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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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Perini, Carlotta <1994>. "John Dewey e il valore dell'esperienza nell'educazione all'arte." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/20659.
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Questo lavoro manifesta la volontà di dimostrare l’importanza dell’esperienza diretta nelle attività di educazione all’arte. In particolare, si fa riferimento alla posizione di John Dewey, filosofo pragmatista statunitense (1859-1952), per il quale l’esperienza, nello specifico quella estetica, aveva un ruolo centrale nella conoscenza e nell'educazione degli individui.
Dopo aver trattato nei primi capitoli, più analitici e descrittivi, i principali concetti del pensiero deweyano in materia di esperienza, istruzione e arte, ci si occupa di presentare la nuova concezione di museo proposta dal filosofo americano in collaborazione col grande amico e mecenate Albert Barnes. Quest’ultimo, darà vita alla Barnes Foundation, fondazione promotrice della cultura artistica nel Novecento, che, risentendo della portata deweyana in materia pedagogica, vantava a capo dei progetti didattici proprio Dewey.
Infine si espongono le principali modalità di approccio all’arte che si utilizzano nel caso dei bambini, per i quali l’apprendimento non avviene di certo attraverso nozioni o lezioni frontali, adatte a fruitori più adulti, ma attraverso l’elaborazione e predisposizione di laboratori, attività, narrazioni e altri eventi, che si occupano di costruire un contesto esperienziale, tale da coinvolgere e avvicinare i più piccoli al mondo dell’arte. Il tutto verrà corredato da una raccolta di alcune iniziative, che ricalcano questo modello di apprendimento in territorio veneto.
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Marcondes, Ofélia Maria. "Dewey: estética social e educação democrática." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23012018-162651/.
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Esta tese tem por objetivo apresentar a investigação sobre a experiência estética e sua relação com a educação democrática e a democracia criativa a partir da filosofia da experiência de John Dewey. O ponto central da pesquisa é o que Dewey compreende como arte e como a experiência humana pode ser qualificada como estética, educativa e democrática. A experiência humana é o resultado das interações do ser humano e o meio em virtude do qual ele vive de modo a manter o fluxo da vida. O trabalho é uma análise teórico-bibliográfica das obras de Dewey, salientando a necessidade de se usar o método da inteligência para a solução de problemas e o papel da imaginação neste processo. Nossas análises buscaram o entrelaçamento por meio de um estudo aprofundado dos conceitos deweyanos no sentido da compreensão 1. da arte como a própria expressão humana, sendo que o principal produto da arte é o conhecimento e que resulta na ressignificação da vida e na reconstrução dos valores sociais; 2. da educação como reconstrução da experiência, sendo que educar é oferecer as melhores condições para novas experiências e sua ampliação; 3. da democracia como o modo de vida que tem como princípios a cooperação e a liberdade. Na filosofia da estética de John Dewey a apreciação é a fonte da reconstrução de valores sociais; é também uma epistemologia reconstruída que elucida sobre o papel da imaginação na solução de problemas. Nossa pesquisa coloca luz nas relações e na continuidade entre arte, educação e democracia, sendo que a imaginação e o pensamento são os elos que ligam uma experiência e outra. A estética de Dewey é uma estética social cujo principal produto da arte é o conhecimento, a educação democrática é processo ativo e criador que contribui para a reconstrução do mundo e a democracia é criativa na reconstrução contínua de um modo de vida cooperativo e livre.This thesis aims to present research on the aesthetic experience and its relation to democratic education and creative democracy from the philosophy of John Dewey\'s experience. The focal point of this research is what Dewey understands as art and how the human experience can be classified as aesthetic, educational and democratic. Human experience is the result of the interactions of the human being and the environment under which they live in order to maintain the flow of life. This study is a theoretical-bibliographic analysis of Dewey\'s works, emphasizing the need to use the method of intelligence for problem solving and the role of imagination in this process. Our reviews have sought interweaving through an in-depth study of Deweyan concepts in terms of understanding 1. art as a human expression itself, being the main product of art the knowledge, resulting in the re-signification of life and the reconstruction of social values; 2. education as a reconstruction of experience, whereas to educate is to offer the best conditions for new experiences and their expansion; 3. democracy as the way of life which has as principles collaboration and freedom. Under John Dewey\'s philosophy of aesthetics appreciation is the source of the reconstruction of social values; it is also a reconstructed epistemology that elucidates the role of imagination in solving problems. Our research clarifies the relationships and continuity among art, education and democracy, whereas imagination and thought are the bonds that link one experience and another. Dewey\'s aesthetic is a social aesthetic, whose main product of art is knowledge; democratic education is an active and creative process that contributes to the reconstruction of the world, and democracy is creative in the sustained reconstruction of a collaborative and free way of life.
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Beauclair, Alain. "John Dewey's ethics of imagination /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1617305591&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-222). Also available online in ProQuest, free to University of Oregon users.
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Costa-Lopes, Viviane da [UNESP]. "O ceticismo em John Dewey: a busca da certeza." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/101544.
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O presente trabalho analisa as concepções filosóficas de John Dewey, tomando como principal referência o livro The quest for certainty: a study of the relation of knowledge and action, publicado em 1929, no qual o autor propõe utilizar o método das ciências experimentais no campo das ciências humanas, em especial para o exame dos juízos morais. Nesse livro, Dewey defende o rompimento da dicotomia entre teoria e prática e atribui caráter probabilístico aos conhecimentos advindos da investigação científica, tomando como exemplo a mecânica quântica. Os referenciais metodológicos empregados na análise do discurso deweyano advêm da nova retórica, teoria proposta por Chaïm Perelman e Lucie Olbrechts-Tyteca em Tratado da argumentação. O objetivo do trabalho é mostrar a proximidade entre Dewey e o ceticismo, tomando por base as concepções de Pirro de Élis sistematizadas por Enesidemo e Sexto Empírico, bem como desenvolvimentos recentes dessa filosofia. A intenção mais ampla do trabalho é contribuir para a discussão de teses que divergem em relação ao tema focalizado nesta pesquisa: de um lado, as que responsabilizam o ceticismo deweyano pelos males da educação contemporânea, e, de outro, as que atribuem a Dewey a origem de importantes progressos na pedagogia.
The present study analyses the philosophical conceptions of John Dewey presented in the book The quest for certainty: a study of the relation of knowledge and action, published in 1929, in which the author proposes to use the method of experimental sciences in human sciences, specially to the examination of moral judgments. In this book, Dewey defends the disruption of the dichotomy between practical and theory and attributes a probabilistic character to the scientific inquiry knowledge, citing as an example the quantun mechanics. The methodology adopted to analyze deweyan discourse is the new rhetoric, based upon Treatise of argumentation by Chaïm Perelman and Lucie Olbrechts-Tyteca. The objective of the this work is to show to the proximity between Dewey and the skepticism, having as a basis the conceptions of Pyrrho from Élis systematized by Aenesidemus and Sextus Empiricus, as well as recent developments of this philosophy. The work also intends to contribute for the discussion of theses which diverge on the theme of this work: on the one hand, the ones that blame Dewey’s skepticism for the harmfulness of contemporary education; and, on the other, those which attribute the origin of important progress in pedagogy to Dewey.
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Costa-Lopes, Viviane da. "O ceticismo em John Dewey : a busca da certeza /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/101544.
