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=                             John_Dewey                             =
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                            Introduction
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John Dewey (; October 20, 1859 - June 1, 1952) was an American
philosopher, psychologist, and educational reformer. He was one of the
most prominent American scholars in the first half of the twentieth
century.

The overriding theme of Dewey's works was his profound belief in
democracy, be it in politics, education, or communication and
journalism. As Dewey himself stated in 1888, while still at the
University of Michigan, "Democracy and the one, ultimate, ethical
ideal of humanity are to my mind synonymous." Dewey considered two
fundamental elements--schools and civil society--to be major topics
needing attention and reconstruction to encourage experimental
intelligence and plurality. He asserted that complete democracy was to
be obtained not just by extending voting rights but also by ensuring
that there exists a fully formed public opinion, accomplished by
communication among citizens, experts, and politicians.

Dewey was one of the primary figures associated with the philosophy of
pragmatism and is considered one of the founding thinkers of
functional psychology. His paper "The Reflex Arc Concept in
Psychology", published in 1896, is regarded as the first major work in
the (Chicago) functionalist school of psychology. A 'Review of General
Psychology' survey, published in 2002, ranked Dewey as the
93rd-most-cited psychologist of the 20th century.

Dewey was also a major educational reformer for the 20th century. A
well-known public intellectual, he was a major voice of progressive
education and liberalism. While a professor at the University of
Chicago, he founded the University of Chicago Laboratory Schools,
where he was able to apply and test his progressive ideas on
pedagogical method. Although Dewey is known best for his publications
about education, he also wrote about many other topics, including
epistemology, metaphysics, aesthetics, art, logic, social theory, and
ethics.


Early life and education
==========================
John Dewey was born in Burlington, Vermont, to a family of modest
means. He was one of four boys born to Archibald Sprague Dewey and
Lucina Artemisia Rich Dewey. Their first son was also named John, but
he died in an accident on January 17, 1859. The second John Dewey was
born October 20, 1859, forty weeks after the death of his older
brother. Like his older, surviving brother, Davis Rich Dewey, he
attended the University of Vermont, where he was initiated into Delta
Psi, and graduated Phi Beta Kappa in 1879.

A significant professor of Dewey's at the University of Vermont was
Henry Augustus Pearson Torrey (H.A.P. Torrey), the son-in-law and
nephew of former University of Vermont president Joseph Torrey. Dewey
studied privately with Torrey between his graduation from Vermont and
his enrollment at Johns Hopkins University.


Career
========
After two years as a high-school teacher in Oil City, Pennsylvania,
and one year as an elementary school teacher in the small town of
Charlotte, Vermont, Dewey decided that he was unsuited for teaching
primary or secondary school. After studying with George Sylvester
Morris, Charles Sanders Peirce, Herbert Baxter Adams, and G. Stanley
Hall, Dewey received his Ph.D. from the School of Arts & Sciences
at Johns Hopkins University in 1884. His unpublished and now lost
dissertation (criticizing Immanuel Kant from an idealist position) was
titled "The Psychology of Kant". In the same year, he accepted a
faculty position at the University of Michigan (1884-88 and 1889-94)
with the help of George Sylvester Morris.

In 1894, Dewey joined the newly founded University of Chicago
(1894-1904) where he developed his belief in Rational Empiricism,
becoming associated with the newly emerging Pragmatic philosophy. His
time at the University of Chicago resulted in four essays collectively
entitled 'Thought and its Subject-Matter', which was published with
collected works from his colleagues at Chicago under the collective
title 'Studies in Logical Theory' (1904).

During that time, Dewey also initiated the University of Chicago
Laboratory Schools, where he was able to actualize the pedagogical
beliefs that provided material for his first major work on education,
'The School and Society' (1899). Disagreements with the administration
ultimately caused his resignation from the university, and soon
thereafter he relocated near the East Coast. In 1899, Dewey was
elected president of the American Psychological Association (A.P.A.).
From 1904 until his retirement in 1930 he was professor of philosophy
at Teachers College at Columbia University and influenced Carl Rogers.

In 1905, he became president of the American Philosophical
Association. He was a longtime member of the American Federation of
Teachers. Along with the historians Charles A. Beard and James Harvey
Robinson, and the economist Thorstein Veblen, Dewey is one of the
founders of The New School.

Dewey published more than 700 articles in 140 journals and
approximately 40 books. His most significant writings were "The Reflex
Arc Concept in Psychology" (1896), a critique of a standard
psychological concept and the basis of all his further work;
'Democracy and Education' (1916), his celebrated work on progressive
education; 'Human Nature and Conduct' (1922), a study of the function
of habit in human behavior; 'The Public and its Problems' (1927), a
defense of democracy written in response to Walter Lippmann's 'The
Phantom Public' (1925); 'Experience and Nature' (1925), Dewey's most
"metaphysical" statement; 'Impressions of Soviet Russia and the
Revolutionary World' (1929), a glowing travelogue from the nascent
USSR.

'Art as Experience' (1934), was Dewey's major work on aesthetics; 'A
Common Faith' (1934), a humanistic study of religion originally
delivered as the Dwight H. Terry Lectureship at Yale; 'Logic: The
Theory of Inquiry' (1938), a statement of Dewey's unusual conception
of logic; 'Freedom and Culture' (1939), a political work examining the
roots of fascism; and 'Knowing and the Known' (1949), a book written
in conjunction with Arthur F. Bentley that systematically outlines the
concept of trans-action, which is central to his other works (see
Transactionalism).

While each of these works focuses on one particular philosophical
theme, Dewey included his major themes in 'Experience and Nature'.
However, dissatisfied with the response to the first (1925) edition,
for the second (1929) edition he rewrote the first chapter and added a
Preface in which he stated that the book presented what was later
called a new (Kuhnian) paradigm: ''I have not striven in this volume
for a reconciliation between the new and the old' [E&N:4]' '.' and
he asserts Kuhnian incommensurability:

''To many the associating of the two words ['experience' and 'nature']
will seem like talking of a round square' but 'I know of no route by
which dialectical argument can answer such objections. They arise from
association with words and cannot be dealt with argumentatively'.' The
following can be interpreted now as describing a Kuhnian conversion
process: ''One can only hope in the course of the whole discussion to
disclose the [new] meanings which are attached to "experience" and
"nature," and thus insensibly produce, if one is fortunate, a change
in the significations previously attached to them' [all E&N:10].'

Reflecting his immense influence on 20th-century thought, Hilda Neatby
wrote "Dewey has been to our age what Aristotle was to the later
Middle Ages, not a philosopher, but 'the' philosopher."


Visits to China and Japan
===========================
In 1919, Dewey and his wife traveled to Japan on sabbatical leave.
Though Dewey and his wife were well received by the people of Japan
during this trip, Dewey was also critical of the nation's governing
system and claimed that the nation's path towards democracy was
"ambitious but weak in many respects in which her competitors are
strong". He also warned that "the real test has not yet come. But if
the nominally democratic world should go back on the professions so
profusely uttered during war days, the shock will be enormous, and
bureaucracy and militarism might come back."

During his trip to Japan, Dewey was invited by Peking University to
visit China, probably at the behest of his former students, Hu Shih
and Chiang Monlin. Dewey and his wife Alice arrived in Shanghai on
April 30, 1919, just days before student demonstrators took to the
streets of Peking to protest the decision of the Allies in Paris to
cede the German-held territories in Shandong province to Japan. Their
demonstrations on May Fourth excited and energized Dewey, and he ended
up staying in China for two years, leaving in July 1921.

