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Bennington College
Bennington College is a liberal arts college located in Bennington, Vermont, USA. The college was founded in 1932 as a women's college and became co-educational in 1969.
Bennington College was the product of a movement whose goal was to create a model that would move higher education in a new direction. The pivotal figures in the College's earliest history are Vincent Ravi Booth, Mr. and Mrs. Hall Park McCullough, and William Heard Kilpatrick, an educational philosopher who worked with John Dewey. In 1924 they secured a charter for the college and established a board of trustees, to prepare for a new liberal arts college for women. The tasks of funding the construction of the college and defining its philosophy were undertaken. In 1928 Robert Devore Leigh was recruited as Bennington College's first president. He wrote the Bennington College Prospectus, which outlined the college's philosophy. Booth, McCullough, Kilpatrick, Dewey, and Leigh (among others) are commemorated on campus with houses named for them.
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Boston
Boston (pronounced /ˈbɒstən/ or locally /ˈbɔstən/ (
listen)) is the capital of and largest city in Massachusetts, and is one of the oldest cities in the United States. The largest city in New England, Boston is regarded as the unofficial "Capital of New England" for its economic and cultural impact on the entire New England region. The city proper, covering only 48.43 square miles, had a population of 617,594 according to the 2010 U.S. Census. Boston is also the anchor of a substantially larger metropolitan area called Greater Boston, home to 4.5 million people and the tenth-largest metropolitan area in the country. Greater Boston as a commuting region is home to 7.6 million people, making it the fifth-largest Combined Statistical Area in the United States.
In 1630, Puritan colonists from England founded the city on the Shawmut Peninsula. During the late 18th century, Boston was the location of several major events during the American Revolution, including the Boston Massacre and the Boston Tea Party. Several early battles of the American Revolution, such as the Battle of Bunker Hill and the Siege of Boston, occurred within the city and surrounding areas. Through land reclamation and municipal annexation, Boston has expanded beyond the peninsula. After American independence was attained Boston became a major shipping port and manufacturing center, and its rich history now helps attract many tourists, with Faneuil Hall alone attracting over 20 million every year. The city was the site of several firsts, including America's first public school, Boston Latin School (1635), and the first subway system in the United States (1897).
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Brooklyn, New York
Coordinates: 40°41′34″N 73°59′25″W / 40.69278°N 73.99028°W / 40.69278; -73.99028
Brooklyn is the most populous of New York City's five boroughs, with approximately 2.5 million residents, and the second-largest in area. Since 1896, Brooklyn has had the same boundaries as Kings County, which is now the most populous county in New York State and the second-most densely populated county in the United States, after New York County (Manhattan). It is also the westernmost county on Long Island.
Brooklyn was an independent city until it was annexed by New York City in 1898. It continues to maintain a distinct culture. Many Brooklyn neighborhoods are ethnic enclaves where particular ethnic groups and cultures predominate.
Brooklyn's official motto is Eendraght Maeckt Maght. Written in the (early modern spelling of the) Dutch language, it is inspired by the motto of the United Dutch Provinces and translated "Unity makes strength". The motto is displayed on the borough seal and flag, which also feature a young robed woman bearing fasces, a traditional emblem of republicanism. Brooklyn's official colors are blue and gold.
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Burlington, Vermont
Burlington is the largest city in the U.S. state of Vermont and the shire town (county seat) of Chittenden County. Burlington lies 45 miles (72 km) south of the U.S.-Canadian (Vermont-Quebec) border and some 94 miles (151 km) south of Montreal. Burlington had a population of 42,417 at the 2010 census. The city is the hub of the Burlington-South Burlington metropolitan area, consisting of the three northwestern Vermont counties of Chittenden, Franklin and Grand Isle and encompassing the cities of Burlington, South Burlington, and Winooski; the towns of Colchester, Essex, and Williston; and the village of Essex Junction. According to 2009 U.S. Census estimates, the metro area had an estimated population of 208,055, approximately one third of Vermont's total population.
Some believe Burlington was named after Richard Boyle, 3rd Earl of Burlington. Others assert that the name honors the politically prominent and wealthy Burling family of New York. While no family members are listed as grantees of this town, the family held large tracts of land in other nearby towns, some of which were granted on the same day as Burlington.
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Columbia University
Columbia University in the City of New York, commonly referred to as Columbia University, is an American private Ivy League research university located in New York City, New York, United States. Columbia is the oldest institution of higher learning in the state of New York, the fifth oldest in the United States, and one of the country's nine Colonial Colleges founded before the American Revolution. Today the university operates seven Columbia Global Centers overseas in Amman, Beijing, Istanbul, Paris, Mumbai, Santiago and Nairobi.
The university was founded in 1754 as King's College by royal charter of George II of Great Britain. After the American Revolutionary War, King's College briefly became a state entity, and was renamed Columbia College in 1784. The University now operates under a 1787 charter that places the institution under a private board of trustees, and in 1896 it was further renamed Columbia University. That same year, the university's campus was moved from Madison Avenue to its location in the Morningside Heights neighborhood of Manhattan, where it occupies more than six city blocks, or 32 acres (0.13 km2). The university encompasses twenty schools and is affiliated with numerous institutions, including Teachers College, Barnard College, and the Union Theological Seminary, with joint undergraduate programs available through the Jewish Theological Seminary of America as well as the Juilliard School.
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University of Oslo
The University of Oslo (Norwegian: Universitetet i Oslo), formerly The Royal Frederick University (Norwegian: Det Kongelige Frederiks Universitet), is the oldest and largest university in Norway, situated in the Norwegian capital of Oslo. One of northern Europe's most prestigious universities, it is frequently ranked among the world's top 100 universities.
The university has around 27,700 students and employs around 6,000 people. It has faculties of (Lutheran) Theology (Norway's state religion since 1536), Law, Medicine, Humanities, Mathematics and Natural Sciences, Social Sciences, Dentistry, and Education. The university's old campus, strongly influenced by Prussian architect Karl Friedrich Schinkel's neoclassical style, is found in the centre of Oslo, near the National Theatre, the Royal Palace, and the Parliament. Today the old campus is occupied by the Faculty of Law, whereas most of the other faculties are located at the Blindern campus in the suburban West End, erected from the 1930s. The Faculty of Medicine is split between several university hospitals in the Oslo area.
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Vermont
Vermont
i/vɜrˈmɒnt/ is a state in the New England region of the northeastern United States. Vermont is the 6th least extensive and the 2nd least populous of the 50 United States. It is the only New England state not bordering the Atlantic Ocean. Lake Champlain forms half of Vermont's western border, which it shares with the state of New York. The Green Mountains are within the state. Vermont is bordered by Massachusetts to the south, New Hampshire to the east, New York to the west, and the Canadian province of Quebec to the north.
Originally inhabited by two major Native American tribes (the Algonquian-speaking Abenaki and the Iroquois), much of the territory that is now Vermont was claimed by France during its early colonial period. France ceded the territory to the Kingdom of Great Britain after being defeated in 1763 in the Seven Years' War (also called the French and Indian War). For many years, the nearby colonies, especially New Hampshire and New York, disputed control of the area (then called the New Hampshire Grants). Settlers who held land titles granted by these colonies were opposed by the Green Mountain Boys militia, which eventually prevailed in creating an independent state, the Vermont Republic. Founded in 1777 during the Revolutionary War, the republic lasted for fourteen years. Vermont is one of seventeen U.S. states (along with Texas, Hawaii, the brief California Republic, and each of the original Thirteen Colonies) to have had a sovereign government in the past. In 1791, Vermont joined the United States as the 14th state, the first outside the original 13 Colonies. It abolished slavery while still independent, and upon joining the Union became the first state to have done so.
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Yale University
Yale University is an American private Ivy League research university located in New Haven, Connecticut. Founded in 1701 in the Colony of Connecticut, the university is the third-oldest institution of higher education in the United States.
Incorporated as the "Collegiate School," the institution traces its roots to 17th-century clergymen who sought to establish a college to train clergy and political leaders for the colony. In 1718, the College was renamed "Yale College" to honor a gift from Elihu Yale, a governor of the British East India Company. In 1861, the Graduate School of Arts and Sciences became the first U.S. school to award the PhD. Yale became a founding member of the Association of American Universities in 1900. Yale College was transformed, beginning in the 1930s, through the establishment of residential colleges: 12 now exist and two more are planned. Yale employs over 1,100 faculty to teach and advise about 5,300 undergraduate and 6,100 graduate and professional students. Almost all tenured professors teach undergraduate courses, more than 2,000 of which are offered annually.
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Albert C. Barnes
Albert Coombs Barnes (January 2, 1872 – July 24, 1951) was an American chemist and eccentric art collector. With the fortune made from the development of the antiseptic, gonorrhea drug Argyrol, he founded the Barnes Foundation, an educational institution based on his private collection of art. It is strongly represented by paintings by Impressionist, Post-Impressionist and Modernist masters, as well as furniture and crafted objects. It is located in Philadelphia, Pennsylvania.
Barnes had a passion for educating the underprivileged and established a special relationship with Lincoln University, a historically black college in the area, and gave the university a strong role in administration of his foundation. It selected candidates for four of the five original trustee seats.
Barnes was born in Philadelphia to working-class parents. His father had been a butcher before the Civil War (American) where he lost his right arm in at the Battle of Cold Harbor and became a letter carrier. His mother was a devout Methodist who took Barnes to African-American camp meetings and revivals.
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Albert Einstein
Albert Einstein (
/ˈælbərt ˈaɪnstaɪn/; German: [ˈalbɐt ˈaɪnʃtaɪn] ( listen); 14 March 1879 – 18 April 1955) was a German theoretical physicist who developed the theory of general relativity, effecting a revolution in physics. For this achievement, Einstein is often regarded as the father of modern physics. While best known for his mass–energy equivalence formula E = mc2 (which has been dubbed "the world's most famous equation"), he received the 1921 Nobel Prize in Physics "for his services to theoretical physics, and especially for his discovery of the law of the photoelectric effect". The latter was pivotal in establishing quantum theory within physics.
Near the beginning of his career, Einstein thought that Newtonian mechanics was no longer enough to reconcile the laws of classical mechanics with the laws of the electromagnetic field. This led to the development of his special theory of relativity. He realized, however, that the principle of relativity could also be extended to gravitational fields, and with his subsequent theory of gravitation in 1916, he published a paper on the general theory of relativity. He continued to deal with problems of statistical mechanics and quantum theory, which led to his explanations of particle theory and the motion of molecules. He also investigated the thermal properties of light which laid the foundation of the photon theory of light. In 1917, Einstein applied the general theory of relativity to model the structure of the universe as a whole.
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Aristotle
Aristotle (Ancient Greek: Ἀριστοτέλης, Aristotélēs) (384 BC – 322 BC) was a Greek philosopher and polymath, a student of Plato and teacher of Alexander the Great. His writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, linguistics, politics, government, ethics, biology, and zoology. Together with Plato and Socrates (Plato's teacher), Aristotle is one of the most important founding figures in Western philosophy. Aristotle's writings were the first to create a comprehensive system of Western philosophy, encompassing morality, aesthetics, logic, science, politics, and metaphysics.
Aristotle's views on the physical sciences profoundly shaped medieval scholarship, and their influence extended well into the Renaissance, although they were ultimately replaced by Newtonian physics. In the zoological sciences, some of his observations were confirmed to be accurate only in the 19th century. His works contain the earliest known formal study of logic, which was incorporated in the late 19th century into modern formal logic. In metaphysics, Aristotelianism had a profound influence on philosophical and theological thinking in the Islamic and Jewish traditions in the Middle Ages, and it continues to influence Christian theology, especially the scholastic tradition of the Catholic Church. His ethics, though always influential, gained renewed interest with the modern advent of virtue ethics. All aspects of Aristotle's philosophy continue to be the object of active academic study today. Though Aristotle wrote many elegant treatises and dialogues (Cicero described his literary style as "a river of gold"), it is thought that the majority of his writings are now lost and only about one-third of the original works have survived.
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Arthur Danto
Arthur Coleman Danto (born January 1, 1924 is an American art critic and philosopher. He is best known as the influential, long-time art critic for The Nation and for his work in philosophical aesthetics and philosophy of history, though he has contributed significantly to a number of fields. His interests span thought, feeling, philosophy of art, theories of representation, philosophical psychology, Hegel's aesthetics, and the philosophers Maurice Merleau-Ponty and Arthur Schopenhauer.
Danto was born in Ann Arbor, Michigan, January 1, 1924, and grew up in Detroit. After spending two years in the Army, Danto studied art and history at Wayne University (now Wayne State University) and then pursued graduate study in philosophy at Columbia University. From 1949 to 1950, Danto studied in Paris on a Fulbright scholarship under Maurice Merleau-Ponty, and in 1951 returned to teach at Columbia, where he is currently Johnsonian Professor of Philosophy Emeritus.
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Arthur F. Bentley
Arthur Fisher Bentley (October 16, 1870 in Freeport, Illinois – May 21, 1957 in Paoli, Indiana) was an American political scientist and philosopher who worked in the fields of epistemology, logic and linguistics and who contributed to the development of a behavioral methodology of political science.
He received his Bachelor of Arts in 1892 and his Ph.D. in 1895 from Johns Hopkins University. He was the second person to win the Humanist of the Year Award.
Bentley held that interactions of groups are the basis of political life, and rejected statist abstractions. In his opinion, group activity determined legislation, administration and adjudication. These ideas of process-based behavioralism later became central to political science. His tenet that "social movements are brought about by group interaction" is a basic feature of contemporary pluralist and interest-group approaches.
His work The Process of Government, published in 1908, had much influence on political science from the 1930s to the 1950s. Although initially not of consequence, it influenced other groups such as the Chicago School who also tried to develop objective, value-free analyses of the political field.
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Arthur Schopenhauer
Arthur Schopenhauer (22 February 1788 – 21 September 1860) was a German philosopher known for his pessimism and philosophical clarity. At age 25, he published his doctoral dissertation, On the Fourfold Root of the Principle of Sufficient Reason, which examined the four separate manifestations of reason in the phenomenal world.
Schopenhauer's most influential work, The World as Will and Representation, claimed that the world is fundamentally what humans recognize in themselves as their will. His analysis of will led him to the conclusion that emotional, physical, and sexual desires can never be fully satisfied. The corollary of this is an ultimately painful human condition. Consequently, he considered that a lifestyle of negating desires, similar to the ascetic teachings of Vedanta, Buddhism and the Church Fathers of early Christianity, was the only way to attain liberation.
Schopenhauer's metaphysical analysis of will, his views on human motivation and desire, and his aphoristic writing style influenced many well-known thinkers, including Friedrich Nietzsche,Richard Wagner, Ludwig Wittgenstein, Erwin Schrödinger, Albert Einstein,Sigmund Freud, Otto Rank, Carl Jung, Joseph Campbell, Leo Tolstoy, Thomas Mann, and Jorge Luis Borges.
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Auguste Comte
Isidore Auguste Marie François Xavier Comte (19 January 1798 – 5 September 1857), better known as Auguste Comte [oɡyst kɔ̃t], was a French philosopher. He was a founder of the discipline of sociology and of the doctrine of positivism. He may be regarded as the first philosopher of science in the modern sense of the term.
Strongly influenced by the Utopian socialist Henri Saint-Simon, Comte developed the positive philosophy in an attempt to remedy the social malaise of the French revolution, calling for a new social doctrine based on the sciences. Comte was a major influence on 19th century thought, impacting the work of social thinkers such as Karl Marx, John Stuart Mill, and George Eliot. His concept of sociologie and social evolutionism, though now outdated, set the tone for early social theorists and anthropologists such as Harriet Martineau and Herbert Spencer, evolving into Modern academic sociology presented by Émile Durkheim as practical and objective social research.
Comte's social theories culminated in the "religion of humanity", which was influential to the development of religious humanist and Secular Humanist organizations in the 19th century. Comte likewise coined the word "altruism".
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Averroes
ʾAbū l-Walīd Muḥammad bin ʾAḥmad bin Rušd (Arabic: أبو الوليد محمد بن احمد بن رشد), better known just as Ibn Rushd (Arabic: ابن رشد), and in European literature as Averroes ( /əˈvɛroʊ.iːz/; April 14, 1126 – December 10, 1198), was an Andalusian Muslim polymath; a master of Aristotelian philosophy, Islamic philosophy, Islamic theology, Maliki law and jurisprudence, logic, psychology, politics, Arabic music theory, and the sciences of medicine, astronomy, geography, mathematics, physics and celestial mechanics. He was born in Córdoba, Al Andalus, modern-day Spain, and died in Marrakesh, Morocco. His school of philosophy is known as Averroism.
Ibn Rushd was a defender of Aristotelian philosophy against claims from the influential Islamic theologian Ghazali who attacked philosophy so it would not become an affront to the teachings of Islam.
Averroes' name is also seen as Averroës, Averroès or Averrhoës, indicating that the "o" and the "e" form separate syllables. Averroes is a Latinisation of a Hebrew transcription of the Arab name Ibn Rushd.
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B. R. Ambedkar
Bhimrao Ramji Ambedkar ([bʱiːmraːw raːmdʑiː aːmbeːɽkər]; 14 April 1891 – 6 December 1956), popularly also known as Babasaheb, was an Indian jurist, political leader, philosopher, anthropologist, historian, orator, economist, teacher, and editor. He was also the Chairman of the Drafting Committee of Indian Constitution. Born into a poor Mahar (considered an Untouchable caste) family, Ambedkar campaigned against social discrimination, the system of Chaturvarna – the categorization of Hindu society into four varnas – and the Hindu caste system. He converted to Buddhism and is also credited with providing a spark for the transformation of hundreds of thousands of Dalits or untouchables to Theravada Buddhism. Ambedkar was posthumously awarded the Bharat Ratna, India's highest civilian award, in 1990.
Overcoming numerous social and financial obstacles, Ambedkar became one of the first outcastes to obtain a college education in India. Eventually earning law degree and doctorates for his study and research in law, economics and political science from Columbia University and the London School of Economics, Ambedkar gained a reputation as a scholar and practiced law for a few years, later campaigning by publishing journals advocating political rights and social freedom for India's untouchables. He is regarded as a Bodhisattva by some Indian Buddhists, though he never claimed himself to be a Bodhisattva.
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Benedetto Croce
Benedetto Croce (Italian pronunciation: [beneˈdetto ˈkroːtʃe]; February 25, 1866 – November 20, 1952) was an Italian idealist philosopher, and occasionally also politician. He wrote on numerous topics, including philosophy, history, methodology of history writing and aesthetics, and was a prominent liberal, although he opposed laissez-faire free trade. He had considerable influence on other prominent Italian intellectuals including both marxist Antonio Gramsci and fascist Giovanni Gentile.
Croce was born in Pescasseroli in the Abruzzo region of Italy. He came from an influential and wealthy family, and was raised in a very strict Catholic environment. Around the age of 16, he turned away from Catholicism and developed a personal view of spiritual life, in which religion cannot be anything but an historical institution where the creative strength of mankind can be expressed. He kept this position for the rest of his life.
In 1883, an earthquake hit the village of Casamicciola, Ischia island, near Naples, where he was on holiday with his family, destroying the home they lived in. His mother, father, and only sister were all killed, while he was buried for a very long time and barely survived. After the incident he inherited his family's fortune and much like Schopenhauer before him was able to live the rest of his life in relative leisure, enabling him to devote a great deal of time to philosophy as an independent intellectual writing from his palazzo in Naples. (Ryn, 2000:xi).
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Benjamin Bloom
Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery-learning. He also directed a research team which conducted a major investigation into the development of exceptional talent whose results are relevant to the question of eminence, exceptional achievement, and greatness.
Benjamin Samuel Bloom was born on February 21, 1913, in Lansford, Pennsylvania. From the Pennsylvania State University, he gained his bachelor’s and master’s degrees in 1935. Later, in March 1942, he received his education Ph.D. from the University of Chicago. Bloom died on September 13, 1999.
In 1984 Bloom published "The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring" in the journal Educational Researcher. This paper reported on what has come to be known as Bloom's 2 Sigma Problem, which shows an astonishing positive effect for the average student in conditions of one-to-one tutoring using Mastery learning techniques. Bloom realized one-to-one tutoring is impossible for most societies, and thus encouraged educators to study combinations of other alterable variables in the learning process that may approach the 2 sigma results.
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Bertrand Russell
Bertrand Arthur William Russell, 3rd Earl Russell, OM, FRS (18 May 1872 – 2 February 1970) was a British philosopher, logician, mathematician, historian, and social critic. At various points in his life he considered himself a liberal, a socialist, and a pacifist, but he also admitted that he had never been any of these in any profound sense. He was born in Monmouthshire, into one of the most prominent aristocratic families in Britain.
Russell led the British "revolt against idealism" in the early 20th century. He is considered one of the founders of analytic philosophy along with his predecessor Gottlob Frege and his friend Ludwig Wittgenstein, and is widely held to be one of the 20th century's premier logicians. He co-authored, with A. N. Whitehead, Principia Mathematica, an attempt to ground mathematics on logic. His philosophical essay "On Denoting" has been considered a "paradigm of philosophy." His work has had a considerable influence on logic, mathematics, set theory, linguistics, computer science (see type theory and type system), and philosophy, especially philosophy of language, epistemology, and metaphysics.
