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Journal articles on the topic 'John Dewey'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Roth, Robert J. "John Dewey." International Philosophical Quarterly 33, no. 1 (1993): 117–22. http://dx.doi.org/10.5840/ipq199333161.

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2

Galter, Maria Inalva, and Aparecida Favoreto. "John Dewey." Linhas Críticas 26 (August 20, 2020): 1–15. http://dx.doi.org/10.26512/lc.v26.2020.28281.

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Examina-se a concepção de democracia de John Dewey em relação Ã sua perspectiva de sociedade e escola em Democracia e educação. Postula-se que o autor respondia aos problemas humanos decorrentes da industrialização, urbanização, imigração, do progresso científico e tecnológico que marcaram a sociedade burguesa, em especial os Estados Unidos da América, nas décadas finais do século XIX e iniciais do século XX. Para Dewey, a escola cumpria papel importante na formação e influia no desenvolvimento de atitudes intelectuais de iniciativa, capacidade de reflexão, espírito livre e responsabilidade so

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3

Rucker, Darnell. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 17, no. 52 (1989): 8. http://dx.doi.org/10.5840/saap1989175223.

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4

Fontinell, Eugene. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 20, no. 63 (1992): 19–22. http://dx.doi.org/10.5840/saap1992206330.

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5

Shea, John. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 24, no. 74 (1996): 40–41. http://dx.doi.org/10.5840/saap1996247420.

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6

Switankowsky, lrene S. "John Dewey." Newsletter of the Society for the Advancement of American Philosophy 28, no. 86 (2000): 34–36. http://dx.doi.org/10.5840/saap2000288616.

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7

Edel, Abraham. "John Dewey." International Studies in Philosophy 32, no. 4 (2000): 140–43. http://dx.doi.org/10.5840/intstudphil200032465.

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8

Eldridge, Michael. "John Dewey." International Studies in Philosophy 35, no. 4 (2003): 172–73. http://dx.doi.org/10.5840/intstudphil200335435.

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9

LEVINE, BARBARA, and RICHARD FIELD. "JOHN DEWEY." Notes and Queries 35, no. 3 (1988): 344—a—344. http://dx.doi.org/10.1093/nq/35-3-344a.

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10

Halpern, Catherine. "John Dewey." Sciences Humaines Les Essentiels n° 17, HS18 (2024): 40–42. http://dx.doi.org/10.3917/sh.hs18.0040.

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11

Westbrook, Robert B. "John Dewey." Prospects 23, no. 1-2 (1993): 277–91. http://dx.doi.org/10.1007/bf02195040.

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12

Miettinen, Reijo. "Miten kokemuksesta voi oppia?" Aikuiskasvatus 18, no. 2 (1998): 84–97. http://dx.doi.org/10.33336/aik.92491.

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Artikkelissa käsitellään sitä, miten David Kolb perustelee teoksessaan Experiential Learning kokemusoppimisen malliaan, mitä hän esittää John Deweyn siitä sanoneen, sekä verrataan tätä esitystä Dewey-tutkijoiden tulkintaan kokemuksen ja reflektiivisen ajattelun luonteesta Deweyn filosofiassa.

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13

Ersanda, Privera Ajeng. "EKSISTENSI PEMIKIRAN JOHN DEWEY DALAM PENDIDIKAN DI INDONESIA." SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah 4, no. 2 (2022): 134–40. http://dx.doi.org/10.31540/sindang.v4i2.1421.

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Artikel membahas mengenai eksistensi pemikiran John Dewey dalam pendidikan di Indonesia. Hal yang melatarbelakangi penelitian ini adalah ketertarikan peneliti terhadap sumbangsih pemikiran John Dewey terhadap pendidikan di Indonesia. Dari hal tersebut, peneliti akan melakukan pengkajian terhadap riwayat hidup John Dewey, hakekat pendidikan berdasarkan pandangan John Dewey dan sumbangsih John Dewey dalam dunia pendidikan di Indonesia. Kemudian metode yang digunakan dalam penulisan artikel ini adalah metode sejarah yang terdiri dari empat tahapan. Tahapan pertama adalah heuristik, sedangkan taha

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14

Danforth, Scot. "Disability in the Family: John and Alice Dewey Raising Their Son, Sabino." Teachers College Record: The Voice of Scholarship in Education 120, no. 2 (2018): 1–30. http://dx.doi.org/10.1177/016146811812000203.

