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John Dewey
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John Dewey
please note:{{About||the structural geologist|John Frederick Dewey|the Minnesotan territorial legislator|John J. Dewey}}{{short description|American philosopher, psychologist, and educational reformer}}
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Life and worksJohn Dewey was born in Burlington, Vermont to a family of modest means.BOOK, Gutek, Gerald L., Historical and Philosophical Foundations of Education: A Biographical Introduction., Pearson Education Inc., Upper Saddle River, NJ, 978-0-13-113809-4, 338, 2005, He was one of four boys born to Archibald Sprague Dewey and Lucina Artemisia Rich Dewey. Their second son was also named John, but he died in an accident on January 17, 1859. The second John Dewey was born October 20, 1859, forty weeks after the death of his older brother. Like his older, surviving brother, Davis Rich Dewey, he attended the University of Vermont, where he was initiated into Delta Psi, and graduated Phi Beta KappaWho Belongs To Phi Beta Kappa, Phi Beta Kappa website, accessed Oct 4, 2009 in 1879. A significant professor of Dewey's at the University of Vermont was Henry Augustus Pearson Torrey (H. A. P. Torrey), the son-in-law and nephew of former University of Vermont president Joseph Torrey. Dewey studied privately with Torrey between his graduation from Vermont and his enrollment at Johns Hopkins University.bio of Dewey from Bowling Green State University {{webarchive|url=https://web.archive.org/web/20110102195748weblink |date=2011-01-02 }}Louis Menand, The Metaphysical Club: A Story of Ideas in the United States. New York: Farrar, Staus and Giroux, 2002.After two years as a high-school teacher in Oil City, Pennsylvania and one year as an elementary-school teacher in the small town of Charlotte, Vermont, Dewey decided that he was unsuited for teaching primary or secondary school. After studying with George Sylvester Morris, Charles Sanders Peirce, Herbert Baxter Adams, and G. Stanley Hall, Dewey received his Ph.D. from the School of Arts & Sciences at Johns Hopkins University. In 1884, he accepted a faculty position at the University of Michigan (1884â88 and 1889â94) with the help of George Sylvester Morris. His unpublished and now lost dissertation was titled "The Psychology of Kant."In 1894 Dewey joined the newly founded University of Chicago (1894â1904) where he developed his belief in Rational Empiricism, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitled Thought and its Subject-Matter, which was published with collected works from his colleagues at Chicago under the collective title Studies in Logical Theory (1903). During that time Dewey also initiated the University of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Society (1899). Disagreements with the administration ultimately caused his resignation from the university, and soon thereafter he relocated near the East Coast. In 1899, Dewey was elected president of the American Psychological Association (A.P.A.). From 1904 until his retirement in 1930 he was professor of philosophy at Columbia University.The New York Timesedition of January 19, 1953, page 27 In 1905 he became president of the American Philosophical Association. He was a longtime member of the American Federation of Teachers.Along with the historians Charles A. Beard and James Harvey Robinson, and the economist Thorstein Veblen, Dewey is one of the founders of The New School. Dewey's most significant writings were "The Reflex Arc Concept in Psychology" (1896), a critique of a standard psychological concept and the basis of all his further work; Democracy and Education (1916), his celebrated work on progressive education; Human Nature and Conduct (1922), a study of the function of habit in human behavior;BOOK, John Dewey, Human Nature and Conduct: An Introduction to Social Psychology, Henry Holt & Company,weblink 1922, February 2, 2018, Internet Archive, The Public and its Problems (1927), a defense of democracy written in response to Walter Lippmann's The Phantom Public (1925); Experience and Nature (1925), Dewey's most "metaphysical" statement; Impressions of Soviet Russia and the Revolutionary World (1929), a glowing travelogue from the nascent USSR;John Dewey (1929), Impressons of Soviet Russia and the Revolutionary World, The New Republic. Also at Google Books Art as Experience (1934), Dewey's major work on aesthetics; A Common Faith (1934), a humanistic study of religion originally delivered as the Dwight H. Terry Lectureship at Yale; (Logic: The Theory of Inquiry) (1938), a statement of Dewey's unusual conception of logic; Freedom and Culture (1939), a political work examining the roots of fascism; and Knowing and the Known (1949), a book written in conjunction with Arthur F. Bentley that systematically outlines the concept of trans-action, which is central to his other works (see Transactionalism). While each of these works focuses on one particular philosophical theme, Dewey included his major themes in most of what he published. He published more than 700 articles in 140 journals, and approximately 40 books.Reflecting his immense influence on 20th-century thought, Hilda Neatby wrote "Dewey has been to our age what Aristotle was to the later Middle Ages, not a philosopher, but the philosopher."Hilda M. Neatby, So Little for the Mind (Toronto: Clarke Irwin & Co. Ltd., 1953), pp. 22â23.Dewey married Alice Chipman in 1886 shortly after Chipman graduated with her PhB from the University of Michigan. The two had six children: Frederick Archibald Dewey, Evelyn Riggs Dewey, Morris (who died young), Gordon Chipman Dewey, Lucy Alice Chipman Dewey, and Jane Mary Dewey.Biography at Muskingum College {{webarchive|url=weblink" title="web.archive.org/web/20090331093737weblink">weblink |date=2009-03-31 }}from The Dictionary of Women Worldwide: 25,000 Women Through the Ages Alice Chipman died in 1927 at the age of 68; weakened by a case of malaria contracted during a trip to Turkey in 1924 and a heart attack during a trip to Mexico City in 1926, she died from cerebral thrombosis on July 13, 1927.JOURNAL,weblink Douglas J., Simpson, Kathleen C., Foley, John Dewey and Hubbards, Nova Scotia, Education and Culture, 20, 2, 2004, 43â44, Dewey married Estelle Roberta Lowitz Grant, "a longtime friend and companion for several years before their marriage" on December 11, 1946.Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 42, 52WEB,weblink Archived copy, 2006-01-21, dead,weblink" title="web.archive.org/web/20051231124645weblink">weblink 2005-12-31, At Roberta's behest, the couple adopted two siblings, Lewis (changed to John, Jr.) and Shirley.JOURNAL,weblink Douglas J., Simpson, Kathleen C., Foley, John Dewey and Hubbards, Nova Scotia, Education and Culture, 20, 2, 2004, 55â56, John Dewey died of pneumonia on June 1, 1952 at his home in New York City after years of ill-health.NEWS, Dr. John Dewey Dead at 92; Philosopher a Noted Liberal â The Father of Progressive Education Succumbs in Home to Pneumonia,weblink February 2, 2018, New York Times, June 2, 1952, 1, Douglas J. Simpson and Kathleen C. Foley, "John Dewey and Hubbards, Nova Scotia," Education and Culture 20(2) (2004): 58â59 and was cremated the next day.weblink" title="web.archive.org/web/20030608113016weblink">"John Dewey Chronology" 1952.06.02The United States Postal Service honored Dewey with a Prominent Americans series 30¢ postage stamp in 1968.WEB, Brody, Roger S., 30-cent Dewey,weblink arago.si.edu, Smithsonian National Postal Museum, 19 November 2017,
Visits to China and Japan(File:Hu Shih and John Dewey.jpg|thumb|John Dewey and Hu Shih, circa 1938â1942.)In 1919, Dewey and his wife traveled to Japan on sabbatical leave. Though Dewey and his wife were well received by the people of Japan during this trip, Dewey was also critical of the nation's governing system and claimed that the nation's path towards democracy was "ambitious but weak in many respects in which her competitors are strong."http://www.jaas.gr.jp/jjas/PDF/2007/No.18-107.pdf He also stated that "the real test has not yet come. But if the nominally democratic world should go back on the professions so profusely uttered during war days, the shock will be enormous, and bureaucracy and militarism might come back."During his trip to Japan, Dewey was invited by Peking University to visit China, probably at the behest of his former students, Hu Shih and Chiang Monlin. Dewey and his wife Alice arrived in Shanghai on April 30, 1919,Letters from China and Japan by Harriet Alice Chipman Dewey and John Dewey just days before student demonstrators took to the streets of Peking to protest the decision of the Allies in Paris to cede the German held territories in Shandong province to Japan. Their demonstrations on May Fourth excited and energized Dewey, and he ended up staying in China for two years, leaving in July 1921.Jessica Ching-Sze Wang. John Dewey in China: To Teach and to Learn. Albany: State University of New York Press, Suny Series in Chinese Philosophy and Culture, 2007. {{ISBN|9780791472033}} pp. 3â5.In these two years, Dewey gave nearly 200 lectures to Chinese audiences and wrote nearly monthly articles for Americans in The New Republic and other magazines. Well aware of both Japanese expansionism into China and the attraction of Bolshevism to some Chinese, Dewey advocated that Americans support China's transformation and that Chinese base this transformation in education and social reforms, not revolution. Hundreds and sometimes thousands of people attended the lectures, which were interpreted by Hu Shih. For these audiences, Dewey represented "Mr. Democracy" and "Mr. Science," the two personifications which they thought of representing modern values and hailed him as "Second Confucius". Perhaps Dewey's biggest impact, however, was on the forces for progressive education in China, such as Hu Shih and Chiang Monlin, who had studied with him, and Tao Xingzhi, who had studied at Teachers College, Columbia University.Wang, pp. 8â10, 13â14.Their letters from China and Japan describing their experiences to their family were published in 1920, edited by their daughter Evelyn.John Dewey, Harriet Alice Chipman Dewey Letters from China and Japan. New York,: E.P. Dutton, 1920; rpr. Project Guttenberg During and after his visit his commentaries on China would be published in such periodicals as the New Republic, Asia, the China Review, and sometimes in newspapers like the Baltimore Sun. Though discussing Chinese philosophy but rarely, one article in 1922, "As the Chinese Think", discusses the teachings of Laozi and Confucius in an attempt to improve understanding of the Chinese in international business relationsweblink Published by University of Hawai'i Press. Philosophy East and West, Volume 61, Number 3, July 2011, pp. 468â91. Sor-hoon Tan. The Dao of Politics: Li (Rituals/Rites) and Laws as Pragmatic Tools of Government(Article).
