Relevant bibliographies by topics / John Dewey

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'John Dewey'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "John Dewey"

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Roth, Robert J. "John Dewey." International Philosophical Quarterly 33, no. 1 (1993): 117–22. http://dx.doi.org/10.5840/ipq199333161.

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Galter, Maria Inalva, and Aparecida Favoreto. "John Dewey." Linhas Crí­ticas 26 (August 20, 2020): 1–15. http://dx.doi.org/10.26512/lc.v26.2020.28281.

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Examina-se a concepção de democracia de John Dewey em relação à sua perspectiva de sociedade e escola em Democracia e educação. Postula-se que o autor respondia aos problemas humanos decorrentes da industrialização, urbanização, imigração, do progresso científico e tecnológico que marcaram a sociedade burguesa, em especial os Estados Unidos da América, nas décadas finais do século XIX e iniciais do século XX. Para Dewey, a escola cumpria papel importante na formação e influia no desenvolvimento de atitudes intelectuais de iniciativa, capacidade de reflexão, espírito livre e responsabilidade social. Enfim, para o autor, tais atitudes favoreceriam maior intercâmbio e comunicação que contribuíram para a promoção da democracia.
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Rucker, Darnell. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 17, no. 52 (1989): 8. http://dx.doi.org/10.5840/saap1989175223.

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Fontinell, Eugene. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 20, no. 63 (1992): 19–22. http://dx.doi.org/10.5840/saap1992206330.

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Shea, John. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 24, no. 74 (1996): 40–41. http://dx.doi.org/10.5840/saap1996247420.

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Switankowsky, lrene S. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 28, no. 86 (2000): 34–36. http://dx.doi.org/10.5840/saap2000288616.

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Edel, Abraham. "John Dewey." International Studies in Philosophy 32, no. 4 (2000): 140–43. http://dx.doi.org/10.5840/intstudphil200032465.

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Eldridge, Michael. "John Dewey." International Studies in Philosophy 35, no. 4 (2003): 172–73. http://dx.doi.org/10.5840/intstudphil200335435.

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LEVINE, BARBARA, and RICHARD FIELD. "JOHN DEWEY." Notes and Queries 35, no. 3 (September 1, 1988): 344—a—344. http://dx.doi.org/10.1093/nq/35-3-344a.

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Westbrook, Robert B. "John Dewey." Prospects 23, no. 1-2 (March 1993): 277–91. http://dx.doi.org/10.1007/bf02195040.

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Dissertations / Theses on the topic "John Dewey"

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Floren, Charles. "L'esthétique radicale de John Dewey." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3023/document.

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« Concernant l’expérience esthétique, le philosophe se doit donc de comprendre de quoi il y a expérience » déclare J. Dewey et c’est sur la base de son enquête que nous tenterons dans la première partie de notre recherche, de répondre à cette injonction. Il s’agira d’abord de comprendre les exigences, les difficultés et les enjeux de cette conception de l’expérience esthétique saisie dans sa continuité avec l’expérience ordinaire. On ne peut concevoir l’expérience esthétique comme une entité séparée de l’expérience ordinaire, mais on ne peut non plus en galvauder la spécificité en la diluant dans le flux de nos expériences. Radicale, l’esthétique de Dewey l’est aussi en ce qu’elle invite à ne plus dissocier l’esthétique et l’artistique, la contemplation et la pratique, la réception et la création, mais cherche plutôt à saisir la continuité qui relie ces distinctions abstraites au sein d’une même expérience vivante. C’est à la portée critique de cette reconstruction d’une expérience unifiée que nous consacrerons la deuxième partie de cette recherche. Enfin, radicale, l’esthétique pragmatiste l’est à un troisième titre en ce qu’elle refuse les fictions paresseuses de l’intériorité pour comprendre l’individualité du sujet esthétique qu’il soit créateur ou récepteur. L’expérience esthétique apparaît bien à la fois comme l’expérience la plus individuelle et la plus accomplie, mais son individualité ne présuppose pas l’existence d’un individu pensé comme un atome isolé. Ainsi, ce que Dewey nous invite à repenser et à reconstruire c’est le lien mouvant qui unit l’individu et la société démocratique
« To esthetic experience, then, the philosopher must go to understand what experience is. » J. Dewey claims and the first part of our research will rest on Dewy's inquiry on experience in an attempt to comply with his injunction. To begin with, we will endeavour to understand what are the requirements, the difficulties and the possible gains of this conception of aesthetic experience, which is described as closely connected to commonplace experience. Aesthetic experience can not be conceived as separate from commonplace experience, but neither should its specificity be lessened by dilution in the general flow of human experience. Dewey's aesthetics is also radical in that he argues against the distinction between the aesthetic and the artistic, between the artist's creativity and the audience's contemplation, between creation and appreciation. To the contrary, he attempts to take hold of what relates the two facets of the artistic process and to merge them into one and the same living experience. The second part of our research will be devoted to uncovering the critical scope of this reconstruction of experience. To proceed further, the radical quality of pragmatist aesthetics can be found in its refusal of the lazy fictions of the inner self and in its attempt to understand the individuality of the aesthetic subject, whether creator or recipient.Aesthetic experience is revealed as the most individual and fulfilled experience; on the other hand its uniqueness in no way requires the existence of an individual conceived of as an isolated atom. Thus, what Dewey suggests is that we reconsider and rebuild the fluctuating link that unites individuals and democratic society
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Mueller, Denis. "John Dewey and Documentary Narrative." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626.

