuli. He argues that individuals are not passive products of their genetic makeup but active agents who engage with and respond to their surroundings.Throughout "Human Nature and Conduct," Dewey explores the role of habit, culture, and education in molding human conduct. He argues that habits are the bridge between human nature and conduct, as they encapsulate an individual's past experiences and responses. Culture and education, according to Dewey, play crucial roles in shaping these habits and, consequently, human behavior.Dewey's philosophical and psychological insights extend to ethics and morality. He contends that ethical behavior arises from a sense of responsibility within a social context, where individuals are mindful of the consequences of their actions on the broader community. This perspective challenges traditional, rigid ethical frameworks and supports a more pragmatic and context-sensitive approach.In summary, "Human Nature and Conduct" by John Dewey is a profound exploration of the dynamic relationship between human nature and behavior. Dewey's work challenges fixed notions of human nature, highlighting the influence of social and environmental factors. It underscores the adaptability and responsiveness of individuals in shaping their own conduct. Dewey's insights extend to ethics and education, promoting a more flexible and context-sensitive approach to understanding human behavior and morality.
Moral Principles in Education, a classical book, has been considered essential throughout the human history, and so that this work is never forgotten we at Alpha Editions have made efforts in its preservation by republishing this book in a modern format for present and future generations. This whole book has been reformatted, retyped and designed. These books are not made of scanned copies of their original work and hence the text is clear and readable.
"A modern classic. Dewey's lectures have lost none of their vigor ... The historical approach, which underlay the central argument, is beautifully exemplified in his treatments of the origin of philosophy." - Philosophy and Phenomenological Research . "It was with this book that Dewey fully launched his campaign for experimental philosophy." - The New Republic. Written shortly after the shattering effects of World War I, John Dewey's Reconstruction in Philosophy offers an insightful introduction to the concept of pragmatic humanism. The eminent philosopher presents persuasive arguments against traditional philosophical constructs, suggesting their basis in self-justification; instead, he proposes an examination of core values in terms of their ultimate effects on the self and others. Dewey's experimental philosophy represented a significant departure from its predecessor, utilitarianism, and it was received with both outrage and acclaim for daring to mingle ethics and science. Delivered in 1919 as a series of lectures at Tokyo's Imperial University of Japan, Dewey's landmark work appears here in an enlarged edition that features an informative introduction by the author, written more than 25 years after the book's initial publication.
Life is growth. Education is therefore essential to human life as it fosters for individuals the capacity to perpetuate growth. This is the theory expressed by John Dewey in this critical review of the philosophy of education. Throughout this work Dewey traces the aims of education to their philosophic and historical bases, and explains how differing aims can lead students to gain not only differing levels of knowledge, but also different morals and values. The values taught to students may or may not be explicit, but they have an effect on society. Dewey argues that certain values are more conducive to a truly democratic society and that a good educational system should be designed to encourage precisely these values.Specifically, Dewey takes issue with schools that rely heavily on testing and memorization. He argues that this type of education is a result of a duality that regards practice as in opposition and inferior to theory. Education that is dependent on strict discipline and conformity breeds a society that is conformist, low in initiative, and acquiescent to authority. A better system would allow the students some level of freedom to define their own suitable projects that teachers could guide in ways to ensure the students learn core skills such as literacy, arithmetic, and the natural sciences through practical applications. Such an interactive education would also be a way for students from different backgrounds to interact with each other. This has the positive effect of breaking down class barriers and building a more empathetic society.Though it was written over one hundred years ago, many of the themes and concerns voiced by Dewey can be found in modern-day critiques of the educational system. In addition to lambasting an over-reliance on testing, Dewey questions over-specialization, teaching of abstractions over applications, and the lack of time spent on developing skills that can be used outside of school.
How We Think is a mandatory read for education professionals and teachers to introspect our self and know how the education system has taken a massive change for teachers as well as the pupils. The contemporary education system has created a challenge for educators, as the teachers now no longer can deal with masses; rather they have to do it individually. Are we able to inculcate the education to the young minds without spoiling their childhood of ardent curiosity and fertile imagination? Written by the American philosopher and educational reformer John Dewey, this book will let us understand the contemporary young minds and how to feed them without spoiling their nature and inborn abilities.