In these two years, Dewey gave nearly 200 lectures to Chinese
audiences and wrote nearly monthly articles for Americans in 'The New
Republic' and other magazines. Well aware of both Japanese
expansionism into China and the attraction of Bolshevism to some
Chinese, Dewey advocated that Americans support China's transformation
and that Chinese base this transformation in education and social
reforms, not revolution. Hundreds and sometimes thousands of people
attended the lectures, which were interpreted by Hu Shih. For these
audiences, Dewey represented "Mr. Democracy" and "Mr. Science," the
two personifications which they thought of representing modern values
and hailed him as "the American Confucius". His lectures were lost at
the time but have been rediscovered and were published in 2015.
Dewey's lecture on "Three Contemporary Philosophers: Bertrand Russell,
Henri Bergson and William James" at Peking University in 1919 was
attended by a young Mao Zedong.

Zhixin Su states:
:Dewey was, for those Chinese educators who had studied under him, the
great apostle of philosophic liberalism and experimental methodology,
the advocate of complete freedom of thought, and the man who, above
all other teachers, equated education to the practical problems of
civic cooperation and useful living.

Dewey urged the Chinese to not import any Western educational model.
He recommended to educators such as Tao Xingzhi, that they use
pragmatism to devise their own model school system at the national
level. However, the national government was weak, and the provinces
largely controlled by warlords, so his suggestions were praised at the
national level but not implemented. However, there were a few
implementations locally. Dewey's ideas did have influence in Hong
Kong, and in Taiwan after the nationalist government fled there. In
most of China, Confucian scholars controlled the local educational
system before 1949 and they simply ignored Dewey and Western ideas. In
Marxist and Maoist China, Dewey's ideas were systematically denounced.


Visit to Southern Africa
==========================
Dewey and his daughter Jane went to South Africa in July 1934, at the
invitation of the World Conference of New Education Fellowship in Cape
Town and Johannesburg, where he delivered several talks. The
conference was opened by the South African Minister of Education Jan
Hofmeyr, and Deputy Prime Minister Jan Smuts. Other speakers at the
conference included Max Eiselen and Hendrik Verwoerd, who later became
prime minister of the Nationalist government that introduced
apartheid.

Dewey's expenses were paid by the Carnegie Foundation. He also
traveled to Durban, Pretoria and Victoria Falls in what was then
Southern Rhodesia (now Zimbabwe) and looked at schools, talked to
pupils, and gave lectures to the administrators and teachers. In
August 1934, Dewey accepted an honorary degree from the University of
the Witwatersrand. The white-only governments rejected Dewey's ideas
as too secular. However black people and their white supporters were
more receptive.


Personal life
===============
Dewey married Alice Chipman in 1886 shortly after Chipman graduated
with her Ph.D. from the University of Michigan. The two had six
children: Frederick Archibald Dewey, Evelyn Riggs Dewey, Morris (who
died young), Gordon Chipman Dewey, Lucy Alice Chipman Dewey, and Jane
Mary Dewey. Alice Chipman died in 1927 at the age of 68; weakened by a
case of malaria contracted during a trip to Turkey in 1924 and a heart
attack during a trip to Mexico City in 1926, she died from cerebral
thrombosis on July 13, 1927. Dewey married Estelle Roberta Lowitz
Grant, "a longtime friend and companion for several years before their
marriage" on December 11, 1946. At Roberta's behest, the couple
adopted two siblings, Lewis (changed to John Jr.) and Shirley.

Dewey's interests and writings included many topics, and according to
the Stanford Encyclopedia of Philosophy, "a substantial part of his
published output consisted of commentary on current domestic and
international politics, and public statements on behalf of many
causes. (He is probably the only philosopher in this encyclopedia to
have published both on the Treaty of Versailles and on the value of
displaying art in post offices.)"

In 1917, Dewey met F.M. Alexander in New York City and later wrote
introductions to Alexander's 'Man's Supreme Inheritance' (1918),
'Constructive Conscious Control of the Individual' (1923) and 'The Use
of the Self' (1932). Alexander's influence is referenced in "Human
Nature and Conduct" and "Experience and Nature." As well as his
contacts with people mentioned elsewhere in the article, he also
maintained correspondence with Henri Bergson, William M. Brown, Martin
Buber, George S. Counts, William Rainey Harper, Sidney Hook, and
George Santayana.


Death
=======
John Dewey died of pneumonia on June 1, 1952, at his home in New York
City after years of ill-health and was cremated the next day.


                       Functional psychology
======================================================================
At the University of Michigan, Dewey published his first two books,
'Psychology' (1887), and 'Leibniz's New Essays Concerning the Human
Understanding' (1888), both of which expressed Dewey's early
commitment to British neo-Hegelianism. In 'Psychology', Dewey
attempted a synthesis between idealism and experimental science.

While still professor of philosophy at Michigan, Dewey and his junior
colleagues, James Hayden Tufts and George Herbert Mead, together with
his student James Rowland Angell, all influenced strongly by the
recent publication of William James' 'Principles of Psychology'
(1890), began to reformulate psychology, emphasizing the social
environment on the activity of mind and behavior rather than the
physiological psychology of Wilhelm Wundt and his followers.

By 1894, Dewey had joined Tufts, with whom he later wrote 'Ethics'
(1908) at the recently founded University of Chicago and invited Mead
and Angell to follow him, the four men forming the basis of the
so-called "Chicago group" of psychology.

Their new style of psychology, later dubbed functional psychology, had
a practical emphasis on action and application. In Dewey's article
"The Reflex Arc Concept in Psychology" which appeared in
'Psychological Review' in 1896, he reasons against the traditional
stimulus-response understanding of the reflex arc in favor of a
"circular" account in which what serves as "stimulus" and what as
"response" depends on how one considers the situation and defends the
unitary nature of the sensory motor circuit. While he does not deny
the existence of stimulus, sensation, and response, he disagreed that
they were separate, juxtaposed events happening like links in a chain.
He developed the idea that there is a coordination by which the
stimulation is enriched by the results of previous experiences. The
response is modulated by sensorial experience.

Dewey was elected president of the American Psychological Association
in 1899.

Dewey also expressed interest in work in the psychology of visual
perception performed by Dartmouth research professor Adelbert Ames Jr.
He had great trouble with listening, however, because it is known
Dewey could not distinguish musical pitches--in other words was an
amusic.


Education and teacher education
=================================
Dewey's educational theories were presented in 'My Pedagogic Creed'
(1897), 'The Primary-Education Fetich' (1898), 'The School and
Society' (1900), 'The Child and the Curriculum' (1902), 'Democracy and
Education' (1916), [https://catalog.hathitrust.org/Record/001117418
'Schools of To-morrow']  (1915) with Evelyn Dewey, and 'Experience and
Education' (1938). Several themes recur throughout these writings.
Dewey continually argues that education and learning are social and
interactive processes, and thus the school itself is a social
institution through which social reform can and should take place. In
addition, he believed that students thrive in an environment where
they are allowed to experience and interact with the curriculum, and
all students should have the opportunity to take part in their own
learning.

