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Dewey, John

John Dewey — 1942
A letter by John Dewey to the New York Times.

John Dewey — 1940
OPPONENTS OF PROJECTS FOR bringing about social change have a number of defense devices they resort to almost automatically. One of the commonest, and laziest, of these devices is the assertion that the proposal goes contrary to human nature. More sweepingly still, it is often very constitution that the proposal is bound to fail and therefore shouldn’t even be tried. It is always dangerous from an intellectual point of view to try to oppose a practical movement with an argument drawn from a purely abstract idea.

John Dewey — 1940
This is the third in a series of articles exploring the meaning and significance of terms, which are important in thought and speech at the present time. This is not an attempt to present one authoritative "definition" which must be accepted by all. Rather, the emphasis is on securing a clear-cut statement of one informed person's understanding of each word so that in light of it, the concepts held by others may be challenged and clarified.

John Dewey — 1938
THE editor of THE SOCIAL FRONTIER has asked me to say something upon the topic represented by the above caption, taking at least my text and point of departure from the articles of Drs. Bode and Childs in the November number of this periodical. I consented before I had seen and read the two articles. After reading them I am wondering whether my promise was not somewhat rash. Both writers quote from my own writings with approval in support of their views, so I am forced to wonder whether I have been unsure as to my own ground and have taken different positions at different times—which might well be the case.

John Dewey — 1938
Philosophy is frequently presented as the systematic endeavor to obtain knowledge of what is called Ultimate and Eternal Reality. Many thinkers have defended this conception of its task and aim on the ground that human life can derive stable guidance only by means of ideals and standards that have their source in Ultimate Reality.

John Dewey — 1937
This article, prepared for the occasion of the New Orleans meeting of The John Dewey Society by Dewey himself, represents the clearest and most informative statement of the relationship of education and social change that has yet appeared.

John Dewey — 1937
PRESIDENT HUTCHINS' book, The Higher Learning in America, seems to me to be a work of great significance. I thought it such because, in addition to vigorous exposition of the present confused state of education in this country, it raised, as I supposed, a basic issue-one not often explicitly brought forward and one which is so basic in the philosophy of education that it needs to be stated and discussed.

John Dewey — 1937
PRESIDENT HUTCHINS' book consists of two parts. One of them is a critical discussion of the plight of education in this country, with especial reference to colleges and universities. The other is a plan for the thorough remaking of education.

John Dewey — 1936
Present education is disordered and confused. The problem as to the direction in which we shall seek for order and clarity is the most important question facing education and educators today. Teachers and administrators are not given to asking what the nature of knowledge is, as distinct from the subject-matter that is taken to be known, nor by what methods knowledge is genuinely attained-as distinct from the methods by which the facts and ideas that are taken to be known shall be taught and learned.

John Dewey — 1936
THE COMMEMORATION of the work of Horace Mann, which is now beginning, inevitably suggests certain questions. The two animating and guiding principles of Mann's activity were faith in the capacity of a people for free government and a stern conviction that this potentiality could be made actual only through a system of free universal public education.

John Dewey — 1936
I FIND myself rather confused by the articles that have appeared in The Social Frontier urging that educators adopt the class concept as their intellectual guide and practical dynamic. I do not know just what is meant by the class concept; what its implications are, intellectual and practical.

John Dewey — 1936
I AM not especially fond of the phrase academic freedom as far as the adjective academic is concerned. It suggests something that is rather remote and technical. Indeed, it is common to use the word as a term of disparagement. But the reality for which the phrase stands has an importance far beyond any particular expression used to convey it.

John Dewey — 1936
THE idea of civil liberties developed step by step as the ideals of liberalism displaced the earlier ' practices of political autocracy, which subordinated subjects to the arbitrary will of governmental authorities. In tradition, rather than in historic fact, their origin for English-speaking people associated with the Magna Carta.

John Dewey — 1936
IT IS constantly urged by one school of social thought that liberty and equality are so incompatible that liberalism is not a possible social philosophy.

John Dewey — 1935
IT is an interesting fact in the history of English words that the word liberal was applied to education even earlier than it was used to denote generosity and bountifulness. A liberal education was the education of a free man.

John Dewey — 1935
TODAY there is no word more bandied about than liberty. Every effort at organized control of economic forces is resisted and attacked, by a certain group, in the name of liberty. The slightest observation shows that this group is made up of those who are interested, from causes that are evident, in the preservation of the economic status quo; that is to say, in the maintainence of the customary privileges and legal rights they already possess.

John Dewey — 1935
FROM the standpoint of any European country, except Great Britain, the American public school system is chaos rather than a system. The British system, from the continental standpoint, is even more chaotic than ours, because public education there is superimposed upon schools carried on by religious bodies.

John Dewey — 1935
I CONFESS that I do not know very well just what is the youth question today. Is it what we are going to do with and for youth? Or is it what youth is going to do to us, later?

