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Schools of to-morrow
A classic "experimental" education by the Columbia University Professor and philosopher, written in collaboration with his daughter at the beginning of the 20th century. It was hailed at its publication in 1915 as "the most significant and informing study of educational conditions that has appeared in twenty years." According to the author: "What actually happens when schools start out to put into practice, each in its own way, some of the theories that have been pointed out as the soundest and best since Plato." A classic work in the history of American education.
Dewey
John Dewey (1859 - 1952) was the dominant voice in American philosophy through the World Wars, the Great Depression, and the nascent years of the Cold War. With a professional career spanning three generations and a profile that no public intellectual has operated on in the U.S. since, Dewey's biographer Robert Westbrook accurately describes him as "the most important philosopher in modern American history." In this superb and engaging introduction, Steven Fesmire begins with a chapter on Dewey’s life and works, before discussing and assessing Dewey's key ideas across the major disciplines in philosophy; including metaphysics, epistemology, aesthetics, ethics, educational philosophy, social-political philosophy, and religious philosophy. This is an invaluable introduction and guide to this deeply influential philosopher and his legacy, and essential reading for anyone coming to Dewey's work for the first time.
Dewey & the Dilemma of Race
This historical study traces how John Dewey, as did most of his contemporaries, struggled with the major dilemma of how to reconcile evolution, pedagogy, democracy, and race. In an original and provocative presentation, the author seeks to capture Dewey's original meaning by placing him in his own intellectual and cultural context. Fallace argues that Dewey created an ethnocentric curriculum at the famous University of Chicago Laboratory School (1896–1904) that traced the linear development of Western civilization and pointed to it as the cultural endpoint of all human progress. However, in the years following the First World War, Dewey reconstructed his orientation into an interactionist-pluralist view that recognized how a diversity of cultures was a necessity for democratic living and intellectual growth. Dewey and the Dilemma of Race is the first comprehensive intellectual biography to trace the development of Dewey's educational views. Filling an important gap in our understanding of Dewey's thinking on culture and race, this book will be of interest to a broad range of educators, historians, philosophers, and scholars.
Literacies
An introduction to literacy pedagogy within today's new media environment.
Catalog of Copyright Entries. New Series
Includes Part 1, Books, Group 1, Nos. 1-12 (1940-1943)
Self, War, and Society
George Herbert Mead (1863-1931) is a founding figure in the field of sociology. His stature is comparable to that of his contemporaries Emile Durkheim and Max Weber. Mead's contribution was a profound and unique American theory that analyzed society and the individual as social objects. As Mead saw it, both society and the individual emerged from cooperative, democratic processes linking the self, the other, and the community. Mary Jo Deegan, a leading scholar of Mead's work, traces the evolution of his thought , its continuity and change. She is particularly interested in the most controversial period of Mead's work, in which he addressed topics of violence and the nation state. Mead's theo...
Chinese and Americans
Chinese–American relations are often viewed through the prism of power rivalry and civilization clash. But China and America’s shared history is much more than a catalog of conflicts. Using culture rather than politics or economics as a reference point, Xu Guoqi highlights significant yet neglected cultural exchanges in which China and America have contributed to each other’s national development, building the foundation of what Zhou Enlai called a relationship of “equality and mutual benefit.” Xu begins with the story of Anson Burlingame, Abraham Lincoln’s ambassador to China, and the 120 Chinese students he played a crucial role in bringing to America, inaugurating a program of...
Let Me Finish
Essays from the award-winning New Yorker writer and author of This Old Man: “Witty, worldly, deeply elegiac, and…heartbreaking.”—The Boston Globe For more than fifty years, as both editor of and contributor for The New Yorker, Roger Angell has honed a reputation as a master of the autobiographic essay—sharp-witted, plucky, and at once nostalgic and unsentimental. In Let Me Finish, Angell reflects on a remarkable life (while admitting to not really remembering the essentials) and on its influences large and small—from growing up in Prohibition-era New York, to his boyhood romance with baseball, to crossing paths with such twentieth-century luminaries as Babe Ruth, John Updike, Joe...
The Promise of Progressivism
Textbook
Becoming John Dewey
As one of America's "public intellectuals," John Dewey was engaged in a lifelong struggle to understand the human mind and the nature of human inquiry. According to Thomas C. Dalton, the successful pursuit of this mission demanded that Dewey become more than just a philosopher; it compelled him to become thoroughly familiar with the theories and methods of physics, psychology, and neurosciences, as well as become engaged in educational and social reform. Tapping archival sources and Dewey's extensive correspondence, Dalton reveals that Dewey had close personal and intellectual ties to scientists and scholars who helped form the mature expression of his thought. Dewey's relationships with F. M. Alexander, Henri Matisse, Niels Bohr, Myrtle McGraw, and Lawrence K. Frank, among others, show how Dewey dispersed pragmatism throughout American thought and culture.
