Explore "Dewey's Discourses: A Philosophical Duo" – A Thought-Provoking Journey into the Mind of John Dewey Embark on a profound exploration of philosophy and education with this captivating 2 Ebook combo, showcasing the timeless wisdom of John Dewey. Book 1: How We Think by John Dewey: A Treatise on the Art of Reflective Thought Step into the realm of cognitive inquiry with Dewey's seminal work, where the process of thinking is dissected and illuminated. Through insightful analysis and practical examples, Dewey offers a roadmap to cultivating critical thinking skills, empowering readers to navigate the complexities of the modern world with clarity and insight. Book 2: Democracy and Education: An Introduction to the Philosophy of Education by John Dewey: A Manifesto for Progressive Pedagogy Immerse yourself in Dewey's visionary treatise on education, where the principles of democracy and experiential learning converge. As Dewey expounds upon the transformative power of education in fostering democratic ideals and individual growth, readers are inspired to rethink traditional educational paradigms and embrace a more holistic approach to learning. Join the Dialogue of Ideas and Forge a Path to Intellectual Enlightenment! As you delve into "Dewey's Discourses," ponder the profound questions that lie at the intersection of philosophy and education. How can we cultivate a society of critical thinkers and engaged citizens? What role does education play in shaping the future of democracy? Prepare to embark on a journey of intellectual discovery that challenges assumptions and expands horizons. Don't miss this enlightening 2 Ebook combo - Your Expedition into Dewey's Philosophy Begins Now!

The American philosopher John Dewey transformed how people around the world view the purposes of schooling. In Democracy and Education (1916), Dewey opposed the model of education in which adults lecture at students and students follow strict rules. Instead, Dewey called upon schools to provide children with experiences such as gardening, sewing, building structures, conducting experiments in laboratories, and performing in school plays. For Dewey, democratic education teaches young people to become creative individuals who contribute to society. This edition makes Democracy and Education come alive for a new generation of readers. The editor’s introduction explores the main themes of the book and how Dewey’s ideas contribute to debates about education standards, testing, accountability, school choice, free school lunch, recess, student discipline, and education technology. Each chapter begins with a brief overview clarifying the argument and its present-day relevance and ends with questions to prompt conversations and research papers. Drawing on more than a century of secondary literature on Dewey’s philosophy, this new edition will become the standard for scholars, teachers, and students.

1. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment. In all the higher forms this process cannot be kept up indefinitely. After a while they succumb; they die. The creature is not equal to the task of indefinite self-renewal. But continuity of the life process is not dependent upon the prolongation of the existence of any one individual. Reproduction of other forms of life goes on in continuous sequence. And though, as the geological record shows, not merely individuals but also species die out, the life process continues in increasingly complex forms. As some species die out, forms better adapted to utilize the obstacles against which they struggled in vain come into being. Continuity of life means continual readaptation of the environment to the needs of living organisms. We have been speaking of life in its lowest terms—as a physical thing. But we use the word "Life" to denote the whole range of experience, individual and racial. When we see a book called the Life of Lincoln we do not expect to find within its covers a treatise on physiology. We look for an account of social antecedents; a description of early surroundings, of the conditions and occupation of the family; of the chief episodes in the development of character; of signal struggles and achievements; of the individual's hopes, tastes, joys and sufferings. In precisely similar fashion we speak of the life of a savage tribe, of the Athenian people, of the American nation. "Life" covers customs, institutions, beliefs, victories and defeats, recreations and occupations.