John Dewey — 1935
AT first view it may seem absurd to say that teachers are not adequately organized. In large places, especially, many teachers probably feel that, if anything, they are over-organized. There are associations by grades, associations by subjects, and general organizations, city, state, and national. If there is inadequacy, it is not in number and variety. But organizations exist for a purpose, not as ends in themselves. If adequate organization is lacking, it is on the side of aims and functioning for these aims.

John Dewey — 1935
THE current meeting of the Department of Superintendence of the N.E.A. makes appropriate a consideration of the problems of public school administration in this country and of the ways of meeting them. It is not necessary to insist upon the fact that the problems are complex and difficult. They present at least three phases, each of which in turn is composed of obscure and conflicting factors.

John Dewey — 1935
THE discussion of indoctrination in the January number of THE SOCIAL FRONTIER ought to clarify the intellectual atmosphere for teachers. But it involves a basic issue that, it seems to me, has not been made wholly clear. Upon this point I wish to say a few words, especially as it is closely related to the main topic of the present issue, the function of the public press. The point at issue is that of method.

John Dewey — 1935
SHOULD teachers be ahead of or behind their times? Perhaps some one with a logical turn of mind will object to the question. He will point out that there is another alternative—teachers might keep even with their times, neither ahead nor behind. One might ask whether this middle course id not the wisest course for teachers to steer? The idea seems plausible. But it suffers from a fatal defect.

John Dewey — 1934
THAT UPON the whole the schools have been educating for something called the status quo can hardly be doubted by observing persons. The fallacy in this attempt should be equally evident. There is no status quo—except in the literal sense in which Andy explained the phrase to Amos: a name for the “mess we are in.” It is not difficult, however, to define that which is called the “status quo”; the difficulty is that the movement of actual events has little connection with the name by which it is called.

John Dewey — 1928
THE following addresses were delivered on the occasion of the installation of William Fletcher Russell, Ph.D., LL.D., as Dean of Teachers College, Columbia University, on April 10, 1928.—EDITOR.

William F. Russell, Dodge & John Dewey — 1928
The following addresses were delivered on the occassion of the installation of William Fletcher Russell, Ph.D., LL.D., as Dean of Teachers College, Columbia University, on April 10, 1928.

John Dewey — 1927
The fundamental factors in the educative process are an immature, undeveloped being; and certain social aims, meanings, values incarnate in the matured experience of the adult. The educative process is the due interaction of these forces. Such a eonception of each in relation to the other as facilitates completest and freest interaction is the essence of educational theory.

Charles DeGarmo, Charles A. McMurry, Frank M. McMurry, C. C. Van Liew, John Dewey & Francis W. Parker — 1927
One of the problems that has already forced itself upon us, is, therefore: What shall the public school teach. That this problem is already being vigorously attacked, witness the efforts of New England to shorten and enrich the grammar-school curriculum, the report of the Committee of Ten, and the report of the Committee of Fifteen on Elementary Education, presented last February before the Department of Superintendence at Cleveland.

John Dewey — 1916
This is a stenographic report of the second of a series of addresses given before the staff of Teachers College.

John Dewey — 1914
Stenographic report of paper presented before the Department of Kindergarten Education, Teachers College Alumni Conference, February 21, 1913.

John Dewey — 1904
It is difficult, if not impossible, to define the proper relationship of theory and practice without a preliminary discussion, respectively, (1) of the nature and aim of theory; (2) of practice.

