جون ديوي
الأفكار أدوات لحل المشكلات، ونتعلم بالعمل، والديمقراطية ليست مجرد شكل للحكم بل طريقة للعيش معًا.
التموضع
الأداتية والديمقراطية نمطَ حياة: التعلم بالتجربة.
الأفكار الرئيسة
- الأداتية
- الديمقراطية نمطَ حياة
- التعلم بالعمل
التلاميذ: أمبيدكار, هو شيه, فونغ يو لان
التأثير
تأثّر بـ 6
أفلاطون
تأثّر بـ
Dewey urged a return to the ‘dramatic, restless, cooperatively inquiring Plato’ of the dialogues, rejecting the Platonic separation of knowing from doing (From Absolutism to Experimentalism, 1930). J. Dewey, “From Absolutism to Experimentalism” (1930); The Quest for Certainty (1929)
التوثيق: مسجّل أيضًا في InPhO · InPhO
أفلاطون › 428–348 ق.م
جورج فيلهلم فريدريش هيغل
تأثّر بـ
Dewey began as a Hegelian at Johns Hopkins and recalled in ‘From Absolutism to Experimentalism’ (1930) that Hegel had left a permanent deposit in his thinking. J. Dewey, “From Absolutism to Experimentalism” (1930); SEP “John Dewey”
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جورج فيلهلم فريدريش هيغل › 1770–1831
تشارلز داروين
تأثّر بـ
In ‘The Influence of Darwin on Philosophy’ (1909) Dewey argued that the Origin of Species turned thought from fixed essences and final ends to change and concrete problems. J. Dewey, The Influence of Darwin on Philosophy and Other Essays (1910); SEP “John Dewey”
التوثيق: مسودة بالذكاء الاصطناعي
تشارلز داروين › 1809–1882
تشارلز ساندرز برس
تأثّر بـ
Dewey heard Peirce at Johns Hopkins and built Logic: The Theory of Inquiry (1938) on Peirce’s account of inquiry as the passage from doubt to settled belief. J. Dewey, Logic: The Theory of Inquiry (1938); C. S. Peirce, “The Fixation of Belief” (1877); SEP “John Dewey”
التوثيق: مسودة بالذكاء الاصطناعي
تشارلز ساندرز برس › 1839–1914
ويليام جيمس
تأثّر بـ
Dewey credited James’s Principles of Psychology (1890), with its biological view of mind, with gradually turning him away from Hegel (‘From Absolutism to Experimentalism’, 1930). J. Dewey, “From Absolutism to Experimentalism” (1930); SEP “John Dewey”
التوثيق: مسجّل أيضًا في InPhO · InPhO
ويليام جيمس › 1842–1910
جين آدمز أثّر في
تأثّر بـ
Dewey wrote in 1894 that Addams’s view that social antagonism is unreal had made him rethink the Hegelian dialectic of opposition. J. Dewey, letter to Alice Chipman Dewey, Oct. 1894; C. H. Seigfried, Pragmatism and Feminism (1996); SEP “Jane Addams”
التوثيق: مسودة بالذكاء الاصطناعي
أثّر في
Dewey lectured at Hull House and sat on its board; Addams’s Democracy and Social Ethics (1902) shares his view of ethics as social and experimental. J. Addams, Democracy and Social Ethics (1902); C. H. Seigfried, Pragmatism and Feminism (1996); SEP “Jane Addams”
التوثيق: مسودة بالذكاء الاصطناعي
جين آدمز › 1860–1935
أثّر في 14
ألفريد نورث وايتهيد
أثّر في
In the preface to Process and Reality (1929) Whitehead acknowledged his debt to Dewey, Bergson and James, seeking to rescue their thought from the charge of anti-intellectualism. A. N. Whitehead, Process and Reality (1929), Preface; “John Dewey and His Influence”, in P. A. Schilpp (ed.), The Philosophy of John Dewey (1939)
التوثيق: مسودة بالذكاء الاصطناعي
ألفريد نورث وايتهيد › 1861–1947
أمبيدكار علّم
علّم ✓
Ambedkar studied at Columbia from 1913 to 1916 and took Dewey’s courses; his doctorate in economics was supervised by Edwin Seligman, but on Dewey’s death in 1952 he wrote that he owed Dewey his whole intellectual life. A. P. Mukherjee, “B. R. Ambedkar, John Dewey, and the Meaning of Democracy”, New Literary History 40 (2009); S. R. Stroud, The Evolution of Pragmatism in India (2023)
