{"title":"John Dewey","description":"\u003cp\u003eExplore the influential works of John Dewey, a key figure in pragmatism, educational reform, and democratic theory. Discover his thought-provoking books and essays that shaped modern education and philosophy.\u003c\/p\u003e","products":[{"product_id":"how-we-think-new-edition-book-john-dewey-9781594627545","title":"How We Think (New Edition)","description":"\u003cp\u003e\u003cb\u003eThe thought process laid bare. \u003c\/b\u003eOne of America's greatest philosophers and educators examines the nature and process of human reasoning, intellect, and emotion. John Dewey took a common sense approach to the subject, using examples and explanations that resonate today. His pragmatism has influenced much modern philosophy and the social sciences-and in the effort he produced a timeless, captivating, and universally accessible study of the subject of human thought and logical decision-making.\u003c\/p\u003e \u003cp\u003eJohn Dewey (1859-1952) was a U.S. philosopher, education reformer, and psychologist, and an influential professor at the University of Michigan, University of Chicago, and Columbia University. His belief in an empirically based theory of knowledge informed much of his work on logic and philosophy, including HOW WE THINK. Dewey also explored political theory, psychology, and education in his many acclaimed books and academic articles. \u003c\/p\u003e \u003cp\u003ePart of the \u003ci\u003eClassics of the Social Sciences\u003c\/i\u003e Series from QUID PRO BOKS. Presented in a digitally remastered form, this new edition corrects the missing letters, underlines, and distracting stray marks typically found in such republications. 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He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. 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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 childhoodmarked by curiosity, imagination, and the love of experimental inquiryoffers a refreshing and optimistic perspective. 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He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. 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On one hand, there is the contrast between the immaturity of the new-born members of the group - its future sole representatives - and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. 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In his introduction to this volume, Sidney Hook points out that Dewey's \u003ci\u003eExperience and Nature \u003c\/i\u003eis both the most suggestive and most difficult of his writings.\u003c\/p\u003e\u003cp\u003eThe meticulously edited text published here as the first vol­ume in the series The Later Works of John Dewey, 1925-1953\u003cb\u003e\u003c\/b\u003espans that entire period in Dewey's thought by including two important and previously unpublished documents from the book's history: Dewey's unfinished new introduction written between 1947\u003cb\u003e\u003c\/b\u003eand 1949, \u003cb\u003e\u003c\/b\u003eedited by the late Joseph Ratner, and Dewey's unedited final draft of that introduction written the year before his death. In the intervening years Dewey realized the impossibility of making his use of the word experience understood. 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His pragmatism has influenced much modern philosophy and the social sciences-and in the effort he produced a timeless, captivating, and universally accessible study of the subject of human thought and logical decision-making.\u003c\/p\u003e \u003cp\u003eJohn Dewey (1859-1952) was a U.S. philosopher, education reformer, and psychologist, and an influential professor at the University of Michigan, University of Chicago, and Columbia University. His belief in an empirically based theory of knowledge informed much of his work on logic and philosophy, including HOW WE THINK. Dewey also explored political theory, psychology, and education in his many acclaimed books and academic articles. \u003c\/p\u003e \u003cp\u003ePart of the \u003ci\u003eClassics of the Social Sciences\u003c\/i\u003e Series from QUID PRO BOKS. Presented in a digitally remastered form, this new edition corrects the missing letters, underlines, and distracting stray marks typically found in such republications. 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Beginning with habits, Dewey discusses these basic patterns of conduct as essential mechanisms that allow individuals to coexist harmoniously within society and to adjust to the outer environment. The process of habit formation is a major part of childhood education as the growing individual learns the established modes of behavior in society. In the next section Dewey focuses on impulses, which motivate action and are regulated in response to the reactions of others and the learned habits that the society around us instills. Intelligence, the subject of the next part, in Dewey's view, is the chief instrument that allows human beings to act creatively and experimentally in response to the demands of both inner impulses and outer challenges. How we use our intelligence to deal with our impulses and habits reflects individual variations of character and largely determines life destinies. Intelligence is also the key to morality. If we use our intelligence to make moral judgments based on a clear understanding of empirical facts, then there is a far better chance, says Dewey, that our judgments will be good and our actions right, than if we blindly accept moral rules from traditional authorities or unthinkingly give way to natural instincts. Unless we use the tool of intelligence to understand the natural world around us and our own human nature, we cannot make wise value judgments to serve our best interests. 