subject:( John Dewey)

Boston University

1. Henkel, Milford Franklin. The epistemology of John Dewey.

Degree: MA, Philosophy, 1948, Boston University

URL: http://hdl.handle.net/2144/21420

Subjects/Keywords: Dewey; John

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APA (6^th Edition):

Henkel, M. F. (1948). The epistemology of John Dewey. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/21420

Chicago Manual of Style (16^th Edition):

Henkel, Milford Franklin. “The epistemology of John Dewey.” 1948. Masters Thesis, Boston University. Accessed March 01, 2021. http://hdl.handle.net/2144/21420.

MLA Handbook (7^th Edition):

Henkel, Milford Franklin. “The epistemology of John Dewey.” 1948. Web. 01 Mar 2021.

Vancouver:

Henkel MF. The epistemology of John Dewey. [Internet] [Masters thesis]. Boston University; 1948. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2144/21420.

Council of Science Editors:

Henkel MF. The epistemology of John Dewey. [Masters Thesis]. Boston University; 1948. Available from: http://hdl.handle.net/2144/21420

Universidade Federal de Santa Maria

2. Dariane Carlesso. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.

Degree: 2008, Universidade Federal de Santa Maria

URL: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

► Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação/Mestrado, da Universidade Federal de Santa Maria (PPGE/UFSM) e está vinculada à Linha de Pesquisa: Educação,… (more)

▼ Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação/Mestrado, da Universidade Federal de Santa Maria (PPGE/UFSM) e está vinculada à Linha de Pesquisa: Educação, Política e Cultura. Teve como objetivo principal, conhecer o conceito de experiência presente na obra de John Dewey, na expressão educação como construção e reconstrução de experiência, própria do autor. Através da pesquisa bibliográfica em algumas obras sobre educação de John Dewey, delinearam-se elementos caracterizadores da experiência. A investigação ocupou-se, também, em entender e refletir, por meio da literatura atual, sobre o que caracteriza a cultura escolar hoje, quais são as concepções que alimentam a valorização da cultura experiencial do aluno no ambiente da escola. Por ser a escola entendida hoje como um ambiente não só entremeado, mas produtor de cultura e, também, produtor de um discurso de valorização da experiência do aluno, o estudo sobre a crise de paradigmas constituidores da experiência fez-se necessário. Sendo assim, questionou-se a condição atual da escola em meio aos diferentes impasses que ela vem sofrendo, especialmente pela separação entre os saberes escolares e a vida do aluno. Com o intuito de abranger os discursos educacionais atuais de valorização da experiência proferidos dentro do próprio ambiente da escola, também foram trazidas para a reflexão, mediante entrevistas semi-estruturadas, falas de seis professoras atuantes na educação de crianças de uma escola pública. Tais entrevistas, analisadas através da técnica de análise de conteúdo e de análise textual, receberam uma leitura voltada para a compreensão daquilo que sustenta o conceito de experiência. Nesse sentido, foram estudadas as concepções de ensino, aprendizagem, aluno e o papel do professor presentes nos discursos das professoras. Ao comparar as concepções deweyanas de educação e o que hoje se apresenta na escola como elemento caracterizador da experiência, nossa pesquisa conclui que ainda estamos assentados em uma educação basicamente tradicional que, embora se diga fomentadora de experiências no espaço da escola, reduz esta compreensão ao ir lá e fazer. E, quando se diz conhecedora das experiências do aluno, não as concebe como possibilitadoras de novas construções, no sentido encadeado e contínuo do processo de construção do conhecimento. As falas da maioria das professoras apontam uma dimensão da experiência voltada para vivências, situações imediatas, práticas, no sentido restrito do termo. Sendo assim, embora se professe a valorização da experiência do aluno, a necessidade e a importância de trazer a vida do mesmo para o ambiente da escola, isso ainda é feito de maneira superficial, sem a intencionalidade inerente a uma compreensão da experiência como acontecimento de crescimento e aperfeiçoamento do ser humano; ou seja, a experiência e sua reconstrução contínua como um processo de construção do conhecimento. Esta impossibilidade de confluir o conceito deweyano de experiência com aquilo que é proferido nos discursos educacionais atuais se… Advisors/Committee Members: Elisete Medianeira Tomazetti, Amarildo Luiz Trevisan, Marcus Vinicius da Cunha.

Subjects/Keywords: experiência; John Dewey; EDUCACAO; John Dewey; experience; reconstrução; reconstruction

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APA (6^th Edition):

Carlesso, D. (2008). JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carlesso, Dariane. “JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.” 2008. Thesis, Universidade Federal de Santa Maria. Accessed March 01, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carlesso, Dariane. “JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.” 2008. Web. 01 Mar 2021.

Vancouver:

Carlesso D. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2008. [cited 2021 Mar 01]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carlesso D. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. [Thesis]. Universidade Federal de Santa Maria; 2008. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

3. Bland, Karen Maree. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.

Degree: 2018, University of Adelaide

URL: http://hdl.handle.net/2440/118073

► The crucial demarcation of John Dewey’s ethical theory was to advocate a shift from promoting particular moral views to emphasising a process of reflective moral… (more)

Subjects/Keywords: Ethics; American pragmatism; John Dewey; Hume & Dewey; Kant & Dewey; J.S. Mill & Dewey

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APA (6^th Edition):

Bland, K. M. (2018). The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/118073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bland, Karen Maree. “The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.” 2018. Thesis, University of Adelaide. Accessed March 01, 2021. http://hdl.handle.net/2440/118073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bland, Karen Maree. “The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.” 2018. Web. 01 Mar 2021.

Vancouver:

Bland KM. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2440/118073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bland KM. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/118073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

4. Fu, Hui. Confucians and Dewey on community.

Degree: MA, Philosophy, 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1836

► This thesis offers a comparison between liberalism, Dewey’s pragmatism, and Confucianism on their views of community. Today, as China struggles with the influences of modernity,… (more)

Subjects/Keywords: Confucianism; John Dewey

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APA (6^th Edition):

Fu, H. (2009). Confucians and Dewey on community. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1836

Chicago Manual of Style (16^th Edition):

Fu, Hui. “Confucians and Dewey on community.” 2009. Masters Thesis, Texas A&M University. Accessed March 01, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-1836.

MLA Handbook (7^th Edition):

Fu, Hui. “Confucians and Dewey on community.” 2009. Web. 01 Mar 2021.

Vancouver:

Fu H. Confucians and Dewey on community. [Internet] [Masters thesis]. Texas A&M University; 2009. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1836.

Council of Science Editors:

Fu H. Confucians and Dewey on community. [Masters Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1836

University of Toronto

5. Goetze, Sterling Trystan. Theory versus Practice: Conceptions of the University and Contemporary Challenges.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/67978

►

The tension between thought and practice is an ancient one in Western societies. Universities, as institutions of learning, have been at the centre of this… (more)

Subjects/Keywords: Entrepreneurial; John Dewey; Liberal; Research; Universities; 0998

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Goetze, S. T. (2014). Theory versus Practice: Conceptions of the University and Contemporary Challenges. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67978

Chicago Manual of Style (16^th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Masters Thesis, University of Toronto. Accessed March 01, 2021. http://hdl.handle.net/1807/67978.

MLA Handbook (7^th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Web. 01 Mar 2021.

Vancouver:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1807/67978.

Council of Science Editors:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67978

Tampere University

6. Rytilä, Jenni. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .

Degree: 2019, Tampere University

URL: https://trepo.tuni.fi//handle/10024/116150

► Tutkielmassa tarkastelen pragmatisti John Deweyn tiedenäkemystä ja tutkin, mikä sen asema on tieteellisen realismin ja antirealismin välisessä kiistassa. Keskityn tutkimuksessani erityisesti Deweyn näkemykseen tieteen entiteeteistä.… (more)

▼ Tutkielmassa tarkastelen pragmatisti John Deweyn tiedenäkemystä ja tutkin, mikä sen asema on tieteellisen realismin ja antirealismin välisessä kiistassa. Keskityn tutkimuksessani erityisesti Deweyn näkemykseen tieteen entiteeteistä. Tutkimuskysymyksenä on: ovatko tieteellisissä teorioissa oletetut entiteetit Deweyn mukaan todellisia riippumattoman maailman entiteettejä, kuten tieteellisessä realismissa, vai onko Dewey tieteen entiteettien suhteen antirealisti? Tutkimusmenetelmänä käytän Deweyn tekstien analyysia ja Deweyn ajattelun vertaamista erilaisiin näkemyksiin, joita on esitetty tieteelliseen realismiin liittyvässä keskustelussa. Vertailukohdiksi nostan antirealismin puolelta Bas van Fraassenin instrumentalistisen tiedenäkemyksen ja Steve Woolgarin sosiaalisen konstruktionismin, ja realismin puolelta Ian Hackingin kokeellisen entiteettirealismin ja Ernan McMullinin rakenteisiin kohdistuvan realismin. Vertailun ja analyysin pohjalta argumentoin, että vaikka Deweyn tiedenäkemykseen sisältyy merkittäviä instrumentalistisia ja konstruktionistisia piirteitä, Dewey ei kuitenkaan ole nykyisessä mielessä antirealisti entiteettien suhteen. Väitän, että Deweyn voi perustellusti tulkita olevan maltillinen entiteettirealisti. Deweyn naturalistinen ja pragmatistinen realismi on kuitenkin erilaista kuin tyypillinen tieteellinen realismi ja Deweyn käsitys objekteista poikkeaa siitä, mitä entiteeteillä tavallisesti realismikeskustelussa tarkoitetaan. Deweyn mukaan tieteen objektit ovat relationaalisia ja ne muodostetaan tutkimuksen prosesseissa ratkaisuina kokemuksessa esiin tulleisiin ongelmiin ja ohjaamaan tulevaa toimintaa. Tieteen objekteissa on kuitenkin kyse todellisista maailmassa olevien entiteettien vuorovaikutuksista. Tutkimukseni johtopäätöksenä esitän, että naturalistisen lähestymistapansa ansiosta Dewey pystyy yhdistämään tiedenäkemyksessään toisiinsa realistisen uskon entiteettien todellisuuteen ja antirealistisen käsityksen siitä, että tieteen entiteetit ovat välineitä maailmassa toimimiseen, jotka on muodostettu tieteellisessä tutkimuksessa. Väitän, että Deweyn näkemys tieteestä ja sen objekteista on yksi tapa ylittää tieteellisen realismin ja antirealismin välinen vastakkainasettelu.

