DEMOKRATIE UND SCHULE nach John Dewey (German Edition)

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Peirce's Theory of Abduction. An Introduction to Peirce's Philosophy interpreted as a System. Allen and Unwin, Peirce interpreted as a system. Fisch, Max Harold, ed. Peirce, Semiotic, and Pragmatism. Charles Sanders Peirce -- Justice Holmes, the prediction theory of law, and pragmatism -- Evolution in American philosophy -- Peirce at the Johns Hopkins University -- Alexander Bain and the genealogy of pragmatism -- Some general characteristics of American philosophy -- Chronicle of pragmaticism, -- Philosophical clubs in Cambridge and Boston -- Peirce's triadic logic -- Peirce's progress from nominalism toward realism -- Vico and pragmatism -- Peirce's Arisbe: Peirce Peirce's theory of signs as foundations for pragmatism.

The Hague, Mouton, A Critique of John Dewey's theory of nature and the knowledge of reality in light of the principles of Thomism. Catholic University of America Press, Flower, Elizabeth, and Murray G. A History of Philosophy in America. A Hundred Years of Psychology, Toward a Reconstruction of Religion: Self, God, and Immortality: Temple University Press, The common sense from Heraclitus to Peirce: The Golden Age of American Philosophy.

Lewis, and Morris Cohen.

Three Historical Philosophies of Education: Religion and Radical Empiricism. Experiences, justification, and theism -- Chapter 2: Shaking the foundations of empiricism -- Chapter 3: Radical empiricism in religious perspective -- Chapter 4: Radical empiricism in metaphysical perspective.

The Relevance of Charles Peirce. Social pragmatism, a study in the pragmatic approach to problems of conduct. Pragmatizm SShA, ego proiskhozhdenie, sotsialnye i teoreticheskie korni, reaktsionnaia i antinauchnaia sushchnost; kriticheskie zametki. John Dewey in Perspective. Oxford University Press, The Ecological Approach to Visual Perception. Lawrence Erlbaum Associates, John Dewey's Philosophy of Value. Excellence in Public Discourse: Teachers College Press, Peirce ed il pragmatismo americano.

Kriticheskii analiz pragmatistskoi estetiki D. Knowledge and Human Interests. What is scientific realism? A surrogate for truth. Speculation, calculation, models, approximations. The creation of phenomena. Experimentation and scientific realism. The Semeiosis of Poetic Metaphor. Social Theory in the Pragmatic Attitude. John Dewey's Challenge to Education: Historical Perspectives on the Cultural Context.

Value Theory and the Behavioral Sciences. Handy, Rollo, and E.

Pragmatism Cybrary

Useful Procedures of Inquiry. Behavioral Research Council, A Current Appraisal of the Behavioral Sciences. The Correspondence between Charles S. Peirce and Victoria Lady Welby. Communal Certainty and Authorized Truth: Swets and Zeitlinger, Willett, Clarke and Co. Creativity in American Philosophy. From colonial beginnings to philosophical greatness -- 2. Jonathan Edwards on God and causality -- 3. Some early American critics of determinism: Samuel Johnson, Ethan Allen, a noble unitarian -- 4.

Emerson's secularized Calvinism and Thoreau's approach to anarchism -- 5. James's empirical pragmatism -- 6. Royce's mistakes and achievements -- 7. A revision of Peirce's categories -- 8.

The down-to-earth activism of John Dewey -- 9. Whitehead's revolutionary concept of prehension -- Santayana's skeptical eclecticism -- Mead's social psychology and philosophy of the present -- Hocking and Perry on idealism -- Lewis on memory, modality, and the given -- Cohen and Sheldon on polarity -- Blanshard's necessitarianism -- Brightman's theory of the given and idea of God -- Pepper and McKeon on philosophical systems -- Montague's animistic materialism and promethean religion -- Weiss's phenomenology of religion -- Adler's neo-aristotelianism -- Roy and Wilfrid Sellars on quality and structure -- Quine, philosophical logician -- Tillich's philosophical theology -- Rorty's pragmatism and farewell to the age of faith and enlightenment -- Neville on creation and Buchler on natural complexes -- Nozick's indecisive dialectic and the meaning of life -- Time and Reality in American Philosophy.