The ideas of democracy and social reform are continually discussed in
Dewey's writings on education. Dewey makes a strong case for the
importance of education not only as a place to gain content knowledge,
but also as a place to learn how to live. In his eyes, the purpose of
education should not revolve around the acquisition of a
pre-determined set of skills, but rather the realization of one's full
potential and the ability to use those skills for the greater good. He
notes that "to prepare him for the future life means to give him
command of himself; it means so to train him that he will have the
full and ready use of all his capacities" ('My Pedagogic Creed',
Dewey, 1897).

In addition to helping students realize their full potential, Dewey
goes on to acknowledge that education and schooling are instrumental
in creating social change and reform. He notes that "education is a
regulation of the process of coming to share in the social
consciousness; and that the adjustment of individual activity on the
basis of this social consciousness is the only sure method of social
reconstruction".

In addition to his ideas regarding what education is and what effect
it should have on society, Dewey also had specific notions regarding
how education should take place within the classroom. In 'The Child
and the Curriculum' (1902), Dewey discusses two major conflicting
schools of thought regarding educational pedagogy. The first is
centered on the curriculum and focuses almost solely on the subject
matter to be taught. Dewey argues that the major flaw in this
methodology is the inactivity of the student; within this particular
framework, "the child is simply the immature being who is to be
matured; he is the superficial being who is to be deepened" (1902, p.
13). He argues that in order for education to be most effective,
content must be presented in a way that allows the student to relate
the information to prior experiences, thus deepening the connection
with this new knowledge.

At the same time, Dewey was alarmed by many of the "child-centered"
excesses of educational-school pedagogues who claimed to be his
followers, and he argued that too much reliance on the child could be
equally detrimental to the learning process. In this second school of
thought, "we must take our stand with the child and our departure from
him. It is he and not the subject-matter which determines both quality
and quantity of learning" (Dewey, 1902, pp. 13-14). According to
Dewey, the potential flaw in this line of thinking is that it
minimizes the importance of the content as well as the role of the
teacher.

In order to rectify this dilemma, Dewey advocated an educational
structure that strikes a balance between delivering knowledge while
also taking into account the interests and experiences of the student.
He notes that "the child and the curriculum are simply two limits
which define a single process. Just as two points define a straight
line, so the present standpoint of the child and the facts and truths
of studies define instruction" (Dewey, 1902, p. 16).

It is through this reasoning that Dewey became one of the most famous
proponents of hands-on learning or experiential education, which is
related to, but not synonymous with experiential learning. He argued
that "if knowledge comes from the impressions made upon us by natural
objects, it is impossible to procure knowledge without the use of
objects which impress the mind" (Dewey, 1916/2009, pp. 217-18).
Dewey's ideas went on to influence many other influential experiential
models and advocates. Problem-Based Learning (PBL), for example, a
method used widely in education today, incorporates Dewey's ideas
pertaining to learning through active inquiry.

Dewey not only re-imagined the way that the learning process should
take place, but also the role that the teacher should play within that
process. Throughout the history of American schooling, education's
purpose has been to train students for work by providing the student
with a limited set of skills and information to do a particular job.
The works of John Dewey provide the most prolific examples of how this
limited vocational view of education has been applied to both the K-12
public education system and to the teacher training schools that
attempted to quickly produce proficient and practical teachers with a
limited set of instructional and discipline-specific skills needed to
meet the needs of the employer and demands of the workforce.

In 'The School and Society' (Dewey, 1899) and 'Democracy of Education'
(Dewey, 1916), Dewey claims that rather than preparing citizens for
ethical participation in society, schools cultivate passive pupils via
insistence upon mastery of facts and disciplining of bodies. Rather
than preparing students to be reflective, autonomous and ethical
beings capable of arriving at social truths through critical and
intersubjective discourse, schools prepare students for docile
compliance with authoritarian work and political structures,
discourage the pursuit of individual and communal inquiry, and
perceive higher learning as a monopoly of the institution of education
(Dewey, 1899; 1916).

For Dewey and his philosophical followers, education stifles
individual autonomy when learners are taught that knowledge is
transmitted in one direction, from the expert to the learner. Dewey
not only re-imagined the way that the learning process should take
place, but also the role that the teacher should play within that
process. For Dewey, "The thing needful is improvement of education,
not simply by turning out teachers who can do better the things that
are not necessary to do, but rather by changing the conception of what
constitutes education" (Dewey, 1904, p. 18).

Dewey's qualifications for teaching--a natural love for working with
young children, a natural propensity to inquire about the subjects,
methods and other social issues related to the profession, and a
desire to share this acquired knowledge with others--are not a set of
outwardly displayed mechanical skills. Rather, they may be viewed as
internalized principles or habits which "work automatically,
unconsciously" (Dewey, 1904, p. 15). Turning to Dewey's essays and
public addresses regarding the teaching profession, followed by his
analysis of the teacher as a person and a professional, as well as his
beliefs regarding the responsibilities of teacher education programs
to cultivate the attributes addressed, teacher educators can begin to
reimagine the successful classroom teacher Dewey envisioned.


Professionalization of teaching as a social service
=====================================================
For many, education's purpose is to train students for work by
providing the student with a limited set of skills and information to
do a particular job. As Dewey notes, this limited vocational view is
also applied to teacher training schools who attempt to quickly
produce proficient and practical teachers with a limited set of
instructional and discipline skills needed to meet the needs of the
employer and demands of the workforce (Dewey, 1904). For Dewey, the
school and the classroom teacher, as a workforce and provider of
social service, have a unique responsibility to produce psychological
and social goods that will lead to both present and future social
progress.

As Dewey notes, "The business of the teacher is to produce a higher
standard of intelligence in the community, and the object of the
public school system is to make as large as possible the number of
those who possess this intelligence. Skill, the ability to act wisely
and effectively in a great variety of occupations and situations, is a
sign and a criterion of the degree of civilization that a society has
reached. It is the business of teachers to help in producing the many
kinds of skills needed in contemporary life. If teachers are up to
their work, they also aid in the production of character." (Dewey,
TAP, 2010, pp. 241-42).

According to Dewey, the emphasis is placed on producing these
attributes in children for use in their contemporary life because it
is "impossible to foretell definitely just what civilization will be
twenty years from now" (Dewey, MPC, 2010, p. 25). However, although
Dewey is steadfast in his beliefs that education serves an immediate
purpose (Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, TTP, 2010), he is
not ignorant of the impact imparting these qualities of intelligence,
skill, and character on young children in their present life will have
on the future society. While addressing the state of educative and
economic affairs during a 1935 radio broadcast, Dewey linked the
ensuing economic depression to a "lack of sufficient production of
intelligence, skill, and character" (Dewey, TAP, 2010, p. 242) of the
nation's workforce.

As Dewey notes, there is a lack of these goods in the present society
and teachers have a responsibility to create them in their students,
who, we can assume, will grow into the adults who will ultimately go
on to participate in whatever industrial or economic civilization
awaits them. According to Dewey, the profession of the classroom
teacher is to produce the intelligence, skill, and character within
each student so that the democratic community is composed of citizens
who can think, do and act intelligently and morally.


A teacher's knowledge
=======================
Dewey believed that successful classroom teacher possesses a passion
for knowledge and intellectual curiosity in the materials and methods
they teach. For Dewey, this propensity is an inherent curiosity and
love for learning that differs from one's ability to acquire, recite
and reproduce textbook knowledge. "No one," according to Dewey, "can
be really successful in performing the duties and meeting these
demands [of teaching] who does not retain [their] intellectual
curiosity intact throughout [their] entire career" (Dewey, APT, 2010,
p. 34).