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Orientador: Marcus Vinicius da CunhaBanca: Luiz Henrique de Araújo Dutra
Banca: Paula Ramos de Oliveira
Banca: Vera Teresa Valdemarin
Banca: Ana Raquel Lucato Cianflone
Resumo: O presente trabalho analisa as concepções filosóficas de John Dewey, tomando como principal referência o livro The quest for certainty: a study of the relation of knowledge and action, publicado em 1929, no qual o autor propõe utilizar o método das ciências experimentais no campo das ciências humanas, em especial para o exame dos juízos morais. Nesse livro, Dewey defende o rompimento da dicotomia entre teoria e prática e atribui caráter probabilístico aos conhecimentos advindos da investigação científica, tomando como exemplo a mecânica quântica. Os referenciais metodológicos empregados na análise do discurso deweyano advêm da nova retórica, teoria proposta por Chaïm Perelman e Lucie Olbrechts-Tyteca em Tratado da argumentação. O objetivo do trabalho é mostrar a proximidade entre Dewey e o ceticismo, tomando por base as concepções de Pirro de Élis sistematizadas por Enesidemo e Sexto Empírico, bem como desenvolvimentos recentes dessa filosofia. A intenção mais ampla do trabalho é contribuir para a discussão de teses que divergem em relação ao tema focalizado nesta pesquisa: de um lado, as que responsabilizam o ceticismo deweyano pelos males da educação contemporânea, e, de outro, as que atribuem a Dewey a origem de importantes progressos na pedagogia.
Abstract: The present study analyses the philosophical conceptions of John Dewey presented in the book The quest for certainty: a study of the relation of knowledge and action, published in 1929, in which the author proposes to use the method of experimental sciences in human sciences, specially to the examination of moral judgments. In this book, Dewey defends the disruption of the dichotomy between practical and theory and attributes a probabilistic character to the scientific inquiry knowledge, citing as an example the quantun mechanics. The methodology adopted to analyze deweyan discourse is the new rhetoric, based upon Treatise of argumentation by Chaïm Perelman and Lucie Olbrechts-Tyteca. The objective of the this work is to show to the proximity between Dewey and the skepticism, having as a basis the conceptions of Pyrrho from Élis systematized by Aenesidemus and Sextus Empiricus, as well as recent developments of this philosophy. The work also intends to contribute for the discussion of theses which diverge on the theme of this work: on the one hand, the ones that blame Dewey's skepticism for the harmfulness of contemporary education; and, on the other, those which attribute the origin of important progress in pedagogy to Dewey.
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Biasotto, Karine. "Experiência e educação escolar em John Dewey (1859 - 1952)." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3391.
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In this dissertation we examined the conception of experience and school education in John Dewey (1859-1952). Our objective it was analyze these concepts with finality to understand the relation between the knowledge that comes from practical contemporary experience, linked with the relation in which the individual it is inserted and the knowledge that comes from the historical experience accumulated by the humanity. Considering the proposed, we developed the essay in three chapters. At the first one, we situate the author’s thought in the social context and theoretical of north american society at final decades of XIX century and the first half of XX century presenting his understanding about democracy and education in a complex society. At the second one, we approach the concepts of interaction, continuity, interest and effort, because they guide the author’s formulations about the conception of educative experience. Finally, at the third one, we analyze the conception of educative experience shown by the author synthesized as a result of the effort of the human intelligence who connect the contemporary experience with the historical experience. We prioritized as a source of our research the essays: Interest and effort (1895), My Pedagogic Creed (1897), The School and Society (1899), Democracy and Education (1916), Reconstruction in Philosophy (1920) and Experience and Education (1938). About the research results, we show especially that for Dewey, there is a close connection between practical experience and historical knowledge, being these two elements the base of school education, fundamental space of individual formation and development and conservation of democratic life at the society.
Nesta dissertação, examinamos a concepção de experiência e educação escolar em John Dewey (1859-1952). Nosso objetivo foi o de analisar os referidos conceitos com a finalidade de entender a relação entre o conhecimento oriundo da experiência prática contemporânea, ligada às relações nas quais o indivíduo se insere e o conhecimento oriundo da experiência historicamente acumulada pela humanidade. Tendo em vista o proposto, desenvolvemos o trabalho em três capítulos. No primeiro, situamos o pensamento do autor no contexto social e teórico da sociedade estadunidense no transcorrer das décadas finais do século XIX e primeira metade do século XX ressaltando o seu entendimento sobre a democracia e a educação numa sociedade complexa. No segundo, abordamos os conceitos de interação, continuidade, ambiente escolar, interesse e esforço, pois os mesmos orientam as formulações do autor no que se refere à concepção de experiência educativa. Por fim, analisamos a concepção de experiência educativa apresentada pelo autor, sintetizada como resultado do esforço da inteligência humana que associa a experiência contemporânea com a experiência histórica. Priorizamos como fonte de nossa pesquisa, as seguintes obras do autor: Interesse e esforço (1895), Meu Credo Pedagógico (1897), A Escola e a Sociedade (1899), Democracia e Educação (1916), Reconstrução em Filosofia (1920) e Experiência e Educação (1938). Dos resultados da pesquisa, ressaltamos especialmente, que para Dewey existe uma conexão intima entre experiência prática e conhecimento histórico, estando nestes dois elementos o fundamento da educação escolar, espaço primacial da formação do indivíduo e do desenvolvimento e conservação da vida democrática na sociedade.
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Trindade, Christiane Coutheux. "Educação, sociedade e democracia no pensamento de John Dewey." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/.
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A pedagogia de John Dewey (1859-1952) é referência para compreender as alterações no pensamento e na prática do campo educacional do século XX. Suas propostas questionam o modelo escolar tradicional predominante na época, realocando a criança para o centro do processo pedagógico. Apesar de ilustre por suas contribuições à Educação, Dewey assegura seu lugar nas discussões filosóficas tanto pela amplitude temática de seu pensamento quanto pela riqueza analítica de suas ideias. Tido como um dos pioneiros do pragmatismo (ao lado de William James e C. S. Pierce), o filósofo se debruça sobre as mais prementes questões políticas e sociais de seu tempo: o avanço desenfreado do capitalismo lança uma série de novos desafios ao homem, ao mesmo tempo em que ascendem totalitarismos de esquerda e direita na Europa e na Rússia. O horizonte da emancipação humana, representado pela democracia, está sob ameaça de diferentes modos. Essa importante pauta recebe o tratamento de Dewey em escritos que transcendem as fronteiras pedagógicas. Entendemos que a pedagogia de John Dewey é melhor compreendida quando matizada pela concepção de sociedade democrática presente nessas reflexões filosóficas mais amplas. Com o intuito de delinear essa concepção, este trabalho partiu da leitura analítica de Velho e novo individualismo e Liberdade e Cultura. A primeira trata dos descompassos entre indivíduo e sociedade, acentuados diante da lógica capitalista de prevalência do interesse particular sobre o comum. A democracia aparece como forma de organização social que possibilita a harmonia desses lados, zelando tanto pela garantia do desenvolvimento do indivíduo quanto pela busca dos fins sociais. Já o segundo texto afirma que liberdade e democracia devem ser tomadas como aposta moral e não como fins naturalmente prezados pelo homem. A cultura, em interação com a natureza humana, é elemento formador de hábitos, disposições e valores. Com isso, Dewey coloca a manutenção