Hendel, Charles William, ed. John Dewey and the Experimental Spirit in Philosophy. Liberal Arts Press, Four lectures delivered at Yale University commemorating the th anniversary of the birth of John Dewey. Southern University Press, Contemporary Theories of Knowledge. Charles Scribner's Sons, Social Darwinism in American Thought. University of Notre Dame Press, Philosopher of Science and Freedom.

John Dewey and the spirit of pragmatism, by H. Cork,--Dewey in Mexico, by J. Pragmatism and the Tragic Sense of Life. Consciousness in New England: From Puritanism and Ideas to Psychoanalysis and Semiotic. Johns Hopkins University Press, Horowitz, Irving Louis, ed. Power, Politics, and People: The Collected Essays of C. Horowitz, Irving Louis, and H. Ethics, Science, and Democracy: The Philosophy of Abraham Edel. John Dewey and the Struggle for World Peace. Toward a Democratic Education.

books on pragmatism, 1941-1989

College of Education, Ohi State University, Institute for Studies in Pragmaticism, ed. Studies in Peirce's Semiotic: The Pragmatic Conception of Justice. University of California Press, Werkes von George Herbert Mead. A Contemporary Re-examination of his Thought. The Pragmatic Meaning of God.

Marquette University Press, Johnson, Allison Heartz, ed. The Wit and Wisdom of John Dewey. The Cult of Uncertainty. The Conduct of Inquiry: Methodology for Behavioral Science. The Dewey Experiment in China: Kellogg, Frederic Rogers, ed. The Formative Essays of Justice Holmes: The Making of an American Legal Philosophy. Charles Sanders Peirce und der Pragmatismus. Pragmatism and American Culture. Kennedy, Gail, and Milton R.

Logic and the Classification of the Sciences. McGill-Queen's University Press, The Phenomenological Sense of John Dewey: Proceedings of the C. Peirce Bicentennial International Congress. Texas Tech Press, Vandamme -- "Man Is a Sign": Ketner, Kenneth Laine, et al. A Comprehensive Bibliography and index of the published works of Charles Sanders Peirce with a bibliography of secondary studies. Philosophy Documentation Center, Peirce's Method of Methods. Teachers College of Connecticut, Associated University Presses, Krikorian, Yervant Hovhannes, ed.

Naturalism and the Human Spirit. The Rise of American Philosophy. From Jonathan Edwards to John Dewey. Notion of Truth in Buddhism and Pragmatism. Decision and the Condition of Man. The Fullness of Life. Prometheus Books; New York: An Affirmative Philosophy of Life. In Defense of Secular Humanism. A Critique of Religion and the Paranormal. The Ethics of Humanism. Reprinted as Living without Religion American Philosophy in the Twentieth Century: A Sourcebook from Pragmatism to Philosophical Analysis.

Philosopher of Democracy and Humanism. The impact of Sidney Hook in the twentieth century. Sidney Hook the man. Konvitz -- Sidney Hook: Cahn -- Issues in ethics, humanism, and human nature. Johnson, Mark, and George Lakoff. Metaphors We Live By. Pragmatic Essays in Metaphysics. University of South Carolina Press, John Dewey at Ninety. League for Industrial Democracy, Addresses and greetings on the occasion of Dr.

The New Radicalism in America: Progress and Its Problems: Toward a Theory of Scientific Growth. John Dewey and the World View. Percepts, Concepts, and Theoretic Knowledge. A Study in Epistemology. Memphis State University Press, Hoffmann und Campe, Columbia University Press Dewey -- Instrinsic good: Rice -- Criticisms and rejoinders.

The Religious Investigations of William James. University of North Carolina Press, Freud and Dewey on the Nature of Man. Mind and the World-Order: Outline of a Theory of Knowledge. An Analysis of Knowledge and Valuation. The Ground and the Nature of the Right. Studies in Ethics , ed. Stanford University Press, Collected Papers of Clarence Irving Lewis , ed. John Goheen and John Mothershead, Jr.