Subjects/Keywords: John Dewey; pragmatismi; tieteellinen realismi; tieteellinen antirealismi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rytilä, J. (2019). Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116150

Chicago Manual of Style (16^th Edition):

Rytilä, Jenni. “Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .” 2019. Masters Thesis, Tampere University. Accessed March 01, 2021. https://trepo.tuni.fi//handle/10024/116150.

MLA Handbook (7^th Edition):

Rytilä, Jenni. “Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .” 2019. Web. 01 Mar 2021.

Vancouver:

Rytilä J. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2021 Mar 01]. Available from: https://trepo.tuni.fi//handle/10024/116150.

Council of Science Editors:

Rytilä J. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116150

Baylor University

7. Jackson, Nathan E. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism.

Degree: PhD, Philosophy., 2014, Baylor University

URL: http://hdl.handle.net/2104/9073

► This dissertation draws on resources in John Dewey's work to respond to a lacuna in Jonathan Dancy's moral particularism. Dancy maintains that there are few,… (more)

▼ This dissertation draws on resources in John Dewey's work to respond to a lacuna in Jonathan Dancy's moral particularism. Dancy maintains that there are few, if any, true universal moral principles, and that moral reasoning and judgment do not depend upon them. He holds that moral justification is narrative, and affirms a view of moral competence where an individual is able to track a situation’s salient features in their particular relationships, what he calls a situation’s "shape." However, it is unclear how moral education is possible on a particularist framework, and I argue in chapter two that the resources Dancy offers here are inadequate. Moreover, since different situations will contain different salient features and exhibit different shapes, Dancy's particularism faces a problem regarding the use of imaginary cases in moral education and reasoning. Since the same feature can be salient in different ways from one situation to another, the best cases can do is to yield "reminders" of the importance that a feature can have. In response, I argue that John Dewey's work on habits, tradition, and imagination can provide avenues of response for particularism. In chapter 3, I respond to the criticism that Dancy and Dewey's views are incompatible, since Dewey eschews claims to objectivity. I show that Dancy's conception of objectivity, "Hegelian objectivity," shares fundamental commitments with Dewey's conceptions of inquiry and criticism. Afterwards, in chapter 4, I argue that Dewey can explain the possibility of particularist moral education as enculturation into a "culture of evaluation" in terms of habituation in traditions. For Dewey, habits are projective demands for activity that organize experienced elements, or features of situations. By performing conjoint activities in a social environment, one forms habits that explain the salience of certain features. Finally, in chapter 5, I argue that Dewey's work on imagination in his aesthetic work helps answer the challenge regarding cases. In interacting with a case, one is not necessarily looking for new properties. Instead, cases can alter the background understanding one brings to a situation. Cases can argue for the potential of certain narrative elements, like particular metaphors, to enable coherent descriptions of situations. Advisors/Committee Members: Rosenbaum, Stuart E. (advisor).

Subjects/Keywords: John Dewey.; Jonathan Dancy.; Morals.; Ethics.

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APA (6^th Edition):

Jackson, N. E. (2014). Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/9073

Chicago Manual of Style (16^th Edition):

Jackson, Nathan E. “Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism.” 2014. Doctoral Dissertation, Baylor University. Accessed March 01, 2021. http://hdl.handle.net/2104/9073.

MLA Handbook (7^th Edition):

Jackson, Nathan E. “Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism.” 2014. Web. 01 Mar 2021.

Vancouver:

Jackson NE. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. [Internet] [Doctoral dissertation]. Baylor University; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2104/9073.

Council of Science Editors:

Jackson NE. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. [Doctoral Dissertation]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/9073

Columbia University

8. Kwon, Yeong Min. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D85Q67HQ

► This study aims to reconceive the meaning of leisure in school using John Dewey’s theory of education. Though the English word “school” and the Greek… (more)

Subjects/Keywords: Leisure; Education; Dewey, John, 1859-1952

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APA (6^th Edition):

Kwon, Y. M. (2018). School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85Q67HQ

Chicago Manual of Style (16^th Edition):

Kwon, Yeong Min. “School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.” 2018. Doctoral Dissertation, Columbia University. Accessed March 01, 2021. https://doi.org/10.7916/D85Q67HQ.

MLA Handbook (7^th Edition):

Kwon, Yeong Min. “School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.” 2018. Web. 01 Mar 2021.

Vancouver:

Kwon YM. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Mar 01]. Available from: https://doi.org/10.7916/D85Q67HQ.

Council of Science Editors:

Kwon YM. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D85Q67HQ

University of St. Andrews

9. Berthold, Henning Alexander. Inquiry and the social : an empirical study of the construction of knowledge in architectural designing .

Degree: 2013, University of St. Andrews

URL: http://hdl.handle.net/10023/4180

► This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of… (more)

Subjects/Keywords: John Dewey; Inquiry; Knowledge; Pragmatism; Architecture

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APA (6^th Edition):

Berthold, H. A. (2013). Inquiry and the social : an empirical study of the construction of knowledge in architectural designing . (Thesis). University of St. Andrews. Retrieved from http://hdl.handle.net/10023/4180

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Berthold, Henning Alexander. “Inquiry and the social : an empirical study of the construction of knowledge in architectural designing .” 2013. Thesis, University of St. Andrews. Accessed March 01, 2021. http://hdl.handle.net/10023/4180.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Berthold, Henning Alexander. “Inquiry and the social : an empirical study of the construction of knowledge in architectural designing .” 2013. Web. 01 Mar 2021.

Vancouver:

Berthold HA. Inquiry and the social : an empirical study of the construction of knowledge in architectural designing . [Internet] [Thesis]. University of St. Andrews; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10023/4180.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berthold HA. Inquiry and the social : an empirical study of the construction of knowledge in architectural designing . [Thesis]. University of St. Andrews; 2013. Available from: http://hdl.handle.net/10023/4180

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Southern Illinois University

10. Allman, Philip R. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.

Degree: MA, Philosophy, 2013, Southern Illinois University

URL: https://opensiuc.lib.siu.edu/theses/1332

► My thesis is an attempt to show the brilliance and novelty of John Dewey's theory of knowledge, instrumentalism. The main objective of my thesis… (more)

Subjects/Keywords: Consciousness; Culture; Humanism; Instrumentalism; John Dewey; Knowledge

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APA (6^th Edition):

Allman, P. R. (2013). John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/1332

Chicago Manual of Style (16^th Edition):

Allman, Philip R. “John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.” 2013. Masters Thesis, Southern Illinois University. Accessed March 01, 2021. https://opensiuc.lib.siu.edu/theses/1332.

MLA Handbook (7^th Edition):

Allman, Philip R. “John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.” 2013. Web. 01 Mar 2021.

Vancouver:

Allman PR. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. [Internet] [Masters thesis]. Southern Illinois University; 2013. [cited 2021 Mar 01]. Available from: https://opensiuc.lib.siu.edu/theses/1332.

Council of Science Editors:

Allman PR. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. [Masters Thesis]. Southern Illinois University; 2013. Available from: https://opensiuc.lib.siu.edu/theses/1332

11. Baraldi, Sandro Adrián. Dewey: a educação como instrumento para a democracia.

Degree: Mestrado, Educação, 2013, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/ ;

►

A educação dita tradicional, que só exige um trabalho de memorização de um conteúdo rígido e fixo, procura formar indivíduos para que se adaptem à… (more)

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A educação dita tradicional, que só exige um trabalho de memorização de um conteúdo rígido e fixo, procura formar indivíduos para que se adaptem à sociedade em que vivem. Dessa forma, essas metodologias pedagógicas são conservadoras, ou seja, esperam que o sujeito adquira passivamente o conhecimento dessa sociedade e encontre o seu lugar social, modificando a si mesmo para conformar-se ao modus vivendi, porém sem alterar ou modificar em nada essa sociedade em que habita. O pressuposto latente nesse modo de pensar é a aceitação passiva da sociedade e a consideração de que nenhuma mudança é bem-vinda. John Dewey discorda dessa postura conservadora da educação e da sociedade humana como um todo e propõe uma filosofia da educação que seja crítica com ela mesma e com o mundo que nos cerca e, assim, possua capacidades reconstrutivas. O objetivo dessa filosofia é sua aplicação na formação de um ser humano, de modo a oferecer condições que o possibilitem criticar e reconstruir a sociedade em que deseja viver. Desse modo, para que seja possível esse novo estilo de vida, Dewey propõe um sistema filosófico que não seja um modelo fechado e eterno, mas orientações gerais que possibilitem a reconstrução contínua da sociedade.

The so-called traditional education requires only memorization of a rigid and fixed content, seeking ways for individuals to adapt to the society in which they live. The teaching methods are conservative, ie, they expect that subject acquires passively knowledge of the society and find his social location, modifying himself to \"conformẗo the modus vivendi, but without changing or modifing anything in this society where he lives. The basic assumption of this way of thinking is the passive acceptance that in the society change is not welcome. John Dewey disagree this conservative approach of education and human society as a whole and proposes a philosophy of education that is critical of itself and of the world around us and thus has reconstructive capabilities. The goal of this philosophy is its application in the formation of a human being in order to provide conditions that enable him to criticize and reconstruct a society in which he wans to live. To reach this new lifestyle, Dewey proposes a philosophical system which is not a closed eternal model, but general guidelines that facilitate the continuous reconstruction of the society.

Advisors/Committee Members: Amaral, Maria Nazare de Camargo Pacheco.

Subjects/Keywords: Democracia; Democracy; Educação; Education; Filosofia da educação; John Dewey; John Dewey; Philosophy of education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Baraldi, S. A. (2013). Dewey: a educação como instrumento para a democracia. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/ ;

Chicago Manual of Style (16^th Edition):

Baraldi, Sandro Adrián. “Dewey: a educação como instrumento para a democracia.” 2013. Masters Thesis, University of São Paulo. Accessed March 01, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/ ;.

MLA Handbook (7^th Edition):

Baraldi, Sandro Adrián. “Dewey: a educação como instrumento para a democracia.” 2013. Web. 01 Mar 2021.

