John Dewey
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{{for|the structural geologist|John Frederick Dewey}}{{for|the inventor of the Dewey Decimal System|Melvil Dewey}}
mf=yes | 06 | 1859 | 20}} | school_tradition = Pragmatism | main_interests = Philosophy of education, Epistemology, Journalism, Ethics | Plato{{·}} Jean-Jacques Rousseau>Rousseau{{·}} Georg Wilhelm Friedrich Hegel | {{·}} Charles Sanders Peirce>Peirce{{·}} William James | {{·}} George Trumbull Ladd>Ladd | Thorstein Veblen>Veblen{{·}} George Santayana | {{·}} Mordecai Kaplan>Kaplan{{·}} Hu Shih{{·}} Sidney Hook | {{·}} Young radicals{{·}} Maxine Greene>Greene{{·}} Hilary Putnam | {{·}} Noam Chomsky>Chomsky {{·}} Jürgen Habermas | {{·}} Richard Rorty>Rorty{{·}} West | American Association of University Professors
Moscow_show_trials#Dewey_Commission>Inquiry into Moscow_show_trials#Dewey_Commission | about Leon_Trotsky#Moscow_show_trials>Trotsky | Educational progressivism }}
John Dewey (October 20, 1859 – June 1, 1952) was an
American philosopher,
psychologist, and
educational reformer whose ideas have been very influential in education and social reform. Dewey, along with
Charles Sanders Peirce and
William James, is recognized as one of the founders of the philosophy of
pragmatism and of
functional psychology. He was a major representative of the
progressive and progressive
populist(1) philosophies of schooling during the first half of the 20th century in the USA.
(2)Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience,
nature,
art,
logic, inquiry,
democracy, and
ethics.In his advocacy of democracy, Dewey considered two fundamental elements—schools and
civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending
voting rights but also by ensuring that there exists a fully-formed
public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.
Life and works
Dewey was born in
Burlington,
Vermont of modest family origins.
(3) Like his older brother,
Davis Rich Dewey, he attended the
University of Vermont, from which he graduated (
Phi Beta Kappa)
(4) in 1879. After three years as a high school teacher in Oil City, Pennsylvania, Dewey decided that he was unsuited for employment in primary or secondary education. After studying one year under
G. Stanley Hall, working in the first American laboratory of psychology, Dewey received his
Ph.D. from the School of Arts & Sciences at
Johns Hopkins University. In 1884, he accepted a faculty position at the
University of Michigan (1884-1888 and 1889-1894) with the help of
George Sylvester Morris. His unpublished and now lost dissertation was titled "The Psychology of
Kant".In 1894 Dewey joined the newly founded
University of Chicago (1894-1904) where he developed his belief in an empirically based theory of knowledge, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitled
Thought and its Subject-Matter which was published with collected works from his colleagues at Chicago under the collective title
Studies in Logical Theory (1903). During this time Dewey also initiated the
University of Chicago Laboratory Schools where he was able to actualize his pedagogical beliefs which provided material for his first major work on education,
The School and Society (1899). Disagreements with the administration ultimately caused his resignation from the University, and soon thereafter he relocated near the East Coast. In 1899, John Dewey was elected president of the
American Psychological Association. From 1904 until his death he was professor of philosophy at both
Columbia University and Columbia University's
Teachers College.
