Relevant bibliographies by topics / Dewey, John, Knowledge, Theory of

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dewey, John, Knowledge, Theory of'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Dewey, John, Knowledge, Theory of"

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Taylor, Alison. "Community service-learning and cultural-historical activity theory." Canadian Journal of Higher Education 44, no. 1 (March 31, 2014): 95–107. http://dx.doi.org/10.47678/cjhe.v44i1.183605.

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This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of Russian psychologist Lev Vygotsky, is noticeably absent. This paper addresses this gap by examining four assumptions associated with activity theory: the rejection of a theory/practice divide, the development of knowledge as a social collaborative activity, the focus on contradictions in and across activity systems, and the interventionist approach aimed at transformation.
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Orrantia Cavazos, José Ramón. "Ciencia, acción y articulación social: una mirada desde John Dewey." Theoría. Revista del Colegio de Filosofía 34 (June 1, 2018): 91–103. http://dx.doi.org/10.22201/ffyl.16656415p.2018.0.802.

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In this article, we relate John Dewey’s theory of science, according to which there has been a harmful excision in the core of scientific activity between knowledge acquisition and scientific practice, with his democratic proposal regarding the creation of publics capable of setting limits to the consequences resulting from transactions between social agents. In order to do that, in the first place we will use his notion of instrument as that which helps realize relations and reconstruct aspects of reality not given in advance; secondly, we will use the enlightening distinction he and Bentley make between interaction and transaction, which will shed some light on the kind of methods that could be used to understand the complex interweaving of social phenomena and, thus, project some kind of control through the creation of democratic publics and communitarian associations whose base is constituted by active social agents capable of transforming reality.
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Levi, Isaac. "The Paradoxes of Allais and Ellsberg." Economics and Philosophy 2, no. 1 (April 1986): 23–53. http://dx.doi.org/10.1017/s026626710000078x.

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In The Enterprise of Knowledge (Levi, 1980a), I proposed a general theory of rational choice which I intended as a characterization of a prescriptive theory of ideal rationality. A cardinal tenet of this theory is that assessments of expected value or expected utility in the Bayesian sense may not be representable by a numerical indicator or indeed induce an ordering of feasible options in a context of deliberation. My reasons for taking this position are related to my commitment to the inquiry-oriented approach to human knowledge and valuation favored by the American pragmatists, Charles Peirce and John Dewey. A feature of any acceptable view of inquiry ought to be that during an inquiry points under dispute ought to be kept in suspense pending resolution through inquiry.
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Ruoppa, Raine. "John Dewey’s Theory of Aesthetic Experience: Bridging the Gap Between Arts and Sciences." Open Philosophy 2, no. 1 (March 22, 2019): 59–74. http://dx.doi.org/10.1515/opphil-2019-0007.

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AbstractJohn Dewey’s philosophical pragmatism offers a reformatory approach to the arduous relationship between natural sciences and humanities. The crucial issue, which Dewey sets himself to resolve, is the pre-Darwinian influence of classical philosophy upon various scholarly practices. Ancient background assumptions still today permeate a considerable proportion of academic research and argumentation on both sides of the debate. Even evolutionary accounts appear to be affected. In order to avoid the often implicit, but nonetheless problematic, consequences that ensue from such archaic premises, I examine Dewey’s reappraisal of the concepts of art, science and knowledge. An analysis of these key concepts renders it possible to understand the proper function of aesthetic experience. In this paper, natural constitution of an aesthetic experience, which carries one of the intrinsic relations between art and science, comprises the core of the proposed solution. Furthermore, establishment of an integral aesthetic connection forms a fruitful basis for further bridging of the gap between hard sciences and humanities.
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Taylor, Betsy, and Herbert Reid. "Globalization, Democracy and the Aesthetic Ecology of Emergent Publics for a Sustainable World: Working from John Dewey." Asian Journal of Social Science 34, no. 1 (2006): 22–46. http://dx.doi.org/10.1163/156853106776150135.

