John Dewey
Idee są narzędziami do rozwiązywania problemów, uczymy się przez działanie, a demokracja to nie tylko forma rządów, ale sposób wspólnego życia.
Umiejscowienie
Instrumentalizm i demokracja jako sposób życia: uczenie się przez doświadczenie.
Kluczowe idee
- Instrumentalizm
- Demokracja jako sposób życia
- Uczenie się przez działanie
Uczniowie: Bhimrao Ramji Ambedkar, Hu Shi, Feng Youlan
Wpływ
Pod wpływem 6
Platon
pod wpływem
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)
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Platon › 428–348 p.n.e.
Georg Wilhelm Friedrich Hegel
pod wpływem
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
Karol Darwin
pod wpływem
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”
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Karol Darwin › 1809–1882
Charles Sanders Peirce
pod wpływem
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”
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Charles Sanders Peirce › 1839–1914
William James
pod wpływem
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 wpływ na
pod wpływem
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”
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wpływ na
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”
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Jane Addams › 1860–1935
Wpływ na 14
Alfred North Whitehead
wpływ na
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)
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Alfred North Whitehead › 1861–1947
Bhimrao Ramji Ambedkar uczeń/uczennica
uczeń/uczennica ✓
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)
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Bhimrao Ramji Ambedkar › 1891–1956
Willard Van Orman Quine
wpływ na
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”
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Willard Van Orman Quine › 1908–2000
Hilary Putnam
wpływ na ✓
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
wpływ na ✓
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
wpływ na ✓
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
Pokaż wszystko (14)Pokaż mniej
George Herbert Mead
wpływ na
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”
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George Herbert Mead › 1863–1931
Hu Shi uczeń/uczennica
uczeń/uczennica ✓
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)
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Hu Shi › 1891–1962
Feng Youlan uczeń/uczennica
uczeń/uczennica
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)
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Feng Youlan › 1895–1990
Charles Wright Mills
wpływ na
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)
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Charles Wright Mills › 1916–1962
Kwasi Wiredu
wpływ na
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)
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Kwasi Wiredu › 1931–2022
Elizabeth S. Anderson
wpływ na
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)
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Elizabeth S. Anderson › ur. 1959
Rahel Jaeggi
wpływ na
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)
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Rahel Jaeggi › ur. 1966
José Medina
wpływ na
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)
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José Medina › ur. 1968
Krytyka
Krytyka ze strony 1
Benedetto Croce
krytyka ze strony
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”
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Benedetto Croce › 1866–1952
Krytykuje 1
Maria Montessori
krytykuje
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)
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Maria Montessori › 1870–1952
Dzieła
Szkoła jako miejsce przeżywanej demokracji.
Naturalistyczna metafizyka doświadczenia.
Stanowisko
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.
Życie i kontekst
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.
Dalsze główne dzieła
- The School and Society (1899)
- Democracy and Education (1916)
- The Public and Its Problems (1927)
- Art as Experience (1934)
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