Visit to Southern AfricaDewey and his daughter Jane went to South Africa in July 1934, at the invitation of the World Conference of New Education Fellowship in Cape Town and Johannesburg, where he delivered several talks. The conference was opened by the South African Minister of Education Jan Hofmeyr, and Deputy Prime Minister Jan Smuts. Other speakers at the conference included Max Eiselen and Hendrik Verwoerd, who would later become prime minister of the Nationalist government that introduced Apartheid.BOOK, Kraak, Andre, Young, Michael, Education in Retrospect: Policy and Implementation since 1990, 2001, Human Sciences Research Council, Pretoria, 978-0-7969-1988-5, John and Jane's expenses were paid by the Carnegie Foundation. He also traveled to Durban, Pretoria and Victoria Falls in what was then Rhodesia (now Zimbabwe) and looked at schools, talked to pupils, and gave lectures to the administrators and teachers. In August 1934, Dewey accepted an honorary degree from the University of the Witwatersrand.BOOK, Martin, Jay, The Education of John Dewey, 2002, Columbia University Press, 978-0231116763, 406, registration,weblink
Functional psychology{{See also|History of psychology}}At the University of Michigan, Dewey published his first two books, Psychology (1887), and Leibniz's New Essays Concerning the Human Understanding (1888), both of which expressed Dewey's early commitment to British neo-Hegelianism. In Psychology, Dewey attempted a synthesis between idealism and experimental science.BOOK, Field, Richard, John Dewey in The Internet Encyclopedia of Philosophy, Northwest Missouri State University,weblink 29 August 2008, While still professor of philosophy at Michigan, Dewey and his junior colleagues, James Hayden Tufts and George Herbert Mead, together with his student James Rowland Angell, all influenced strongly by the recent publication of William James' Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behavior rather than the physiological psychology of Wilhelm Wundt and his followers.By 1894, Dewey had joined Tufts, with whom he would later write Ethics (1908) at the recently founded University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called "Chicago group" of psychology.Their new style of psychology, later dubbed functional psychology, had a practical emphasis on action and application. In Dewey's article "The Reflex Arc Concept in Psychology" which appeared in Psychological Review in 1896, he reasons against the traditional stimulus-response understanding of the reflex arc in favor of a "circular" account in which what serves as "stimulus" and what as "response" depends on how one considers the situation, and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagreed that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which the stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience.Dewey was elected president of the American Psychological Association in 1899.(File:Timbre USA John Dewey oblW 21101968.jpg|thumb)In 1984, the American Psychological Association announced that Lillian Moller Gilbreth (1878â1972) had become the first psychologist to be commemorated on a United States postage stamp. However, psychologists Gary Brucato and John D. Hogan later made the case that this distinction actually belonged to John Dewey, who had been celebrated on an American stamp 17 years earlier. While some psychology historians consider Dewey more of a philosopher than a bona fide psychologist,JOURNAL, Benjamin, L.T., 2003, Why Can't Psychology Get a Stamp?, Journal of Applied Psychoanalytic Studies, 5, 4, 443â54, 10.1023/A:1026071631669, the authors noted that Dewey was a founding member of the A.P.A., served as the A.P.A.'s eighth president in 1899, and was the author of an 1896 article on the reflex arc which is now considered a basis of American functional psychology.Brucato, G. & Hogan, J.D. (1999, Spring). "Psychologists on postage stamps" The General Psychologist, 34(1):65Dewey also expressed interest in work in the psychology of visual perception performed by Dartmouth research professor Adelbert Ames Jr. He had great trouble with listening, however, because it is known Dewey could not distinguish musical pitchesâin other words was tone deaf.BOOK, Zeltner, Philip N., John Dewey's Aesthetic Philosophy, 93, 90-6032-029-8, John Benjamins Publishing, 1975,weblink
Pragmatism, instrumentalism, consequentialismDewey sometimes referred to his philosophy as instrumentalism rather than pragmatism, and would have recognized the similarity of these two schools to the newer school named consequentialism. He defined with precise brevity the criterion of validity common to these three schools, which lack agreed-upon definitions:}}His concern for precise definition led him to detailed analysis of careless word usage, reported in Knowing and the Known in 1949.
EpistemologyThe terminology problem in the fields of epistemology and logic is partially due, according to Dewey and Bentley,John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston. to inefficient and imprecise use of words and concepts that reflect three historic levels of organization and presentation.John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, pp. 107â09. In the order of chronological appearance, these are:
- Self-Action: Prescientific concepts regarded humans, animals, and things as possessing powers of their own which initiated or caused their actions.
- Interaction: as described by Newton, where things, living and inorganic, are balanced against something in a system of interaction, for example, the third law of motion states that for every action there is an equal and opposite reaction.
- Transaction: where modern systems of descriptions and naming are employed to deal with multiple aspects and phases of action without any attribution to ultimate, final, or independent entities, essences, or realities.
Logic and methodDewey sees paradox in contemporary logical theory. Proximate subject matter garners general agreement and advancement, while the ultimate subject matter of logic generates unremitting controversy. In other words, he challenges confident logicians to answer the question of the truth of logical operators. Do they function merely as abstractions (e.g., pure mathematics) or do they connect in some essential way with their objects, and therefore alter or bring them to light?BOOK, The Problem of Logical Subject Matter, Logic: The Theory of Inquiry, 1938, John, Dewey,weblink File:John Dewey Grave.JPG|thumb|Grave of Dewey and his wife in an alcove on the north side of the Ira Allen Chapel in Burlington, Vermont. The only grave on the University of VermontUniversity of VermontLogical positivism also figured in Dewey's thought. About the movement he wrote that it "eschews the use of 'propositions' and 'terms', substituting 'sentences' and 'words'." ("General Theory of Propositions", in Logic: The Theory of Inquiry) He welcomes this changing of referents "in as far as it fixes attention upon the symbolic structure and content of propositions." However, he registers a small complaint against the use of "sentence" and "words" in that without careful interpretation the act or process of transposition "narrows unduly the scope of symbols and language, since it is not customary to treat gestures and diagrams (maps, blueprints, etc.) as words or sentences."In other words, sentences and words, considered in isolation, do not disclose intent, which may be inferred or "adjudged only by means of context."Yet Dewey was not entirely opposed to modern logical trends. Concerning traditional logic, he states:Louis Menand argues in (The Metaphysical Club: A Story of Ideas in America|The Metaphysical Club) that Jane Addams had been critical of Dewey's emphasis on antagonism in the context of a discussion of the Pullman strike of 1894. In a later letter to his wife, Dewey confessed that Addams' argument was:He went on to add:In a letter to Addams, clearly influenced by his conversation with her, Dewey wrote:
AestheticsArt as Experience (1934) is Dewey's major writing on aesthetics.It is, in accordance with his place in the Pragmatist tradition that emphasizes community, a study of the individual art object as embedded in (and inextricable from) the experiences of a local culture. In the original illustrated edition, Dewey drew on the modern art and world cultures collection assembled by Albert C. Barnes at the Barnes Foundation, whose own ideas on the application of art to one's way of life was influenced by Dewey's writing. Barnes was particularly influenced by "Democracy and Education" (1916) and then attended Dewey's seminar on political philosophy at Columbia University in the fall semester of 1918.
