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The Works of John Dewey, 2006.
An annotated bibliography of the works of John Dewey or of works that focus upon John Dewey.
1,534 words (approx. 6.1 pages), 11 sources, MLA, AU$ 73.95
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Abstract
By using an annotated bibliography of John Dewey's works, or of works that focus upon John Dewey, this paper shows this American philosopher, psychologist, and educational reformer's view of education. John Dewey applied much thought, consideration, observation and research in the area of educational issues and challenged those around him to speculate upon the many dimensions of learning and the theories of his time in relation to the education of children in society and future endeavors that would arise as well.
From the Paper
"Ikeda, D (nd) John Dewey and Tsunesaburo Makiguchi: Confluences of Thought and Action. Online available at: http://www.siu.edu/~deweyctr/jd_makiguchi.pdf
"This work is a paper on the "parallels between the life and thinking of the Japanese educator and activist Tsunesaburo Makiguchi (1871-1944) and the great American philosopher John Dewey (1859-1952)." The writing tells of the similarities in the philosophy of Dewey and Makiguchi relating to experiential learning. Stated in this work is: "As contemporaries, Dewey and Makiguchi shaped and were shaped by the intellectual milieu of the latter half of the nineteenth century, the legacy of Durkheim, Darwin, Hegel and Kant." Further stated is that there exists "important parallels in their attempts to extend the realm of pragmatic thinking; to take it beyond the classroom and institutions of education to the broader framework of building communities and societies; to look with fresh eyes at the role of religion in propelling that effort."
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John Dewey and William Bagley, 2004.
A comparative analysis of the educational philosophies of John Dewey and William Bagley.
1,341 words (approx. 5.4 pages), 5 sources, MLA, AU$ 65.95
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Abstract
This paper discusses how there have always been philosophical battles between progressive thinkers and conservative thinkers when it comes to the education of America?s children. In particular it looks at two of the brightest minds in the development of the American educational structure, the classic progressive John Dewey, and the quintessential conservative, William Chandler Bagley, and examines their philosophies. It also shows how many of their debating points are as poignant and pertinent today as back then.
Outline
Introduction to Educators John Dewey and William Bagley
Introduction to John Dewey?s Progressive Educational Theories
Introduction to William Bagley?s Philosophy of Essentialism in Education
John Dewey on Emphasizing ?Experience? as Part of Public Education
William Bagley?s Essentialism: Practical Things Should be Taught
John Dewey?s Vision for Schools: Democracy in Action
Conclusion
From the Paper
"William Chandler Bagley was born in Detroit, received a Bachelor of Arts degree at Michigan State College, a Master?s at the University of Wisconsin, and a Ph.D. at Cornell University, in 1900. After teaching in elementary schools, he became professor of education at a teachers college in Columbia, until 1940. He became a vigorous opponent of ?pragmatism and progressive education, asserting that the value of knowledge is very great on its own merits, not just as an instrument to accomplish something with. He was critical of other teachers and educators for failing to emphasize what he believed to be important ? a systematic study of academic subject matter."
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John Dewey on Democracy, 2005.
Examines philosopher John Dewey's ideas regarding the democracy in education.
1,945 words (approx. 7.8 pages), 3 sources, APA, AU$ 88.95
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Abstract
John Dewey, one of the most important philosophers of the 19th century, presented many ideas about the idea of democracy in the educational system. This paper shows that John Dewey believed that without a well-educated citizenry, democracy, the way democracy should be, in any case, would come to a screeching halt. It explains his belief that the populace, uneducated and uninformed, could not possibly make good choices for themselves, could not elect intellectually capable leaders, because they themselves were not intellectually capable. The free flow of ideas that is the lifeblood of a well-informed populace and a healthy democracy would end because of a poorly educated populace. The paper also shows the influence of Dewey's theories on later thinkers.
From the Paper
"For Dewey, there are two polarities in the field of education. On one hand, there is traditional education. On the other hand, there is progressive education. Traditional education implied a relatively structured, disciplined, ordered, didactic education. Progressives, like Dewey, favored a relatively unstructured, free, student directed education. Dewey's main criticism of traditional education was that it was not holistic enough in its understanding of children and students. He also took traditional education to task for having a curriculum focused on content that is meant to be good for individuals in the future as opposed to paying attention to what the student and society needs in the present."
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John Dewey and Education, 2008.
An analysis of John Dewey's educational theories and how they apply to education today.