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Buckminster Fuller
Richard Buckminster "Bucky" Fuller (July 12, 1895 – July 1, 1983) was an American systems theorist, architect, engineer, author, designer, inventor, and futurist.
Fuller published more than 30 books, inventing and popularizing terms such as "Spaceship Earth", ephemeralization, and synergetic. He also developed numerous inventions, mainly architectural designs, the best known of which is the geodesic dome. Carbon molecules known as fullerenes were later named by scientists for their resemblance to geodesic spheres.
Fuller was born on July 12, 1895, in Milton, Massachusetts, the son of Richard Buckminster Fuller and Caroline Wolcott Andrews, and also the grandnephew of the American Transcendentalist Margaret Fuller. He attended Froebelian Kindergarten. Spending much of his youth on Bear Island, in Penobscot Bay off the coast of Maine, he had trouble with geometry, being unable to understand the abstraction necessary to imagine that a chalk dot on the blackboard represented a mathematical point, or that an imperfectly drawn line with an arrow on the end was meant to stretch off to infinity. He often made items from materials he brought home from the woods, and sometimes made his own tools. He experimented with designing a new apparatus for human propulsion of small boats.
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C. D. Broad
C. D. Broad (full name Charlie Dunbar Broad; 30 December 1887 – 11 March 1971) was an English epistemologist, historian of philosophy, philosopher of science, moral philosopher, and writer on the philosophical aspects of psychical research. He was known for his thorough and dispassionate examinations of arguments in such works as Scientific Thought, published in 1923, The Mind and Its Place in Nature, published in 1925, and Examination of McTaggart's Philosophy, published in 1933.
Broad's essay on "Determinism, Indeterminism, and Libertarianism" in Ethics and the History of Philosophy (1952) introduced the philosophical terms "occurrent causation" and "non-occurrent causation", which became the basis for today's "agent causal" and "event causal" distinctions in the debates on Libertarian Free Will.
Broad was born in Harlesden, in Middlesex, England. He was educated at Dulwich College from 1900 until 1906. He gained a scholarship to study at Trinity College, Cambridge in 1906. In 1910 he graduated with First-Class Honours, with distinction.
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Carl Gustav Hempel
Carl Gustav "Peter" Hempel (January 8, 1905 in Oranienburg, Germany - November 9, 1997 in Princeton, New Jersey) was a philosopher of science and a major figure in 20th-century logical empiricism. He is especially well known for his articulation of the Deductive-nomological model of scientific explanation, which was considered the "standard model" of scientific explanation during the 1950s and 1960s. He is also known for the Raven paradox, which highlights the problem of induction.
Hempel studied mathematics, physics, and philosophy at the University of Göttingen, Heidelberg and Berlin. In Göttingen he encountered David Hilbert and was impressed by his attempt to base all of mathematics on solid logical foundations derived from a limited number of axioms (Hilbert's Program). Having moved to Berlin he participated in a congress on scientific philosophy in 1929, where he met Rudolf Carnap and became involved in the Berlin Circle of philosophers that was associated with the Vienna Circle. In 1934 he received his doctoral degree from the University of Berlin with a dissertation on probability theory.
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Charles A. Beard
Charles Austin Beard (November 27, 1874 – September 1, 1948) was, with Frederick Jackson Turner, one of the most influential American historians of the first half of the 20th century. He published hundreds of monographs, textbooks and interpretive studies in both history and political science. His works included radical re-evaluation of the founding fathers of the United States, who he believed were motivated more by economics than by philosophical principles. Beard's most influential book, written with his wife Mary Beard, was the wide-ranging and bestselling The Rise of American Civilization (1927), which had a major influence on American historians.
Beard was famous as a political liberal, but he strenuously opposed American entry into World War II, for which he blamed Franklin D. Roosevelt more than Japan or Germany. This stance destroyed his career, as his fellow scholars repudiated his foreign policy and dropped his materialistic model of class conflict. Richard Hofstadter concluded in 1968: "Today Beard's reputation stands like an imposing ruin in the landscape of American historiography. What was once the grandest house in the province is now a ravaged survival."
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Charles Olson
Charles Olson (27 December 1910 – 10 January 1970), was a second generation American modernist poet who was a link between earlier figures such as Ezra Pound and William Carlos Williams and the New American poets, which includes the New York School, the Black Mountain School, the Beat poets, and the San Francisco Renaissance. Consequently, many postmodern groups, such as the poets of the language school, include Olson as a primary and precedent figure. He described himself not so much as a poet or writer but as "an archeologist of morning."
Olson was born to Karl Joseph and Mary Hines Olson. and grew up in Worcester, Massachusetts, where his father worked as a mailman. Olson spent summers in Gloucester, Massachusetts, which was to become the focus of his writing. At high school he was a champion orator, winning a tour of Europe as a prize. He studied literature and American studies, gaining a B.A and M.A at Wesleyan University. For two years Olson taught English at Clark University then entered Harvard University in 1936 where he finished his coursework for a Ph.D. in American civilization but failed to complete his degree. He then received a Guggenheim fellowship for his studies of Herman Melville. His first poems were written in 1940.
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Clive Bell
Arthur Clive Heward Bell (16 September 1881, East Shefford – 18 September 1964, London) was an English Art critic, associated with formalism and the Bloomsbury Group.
Bell was born in East Shefford, Berkshire, in 1881. He was the third of four children of William Heward Bell (1849–1927) and Hannah Taylor Cory (1850–1942), with an elder brother (Cory), an elder sister (Lorna Bell Acton), and a younger sister (Dorothy Bell Honey). His father was a civil engineer who built his fortune in the family coal mines in Wiltshire in England and Merthyr Tydfil in Wales, and the family was well off. They lived at Cleve House in Seend near Melksham in Wiltshire, which was adorned with Squire Bell's many hunting trophies.
He was educated at Marlborough and at Trinity College, Cambridge, where he studied history. In 1902 he received an Earl of Derby scholarship to study in Paris, where his interest in art originated. On his return to England, he moved to London, where he met and married the artist Vanessa Stephen — sister of Virginia Woolf — in 1907. Reportedly, Virginia flirted with Clive despite her sister's marriage to him.
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Constance Kamii
Dr. Constance Kamii is a Professor, Early Childhood Education Program Department of Curriculum and Instruction at the University of Alabama at Birmingham.
Constance Kamii was born in Geneva, Switzerland, and attended elementary school there and in Japan. She finished high school in Los Angeles, attended Pomona College, and received her Ph.D. in education and psychology from the University of Michigan.
She is now professor of early childhood education at the University of Alabama at Birmingham. A major concern of hers since her work on the Perry Preschool Project in the 1960s has been the conceptualization of goals and objectives for early childhood education on the basis of a scientific theory explaining children’s sociomoral and intellectual development. Convinced that the only theory in existence that explains this development from the first day of life to adolescence was that of Jean Piaget, she studied under him on and off for 15 years.
When she was not studying under Piaget in Geneva, she worked closely with teachers in the United States to develop practical ways of using his theory in classrooms. The outcome of this classroom research can be seen in Physical Knowledge in Preschool Education and Group Games in Early Education, which she wrote with Rheta DeVries. Since 1980, she has been extending this curriculum research to the primary grades and wrote Young Children Reinvent Arithmetic (about first grade), Young Children Continue to Reinvent Arithmetic, 2nd Grade, and Young Children Continue to Reinvent Arithmetic, 3rd Grade. In all these books, she emphasized the long-range, over-all aim of education envisioned by Piaget, which is children’s development of sociomoral and intellectual autonomy.
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Curt John Ducasse
Curt John Ducasse (7 July 1881 - 3 September 1969) was a philosopher who taught at the University of Washington and Brown University.
Ducasse was born in Angoulême, France. He is most notable for his work in philosophy of mind and aesthetics, and his influence can be seen in the work of Roderick Chisholm and Wilfrid Sellars. Ducasse served as the president of the Eastern division of the American Philosophical Association in 1939-40.
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Daniel Dennett
Daniel Clement Dennett (born March 28, 1942) is an American philosopher, writer and cognitive scientist whose research centers on the philosophy of mind, philosophy of science and philosophy of biology, particularly as those fields relate to evolutionary biology and cognitive science. He is currently the Co-director of the Center for Cognitive Studies, the Austin B. Fletcher Professor of Philosophy, and a University Professor at Tufts University. Dennett is a firm atheist and secularist, a member of the Secular Coalition for America advisory board, as well as an outspoken supporter of the Brights movement. Dennett is referred to as one of the "Four Horsemen of New Atheism," along with Richard Dawkins, Sam Harris, and the late Christopher Hitchens.
Born in Boston, Massachusetts, Dennett spent part of his childhood in Lebanon, where, during World War II, his father was a covert counter-intelligence agent with the Office of Strategic Services posing as a cultural attaché to the American Embassy in Beirut. When he was five, his mother took him back to Massachusetts after his father died in an unexplained plane crash. His sister is the investigative journalist Charlotte Dennett.
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David Hume
David Hume (7 May [O.S. 26 April] 1711 – 25 August 1776) was a Scottish philosopher, historian, economist, and essayist, known especially for his philosophical empiricism and scepticism. He was one of the most important figures in the history of Western philosophy and the Scottish Enlightenment. Hume is often grouped with John Locke, George Berkeley, and a handful of others as a British Empiricist.
Beginning with his A Treatise of Human Nature (1739), Hume strove to create a total naturalistic "science of man" that examined the psychological basis of human nature. In stark opposition to the rationalists who preceded him, most notably Descartes, he concluded that desire rather than reason governed human behaviour, saying: "Reason is, and ought only to be the slave of the passions." A prominent figure in the sceptical philosophical tradition and a strong empiricist, he argued against the existence of innate ideas, concluding instead that humans have knowledge only of things they directly experience. Thus he divides perceptions between strong and lively "impressions" or direct sensations and fainter "ideas", which are copied from impressions. He developed the position that mental behaviour is governed by "custom"; our use of induction, for example, is justified only by our idea of the "constant conjunction" of causes and effects. Without direct impressions of a metaphysical "self", he concluded that humans have no actual conception of the self, only of a bundle of sensations associated with the self.
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David Prall
David Wight Prall (1886–1940) was a philosopher of art at the University of California.
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Davis Rich Dewey
Davis Rich Dewey, Ph. D. (April 7, 1858 – December 13, 1942) was an American economist and statistician.
He was born at Burlington, Vermont, on 7 April 1858. Like his younger brother, John Dewey, he was educated at the University of Vermont and Johns Hopkins University. He later became professor of economics and statistics at the Massachusetts Institute of Technology. He was chairman of the Massachusetts state board on the question of the unemployed (1895), member of the Massachusetts commission on public, charitable, and reformatory interests (1897), special expert agent on wages for the 12th census, and member of a state commission (1904) on industrial relations.
Dewey became managing editor of the American Economic Review in 1911. He wrote:
The primary library for the MIT Sloan School of Management, MIT Department of Economics, and MIT Department of Political Science is named after Dewey.
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Edward Bullough
Edward Bullough (28 March 1880 – 17 September 1934) was an English aesthetician and scholar of modern languages, who worked at the University of Cambridge. He did experimental work on the perception of colours, and in his theoretical work introduced the concept of psychical distance: that which "appears to lie between our own self and its affections" in aesthetic experience. In languages, Bullough was a dedicated teacher who published little. He came to concentrate on Italian, and was elected to the Chair of Italian at Cambridge in 1933.
Edward Bullough was born in Thun, Switzerland, on 28 March 1880, to John Bullough and Bertha Schmidlein. As a child he lived mostly in Germany, and was educated at Vitzthum Gymnasium, Dresden. At seventeen Bullough moved to England, and in 1899 matriculated from Trinity College in the University of Cambridge, where he studied Medieval and Modern Languages. He graduated BA (Class I) in 1902, MA in 1906, after which he taught French and German at Cambridge colleges and lectured in the university.
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Francis Bacon
Francis Bacon, 1st Viscount St Alban(s),KC (22 January 1561 – 9 April 1626) was an English philosopher, statesman, scientist, jurist and author. He served both as Attorney General and Lord Chancellor of England. Although his political career ended in disgrace, he remained extremely influential through his works, especially as philosophical advocate and practitioner of the scientific method during the scientific revolution.
Bacon has been called the creator of empiricism. His works established and popularised inductive methodologies for scientific inquiry, often called the Baconian method, or simply the scientific method. His demand for a planned procedure of investigating all things natural marked a new turn in the rhetorical and theoretical framework for science, much of which still surrounds conceptions of proper methodology today.
Bacon was knighted in 1603, and created both the Baron Verulam in 1618, and the Viscount St Alban in 1621; as he died without heirs both peerages became extinct upon his death. He famously died by contracting pneumonia while studying the effects of freezing on the preservation of meat.
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Franz Kline
Franz Jozef Kline (May 23, 1910 – May 13, 1962) was an American painter mainly associated with the Abstract Expressionist movement centered around New York in the 1940s and 1950s. He was born in Wilkes-Barre, Pennsylvania, and attended Girard College, an academy in Philadelphia for fatherless boys. He attended Boston University, spent summers from 1956-62 painting in Provincetown, Massachusetts, and died in New York City of a rheumatic heart disease. He was married to Elizabeth Vincent Parsons, a British ballet dancer.
As with Jackson Pollock and other Abstract Expressionists, he was labeled an "action painter" because of his seemingly spontaneous and intense style, focusing less, or not at all, on figures or imagery, but on the actual brush strokes and use of canvas. For most of Kline's [mature and representative] work, however, as the phrase goes, "spontaneity is practiced". He would prepare many draft sketches – notably, commonly on refuse telephone book pages – before going to make his "spontaneous" work.
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Friedrich Nietzsche
Friedrich Wilhelm Nietzsche ( /ˈniːtʃə/;German pronunciation: [ˈfʁiːdʁɪç ˈvɪlhɛlm ˈniːtsʃə]; October 15, 1844 – August 25, 1900) was a German philosopher, poet, cultural critic and classical philologist. He wrote critical texts on religion, morality, contemporary culture, philosophy and science, displaying a fondness for metaphor, irony and aphorism.
Nietzsche's influence remains substantial within and beyond philosophy, notably in existentialism, nihilism and postmodernism. His style and radical questioning of the value and objectivity of truth have resulted in much commentary and interpretation, mostly in the continental tradition. His key ideas include the death of God, the Übermensch, the eternal recurrence, the Apollonian and Dionysian dichotomy, perspectivism and the will to power. Central to his philosophy is the idea of "life-affirmation", which involves an honest questioning of all doctrines that drain life's expansive energies, however socially prevalent and radical those views might be.
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Friedrich Schiller
Johann Christoph Friedrich von Schiller [ˈjoːhan ˈkʁɪstɔf ˈfʁiːdʁɪç fɔn ˈʃɪlɐ] (10 November 1759 – 9 May 1805) was a German poet, philosopher, historian, and playwright. During the last seventeen years of his life (1788–1805), Schiller struck up a productive, if complicated, friendship with already famous and influential Johann Wolfgang von Goethe. They frequently discussed issues concerning aesthetics, and Schiller encouraged Goethe to finish works he left as sketches. This relationship and these discussions led to a period now referred to as Weimar Classicism. They also worked together on Xenien, a collection of short satirical poems in which both Schiller and Goethe challenge opponents to their philosophical vision.
Friedrich Schiller was born on 10 November 1759, in Marbach, Württemberg as the only son of military doctor Johann Kaspar Schiller (1733–96), and Elisabeth Dorothea Kodweiß (1732–1802). They also had five daughters. His father was away in the Seven Years' War when Friedrich was born. He was named after king Frederick the Great, but he was called Fritz by nearly everyone. Kaspar Schiller was rarely home during the war, but he did manage to visit the family once in a while. His wife and children also visited him occasionally wherever he happened to be stationed. When the war ended in 1763, Schiller's father became a recruiting officer and was stationed in Schwäbisch Gmünd. The family moved with him. Due to the high cost of living—especially the rent—the family moved to nearby Lorch.
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G. Stanley Hall
Granville Stanley Hall (February 1, 1844 – April 24, 1924) was a pioneering American psychologist and educator. His interests focused on childhood development and evolutionary theory. Hall was the first president of the American Psychological Association and the first president of Clark University.
Born in Ashfield, Massachusetts, Hall graduated from Williams College in 1867, then studied at the Union Theological Seminary. Inspired by Wilhelm Wundt's Principles of Physiological Psychology, he earned his doctorate in psychology under William James at Harvard University, the first psychology doctorate awarded in America After Hall graduated with his doctorate, there were no academic jobs available in psychology, so he went to Europe to study at the University of Berlin, and spent a brief time in Wundt's Leipzig laboratory in 1879.
He began his career by teaching English and philosophy at Antioch College in Yellow Springs, Ohio, and then teaching history of philosophy at Williams College in Massachusetts. Following successful lecture series and Harvard and Johns Hopkins University, Hall secured a position in the philosophy department at Johns Hopkins, teaching psychology and pedagogy. He remained at Johns Hopkins from 1882–1888 and, in 1883, began what is considered by some to be the first formal American psychology laboratory. There, Hall objected vehemently to the emphasis on teaching traditional subjects, e.g., Latin, mathematics, science and history, in high school, arguing instead that high school should focus more on the education of adolescents than on preparing students for college.
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Galileo Galilei
Galileo Galilei (Italian pronunciation: [ɡaliˈlɛːo ɡaliˈlɛi]; 15 February 1564 – 8 January 1642), was an Italian physicist, mathematician, astronomer, and philosopher who played a major role in the Scientific Revolution. His achievements include improvements to the telescope and consequent astronomical observations and support for Copernicanism. Galileo has been called the "father of modern observational astronomy", the "father of modern physics", the "father of science", and "the Father of Modern Science".
His contributions to observational astronomy include the telescopic confirmation of the phases of Venus, the discovery of the four largest satellites of Jupiter (named the Galilean moons in his honour), and the observation and analysis of sunspots. Galileo also worked in applied science and technology, inventing an improved military compass and other instruments.
Galileo's championing of heliocentrism was controversial within his lifetime, when most subscribed to either geocentrism or the Tychonic system. He met with opposition from astronomers, who doubted heliocentrism due to the absence of an observed stellar parallax. The matter was investigated by the Roman Inquisition in 1615, and they concluded that it could only be supported as a possibility, not as an established fact. Galileo later defended his views in Dialogue Concerning the Two Chief World Systems, which appeared to attack Pope Urban VIII and thus alienated him and the Jesuits, who had both supported Galileo up until this point. He was tried by the Inquisition, found "vehemently suspect of heresy", forced to recant, and spent the rest of his life under house arrest. It was while Galileo was under house arrest that he wrote one of his finest works, Two New Sciences. Here he summarized the work he had done some forty years earlier, on the two sciences now called kinematics and strength of materials.
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George Counts
George Sylvester Counts (1889–1974) was an American educator and influential education theorist.
An early proponent of the progressive education movement of John Dewey, Counts became its leading critic affiliated with the school of Social Reconstructionism in education. Counts is credited for influencing several subsequent theories, particularly critical pedagogy. Counts wrote dozens of important papers and 29 books about education. He was also highly active in politics as a leading advocate of teachers' unions, the head of the American Federation of Teachers, the founder of the New York State Liberal Party, and as a candidate for the U.S. Senate.
Counts graduated from Baker University in 1911 with a Bachelor of Arts degree. He then became a high school principal, a science and math teacher, and an athletic coach before heading off to graduate school. While attending graduate school at the University of Chicago in 1913, Counts was influenced by John Dewey and Francis W. Parker. He planned on majoring in sociology until his brother-in-law encouraged him to go into education. Counts then decided he would major in education but minor in sociology and social science. During this time he was a student of Charles Hubbard Judd, a leading proponent of the science of education. It was uncommon during this time to combine a career in education with anything other than psychology. Counts took great pride in knowing he was Judd's first student to not minor in psychology. Counts earned a doctorate in education at the University of Chicago in 1916. His experience studying sociology under Albion W. Small during this period is attributed for encouraging Counts to concentrate on the sociological dimension of educational research.
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George Herbert Mead
George Herbert Mead (1863–1931) was an American philosopher, sociologist and psychologist, primarily affiliated with the University of Chicago, where he was one of several distinguished pragmatists. He is regarded as one of the founders of social psychology and the American sociological tradition in general.
Mead was born February 27, 1863 in South Hadley, Massachusetts. He was raised in a Protestant, middle class family comprising his father, Hiram Mead, his mother, Elizabeth (Billings) Mead, and his sister Alice. His father was a former Congregationalist pastor from a lineage of farmers and clergymen and who later held a special chair at Oberlin College’s theological seminary. Elizabeth Storrs Billings Mead taught for two years at Oberlin College and subsequently, from 1890 to 1900, served as president of Mount Holyoke College in South Hadley, Massachusetts. In 1879, George Mead enrolled at Oberlin College, graduating in 1883 with a BA degree. After graduation, Mead taught grade school for about four months. For the following three years, he worked as a surveyor for the Wisconsin Central Rail Road Company.
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George Trumbull Ladd
George Trumbull Ladd (January 19, 1842 – August 8, 1921) was an American philosopher, educator and psychologist.
He was born in Painesville, Lake County, Ohio, on January 19, 1842, the son of Silas Trumbull Ladd and Elizabeth Williams.