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Background/Context The current biographic understanding of John Dewey's experience adopting and raising an Italian boy named Sabino emphasizes the theme of finding an emotional replacement for Morris and Gordon, two young sons who had tragically died on family trips to Europe. Lacking is substantive attention to the fact that John Dewey's son had a physical disability who grew up during the early surge of eugenics thought in American popular life. The leading biographer Jay Martin has portrayed John and Alice Dewey as rescuing Sabino from poverty, an experience that gave John Dewey “a special

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15

Meilleur, Maurice. "John Dewey Redux." Antioch Review 63, no. 1 (2005): 173. http://dx.doi.org/10.2307/4614787.

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16

Talisse, Robert. "Understanding John Dewey." Newsletter of the Society for the Advancement of American Philosophy 23, no. 72 (1995): 14–16. http://dx.doi.org/10.5840/saap1995237232.

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17

Dueck, Jeffrey F. "Becoming John Dewey." Newsletter of the Society for the Advancement of American Philosophy 32, no. 98 (2004): 58–61. http://dx.doi.org/10.5840/saap2004329816.

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18

Tiles, J. E. "Understanding John Dewey." International Studies in Philosophy 29, no. 2 (1997): 117–18. http://dx.doi.org/10.5840/intstudphil199729246.

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19

Ayers, William C., and William H. Schubert. "John Dewey Lives." Schools 9, no. 1 (2012): 7–26. http://dx.doi.org/10.1086/665019.

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20

Evans, Karen G. "Reclaiming John Dewey." Administration & Society 32, no. 3 (2000): 308–28. http://dx.doi.org/10.1177/00953990022019452.

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21

Bhattacharya, N. C. "Demythologizing John Dewey." Journal of Educational Thought / Revue de la Pensée Educative 8, no. 3 (2018): 117–25. http://dx.doi.org/10.55016/ojs/jet.v8i3.43630.

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The title of this paper may appear a little peculiar but it sums up what I intend to say. And what I am going to say may appear to some as highhanded or unkind, and if indeed I need an excuse I would say that many serious discussions as well as reappraisals of emotionally attractive positions take their start from troublesome questions.

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22

Yuni pangestutiani and Aina Noor Habibah. "PRAGMATISME JOHN DEWEY." Jurnal Ilmiah Spiritualis: Jurnal Pemikiran Islam dan Tasawuf 8, no. 1 (2022): 108–23. http://dx.doi.org/10.53429/spiritualis.v8i1.380.

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pragmatisme merupakan inti filsafat pragmatik dan menentukan nilai pengetahuan berdasarkan kegunaan praktisnya. Kegunaan praktis bukan pengakuan kebenaran objektif dengan kriterium praktik, tetapi apa yang memenuhi kepentingan-kepentingan subjektif individu. Sebagai aliran filsafat, pragmatisme berpendapat bahwa pengetahuan dicari bukan sekedar untuk tahu demi tahu, melainkan untuk mengerti masyarakat dan dunia. Pragmatisme lebih memprioritaskan tindakan dari pada pengetahuan atau ajaran serta kenyataan dalam hidup di lapangan. Oleh karena itu, prinsip untuk menilai pemikiran, gagasan, teori,

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23

Bossle, Michael. "Kunst als Erfahrung." PADUA 10, no. 1 (2015): 12–18. http://dx.doi.org/10.1024/1861-6186/a000223.

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Im Mittelpunkt dieses Beitrages steht ein teilweises Ausbuchstabieren von John Deweys Werk „Kunst als Erfahrung“, das 1934 als Zusammenfassung einer Vorlesungsreihe in den Vereinigten Staaten erschien und 1980 erstmals ins Deutsche übersetzt wurde (Vgl. Dewey, 1980)

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24

Stroud, Scott R. "John Dewey and India: Expanding the John Dewey-Bhimrao Ambedkar Story." Pluralist 19, no. 2 (2024): 65–96. http://dx.doi.org/10.5406/19446489.19.2.04.

