Part 2 of 2
A teacher's knowledgeDewey believed that the successful classroom teacher possesses a passion for knowledge and an intellectual curiosity in the materials and methods they teach. For Dewey, this propensity is an inherent curiosity and love for learning that differs from one's ability to acquire, recite and reproduce textbook knowledge. "No one," according to Dewey, "can be really successful in performing the duties and meeting these demands [of teaching] who does not retain [her] intellectual curiosity intact throughout [her] entire career" (Dewey, APT, 2010, p. 34). According to Dewey, it is not that the "teacher ought to strive to be a high-class scholar in all the subjects he or she has to teach," rather, "a teacher ought to have an unusual love and aptitude in some one subject: history, mathematics, literature, science, a fine art, or whatever" (Dewey, APT, 2010, p. 35). The classroom teacher does not have to be a scholar in all subjects; rather, a genuine love in one will elicit a feel for genuine information and insight in all subjects taught.
In addition to this propensity for study into the subjects taught, the classroom teacher "is possessed by a recognition of the responsibility for the constant study of school room work, the constant study of children, of methods, of subject matter in its various adaptations to pupils" (Dewey, PST, 2010, p. 37). For Dewey, this desire for the lifelong pursuit of learning is inherent in other professions (e.g. the architectural, legal and medical fields; Dewey, 1904 & Dewey, PST, 2010), and has particular importance for the field of teaching. As Dewey notes, "this further study is not a side line but something which fits directly into the demands and opportunities of the vocation" (Dewey, APT, 2010, p. 34).
According to Dewey, this propensity and passion for intellectual growth in the profession must be accompanied by a natural desire to communicate one's knowledge with others. "There are scholars who have [the knowledge] in a marked degree but who lack enthusiasm for imparting it. To the 'natural born' teacher learning is incomplete unless it is shared" (Dewey, APT, 2010, p. 35). For Dewey, it is not enough for the classroom teacher to be a lifelong learner of the techniques and subject-matter of education; she must aspire to share what she knows with others in her learning community.
A teacher's skillThe best indicator of teacher quality, according to Dewey, is the ability to watch and respond to the movement of the mind with keen awareness of the signs and quality of the responses he or her students exhibit with regard to the subject-matter presented (Dewey, APT, 2010; Dewey, 1904). As Dewey notes, "I have often been asked how it was that some teachers who have never studied the art of teaching are still extraordinarily good teachers. The explanation is simple. They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. Their own minds move in harmony with those of others, appreciating their difficulties, entering into their problems, sharing their intellectual victories" (Dewey, APT, 2010, p. 36). Such a teacher is genuinely aware of the complexities of this mind to mind transfer, and she has the intellectual fortitude to identify the successes and failures of this process, as well as how to appropriately reproduce or correct it in the future.
A teacher's dispositionAs a result of the direct influence teachers have in shaping the mental, moral and spiritual lives of children during their most formative years, Dewey holds the profession of teaching in high esteem, often equating its social value to that of the ministry and to parenting (Dewey, APT, 2010; Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, PST, 2010; Dewey, TTC, 2010; Dewey, TTP, 2010). Perhaps the most important attributes, according to Dewey, are those personal inherent qualities which the teacher brings to the classroom. As Dewey notes, "no amount of learning or even of acquired pedagogical skill makes up for the deficiency" (Dewey, TLS, p. 25) of the personal traits needed to be most successful in the profession.
According to Dewey, the successful classroom teacher occupies an indispensable passion for promoting the intellectual growth of young children. In addition, they know that their career, in comparison to other professions, entails stressful situations, long hours and limited financial reward; all of which have the potential to overcome their genuine love and sympathy for their students. For Dewey, "One of the most depressing phases of the vocation is the number of care worn teachers one sees, with anxiety depicted on the lines of their faces, reflected in their strained high pitched voices and sharp manners. While contact with the young is a privilege for some temperaments, it is a tax on others, and a tax which they do not bear up under very well. And in some schools, there are too many pupils to a teacher, too many subjects to teach, and adjustments to pupils are made in a mechanical rather than a human way. Human nature reacts against such unnatural conditions" (Dewey, APT, 2010, p. 35).