e expansão dos ideais democráticos em mãos humanas enquanto missão que precisa ser deliberadamente empreendida. Uma sociedade livre exige uma cultura livre o que, por sua vez, só se dá pela existência de instituições sociais igualmente libertárias. Em função dessas descobertas, alguns dos principais pontos de sua reflexão pedagógica são repensados a partir de Meu credo pedagógico e Democracia e Educação. Em primeiro lugar, destacamos o papel da educação, enquanto processo social na formação da cultura da sociedade. Se a democracia é uma escolha, a educação pode beneficiar ou dificultar sua construção de acordo com o tipo de cultura que promove. Assim, a preocupação com o interesse da criança diante da matéria e da atividade escolar assume nova tonalidade, pois é expressão de sua preocupação tanto com a preservação da dimensão individual na sociedade massificada, quanto pelo repúdio a práticas antidemocráticas geradoras de sujeitos passivos e acostumados a tarefas não reflexivas. Por outro lado, cabe à escola levar o aluno a compreender-se como ser social, significando seu papel e suas ações em função dos fins da comunidade. Para Dewey, a centralidade do método pedagógico se dá porque meios são tão importantes quanto fins. A democracia não pode ser alcançada senão por meios democráticos: a escola, enquanto instituição social, não pode se furtar desse imperativo.John Deweys (1859-1952) pedagogy is a key to comprehend changes in educational thought and practice throughout the 20th century. His propositions call in question the predominant traditional school model, shifting the child back to the center of the pedagogical process. Though well known for his contribution on Education, Dewey is present in philosophical discussions due to his wide thematic scope as well as for the analytical power of his ideas. Regarded as one of the pioneering American pragmatist, the philosopher laid effort on the most urgent political and social matters of his time: the ungoverned advance of capitalism puts at stake new challenges to mankind, as left and right-wing totalitarian systems emerge in Europe and Russia. Human emancipation, represented by democracy, is threatened in different ways. Dewey tackles this important issue in works that transcend the pedagogical field. The authors pedagogy seems to be better comprehended when contextualized by his concept of democratic society, stated in broad philosophical reflections. This dissertation clears out this conception through analytical readings of Individualism, Old and New and Freedom and Culture. The former brings out the differences between individuals and society, intensified by the prevalence of private interests over common well-being. Democracy emerges as a form of social organization which makes it possible to achieve balance between those two sides, guaranteeing both individual development and the search for social aims. The latter asserts that liberty and democracy shall be understood as moral choice, instead of as mens natural longing. Thus, Dewey understands the maintenance and expansion of democratic ideals as deliberately undertaken by human hands. A free society requires a free culture that, in its turn, can only exist through free social institutions. Having in mind these findings, some of his main pedagogical ideas from My Pedagogic Creed and Democracy and Education were revisited in this research. Firstly, the role of education is pointed out, as a social process in the formation of culture. If democracy is actually a choice, education can favor or hinder its construction according to the kind of culture it promotes. Hence, the concern for childrens interest on academic content and activities rises new implications, for it reveals an attempt to preserve the individual dimension in mass society, as well as to deny non-democratic procedures that form passive human beings, accustomed to non-reflexive tasks. On the other hand, it is the schools duty to help students understand themselves as social beings, making sense of their roles and actions on account of communal purposes. Dewey believed that pedagogical methods were important because means are as relevant as its ends. Democracy can only be reached through democratic means: school, as a social institution, cannot avoid such principle.
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Kauppi, V. M. (Veli-Mikko). "Sorrettujen estetiikka:Paulo Freire, John Dewey ja sarjakuvan opetus Suomessa." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042299.
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Tämä kasvatustieteen pro gradu -tutkielma pyrkii hahmottamaan sarjakuvan opetusta suomalaisessa kontekstissa. Sen tarkoitus on laajentaa sarjakuvasta tarjolla olevan tutkimuksen määrää alalla, jonka tieteellinen tutkimus on varsin olematonta. Vaikka sarjakuva taidemuotona on viimeistään tällä vuosituhannella alkanut saavuttaa asemaa taiteen kentässä myös akateemisen tutkimuksen silmissä, siitä tehty tutkimus keskittyy lähinnä taideteoreettiseen tai sarjakuvaa välineellistävään tutkimukseen. Oma tutkielmani pyrkii vastaamaan omalta osaltaan sarjakuvan opetukseen liittyviin tiedonmuodostuksellisiin kysymyksiin ja viemään tutkimusta siten soveltavampaan, tässä tapauksessa pedagogiseen suuntaan. Pyrin vastaamaan siihen, millainen on sarjakuvan opetuksen asiantuntijoiden pedagoginen filosofia ja käytäntö sekä siihen, miten haastattelemani asiantuntijat asemoivat alansa suhteessa ympäröivään todellisuuteen.
Tutkimus toteutettiin sähköpostitse haastattelemalla sarjakuvan opettamisen asiantuntijoita puolistrukturoidun haastattelun keinoin. Kertynyt haastatteluaineisto analysoitiin tutkimuksen teoreettisen viitekehyksen mukaisesti Paulo Freiren ja John Deweyn teorioihin peilaten sisällönanalyysin keinoin, osin tukeutuen myös narratiivisen tutkimuksen analyysitapoihin.
Tutkimustuloksista nousivat esiin merkittävät muutokset sarjakuva-alalla, mikä väistämättä kyseenalaisti aiemman tutkimuksen pohjalta tehtyjä hypoteeseja eikä voi olla vaikuttamatta lähes kaikkeen sarjakuvaan liittyvään, mukaan lukien sarjakuvan opetus. Samalla rakentui vahvoja narratiiveja alan toimijuudesta. Sarjakuvan opetusta voidaan tutkimukseni tavoin analysoida tieteellisessä tutkimuksessa esimerkiksi kriittisen pedagogiikan tai John Deweyn teorioiden mukaisesti, mutta sitä voisi ja kenties tulisi lähestyä myös yllättävämmistä viitekehyksistä.
Tutkimukseni asettaa haasteen myös muille sarjakuvasta kiinnostuneille tutkijoille siirtyä alan tutkimuksessa soveltavampaan suuntaan, pois taideteoreettisesta tarpeesta perustella olemassaolonsa. Samoin kyseenalaistan alan vanhemman tutkimuksen ajanmukaisuuden ja haastan sarjakuvan perustavanlaatuisesta tutkimuksesta kiinnostuneet päivittämään tietoja sarjakuvasta nykyaikaan.
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Beck, John. "William Carlos Williams, John Dewey, and American cultural politics." Thesis, University of Cambridge, 1995. https://www.repository.cam.ac.uk/handle/1810/271998.
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Reed, Meridith. "Kenneth Burke, John Dewey, and the Rhetoric of Aesthetics." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2721.
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Kenneth Burke and John Dewey each published books on aesthetics in the 1930s. These texts present parallel conceptions of aesthetics as holding a distinctly rhetorical role in society. My project is to line up these theories, focusing particularly on two key terms in each theory: Burke's eloquence and Dewey's expression. Together, these two terms explain what constitutes an aesthetic experience and explain how an aesthetic experience can open up individuals in a society to a variety of perspectives and identifications. As individuals are allowed to inhabit the experiences of others through their interactions with art, they are poised to become more cooperative and compassionate members of a democratic society.
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Paringer, William Andrew. "The paradox of liberal reform : a critique of Deweyan praxis /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808887.
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Lair, Richard. "Le parcours de l'impulsion à la démocratie dans la philosophie de l'éducation de John Dewey /." Thèse, Trois-Rivières : Université du Québec à Trois-Rivières, 1998. http://www.uqtr.ca/biblio/notice/tablemat/03-2200499TM.html.
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Baraldi, Sandro Adrián. "Dewey: a educação como instrumento para a democracia." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/.