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25

Varotto, Michele, and Alessandra Arce Hai. "Vestígios da presença das ideias educacionais de John Dewey em uma escola normal paulista nas décadas de 10 e 20 do século XX." Revista HISTEDBR On-line 13, no. 51 (2013): 222. http://dx.doi.org/10.20396/rho.v13i51.8640274.

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O presente artigo propõe-se a investigar como as ideias educacionais de John Dewey foram apropriadas na formação de professores no interior da Antiga Escola Normal Secundária de São Carlos–SP. Para compreender esses preceitos buscou-se estudar e analisar os artigos publicados na Revista da Escola Normal de São Carlos (feita sob a responsabilidade dos docentes da instituição, entre 1916-1923), na qual se destacaram pela apropriação e discussão direta das concepções educacionais de John Dewey. Os resultados obtidos por esse estudo demonstram a presença e apropriação de John Dewey no interior da

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26

Agustinus, Sumaryono, Ahmad Masduki, and Suryadi. "Philosophical Analysis of John Dewey's Book "How We Think" For Education in Indonesia." International Journal of Social Science and Human Research 07, no. 12 (2024): 9129–34. https://doi.org/10.5281/zenodo.14504561.

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This study aims at showing the importance of educational concept of John Dewey. Thus, this research is expected to provide new insights and significantly contribute to design the education planning according to John Dewey’s philosophy. This research uses a descriptive research type method to better understand about John Dewey’s concept in education, especially from the book “How We Think.” This research results show that John Dewey’s education highly prioritizes the intellectual side, unlike what has been accused so far that Dewey’s education tends to be mor

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27

Brinkmann, Svend. "INDIVID, DEMOKRATI OG PSYKOLOGI I EN PRAGMATISK OPTIK." Psyke & Logos 27, no. 1 (2006): 19. http://dx.doi.org/10.7146/pl.v27i1.8290.

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En af de psykologer, der grundigst har tematiseret forholdet mellem psykologi og demokrati, er John Dewey. I denne artikel søger jeg at reaktualisere Deweys pragmatiske perspektiv på forholdet mellem individet, demokrati som en livsform og psykologien som videnskab. Ifølge Dewey opstår et psykologisk individ med et komplekst indre liv først i historien, når de ydre, demokratiserede sociale former kræver bestemte overvejelser og valg af de enkelte mennesker. Artiklen redegør for Deweys demokratiteori, der hænger tæt sammen med hans socialpsykologiske forståelse af sociale processer som dynamisk

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28

Liesenberg, Katharina. "Die Radikalität alltäglicher Erfahrung. Zu John Deweys gesellschaftstheoretischen Voraussetzungen von Demokratie." ZPTh – Zeitschrift für Politische Theorie 15, no. 2-2024 (2025): 249–70. https://doi.org/10.3224/zpth.v15i2.05.

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John Dewey, US-amerikanischer Pragmatist des 20. Jahrhunderts, war nicht nur Pädagoge und Deliberationstheoretiker, sondern entwickelte mit seinem demokratischen Sozialismus auch eine Demokratietheorie, die die gesellschaftstheoretischen Voraussetzungen von politischer Demokratie reflektiert. Die Möglichkeit eines jeden Individuums neue Erfahrungen zu machen ist dabei die normative Grundlage von Demokratie. Weil Freiheit nur relational verwirklicht werden kann und damit in Abhängigkeit zu Machtstrukturen steht, plädiert Dewey im Angesicht der Arbeitsbedingungen des industrialisierten Kapitalis

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29

Cunha, Marcus Vinicius. "Experiência e afeto em Dewey: uma conexão orgânica." Educação em Foco 20, no. 2 (2016): 251. http://dx.doi.org/10.22195/2447-5246v20n220152930.