He was a grandson of Jesse Ladd and Ruby Brewster, who were among the original pioneers in Madison, Lake County, Ohio. Ruby was a granddaughter of Oliver Brewster and Martha Wadsworth Brewster, a poet and writer, and one of the earliest American female literary figures.
He was a descendant of Elder William Brewster (pilgrim), (c. 1567 - April 10, 1644), the Pilgrim leader and spiritual elder of the Plymouth Colony and a passenger on the Mayflower, and Governor William Bradford (1590–1657) of the Plymouth Colony and a passenger on the Mayflower. He was also a 7th generation direct lineal descendant of Daniel Ladd, Sr. (1613–1693).
He early gave indications of the studious habits that characterized him through life. When he was eight years old his first savings, two dollars, were spent for a copy of Josephus and Plutarch, while when eighteen years of age he read Kant's Critique of Pure Reason.
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György Lukács
György Lukács ( /ˈluːkɑːtʃ/; Hungarian pronunciation: [ˌɟørɟ ˈlukaːtʃ]; (13 April 1885 – 4 June 1971) was a Hungarian philosopher, æsthetician, literary historan, critic, and Marxist. He was the founder of Western Marxism, the interpretive tradition that departed from the Marxist ideologic orthodoxy of the USSR; as such, he developed the theory of reification, and contributed to Marxist theory with developments of the class consciousness theory by Karl Marx. As a literary critic György Lukács was especially influential, because of his theoretical developments of realism and of the novel as a literary genre. In 1919, he was the Hungarian Minister of Culture of the government of the short-lived Hungarian Soviet Republic (March–August 1919).
Georg Lukács was born Löwinger György Bernát, in Budapest Hungary, to the investment banker József Löwinger (later Szegedi Lukács József; 1855–1928) and his wife Adele Wertheimer (Wertheimer Adél; 1860–1917), who were a wealthy Jewish family. As an Austro–Hungarian subject, the full names of Georg Lukács were the German Georg Bernhard Lukács von Szegedin, and the Hungarian Szegedi Lukács György Bernát; as a writer, he published under the names Georg Lukács and György Lukács. As a student, Georg Lukács studied at the universities of Budapest and Berlin, and received his doctorate in 1906 in Kolozsvár.
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Hans Joas
Hans Joas (born November 27, 1948) is a German sociologist and social theorist.
Joas is the Director of the Max Weber Center for Advanced Cultural and Social Studies at the University of Erfurt and Professor of Sociology and a Member of the Committee on Social Thought at the University of Chicago. He currently serves as the Vice-President of the International Sociological Association. Joas has taught at many institutions, most recently in Berlin, and has published several books on social theory, most notably The Creativity of Action.
Joas' work has focused primarily on reconstructing the tradition of American pragmatism, defending its philosophical interest and explicating its significance for social theory.
For Joas, pragmatism offers a novel solution to the problem of value, bridging between the normative concerns of philosophy and the sociological investigation of norms. Starting from an early study of George Herbert Mead (G.H. Mead: A Contemporary Re-examination of His Thought, 1983), Joas has gone on to explore the European reception of pragmatism in Pragmatism and Social Theory (1993) and to reconstruct the sociological theory of action based on the pragmatist conception of creativity (The Creativity of Action, 1996). A wide-ranging examination of ideas about The Genesis of Values (2000) draws heavily on William James, The Varieties of Religious Experience.
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Hegel
Georg Wilhelm Friedrich Hegel (German pronunciation: [ˈɡeɔɐ̯k ˈvɪlhɛlm ˈfʁiːdʁɪç ˈheːɡəl]) (August 27, 1770 – November 14, 1831) was a German philosopher, one of the creators of German Idealism. His historicist and idealist account of reality as a whole revolutionized European philosophy and was an important precursor to Continental philosophy and Marxism.
Hegel developed a comprehensive philosophical framework, or "system", of Absolute idealism to account in an integrated and developmental way for the relation of mind and nature, the subject and object of knowledge, psychology, the state, history, art, religion and philosophy. In particular, he developed the concept that mind or spirit manifested itself in a set of contradictions and oppositions that it ultimately integrated and united, without eliminating either pole or reducing one to the other. Examples of such contradictions include those between nature and freedom, and between immanence and transcendence.
Hegel influenced writers of widely varying positions, including both his admirers (Strauss, Bauer, Feuerbach, T. H. Green, Marx, Engels, Vygotsky, F. H. Bradley, Dewey, Sartre, Croce, Küng, Kojève, Fukuyama, Žižek, Brandom, Iqbal) and his detractors (Schopenhauer, Herbart, Schelling, Kierkegaard, Stirner, Nietzsche, Peirce, Popper, Russell, Heidegger). His influential conceptions are of speculative logic or "dialectic", "absolute idealism", "Spirit", negativity, sublation (Aufhebung in German), the "Master/Slave" dialectic, "ethical life" and the importance of history.
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Henri Bergson
Henri-Louis Bergson (French pronunciation: [bɛʁksɔn] 18 October 1859 – 4 January 1941) was a major French philosopher, influential especially in the first half of the 20th century. Bergson convinced many thinkers that immediate experience and intuition are more significant than rationalism and science for understanding reality.
He was awarded the 1927 Nobel Prize in Literature "in recognition of his rich and vitalizing ideas and the brilliant skill with which they have been presented".
Bergson was born in the Rue Lamartine in Paris, not far from the Palais Garnier (the old Paris opera house) in 1859 (the year in which France emerged as a victor in the Second Italian War of Independence, and in the month before the publication of Charles Darwin's On the Origin of Species). His father, the pianist Michał Bergson, was of a Polish Jewish family background (originally bearing the name Bereksohn). His mother, Katherine Levison, daughter of a Yorkshire doctor, was from an English and Irish Jewish background. The Bereksohns were a famous[citation needed] Jewish entrepreneurial family of Polish descent. Henri Bergson's great-great-grandfather, Szmul Jakubowicz Sonnenberg, called Zbytkower, was a prominent banker and a protégé of Stanisław August Poniatowski, King of Poland from 1764 to 1795.
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Henri Poincaré
Jules Henri Poincaré (29 April 1854 – 17 July 1912) (French pronunciation: [ˈʒyl ɑ̃ˈʁi pwɛ̃nkaˈʁe]) was a French mathematician, theoretical physicist, engineer, and a philosopher of science. He is often described as a polymath, and in mathematics as The Last Universalist, since he excelled in all fields of the discipline as it existed during his lifetime.
As a mathematician and physicist, he made many original fundamental contributions to pure and applied mathematics, mathematical physics, and celestial mechanics. He was responsible for formulating the Poincaré conjecture, which was one of the most famous unsolved problems in mathematics until it was solved in 2002–2003. In his research on the three-body problem, Poincaré became the first person to discover a chaotic deterministic system which laid the foundations of modern chaos theory. He is also considered to be one of the founders of the field of topology.
Poincaré made clear importance of paying attention to the invariance of laws of physics under different transformations, and was the first to present the Lorentz transformations in their modern symmetrical form. Poincaré discovered the remaining relativistic velocity transformations and recorded them in a letter to Dutch physicist Hendrik Lorentz (1853–1928) in 1905. Thus he obtained perfect invariance of all of Maxwell's equations, an important step in the formulation of the theory of special relativity.
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Herbert Baxter Adams
Herbert Baxter Adams (April 16, 1850 – July 30, 1901) was an American educator and historian.
Adams was born to Nathaniel Dickinson Adams and Harriet (Hastings) Adams in Shutesbury, Massachusetts. On his mother's side, he was a descendant of Thomas Hastings (colonist) who came from the East Anglia region of England to the Massachusetts Bay Colony in 1634. Adams received his early training in the Amherst, Massachusetts public schools and Phillips Exeter Academy. He graduated from Amherst College in 1872, and received the degree of Ph.D. at Heidelberg, Germany, in 1876.
He was a fellow in history at Johns Hopkins University from 1876 to 1878, associate from 1878 to 1883, and was appointed associate professor in 1883. He is credited with bringing the study of politics into the realm of the social sciences.
At Johns Hopkins, in 1880, he began his famous seminar in history, where a large proportion of the next generation of American historians trained. Adams founded the "Johns Hopkins Studies in Historical and Political Science," the first of such series. He brought about the organization in 1884 of the American Historical Association, for which he was secretary until 1900, when he resigned and was made first vice president. His historical writings introduced scientific methods of investigation that influenced many historians, including Frederick Jackson Turner and John Spencer Bassett. He authored Life and Writings of Jared Sparks (1893) and many articles and influential reports on the study of the social sciences.
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Herbert Spencer
Herbert Spencer (27 April 1820 – 8 December 1903) was an English philosopher, biologist, sociologist, and prominent classical liberal political theorist of the Victorian era.
Spencer developed an all-embracing conception of evolution as the progressive development of the physical world, biological organisms, the human mind, and human culture and societies. He was "an enthusiastic exponent of evolution" and even "wrote about evolution before Darwin did." As a polymath, he contributed to a wide range of subjects, including ethics, religion, anthropology, economics, political theory, philosophy, biology, sociology, and psychology. During his lifetime he achieved tremendous authority, mainly in English-speaking academia. "The only other English philosopher to have achieved anything like such widespread popularity was Bertrand Russell, and that was in the 20th century." Spencer was "the single most famous European intellectual in the closing decades of the nineteenth century" but his influence declined sharply after 1900; "Who now reads Spencer?" asked Talcott Parsons in 1937.
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Hilary Putnam
Hilary Whitehall Putnam (born July 31, 1926) is an American philosopher, mathematician and computer scientist, who has been a central figure in analytic philosophy since the 1960s, especially in philosophy of mind, philosophy of language, philosophy of mathematics, and philosophy of science. He is known for his willingness to apply an equal degree of scrutiny to his own philosophical positions as to those of others, subjecting each position to rigorous analysis until he exposes its flaws. As a result, he has acquired a reputation for frequently changing his own position. Putnam is currently Cogan University Professor Emeritus at Harvard University.
In philosophy of mind, Putnam is known for his argument against the type-identity of mental and physical states based on his hypothesis of the multiple realizability of the mental, and for the concept of functionalism, an influential theory regarding the mind-body problem. In philosophy of language, along with Saul Kripke and others, he developed the causal theory of reference, and formulated an original theory of meaning, inventing the notion of semantic externalism based on a famous thought experiment called Twin Earth.
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Hilda Neatby
Hilda Marion Ada Neatby, CC (February 19, 1904 – May 14, 1975) was a Canadian historian and educator.
Born in Surrey, England, the daughter of Andrew Mossforth Neatby and Ada Deborah Fisher, she received a B.A. and M.A. from the University of Saskatchewan and a Ph.D. from the University of Minnesota. She taught history at the University of Saskatchewan and was head of the History department from 1958 to 1969. Fluent in the French language, she studied at the Sorbonne in Paris.
In 1966, she published a seminal work in both French and English as part of The Canadian Centenary Series. The historical book examined the transitional events between 1760 and 1791 in the province of Quebec, Canada following victory by British forces over the French Army and the decision made by the King of France to hand over Quebec to the British in the 1763 Treaty of Paris that ended the Seven Years' War.
From 1949 to 1951 she was the only female member of the Royal Commission on National Development in the Arts, Letters and Science, which recommended the establishment of the Canada Council.
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Horace M Kallen
Horace Meyer Kallen (August 11, 1882-February 16, 1974) was an American philosopher.
Born in the then German Bernstadt, Silesia (now Bierutów) to Jacob David Kallen and Esther Rebecca (Glazier), an Orthodox rabbi and his wife, Kallen came to the United States as a child in 1887. He studied philosophy at Harvard University where he was a student of George Santayana, earning his B.A. (magna cum laude) in 1903. After two years of study at Princeton University, he returned to Harvard for graduate study and worked as Santayana's assistant. Kallen received his Ph.D. from Harvard in 1908 and was awarded a Sheldon Travelling Fellowship to study at Oxford University. He was also a lifetime friend of Alain Locke, whom he met at Harvard and who was the first African American Rhodes Scholar -- and the only one until the 1960s.
He lectured in philosophy at Harvard from his graduation until 1911, occasionally working as a logic instructor at Clark College in Worcester, Massachusetts. In 1911, he moved to instruct philosophy at the University of Wisconsin–Madison until 1918, when he was named a professor at The New School in New York City as a founding member, where he remained for the rest of his career.
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Hu Shih
Hu Shih (simplified Chinese: 胡适; traditional Chinese: 胡適; pinyin: Hú Shì, 17 December 1891 — 24 February 1962), born Simen (Chinese: 嗣穈) and originally wrote under Hu Hung-hsing (simplified Chinese: 胡洪骍; traditional Chinese: 胡洪騂; pinyin: Hú Hóngxīng) with the courtesy name Xijiang (Chinese: 希疆), was a Chinese philosopher, essayist and diplomat. He later changed his name to Hu Shih and his courtesy name to Shih-chih (simplified Chinese: 适之; traditional Chinese: 適之; pinyin: Shìzhī). He also had a number of other noms de plume. Hu is widely recognized today as a key contributor to Chinese liberalism and language reform in his advocacy for the use of written vernacular Chinese. He was influential in the May Fourth Movement, one of the leaders of China's New Culture Movement, was a president of Peking University, and in 1939 was nominated for a Nobel Prize in literature. He had a wide range of interests such as literature, history, textual criticism, and pedagogy. He was also an influential Redology scholar and held the famous Jiaxu manuscript (Chinese: 甲戌本; pinyin: Jiǎxū běn) for many years until his death.
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Hubert Dreyfus
Hubert Lederer Dreyfus (born October 15, 1929) is an American philosopher. He is a professor of philosophy at the University of California, Berkeley.
His main interests include phenomenology, existentialism and the philosophy of both psychology and literature, as well as the philosophical implications of artificial intelligence. Dreyfus is known for his exegesis of Martin Heidegger.
Born in Terre Haute, Indiana to Stanley S. and Irene Lederer Dreyfus, Dreyfus was educated at Harvard University, earning three degrees there, with a BA in 1951, an MA in 1952, and a PhD in 1964, under the supervision of Dagfinn Føllesdal. He is considered a leading interpreter of the work of Edmund Husserl, Michel Foucault, and Maurice Merleau-Ponty, but especially of Martin Heidegger. His Being-in-the-World: A Commentary on Heidegger's "Being and Time," Division 1, is thought by many who have attempted to teach Heidegger to undergraduates to be the authoritative text on Heidegger's most significant contribution to philosophy. He also co-authored Michel Foucault: Beyond Structuralism and Hermeneutics, translated Merleau-Ponty's Sense and Non-Sense, and authored the controversial 1972 book What Computers Can't Do, revised first in 1979, and then again in 1992 with a new introduction as What Computers Still Can't Do. While spending most of his teaching career at Berkeley, Professor Dreyfus has also taught at Brandeis University (1957 to 1959), the Massachusetts Institute of Technology (from 1960 to 1968), the University of Frankfurt, and Hamilton College. His philosophical work has influenced Richard Rorty, Charles Taylor, John Searle, and his former student John Haugeland, among others. His critical comments on the existential phenomenology and subsequent dialectical philosophy of Jean-Paul Sartre may well have played a significant role in the demise of Sartre's influence on recent thought.
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Hugh of Saint Victor
Hugh of Saint Victor (c. 1096 – 11 February 1141) was born perhaps in France, or more probably in Saxony. His origins and early life are rather obscure. He studied and taught at the Augustinian Abbey of Saint Victor in Paris after which he is named. His writings include works of theology, mysticism, philosophy and the arts. Appointed a canon of the Victorines around the turn of the twelfth century.
The early Didascalion was an elementary, encyclopedic approach to God and Christ, in which Hugh avoided controversial subjects and focused on what he took to be commonplaces of Catholic Christianity. In it he outlined three types of philosophy or "science" [scientia] that can help mortals improve themselves and advance toward God: theoretical philosophy (theology, mathematics, physics) provides them with truth, practical philosophy (ethics, economics, politics) aids them in becoming virtuous and prudent, and "mechanical" or "illiberal" philosophy (e.g., carpentry, agriculture, medicine) yields physical benefits. A fourth philosophy, logic, is preparatory to the others and exists to ensure clear and proper conclusions in them. Hugh's deeply mystical bent did not prevent him from seeing philosophy as a useful tool for understanding the divine, or from using it to argue on behalf of faith.
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I. A. Richards
Ivor Armstrong Richards (26 February 1893 in Sandbach, Cheshire – 7 September 1979 in Cambridge) was an influential English literary critic and rhetorician. He was educated at Magdalene College, Cambridge where his love of English was nurtured by the scholar 'Cabby' Spence. His books, especially The Meaning of Meaning, Principles of Literary Criticism, Practical Criticism, and The Philosophy of Rhetoric, proved to be founding influences for the New Criticism. The concept of 'practical criticism' led in time to the practices of close reading, what is often thought of as the beginning of modern literary criticism. Richards is regularly considered one of the founders of the contemporary study of literature in English.
Richards began his career without formal training in literature at all; he studied philosophy ("moral sciences") at Cambridge University. This may have led to one of Richards' assertions for the shape of literary study in the 20th century — that literary study cannot and should not be undertaken as a specialization in itself, but instead studied alongside a cognate field (philosophy, psychology, rhetoric, etc.).
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Immanuel Kant
Immanuel Kant (German pronunciation: [ɪˈmaːnu̯eːl ˈkant]; 22 April 1724 – 12 February 1804) was a German philosopher from Königsberg (today Kaliningrad of Russia), who researched, lectured, and wrote on philosophy and anthropology during the Enlightenment at the end of the 18th century. At the time, there were major successes and advances in the sciences (for example, Isaac Newton, Carl Friedrich Gauss, and Robert Boyle) applying reason and logic.
Kant’s major work, the Critique of Pure Reason (Kritik der reinen Vernunft, 1781), aimed to unite reason with experience to move beyond what he took to be failures of traditional philosophy and metaphysics. He hoped to end an age of speculation where objects outside experience were used to support what he saw as futile theories, while opposing the skepticism of thinkers such as Descartes, Berkeley and Hume.
He stated:
Kant proposed a ‘Copernican Revolution’ in reverse, saying that:
Kant published other important works on ethics, religion, law, aesthetics, astronomy, and history. These included the Critique of Practical Reason (Kritik der praktischen Vernunft, 1788) and the Metaphysics of Morals (Die Metaphysik der Sitten, 1797), which dealt with ethics. And the Critique of Judgment (Kritik der Urteilskraft, 1790), which looks at aesthetics and teleology. He aimed to resolve disputes between empirical and rationalist approaches. The former asserted that all knowledge comes through experience; the latter maintained that reason and innate ideas were prior. Kant argued that experience is purely subjective without first being processed by pure reason. He also said that using reason without applying it to experience only leads to theoretical illusions. The free and proper exercise of reason by the individual was both a theme of the Enlightenment, and of Kant's approaches to the various problems of philosophy.
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Imre Lakatos
Imre Lakatos (November 9, 1922 – February 2, 1974) was a Hungarian philosopher of mathematics and science, known for his thesis of the fallibility of mathematics and its 'methodology of proofs and refutations' in its pre-axiomatic stages of development, and also for introducing the concept of the 'research programme' in his methodology of scientific research programmes.
Lakatos was born Imre (Avrum) Lipschitz to a Jewish family in Debrecen, Hungary in 1922. He received a degree in mathematics, physics, and philosophy from the University of Debrecen in 1944. He avoided Nazi persecution of Jews by changing his name to Imre Molnár. His mother and grandmother died in Auschwitz. He became an active communist during the Second World War. He changed his last name once again to Lakatos (Locksmith) in honor of Géza Lakatos.
After the war, from 1947 he worked as a senior official in the Hungarian ministry of education. He also continued his education with a PhD at Debrecen University awarded in 1948, and also attended György Lukács's weekly Wednesday afternoon private seminars. He also studied at the Moscow State University under the supervision of Sofya Yanovskaya in 1949. When he returned, however, he found himself on the losing side of internal arguments within the Hungarian communist party and was imprisoned on charges of revisionism from 1950 to 1953. More of Lakatos' activities in Hungary after World War II have recently become known.
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Irving Singer
Irving Singer is a professor of philosophy at Massachusetts Institute of Technology. He is the author of numerous books on a diverse range of topics, but his major interests are cinema, love, sexuality, and the philosophy of George Santayana. Among his cinematic interests, he has given particular attention to the work of film directors Ingmar Bergman, Alfred Hitchcock, Jean Renoir, and Orson Welles. Singer has been publishing on philosophy since 1951.
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Isaac Newton
Sir Isaac Newton PRS MP (25 December 1642 – 20 March 1727 [NS: 4 January 1643 – 31 March 1727]) was an English physicist, mathematician, astronomer, natural philosopher, alchemist, and theologian, who has been "considered by many to be the greatest and most influential scientist who ever lived." His monograph Philosophiæ Naturalis Principia Mathematica, published in 1687, lays the foundations for most of classical mechanics. In this work, Newton described universal gravitation and the three laws of motion, which dominated the scientific view of the physical universe for the next three centuries. Newton showed that the motions of objects on Earth and of celestial bodies are governed by the same set of natural laws, by demonstrating the consistency between Kepler's laws of planetary motion and his theory of gravitation, thus removing the last doubts about heliocentrism and advancing the Scientific Revolution.