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AbstractThe global justice movement reveals a diverse array of emergent publics striving politically for a sustainable world. Working partly from John Dewey, we try to illuminate democratic grounds for knowledge and action in these endeavors. We begin by situating Dewey's ideas in the politics of American history, especially historian John Diggins' countervailing approach to issues of authority, knowledge and opinion. Diggins, against Robert Westbrook and others, contends that Dewey's philosophy of politics chased radical democratic illusions, whereas he might have learned from Charles S. Peirce to uphold the boundary between professional communities and other entities including democratic publics. Dewey saw no democratic alternative to harness the political energy of ordinary people. We argue that Dewey had come to understand that a corporate state system of political economy had come to engulf both the liberal democratic polity and the professions. Dewey's political challenge to the professions and his illumination of the aesthetic ecology of democratic publics prefigure a democratic republican alternative that opens up a new basis for participation in the global justice movement confronting, among other obstacles, a transnational corporate state based in the USA.A Marxist-progressivist notion of the ongoing socialization of markets by corporate capitalism too often reinforces an anti-Populist intellectual sensibility that is coupled with, whether wittingly or not, either a social-democratic elitism or a revolutionary vanguardism. Globalization struggles need, on the contrary, a pragmatic vision of democratic publics instituting a true diversity of policies assuring a world-in-common. The fight for public spaces in the treacherous politics of civil society and global consumerism is a struggle against subjectivization. The fact that corporate state elitism, in the U.S. context, feeds on a rightist version of nationalism does not mean we can junk the history of democratic struggle for a republican alternative to imperialism. By and large, neo-liberal policies "from above" have aggravated various types of inequality and the militaristic turn pursued by some elites compounds not only negative side effects but critical opportunities. Democratic action in and from the United States has to be clear about both place-based forms of life and expanding forms of solidarity in global struggles for democracy and the commons.Our reading of Dewey is strengthened by research that highlights his ecological ontology and its key role in his democratic theory. We argue that globalizing knowledge regimes and their products, such as deforestation, re-institute destructive dualisms that would be transformed by a Deweyan approach that energizes democratic forms of agency and policy. Dewey's essay on "Time and Individuality" is explicated to disclose the radical democratic implications of Deweyan science. We show further that this approach, as a field science and ecological stewardship, provides public alternatives to violence, whether primarily "social" or "environmental". A Deweyan logic of particularity casts in contrasting relief our historical epoch's dominant logic of fungibility, the fetishization of global economic space, and its looming costs. The reclamation and reconstruction of democratic publics are long overdue and requires new regimes of participatory and place-based knowledge opening on the global commons for sustainable life.
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Muurinen, Heidi, and Aino Kääriäinen. "Integrating theory and practice in social work: An intervention with practitioners in Finland." Qualitative Social Work 19, no. 5-6 (January 16, 2020): 1200–1218. http://dx.doi.org/10.1177/1473325019900287.

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How could social workers apply theory in their everyday practice? According to John Dewey, theories are helpful instruments in analysing situations and forming hypotheses which are tested in practical experiments. Inspired by Dewey’s pragmatist philosophy, we designed a “Practice and Theory” pilot intervention group in which social workers were provided external, theory-driven supervision. This research is a three-case study of the pilot intervention group. Based on a thematic analysis of reflective discussions during the last group sessions and follow-up group interviews, we investigate the difficulties the social workers described in applying theoretical knowledge to practice. We explore what consequences they recognized when reflecting on and experimenting with theoretical knowledge. Our study demonstrates that the major barriers were lack of time and access to theories, difficulties in changing one’s own practice and establishing supportive structures, the lack of competence to understand the role theories and having become estranged theories. However, the positive consequences experienced in the three Practice and Theory groups suggest that the pilot intervention could serve as a potential model for integrating theoretical research into practice. The participants considered that reflecting theories enabled new understanding as well as allowed experimenting with new ways of operating. Participating in the group also improved social workers’ argumentation, helping them to recognize their own expertise. It also raised professional self-esteem and enabled self-development. In the group, the dialogical, reflective and experimental inquiry were key to understanding how theoretical knowledge can open new perspectives.
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Waga, Leszek. "Democracy and values in education. On the epistemological status of experience in pragmatism." Studia z Teorii Wychowania X, no. 4 (29) (December 25, 2019): 29–45. http://dx.doi.org/10.5604/01.3001.0014.1072.