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Experiência é uma das noções mais importantes da concepção educacional desenvolvida no século XX, e John Dewey é o autor mais citado quando o assunto é experiência. Este trabalho analisa a noção de experiência na filosofia de John Dewey, focalizando especialmente o livro Experiência e educação. Esse exame é complementado por reflexões de Jim Garrison em Dewey and Eros e por alguns excertos de Arte como experiência de Dewey.

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30

Deledalle, Gérad. "Peirce og den amerikanske filosofi." Slagmark - Tidsskrift for idéhistorie, no. 16 (February 1, 2018): 43–55. http://dx.doi.org/10.7146/sl.v0i16.103608.

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USA har frembragt to store filosoffer: den ene, Charles S. Peirce, er filosoffernes filosof, den anden, John Dewey, er menigmands filosof. John Dewey, der fulgte Peirces timer på John Hopkins i 1882-84, fik rent umiddelbart praktisk taget intet ud af Peirces undervisningl.

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31

Arifin, Nur. "Pemikiran Pendidikan John Dewey." As-Syar'i: Jurnal Bimbingan & Konseling Keluarga 2, no. 2 (2020): 168–83. http://dx.doi.org/10.47467/as.v2i2.128.

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ABSTRACT According to John Dewey, education is a process of forming fundamental fundamental abilities, both concerning thinking (intellectually) and feeling power (emotionally), leading to human and ordinary human nature. Education as a rearrangement or reconstruction of various experiences and events experienced in an individual's life so that everything new becomes more focused and meaningful. John Dewey adheres to pragmatism. That is, the educational process is only about ideas that can be put into practice that are correct and useful. Ideas that exist only in ideas are also ind

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32

Arifin, Nur. "Pemikiran Pendidikan John Dewey." As-Syar'i: Jurnal Bimbingan & Konseling Keluarga 2, no. 2 (2021): 204–19. http://dx.doi.org/10.47467/assyari.v2i2.128.

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ABSTRACT According to John Dewey, education is a process of forming fundamental fundamental abilities, both concerning thinking (intellectually) and feeling power (emotionally), leading to human and ordinary human nature. Education as a rearrangement or reconstruction of various experiences and events experienced in an individual's life so that everything new becomes more focused and meaningful. John Dewey adheres to pragmatism. That is, the educational process is only about ideas that can be put into practice that are correct and useful. Ideas that exist only in ideas are also ind

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33

Waddington, David I. "John Dewey: Closet Conservative?" Paideusis 17, no. 2 (2020): 51–63. http://dx.doi.org/10.7202/1072430ar.

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Several well-known scholars, including Clarence Karier, Walter Feinberg, and Eamonn Callan, have offered arguments suggesting that John Dewey was more politically conservative than is generally thought. Karier and Feinberg base their respective cases on Dewey’s involvement with Polish community during World War I, while Callan relies heavily on some remarks offered in one of Dewey’s later works, Ethics. In the following account, it is suggested that neither of these analyses withstands careful scrutiny. In the case of the Polish affair, Karier and Feinberg are not able to marshal sufficient ev

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34

Radcliffe, Robert J. "CONFUCIUS AND JOHN DEWEY." Religious Education 84, no. 2 (1989): 215–31. http://dx.doi.org/10.1080/0034408890840206.

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35

Ernest, R. House. "Is John Dewey Eternal?" Educational Researcher 23, no. 1 (1994): 15–16. http://dx.doi.org/10.3102/0013189x023001015.

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36

Ilundáin-Agurruza, Jesús. "John Dewey—Experiential Maverick." Sport, Ethics and Philosophy 8, no. 3 (2014): 271–84. http://dx.doi.org/10.1080/17511321.2014.981360.

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37

Fallace, Thomas D. "Was John Dewey Ethnocentric?" Educational Researcher 39, no. 6 (2010): 471–77. http://dx.doi.org/10.3102/0013189x10379047.

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38

Thayer, H. S. "John Dewey 1859–1952." Royal Institute of Philosophy Supplement 19 (March 1985): 69–89. http://dx.doi.org/10.1017/s1358246100004537.