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James Hayden Tufts
James Hayden Tufts (1862-1942), an influential American philosopher, was a professor of the then newly founded Chicago University. Tufts was also a member of the Board of Arbitration, and the chairman of a committee of the social agencies of Chicago. The work Ethics in 1908 (with a second edition appearing in 1932) was a collaboration of Tufts and John Dewey. Tufts believed in a conception of mutual influences which he saw as opposed in both Marxism & idealism.
Tufts was a 1884 graduate of Amherst College; received a B.D. from Yale University in 1889 (where he won the John Addison Porter Prize), an M.A. from Amherst College in 1890, and his Ph.D. from the University of Freiburg under Alois Riehle in 1892. With John Dewey and George Herbert Mead (both of whom Tufts was instrumental in bringing to the University), Tufts was a co-founder of the Chicago School of Pragmatism. Tufts was a longstanding chairman of the Department of Philosophy and at one time was the acting president of Chicago University.
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James Rowland Angell
James Rowland Angell (May 8, 1869 – March 4, 1949) was an American psychologist and educator. He served as the president of Yale University between 1921 and 1937. His father, James Burrill Angell (1829–1916), was president of the University of Vermont from 1866 to 1871 and then the University of Michigan from 1871 to 1909.
James Rowland Angell was born on May 8, 1869, in Burlington, Vermont. He was born into one of the stellar academic families in American history. His father, was the president of the University of Vermont. He was the youngest of three children, with an older brother and sister. When Angell was two years old, his family moved to Ann Arbor so that his father could take up the presidency of the University of Michigan. His maternal grandfather, Alexis Caswell, was a professor of Mathematics and Astronomy at, and later president of, Brown University. He was also a charter member of the National Academy of Sciences. His brother Alexis Caswell Angell became a professor of law of Michigan, and later a federal judge. His sister's husband, Andrew C. McLaughlin, was head of the history department at Michigan. His cousin, Frank Angell, founded psychology laboratories at Cornell and Stanford Universities.
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Jane Addams
Jane Addams (September 6, 1860 – May 21, 1935) was a pioneer settlement worker, founder of Hull House in Chicago, public philosopher, sociologist, author, and leader in woman suffrage and world peace. Beside presidents such as Theodore Roosevelt and Woodrow Wilson, she was the most prominent reformer of the Progressive Era and helped turn the nation to issues of concern to mothers, such as the needs of children, public health, and world peace. She said that if women were to be responsible for cleaning up their communities and making them better places to live, they needed the vote to be effective in doing so. Addams became a role model for middle-class women who volunteered to uplift their communities. She is increasingly recognized as a member of the American pragmatist school of philosophy. In 1931 she became the first American woman to be awarded the Nobel Peace Prize.
Born in Cedarville, Illinois, Jane Addams was the youngest of eight children born into a prosperous northern Illinois family; her father was politically prominent. Three of her siblings died in infancy, and another died at sixteen, leaving only four by the time Addams was age eight. Her mother, Sarah Addams (née Weber), died in childbirth when Jane was two years old.
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Jean Piaget
Jean Piaget (French pronunciation: [ʒɑ̃ pjaʒɛ]; 9 August 1896 – 16 September 1980) was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. He was the eldest son of Arthur Piaget (Swiss) and Rebecca Jackson (French). His theory of cognitive development and epistemological view are together called "genetic epistemology".
Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual."
Piaget created the International Center for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."
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John Dewey
John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism.
Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics.
In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.[citation needed]
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John Frederick Dewey
John Frederick Dewey (born 1937) is a British structural geologist and a strong proponent of the theory of plate tectonics, building upon the early work undertaken in the 1960s and 1970s. He is widely regarded as an authority on the development and evolution of mountain ranges.
Dewey was educated at Bancroft's School and Queen Mary and Imperial College at the University of London where he was awarded a BSc and PhD in geology. Following a period as lecturer at the University of Manchester (1960–64), the University of Cambridge (1964–70) and Memorial University of Newfoundland (1971), Dewey was appointed Professor of Geology at the State University of New York at Albany. During this period he produced a series of classic papers centered around the history of the Appalachians in Newfoundland as well as the Scottish and Irish Caledonides. In later years, his research has concentrated upon producing a model to describe the development and orogenic history of the Himalayan mountain range.
Dewey returned to the UK in 1982 as Professor of Geology at the University of Durham, a position he held for four years. As with several Durham geologists before him, notably Lawrence Wager, Dewey was appointed Professor of Geology at the University of Oxford (and Fellow of University College) in 1986, a position he held until his resignation in 2000. Since then he has returned to the US as Professor of Geology at the University of California at Davis, although he maintains a position as Senior Research Fellow at University College, Oxford.
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John Stuart Mill
John Stuart Mill, FRSE (20 May 1806 – 8 May 1873) was a British philosopher, political economist and civil servant. He was an influential contributor to social theory, political theory, and political economy. He has been called "the most influential English-speaking philosopher of the nineteenth century". Mill's conception of liberty justified the freedom of the individual in opposition to unlimited state control. He was a proponent of utilitarianism, an ethical theory developed by Jeremy Bentham. Hoping to remedy the problems found in an inductive approach to science, such as confirmation bias, he clearly set forth the premises of falsification as the key component in the scientific method. Mill was also a Member of Parliament and an important figure in liberal political philosophy.
John Stuart Mill was born on Rodney Street in the Pentonville area of London, the eldest son of the Scottish philosopher, historian and economist James Mill, and Harriet Burrow. John Stuart was educated by his father, with the advice and assistance of Jeremy Bentham and Francis Place. He was given an extremely rigorous upbringing, and was deliberately shielded from association with children his own age other than his siblings. His father, a follower of Bentham and an adherent of associationism, had as his explicit aim to create a genius intellect that would carry on the cause of utilitarianism and its implementation after he and Bentham had died.
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Joseph Stalin
Joseph Vissarionovich Stalin (Russian: Иосиф Виссарионович Сталин; born Iosif Vissarionovich Dzhugashvili, Russian: Иосиф Виссарионович Джугашвили; 18 December 1878 – 5 March 1953) was the Premier of the Soviet Union from 6 May 1941 to 5 March 1953. He was among the Bolshevik revolutionaries who brought about the October Revolution in Russia in 1917 and later held the position of General Secretary of the Communist Party of the Soviet Union's Central Committee from 1922 until his death in 1953. While the office of the General Secretary was officially elective and not initially regarded as the top position in the Soviet state, Stalin managed to use it to consolidate more and more power in his hands after the death of Vladimir Lenin in 1924 and gradually put down all opposition groups within the Communist Party. This included Leon Trotsky, a socialist theorist and the principal critic of Stalin among the early Soviet leaders, who was exiled from the Soviet Union in 1929. Whereas Trotsky was an exponent of permanent revolution, it was Stalin's concept of socialism in one country that became the primary focus of Soviet politics.
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José Ortega y Gasset
José Ortega y Gasset (9 May 1883 – 18 October 1955) was a Spanish liberal philosopher and essayist working during the first half of the 20th century while Spain oscillated between monarchy, republicanism and dictatorship. He was, along with Nietzsche, a proponent of the idea of perspectivism, which was pioneered in European thought by Immanuel Kant.
José Ortega y Gasset (Spanish pronunciation: [xo'se oɾ'tega i ga'set]) was born 9 May 1883 in Madrid. His father was director of the newspaper El Imparcial, which belonged to the family of his mother, Dolores Gasset. The family was definitively of Spain's end-of-the-century liberal and educated bourgeoisie. The liberal tradition and journalistic engagement of his family had a profound influence in Ortega y Gasset's activism in politics.
Ortega was first schooled by the Jesuit priests of San Estanislao in Miraflores del Palo, Málaga (1891–1897). He attended the University of Deusto, Bilbao (1897–98) and the Faculty of Philosophy and Letters at the Central University of Madrid, (now Complutense University of Madrid) (1898–1904), receiving a doctorate in Philosophy. From 1905 to 1907, he continued his studies in Germany at Leipzig, Nuremberg, Cologne, Berlin and, above all Marburg. At Marburg, he was influenced by the neo-Kantianism of Hermann Cohen and Paul Natorp, among others.
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Jürgen Habermas
Jürgen Habermas ( /ˈjɜrɡən/ or /ˈjʊərɡən ˈhɑːbərmɑːs/;German: [ˈjʏʁɡən ˈhaːbɐmaːs]; born June 18, 1929) is a German sociologist, geographer and philosopher in the tradition of critical theory and pragmatism. He is perhaps best known for his theory on the concepts of 'communicative rationality' and the 'public sphere'. His work focuses on the foundations of social theory and epistemology, the analysis of advanced capitalistic societies and democracy, the rule of law in a critical social-evolutionary context, and contemporary politics, particularly German politics. Habermas's theoretical system is devoted to revealing the possibility of reason, emancipation, and rational-critical communication latent in modern institutions and in the human capacity to deliberate and pursue rational interests. Habermas is known for his work on the concept of modernity, particularly with respect to the discussions of "rationalization" originally set forth by Max Weber. While influenced by American pragmatism, action theory, and even poststructuralism, many of the central tenets of Habermas' thought remain broadly Marxist in nature. Global polls identified him as one of the leading intellectuals of the present day.
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Karl Jaspers
Karl Theodor Jaspers (February 23, 1883 – February 26, 1969) was a German psychiatrist and philosopher who had a strong influence on modern theology, psychiatry and philosophy. After being trained in and practicing psychiatry, Jaspers turned to philosophical inquiry and attempted to discover an innovative philosophical system. He was often viewed as a major exponent of existentialism in Germany, though he did not accept this label.
Jaspers was born in Oldenburg in 1883 to a mother from a local farming community, and a jurist father. He showed an early interest in philosophy, but his father's experience with the legal system undoubtedly influenced his decision to study law at university. It soon became clear that Jaspers did not particularly enjoy law, and he switched to studying medicine in 1902 with a thesis about criminology. In 1910 he married Gertrud Mayer (1879-1974), the sister of his close friends Gustav and Ernst Mayer.
Jaspers graduated from medical school in 1909 and began work at a psychiatric hospital in Heidelberg where Emil Kraepelin had worked some years earlier. Jaspers became dissatisfied with the way the medical community of the time approached the study of mental illness and set himself the task of improving the psychiatric approach. In 1913 Jaspers gained a temporary post as a psychology teacher at Heidelberg University. The post later became permanent, and Jaspers never returned to clinical practice. During this time Jaspers was a close friend of the Weber family (Max Weber also having held a professorship at Heidelberg).
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Karl Popper
Sir Karl Raimund Popper, CH FRSFBA (28 July 1902 – 17 September 1994) was an Austro-Britishphilosopher and professor at the London School of Economics. He is generally regarded as one of the greatest philosophers of science of the 20th century; he also wrote extensively on social and political philosophy.
Popper is known for his attempt to repudiate the classical observationalist/inductivist form of scientific method in favour of empirical falsification. He is also known for his opposition to the classical justificationist account of knowledge which he replaced with critical rationalism, "the first non justificational philosophy of criticism in the history of philosophy". In political discourse, he is known for his vigorous defence of liberal democracy and the principles of social criticism that he came to believe made a flourishing "open society" possible.
Karl Popper was born in Vienna (then in Austria-Hungary) in 1902, to upper middle-class parents. All of Karl Popper's grandparents were Jewish, but the Popper family converted to Lutheranism before Karl was born. Karl's father Simon Siegmund Carl Popper was a lawyer from Bohemia, and mother Jenny Schiff was of Silesian and Hungarian descent. After establishing themselves in Vienna, the Poppers made a rapid social climb in Viennese society: Simon Siegmund Carl became a legal partner[clarification needed] of Vienna's liberal mayor Raimond Grübl and, after his death in 1898, took over the firm (Karl received his middle name from the mayor).
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Larry Laudan
Larry Laudan (b. Austin, Texas, 1941) is a contemporary philosopher of science and epistemologist. He has strongly criticized the traditions of positivism, realism, and relativism, and he has defended a view of science as a privileged and progressive institution against popular challenges. Laudan's philosophical view of "research traditions" is seen as an important alternative to Imre Lakatos's "research programs."
His most important contributions to the philosophy of science can be found in his book Progress and its Problems (1977) while acting as chair of the history and philosophy of science department at the University of Pittsburgh. Laudan charges philosophers of science with paying lip service to the view that “science is fundamentally a problem-solving activity” without taking seriously the view's implications for the history of science and its philosophy, and without questioning certain issues in the historiography and methodology of science. Against empiricism, which is represented by Karl Popper, and "revolutionism," represented by Thomas Kuhn, Laudan maintained in Progress and its Problems that science is an evolving process that accumulates more empirically validated evidence while solving conceptual anomalies at the same time. Mere evidence collecting or empirical confirmation does not constitute the true mechanism of scientific advancement; conceptual resolution and comparison of the solutions of anomalies provided by various theories form an indispensable part of the evolution of science.
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Leon Trotsky
Leon Trotsky (Russian: Лев Троцкий, pronounced [ˈlʲef ˈtrot͡skʲɪj] ( listen); 7 November [O.S. 26 October] 1879 – 21 August 1940), born Lev Davidovich Bronshtein, was a Russian Marxist revolutionary and theorist, Soviet politician, and the founder and first leader of the Red Army.
Trotsky was initially a supporter of the Menshevik Internationalists faction of the Russian Social Democratic Labour Party. He joined the Bolsheviks immediately prior to the 1917 October Revolution, and eventually became a leader within the Party. During the early days of the Soviet Union, he served first as People's Commissar for Foreign Affairs and later as the founder and commander of the Red Army as People's Commissar of Military and Naval Affairs. He was a major figure in the Bolshevik victory in the Russian Civil War (1918–20). He was also among the first members of the Politburo.
After leading a failed struggle of the Left Opposition against the policies and rise of Joseph Stalin in the 1920s and the increasing role of bureaucracy in the Soviet Union, Trotsky was successively removed from power, expelled from the Communist Party, deported from the Soviet Union and assassinated on Stalin's orders. An early advocate of Red Army intervention against European fascism, Trotsky also opposed Stalin's non-aggression pact with Adolf Hitler in the late 1930s.
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Louis Menand
Louis Menand (born January 21, 1952) is an American writer and academic, best known for his book The Metaphysical Club (2001), an intellectual and cultural history of late 19th and early 20th century America.
Menand was born in Syracuse, New York, and raised around Boston, Massachusetts. His mother was a historian, who wrote a biography of Samuel Adams. Menand's father, Louis Menand III, taught political science at the Massachusetts Institute of Technology. His grandfather and great-grandfather owned the Louis Menand House, listed on the National Register of Historic Places in 1985. The village of Menands, New York, is named after his great-grandfather, a famous 19th Century horticulturalist.
A graduate of Pomona College, Menand attended Harvard Law School for one year (1973-1974) before he left to earn a Ph.D. in English from Columbia University in 1980.
Menand thereafter taught at Princeton University and held staff positions at The New Republic and The New Yorker. He served as Distinguished Professor of English at the Graduate Center of the City University of New York before accepting a post at Harvard in 2003.
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Maria Montessori
Maria Montessori (August 31, 1870 – May 6, 1952) was an Italian physician and educator, a noted humanitarian and devout Catholic best known for the philosophy of education which bears her name. Her educational method is in use today in public and private schools throughout the world.
Maria Tecla Artemesia Montessori was born on August 31, 1870 in Chiaravalle, Italy. Her father, Alessandro Montessori, 33 years old at the time, was an official of the Ministry of Finance working in the local, state-run tobacco factory. Her mother, Renilde Stoppani, 25 years old, was well educated for the times and was probably related to Italian geologist and paleontologist Antonio Stoppani.
The Montessori family moved to Florence in 1873 and then to Rome in 1875 because of her father's work. Montessori entered a public elementary school at the age of 6 in 1876. Her early school record was “not particularly noteworthy”, although she was awarded certificates for good behavior in 1st grade and for "lavori donneschi", or “women's work", the next year.
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Martin Buber
Martin Buber (Hebrew: מרטין בובר; February 8, 1878 – June 13, 1965) was an Austrian-born Jewish philosopher best known for his philosophy of dialogue, a form of religious existentialism centered on the distinction between the I-Thou relationship and the I-It relationship. Born in Vienna, Buber came from a family of observant Jews, but broke with Jewish custom to pursue secular studies in philosophy. In 1902, Buber became the editor of the weekly Die Welt, the central organ of the Zionist movement, although he later withdrew from organizational work in Zionism. In 1923 Buber wrote his famous essay on existence, Ich und Du (later translated into English as I and Thou), and in 1925 he began translating the Hebrew Bible into the German language.
In 1930 Buber became an honorary professor at the University of Frankfurt am Main, and resigned in protest from his professorship immediately after Adolf Hitler came to power in 1933. He then founded the Central Office for Jewish Adult Education, which became an increasingly important body as the German government forbade Jews to attend public education. In 1938, Buber left Germany and settled in Jerusalem, Palestine, receiving a professorship at Hebrew University and lecturing in anthropology and introductory sociology.
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Martin Heidegger
Martin Heidegger (September 26, 1889 – May 26, 1976); German pronunciation: [ˈmaɐ̯tiːn ˈhaɪdɛɡɐ]) was a German philosopher known for his existential and phenomenological explorations of the "question of Being."
Heidegger argues that philosophy is preoccupied with what exists and has forgotten the question of the "ground" of being. We find ourselves "always already" fallen into a world that already existed; but he insists that we have forgotten the basic question of what being itself is. This question defines our central nature. He argues that we are practical agents, caring and concerned about our projects in the world, and allowing it to reveal, or "unconceal" itself to us. He also says that our manipulation of reality is often harmful and hides our true being as essentially limited participants, not masters, of the world which we discover.
Heidegger wrote about these issues in his best-known book, Being and Time (1927), which is considered to be one of the most important philosophical works of the 20th century. Heidegger's influence is far reaching, from philosophy to deconstructionism and literary theory, theology, architecture, and artificial intelligence.
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Maxine Greene
Maxine Greene (born December 23, 1917) is an American educational philosopher, author, social activist, and teacher.
American educational philosopher, author, social activist and teacher who values experiential learning in its "entirety", Maxine Greene has influenced thousands of educators to bring the vitality of the arts to teachers and children.[citation needed] For Greene, art provided a conduit to mean-making, a way of making sense of the world. For more than 30 years she has been Lincoln Center Institute (LCI) philosopher-in-residence.
Greene earned her PhD. (1955) and M.A. (1949) from New York University and a B.A. from Barnard College, Columbia University (1938). She taught at New York University, Montclair State College and Brooklyn College. In 1965, she joined the faculty at Teachers College, Columbia University.
As Philosopher-in-Residence of Lincoln Center Institute for the Arts in Education since 1976, Greene conducts workshops (especially in literature as art) and lectures at LCI's summer sessions.
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Mordecai Kaplan
Mordecai Menahem Kaplan (June 11, 1881 – November 8, 1983), was a rabbi, essayist and Jewish educator and the co-founder of Reconstructionist Judaism along with his son-in-law Ira Eisenstein.
Kaplan was born in Švenčionys, Lithuania, to Rabbi Israel and Haya (Anna) Kaplan. In 1889, he emigrated to the United States with his mother and sisters to join his father in New York City who was working with the Chief Rabbi Jacob Joseph. He attended Etz Chaim Yeshiva in Manhattan for a short period. In 1895 Kaplan attended the City College of New York. From 1893 to 1902 he also studied at the Jewish Theological Seminary of America. After graduating from CCNY in 1900 he went to Columbia University studying philosophy, sociology and education receiving a Masters Degree and a Doctorate. Majoring in philosophy he wrote his Masters thesis on the ethical philosophy of Henry Sidgwick. His lecturers included the philosopher of ethical culture Felix Adler and the sociologist Franklin Giddings.
In July 1908 he married Lena Rubin. He received semikhah from Rabbi Isaac Jacob Reines while on his honeymoon. Kaplan began his career as an Orthodox rabbi at Congregation Kehilath Jeshurun, a synagogue in New York. In 1912, he helped to create the Young Israel movement of Modern Orthodox Judaism with Rabbi Israel Friedlander. He was a leader in creating the Jewish community center concept, and helped found the Society for the Advancement of Judaism.
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Nelson Goodman
Henry Nelson Goodman (7 August 1906, Somerville, Massachusetts – 25 November 1998, Needham, Massachusetts) was an American philosopher, known for his work on counterfactuals, mereology, the problem of induction, irrealism and aesthetics.
Goodman graduated from Harvard University, A.B., magna cum laude (1928). During the 1930s, he ran an art gallery in Boston, Massachusetts while studying for a Harvard Ph.D. in philosophy, which he completed in 1941. His experience as an art dealer helps explain his later turn towards aesthetics, where he became better known than in logic and analytic philosophy. During World War II, he served in the US Army.
He taught at the University of Pennsylvania, 1946–1964, where his students included Noam Chomsky, Sydney Morgenbesser, and Hilary Putnam. He left Penn because he was not granted the control he desired over the philosophy department. He was a research fellow at the Harvard Center for Cognitive Studies from 1962 to 1963 and was a Professor at several universities from 1964 to 1967, before being appointed Professor of Philosophy at Harvard in 1968.