On philanthropy, women and democracyDewey founded the University of Chicago laboratory school, supported educational organizations, and supported settlement houses especially Jane Addams' Hull House.JOURNAL, Stengel, Barbara, Dewey's Pragmatic Poet: Reconstructing Jane Addams's Philosophical Impact, Project Muse, 29â39,weblink November 30, 2014, Through his work at the Hull House serving on its first board of trustees, Dewey was not only an activist for the cause but also a partner working to serve the large immigrant community of Chicago and women's suffrage. Dewey experienced the lack of children's education while contributing in the classroom at the Hull House and the lack of education and skills of immigrant women.JOURNAL, Upin, Jane S., "Charlotte Perkins Gilman": Instrumentalism beyond Dewey:Hypatia, Hypatia, 8, 2, 38â63, 3810336, 1993, 10.1111/j.1527-2001.1993.tb00090.x, Stengel argues:His leading views on democracy included: First, Dewey believed that democracy is an ethical ideal rather than merely a political arrangement. Second, he considered participation, not representation, the essence of democracy. Third, he insisted on the harmony between democracy and the scientific method: ever-expanding and self-critical communities of inquiry, operating on pragmatic principles and constantly revising their beliefs in light of new evidence, provided Dewey with a model for democratic decision making ... Finally, Dewey called for extending democracy, conceived as an ethical project, from politics to industry and society.JOURNAL, Westbrook, Robert B., John Dewey and American Democracy, The American Historical Review, 97, 3, 919â20, 2164912, 1992, 10.2307/2164912, This helped to shape his understanding of human action and the unity of human experience.Dewey believed that a woman's place in society was determined by her environment and not just her biology. On women he says, "You think too much of women in terms of sex. Think of them as human individuals for a while, dropping out the sex qualification, and you won't be so sure of some of your generalizations about what they should and shouldn't do". John Dewey's support helped to increase the support and popularity of Jane Addams' Hull House and other settlement houses as well. With growing support, involvement of the community grew as well as the support for the women's suffrage movement.As commonly argued by Dewey's greatest critics, he was not able to come up with strategies in order to fulfill his ideas that would lead to a successful democracy, educational system, and a successful women's suffrage movement. While knowing that traditional beliefs, customs, and practices needed to be examined in order to find out what worked and what needed improved upon, it was never done in a systematic way. "Dewey became increasingly aware of the obstacles presented by entrenched power and alert to the intricacy of the problems facing modern cultures". With the complex of society at the time, Dewey was criticized for his lack of effort in fixing the problems.With respect to technological developments in a democracy:His work on democracy influenced B.R. Ambedkar, one of his students, who later became one of the founding fathers of independent India.BOOK, Ambedkar, Bhimrao, Annihilation of castes, Critical Quest, 978-81-89524-21-0, 64, WEB,weblink Ambedkar's teacher, 2016-03-31, livemint.com, Anurag, Behar, NEWS,weblink The like-mindedness of Dewey and Ambedkar, 2017-05-19, Forward Press, 2018-05-17, en-US, NEWS,weblink Ambedkar's pragmatism drew heavily on the 1908 'Ethics', 2018-01-05, Forward Press, 2018-05-17, en-US,
On education and teacher education{{Education in the U.S.}}Dewey's educational theories were presented in My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of To-morrow (c1915) with Evelyn Dewey, and Experience and Education (1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.The ideas of democracy and social reform are continually discussed in Dewey's writings on education. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities" (My Pedagogic Creed, Dewey, 1897). In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction".In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened" (1902, p. 13).Dewey, J. (1902). The child and the curriculum. Retrieved fromweblink He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process. In this second school of thought, "we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning" (Dewey, 1902, pp. 13â14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher.In order to rectify this dilemma, Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that "the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" (Dewey, 1902, p. 16). It is through this reasoning that Dewey became one of the most famous proponents of hands-on learning or experiential education, which is related to, but not synonymous with experiential learning. He argued that "if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind" (Dewey, 1916/2009, pp. 217â18).Dewey, J. (2009). Democracy and education: An introduction to the philosophy of education. New York: WLC Books. (Original work published 1916) Dewey's ideas went on to influence many other influential experiential models and advocates. Problem-Based Learning (PBL), for example, a method used widely in education today, incorporates Dewey's ideas pertaining to learning through active inquiry.Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. ''Journal of Problem-basedLearning'', 1(1).Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. Throughout the history of American schooling, education's purpose has been to train students for work by providing the student with a limited set of skills and information to do a particular job. The works of John Dewey provide the most prolific examples of how this limited vocational view of education has been applied to both the Kâ12 public education system and to the teacher training schools who attempted to quickly produce proficient and practical teachers with a limited set of instructional and discipline-specific skills needed to meet the needs of the employer and demands of the workforce. In The School and Society (Dewey, 1899) and Democracy of Education (Dewey, 1916), Dewey claims that rather than preparing citizens for ethical participation in society, schools cultivate passive pupils via insistence upon mastery of facts and disciplining of bodies. Rather than preparing students to be reflective, autonomous and ethical beings capable of arriving at social truths through critical and intersubjective discourse, schools prepare students for docile compliance with authoritarian work and political structures, discourage the pursuit of individual and communal inquiry, and perceive higher learning as a monopoly of the institution of education (Dewey, 1899; 1916).For Dewey and his philosophical followers, education stifles individual autonomy when learners are taught that knowledge is transmitted in one direction, from the expert to the learner. Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. For Dewey, "The thing needful is improvement of education, not simply by turning out teachers who can do better the things that are not necessary to do, but rather by changing the conception of what constitutes education" (Dewey, 1904, p. 18). Dewey's qualifications for teachingâa natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with othersâare not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). Turning to Dewey's essays and public addresses regarding the teaching profession, followed by his analysis of the teacher as a person and a professional, as well as his beliefs regarding the responsibilities of teacher education programs to cultivate the attributes addressed, teacher educators can begin to reimagine the successful classroom teacher Dewey envisioned.
Professionalization of teaching as a social serviceFor many, education's purpose is to train students for work by providing the student with a limited set of skills and information to do a particular job. As Dewey notes, this limited vocational view is also applied to teacher training schools who attempt to quickly produce proficient and practical teachers with a limited set of instructional and discipline skills needed to meet the needs of the employer and demands of the workforce (Dewey, 1904). For Dewey, the school and the classroom teacher, as a workforce and provider of a social service, have a unique responsibility to produce psychological and social goods that will lead to both present and future social progress. As Dewey notes, "The business of the teacher is to produce a higher standard of intelligence in the community, and the object of the public school system is to make as large as possible the number of those who possess this intelligence. Skill, ability to act wisely and effectively in a great variety of occupations and situations, is a sign and a criterion of the degree of civilization that a society has reached. It is the business of teachers to help in producing the many kinds of skill needed in contemporary life. If teachers are up to their work, they also aid in the production of character."(Dewey, TAP, 2010, pp. 241â42).According to Dewey, the emphasis is placed on producing these attributes in children for use in their contemporary life because it is "impossible to foretell definitely just what civilization will be twenty years from now" (Dewey, MPC, 2010, p. 25). However, although Dewey is steadfast in his beliefs that education serves an immediate purpose (Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, TTP, 2010), he is not ignorant of the impact imparting these qualities of intelligence, skill, and character on young children in their present life will have on the future society. While addressing the state of educative and economic affairs during a 1935 radio broadcast, Dewey linked the ensuing economic depression to a "lack of sufficient production of intelligence, skill, and character" (Dewey, TAP, 2010, p. 242) of the nation's workforce. As Dewey notes, there is a lack of these goods in the present society and teachers have a responsibility to create them in their students, who, we can assume, will grow into the adults who will ultimately go on to participate in whatever industrial or economical civilization awaits them. According to Dewey, the profession of the classroom teacher is to produce the intelligence, skill, and character within each student so that the democratic community is composed of citizens who can think, do and act intelligently and morally.
A teacher's knowledgeDewey believed that the successful classroom teacher possesses a passion for knowledge and an intellectual curiosity in the materials and methods they teach. For Dewey, this propensity is an inherent curiosity and love for learning that differs from one's ability to acquire, recite and reproduce textbook knowledge. "No one," according to Dewey, "can be really successful in performing the duties and meeting these demands [of teaching] who does not retain [her] intellectual curiosity intact throughout [her] entire career" (Dewey, APT, 2010, p. 34). According to Dewey, it is not that the "teacher ought to strive to be a high-class scholar in all the subjects he or she has to teach," rather, "a teacher ought to have an unusual love and aptitude in some one subject: history, mathematics, literature, science, a fine art, or whatever" (Dewey, APT, 2010, p. 35). The classroom teacher does not have to be a scholar in all subjects; rather, a genuine love in one will elicit a feel for genuine information and insight in all subjects taught.In addition to this propensity for study into the subjects taught, the classroom teacher "is possessed by a recognition of the responsibility for the constant study of school room work, the constant study of children, of methods, of subject matter in its various adaptations to pupils" (Dewey, PST, 2010, p. 37). For Dewey, this desire for the lifelong pursuit of learning is inherent in other professions (e.g. the architectural, legal and medical fields; Dewey, 1904 & Dewey, PST, 2010), and has particular importance for the field of teaching. As Dewey notes, "this further study is not a side line but something which fits directly into the demands and opportunities of the vocation" (Dewey, APT, 2010, p. 34).According to Dewey, this propensity and passion for intellectual growth in the profession must be accompanied by a natural desire to communicate one's knowledge with others. "There are scholars who have [the knowledge] in a marked degree but who lack enthusiasm for imparting it. To the 'natural born' teacher learning is incomplete unless it is shared" (Dewey, APT, 2010, p. 35). For Dewey, it is not enough for the classroom teacher to be a lifelong learner of the techniques and subject-matter of education; she must aspire to share what she knows with others in her learning community.