(5) In 1905 he became president of the
American Philosophical Association. He was a long-time member of the
American Federation of Teachers.Along with the historian
Charles Beard, economists
Thorstein Veblen and
James Harvey Robinson, Dewey is one of the founders of
The New School. Dewey's most significant writings were "The Reflex Arc Concept in Psychology" (1896), a critique of a standard psychological concept and the basis of all his further work;
Democracy and Education (1916), his celebrated work on progressive education;
Human Nature and Conduct (1922), a study of the function of habit in human behavior;
The Public and its Problems (1927), a defense of democracy written in response to
Walter Lippmann's
The Phantom Public (1925);
Experience and Nature (1925), Dewey's most "metaphysical" statement;
Art as Experience (1934), Dewey's major work on aesthetics;
A Common Faith (1934), a humanistic study of religion, which was originally delivered as the
Dwight H. Terry Lectureship at Yale;
Logic: The Theory of Inquiry (1938), an examination of Dewey's unusual conception of logic;
Freedom and Culture (1939), a political work examining the roots of fascism; and
Knowing and the Known (1949), a book written in conjunction with Arthur F. Bentley that systematically outlines the concept of trans-action which is central to his other works. While each of these works focuses on one particular philosophical theme, Dewey included his major themes in most of what he published. His professional life was extremely productive and included more than 700 articles in 140 journals, and approximately 40 books.Dewey married twice, first with Alice Chipman. They had six children.
(6) His second wife was Roberta Lowitz Grant.
(7) Dewey and functional psychology
{{seealso|History of psychology}}At University of Michigan, Dewey published his first two books,
Psychology (1887), and
Leibniz's New Essays Concerning the Human Understanding (1888), both of which expressed Dewey's early commitment to
British neo-Hegelianism. In
Psychology, Dewey attempted a synthesis between idealism and experimental science.
(8)While still professor of philosophy at Michigan, Dewey and his junior colleagues,
James Hayden Tufts and
George Herbert Mead, together with his student
James Rowland Angell, all influenced strongly by the recent publication of
William James'
Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment and on the activity of mind and behaviour rather than the physiological psychology of
Wundt and his followers.By 1894, Dewey had joined Tufts, with whom he would later write
Ethics (1908), at the recently founded
University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called "Chicago group" of psychology.Their new style of psychology, later dubbed
functional psychology, had a practical emphasis on action and application. In Dewey's article "The Reflex Arc Concept in Psychology" which appeared in
Psychological Review in 1896, he reasons against the traditional
stimulus-response understanding of the
reflex arc in favor of a "circular" account in which what serves as "stimulus" and what as "response" depends on how one considers the situation, and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagreed that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which the stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience.Dewey was elected president of the American Psychological Association in 1899.
missing image!
- Timbre USA John Dewey oblW 21101968.jpg -
John Dewey's USA Stamp
In 1984, the American Psychological Association announced that
Lillian Moller Gilbreth (1878-1972) had become the first psychologist to be commemorated on a United States postage stamp. However, psychologists Gary Brucato Jr. and
John D. Hogan later made the case that this distinction actually belonged to John Dewey, who had been celebrated on an American stamp 17 years earlier. While some psychology historians consider Dewey more of a philosopher than a bona fide psychologist,
(9) the authors noted that Dewey was a founding member of the A.P.A., served as the A.P.A.'s eighth President in 1899, and was the author of an 1896 article on the
reflex arc which is now considered a basis of American functional psychology.
(10)Dewey also expressed interest in work in the psychology of
visual perception performed by Dartmouth research professor
Adelbert Ames, Jr. He had great trouble with listening, however, because it is known Dewey could not distinguish musical pitches - in other words was
tone deaf(11).
Pragmatism and instrumentalism
Although Dewey did not identify himself as a pragmatist per se, but instead referred to his philosophy as "
instrumentalism", he is considered one of the three major figures in American
pragmatism, along with
Charles Sanders Peirce, who invented the term, and
William James, who popularized it. Dewey worked from strongly
Hegelian influences, unlike James, whose intellectual lineage was primarily
British, drawing particularly on
empiricist and
utilitarian ideas.
