This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

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.

It is three days’ easy journey from Japan to China. It is doubtful whether anywhere in the world another journey of the same length brings with it such a complete change of political temper and belief. Certainly it is greater than the alteration perceived in journeying directly from San Francisco to Shanghai. The difference is not one in customs and modes of life; that goes without saying. It concerns the ideas, beliefs and alleged information current about one and the same fact: the status of Japan in the international world and especially its attitude toward China.

Product Description: This collection of literature attempts to compile many of the classic works that have stood the test of time and offer them at a reduced, affordable price, in an attractive volume so that everyone can enjoy them.

This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

Product Description: Moral Principles in Education by John Dewey - It is one of the complaints of the schoolmaster that the public does not defer to his professional opinion as completely as it does to that of practitioners in other professions. At first sight it might seem as though this indicated a defect either in the public or in the profession; and yet a wider view of the situation would suggest that such a conclusion is not a necessary one...read more

The problem with morality, according to Pragmatist John Dewey, is that it assumes an inherent lacking in human nature and then seeks, through constraining rules, punishment, and threat, to make humans act differently-act against their nature. This, he claims, is a battle doomed to fail. In Human Nature and Conduct, first published in 1922, Dewey brings the rigor of natural sciences to the quest for a better moral system. By studying habit, impulse, and intelligence, he arrives at a morality that is firmly rooted the context of the world, accounting for thinking humans with individual circumstances that do, indeed, make a difference when determining right and wrong. Students of sociology, philosophy, and psychology will be interested to see moral judgment investigated as a scientific question by one of America's most influential philosophers. American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including The School and Society (1899), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939).

Product Description: Among the many books on the meaning and causes of the war in Europe this one of Professor Dewey has a unique place. His thesis may be stated in his own words: "Expressions which a bewildered world has sought since the beginning of the war to explain through the influence of a Darwinian struggle for existence and the survival of the fittest, or through the influence of a Nietzschean philosophy of power, have their roots in the classic idealistic philosophy culminating in Hegel...read more

This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

Product Description: This is a collection of three books all written by, John Dewey. The books are all unabridged complete original classics. The books included in this compilation are: The Child and the Curriculum, How We Think, Moral Principles in Education.

Product Description: 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...read more

This is a pre-1923 historical reproduction that was curated for quality. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. Though we have made best efforts - the books may have occasional errors that do not impede the reading experience. We believe this work is culturally important and have elected to bring the book back into print as part of our continuing commitment to the preservation of printed works worldwide.

Product Description: John Dewey's book, The Child and The Curriculum, looks at the process of education from both perspectives – child and curriculum. Dewey leads the reader to view the curriculum, what the child must learn, from the child's present state of mind...read more

In coming before you I had hoped to deal with the problem of the relation of psychology to the social sciences—and through them to social practice, to life itself. Naturally, in anticipation, I had conceived a systematic exposition of fundamental principles covering the whole ground, and giving every factor its due rating and position. That discussion is not ready today. I am loath, however, completely to withdraw from the subject, especially as there happens to be a certain phase of it with which I have been more or less practically occupied within the last few years. I have in mind the relation of psychology to education. Since education is primarily a social affair, and since educational science is first of all a social science, we have here a section of the whole field. In some respects there may be an advantage in approaching the more comprehensive question through the medium of one of its special cases.

Product Description: John Dewey (1859 – 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with philosophy of pragmatism and is considered one of the founders of functional psychology...read more

Product Description: An excerpt from the beginning of CHAPTER I.—NATURE OF ETHICAL THEORY. Section I.—Subject-matter Of Ethics: SUBJECT-MATTER of ethical theory is judgment concerning the value of conduct. Three stages. (1) Practical encouragement and discouragement of certain acts...read more

Product Description: Though he did not coin the phrase "Progressive Education," American philosopher and psychologist, John Dewey, has historically been associated with this modern educational method. In these two works, "The School and Society" and "The Child and Curriculum," Dewey lays out his philosophies of pragmatism, educational reform, and his advocacy of democracy...read more

The Child and the Curriculum 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 reconstruction means travail of thought. Easier than thinking with surrender of already formed ideas and detachment from facts already learned is just to stick by what is already said, looking about for something with which to buttress it against attack. Thus sects arise: schools of opinion. Each selects that set of conditions that appeals to it; and then erects them into a complete and independent truth, instead of treating them as a factor in a problem, needing adjustment.

Product Description: The revival of interest in pragmatism and its practical relevance for democracy has prompted a reconsideration of John Dewey s political philosophy. Dewey s 1927 work The Public and Its Problems constitutes his richest and most systematic meditation on the future of democracy in an age of mass communication, governmental bureaucracy, social complexity, and pluralism...read more