A teacher's skillThe best indicator of teacher quality, according to Dewey, is the ability to watch and respond to the movement of the mind with keen awareness of the signs and quality of the responses he or her students exhibit with regard to the subject-matter presented (Dewey, APT, 2010; Dewey, 1904). As Dewey notes, "I have often been asked how it was that some teachers who have never studied the art of teaching are still extraordinarily good teachers. The explanation is simple. They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. Their own minds move in harmony with those of others, appreciating their difficulties, entering into their problems, sharing their intellectual victories" (Dewey, APT, 2010, p. 36). Such a teacher is genuinely aware of the complexities of this mind to mind transfer, and she has the intellectual fortitude to identify the successes and failures of this process, as well as how to appropriately reproduce or correct it in the future.
A teacher's dispositionAs a result of the direct influence teachers have in shaping the mental, moral and spiritual lives of children during their most formative years, Dewey holds the profession of teaching in high esteem, often equating its social value to that of the ministry and to parenting (Dewey, APT, 2010; Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, PST, 2010; Dewey, TTC, 2010; Dewey, TTP, 2010). Perhaps the most important attributes, according to Dewey, are those personal inherent qualities which the teacher brings to the classroom. As Dewey notes, "no amount of learning or even of acquired pedagogical skill makes up for the deficiency" (Dewey, TLS, p. 25) of the personal traits needed to be most successful in the profession.According to Dewey, the successful classroom teacher occupies an indispensable passion for promoting the intellectual growth of young children. In addition, they know that their career, in comparison to other professions, entails stressful situations, long hours and limited financial reward; all of which have the potential to overcome their genuine love and sympathy for their students. For Dewey, "One of the most depressing phases of the vocation is the number of care worn teachers one sees, with anxiety depicted on the lines of their faces, reflected in their strained high pitched voices and sharp manners. While contact with the young is a privilege for some temperaments, it is a tax on others, and a tax which they do not bear up under very well. And in some schools, there are too many pupils to a teacher, too many subjects to teach, and adjustments to pupils are made in a mechanical rather than a human way. Human nature reacts against such unnatural conditions" (Dewey, APT, 2010, p. 35).It is essential, according to Dewey, that the classroom teacher has the mental propensity to overcome the demands and stressors placed on them because the students can sense when their teacher is not genuinely invested in promoting their learning (Dewey, PST, 2010). Such negative demeanors, according to Dewey, prevent children from pursuing their own propensities for learning and intellectual growth. It can therefore be assumed that if teachers want their students to engage with the educational process and employ their natural curiosities for knowledge, teachers must be aware of how their reactions to young children and the stresses of teaching influence this process.
The role of teacher education to cultivate the professional classroom teacherDewey's passions for teachingâa natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with othersâare not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). According to Dewey, teacher education programs must turn away from focusing on producing proficient practitioners because such practical skills related to instruction and discipline (e.g. creating and delivering lesson plans, classroom management, implementation of an assortment of content-specific methods) can be learned over time during their everyday school work with their students (Dewey, PST, 2010). As Dewey notes, "The teacher who leaves the professional school with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of the psychology, logic and ethics of development. But later 'progress' may with such consist only in perfecting and refining skill already possessed. Such persons seem to know how to teach, but they are not students of teaching. Even though they go on studying books of pedagogy, reading teachers' journals, attending teachers' institutes, etc., yet the root of the matter is not in them, unless they continue to be students of subject-matter, and students of mind-activity. Unless a teacher is such a student, he may continue to improve in the mechanics of school management, but he cannot grow as a teacher, an inspirer and director of soul-life" (Dewey, 1904, p. 15). For Dewey, teacher education should focus not on producing persons who know how to teach as soon as they leave the program; rather, teacher education should be concerned with producing professional students of education who have the propensity to inquire about the subjects they teach, the methods used, and the activity of the mind as it gives and receives knowledge. According to Dewey, such a student is not superficially engaging with these materials, rather, the professional student of education has a genuine passion to inquire about the subjects of education, knowing that doing so ultimately leads to acquisitions of the skills related to teaching. Such students of education aspire for the intellectual growth within the profession that can only be achieved by immersing one's self in the lifelong pursuit of the intelligence, skills and character Dewey linked to the profession.As Dewey notes, other professional fields, such as law and medicine cultivate a professional spirit in their fields to constantly study their work, their methods of their work, and a perpetual need for intellectual growth and concern for issues related to their profession. Teacher education, as a profession, has these same obligations (Dewey, 1904; Dewey, PST, 2010). As Dewey notes, "An intellectual responsibility has got to be distributed to every human being who is concerned in carrying out the work in question, and to attempt to concentrate intellectual responsibility for a work that has to be done, with their brains and their hearts, by hundreds or thousands of people in a dozen or so at the top, no matter how wise and skillful they are, is not to concentrate responsibilityâit is to diffuse irresponsibility" (Dewey, PST, 2010, p. 39). For Dewey, the professional spirit of teacher education requires of its students a constant study of school room work, constant study of children, of methods, of subject matter in its various adaptations to pupils. Such study will lead to professional enlightenment with regard to the daily operations of classroom teaching.As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools (1896) and The New School for Social Research (1919), many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Dewey's works and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller, Willem de Kooning, Charles Olson, Franz Kline, Robert Duncan, Robert Creeley, and Paul Goodman, among others. Black Mountain College was the locus of the "Black Mountain Poets" a group of avant-garde poets closely linked with the Beat Generation and the San Francisco Renaissance.
On journalism(File:John Dewey caricat.jpg|thumb|Caricature of Dewey by André Koehne, 2006)Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey's definition of "public," as described in The Public and its Problems, has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. "The 'public' of public journalists is Dewey's public."Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem.Dewey, J. 1927. The Public and its Problems. Henry Holt & Co., New York. p. 126. Since every action generates unintended consequences, publics continuously emerge, overlap, and disintegrate.In The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann's treatise on the role of journalism in democracy. Lippmann's model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites.Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine. The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well.Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings (choosing a winner of a given situation) to alternatives, choices, consequences, and conditions,John Corcoran . Conditions and Consequences. American Philosophy: an Encyclopedia. 2007. Eds. John Lachs and Robert Talisse. New York: Routledge. pp. 124â27. in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge. The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it. Concerning his effort to change journalism, he wrote in The Public and Its Problems: "Till the Great Society is converted in to a Great Community, the Public will remain in eclipse. Communication can alone create a great community" (Dewey, p. 142).Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. "The clear consciousness of a communal life, in all its implications, constitutes the idea of democracy." (The Public and its Problems, p. 149). This Great Community can only occur with "free and full intercommunication." (p. 211) Communication can be understood as journalism.