It is essential, according to Dewey, that the classroom teacher has the mental propensity to overcome the demands and stressors placed on them because the students can sense when their teacher is not genuinely invested in promoting their learning (Dewey, PST, 2010). Such negative demeanors, according to Dewey, prevent children from pursuing their own propensities for learning and intellectual growth. It can therefore be assumed that if teachers want their students to engage with the educational process and employ their natural curiosities for knowledge, teachers must be aware of how their reactions to young children and the stresses of teaching influence this process.
The role of teacher education to cultivate the professional classroom teacherDewey's passions for teaching—a natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). According to Dewey, teacher education programs must turn away from focusing on producing proficient practitioners because such practical skills related to instruction and discipline (e.g. creating and delivering lesson plans, classroom management, implementation of an assortment of content-specific methods) can be learned over time during their everyday school work with their students (Dewey, PST, 2010). As Dewey notes, "The teacher who leaves the professional school with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of the psychology, logic and ethics of development. But later 'progress' may with such consist only in perfecting and refining skill already possessed. Such persons seem to know how to teach, but they are not students of teaching. Even though they go on studying books of pedagogy, reading teachers' journals, attending teachers' institutes, etc., yet the root of the matter is not in them, unless they continue to be students of subject-matter, and students of mind-activity. Unless a teacher is such a student, he may continue to improve in the mechanics of school management, but he cannot grow as a teacher, an inspirer and director of soul-life" (Dewey, 1904, p. 15). For Dewey, teacher education should focus not on producing persons who know how to teach as soon as they leave the program; rather, teacher education should be concerned with producing professional students of education who have the propensity to inquire about the subjects they teach, the methods used, and the activity of the mind as it gives and receives knowledge. According to Dewey, such a student is not superficially engaging with these materials, rather, the professional student of education has a genuine passion to inquire about the subjects of education, knowing that doing so ultimately leads to acquisitions of the skills related to teaching. Such students of education aspire for the intellectual growth within the profession that can only be achieved by immersing one's self in the lifelong pursuit of the intelligence, skills and character Dewey linked to the profession.
As Dewey notes, other professional fields, such as law and medicine cultivate a professional spirit in their fields to constantly study their work, their methods of their work, and a perpetual need for intellectual growth and concern for issues related to their profession. Teacher education, as a profession, has these same obligations (Dewey, 1904; Dewey, PST, 2010). As Dewey notes, "An intellectual responsibility has got to be distributed to every human being who is concerned in carrying out the work in question, and to attempt to concentrate intellectual responsibility for a work that has to be done, with their brains and their hearts, by hundreds or thousands of people in a dozen or so at the top, no matter how wise and skillful they are, is not to concentrate responsibility—it is to diffuse irresponsibility" (Dewey, PST, 2010, p. 39). For Dewey, the professional spirit of teacher education requires of its students a constant study of school room work, constant study of children, of methods, of subject matter in its various adaptations to pupils. Such study will lead to professional enlightenment with regard to the daily operations of classroom teaching.
As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools (1896) and The New School for Social Research (1919), many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Dewey's works and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller, Willem de Kooning, Charles Olson, Franz Kline, Robert Duncan, Robert Creeley, and Paul Goodman, among others. Black Mountain College was the locus of the "Black Mountain Poets" a group of avant-garde poets closely linked with the Beat Generation and the San Francisco Renaissance.
On journalismMain article: The Public and its Problems
Caricature of Dewey by André Koehne, 2006Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey's definition of "public," as described in The Public and its Problems, has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. "The 'public' of public journalists is Dewey's public."
Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem.[52]
Since every action generates unintended consequences, publics continuously emerge, overlap, and disintegrate.
In The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann's treatise on the role of journalism in democracy. Lippmann's model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites.
Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine. The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well.
Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings (choosing a winner of a given situation) to alternatives, choices, consequences, and conditions,[53] in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge. The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it. Concerning his effort to change journalism, he wrote in The Public and Its Problems: "Till the Great Society is converted in to a Great Community, the Public will remain in eclipse. Communication can alone create a great community" (Dewey, p. 142).
Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. "The clear consciousness of a communal life, in all its implications, constitutes the idea of democracy." (The Public and its Problems, p. 149). This Great Community can only occur with "free and full intercommunication." (p. 211) Communication can be understood as journalism.
On humanismAs an atheist[54] and a secular humanist in his later life, Dewey participated with a variety of humanistic activities from the 1930s into the 1950s, which included sitting on the advisory board of Charles Francis Potter's First Humanist Society of New York (1929); being one of the original 34 signatories of the first Humanist Manifesto (1933) and being elected an honorary member of the Humanist Press Association (1936).[55]
His opinion of humanism is summarized in his own words from an article titled "What Humanism Means to Me", published in the June 1930 edition of Thinker 2:
What Humanism means to me is an expansion, not a contraction, of human life, an expansion in which nature and the science of nature are made the willing servants of human good.[56]
Social and political activismWhile Dewey was at the University of Chicago, his letters to his wife Alice and his colleague Jane Addams reveal that he closely followed the 1894 Pullman Strike, in which the employees of the Pullman Palace Car Factory in Chicago decided to go on strike after industrialist George Pullman refused to lower rents in his company town after cutting his workers’ wages by nearly 30 percent. On May 11, 1894, the strike became official, later gaining the support of the members of the American Railway Union, whose leader Eugene V. Debs called for a nationwide boycott of all trains including Pullman sleeping cars. Considering most trains had Pullman cars, the main 24 lines out of Chicago were halted and the mail was stopped as the workers destroyed trains all over the United States. President Grover Cleveland used the mail as a justification to send in the National Guard, and ARU leader Eugene Debs was arrested. Dewey wrote to Alice: “The only wonder is that when the ‘higher classes’ – damn them – take such views there aren’t more downright socialists…. [T]hat a representative journal of the upper classes – damn them again – can take the attitude of that harper’s weekly,” referring to headlines such as “Monopoly” and “Repress the Rebellion,” which claimed, in Dewey’s words, to support the sensational belief that Debs was a “criminal” inspiring hate and violence in the equally “criminal” working classes. He concluded: “It shows what it is to be a higher class. And I fear Chicago Univ. is a capitalistic institution – that is, it too belongs to the higher classes.”[57] Dewey was not a socialist like Debs, but he believed that Pullman and the workers must strive toward a community of shared ends following the work of Jane Addams and George Herbert Mead.
As a major advocate for academic freedom, in 1935 Dewey, together with Albert Einstein and Alvin Johnson, became a member of the United States section of the International League for Academic Freedom,[58] and in 1940, together with Horace M Kallen, edited a series of articles related to the Bertrand Russell Case.
As well as defending the independence of teachers and opposing a communist takeover of the New York Teachers' Union,[citation needed] Dewey was involved in the organization that eventually became the National Association for the Advancement of Colored People, sitting as an executive on the NAACP's early executive board[59]. He was an avid supporter of Henry George's proposal for taxing land values. Of George, he wrote, "No man, no graduate of a higher educational institution, has a right to regard himself as an educated man in social thought unless he has some first-hand acquaintance with the theoretical contribution of this great American thinker."[60] As honorary president of the Henry George School of Social Science, he wrote a letter to Henry Ford urging him to support the school.[61]
He directed the famous Dewey Commission held in Mexico in 1937, which cleared Leon Trotsky of the charges made against him by Joseph Stalin,[62] and marched for women's rights, among many other causes.
In 1939, John Dewey was elected President of the League for Industrial Democracy, an organization with the goal of educating college students about the labor movement. The Student Branch of the L.I.D. would later become Students for a Democratic Society.[63]
Other interestsDewey's interests and writings included many topics, and according to the Stanford Encyclopedia of Philosophy, "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on the Treaty of Versailles and on the value of displaying art in post offices.)"[64]
In 1917, Dewey met F. M. Alexander in New York City and later wrote introductions to Alexander's Man's Supreme Inheritance (1918), Constructive Conscious Control of the Individual (1923) and The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature."[65]
As well as his contacts with people mentioned elsewhere in the article, he also maintained correspondence with Henri Bergson, William M. Brown, Martin Buber, George S. Counts, William Rainey Harper, Sidney Hook, and George Santayana.