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The importance of experience in education in the postulates of pragmatism pedagogy is widely known. John Dewey has extensively elaborated on the problem. The purpose of the article is to answer the question about the limits to the use of experience in the process of education. The answer to the question lies in the epistemological question of the relationship between experience and theory. The first section refers to the most important issues relating to the concepts of experience, democracy and values in education. The second section describes the role of experience in pragmatism in the context of behaviorism, social behaviorism in particular. The third section outlines epistemological discussions on the status of experience in knowledge creation. The last section attempts to answer the primary question about the limits to the possible use of experience in the process of education.
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Phillips, James. "Rethinking Categories and Dimensions in the DSM." Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 45, no. 6 (November 18, 2020): 663–82. http://dx.doi.org/10.1093/jmp/jhaa021.

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Abstract This paper addresses the role of categories and dimensions in the classification of psychopathology. While psychopathology does not sort itself out neatly into natural categories, we do find rough, symptom-based groupings that, through refinement, become diagnostic categories. Given that these categories suffer from comorbidity, uncertain boundaries, and excessive “unspecified disorder” diagnoses, there has been a move toward refining the diagnoses with dimensional measures. The paper traces efforts both to improve the diagnostic categories with validators that allow at least partial validity and to introduce dimensional measures into the diagnostic manual. Drawing from the philosophical pragmatism of Charles Sanders Peirce, William James, and John Dewey, which emphasizes the practical, effect-sensitive consequences of a theory along with an emphasis on empirical evidence and the progressive, probabilistic character of knowledge, the paper argues that these efforts must be guided both by scientific validity and clinical utility.
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Graudiņa, Elīna. "State Educational Policy in the Sphere of Social Sciences in Latvia - Expert Perspective." European Journal of Social Sciences 2, no. 2 (May 30, 2019): 63. http://dx.doi.org/10.26417/ejss-2019.v2i2-66.

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This paper explores whether the state educational policy in the sphere of social sciences fosters development of an educated and active civil society. This subject is topical as the political participation in relation to the election activity is gradually decreasing.The research aims to study the state educational policy in the sphere of social sciences which, according to the political participation theoreticians, is an especially important factor in the transition countries and new democracies for raising public awareness of the opportunities provided by democracy and the importance of participation. The theoretical part of the research is based on the theory of communicative rationality by J. Habermas, theory about the relation of education, active civil society and democracy by J. Dewey, and authors like Walter Parker and John Jarolimek expanding on the theoretical relation between mastering of social sciences and civic participation. The analytical part of the research is based on the country's long-term and medium-term planning documents. During the research, face-to-face surveys of 12th grade students were carried out, and education experts were interviewed. The study leads to a conclusion that in general the state educational policy in the sphere of social sciences gives theoretical knowledge about a democratic state system and its basic values. The expert interviews that were carried out allow concluding that the explanation for the above-mentioned survey findings is the preparation of teachers, the amount of time required for the acquisition of social sciences and the balance of.
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Chepkemoi, Naumi, and David Wanyonyi. "The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya." European Scientific Journal, ESJ 13, no. 25 (September 30, 2017): 150. http://dx.doi.org/10.19044/esj.2017.v13n25p150.

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The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.
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Dissertations / Theses on the topic "Dewey, John, Knowledge, Theory of"

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Stotts, Alexandra Lynn. "Giving birth to feminist pragmatist inquiry : a Deweyan alternative to Quinean empiricism /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095276.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-225). Also available for download via the World Wide Web; free to University of Oregon users.
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Smith, Clancy Nathaniel. "The Organic Circuit: Investigations into John Dewey's Cycles of Naturalism and Instrumentalism." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1208808372.

