John Dewey | ScienceGate

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.

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John Dewey on the ‘Practical Character of Reality’: A Further Contribution to A. Reck’s ‘John Dewey’s Idea of Ultimate Reality and Meaning’ (URAM 16: 45–55)

Ultimate Reality and Meaning ◽

10.3138/uram.21.2.144 ◽

1998 ◽

Vol 21 (2) ◽

pp. 144-155

Author(s):

Thomas M Jeannot

Keyword(s):

John Dewey ◽

Ultimate Reality

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

RIEE | Revista Internacional de Estudios en Educación ◽

10.37354/riee.2005.053 ◽

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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Pobres diablos: José Gaos, John Dewey y la metafísica made in USA

Diánoia Revista de Filosofía ◽

10.21898/dia.v59i72.99 ◽

2016 ◽

Vol 59 (72) ◽

pp. 131

Author(s):

Ramón Del Castillo Santos

Keyword(s):

John Dewey ◽

Made In Usa ◽

Made In

<p class="p1">Mi propósito en este trabajo es reconsiderar una de las lecturasmás relevantes y provocativas que se han hecho sobre John Dewey en el mundo de habla hispana. En la primera parte reconstruyo las circunstancias que rodearon la difusión, interpretación y traducción de las obras de Dewey en el México de mediados de los años 1940, y en concreto las razones que llevaron a que la visión sociológica que José Medina Echavarría quiso dar de Dewey fuera finalmente desplazada por la filosófica de José Gaos. En la segunda parte analizo la traducción y lectura que Gaos hizo de Experience and Nature de Dewey, teniendo muy presente sus comparaciones con Sein und Zeit de Heidegger (una obra que tradujo en la misma época). Finalmente, propongo algunas críticas a la visión que Gaos transmite de Dewey como un pensador carente de un tipo de “soberbia diabólica” propia de la verdadera gran filosofía.</p>

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TEORIAS PEDAGÓGICAS QUE TRATAM DA QUESTÃO EDUCACIONAL COM ÊNFASE NOS SEUS ASPECTOS PSICOLÓGICOS E SÓCIOEDUCATIVOS E SUA NECESSIDADE PARA A COMPREENSÃO DAS INDICAÇÕES DA UNESCO PARA A EDUCAÇÃO NO SÉCULO XXIPEDAGOGICAL THEORIES THAT TREAT THE EDUCATIONAL QUESTION WITH EMPHASIS IN ITS PSYCHOLOGICAL AND SOCIO-EDUCATIONAL ASPECTS AND ITS NEED FOR UNDERSTANDING UNESCO'S INDICATIONS FOR EDUCATION IN THE 21ST CENTURY

Caderno de Relações Internacionais ◽

10.22293/2179-1376.v8i14.594 ◽

2017 ◽

Vol 8 (14) ◽

Author(s):

Rosimar dos Santos (Faculdade Damas) ◽

Altamir Francisco da Silva (Faculdade Damas)

Keyword(s):

21St Century ◽

John Dewey ◽

Jean Piaget

O recorte epistemológico adotado neste estudo situa as teorias de John Dewey e Jean Piaget na educação, com forte influência para ir além da escola tradicional e enveredar-se pela escola progressista. A experiência conforme John Dewey e sua aplicabilidade no processo educacional tem reconhecido espaço por sua contribui-ção no ato de conhecer, para isto as condições objetivas no planejamento é deter-minante. Dita experiência é fundamental para a compreensão das indicações dos organismos internacionais sobre a matéria.

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Empiricisms

10.1093/oso/9780197508930.001.0001 ◽

2020 ◽

Author(s):

Barry Allen

Keyword(s):

John Dewey ◽

Gilles Deleuze ◽

William James ◽

Natural Philosophy ◽

Modern Science ◽

Detailed Account ◽

Chinese Tradition ◽

Experimental Practice ◽

European Philosophy ◽

History Of

Empiricisms reassesses the values of experience and experiment in European philosophy and comparatively. It traces the history of empirical philosophy from its birth in Greek medicine to its emergence as a philosophy of modern science. A richly detailed account in Part I of history’s empiricisms establishes a context in Part II for reconsidering the work of the so-called radical empiricists—William James, Henri Bergson, John Dewey, and Gilles Deleuze, each treated in a dedicated chapter. What is “radical” about their work is to return empiricism from epistemology to the ontology and natural philosophy where it began. Empiricisms also sets empirical philosophy in conversation with Chinese tradition, considering technological, scientific, medical, and alchemical sources, as well as selected Confucian, Daoist, and Mohist classics. The work shows how philosophical reflection on experience and a profound experimental practice coexist in traditional China with no interaction or even awareness of each other. Empiricism is more multi-textured than philosophers tend to assume when we explain it to ourselves and to students. One purpose of Empiricisms is to recover the neglected context. A complementary purpose is to elucidate the value of experience and arrive at some idea of what is living and dead in philosophical empiricism.

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