Джон Дьюи - все книги по циклам и сериям | Книги по порядку

Воспроизведено в оригинальной авторской орфографии издания 1904 года (издательство "Chicago : The University of Chicago Press").

Reconstruction in Philosophy

Прижизненное издание.

Берлин, 1922 год. Государственное издательство.

Типографская обложка.

Сохранность хорошая.

Книга известного американского психолога и философа подвергает тщательному анализу весь механизм человеческой мысли. Автор доказывает необходимость и возможность истинно-научной постановки ума в процессе приобретения знаний на всех стадиях обучения, которые сопровождаются конкретным анализом различных типов и приемов воспитания и развития мышления.

Книга будет интересна педагогам, психологам, преподавателям, всем, кто интересуется проблемами образования.

How We Think by John Dewey is a classic book about thinking. The contents of Dewey’s book are applicable to innovation, learning, business management, and many other fields. John Dewey’s view of thinking, and thinking skills, as elaborated in “How We Think” is surprisingly fresh and consistent. Dewey warns against the confusion of mental analysis (looking for the general aspects of an object) with physical analysis (dissection into parts), which leads to the study of living objects as if they were dead. John Dewey’s thought is the essence of systems thinking, which is so fashionable today. In “How We Think,” John Dewey also concludes that we can be taught to “think well” and discusses how. Starting with beliefs and the consequences they bring about, Dewey suggests that knowledge is relative to its interaction with the world, concluding in the end that real freedom is intellectual. According to Dewey, the act of thinking itself is in many cases more important than what is being thought about. Dewey’s analysis of thought will help readers to consider important elements of thinking (and writing) such as: (1) the iterative “ebb and flow” between inductive and deductive thinking; (2) what is necessary to train their minds to think better. Though written years ago, “How We Think” is an easy book to read and well worth the time spent on it.

How We Think by John Dewey is a classic book about thinking. The contents of Dewey’s book are applicable to innovation, learning, business management, and many other fields. John Dewey’s view of thinking, and thinking skills, as elaborated in “How We Think” is surprisingly fresh and consistent. Dewey warns against the confusion of mental analysis (looking for the general aspects of an object) with physical analysis (dissection into parts), which leads to the study of living objects as if they were dead. John Dewey’s thought is the essence of systems thinking, which is so fashionable today. In “How We Think,” John Dewey also concludes that we can be taught to “think well” and discusses how. Starting with beliefs and the consequences they bring about, Dewey suggests that knowledge is relative to its interaction with the world, concluding in the end that real freedom is intellectual. According to Dewey, the act of thinking itself is in many cases more important than what is being thought about. Dewey’s analysis of thought will help readers to consider important elements of thinking (and writing) such as: (1) the iterative “ebb and flow” between inductive and deductive thinking; (2) what is necessary to train their minds to think better. Though written years ago, “How We Think” is an easy book to read and well worth the time spent on it.

У книжці відомого американського філософа Джона Дьюї, "Моральні принципи в освіті" порушено актуальні проблеми морального виховання у школі і суспільстві, особливо у час політичної та моральної кризи. Школа на думку Джона Дьюї, є однією із форм суспільного буття, а не підготовкою до нього і моральна позиція учнів формується в школі разом із засвоєнням навчальних дисциплін та застосуванням різних методів їх вивчення. Для викладачів, учителів, усіх, хто цікавиться проблемами освіти та виховання.

Democracy and Education: an introduction to the philosophy of education by John Dewey libreka classics – These are classics of literary history, reissued and made available to a wide audience. Immerse yourself in well-known and popular titles!

Deweys classic work, although tedious at times, is a cogent and landmark exposition of progressive educational theory. Democracy for Dewey was both a means and an end to the building of a good and just society. In this regard he sought to develop strategies and methods for training students through learning and discipline to become socially responsible adults and conscientious citizens concerned with the rights of others and the common good and to be equipped with the knowledge and technical skills to be productive members of society in the context of our modern industrial world. Dewey is truly a giant not only of modern educational theory but of progressive humanitarian thought generally. Dewey was truly one of the great Americans of the last century of which all people of good will can be proud. This book was…Fantastic; a book I would recommend to just about anyone. (1) There is absolutely no pretense of an application of the scientific method, hence there can be no mis-application; (2) This book strikes me personally as one of the least dogmatic things Ive ever read in my life. The ideas are fresh, original, and beautiful crafted and ordered; (3) Education is Socialization – an equation of broadly construed -tions that results in a statement that one can neither agree nor disagree with. His writing is clear and concise (at least in comparison with other great philosophers) – writing that I would personally aspire to. His ideas, and I cant say this enough, are some of the most original Ive come across. We didnt really cover the pragmatists in any of my philosophy classes. Reading this makes me wish we had.