5,189 words (approx. 20.8 pages), 12 sources, APA, AU$ 187.95
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Abstract
This paper explores the writings of John Dewey and his theories surrounding education. It begins by an providing an overview of Dewey's beliefs concerning education. It then discusses the belief that Dewey's educational theories (namely, pragmatism, experiential learning, progressivism and democratic learning) are just as prevalent and important to education today as they were when first written about.
Table of Contents:
Introduction
An overview of John Dewey's beliefs on education
Pragmatism
Democratic Learning
Experiential Learning
Progressivism
Dewey's theories and Today's Classroom
Conclusion
From the Paper
"It was also made apparent through the literature that Dewey believed the purpose of education to be the acquiring of skill sets and knowledge that would be instrumental in the area of problem solving. He believed this type of knowledge could only be attained through experiential learning. Dewey's beliefs concerning education also viewed teachers as those who take on the role of parents within the school setting. In this role teachers are responsible for presenting students with subjects of interesting and showing students the practical ways in which math, science, history etc. are related to their interest or their everyday experiences."
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John Dewey and J.E.Stone on Education, 2005.
An overview and comparison of John Dewey's and J.E. Stone's theories on education.
1,350 words (approx. 5.4 pages), 4 sources, MLA, AU$ 68.95
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Abstract
This paper compares the educational theories and views of John Dewey and J. E. Stone. The paper also argues that Stone's theory is superior to Dewey's because it is less rigid.
From the Paper
"John Dewey is of course widely recognized as one of the key theorists in American education. J. E. Stone, a less well known educator and theorist, is a contemporary writer and analyst who has proposed an alternative to Dewey's construction of the foundation of educational practice and pedagogy known as developmentalism. Stone traces the roots of developmentalism to earlier work by, among others, Jean Jacques Rousseau Dewey and Jean Piaget. In this brief essay the ideas of Dewey..."
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John Dewey and Leo Strauss, 2004.
A look at the educational philosophies of John Dewey and Leo Strauss.
700 words (approx. 2.8 pages), 3 sources, MLA, AU$ 35.95
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Abstract
This paper examines how modern education has evolved through influences by many prominent philosophers and educators, including John Dewey and Leo Strauss. It explores how the pragmatic and instrumental focus of Dewey?s philosophy is still retained today in the liberal education mode, while the Straussian tradition of instilling classical political philosophy in the educational curricula has remained more of a social class ideal, conservative-based and defining academic elitists. It shows how, for both Dewey and Strauss, their social and political views shaped their educational philosophies, impacting the current trends in education and educational reform.
From the Paper
"John Dewey?s pragmatic approach to education and learning emphasized a learning-by-doing method rather than a simple learning-from-instruction basis to study material and establish a vocation. The instrumental view related to pragmatism holds that problem solving utilizes man?s use of truth as an instrument, where truth varies with the given problem and is not defined in a stagnant state. Thus, the learning process adapts to trends and changes, especially as scientific discoveries are made and new truths are defined or modified, and requires individual interaction with the material to achieve an optimal understanding of the theory or subject. Dewey?s pragmatic educational theory was heavily influenced by his views on democracy, which were likewise evolutionary in nature."
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Analysis of "Democracy and Education" by John Dewey, 2002.
The paper analyzes the relevance of social philosopher John Dewey's seminal work, in the light of the fact that many of his ideas have been misinterpreted today.
1,397 words (approx. 5.6 pages), 4 sources, MLA, AU$ 67.95
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Abstract
The paper claims that a thorough reading of Dewey's book is necessary to determine what he believed was essential in the concept of educating for democracy. The paper argues that much of the ensuing criticism against Dewey's book would have been averted if he had used different terminology to explain key concepts. Dewey?s flaw was writing about democracy as if it were a real fact, verifiable in human experience, instead of as an ideal.
From the Paper
"Only the most hardened cynic would attempt arguments against Dewey?s supposition in Chapter 7, (when he begins tying his generalized thoughts into more specific assumptions) that ?education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group? (p. 81). Yet educators and social commentators took issue with that premise, since the very concept of variability was anathema to the prevailing educational beliefs."
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Nursing: Application of the Educational Theorist John Dewey, 2006.
An analysis into the teachings of an educational theorist.
1,892 words (approx. 7.6 pages), 9 sources, MLA, AU$ 87.95
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Abstract
This paper uses a case scenario to discuss the teachings of educational theorist, John Dewey. The paper concludes that the 'inquiry-based' learning and the lifelong learning process are critical in the field of medicine and other paramedical professions, such as nursing.