¿ Education as a Necessity of Life¿ Education as a Social Function¿ Education as Direction¿ Education as Growth¿ Preparation, Unfolding, and Formal Discipline¿ Education as Conservative and Progressive¿ The Democratic Conception in Education¿ Aims in Education¿ Natural Development and Social Efficiency as Aims¿ Interest and Discipline¿ Experience and Thinking¿ Thinking in Education¿ The Nature of Method¿ The Nature of Subject Matter¿ Play and Work in the Curriculum¿ The Significance of Geography and History¿ Science in the Course of Study¿ Educational Values¿ Labor and Leisure¿ Intellectual and Practical Studies¿ Physical and Social Studies: Naturalism and Humanism¿ The Individual and the World¿ Vocational Aspects of Education¿ Philosophy of Education¿ Theories of Knowledge¿ Theories of Morals
" ¿HE who knows me only by my writings does not know me,¿ said Leibniz. These words¿true, indeed, of every writer, but true of Leibniz in a way which gives a peculiar interest and charm to his life¿must be our excuse for prefacing what is to be said of his ¿New Essays concerning the Human Understanding¿ with a brief biographical sketch.Gottfried Wilhelm Leibniz was born in Leipzig June 21, 1646. His father, who died when Leibniz was only six years old, was a professor in the university and a notary of considerable practice. From him the future philosopher seems to have derived his extraordinary industry and love of detail. Such accounts as we have of him show no traces of the wonderful intellectual genius of his son, but only a diligent, plodding, faithful, and religious man, a thoroughly conscientious husband, jurist, and professor. Nor in the lines of physical heredity can we account for the unique career of Leibniz by his mother¿s endowments. The fact, however, that she was patient in all trial, living in peace with her neighbors, anxious for unity and concord with all people, even with those not well disposed to her, throws great light upon the fundamental trait of Leibniz¿s ethical nature"
In the spring of 1918 I was invited by Leland Stanford Junior University to give a series of three lectures upon the West Memorial Foundation. One of the topics included within the scope of the Foundation is Human Conduct and Destiny. This volume is the result, as, according to the terms of the Foundation, the lectures are to be published. The lectures as given have, however, been rewritten and considerably expanded. An Introduction and Conclusion have been added. The lectures should have been published within two years from delivery. Absence from the country rendered strict compliance difficult; and I am indebted to the authorities of the University for their indulgence in allowing an extension of time, as well as for so manycourtesies received during the time when the lectures were given. Perhaps the sub-title requires a word of explanation. The book does not purport to be a treatment of social psychology. But it seriously sets forth a belief that an understanding of habit and of different types of habit is the key to social psychology, while the operation of impulse and intelligence gives the key to individualized mental activity. But they are secondary to habit so that mind can be understood in the concrete only as a system of beliefs, desires and purposes which are formed in the interaction of biological aptitudes with a social environment." John Dewey
John Deweys Die Öffentlichkeit und ihre Probleme zählt zu den bedeutendsten Werken der amerikanischen politischen Philosophie. Vor dem Hintergrund der sozialen und technologischen Umbrüche der Moderne entwickelt Dewey hier nicht nur eine Theorie der Öffentlichkeit, sondern eine umfassende Theorie des Staates und der Demokratie. Die von ihm angestellten Überlegungen enthalten zahlreiche Anregungen für die heutige Diskussion um Demokratie und Öffentlichkeit und zeigen die Originalität und Aktualität seines Pragmatismus. Das arbeitet auch Martin Hartmann in seinem Nachwort zu diesem Klassiker heraus.
Das Buch "Moralische Grundsätze in der Erziehung und das Kind und der Lehrplan" erklärt Ihnen auf einfache Weise, wie moralische Werte in die Erziehung integriert werden können, warum sie so wichtig sind und was Sie alles beachten müssen. Der Autor vermittelt nicht nur theoretisches Wissen, sondern gibt auch viele praktische Tipps und Beispiele für den Alltag. Sichern Sie Ihren Kindern jetzt eine solide moralische Grundlage für ihr zukünftiges Leben - ein muss für Eltern, Pädagogen oder Erzieher!
This edition features large print and Atkinson Hyperlegible font (a new typeface created in partnership with Braille Institute - greater legibility and readability for low vision readers). John Dewey was a prominent American philosopher, psychologist, and educational reformer. His ideas and philosophies, especially pragmatism, have had a significant impact on education and social change. He is also recognized as one of the pioneers in the field of functional psychology.In How We Think, Dewey offers a comprehensive yet insightful examination of the process by which we transform concepts into tools for solving our personal, social, and political problems. Dewey also argues that different activities, such as theoretical and practical thinking, art and science, and logic and psychology, are interrelated and mutually supportive. He advocates an approach to education that emphasizes the scientific spirit and the connection of new information to students' own observations and experiences. This work offers valuable insights for students of philosophy, psychology, and education.
In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap. Dewey's ideas were never broadly and deeply integrated into the practices of American public schools, though some of his values and terms were widespread. Progressive education (both as espoused by Dewey, and in the more popular and inept forms of which Dewey was critical) was essentially scrapped during the Cold War, when the dominant concern in education was creating and sustaining a scientific and technological elite for military purposes. In the post-Cold War period, however, progressive education had reemerged in many school reform and education theory circles as a thriving field of inquiry learning and inquiry-based science. Some find it cumbersome that Dewey's philosophical anthropology, unlike Egan, Vico, Ernst Cassirer, Claude Lévi-Strauss, and Nietzsche, does not account for the origin of thought of the modern mind in the aesthetic, more precisely the myth, but instead in the original occupations and industries of ancient people, and eventually in the history of science. A criticism of this approach is that it does not account for the origin of cultural institutions, which can be accounted for by the aesthetic. Language and its development, in Dewey's philosophical anthropology, have not a central role but are instead a consequence of the cognitive capacity. While Dewey's educational theories have enjoyed a broad popularity during his lifetime and after, they have a troubled history of implementation. Dewey's writings can also be difficult to read, and his tendency to reuse commonplace words and phrases to express extremely complex reinterpretations of them makes him susceptible to misunderstanding. So while he held the role of a leading public intellectual, he was often misinterpreted, even by fellow academics. Many enthusiastically embraced what they mistook for Dewey's philosophy, but which in fact bore little or a distorted resemblance to it. ... (Wikipedia.org)
poems can be fine to readespecially when you write some of those,keep reading
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