This comprehensive eBook presents the complete works or all the significant works – the Œuvre – of this famous and brilliant writer in one ebook – 5870 pages easy-to-read and easy-to-navigate: • Democracy and Education: An Introduction to the Philosophy of Education • How We Think • Moral Principles in Education • The Child and the Curriculum • Human Nature and Conduct • Creative Intelligence: Essays in the Pragmatic Attitude, James Hayden Tufts, Addison Webster Moore, Harold Chapman Brown, George H. Mead, Boyd Henry Bode, Henry Waldgrave Stuart, and Horace Meyer Kallen • Reconstruction in Philosophy • Leibniz's New Essays Concerning the Human Understanding • Ethics and James Hayden Tufts • Psychology and Social Practice • Studies in Logical Theory • Letters from China and Japan and Harriet Alice Chipman Dewey • Essays in Experimental Logic • German philosophy and politics • China, Japan and the U.S.A. • etc.

More than six decades after John Dewey’s death, his political philosophy is undergoing a revival. With renewed interest in pragmatism and its implications for democracy in an age of mass communication, bureaucracy, and ever-increasing social complexities, Dewey’s The Public and Its Problems, first published in 1927, remains vital to any discussion of today’s political issues. This edition of The Public and Its Problems, meticulously annotated and interpreted with fresh insight by Melvin L. Rogers, radically updates the previous version published by Swallow Press. Rogers’s introduction locates Dewey’s work within its philosophical and historical context and explains its key ideas for a contemporary readership. Biographical information and a detailed bibliography round out this definitive edition, which will be essential to students and scholars both.

One of the most influential forces in the shaping of American education, the famed philosopher and psychologist John Dewey (1859–1952) believed in «viewing the education of the child in the light of the principles of mental activity and processes of growth made know by modern psychology.» As the administrator of the University of Chicago's laboratory school — which he established in 1896 and which was one of the first such schools in the United States — Dewey came to the realization that learning was a process starting from uncertainty and growing from the impulse which must begin with experience, and the curriculum must be made to relate to the students' interests.The two books in this volume — both short, but extremely influential — grew out of Dewey's hands-on experience with the laboratory school and represent the earliest authoritative statement of his revolutionary emphasis on education as an experimental, child-centered process, In The School and Society, he declares that we must «make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated with the spirit of art, history, and science.» In The Child and the Curriculum, he stresses the importance of the curriculum as a means of determining the environment of the child, and allowing the teacher to guide children in asserting themselves, exercising their capacities, and fulfilling the destinies of their own nature.Gathered in this single convenient volume, these thought-provoking contributions by one of America's greatest thinkers in the field of pedagogy will be immense interest to educators, psychologists, parents, and anyone interested in the psychology and philosophy of childhood education.

John Dewey (1859-1952) is an American philosopher and psychologist most notably remembered for his theories on progressive education. He grew up in the rapidly industrializing town of Burlington, Vermont, where he was able to witness increasing social and economic division of the classes. Although he displayed little vivacity or imagination as a child, he was immensely analytical and spent years teaching and writing on a wide range of philosophical ideas. Of his twenty-one books and countless articles, «Human Nature and Conduct» is one of his best-known; it draws from Dewey's West Memorial Foundation lectures at Stanford University. This work criticizes the morality of the past as being too abstract and reliant on arbitrary rules rather than on a scientific understanding of human nature. Dewey argues that truth changes over time, and therefore life must be based on human experiences and utilizing one's knowledge in coping with those experiences.

Though he did not coin the phrase «Progressive Education,» American philosopher and psychologist, John Dewey, has historically been associated with this modern educational method. In these two works, «The School and Society» and «The Child and Curriculum,» Dewey lays out his philosophies of pragmatism, educational reform, and his advocacy of democracy. In a time when education focused primarily on rote memorization and passive acquisition of knowledge, Dewey advocated a «learning by doing» method. He believed students would become more well-rounded, productive members of society through their natural inquisitiveness, and experimentation through interaction with the world. Dewey's complex and naturalistic theories were primary influences in both education and social reform in the twentieth century. Furthermore, he has become known as one of the founders of the philosophy of pragmatism and functional psychology. Today, his work is still a valuable source of information and inspiration to those interested in the education and development of school-age children.