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Thesis (M.A.)--Kent State University, 2008.
Title from PDF t.p. (viewed June 17, 2009). Advisor: Frank Ryan. Keywords: Dewey, Peirce, James, Shook, non-reflective, experience, naturalism, instrumentalism. Includes bibliographical references (p. 148).
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Östman, Leif E. "A pragmatist theory of design : The impact of the pragmatist philosophy of John Dewey on architecture and design." Doctoral thesis, KTH, Architecture, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-196.

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This study is an inquiry into design-theoretical aspects of architectural design in Finland based mainly on the pragmatist philosophy of John Dewey. The study comprises two case studies. The . rst case deals with a young family designing their future home – a detached house built from prefabricated components – in cooperation with an architect. The second case deals with the design process of a leading Finnish architect, Professor Ilmari Lahdelma, as he prepares his proposal for an architectural competition for a new city library in Lohja, a competition he eventually wins. The case describes and interprets Lahdelma’s design process, the processes of other competition entries made by the of. ce staff, as well as the process of the jury’s evaluation of the competition entries. The two cases are analysed and interwoven with aspects from three different theoretical perspectives: existing design theories, Pierre Bourdieu’s . eld theory and John Dewey’s thinking regarding art and research. In the study I argue that Dewey’s philosophy can provide a framework for a design-theoretical epistemology. I also arrive at conclusions regarding the interpretation of some key design-theoretical concepts and the position of design theory and its structures. I further argue that the Finnish architectural competition system is a strong tool for generating developments in the production of the architectural avant-garde, which acts as the leading light for the rest of the . eld of architecture. The present study also highlights the gap between ‘high-’ and ‘low culture’ in the . eld of architecture, yet points out that the design of a simple family house – assumedly a case of ‘low culture’ – is by no means trivial to the family itself, and is indeed . lled with moments of aesthetic experiences, which is a central issue in Dewey’s description of creative processes.

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Berthold, Henning Alexander. "Inquiry and the social : an empirical study of the construction of knowledge in architectural designing." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4180.

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This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of the construction of knowledge within the social system of communities of inquiry. The process of inquiry that is traced in this work is one effected in the course of architectural designing. An ethnographically informed study of an architectural masterplan project is used to illustrate Dewey's ideas and how they are played out in design practice. This thesis is understood to correspond with the growing interest of the students of organisational learning and knowledge management in knowledge creation and the underlying social processes. It is further seen as a response to the claim that the key processes of knowledge creation remain largely an enigma. Agreement has been established with Dewey that knowledge is not just an end in itself but a form of action, a medium of change and social transformation. The formation of knowledge, however, within the operation of inquiry is not a matter that “naturally” runs its course. The process of inquiry as studied both in theory and practice has shown just how much its results, which by definition constitute knowledge, are shaped by the institution and control of a problem. A problem is a social construct and the product of the purposeful selection and arrangement of pieces of information. Inquiry is therefore considered a process of controlled knowledge formation. That which counts as knowledge in the realm of social phenomena has been shown to be a matter not so much of agreement between actions and their consequences but agreement in terms of intellectual acceptance. What “satisfies” as a solution (such as the final masterplan) has therefore been shown to be not necessarily a question of its logical status.
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Drott, Caroline. "Vad är kunskap? : en kvalitativ studie av synen på kunskap i skola och utbildning i några texter av John Dewey och i tidskriften Skola och Samhälle 1946 -1962." Thesis, Linköping University, Department of Thematic Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1664.

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Denna studie med titeln "Vad är kunskap? - en kvalitativ studie av synen på kunskap i skola och utbildning hos John Dewey och i tidskriften Skola och Samhälle 1946 -1962" är en studie där undersökningens fokus var att beskriva synen på kunskap i skola och utbildning med textanalys som metod, där tryckta källor ligger till grund för resultatet.

