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Dewey, John 1859-1952

Overview
Works: 3,464 works in 10,374 publications in 25 languages and 284,447 library holdings
Genres: Bibliography  Criticism, interpretation, etc  History 
Roles: Author, Editor, Author of introduction, Contributor, Speaker, Narrator, Honoree, Dedicatee, Other, Creator
Classifications: LB875, 191
Publication Timeline
Key
Publications about John Dewey
Publications by John Dewey
Publications by John Dewey, published posthumously.
Most widely held works about John Dewey
 
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Most widely held works by John Dewey
Democracy and education by John Dewey( Book )
413 editions published between 1916 and 2013 in 12 languages and held by 7,236 libraries worldwide
Publisher description: John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges: maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule history could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects Dewey had a gift for suggesting activities that captured the center of what his classes were studying. Dewey's education philosophy helped forward the "progressive education" movement, and spawned the development of "experiential education" programs and experiments
The school and society by John Dewey( Book )
345 editions published between 1899 and 2013 in 12 languages and held by 5,180 libraries worldwide
Dewey lays out his philosophies of pragmatism, educational reform, and his advocacy of democracy. In a time when education focuses primarily on rote memorization and passive acquisition of knowledge, Dewey advocated a "learning by doing" method. He believed students would become more well-rounded, productive members of society through their natural inquisitiveness, and experimentation through interaction with the world
How we think, a restatement of the relation of reflective thinking to the educative process by John Dewey( Book )
173 editions published between 1909 and 2014 in 7 languages and held by 3,550 libraries worldwide
"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 adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. This book examines the problem of training thought and the logical considerations for training thought. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose." (PsycINFO Database Record (c) 2005 APA, all rights reserved)
A common faith by John Dewey( Book )
80 editions published between 1934 and 2013 in 6 languages and held by 3,476 libraries worldwide
Human nature and conduct : an introduction to social psychology by John Dewey( Book )
177 editions published between 1921 and 2012 in 9 languages and held by 3,414 libraries worldwide
"The book ... sets forth a belief that an understanding of habit and of different types of habit is the key to social psychology."--Preface
Art as experience by John Dewey( Book )
148 editions published between 1934 and 2014 in 11 languages and held by 3,171 libraries worldwide
Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature
Reconstruction in philosophy by John Dewey( Book )
218 editions published between 1919 and 2014 in 11 languages and held by 3,054 libraries worldwide
"The author presents an interpretation of the reconstruction of ideas and ways of thought now going on in philosophy. While the lectures cannot avoid revealing the marks of the particular standpoint of their author, the aim is to exhibit the general contrasts between older and newer types of philosophic problems rather than to make a partisan plea in behalf of any one specific solution of these problems. Dewey has tried for the most part to set forth the forces which make intellectual reconstruction inevitable and to prefigure some of the lines upon which it must proceed"--Foreword. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Experience and education by John Dewey( Book )
112 editions published between 1938 and 2014 in 4 languages and held by 3,020 libraries worldwide
Synopsis: Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deepen and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic
Experience and nature by John Dewey( Book )
134 editions published between 1900 and 2013 in 6 languages and held by 2,936 libraries worldwide
"The title of this volume, Experience and nature, is intended to signify that the philosophy here presented may be termed either empirical naturalism or naturalistic empiricism, or, taking "experience" in its usual signification, naturalistic humanism. I believe that the method of empirical naturalism presented in this volume provides the way, and the only way by which one can freely accept the standpoint and conclusions of modern science: the way by which we can be genuinely naturalistic and yet maintain cherished values, provided they are critically clarified and reinforced. The naturalistic method, when it is consistently followed, destroys many things once cherished; but it destroys them by revealing their inconsistency with the nature of things--a flaw that always attended them and deprived them of efficacy for aught save emotional consolation. But its main purport is not destructive; empirical naturalism is rather a winnowing fan. Only chaff goes, though perhaps the chaff had once been treasured. An empirical method which remains true to nature does not "save"; it is not an insurance device nor a mechanical antiseptic. But it inspires the mind with courage and vitality to create new ideals and values in the face of the perplexities of a new world." (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Ethics by John Dewey( Book )
101 editions published between 1908 and 2012 in 3 languages and held by 2,220 libraries worldwide
"The significance of this text in Ethics lies in its effort to awaken a vital conviction of the genuine reality of moral problems and the value of reflective thought in dealing with them. To this purpose are subordinated the presentation in Part I: of historic material; the discussion in Part II: of the different types of theoretical interpretation, and the consideration, in Part III: of some typical social and economic problems which characterize the present"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
The quest for certainty: a study of the relation of knowledge and action by John Dewey( Book )
93 editions published between 1929 and 2013 in 7 languages and held by 2,163 libraries worldwide