(12) Neither was Dewey so
pluralist or
relativist as James. He stated that
value was a function not of whim nor purely of social construction, but a quality situated in events ("nature itself is wistful and pathetic, turbulent and passionate" (
Experience and Nature)). James also stated that
experimentation (social, cultural, technological, philosophical) could be used as an approximate arbiter of
truth. For example he felt that, for many people who lacked "
over-belief" of
religious concepts, human life was superficial and rather uninteresting, and that while no one religious belief could be demonstrated as the correct one, we are all responsible for making a gamble on one or another
theism,
atheism,
monism, etc. Dewey, in contrast, while honoring the important function that religious institutions and practices played in human life, rejected
belief in any static ideal, such as a theistic
God. Dewey felt that only scientific method could reliably increase human good.Of the idea of God, Dewey said, "it denotes the unity of all ideal ends arousing us to desire and actions."
(13)As with the reemergence of progressive philosophy of education, Dewey's contributions to philosophy as such (he was, after all, much more a professional philosopher than an educator) have also reemerged with the reassessment of pragmatism, beginning in the late 1970s, by philosophers like
Richard Rorty,
Richard J. Bernstein and
Hans Joas.Because of his process-oriented and sociologically conscious opinion of the world and
knowledge, his ideology is considered sometimes as a useful alternative to both
modern and
postmodern ideology. Dewey's non-foundational method pre-dates postmodernism by more than half a century. Recent exponents (like Rorty) have not always remained faithful to Dewey's original ideas, though this itself is completely consistent with Dewey's own usage of other writers and with his own philosophy— for Dewey, past doctrines always require reconstruction in order to remain useful for the present time.Dewey's philosophy has had other names than "pragmatism". He has been called an instrumentalist, an
experimentalist, an
empiricist, a
functionalist, and a
naturalist. The term "transactional" may better describe his views, a term emphasized by Dewey in his later years to describe his theories of knowledge and experience.
Epistemology
The terminology problem in the fields of epistemology and logic is partially due, according to Dewey and Bentley,
(14) to inefficient and imprecise use of words and concepts that reflect three historic levels of organization and presentation.
(15) In the order of chronological appearance, these are:
- Self-Action: Prescientific concepts regarded humans, animals, and things as possessing powers of their own which initiated or caused their actions.
- Interaction: as described by Newton, where things, living and inorganic, are balanced against something in a system of interaction, for example, the third law of motion states that for every action there is an equal and opposite reaction.
- Transaction: where modern systems of descriptions and naming are employed to deal with multiple aspects and phases of action without any attribution to ultimate, final, or independent entities, essences, or realities.
A series of characterizations of Transactions indicate the wide range of considerations involved.
(16)Logic and method
Dewey sees paradox in contemporary logical theory. Proximate subject matter garners general agreement and advance, while the ultimate subject matter of logic generates unremitting controversy. In other words, he challenges confident logicians to answer the question of the truth of logical operators. Do they function merely as abstractions (e.g., pure mathematics) or do they connect in some essential way with their objects, and therefore alter or bring them to light? ("The Problem of Logical Subject Matter", in
Logic: The Theory of Inquiry {1938})
Logical positivism also figured in Dewey's thought. About the movement he wrote that it "eschews the use of 'propositions' and 'terms', substituting 'sentences' and 'words'." ("General Theory of Propositions", in
Logic: The Theory of Inquiry) He welcomes this changing of referents “in as far as it fixes attention upon the symbolic structure and content of propositions.” However, he registers a small complaint against the use of “sentences” and “words” in that without careful interpretation the act or process of transposition “narrows unduly the scope of symbols and language, since it is not customary to treat gestures and diagrams (maps, blueprints, etc.) as words or sentences.” In other words, sentences and words, considered in isolation, do not disclose intent, which may be inferred or “adjudged only by means of context.” (Ibid.)Yet Dewey was not entirely opposed to modern logical trends. Concerning traditional logic, he states: “Aristotelian logic, which still passes current nominally, is a logic based upon the idea that qualitative objects are existential in the fullest sense. To retain logical principles based on this conception along with the acceptance of theories of existence and knowledge based on an opposite conception is not, to say the least, conductive to clearness – a consideration that has a good deal to do with existing dualism between traditional and the newer relational logics.” (
Qualitative Thought {1930)
Louis Menand argues in
(The Metaphysical Club: A Story of Ideas in America|The Metaphysical Club) that
Jane Addams had been critical of Dewey's emphasis on antagonism in the context of a discussion of the
Pullman strike of 1894. In a later letter to his wife, Dewey confessed that Addams' argument was "the most magnificent exhibition of intellectual & moral faith I ever saw. She converted me internally, but not really, I fear.... When you think that Miss Addams does not think this as a philosophy, but believes it in all her senses & muscles-- Great God... I guess I'll have to give it [all] up & start over again." He went on to add, "I can see that I have always been interpreting dialectic wrong end up, the unity as the reconciliation of opposites, instead of the opposites as the unity in its growth, and thus translated the physical tension into a moral thing... I don't know as I give the reality of this at all,... it seems so natural & commonplace now, but I never had anything take hold of me so."
