Search results

1

John Dewey: Education as Ethics, Ethics as Education

100%

Stikkers K. W.

Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne

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2015

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issue 1

39-50

EN

John Dewey was arguably the most influential philosopher of education in the twentieth century. The aim of this article is to demonstrate the timeliness of Dewey’s philosophy of education for us today with respect to the organic relationship between ethics and education that Dewey saw, by showing the centrality of education for Dewey’s philosophy, that is, how for him, indeed, all philosophy is philosophy of education; further, how all education is moral philosophy; and hence how all philosophy pertains to moral education. Central to Dewey’s understanding of both education and ethics is his notion of ‘growth’: education creates the conditions for students’ ongoing growth, and the promotion of growth defines ‘ethics.’ Dewey’s message is an important one for us today when there are such strong tendencies to reduce education to mere technical training: such training, for Dewey, is neither education nor ethical.

2

Pragmatismus Johna Deweyho a literární teorie Wolfganga Isera

45%

Kaplický M.

Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)

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2016

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vol. 53

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issue 26

102-112

EN

The main aim of the text is to show the close relations between John Deweyʼs pragmatist theory of art and Wolfgang Iserʼs literary theory. Although there is a little theoretical attention paid to the connection of Deweyʼs and Iserʼs theories, the study tries to show that there are striking similarities between both theories. The study traces them in two subsequent parts. The first one shows the urge of both authors to overcome traditional dualities in philosophy and literary theory and to point out the underlying processes, which make such dualities possible. The second part tries to concretize the effect of an experience of an artwork on its recipient in the theories of both authors.

3

Pragmatism, Experience, and the Given

44%

Aikin S.

Human Affairs

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2009

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vol. 19

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issue 1

19-27

EN

The doctrine of the Given is that subjects have direct non-inferential awareness of content of their experiences and apprehensions, and that some of a subject's beliefs are justified on the basis of that subject's awareness of her experiences and apprehensions. Pragmatist criticisms of the Given as a myth are shown here not only to be inadequate but to presuppose the Given. A model for a pragmatist account of the Given is then provided in terms of refinements of Dewey's theory of experience. The doctrine of the Given is implicated in the functions of inquiry insofar as one must take it that experience is a source of justification.

4

Introduction to No. 1, Part two: Developing Moral Competence, Perfecting Selfhood, Practicing Forgiveness

44%

Bardziński F., Dutka J.

Ethics in Progress

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2016

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vol. 7

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issue 1

EN

The introductioń to Ethics in Progress Special Issue, Vol. 7(1), No. 2 isgiven, with brief exposes on the articles present in the section.

5

Reconstructive Habits: John Dewey on Human Functioning

44%

Jaitner D.

Ethics in Progress

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2018

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vol. 9

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issue 1

4-24

EN

The academic strife to parse, investigate and adjust human functioning establishes varieties of at least three key concepts: behavior, action, activity. Depending on the general approach chosen, human functioning is therefore defined in a certain way and in a certain understanding of freedom. Within this paper, the pragmatist considerations of John Dewey (1859-1952) offer a sophisticatedly formulated theory of human functioning that, undoubtedly, takes action-theoretical paths but formulates underlying assumptions in a significantly unusual way. The main focus is to outline the theory in such a way that clearly shows the unusual as part of the usual and the usual as part of the unusual. For this purpose, the first section defines action as the basic category of Deweyan human functioning where sensory stimuli, registering elements and motor responses play a leading role, but according to Dewey questions the today still popular model of behaviorist psychology, that positions isolated and a-cultural stimulus-response-procedures in the human organism. The second section affirms the theoretical inclusion of deliberative elements that constitute human action, but according to Dewey witnesses their substantial and rather sporadic significance in a predominantly habitual human functioning. The conclusive section outlines the possibilities and limits of transforming habitually inured patterns of human conduct by means of reconstructive habits.

6

Recovering Wildness: “Earthy” Education and Field Philosophy

44%

Varner T.

Eidos. A Journal for Philosophy of Culture

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2021

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vol. 5

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issue 2

22-34

EN

This essay invites a recovery of “wildness” as a way for philosophers to respond to the present moment which includes: an ongoing global pandemic, economic uncertainty, increasing cultural division, and a crisis in higher education broadly that persistently threatens the status of philosophy programs. Drawing on the American thinkers John William Miller and John Dewey and elaborating on their own philosophical defenses of liberal education, I propose a turn to wildness and freedom in our pedagogies through active and embodied philosophical pedagogy, including field philosophy. I offer two examples of courses that begin to invite wildness into the process of philosophical inquiry. The aim of this essay is to consider how wildness in teaching and learning and in doing philosophy might make philosophy stay alive.

