This comprehensive eBook presents significant works of this famous and brilliant writer in one ebook - estimated 5870 pages easy-to-read and easy-to-navigate: • Democracy and Education: An Introduction to the Philosophy of Education • How We Think • Moral Principles in Education • The Child and the Curriculum • Human Nature and Conduct • Creative Intelligence: Essays in the Pragmatic Attitude, James Hayden Tufts, Addison Webster Moore, Harold Chapman Brown, George H. Mead, Boyd Henry Bode,...

Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot “flourish” if “the chief influences in selecting subject matter of instruction are utilitarian...

The term ethics is derived from a Greek word meaning manners, customs, habits, just as the term morals is derived from a Latin word with a similar meaning. This suggests the character of the science as an account of human action. Anthropology, ethnology, psychology, are also, in their way, accounts of human action. But these latter branches of knowledge simply describe, while the business of ethics is to judge. This does not mean that it belongs to ethics to prescribe what man ought to do;...

According to Wikipedia: "John Dewey (October 20, 1859 June 1, 1952) was an American philosopher, psychologist, and educational reformer whose thoughts and ideas have been greatly influential in the United States and around the world. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophical school of pragmatism. He is also one of the founders of functional psychology and was a leading representative of the progressive movement in ...

Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem—a problem which is genuine just because the elements, taken as they stand, are conflicting. Any significant problem involves conditions that for the moment contradict each other. Solution comes only by getting away from the meaning of terms that is already fixed upon and coming to see the conditions from another point of view, and hence in a fresh light. But this reco...

In The School and Society, John Dewey presents his philosophy of education, emphasizing the vital role schools play in the broader context of society. Dewey argues that schools should not be isolated institutions but should serve as integral parts of the social fabric, fostering both individual development and social responsibility. He believes that education should prepare students not just for academic achievement but for active participation in a democratic society.Dewey critiques tradi...

Key themes and ideas explored in "How We Think" include:Reflective Thinking: Dewey advocates for the importance of reflective thinking, which involves active and thoughtful consideration of ideas and experiences. He argues that reflective thinking is essential for problem-solving and for making sound judgments.Problem-Solving and Inquiry: Dewey emphasizes the importance of problem-solving and inquiry as fundamental aspects of human thinking. He believes that education should focus on devel...

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adop...

Dewey attempts to criticize and expand on the educational philosophies of Rousseau and Plato. Dewey's ideas were seldom adopted in America's public schools, although a number of his prescriptions have been continually advocated by those who have had to teach in them.

Schools of To-morrow and The Schools of Utopia argue 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. Students should 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 primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group - its future sole representatives - and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers,...

The school practice of today has a definite psychological basis. Teachers are already possessed by specific psychological assumptions which control their theory and their practice. The greatest obstacle to the introduction of certain educational reforms is precisely the permeating persistence of the underlying psychological creed. Traced back to its psychological ultimates, there are two controlling bases of existing methods of instruction. One is the assumption of a fundamental distinctio...