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It is generally agreed that the most influential philosophers in America are Charles S. Peirce, William James and John Dewey. James's fame came rather suddenly in the latter half of his life—roughly, from 1880 to 1910; it flourished with the appearance of his Principles of Psychology (1890) and shortly thereafter with his advocacy of pragmatism and radical empiricism. James was acclaimed in England and Europe as well as in America. Peirce, on the other hand, was almost entirely neglected; his work remained unknown to all but a few philosophers and his chief acknowledgment was as a scientist an

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39

Schneider, Jan-H. "John dewey in france." Studies in Philosophy and Education 19, no. 1-2 (2000): 69–82. http://dx.doi.org/10.1007/bf02764153.

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40

Thayer, H. S. "John Dewey 1859–1952." Royal Institute of Philosophy Supplement 19 (March 1985): 69–89. http://dx.doi.org/10.1017/s0957042x00004533.

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It is generally agreed that the most influential philosophers in America are Charles S. Peirce, William James and John Dewey. James's fame came rather suddenly in the latter half of his life—roughly, from 1880 to 1910; it flourished with the appearance of his Principles of Psychology (1890) and shortly thereafter with his advocacy of pragmatism and radical empiricism. James was acclaimed in England and Europe as well as in America. Peirce, on the other hand, was almost entirely neglected; his work remained unknown to all but a few philosophers and his chief acknowledgment was as a scientist an

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41

Accorsi, Fernanda Amorim, and Teresa Kazuko Teruya. "John Dewey no cinema." Novos Olhares 7, no. 2 (2018): 15–22. http://dx.doi.org/10.11606/issn.2238-7714.no.2018.149406.

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Este artigo problematiza o filme americano Além da sala de aula (Beyond the blackboard, EUA), de 2011, cuja história retrata a escola de um abrigo temporário em que estudam os filhos de pessoas que não têm onde morar. O filme evidencia o papel da professora Stacey Bess, interpretada pela atriz canadense Emily VanCamp. Nosso eixo de análise tem como base os princípios educativos discutidos no livro Vida e educação, de John Dewey. Objetivamos verificar, em especial, a prática docente, o comportamento dos alunos e os conceitos de educação e escola exibidos no filme e compará-los com os apresentad

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42

Martin, Estelle. "Chris Athey; John Dewey." Early Years Educator 10, no. 3 (2008): 24–26. http://dx.doi.org/10.12968/eyed.2008.10.3.29503.

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43

Halpern, Catherine. "John Dewey (1859-1952)." Sciences Humaines Les Essentiels, HS3 (2018): 50. http://dx.doi.org/10.3917/sh.hs3.0050.

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44

Luo, Qin. "John Dewey en Chine." Pratiques de formation / Analyses 45, no. 1 (2003): 145–53. https://doi.org/10.3406/pfa.2003.910.

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45

Ratnasari, Desy. "KONSEP PRAGMATISME JOHN DEWEY DAN RELEVANSINYA BAGI PENDIDIKAN DI MTS SYAMSUL ARIFIN KABUPATEN PASURUAN (Studi Literasi Pada Konsep Pragmatisme John Dewey)." MAHARSI 5, no. 1 (2023): 43–59. http://dx.doi.org/10.33503/maharsi.v5i1.2699.

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   John Dewey merupakan salah satu tokoh filsafat pragamatis, yaitu paham yang berusaha menengahi tradisi empiris dan tradisi idealis, dan menghubungkan hal yang sangat berarti dalam keduanya. Khusus dalam hal pendidikan, pandangan pragmatis John Dewey menyatakan bahwa pendidikan diarahkan untuk menyelesaikan masalah yang saat ini muncul sehingga metode yang disarankan digunakan dalam pembelajaran adalah problem solving dan learning by doing. Melalui penggunaan metode problem solving dan learning by doing mengisyaratkan bahwa pendidikan adalah sebuah proses yang tidak memilik

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46

Hämäri, Severi. "John Deweyn kasvatusfilosofinen testamentti vihdoin suomeksi." Aikuiskasvatus 44, no. 1 (2024): 76–77. http://dx.doi.org/10.33336/aik.144398.