On humanismAs an atheistBOOK, Dewey at One Hundred Fifty, 2009, Purdue University Press, 9781557535504, 22, Larry A. Hickman, A. G. Rud, Jim Garrison, Lynda Stone, With respect to his personal beliefs, Dewey wrote to Max Otto that "I feel the gods are pretty dead, tho I suppose I ought to know that however, to be somewhat more philosophical in the matter, if atheism means simply not being a theist, then of course I'm an atheist. But the popular if not the etymological significance of the word is much wider. ... Although he described himself as an atheist in one sense of the term, it is also clear that Dewey was opposed to militant atheism for the same reason that he was opposed to supernaturalism: he thought both positions dogmatic., and a secular humanist in his later life, Dewey participated with a variety of humanistic activities from the 1930s into the 1950s, which included sitting on the advisory board of Charles Francis Potter's First Humanist Society of New York (1929); being one of the original 34 signatories of the first Humanist Manifesto (1933) and being elected an honorary member of the Humanist Press Association (1936).weblink" title="web.archive.org/web/20030608113016weblink">"John Dewey Chronology" 1934.04.08, 1936.03.12, 1940.09, and 1950.09.11.His opinion of humanism is summarized in his own words from an article titled "What Humanism Means to Me", published in the June 1930 edition of Thinker 2:
Social and political activismWhile Dewey was at the University of Chicago, his letters to his wife Alice and his colleague Jane Addams reveal that he closely followed the 1894 Pullman Strike, in which the employees of the Pullman Palace Car Factory in Chicago decided to go on strike after industrialist George Pullman refused to lower rents in his company town after cutting his workersâ wages by nearly 30 percent. On May 11, 1894, the strike became official, later gaining the support of the members of the American Railway Union, whose leader Eugene V. Debs called for a nationwide boycott of all trains including Pullman sleeping cars. Considering most trains had Pullman cars, the main 24 lines out of Chicago were halted and the mail was stopped as the workers destroyed trains all over the United States. President Grover Cleveland used the mail as a justification to send in the National Guard, and ARU leader Eugene Debs was arrested. Dewey wrote to Alice: âThe only wonder is that when the âhigher classesâ â damn them â take such views there aren't more downright socialists.... [T]hat a representative journal of the upper classes â damn them again â can take the attitude of that harper's weekly,â referring to headlines such as âMonopolyâ and âRepress the Rebellion,â which claimed, in Dewey's words, to support the sensational belief that Debs was a âcriminalâ inspiring hate and violence in the equally âcriminalâ working classes. He concluded: âIt shows what it is to be a higher class. And I fear Chicago Univ. is a capitalistic institution â that is, it too belongs to the higher classes.âLouis Menand, The Metaphysical Club, (New York: Farrar, Straus and Giroux, 2001), 285-333. Dewey was not a socialist like Debs, but he believed that Pullman and the workers must strive toward a community of shared ends following the work of Jane Addams and George Herbert Mead.As a major advocate for academic freedom, in 1935 Dewey, together with Albert Einstein and Alvin Johnson, became a member of the United States section of the International League for Academic Freedom,American Institute of Physics and in 1940, together with Horace M Kallen, edited a series of articles related to the Bertrand Russell Case.As well as defending the independence of teachers and opposing a communist takeover of the New York Teachers' Union,BOOK,weblink John Dewey: Political theory and social practice, 9780415053136, Tiles, J. E., 1992, Dewey was involved in the organization that eventually became the National Association for the Advancement of Colored People, sitting as an executive on the NAACP's early executive board.WEB,weblink He was an avid supporter of Henry George's proposal for taxing land values. Of George, he wrote, "No man, no graduate of a higher educational institution, has a right to regard himself as an educated man in social thought unless he has some first-hand acquaintance with the theoretical contribution of this great American thinker."Dewey, J. (1927) An Appreciation of Henry George As honorary president of the Henry George School of Social Science, he wrote a letter to Henry Ford urging him to support the school.Dewey, J. (1939) A Letter to Henry Ford {{webarchive|url=https://web.archive.org/web/20150113025951weblink |date=2015-01-13 }}He directed the famous Dewey Commission held in Mexico in 1937, which cleared Leon Trotsky of the charges made against him by Joseph Stalin,"Dewey Commission Report" and marched for women's rights, among many other causes.In 1939, John Dewey was elected President of the League for Industrial Democracy, an organization with the goal of educating college students about the labor movement. The Student Branch of the L.I.D. would later become Students for a Democratic Society.The Cambridge Companion to Dewey, edited by Molly Cochran. Cambridge University Press, 2010. p. xvii.
Other interestsDewey's interests and writings included many topics, and according to the Stanford Encyclopedia of Philosophy, "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on the Treaty of Versailles and on the value of displaying art in post offices.)""Dewey's Political Philosophy" Stanford Encyclopedia of PhilosophyIn 1917, Dewey met F. M. Alexander in New York City and later wrote introductions to Alexander's Man's Supreme Inheritance (1918), Constructive Conscious Control of the Individual (1923) and The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature."F. M. Alexander Constructive Conscious Control of the Individual, E. P. Dutton & Co., 1923 {{ISBN|0-913111-11-2}}As well as his contacts with people mentioned elsewhere in the article, he also maintained correspondence with Henri Bergson, William M. Brown, Martin Buber, George S. Counts, William Rainey Harper, Sidney Hook, and George Santayana.
CriticismDewey is considered the epitome of liberalism by historians,Alan Ryan, John Dewey and the high tide of American liberalismWilliam Paringer, John Dewey and the paradox of liberal reform (1990) p. 13 and sometimes was portrayed as "dangerously radical."William R. Caspary, Dewey on Democracy. (2000) Meanwhile, Dewey was critiqued strongly by American communists because he argued against Stalinism and had philosophical differences with Marx, identifying himself as a democratic socialist.BOOK, Westbrook, Robert B, John Dewey and American Democracy, Cornell University Press, 1993, 978-0-8014-8111-6, Historians have examined his religious beliefs. Biographer Steven C. Rockefeller traced Dewey's democratic convictions to his childhood attendance at the Congregational Church, with its strong proclamation of social ideals and the Social Gospel.Stephen Rockefeller, John Dewey: Religious Faith and Democratic Humanism, (1994), p. 13 Historian Edward A. White suggested in Science and Religion in American Thought (1952) that Dewey's work led to the 20th-century rift between religion and science.
Academic awards
- Copernican Citation (1943)
- Doctor "honoris causa" â University of Oslo (1946)
- Doctor "honoris causa" â University of Pennsylvania (1946)
- Doctor "honoris causa" â Yale University (1951)
- Doctor "honoris causa" â University of Rome (1951)
- John Dewey High School in Brooklyn, New York is named after him.
- John Dewey Academy of Learning in Green Bay, Wisconsin is a charter school named after him.
- The John Dewey Academy in Great Barrington, MA is a college preparatory therapeutic boarding school for troubled adolescents.
- John Dewey Elementary School in Warrensville Hts., Ohio, an Eastern Suburb of Cleveland, Ohio, is named after him.
- John Dewey Elementary School in Flint, Michigan was named after him but the school is now a career training center â the Sylvester Broom Center.
- John Dewey Middle School in Adams County in Denver, Colorado is a junior high school named after him.
PublicationsBesides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as Sociometry (advisory board, 1942) and Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as New Leader (contributing editor, 1949).The following publications by John Dewey are referenced or mentioned in this article. A more complete list of his publications may be found at List of publications by John Dewey.
- "The New Psychology", Andover Review, 2, 278â89 (1884)
- Psychology (1887)
- Leibniz's New Essays Concerning the Human Understanding (1888)
- "The Ego as Cause" Philosophical Review, 3, 337â41 (1894)
- "The Reflex Arc Concept in Psychology" (1896)
- "s:My Pedagogic Creed|My Pedagogic Creed]]" (1897)
- The School and Society (1899)
- The Child and the Curriculum (1902)
- The Relation of Theory to Practice in Education (1904)
- weblink" title="web.archive.org/web/20060529220430weblink">"The Postulate of Immediate Empiricism" (1905)
- Moral Principles in Education (1909), The Riverside Press Cambridge, Project Gutenberg
- How We Think (1910)
- German Philosophy and Politics (1915)
- (Democracy and Education|Democracy and Education: an introduction to the philosophy of education) (1916)
- Reconstruction in Philosophy (1919)
- China, Japan and the U.S.A. (1921)
- Human Nature and Conduct: An Introduction to Social Psychology (1922)
- Experience and Nature (1925)
- The Public and its Problems (1927)
- The Quest for Certainty, Gifford Lectures (1929)
- The Sources of a Science of Education (1929), The Kappa Delta Pi Lecture Series
- Individualism Old and New (1930)
- Philosophy and Civilization (1931)
- Ethics, second edition (with James Hayden Tufts) (1932)
- Art as Experience (1934)
- A Common Faith (1934)
- Liberalism and Social Action (1935)
- Experience and Education (1938)
- Logic: The Theory of Inquiry (1938)
- Freedom and Culture (1939)
- Theory of Valuation (1939). {{ISBN|0-226-57594-2}}
- Knowing and the Known (1949)
- Unmodern Philosophy and Modern Philosophy {{ISBN|0809330792}} (Lost in 1947, finally published in 2012)Dewey worked on this book from 1939 before its loss in 1947. For a full account of this publication's history, see Philosophy Now magazine, here (link), accessed 3 June 2014.
- The Philosophy of John Dewey, Edited by John J. McDermott. University of Chicago Press, 1981.
- The Essential Dewey: Volumes 1 and 2. Edited by Larry Hickman and Thomas Alexander. Indiana University Press, 1998.
- To those who aspire to the profession of teaching (APT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (33â36). Carbonale, IL: Southern Illinois University Press, 2010.
- The classroom teacher (CRT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (153â60). Carbonale, IL: Southern Illinois University Press, 2010.
- The duties and responsibilities of the teaching profession (DRT). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (245â48). Carbonale, IL: Southern Illinois University Press, 2010.
- The educational balance, efficiency and thinking (EET). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (41â45). Carbonale, IL: Southern Illinois University Press, 2010.
- My pedagogic creed (MPC). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (24â32). Carbonale, IL: Southern Illinois University Press, 2010.
- Professional spirit among teachers (PST). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (37â40). Carbonale, IL: Southern Illinois University Press, 2010.
