By R.S. Peters
ISBN-10: 0203861043
ISBN-13: 9780203861042
ISBN-10: 041556252X
ISBN-13: 9780415562522
ISBN-10: 0710086237
ISBN-13: 9780710086235
John Dewey used to be probably the most influential American philosophers of his time and likewise the most prolific, with about forty books and seven-hundred articles to his credits. whilst this ebook was once initially released in 1977 Dewey's paintings, apart from his vital contributions to the philosophy of schooling, had suffered an unwarranted scholarly overlook and remained little identified outdoor the us. This current quantity helped redress this stability.
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Sample text
25–7) that X itself necessarily becomes interesting to us; indeed, that the interest which originally attached only to the end now attaches also to the means. g. 1896, p. 97; 1900, pp. 43–6, 92–3; 1912, p. 474; 1916, p. 149), that the successful teacher makes things interesting for the pupil and not by any merely external sugar-coating of the pill. To make it interesting by leading one to realise the connection that exists is simply good sense; to make it interesting by extraneous and artificial inducements deserves all the bad names which have been applied to the doctrine of interest in education’ (1916, p.
Were others equally rational, civilization would collapse into paralysis, like some giant centipede told to put its best foot forward first. The error is to forget that freedom depends on skill and skill on habit. Motorist and mountaineer, call-girl and diplomat, yogi and commissar, juggler and philosopher can pursue their own good in their own way only if they are creatures of habit. The motorist literally and the others metaphorically need an unthinking control of their vehicles. 40â•… John Dewey reconsidered Such skills become, in the eyes of James or Dewey, parts of the self.
G. 1916, pp. 148, 401) the idea of some things being in someone’s interests to the idea of someone’s being interested in that thing. g. 1891, pp. 306–7; 1913, p. 88; 1916, pp. 148, 408). g. 1891, pp. 306–7; 1908, p. 326). But what is in a child’s interests may not be what the child is interested in. Indeed, he may have no idea whether something is in his interests or not, but he is hardly likely to be so ignorant of what he is interested in. Things can be done, as Dewey himself writes, in the interests of efficiency, fair play or justice (1908, pp.
John Dewey reconsidered (International Library of the Philosophy of Education Volume 19) by R.S. Peters
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