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John Dewey (1859–1952) kuulunee historian kolmen suurimman kasvatusfilosofin joukkoon Platonin ja Jean-Jacques Rousseaun rinnalle. Hänen poikkeuksellisen pitkä elämänsä mahdollisti vielä viirun vaille kahdeksankymmenvuotiaana katseen taaksepäin omaan uraan sekä sen vaikutukseen kasvatustieteelliseen keskusteluun ja koulun käytäntöihin Yhdysvalloissa. Viimeinen Deweyn elämän aikana julkaistu kasvatusfilosofinen teos, vuonna 1938 ilmestynyt Kokemus ja koulutus, on kriittinen kommentti 1930-luvun amerikkalaiseen aikalaiskeskusteluun, jossa konservatiivit yhä haikailivat vanhan perinteisen koulun

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47

Jerry, Aldridge, L. Kilgo Jennifer, Jepkemboi Grace, and Ruto-Korir Rose. "Matriarchs of Experimental and Progressive Education: Ten Women Who Influenced John Dewey." International Journal of Case Studies 3, no. 5 (2014): 01–07. https://doi.org/10.5281/zenodo.3522614.

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John Dewey (1859-1952), a father and pioneer of progressive education during the late 19th and early 20th centuries, continues to be the most acknowledged proponent of progressive and experimental education in the 21st century. Numerous documents have reported Dewey’s influence on educational leaders, including many women, during the 1900s and beyond. However, recent studies have shed new light on Dewey’s contributions to education and psychology. This article describes ten women who explicitly influenced the ideas of John Dewey and the practices of experimental education. These in

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48

Mendonça, Samuel, and José Aguiar Nobre. "A receptividade e a difusão do pensamento de John Dewey no Brasil entre 1930 e 1960." Revista Espaço Pedagógico 27, no. 1 (2020): 244–66. http://dx.doi.org/10.5335/rep.v27i1.10584.

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Ao comemorar, em 2019, 160 anos de nascimento do filósofo John Dewey, há interesse em saber como a sua filosofia tem sido explorada nas reflexões escolares no Brasil. Frente a isso, indaga-se: qual a receptividade do pensamento de John Dewey no Brasil e a difusão atual de suas ideias? A tarefa é árdua, no entanto, necessária, dadas as leituras e interpretações feitas no Brasil por meio do pensamento de John Dewey. O objetivo central do ensaio consiste em entender como e em que medida houve difusão do pensamento filosófico de John Dewey no Brasil bem como os desafios atuais para que a difusão d

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49

Rogacheva, Yelena. "American Makarenko and soviet Dewey: a search for pedagogical renewal." Espacio, Tiempo y Educación 8, no. 2 (2021): 5–17. http://dx.doi.org/10.14516/ete.539.

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The paper deals with educational legacies of John Dewey and Anton Makarenko – two outstanding educators who were named by Otto Anweiler the best in the XXth Century alongside with Maria Montessori and Georg Kershenshteiner. Having got the title of the «Teacher of Soviet teachers» Anton Makarenko, as well as John Dewey who was called «The Teacher of Teachers», both educators thought of a new concept of school and a new type of a teacher for the XXth century that still keep relevance in the XXI century. John Dewey’s democratic concept of school and its international significance as well as his n

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50

Nascimento, Edna Maria Magalhães. "A epistemologia pragmatista de John Dewey." Filosofia e Educação 14, no. 2 (2022): 119–44. http://dx.doi.org/10.20396/rfe.v14i2.8668377.

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Dewey desenvolveu um programa doutrinário que visa mostrar como o conhecimento se funda na experiência. Essa é a dimensão científico-naturalista da sua obra. Nesse sentido, o seu projeto consiste numa rigorosa argumentação contra as explicações em que a experiência e a natureza são apresentadas com base em distinções arbitrárias. Na obra, Reconstruction in Philosophy [Reconstrução em Filosofia], Dewey desenvolveu seu projeto metafísico de dimensão historicista, propondo uma reconstrução para a filosofia. Em Experience and Nature [Experiência e Natureza], ele apresentou uma visada científica pa

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