- The teacher and the public (TAP). In Simpson, D.J., & Stack, S.F. (eds.), Teachers, leaders and schools: Essays by John Dewey (214â44). Carbonale, IL: Southern Illinois University Press, 2010.
- The Early Works: 1892â1898 (5 volumes)
- The Middle Works: 1899â1924 (15 volumes)
- The Later Works: 1925â1953 (17 volumes)
- Supplementary Volume 1: 1884â1951
See also{{div col|colwidth=18em}}
- Center for Dewey Studies
- Democratic education
- Dewey Commission
- Inquiry-based learning
- Instrumental and value-rational action
- John Dewey bibliography
- John Dewey Society
- League for Independent Political Action
- Learning by teaching
- List of American philosophers
- Malting House School
- Pragmatic ethics
- Situational logic
- Caspary, William R. Dewey on Democracy (2000). Cornell University Press.
- Martin, Jay. The Education of John Dewey. (2003). Columbia University Press
- Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994). Columbia University Press
- Rud, A. G., Garrison, Jim, and Stone, Lynda (eds.) John Dewey at 150: Reflections for a New Century. West Lafayette: Purdue University Press, 2009.
- Ryan, Alan. John Dewey and the High Tide of American Liberalism. (1995). W.W. Norton.
- Westbrook, Robert B. John Dewey and American Democracy. (1993). Cornell University Press.
Further reading
- Alexander, Thomas. John Dewey's Theory of Art, Experience, and Nature (1987). SUNY Press
- Bernstein, Richard J. John Dewey (1966) Washington Square Press.
- Boisvert, Raymond. John Dewey: Rethinking Our Time. (1997). SUNY Press
- Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. (1995) Open Court Publishing Company
- Crick, Nathan. Democracy & Rhetoric: John Dewey on the Arts of Becoming (2010) University of South Carolina Press.
- Fishman, Stephen M. and Lucille McCarthy. John Dewey and the Philosophy and Practice of Hope (2007). University of Illinois Press.
- Garrison, Jim. Dewey and Eros: Wisdom and Desire in the Art of Teaching. Charlotte: Information Age Publishing, 2010. Original published 1997 by Teachers College Press.
- BOOK, Good, James, 2006, A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey, Lexington Books, 978-0-7391-1061-4,
- Hickman, Larry A. John Dewey's Pragmatic Technology (1992). Indiana University Press.
- Hook, Sidney. John Dewey: An Intellectual Portrait (1939)
- Howlett, Charles F., and Audrey Cohan, eds. John Dewey: America's Peace-Minded Educator (Southern Illinois UP, 2016), 305 pp.
- Kannegiesser, H. J. "Knowledge and Science" (1977). The Macmillan Company of Australia PTY Ltd.
- BOOK, Paul, Kengor, Dupes: How America's Adversaries Have Manipulated Progressives for a Century,weblink's%20Favorite%20Educator%22, 2010, Intercollegiate Studies Institute, 978-1-4976-2085-8,
- Knoll, Michael (2009) From Kidd to Dewey: The Origin and Meaning of "Social Efficiency". Journal of Curriculum Studies 41 (June), 3, pp. 361â91.
- Knoll, Michael (2014) Laboratory School, University of Chicago. D. C. Phillips (ed) Encyclopaedia of Educational Theory and Philosophy, Vol. 2 (London: Sage), pp. 455â58.
- Knoll, Michael (2014) John Dewey as Administrator: The Inglorious End of the Laboratory School in Chicago. Journal of Curriculum Studies, 47 (April), 2, pp. 203â52.
- Lamont, Corliss (1959), (ed., with the assistance of Mary Redmer). Dialogue on John Dewey. Horizon Press
- Morse, Donald J. Faith in Life: John Dewey's Early Philosophy. (2011). Fordham University Press
- Pappas, Gregory. John Dewey's Ethics: Democracy as Experience. (2008) Indiana University Press.
- BOOK, Pring, Richard, 2007, John Dewey: Continuum Library of Educational Thought, Continuum, 978-0-8264-8403-1,
- Popkewitz, Thomas S. (ed). Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education. (2005) New York: Palgrave Macmillan.
- Putnam, Hilary. "Dewey's Logic: Epistemology as Hypothesis". In Words and Life, ed. James Conant. Cambridge, MA: Harvard University Press, 1994.
- Ralston, Shane. John Dewey's Great Debates-Reconstructed. (2011). Information Age Publishing.
- JOURNAL, Richardson, Henry S, Henry S. Richardson (philosopher), Truth and ends in Dewey, Canadian Journal of Philosophy, 28, Supplement 1, 109â47, 1998, harv, 10.1080/00455091.1998.10717497,
- Rogers, Melvin. The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy (2008). Columbia University Press.
- Roth, Robert J. John Dewey and Self-Realization. (1962). Prentice Hall
- Rorty, Richard. "Dewey's Metaphysics". In The Consequences of Pragmatism: Essays 1972â1980. Minneapolis: University of Minnesota Press, 1982.
- Seigfried, Charlene Haddock, (ed.). Feminist Interpretations of John Dewey (2001). Pennsylvania State University Press
- Shook, John. Dewey's Empirical Theory of Knowledge and Reality. (2000). The Vanderbilt Library of American Philosophy
- Sleeper, R.W. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. Introduction by Tom Burke. (2001). University of Illinois Press.
- Talisse, Robert B. A Pragmatist Philosophy of Democracy (2007). Routledge
- Michel Weber and Will Desmond (eds.). Handbook of Whiteheadian Process Thought (Frankfurt / Lancaster, Ontos Verlag, Process Thought X1 & X2, 2008.
- White, Morton. The Origin of Dewey's Instrumentalism. (1943). Columbia University Press.
External links{{sisterlinks|d=Q131805|n=no|s=Author:John Dewey|b=no|commons=Category:John Dewey|wikt=no|voy=no|m=no|mw=no|species=no}}{{Bibliowiki|John Dewey}}
- Center for Dewey Studies
- John Dewey Papers, 1858â1970 at Southern Illinois University Carbondale, Special Collections Research Center
- weblink" title="web.archive.org/web/20030608113016weblink">John Dewey Chronology at Southern Illinois University
- {{Gutenberg author |id=446 | name=John Dewey}}
- {{Internet Archive author |sname=John Dewey}}
- {{Librivox author |id=1977}}
- Dewey in German education â a bibliography
- content above as imported from Wikipedia
- "John Dewey" does not exist on GetWiki (yet)
- time: 4:45pm EST - Fri, Dec 06 2019
- "John Dewey" does not exist on GetWiki (yet)
- time: 4:45pm EST - Fri, Dec 06 2019
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Eastern Philosophy
History of Philosophy
History of Philosophy
M.R.M. Parrott


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Singing Lessons West Jordan
Singing Lessons West Jordan
Having the right vocal coach is crucial in helping you meet your specific vocal needs. In our singing lessons, we will develop your voice to its highest potential safely and naturally. Our goal is to give you a voice free of any tension or manipulation.
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Our one hour private signing lessons are recorded in our West Jordan voice lessons studio. The best way to improve your voice is by hearing what it will sound like in a live setting. For this reason, the vocal performance section of your West Jordan voice lesson will include live sound through our studio speakers. We'll be working with microphone technique and showmanship.
It will not hinder your progress if you have never taken a singing lesson before. In fact, you may progress faster without having previous knowledge about other vocal techniques. Either way, there really is no one way to teach anyone how to sing. Your voice is totally unique to you! It requires a customized approach to your vocal development.
If you live in the West Jordan area and would like to take private voice lessons with Chelsea Cowan, contact her for a list of open lesson times. Voice lessons are available Monday through Friday. Learn to sing through private, group and online voice lessons at Sing With Chelsea Studio. Call (801) 696-7848.

subset: commoncrawl


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Yesterday saw a nice little consignment haul for guitar players. We recommend these items for players that consider themselves closer to beginner than advanced. The items that came in are listed below.
Stedman Pro Les Paul Copy
Availability Status: For Sale
Good condition, all stock. Was purchased from us some time ago (easily within the first year we were open), the owner is just downsizing.
Rogue GS-100R Amp
Availability Status: For Sale
Fair condition. Stickers and duct tape in various locations of the amp. Dusty, but works.
Squier Champ 15G
Availability Status: For Sale
Good condition. Works well, just a little dusty.
Modtone Speedbox Distortion
Availability Status: For Sale
Some paint chips, standard signs of use. Still needs testing, will update with any issues found.
Click here for pricing...
Digitech Metal Master - Heavy Metal Distortion
Availability Status: For Sale
Fair condition, paint chips, etc. Still needs testing as well.
NOTE: We actually have two of these on consignment in varying conditions, this one is the most recently acquired of the two. They are priced based on condition.


