1,550 research outputs found
Classification décimale de Dewey et ses applications (La)
No full textLa Classification Décimale de Dewey (CDD) créée en 1876, est le mode de classement le plus utilisé dans le monde, alors qu’il a cent dix ans d’existence. Elle a été conçue par un homme, Melvil Dewey, et perpétuée par des équipes de spécialistes. Son utilisation a donné lieu à une bibliographie fleuve. Elle sert de base, sous une forme simplifiée, à la plupart des classements des CDI en France. Comment pourrait-on adapter la CDD aux nouvelles technologies dans l’intérêt du professionnel et de l’utilisateur
Proposed annual budget (Dewey-Humboldt, Arizona)
No full textabstract: A statement of the revenue and spending of the town of Dewey-Humboldt, including information about the previous fiscal year
Dewey Ward Correspondence
No full textEntries include the brief biographical information of a New York City author and her letter of reply to the Maine State Library that she had just been married and was moving to Paris, France, with a typed letter from the Maine State Library on receipt of Mrs. Dewey Ward Hervey\u27s novel set in Maine The Unsheltered for the Maine Author Collection
John Dewey\u27s Philosophy of Education Before Democracy and Education
No full textJohn Dewey\u27s Democracy and Education: An Introduction to the Philosophy of Education, was published in 1916. It is still the best-known work in philosophy of education by an American author, and has remained in print down to the present time. Democracy and Education differs from many texts in the philosophy of education in that it was not written merely as a philosophy to be applied to education. It was made possible in large part by Dewey\u27s participation in the Laboratory School at the University of Chicago from 1896 to 1904. Dewey\u27s own experience with faculty and students at that school is the life of education for which Democracy and Education gives testimony. This is true as well for Dewey\u27s shorter works on education written during and just after his involvement with the school, including School and Society, The Child and the Curriculum, and Moral Principles in Education. What is more, he was philosophy of education editor for Paul Monroe\u27s Cyclopedia of Education and contributed a total of 118 articles to the five volumes of that work, 1911-1913. Reprinted in Dewey\u27s Collected Works, these articles make up a total of 266 pages, sufficient for a volume in their own right. Looking at the articles alongside corresponding subject matter in Democracy and Education, one sees numerous examples of verbatim and slightly revised accounts of the former in the latter. When Dewey sat down to write Democracy and Education, he was well prepared by the work at the Laboratory School, his short books that were influenced by that work, as well as his thinking, teaching, and writing on related topics such as ethics, social theory, and logic
Dewey Prophet or Philosopher of Democracy?
No full textABSTRACT. The process of post-war reconstruction in Italy has been closely connected with the establishment in 1946 of the democratic republic, which required a deep cultural and political renewal. This implied different and innovative cultural references and models and a thorough transformation of educational models and practices, conceived as the most effective tools to cultivate new forms of citizenship. Within this framework Dewey’s thought proved to be a meaningful reference and an important role in the reception of his vision of education and democracy was played by Ernesto Codignola and his son Tristano who founded La Nuova Italia (the New Italy) publishing house based in Florence, and the journal Scuola e Città (Schooling and the City). As a matter of fact, La Nuova Italia was not simply a publishing house but rather the main tool of a cultural and political project aimed at “renewing” Italian culture. This was undertaken by means of a careful selection of authors who could represent new cultural references and could inspire an effective transformation of educational models and practices in order to sustain an effective political and social change. Democracy and Education was one of the first Dewey’s works to be translated and published within the series “Educatori Antichi e Moderni” (Ancient and Modern Educators) in 1949. The translation of Dewey’s masterpiece was carried out by Enzo Enriques Agnoletti, a scholar of Piero Calamandri and his successor in the direction of the monthly review “Il Ponte”, which was, as Norberto Bobbio points out, “the spokesman for an open, non doctrinaire democratic socialism” (Bobbio, 1995). Within this historical and cultural context, this was conceived mainly as a political operation, with the purpose of defining a shared ethical and political aim to be subsequently developed and translated into democratic forms of education and teaching for the construction of a new democratic citizenship. Democracy and Education has therefore become the core of a pedagogical “manifesto” and the reference textbook for the cultural, ethical and political formation of the following two generations of educational scholars