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A educação dita tradicional, que só exige um trabalho de memorização de um conteúdo rígido e fixo, procura formar indivíduos para que se adaptem à sociedade em que vivem. Dessa forma, essas metodologias pedagógicas são conservadoras, ou seja, esperam que o sujeito adquira passivamente o conhecimento dessa sociedade e encontre o seu lugar social, modificando a si mesmo para conformar-se ao modus vivendi, porém sem alterar ou modificar em nada essa sociedade em que habita. O pressuposto latente nesse modo de pensar é a aceitação passiva da sociedade e a consideração de que nenhuma mudança é bem-vinda. John Dewey discorda dessa postura conservadora da educação e da sociedade humana como um todo e propõe uma filosofia da educação que seja crítica com ela mesma e com o mundo que nos cerca e, assim, possua capacidades reconstrutivas. O objetivo dessa filosofia é sua aplicação na formação de um ser humano, de modo a oferecer condições que o possibilitem criticar e reconstruir a sociedade em que deseja viver. Desse modo, para que seja possível esse novo estilo de vida, Dewey propõe um sistema filosófico que não seja um modelo fechado e eterno, mas orientações gerais que possibilitem a reconstrução contínua da sociedade.The so-called traditional education requires only memorization of a rigid and fixed content, seeking ways for individuals to adapt to the society in which they live. The teaching methods are conservative, ie, they expect that subject acquires passively knowledge of the society and find his social location, modifying himself to \"conform\" to the modus vivendi, but without changing or modifing anything in this society where he lives. The basic assumption of this way of thinking is the passive acceptance that in the society change is not welcome. John Dewey disagree this conservative approach of education and human society as a whole and proposes a philosophy of education that is critical of itself and of the world around us and thus has reconstructive capabilities. The goal of this philosophy is its application in the formation of a human being in order to provide conditions that enable him to criticize and reconstruct a society in which he wans to live. To reach this new lifestyle, Dewey proposes a philosophical system which is not a closed eternal model, but general guidelines that facilitate the continuous reconstruction of the society.
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Haltmayer, Jennifer. "Inheriting pragmatism : the impact of Dewey on Rorty." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368019.
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Riggenmann, Konrad. "Escola nova, escola ativa! : John Deweys Pädagogik am Beispiel ihrer Rezeption in Brasilien /." Oldenburg : pfv, 2006. http://www.freire.de/verlag/text203.html.
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Wentz, Robert. "Demokratie am Scheideweg : die Aktualität der Sozialphilosophie John Deweys für eine kritische Gesellschaftstheorie /." Berlin : wvb, Wiss. Verl, 2006. http://www.wvberlin.de/data/inhalt/wentz.htm.
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Teliz, Ronald. "John Dewey. Una perspectiva de su concepción de la verdad." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2007. http://repositorio.pucp.edu.pe/index/handle/123456789/113060.
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John Dewey. A perspective of his Concept of Truth”. Rorty proposes his view as being an heir of pragmatism, such as J. Dewey’s, emphasizing that it stems, among other things, from the pragmatist notion of truth. Differing from many of Rorty’s ideas, I attempt to expound some notions I deem relevant in J. Dewey’s philosophy, and especially discuss some aspects of his conceptof truth. I plan to show that Dewey’s pragmatism takes up some traces of our everyday concept of truth, related to correspondence, but that this does not imply an engagement with a robust notion of truth. At the same time, I believe that the acceptance of such traces, although it does not suppose a definition or clear explanation regarding the content” of truth, suffices to distinguish between truth’s normative aspect and any justificationist view that may operate as knowledge’s epistemic support.Rorty nos propone su visión como herencia del pragmatismo, entreellos el de J. Dewey, marcando con énfasis que su concepción se desprende, entre otras cosas, de la concepción pragmatista de la verdad. En contraposición a varias ideas de Rorty, pretendo exponer algunas ideas que creo centrales en la filosofía de J. Dewey; en particular, discutir, desde cierta perspectiva, algunaslíneas de su concepción de la verdad. Pretendo mostrar que el pragmatismo de Dewey asume algunos rasgos de nuestro concepto cotidiano de verdad, vinculados a la correspondencia, y que ello no implica un compromiso con una noción robusta de verdad. A la vez, creo que la aceptación de tales rasgos, aunque no supone una definición ni una clara explicación del contenido” de la verdad, es suficiente para permitirnos mantener la diferencia entre el aspecto normativo que implica la noción de verdad, respecto a cualquier concepción justificacionista que opere como respaldo epistémico del conocimiento.
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Araújo, Rita de Cássia Pimenta de [UNESP]. "Lógica, investigação e democracia no discurso educacional de John Dewey." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/101541.
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Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey’s thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
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Oliveira, Flávio Silva de. "Sobre o conceito de experiência no pragmatismo de John Dewey." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8547.
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My goal in this work is to understand how John Dewey constructed his concept of experience and its implications for the issues of the theory of history. Dewey's pragmatism, whose core is the concept of experience rooted in the principle of continuity, performed a profound and radical reconstruction of dualistic metaphysics. Dewey did so putting up a naturalistic metaphysics. In opposition to the modern (subjectivist/dualistic) way of conceiving experience, Dewey sought to emphasize its fundamentally relational character. In Dewey’s pragmatism experience means the complex process of interaction between organism and environment (natural/social). In this way, his metaphysics of experience became the basis of all his thinking, especially his theory of inquiry. The main hypothesis of this work is that we can find in deweyan pragmatism a theory of history whose foundation lies in its metaphysics of experience whose core is the principle of continuity and that it guarantees us, on the one hand, the methodological rigor of empirical research and, on the other hand, it endorses the role that the subjectivity of the historian exerts in the act of selection and interpretation of the evidence – with it we can accept fallibilism and be at the same time anti-skeptical in order to avoid relativism.
Meu objetivo neste trabalho é compreender a arquitetura de ideias que John Dewey erigiu no processo de construção de seu conceito de experiência e algumas implicações para as questões próprias da teoria da história. O pragmatismo deweyano, cujo núcleo é o conceito de experiência radicado no princípio de continuidade, tinha por meta elaborar uma profunda e radical reconstrução da metafísica dualista. Dewey assim o fez a partir da assunção de sua metafísica naturalista. Em franca oposição ao modo moderno (subjetivista/dualista) de conceber a experiência, Dewey buscou destacar seu caráter fundamentalmente relacional. Experiência para Dewey é sempre o processo complexo de interação entre organismo e meio (natural/social). Nesse sentido, Dewey elaborou uma metafísica da experiência que se converteu na base de todo seu pensamento, especialmente sua teoria da investigação. A hipótese deste trabalho é que podemos vislumbrar no pragmatismo deweyano uma teoria da história cujo fundamento radica-se em sua metafísica da experiência cujo cerne é o princípio de continuidade e que esse nos garante, por um lado, o rigor metodológico da pesquisa empírica e, por outro, avaliza o papel que a subjetividade do historiador exerce no ato de seleção e interpretação das evidências – como ele podemos aceitar o falibilismo e sermos, ao mesmo tempo, anticéticos de modo a evitar o relativismo.
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Cabral, Caio César. "As bases naturalísticas da Teoria da Investigação de John Dewey." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-14062012-162336/.