7

Miguel de Unamuno i John Dewey: system edukacji a osobowa wolność

44%

Luarsabishvili V.

Kultura i Wartości

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2019

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issue 28

DE

Der Artikel legt die von Miguel de Unamuno und John Dewey formulierten Bildungsanschauungen aus und besteht aus drei Teilen. Nach kurzer Einführung, die allgemeine Anschauungen der beiden Philosophen und ihren Einfluss auf die Entwicklung des Bildungssystems in unterschiedlichen Ländern beschreibt, schildere ich Unamunos Beitrag zur Bildung als solcher mit besonderer Berücksichtigung der Rolle der Pädagogik. Im zweiten Teil interpretiere ich die Bildung auf der Grundlage der Perspektive von Dewey. Im dritten Teil werden Ähnlichkeiten im Verständnis der Rolle der Bildung und ihrer Stellung in der Ausbildung der persönlichen Freiheit analysiert. Der Beitrag ist der erste Versuch, die Anschauungen von Unamuno und Dewey in diesem Kontext zu vereinigen.

EN

This study offers an interpretation of Miguel de Unamuno’s and John Dewey’s views on education. The article consists of three parts. After the short introduction which describes Unamuno’s and Dewey’s general views on education and their impact on the development of the system of education in different countries, in the first part of the article I describe Unamuno’s approach to education in general and the role of pedagogy in particular; in the second part the education is interpreted based on Dewey’s point of view; and the third part represents the analysis of similarities in the understanding of the role of education and its place in the formation of personal liberty. This is the first attempt to connect Unamuno’s and Dewey’s views on this topic.

PL

Artykuł stanowi interpretację poglądów na edukację sformułowanych przez Miguela de Unamuno i Johna Deweya i składa się z trzech części. Po krótkim wprowadzeniu, opisującym ogólne poglądy Unamuno i Deweya na edukację oraz ich wpływ na rozwój systemu edukacji w różnych krajach, w pierwszej części artykułu przedstawiam przyczynek Unamuno do edukacji jako takiej oraz w szczególności rolę pedagogiki. W drugiej części interpretuję edukację na podstawie perspektywy Deweya. Część trzecia stanowi analizę podobieństw w rozumieniu roli edukacji oraz jej miejsce w formowaniu osobowej wolności. Artykuł jest pierwszą próbą połączenia poglądów Unamuno i Deweya w kontekście tego tematu.

8

Pragmatystyczne napięcie w amerykańskiej poezji modernistycznej: przypadek Willliamsa

39%

Bartczak K.

Poznańskie Studia Polonistyczne. Seria Literacka

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2014

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issue 24

43-53

EN

The author of the article focuses on the selected short lyrics by William Carlos Williams and simultaneously draws readers attention the tension, existing in the American modernist poetry, between a modernist postulate of the autonomy of an aesthetic object and the pursuit-resulting from the tradition of American pragmatism-to treat this object as an intelligent commentary to customary activities in the environment of human communities. The author’s point of departure is the thesis by Marjorie Perloff. It claims that for modernist writing absolutely “pivotal” is the separation of the realities of the work from the event taking place in real life. Next, he demonstrates why this division cannot be maintained by such poets as Williams and Stevens. This inability is the result of a complex, non-European, pragmatistic admixture feeding the poetics of both poets. The main focus in the article, however, is placed on Williams.

9

Educating for profit, educating global citizenship

38%

Hickman L.

Human Affairs

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2012

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vol. 22

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issue 1

11-16

EN

After reviewing current proposals for standardized testing in K-12 education (United States) and for imposition of free-market economic and business models on higher education (Texas, Florida, and the United Kingdom), I argue that both types of proposals rest on flawed pedagogical assumptions and tend to undermine educational practices that promote the development of global citizens. I suggest that John Dewey was aware of the type of challenges now faced by educators and that he provided tools for blunting the force of these proposals and moving educational practice toward more desirable ends.