David, and Richard L. American Sociology and Pragmatism: Mead, Chicago Sociology, and Symbolic Interaction. The Four Faces of Man: Izd-vo inostrannoi lit-ry, Reason, Experience and the Moral Life: Ethical Absolutism and Relativism in Kant and Dewey. The Philosophy of Alain Locke: Harlem Renaissance and Beyond , ed. An Introduction to His Philosophy. The Thirteen Pragmatisms and Other Essays. The Appeal to Immediate Experience: Philosophic Method in Bradley, Whitehead, and Dewey. The Frontiers of Philosophy and Theology, The Philosophical Writings of Chauncey Wright: New York, Liberal Arts Press, Chauncey Wright and the Foundations of Pragmatism.

Formalism, Degradation, and Pragmatism. The Heritage of Progress. Progress, Experience, and History. Culture and Cultural Entities. Reconciling the Natural and the Human Sciences. Reconciling Realism and Relativism. Reprinted, London and New York: Introduction -- The nature and strategies of relativism -- Historicism and universalism -- Objectivism and relativism -- Rationality and realism -- Realism and relativism -- The legitimation of realism -- Pragmatism without foundations -- A sense of rapprochement between analytic and continental European philosophy -- Cognitive issues in the realist-idealist dispute -- Skepticism, foundationalism, and pragmatism -- Scientific realism as a transcendental issue -- Epilogue: Reconciling Science and Narrative.

Philosophy of Education in New Zealand. New Zealand Association for Research in Education, Logic, Language, and Metaphysics. New York University Press, Peirce's Logic of Relations and other studies. Peter De Ridder Press, Dordrecht, Holland and Cinnaminson, N. Process and Structure in Philosophy and Religion. Naturalistic Philosophies of Experience: Quest for an American Sociology: Park and the Chicago School.

A Critical Pragmatic Perspective. Bergin and Garvey, A History of American Thought: Public Schools and Moral Education: The Culture of Experience: Philosophical Essays in the American Grain. Reflections on the History and Philosophy of American Culture. Edited by Andrew Reck. The Individual and the Social Self: Unpublished Work of George Herbert Mead. Edited by David L.

Education between Two Worlds. Contains "The pragmatic episode--a study of John Dewey" pp. Essays in memory of F. Amerikanskii pragmatizm; lektsii, prochitannye na Filosofskom fakul'tete Moskovskogo gosudarstvennogo universiteta. Charlz Pirs i pragmatizm: John Dewey and Modern Education, and other Essays. Self, Language, and the World. University of Texas Press, The American Spirit in Theology. United Church Press, The Higher Learning in America.

Literary Theory and the New Pragmatism. Toward Uncritical Practice - Jonathan Crewe. Intentionless Meaning - William C. A Reply to Richard Rorty: Peirce, James and Dewey. Dewey and His Critics: Essays from the Journal of Philosophy. Journal of Philosophy, Charles Sanders Peirce et la semiotique. Universite de Neuchatel, Six Theories of Mind. University of Chicago, Logical Positivism, Pragmatism and Scientific Empiricism.

Preface to a World Religion. Signs, Language and Behavior. Varieties of Human Value. A Study of the Relations of Signs and Values. The Pragmatic Movement in American Philosophy. Writings on the General Theory of Signs. The Message of a Modern Mind. Amerikanische Philosophie , 2nd edn. Pragmatism, its Sources and Prospects. State Department of Public Instruction The Inland Educator 8 July , S. American Monthly Review of Reviews 21 , S.

Proceedings of the National Educational Association , S. American Monthly Review of Reviews 28 , S. Co-operative Printing Society The principle becomes false when it loses sight of the ideal factor, the element of knowledge required for doing; and when it implies that the doing be merely habitual or mechanical. It, therefore, requires a supplement: Learn to do by knowing. We might combine the maxims, and say: Learn to know by doing, and to do by knowing.

An Introduction to the Principles and Practice of Education. Daher erscheint das Werk auch nicht in den Gesammelten Werken. Doch das ist nicht korrekt, wie Briefe Deweys bezeugen und Jane Dewey in der autorisierten Biographie ihres Vaters von bereits festgestellt hat. Educational Publishing Company The Early Works of John Dewey, Southern Illinois University Press Biography of John Dewey. The Philosophy of John Dewey. Open Court , S. To learn by doing something is to learn with the full help of instincts.