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In his introduction to this volume, Sidney Hook points out that Dewey's \u003ci\u003eExperience and Nature \u003c\/i\u003eis both the most suggestive and most difficult of his writings.\u003c\/p\u003e\u003cp\u003eThe meticulously edited text published here as the first vol­ume in the series The Later Works of John Dewey, 1925-1953\u003cb\u003e\u003c\/b\u003espans that entire period in Dewey's thought by including two important and previously unpublished documents from the book's history: Dewey's unfinished new introduction written between 1947\u003cb\u003e\u003c\/b\u003eand 1949, \u003cb\u003e\u003c\/b\u003eedited by the late Joseph Ratner, and Dewey's unedited final draft of that introduction written the year before his death. In the intervening years Dewey realized the impossibility of making his use of the word experience understood. He wrote in his 1951\u003cb\u003e\u003c\/b\u003edraft for a new introduction: Were I to write (or rewrite) \u003ci\u003eExperience and Nature \u003c\/i\u003etoday I would entitle the book \u003ci\u003eCulture and Nature \u003c\/i\u003eand the treatment of specific subject-matters would be correspondingly modified. I would abandon the term 'experience' because of my growing realiza­tion that the historical obstacles which prevented understand­ing of my use of 'experience' are, for all practical purposes, insurmountable. I would substitute the term 'culture' because with its meanings as now firmly established it can fully and freely carry my philosophy of experience.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50135707451665,"sku":"CIN0486204715G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50280507572497,"sku":"CIN0486204715VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50687255052561,"sku":"NGR9780486204710","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50830979105041,"sku":"GOR006180455","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":51925120647441,"sku":"GOR013690327","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ GOOD \/ INTERNAL","offer_id":52549735252241,"sku":"GOR005802882","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ WELL_READ \/ INTERNAL","offer_id":52900661756177,"sku":"GOR006179400","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0486204715.jpg?v=1751358291"},{"product_id":"middle-works-of-john-dewey-volume-14-1899-1924-book-john-dewey-9780809328093","title":"The Middle Works of John Dewey, Volume 14, 1899 - 1924","description":"Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50135715971345,"sku":"CIN0809328097G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ WELL_READ \/ SBYB","offer_id":50363373486353,"sku":"CIN0809328097A","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0809328097.jpg?v=1776939155"},{"product_id":"human-nature-and-conduct-book-john-dewey-9780486420974","title":"Human Nature and Conduct","description":"This insightful treatise on the essential components of human nature by the great American philosopher and educator John Dewey, in his own words, sets forth a belief that an understanding of habit and of different types of habit is the key to social psychology, while the operation of impulse and intelligence gives the key to individualized mental activity. 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If we use our intelligence to make moral judgments based on a clear understanding of empirical facts, then there is a far better chance, says Dewey, that our judgments will be good and our actions right, than if we blindly accept moral rules from traditional authorities or unthinkingly give way to natural instincts. Unless we use the tool of intelligence to understand the natural world around us and our own human nature, we cannot make wise value judgments to serve our best interests. 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On one hand, there is the contrast between the immaturity of the new-born members of the group - its future sole representatives - and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap. John Dewey was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly influential in the United States and around the world. He is recognized as one of the founders of the philosophical school of Pragmatism. He was a leading representative of the progressive movement in U.S. schooling during the first half of the 20th century.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50305437729041,"sku":"CIN0975404806G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50328820941073,"sku":"CIN0975404806VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51038683660561,"sku":"NIN9781604593648","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0975404806.jpg?v=1750720238"}],"url":"https:\/\/www.worldofbooks.com\/fr-fr\/collections\/auteur-livres-de-john-dewey.oembed?page=20","provider":"World of Books ","version":"1.0","type":"link"}