Vancouver:

Baraldi SA. Dewey: a educação como instrumento para a democracia. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2021 Mar 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/ ;.

Council of Science Editors:

Baraldi SA. Dewey: a educação como instrumento para a democracia. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-141640/ ;

12. Pereira, Wagner Garcia. Física e competências em uma educação participativa: e o texto escrito na verificação da formação.

Degree: Mestrado, Educação, 2011, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17102011-103610/ ;

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Um ensino de ciências voltado para a cidadania demanda práticas de sala de aula que promovam o desenvolvimento de competências, como a argumentação, condição de… (more)

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Um ensino de ciências voltado para a cidadania demanda práticas de sala de aula que promovam o desenvolvimento de competências, como a argumentação, condição de emancipação. A escola contribuirá para o desenvolvimento de jovens com capacidade de avaliação crítica, ao permitir-lhes tomar posição de forma democrática, responsável e, quando for o caso, cientificamente sustentada. Uma convicção que funda a presente dissertação é a idéia de que as práticas de trabalho colaborativo, envolvendo a interação entre os alunos através do diálogo em sala de aula contribuirão para o desenvolvimento dessas competências. Uma apreciação crítica da educação, vivida numa trajetória pessoal de professor em um curso pré-universitário, deu origem a um questionamento pessoal que encontrou eco em distintos referenciais teóricos. Alguns desses referenciais já são históricos, como os de John Dewey e Anísio Teixeira, que conceituaram uma visão de educação democrática, outros mais recentes, como o da educação dialógica e participativa de Paulo Freire ou da educação para o desenvolvimento de competências, como a proposta por Philippe Perrenoud. Essa visão múltipla, que poderia ser caracterizada como ecumênica, qualifica um cenário escolar desejável para a formação cientifica emancipadora. Tendo esse cenário como perspectiva, mostra-se então como o aprendizado da Física pode ser conduzido no ensino médio, de forma participativa e dialógica em ambiente democrático, e sem prejuízo da igualmente desejável formação conceitual e prática nos conteúdos científicos e tecnológicos.Parte significativa desse trabalho foi conduzida em aulas de Física do primeiro ano do ensino médio em uma cooperativa educacional, procurando, através de implementação de práticas pedagógicas orientadas pelos Parâmetros Curriculares Nacionais, PCN, compreender a realidade complexa e dinâmica das interações sociais em sala de aula. Os dados foram tomados na forma de registros em um diário de observações, inclusive de interações entre alunos, assim como da análise de trabalhos desenvolvidos por eles, na forma de textos escritos. Uma análise qualitativa permitiu avaliar tais competências, vendo que, numa fase inicial, a capacidade de argumentação estava pouco desenvolvida; que as interações em sala de aula contribuíram para seu desenvolvimento; e que níveis inicialmente muito diversificados foram melhorando e se aproximando gradativamente em função dessas atividades de discussão.

When science teaching is seen as preparation for citizenship it is essential to promote classroom practices able to develop competences, as the one to face arguments, a condition to personal emancipation. School will contribute to the development of young people, capable of critical evaluations by means of the analysis of different points of view, when it allow them to take stand and situate themselves, in a democratic and responsible way, as well as, when it is the case, with scientific bases. A starting point of this dissertation is the idea that practices of collaborative work, involving the…

Advisors/Committee Members: Menezes, Luis Carlos de.

Subjects/Keywords: Anísio Teixeira; Anísio Teixeira; competência; competency; democratic education; educação democrática; John Dewey; John Dewey

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pereira, W. G. (2011). Física e competências em uma educação participativa: e o texto escrito na verificação da formação. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17102011-103610/ ;

Chicago Manual of Style (16^th Edition):

Pereira, Wagner Garcia. “Física e competências em uma educação participativa: e o texto escrito na verificação da formação.” 2011. Masters Thesis, University of São Paulo. Accessed March 01, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17102011-103610/ ;.

MLA Handbook (7^th Edition):

Pereira, Wagner Garcia. “Física e competências em uma educação participativa: e o texto escrito na verificação da formação.” 2011. Web. 01 Mar 2021.

Vancouver:

Pereira WG. Física e competências em uma educação participativa: e o texto escrito na verificação da formação. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2021 Mar 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17102011-103610/ ;.

Council of Science Editors:

Pereira WG. Física e competências em uma educação participativa: e o texto escrito na verificação da formação. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17102011-103610/ ;

13. Andrade, Erika Natacha Fernandes de. O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação.

Degree: Mestrado, Psicologia, 2009, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/ ;

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O ponto de partida da presente pesquisa foi a constatação de que o tema natureza humana constitui uma das bases fundamentais do pensamento do filósofo… (more)

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O ponto de partida da presente pesquisa foi a constatação de que o tema natureza humana constitui uma das bases fundamentais do pensamento do filósofo e educador John Dewey (EUA, 18591952), abrangendo suas elaborações no campo estrito da filosofia, bem como nos terrenos da psicologia, da política e da educação. Para o autor, é imprescindível dar tratamento científico à noção de natureza humana, mediante uma perspectiva que considere o homem um ser coletivo. Nessa formulação, surge como problema a necessidade de uma ciência social formada por saberes diretamente voltados ao entendimento da experiência humana no âmbito da cultura; destaca-se também a relevância das investigações desenvolvidas na área da psicologia, uma vez que tal ciência, para Dewey, é essencial para o pensar filosófico, pois se ocupa das manifestações particulares que permitem compreender o homem em sua totalidade. A pesquisa realizada teve por objetivo compreender a noção deweyana de natureza humana, analisando, para isso, a obra Human nature and conduct: an introduction to Social Psychology, de 1922. A metodologia de análise deste trabalho seguiu os estudos desenvolvidos pelo Grupo de Pesquisa Retórica e Argumentação na Pedagogia, que focaliza as teorias da argumentação elaboradas por autores como Perelman e Toulmin. Tal método qualitativo de análise permitiu o exame do discurso de Dewey sobre a natureza humana e a conduta, possibilitando, conseqüentemente, reflexões sobre as manifestações do filósofo acerca do psiquismo, do trabalho inteligente da mente e da comunicação associada como meio de formar e educar o homem. Vimos que o discurso deweyano identifica-se com a filosofia prática, pois se destina a elaborar propostas de ação, culminando com a proposição de uma ciência para estudar e transformar o homem. Os resultados da pesquisa realizada permitiram, também, obter uma compreensão das interlocuções de John Dewey com a comunidade de ouvintes/leitores de suas teses, bem como a relação do autor com as várias tradições filosóficas e psicológicas, cujas noções são aceitas ou refutadas a fim de conduzir o auditório a novos acordos.

The starting point of the present research was the verification that the theme \"human naturec̈onstitutes one of the fundamental bases of the thought of the philosopher and educator John Dewey (USA, 1859-1952), including his elaborations in the strict field of philosophy, as well as in the lands of psychology, politics and education. To the author it is indispensable to give a scientific treatment to the notion of human nature, through a perspective that considers the man a collective being. In this formulation, it appears as a problem the need of a social science formed by knowings directly inclined to the understanding of human experience in cultures extent; it also stands out the relevance of the investigations developed in psychological area, once for Dewey, psychology as a science is essential for the philosophical thinking because it studies those private manifestations that allow us to understand the man in his…

Advisors/Committee Members: Cunha, Marcus Vinicius da.

Subjects/Keywords: Análise Retórica; John Dewey; John Dewey; Psicologia Social; Rhetoric Analysis; Social Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Andrade, E. N. F. d. (2009). O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/ ;

Chicago Manual of Style (16^th Edition):

Andrade, Erika Natacha Fernandes de. “O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação.” 2009. Masters Thesis, University of São Paulo. Accessed March 01, 2021. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/ ;.

MLA Handbook (7^th Edition):

Andrade, Erika Natacha Fernandes de. “O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação.” 2009. Web. 01 Mar 2021.

Vancouver:

Andrade ENFd. O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2021 Mar 01]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/ ;.

Council of Science Editors:

Andrade ENFd. O discurso de John Dewey sobre natureza humana e conduta: contribuições à psicologia e à educação. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15042009-195532/ ;

University of California – San Diego

14. Brown, Matthew J. Science and experience : a Deweyan pragmatist philosophy of science.

Degree: Philosophy, 2009, University of California – San Diego

URL: http://www.escholarship.org/uc/item/08q037x9

► I resolve several pressing and recalcitrant problems in contemporary philosophy of science using resources from John Dewey's philosophy of science. I begin by looking at… (more)

▼ I resolve several pressing and recalcitrant problems in contemporary philosophy of science using resources from John Dewey's philosophy of science. I begin by looking at Dewey's epistemological and logical writings in their historical context, in order to understand better how Dewey's philosophy disappeared from the limelight, and I provide a reconstruction of his views. Then, I use that reconstruction to address problems of evidence, the social dimensions of science, and pluralism. Generally, mainstream philosophers of science with an interest in Dewey pay little attention to the body of scholarship on Dewey and tend to misinterpret or miss important features of his work, while Dewey scholars generally do not connect his work to the nuanced problems of the contemporary scene (with some notable exceptions). My dissertation helps to fill this important gap and correct common interpretive mistakes by reconstructing and clarifying Dewey's philosophy of science and using it to resolve several contemporary problems. Though his is the road less traveled, Dewey's views provide a good starting place for addressing current concerns. He worked towards a model of science that is both fully naturalistic and fundamentally oriented towards human practice, demands that have been strongly argued for but poorly assimilated by most mainstream philosophers of science. He treats scientific practice, and human thinking generally, as not only embodied but also socially and technologically embedded, and thus can be used to open up a dialogue with much of the social studies of science. He has an anti- foundationalist but structured epistemology, and he offers a way to navigate the narrow paths between an immodest and simplistic realism and the pessimistic extremes of anti- realism and social constructivism, a pursuit of interest to many major philosophers of science at present. Philosophy of science took a different path in the twentieth century, beginning with the "received view'' of logical positivism that left many of the nuances of the original movement by the wayside. No aspect of that starting point has avoided disrepute in recent decades. I show that Dewey avoided the wrong turns of mid-century philosophy of science which are now blocking the way forward.