CriticismDewey is considered the epitome of liberalism by historians,[66][67] and sometimes was portrayed as "dangerously radical."[68] Meanwhile, Dewey was critiqued strongly by American communists because he argued against Stalinism and had philosophical differences with Marx, identifying himself as a democratic socialist.[69]
Historians have examined his religious beliefs. Biographer Steven C. Rockefeller traced Dewey's democratic convictions to his childhood attendance at the Congregational Church, with its strong proclamation of social ideals and the Social Gospel.[70] Historian Edward A. White suggested in Science and Religion in American Thought (1952) that Dewey's work led to the 20th-century rift between religion and science.
Academic awards• Copernican Citation (1943)
• Doctor "honoris causa" – University of Oslo (1946)
• Doctor "honoris causa" – University of Pennsylvania (1946)
• Doctor "honoris causa" – Yale University (1951)
• Doctor "honoris causa" – University of Rome (1951)
Honors• John Dewey High School in Brooklyn, New York is named after him.
• John Dewey Academy of Learning in Green Bay, Wisconsin is a charter school named after him.
• The John Dewey Academy in Great Barrington, MA is a college preparatory therapeutic boarding school for troubled adolescents.
• John Dewey Elementary School in Warrensville Hts., Ohio, an Eastern Suburb of Cleveland, Ohio, is named after him.
• John Dewey Elementary School in Flint, Michigan was named after him but the school is now a career training center – the Sylvester Broom Center.
• John Dewey Middle School in Adams County in Denver, Colorado is a junior high school named after him.
PublicationsBesides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as Sociometry (advisory board, 1942) and Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as New Leader (contributing editor, 1949).
The following publications by John Dewey are referenced or mentioned in this article. A more complete list of his publications may be found at List of publications by John Dewey.
• "The New Psychology", Andover Review, 2, 278–89 (1884)
• Psychology (1887)
• Leibniz's New Essays Concerning the Human Understanding (1888)
• "The Ego as Cause" Philosophical Review, 3, 337–41 (1894)
• "The Reflex Arc Concept in Psychology" (1896)
• "My Pedagogic Creed" (1897)
• The School and Society (1899)
• The Child and the Curriculum (1902)
• The Relation of Theory to Practice in Education (1904)
• "The Postulate of Immediate Empiricism" (1905)
• Moral Principles in Education (1909), The Riverside Press Cambridge, Project Gutenberg
• How We Think (1910)
• German Philosophy and Politics (1915)
• Democracy and Education: an introduction to the philosophy of education (1916)
• Reconstruction in Philosophy (1919)
• China, Japan and the U.S.A. (1921)
• Human Nature and Conduct: An Introduction to Social Psychology (1922)
• Experience and Nature (1925)
• The Public and its Problems (1927)
• The Quest for Certainty, Gifford Lectures (1929)
• The Sources of a Science of Education (1929), The Kappa Delta Pi Lecture Series
• Individualism Old and New (1930)
• Philosophy and Civilization (1931)
• Ethics, second edition (with James Hayden Tufts) (1932)
• Art as Experience (1934)
• A Common Faith (1934)
• Liberalism and Social Action (1935)
• Experience and Education (1938)
• Logic: The Theory of Inquiry (1938)
• Freedom and Culture (1939)
• Theory of Valuation (1939). ISBN 0-226-57594-2
• Knowing and the Known (1949)
• Unmodern Philosophy and Modern Philosophy ISBN 0809330792 (Lost in 1947, finally published in 2012)[71]
See also• The Philosophy of John Dewey, Edited by John J. McDermott. University of Chicago Press, 1981.
• The Essential Dewey: Volumes 1 and 2. Edited by Larry Hickman and Thomas Alexander. Indiana University Press, 1998.
• To those who aspire to the profession of teaching (APT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (33–36). Carbonale, IL: Southern Illinois University Press, 2010.
• The classroom teacher (CRT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (153–60). Carbonale, IL: Southern Illinois University Press, 2010.