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In my new life, I am reading a lot, and I want to blog about some of the books which I encounter. I will usually focus on those which affect the way I think. And I just finished – literally 5 minutes before sitting down, while making a cup of tea – John Scalzi's Old Man's War. I was listening to OMW on Audiobook which is how I could read while making tea. Lucky for me. This was an entirely captivating read, and I could write a book about this book's themes and motifs.
Scalzi is a writer I have only recently discovered. I read Redshirts earlier this year, mostly on the recommendation of Librin Latone and found Scalzi to be an incredibly creative storyteller and ethical thinker. Now, for some the term ethical may not seem high praise about an author, so let me explain what I mean. He writes with a clear intention to create a new world, invite me into an incredible story which must stand on its own internal merits, and ask all consuming questions about how stories, lives and characters shape ethical questions. Ethical writers create narratives which do more than entertain or help us escape life; they shape how we perceive and create meaning in our own lives. Futuristic stories have the potential to foster conversations about the ethical considerations which must shape our pursuit of progress. The imagination of science fiction, the exploration of not-yet-possible technology, explores the boundaries of what it means be human and how we differentiate between allies and enemies.
Old Man's War explores these ethical questions directly and indirectly through motifs and recurring themes. Directly, the plot and conversation of the characters address the feelings of elderly folks choosing between certain death and an absolutely unknown possibility. The only character that we meet directly who does not choose this unknown is the young woman who staffs the recruitment and enlistment office for those who choose to leave for the stars on a vague promise that they will be made young and strong again. What has she observed in her daily interaction with the elderly that the rest of us cannot see? What does she perceive from behind that computer as she facilitates the end of each recruit's first life? How can anyone make irrevocable decisions with such limited information, does she consider her position to be uniquely wise or informed? Scalzi's genius is raising this universal dilemma through a quintessentially minor character; Limited perspective or not, every person makes radical and irrevocable decisions based on very limited information. What information might I have missed that would have radically changed my decisions in life, for the better or worse?
Scalzi continues to explore decision making through a series of plot twists about death and rebirth. *Spoiler alert* the vague and mysterious process of rejuvenating seventy-five year old retirees into nimble soldiers requires that scientists take the subject's DNA, grow a replacement modified and battle-ready body, and transfer the consciousness into its new host. In his new body, Perry observes his old self physical-home from his new eyes and asks with concern why it/he is still breathing. Perry's concern contrasts with the doctor's almost flippant response about brain death and slowly extinguishing brainstem functions. Again, we have a minor character's whose experience in the process of death and rebirth is limited yet deeply in depth; and this character whose information is based on personal experience and knowledge responds not in rejection of the possibilities, but slight impatience to continue the routine miracle of rebirth. How many miracles did I miss today because I've seen them before and have forgotten their wonder?
For all of its science fiction about technologically-aided rebirth, this is no story about the transcending of humanity beyond our physical limitations. Scalzi uses food throughout the book to illustrate both the odd abundance and the inherently limited material construction of a life where human bodies are discarded and replaced like new shoes. Donuts are served in every-other paragraph for the first several chapters. Before their death-rebirth, the recruits feast on and joke about their deliciously artery-clogging meals. After their rebirth, the generous but now healthier food options continue, and the metaphor expands to include gratuitous sex and improbable physical feats. All call the reader to consider the meaning of life as indivisibly transcendent and mundane.
This material construction is also found throughout in the graphic and empathetic way war and injuries are described. Scalzi's description of a fight between two soldiers left my side aching in sympathy for the loser's cracked ribs, and images of punctured livers, slashed temples, oddly colored Smartblood™, an amputated-and-replaced-leg, and even a floating soldier lost to space were too visceral for my personal taste. But I can appreciate the inherent power in images graphic enough to elicit discomfort and distaste; physical life is inherently gross, and Scalzi refuses to take refuge in an idealized and sanitized future.
In the light of this dusty and hands on approach to material life, three other parallels on death and new life take on a more potent message: the Colonists, Jane Sagen, and the Consu. Of all the humans on Earth, only overpopulated countries are permitted to depart for new worlds; therefore, a large number of the colonial volunteers are from the Indian subcontinent. I find it relevant to consider that these therefore would, in part, consist of those whose worldview is shaped by theologies of reincarnation, karma, and rebirth. However, interestingly enough, the only Colonials which Perry observes are "what [he] would guess were Pakistanis or Muslim Indians" (p37). Where do the Hindus go? Are they not colonials? It's a tantalizing cultural parallel which is not fleshed out in this volume.
The parallel is expanded somewhat in the theology of the Consu. Consu are an alien civilization who believe all other species are lesser races and contagiously unclean. The entire goal of a lesser being should be to die a glorious death in combat (ideally with a Consu) and thereby earn a place as a one of the blessed Consu. Through a belief in death and rebirth, the Consu treat their own lives as expendable and others' deaths as a gift of redemption. Military leaders take an intentionally non-evaluator posture about this religious belief, interested only in so much as it aids their mission; however, Scalzi's juxtaposition of the graphic descriptions of the material experiences of the characters and the internal life of his protagonist stand in stark contrast to the military's dismissive posture.
Where the Consu accept an even greater uncertainty, humanity has created a death and rebirth cycle focused upon treasuring consciousness and memory. For Consu and karma-believing human theologies, neither consciousness nor memory are essential to a person's eventual redemption nor rebirth. For the colonial military if one sheds a body but retains memory and conscious, a life has continued; if consciousness and memory are gone, the life is ended and the DNA becomes CDF property for experimental reuse. This is seen in the CDF's recycling of DNA from recruits who register an intent to enlist but die any time before their actual rebirth. The CDF uses that DNA to gestate a solider. But the human value of consciousness and memory affects the identity of these soldiers. When Perry meets a special-forces soldier whose modified body is based upon his late wife's DNA, she becomes obsessed with learning about her DNA-predecessor and later alludes to a desire to move into a similar position in Perry's life.
Scalzi's exploration of eschatology* is most satisfying in its refusal to accept simple answers. Enlistment as a reborn CFD soldier only delays death, and 3-in-4 will die during their term of service. No sanctimonious chaplain stands by to remind Perry of his own theoretical heavenly end. Nothing indicates whether the narrator or writer believes in the success or hollowness of Consu reincarnation.
In the OMW's universe, like our own, decisions must always be made on incomplete information.
Yet, Scalzi rejects the futility of ignorance and valorizes the ability to observe keenly and and draw new conclusions. Perry's initial battle with the Consu is successful because he notices a need for two-shot firing and modifies his weapon; his life is later saved when he predicts an inevitable shot and flees. One of Perry's best friends frightens and impresses military brass by identifying previously unknown technology and helping them modify strategy Reading the story, I began to wonder how Perry's almost prescient powers of observation reflect Scalzi's own self-image. (Redshirts is based upon a not-dissimilar plot devices where a single character notices and acts upon information in front of all but previously taboo to acknowledge).
I suppose this reflection should conclude. My take away? I'll never have all the information, and will always live based upon constructions of reality – religious, political, and cultural – which will define how I see the information in front of my face. Scalzi reminds us of our need to live the best we know how, the recurring need in any life to be willing to notice that which we take for granted, and the comfort that all information cannot be collected, remembered and maintained. But, just as we learn we cannot see from all perspectives at once, we do not need to be all things. Everybody dies and nothing is gained from fretting about it. Just be. Just try.


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Focusing on quality over quantity, highly designed furniture and accessory staples work hard for their place in the home. Products exhibit proud personality, with fat frames, expressive forms and eye-catching graphics to charm consumers all the way to the checkout. Meanwhile, functional all-in-one products cater to small spaces, and take note from tabletop decorations by offering aesthetic value when not in use.
Maison & Objet Jan 2019: Key Trends
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By identifying, analysing and decoding the most important trends from 20 industries, we'll give you the ideas and insights you need to future-proof your business.


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Hi, I am David Moss and would like to play in a couple of events in Memphis. Regional events are possible. I have 5,000 (obviously well earned master points). I play mostly 2/1 and am reasonably pleasant. Please PM or send a mail to email@example.com if interested.
How does this violate our Community Guidelines?
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We are fast growing software house in the Polish market mainly specialized in mobile app, big data, machine and deep learning. We are focused on reliability and quality of services. The ideal candidate should have proper education and professional skills, but first of all he should be focused on development and eager to improve his knowledge and competences. At the moment we are looking for:
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Salary: 8000-11000 PLN net/month (negotiable)
on B2B contract, (Full time)
Other info: Possibility of remote work
Start Date: ASAP
Interested persons are invited to contact with Mateusz or to submit their application form (CVs), along with consent to the processing of personal data to the address: [email protected] We kindly inform you that we contact only chosen candidates.


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Rihanna's New Album
Rihanna Releasing Not 1 But 2 Albums in 2018? + Blac Chyna Gets Mommy Shamed!