Subjects/Keywords: Dewey, John 1859-1952 Criticism and interpretation; Dewey, John 1859-1952 Views on science; Dewey, John 1859-1952 Influence; Philosophy Science; History and criticism Pragmatism; History and criticism Empiricism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brown, M. J. (2009). Science and experience : a Deweyan pragmatist philosophy of science. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/08q037x9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, Matthew J. “Science and experience : a Deweyan pragmatist philosophy of science.” 2009. Thesis, University of California – San Diego. Accessed March 01, 2021. http://www.escholarship.org/uc/item/08q037x9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, Matthew J. “Science and experience : a Deweyan pragmatist philosophy of science.” 2009. Web. 01 Mar 2021.

Vancouver:

Brown MJ. Science and experience : a Deweyan pragmatist philosophy of science. [Internet] [Thesis]. University of California – San Diego; 2009. [cited 2021 Mar 01]. Available from: http://www.escholarship.org/uc/item/08q037x9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown MJ. Science and experience : a Deweyan pragmatist philosophy of science. [Thesis]. University of California – San Diego; 2009. Available from: http://www.escholarship.org/uc/item/08q037x9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Cezar Ricardo de Freitas. O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada.

Degree: 2009, Universidade Estadual do Oeste do Parana

URL: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=410

► This study aims to present the proposals for Integral Education and Integrated Education by theorists from the Soviet Union, namely Vladimir Ilitch Ulianov, or Lenin… (more)

▼ This study aims to present the proposals for Integral Education and Integrated Education by theorists from the Soviet Union, namely Vladimir Ilitch Ulianov, or Lenin (1870-1924), Nadejda Konstantinovna Krupskaia (1869-1939), MoisÃs Mikhaylovich Pistrak (1888-1940) and Anton Semionovich Makarenko (1888-1939), covering the period from the Revolution in October 1917 to the decade of 1930; and by John Dewey (1859-1952), a leading representative of the so-called Progressive Education Pedagogy. We sought to examine to which extent the Soviet authors shared the propositions of the Progressive Education movement, especially John Deweyâs ideas, by problematizing the process of development and consolidation of capitalism, supported by liberalism and its fundamental principles, with emphasis on the second phase of liberalism, in which John Dewey is situated. We also discuss the challenges faced by the revolutionary Russia, highlighting the important elements in the struggle between liberals, fascists and socialists, as well as the elements that were incorporated, denied or even overcome by the Soviet theorists. For this study, it was necessary to understand that the concepts are not universal, but they have different meanings and respond to specific needs, taking the particularities of each time and place into account. In this sense, we examined the relationship between capitalism and liberalism, and how this relationship was expressed in the Progressive Education movement, as well as how socialism has entered this debate, considering the particular reality experienced in the Soviet Union. According to our findings, John Deweyâs idea of Integral Education is that the school must provide an education that integrates culture with its practical use, which comprise the challenges faced by capitalism in that period, such as the absence of democratic institutions. On the other hand, within the Marxismâs conceptual framework, the possibilities of an Integral Education aiming at the development of human being in its multiple dimensions, that is, an omnilateral education as opposed to unilateral education, could only be effective in a society where the full development of man was more important than the interests of capitalist accumulation and reproduction, that is, in the communist society. Although we are based on the assumption that Russia experienced, in the first decades after the Revolution, a transitional phase â socialism â, it was possible to find out that the Sovietsâ idea of education was close to a conception of Integral Education as they pursued an education that included the political, economic and cultural dimensions, articulated to the revolutionary process. Regarding the Integrated Education, we have found that it is mainly used to express the relationship between school and society, and education and work, considering the historical particularities. Yet from different perspectives, bearing in mind the different projects of society and education, it was possible to establish the conception of Integrated Education both… Advisors/Committee Members: Maria Elizabete Sampaio Prado Xavier, Gilmar Henrique da ConceiÃÃo, Liliam Faria Porto Borges, Ireni Marilene Zago Figueiredo.

Subjects/Keywords: John Dewey; EducaÃÃo Integral; EDUCACAO; John Dewey; Soviet Education; Integrated Education; EducaÃÃo Integrada; Integral Education; EducaÃÃo SoviÃtica

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Freitas, C. R. d. (2009). O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada. (Thesis). Universidade Estadual do Oeste do Parana. Retrieved from http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Freitas, Cezar Ricardo de. “O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada.” 2009. Thesis, Universidade Estadual do Oeste do Parana. Accessed March 01, 2021. http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Freitas, Cezar Ricardo de. “O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada.” 2009. Web. 01 Mar 2021.

Vancouver:

Freitas CRd. O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada. [Internet] [Thesis]. Universidade Estadual do Oeste do Parana; 2009. [cited 2021 Mar 01]. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Freitas CRd. O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada. [Thesis]. Universidade Estadual do Oeste do Parana; 2009. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Dorsa, Ana Daniele de Godoy. Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real.

Degree: Mestrado, Educação, 2013, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22012014-145747/ ;

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A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio… (more)

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A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio do sistema filosófico deweyano como um todo. Nessa empreitada, privilegiou-se o recorte da continuidade entre o estético e o científico, ou entre valor e investigação enquanto característica essencial de tal teoria estética. Na observação dos pressupostos filosóficos gerais do filósofo, verificou-se que sua estética se estabelece, necessariamente, em continuidade ao método experimental das ciências naturais, consolidando proposições características essenciais de sua teoria da arte: Dewey crê na supremacia da contingência do processo que é a própria natureza, contínua, cumulativa, em sentido amplo, o que justifica que o ideal deva deixar de ser contemplativo para se converter num instrumental operativo, ou seja, um método experimental em virtude do meio; assim sendo, a estética deweyana deve ser compreendida, principalmente, em seu caráter investigativo, ou seja, em continuidade à ciência; Dewey rejeita os dualismos filosóficos, a metafísica e a epistemologia tradicionais; logo, sua estética desconsidera igualmente qualquer \"transcendentalöu \"transcendenteëm termos clássicos; portanto, a arte ou estética, seja ela ato expressivo ou cultura, se daria entre diversos ritmos contínuos, nunca dualistas ou hierárquicos, no sentido da busca de um ideal Absoluto. Segundo a estética de Dewey, o valor reside precisamente no ritmo próprio do processo por exemplo: entre tensão e harmonia, comum e extraordinário, real e ideal etc. Dessa articulação ativa entre os vários aspectos em continuidade é que surgiria o ato expressivo, pela experiência singular imaginativa, e a cultura como um todo, mediante a comunicação.

The present theoretical-philosophical research argues descriptively about the aesthetic theory of the american philosopher John Dewey, in regards to the principle of continuityẅithin Dewey\'s philosophical system as a whole. Bearing that in mind, the continuity of the aesthetic and the scientific were focused, as well as value broadly conceived and knowledge viewed as a scientific approach, and as the essential feature of Dewey\'s aesthetic theory. Thus, through the observation of the philosophers general assumptions, it has been verified that his aesthetics is necessarily established in continuity with experimental methods of natural sciences, which consolidates a few of the essential features propositions of his art theory: Dewey\'s supreme belief in the contingent of the process, which is continuous, cumulative, and broadly conceived as nature itself, implies that the ideal must cease to be contemplative and thus become instrumental and operative, which means it should become an experimental method in virtue of the environment. Therefore: Dewey\'s aesthetics must be primarily understood within its investigative character, that is, in its continuity to science; Deweys rejection of traditional metaphysics,…

Advisors/Committee Members: Amaral, Maria Nazare de Camargo Pacheco.

Subjects/Keywords: 1859-1952; 1959-1952; Aesthetics (art); Ciência; Estética (arte); Filosofia da educação; John Dewey; John Dewey; Philosophy of education; Science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dorsa, A. D. d. G. (2013). Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22012014-145747/ ;

Chicago Manual of Style (16^th Edition):

Dorsa, Ana Daniele de Godoy. “Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real.” 2013. Masters Thesis, University of São Paulo. Accessed March 01, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22012014-145747/ ;.

MLA Handbook (7^th Edition):

Dorsa, Ana Daniele de Godoy. “Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real.” 2013. Web. 01 Mar 2021.

Vancouver:

Dorsa ADdG. Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2021 Mar 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22012014-145747/ ;.

Council of Science Editors:

Dorsa ADdG. Continuidade entre estética e investigação na teoria da arte deweyana: a educação entre arte e ciência, valor e método, ou entre o ideal e o real. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22012014-145747/ ;

17. Trindade, Christiane Coutheux. Educação, sociedade e democracia no pensamento de John Dewey.

Degree: Mestrado, Educação, 2009, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/ ;

► A pedagogia de John Dewey (1859-1952) é referência para compreender as alterações no pensamento e na prática do campo educacional do século XX. Suas propostas… (more)

▼ A pedagogia de John Dewey (1859-1952) é referência para compreender as alterações no pensamento e na prática do campo educacional do século XX. Suas propostas questionam o modelo escolar tradicional predominante na época, realocando a criança para o centro do processo pedagógico. Apesar de ilustre por suas contribuições à Educação, Dewey assegura seu lugar nas discussões filosóficas tanto pela amplitude temática de seu pensamento quanto pela riqueza analítica de suas ideias. Tido como um dos pioneiros do pragmatismo (ao lado de William James e C. S. Pierce), o filósofo se debruça sobre as mais prementes questões políticas e sociais de seu tempo: o avanço desenfreado do capitalismo lança uma série de novos desafios ao homem, ao mesmo tempo em que ascendem totalitarismos de esquerda e direita na Europa e na Rússia. O horizonte da emancipação humana, representado pela democracia, está sob ameaça de diferentes modos. Essa importante pauta recebe o tratamento de Dewey em escritos que transcendem as fronteiras pedagógicas. Entendemos que a pedagogia de John Dewey é melhor compreendida quando matizada pela concepção de sociedade democrática presente nessas reflexões filosóficas mais amplas. Com o intuito de delinear essa concepção, este trabalho partiu da leitura analítica de Velho e novo individualismo e Liberdade e Cultura. A primeira trata dos descompassos entre indivíduo e sociedade, acentuados diante da lógica capitalista de prevalência do interesse particular sobre o comum. A democracia aparece como forma de organização social que possibilita a harmonia desses lados, zelando tanto pela garantia do desenvolvimento do indivíduo quanto pela busca dos fins sociais. Já o segundo texto afirma que liberdade e democracia devem ser tomadas como aposta moral e não como fins naturalmente prezados pelo homem. A cultura, em interação com a natureza humana, é elemento formador de hábitos, disposições e valores. Com isso, Dewey coloca a manutenção e expansão dos ideais democráticos em mãos humanas enquanto missão que precisa ser deliberadamente empreendida. Uma sociedade livre exige uma cultura livre o que, por sua vez, só se dá pela existência de instituições sociais igualmente libertárias. Em função dessas descobertas, alguns dos principais pontos de sua reflexão pedagógica são repensados a partir de Meu credo pedagógico e Democracia e Educação. Em primeiro lugar, destacamos o papel da educação, enquanto processo social na formação da cultura da sociedade. Se a democracia é uma escolha, a educação pode beneficiar ou dificultar sua construção de acordo com o tipo de cultura que promove. Assim, a preocupação com o interesse da criança diante da matéria e da atividade escolar assume nova tonalidade, pois é expressão de sua preocupação tanto com a preservação da dimensão individual na sociedade massificada, quanto pelo repúdio a práticas antidemocráticas geradoras de sujeitos passivos e acostumados a tarefas não reflexivas. Por outro lado, cabe à escola levar o aluno a compreender-se como ser social, significando seu papel e suas… Advisors/Committee Members: Boto, Carlota Josefina Malta Cardozo dos Reis.