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Noam Chomsky
Avram Noam Chomsky (/ˈnoʊm ˈtʃɒmski/; born December 7, 1928) is an American linguist, philosopher,cognitive scientist, historian, and activist. He is an Institute Professor and Professor (Emeritus) in the Department of Linguistics & Philosophy at MIT, where he has worked for over 50 years. Chomsky has been described as the "father of modern linguistics" and a major figure of analytic philosophy. His work has influenced fields such as computer science, mathematics, and psychology.
Ideologically identifying with anarcho-syndicalism and libertarian socialism, Chomsky is known for his critiques of U.S. foreign policy and contemporary capitalism, and he has been described as a prominent cultural figure. His media criticism has included Manufacturing Consent: The Political Economy of the Mass Media (1988), co-written with Edward S. Herman, an analysis articulating the propaganda model theory for examining the media.
According to the Arts and Humanities Citation Index in 1992, Chomsky was cited as a source more often than any other living scholar from 1980 to 1992, and was the eighth most cited source overall. Chomsky is the author of over 100 books. He is credited as the creator or co-creator of the Chomsky hierarchy, the universal grammar theory, and the Chomsky–Schützenberger theorem.
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Otto Neurath
Otto Neurath (Vienna, December 10, 1882 - Oxford, December 22, 1945) was an Austrian philosopher of science, sociologist, and political economist. Before he was to flee his native country in 1934, Neurath was one of the leading figures of the Vienna Circle.
Neurath was born in Vienna, the son of Wilhelm Neurath (1840–1901), a well-known political economist at the time. He studied mathematics in Vienna and gained his Ph.D. in the department of Political Science and Statistics at the University of Berlin.
He married Anna Schapire in 1907. She died as a result of childbirth (Paul Neurath) in 1911, and he married a close friend, the mathematician and philosopher Olga Hahn. Perhaps because of Olga's blindness and then because of the outbreak of war, his son, Paul Neurath was sent to a children's home outside Vienna, where Neurath's mother lived, and returned to live with his father and Olga when he was nine years old.
Neurath taught political economy at the Neue Wiener Handelsakademie (New College of Commerce, Vienna) until war broke out. Subsequently he became director of the Deutsches Kriegwirtschaftsmuseum (German Museum of War Economy, later the Deutsches Wirtschaftmuseum) at Leipzig. Wolfgang Schumann, known from the Dürerbund for which Neurath had written many articles, urged him to work out a plan for socialization. Neurath joined the German Social Democratic Party in 1918-19 and ran an office for central economic planning in Munich. When the Bavarian Soviet Republic was defeated, Neurath was imprisoned but returned to Austria after intervention from the Austrian government. While in prison he wrote "Anti-Spengler", a critical attack on Oswald Spengler's "Decline of the West".
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Paul Feyerabend
Paul Karl Feyerabend (January 13, 1924 – February 11, 1994) was an Austrian-born philosopher of science best known for his work as a professor of philosophy at the University of California, Berkeley, where he worked for three decades (1958–1989). He lived a peripatetic life, living at various times in England, the United States, New Zealand, Italy, Germany, and finally Switzerland. His major works include Against Method (published in 1975), Science in a Free Society (published in 1978) and Farewell to Reason (a collection of papers published in 1987). Feyerabend became famous for his purportedly anarchistic view of science and his rejection of the existence of universal methodological rules. He is an influential figure in the philosophy of science, and also in the sociology of scientific knowledge.
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Paul Klee
Paul Klee (German pronunciation: [ˈkleː]; 18 December 1879 – 29 June 1940) was born in Münchenbuchsee, Switzerland, and is considered both a German and a Swisspainter. His highly individual style was influenced by movements in art that included expressionism, cubism, and surrealism. He was, as well, a student of orientalism. Klee was a natural draftsman who experimented with and eventually mastered colour theory, and wrote extensively about it; his lectures Writings on Form and Design Theory (Schriften zur Form und Gestaltungslehre), published in English as the Paul Klee Notebooks, are considered so important for modern art that they are compared to the importance that Leonardo da Vinci's A Treatise on Painting had for Renaissance. He and his colleague, the Russian painter Wassily Kandinsky, both taught at the German Bauhaus school of art, design and architecture. His works reflect his dry humour and his sometimes childlike perspective, his personal moods and beliefs, and his musicality.
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Pierre Duhem
Pierre Maurice Marie Duhem ([pjˈɛʁ moʁˈis maʁˈi dyˈɛm] ( listen); 9 June 1861 – 14 September 1916) was a French physicist, mathematician and philosopher of science, best known for his writings on the indeterminacy of experimental criteria and on scientific development in the Middle Ages. Duhem also made major contributions to the science of his day, particularly in the fields of hydrodynamics, elasticity, and thermodynamics.
Duhem's views on the philosophy of science are explicated in The Aim and Structure of Physical Theory. In this work, he opposed Newton's statement that the Principia's law of universal mutual gravitation was deduced from 'phenomena', including Kepler's second and third laws. Newton's claims in this regard had already been attacked by critical proof-analyses of the German logician Leibniz and then most famously by Immanuel Kant, following Hume's logical critique of induction. But the novelty of Duhem's work was his proposal that Newton's theory of universal mutual gravity flatly contradicted Kepler's Laws of planetary motion because the interplanetary mutual gravitational perturbations caused deviations from Keplerian orbits. Since no proposition can be validly logically deduced from any it contradicts, according to Duhem, Newton must not have logically deduced his law of gravitation directly from Kepler's Laws.
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Pierre Gassendi
Pierre Gassendi (January 22, 1592 – October 24, 1655) was a French philosopher, priest, scientist, astronomer, and mathematician. With a church position in south-east France, he also spent much time in Paris, where he was a leader of a group of free-thinking intellectuals. He was also an active observational scientist, publishing the first data on the transit of Mercury in 1631. The lunar crater Gassendi is named after him.
He wrote numerous philosophical works, and some of the positions he worked out are considered significant, finding a way between scepticism and dogmatism. Richard Popkin indicates that Gassendi was one of the first thinkers to formulate the modern "scientific outlook", of moderated scepticism and empiricism. He clashed with his contemporary Descartes on the possibility of certain knowledge. His best known intellectual project attempted to reconcile Epicurean atomism with Christianity.
Gassendi was born at Champtercier, near Digne, in France. A youthful prodigy, at a very early age he showed academic potential and attended the college at Digne, where he displayed a particular aptitude for languages and mathematics. Soon afterwards he entered the University of Aix-en-Provence, to study philosophy under Philibert Fesaye. In 1612 the college of Digne called him to lecture on theology. Four years later he received the degree of Doctor of Theology at Avignon, and in 1617 he took holy orders. In the same year he answered a call to the chair of philosophy at Aix-en-Provence University, and seems gradually to have withdrawn from theology.
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Plato
Plato ( /ˈpleɪtoʊ/; Greek: Πλάτων, Plátōn, "broad"; 424/423 BC – 348/347 BC) was a Classical Greek philosopher, mathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science. In the words of A. N. Whitehead:
The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato. I do not mean the systematic scheme of thought which scholars have doubtfully extracted from his writings. I allude to the wealth of general ideas scattered through them.
Plato's sophistication as a writer is evident in his Socratic dialogues; thirty-six dialogues and thirteen letters have been ascribed to him. Plato's writings have been published in several fashions; this has led to several conventions regarding the naming and referencing of Plato's texts. Plato's dialogues have been used to teach a range of subjects, including philosophy, logic, ethics, rhetoric, and mathematics.
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R. G. Collingwood
Robin George Collingwood (22 February 1889 – 9 January 1943) was a British philosopher and historian. He was born at Cartmel, Grange-over-Sands in Lancashire, the son of the academic W. G. Collingwood, and was educated at Rugby School and at University College, Oxford, where he read Greats. He graduated with congratulatory first class honours and, prior to his graduation, was elected a fellow of Pembroke College, Oxford.
Collingwood was a fellow of Pembroke, Oxford for some 15 years until becoming the Waynflete Professor of Metaphysical Philosophy at Magdalen College, Oxford. He was the only pupil of F. J. Haverfield to survive World War I. Important influences on Collingwood were the Italian Idealists Croce, Gentile and Guido de Ruggiero, the last of whom was also a close friend. Other important influences were Hegel, Kant, Vico, F. H. Bradley and J. A. Smith. His father W. G. Collingwood, professor of fine art at University College, Reading, was a student of Ruskin and was also an important influence.
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R.B. Braithwaite
Richard Bevan Braithwaite (15 January 1900–21 April 1990) was an English philosopher who specialized in the philosophy of science, ethics, and the philosophy of religion. He was a lecturer in moral science at the University of Cambridge from 1934 to 1953, then Knightbridge Professor of Moral Philosophy there from 1953 to 1967. He was president of the Aristotelian Society from 1946 to 1947, and was elected a fellow of the British Academy in 1957.
Braithwaite was born in Banbury, Oxfordshire. His father was the historian of early Quaker history, William Charles Braithwaite.
He entered King's College, Cambridge, in 1919 to study physics and mathematics, gaining a BA in 1923 and an MA in 1926. "He was a Fellow of King's College, Cambridge from 1924 to 1990. He was appointed Cambridge University Lecturer in Moral Sciences in 1928."
He was married (secondly) to the computational linguist and philosopher Margaret Masterman with whom he founded the Epiphany Philosophers a group of (largely) Anglicans and Quakers seeking a new view of the relationship between philosophy and science (see the Pardshaw Dialogues, below).
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René Descartes
René Descartes (French pronunciation: [ʁəne dekaʁt]; Latinized form: Renatus Cartesius; adjectival form: "Cartesian"; 31 March 1596 – 11 February 1650) was a French philosopher, mathematician, and writer who spent most of his adult life in the Dutch Republic. He has been dubbed the 'Father of Modern Philosophy', and much subsequent Western philosophy is a response to his writings, which are studied closely to this day. In particular, his Meditations on First Philosophy continues to be a standard text at most university philosophy departments. Descartes' influence in mathematics is equally apparent; the Cartesian coordinate system — allowing algebraic equations to be expressed as geometric shapes in a two-dimensional coordinate system — was named after him. He is credited as the father of analytical geometry, the bridge between algebra and geometry, crucial to the discovery of infinitesimal calculus and analysis. Descartes was also one of the key figures in the Scientific Revolution and has been described as an example of genius.
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Rheta Devries
Rheta DeVries is a professor at University of Northern Iowa's Regent's Center For Early Developmental Education, where she also serves as director. She has co-wrote many books along with Constance Kamii, concerning early childhood education curriculum that both influenced the field of early childhood mathematical instruction and accelerated the proliferation of constructivist-based teaching in the classroom.
DeVries has written several works including these:
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Richard Rorty
Richard McKay Rorty (October 4, 1931 – June 8, 2007) was an American philosopher. He had a long and diverse academic career, including positions as Stuart Professor of Philosophy at Princeton University, Kenan Professor of Humanities at the University of Virginia, and Professor of Comparative Literature at Stanford University. His complex intellectual background gave him a comprehensive and nuanced understanding of the traditional analytic philosophy, which he would later famously reject in favor of his own brand of pragmatism.
The philosophical program he developed included a rejection of a representationalist account of knowledge, that is, "mirror of nature", which he reviewed as a holdover from Plato and pervasive throughout the history of western philosophy. In response to these visual theorists, which he drew as embodied by modern analytic philosophy, Rorty advocated for a novel form of American pragmatism, sometimes called neopragmatism, in which scientific and philosophical methods are merely a set of contingent "vocabularies" which were abandoned or adopted over time according to social conventions and usefulness.
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Richard Wollheim
Richard Arthur Wollheim (5 May 1923 – 4 November 2003) was a British philosopher noted for original work on mind and emotions, especially as related to the visual arts, specifically, painting. Wollheim served as the president of the British Society of Aesthetics from 1992 onwards until his death in 2003.
Son of an actress and a theatre impresario, Wollheim attended Westminster School, London, and Balliol College, Oxford (1941-2, 1945-8), interrupted by active military service in World War II. In 1949 he obtained a first in Philosophy, Politics and Economics, and began teaching at University College London, where he became Grote Professor of Mind and Logic and Department Head from 1963 to 1982. He was visiting professor at Harvard University, Columbia University, the University of Minnesota, Graduate Center, CUNY, the University of California-Berkeley, UC Davis and elsewhere. He chaired the Department at UC Berkeley, 1998-2002. On retirement from Berkeley, he served briefly as a guest lecturer at Balliol College. Wollheim gave several distinguished lecture series, most notably the Andrew M. Mellon lectures in Fine Arts, National Gallery of Art, Washington, D.C. (1984), published as Painting as an Art.
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Robert B. Talisse
Robert B. Talisse (born 1970) is Professor of Philosophy at Vanderbilt University in Nashville, Tennessee. He is also a Professor in Vanderbilt's Political Science Department. Talisse is the editor of the academic journal Public Affairs Quarterly, and a regular contributor to the blog 3 Quarks Daily, where he posts a monthly column with his frequent co-author and fellow Vanderbilt philosopher Scott F. Aikin. For the academic year 2004-2005 Talisse was a research fellow at the Murphy Institute Center for Ethics and Public Affairs at Tulane University. He earned his PhD in Philosophy from the City University of New York in 2001. His principal area of research is political philosophy, with an emphasis on democratic theory and liberalism.
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Robert Creeley
Robert Creeley (May 21, 1926 – March 30, 2005) was an American poet and author of more than sixty books. He is usually associated with the Black Mountain poets, though his verse aesthetic diverged from that school's. He was close with Charles Olson, Robert Duncan, Allen Ginsberg, John Wieners and Ed Dorn. He served as the Samuel P. Capen Professor of Poetry and the Humanities at State University of New York at Buffalo. In 1991, he joined colleagues Susan Howe, Charles Bernstein, Raymond Federman, Robert Bertholf, and Dennis Tedlock in founding the Poetics Program at Buffalo. Creeley lived in Waldoboro, Maine, Buffalo, New York, and Providence, Rhode Island where he taught at Brown University. He was a recipient of the Lannan Foundation Lifetime Achievement Award.
Creeley was born in Arlington, Massachusetts and grew up in Acton. He was raised by his mother with one sister, Helen. At the age of four, he lost his left eye. He attended the Holderness School in New Hampshire. He entered Harvard University in 1943, but left to serve in the American Field Service in Burma and India in 1944-1945. He returned to Harvard in 1946, but eventually took his BA from Black Mountain College in 1955, teaching some courses there as well. When Black Mountain closed in 1957, Creeley moved to San Francisco, where he met Jack Kerouac and Allen Ginsberg. He later met and befriended Jackson Pollock in the Cedar Tavern in New York City.
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Robert Kilwardby
Robert Kilwardby (c. 1215–11 September 1279) was an Archbishop of Canterbury in England and as well as a cardinal.
Kilwardby studied at the University of Paris, then was a teacher of grammar and logic there. He then joined the Dominican Order and studied theology, and became regent at Oxford University before 1261, probably by 1245. He was named provincial prior of the Dominicans for England in 1261, and in October 1272 Pope Gregory X appointed him as Archbishop of Canterbury to end a disupte over the election. Kilwardby was provided to the archbishopric on 11 October 1272, given the temporalities on 12 December 1272, and consecrated on 26 February 1273.
Kilwardby crowned Edward I and his wife Eleanor as king and queen of England in August 1274, but otherwise took little part in politics. He instead concentrated on his ecclesiastical duties, including charity to the poor and donating to the Dominicans.
In 1278 Pope Nicholas III named Kilwardby Cardinal Bishop of Porto and Santa Rufina. He then resigned Canterbury and left England, taking with him papers, registers and documents belonging to the see. He also left the see deep in debt again, after his predecessor had cleared the debt. He died in Italy in 1279 and was buried in the Dominican convent in Viterbo, Italy. While in theory this was a promotion, probably it was not, as the pope was unhappy with Kilwardy's support of efforts to resist the payment of papal revenues and with the lack of effort towards the reforms demanded at the Second Council of Lyon in 1274.
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Roger Bacon
Roger Bacon, O.F.M. (c. 1214–1294), (scholastic accolade Doctor Mirabilis, meaning "wonderful teacher"), was an English philosopher and Franciscan friar who placed considerable emphasis on the study of nature through empirical methods. He is sometimes credited, mainly starting in the 19th century, as one of the earliest European advocates of the modern scientific method inspired by the works of Aristotle and later pseudo-Aristotelian works, like the works of Muslim scientist Alhazen. However, more recent reevaluations emphasize that he was essentially a medieval thinker, with much of his "experimental" knowledge obtained from books, in the scholastic tradition. A survey of the reception of Bacon's work over centuries found that it often reflects the concerns and controversies central to the receivers.
Roger Bacon was born in Ilchester in Somerset, England, possibly in 1213 or 1214 at the Ilchester Friary. The only source for his date of birth is his statement in the Opus Tertium, written in 1267, that "forty years have passed since I first learned the alphabet". The 1214 birth date assumes he was not being literal, and may have meant 40 years had passed since he matriculated at Oxford at the age of 13. If he had been literal, his birth date was more likely to have been around 1220/1222. In the same passage he reports that for all but two of those forty years he had always been engaged in study. His family appears to have been well-off, but, during the stormy reign of Henry III of England, their property was despoiled and several members of the family were driven into exile.
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Roger Fry
Roger Eliot Fry (14 December 1866 – 9 September 1934) was an English artist and art critic, and a member of the Bloomsbury Group. Establishing his reputation as a scholar of the Old Masters, he became an advocate of more recent developments in French painting, to which he gave the name Post-Impressionism. He was the first figure to raise public awareness of modern art in Britain, and emphasized the formal properties of paintings over the "associated ideas" conjured in the viewer by their depicted content. He was described by the art historian Kenneth Clark as "incomparably the greatest influence on taste since Ruskin... In so far as taste can be changed by one man, it was changed by Roger Fry".
Born in London, the son of the judge Edward Fry, he grew up in a wealthy Quaker family in Highgate. Before going up to Cambridge, Fry was educated at Clifton College. Fry studied at King's College, Cambridge, where he was a member of the Cambridge Apostles. After taking a first in the Natural Science tripos, he went to Paris and then Italy to study art. Eventually he specialised in landscape painting.
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Rudolf Carnap
Rudolf Carnap (May 18, 1891 – September 14, 1970) was an influential German-born philosopher who was active in Europe before 1935 and in the United States thereafter. He was a major member of the Vienna Circle and an advocate of logical positivism.
Carnap was born to a west German family that had been humble until his parents' generation. He began his formal education at the Barmen Gymnasium. From 1910 to 1914, he attended the University of Jena, intending to write a thesis in physics. But he also studied carefully Kant's Critique of Pure Reason during a course taught by Bruno Bauch, and was one of very few students to attend Gottlob Frege's courses in mathematical logic. After serving in the German army during World War I for three years, he was given permission to study physics at the University of Berlin, 1917–18, where Albert Einstein was a newly appointed professor. Carnap then attended the University of Jena, where he wrote a thesis defining an axiomatic theory of space and time. The physics department said it was too philosophical, and Bruno Bauch of the philosophy department said it was pure physics. Carnap then wrote another thesis, with Bauch's supervision, on the theory of space in a more orthodox Kantian style, and published as Der Raum (Space) in a supplemental issue of Kant-Studien (1922). In it he makes the clear distinction between formal, physical and perceptual (e.g., visual) spaces.
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Sidney Hook
Sidney Hook (December 20, 1902 – July 12, 1989) was an American philosopher of the Pragmatist school known for his contributions to the philosophy of history, the philosophy of education, political theory, and ethics. After embracing communism in his youth, Hook was later known for his criticisms of totalitarianism, both fascism, and Marxism–Leninism. A pragmatic social democrat, Hook sometimes cooperated with conservatives, particularly in opposing Communism. After World War II, he argued that members of such groups as the Communist Party USA and other Leninist conspiracies could ethically be barred from holding offices of public trust because they called for violent overthrow of democratic governments.
Born in Brooklyn to Jennie and Isaac Hook, who were Austrian-Jewish immigrants, Hook was a Socialist Party supporter during the Debs era when he was in high school. He earned his Bachelor's degree at the City College of New York in 1923, then his Ph.D. at Columbia University in 1927, where he was a student of the noted pragmatist philosopher John Dewey. Upon finishing his studies, Hook was hired by New York University, which employed him as a Professor of Philosophy until his retirement in 1972. From 1948 to 1969 he was head of the Department of Philosophy.
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Stephen Pepper
Stephen C. Pepper (April 29, 1891–May 1, 1972) was an American philosopher. He is the author of World Hypotheses (1942).
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Stephen Toulmin
Stephen Edelston Toulmin (25 March 1922 - 4 December 2009) was a British philosopher, author, and educator. Influenced by Ludwig Wittgenstein, Toulmin devoted his works to the analysis of moral reasoning. Throughout his writings, he sought to develop practical arguments which can be used effectively in evaluating the ethics behind moral issues. His works were later found useful in the field of rhetoric for analyzing rhetorical arguments. The Toulmin Model of Argumentation, a diagram containing six interrelated components used for analyzing arguments, was considered his most influential work, particularly in the field of rhetoric and communication, and in computer science.