Table of Contents:
Objective
Introduction
Statement of the Problem
I. John Dewey - Educational Theorist
II. Understanding 'Inquiry-Based' Learning
III. Inquiry-Based Learning: Applied Learning
A. Cotton
B. The Persimmon Tree
C. The Boy Scouts & Self-Governance
IV. What Might be Suggested by John Dewey
Summary & Conclusion
From the Paper
"The more of John Dewey's writings that she ingested the more clearly she envisioned the methodology proposed by John Dewey. Excitedly Ms. Thompson put away all of her planned lessons and got ready to 'wing-it' because she knew nothing of the cultural and regional factors affecting her teaching practice and in order to implement 'inquiry based learning' in her classroom she was first going to have to DO some inquiry based learning on her own."
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John Dewey and Truth, 2005.
Examines John Dewey's philosophy regarding a sure road to access truth.
675 words (approx. 2.7 pages), 0 sources, AU$ 38.95
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Abstract
According to Dewey, the path to truth was a direct consequence of the nature of reality. Dewey believed that all things and events in the world are natural. The paper shows that from this it follows that we can discover truth via the route of scientific investigation. Basically, nature as we experience it in our ordinary lives, or through science, is the ultimate reality, while people are part of nature and are able to find their goals and meaning in the world we see around them.
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Absolute Truth and the Relativity of Truth, 2005.
Are there absolute truths or is truth relative? A review of the philosophical concept of truth and an extended discussion of the movie, "Rashomon", to see if the question is even understandable.
5,145 words (approx. 20.6 pages), 6 sources, MLA, AU$ 185.95
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Abstract
This paper investigates the intelligibility of the philosophical understanding of truth as appearance and reality. After reviewing the nature of the philosophical picture of what constitutes truth, there is an extended discussion of an often-cited example of truth?s relativity in the movie, "Rashomon". There is then a discussion of some other examples, which attempt to clarify the philosophical picture, only to conclude that the philosophical posing of truth and appearance is actually not yet understandable.
From the Paper
"In Theaetetus Socrates quotes Protagoras with what is possibly the first clear statement of the relativist: that ?man is the measure of all things? and that anything ?is to me such as it appears to me, and is to you such as it appears to you?? (856, 152a) On the other hand, there is Plato?s well-known allegory of the cave in the Seventh Book of the Republic, (747- 750, 514a-518b) in which he advances the notion that there is an ultimate truth that lies beyond our interpretations or appearances of that truth. But how understandable are both the notions of relativism and of an absolute truth?"
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The Truth About Truth, 2006.
A philosophical look at the meaning of truth.
1,401 words (approx. 5.6 pages), 2 sources, MLA, AU$ 67.95
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Abstract
In this paper the author looks at all the aspects of truth as we understand it. He identifies truth as something which could be universal and eternal and if it is, he examines whether it should be considered eternal or absolute. The author elaborates on these points and enters a deep discussion of how absolute truth can be assessed and defined. The author concludes the paper with his belief that truth is relative and therefore it cannot be absolute as absolute truth is eternal.
From the Paper
"One common mistake made by men is to allow ourselves to be led by our senses alone. I believe our senses do not always lead to truth. Senses can be deceiving, especially when relating dreams. In a dream one may feel things or see things, and when that person wakes up has to ponder for a second whether those things were real. Of course, those things experienced in a dream were not real, but for an instant that dreamer believed those things to be true. He was fooled by his senses. Although many will agree that in this case the senses do deceive us, still some will rely solely on their senses to guide them through life."
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Concepts of Relativity and Truth: Finding Your Own Truth, 2000.
A discussion of Nietzsche's belief on deconstructing truth and the concept of relativism in terms of other thinkers.
793 words (approx. 3.2 pages), 0 sources, AU$ 41.95
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From the Paper
"The concept of relativism makes many ideas and concepts impossible to argue. The idea that every person and group acts and is entitled to live by their own perception of the truth allows such a difference in opinions that consilience among them seems to be impossible. Friedrich Nietszche wrote that we had to ?deconstruct? truth because we can?t allow ourselves to rely on truths that we think are absolute. To rely on an absolute truth is to put your trust into something that may prove false. John Stuart Mill wrote that an individual should be able to seek happiness and liberty, as long as that search does not encroach upon the happiness and liberty of another. In a sense, he speculated that each man has to search for his own truth. In finding his own truth, Nietszche would urge us to question those truths constantly, to make sure in ourselves that what we are believing in is true. "
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Locke, Rousseau and Dewey: Thoughts on Liberalism, 2001.