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Nosso objetivo é analisar as bases naturalísticas da teoria da investigação de John Dewey. Primeiramente apresentamos os fundamentos biológicos de sua teoria lógica da investigação. Com efeito, em sua Lógica Teoria da Investigação, uma de suas mais importantes obras, o naturalismo do filósofo defende a continuidade entre operações investigadoras e operações e funções biológicas, sendo que estas preparariam o caminho para aquelas. Em seguida, a exposição das bases culturais da teoria evidencia o importante papel da linguagem na investigação, mostrando que há uma transformação gradual da conduta puramente orgânica em conduta inteligente. Em nossa pesquisa, analisa-se ainda a relação de continuidade vista por Dewey entre senso comum e ciência, e também o padrão comum, por ele estabelecido, de toda investigação humana.Our goal is to analyze the bases of naturalistic theory of inquiry of John Dewey. First we present the biological foundations of his logical theory of inquiry. Indeed, in his Logic - Theory of Inquiry, one of his most important works, the naturalism of the philosopher argues for continuity between operations researchers and operations and biological functions, and these prepare the way for them. Then, the exposure of the cultural foundations of the theory highlights the important role of language in research, showing that there is a gradual transformation of the conduct purely organic in conduct intelligent. In our research, we analyze further the relationship of continuity seen by Dewey between common sense and science, and also the common standard, established by it, to all human inquiry.
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Araújo, Rita de Cássia Pimenta de. "Lógica, investigação e democracia no discurso educacional de John Dewey /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/101541.
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Orientador: Marcus Vinicius da CunhaBanca: Divino José da Silva
Banca: Luiz Henrique de Araújo Dutra
Banca: Marcelo Tadeu Motokame
Banca: Vera Teresa Valdemarin
Resumo: Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
Abstract: This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey's thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
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Viberg, Johanna. "Barns lärande i komplexa samhällen : En komparativ innehållsanalys av utbildningsfilosoferna John Holt och John Dewey." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298328.
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Cabral, Guilherme Perez. "Educação para a democracia no Brasil: fundamentação filosófica a partir de John Dewey e Jürgen Habermas." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2139/tde-25082017-104318/.
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A tese tem como objetivo a reflexão sobre a educação para a democracia no Brasil, fundamentada na filosofia social de John Dewey, um dos principais nomes do pragmatismo norte-americano, e Jürgen Habermas, expressão da segunda geração da Escola de Frankfurt. A Constituição Federal de 1988 institui, em oposição ao passado autoritário brasileiro, um Estado Democrático de Direito que, amparado em vigoroso sistema de direitos humanos, tem a educação como um instrumento fundamental para sua consolidação. Os referenciais teóricos, em diálogo, permitem a leitura enriquecida do projeto constitucional, dentro da tradição da modernidade em que ele se inscreve , criticamente revisitada. Democracia e educação são apreendidas à luz do conceito de discurso e de seu potencial racional cognitivo e prático. A democracia se destaca como experiência racional-comunicativa e moral cognitivista de autodeterminação, em que, no processo discursivo de formação da opinião e da vontade e de solução compartilhada de problemas comuns, prevalece sobre a atuação do sistema político e a orientando a atuação da sociedade civil, na esfera pública. Lugar da realização do projeto moderno emancipatório, traz consigo a ideia da autonomia intersubjetivamente apreendida, no medium da linguagem voltada ao entendimento. A educação para a democracia, assim concebida discursivamente, não se distingue da aprendizagem orientada ao pleno desenvolvimento da pessoa. Compreende uma experiência educativa configurada a partir das seguintes diretrizes: a educação dialógica; o desenvolvimento cognitivo e moral do educando, a partir do exercício do pensamento reflexivo e da reconstrução criativa do inventário cognitivo, em vista da solução de problemas enfrentados no curso da experiência; a pedagogia diretiva, destacado o papel do docente, inversamente proporcional ao crescimento do educando; o diálogo interdisciplinar; e a participação da sociedade civil, que se distingue do Estado, sem ser assimilada pela economia. Entreve-se, desse modo, na socialização dialógica, a formação da individualidade na direção do estágio da consciência moral autônoma (pós-convencional), com competência e disposição comunicativa para a práxis discursiva, que marca a experiência social democrática.This thesis has the objective to discuss the education for democracy in Brazil, based on the social philosophy of John Dewey, a leading name in American pragmatism, and Jürgen Habermas, the main representative of the second generation of the Frankfurt School. In opposition to the Brazilian authoritarian past, the Federal Constitution of 1988 establishes a democratic rule of law, which is supported by a powerful human rights system and has education as a fundamental instrument for its consolidation. The theoretical references, in dialogue, allow an enriched constitutional projects interpretation, within the tradition of modernity critically revisited. The democracy and the education are discussed under the discursive standpoint. Democracy stands as a rational-communicative and moral experience of self-determination. Herein, the civil society performs, in the public sphere, the discursive formation of opinion and will and the shared solutions to its common problems. It prevails over the political system performance and directs it. Democracy is the place where the modern emancipatory project occurs. It brings the idea of autonomy, intersubjectively grasped, in the medium of agreement oriented language. Therefore, the education for democracy discursively conceived is indistinguishable from the personalitys full development education. It can be explained as an educative experience based on the following of guidelines: dialogical education; cognitive and moral development, based on reflective thinkings exercise and cognitive apparatus creative reconstruction, by means of problems solution in the course of the experience; the pedagogically-oriented education, highlighting the educators role being inversely proportional to the students growth; interdisciplinary dialogue; and the civil societys participation, distinguished for the State, without being assimilated by the economy. In this way, in the dialogic socialization, it is possible to glimpse the individualitys formation towards the autonomous moral conscience stage (post-conventional), where the person can achieve a communicative competence and disposition to the practical discourse, which marks the social democratic experience.
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Fullmer, Christine Cary. "The pragmatist quality design : William James, John Dewey and architectural construction." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/23938.
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Penny, William 1947. "John Dewey, Rudolf Laban and the development of American movement education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22455.
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This thesis examines the influence the educational theories of John Dewey have had on the development of modern movement education in American schools.It does this in three parts. Firstly through an examination of the educational writings of John Dewey within the general context of his philosophical writings and as they are directly related to pedagogical principles. Secondly through an examination of the development of movement education with particular reference to the theories of Rudolf Laban. Thirdly by tracing modern American Movement education historically and developmentally.
The third aspect examines the strong theoretical relationship between Laban and Dewey. It also illustrates the link between them as developed by the current theorists and practitioners of movement education.
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Houghteling, James L. "Rabindranath Tagore, John Dewey, and the Unity of Mind and Culture." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/905.
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What role does education play in a democratic society? How can the right sort of education help foster a free, responsible, and caring citizenry? How can education begin to reconcile and incorporate intellectually complicated and seemingly opposite ideas and theories, such as idealism and pragmatism, localism and globalism, thought and action? In my thesis, I aim to reveal, and perhaps begin to answer, these larger ideas pertaining to the role of education in society. Moreover, I address these questions through the lens of Rabindranath Tagore and John Dewey, two thinkers and practitioners at the turn of the twentieth century who sought to use education to find solutions to problems facing their respective local communities, but also the global community.
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Tavares, Rossano Soares. "Reflexões sobre uma filosofia da tecnologia no pensamento de John Dewey." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11760.