Subjects/Keywords: democracia educação; democracy education; democratic society; filosofia da educação; individualism; individualismo; John Dewey; John Dewey; philosophy of education; sociedade democrática

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Trindade, C. C. (2009). Educação, sociedade e democracia no pensamento de John Dewey. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/ ;

Chicago Manual of Style (16^th Edition):

Trindade, Christiane Coutheux. “Educação, sociedade e democracia no pensamento de John Dewey.” 2009. Masters Thesis, University of São Paulo. Accessed March 01, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/ ;.

MLA Handbook (7^th Edition):

Trindade, Christiane Coutheux. “Educação, sociedade e democracia no pensamento de John Dewey.” 2009. Web. 01 Mar 2021.

Vancouver:

Trindade CC. Educação, sociedade e democracia no pensamento de John Dewey. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2021 Mar 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/ ;.

Council of Science Editors:

Trindade CC. Educação, sociedade e democracia no pensamento de John Dewey. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-155352/ ;

18. Alexakis, Dimitris. Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey.

Degree: 2016, University of Crete (UOC); Πανεπιστήμιο Κρήτης

URL: http://hdl.handle.net/10442/hedi/38581

►

This thesis concentrates on the relation between science and democracy in John Dewey’s work, who is one of the most important figures of American pragmatism.… (more)

▼

This thesis concentrates on the relation between science and democracy in John Dewey’s work, who is one of the most important figures of American pragmatism. It perceives Dewey’s experimentalism as a philosophy of praxis which is based upon the experimental method of modern physical sciences and it examines the connection of experimental functionalism with Dewey’s radical theory of democracy and its democratic values. The thesis poses the question about the possibility of scientific objectivism of pragmatism to direct the democratic transformation of society and to justify the democratic ideal against other ways of social order. In this direction, the thesis systematically analyses on the one hand the problem of justification of democratic values and democratic ideal and on the other hand the different strategies by which Dewey attempted to solve it. As a result, democratic values and their justification are proved to be the most crucial issue of Dewey’s philosophical thought. Moreover, this issue brings to light both the weaknesses and the critical power of experimentalism. The thesis supports that in Dewey’s work there is an unsolvable tension between the functional character of experimental method and the democratic values. Due to Dewey’s failure to generate certain values from the pragmatist epistemology his attempt to formulate a philosophy of praxis based on experimental method of physical science is problematic. Therefore, there is unavoidably an irrational element in Dewey’s theory of democracy.

Η παρούσα διατριβή επικεντρώνεται στην σχέση της επιστήμης με τη δημοκρατία στο έργο ενός από τους σημαντικότερους εκπροσώπους του αμερικάνικου πραγματισμού∙ του John Dewey. Εκλαμβάνοντας τον πειραματισμό του Dewey ως μια φιλοσοφία της πράξης, η οποία βασίζεται στην πειραματική μέθοδο των σύγχρονων φυσικών επιστημών εξετάζει τη σύνδεση του λειτουργικού χαρακτήρα του πειραματισμού με τη ριζοσπαστική θεωρία του Dewey για τη δημοκρατία και το συγκεκριμένο αξιακό περιεχόμενο που προσδίδει σε αυτήν. Τίθεται το ερώτημα για το κατά πόσο ο επιστημονικός αντικειμενισμός του πραγματισμού μπορεί να μας καθοδηγήσει στον δημοκρατικό μετασχηματισμό της κοινωνίας και να δικαιολογήσει το δημοκρατικό ιδεώδες έναντι άλλων μορφών κοινωνικής οργάνωσης. Κινούμενη προς σε αυτήν την κατεύθυνση η εργασία αναλύει συστηματικά τόσο το πρόβλημα της δικαιολόγησης των δημοκρατικών αξιών και του δημοκρατικού ιδεώδους όσο και τις διαφορετικές στρατηγικές με τις οποίες ο Dewey προσπάθησε να το επιλύσει. Έτσι, οι δημοκρατικές αξίες και η δικαιολόγησή τους αναδεικνύεται σε κομβικό ζήτημα της ντιουιανής σκέψης, το οποίο διαπερνάει κάθετα το θεωρητικό έργο του Dewey. Αποτελεί, επίσης, εκείνο το στοιχείο που αποκαλύπτει τόσο τα αδιέξοδα όσο και το κριτικό δυναμικό του πειραματισμού.Η εργασία υποστηρίζει πως το σύνολο του έργου του Dewey διέπεται από μία ανεπίλυτη ένταση μεταξύ του λειτουργικού χαρακτήρα της πειραματικής μεθόδου και των δημοκρατικών αξιών. Η αδυναμία του Dewey να μεταβεί ικανοποιητικά από την πραγματιστική γνωσιοθεωρία στο πεδίο των…

Subjects/Keywords: John Dewey; Πραγματισμός; Πειραματισμός; θεωρία δημοκρατίας; Ανάπτυξη; Επικοινωνία; νατουραλιστική μεταφυσική; John Dewey; Pragmatism; experimentalism; theory of democracy; Growth; Communication; naturalistic metaphysic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Alexakis, D. (2016). Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey. (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/38581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alexakis, Dimitris. “Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey.” 2016. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed March 01, 2021. http://hdl.handle.net/10442/hedi/38581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alexakis, Dimitris. “Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey.” 2016. Web. 01 Mar 2021.

Vancouver:

Alexakis D. Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey. [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2016. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10442/hedi/38581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alexakis D. Πειραματισμός, αξίες και δημοκρατία στο έργο του John Dewey. [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2016. Available from: http://hdl.handle.net/10442/hedi/38581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Estadual de Campinas

19. Santos, Wilson da Silva, 1976-. O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education.

Degree: 2016, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/304996

► Abstract: This thesis, developed in the Group of Studies and Research History, Society and Education in Brazil - HISTEDBR, analyzes the fundamental concepts in the… (more)

▼ Abstract: This thesis, developed in the Group of Studies and Research History, Society and Education in Brazil - HISTEDBR, analyzes the fundamental concepts in the writings by Anísio Teixeira based on the appropriation and assimilation of John Dewey¿s liberal pragmatist American theory. We consider the concepts of "science", "knowledge", "society", "institution", "individual", "equality", "meritocracy", "autonomy", "social integration" and "development" as emblematic of this convergence between the two thinkers and that guide the leading educational propositions by Anísio Teixeira. The raised problem in this research is the following: how John Dewey's postulates, in his philosophical conception as well as politics, influenced Anísio Teixeira, and how the Bahia's educator changed these philosophical-scientific and political conceptions, in crucial foundation for structuring a methodology and with it to think in a scientific and liberal point of view the educational policies in Brazil? To what extent, therefore, the education formulated by Anísio Teixeira - institutionalized and "cientifizied" - has become a phenomenon based on a theory confined to the framework of Dewey¿s philosophical and political thought? We tried to show that both the values and the goals that Anísio Teixeira pointed out in his work have come from a systematization of educational problems experienced in Brazilian society as well as in American society. In order to construct the analysis of the problem raised in this research, some hypothetical propositions were formulated to get to their verification: 1 - Anísio Teixeira approached and joined education philosophy primarily through the studies with Dewey and his research on the American aspects of education. 2 - Acceptance of Dewey's pragmatism and liberalism was a way for Anísio Teixeira to build a methodology and, therefore, Brazilian educational problems. 3 - Anísio Teixeira was imbued by the American educational experience and by the philosophical thought of Dewey's pragmatism in order to establish, as a subject of action, a reformist and contrasting administration to the Brazilian patronage. 4 - The theoretical development by Anísio Teixeira on education is based on two axes: a) education as a result of society concepts, school (institution) and the individual; b) experimental science as a springboard to education philosophy and to the institutionalized education. The research is based on authors such as Marx, Gramsci, Horkheimer, Poulantzas, Rawls, Savage, Vita, among others, who offer a proposition of analysis on Liberal State, science, development and education. This is because by the proposed studies, it is necessary to develop a reflection field in which some theorists of different trends may meet each other, because the dialogue between them can contribute to the criticism of the research object without falling into eclecticism. The study is based on written sources. Because of the extent of its production and the diversity of issues and subjects covered by Anísio Teixeira, it was… Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Lombardi, José Claudinei, 1953- (advisor), Universidade Estadual de Campinas. Faculdade de Educação (institution), Programa de Pós-Graduação em Educação (nameofprogram), Magalhães, Lívia Diana Rocha (committee member), Orso, Paulino Jose (committee member), Sanfelice, José Luís (committee member), Castanho, Sérgio Eduardo Montes (committee member).

Subjects/Keywords: Teixeira, Anisio, 1900-1971; Dewey, John, 1859-1952; Ciência; Educação; Liberalismo; Teixeira, Anísio; Science; Education; Dewey, John; Liberalism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Santos, Wilson da Silva, 1. (2016). O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/304996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Santos, Wilson da Silva, 1976-. “O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education.” 2016. Thesis, Universidade Estadual de Campinas. Accessed March 01, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/304996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Santos, Wilson da Silva, 1976-. “O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education.” 2016. Web. 01 Mar 2021.