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Mueller, Denis. "John Dewey and doccumentary [sic] narrative." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1195476626.

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Brown, Matthew J. "Science and experience a Deweyan pragmatist philosophy of science /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359062.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 224-232) and index.
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Lee, Chanhee. "Deliberative Democracy: John Dewey and Alasdair MacIntyre." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1921.

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Authoritarianism is on the rise across the world and intriguingly in the United States, known as the democratic laboratory. Political theorists and activists inquire into this contradictory political phenomenon in the United States, but their inquiries are fruitless. This dissertation finds that they uncritically conceive democracy as a mechanism of governance. As such, this narrow conception hampers their intelligence for political inquiries into the surge of authoritarianism in America. This dissertation discusses why and how the current political phenomenon occurs and suggests a moral method to pursue the quest for democratic values. This method allows inquirers to successfully address the crisis of democracy. This dissertation appeals to John Dewey’s vision of deliberative democracy, comparing and contrasting it with Alasdair MacIntyre’s communitarianism-oriented political theory. It finds that just as the Deweyan democratic vision does, MacIntyre’s political vision of democracy, too, emphasizes citizens’ participation in the political activities of decision-making and policy formulation. For MacIntyre, deliberative and participatory citizens are engaged in small group meetings to resolve their social and political issues. However, his communitarian method falls short of inspiring inquirers who wish to establish meaningful hypotheses to overcome the crisis of democracy: the idea of value plurality that is deemed essential for the political hypotheses is negated to a substantial degree by Thomist humanism held in his later works. MacIntyre’s skeptical attitude toward the methodology of democracy fundamentally based on liberalism and empirical naturalism inhibits political inquiries to discover and apply methods required to resolve the existing political situation in the U.S. By contrast, Dewey provides an appropriate array of philosophical ideas concerning deliberative democracy based on cooperative intelligence for political inquirers. With Dewey’s thought-provoking philosophical ideas, they are prepared to address their recently revived interest in authoritarianism in politics. They open a path towards a way of life that promotes authentic participation and deliberation in public affairs to tackle complex policy issues and bring out human flourishing. On this moral and social path, people demolish authoritarianism. Democratic hope is no longer an unattainable dream.
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Morris, Daniel A. "John Dewey, Reinhold Niebuhr, and democratic virtue." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/6224.

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I offer an interpretation of John Dewey and Reinhold Niebuhr that highlights the role of virtue in the visions of democracy that both writers articulated. Based on this interpretation, I argue that Dewey and Niebuhr both implied that virtue is necessary for democracy to thrive, despite the fact that they spent much of their careers in intellectual conflict with each other. Specifically, I claim that they were both committed to the value of humility and mutuality for democratic society. Humility and mutuality are virtues with profound importance for democracy that logically flow from Dewey's framework of American pragmatism and Niebuhr's Augustinian Christian theology. I argue that their ironic and unnoticed commitment to humility and mutuality as democratic virtues helps us to understand their shared critique of capitalism. For Niebuhr and Dewey, the democratic self stands in contrast with the capitalist self: the moral agent required and rewarded by capitalism is one who is severely deficient in humility and mutuality. I contend that the conception of democratic virtue that Dewey and Niebuhr shared, which informed their common critique of capitalism, led them to revise socially-inherited notions of property ownership, enact political solidarity with the working class, and support the struggles of labor unions. This virtue-ethical interpretation demonstrates that two writers with deeply conflicting worldviews can both hold that democracy and capitalism are irreconcilable at the level of the moral agent.
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Fu, Hui. "Confucians and Dewey on community." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1836.