According to Dewey, it is not that the "teacher ought to strive to be
a high-class scholar in all the subjects he or she has to teach,"
rather, "a teacher ought to have an unusual love and aptitude in some
one subject: history, mathematics, literature, science, a fine art, or
whatever" (Dewey, APT, 2010, p. 35). The classroom teacher does not
have to be a scholar in all subjects; rather, genuine love in one will
elicit a feel for genuine information and insight in all subjects
taught.

In addition to this propensity for study into the subjects taught, the
classroom teacher "is possessed by a recognition of the responsibility
for the constant study of school room work, the constant study of
children, of methods, of subject matter in its various adaptations to
pupils" (Dewey, PST, 2010, p. 37). For Dewey, this desire for the
lifelong pursuit of learning is inherent in other professions (e.g.,
the architectural, legal and medical fields; Dewey, 1904 & Dewey,
PST, 2010), and has particular importance for the field of teaching.
As Dewey notes, "this further study is not a sideline but something
which fits directly into the demands and opportunities of the
vocation" (Dewey, APT, 2010, p. 34).

According to Dewey, this propensity and passion for intellectual
growth in the profession must be accompanied by a natural desire to
communicate one's knowledge with others. "There are scholars who have
[the knowledge] in a marked degree but who lack enthusiasm for
imparting it. To the 'natural born' teacher learning is incomplete
unless it is shared" (Dewey, APT, 2010, p. 35). For Dewey, it is not
enough for the classroom teacher to be a lifelong learner of the
techniques and subject-matter of education; she must aspire to share
what she knows with others in her learning community.


A teacher's skill
===================
The best indicator of teacher quality, according to Dewey, is the
ability to watch and respond to the movement of the mind with keen
awareness of the signs and quality of the responses his or her
students exhibit with regard to the subject-matter presented (Dewey,
APT, 2010; Dewey, 1904). As Dewey notes, "I have often been asked how
it was that some teachers who have never studied the art of teaching
are still extraordinarily good teachers. The explanation is simple.
They have a quick, sure and unflagging sympathy with the operations
and process of the minds they are in contact with. Their own minds
move in harmony with those of others, appreciating their difficulties,
entering into their problems, sharing their intellectual victories"
(Dewey, APT, 2010, p. 36).

Such a teacher is genuinely aware of the complexities of this
mind-to-mind transfer, and she has the intellectual fortitude to
identify the successes and failures of this process, as well as how to
appropriately reproduce or correct it in the future.


A teacher's disposition
=========================
As a result of the direct influence teachers have in shaping the
mental, moral and spiritual lives of children during their most
formative years, Dewey holds the profession of teaching in high
esteem, often equating its social value to that of the ministry and to
parenting (Dewey, APT, 2010; Dewey, DRT, 2010; Dewey, MPC, 2010;
Dewey, PST, 2010; Dewey, TTC, 2010; Dewey, TTP, 2010). Perhaps the
most important attributes, according to Dewey, are those personal
inherent qualities that the teacher brings to the classroom. As Dewey
notes, "no amount of learning or even of acquired pedagogical skill
makes up for the deficiency" (Dewey, TLS, p. 25) of the personal
traits needed to be most successful in the profession.

According to Dewey, the successful classroom teacher occupies an
indispensable passion for promoting the intellectual growth of young
children. In addition, they know that their career, in comparison to
other professions, entails stressful situations, long hours, and
limited financial reward; all of which have the potential to overcome
their genuine love and sympathy for their students.

For Dewey, "One of the most depressing phases of the vocation is the
number of careworn teachers one sees, with anxiety depicted on the
lines of their faces, reflected in their strained high pitched voices
and sharp manners. While contact with the young is a privilege for
some temperaments, it is a tax on others and a tax which they do not
bear up under very well. And in some schools, there are too many
pupils to a teacher, too many subjects to teach, and adjustments to
pupils are made in a mechanical rather than a human way. Human nature
reacts against such unnatural conditions" (Dewey, APT, 2010, p. 35).

It is essential, according to Dewey, that the classroom teacher has
the mental propensity to overcome the demands and stressors placed on
them because the students can sense when their teacher is not
genuinely invested in promoting their learning (Dewey, PST, 2010).
Such negative demeanors, according to Dewey, prevent children from
pursuing their own propensities for learning and intellectual growth.
It can therefore be assumed that if teachers want their students to
engage with the educational process and employ their natural
curiosities for knowledge, teachers must be aware of how their
reactions to young children and the stresses of teaching influence
this process.


The role of teacher education to cultivate the professional classroom teacher
===============================================================================
Dewey's passions for teaching--a natural love for working with young
children, a natural propensity to inquire about the subjects, methods
and other social issues related to the profession, and a desire to
share this acquired knowledge with others--are not a set of outwardly
displayed mechanical skills. Rather, they may be viewed as
internalized principles or habits which "work automatically,
unconsciously" (Dewey, 1904, p. 15). According to Dewey,
teacher-education programs must turn away from focusing on producing
proficient practitioners because such practical skills related to
instruction and discipline (e.g., creating and delivering lesson
plans, classroom management, implementation of an assortment of
content-specific methods) can be learned over time during their
everyday schoolwork with their students (Dewey, PST, 2010).

As Dewey notes, "The teacher who leaves the professional school with
power in managing a class of children may appear to superior advantage
the first day, the first week, the first month, or even the first
year, as compared with some other teacher who has a much more vital
command of the psychology, logic and ethics of development. But later
'progress' may consist only in perfecting and refining skill already
possessed. Such persons seem to know how to teach, but they are not
students of teaching. Even though they go on studying books of
pedagogy, reading teachers' journals, attending teachers' institutes,
etc., yet the root of the matter is not in them, unless they continue
to be students of subject-matter, and students of mind-activity.
Unless a teacher is such a student, he may continue to improve in the
mechanics of school management, but he cannot grow as a teacher, an
inspirer and director of soul-life" (Dewey, 1904, p. 15).

For Dewey, teacher education should focus not on producing persons who
know how to teach as soon as they leave the program; rather, teacher
education should be concerned with producing professional students of
education who have the propensity to inquire about the subjects they
teach, the methods used, and the activity of the mind as it gives and
receives knowledge. According to Dewey, such a student is not
superficially engaging with these materials, rather, the professional
student of education has a genuine passion to inquire about the
subjects of education, knowing that doing so ultimately leads to
acquisitions of the skills related to teaching. Such students of
education aspire for the intellectual growth within the profession
that can only be achieved by immersing oneself in the lifelong pursuit
of the intelligence, skills and character Dewey linked to the
profession.

As Dewey notes, other professional fields, such as law and medicine
cultivate a professional spirit in their fields to constantly study
their work, their methods of their work, and a perpetual need for
intellectual growth and concern for issues related to their
profession. Teacher education, as a profession, has these same
obligations (Dewey, 1904; Dewey, PST, 2010).