10

Versions of Pragmatic Liberalism: from Rorty back to Dewey

38%

Dubniak Z.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

15-30

EN

Aim. The aim of this study is to analyze and evaluate two versions of the theory of liberalism which emerged within the philosophical tradition of pragmatism: Richard Rorty’s “ironic liberalism” and John Dewey’s “renascent liberalism”. Methods. The study is based on: 1) comparative analysis, which shows the differences and points of contact between Dewey’s classical pragmatism and Rorty’s neo-pragmatism, in particular, between different versions of their liberal theories; 2) critical analysis, which made it possible to identify the shortcomings and advantages in the arguments of the above-mentioned philosophers. Results. The author analyzed Rorty’s and Dewey’s theories of liberalism in relation to their theories of reality, human specificity, and ethics. In this way, the specific liberal views of these American philosophers on such issues as the relationship between private and public, the main goals of politics, and the values of the social order were explicated. It allowed offering a thorough critique of Rorty’s “ironic liberalism”, and supporting of Dewey’s “renascent liberalism”. Conclusion. While Dewey saw the mission of liberalism in enabling individuals to improve their experience, Rorty insisted on the need for a liberal policy of providing the basic conditions for individual self-creation. The main disadvantage of Rorty’s neo-pragmatism, and, in particular, “ironic liberalism”, was the exclusion from the philosophy of the modifying tools of human behavior, which were expressed by the concepts of “good” or “virtue”, in Dewey’s “renascent liberalism”. This circumstance necessitates a return from Rorty back to Dewey in the discussions on pragmatic liberalism. Key words: philosophy of pragmatism, Richard Rorty, John Dewey, historicism, naturalism, liberalism.

11

ВНЕСОК ДЖ. ДЬЮЇ У СТАНОВЛЕННЯ ІДЕЙ ГУМАНІСТИЧНОГО ВИХОВАННЯ ДІТЕЙ У СІМ’ЯХ США

38%

Глушич В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

79-84

EN

This publication analyzes the humanistic ideas of personal development in the pedagogical heritage of J. Dewey. In particular it is stated that J. Dewey saw interrelated changes in rational and emotional areas that characterize the level of harmony, its self-aggrandizement in this development. The author has accepted the fact that namely achievement of this harmony is the strategic direction of humanistic education in modern families of the USA. The author has defined the key ideas of humanistic education in the family, namely the relationship of school and family education with the realities of life; the orientation of the educational process on the child’s activity, on the fulfillment of specific practical cases, on its interests. It is found out that the concept of education by J. Dewey refers to pragmatism. The position of a theorist about the organization of a family upbringing combines socio-oriented and child-oriented ideas. It is noted that J. Dewey appreciated American democracy and considered humanistic education of the child in the family as a key of its preservation and strengthening. The significant tendency in the concept of «school of child’s life» by J. Dewey is the reliance on natural processes of physical and spiritual growth, on satisfaction of natural inclinations, on organization of children’s activities in the educational process. The study has revealed the relevance of humanistic pedagogy of John Dewey which requires the parents to adapt to the individual characteristics of the child, to provide an atmosphere of comfort and «psychological safety». The reformer’s recommendations for the teachers and parents that engage home education are focused on: the unity of the development and education; differentiation and diversification of educational influences; individualization of educating communication; creating the favorable conditions for the development of aptitudes and abilities of the child; a comfortable interaction between different generations in the family; psychological safety, protection of the child; a faith in its strength and capabilities; adoption of the child as it is; positioning of the child’s behavior and actions with success; a change of the target set education on the individual development of the child; providing systematic «spiritual meetings with intelligent people». The perspective direction of the research is the pedagogical analysis and recommendations for the parents in the works of J. Dewey and A. S. Makarenko.

12

O amor à terra e a função social da educação rural no Brasil (1910-1964)

36%

Nawroski A.

Revista del CESLA. International Latin American Studies Review

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2019

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issue 23

333-354

EN

The article presents the thesis on love of land as an idea to be developed by rural education during the first half of the twentieth century for the maintenance of man in the countryside, that is, a pressing need to fix the man in the place where he lives. We used as research sources Decree No. 8,319/1910 that regulated rural education in Brazil and its reflexes over the years, especially those explained by one of the eminent intellectuals of Brazilian education, Antônio Carneiro Leão. The educator sought in the literature and in the travel around the most diverse Brazilian places the reality of the Brazilian rural space and presented a proposal of modern education capable of improving the life of the people who live and work in the countryside through an affective relation with the land.

ES

O artigo apresenta a tese do amor à terra como uma ideia a ser desenvolvido pela educação rural durante a primeira metade do século XX para a manutenção do homem no campo, isto é, uma necessidade premente de fixar o homem no lugar em que ele vive. Para tanto, utilizamos como fontes de investigação o Decreto nº 8.319/1910 que regulamentou o ensino rural no Brasil e os seus reflexos no decorrer dos anos, especialmente aqueles explicitados por um dos eminentes intelectuais da educação brasileira, Antônio Carneiro Leão. O educador buscou na literatura e nas viagens pelos mais diversos recôncavos brasileiros apreender uma determinada realidade do rural brasileiro e apresentar uma proposta de educação moderna capaz de melhorar a vida das pessoas que vivem e trabalham no campo por meio de uma relação afetiva com a terra.

13

Rozwój w świetle podstawowych kategorii myśli Johna Deweya

36%

Krasny B. Z.