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Previous issue date: 2007-10-16The purpose of this dissertation is to analyze on the set of production of John Dewey the philosophical reflection about technology and create a relationship with pragmatic theory. John Dewey, American philosopher, pragmatic, wrote about several subjects, between them, democracy, politics, liberty, knowledge and education. Dewey didn´t write directly about technology in his books and articles, but that subject always was considered. To make the development of that analyze the main books of John Dewey were studied and the books of professor Larry Hickman were too, professor Hickman is one the main commentator of Dewey´s production. The methodology used include too the read of several articles of newspapers and magazines, especially that from Society for Philosophy and Technology and Society of Technology. Technology came from technique (that affirmation will be detailed) and the application of technique by man date back for distant past and thus is salutary and necessary that this dissertation came back ancient Greece to search the techniques available in that epoch and supports the technology exist today. The technology nowadays has an important role in our society establish a multidiscipline relation with several areas. Only to give a example, technology is present on Mathematics, Medicine, Geography, Communication, Semiotics, Engineer and Science. Its sounds stranger, but the science got big advances because the development of technology. Without doubts, we can affirm that the modern society established a very high degree of dependence in relation the use and application of technology. Therefore, technology deserves to be object of reflection and critics by philosophers too, because the impacts generate to the society are enormous and them are directly related with theories and subjects largely studied by philosophy, for example: Esthetics, Ethics, Techniques, Power, Politics, Democracy and Knowledge. Technology reflects too and generates discussions in areas that are not object of studies of philosophy, for example: Economics. In such case, a philosophical discussion is necessary to support society in the inquiring by the truth and too in the solution of the problems presented by use and development of technology. If philosophy doesn´t treat the subject technology, we will be exposed to the risk of others disciplines make this, generating absolutes truths distant of society s needs. Have the technologist and technician knowledge to answers the demands of society? Is it possible society earn by the use of technology avoiding in secure way the risks inserted in this use? In that analyse is possible identify what Dewey was always concerned with these questions, and between others, focusing the positives aspects of using technology without disdain of risks involved
O intuito desta dissertação é avaliar e discutir, no conjunto da obra de John Dewey, sua reflexão filosófica sobre tecnologia, estabelecendo, também, vínculos teóricos com a doutrina do Pragmatismo. John Dewey (1859-1952), filósofo americano, foi aluno de Charles Sanders Peirce e professor em várias universidades nos Estados Unidos da América. Dewey visitou a Europa, a China e o México, com o objetivo de abrir novas fronteiras para o pensamento filosófico do Pragmatismo e suas nuances humanistas. Escreveu sobre diversos assuntos, dentre os quais democracia, política, liberdade, conhecimento e educação. Dewey não escreveu diretamente sobre tecnologia, entretanto, o assunto é constantemente abordado, de forma pontual, em seus livros, textos e ensaios. O estudo da obra do professor Larry Hickman, da Illinois University Carbondale (um dos principais comentadores de Dewey na atualidade), lastreia, sobremaneira, a estrutura teórica desta dissertação. A metodologia da pesquisa incluiu, também, o estudo dos principais livros de Dewey, dos livros de outros pensadores sobre tecnologia, ciência e/ou história, bem como de diversos artigos publicados em jornais e revistas sobre filosofia da tecnologia e Pragmatismo, especialmente os publicados pelas Society for Philosophy and Technology e pela Society of Technology. Tecnologia advém de técnica e a aplicação da técnica pelo homem remonta a um passado distante sendo, portanto, razoável que, nesta dissertação, sejam incluídos pontos históricos pertinentes ao desenvolvimento da tecnologia e das ciências. Dúvidas não há de que, atualmente, a tecnologia desempenha papel importante em praticamente todas as sociedades do mundo e estabelece uma relação multidisciplinar com diversas outras áreas. Somente para exemplificar, a tecnologia se relaciona com a matemática, medicina, comunicação, semiótica, engenharia, em resumo, com as ciências em geral. Pode parecer estranho, mas as ciências conseguiram grandes avanços em virtude do desenvolvimento da tecnologia. Podemos afirmar que a sociedade moderna estabeleceu um alto grau de dependência em relação ao uso e à aplicação da tecnologia, portanto, esta merece ser objeto de reflexão e de crítica também pelos filósofos, pois os impactos gerados para a sociedade são enormes e estão diretamente relacionados a teorias e assuntos amplamente estudados pela filosofia, como, por exemplo: estética, ética, técnica, poder, política, democracia e conhecimento. Cabe ressaltar, ainda, que a tecnologia também reflete e gera discussões em áreas que não são objeto direto de estudo por parte da filosofia, como, por exemplo, a economia. Assim sendo, a discussão filosófica é necessária para balizar a busca pela verdade e também para dar apoio à solução dos problemas apresentados pelo uso e pelo desenvolvimento de tecnologia. Será que tecnólogos e técnicos detêm todos os conhecimentos e respostas para as demandas da sociedade? É possível a sociedade se beneficiar do uso da tecnologia, evitando os possíveis riscos advindos desse uso? Na análise aqui proposta é possível identificar que Dewey sempre esteve preocupado com todas essas questões, focando os aspectos positivos do uso da tecnologia, sem desprezar os riscos envolvidos
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Linteau, Richard. "John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire." Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/30723.
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Protocole d'entente entre l'Université Laval et l'Université de SherbrookeD’emblée, cette thèse s’est donnée une orientation générale soucieuse de penser ensemble les dimensions théorique et pratique de l’éthique. Dans cette perspective, le pragmatisme de John Dewey s’est vite imposé comme cadre conceptuel permettant de lui fournir des assises épistémologiques rigoureuses tout en ouvrant la voie au développement d’outils pratiques visant la résolution de problèmes concrets. Ainsi, savoir et savoir-faire pourraient se nourrir mutuellement. S’inscrivant dans la foulée de la théorie de l’évolution de Darwin, la philosophie de Dewey adopte un naturalisme rejetant tout dualisme opposant le corps et la pensée. L’expérience humaine est abordée dans sa continuité avec l’environnement naturel et social qui est le sien. Langage, idées et théories peuvent dès lors être conçus comme autant d’instruments contribuant à améliorer notre adaptation aux changements constants de cet environnement. Produites dans l’expérience et validées par elle, si précieuses soient-elles, nos connaissances générales seraient d’une utilité limitée sans les ressources cognitives d’une être capable de raisonner dans des contextes chaque fois uniques. Sur le plan éthique, une éducation se limitant à l’apprentissage de grands principes moraux ne suffira donc pas à orienter adéquatement la conduite humaine. Son rôle étant d’habiliter à trouver les solutions les mieux adaptées à des problèmes spécifiques, l’éducation morale doit d’abord viser le développement d’habiletés intellectuelles contribuant à l’autonomie de chacun et de chacune. Une approche réflexive de l’éthique s’impose donc selon Dewey, mais cela sans toutefois renier l’importance des normes et des habitudes, incluant les dispositions morales. Pour lui, le travail de reconstruction ou d’amélioration de la théorie éthique doit s’abreuver à plusieurs sources. D’abord des connaissances que nous pouvons dégager à même notre propre vie morale. Ensuite, des théories éthiques dont nous disposons déjà pour jeter un éclairage utile sur nos pratiques. Enfin, de toutes les disciplines susceptibles de contribuer à une meilleure compréhension de la conduite humaine. En développant une conception naturaliste de la logique accompagnée d’une théorie de l’enquête fournissant les grandes étapes d’une méthode de résolution de problèmes, Dewey nous offre la possibilité de rapprocher le savoir du général du savoir-faire du singulier. Sur le plan épistémologique, cette thèse débouche sur une conception probabiliste de l’éthique. Sans prétendre à quelque certitude, la pensée réfléchie contribue à augmenter la probabilité que l’agent moral contrôle son action de manière à produire de meilleurs résultats qu’en s’en remettant exclusivement à ses impulsions, à ses désirs, à ses habitudes ou aux normes en vigueur. Sur le plan pratique, elle mène à l’hypothèse que l’explicitation des valeurs en tension dans une situation problématique contribue à augmenter la qualité d’une délibération et de la décision qui en résultera. Cela s’accompagne aussi de la nécessité de proportionner la délibération à l’importance des enjeux identifiés à même le processus d’enquête. John Dewey a produit une théorie de la valuation qu’il disait inachevée et qui devait selon lui être « développée et perfectionnée » par un usage approprié encore inexistant. Cette thèse défend l’idée que l’explicitation des valeurs pourrait bien être cet usage approprié permettant de mieux résoudre nos problèmes éthiques pratiques. Nous pensons donc qu’elle peut contribuer, comme le souhaitait Dewey, au « développement d’une théorie de valuation comme instrument efficace ». C’est ainsi que nous aurons atteint notre objectif d’un enrichissent mutuel de la théorie et de la pratique de l’éthique.
