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;...

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...

"How We Think" by John Dewey is a groundbreaking exploration of the process of thinking and its role in education and problem-solving. In this influential work, Dewey delves into the nature of intelligence, inquiry, and reflective thought, offering valuable insights into how individuals can enhance their thinking abilities and engage in meaningful learning experiences. The book begins by challenging traditional notions of thinking as a passive, linear process and instead presents thinking ...

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...

Life is growth. Education is therefore essential to human life as it fosters for individuals the capacity to perpetuate growth. This is the theory expressed by John Dewey in this critical review of the philosophy of education. Throughout this work Dewey traces the aims of education to their philosophic and historical bases, and explains how differing aims can lead students to gain not only differing levels of knowledge, but also different morals and values. The values taught to students ma...

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...

"Human Nature and Conduct", authored by John Dewey. This edition delivers a compelling exploration of its central themes and offers readers an immersive and thought-provoking experience. It examines wide-ranging themes that will resonate with thoughtful readers. Readers can expect a clear structure: an engaging opening that establishes stakes, a sequence of scenes or essays that develop central ideas, and a concluding section that synthesizes insights and suggests practical or philosophica...

In "Human Nature and Conduct", John Dewey extends the principles of the his pragmatic philosophy into the realm of developmental and social psychology.First published in 1922, the work was a notable departure from the deterministic theories of contemporaries, such as the physiological psychology of Wilhelm Wundt, the behaviourism of Ivan Pavlov, and Freud's emphasis on the unconscious. Refuting in particular the dualistic implications of the Pavlovian stimulus-response model of huma...

This early work is John Dewey’s 1908 treatise, “Ethics”. This comprehensive monograph on the concept of ethics will be of considerable utility to students of philosophy, and would make for a fantastic addition to collections of allied literature. Contents include: “Definition and Method”, “Criterion of the Treatment”, “Typical Facts of Group Life”, “Kinship and Household Groups”, “The Kinship and Family Groups are also Economic and Industrial Units”, “The Kinship and Family Groups were Pol...

This antiquarian volume contains a comprehensive treatise on democracy and education, being an introduction to the 'philosophy of education'. Written in clear, concise language and full of interesting expositions and thought-provoking assertions, this volume will appeal to those with an interest in the role of education in society, and it would make for a great addition to collections of allied literature. The chapters of this book include: 'Education as a Necessity of Life'; 'Education as...

At a time when we are incessantly bombarded with factoids and infomercials, John Dewey's How We Think advises us to step back from the noisy clutter of the information age. The acquisition of information, no matter how voluminous, by itself, is neither knowledge nor critical thinking. In How We Think, Dewey provides a clear but profound philosophical analysis of how we transform ideas into instruments to solve our personal, social, and political problems.

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 ...