As Dewey notes, "An intellectual responsibility has got to be
distributed to every human being who is concerned in carrying out the
work in question, and to attempt to concentrate intellectual
responsibility for a work that has to be done, with their brains and
their hearts, by hundreds or thousands of people in a dozen or so at
the top, no matter how wise and skillful they are, is not to
concentrate responsibility--it is to diffuse irresponsibility" (Dewey,
PST, 2010, p. 39). For Dewey, the professional spirit of teacher
education requires of its students a constant study of school room
work, constant study of children, of methods, of subject matter in its
various adaptations to pupils. Such study will lead to professional
enlightenment with regard to the daily operations of classroom
teaching.

As well as his very active and direct involvement in setting up
educational institutions such as the University of Chicago Laboratory
Schools (1896) and The New School for Social Research (1919), many of
Dewey's ideas influenced the founding of Bennington College and
Goddard College in Vermont, where he served on the board of trustees.
Dewey's works and philosophy also held great influence in the creation
of the short-lived Black Mountain College in North Carolina, an
experimental college focused on interdisciplinary study, and whose
faculty included Buckminster Fuller, Willem de Kooning, Charles Olson,
Franz Kline, Robert Duncan, Robert Creeley, and Paul Goodman, among
others. Black Mountain College was the locus of the "Black Mountain
Poets" a group of avant-garde poets closely linked with the Beat
Generation and the San Francisco Renaissance.


Journalism
============
Dewey's definition of "public," as described in 'The Public and its
Problems', has profound implications for the significance of
journalism in society. As suggested by the title of the book, his
concern was of the transactional relationship between publics and
problems. Also implicit in its name, public journalism seeks to orient
communication away from elite, corporate hegemony toward a civic
public sphere. "The 'public' of public journalists is Dewey's public."

Dewey gives a concrete definition to the formation of a public.
Publics are spontaneous groups of citizens who share the indirect
effects of a particular action. Anyone affected by the indirect
consequences of a specific action will automatically share a common
interest in controlling those consequences, i.e., solving a common
problem. Since every action generates unintended consequences, publics
continuously emerge, overlap, and disintegrate.

In 'The Public and its Problems', Dewey presents a rebuttal to Walter
Lippmann's treatise on the role of journalism in democracy. Lippmann's
model was a basic transmission model in which journalists took
information given to them by experts and elites, repackaged that
information in simple terms, and transmitted the information to the
public, whose role was to react emotionally to the news. In his model,
Lippmann supposed that the public was incapable of thought or action,
and that all thought and action should be left to the experts and
elites.

Dewey refutes this model by assuming that politics is the work and
duty of each individual in the course of his daily routine. The
knowledge needed to be involved in politics, in this model, was to be
generated by the interaction of citizens, elites, experts, through the
mediation and facilitation of journalism. In this model, not just the
government is accountable, but the citizens, experts, and other actors
as well.

Dewey also said that journalism should conform to this ideal by
changing its emphasis from actions or happenings (choosing a winner of
a given situation) to alternatives, choices, consequences, and
conditions, in order to foster conversation and improve the generation
of knowledge. Journalism would not just produce a static product that
told what had already happened, but the news would be in a constant
state of evolution as the public added value by generating knowledge.
The "audience" would end, to be replaced by citizens and collaborators
who would essentially be users, doing more with the news than simply
reading it. Concerning his effort to change journalism, he wrote in
'The Public and Its Problems': "Till the Great Society is converted in
to a Great Community, the Public will remain in eclipse. Communication
can alone create a great community" (Dewey, p. 142).

Dewey believed that communication creates a great community, and
citizens who participate actively with public life contribute to that
community. "The clear consciousness of a communal life, in all its
implications, constitutes the idea of democracy." ('The Public and its
Problems', p. 149). This Great Community can only occur with "free and
full intercommunication." (p. 211) Communication can be understood as
journalism.


Logic and method
==================
Dewey sees paradox in contemporary logical theory. Proximate subject
matter garners general agreement and advancement, while the ultimate
subject matter of logic generates unremitting controversy. In other
words, he challenges confident logicians to answer the question of the
truth of logical operators. Do they function merely as abstractions
(e.g., pure mathematics) or do they connect in some essential way with
their objects, and therefore alter or bring them to light?

Logical positivism also figured in Dewey's thought. About the movement
he wrote that it "eschews the use of 'propositions' and 'terms',
substituting 'sentences' and 'words'." ("General Theory of
Propositions", in 'Logic: The Theory of Inquiry') He welcomes this
changing of referents "in as far as it fixes attention upon the
symbolic structure and content of propositions." However, he registers
a small complaint against the use of "sentence" and "words" in that
without careful interpretation the act or process of transposition
"narrows unduly the scope of symbols and language, since it is not
customary to treat gestures and diagrams (maps, blueprints, etc.) as
words or sentences." In other words, sentences and words, considered
in isolation, do not disclose intent, which may be inferred or
"adjudged only by means of context."

Yet Dewey was not entirely opposed to modern logical trends; indeed,
the deficiencies in traditional logic he expressed hope for the trends
to solve occupies the whole first part of same book.  Concerning
traditional logic, he states there:


Critical thinking
===================
Dewey was pivotal in advancing the philosophy of education by
emphasizing the role of experience and active problem-solving in
cultivating critical thinking. In "How We Think", Dewey describes
reflective thinking as an "active, persistent, and careful
consideration of any belief or supposed form of knowledge in the light
of the grounds that support it and the further conclusions to which it
tends." (Processes of Thought diagram). Thinking is not merely the
passive absorption of facts but an active, dynamic process that
involves questioning, analyzing, and transforming experiences into
meaningful conclusions. Dewey's approach transformed traditional
education by advocating for an interactive classroom environment. His
contributions laid the groundwork for modern pedagogical methods that
not only focus on the acquisition of factual knowledge but also foster
the development of independent thought, creativity, and a deeper
understanding of how to apply learning in everyday life.
Many authors thus regard Dewey as a key figure in affirming the
importance of critical thinking in education. Dewey used the term
"critical thinking" in the first edition of his book 'How We Think',
but the term did not originate with Dewey.

In "How We Think",  Dewey also delved further into the design of
learning experiences to encourage reflective thinking. Moreover, Dewey
described his vision for the design of poorly executed thinking and
well executed thinking processes -the difference being the exclusion
or inclusion of reflective thought, respectively.  He also detailed
the design of sub-processes within reflective thought, which consist
of skepticism and investigation to either find facts and evidence to
support or nullify suggested beliefs.


Aesthetics
============
'Art as Experience' (1934) is Dewey's major writing on aesthetics.

It is, in accordance with his place in the Pragmatist tradition that
emphasizes community, a study of the individual art object as embedded
in (and inextricable from) the experiences of a local culture. In the
original illustrated edition, Dewey drew on the modern art and world
cultures collection assembled by Albert C. Barnes at the Barnes
Foundation, whose own ideas on the application of art to one's way of
life was influenced by Dewey's writing. Dewey made art through writing
poetry, but he considered himself deeply unmusical: one of his
students described Dewey as "allergic to music." Barnes was
particularly influenced by 'Democracy and Education' (1916) and then
attended Dewey's seminar on political philosophy at Columbia
University in the fall semester of 1918.


Philanthropy, women and democracy
===================================
Dewey founded the University of Chicago laboratory school, supported
educational organizations, and supported settlement houses especially
Jane Addams' Hull House. John Dewey and Jane Addams influenced each
other's expansive theory of democracy.

Through his work at the Hull House serving on its first board of
trustees, Dewey was not only an activist for the cause but also a
partner working to serve the large immigrant community of Chicago and
women's suffrage. Dewey experienced the lack of children's education
while contributing in the classroom at the Hull House. There he also
experienced the lack of education and skills of immigrant women.
Stengel argues:



His leading views on democracy included:

First, Dewey believed that democracy is an ethical ideal rather than
merely a political arrangement. Second, he considered participation,
not representation, the essence of democracy. Third, he insisted on
the harmony between democracy and the scientific method:
ever-expanding and self-critical communities of inquiry, operating on
pragmatic principles and constantly revising their beliefs in light of
new evidence, provided Dewey with a model for democratic decision
making ... Finally, Dewey called for extending democracy, conceived as
an ethical project, from politics to industry and society.

This helped to shape his understanding of human action and the unity
of human experience.

Dewey believed that a woman's place in society was determined by her
environment and not just her biology. On women he says, "You think too
much of women in terms of sex. Think of them as human individuals for
a while, dropping out the sex qualification, and you won't be so sure
of some of your generalizations about what they should and shouldn't
do". John Dewey's support helped to increase the support and
popularity of Jane Addams' Hull House and other settlement houses as
well. With growing support, involvement of the community grew as well
as the support for the women's suffrage movement.

As commonly argued by Dewey's greatest critics, he was not able to
come up with strategies in order to fulfill his ideas that would lead
to a successful democracy, educational system, and a successful
women's suffrage movement. While knowing that traditional beliefs,
customs, and practices needed to be examined in order to find out what
worked and what needed improved upon, it was never done in a
systematic way. "Dewey became increasingly aware of the obstacles
presented by entrenched power and alert to the intricacy of the
problems facing modern cultures". With the complex of society at the
time, Dewey was criticized for his lack of effort in fixing the
problems.

With respect to technological developments in a democracy:



His work on democracy influenced B. R. Ambedkar, one of his students,
who later served as a Law and Justice Minister of India.


Religion
==========
Historians have examined his religious beliefs. Biographer Steven
Clark Rockefeller traced Dewey's democratic convictions to his
childhood attendance at the Congregational Church, with its strong
proclamation of social ideals and the Social Gospel. Historian Edward
A. White suggested in 'Science and Religion in American Thought'
(1952) that Dewey's work led to the 20th-century rift between religion
and science.

Dewey went through an "evangelical" development as a child. As an
adult he was negative, or at most neutral, about theology in
education. He instead took a meliorist position with the goal of
scientific humanism and educational and social reform without recourse
to religion.

As an atheist and a secular humanist in his later life, Dewey
participated with a variety of humanistic activities from the 1930s
into the 1950s, which included sitting on the advisory board of
Charles Francis Potter's First Humanist Society of New York (1929);
being one of the original 34 signatories of the first 'Humanist
Manifesto' (1933) and being elected an honorary member of the Humanist
Press Association (1936).

His opinion of humanism is summarized in his own words from an article
titled "What Humanism Means to Me", published in the June 1930 edition
of 'Thinker 2':


Pragmatism, instrumentalism, consequentialism
===============================================
Dewey sometimes referred to his philosophy as instrumentalism rather
than pragmatism and would have recognized the similarity of these two
schools to the newer school named consequentialism. In some phrases
introducing a book he wrote later in life meant to help forestay a
wandering kind of criticism of the work based on the controversies due
to the differences in the schools that he sometimes invoked, he
defined at the same time with precise brevity the criterion of
validity common to these three schools, which lack agreed-upon
definitions:



His concern for precise definition led him to detailed analysis of
careless word usage, reported in 'Knowing and the Known' in 1949.

Dewey also regularly refers and discusses the definitions of
pragmatism used by other philosophers within the movement such as
Charles Pierce and William James when trying to pin down his own
definitions in his 'Essays in Experimental Logic'. Regarding Pierce he
writes "Mr. Pierce explained that he took the term 'pragmatic' from
Kant, in order to denote empirical consequences." Following this
statement he also introduces James' usage of the term pragmatism when
he writes "what is important is that the consequences should be
specific... When he [James] said that general notions must 'cash in',
he meant of course that they must be translatable into verifiable
specific things.


Epistemology
==============
The terminology problem in the fields of epistemology and logic is
partially due, according to Dewey and Bentley, to inefficient and
imprecise use of words and concepts that reflect three historic levels
of organization and presentation. In the order of chronological
appearance, these are:
* Self-Action: Prescientific concepts regarded humans, animals, and
things as possessing powers of their own which initiated or caused
their actions.
* Interaction: as described by Newton, where things, living and
inorganic, are balanced against something in a system of interaction,
for example, the third law of motion states that for every action
there is an equal and opposite reaction.
* Transaction: where modern systems of descriptions and naming are
employed to deal with multiple aspects and phases of action without
any attribution to ultimate, final, or independent entities, essences,
or realities.

A series of characterizations of Transactions indicate the wide range
of considerations involved.


1894 Pullman Strike
=====================
While Dewey was at the University of Chicago, his letters to his wife
Alice and his colleague Jane Addams reveal that he closely followed
the 1894 Pullman Strike, in which the employees of the Pullman Palace
Car Factory in Chicago decided to go on strike after industrialist
George Pullman refused to lower rents in his company town after
cutting his workers' wages by nearly 30 percent. On May 11, 1894, the
strike became official, later gaining the support of the members of
the American Railway Union, whose leader Eugene V. Debs called for a
nationwide boycott of all trains including Pullman sleeping cars.

Considering most trains had Pullman cars, the main 24 lines out of
Chicago were halted and the mail was stopped as the workers destroyed
trains all over the United States. President Grover Cleveland used the
mail as a justification to send in the National Guard, and ARU leader
Eugene Debs was arrested.

Dewey wrote to Alice: "The only wonder is that when the 'higher
classes' - damn them - take such views there aren't more downright
socialists. [...] [T]hat a representative journal of the upper classes
- damn them again - can take the attitude of that harper's weekly",
referring to headlines such as "Monopoly" and "Repress the Rebellion",
which claimed, in Dewey's words, to support the sensational belief
that Debs was a "criminal" inspiring hate and violence in the equally
"criminal" working classes. He concluded: "It shows what it is to be a
higher class. And I fear Chicago Univ. is a capitalistic institution -
that is, it too belongs to the higher classes."


Pro-war stance in First World War
===================================
Dewey was an advocate of US participation in the First World War. For
this he was criticised by Randolph Bourne, a former student whose
essay "Twilight of Idols", was published in the literary journal
'Seven Arts' in October 1917. Bourne criticised Dewey's instrumental
pragmatist philosophy.


International League for Academic Freedom
===========================================
As a major advocate of academic freedom, in 1935 Dewey, together with
Albert Einstein and Alvin Johnson, became a member of the United
States section of the International League for Academic Freedom, and
in 1940, together with Horace Kallen, edited a series of articles
related to the Bertrand Russell Case.


Dewey Commission
==================
He directed the famous Dewey Commission held in Mexico in 1937, which
cleared Leon Trotsky of the charges made against him by Joseph Stalin,
and marched for women's rights, among many other causes.


League for Industrial Democracy
=================================
In 1939, Dewey was elected President of the League for Industrial
Democracy, an organization with the goal of educating college students
about the labor movement. The Student Branch of the L.I.D. later
became the Students for a Democratic Society.