Stephen Toulmin was born in London, England, on 25 March 1922 to Geoffrey Edelson Toulmin and Doris Holman Toulmin. He earned his Bachelor of Arts degree from King's College, Cambridge in 1942. Soon after, Toulmin was hired by the Ministry of Aircraft Production as a junior scientific officer, first at the Malvern Radar Research and Development Station and later at the Supreme Headquarters of the Allied Expeditionary Force in Germany. At the end of World War II, he returned to England to earn a Master of Arts degree in 1947 and a PhD in philosophy from Cambridge University, subsequently publishing his dissertation as An Examination of the Place of Reason in Ethics (1950). While at Cambridge, Toulmin came into contact with the Austrian philosopher Ludwig Wittgenstein, whose examination on the relationship between the uses and the meanings of language shaped much of Toulmin’s own work.
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Susanne Langer
Susanne Katherina Langer (née Knauth) (20 December 1895 – 17 July 1985) was an American philosopher of mind and of art who was influenced by Ernst Cassirer and Alfred North Whitehead. She was one of the first women to achieve an academic career in philosophy and the first to be popularly and professionally recognized as an American philosopher. Langer is best known for her 1942 book Philosophy in a New Key.
Langer was born in Manhattan, the daughter of German immigrants Antonio Knauth, a lawyer, and Else M. (Uhlich) Knauth. German was spoken exclusively at home and she never completely lost her accent. As a girl, Langer learned to play both the cello and piano and for her early education attended Veltin private school. She studied at Radcliffe College, receiving her bachelors degree in 1920, and her doctorate in 1926. Alfred North Whitehead was her dissertation adviser. She taught at Radcliffe, Wellesley College, Smith College, and Columbia University and was visiting lecturer at a number of other institutions. In 1941 she met Ernst Cassirer whose work The Philosophy of Symbolic Forms she had read in the 1920s and had greatly influenced her thinking. Recognizing their common ground, Cassirer remained in close contact with Langer until his death in 1945.
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Theodor Lipps
Theodor Lipps (28 July 1851 in Wallhalben – 17 October 1914 in Munich) was a German philosopher. Lipps was one of the most influential German university professors of his time, attracting many students from other countries. Lipps was very concerned with conceptions of art and the aesthetic, focusing much of his philosophy around such issues. Among his fervent admirers was Sigmund Freud, Lipps then being the main supporter of the idea of the Unconscious. He thought that each state had its level of consciousness and that laughter was associated with hidden negative aspects. He adopted Robert Vischer's notions of empathy or esthetic sympathy (Einfühlung). Late in life, Lipps adopted some ideas from Husserl. Disliking his psychologism, some of his students joined with some of Husserl's to form a new branch of philosophy called Phenomenology of essences.
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Theodor W. Adorno
Theodor W. Adorno (September 11, 1903 – August 6, 1969) was a German sociologist, philosopher and musicologist known for his critical theory of society.
He was a leading member of the Frankfurt School of critical theory, whose work has come to be associated with thinkers such as Ernst Bloch, Walter Benjamin, Max Horkheimer and Herbert Marcuse, for whom the work of Freud, Marx and Hegel were essential to a critique of modern society. He is widely regarded as one of the 20th century's foremost thinkers on aesthetics and philosophy, as well as one of its preeminent essayists. As a critic of both fascism and what he called the culture industry, his writings—such as Dialectic of Enlightenment (1947), Minima Moralia (1951) and Negative Dialectics (1966)—strongly influenced the European New Left.
wn.com/Theodor_W._Adorno -
Thierry de Duve
Thierry de Duve (born 1944) is a Belgian professor of modern art theory and contemporary art theory, and both actively teaches and publishes books in the field. He is an art critic and also curates exhibitions .
He has been a visiting professor at: the University of Lille III (France), the Sorbonne (France), MIT, and Johns Hopkins University, and was the Elliot and Roslyn Jaffe Distinguished Visiting Professor in Contemporary Art in Penn's History of Art Department.
He was a fellow at the Center for the Advanced Study of the Visual Arts (CASVA) at the National Gallery of Art in Washington, D.C.
In 2010 he teaches art history and esthetic in the University of Lille III.
For him there is no difference between modern, post-modern and contemporary art: the same logic rules from the beginning. Art has no essence; it is what we call by that name.
Books Published in English:
Books Published in original language:
Books Published in original language, together:
wn.com/Thierry_de_Duve -
Thomas Hobbes
Thomas Hobbes of Malmesbury (5 April 1588 – 4 December 1679), in some older texts Thomas Hobbs of Malmsbury, was an English philosopher, best known today for his work on political philosophy. His 1651 book Leviathan established the foundation for most of Western political philosophy from the perspective of social contract theory.
Hobbes was a champion of absolutism for the sovereign but he also developed some of the fundamentals of European liberal thought: the right of the individual; the natural equality of all men; the artificial character of the political order (which led to the later distinction between civil society and the state); the view that all legitimate political power must be "representative" and based on the consent of the people; and a liberal interpretation of law which leaves people free to do whatever the law does not explicitly forbid.
He was one of the founders of modern political philosophy. His understanding of humans as being matter and motion, obeying the same physical laws as other matter and motion, remains influential; and his account of human nature as self-interested cooperation, and of political communities as being based upon a "social contract" remains one of the major topics of political philosophy.
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Thomas Samuel Kuhn
Thomas Samuel Kuhn ( /ˈkuːn/; July 18, 1922 – June 17, 1996) was an American historian and philosopher of science whose controversial 1962 book The Structure of Scientific Revolutions was deeply influential in both academic and popular circles, introducing the term "paradigm shift," which has since become an English-language staple.
Kuhn has made several notable claims concerning the progress of scientific knowledge: that scientific fields undergo periodic "paradigm shifts" rather than solely progressing in a linear and continuous way; that these paradigm shifts open up new approaches to understanding that scientists would never have considered valid before; and that the notion of scientific truth, at any given moment, cannot be established solely by objective criteria but is defined by a consensus of a scientific community. Competing paradigms are frequently incommensurable; that is, they are competing accounts of reality which cannot be coherently reconciled. Thus, our comprehension of science can never rely on full "objectivity"; we must account for subjective perspectives as well.
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W.V.O. Quine
Willard Van Orman Quine (June 25, 1908 – December 25, 2000) (known to intimates as "Van") was an American philosopher and logician in the analytic tradition. From 1930 until his death 70 years later, Quine was continuously affiliated with Harvard University in one way or another, first as a student, then as a professor of philosophy and a teacher of mathematics, and finally as a professor emeritus who published or revised several books in retirement. He filled the Edgar Pierce Chair of Philosophy at Harvard from 1956 to 1978. A recent poll conducted among analytic philosophers named Quine one of the five most important philosophers of the past two centuries. He won the first Schock Prize in Logic and Philosophy in 1993, for "his systematical and penetrating discussions of how learning of language and communication are based on socially available evidence and of the consequences of this for theories on knowledge and linguistic meaning."
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Walter Lippmann
Walter Lippmann (23 September 1889 – 14 December 1974) was an American public intellectual, writer, reporter, and political commentator famous for being among the first to introduce the concept of Cold War. Lippmann was twice awarded (1958 and 1962) a Pulitzer Prize for his syndicated newspaper column, "Today and Tomorrow".
Walter Lippmann was born on 23 September 1889, in New York City, to Jacob and Daisy Baum Lippmann; his upper-middle class German Jewish family took annual holidays in Europe. At age 17, he entered Harvard University where he studied under George Santayana, William James, and Graham Wallas, concentrating upon philosophy and languages (he spoke German and French), and earned his degree in three years, graduating as a member of the Phi Beta Kappa society.
Lippmann was a journalist, a media critic and a philosopher who tried to reconcile the tensions between liberty and democracy in a complex and modern world, as in his 1920 book Liberty and the News.
In 1913, Lippmann, Herbert Croly, and Walter Weyl became the founding editors of The New Republic magazine. During World War I, Lippmann became an adviser to President Woodrow Wilson and assisted in the drafting of Wilson's Fourteen Points speech. He sharply criticized George Creel, whom the President appointed to head wartime propaganda efforts at the committee on Public Information. While he was prepared to curb his liberal instincts because of the war saying he had "no doctrinaire belief in free speech", he nonetheless advised Wilson that censorship should "never be entrusted to anyone who is not himself tolerant, nor to anyone who is unacquainted with the long record of folly which is the history of suppression."
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Wilhelm Windelband
Wilhelm Windelband (May 11, 1848, Potsdam – October 22, 1915, Heidelberg) was a German philosopher of the Baden School.
Windelband is now mainly remembered for the terms nomothetic and idiographic, which he introduced. These have currency in psychology and other areas, though not necessarily in line with his original meanings. Windelband was a neo-Kantian who protested other neo-Kantians of his time and maintained that "to understand Kant rightly means to go beyond him". Against his positivist contemporaries, Windelband argued that philosophy should engage in humanistic dialogue with the natural sciences rather than uncritically appropriating its methodologies. His interests in psychology and cultural sciences represented an opposition to psychologism and historicism schools by a critical philosophic system.
Windelband relied in his effort to reach beyond Kant on such philosophers as Georg Wilhelm Friedrich Hegel, Johann Friedrich Herbart and Hermann Lotze. Closely associated with Windelband was Heinrich Rickert. Windelband's disciples were not only noted philosophers, but sociologists like Max Weber and theologians like Ernst Troeltsch and Albert Schweitzer.
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Wilhelm Wundt
Wilhelm Maximilian Wundt (16 August 1832 - 31 August 1920 in Germany) was a German physician, psychologist, physiologist, philosopher, and professor, known today as one of the founding figures of modern psychology. He is widely regarded as the "father of experimental psychology". In 1879, Wundt founded the first formal laboratory for psychological research at the University of Leipzig.
By creating this laboratory he was able to explore the nature of religious beliefs, identify mental disorders and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to establish psychology as a separate science from other topics. He also formed the first journal for psychological research in 1881.
Asteroids 635 Vundtia and 11040 Wundt are named in his honour.
Wundt was born at Neckarau, Baden on August 16th, 1832 (now part of Mannheim), the fourth child to parents Maximilian Wundt (a Lutheran minister), and his wife Marie Frederike. When about four years of age, Wundt's family moved to Heidelsheim which was known to be a small town. He studied from 1851 to 1856 at the University of Tübingen, University of Heidelberg, and the University of Berlin. After graduating in medicine from Heidelberg (1856), Wundt studied briefly with Johannes Peter Müller, before joining the University's staff, becoming an assistant to the physicist and physiologist Hermann von Helmholtz in 1858. There he wrote Contributions to the Theory of Sense Perception (1858–62). In 1865, he wrote a textbook about human physiology. In 1867 he became a professor in acquainting medical students with the exact physical needs for medical investigation. In 1874, he became a professor of "Inductive Philosophy" in Zurich. In 1875, he moved back to Leipzig.
wn.com/Wilhelm_Wundt -
Willem de Kooning
Willem de Kooning (April 24, 1904 – March 19, 1997) was a Dutch American abstract expressionist artist who was born in Rotterdam, the Netherlands.
In the post-World War II era, de Kooning painted in a style that came to be referred to as Abstract expressionism or Action painting, and was part of a group of artists that came to be known as the New York School. Other painters in this group included Jackson Pollock, Franz Kline, Arshile Gorky, Mark Rothko, Hans Hofmann, Adolph Gottlieb, Robert Motherwell, Philip Guston and Clyfford Still.
In September 2011 de Kooning's work was honored with a large-scale retrospective exhibition: de Kooning: A Retrospective September 18, 2011–January 9, 2012 at MoMA in New York City. Organized by John Elderfield it was the first major museum exhibition devoted to the full breadth and depth of de Kooning's career, containing nearly 200 works.
De Kooning's parents, Leendert de Kooning and Cornelia Nobel, were divorced when he was about five years old, and he was raised by his mother and stepfather. His early artistic training included eight years at the Rotterdam Academy of Fine Arts and Techniques. In the 1920s he worked as an assistant to the art director of a Rotterdam department store. de Kooning was one of the thirty-eight artists chosen from a general invitation to New York City metropolitan artists to design and paint the 105 public murals at the 1939 New York World’s Fair. His fellow muralist, David Margolis later recounted their 1932 trips to the Savoy Ballroom and de Kooning's "keen interest in jazz."
wn.com/Willem_de_Kooning -
William James
William James (January 11, 1842 – August 26, 1910) was a pioneering American psychologist and philosopher who was trained as a physician. He was the first educator to offer a psychology course in the U.S. He wrote influential books on the young science of psychology, educational psychology, psychology of religious experience and mysticism, and on the philosophy of pragmatism. He was the brother of novelist Henry James and of diarist Alice James. In the summer of 1878, James married Alice Gibbens.
William James was born at the Astor House in New York City. He was the son of Henry James Sr., a noted and independently wealthy Swedenborgian theologian well acquainted with the literary and intellectual elites of his day. The intellectual brilliance of the James family milieu and the remarkable epistolary talents of several of its members have made them a subject of continuing interest to historians, biographers, and critics.
James interacted with a wide array of writers and scholars throughout his life, including his godfather Ralph Waldo Emerson, his godson William James Sidis, as well as Charles Sanders Peirce, Bertrand Russell, Josiah Royce, Ernst Mach, John Dewey, Macedonio Fernández, Walter Lippmann, Mark Twain, Horatio Alger, Jr., Henri Bergson and Sigmund Freud.
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William M. Brown
William M. Brown (September 20, 1850 – January 31, 1915) was a Republican political official from Pennsylvania.
Brown was born in Lawrence County. He served as a member of the Pennsylvania State Senate from 1897 to 1899.
In 1902, he successfully ran for Lieutenant Governor, alongside gubernatorial candidate Samuel Pennypacker, and served from 1903 until 1907.
In 1914 he was elected to the United States House of Representatives, but died before he was able to take office.
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William of Ockham
William of Ockham ( /ˈɒkəm/; also Occam, Hockham, or several other spellings; c. 1288 – c. 1348) was an English Franciscan friar and scholastic philosopher, who is believed to have been born in Ockham, a small village in Surrey. He is considered to be one of the major figures of medieval thought and was at the centre of the major intellectual and political controversies of the fourteenth century. Although he is commonly known for Ockham's razor, the methodological principle that bears his name, William of Ockham also produced significant works on logic, physics, and theology. In the Church of England, his day of commemoration is 10 April.
William of Ockham joined the Franciscan order at an early age. It is believed that he studied theology at the University of Oxford from 1309 to 1321, but never completed his master's degree (the usual undergraduate degree in those times). Because of this, he acquired the byname Venerabilis Inceptor, or "Worthy Beginner" (an inceptor was a student formally admitted to the ranks of teachers by the university authorities). He was also known as the Doctor Invincibilis or "Unconquerable Teacher."
wn.com/William_of_Ockham -
William Whewell
William Whewell ( /ˈhjuːəl/ HEW-əl; 24 May 1794 – 6 March 1866) was an English polymath, scientist, Anglican priest, philosopher, theologian, and historian of science. He was Master of Trinity College, Cambridge.
Whewell was born in Lancaster. His father, a carpenter, wished him to follow his trade, but his success in mathematics at Lancaster and Heversham grammar schools won him an exhibition (a type of scholarship) at Trinity College, Cambridge (1812). In 1814 he was awarded the Chancellor's Gold Medal for poetry. He was Second Wrangler in 1816, President of the Cambridge Union Society in 1817, became fellow and tutor of his college, and, in 1841, succeeded Dr Christopher Wordsworth as master. He was professor of mineralogy from 1828 to 1832 and Knightbridge Professor of Philosophy (then called "moral theology and casuistical divinity") from 1838 to 1855.
Whewell died in Cambridge 1866 as a result of a fall from his horse.
Full bibliographical details are given by Isaac Todhunter, W. Whewell: an Account of his Writings (2 vols., 1876). See also Life of W. Whewell, by Mrs Stair Douglas (1881).
wn.com/William_Whewell -
Wundt
Wilhelm Maximilian Wundt (16 August 1832 - 31 August 1920 in Germany) was a German physician, psychologist, physiologist, philosopher, and professor, known today as one of the founding figures of modern psychology. He is widely regarded as the "father of experimental psychology". In 1879, Wundt founded the first formal laboratory for psychological research at the University of Leipzig.
By creating this laboratory he was able to explore the nature of religious beliefs, identify mental disorders and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to establish psychology as a separate science from other topics. He also formed the first journal for psychological research in 1881.
Asteroids 635 Vundtia and 11040 Wundt are named in his honour.
Wundt was born at Neckarau, Baden on August 16th, 1832 (now part of Mannheim), the fourth child to parents Maximilian Wundt (a Lutheran minister), and his wife Marie Frederike. When about four years of age, Wundt's family moved to Heidelsheim which was known to be a small town. He studied from 1851 to 1856 at the University of Tübingen, University of Heidelberg, and the University of Berlin. After graduating in medicine from Heidelberg (1856), Wundt studied briefly with Johannes Peter Müller, before joining the University's staff, becoming an assistant to the physicist and physiologist Hermann von Helmholtz in 1858. There he wrote Contributions to the Theory of Sense Perception (1858–62). In 1865, he wrote a textbook about human physiology. In 1867 he became a professor in acquainting medical students with the exact physical needs for medical investigation. In 1874, he became a professor of "Inductive Philosophy" in Zurich. In 1875, he moved back to Leipzig.
wn.com/Wundt -
Émile Durkheim
David Émile Durkheim (French pronunciation: [emil dyʁˈkɛm], [dyʁˈkajm]) (April 15, 1858 – November 15, 1917) was a French sociologist. He formally established the academic discipline and, with Karl Marx and Max Weber, is commonly cited as the principal architect of modern social science and father of sociology.
Much of Durkheim's work was concerned with how societies could maintain their integrity and coherence in modernity; an era in which traditional social and religious ties are no longer assumed, and in which new social institutions have come into being. His first major sociological work was The Division of Labor in Society (1893). In 1895, he published his Rules of the Sociological Method and set up the first European department of sociology, becoming France's first professor of sociology. In 1898, he established the journal L'Année Sociologique. Durkheim's seminal monograph, Suicide (1897), a study of suicide rates amongst Catholic and Protestant populations, pioneered modern social research and served to distinguish social science from psychology and political philosophy. The Elementary Forms of Religious Life (1912), presented a theory of religion, comparing the social and cultural lives of aboriginal and modern societies.
wn.com/Émile_Durkheim
Dewey, John Filmography
- Straighten Up, Fly Right (2010)
- 10,000 Black Men Named George (2002)
- Lucky Day (2002)
- Perfect Pie (2002)
- Mom's Got a Date with a Vampire (2000)
- Invader (1997)
Dewey, John Filmography
Famous quotes by John Dewey:
"We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos"
"School is not preparation for life, but school is life"
"Every great advance in science has issued from a new audacity of imagination."
"Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheeplike passivity, and sets us at noting and contriving."
"The self is not something ready-made, but something in continuous formation through choice of action."
"We only think when we are confronted with a problem"
"Arriving at one goal is the starting point to another."
"Education is a social process; education is growth; education is not a preparation for life but is life itself."
"Education, therefore, is a process of living and not a preparation for future living."
"Education is not a preparation for life; education is life itself."
"We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos"
"School is not preparation for life, but school is life"
"Every great advance in science has issued from a new audacity of imagination."
"Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheeplike passivity, and sets us at noting and contriving."
"The self is not something ready-made, but something in continuous formation through choice of action."
"We only think when we are confronted with a problem"
"Arriving at one goal is the starting point to another."
"Education is a social process; education is growth; education is not a preparation for life but is life itself."
"Education, therefore, is a process of living and not a preparation for future living."
"Education is not a preparation for life; education is life itself."
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JOHN DEWEY: HIS LIFE AND WORK ( DAVIDSON FILMS )
- Order: Reorder
- Duration: 3:57
- Updated: 06 Dec 2012
John Dewey wrote extensively about philosophy, psychology, education, political science, and the arts. In his very full 92 years of life (1859-1952), he not only wrote about the breadth of life, he participated in it as a teacher, social critic, political activist and involved family man. This fully produced video introduces students to his philosophy and his critical studies of education, the arts and the implications of democracy for the lives of individuals and their communities. Dewey lived in a different era of history than we do, but many of his concerns are very relevant to life today. Maintaining a democracy in the face of diverse ethnic values, educating the young to participate fully in the life of their community, and expanding individual perceptions through participation in the arts were among the issues he examined. Contemporary examples of the influence of his work include film sequences of noted educator Deborah Meier's Mission Hill School in Roxbury, Massachusetts; commentary by literature authority Louise Rosenblatt on Dewey's theories of democratic behavior and philosopher Larry Hickman's comments on the ways technology changes our experiencing of the world. (Dr. Hickman is also the director of the Center for Dewey Studies in Illinois.) Terminology and the historical context necessary for understanding Dewey's work are provided by historical materials, newly shot visuals and clever graphics. With Larry Hickman, Ph.D. This is a short clip from the film ...
http://wn.com/JOHN_DEWEY_HIS_LIFE_AND_WORK_DAVIDSON_FILMS_
John Dewey wrote extensively about philosophy, psychology, education, political science, and the arts. In his very full 92 years of life (1859-1952), he not only wrote about the breadth of life, he participated in it as a teacher, social critic, political activist and involved family man. This fully produced video introduces students to his philosophy and his critical studies of education, the arts and the implications of democracy for the lives of individuals and their communities. Dewey lived in a different era of history than we do, but many of his concerns are very relevant to life today. Maintaining a democracy in the face of diverse ethnic values, educating the young to participate fully in the life of their community, and expanding individual perceptions through participation in the arts were among the issues he examined. Contemporary examples of the influence of his work include film sequences of noted educator Deborah Meier's Mission Hill School in Roxbury, Massachusetts; commentary by literature authority Louise Rosenblatt on Dewey's theories of democratic behavior and philosopher Larry Hickman's comments on the ways technology changes our experiencing of the world. (Dr. Hickman is also the director of the Center for Dewey Studies in Illinois.) Terminology and the historical context necessary for understanding Dewey's work are provided by historical materials, newly shot visuals and clever graphics. With Larry Hickman, Ph.D. This is a short clip from the film ...