In der ersten Hälfte des 20. Jahrhunderts war Dewey Amerikas berühmtester Philosoph, ja mehr als ein Philosoph: ein öffentlicher Intellektueller, der auch für ein Publikum außerhalb der Universitäten schrieb. Die hier vorliegenden Gifford Lectures aus dem Jahre 1929 gehören - zusammen mit Erfahrung und Natur - zu den programmatischen Schriften des >>naturalistischen Humanismus<<, wie Dewey seine Philosophie nannte. Er verfolgt darin Entstehung und Geschichte des Theorie-Praxis-Dualismus sowie dessen Auswirkungen auf Begriff und Struktur der Philosophie
Principles of instrumental logic John Dewey's lectures in ethics and political ethics, 1895-1896 by John Dewey( file )
10 editions published between 1998 and 2008 in English and held by 2,126 libraries worldwide
John Dewey delivered two sets of related lectures at the University of Chicago in the fall quarter 1895 and the spring quarter 1896. Designed for graduate students, the lectures show the birth of Dewey's instrumentalist theory of inquiry in its application to ethical and political thinking. From 1891 through 1903, Dewey attempted to develop a revolutionary experimentalist approach to ethical inquiry, designed to replace the more traditional ways of moral theorizing that relied on the fixed moral knowledge given in advance of the situations in which they were applied. In
Logic, the theory of inquiry by John Dewey( Book )
77 editions published between 1938 and 2008 in 7 languages and held by 1,992 libraries worldwide
"This book is a development of ideas regarding the nature of logical theory that were first presented ... in Studies in logical theory; that were somewhat expanded in Essays in experimental logic and were briefly summarized with special reference to education in How we think."--Preface
Interest and effort in education by John Dewey( file )
45 editions published between 1913 and 2010 in English and Japanese and held by 1,973 libraries worldwide
"It is a pleasant privilege to present the following monograph to the profession and the public, for there is no discussion which is more fundamental to the interpretation and reform of current teaching than this statement of the functions of interest and effort in education. Its active acceptance by teachers would bring about a complete transformation of classroom methods. Its appreciation by the patrons of the schools would greatly modify current criticism of the various programs of educational reform. The worth of this presentation is well summarized in the statement that, if teachers and parents could know intimately only one treatise on educational procedure, it is greatly to be doubted that any other could be found which would, within small compass, so effectively direct them to the points of view, the attitudes of mind, and, the methods of work which are essential to good teaching"--Introduction. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Freedom and culture by John Dewey( Book )
79 editions published between 1937 and 2013 in 11 languages and held by 1,956 libraries worldwide
The public and its problems by John Dewey( Book )
76 editions published between 1927 and 2014 in 5 languages and held by 1,819 libraries worldwide
"An annotated edition of John Dewey's work of democratic theory, first published in 1927. Includes a substantive introduction and bibliographical essay"--Provided by publisher
Chance, love, and logic philosophical essays by Charles S Peirce( file )
15 editions published between 1923 and 2000 in English and held by 1,769 libraries worldwide
"Chance, Love, and Logic Contains two books by Charles Sanders Peirce (1839-1914) that are among his most important and widely influential. The first is Illustrations of the Logic of Science. The opening chapters, "The Fixation of Belief" and "How to Make Our Ideas Clear," mark the beginning of pragmatism. The second presents Peirce's innovative and influential essays on scientific metaphysics."--Jacket
John Dewey on education; selected writings by John Dewey( Book )
22 editions published between 1964 and 1997 in English and Undetermined and held by 1,748 libraries worldwide
Problems of men by John Dewey( Book )
37 editions published between 1946 and 2014 in English and held by 1,741 libraries worldwide
Although primarily addressed to the general reader, the introduction and the last chapters of this work strike straight at reactionary philosophers who obstruct the philosophers who are honest searchers for wisdom
Essays in experimental logic by John Dewey( Book )
66 editions published between 1900 and 2012 in 5 languages and held by 1,677 libraries worldwide
"In 1903 a volume was published by the University of Chicago Press, entitled Studies in Logical Theory, as a part of the 'Decennial Publications' of the University. The volume contained contributions by Drs. Thompson (now Mrs. Woolley), McLennan, Ashley, Gore, Heidel, Stuart, and Moore, in addition to four essays by the present writer who was also general editor of the volume. The edition of the Studies being recently exhausted, the Director of the Press suggested that my own essays be reprinted, together with other studies of mine in the same field. The various contributors to the original volume cordially gave assent, and the present volume is the outcome. Chaps, ii-v, inclusive, represent (with editorial revisions, mostly omissions) the essays taken from the old volume. The first and introductory chapter has been especially written for the volume. The other essays are in part reprinted and in part rewritten, with additions, from various contributions to philosophical periodicals. I should like to point out that the essay on 'Some Stages of Logical Thought' antedates the essays taken from the volume of Studies, having been published in 1900; the other essays have been written since then. I should also like to point out that the essays in their psychological phases are written from the standpoint of what is now termed a behavioristic psychology, though some of them antedate the use of that term as a descriptive epithet"--Preface. (PsycINFO Database Record (c) 2011 APA, all rights reserved)
 
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Alternative Names
Dewey, J.
Dewey, J. (John), 1859-1952.
Dewey, Jan.
Dewey, John
Dewey, John, 1859-
Dewey-Kilpatrick, ... 1859-1952
Dʹi︠u︡i, Dzhon 1859-1952
D'jui, D., 1859-1952
Djui, Dž., 1859-1952
Dʹjui, Džon 1859-1952
Duwei, 1859-1952
Dyui, 1859-1952
Dyuʾi, G'on 1859-1952
John Dewey
Tu-wei 1859-1952
Tu-wei, Yüeh-han 1859-1952
Дьюи, Д. (Джон), 1859-1952
Дьюи, Джон, 1859-1952
דיוי, ג'ון
جون ديوي، 1859-1952
ديوى، جون، 1859
ジョン・デューイ 1859-1952
デューイ, J
デューイ, ジョン
デュウイー, ジョン
デュエー, ジョン
杜威 1859-1952
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Greek, Modern [1453- ] (3)
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