(17) In a letter to Addams herself, Dewey wrote, clearly influenced by his conversation with her: "Not only is actual antagonizing bad, but the assumption that there is or may be antagonism is bad-- in fact, the real first antagonism always comes back to the assumption."
Aesthetics
Art as Experience (1934) is Dewey's major writing on aesthetics. It is, according to his place in the Pragmatist tradition that emphasizes community, a study of the individual art object as embedded in (and inextricable from) the experiences of a local culture. See his
Experience and Nature for an extended discussion of 'Experience' in Dewey's philosophy.
On democracy
The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous."
(18)With respect to technological developments in a democracy: "Persons do not become a society by living in physical proximity any more than a man ceases to be socially influenced by being so many feet or miles removed from others" -John Dewey from Andrew Feenberg's "Community in the Digital Age"
On education
Dewey's educational theories were presented in
My Pedagogic Creed (1897),
The School and Society (1900),
The Child and Curriculum (1902),
Democracy and Education (1916) and
Experience and Education (1938).
His recurrent and intertwining themes of education, democracy and communication are effectively summed up in the following excerpt from the first chapter, "Education as a Necessity of Life", of his 1916 book,
(Democracy and Education|Democracy and Education: an introduction to the philosophy of education): "What nutrition and reproduction are to physiological life, education is to social life. This education consists primarily in transmission through communication. Communication is a process of sharing experience till it becomes a common possession."
(19)As well as his very active and direct involvement in setting up educational institutions such as the
University of Chicago Laboratory Schools (1896) and
The New School for Social Research (1919), many of Dewey's ideas influenced the founding of
Bennington College in Vermont, where he served on the Board of Trustees.Dewey's works and philosophy also held great influence in the creation of the short-lived
Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included
Buckminster Fuller,
Willem de Kooning,
Charles Olson,
Franz Kline,
Robert Duncan, and
Robert Creeley, among others. Black Mountain College was the locus of the "Black Mountain Poets" a group of avant-garde poets closely linked with the
Beat Generation and the
San Francisco Renaissance. Dewey was an educational reformer, who emphasized that the traditional
teaching's concern with delivering knowledge needed to be balanced with a much greater concern with the students' actual experiences and active learning.
(20) At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers. In
How We Think, Dewey wrote
The older type of instruction tended to treat the teacher as a dictatorial ruler. The newer type sometimes treats the teacher as a negligible factor, almost as an evil, though a necessary one. In reality, the teacher is the intellectual leader of a social group, He is a leader, not in virtue of official position, but because of wider and deeper knowledge and matured experience. The supposition that the teacher must abdicate its leadership is merely silly.
Dewey was the most famous proponent of hands-on learning or
experiential education, which is related to, but not synonymous with
experiential learning. Dewey went on to influence many other influential experiential models and advocates.Many researchers credit him with the influence of
Project Based Learning (PBL) which places students in the active role of researchers.Dewey's theories influenced many Chinese scholars including Hu Shih, Zhang Boling and Tao Xingzhi while they studied under him in Columbia University.
On journalism
Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey's definition of "public," as described in
The Public and its Problems, has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. "The 'public' of public journalists is Dewey's public."