• The duties and responsibilities of the teaching profession (DRT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (245–48). Carbonale, IL: Southern Illinois University Press, 2010.
• The educational balance, efficiency and thinking (EET). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (41–45). Carbonale, IL: Southern Illinois University Press, 2010.
• My pedagogic creed (MPC). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (24–32). Carbonale, IL: Southern Illinois University Press, 2010.
• Professional spirit among teachers (PST). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (37–40). Carbonale, IL: Southern Illinois University Press, 2010.
• The teacher and the public (TAP). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (214–44). Carbonale, IL: Southern Illinois University Press, 2010.
Dewey's Complete Writings is available in 4 multi-volume sets (38 volumes in all) from Southern Illinois University Press:• The Early Works: 1892–1898 (5 volumes)
• The Middle Works: 1899–1924 (15 volumes)
• The Later Works: 1925–1953 (17 volumes)
• Supplementary Volume 1: 1884–1951
The Collected Works of John Dewey: 1882–1953', The Correspondence of John Dewey 1871–1952, and The Lectures of John Dewey are available online via monographic purchase to academic institutions and via subscription to individuals, and also in TEI format for university servers in the Past Masters series. (The CD-ROM has been discontinued).
See also• Center for Dewey Studies
• Democratic education
• Dewey Commission
• Inquiry-based learning
• Instrumental and value-rational action
• John Dewey bibliography
• John Dewey Society
• League for Independent Political Action
• Learning by teaching
• List of American philosophers
• Malting House School
• Pragmatic ethics
Notes1. Field, Richard. John Dewey in The Internet Encyclopedia of Philosophy. Northwest Missouri State University. Retrieved 29 August 2008.
2. John Dewey, How we think (1910), p. 9.
3. Haggbloom, Steven J.; Warnick, Renee; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; Powell, John L., III; Beavers, Jamie; Monte, Emmanuelle (2002). "The 100 most eminent psychologists of the 20th century". Review of General Psychology. 6 (2): 139–52. CiteSeerX 10.1.1.586.1913. doi:10.1037/1089-2680.6.2.139.
4. Alan Ryan, John Dewey and the High Tide of American Liberalism, (1995), p. 32
5. Violas, Paul C.; Tozer, Steven; Senese, Guy B. (September 2004). School and Society: Historical and Contemporary Perspectives. McGraw-Hill Humanities/Social Sciences/Languages. p. 121. ISBN 978-0-07-298556-6.
6. Early Works, 1:128 (Southern Illinois University Press) op cited in Douglas R. Anderson, AAR, The Journal of the American Academy of Religion, Vol. 61, No. 2 (1993), p. 383
7. Gutek, Gerald L. (2005). Historical and Philosophical Foundations of Education: A Biographical Introduction. Upper Saddle River, NJ: Pearson Education Inc. p. 338. ISBN 978-0-13-113809-4.
8. Who Belongs To Phi Beta Kappa, Phi Beta Kappa website, accessed Oct 4, 2009
9. bio of Dewey from Bowling Green State University Archived 2011-01-02 at the Wayback Machine
10. Louis Menand, The Metaphysical Club: A Story of Ideas in the United States. New York: Farrar, Staus and Giroux, 2002.
11. The New York Timesedition of January 19, 1953, page 27
12. John Dewey (1922). Human Nature and Conduct: An Introduction to Social Psychology. Henry Holt & Company. Retrieved February 2, 2018 – via Internet Archive.
13. John Dewey (1929), Impressons of Soviet Russia and the Revolutionary World, The New Republic. Also at Google Books
14. Hilda M. Neatby, So Little for the Mind (Toronto: Clarke Irwin & Co. Ltd., 1953), pp. 22–23.
15. Biography at Muskingum College Archived 2009-03-31 at the Wayback Machine
16. from The Dictionary of Women Worldwide: 25,000 Women Through the Ages
17. Simpson, Douglas J.; Foley, Kathleen C. (2004). "John Dewey and Hubbards, Nova Scotia". Education and Culture. 20 (2): 43–44.
18. Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 42, 52
19. "Archived copy". Archived from the original on 2005-12-31. Retrieved 2006-01-21.