The general approach at the start of this thesis was to merge the theoretical and practical aspects of ethics. From this perspective, John Dewey’s pragmatism rapidly became the conceptual framework on which to base solid and rigorous epistemological foundations leading to the development of practical tools to resolve concrete problems. Knowledge and know-how could therefore benefit from true synergy. Along the same lines as Darwin’s Theory of Evolution, Dewey’s philosophy adopts a naturalistic posture rejecting any dualism opposing mind and body. The human experience is considered in its continuity within its natural and social environment. Language, ideas and theories can therefore be viewed as many instruments contributing to improving our adaptation to constant changes in this environment. Broad knowledge is gained, built and validated by experience. But however valuable this knowledge may be, it would be of limited usefulness without the cognitive resources of the human capacity to reason in ever unique situations. From an ethical point of view, education limited to the learning of major moral founding principles would then be insufficient to adequately guide human conduct. Moral education with its role of providing means to better resolve specific problems, must first aim to fully develop intellectual abilities to enable individual autonomy. Therefore, from Dewey’s point of view, a reflexive approach to ethics is necessary without however denying the importance of norms and habits, including moral disposition. Dewey views the reconstruction or the improvement of the theory of ethics to be fuelled by different sources: from the knowledge we gain from leading our own moral life, from existing ethical theories we can draw from to help us shed light on our own practices and finally, from all disciplines that may contribute to a better understanding of human conduct. In developing a naturalistic concept on logic supported by an inquiry theory outlining the global steps of a problem-solving methodology, Dewey provides the opportunity to close the distance between broad knowledge and specific know-how. From an epistemological point of view, this thesis launches a probabilistic concept of ethics. Without claiming to any certainties, reflective thought contributes to increasing the probability that moral agent can control their actions for better results rather than base them only on impulse, desire, habit or standard conventions. From a practical point of view, this leads us to hypothesize that the explicitation of conflictual values within a problem situation contributes to increasing the quality of deliberation and, from there, to increasing the probability that the decision resulting from it will yield better results. This also entails that the deliberation be proportionate to the importance of issues identified within the inquiry process itself. John Dewey elaborated a theory of valuation which he qualified as incomplete and, according to him, to be “developed and perfected” through an appropriate but still inexistent use. This thesis advances that explicitation of values may be this appropriate use which can help resolve concrete ethical problems. We believe this notion may contribute, as Dewey wished, to the “development of a theory of valuation as an effective instrumentality”, thus achieving our goal of mutual enrichment of both theory and practice of ethics.
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Li, Yuh-shin. "John Dewey and Modern Chinese Education: Prospects for a New Philosophy." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392375511.
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Cheng, Tzungming. "Comparative study of professional development proposed by Buddha and John Dewey /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7747.
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Kemling, Jared. "A Dialectical Account of Consummate Experience: With Reference to John Dewey." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1416.
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John Dewey was a philosopher of experience; if there is a thread that ties his vast literary output together it would be just that--the tracing and understanding of the various forms of experience. Dewey developed and elucidated three distinct kinds of experience throughout his career. If taken "subjectively" one might term these experiences immediate, mediate, and consummate; the corresponding "objects" of each would thus be, in order, events, relations between events, and the work of art (which is itself a sublation of events and their relations). To speak loosely, we might call these unconscious experience, conscious experience, and aesthetic experience. My thesis is that consummate experience is best understood as a kind of dialectical sublation between immediate and mediate experience: I intend to use the work of John Dewey to describe each of these three types of experience and show how consummate experience might be understood as a sublation of the immediate and the mediate.
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Axén, Albin, and Max Karlberg. "Norden runt, ett pedagogiskt spel." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1257.
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Uppsatsen handlar om pedagogiska spel i skolundervisningen. Författarna har konstruerat och provspelat ett pedagogiskt spel kallat ”Norden runt” i två skolor i Stockholmsområdet. I uppsatsen redovisas resultaten av undersökningen samt förs en diskussion kring pedagogiska spel och hur de kan användas i skolan.
The subject of this thesis is the pedagogic game in education. The researchers have created and developed a pedagogic game called “Nordic tour”, and tested the game in two schools in
Haninge and Sollentuna. The result of the test, the game and a discussion of the pedagogic game and how they can be used in education is presented in this thesis.
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Carlesso, Dariane. "JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA : UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6853.
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This research was developed in the Education Post-Graduation Program / Mastership, at the Federal University of Santa Maria (PPGE/UFSM) and is linked to the Research Line: Education, Politics and Culture. The research had as a main objective to know the concept of experience present in John Dewey s work, in the expression education as construction and reconstruction of experience , which is his own concept. Through a bibliographical research in some of John Dewey s works about education, elements that characterize experience were delineated. The investigation also tried to understand and reflect, through current literature, about what characterizes the schooling culture nowadays, what are the conceptions that reinforce the students experiential culture in the school place. As the school is considered a place not only permeated, but also producer of culture besides producer of students experience valuing discourse, a study about the experience constituting paradigms was necessary. In this way, the school current condition among different difficult situations it is facing was questioned, especially by the separation of school knowledge and the students life. In order to cover the present-day educational discourses of experience valuing reported inside the school place itself, six teachers speeches, who work with children in public schools, were reflect about through semi-structured interviews. Such interviews were analyzed through the content and textual analysis technique and received an interpretation in order to comprehend what bases the concept of experience. In this sense, teaching, learning, student and teachers role present in teachers speeches conceptions were studied. When comparing Dewey s education conceptions and the experience characterizer element presented nowadays at school, this research concluded that we are still assented basically in a traditional education that, even though it proclaims itself as a supporter of experiences in the school place, it reduces this comprehension in just go there and do . And, when it affirms about knowing the students experiences, they are not faced as new construction possibilities, in the connected and continue sense of knowledge construction process. The most teachers speeches point to an experience dimension turned to living, immediate situations, practices, in the restricted sense of the terms. Considering it, however the students experience valuing is pronounced, the necessity and importance of bringing their lives to inside the school place, it is still done in a superficial way, without the inherent intention of an experience comprehension as a human improvement; that is, the experience and its continuous reconstruction as a process of knowledge construction. This impossibility of converging Dewey s concept of experience with what is pronounced in educational discourses nowadays is due to the lack of basis in what is being said in the present days.Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação/Mestrado, da Universidade Federal de Santa Maria (PPGE/UFSM) e está vinculada à Linha de Pesquisa: Educação, Política e Cultura. Teve como objetivo principal, conhecer o conceito de experiência presente na obra de John Dewey, na expressão educação como construção e reconstrução de experiência , própria do autor. Através da pesquisa bibliográfica em algumas obras sobre educação de John Dewey, delinearam-se elementos caracterizadores da experiência. A investigação ocupou-se, também, em entender e refletir, por meio da literatura atual, sobre o que caracteriza a cultura escolar hoje, quais são as concepções que alimentam a valorização da cultura experiencial do aluno no ambiente da escola. Por ser a escola entendida hoje como um ambiente não só entremeado, mas produtor de cultura e, também, produtor de um discurso de valorização da experiência do aluno, o estudo sobre a crise de paradigmas constituidores da experiência fez-se necessário. Sendo assim, questionou-se a condição atual da escola em meio aos diferentes impasses que ela vem sofrendo, especialmente pela separação entre os saberes escolares e a vida do aluno. Com o intuito de abranger os discursos educacionais atuais de valorização da experiência proferidos dentro do próprio ambiente da escola, também foram trazidas para a reflexão, mediante entrevistas semi-estruturadas, falas de seis professoras atuantes na educação de crianças de uma escola pública. Tais entrevistas, analisadas através da técnica de análise de conteúdo e de análise textual, receberam uma leitura voltada para a compreensão daquilo que sustenta o conceito de experiência. Nesse sentido, foram estudadas as concepções de ensino, aprendizagem, aluno e o papel do professor presentes nos discursos das professoras. Ao comparar as concepções deweyanas de educação e o que hoje se apresenta na escola como elemento caracterizador da experiência, nossa pesquisa conclui que ainda estamos assentados em uma educação basicamente tradicional que, embora se diga fomentadora de experiências no espaço da escola, reduz esta compreensão ao ir lá e fazer . E, quando se diz conhecedora das experiências do aluno, não as concebe como possibilitadoras de novas construções, no sentido encadeado e contínuo do processo de construção do conhecimento. As falas da maioria das professoras apontam uma dimensão da experiência voltada para vivências, situações imediatas, práticas, no sentido restrito do termo. Sendo assim, embora se professe a valorização da experiência do aluno, a necessidade e a importância de trazer a vida do mesmo para o ambiente da escola, isso ainda é feito de maneira superficial, sem a intencionalidade inerente a uma compreensão da experiência como acontecimento de crescimento e aperfeiçoamento do ser humano; ou seja, a experiência e sua reconstrução contínua como um processo de construção do conhecimento. Esta impossibilidade de confluir o conceito deweyano de experiência com aquilo que é proferido nos discursos educacionais atuais se deve, especialmente, à falta de fundamentação daquilo que se professa nos tempos de hoje.