Vancouver:

Santos, Wilson da Silva 1. O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education. [Internet] [Thesis]. Universidade Estadual de Campinas; 2016. [cited 2021 Mar 01]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/304996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Santos, Wilson da Silva 1. O liberalismo em Anísio Teixeira : os fundamentos para uma educação pública: Liberalism in Anísio Teixeira : the foundations for a public education. [Thesis]. Universidade Estadual de Campinas; 2016. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/304996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Michele Varotto. As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP.

Degree: 2012, Universidade Federal de São Carlos

URL: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4831

►

A presente pesquisa buscou apreender e analisar como as ideias de John Dewey influenciaram ou até mesmo se tornaram guias teórico-metodológicos na formação de professores… (more)

▼

A presente pesquisa buscou apreender e analisar como as ideias de John Dewey influenciaram ou até mesmo se tornaram guias teórico-metodológicos na formação de professores no interior de uma instituição educacional paulista. Apresenta-se, desta forma, como problemática, a necessidade de compreensão de como as concepções educacionais de John Dewey foram apropriadas na formação de professores da Antiga Escola Normal Secundária de São Carlos SP, procurando compreender a forma de apreensão pelos docentes e normalistas dessa instituição e as aproximações ou não que houveram neste movimento. A pesquisa corresponde a uma investigação de caráter teórico-bibliográfico tendo como princípios norteadores da metodologia e categorias de análise das ideias pedagógicas elucidadas por Saviani (2007), dentre as quais se destacam: caráter concreto do conhecimento histórico-educacional; perspectiva de longa duração; olhar analítico sintético no trato com as fontes; articulação do singular e do universal; atualidade da pesquisa histórica. Para compreender esses preceitos buscou-se estudar e analisar os artigos publicados na Revista da Escola Normal de São Carlos (feita sob a responsabilidade dos docentes da instituição, entre 1916-1923), na qual se destacaram pela apropriação e discussão direta das concepções educacionais iniciais de John Dewey, as quais se encontram organizadas nas coleções: The Early Works (1882-1898) e The Middle Works (1899-1924); e cujos nomes que se destacaram por essa veiculação foram os professores: Carlos da Silveira e João Augusto de Toledo; responsáveis pela 11 e 12 cadeiras respectivamente, cuja denominação é a mesma: Psicologia Experimental, Pedagogia e Educação Cívica. Os resultados obtidos por esse estudo demonstram a presença e apropriação de John Dewey no interior da Escola Normal Secundária de São Carlos, e pela descrição de cada artigo que trabalha com os conceitos educacionais do autor permite a compreensão do movimento das ideias pedagógicas de John Dewey no contexto Brasil, antes, porém, do Manifesto dos Pioneiros da Educação Nova de 1932.

The aim of this research is to analyze how the ideas of John Dewey influenced and became theoretical-methodological guides for teachers education in a Teacher`s College in São Paulo State, Brazil. In order to do that the methodology used was based in Dermeval Savianis categories. Indeed to understand how Deweys educational ideas were presented in Brazil is a very important investigation to be carried out. As result in this research through the reading and analyzes of a journal published between 1916- 1923 an effort was made to capture and comprehend the presence of Dewey`s ideas. The results point out that John Dewey`s educational thoughts were present in this teachers college and psychology teachers were responsible for teaching it. Dewey`s ideas were appropriate by this teachers before its formal entrance in Brazil in 1932. This is an important data for researches who works to understand how and when Dewey`s ideas were incorporated to our pedagogical…

Advisors/Committee Members: Alessandra Arce Hai.

Subjects/Keywords: Educação; Dewey, John, 1859-1952; Escola normal; Escola nova; EDUCACAO; John Dewey, Normal School; New School.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Varotto, M. (2012). As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varotto, Michele. “As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP.” 2012. Thesis, Universidade Federal de São Carlos. Accessed March 01, 2021. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varotto, Michele. “As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP.” 2012. Web. 01 Mar 2021.

Vancouver:

Varotto M. As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP. [Internet] [Thesis]. Universidade Federal de São Carlos; 2012. [cited 2021 Mar 01]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varotto M. As apropriações das ideias educacionais de John Dewey na antiga Escola Normal Secundária de São Carlos SP. [Thesis]. Universidade Federal de São Carlos; 2012. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=4831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université Laval

21. Linteau, Richard. John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire.

Degree: 2018, Université Laval

URL: http://hdl.handle.net/20.500.11794/30723

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Protocole d'entente entre l'Université Laval et l'Université de Sherbrooke

D’emblée, cette thèse s’est donnée une orientation générale soucieuse de penser ensemble les dimensions théorique et… (more)

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Protocole d'entente entre l'Université Laval et l'Université de Sherbrooke

D’emblée, cette thèse s’est donnée une orientation générale soucieuse de penser ensemble les dimensions théorique et pratique de l’éthique. Dans cette perspective, le pragmatisme de John Dewey s’est vite imposé comme cadre conceptuel permettant de lui fournir des assises épistémologiques rigoureuses tout en ouvrant la voie au développement d’outils pratiques visant la résolution de problèmes concrets. Ainsi, savoir et savoir-faire pourraient se nourrir mutuellement. S’inscrivant dans la foulée de la théorie de l’évolution de Darwin, la philosophie de Dewey adopte un naturalisme rejetant tout dualisme opposant le corps et la pensée. L’expérience humaine est abordée dans sa continuité avec l’environnement naturel et social qui est le sien. Langage, idées et théories peuvent dès lors être conçus comme autant d’instruments contribuant à améliorer notre adaptation aux changements constants de cet environnement. Produites dans l’expérience et validées par elle, si précieuses soient-elles, nos connaissances générales seraient d’une utilité limitée sans les ressources cognitives d’une être capable de raisonner dans des contextes chaque fois uniques. Sur le plan éthique, une éducation se limitant à l’apprentissage de grands principes moraux ne suffira donc pas à orienter adéquatement la conduite humaine. Son rôle étant d’habiliter à trouver les solutions les mieux adaptées à des problèmes spécifiques, l’éducation morale doit d’abord viser le développement d’habiletés intellectuelles contribuant à l’autonomie de chacun et de chacune. Une approche réflexive de l’éthique s’impose donc selon Dewey, mais cela sans toutefois renier l’importance des normes et des habitudes, incluant les dispositions morales. Pour lui, le travail de reconstruction ou d’amélioration de la théorie éthique doit s’abreuver à plusieurs sources. D’abord des connaissances que nous pouvons dégager à même notre propre vie morale. Ensuite, des théories éthiques dont nous disposons déjà pour jeter un éclairage utile sur nos pratiques. Enfin, de toutes les disciplines susceptibles de contribuer à une meilleure compréhension de la conduite humaine. En développant une conception naturaliste de la logique accompagnée d’une théorie de l’enquête fournissant les grandes étapes d’une méthode de résolution de problèmes, Dewey nous offre la possibilité de rapprocher le savoir du général du savoir-faire du singulier. Sur le plan épistémologique, cette thèse débouche sur une conception probabiliste de l’éthique. Sans prétendre à quelque certitude, la pensée réfléchie contribue à augmenter la probabilité que l’agent moral contrôle son action de manière à produire de meilleurs résultats qu’en s’en remettant exclusivement à ses impulsions, à ses désirs, à ses habitudes ou aux normes en vigueur. Sur le plan pratique, elle mène à l’hypothèse que l’explicitation des valeurs en tension dans une situation problématique contribue à augmenter la qualité d’une délibération et de la décision qui en…

Advisors/Committee Members: Lacroix, André, Bégin, Luc.

Subjects/Keywords: B 20.5 UL 2018; Dewey, John, 1859-1952 – Et la morale; Dewey, John, 1859-1952 – Et les valeurs (Philosophie)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Linteau, R. (2018). John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire. (Thesis). Université Laval. Retrieved from http://hdl.handle.net/20.500.11794/30723

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Linteau, Richard. “John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire.” 2018. Thesis, Université Laval. Accessed March 01, 2021. http://hdl.handle.net/20.500.11794/30723.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Linteau, Richard. “John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire.” 2018. Web. 01 Mar 2021.

Vancouver:

Linteau R. John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire. [Internet] [Thesis]. Université Laval; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/20.500.11794/30723.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Linteau R. John Dewey, l'éthique et les valeurs : entre savoir et savoir-faire. [Thesis]. Université Laval; 2018. Available from: http://hdl.handle.net/20.500.11794/30723

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université Laval

22. Nepton, Samuel. La notion de sens dans la philosophie de l'éducation de John Dewey.

Degree: 2018, Université Laval

URL: http://hdl.handle.net/20.500.11794/32536

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Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2018-2019

Ce mémoire a pour ambition de présenter le rôle joué par la notion de… (more)

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Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2018-2019

Ce mémoire a pour ambition de présenter le rôle joué par la notion de sens (meaning) dans la philosophie de l’éducation de John Dewey. Pour y parvenir, nous exposerons, d’une part, la conception de l’expérience de cet auteur dans laquelle le sens joue un rôle premier en tant que relation perçue entre les éléments de l’expérience. En effet, l’expérience pour Dewey se comprend comme étant la perception d’un sens, soit d’une relation de continuité entre ce que nous faisons aux choses et ce que nous subissons en retour. Ainsi, ce qui possède un sens est ce que nous sommes capables de lier, de voir dans ses connexions logiques. Cette conception permet, en autres choses, de surpasser les dualismes de la philosophie classique qui ont eu comme lourdes conséquences une fragmentation de l’expérience. Nous montrerons la nature de cette fragmentation et comment est-ce que, lorsqu’elle se voit cristallisée dans le programme scolaire, elle entraîne une insignifiance dans le vécu de l’enfant. D’autre part, nous expliquerons comment Dewey propose de repenser l’éducation pour en faire une éducation de, par et pour l’expérience, visant à la formation de la pensée, et ce, en suivant les grandes lignes de la méthode scientifique. Nous montrerons par le fait même comment l’éducation, plutôt qu’une transmission de savoirs, doit plutôt se comprendre comme étant une reconstruction du sens de l’expérience. Enfin, nous relèverons les conséquences pratiques de cette théorie et exposerons conséquemment les changements proposés par Dewey pour transformer la salle de classe de manière à faire de l’école un lieu où les enfants peuvent trouver et créer du sens.

