约翰·杜威
观念是解决问题的工具，我们在做中学，而民主不只是一种政府形式，而是一种共同生活的方式。
定位
工具主义，以及作为一种生活方式的民主：从经验中学习。
核心思想
- 工具主义
- 民主作为生活方式
- 做中学
学生: B. R. 安贝德卡尔, 胡适, 冯友兰
影响
受影响于 6
柏拉图
受其影响
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)
依据: 亦见于 InPhO · InPhO
柏拉图 › 公元前428—前348年
格奥尔格·威廉·弗里德里希·黑格尔
受其影响
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”
依据: 亦见于 InPhO · InPhO
格奥尔格·威廉·弗里德里希·黑格尔 › 1770–1831
查尔斯·达尔文
受其影响
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”
依据: AI 草稿
查尔斯·达尔文 › 1809–1882
查尔斯·桑德斯·皮尔士
受其影响
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”
依据: AI 草稿
查尔斯·桑德斯·皮尔士 › 1839–1914
威廉·詹姆斯
简·亚当斯 影响了
受其影响
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”
依据: AI 草稿
影响了
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”
依据: AI 草稿
简·亚当斯 › 1860–1935
影响了 14
阿尔弗雷德·诺思·怀特海
影响了
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)
依据: AI 草稿
阿尔弗雷德·诺思·怀特海 › 1861–1947
B. R. 安贝德卡尔 教过
教过 ✓
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)
依据: 亦见于 Wikidata · Wikidata
B. R. 安贝德卡尔 › 1891–1956
W. V. O. 奎因
影响了
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”
依据: AI 草稿
W. V. O. 奎因 › 1908–2000
希拉里·普特南
影响了 ✓
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”
希拉里·普特南 › 1926–2016
内尔·诺丁斯
影响了 ✓
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)
依据: 亦见于 Wikidata · Wikidata
内尔·诺丁斯 › 1929–2022
理查德·罗蒂
影响了 ✓
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”
理查德·罗蒂 › 1931–2007
显示全部 (14)收起
乔治·赫伯特·米德
影响了
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”
依据: AI 草稿
乔治·赫伯特·米德 › 1863–1931
胡适 教过
教过 ✓
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)
依据: AI 草稿
胡适 › 1891–1962
冯友兰 教过
教过
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)
依据: AI 草稿
冯友兰 › 1895–1990
C. 赖特·米尔斯
影响了
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)
依据: AI 草稿
C. 赖特·米尔斯 › 1916–1962
夸西·维雷杜
影响了
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)
依据: AI 草稿
夸西·维雷杜 › 1931–2022
伊丽莎白·安德森
影响了
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)
依据: AI 草稿
伊丽莎白·安德森 › 1959年生
拉埃尔·耶吉
影响了
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)
依据: AI 草稿
拉埃尔·耶吉 › 1966年生
何塞·梅迪纳
影响了
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)
依据: AI 草稿
何塞·梅迪纳 › 1968年生
批评
受批评于 1
贝内德托·克罗齐
受其批评
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”
依据: AI 草稿
贝内德托·克罗齐 › 1866–1952
批评了 1
玛丽亚·蒙台梭利
批评了
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)
依据: AI 草稿
玛丽亚·蒙台梭利 › 1870–1952
作品
立场
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.
生平与背景
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.
其他主要作品
- 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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