(21)Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem.
(22) Since every action generates
unintended consequences, publics continuously emerge, overlap, and disintegrate. In
The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann’s treatise on the role of journalism in democracy. Lippmann’s model was a basic transmission model in which journalists took information given them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites. Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine. The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well. Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings (choosing a winner of a given situation) to alternatives, choices, consequences, and conditions, in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge. The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it. Concerning his effort to change journalism, he wrote in
The Public and its Problems: “Till the Great Society is converted in to a Great Community, the Public will remain in eclipse. Communication can alone create a great community” (Dewey, pg. 144).Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. "The clear consciousness of a communal life, in all its implications, constitutes the idea of democracy." (
The Public and its Problems, p. 149). This Great Community can only occur with "free and full intercommunication." (p. 211) Communication can be understood as journalism.
On Humanism
Dewey participated with a variety of humanist activities from the 1930s into the 1950s, which included sitting on the advisory board of
Charles Francis Potter's
First Humanist Society of New York (1929); being one of the original 34 signees of the first
Humanist Manifesto (1933) and being elected an honorary member of the Humanist Press Association (1936).
(23)His opinion of humanism are best summed in his own words from an article titled "What Humanism Means to Me", published in the June 1930 edition of
Thinker 2:
"What Humanism means to me is an expansion, not a contraction, of human life, an expansion in which nature and the science of nature are made the willing servants of human good."— John Dewey, "What Humanism Means to Me"(24)
Social and political activism
As a major advocate for academic freedom, in 1935 Dewey, together with
Albert Einstein and
Alvin Johnson, became a member of the United States section of the International League for Academic Freedom,
(25) and in 1940, together with
Horace M Kallen, edited a series of articles related to the infamous
Bertrand Russell Case.As well as being active in defending the independence of teachers, and opposing a communist takeover of the New York Teacher's Union, {{Fact|date:August 2008|date=August 2008}} Dewey was involved in the organization that eventually became the
National Association for the Advancement of Colored People (NAACP).He directed the famous
Dewey Commission held in Mexico in 1937, which cleared
Trotsky of the charges made against him by
Stalin,
(26) and marched for women's rights, among many other causes.In 1950, Dewey, together with
Bertrand Russell,
Benedetto Croce,
Karl Jaspers, and
Jacques Maritain agreed to act as honorary chairman of the
Congress for Cultural Freedom.
(27) Other interests
Dewey's interests and writings included many topics, and according to the
Stanford Encyclopedia of Philosophy, "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on the
Treaty of Versailles and on the value of displaying art in post offices.)"
(28)In 1917, Dewey met
F. M. Alexander in New York City and later wrote introductions to Alexander's
Man's Supreme Inheritance (1918),
Constructive Conscious Control of the Individual (1923) and
The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature."
(29)As well as his contacts with people mentioned elsewhere in the article, he also maintained correspondence with
Henri Bergson,
William M. Brown,
Martin Buber,
George S. Counts,
William Rainey Harper,
Sidney Hook, and
George Santayana.
Criticism
During his lifetime Dewey was subject to criticism, notably by
Randolph Bourne, a former student of his, and
Walter Lippmann, among others.{{fact|date=December 2009}}"John Dewey called his brainchild progressive education, but even liberal educators such as Robert M. Hutchins called his whole conception regressive education."
(30){{unreliable source|date=December 2009}}“Today we are reaping the tragic results of the pedagogical misery that America inherited from Dewey’s misadventure in experimental education. At the same time we rejoice in the five recent surveys by top professional teachers that recognize the need to divorce Dewey and get back to excellence in American education.” - W. Cleon Skousen
(31){{unreliable source|date=December 2009}}Dewey is considered the epitome of liberalism by many conservative pundits today (see
The Closing of the American Mind), even being "portrayed as dangerously
radical" during the era of
McCarthyism.