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Jensen, Max Joakim Mouritzen. "John Deweys filosofi : En tolkning av John Deweys pedagogiska filosofi." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-730.

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John Dewey föddes år 1859, samma år som Charles Darwin bröt ny mark för människan genom sin Theory of Species. Genom Darwin skulle grunden för det kollektiva mänskliga tänkandet och förståelsen av oss själva aldrig förbli detsamma. För Dewey precis som för Darwin är det förståelsen av människan och hennes värld som är det intressanta.

Denna uppsats är en närläsning av Deweys verk Demokrati och utbildning som publicerades för första gången 1916. Verket som är skrivet på tidigt 1900-tal har haft ett stort inflytande på pedagogiskt tänkande generellt, men är också ett av de verkligt intressanta arbetena rörande människan och utbildningens roll för det demokratiska samhället. Verket är av idémässigt fundamental betydelse för den filosofiska tanketradition som kallas pragmatism då Dewey fångar upp den bärande idén om människan i samhället som en del av världen och som beroende av en bra utbildning.

Uppsatsen har för avsikt att förmedla och tolka de tankegångar som Dewey låter framträda i Demokrati och utbildning. Arbetet har resulterat i de sex tematiska delarna som är ordnade under rubrikerna; Utbildningens demokratifunktion, Individens kunskap om världen, Att tänka, Kunskapsteori, Moral samt Deweys filosofibegrepp. Olika teorier om sanning presenteras och pragmatismens sanningsteori behandlas. Avslutningsvis konstateras att det som vi idag ser som filosofi en gång startade genom utbildning och att den pragmatiska filosofin i första hand påverkar samhället genom utbildningen.


John Dewey was born in 1859. That same year Charles Darwin published his Theory of Species. After Darwin, the understanding of human and human thinking of itself never again would be the same. For Charles Darwin and John Dewey the understanding of human and humans role in the world is the most interesting and important part of knowledge.

This essay is a reading of Deweys Demokracy and Education witch first was published in in the year of 1916. The main part of this work is in the six parts; The education and its democracy principle, The individualls knowledge of the world, to think, theory of knowledge, moral and Dewey´s philosophy.

The essay will also explain that the work of Dewey (Democracy and Education) has a huge impact on philosophy in the arena of education. It is also very important for the American philosophy called Pragmatism formed and grunded by Dewey, William James and Charles Sanders Peirce.

The work was written in the early 20th century and catch the idea of human need and hunger for education and also the importance of good education for the society in witch humans as individualls in groups are living. A number of theories of truth is represented and the philosophy called Pragmatism is represented as having it´s own theory of truth.

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Jackson, Brian David. "John Dewey and Teaching Rhetoric for Civic Engagement." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/196153.

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In this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By "civic engagement" I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives.
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Bartee, Seth J. "John Dewey, Historiography, and the Practice of History." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1859.

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John Dewey was America's foremost authority on many of the critical issues in the twentieth century. Dewey dedicated his professional career as an expert on the major branches of philosophy. A neglected aspect of Dewey's philosophy is his writings on historiography, the philosophy of history, and his influence on American historians. Dewey affected several generations of historians from the Progressive historians to the practical realists of today. This study evaluates Dewey's pragmatism as a legitimate strain in American historiography. James Harvey Robinson and Charles Beard claimed Dewey as an influence. Later historians such as Richard Hofstadter and Joyce Appleby insist his methods make for more responsible-minded historians. There is enough material from American historians to assert that Dewey and Deweyan pragmatism influenced and still impacts historians into the twenty-first century.
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Books on the topic "John Dewey"

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Baldacchino, John. John Dewey. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7847-4.

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Pring, Richard. John Dewey. New York: Continuum International Pub., 2007.

