John Dewey eBooks
eBooks di John Dewey editi da Ionlineshopping Com
Outlines of a Critical Theory of Ethics. E-book. Formato PDF John Dewey - Ionlineshopping.Com, 2019 -
Although the following pages have taken shape in connection with class-room work, they are intended as an independent contribution to ethical science. It is commonly demanded of such a work that its readers shall have some prefatory hint of its sources and deviations. In accordance with this custom, I may state that for the backbone of the theory here presented—the conception of the will as the expression of ideas, and of social ideas; the notion of an objective ethical world realized in institutions which afford moral ideals, theatre and impetus to the individual; the notion of the moral life as growth in freedom, as the individual finds and conforms to the law of his social placing—for this backbone I am especially indebted to Green's 'Prolegomena to Ethics', to Mr. Bradley's 'Ethical Studies', to Professor Caird's 'Social Philosophy of Comte' and 'Critical Philosophy of Kant' (to this latter book in particular my indebtedness is fundamental), and to Alexander's 'Moral Order and Progress'. Although I have not been able to adopt the stand-point or the method of Mr. Spencer, or of Mr. Leslie Stephen my obligation to the 'Data of Ethics' and to the 'Science of Ethics' (especially to the latter) is large. As to the specific forms which give a flesh and blood of its own to this backbone, I may call attention to the idea of desire as the ideal activity in contrast with actual possession; to the analysis of individuality into function including capacity and environment; to the treatment of the social bearings of science and art (a point concerning which I am indebted to my friend, Mr. Franklin Ford); to the statement of an ethical postulate; to the accounts of obligation, of moral rules, and of moral badness. While the book is an analysis, in outline, of the main elements of the theory of ethics rather than a discussion of all possible detailed questions, it will not be found the less fitted, I hope, to give a student an idea of the main methods and problems of contemporary ethics. Other teachers, indeed, may agree that a general outline is better than a blanket-mortgage spread over and forestalling all the activity of the student's mind.
Democracy and Education: An Introduction to the Philosophy of Education. E-book. Formato Mobipocket John Dewey - Ionlineshopping.Com, 2019 -
For Dewey, this distinction was largely a false one; like George Herbert Mead and Lev Vygotsky, he viewed the mind and its formation as a communal process. Thus the individual is a meaningful concept only when regarded as an inextricable part of his or her society, and the society has no meaning apart from its realization in the lives of its individual members. As evidenced in his later Experience and Nature (1925), this practical element, learning by doing, arose from his subscription to the philosophical school of Pragmatism. In Democracy and Education, Dewey argues that 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, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.
Democracy and Education: An Introduction to the Philosophy of Education. E-book. Formato PDF John Dewey - Ionlineshopping.Com, 2019 -
For Dewey, this distinction was largely a false one; like George Herbert Mead and Lev Vygotsky, he viewed the mind and its formation as a communal process. Thus the individual is a meaningful concept only when regarded as an inextricable part of his or her society, and the society has no meaning apart from its realization in the lives of its individual members. As evidenced in his later Experience and Nature (1925), this practical element, learning by doing, arose from his subscription to the philosophical school of Pragmatism. In Democracy and Education, Dewey argues that 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, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap.