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9781605203461
Reconstruction in Philosophy available in Paperback
- ISBN-10:
- 1605203467
- ISBN-13:
- 9781605203461
- Pub. Date:
- 10/31/2008
- Publisher:
- Cosimo Classics
- ISBN-10:
- 1605203467
- ISBN-13:
- 9781605203461
- Pub. Date:
- 10/31/2008
- Publisher:
- Cosimo Classics
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Overview
Though best remembered today as a philosopher of early-childhood education through his influential 1899 work The School and Society and the essay “The Child and the Curriculum,” John Dewey also expended considerable thought on the progress of philosophy itself. In this striking book, first published just after the First World War in 1920, Dewey considers how, why, and when human affairs should prompt a new approach to concepts of morality and justice. How should the revelations of science in the 20th century, and its consequential technology, impact human thought? Is seeing knowledge as power philosophical supportable and desirable? Must we redefine what it means to be “idealist”? Where do politics and philosophy intersect? Dewey’s bracing explorations of these questions, and others, continue to enthrall thinking people —and continue to be vitally relevant—nearly a century after they were written. American educator and philosopher JOHN DEWEY (1859–1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939).
Product Details
| ISBN-13: | 9781605203461 |
|---|---|
| Publisher: | Cosimo Classics |
| Publication date: | 10/31/2008 |
| Edition description: | New Edition |
| Pages: | 236 |
| Product dimensions: | 5.11(w) x 8.06(h) x 0.60(d) |
About the Author
John Dewey (FAA October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism. Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics. In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality.
Table of Contents
| I | Changing Conceptions of Philosophy | 1 |
| Origin of philosophy in desire and imagination | ||
| Influence of community traditions and authority | ||
| Simultaneous development of matter-of-fact knowledge | ||
| Incongruity and conflict of the two types | ||
| Respective values of each type | ||
| Classic philosophies (i) compensatory, (ii) dialectically formal, and (iii) concerned with "superior" Reality | ||
| Contemporary thinking accepts primacy of matter-of-fact knowledge and assigns to philosophy a social function rather than that of absolute knowledge | ||
| II | Some Historical Factors in Philosophical Reconstruction | 16 |
| Francis Bacon exemplifies the newer spirit | ||
| He conceived knowledge as power | ||
| As dependent upon organized cooperative research | ||
| As tested by promotion of social progress | ||
| The new thought reflected actual social changes, industrial, political, religious | ||
| The new idealism | ||
| III | The Scientific Factor in Reconstruction of Philosophy | 31 |
| Science has revolutionized our conception of Nature | ||
| Philosophy has to be transformed because it no longer depends upon a science which accepts a closed, finite world | ||
| Or, fixed species | ||
| Or, superiority or rest to change and motion | ||
| Contrast of feudal with democratic conceptions | ||
| Elimination of final causes | ||
| Mechanical science and the possibility of control of nature | ||
| Respect for matter | ||
| New temper of imagination | ||
| Influence thus far technical rather than human and moral | ||
| IV | Changed Conceptions of Experience and Reason | 44 |
| Traditional conception of nature of experience | ||
| Limits of ancient civilization | ||
| Effect of classic idea on modern empiricism | ||
| Why a different conception is now possible | ||
| Psychological change emphasizes vital factor using environment | ||
| Effect upon traditional ideas of sensation and knowledge | ||
| Factor of organization | ||
| Socially, experience is now more inventive and regulative | ||
| Corresponding change in idea of Reason | ||
| Intelligence is hypothetical and inventive | ||
| Weakness of historic Rationalism | ||
| Kantianism | ||
| Contrast of German and British philosophies | ||
| Reconstruction of empirical liberalism | ||
| V | Changed Conceptions of the Ideal and the Real | 59 |
| Idealization rooted in aversion to the disagreeable | ||
| This fact has affected philosophy | ||
| True reality is ideal, and hence changeless, complete | ||
| Hence contemplative knowledge is higher than experimental | ||
| Contrast with the modern practise of knowledge | ||
| Significance of change | ||
| The actual or realistic signifies conditions effecting change | ||
| Ideals become methods rather than goals | ||
| Illustration from elimination of distance | ||
| Change in conception of philosophy | ||
| The significant problems for philosophy | ||
| Social understanding and conciliation | ||
| The practical problem of real and ideal | ||
| VI | The Significance of Logical Reconstruction | 76 |
| Present confusion as to logic | ||
| Logic is regulative and normative because empirical | ||
| Illustration from mathematics | ||
| Origin of thinking in conflicts | ||
| Confrontation with fact | ||
| Response by anticipation or prediction | ||
| Importance of hypotheses | ||
| Impartial inquiry | ||
| Importance of deductive function | ||
| Organization and classification | ||
| Nature of truth | ||
| Truth is adverbial, not a thing | ||
| VII | Reconstruction in Moral Conceptions | 92 |
| Common factor in traditional theories | ||
| Every moral situation unique | ||
| Supremacy of the specific or individualized case | ||
| Fallacy of general ends | ||
| Worth of generalization of ends and rules is intellectual | ||
| Harmfulness of division of goods into intrinsic and instrumental | ||
| Into natural and moral | ||
| Moral worth of natural science | ||
| Importance of discovery in morals | ||
| Abolishing Phariseeism | ||
| Growth as the end | ||
| Optimism and pessimism | ||
| Conception of happiness | ||
| Criticism of utilitarianism | ||
| All life moral in so far as educative | ||
| VIII | Reconstruction as Affecting Social Philosophy | 107 |
| Defects of current logic of social thought | ||
| Neglect of specific situations | ||
| Defects of organic concept of society | ||
| Evils of notion of fixed self or individual | ||
| Doctrine of interests | ||
| Moral and institutional reform | ||
| Moral test of social institutions | ||
| Social pluralism | ||
| Political monism, dogma of National State | ||
| Primacy of associations | ||
| International humanism | ||
| Organization a subordinate conception | ||
| Freedom and democracy | ||
| Intellectual reconstruction when habitual will affect imagination and hence poetry and religion | ||
| Index | 124 |
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