20. Simpson, Douglas J.; Foley, Kathleen C. (2004). "John Dewey and Hubbards, Nova Scotia". Education and Culture. 20 (2): 55–56.
21. "Dr. John Dewey Dead at 92; Philosopher a Noted Liberal – The Father of Progressive Education Succumbs in Home to Pneumonia". New York Times. June 2, 1952. p. 1. Retrieved February 2, 2018.
22. Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 58–59
23. "John Dewey Chronology" 1952.06.02
24. Brody, Roger S. "30-cent Dewey". arago.si.edu. Smithsonian National Postal Museum. Retrieved 19 November 2017.
25. b
http://www.jaas.gr.jp/jjas/PDF/2007/No.18-107.pdf26. Letters from China and Japan by Harriet Alice Chipman Dewey and John Dewey
27. Jessica Ching-Sze Wang. John Dewey in China: To Teach and to Learn. Albany: State University of New York Press, Suny Series in Chinese Philosophy and Culture, 2007. ISBN 9780791472033 pp. 3–5.
28. Wang, pp. 8–10, 13–14.
29. John Dewey, Harriet Alice Chipman Dewey Letters from China and Japan. New York,: E.P. Dutton, 1920; rpr. Project Guttenberg
30.
http://enlight.lib.ntu.edu.tw/FULLTEXT/ ... 390561.pdf Published by University of Hawai'i Press. Philosophy East and West, Volume 61, Number 3, July 2011, pp. 468–91. Sor-hoon Tan. The Dao of Politics: Li (Rituals/Rites) and Laws as Pragmatic Tools of Government(Article).
31. Kraak, Andre; Young, Michael (2001). Education in Retrospect: Policy and Implementation since 1990. Human Sciences Research Council, Pretoria. ISBN 978-0-7969-1988-5.
32. Martin, Jay (2002). The Education of John Dewey. Columbia University Press. p. 406. ISBN 978-0231116763.
33. Benjamin, L.T. (2003). "Why Can't Psychology Get a Stamp?". Journal of Applied Psychoanalytic Studies. 5 (4): 443–54. doi:10.1023/A:1026071631669.
34. Brucato, G. & Hogan, J.D. (1999, Spring). "Psychologists on postage stamps" The General Psychologist, 34(1):65
35. Zeltner, Philip N. (1975). John Dewey's Aesthetic Philosophy. John Benjamins Publishing. p. 93. ISBN 90-6032-029-8.
36. Dewey, john (1938). Logic: The theory of Inquiry. NY: Holt, Rinehart, and Winston. p. iv.
37. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston.
38. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, pp. 107–09.
39. John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, pp. 121–39.
40. Jump up to:a b Dewey, John (1938). "The Problem of Logical Subject Matter". Logic: The Theory of Inquiry.
41. Louis Menand. The Metaphysical Club p. 313
42. Stengel, Barbara. "Dewey's Pragmatic Poet: Reconstructing Jane Addams's Philosophical Impact". Project Muse: 29–39. Retrieved November 30, 2014.
43. Upin, Jane S. (1993). ""Charlotte Perkins Gilman": Instrumentalism beyond Dewey:Hypatia". Hypatia. 8 (2): 38–63. doi:10.1111/j.1527-2001.1993.tb00090.x. JSTOR 3810336.
44. Westbrook, Robert B. (1992). "John Dewey and American Democracy". The American Historical Review. 97 (3): 919–20. doi:10.2307/2164912. JSTOR 2164912.
45. Ambedkar, Bhimrao. Annihilation of castes. Critical Quest. p. 64. ISBN 978-81-89524-21-0.
46. Behar, Anurag (2016-03-31). "Ambedkar's teacher". livemint.com.
47. "The like-mindedness of Dewey and Ambedkar". Forward Press. 2017-05-19. Retrieved 2018-05-17.
48. "Ambedkar's pragmatism drew heavily on the 1908 'Ethics'". Forward Press. 2018-01-05. Retrieved 2018-05-17.