 
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A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
Abbe, George
Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
Abbott, Forest L.
Abbott, Herbert V.
Abbott, Mary Allen
Abbott, Mary Ellen
Abbs, Peter
Abdi, Ali A.
Abdus-Sabur, Qadir
Abedi, Jamal
Abel, David A.
Abel, Emily K.
Abel, Jerian
Abel, Yolanda
Abeles, Harold F.
Abelmann, Nancy
Abelson, Harold H.
Aben, Patricia
Abernathy, Ruth
Abernathy, Scott F.
Abeson, Alan
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abowitz, Kathleen Knight
Abrahams, Frank
Abrahams, Salie
Abram, Percy
Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
Abry, Tashia
Abu El-Haj, Thea
Acharya, Urmila
Achenbach, Thomas M.
Achilles, Charles M.
Achinstein, Betty
Achner, M. J.
Ackerman, Debra
Ackerman, John M.
Ackerman, Phillip L.
Ackerman, Winona B.
Acosta, Elda
Acosta, Melanie M.
Acosta, Rudy
Acosta , Vasthi Reyes
Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
Adair, Vivyan C.
Adam, Roy
Adamany, David
Adams, Arlene
Adams, Arthur S.
Adams, Curt M.
Adams, Donald
Adams, Hazard
Adams, Kathy
Adams, Kenneth R.
Adams, Margaret
Adams, Megan
Adams, Natalie Guice
Adams, Susan R.
Adamson, Susan C.
Adelson, Joseph
Adely, Fida J.
Adkins, Amee
Adkins, Dorothy C.
Adkins, Winthrop D.
Adkison, Judith
Adler, Chaim
Adler, Karlyn
Adler, Mortimer J.
Adler, Susan Matoba
Ado, Kathryn
af Malmborg, Nils M.
Afzal, Saima
Agans, Jennifer P.
Agee, Jane
Agirdag, Orhan
Agius, Kirsten
Agne, Russell M.
Agnew, Walter D.
Agosto, Vonzell
Agre, Gene P.
Agren, Raymond
Aguiar, Jeff
Aguilar, Jose V.
Aguilera-Black Bear, Dorothy
Aguirre, Julia
Aguirre Jr, Adalberto
Ahearn, Amy
Ahern, T. James
Ahern, Terence
Ahlberg, Mauri
Ahlstrom, Winton M.
Ahmad, Iftikhar
Ahmad, Nabeel
Ahn, June
Ahram, Roey
Ahrens, Maurice R.
Aiken, Henry David
Aiken-Wisniewski, Sharon A
Aikin, Wilford M.
Aikins, Ross
Airasian, Peter W.
Airton, Lee
Aitchison, Alison E.
Aitchison, Gertrude M.
Aitken, Graeme
Aitken, Jenny
Aitken, Johanna
aka Don Trent Jacobs, Four Arrows
Akanbi , Linda
Akers, Milton E.
Akerson, Valarie L.
Akiba, Daisuke
Akiba, Motoko
Akin, Clayton
Akita, Kiyomi
Akkari, Abdeljalil
Akom, Antwi
Akrawi, Matta
Al Atiyat , Ibtesam
Alarcon, Jeannette
Alatis, James E.
Alba, Richard
Albert, Gerald
Albert, Marta K.
Alberty, H. B.
Alberty, Harold
Albrecht, Arthur E.
Albrecht, Lisa
Albright, Julie M.
Albright, Kathy Zanella
Alcantar, Cynthia M.
Aldemir, Jale
Alden, Elizabeth
Alden, Vernon R.
Alderfer, H.F.
Aldrich, Grace L.
Alessi, Jr., Samuel J.
Alexander, Carter
Alexander, Dameon V.
Alexander, Francie
Alexander, Gadi
Alexander, Herbert B.
Alexander, Jonathan
Alexander, Karl L.
Alexander, Leslie
Alexander, Nathan N.
Alexander, Neville
Alexander, Nicola A.
Alexander, Patricia A.
Alexander, Theron
Alexander, Thomas
Alexander, W. P.
Alexander, William M.
Alexander, M.D., Franz
Alfonso, Mariana
Alford, Harold D.
Alford, Schevaletta M.
Alfred, Mary
Alger, Chadwick F.
Alharthi, Ahmad A.
Ali-Khan, Carolyne
Alibutod, Marilyn
Alicea, Monica
Alishahi, Afsoon
Alkin, Marvin C.
Allegrante, John P.
Alleman, Janet
Allen, Anna-Ruth
Allen, Arthur
Allen, Ayana
Allen, C. R.
Allen, Clinton M.
Allen, Danielle
Allen, David
Allen, Forrest
Allen, Harvey A.
Allen, Ira Madison
Allen, Jan
Allen, Jane C.
Allen, Jennifer
Allen, Keisha McIntosh
Allen, R. V.
Allen, Richard D.
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Jones , Glenda L.
Allensworth, Elaine
Alleyne, Melissa L.
Alline, Anna L.
Allington, Richard
Allison, Valerie A.
Allport, Gordon W.
Allyn, David
Almack, John C.
Almeda, Victoria Q.
Almog, Tamar
Almy, Millie
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
Alpert, Augusta
Alridge, Derrick P.
Alsaedi, Najah
Alsbury, Thomas L.
Alson, Allan
Alston, Chandra
Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Amonette, Henry L.
Amory, Alan
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
Amthor, Ramona Fruja
An, Sohyun
Anagnostopoulos , Dorothea