John Dewey: America's philosopher of democracy and his importance to education
- Order: Reorder
- Duration: 3:54
- Updated: 17 Dec 2012
Scholar AG Rud explains how the ideas of John Dewey—whose life spanned from the Civil War through World War II—are still very relevant to education in the 21st Century. Rud is dean of the Washington State University College of Education and co-editor of John Dewey at 150: Reflections for a new century. (Purdue University Press).
http://wn.com/John_Dewey_America's_philosopher_of_democracy_and_his_importance_to_education
Scholar AG Rud explains how the ideas of John Dewey—whose life spanned from the Civil War through World War II—are still very relevant to education in the 21st Century. Rud is dean of the Washington State University College of Education and co-editor of John Dewey at 150: Reflections for a new century. (Purdue University Press).
- published: 04 Feb 2011
- views: 8735
- author: washingtonstateuniv
American Studies C132B - Lecture 15: : John Dewey as the thi
- Order: Reorder
- Duration: 84:07
- Updated: 12 Dec 2012
Intellectual History of the United States since 1865
http://wn.com/American_Studies_C132B_Lecture_15_John_Dewey_as_the_thi
Intellectual History of the United States since 1865
- published: 20 Oct 2010
- views: 1380
- author: UCBerkeley
John Dewey Experience and Education: a brief summary
- Order: Reorder
- Duration: 8:56
- Updated: 06 Dec 2012
John Dewey. Looking over 1938 work, Experience and Education. This video is a quick summary of Dewey's views on education and experiential learning. This book looks at the arguments between traditional and progressive extremes of education and offer a solution for what schools should be.
http://wn.com/John_Dewey_Experience_and_Education_a_brief_summary
John Dewey. Looking over 1938 work, Experience and Education. This video is a quick summary of Dewey's views on education and experiential learning. This book looks at the arguments between traditional and progressive extremes of education and offer a solution for what schools should be.
- published: 01 Dec 2011
- views: 4669
- author: Alex Wisdom
John Dewey on Education, Clip 1
- Order: Reorder
- Duration: 4:51
- Updated: 12 Dec 2012
Dr. Stephen Hicks, Professor of Philosophy at Rockford College and CEE's Executive Director, presents a series of lectures on the philosophy of education. In Part 9, Dr. Hicks covers the third of the seven "isms" — Pragmatism. In this section he outlines American Pragmatic philosopher John Deweys views on education.
http://wn.com/John_Dewey_on_Education,_Clip_1
Dr. Stephen Hicks, Professor of Philosophy at Rockford College and CEE's Executive Director, presents a series of lectures on the philosophy of education. In Part 9, Dr. Hicks covers the third of the seven "isms" — Pragmatism. In this section he outlines American Pragmatic philosopher John Deweys views on education.
- published: 21 Jul 2010
- views: 5259
- author: CEEChannel
John Dewey Analysis Part 1
- Order: Reorder
- Duration: 5:46
- Updated: 29 Nov 2012
In this video, I outline the ideas put forth by the American Pragmatist Philosopher John Dewey. I begin with his paper, "The Pattern of Inquiry" and move on to his writing, "Education as Growth."
http://wn.com/John_Dewey_Analysis_Part_1
In this video, I outline the ideas put forth by the American Pragmatist Philosopher John Dewey. I begin with his paper, "The Pattern of Inquiry" and move on to his writing, "Education as Growth."
- published: 14 Oct 2008
- views: 30606
- author: Robb Bomboy
A Conversation with John Dewey
- Order: Reorder
- Duration: 10:39
- Updated: 24 Nov 2012
A quick chat with ed philosopher John Dewey.
http://wn.com/A_Conversation_with_John_Dewey
John Dewey and the Kiss of Death
- Order: Reorder
- Duration: 3:57
- Updated: 29 Nov 2012
How collectivist policies hurt public schools. What do we do now? A quick course in saving public schools. (Complements "John Dewey and the Burden of Ideology." (Improve-Education.org / Bruce Deitrick Price)
http://wn.com/John_Dewey_and_the_Kiss_of_Death
How collectivist policies hurt public schools. What do we do now? A quick course in saving public schools. (Complements "John Dewey and the Burden of Ideology." (Improve-Education.org / Bruce Deitrick Price)
- published: 10 Apr 2009
- views: 2450
- author: BruceDeitrickPrice
John Dewey.wmv
- Order: Reorder
- Duration: 0:33
- Updated: 10 Dec 2012
Footage of John Dewey in the 1940's talking about the importance of preparing students for the future and not the present or past.
http://wn.com/John_Deweywmv
Footage of John Dewey in the 1940's talking about the importance of preparing students for the future and not the present or past.
- published: 17 Nov 2010
- views: 4213
- author: 21stCenturyNB
Creative Quotations from John Dewey for Oct 20
- Order: Reorder
- Duration: 1:27
- Updated: 13 Sep 2012
A thought provoking collection of Creative Quotations from John Dewey (1859-1952); born on Oct 20. US philosopher, educator; He was a pioneer in functional psychology, and a leader of the progressive movement in education in the US
http://wn.com/Creative_Quotations_from_John_Dewey_for_Oct_20
A thought provoking collection of Creative Quotations from John Dewey (1859-1952); born on Oct 20. US philosopher, educator; He was a pioneer in functional psychology, and a leader of the progressive movement in education in the US
- published: 28 Sep 2008
- views: 12663
- author: CreativeQuotations
John Dewey
- Order: Reorder
- Duration: 7:17
- Updated: 20 Oct 2012
John Dewey (October 20, 1859 -- June 1, 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism. Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics. In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt
http://wn.com/John_Dewey
John Dewey (October 20, 1859 -- June 1, 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism. Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics. In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt
- published: 18 Jun 2012
- views: 461
- author: mrcmsennis
John Dewey Podcast
- Order: Reorder
- Duration: 10:01
- Updated: 16 Oct 2012
John Dewey's influence on Early childhood Education.
http://wn.com/John_Dewey_Podcast
John Dewey's influence on Early childhood Education.
- published: 01 Dec 2010
- views: 1180
- author: Bail612
Progressive Education in the 1940s
- Order: Reorder
- Duration: 7:17
- Updated: 13 Dec 2012
This video presents a positive view of progressive education although it begins with a parent complaining that children are not learning the fundamentals. Various educators are seen including famed John Dewey. One skeptic asserts that ideas similar to progressive education caused a collapse of the ancient Greek civilization. Current debates about educational techniques in many respects seem similar to what was occurring in the 1940s.
http://wn.com/Progressive_Education_in_the_1940s
This video presents a positive view of progressive education although it begins with a parent complaining that children are not learning the fundamentals. Various educators are seen including famed John Dewey. One skeptic asserts that ideas similar to progressive education caused a collapse of the ancient Greek civilization. Current debates about educational techniques in many respects seem similar to what was occurring in the 1940s.
- published: 01 Aug 2007
- views: 125499
- author: danieljbmitchell
John Dewey
- Order: Reorder
- Duration: 3:57
- Updated: 13 Jun 2012
Trailer do DVD - John Dewey - integrante da Coleção Grandes Educadores - ATTA Mídia
http://wn.com/John_Dewey
Trailer do DVD - John Dewey - integrante da Coleção Grandes Educadores - ATTA Mídia
- published: 29 Mar 2010
- views: 4823
- author: nittasvideo
John Dewey
- Order: Reorder
- Duration: 3:40
- Updated: 24 Nov 2012
caracteristicas del modelo de escuela ectiva propuesto por dewey Sin intenciones de pirateria, el fondo musical es propiedad de @MalditaDesgraciada Hola, mira no se bien el nombre de la musica, solo te se decir que es propiedad de Sony Music Entertainment, dado que solo es tomada con fines didacticos y no de lucro, agradecemos su comprension,
http://wn.com/John_Dewey
caracteristicas del modelo de escuela ectiva propuesto por dewey Sin intenciones de pirateria, el fondo musical es propiedad de @MalditaDesgraciada Hola, mira no se bien el nombre de la musica, solo te se decir que es propiedad de Sony Music Entertainment, dado que solo es tomada con fines didacticos y no de lucro, agradecemos su comprension,
- published: 13 Nov 2008
- views: 45975
- author: marcoralit
John Dewey High School Goes On Fire
- Order: Reorder
- Duration: 1:52
- Updated: 15 Dec 2012
VIDEO IS CREDITED TO SANDRA ARONOWITZ-GARRON of Brooklyn
http://wn.com/John_Dewey_High_School_Goes_On_Fire
VIDEO IS CREDITED TO SANDRA ARONOWITZ-GARRON of Brooklyn
- published: 30 Oct 2012
- views: 15332
- author: bossgjonbalaj
John Dewey: Universalism/Contextualism - Professor Hickman
- Order: Reorder
- Duration: 2:23
- Updated: 18 Oct 2012
Universalism/Contextualism Response from Professor Larry A. Hickman, Southern Illinois University "Habits of speech, including syntax and vocabulary, and modes of interpretation have been formed in the face of inclusive and defining situations of context ... We are not explicitly aware of the role of context just because our every utterance is so saturated with it that it forms the significance of what we say and hear ... Now thought lives, moves, and has its being in and through symbols, and, therefore, depends for meaning upon context as do the symbols ... I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context." (John Dewey) Source: Reconstructing Dewey Today Dewey-Center Köln www.hf.uni-koeln.de
http://wn.com/John_Dewey_Universalism_Contextualism_Professor_Hickman
Universalism/Contextualism Response from Professor Larry A. Hickman, Southern Illinois University "Habits of speech, including syntax and vocabulary, and modes of interpretation have been formed in the face of inclusive and defining situations of context ... We are not explicitly aware of the role of context just because our every utterance is so saturated with it that it forms the significance of what we say and hear ... Now thought lives, moves, and has its being in and through symbols, and, therefore, depends for meaning upon context as do the symbols ... I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context." (John Dewey) Source: Reconstructing Dewey Today Dewey-Center Köln www.hf.uni-koeln.de
- published: 28 Nov 2008
- views: 3222
- author: languagevirus
John Dewey: The Teacher as a Leader
- Order: Reorder
- Duration: 9:04
- Updated: 03 May 2012
Daniel Grayberg and Louis Spinelli reflect and question what Dewey means by "Teacher as a Leader". This project was made for our Critical Pedagogy II class with Dr. Frank Abrahams at Westminster Choir College in Princeton, NJ.
http://wn.com/John_Dewey_The_Teacher_as_a_Leader
Daniel Grayberg and Louis Spinelli reflect and question what Dewey means by "Teacher as a Leader". This project was made for our Critical Pedagogy II class with Dr. Frank Abrahams at Westminster Choir College in Princeton, NJ.
- published: 14 Nov 2008
- views: 5354
- author: daniel72389
Dewey (1 de 3) en "La aventura del pensamiento"
- Order: Reorder
- Duration: 9:18
- Updated: 09 Dec 2012
Visita nuestro blog: 5ynap515.wordpress.com Episodio del programa "La aventura del pensamiento", de Fernando Savater, dedicado al filósofo, psicólogo y pedagogo estadounidense John Dewey (1859 - 1952).
http://wn.com/Dewey_1_de_3_en_La_aventura_del_pensamiento
Visita nuestro blog: 5ynap515.wordpress.com Episodio del programa "La aventura del pensamiento", de Fernando Savater, dedicado al filósofo, psicólogo y pedagogo estadounidense John Dewey (1859 - 1952).
- published: 04 Apr 2010
- views: 16619
- author: 5ynap515
John Dewey Analysis Part 2
- Order: Reorder
- Duration: 6:02
- Updated: 17 Sep 2012
In this video, I outline the ideas put forth by the American Pragmatist Philosopher John Dewey. I begin with his paper, "The Lost Individual" and move on to his writing, "The Live Creature and the Aesthetic Experience."
http://wn.com/John_Dewey_Analysis_Part_2
In this video, I outline the ideas put forth by the American Pragmatist Philosopher John Dewey. I begin with his paper, "The Lost Individual" and move on to his writing, "The Live Creature and the Aesthetic Experience."
- published: 14 Oct 2008
- views: 5447
- author: Robb Bomboy
MSG Varsity The Challenge - John Dewey High School VS. Teachers Preparatory High School Part 1
- Order: Reorder
- Duration: 11:17
- Updated: 20 Dec 2012
MSG Varsity The Challenge, Originally aired on News 12 Brooklyn John Dewey High School Vs. Teachers Preparatory High School
http://wn.com/MSG_Varsity_The_Challenge_John_Dewey_High_School_VS_Teachers_Preparatory_High_School_Part_1
MSG Varsity The Challenge, Originally aired on News 12 Brooklyn John Dewey High School Vs. Teachers Preparatory High School
- published: 10 May 2011
- views: 3523
- author: RacoonHat
John Dewey HS in Brooklyn, NY Initiates FIght Back Fridays
- Order: Reorder
- Duration: 4:58
- Updated: 09 Dec 2012
Threatened with being closed down after being fed a poison pill by the NYCDOE of having the very programs that have attracted generations of students eliminated, an influx of students from other large high schools in Brooklyn and budget cuts, the John Dewey school community has implemented a Fight Back Friday series of before school rallies on Stillwell Avenue beginning at 7:15. If you are in the neighborhood stop by or honk as you drive by.
http://wn.com/John_Dewey_HS_in_Brooklyn,_NY_Initiates_FIght_Back_Fridays
Threatened with being closed down after being fed a poison pill by the NYCDOE of having the very programs that have attracted generations of students eliminated, an influx of students from other large high schools in Brooklyn and budget cuts, the John Dewey school community has implemented a Fight Back Friday series of before school rallies on Stillwell Avenue beginning at 7:15. If you are in the neighborhood stop by or honk as you drive by.
- published: 05 Nov 2010
- views: 7802
- author: GEMNYC1
MSG Varsity The Challenge - John Dewey High School VS. Teachers Preparatory High School Part 2
- Order: Reorder
- Duration: 10:42
- Updated: 09 Dec 2012
MSG Varsity The Challenge, Originally aired on News 12 Brooklyn John Dewey High School Vs. Teachers Preparatory High School Part 2
http://wn.com/MSG_Varsity_The_Challenge_John_Dewey_High_School_VS_Teachers_Preparatory_High_School_Part_2
MSG Varsity The Challenge, Originally aired on News 12 Brooklyn John Dewey High School Vs. Teachers Preparatory High School Part 2
- published: 10 May 2011
- views: 2596
- author: RacoonHat
photo: AP / Carolyn Kaster
20 Dec 2012
Obama held a White House news conference on Wednesday to announce that Vice President Joe Biden will lead an interagency effort to craft new gun policies. The group is expected to offer its proposals in January. “We know this is a complex issue that stirs deeply held passions and political divides,” Obama said. “But the fact that this problem is complex can no longer be an excuse for doing nothing.” ... WAKE-UP CALL ... ....(size: 6.1Kb)
photo: AP / Charles Krupa
18 Dec 2012
Article by WN.com Correspondent Dallas Darling. "Most people reason dramatically, not quantitatively." -Oliver Wendell Holmes ... Four students with a handgun were arrested. They too were planning to carry out a shooting rampage with the possibility of setting-off bombs ... Before a U.S ... 52 Weekly Reflections On Modern-Day Imperialism, Militarism, And Consumerism in the Context of John's Apocalyptic Vision, and The Other Side Of Christianity ... 12....(size: 14.0Kb)
photo: AP / Mohammad Hannon
19 Dec 2012
US Secretary of State Hillary Clinton has said she accepts the findings of an independent panel that faulted the State Department over the deadly September attack on the US mission in Benghazi, Libya. An inquiry into the attack on the US mission, which saw the US ambassador and three other US citizens killed, found that the State Department security arrangements there were "grossly inadequate" ... 390 Source. ... Share ... Jaws ... Anaheim....(size: 19.2Kb)
photo: Creative Commons / Joachim Huber
18 Dec 2012
Article by WN.com Correspondent Dallas Darling ... But before discussing humankind's increasingly deadly elimination gene, Crabtree argues that "human intelligence may have actually peaked before our ancient predecessors ever left Africa." ... Meaty retrieval sites were even marked.(2) ... 52 Weekly Reflections On Modern-Day Imperialism, Militarism, And Consumerism in the Context of John's Apocalyptic Vision, and The Other Side Of Christianity....(size: 9.4Kb)
photo: AP / Pablo Martinez Monsivais
19 Dec 2012
WASHINGTON. US President Barack Obama backs a new bill to revive an assault weapons ban and other new gun laws, the White House said Tuesday, fleshing out his nascent response to a shocking school massacre. Obama also called an ardently pro-gun senator who has shifted his position on firearms laws since Friday's carnage in Connecticut and has begun meeting top cabinet officials to consider his options, his spokesman Jay Carney said ... ....(size: 4.9Kb)
my SA
28 Nov 2012
The industry's average salary should consistently grow as more complicated technology on production lines requires better-trained workers, said John Dewey, vice president of operations for ITM Partners LTD, which produces systems and parts for other manufacturers ... “Manufacturing is a very good investment for the community,” Dewey said....(size: 3.9Kb)
Kansas City Star
28 Nov 2012
Like the Jayhawk mascot and Rock Chalk chant, the Western Civilization program has been a hallmark of undergraduate life at the University of Kansas for generations ... News rankings of college quality ... John Dewey said the primary purpose of education is to enable young people to find large and human significance in their lives and work ... ....(size: 3.7Kb)
New York Daily News
27 Nov 2012
The Bloomberg administration has abandoned a controversial plan to close 10 struggling city high schools ... “It’s amazing,” said Alan Lerner, a social science teacher at John Dewey High School in Brooklyn, which the city tried to close in 2011 ... Dewey earned a B on the city’s high-stakes progress report this year, after four years of straight C’s ... with Kerry Burke. bchapman@nydailynews.com ....(size: 2.0Kb)
New Straits/Business Times
27 Nov 2012
EXPOSURE TO REALITY. Many universities are making civic engagement part of their curriculum ... It needs a reflection process incorporated within the programme to ensure that the learning is relevant to higher education ... Service-learning in higher education first spread visibly in the United States in the mid-1980s on the grounds of experiential learning theories of John Dewey, an influential American educator of 100 years ago....(size: 6.0Kb)
The Examiner
24 Nov 2012
Dewey had a vision for education, which viewed occupations as a vital component of educational activity. According to Gordon (2008), “John Dewey (1916) saw occupation as central to educational activity ... During this time, John Dewey (1859-1952) arrived on the educational scene and brought with him a stark contrast of previous educational practices ... Dewey saw students interacting and learning from each other....(size: 13.6Kb)
Sydney Morning Herald
24 Nov 2012
Philosopher John Dewey, 1926 ... Ethicist Peter Singer, 2001 Advertisement ....(size: 0.6Kb)
Seattle Post
24 Nov 2012
(PRWEB) November 24, 2012 ... John Dewey, a 20th century educational theorist endorsed active learning experiences that prepare students for life in a dynamic world ... Other cognitive scientists and educators, including John Piaget and Maria Montessori, believed that education happens when students ask questions, work with others, solve problems, and reflect on these experiences ... Jacquelyn Klein, M.Ed ... For the original version on PRWeb visit....(size: 5.1Kb)
Yahoo Daily News
24 Nov 2012
John Dewey, a 20th century educational theorist endorsed active learning experiences that prepare students for life in a dynamic world ... Other cognitive scientists and educators, including John Piaget and Maria Montessori, believed that education happens when students ask questions, work with others, solve problems, and reflect on these experiences ... While many teachers want to shift their pedagogy, many revert to what they know ... PRWeb ... ... ....(size: 10.4Kb)
Taipei Times
20 Nov 2012
In the opening ceremony, Taiwan’s representative to Argentina Matthew Lee (李世明) quoted US scholar John Dewey, saying that democracy is a lifestyle. Lee added that democracy could increase people’s welfare. Taiwan created its so-called “economic miracle” after the emergence of democracy, which allowed Taiwanese to enjoy the best living standards in the history of “ethnically Chinese countries,” Lee said ... ....(size: 2.0Kb)
The Examiner
16 Nov 2012
Related topics. K-12 Education ReformbudgetsideologyNEAinefficiency. Advertisement. During the campaign President Obama constantly said he wanted to “invest” more money in education. Many people cheered ... Not in the United States ... It is not like that in education ... You are not a captive audience ... The people in charge of American education would seem to be a cult, still shaped after all these years by John Dewey’s Progressive doctrines ... Tweet ... ....(size: 9.7Kb)
The Washington Times
15 Nov 2012
Thomas Mullen. Ask me a question. Follow @ThomasMullen ... From founding fathers like Captain John Smith, George Washington and John Dickinson to frontiersmen Daniel Boone and Davy Crockett to industrialists like John D ... He has an agenda ... With political correctness out the window, McClanahan takes a sledgehammer to progressive revisionist history, deconstructing progressive icons like Franklin Roosevelt, the Kennedys and even John Dewey ... ....(size: 8.8Kb)
Japan Times
14 Nov 2012
Regarding Catherine Wallace's Nov. 8 letter, "Violence in the name of faith" ... But that does not make such beliefs rational ... As for the violence perpetrated by atheist ideologies, Bertrand Russel, John Dewey and others have called communism a religion. Dewey compares the purges of Stalinism with the heresy trials of the medieval Catholic Church — simply replacing heresy with "counter-revolution" and the stake with the firing squad ... ....(size: 1.9Kb)
The Miami Herald
11 Nov 2012
Ryan, who has written books about John Dewey and Bertrand Russell, is well-suited for such an undertaking; a professor and administrator at Oxford, he teaches politics at Princeton and has been working on On Politics for 30 years. The books are a distillation of his thinking, intellectual and practical ... Context, for Ryan, means two things ... ....(size: 1.9Kb)
For the structural geologist, see John Frederick Dewey.