Originally published in 1916, this early work by American philosopher and educational reformist John Dewey is both expensive and hard to find in its first edition. It details Dewey s ideas on Educational Philosophy and the formation of the mind in relation to society. This fascinating work is highly recommended for anyone interested in the concept of individuality during the early twentieth century along with its educational doctrines. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

John Dewey’s Experience and Education is an important book, but first-time readers of Dewey’s philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank’s Teaching in the Now aims to reanimate Dewey’s text—for first-time readers and anyone who teaches the text or is interested in appreciating Dewey’s continuing significance—by focusing on Dewey’s thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How much of what we justify as preparation in education is actually necessary? That is, every time we catch ourselves telling a student—you need to learn this in order to do something else—we need to stop and reflect. We need to reflect, because when we always justify the present moment of a student’s education in terms of what will happen in the future, we may lose out on the ability to engage students’ attention and interest now, when it matters. Dewey asks his readers to trust that the best way to prepare students for an engaging and productive future is to create the most engaging and productive present experience for students. We learn to live fully in the future, only by practicing living fully in the present. Although it can feel scary to stop thinking of the work of education in terms of preparation, when educators reclaim the present for students, new opportunities—for teachers, students, schools, democracy, and education—emerge. Teaching in the Now explores these opportunities in impassioned and engaging prose that makes Experience and Education come alive for readers new to Dewey or who have taught and read him for many years.

In this collection, author, John Dewey, examines the goals, forms, methods, and meaning of education. Throughout his works readers will be able to find out how to develop a winning philosophy of education, increase students' motivation and improve school environment. Table of Contents: Democracy and Education The Child and the Curriculum The School and Society Schools Of To-morrow The Schools of Utopia Moral Principles in Education Interest and Effort in Education Health and Sex in Higher Education My Pedagogic Creed

Democracy and Education: An Introduction to the Philosophy of Education by John Dewey: In "Democracy and Education," philosopher and educator John Dewey explores the relationship between education and democracy. Dewey argues that education should be a cornerstone of a democratic society, fostering active, engaged citizens capable of critical thinking and contributing to the betterment of society. He emphasizes experiential learning, the importance of practical knowledge, and the integration of education into everyday life. Key Aspects of the Book "Democracy and Education": Education and Democracy: Dewey's book highlights the interconnectedness of education and democratic values, advocating for an education system that prepares individuals for active participation in society. Experiential Learning: The book emphasizes hands-on learning experiences and the value of practical knowledge that connects classroom learning with real-world applications. Progressive Pedagogy: Dewey's ideas laid the groundwork for progressive education, encouraging student-centered learning, collaboration, and critical thinking. John Dewey was an American philosopher, psychologist, and educational reformer, born in 1859. He is considered a leading figure in the philosophy of pragmatism and educational theory. Dewey's ideas have had a profound impact on education, emphasizing the importance of experiential learning, critical inquiry, and the integration of education and democracy. "Democracy and Education" reflects his belief that education is essential for fostering informed and engaged citizens in a democratic society.

John Dewey (1859-1952), writer of Democracy and Education, was an American philosopher, psychologist, and educational reformer. The ideas like those in Democracy and Education have been very influential to education and social reform. In the classic book, Democracy and Education, John Dewey 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. Democracy and Education asserts that this is accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt. In addition to Democracy and Education, John Dewey's 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; 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), John Dewey's most "metaphysical" statement; Art as Experience (1934), John 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 John 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 by John Dewey in conjunction with Arthur F. Bentley that systematically outlines the concept of transaction, which is central to his other works. Democracy and Education was John Dewey's 1916 work on progressive education. While each of John Dewey's works focus on one particular philosophical theme, he included his major themes in most of what he published. In addition to Democracy and Education, John Dewey published more than 700 articles in 140 journals, and approximately 40 books. John Dewey's main interests were: Philosophy of education, Epistemology, Journalism, and Ethics. Democracy and Education is a must read book for educators and philosophers worldwide.

"Train to Think Well" is a collection of John Dewey's works in the area of human thought logic. These works are the essential read not only for those who are active in the field of teaching but anyone interested in education and intellectual development. Table of Contents: How We Think Leibniz's New Essays Concerning the Human Understanding Essays in Experimental Logic Creative Intelligence: Essays in the Pragmatic Attitude et al. Human Nature and Conduct: An Introduction to Social Psychology