Dewey's Vivisection of the Logical ProcessLogic: The Theory of Inquiry. John Dewey

1939 ◽  
Vol 6 (1) ◽  
pp. 115-122 ◽  
Author(s):  
Jerome Nathanson
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

Dewey and Higher Education

2018 ◽  
pp. 392-410
Author(s):  
Leonard J. Waks
Keyword(s):  
Higher Education ◽  
John Dewey ◽  
Final Stage ◽  
Logical Theory ◽  
Close Attention ◽  
The Third ◽  
The Moment ◽  
The University ◽  
Theory Of Inquiry

While John Dewey wrote relatively little about higher education, he had a well-developed and largely unexplored conception of the university, grounded in his three- stage account of thought or inquiry as developed in Studies in Logical Theory and further developed in Logic: Theory of Inquiry. The first stage is antecedent to inquiry proper, residing in the situations of living that evoke thought. The second is inquiry proper, where data or immediate materials are subjected to systematic thought to yield judgment. The third is the moment after thought has considered its data and reached its result and brought it forth in situations of living as transformed by this new element. This final stage, is the “objective of thought” but lies outside of the context of inquiry proper. This chapter, building on the Dewey corpus, explains that conception, with close attention to university-based research, teaching, and service.

John Dewey: The Later Works, 1925-1953. Volume 12: 1938, Logic: The Theory of Inquiry. Edited by Jo Ann Boydston

1989 ◽  
Vol 66 (2) ◽  
pp. 159-160
Author(s):  
Lee C. Rice ◽  
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

Logic: The Theory of Inquiry. By John Dewey . (London: George Allen & Unwin, Ltd. 1939. Pp. viii + 546. Price 18s. net.)

Philosophy ◽  
1939 ◽  
Vol 14 (55) ◽  
pp. 370-371
Author(s):  
W. Kneale
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

Logical Forms

1988 ◽  
pp. 178-196
Author(s):  
Raymond D. Boisvert
Keyword(s):  
John Dewey ◽  
Previous Literature ◽  
Specific Topic ◽  
Late Book ◽  
The Subject ◽  
Experimental Logic ◽  
Theory Of Inquiry

This chapter cites John Dewey’s Logic: The Theory of Inquiry and argues that it holds a special prominence in regard to the issue of forms. This stems from two facts: as a text on logic, it returns to the subject John Dewey treated in 1916 when he published the Essays in Experimental Logic; and as a late book in his career, it follows those that were studied in Dewey’s previous literature. The chapter unravels Dewey’s growing appreciation of the need to situate properly the permanent or stable dimensions of existence. It is this dimension which is encapsulated in the concept of form. The chapter shows that the specific topic in Logic is logical forms, but here Dewey’s analysis builds on the more generalized interpretation.

Logic, the Theory of Inquiry. John Dewey

Ethics ◽  
1939 ◽  
Vol 50 (1) ◽  
pp. 98-102
Author(s):  
W. H. Werkmeister
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

Discovering John Dewey in the Twenty-First Century

2017 ◽  
Author(s):  
C. Gregg Jorgensen
Keyword(s):  
John Dewey ◽  
First Century ◽  
Twenty First Century

The Skeptic and The Madman: The Proto‐Pragmatism of Thomas Reid

2006 ◽  
Vol 4 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Erik Lundestad
Keyword(s):  
Common Sense ◽  
John Dewey ◽  
Charles Sanders Peirce ◽  
The Other ◽  
Thomas Reid ◽  
Other Hand

Even though the philosophy of common sense is not justifi able as such, the assump- tion upon which it rests, namely that there are things which we are not in position to doubt is correct. The reason why Thomas Reid was unable to bring this assumption out in a justifi able manner is that his views, both on knowledge and nature, are to be considered dogmatic. American pragmatists such as Charles Sanders Peirce and John Dewey on the other hand, may be seen as offering us a ‘critical’ and post-Darwinian philosophy of common sense.

John Dewey

2019 ◽  
Author(s):  
Lana F. Rakow
Keyword(s):  
John Dewey

Retratos de un naturalista: una exploración de la cosmovisión de John Dewey

2005 ◽  
Vol 5 (2) ◽  
pp. 101-107
Author(s):  
Raúl Lozano Rivera
Keyword(s):  
John Dewey

Como lo plantea su título, el presente artículo pretende explorar las características y rasgos propios de la cosmovisión de Dewey, asumiendo la importancia de sus implicaciones en el campo educativo. Desarrolla concretamente las respuestas de Dewey a las grandes preguntas de la cosmovisión: ¿Cuál es la realidad primordial –lo verdaderamente real–? ¿Cuál es la naturaleza de la realidad externa, es decir, del mundo que nos rodea? ¿Qué es un ser humano? ¿Cómo es posible llegar a conocer algo? ¿Cómo podemos saber lo que es correcto y lo que es incorrecto? ¿Cuál es el significado de la historia? A partir de tales respuestas, el artículo reflexiona sobre el naturalismo de la postura de Dewey desde una perspectiva cristiana de la educación.

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