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Deledalle, Gérard. John Dewey. Paris: Presses universitaires de France, 1995.

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Li, Rex. Rediscovering John Dewey. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7941-7.

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John Dewey primer. New York: Peter Lang, 2006.

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Mario, Alcaro, and Bufalo Romeo Salvatore 1949-, eds. John Dewey oggi. Catanzaro: Abramo, 1996.

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E, Tiles J., ed. John Dewey: Critical assessments. London: Routledge, 1992.

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Suhr, Martin. John Dewey zur Einführung. Hamburg: Junius, 1994.

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Manicas, Peter T. Rescuing Dewey. Lanham: Rowman & Littlefield Publishing Group, 2010.

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Dewey. London: Routledge, 1990.

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Book chapters on the topic "John Dewey"

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Pitschmann, Annette. "John Dewey." In Handbuch Pragmatismus, 18–26. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04557-7_3.

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Särkelä, Arvi. "John Dewey." In Handbuch Filmtheorie, 1–3. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19561-8_78-1.

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Curtis-Tweed, Phyllis. "Dewey, John." In Encyclopedia of Child Behavior and Development, 495–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_839.

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Prechtl, Peter. "Dewey, John." In Metzler Philosophen Lexikon, 217–19. Stuttgart: J.B. Metzler, 1995. http://dx.doi.org/10.1007/978-3-476-03642-1_77.

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Wadlington, Elizabeth. "John Dewey." In A Critical Pedagogy of Resistance, 29–32. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-374-4_8.

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Tamanaha, Brian Z. "John Dewey." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-007-6730-0_600-1.

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Evans, Rand B., Adrian C. Brock, Harris Winitz, David C. Devonis, David C. Devonis, David J. Murray, Nancy Felipe Russo, et al. "Dewey, John." In Encyclopedia of the History of Psychological Theories, 346–47. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_57.

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Kampits, Peter. "Dewey, John." In Lexikon der Geisteswissenschaften, 1185–87. Wien: Böhlau Verlag, 2011. http://dx.doi.org/10.7767/boehlau.9783205790099.1185.

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Kelleter, Frank. "Dewey, John." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_5163-1.

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Hickman, Larry A. "Dewey, John." In Encyclopedia of Psychology, Vol. 3., 26–29. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-007.

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Conference papers on the topic "John Dewey"

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Waks, Leonard. "John Dewey on Democracy and Education in the Early Works." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579588.

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Xu, Kexin, and Xiaona Wang. "John Dewey vs. Confucius: Similarities and Differences in Their Educational Thoughts." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.009.

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Schutz, Aaron. "Social "Habits" Versus Institutional Structures: John Dewey, Hannah Arendt, and Totalitarianism." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428875.

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Tien, Joanne. "John Dewey, Critical Service-Learning, and the Struggle for Racial Justice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690942.

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Fardoun, Habib M., Abdullah Almalaise Alghamidi, and Antonio Paules Cipres. "New Teaching Methods: Merging “John Dewey” and “William Heard Kilpatrick” Teaching Techniques." In 2014 Federated Conference on Computer Science and Information Systems. IEEE, 2014. http://dx.doi.org/10.15439/2014f398.

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Robson Ruiz, Raony, Daniela Almeida Moreira, and Jociele Lampert de Oliveira. "DIÁLOGO ENTRE A ABORDAGEM DE ENSINO DE JOSEF ALBERS E O CONCEITO DE EXPERIÊNCIA DE JOHN DEWEY." In 31º Encontro Nacional da ANPAP - EXISTÊNCIAS. ,: Even3, 2022. http://dx.doi.org/10.29327/31enanpap2022.506356.

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Peng, Zhengmei. "Why Do We Still Need John Dewey in the 21st Century? Revisiting Dewey's Academic Influence in China and Beyond." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585529.

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Omidvar, Iraj, and Mani Mina. "Work in progress: Engineering education and pragmatism: Imagining an undergraduate engineering course based on the educational philosophy of John Dewey." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462339.

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Chudoba, Eva. "JOHN DEWEYS AESTHETICS OF EVERY DAY LIFE." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s11.100.

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Reports on the topic "John Dewey"

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Chunn, E. The Technological Humanity of John Dewey. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.32.

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