John Dewey

Bio: John Dewey is an academic researcher from Columbia University. The author has contributed to research in topics: Contemporary philosophy & Analytic philosophy. The author has an hindex of 88, co-authored 507 publications receiving 96664 citations. Previous affiliations of John Dewey include Southern Illinois University Carbondale & University of Chicago.

Democracy and Education

Abstract: First published in 1916, this classic continues to influence contemporary educational thought. Considered one of the great American philosophers, Dewey grapples with the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society.

Experience and Education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

How We Think

Abstract: John Dewey, one of America's greatest popular philosophers and educators, emphasises the importance of critical thinking and the vital role education should play. In this progressive work, written more than 80 years ago, Dewey, recognising that we are born with the ability to think, argues that the educator's fundamental role is to train us to think well. At a time when America is lamenting the lack of solid training in the sciences at the elementary and secondary levels, Dewey's enthusiastic correlation between the scientific mind and the natural attitude of childhood marked by curiosity, imagination, and the love of experimental inquiry offers a refreshing and optimistic perspective. He demonstrates how an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.

Art as Experience

Abstract: “Seni Sebagai Pengalaman” telah berkembang dan dipertimbangkan secara internasional sebagai karya paling terkenal yang pernah ditulis oleh John Dewey, seorang Amerika, pada struktur formal dan efek karakteristik dari semua seni: arsitektur, patung, lukisan, musik dan sastra. Buku ini wajib dibaca oleh seniman maupun kolektorseni untuk memperdalam pengetahuan perspektif pada seni. Pada prinsipnya buku ini mengulas tentang estetika seni.

The psychology of interpersonal relations

Abstract: The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform

Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,

Knowledge and Teaching: Foundations of the New Reform

Abstract: Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...

Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries

Abstract: Publisher Summary This chapter addresses the universals in the content and structure of values, concentrating on the theoretical advances and empirical tests in 20 countries, and its four basic issues: substantive contents of human values; identification of comprehensive set of values; extent to which the meaning of particular values was equivalent for different groups of people; and how the relations among different values was structured. Substantial progress has been made toward resolving each of these issues. Ten motivationally distinct value types that were likely to be recognized within and across cultures and used to form value priorities were identified. Set of value types that was relatively comprehensive, encompassing virtually all the types of values to which individuals attribute at least moderate importance as criteria of evaluation was demonstrated. The evidence from 20 countries was assembled, showing that the meaning of the value types and most of the single values that constitute them was reasonably equivalent across most groups. Two basic dimensions that organize value systems into an integrated motivational structure with consistent value conflicts and compatibilities were discovered. By identifying universal aspects of value content and structure, the chapter has laid the foundations for investigating culture-specific aspects in the future.

Qualitative analysis for social scientists

Abstract: The teaching of qualitative analysis in the social sciences is rarely undertaken in a structured way. This handbook is designed to remedy that and to present students and researchers with a systematic method for interpreting qualitative data', whether derived from interviews, field notes, or documentary materials. The special emphasis of the book is on how to develop theory through qualitative analysis. The reader is provided with the tools for doing qualitative analysis, such as codes, memos, memo sequences, theoretical sampling and comparative analysis, and diagrams, all of which are abundantly illustrated by actual examples drawn from the author's own varied qualitative research and research consultations, as well as from his research seminars. Many of the procedural discussions are concluded with rules of thumb that can usefully guide the researchers' analytic operations. The difficulties that beginners encounter when doing qualitative analysis and the kinds of persistent questions they raise are also discussed, as is the problem of how to integrate analyses. In addition, there is a chapter on the teaching of qualitative analysis and the giving of useful advice during research consultations, and there is a discussion of the preparation of material for publication. The book has been written not only for sociologists but for all researchers in the social sciences and in such fields as education, public health, nursing, and administration who employ qualitative methods in their work.