As well as defending the independence of teachers and opposing a
communist takeover of the New York Teachers' Union, Dewey was involved
in the organization that eventually became the National Association
for the Advancement of Colored People, sitting as an executive on the
NAACP's early executive board.
He was an avid supporter of Henry George's proposal for taxing land
values. Of George, he wrote, "No man, no graduate of a higher
educational institution, has a right to regard himself as an educated
man in social thought unless he has some first-hand acquaintance with
the theoretical contribution of this great American thinker." As
honorary president of the Henry George School of Social Science, he
wrote a letter to Henry Ford urging him to support the school.


                     Academic awards and honors
======================================================================
* Elected member of the United States National Academy of Sciences
(1910)
* Elected member of the American Philosophical Society (1911)
* Copernican Citation (1943)
* Doctor "honoris causa" - University of Oslo (1946); University of
Pennsylvania (1946); Yale University (1951); University of Rome (1951)


                               Honors
======================================================================
* Dewey University in Puerto Rico is a private university named for
Dewey.
* John Dewey High School in Brooklyn, New York is named after him.
* John Dewey Academy of Learning in Green Bay, Wisconsin is a charter
school named after him.
* The John Dewey Academy in Great Barrington, MA is a college
preparatory therapeutic boarding school for troubled adolescents.
* John Dewey Elementary School in Warrensville Hts., Ohio, an Eastern
Suburb of Cleveland, Ohio, is named after him.
* John Dewey Middle School in Adams County in Denver, Colorado is a
junior high school named after him.
* [http://www.uvm.edu/~hp206/2011/sites/57.html Dewey Hall] , a
building on the campus of the University of Vermont is named after
him.
* The United States Postal Service honored Dewey with a Prominent
Americans series 30¢ postage stamp in 1968.


                            Publications
======================================================================
Besides publishing prolifically himself, Dewey also sat on the boards
of scientific publications such as 'Sociometry' (advisory board, 1942)
and 'The Journal of Social Psychology' (editorial board, 1942), as
well as having posts at other publications such as 'The New Leader'
(contributing editor, 1949).

The following publications by John Dewey are referenced or mentioned
in this article. A more complete list of his publications may be found
at John Dewey bibliography.
* "[http://psychclassics.yorku.ca/Dewey/newpsych.htm The New
Psychology] ", 'Andover Review', 2, 278-89 (1884)
* [https://archive.org/details/cu31924029209032/page/n5/mode/2up
'Psychology' (1887)]
* [http://www.gutenberg.org/files/40957/40957-h/40957-h.htm 'Leibniz's
New Essays Concerning the Human Understanding']  (1888)
* "[http://psychclassics.yorku.ca/Dewey/ego.htm The Ego as Cause] "
'Philosophical Review', 3, 337-41 (June 24, 1894)
* [http://www.brocku.ca/MeadProject/Dewey/Dewey_1896.html "The Reflex
Arc Concept in Psychology"]  (1896)
* "My Pedagogic Creed" (1897)
*
[https://archive.org/stream/theschoolandsoci00deweuoft/theschoolandsoci00deweuoft_djvu.txt
'The School and Society' (1899)]
* [https://archive.org/details/childandcurricu00dewegoog 'The Child
and the Curriculum '] (1902)
* [https://archive.org/details/relationoftheory00dewe/page/n6/mode/2up
'The Relation of Theory to Practice in Education' (1904)]
*
[https://web.archive.org/web/20060529220430/http://spartan.ac.brocku.ca/~lward/Dewey/Dewey_1910b/Dewey_1910_09.html
"The Postulate of Immediate Empiricism"] (1905)
* 'Moral Principles in Education' (1909), The Riverside Press
Cambridge,
[http://www.gutenberg.org/catalog/world/readfile?fk_files=768523
Project Gutenberg]
* 'How We Think' (1910)
* '[https://archive.org/details/germanphilosophy00dewe German
Philosophy and Politics]' (1915)
* 'Democracy and Education: an introduction to the philosophy of
education' (1916)
* '[https://archive.org/details/reconstructioni02dewegoog
Reconstruction in Philosophy]' (1919)
* 'Letters from China and Japan' (1920)
[https://archive.org/details/lettersfromchina00deweuoft/page/n6/mode/2up
online]
* 'China, Japan and the U.S.A.' (1921)
[https://archive.org/details/chinajapanusapre00dewe/page/n2/mode/2up
online]
* , An Introduction to Social Psychology (1922) Parts 1-4
*
'[https://books.google.com/books?id=P6a_Jd2OxpsC&pg=PP1&dq=experience+and+nature&sig=N0PWh4mPRvPnedmyxkKWf9caCTw
Experience and Nature]' (1925)
* 'The Public and its Problems' (1927)
* [https://archive.org/details/questforcertaint029410mbp 'The Quest
for Certainty'], Gifford Lectures (1929)
* The Sources of a Science of Education (1929), The Kappa Delta Pi
Lecture Series
* 'Individualism Old and New' (1930)
*
[https://archive.org/details/in.ernet.dli.2015.218678/page/n5/mode/2up
'Philosophy and Civilization' (1931)]
* Ethics, second edition (with James Hayden Tufts) (1932)
* 'Art as Experience' (1934)
* 'A Common Faith' (1934)
* 'Liberalism and Social Action' (1935)
* 'Experience and Education' (1938)
* 'Logic: The Theory of Inquiry' (1938)
* 'Freedom and Culture' (1939)
* 'Theory of Valuation' (1939).
* 'Knowing and the Known' (1949)
* 'Unmodern Philosophy and Modern Philosophy'  (Lost in 1947, finally
published in 2012)
* 'Lectures in China, 1919-1920' lost; finally published 1973;
[https://archive.org/details/lecturesinchina100dewe online]

See also
* 'The Philosophy of John Dewey', Edited by John J. McDermott.
University of Chicago Press, 1981.
* 'The Essential Dewey: Volumes 1 and 2'. Edited by Larry Hickman and
Thomas Alexander. Indiana University Press, 1998.
* "To those who aspire to the profession of teaching" (APT). In
Simpson, D.J., & Stack, S.F. (eds.), 'Teachers, leaders and
schools: Essays by John Dewey' (33-36). Carbonale, IL: Southern
Illinois University Press, 2010.
* "The classroom teacher" (CRT). In Simpson, D.J., & Stack, S.F.
(eds.), 'Teachers, leaders and schools: Essays by John Dewey'
(153-60). Carbonale, IL: Southern Illinois University Press, 2010.
* "The duties and responsibilities of the teaching profession" (DRT).
In Simpson, D.J., & Stack, S.F. (eds.), 'Teachers, leaders and
schools: Essays by John Dewey' (245-48). Carbonale, IL: Southern
Illinois University Press, 2010.
* "The educational balance, efficiency and thinking" (EET). In
Simpson, D.J., & Stack, S.F. (eds.), 'Teachers, leaders and
schools: Essays by John Dewey' (41-45). Carbonale, IL: Southern
Illinois University Press, 2010.
* "My pedagogic creed" (MPC). In Simpson, D.J., & Stack, S.F.
(eds.), 'Teachers, leaders and schools: Essays by John Dewey' (24-32).
Carbonale, IL: Southern Illinois University Press, 2010.
* "Professional spirit among teachers" (PST). In Simpson, D.J., &
Stack, S.F. (eds.), 'Teachers, leaders and schools: Essays by John
Dewey' (37-40). Carbonale, IL: Southern Illinois University Press,
2010.
* "The teacher and the public" (TAP). In Simpson, D.J., & Stack,
S.F. (eds.), 'Teachers, leaders and schools: Essays by John Dewey'
(214-44). Carbonale, IL: Southern Illinois University Press, 2010.