(32) However, quite a few liberals find him too conservative by today's standards. Meanwhile, Dewey was critiqued strongly by American communists because he argued against
Stalinism and had philosophical differences with
Marx, despite identifying himself as a democratic socialist.
(33) Other criticisms of him include his opinions of both the First and the Second World Wars, as well as, despite having been involved with the initiation of the NAACP, not having written more directly against racism.{{Fact|date:August 2008|date=August 2008}}Another, albeit minor, source of criticism has been religion. While one biographer,
Steven C. Rockefeller, traced Dewey's democratic convictions to his childhood attendance at the
Congregational Church, with its strong proclamation of social ideals,
(34) another, Edward A. White, a
Stanford University professor of history, suggested in
Science and Religion in American Thought (1952) that Dewey's work had led to the 20th century rift between
religion and
science. However, in reviewing the book in
The Quarterly Review of Biology (1954), noted
geneticist H. Bentley Glass openly wondered if the controversy between religion and science would have been much the same, even if there had not been a John Dewey.
(35) Academic awards
Publications
Besides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as
Sociometry (advisory board, 1942) and
Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as
New Leader (contributing editor, 1949).The following publications by John Dewey are referenced or mentioned in this article. A more complete list of his publications may be found at
List of publications by John Dewey.
See also
Dewey's Complete Writings is available in 3 multi-volume sets (37 volumes in all) from
Southern Illinois University Press:
- The Early Works: 1892-1898 (5 volumes)
- The Middle Works: 1899-1924 (15 volumes)
- The Later Works: 1925-1953 (17 volumes)
- Posthumous Works: 1956-2009
The Correspondence of John Dewey is available in 4 volumes via
online subscription and also in TEI format for university servers. (The CD-ROM has been discontinued).
Works about Dewey
- Alexander, Thomas. John Dewey's Theory of Art, Experience, and Nature (1987) weblink SUNY Press
- Boisvert, Raymond. John Dewey: Rethinking Our Time. (1997) weblink SUNY Press
- Campbell, James. John Dewey: Nature and Cooperative Intelligence. (1995) Open Court Publishing Company
- Caspary, William R. Dewey on Democracy (2000). Cornell University Press.
- Fishman, Stephen M. and Lucille McCarthy. John Dewey and the Philosophy and Practice of Hope(2007). University of Illinois Press.
- BOOK, Good, James, 2006, A Search for Unity in Diversity: The “Permanent Hegelian Deposit” in the Philosophy of John Dewey, Lexington Books, 9780739110614,
- Hickman, Larry A. John Dewey's Pragmatic Technology. (1992) Indiana University Press.
- Hook, S. John Dewey: An Intellectual Portrait (1939)
- Kannegiesser, H. J. "Knowledge and Science" (1977) The Macmillan Company of Australia PTY Ltd
- Martin, Jay. The Education of John Dewey. (2003) weblink Columbia University Press
- BOOK, Pring, Richard, 2007, John Dewey: Continuum Library of Educational Thought, Continuum, 0-8264-8403-4,
- Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994) weblink Columbia University Press
- Rogers, Melvin. The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy (2008). Columbia University Press. weblink
- Roth, Robert J. John Dewey and Self-Realization. (1962). Prentice Hall
- Ryan, Alan. John Dewey and the High Tide of American Liberalism. (1995) weblink W.W. Norton.
- Seigfried, Charlene Haddock, (ed.). Feminist Interpretations of John Dewey (2001) weblink Pennsylvania State University Press
- Shook, John. Dewey's Empirical Theory of Knowledge and Reality. (2000) weblink The Vanderbilt Library of American Philosophy
- Sleeper, R.W. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. Introduction by Tom Burke. (2001) weblink University of Illinois Press.
- Westbrook, Robert B. John Dewey and American Democracy. (1991) weblink Cornell University Press.
- White, Morton. The Origin of Dewey's Instrumentalism. (1943). Columbia University Press.