This master’s thesis aims to present the function played by the concept of meaning in the philosophy of education from John Dewey. To do so, firstly, we will explain the philosopher’s conception of experience in which the notion of meaning plays a decisive part as the perceived relation between the elements of experience. As a matter of fact, experience for Dewey can be defined by the perception of meaning, that is a relationship of continuity between what we are doing to things and what we undergo in return. Thus, that which has a meaning - or makes sense - is what we are able to link, to perceive in its logical connections. This theory enables Dewey to surpass classical philosophy’s dualisms which caused, as a heavy consequence, the fragmentation of experience. We will present the nature of this fragmentation and how, when it is crystallized in the school curriculum, it leads to a loss of meaning in the child's experience. Secondly, we will explain how Dewey proposes to rethink education to make it an education of, by and for experience, aiming at the training of the students’ thinking, and this, by following the broad lines of the scientific method. We will show how education, rather than a transmission of knowledge, should be understood as a reconstruction of the meanings of experience. Finally, we…

Advisors/Committee Members: Sasseville, Michel.

Subjects/Keywords: B 20.5 UL 2018; Dewey, John, 1859-1952 – Et l'éducation; Dewey, John, 1859-1952 – Et l'expérience; Signification (Philosophie); Éducation – Philosophie

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nepton, S. (2018). La notion de sens dans la philosophie de l'éducation de John Dewey. (Thesis). Université Laval. Retrieved from http://hdl.handle.net/20.500.11794/32536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nepton, Samuel. “La notion de sens dans la philosophie de l'éducation de John Dewey.” 2018. Thesis, Université Laval. Accessed March 01, 2021. http://hdl.handle.net/20.500.11794/32536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nepton, Samuel. “La notion de sens dans la philosophie de l'éducation de John Dewey.” 2018. Web. 01 Mar 2021.

Vancouver:

Nepton S. La notion de sens dans la philosophie de l'éducation de John Dewey. [Internet] [Thesis]. Université Laval; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/20.500.11794/32536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nepton S. La notion de sens dans la philosophie de l'éducation de John Dewey. [Thesis]. Université Laval; 2018. Available from: http://hdl.handle.net/20.500.11794/32536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Vienna

23. Halmdienst, Gloriett. Politische Bildung im Wandel.

Degree: 2010, University of Vienna

URL: http://othes.univie.ac.at/9683/

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Die Bildungsentwürfe von John Dewey „Demokratie und Erziehung“ (1916) und von Roland Reichenbach „Demokratisches Selbst und dilettantisches Subjekt. Demokratische Erziehung und Bildung in der Spätmoderne“… (more)

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Die Bildungsentwürfe von John Dewey „Demokratie und Erziehung“ (1916) und von Roland Reichenbach „Demokratisches Selbst und dilettantisches Subjekt. Demokratische Erziehung und Bildung in der Spätmoderne“ (2001) stellen den Ausgangspunkt einer möglichen Entwicklung demokratischer Erziehung und Bildung der Moderne zur Spätmoderne dar. Die Beschreibung beider Theorien erfolgt unter dem Aspekt des Wandels und betrachtet Demokratie als soziale Praxis und als Praxis der Freiheit, und räumt politischer Bildung einen hohen Stellenwert ein. In einer vergleichenden Gegenüberstellung wird deutlich, dass beide, Dewey als Vertreter der Moderne und Reichenbach als Vertreter der Spätmoderne, versuchen, Dualismen zu entkräften, so ist das Politische nicht als Gegensatz von Pädagogik zu betrachten, und Theorie nicht als Gegenteil von Praxis zu begreifen. Es ist beiden gemein, dass Demokratie und Erziehung bzw. Politik und Pädagogik aufeinander bezogen sind und zugleich die Demokratie nicht lediglich als Regierungsform, sondern als umfassende Lebensform verstanden wird. Aus beiden Darstellungen lässt sich ein Wandel im Subjektsdenken feststellen, welches bei John Dewey ein optimistisch – souveränes Individuum darstellt, wandelt sich bei Roland Reichenbach zu einem Subjekt voller Zweifel und Orientierungslosigkeit, das sich in einer spätmodernen Massengesellschaft immer wieder neu finden und erfinden muss. Für Reichenbach stellen sich daraus neue Herausforderungen an politische Bildung und demokratische Erziehung. Eine anschließende Kurzdarstellung von Angeboten zu politischer Bildung und Demokratieerziehung im Bereich der Erwachsenenbildung, der schulischen und außerschulischen Kinder- und Jugendarbeit zeigt auf Basis der bearbeiteten Bildungsentwürfe von John Dewey und Roland Reichenbach mögliche gemeinsame Ansätze, Widersprüche und Herausforderungen.

John Dewey's „Demokratie und Erziehung“ (1916) and Roland Reichenbach's „Demokratisches Selbst und dilettantisches Subjekt. Demokratische Erziehung und Bildung in der Spätmoderne“ (2001) concepts of education are the starting point of possible development on democratic education in the modern and late modern age. The description of both theories are carried out under the aspect of change in which democracy is regarded as social practice and as practice of freedom. Thus acknowledging high significance to political education. Through the comparison of these theories it is clearly shown that Dewey, as a representative of the modern age, and Reichenbach, as a representative of the late modern age, both try to debilitate dualism. Hence „political“ (politics) is not to be seen in contradiction to pedagogy and theory is not to be understood as the opposite of practice. Both theories share, that democracy and education, and politics and pedagogy respectively, relate to each other and simultaneously democracy is not understood as a form of government alone, but as a comprehensive way of life. From both demonstrations a change in the thinking of the…

Subjects/Keywords: 80.02 Philosophie und Theorie der Pädagogik; John Dewey / Roland Reichenbach / Politische Bildung; John Dewey / Roland Reichenbach / political education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Halmdienst, G. (2010). Politische Bildung im Wandel. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/9683/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Halmdienst, Gloriett. “Politische Bildung im Wandel.” 2010. Thesis, University of Vienna. Accessed March 01, 2021. http://othes.univie.ac.at/9683/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Halmdienst, Gloriett. “Politische Bildung im Wandel.” 2010. Web. 01 Mar 2021.

Vancouver:

Halmdienst G. Politische Bildung im Wandel. [Internet] [Thesis]. University of Vienna; 2010. [cited 2021 Mar 01]. Available from: http://othes.univie.ac.at/9683/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Halmdienst G. Politische Bildung im Wandel. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/9683/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Alix, Sébastien-Akira. L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919).

Degree: Docteur es, Sciences de l'éducation, 2016, Sorbonne Paris Cité

URL: http://www.theses.fr/2016USPCB196

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La période allant de 1876 à 1919 constitue un tournant dans l'évolution de l'enseignement aux États-Unis : c'est le moment de l'incorporation des principes de… (more)

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La période allant de 1876 à 1919 constitue un tournant dans l'évolution de l'enseignement aux États-Unis : c'est le moment de l'incorporation des principes de la pensée progressiste en éducation au cœur du système éducatif américain. En l'espace de quelques décennies, les objectifs de ce système sont radicalement modifiés : aux idéaux d'une culture scolaire mettant l'accent sur l'exigence académique, l'enseignement des disciplines et la magistralité sont substitués ceux d'une éducation socialement efficace, centrée sur l'enfant, sur la nécessité de respecter son régime propre et de former les futurs citoyens pour la démocratie. Cette révolution pédagogique, que le philosophe John Dewey a pu qualifier de « copernicienne », inverse complètement les principes au fondement du projet éducatif américain. Le présent travail de thèse a pour objet, d'une part, de comprendre et d'expliquer les origines et les fondements théoriques et épistémologiques de la pensée progressiste qui a présidé aux transformations de l'enseignement américain entre 1876 et 1919 et, d'autre part, de montrer comment ces présupposés épistémologiques ont pu s'instaurer et s'inscrire dans les pratiques.

The period 1876-1919 constitutes a turning point in the history of American education: rapid social changes in American society carried with them implications for a new conception of education; a radically new vision of the role of schooling emerged. In a few decades, the educational system of the United States adopted new methods and ideas: the ideals of a teacher-centered education, of an academic curriculum and of a liberal education given to all students that had been the staples of education for many generations shifted to those of meeting children's needs, of a child-centered education tied to democracy. This shifting of the center of gravity in American education represented a revolution that the philosopher John Dewey considered to be copernican. This doctoral thesis traces the evolution of this major shift in American education. It aims at understanding and explaining the origins and founding principles of progressive education that wrought these massive changes in American education between 1876 and 1919. Furthermore, it aims at showing how these principles may have exerted an impact in America's schoolrooms.

Advisors/Committee Members: Rogers, Rebecca (thesis director), Bulle, Nathalie (thesis director).

Subjects/Keywords: Éducation progressiste; Progressisme; Enseignement secondaire; Historiographie; John Dewey; Progressive education; Progressivism; Secondary education; Historiography; John Dewey; 370.973

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Alix, S. (2016). L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919). (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2016USPCB196

Chicago Manual of Style (16^th Edition):

Alix, Sébastien-Akira. “L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919).” 2016. Doctoral Dissertation, Sorbonne Paris Cité. Accessed March 01, 2021. http://www.theses.fr/2016USPCB196.

MLA Handbook (7^th Edition):

Alix, Sébastien-Akira. “L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919).” 2016. Web. 01 Mar 2021.

Vancouver:

Alix S. L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919). [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2016. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2016USPCB196.

Council of Science Editors:

Alix S. L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919) : Progressive education in the United States : history, philosophy and pratice (1876-1919). [Doctoral Dissertation]. Sorbonne Paris Cité; 2016. Available from: http://www.theses.fr/2016USPCB196

25. BARBOZA, Annye Elizabeth Mendes. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .

Degree: 2015, Universidade Federal de Pernambuco

URL: https://repositorio.ufpe.br/handle/123456789/15657

► A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos… (more)

Subjects/Keywords: Aprendizagem de gestores; Aprendizagem pela experiência; John Dewey; Experiência; Reflexão; Emoções; Managers’ learning; Learning from experience; John Dewey; Experience; Reflection; Emotions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

BARBOZA, A. E. M. (2015). A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . (Masters Thesis). Universidade Federal de Pernambuco. Retrieved from https://repositorio.ufpe.br/handle/123456789/15657

Chicago Manual of Style (16^th Edition):

BARBOZA, Annye Elizabeth Mendes. “A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .” 2015. Masters Thesis, Universidade Federal de Pernambuco. Accessed March 01, 2021. https://repositorio.ufpe.br/handle/123456789/15657.

