John Dewey
Les idées sont des outils pour résoudre des problèmes, nous apprenons en faisant, et la démocratie n’est pas seulement une forme de gouvernement mais une manière de vivre ensemble.
Repères
Instrumentalisme et démocratie comme mode de vie : apprendre par l’expérience.
Idées clés
- Instrumentalisme
- La démocratie comme mode de vie
- Apprendre en faisant
Élèves: Bhimrao Ramji Ambedkar, Hu Shi, Feng Youlan
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Influence
Influences reçues de 6
Platon
influencé par
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)
Attestation: aussi dans InPhO · InPhO
Platon › 428–348 av. J.-C.
Georg Wilhelm Friedrich Hegel
influencé par
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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Georg Wilhelm Friedrich Hegel › 1770–1831
Charles Darwin
influencé par
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”
Attestation: brouillon IA
Charles Darwin › 1809–1882
Charles Sanders Peirce
influencé par
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”
Attestation: brouillon IA
Charles Sanders Peirce › 1839–1914
William James
influencé par
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”
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William James › 1842–1910
Jane Addams a influencé
influencé par
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”
Attestation: brouillon IA
a influencé
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”
Attestation: brouillon IA
Jane Addams › 1860–1935
A influencé 14
Alfred North Whitehead
a influencé
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)
Attestation: brouillon IA
Alfred North Whitehead › 1861–1947
Bhimrao Ramji Ambedkar a enseigné à
a enseigné à ✓
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)
Attestation: aussi dans Wikidata · Wikidata
Bhimrao Ramji Ambedkar › 1891–1956
Willard Van Orman Quine
a influencé
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”
Attestation: brouillon IA
Willard Van Orman Quine › 1908–2000
Hilary Putnam
a influencé ✓
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”
Hilary Putnam › 1926–2016
Nel Noddings
a influencé ✓
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)
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Nel Noddings › 1929–2022
Richard Rorty
a influencé ✓
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”
Richard Rorty › 1931–2007
Tout afficher (14)Afficher moins
George Herbert Mead
a influencé
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”
Attestation: brouillon IA
George Herbert Mead › 1863–1931
Hu Shi a enseigné à
a enseigné à ✓
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)
Attestation: brouillon IA
Hu Shi › 1891–1962
Feng Youlan a enseigné à
a enseigné à
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)
Attestation: brouillon IA
Feng Youlan › 1895–1990
Charles Wright Mills
a influencé
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)
Attestation: brouillon IA
Charles Wright Mills › 1916–1962
Kwasi Wiredu
a influencé
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)
Attestation: brouillon IA
Kwasi Wiredu › 1931–2022
Elizabeth Anderson
a influencé
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)
Attestation: brouillon IA
Elizabeth Anderson › né(e) en 1959
Rahel Jaeggi
a influencé
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)
Attestation: brouillon IA
Rahel Jaeggi › né(e) en 1966
José Medina
a influencé
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)
Attestation: brouillon IA
José Medina › né(e) en 1968
Critique
Critiques reçues de 1
Benedetto Croce
critiqué par
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”
Attestation: brouillon IA
Benedetto Croce › 1866–1952
Critiques adressées à 1
Maria Montessori
a critiqué
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)
Attestation: brouillon IA
Maria Montessori › 1870–1952
Œuvres
L’école comme lieu de démocratie vécue.
Une métaphysique naturaliste de l’expérience.
Position
Dewey fit du pragmatisme une philosophie globale de l’expérience. Penser n’est pas le reflet passif de la réalité, mais un instrument pour résoudre des problèmes : l’enquête commence quand une situation devient problématique et s’achève quand elle a été transformée. Il rejeta les dualismes tranchés entre esprit et corps, théorie et pratique, fait et valeur. Cela façonna sa philosophie de l’éducation : les enfants apprennent en faisant, par un engagement actif plutôt que par l’apprentissage par cœur. L’école doit être une communauté en miniature. La démocratie, pour lui, est plus qu’une forme de gouvernement – c’est un mode de vie dans lequel les gens résolvent ensemble des problèmes communs par la communication et l’expérimentation.
Vie et contexte
Dewey, originaire du Vermont, obtint son doctorat à Johns Hopkins sous influence hégélienne. À Chicago, il fonda une école-laboratoire expérimentale, et à partir de 1904 il enseigna à l’université Columbia, à New York. Au cours d’une longue vie, il écrivit sur presque tous les domaines de la philosophie, donna des conférences en Chine et au Japon et fut l’intellectuel public le plus en vue des États-Unis en matière d’éducation et de démocratie.
Autres œuvres principales
- L’École et la société (1899)
- Le Public et ses problèmes (1927)
- L’Art comme expérience (1934)
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