जॉन डुई
विचार समस्याएँ सुलझाने के औज़ार हैं, हम करके सीखते हैं, और लोकतंत्र केवल शासन का रूप नहीं बल्कि साथ जीने का एक ढंग है।
पृष्ठभूमि
उपकरणवाद और जीवन-शैली के रूप में लोकतंत्र: अनुभव के माध्यम से सीखना।
मुख्य विचार
- उपकरणवाद
- जीवन-शैली के रूप में लोकतंत्र
- करके सीखना
शिष्य: भीमराव आम्बेडकर, हू शी, फ़ेंग योउलान
प्रभाव
जिनसे प्रभावित 6
प्लेटो
जिनसे प्रभावित
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)
साक्ष्य: InPhO में भी · InPhO
प्लेटो › 428–348 ईसा पूर्व
गेऑर्ग विल्हेल्म फ़्रीडरिश हेगल
जिनसे प्रभावित
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”
साक्ष्य: InPhO में भी · InPhO
गेऑर्ग विल्हेल्म फ़्रीडरिश हेगल › 1770–1831
चार्ल्स डार्विन
जिनसे प्रभावित
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”
साक्ष्य: AI मसौदा
चार्ल्स डार्विन › 1809–1882
चार्ल्स सैंडर्स पियर्स
जिनसे प्रभावित
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”
साक्ष्य: AI मसौदा
चार्ल्स सैंडर्स पियर्स › 1839–1914
विलियम जेम्स
जिनसे प्रभावित
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”
साक्ष्य: InPhO में भी · InPhO
विलियम जेम्स › 1842–1910
जेन एडम्स जिन्हें प्रभावित किया
जिनसे प्रभावित
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”
साक्ष्य: AI मसौदा
जिन्हें प्रभावित किया
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”
साक्ष्य: AI मसौदा
जेन एडम्स › 1860–1935
जिन्हें प्रभावित किया 14
अल्फ्रेड नार्थ ह्वाइटहेड
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
अल्फ्रेड नार्थ ह्वाइटहेड › 1861–1947
भीमराव आम्बेडकर जिन्हें पढ़ाया
जिन्हें पढ़ाया ✓
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)
साक्ष्य: Wikidata में भी · Wikidata
भीमराव आम्बेडकर › 1891–1956
डब्ल्यू. वी. ओ. क्वाइन
जिन्हें प्रभावित किया
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”
साक्ष्य: AI मसौदा
डब्ल्यू. वी. ओ. क्वाइन › 1908–2000
हिलरी पट्नम
जिन्हें प्रभावित किया ✓
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”
हिलरी पट्नम › 1926–2016
नेल नॉडिंग्स
जिन्हें प्रभावित किया ✓
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)
साक्ष्य: Wikidata में भी · Wikidata
नेल नॉडिंग्स › 1929–2022
रिचर्ड रोर्टी
जिन्हें प्रभावित किया ✓
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”
रिचर्ड रोर्टी › 1931–2007
सभी दिखाएँ (14)कम दिखाएँ
जॉर्ज हर्बर्ट मीड
जिन्हें प्रभावित किया
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”
साक्ष्य: AI मसौदा
जॉर्ज हर्बर्ट मीड › 1863–1931
हू शी जिन्हें पढ़ाया
जिन्हें पढ़ाया ✓
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)
साक्ष्य: AI मसौदा
हू शी › 1891–1962
फ़ेंग योउलान जिन्हें पढ़ाया
जिन्हें पढ़ाया
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)
साक्ष्य: AI मसौदा
फ़ेंग योउलान › 1895–1990
सी. राइट मिल्स
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
सी. राइट मिल्स › 1916–1962
क्वासी विरेडू
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
क्वासी विरेडू › 1931–2022
एलिज़ाबेथ एंडरसन
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
एलिज़ाबेथ एंडरसन › जन्म 1959
राहेल येगी
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
राहेल येगी › जन्म 1966
ख़ोसे मदीना
जिन्हें प्रभावित किया
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)
साक्ष्य: AI मसौदा
ख़ोसे मदीना › जन्म 1968
आलोचना
जिनके द्वारा आलोचित 1
बेनेदितो क्रोचे
जिनके द्वारा आलोचित
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”
साक्ष्य: AI मसौदा
बेनेदितो क्रोचे › 1866–1952
जिनकी आलोचना की 1
मारिया मांटेसरी
जिनकी आलोचना की
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)
साक्ष्य: AI मसौदा
मारिया मांटेसरी › 1870–1952
कृतियाँ
जिए जाते लोकतंत्र के स्थल के रूप में विद्यालय।
- 1925अनुभव और प्रकृति
अनुभव की एक प्रकृतिवादी तत्त्वमीमांसा।
मत
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.
जीवन और संदर्भ
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.
अन्य प्रमुख कृतियाँ
- The School and Society (1899)
- Democracy and Education (1916)
- Experience and Nature (1925)
- The Public and Its Problems (1927)
- Art as Experience (1934)
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