49. Dewey, J. (1902). The child and the curriculum. Retrieved from
https://books.google.com/books50. Dewey, J. (2009). Democracy and education: An introduction to the philosophy of education. New York: WLC Books. (Original work published 1916)
51. Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Journal of Problem-based Learning, 1(1).
52. Dewey, J. 1927. The Public and its Problems. Henry Holt & Co., New York. p. 126.
53. John Corcoran . Conditions and Consequences. American Philosophy: an Encyclopedia. 2007. Eds. John Lachs and Robert Talisse. New York: Routledge. pp. 124–27.
54. A. G. Rud; Jim Garrison; Lynda Stone, eds. (2009). Dewey at One Hundred Fifty. Purdue University Press. p. 22. ISBN 9781557535504. With respect to his personal beliefs, Dewey wrote to Max Otto that "I feel the gods are pretty dead, tho I suppose I ought to know that however, to be somewhat more philosophical in the matter, if atheism means simply not being a theist, then of course I'm an atheist. But the popular if not the etymological significance of the word is much wider. ... Although he described himself as an atheist in one sense of the term, it is also clear that Dewey was opposed to militant atheism for the same reason that he was opposed to supernaturalism: he thought both positions dogmatic.
55. "John Dewey Chronology" 1934.04.08, 1936.03.12, 1940.09, and 1950.09.11.
56. "What Humanism Means to Me," first published in Thinker 2 (June 1930): 9–12, as part of a series. Dewey: p. lw.5.266 [The Collected Works of John Dewey, 1882–1953, The Electronic Edition]
57. Louis Menand, The Metaphysical Club, (New York: Farrar, Straus and Giroux, 2001), 285-333.
58. American Institute of Physics
59.
https://www.naacp.org/nations-premier-c ... anization/. Missing or empty |title= (help)
60. Dewey, J. (1927) An Appreciation of Henry George
61. Dewey, J. (1939) A Letter to Henry Ford Archived 2015-01-13 at the Wayback Machine
62. "Dewey Commission Report"
63. The Cambridge Companion to Dewey, edited by Molly Cochran. Cambridge University Press, 2010. p. xvii.
64. "Dewey's Political Philosophy" Stanford Encyclopedia of Philosophy
65. F. M. Alexander Constructive Conscious Control of the Individual, E. P. Dutton & Co., 1923 ISBN 0-913111-11-2
66. Alan Ryan, John Dewey and the high tide of American liberalism
67. William Paringer, John Dewey and the paradox of liberal reform (1990) p. 13
68. William R. Caspary, Dewey on Democracy. (2000)
69. Westbrook, Robert B (1993). John Dewey and American Democracy. Cornell University Press. ISBN 978-0-8014-8111-6.
70. Stephen Rockefeller, John Dewey: Religious Faith and Democratic Humanism, (1994), p. 13
71. Dewey worked on this book from 1939 before its loss in 1947. For a full account of this publication's history, see Philosophy Now magazine, here (link), accessed 3 June 2014.
References• Caspary, William R. Dewey on Democracy (2000). Cornell University Press.
• Martin, Jay. The Education of John Dewey. (2003). Columbia University Press
• Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994). Columbia University Press
• Rud, A. G., Garrison, Jim, and Stone, Lynda (eds.) John Dewey at 150: Reflections for a New Century. West Lafayette: Purdue University Press, 2009.
• Ryan, Alan. John Dewey and the High Tide of American Liberalism. (1995). W.W. Norton.
• Westbrook, Robert B. John Dewey and American Democracy. (1993). Cornell University Press.
Further reading• Alexander, Thomas. John Dewey's Theory of Art, Experience, and Nature (1987). SUNY Press
• Bernstein, Richard J. John Dewey (1966) Washington Square Press.
• Boisvert, Raymond. John Dewey: Rethinking Our Time. (1997). SUNY Press
• Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. (1995) Open Court Publishing Company
• Crick, Nathan. Democracy & Rhetoric: John Dewey on the Arts of Becoming (2010) University of South Carolina Press.
• Fishman, Stephen M. and Lucille McCarthy. John Dewey and the Philosophy and Practice of Hope (2007). University of Illinois Press.
