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Dewey's metaphysics and the self
Studies in Philosophy and Education, 1995In “Self Realization as the Moral Ideal” (1893), John Dewey announced his intention to banish metaphysics from “ethical science.” The reason was that metaphysics “seems to solve problems in general, but at the expense of the practical problems which alone really demand or admit action“ (EW 4: 53).2 Practical problems, Dewey believed, require empirical ...
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Educational Researcher, 1994
The difference between Mr. Woodbridge and myself ... is not that he believes in the existence of things antecedent to knowledge and I do not; we differ in our beliefs as to what the character of the antecedent existences with respect to knowledge is. While Mr.
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The difference between Mr. Woodbridge and myself ... is not that he believes in the existence of things antecedent to knowledge and I do not; we differ in our beliefs as to what the character of the antecedent existences with respect to knowledge is. While Mr.
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Dewey and Feminism: The Affective and Relationships in Dewey's Ethics
Hypatia, 1993Dewey provides an ethics that is committed to those aspects of experience that have been associated with the “feminine.” In addition to an argument against the devaluation of the affective and of concrete relationships, we also find in Dewey's ethics a thoughtful appreciation of how and why these things are essential to our moral life.
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Contemporary Pragmatism, 2016
It is simply a fact that it is not in the same intention that Dewey relates to Hegel in a programmatic article such as “The Present position of Logical Theory,” in his Lectures on Hegel’s Philosophy of Spirit, in his Lectures on the Logic of Hegel, and in the articles collected in The Influence of Darwin on Philosophy.
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It is simply a fact that it is not in the same intention that Dewey relates to Hegel in a programmatic article such as “The Present position of Logical Theory,” in his Lectures on Hegel’s Philosophy of Spirit, in his Lectures on the Logic of Hegel, and in the articles collected in The Influence of Darwin on Philosophy.
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Studies in Philosophy and Education, 2000
The present article on John Dewey aims at pursuing the traces of the reception of Dewey’s work in France. It is intended as a survey of the writers who have taken note of Dewey and his ideas, and is meant to function as a sort of additive inventory, with no claim to comprehensiveness.
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The present article on John Dewey aims at pursuing the traces of the reception of Dewey’s work in France. It is intended as a survey of the writers who have taken note of Dewey and his ideas, and is meant to function as a sort of additive inventory, with no claim to comprehensiveness.
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2010
In his 1930 foreword to Human Nature and Conduct, Dewey wrote: “In the eighteenth century, the word Morals was used in English literature with a meaning of broad sweep. It included all the subjects of distinctly humane import, all of the social disciplines as far as they are intimately connected with the life of man and as they bear upon the interests ...
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In his 1930 foreword to Human Nature and Conduct, Dewey wrote: “In the eighteenth century, the word Morals was used in English literature with a meaning of broad sweep. It included all the subjects of distinctly humane import, all of the social disciplines as far as they are intimately connected with the life of man and as they bear upon the interests ...
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Development of John Dewey’s educational philosophy and its implications for children’s education
Policy Futures in Education, 2021Yi-Huang Shih
exaly