The young do not learn to write by writing, but by reading and hearing. To become a good writer one must read, feel, think, experience, until he has something to say that others want to hear. Principles of Teaching Based on Psychology. Democracy and Social Ethics. You can do a thousend things without learning anything while doing them. When doing becomes automatic you cease to learn by the doing. The fact that you are doing a thing well does not signify that by doing a thing well you are learning anything by the doing of it, but rather that you are no longer learning to do it by doing it.

Proceedings of the Music Supervisors' National Conference Dort lautet der entsprechende Satz: The Middle Works of John Dewey, Experience and the Empirical []. Lectures to the Federation for Child Study []. Schools of Tomorrow []. Democracy and Education []. The Theory of the Chicago Experiment []. The Later Works of John Dewey, Why do progressive educators think they alone are carrying the torch? The Revolution in Education. University of Chicago Press The important things are the ideas that a man puts into his doing.

Unintelligent doing will result in his learning the wrong thing. Lernen durch Beobachtung und Imitation. Doing was to go hand in hand with reading, reflecting and remembering. The Laboratory School of the University of Chicago Georg Kerschensteiner , former director of state schools in Munich from , was honorary professor at the University of Munich from He is regarded as the nestor of the German vocational school and the idea of the work school in the public education system, which he realized in the elementary schools of Munich.

In the years before World War I he travelled to the USA, where he became familiar with the conditions school and education. Since then he was friends with John Dewey. He did not deny a certain backwardness of public education in America and the lower standards at American universities — not least by citing self-critical voices from the USA. On the other hand, he stressed the rapid progress made by the US education system.

Kerschensteiner recommended German government agencies to learn from the Americans, and he recommended a constant exchange of experience between German and American educators Kerschensteiner, , p. Hylla had grown up in Silesia. He became school superintendent of Eberswalde near Berlin ; in he moved to the Prussian Ministry of Education. In fact, there was a need on the German side to learn from America and its pedagogy. In , Hylla made the first contacts relevant to the American journey of German educationalists.

As Bittner , 88, Fn. Especially lasting and strong were the relationships that were able to be established with the American school system […]. He first visited the ZEU in in the course of his studies on German pedagogy. The study trip was conducted by Thomas Alexander in and was reciprocated by a pedagogical study trip to the United States of about 30 [actually 25; H. Even before the First World War he had been interested in reform pedagogy in Europe. First, he was in Turkey, then in Germany. Until the war started he traveled more than once to Germany to study school and education.

He worked from to at George Peabody College in Nashville Tennessee , and in he earned a PhD degree with a historical study of the Prussian school system, a work that is still hard to surpass and set standards Alexander, Apart from his long-time academic friend William F. Counts, Harold Rugg and William C. He was an intern at the University school in Jena, which had the status of an experimental school. Inspired by the visits of Prof. Hilker and Petersen did this in as members of a delegation of 25 school principals and experts in school administration from all over Germany.

Daniela Bartholome examined the network of the Berlin university philosopher Friedrich Paulsen with his friends at American colleges and universities. In the era of the German Empire, studying in Germany was much more popular than studying in France and England for American students Bartholome, ibid. The idea of the German university had influenced the development of higher education in the USA. The official visit of German educators to the USA on an institutional level in was preceded three quarters of a year earlier by contacts between American educators and colleagues from German-speaking countries and regions.

A large number of educators from the USA — to be exact Koslowski, , p. From several sources Kluge, ; Retter, , p. Washburne Winnetka and Marietta Johnson Fairhope. Petersen was to introduce this at the time at his Jena University School Petersen, , p. The PZ published the main lectures of the Locarno Conference from 3rd to 15th August in advance:.

He headed the foreign department of the ZEU in Berlin, a pedagogical centre in the Weimar Republic whose importance for the dissemination of new pedagogical developments internationally and in Germany through teacher training, courses and public relations work in the Weimar Republic can hardly be underestimated in detail, Tenorth, The PZ published essays by leading experts from educational science and practice and informed about all new pedagogical developments including school legislation, advanced training courses, pedagogical conferences — in Germany and internationally.