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Andrade, Erika Natacha Fernandes de. "O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/.
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O ponto de partida da presente pesquisa foi a constatação de que o tema natureza humana constitui uma das bases fundamentais do pensamento do filósofo e educador John Dewey (EUA, 18591952), abrangendo suas elaborações no campo estrito da filosofia, bem como nos terrenos da psicologia, da política e da educação. Para o autor, é imprescindível dar tratamento científico à noção de natureza humana, mediante uma perspectiva que considere o homem um ser coletivo. Nessa formulação, surge como problema a necessidade de uma ciência social formada por saberes diretamente voltados ao entendimento da experiência humana no âmbito da cultura; destaca-se também a relevância das investigações desenvolvidas na área da psicologia, uma vez que tal ciência, para Dewey, é essencial para o pensar filosófico, pois se ocupa das manifestações particulares que permitem compreender o homem em sua totalidade. A pesquisa realizada teve por objetivo compreender a noção deweyana de natureza humana, analisando, para isso, a obra Human nature and conduct: an introduction to Social Psychology, de 1922. A metodologia de análise deste trabalho seguiu os estudos desenvolvidos pelo Grupo de Pesquisa Retórica e Argumentação na Pedagogia, que focaliza as teorias da argumentação elaboradas por autores como Perelman e Toulmin. Tal método qualitativo de análise permitiu o exame do discurso de Dewey sobre a natureza humana e a conduta, possibilitando, conseqüentemente, reflexões sobre as manifestações do filósofo acerca do psiquismo, do trabalho inteligente da mente e da comunicação associada como meio de formar e educar o homem. Vimos que o discurso deweyano identifica-se com a filosofia prática, pois se destina a elaborar propostas de ação, culminando com a proposição de uma ciência para estudar e transformar o homem. Os resultados da pesquisa realizada permitiram, também, obter uma compreensão das interlocuções de John Dewey com a comunidade de ouvintes/leitores de suas teses, bem como a relação do autor com as várias tradições filosóficas e psicológicas, cujas noções são aceitas ou refutadas a fim de conduzir o auditório a novos acordos.The starting point of the present research was the verification that the theme \"human nature\" constitutes one of the fundamental bases of the thought of the philosopher and educator John Dewey (USA, 1859-1952), including his elaborations in the strict field of philosophy, as well as in the lands of psychology, politics and education. To the author it is indispensable to give a scientific treatment to the notion of human nature, through a perspective that considers the man a collective being. In this formulation, it appears as a problem the need of a social science formed by knowings directly inclined to the understanding of human experience in cultures extent; it also stands out the relevance of the investigations developed in psychological area, once for Dewey, psychology as a science is essential for the philosophical thinking because it studies those private manifestations that allow us to understand the man in his totality. The accomplished research aimed to understand the Deweyan notion of human nature analyzing, for that, the book Human nature and conduct: an introduction Social to Psychology, 1922. The methodology of analysis of this work followed the studies developed in the Research Group \"Rhetoric and Argumentation in Pedagogy\", which focuses its attention to the argumentations theories elaborated by authors as Perelman and Toulmin. Such a qualitative method of analysis allowed us to exam Deweys speech about human nature and conduct, making possible, consequently, reflections about his manifestations concerning the psyche, the intelligent work of the mind and associated communication as a way to form and educate the man. We saw that deweyan speech identifies itself with practical philosophy, as it is destined to elaborate proposals of action culminating with the proposition of a science to study and transform the man. The results of the accomplished research also allowed us to obtain an understanding of John Dewey\'s dialogues with the community of listeners/readers of his thesis, as well as this author\'s relationship with the several philosophical and psychological traditions, whose notions are accepted or refuted in order to drive the auditorium to new agreements.
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Millis, Daniel Isaac. "Communication, John Dewey's Sacred Quest: The Pragmatic Church and Catholic Pragmatism." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1374.
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This work explores the possibility of constructing a metaphor in order to facilitate communication. The problem was addressed was denoted by Stephen Rockefeller, a misunderstanding of John Dewey’s religious philosophy by fundamentalists. The point of departure is one which Dewey himself suggested in his eulogy for William James. This work explores the reasons and causes for the misunderstanding as well as methods of possible amelioration. The proposed means of overcoming the aforementioned misunderstanding is to construct a metaphor that will have the effect of communicating the position of the pragmatist to that of the fundamentalist. In order to do this a previously existing metaphor, that of the pragmatic hotel, will be reconstructed into the pragmatic church. The resulting metaphor connotes a position that is more acceptable to the fundamentalist thus facilitating communication.
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Coleman, Jacob W. "An Aesthetic Experience of Comedy: Dewey and Incongruity Theory." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618336603730402.
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Spencer, Albert R. Rosenbaum Stuart E. "Reconstructing the Republic Dewey's back to Plato movement /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5090.
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Morse, Donald J. "Dewey's ethics : moral value in the natural world /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978592.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 229-232). Also available for download via the World Wide Web; free to University of Oregon users.
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Eze, Hippolytus M. "A critical examination of instrumentalism in John Dewey's pragmatism : extractum ex dissertatione ad doctoratum in facultae philosophiae /." Romae : Pontificia universitas urbananiana, Facultas philosophiae, 1991. http://catalogue.bnf.fr/ark:/12148/cb374570869.
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Esser, Peter W. "John Dewey's art as experience : a treatise on the art of living /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045086.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-217). Also available for download via the World Wide Web; free to University of Oregon users.