Syftet med studien var att undersöka vilken syn på kunskap i skola och utbildning som kommer till uttryck i skrifter författade av John Dewey samt i artiklar från tidskriften Skola och Samhälle mellan åren 1946 – 1962. I analysarbetet använde jag mig av teorier om kunskap och egna frågeställningar om kunskapssyn.

Det jag kommit fram till är att synen på kunskap i skola och utbildning var vid denna tid vid och utan klara gränser. Tiden efter andra världskrigets slut och fram till grundskolans bildande var färgat av kunskapsteorin pragmatismen. Tydligt sågs även Deweys kunskapssyn i de pedagogiska idéerna som framhölls i de valda artiklarna.

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Attick, Dennis. "Experience, knowledge, and democracy television through a Deweyan lens /." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/eps_diss/30/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 22, 2010) Deron Boyles, committee chair; Eric Freeman, Jennifer Esposito, Donna Breault, committee members. Includes bibliographical references (p. 141-152).
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Allman, Philip R. "John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1332.

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My thesis is an attempt to show the brilliance and novelty of John Dewey's theory of knowledge, instrumentalism. The main objective of my thesis is to explain Dewey's theory of knowledge, which he coined instrumentalism, and to describe how instrumentalism as a theory of knowledge overcomes the pitfalls of competing theories within the philosophical tradition. Dewey's theory of instrumentalism does not assume that ideas are mental entities nor that ideas are true if they somehow match or fit with the object in question; thus, Dewey's theory presents a different view opposed to what we have usually called coherence, or correspondence theories of knowledge. Dewey also argued that consciousness and thinking are functions of a complex organism in transaction with its environment and thus consciousness is an instrumentality not a thing-in-itself.
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Coleman, Jacob W. "An Aesthetic Experience of Comedy: Dewey and Incongruity Theory." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618336603730402.

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Guzman, Dahlia. "The “Permanent Hegelian Deposit” in John Dewey’s Theory." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279387271.

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Deters, Troy Nicholas. "John Dewey's theory of inquiry: an interpretation of a classical American approach to logic." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3795.

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During the 20th century, John Dewey introduced a new idea with respect to the nature of logical theory: He presented a portrait of logic as a theory about how organisms interact and maintain an integrated balance between themselves and their environment. He wrote many texts on what he called his theory of inquiry, including Essays in Experimental Logic (1916), Studies in Logical Theory (1903), and How We Think (1910). However, the book where he most closely detailed his theory of inquiry is in his Logic: The Theory of Inquiry (1938). These texts by Dewey have served as the source for much recent discussion and commentary in Dewey scholarship. Most of these interpretations on Dewey’s theory of inquiry, I maintain, misunderstand Dewey in some fundamental way. I argue that these commentators have gone wrong in interpreting Dewey and his works by failing to understand some aspect of his theory of inquiry. I illustrate the flaws in their interpretations and subsequently integrate the conclusions I reach into a single, cohesive perspective on Dewey’s account of inquiry. The final chapter presents a new interpretation of Dewey that emphasizes the role of phenomenal, contextual, and social factors in the foundations of his logical works.
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Books on the topic "Dewey, John, Knowledge, Theory of"

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Shook, John R. Dewey's empirical theory of knowledge and reality. Nashville: Vanderbilt University Press, 2000.

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The undiscovered Dewey: Religion, morality, and the ethos of democracy. New York: Columbia University Press, 2008.

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John Dewey's theory of community. New York: P. Lang, 1987.

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Feminist epistemology and American pragmatism: Dewey and Quine. London: Continuum, 2010.

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Karl-Friedrich, Walter. Der Sachverhalt bei John Locke. Hamburg: Kovač, 1995.

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Making morality: Pragmatist reconstruction in ethical theory. Nashville, TN: Vanderbilt University Press, 2002.

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Pragmatism and political theory: From Dewey to Rorty. Chicago, IL: University of Chicago Press, 1997.