See also
References
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[«Although Dewey was not in the Marxist sense an enthusiast for class warfare, he had the old populist inclination to divide the world into the privileged and the people… the upholders of the partial interests of particular social groups and the upholders of the interests of ‘the people.’ He did not espouse a backward-looking populism or hanker after agrarian radicalism…he was a forward-looking, modernizing populist.» John Dewey and the High Tide of American Liberalism. New York, W.W.Norton, 1995]
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[BOOK, Violas, Paul C.; Tozer, Steven; Senese, Guy B., School and Society: Historical and Contemporary Perspectives, McGraw-Hill Humanities/Social Sciences/Languages, 121, 0-07-298556-9, ]
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[BOOK, Gutek, Gerald L., Historical and Philosophical Foundations of Education: A Biographical Introduction., Pearson Education Inc, Upper Saddle River, NJ, 0-13-113809-X, 338, ]
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[ Who Belongs To Phi Beta Kappa, Phi Beta Kappa website, accessed Oct 4, 2009]
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[ New York Times edition of January 19, 1953, page 27 ]
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[Biography at Muskingum College]
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[InteLex Past Masters series]
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[BOOK, Field, Richard, John Dewey in The Internet Encyclopedia of Philosophy, Northwest Missouri State University UTM.edu - The University of Tennessee at Martin Retrieved 08/29/2008, ]
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[Benjamin, L.T. (2003). "Why Can't Psychology Get a Stamp?" Journal of applied psychoanalytic studies 5(4):443-454.]
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[Brucato, G. & Hogan, J.D. (1999, Spring). "Psychologists on postage stamps" The General Psychologist, 34(1):65]
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[Zeltner, Philip N.; John Dewey's Aesthetic Philosophy; p. 93. ISBN 9060320298]
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[Good (2006). A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey. Lexington Books.]
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[A Common Faith, p. 42 (LW 9:29).]
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[John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston.]
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[ibid. p107-109]
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[ibid. p121-139]
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[Louis Menand. The Metaphysical Club p. 313]
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[Early Works, 1:128 (Southern Illinois University Press) op cited in Douglas R. Anderson, AAR, The Journal of the American Academy of Religion, Vol. 61, No. 2 (1993), p. 383]
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[Dewey, J. Democracy and Education: an introduction to the philosophy of education. Chapter 1: Education as a Necessity of Life]
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[Neil, J. (2005) "John Dewey, the Modern Father of Experiential Education". Wilderdom.com. Retrieved 6/12/07.]
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[Heikkilä, H. and Kunelius, R. 2002. "Public Journalism and Its Problems: A Theoretical Perspective", weblink {{Dead link|date=August 2009}}]
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[Dewey, J. 1927. The Public and its Problems. Henry Holt & Co., New York. pp 126.]
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[ "John Dewey Chronology" 1934.04.08, 1936.03.12, 1940.09, and 1950.09.11.]
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[Italics in the original. "What Humanism Means to Me," first published in Thinker 2 (June 1930): 9-12, as part of a series. Dewey: Page lw.5.266 [The Collected Works of John Dewey, 1882-1953, The Electronic Edition]]
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[American Institute of Physics]
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["Dewey Commission Report"]
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["Origins of the Congress for Cultural Freedom, 1949-1950" CIA official web site]
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["Dewey's Political Philosophy" Stanford Encyclopedia of Philosophy]
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[F. M. Alexander Constructive Conscious Control of the Individual, E. P. Dutton & Co., 1923 ISBN 0-913111-11-2 ]
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[Kimber Academy]
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[The Freemen Digest, May 1984]
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[Caspary, William R. Dewey on Democracy. (2000) Cornell University Press. Ithaca, NY.]
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[BOOK, Baird, Robert B Westbrook, John Dewey and American Democracy, Cornell University Press, 1993, 0801481112, ]
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[Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994)[13] Columbia University Press]
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[ Bentley Glass, The Quarterly Review of Biology Vol. 29, No. 3 (Sep., 1954), pp. 249-250 ]
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