التوثيق: مسجّل أيضًا في Wikidata · Wikidata
أمبيدكار › 1891–1956
ويلارد فان أورمان كواين
أثّر في
Quine declared himself bound to Dewey by naturalism and shared his view of meaning as a matter of public behaviour, against the ‘museum myth’ (‘Ontological Relativity’, 1968). W. V. Quine, “Ontological Relativity” (Dewey Lectures 1968), Journal of Philosophy 65 (1968), in Ontological Relativity and Other Essays (1969); SEP “Willard Van Orman Quine”
التوثيق: مسودة بالذكاء الاصطناعي
ويلارد فان أورمان كواين › 1908–2000
هيلاري بوتنام
أثّر في ✓
Putnam took up Dewey’s experimental view of democracy and his rejection of a fact–value dichotomy (‘A Reconsideration of Deweyan Democracy’, 1990; The Collapse of the Fact/Value Dichotomy, 2002). H. Putnam, “A Reconsideration of Deweyan Democracy”, Southern California Law Review 63 (1990), in Renewing Philosophy (1992); The Collapse of the Fact/Value Dichotomy (2002); SEP “John Dewey”
هيلاري بوتنام › 1926–2016
نيل نودينجز
أثّر في ✓
Noddings followed Dewey in organising schooling around experience rather than a fixed canon of subjects, proposing centres of care (The Challenge to Care in Schools, 1992). N. Noddings, The Challenge to Care in Schools (1992); Philosophy of Education (1995)
التوثيق: مسجّل أيضًا في Wikidata · Wikidata
نيل نودينجز › 1929–2022
ريتشارد رورتي
أثّر في ✓
Rorty set Dewey beside Wittgenstein and Heidegger as models of a philosophy that gives up the mind as mirror of nature (Philosophy and the Mirror of Nature, 1979). R. Rorty, Philosophy and the Mirror of Nature (1979); Consequences of Pragmatism (1982); SEP “Richard Rorty”
ريتشارد رورتي › 1931–2007
عرض الكل (14)عرض أقل
جورج هربرت ميد
أثّر في
Mead, Dewey’s colleague in Michigan and Chicago from 1891, built on Dewey’s critique of the reflex arc (1896) in developing his theory of the social act. J. Dewey, “The Reflex Arc Concept in Psychology” (1896); G. H. Mead, The Philosophy of the Act (1938); SEP “George Herbert Mead”
التوثيق: مسودة بالذكاء الاصطناعي
جورج هربرت ميد › 1863–1931
هو شيه علّم
علّم ✓
Hu Shih studied with Dewey at Columbia from 1915 to 1917 and completed his dissertation on the development of logical method in ancient China in 1917 (degree conferred 1927); he interpreted for Dewey on his lecture tour in China (1919–21). J. B. Grieder, Hu Shih and the Chinese Renaissance (1970)
التوثيق: مسودة بالذكاء الاصطناعي
هو شيه › 1891–1962
فونغ يو لان علّم
علّم
Feng studied with John Dewey at Columbia from 1919 and took his doctorate there with A Comparative Study of Life Ideals (1923, printed 1924). IEP “Feng Youlan”; Feng Yu-lan, A Comparative Study of Life Ideals (Shanghai 1924)
التوثيق: مسودة بالذكاء الاصطناعي
فونغ يو لان › 1895–1990
رايت ميلز
أثّر في
Mills wrote his dissertation on pragmatism (1942, printed 1964 as Sociology and Pragmatism), reading Dewey’s theory of inquiry sociologically as tied to the institutions of American higher learning. C. W. Mills, A Sociological Account of Pragmatism (diss., Wisconsin, 1942), printed as Sociology and Pragmatism: The Higher Learning in America (1964)
التوثيق: مسودة بالذكاء الاصطناعي
رايت ميلز › 1916–1962
كواسي ويريدو
أثّر في
Wiredu’s view of truth as opinion warranted by rational inquiry resembles Dewey’s ‘warranted assertibility’; an obituary names Dewey among his influences (Philosophy and an African Culture, 1980). K. Wiredu, Philosophy and an African Culture (1980), “Truth as Opinion”; J. Dewey, Logic: The Theory of Inquiry (1938); C. Duodu, “Obituary of Prof Kwasi Wiredu, ‘the philosopher’s philosopher’”, Ghanaian Times (18 Jan. 2022)