Studia Paedagogica Ignatiana

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2020

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vol. 23

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issue 1

PL

Rozwój jest bez wątpienia jednym z najważniejszych pojęć towarzyszących rozważaniom na temat kształcenia, wychowania, edukacji. Każdy pedagog musi na pewnym etapie swojej działalności skonfrontować się z tą wysoce podatną na interpretacje ideą. Nie uniknął tego również John Dewey, którego poglądy stały się przedmiotem analizy w niniejszym artykule. Celem tejże publikacji jest rekonstrukcja teorii rozwoju amerykańskiego pedagoga oraz krytyczna refleksja nad nią na podstawie jego prac oraz wybranych dzieł omawiających myśl pedagogiczną i filozoficzną pragmatysty. W poszczególnych częściach publikacji zostały zaprezentowane główne idee związane z koncepcją rozwoju Deweya, takie jak wartość instrumentalna, pojęcie nawyku czy demokracja. Przedstawione zagadnienia zostały poddane refleksji przez pryzmat ich implikacji pedagogicznych. Dokonana analiza przedmiotu badań ukazała możliwy kierunek rozwoju jednostek w myśli Deweya, jakim jest rozwój społeczeństwa. Nieunikniona wydaje się konieczność dalszych badań nad pedagogiką amerykańskiego filozofa, aby lepiej zrozumieć i zinterpretować jego idee czy też rozstrzygnąć niejasności, jakie występują w jego pismach.

EN

Development is undoubtedly one of the most important concepts accompanying considerations on education and upbringing. Every educator must, at a certain stage of his or her activity, confront this highly contestable idea. John Dewey, whose views are the subject of analysis in this article, was certainly not one who would have avoided this. The aim of this publication is to reconstruct the development of the theory of the American educator and to reflect critically on it on the basis of his works and selected works discussing the pedagogical and philosophical thought of the pragmatic scholar. The main ideas associated with Dewey, such as instrumental value, the notion of habit or democracy, are depicted in particular parts of the publication. The presented issues are reflected on through the prism of their pedagogical implications. The analysis of the subject showed the possible developmental directions open to individuals in Dewey’s thought, which is the development of society. It seems inevitable that further research on the pedagogy of the American philosopher is needed in order to better understand and interpret his ideas or to resolve the ambiguities that exist in his writings.

14

CONSERVATIVE THOUGHT AND CHANGES IN EDUCATION. ANALYSIS OF CHOSEN ASPECTS

32%

Kusiak P.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2015

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issue 2

89-98

EN

This article concerns chosen aspects of conservative reactions to changes in education occurring in the 20th century. It consists of two parts. The first describes a new education paradigm created by John Dewey, the second part – doctrinal assumptions of conservative thought, which could constitute the basis for constructing a conservative educational ideal.

15

Conservative Women: Bridging Divides Through Meaningful Dialogue

26%

Beck M. C.

Dialogue and Universalism

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2019

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issue 3

71-91

EN

In response to the rise of conservative women, the author engaged in a long and meaningful Socratic dialogue with two self-identified conservative women. The paper describes the conversation (approved by participants), then analyzes it according to various political trends, Jungian and other psychological theories, the author’s dialecti- cal teaching methodology, the value of a traditional liberal arts education and the failure of the intellectual elite in the past 50 years to create and sustain meaningful friendships with fellow citizens from all social sectors and educational levels. Athenian democracy also degenerated into authoritarianism because of the professional elite’s corruption and/or detachment.

Refine search results

John Dewey: Education as Ethics, Ethics as Education

Pragmatismus Johna Deweyho a literární teorie Wolfganga Isera

Pragmatism, Experience, and the Given

Introduction to No. 1, Part two: Developing Moral Competence, Perfecting Selfhood, Practicing Forgiveness

Reconstructive Habits: John Dewey on Human Functioning

Recovering Wildness: “Earthy” Education and Field Philosophy

Miguel de Unamuno i John Dewey: system edukacji a osobowa wolność

Pragmatystyczne napięcie w amerykańskiej poezji modernistycznej: przypadek Willliamsa

Educating for profit, educating global citizenship

Versions of Pragmatic Liberalism: from Rorty back to Dewey

ВНЕСОК ДЖ. ДЬЮЇ У СТАНОВЛЕННЯ ІДЕЙ ГУМАНІСТИЧНОГО ВИХОВАННЯ ДІТЕЙ У СІМ’ЯХ США

O amor à terra e a função social da educação rural no Brasil (1910-1964)

Rozwój w świetle podstawowych kategorii myśli Johna Deweya

CONSERVATIVE THOUGHT AND CHANGES IN EDUCATION. ANALYSIS OF CHOSEN ASPECTS

Conservative Women: Bridging Divides Through Meaningful Dialogue