MLA Handbook (7^th Edition):

BARBOZA, Annye Elizabeth Mendes. “A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .” 2015. Web. 01 Mar 2021.

Vancouver:

BARBOZA AEM. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . [Internet] [Masters thesis]. Universidade Federal de Pernambuco; 2015. [cited 2021 Mar 01]. Available from: https://repositorio.ufpe.br/handle/123456789/15657.

Council of Science Editors:

BARBOZA AEM. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . [Masters Thesis]. Universidade Federal de Pernambuco; 2015. Available from: https://repositorio.ufpe.br/handle/123456789/15657

Pontifical Catholic University of Rio de Janeiro

26. LIVIA FERNANDES FRANCA. [en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM.

Degree: 2010, Pontifical Catholic University of Rio de Janeiro

URL: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15446

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[pt] O objetivo deste trabalho é estudar a democracia no pensamento do pragmatista estadunidense John Dewey (1859-1952) e sua contribuição para a teoria política contemporânea.… (more)

Subjects/Keywords: [pt] EDUCACAO; [en] EDUCATION; [pt] DEMOCRACIA; [en] DEMOCRACY; [pt] PRAGMATISMO; [en] PRAGMATISM; [pt] JOHN DEWEY; [en] JOHN DEWEY

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

FRANCA, L. F. (2010). [en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

FRANCA, LIVIA FERNANDES. “[en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM.” 2010. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed March 01, 2021. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

FRANCA, LIVIA FERNANDES. “[en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM.” 2010. Web. 01 Mar 2021.

Vancouver:

FRANCA LF. [en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. [cited 2021 Mar 01]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

FRANCA LF. [en] DEMOCRACY IN JOHN DEWEYS PRAGMATISM. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brock University

27. McClelland, Kenneth A. From absolutes to aesthetics : John Dewey and the art of experience .

Degree: Department of Graduate and Undergraduate Studies in Education, 2000, Brock University

URL: http://hdl.handle.net/10464/2351

► In this thesis I sought to capture something of the integrity of John Dewey's larger vision. While recognizing this to be a difficult challenge, I… (more)

Subjects/Keywords: Dewey, John, 1859-1952; Dewey, John, 1859-1952

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McClelland, K. A. (2000). From absolutes to aesthetics : John Dewey and the art of experience . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McClelland, Kenneth A. “From absolutes to aesthetics : John Dewey and the art of experience .” 2000. Thesis, Brock University. Accessed March 01, 2021. http://hdl.handle.net/10464/2351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McClelland, Kenneth A. “From absolutes to aesthetics : John Dewey and the art of experience .” 2000. Web. 01 Mar 2021.

Vancouver:

McClelland KA. From absolutes to aesthetics : John Dewey and the art of experience . [Internet] [Thesis]. Brock University; 2000. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10464/2351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McClelland KA. From absolutes to aesthetics : John Dewey and the art of experience . [Thesis]. Brock University; 2000. Available from: http://hdl.handle.net/10464/2351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Stirling

28. Logan, Muriel L. Creating Educational Experiences through the Objects Children Bring to School.

Degree: PhD, 2014, University of Stirling

URL: http://hdl.handle.net/1893/21152

► The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners… (more)

▼ The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.

Subjects/Keywords: Children's objects; John Dewey; Early years practitioners; Experience; Early childhood education; Early years; Learning props; Dewey, John, 1859-1952.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Logan, M. L. (2014). Creating Educational Experiences through the Objects Children Bring to School. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/21152

Chicago Manual of Style (16^th Edition):

Logan, Muriel L. “Creating Educational Experiences through the Objects Children Bring to School.” 2014. Doctoral Dissertation, University of Stirling. Accessed March 01, 2021. http://hdl.handle.net/1893/21152.

MLA Handbook (7^th Edition):

Logan, Muriel L. “Creating Educational Experiences through the Objects Children Bring to School.” 2014. Web. 01 Mar 2021.

Vancouver:

Logan ML. Creating Educational Experiences through the Objects Children Bring to School. [Internet] [Doctoral dissertation]. University of Stirling; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1893/21152.

Council of Science Editors:

Logan ML. Creating Educational Experiences through the Objects Children Bring to School. [Doctoral Dissertation]. University of Stirling; 2014. Available from: http://hdl.handle.net/1893/21152

29. Point, Christophe. John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education.

Degree: Docteur es, Sciences de l'éducation, 2020, Université de Lorraine; Université Laval (Québec, Canada)

URL: http://www.theses.fr/2020LORR0161

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Le travail de thèse présenté ici relève d’une démarche transdisciplinaire pragmatiste où se croisent la philosophie de l’éducation, l’épistémologie, l’éthique et la philosophie politique pour… (more)

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Le travail de thèse présenté ici relève d’une démarche transdisciplinaire pragmatiste où se croisent la philosophie de l’éducation, l’épistémologie, l’éthique et la philosophie politique pour tenter de répondre à la question suivante : qu’est-ce que le pragmatisme de John Dewey peut nous apporter comme outils théoriques pour penser l’avenir des institutions universitaires actuelles ? Pour répondre à ce problème, nous émettons l’hypothèse que la conception complexe et étendue de la démocratie par la philosophie pragmatiste fournit un cadre théorique rigoureux et pertinent sur le plan épistémologique, éthique et pédagogique pour reconstruire un nouveau projet politico-éducatif d’université démocratique. C’est donc ce projet bien particulier d’université que nous reconstruisons de trois façons ici. Tout d’abord, sur un plan théorique, nous cherchons à rendre compte de ce qu’a été ce projet à l’époque de John Dewey. Puis, historiquement, nous étudions les expérimentations universitaires menées à cette époque, en différents lieux des Etats-Unis, à partir de ce projet. Enfin, de manière prospective, nous cherchons à formuler, à partir de ces deux premières enquêtes théoriques et historiques, de nouveaux éléments pour actualiser ce projet pour notre époque. L’ambition de ce travail est donc de proposer des pistes de réflexion nouvelles pour l’avenir de l’université à partir d’une philosophie de l’éducation, démocratique et pragmatiste, de l’enseignement supérieur.

The PhD work submitted here is inspired by a transdisciplinary pragmatist approach in which philosophy of education, epistemology, ethics and political philosophy converge in an attempt to answer the following question: What can John Dewey's pragmatism bring us as theoretical tools for thinking about the future of today's academic institutions? To answer this question, we hypothesize that the complex and extensive conception of democracy by the pragmatist philosophy provides a rigorous theoretical framework and a relevant epistemological, ethical and pedagogical perspective for reconstructing a new political-educational project of a democratic university. So it's this particular university project that we're reconstructing in three ways here. First of all, on a theoretical point of view, we're trying to account for what that project was in the time of John Dewey. Then, historically, we examine the academic experiments carried out at that time, in different places in the United States, based on this project. Finally, in a prospective way, we seek to formulate, from these first two theoretical and historical investigations, new elements to update this project for our days. The ambition of this work is to propose new ways of thinking about the future of the university based on a democratic and pragmatic philosophy of education in higher education.

Advisors/Committee Members: Prairat, Eirick (thesis director), Bégin, Luc (thesis director).

Subjects/Keywords: John Dewey; Pragmatisme; Démocratie; Philosophie de l’éducation; Université; John Dewey; Pragmatism; Democracy; Philosophy of Education; University; 370.1

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Point, C. (2020). John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education. (Doctoral Dissertation). Université de Lorraine; Université Laval (Québec, Canada). Retrieved from http://www.theses.fr/2020LORR0161

Chicago Manual of Style (16^th Edition):

Point, Christophe. “John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education.” 2020. Doctoral Dissertation, Université de Lorraine; Université Laval (Québec, Canada). Accessed March 01, 2021. http://www.theses.fr/2020LORR0161.

MLA Handbook (7^th Edition):

Point, Christophe. “John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education.” 2020. Web. 01 Mar 2021.

Vancouver:

Point C. John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education. [Internet] [Doctoral dissertation]. Université de Lorraine; Université Laval (Québec, Canada); 2020. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2020LORR0161.

Council of Science Editors:

Point C. John Dewey : propositions pour une reconstruction démocratique de l’université : éléments théoriques, historiques et prospectifs pour une philosophie de l’éducation pragmatiste de l’enseignement supérieur : John Dewey : proposals for a democratic reconstruction of the university : theoretical, historical and prospective elements for a pragmatist philosophy of education in higher education. [Doctoral Dissertation]. Université de Lorraine; Université Laval (Québec, Canada); 2020. Available from: http://www.theses.fr/2020LORR0161

30. Cinnamon, Serina. (Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century.

Degree: 2019, NC Docks

URL: http://libres.uncg.edu/ir/uncp/f/(Re)Thinking Dewey, Democracy and Educational Purposes for the 21st Century2.pdf

► In this paper, the author (re)considers Dewey’s ideas about the role of education in developing democratic ideas and principles. His ideas are explored in the… (more)

Subjects/Keywords: Dewey, John, 1859-1952 – Influence; Dewey, John, 1859-1952 – Democracy and education; Education – United States – History

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cinnamon, S. (2019). (Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncp/f/(Re)Thinking Dewey, Democracy and Educational Purposes for the 21st Century2.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cinnamon, Serina. “(Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century.” 2019. Thesis, NC Docks. Accessed March 01, 2021. http://libres.uncg.edu/ir/uncp/f/(Re)Thinking Dewey, Democracy and Educational Purposes for the 21st Century2.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cinnamon, Serina. “(Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century.” 2019. Web. 01 Mar 2021.

Vancouver:

Cinnamon S. (Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century. [Internet] [Thesis]. NC Docks; 2019. [cited 2021 Mar 01]. Available from: http://libres.uncg.edu/ir/uncp/f/(Re)Thinking Dewey, Democracy and Educational Purposes for the 21st Century2.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cinnamon S. (Re)Thinking Dewey, Democracy, and Education Purposes for the 21st Century. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncp/f/(Re)Thinking Dewey, Democracy and Educational Purposes for the 21st Century2.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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