التوثيق: مسودة بالذكاء الاصطناعي
كواسي ويريدو › 1931–2022
إليزابيث إس. أندرسون
أثّر في
Anderson defended Dewey’s experimentalist model of democracy, in which citizens learn from the consequences of policies, against jury-theorem and market models (‘The Epistemology of Democracy’, 2006). E. Anderson, “The Epistemology of Democracy”, Episteme 3 (2006); J. Dewey, The Public and Its Problems (1927)
التوثيق: مسودة بالذكاء الاصطناعي
إليزابيث إس. أندرسون › وُلد 1959
راحيل ييغي
أثّر في
In Kritik von Lebensformen (2014) Jaeggi drew on Dewey’s theory of inquiry to treat forms of life as attempts to solve problems, which can fail and learn. R. Jaeggi, Kritik von Lebensformen (2014); J. Dewey, Logic: The Theory of Inquiry (1938)
التوثيق: مسودة بالذكاء الاصطناعي
راحيل ييغي › وُلد 1966
خوسيه مدينا
أثّر في
Medina paired Dewey with Wittgenstein in a pragmatic contextualism in which agreement in meaning is achieved and contested in practice (2004; Speaking from Elsewhere, 2006). J. Medina, “In Defense of Pragmatic Contextualism: Wittgenstein and Dewey on Meaning and Agreement”, Philosophical Forum (2004); Speaking from Elsewhere (2006)
التوثيق: مسودة بالذكاء الاصطناعي
خوسيه مدينا › وُلد 1968
النقد
انتقده 1
بينيدتو كروتشه
انتقده
Croce found Dewey’s Art as Experience (1934) so close to his own idealist aesthetics that he suspected borrowing; Dewey denied this (Journal of Aesthetics and Art Criticism, 1948). B. Croce, “Intorno all’estetica del Dewey”, La Critica 38 (1940) 348–353; Eng. “On the Aesthetics of Dewey”, Journal of Aesthetics and Art Criticism 6 (1948) 203–207; SEP “Dewey’s Aesthetics”
التوثيق: مسودة بالذكاء الاصطناعي
بينيدتو كروتشه › 1866–1952
ينتقد 1
ماريا مونتيسوري
انتقد
Dewey objected that Montessori’s pupils may choose an apparatus but never their own ends, and that her sense training rests on faculty psychology (Schools of To-morrow, 1915). J. Dewey & E. Dewey, Schools of To-morrow (1915), ch. VI; W. H. Kilpatrick, The Montessori System Examined (1914)
التوثيق: مسودة بالذكاء الاصطناعي
ماريا مونتيسوري › 1870–1952
الأعمال
المدرسة موضعًا لديمقراطية معيشة.
ميتافيزيقا طبيعانية للتجربة.
الموقف
Dewey developed pragmatism into a comprehensive philosophy of experience. Thinking is not the passive mirroring of reality but an instrument for solving problems: inquiry begins when a situation becomes problematic and ends when it has been transformed. He rejected sharp dualisms of mind and body, theory and practice, fact and value. This shaped his educational philosophy: children learn by doing, through active engagement rather than rote learning. School should be a community in miniature. Democracy, for him, is more than a form of government – it is a way of life in which people solve shared problems together through communication and experiment.
الحياة والسياق
Dewey, from Vermont, earned his doctorate at Johns Hopkins under Hegelian influence. In Chicago he founded an experimental Laboratory School, and from 1904 he taught at Columbia University in New York. Over a long life he wrote on almost every area of philosophy, lectured in China and Japan, and was America’s most prominent public intellectual in matters of education and democracy.
أعمال رئيسة أخرى
- The School and Society (1899)
- Democracy and Education (1916)
- The Public and Its Problems (1927)
- Art as Experience (1934)
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