• Garrison, Jim. Dewey and Eros: Wisdom and Desire in the Art of Teaching. Charlotte: Information Age Publishing, 2010. Original published 1997 by Teachers College Press.
• Good, James (2006). A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey. Lexington Books. ISBN 978-0-7391-1061-4.
• Hickman, Larry A. John Dewey's Pragmatic Technology (1992). Indiana University Press.
• Hook, Sidney. John Dewey: An Intellectual Portrait (1939)
• Howlett, Charles F., and Audrey Cohan, eds. John Dewey: America's Peace-Minded Educator (Southern Illinois UP, 2016), 305 pp.
• Kannegiesser, H. J. "Knowledge and Science" (1977). The Macmillan Company of Australia PTY Ltd.
• Kengor, Paul (2010). Dupes: How America's Adversaries Have Manipulated Progressives for a Century. Intercollegiate Studies Institute. ISBN 978-1-4976-2085-8.
• Knoll, Michael (2009) From Kidd to Dewey: The Origin and Meaning of "Social Efficiency". Journal of Curriculum Studies 41 (June), 3, pp. 361–91.
• Knoll, Michael (2014) Laboratory School, University of Chicago. D. C. Phillips (ed) Encyclopaedia of Educational Theory and Philosophy, Vol. 2 (London: Sage), pp. 455–58.
• Knoll, Michael (2014) John Dewey as Administrator: The Inglorious End of the Laboratory School in Chicago. Journal of Curriculum Studies, 47 (April), 2, pp. 203–52.
• Lamont, Corliss (1959), (ed., with the assistance of Mary Redmer). Dialogue on John Dewey. Horizon Press
• Morse, Donald J. Faith in Life: John Dewey's Early Philosophy. (2011). Fordham University Press
• Pappas, Gregory. John Dewey's Ethics: Democracy as Experience. (2008) Indiana University Press.
• Pring, Richard (2007). John Dewey: Continuum Library of Educational Thought. Continuum. ISBN 978-0-8264-8403-1.
• Popkewitz, Thomas S. (ed). Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education. (2005) New York: Palgrave Macmillan.
• Putnam, Hilary. "Dewey's Logic: Epistemology as Hypothesis". In Words and Life, ed. James Conant. Cambridge, MA: Harvard University Press, 1994.
• Ralston, Shane. John Dewey's Great Debates-Reconstructed. (2011). Information Age Publishing.
• Richardson, Henry S (1998). "Truth and ends in Dewey". Canadian Journal of Philosophy. 28 (Supplement 1): 109–47. doi:10.1080/00455091.1998.10717497.
• Rogers, Melvin. The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy (2008). Columbia University Press.
• Roth, Robert J. John Dewey and Self-Realization. (1962). Prentice Hall
• Rorty, Richard. "Dewey's Metaphysics". In The Consequences of Pragmatism: Essays 1972–1980. Minneapolis: University of Minnesota Press, 1982.
• Seigfried, Charlene Haddock, (ed.). Feminist Interpretations of John Dewey (2001). Pennsylvania State University Press
• Shook, John. Dewey's Empirical Theory of Knowledge and Reality. (2000). The Vanderbilt Library of American Philosophy
• Sleeper, R.W. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. Introduction by Tom Burke. (2001). University of Illinois Press.
• Talisse, Robert B. A Pragmatist Philosophy of Democracy (2007). Routledge
• Michel Weber and Will Desmond (eds.). Handbook of Whiteheadian Process Thought (Frankfurt / Lancaster, Ontos Verlag, Process Thought X1 & X2, 2008.
• White, Morton. The Origin of Dewey's Instrumentalism. (1943). Columbia University Press.
External links• Wikilivres has original media or text related to this article: John Dewey (in the public domain in New Zealand)
• Center for Dewey Studies
o John Dewey Papers, 1858–1970 at Southern Illinois University Carbondale, Special Collections Research Center
o John Dewey Chronology at Southern Illinois University
• Works by John Dewey at Project Gutenberg
• Works by or about John Dewey at Internet Archive
• Works by John Dewey at LibriVox (public domain audiobooks)
• Dewey in German education – a bibliography