Get ready, Rihanna is coming! Rumors are the singer is going to be releasing not two albums and we have to ask – will her alter ego emerge? PLUS: Blac Chyna got #mommyshamed for putting clip in extensions in her daughter's hair. Also, we have to talk about Kanye West. What will he do next?
Posted by After Elvis on Friday, April 27, 2018


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Saturday 7 December
Experience South Wales at its best with a morning visit to the Big Pit - The National Coal Museum of Wales; and an afternoon visit to the elaborately decorated Cardiff Castle, plus free time to explore the capital city. Leave BISC 8.00am, UWE 8.15am, return by 7pm. Costs £30 and includes all entry fees and return coach fare. BOOK SOON!!


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If you requested the free Uncle Bens Ready Rice that I posted a couple of weeks ago you will want to redeem it right away. This free coupon expires on 5/15/11. I don't know why, but I received 2 coupons in the mail.
5/6/2011 05:34:03 am
I'm wondering if maybe it was a glitch. I received two of them also.
Leave a Reply.
Welcome to Home Ec @ Home
Hi, I'm Faith, a former Family and Consumer Science teacher turned work at home Mom blogger. I love God, my family, and food. You can usually find me in the kitchen preparing family friendly, homemade recipes and taking lots of pictures.
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How many of you have seen the original Jurassic Park movie that came out exactly 25 years ago ? Well, none of you had been born then, but thanks to the magic of Internet, satellite television and DVD we can watch almost any movie anytime we want. So if you have not already seen it, ask or mum and dad to get a DVD for you or stream it online.
This is the movie that got people talking about dinosaurs, those giant creatures that vanished from the earth nearly 65 million years ago. Dinosaurs were a group of medium to large reptiles that lived between 235 million years ago and 66 million years ago. The English scientist Richard Owen created the word 'dinosaur' in 1842, meaning 'terrible lizard' because at the time he thought they were similar looking to large lizards. Today, we know they are not lizards, but a totally different kind of reptile.
The film Jurassic Park was based on the idea of recreating living dinosaurs from the DNA of a dinosaur extracted from the blood of a mosquito embedded in tree amber. The fifth film in the series Fallen Kingdom is now playing in cinemas, so head down to the nearest cinema to catch some dinosaurs, including ones never seen before, in action.
In fact, scientists are still learning about these majestic and sometimes ferocious creatures (Remember the T-Rex from Jurassic Park movies ?). How do they do this ? They study fossilized remains of dinosaurs found in a number of countries, though no dinosaur skeletons have been found in Sri Lanka yet. Neighbouring India had a few species, though.
As scientists discover more skeletons, our knowledge of dinosaurs has increased over the last 25 years. Now we know that around types of 900 dinosaurs lived on Earth, but this number increases each year as scientists dig up more "new" dinosaurs and get to name them. About 50 new dinosaurs are named every year. Most of the world's new dinosaur skeletons are coming from China, Mongolia and South America.
There are several theories on why they disappeared, the most popular one being that a huge asteroid from space crashed on to the Earth, creating a massive ash cloud that prevented sunlight coming in. This affected the trees and all other living beings. Scientists say that mammals including humans would not have evolved so fast if the dinosaurs did not disappear, because the dinosaurs dominated the world all those millions of years ago. But did you know that most of today's birds also evolved from dinosaurs ? Yes, the birds are a living link to the dinosaurs, some of whom actually had feathers, just like today's birds. In fact, some experts go as far as saying that birds are actually modern dinosaurs.
Dinosaurs lived during three periods of time - the Triassic period (252-201 million years ago), the Jurassic period (201-145 million years ago) and the Cretaceous period (145-66 million years ago).
These three periods together make up the Mesozoic era. In short, they ruled the world for about 135 million years.
Will it really be possible to resurrect the dinosaurs ? It is theoretically not impossible, because scientists are already talking about bringing the extinct woolly mammoths back to life. But it may not be easy with today's genetic technology.
But should we revive dinosaurs? As the Jurassic Park movies show, this might create many problems for the world, so it is better not to bring them back. And every time we look out of the windows we see them in action anyway. Yes, birds are the living dinosaurs in our midst and we should take good care of them.


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Fascism is the union of government with private business against the People.
"To The States, or any one of them, or to any city of The States: Resist much, Obey little; Once unquestioning obedience, at once fully enslaved; Once fully enslaved, no nation, state, city, ever afterward resumes its liberty." from "Caution" by Walt Whitman
"To The States, or any one of them, or to any city of The States: Resist much, Obey little; Once unquestioning obedience, at once fully enslaved; Once fully enslaved, no nation, state, city, ever afterward resumes its liberty." from "Caution" by Walt Whitman
Wednesday, August 7, 2013
Big Money Philanthropy and the greed of the upper-class
2013-08-07 "Blowing the Whistle on the 'Charitable-Industrial Complex': A scion of one of America's top fortunes has just exposed the damage being done by high-end philanthropy"
by Sam Pizzigati from "OtherWords" [http://www.commondreams.org/view/2013/08/07-8]:
Inequality has a silver lining. At least the awesomely affluent think so.
If we didn't have grand fortunes, their claim goes, we wouldn't have grand philanthropy. No foundations and handsome bequests for underwriting good causes. No gifts and grants by the tens and hundreds of millions.
Philanthropy, proclaims a new study from the global bank Barclays [https://www.barclayswealth.com/insights/Volume17.htm], has become "near-universal among the wealthy." Most rich, says Barclays, share "a desire to use" their wealth for "the good of others."
But this "desire" doesn't appear to be driving all that much sharing, as the researchers from Barclays themselves acknowledge. Some 97 percent of the world's "high-net-worth individuals," they note, do give annually to charity. Yet only one-third of these extremely wealthy folks give away over 1 percent of their net worth.
The rich, in other words, could afford to give away far more than they actually do. Over recent years, some public-spirited wealthy Americans — like the late multimillionaire San Francisco money manager Claude Rosenberg — have tried unsuccessfully to get this message across [http://www.nytimes.com/2008/05/08/business/08rosenberg.html].
But now a new challenge to the philanthropic conventional wisdom has emerged, and this one figures to be tougher to ignore. The reason? The challenger just happens to be the son of the world's fourth-richest billionaire.
This new challenger, Peter Buffett, isn't arguing that the rich don't give enough. He's challenging the core of the philanthropic mindset, the notion that the rich, with their giving, are making the world a significantly better place. Buffett, in effect, is blowing the whistle on what he calls our "charitable-industrial complex."
Peter Buffett knows this complex — from the inside. He runs a foundation his father Warren Buffett created. In a recent New York Times op-ed [http://www.nytimes.com/2013/07/27/opinion/the-charitable-industrial-complex.html], son Buffett began peeling off the halo that tops the "massive business" that American philanthropy has become.
In elite philanthropic gatherings, notes the 55-year-old Buffett, you'll see "heads of state meeting with investment managers and corporate leaders," all of them "searching for answers with their right hand to problems that others in the room have created with their left."
And the answers that do eventually emerge seldom discomfort the problem-creators. These answers almost always keep, Buffett charges, "the existing structure of inequality in place."
Peter Buffett dubs this comforting charade "conscience laundering." Philanthropy helps the wealthy feel less torn "about accumulating more than any one person could possibly need to live on." They "sleep better at night while others get just enough to keep the pot from boiling over."
That "just enough," Buffett adds, can do long-term damage. Today's philanthropists are imposing a stark corporate vision and vocabulary on the charitable world, pushing "free-market" principles, constantly demanding proof of "R.O.I.," or return on investment.
Meanwhile, the global "perpetual poverty machine" rolls on — and philanthropists appear too busy patting themselves on the back to notice. Observes Buffett: "As more lives and communities are destroyed by the system that creates vast amounts of wealth for the few, the more heroic it sounds to 'give back.'"
Peter Buffett's whistle-blowing is already having an impact. Those getting crushed by the "philanthropic colonialism" Buffett decries are circulating his critique to combat the "solutions" philanthropists are imposing upon them.
Last week, for instance, Chicago public school activist Timothy Meegan cited Buffett's analysis in his push-back against the "venture philanthropists" now forcing "mass privatization" on Chicago's school system [http://www.suntimes.com/news/otherviews/21628237-452/cps-starving-its-schools-to-justify-privatization.html].
Mega "charitable" millions, Meegan shows, are distorting policy decisions in Chicago, bankrolling a strategy that's proliferating charter schools run by private operators while simultaneously defunding neighborhood schools, declaring them "failing," and then shutting them down.
Concludes Meegan: "If allowed to continue," this philanthropic onslaught will leave Chicago without real public schools, only tax-subsidized charters "whose investors will profit handsomely off of our kids."
We don't need, Peter Buffett contends, a philanthropy that's turning "the world into one vast market." We need systemic change "built from the ground up."
Top-down change simply isn't working. Not in Chicago. Not anywhere.
Posted by Northbay Uprising Radio at 12:56 PM
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