Anastasi, Anne
Ancess, Jacqueline
and Associates,
And His Students,
and others,
and others,
and others,
Anderegg, David
Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald W.
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
Anderson, Celia Rousseau
Anderson, Celia M.
Anderson, G. Lester
Anderson, Gary L.
Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
Anderson, Harold A.
Anderson, Helen
Anderson, Homer W.
Anderson, Howard R.
Anderson, James D.
Anderson, James
Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kate T.
Anderson, Kelly
Anderson, Kenneth Alonzo
Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Rober
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
Anderson, Thomas H.
Anderson, W. P.
Anderson-Thompkins, Sibby
Andic, Martin
André, Aline B.
Andreescu, Titu
Andrei, Elena
Andress, Paul
Andrew, Thomas
Andrews, Alon
Andrews, Benjamin R.
Andrews, Gillian "Gus"
Andrews, Richard L.
Andrews-Larson, Christine
Andrianaivo, Solange
Andrus, Ruth
Andry, Robert C.
Andrzejewski, Carey E.
Angelis, Janet
Angoff, Charles
Angulo, A. J.
Angus, David L.
Annamma, Subini
Annenberg, Norman
Ansari, Sana
Ansell, Amy E.
Anthony, Albert S.
Anthony, Kate S.
Antia , Shirin
Antler, Joyce
Antler, Stephen
Antonelli, George A.
Antrop-González, René
Anyon, Jean
Aoudé, Ibrahim G.
Apfel, Nancy
Appell, Clara T.
Appiah, Kwame Anthony
Apple, Michael W.
Applebaum, Barbara
Applebee, Arthur N.
Appleman, Deborah
Aptheker, Herbert
Apugo , Danielle L.
Aquino-Sterling, Cristian
Araaya, Hailu
Arafeh, Sousan
Arbeit, Miriam R.
Arberg, Harold W.
Arbuckle, Dugald
Archibald, Sarah
Arcilla, Rene Vincente
Ardsdale, May B.
Areen, Judith
Arenas, Alberto
Arends, Jack
Arent, Emma
Ares, Nancy
Arey, Charles K.
Argyris, Chris
Arias, M. Beatriz
Arisman, Kenneth J.
Arlett, Elizabeth
Armbruster, Bonnie B.
Armentrout, W.D.
Armor, David J.
Arms, Emily
Armstrong, Denise E.
Armstrong, John A.
Armstrong, Louis W.
Armstrong, Willis C.
Arndt, C. O.
Arnesen, Arthur E.
Arnett, Alex Mathews
Arnheim, Rudolf
Arnold, David B.
Arnold, Katharine S.
Arnold, Noelle Witherspoon
Arnot, Madeleine
Arnspiger, V. C.
Arnstein, George E.
Arnstine, Barbara
Arnstine, Donald J.
Arntsine, Barbara
Aronowitz, Stanley
Arons, Stephen
Aronson, Brittany
Arrastia, Lisa
Arrington, Angelique Renee
Arrington, Ruth E.
Arrowsmith, Mary Noel
Arroyo, Andrew T.
Arsenian, Seth
Arseo, Sean
Arshad, Rosnidar
Arshavsky, Nina
Artelt , Cordula
Artiles, Alfredo J.
Arzubiaga, Angela E.
Asby, Sir Eric
Asch, Adrienne
Aschbacher, Pamela R.
Ascher, Abraham
Ascher, Carol
Ash, Doris
Ashbaugh, Ernest J.
Ashby, Christine
Ashby, Lloyd W.
Ashcom, Banjamin M.
Ashcraft, Catherine
Asheim, Lester
Asher, Nina
Ashford, Shetay N.
Ashida, K.
Ashley, Dwayne
Ashmore, Jerome
Ashton, Patricia E.
Ashworth, Delmer
Asil, Mustafa
Asimeng-Boahene, Lewis
Askeland, O.
Assouline, Susan G.
Assow, A. Harry
Assuncao Flores, Maria
Astelle, George E.
Aster, Samuel
Astin, Helen S.
Astin, John A.
Astor, Ron Avi
Astuto, Terry A.
Ata, Atakan
Atanda, Awo Korantemaa
Athanases, Steven Z.
Atherley, Marilyn
Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
Attwood, Adam
Atwater, Mary
Atwater, Sheri
Atwell, Nancie
Atwell, Robert King
Atwood, Virginia Rogers
Atyco, Henry C.
Au, Wayne
Aubert, Adrianna
Aubrey, Roger F.
Audley-Piotrowski, Shannon
Auerbach, Susan
Auguste, Byron
Aultman, Lori
Aurini, Janice
Auser, Cortland P.
Austin, Ann E
Austin, David B.
Austin, Duke W.
Austin, Glenn
Austin, Jean
Austin, Mary C.
Austin, Mike
Austin, Theresa
Austin, Vance
Ausubel, David P.
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, JuliAnna
Avila, Maria
Avila Saiter, Sean M.
Aviles, Ann M.
Avison, O. R.
Axelrod, Paul
Axelrod, Ysaaca
Axelson, Alfhild J.
Axline, Virginia M.
Axtelle, G. E.
Ayala, Jennifer
Ayalon, Hanna
Ayer, Adelaide M.
Ayer, Fred C.
Ayers , Bill
Ayers, David
Ayers, Leonard P.
Ayers, Richard
Ayers, Rick
Ayers, William
Azevedo, Roger
Azzam, Tarek
 
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