Dewey's Complete Writings is available in four multi-volume sets (38
volumes in all) from Southern Illinois University Press:
* 'The Early Works: 1892-1898' (5 volumes)
* 'The Middle Works: 1899-1924' (15 volumes)
* 'The Later Works: 1925-1953' (17 volumes)
* 'Supplementary Volume 1: 1884-1951'

'[http://www.nlx.com/collections/133 The Collected Works of John
Dewey: 1882-1953] ', '[http://www.nlx.com/collections/132 The
Correspondence of John Dewey 1871-1952] ', and
'[http://www.nlx.com/collections/147 The Lectures of John Dewey] ' are
available online via monographic purchase to academic institutions and
via subscription to individuals, and also in TEI format for university
servers in the [http://www.nlx.com Past Masters series] . (The CD-ROM
has been discontinued.)


                              See also
======================================================================
* Center for Dewey Studies
* Democratic education
* Dewey Commission
* Inquiry-based learning
* Instrumental and value-rational action
* John Dewey bibliography
* John Dewey Society
* League for Independent Political Action
* Malting House School
* Pragmatic ethics
* Village Institutes


                             References
======================================================================
* Caspary, William R.
[https://www.questia.com/PM.qst?a=o&d=108990927 'Dewey on
Democracy']  (2000). Cornell University Press.
* Martin, Jay. 'The Education of John Dewey.' (2003). Columbia
University Press
* Rockefeller, Stephen. 'John Dewey: Religious Faith and Democratic
Humanism.' (1994). Columbia University Press
* Rud, A.G., Garrison, Jim, and Stone, Lynda (eds.) 'John Dewey at
150: Reflections for a New Century.' West Lafayette: Purdue University
Press, 2009.
* Ryan, Alan. 'John Dewey and the High Tide of American Liberalism.'
(1995). W.W. Norton.
* Westbrook, Robert B. 'John Dewey and American Democracy.' (1993).
Cornell University Press.


                          Further reading
======================================================================
* Alexander, Thomas. 'John Dewey's Theory of Art, Experience, and
Nature' (1987). SUNY Press.
* Bernstein, Richard J. 'John Dewey' (1966), Washington Square Press.
* Boisvert, Raymond. 'John Dewey: Rethinking Our Time'. (1997). SUNY
Press.
* Campbell, James. 'Understanding John Dewey: Nature and Cooperative
Intelligence' (1995). Open Court Publishing Company.
* Crick, Nathan. 'Democracy & Rhetoric: John Dewey on the Arts of
Becoming' (2010). University of South Carolina Press.
* Fishman, Stephen M. and Lucille McCarthy. 'John Dewey and the
Philosophy and Practice of Hope' (2007). University of Illinois Press.
* Garrison, Jim. 'Dewey and Eros: Wisdom and Desire in the Art of
Teaching'. Charlotte: Information Age Publishing, 2010. Original
published 1997 by Teachers College Press.
*
* Hickman, Larry A. 'John Dewey's Pragmatic Technology' (1992).
Indiana University Press.
* Hickman, Larry A., Flamm, Matthew C., Skowroński, Krzysztof P., and
Rea Jennifer A., eds. (2011), '[https://brill.com/display/title/31253
The Continuing Relevance of John Dewey]', Rodopi / Brill.
* Hook, Sidney. 'John Dewey: An Intellectual Portrait' (1939).
* Howlett, Charles F., and Audrey Cohan, eds. 'John Dewey: America's
Peace-Minded Educator' (Southern Illinois UP, 2016), pp. 305.
* Kannegiesser, H.J. "Knowledge and Science" (1977). The Macmillan
Company of Australia PTY Ltd.
*
* Knoll, Michael (2022). 'Beyond Rhetoric: New Perspectives von John
Dewey's Pedagogy' (Bern: Peter Lang). pp. 410.
* Knoll, Michael (2009), [http://mi-knoll.de/53643.html From Kidd to
Dewey: The Origin and Meaning of "Social Efficiency"] . 'Journal of
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* Knoll, Michael (2014),
[http://www.tandfonline.com/doi/full/10.1080/00220272.2014.936045 John
Dewey as Administrator: The Inglorious End of the Laboratory School in
Chicago] . 'Journal of Curriculum Studies', 47 (April), 2, pp. 203-52.
* Knoll, Michael (2024) 'John Dewey's Laboratory School: The Rise and
Fall of a World-Famous Experiment' (New York: Palgrave).
* Lamont, Corliss (1959), (ed., with the assistance of Mary Redmer).
'Dialogue on John Dewey'. Horizon Press.
* Morse, Donald J. 'Faith in Life: John Dewey's Early Philosophy.'
(2011). Fordham University Press.
* Pappas, Gregory. 'John Dewey's Ethics: Democracy as Experience'
(2008), Indiana University Press.
*
* Popkewitz, Thomas S. (ed). 'Inventing the Modern Self and John
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(2005), New York: Palgrave Macmillan.
* Putnam, Hilary. "Dewey's 'Logic': Epistemology as Hypothesis". In
'Words and Life', ed. James Conant. Cambridge, MA: Harvard University
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* Ralston, Shane. 'John Dewey's Great Debates-Reconstructed'. (2011).
Information Age Publishing.
*
* Rogers, Melvin. 'The Undiscovered Dewey: Religion, Morality, and the
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* Roth, Robert J. 'John Dewey and Self-Realization.' (1962). Prentice
Hall.
* Rorty, Richard. "Dewey's Metaphysics". In 'The Consequences of
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* Seigfried, Charlene Haddock, (ed.). 'Feminist Interpretations of
John Dewey' (2001). Pennsylvania State University Press.
* Shook, John. 'Dewey's Empirical Theory of Knowledge and Reality.'
(2000). The Vanderbilt Library of American Philosophy.
* Sleeper, R.W. 'The Necessity of Pragmatism: John Dewey's Conception
of Philosophy'. Introduction by Tom Burke. (2001). University of
Illinois Press.
* Talisse, Robert B. 'A Pragmatist Philosophy of Democracy' (2007).
Routledge.
* Waks, Leonard J. and Andrea R. English, eds. 'John Dewey's Democracy
and Education: A Centennial Handbook' (2017),
[https://www.amazon.com/John-Deweys-Democracy-Education-Centennial/dp/1107140307/
excerpt] .
* White, Morton. 'The Origin of Dewey's Instrumentalism' (1943).
Columbia University Press.


                           External links
======================================================================
* [http://deweycenter.siu.edu Center for Dewey Studies]
**
[http://archives.lib.siu.edu/index.php?p=collections/controlcard&id=2125
John Dewey Papers, 1858-1970]  at Southern Illinois University
Carbondale, Special Collections Research Center
**
[https://web.archive.org/web/20030608113016/http://www.siu.edu/%7Edeweyctr/CHRONO.pdf
John Dewey Chronology at Southern Illinois University]
*
*
*
*
* [http://mi-knoll.de/40982/41016.html Dewey in German education - a
bibliography]


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