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Kulp, Christopher B. The end of epistemology: Dewey and his current allies on the spectator theory of knowledge. Westport, Conn: Greenwood Press, 1992.

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Ria, Demetrio. L'esperienza educativa come problema epistemologico: Per una rilettura del pensiero di J. Dewey. Roma: Anicia, 2014.

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John Dewey: The global public and its problems. New York: Bloomsbury Academic, 2015.

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Book chapters on the topic "Dewey, John, Knowledge, Theory of"

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Saito, Naoko. "John Dewey and Beautiful Knowledge." In International Handbook of Philosophy of Education, 135–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_12.

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Garrison, Jim. "Dewey, John (1859–1952)." In Encyclopedia of Educational Philosophy and Theory, 1–13. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_306-1.

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Garrison, Jim. "Dewey, John (1859–1952)." In Encyclopedia of Educational Philosophy and Theory, 529–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_306.

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Morris, Conor. "Dewey, Kant, and the Problem of Moral Change." In John Dewey’s Ethical Theory, 79–97. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-7.

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Breunig, Mary C. "John Dewey: Purposeful Play as Leisure." In The Palgrave Handbook of Leisure Theory, 355–70. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56479-5_20.

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Kivinen, Osmo, and Tero Piiroinen. "Updating Dewey’s Transactional Theory of Action in Connection with Evolutionary Theory." In John Dewey and the Notion of Trans-action, 195–222. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26380-5_7.

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Taylor, Betsy, and Herbert G. Reid. "From Ecological Ontology to Social Ecology: John Dewey, Radhakamal Mukerjee, and Interscalar Ethics." In Social Theory and Asian Dialogues, 271–86. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7095-2_13.

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Schouten, Peer. "Security in Action: How John Dewey Can Help Us Follow the Production of Security Assemblages." In Reassembling International Theory, 83–90. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137383969_10.

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Burch, Kerry T. "Twentieth-Century Jeffersonian Intervention: John Dewey and the Predicaments of American Democracy." In Jefferson’s Revolutionary Theory and the Reconstruction of Educational Purpose, 57–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45763-1_4.

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Dunlap, Peter T. "The Unifying Function of Affect: Founding a theory of psychocultural development in the epistemology of John Dewey and Carl Jung." In Jung and Educational Theory, 47–62. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118297308.ch5.

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Conference papers on the topic "Dewey, John, Knowledge, Theory of"

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.
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Beneytez, Rafael, and Ophelia Mantz. "Airscapes: Atmosphere as Form in Architecture/ No Molds but Modulators." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.63.

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Atmosphere, atmospheric, or atmotopo attempts to capture a crucial cultural moment that weaves together different schemes of thought with myriad technologies of communication and visualization. The methods of representation are arguably more varied than ever, and with them, design methods cross all kinds of knowledge. But almost none of the elements that constitute the problem of the atmosphere are aligned under the same ideology. Therefore, addressing the atmosphere within architectural thought becomes a pressing issue today. It involves the acceptance of heterogeneities, contradictions, and antagonisms between the different ways that the term is being used. From Fumifugium: or the Inconvenience of Aer and Smoak of London Dissipated, (1661) of John Evelyn´s to the implants of nature (2003) of Olafur Eliasson on weather dispositions (arrangements), nature, ecology, energy, economy, urbanism, and architecture are aligned under the context of the term “atmosphere.” Embracing such differences, “Airscapes” is a collection of seven ideological schemes that frame atmosphere as form in architectural thought. “Airscapes” categorizes significant works of atmospheric activism in theory and practice through an atlas of different underlying structures of thoughts (schemes) of Western culture. “Airscapes” categorizes significant works of atmospheric activism in architecture theory and practice through an atlas of diverse underlying structures of thoughts (schemes) of Western culture. Gravity versus Atmosphere, Figure versus Ground, Island versus Clouds, Beauty versus Sublime, Quantitative versus Qualitative, Stable versus Unstable, Chronology versus Heterochrony.
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