and practitioners. As a matter of fact, it is true that in many cases, within the Italian educational debate, the approach to Dewey’s ideas has not been grounded in a philosophical and theoretical area of discourse, but rather in other practical areas, such as, for example, in an institutional or political field. This approach has progressively detached Dewey’s reasoning from the discursive context within which it was conceived as well as from the overall development of his thought. Moreover, the prevalent political focus of the first readings of Democracy and Education has, to a great extent, diverted Italian scholars from the core meaning of Dewey’s masterpiece, as a result divorcing the democratic and educational issues from the philosophical and epistemological ones. historical period in Italy) obscured Deweys’ critical positioning towards liberalism and did not contribute to sustain a thorough vision of the American philosopher’s thought (Baldacci, 2017). For this reason, Luciana Bellatalla is very critical of a ritual and simplified reading of Dewey’s thought which represents the American philosopher mainly as “the prophet of democracy” and of Democracy and Education as its “manifesto”, and highlights the necessity to read the book from an epistemic perspective, which allows us to see how it represents an epistemological turning point from an holistic to a systemic vision of the world, identifying the utopian tension which sustains Dewey’s reasoning (Bellatalla, 2017). Also Giuseppe Spadafora notes that, for an effective understanding of the whole meaning of the book it is necessary to focus symultaneusly on the philosophical, educational and political dimensions of Dewey’s reasoning (Spadafora, 2017). It is therefore important to promote a new and theoretical reading of Democracy and Education aimed at recovering its theoretical structure adn discover its implications for the construction of a democratic theory of education which is he ultimate goal envisaged by its author
La notion de croissance chez Dewey et Rorty
No full textThe notion of growth has two aspects: quantitative and qualitative. The first suggests addition, increase or physiological change. The second concerns enrichment and personal fulfilment; it is linked to the task of education. The American philosophers John Dewey and Richard Rorty agree in emphasising the necessary indeterminacy of the notion of 'growth' in order to leave evolutionary perspectives open. Their points of view diverge, however, when it comes to valorising the period of childhood. One emphasises the creativity and individuality of adolescence, while the other refuses to allow such a distinction. An analysis of the two conceptions of the 'ages of life allows the author to identify two philosophies of education. Richard Rorty wishes to foreground literary education and the relations between teachers and students. For him the notion of growth finds its real home in the university, whereas John Dewey highlights the importance of a general method applicable in all educational institutions. How accordingly do the two authors help us to appreciate the ideas of maturity and of personal and collective fulfilment? How do they offer an educational alternative and social choice based on their particular epistemological models
Was John Dewey Ethnocentric?
No full text In this historical study, the author explores the early racial and cultural views of John Dewey. The author argues that, during his years at the University of Chicago, when he wrote the majority of his works on education, Dewey considered American non-White minorities to be biologically equal to Whites but socially deficient. In particular, Dewey subscribed to two 19th-century conceptual frameworks that almost inevitably led him to such a conclusion: linear historicism and genetic psychology, which both relegated non-Western societies to the status of prior steps toward the developed status represented by the industrialized West. However, working within these broad ethnocentric conceptual frameworks, Dewey forged important new positions on the social-scientific issues of latent biological potentials and the doctrine of the inheritance of acquired characteristics (i.e., neo-Lamarckianism). </jats:p
George Dewey Clyde and his secretary, Sarah DeBruin
No full textGeorge Dewey Clyde (Republican) served as Utah\u27s Governor from 1957-1965
Dewey on The Emotions
No full textDewey on The Emotions
This paper explores John Dewey's theory of the emotions and his reasons for developing it. The author considers two competing accounts for why Dewey might have developed his theory: one based on his attempt to clarify rationality and one based on his attempt to make us morally responsive agents to nature. After a close examination of key texts, the author concludes that Dewey's theory is designed to make us morally responsive. Dewey's theory of the emotions serves his purpose of arguing for our re-union with nature, in a manner similar, in fact, to Hegel, with the addition that Dewey makes it our express goal to be concerned for nature in our return to it.</jats:p
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