This paper examines the particular forms of liberalism proposed by three important thinkers ? John Locke, Jean-Jacques Rousseau and John Dewey.
2,445 words (approx. 9.8 pages), 2 sources, APA, AU$ 107.95
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Abstract
The following paper explores elements of liberalism as seen by Locke, Rousseau and Dewey. They argue that people spend their lives in the future and therefore need a philosophy that keeps its face turned to the sun.
From the Paper
?To say that liberalism does not proffer a specific version of ?the good life? is analogous to saying that atheism does not offer a specific version of the good life. This is true, but only if one is looking from the outside. To the Christian, atheism may simply be the absence of a cohesive spiritual perspective. But the person who does not believe in God does not define his or her belief as the absence of what the theist cleaves to but rather as the presence of a humanistic philosophy. The Christian believes in Christ; the humanist believes in human potential and responsibility. The philosophies are certainly different, but neither one is incomplete or incoherent.
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Pilate as the Antithesis of Truth in Bacon?s ?Of Truth?, 2002.
This paper discusses the essay "Of Truth" by Francis Bacon, looking primarily at the character of Pilate.
536 words (approx. 2.1 pages), 2 sources, MLA, AU$ 28.95
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Abstract
The writer argues that from the opening line of the essay Pilate reveals himself as the antithesis, or opposite, of truth. The paper discusses the moral stance of Bacon in 1625 when he wrote essays requiring readers to look more deeply into history.
From the Paper
"Considering the opening line itself, it should be no surprise that Pilate is jesting when he asks, ?what is Truth?? Having asked this question of Jesus, disregarded truth, and chosen instead ?the wickedness of falsehood and breach of faith? (6), Pilate must be facetious because his embracing a lie has resulted in the pleasure of a ?corrupt love of the lie itself? (6). More than that, however, Pilate?s fickleness in approaching the subject of truth and then leaving reflects the delight of Skeptics in intellectual fickleness. Of course Pilate does not stay for an answer; to listen to Bacon?s (or anyone?s) thoughts on truth would point out Pilate?s failing as a man of God as well as a citizen, for ?clear and round dealing is the honour of man?s nature? (7)."
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Liberty in Philosophy, 2002.
Reviews three philosophical conceptions of freedom as put forth by John Locke, John Dewey and Jean-Jacques Rousseau.
2,532 words (approx. 10.1 pages), 4 sources, MLA, AU$ 110.95
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Abstract
Philosophers have held different ideas about the nature of freedom and human beings' responsibility for their own liberty. A review of three conceptions of freedom in this paper, held by John Locke, Jean-Jacques Rousseau and John Dewey, demonstrates how such ideas were often developed in direct relationship to the writers' own times and circumstances. The paper shows that Locke was an Englishman living in a nation where certain rights were guaranteed but a balance had to be maintained between the rights of individuals and the power of the crown. Rousseau wrote in the shadow of the despotism inherent in the absolute monarchy of France. It shows that Dewey lived in the world's first representative democracy, where freedom had long been guaranteed and its exercise was the responsibility of the individual.
From the Paper
"Each of these three conceptions opposes its idea of freedom to the oppressiveness of tyranny and each places responsibility for securing freedom on human beings themselves. But where Locke saw this as an occasional matter that arose when tyrants gained control of government, Rousseau believed that individuals, having imposed their corrupt institutions on themselves by giving up too much of their freedom, needed to rid themselves of these limiting conditions and replace them with new institutions that worked in accordance with the natural liberty that had been forfeited by civilized humanity. Dewey, who lived, after all, in a representative democracy, disregarded such concerns and saw it as each individual's responsibility to expand her/his sphere of action by making intelligent choices--regardless of whether such choices involved action within one's family, one's profession, or one's society."
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Education Reformers, 2003.
An analysis of the theories of William James and John Dewey.
920 words (approx. 3.7 pages), 4 sources, MLA, AU$ 45.95
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Abstract
This paper analyzes the theories of William James and John Dewey and how they influenced and continue to influence education in America. It expands on their ideology of education.
From the Paper
"Education Reformers, John Dewey and William James are two educational philosophers whose ideologies of education continue to influence education in the United States. Both philosophers had an enormous impact on educational policy and procedures. Contemporary ..."
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