But already in the years before, the PZ had occasionally published essays and book reviews about the education system in the USA. Kilpatrick was 13 years older than Petersen, who was 25 years younger than Dewey. Petersen told his wife, Else, about the American-German welcoming evening in a letter:. First, old John Dewey spoke, wisely philosophically from the silent world of ideas.

Thorndike also spoke to us. An academic highlight was the participation of the German group in the conference of American university teachers at the TCCU on general problems of education in the USA. Hilker reported to his German readers in the PZ:. At the opening ceremony, the member of our study society Prof. Yesterday, April 4th, was a serious day for me; they had me as — first speaker on the program of the 1st National Americ.

Conference of Education — I had after the first words my full rest; spoke slowly, clearly, with warmth etc. The German group completed a round trip of many weeks through a large number of schools and educational training centers in the USA. Friedrich Schneider and Peter Petersen had an invitation from Peabody College in Nashville to hold summer school courses, arranged by Alexander.

Butler, Nobel Peace Prize winner, was a widely educated philosopher. After receiving his doctorate in , he had studied in Berlin and Paris. For him, the American-German contact with professors was the resumption of a great tradition of Columbia University and the TCCU, which he himself had initiated decades ago. As a student at Berlin University, Butler had a friendly relationship with the German philosopher Friedrich Paulsen until his death. This is shown by their correspondence which had existed since The fact that Paulsen had a direct influence on Columbia is confirmed by a completely different source in the welcoming statement of the Associate Dean of the Faculty of Philosophy, Robert H.

Fife Professor of German Language:. Welcome address excerpt , Prof. Fife, Columbia University, This is the necessary and indissoluble combination of teaching and research. This crowning characteristic of German universities, which Friedrich Paulsen once described with unforgettable eloquence, is in fact the working principle of all larger US universities […] Fife, , p. This was not least achieved by the appointment of John Dewey to Columbia University, although Dewey worked much more on philosophical than on educational topics in New York.

German-friendly or neutrality-oriented tendencies at his university. After the end of the war he promoted the resumption of relations with the universities in the Weimar Republic. One reason why the Teachers College had been established in the first place was the experience of American liberals who had gone to Germany; they found German educationalists imaginative, open-minded, and kindly and German schools old-fashioned, rigid and brutal Ryan, , p.

The Dewey biographer Ryan was right. The law and order rule in the educational system of Prussia, which was the mirror of a monarchic estate society until , was mentioned also by Alexander , preface. In the elementary schools, but not everywhere in grammar school , this situation was overcome in the political system of the Weimar Republic. Here one could find a strong interest on the part of many teachers in ideas of New Education. The detailed travel plan of the American pedagogues for their study stay in Germany from 17th June to 28th July appeared in the PZ , p.

The American travel groups were not isolated but integrated into the diversity of German educators in the individual provinces. The University School in Jena is not mentioned as a place of visit. For the end of August , the PZ had drawn attention to an offer of lectures by American lecturers, with the title: The lecture series took place at the Pedagogical Institute Mainz under Prof. Erich Feldmann PZ, , p.

The success of this 6event is reflected in the number of 1, participants Retter, , p. One month earlier, from 17th — 28th July, , the American study trip had taken place in Germany. At that time, in , Petersen held a visiting professorship in Chile; he could neither welcome his American colleagues in Mainz, nor the study group from the USA that found out about the German education system in July US specialists interested in the reform of education showed a great deal of interest in European reform concepts after the crisis of progressive education had become reality in their own country.

On Monday of 7thth our guests were present in all groups of students. It had been set up so that we could have lunch together. A guided tour through the home by Dr. Windweh and the visit of a small drawing exhibition by Mr. Beckmann lasted about 4 hours. So, we still had enough time to visit the Schiller House and the Goethe House in Weimar, and at the end we walked through the park. On Tuesday they again were present in our school […] University Archive Jena. Stock S I, No. In PZ, 10, p. In the PZ the official announcement was as follows:.

Study trip of American education specialists to Germany — Source: PZ, 11, , p. It is indicated that Prof.

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