Bøker av John Dewey

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"We are apt to look at the school from an individualistic standpoint, as something between teacher and pupil, or between teacher and parent. That which interests us most is naturally the progress made by the individual child of our acquaintance, his normal physical development, his advance in ability to read, write, and figure, his growth in the knowledge of geography and history, improvement in manners, habits of promptness, order, and industry-it is from such standards as these that we judge the work of the school."John Dewey (1859-1952) was a philosopher, educational reformer, and a psychologist. The School and Society was Dewey's first published book of length on education, and it paved the foundation for his later works on this same topic. Dewey's works are a valuable source of information, and anyone interested in learning more about education and child development.

"The Child and the Curriculum" is a very insightful essay by John Dewey that displays a unique approach to the Child and the Curriculum. John Dewey understood that a child's development and learning styles had nothing to do with being rational or orderly, but that the child must learn in their current state of mind which is very different from an adult. This 1902 essay shows how children integrate educational experiences into a continuum of knowledge.This book explains the "how" and the "why" behind the importance of a curriculum that leaves room to explore, connect information, and for a child to experience the world around them through learning. Learn how to honor the individual, and watch as the student and the subject matter come together in a beautiful process that will produce a mature adult.John Dewey: 1859-1952, Educator and Philosopher.

Some hundred years after John Dewey worked to bring to light what it means to educate and how public education serves as the foundation of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well.Psychology, epistemology, ethics, and politics are all subjects that John Dewey focused his talents on. Democracy and Education was originally published in 1916, but despite the passage of time, John Dewey remains one of the greatest educational philosophers. In this classic work Dewey calls for the complete renewal of public education, arguing for the fusion of vocational and contemplative studies in education and for the necessity of universal education for the advancement of self and society. Dewey promotes a philosophy of education that focuses on freedom of the mind through guided and directed social activity.Many of Dewey's catch phrases, such as "learning by doing," are now often repeated in educational circles. See for yourself why "Democracy and Education" still stands the test of time.

How We ThinkJohn Dewey No words are oftener on our lips than thinking and thought. So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. The aim of this chapter is to find a single consistent meaning. Assistance may be had by considering some typical ways in which the terms are employed. In the first place thought is used broadly, not to say loosely. Everything that comes to mind, that "goes through our heads," is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds-or, rather, two degrees-must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis for a belief is deliberately sought and its adequacy to support the belief examined. This process is called reflective thought it alone is truly educative in value, and it forms, accordingly, the principal subject of this volume. We shall now briefly describe each of the four senses. I. In its loosest sense, thinking signifies everything that, as we say, is "in our heads" or that "goes through our minds." He who offers "a penny for your thoughts" does not expect to drive any great bargain. In calling the objects of his demand thoughts, he does not intend to ascribe to them dignity, consecutiveness, or truth. Any idle fancy, trivial recollection, or flitting impression will satisfy his demand. Daydreaming, building of castles in the air, that loose flux of casual and disconnected material that floats through our minds in relaxed moments are, in this random sense, thinking. More of our waking life than we should care to admit, even to ourselves, is likely to be whiled away in this inconsequential trifling with idle fancy and unsubstantial hope. In this sense, silly folk and dullards think. The story is told of a man in slight repute for intelligence, who, desiring to be chosen selectman in his New England town, addressed a knot of neighbors in this wise: "I hear you don't believe I know enough to hold office. I wish you to understand that I am thinking about something or other most of the time." Now reflective thought is like this random coursing of things through the mind in that it consists of a succession of things thought of but it is unlike, in that the mere chance occurrence of any chance "something or other" in an irregular sequence does not suffice. Reflection involves not simply a sequence of ideas, but a consequence-a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors. The successive portions of the reflective thought grow out of one another and support one another they do not come and go in a medley.

First published in 1915, John Dewey's "Democracy and Education" is considered by many to be a landmark examination into the philosophy of education and its importance in a democratic society. In this influential treatise, Dewey argues for a progressive model of education because an effective educational system is the only way to build a productive and responsible democratic society. For all societies, from the most primitive to the most complex, the older generation possesses information, wisdom, and skills that must be passed down to the new, younger generations in order for the society to continue and for its customs to remain intact. If a society fails to educate its new members, the unique knowledge and character of the society will inevitably be lost. The new generations of a society must also be educated so that they can intelligently and capably participate in democratic institutions and traditions. A progressive educational system will also help each individual realize their dreams and full potential. "Democracy and Education" is an essential read for students of not only education, but of philosophy, and political science as well. This edition is printed on premium acid-free paper.

Originally published in 1916, this early work by American philosopher and educational reformist John Dewey is both expensive and hard to find in its first edition. It details Dewey's ideas on Educational Philosophy and the formation of the mind in relation to society. This fascinating work is highly recommended for anyone interested in the concept of individuality during the early twentieth century along with its educational doctrines. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.