 Dewey in 1902 |
|
| Born | (1859-10-20)October 20, 1859 Burlington, Vermont |
|---|---|
| Died | June 1, 1952(1952-06-01) (aged 92) New York |
| Era | 20th-century philosophy |
| Region | Western Philosophy |
| School | Pragmatism |
| Main interests | Philosophy of education, Epistemology, Journalism, Ethics |
| Notable ideas | Reflective Thinking[1] American Association of University Professors Inquiry into Moscow show trials about Trotsky Educational progressivism |
John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism.[2][3]
Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics.
In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.[citation needed]
Life and works[link]
Dewey was born in Burlington, Vermont, to a family of modest means.[4] Like his older brother, Davis Rich Dewey, he attended the University of Vermont, from which he graduated (Phi Beta Kappa)[5] in 1879. A significant professor of Dewey's at the University of Vermont was Henry A. P. Torrey, the son-in-law and nephew of former University of Vermont president Joseph Torrey. Dewey studied privately with Torrey between his graduation from Vermont and his enrollment at Johns Hopkins University.[6][7]
After two years as a high-school teacher in Oil City, Pennsylvania and one teaching elementary school in the small town of Charlotte Vermont, Dewey decided that he was unsuited for employment in primary or secondary education. After studying with George Sylvester Morris, Charles Sanders Peirce, Herbert Baxter Adams, and G. Stanley Hall, Dewey received his Ph.D. from the School of Arts & Sciences at Johns Hopkins University. In 1884, he accepted a faculty position at the University of Michigan (1884–88 and 1889–94) with the help of George Sylvester Morris. His unpublished and now lost dissertation was titled "The Psychology of Kant."
In 1894 Dewey joined the newly founded University of Chicago (1894–1904) where he developed his belief in an empirically based theory of knowledge, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitled Thought and its Subject-Matter, which was published with collected works from his colleagues at Chicago under the collective title Studies in Logical Theory (1903). During that time Dewey also initiated the University of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Social Progress (1899). Disagreements with the administration ultimately caused his resignation from the University, and soon thereafter he relocated near the East Coast. In 1899, Dewey was elected president of the American Psychological Association. From 1904 until his retirement in 1930 he was professor of philosophy at both Columbia University and Columbia University's Teachers College.[8] In 1905 he became president of the American Philosophical Association. He was a longtime member of the American Federation of Teachers.
Along with the historian Charles A. Beard, economists Thorstein Veblen and James Harvey Robinson, Dewey is one of the founders of The New School. Dewey's most significant writings were "The Reflex Arc Concept in Psychology" (1896), a critique of a standard psychological concept and the basis of all his further work; Democracy and Education (1916), his celebrated work on progressive education; Human Nature and Conduct (1922), a study of the function of habit in human behavior; The Public and its Problems (1927), a defense of democracy written in response to Walter Lippmann's The Phantom Public (1925); Experience and Nature (1925), Dewey's most "metaphysical" statement; Art as Experience (1934), Dewey's major work on aesthetics; A Common Faith (1934), a humanistic study of religion originally delivered as the Dwight H. Terry Lectureship at Yale; Logic: The Theory of Inquiry (1938), a statement of Dewey's unusual conception of logic; Freedom and Culture (1939), a political work examining the roots of fascism; and Knowing and the Known (1949), a book written in conjunction with Arthur F. Bentley that systematically outlines the concept of trans-action, which is central to his other works. While each of these works focuses on one particular philosophical theme, Dewey included his major themes in most of what he published. He published more than 700 articles in 140 journals, and approximately 40 books.
Reflecting his immense influence on 20th-century thought, Hilda Neatby, in 1953, wrote "Dewey has been to our age what Aristotle was to the later middle ages, not a philosopher, but the philosopher."[9]
Dewey was first married to Alice Chipman. They had six children.[10] His second wife was Roberta Lowitz Grant.[11]
The United States Postal Service honored Dewey with a Prominent Americans series 30¢ postage stamp.
Functional psychology[link]
See also: History of psychology
At University of Michigan, Dewey published his first two books, Psychology (1887), and Leibniz's New Essays Concerning the Human Understanding (1888), both of which expressed Dewey's early commitment to British neo-Hegelianism. In Psychology, Dewey attempted a synthesis between idealism and experimental science.[12]
While still professor of philosophy at Michigan, Dewey and his junior colleagues, James Hayden Tufts and George Herbert Mead, together with his student James Rowland Angell, all influenced strongly by the recent publication of William James' Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behaviour rather than the physiological psychology of Wundt and his followers.
By 1894, Dewey had joined Tufts, with whom he would later write Ethics (1908), at the recently founded University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called "Chicago group" of psychology.
Their new style of psychology, later dubbed functional psychology, had a practical emphasis on action and application. In Dewey's article "The Reflex Arc Concept in Psychology" which appeared in Psychological Review in 1896, he reasons against the traditional stimulus-response understanding of the reflex arc in favor of a "circular" account in which what serves as "stimulus" and what as "response" depends on how one considers the situation, and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagreed that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which the stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience.
Dewey was elected president of the American Psychological Association in 1899.
In 1984, the American Psychological Association announced that Lillian Moller Gilbreth (1878–1972) had become the first psychologist to be commemorated on a United States postage stamp. However, psychologists Gary Brucato Jr. and John D. Hogan later made the case that this distinction actually belonged to John Dewey, who had been celebrated on an American stamp 17 years earlier. While some psychology historians consider Dewey more of a philosopher than a bona fide psychologist,[13] the authors noted that Dewey was a founding member of the A.P.A., served as the A.P.A.'s eighth President in 1899, and was the author of an 1896 article on the reflex arc which is now considered a basis of American functional psychology.[14]
Dewey also expressed interest in work in the psychology of visual perception performed by Dartmouth research professor Adelbert Ames, Jr. He had great trouble with listening, however, because it is known Dewey could not distinguish musical pitches - in other words was tone deaf.[15]
Pragmatism and instrumentalism[link]
Although Dewey referred to his philosophy as "instrumentalism" rather than pragmatism, he was one of the three major figures in American pragmatism, along with Charles Sanders Peirce, who invented the term, and William James, who popularized it. Dewey worked from strongly Hegelian influences, unlike James, whose intellectual lineage was primarily British, drawing particularly on empiricist and utilitarian ideas.[16] Neither was Dewey so pluralist or relativist as James. He stated that value was a function not of whim nor purely of social construction, but a quality situated in events ("nature itself is wistful and pathetic, turbulent and passionate" (Experience and Nature).
James also stated that experimentation (social, cultural, technological, philosophical) could be used as an approximate arbiter of truth. For example he felt that, for many people who lacked "over-belief" of religious concepts, human life was superficial and rather uninteresting, and that while no one religious belief could be demonstrated as the correct one, we are all responsible for making a gamble on one or another theism, atheism, monism, etc. Dewey, in contrast, while honoring the important function that religious institutions and practices played in human life, rejected belief in any static ideal, such as a personal god. Dewey felt that only scientific method could reliably increase human good.
Of the idea of God, Dewey said, "it denotes the unity of all ideal ends arousing us to desire and actions."[17]
As with the reemergence of progressive philosophy of education, Dewey's contributions to philosophy as such (he was, after all, much more a professional philosopher than an educator) have also reemerged with the reassessment of pragmatism, beginning in the late 1970s, by philosophers like Richard Rorty, Richard J. Bernstein and Hans Joas.
Because of his process-oriented and sociologically conscious opinion of the world and knowledge, his theory is considered sometimes as a useful alternative to both modern and postmodern theory. Dewey's non-foundational method pre-dates postmodernism by more than half a century. Recent exponents (like Rorty) have not always remained faithful to Dewey's original ideas, though this itself is completely consistent with Dewey's own usage of other writers and with his own philosophy— for Dewey, past doctrines always require reconstruction in order to remain useful for the present time.
Dewey's philosophy has had other names than "pragmatism". He has been called an instrumentalist, an experimentalist, an empiricist, a functionalist, and a naturalist. The term "transactional" may better describe his views, a term emphasized by Dewey in his later years to describe his theories of knowledge and experience.
Epistemology[link]
Main article: Knowing and the Known
The terminology problem in the fields of epistemology and logic is partially due, according to Dewey and Bentley,[18] to inefficient and imprecise use of words and concepts that reflect three historic levels of organization and presentation.[19] In the order of chronological appearance, these are:
- Self-Action: Prescientific concepts regarded humans, animals, and things as possessing powers of their own which initiated or caused their actions.
- Interaction: as described by Newton, where things, living and inorganic, are balanced against something in a system of interaction, for example, the third law of motion states that for every action there is an equal and opposite reaction.
- Transaction: where modern systems of descriptions and naming are employed to deal with multiple aspects and phases of action without any attribution to ultimate, final, or independent entities, essences, or realities.
A series of characterizations of Transactions indicate the wide range of considerations involved.[20]
Logic and method[link]
Dewey sees paradox in contemporary logical theory. Proximate subject matter garners general agreement and advance, while the ultimate subject matter of logic generates unremitting controversy. In other words, he challenges confident logicians to answer the question of the truth of logical operators. Do they function merely as abstractions (e.g., pure mathematics) or do they connect in some essential way with their objects, and therefore alter or bring them to light?[21]
Logical positivism also figured in Dewey's thought. About the movement he wrote that it "eschews the use of 'propositions' and 'terms', substituting 'sentences' and 'words'." ("General Theory of Propositions", in Logic: The Theory of Inquiry) He welcomes this changing of referents "in as far as it fixes attention upon the symbolic structure and content of propositions." However, he registers a small complaint against the use of "sentence" and "words" in that without careful interpretation the act or process of transposition "narrows unduly the scope of symbols and language, since it is not customary to treat gestures and diagrams (maps, blueprints, etc.) as words or sentences." In other words, sentences and words, considered in isolation, do not disclose intent, which may be inferred or "adjudged only by means of context."[21]
Yet Dewey was not entirely opposed to modern logical trends. Concerning traditional logic, he states:
"Aristotelian logic, which still passes current nominally, is a logic based upon the idea that qualitative objects are existential in the fullest sense. To retain logical principles based on this conception along with the acceptance of theories of existence and knowledge based on an opposite conception is not, to say the least, conductive to clearness – a consideration that has a good deal to do with existing dualism between traditional and the newer relational logics.—(Qualitative Thought 1930)
Louis Menand argues in The Metaphysical Club that Jane Addams had been critical of Dewey's emphasis on antagonism in the context of a discussion of the Pullman strike of 1894. In a later letter to his wife, Dewey confessed that Addams' argument was
"the most magnificent exhibition of intellectual & moral faith I ever saw. She converted me internally, but not really, I fear.... When you think that Miss Addams does not think this as a philosophy, but believes it in all her senses & muscles-- Great God... I guess I'll have to give it [all] up & start over again."
He went on to add,
"I can see that I have always been interpreting dialectic wrong end up, the unity as the reconciliation of opposites, instead of the opposites as the unity in its growth, and thus translated the physical tension into a moral thing... I don't know as I give the reality of this at all,... it seems so natural & commonplace now, but I never had anything take hold of me so."[22]
In a letter to Addams herself, Dewey wrote, clearly influenced by his conversation with her:
"Not only is actual antagonizing bad, but the assumption that there is or may be antagonism is bad-- in fact, the real first antagonism always comes back to the assumption."
Aesthetics[link]
Main article: Art as Experience
Art as Experience (1934) is Dewey's major writing on aesthetics. It is, according to his place in the Pragmatist tradition that emphasizes community, a study of the individual art object as embedded in (and inextricable from) the experiences of a local culture. Dewey attempted to justify the idiosyncratic collection of modern art that was assembled by the wealthy Albert C. Barnes at the Barnes Foundation. See his Experience and Nature for an extended discussion of 'Experience' in Dewey's philosophy.
On democracy[link]
The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous."[23]
With respect to technological developments in a democracy:
"Persons do not become a society by living in physical proximity any more than a man ceases to be socially influenced by being so many feet or miles removed from others"—John Dewey from Andrew Feenberg's "Community in the Digital Age"
His work on democracy influenced one of his students, Dr Ambedkar, who later went on to become one of the founding fathers of independent India.[24]
On education[link]
Main article: Democracy and Education
Dewey's educational theories were presented in My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.
The ideas of democracy and social reform are continually discussed in Dewey’s writings on education. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities" (1897, p. 6).[25] In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction" (1897, p. 16).
In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened" (1902, p. 13).[26] He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.
At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process. In this second school of thought, "we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning" (Dewey, 1902, p. 13-14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher.
In order to rectify this dilemma, Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that "the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" (Dewey, 1902, p. 16). It is through this reasoning that Dewey became one of the most famous proponents of hands-on learning or experiential education, which is related to, but not synonymous with experiential learning. He argued that "if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind" (Dewey, 1916/2009, p. 217-218).[27] Dewey’s ideas went on to influence many other influential experiential models and advocates. Many researchers even credit him with the influence of Project Based Learning (PBL) which places students in the active role of researchers.
Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher’s role should be that of facilitator and guide. As Dewey (1897) explains it:
The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences (p. 9).
Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area. This philosophy has become an increasingly popular idea within present-day teacher preparatory programs.
As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools (1896) and The New School for Social Research (1919), many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Dewey's works and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller, Willem de Kooning, Charles Olson, Franz Kline, Robert Duncan, and Robert Creeley, among others. Black Mountain College was the locus of the "Black Mountain Poets" a group of avant-garde poets closely linked with the Beat Generation and the San Francisco Renaissance.
On journalism[link]
Main article: The Public and its Problems
Since the mid-1980s, Deweyan ideas have experienced revival as a major source of inspiration for the public journalism movement. Dewey's definition of "public," as described in The Public and its Problems, has profound implications for the significance of journalism in society. As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere. "The 'public' of public journalists is Dewey's public."
Dewey gives a concrete definition to the formation of a public. Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i.e., solving a common problem.[28]
Since every action generates unintended consequences, publics continuously emerge, overlap, and disintegrate.
In The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann’s treatise on the role of journalism in democracy. Lippmann’s model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites.
Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine. The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well.
Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings (choosing a winner of a given situation) to alternatives, choices, consequences, and conditions, in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge. The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it. Concerning his effort to change journalism, he wrote in The Public and its Problems: "Till the Great Society is converted in to a Great Community, the Public will remain in eclipse. Communication can alone create a great community" (Dewey, p. 142).
Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. "The clear consciousness of a communal life, in all its implications, constitutes the idea of democracy." (The Public and its Problems, p. 149). This Great Community can only occur with "free and full intercommunication." (p. 211) Communication can be understood as journalism.
On humanism[link]
Dewey participated with a variety of humanist activities from the 1930s into the 1950s, which included sitting on the advisory board of Charles Francis Potter's First Humanist Society of New York (1929); being one of the original 34 signatories of the first Humanist Manifesto (1933) and being elected an honorary member of the Humanist Press Association (1936).[29]
His opinion of humanism is best summarised in his own words from an article titled "What Humanism Means to Me", published in the June 1930 edition of Thinker 2:
"What Humanism means to me is an expansion, not a contraction, of human life, an expansion in which nature and the science of nature are made the willing servants of human good." — John Dewey, "What Humanism Means to Me"[30]
Social and political activism[link]
As a major advocate for academic freedom, in 1935 Dewey, together with Albert Einstein and Alvin Johnson, became a member of the United States section of the International League for Academic Freedom,[31] and in 1940, together with Horace M Kallen, edited a series of articles related to the infamous Bertrand Russell Case.
As well as being active in defending the independence of teachers, and opposing a communist takeover of the New York Teachers' Union,[citation needed] Dewey was involved in the organization that eventually became the National Association for the Advancement of Colored People (NAACP).
He directed the famous Dewey Commission held in Mexico in 1937, which cleared Leon Trotsky of the charges made against him by Joseph Stalin,[32] and marched for women's rights, among many other causes.
In 1950, Dewey, Bertrand Russell, Benedetto Croce, Karl Jaspers, and Jacques Maritain agreed to act as honorary chairmen of the Congress for Cultural Freedom.[33]
Other interests[link]
Dewey's interests and writings included many topics, and according to the Stanford Encyclopedia of Philosophy, "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on the Treaty of Versailles and on the value of displaying art in post offices.)"[34]
In 1917, Dewey met F. M. Alexander in New York City and later wrote introductions to Alexander's Man's Supreme Inheritance (1918), Constructive Conscious Control of the Individual (1923) and The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature."[35]
As well as his contacts with people mentioned elsewhere in the article, he also maintained correspondence with Henri Bergson, William M. Brown, Martin Buber, George S. Counts, William Rainey Harper, Sidney Hook, and George Santayana.
Criticism[link]
Dewey is considered the epitome of liberalism by many historians,[36][37] and sometimes was portrayed as "dangerously radical."[38] Meanwhile, Dewey was critiqued strongly by American communists because he argued against Stalinism and had philosophical differences with Marx, despite identifying himself as a democratic socialist.[39]
Historians have examined his religious beliefs. Biographer Steven C. Rockefeller, traced Dewey's democratic convictions to his childhood attendance at the Congregational Church, with its strong proclamation of social ideals and the Social Gospel.[40] However, historian Edward A. White suggested in Science and Religion in American Thought (1952) that Dewey's work had led to the 20th century rift between religion and science.
Academic awards[link]
- Copernican Citation (1943)
- Doctor "honoris causa" – University of Oslo (1946)
- Doctor "honoris causa" – University of Pennsylvania (1946)
- Doctor "honoris causa" – Yale University (1951)
- Doctor "honoris causa" – University of Rome (1951)
Honors[link]
- John Dewey High School in Brooklyn, New York is named after him.
Publications[link]
Besides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as Sociometry (advisory board, 1942) and Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as New Leader (contributing editor, 1949).
The following publications by John Dewey are referenced or mentioned in this article. A more complete list of his publications may be found at List of publications by John Dewey.
- "The New Psychology" Andover Review, 2, 278-289 (1884)
- Psychology (1887)
- Leibniz's New Essays Concerning the Human Understanding (1888)
- "The Ego as Cause" Philosophical Review, 3,337-341. (1894)
- "The Reflex Arc Concept in Psychology" (1896)
- "My Pedagogic Creed" (1897)
- The School and Society (1900)
- The Child and the Curriculum (1902)
- "The Postulate of Immediate Empiricism" (1905)
- Moral Principles in Education (1909) The Riverside Press Cambridge Project Gutenberg
- How We Think (1910)
- German Philosophy and Politics (1915)
- Democracy and Education: an introduction to the philosophy of education (1916)
- Reconstruction in Philosophy (1919)
- Human Nature and Conduct: An Introduction to Social Psychology
- Experience and Nature (1925)
- The Public and its Problems (1927)
- The Quest for Certainty (1929)
- The Sources of a Science of Education (1929) The Kappa Delta Pi Lecture Series
- Individualism Old and New (1930)
- Philosophy and Civilization (1931)
- Ethics, second edition (with James Hayden Tufts) (1932)
- Art as Experience (1934)
- A Common Faith (1934)
- Liberalism and Social Action (1935)
- Experience and Education (1938)
- Logic: The Theory of Inquiry (1938)
- Freedom and Culture (1939)
- Theory of Valuation (1939). ISBN 0-226-57594-2
- Knowing and the Known (1949)
See also
- The Essential Dewey: Volumes 1 and 2. Edited by Larry Hickman and Thomas Alexander (1998). Indiana University Press
- The Philosophy of John Dewey Edited by John J. McDermott (1981). University of Chicago Press
Dewey's Complete Writings is available in 3 multi-volume sets (37 volumes in all) from Southern Illinois University Press:
- The Early Works: 1892-1898 (5 volumes)
- The Middle Works: 1899-1924 (15 volumes)
- The Later Works: 1925-1953 (17 volumes)
- Posthumous Works: 1956-2009
The Correspondence of John Dewey is available in 4 volumes via online subscription and also in TEI format for university servers. (The CD-ROM has been discontinued).
Works about Dewey[link]
- Alexander, Thomas. John Dewey's Theory of Art, Experience, and Nature (1987) [41] SUNY Press
- Boisvert, Raymond. John Dewey: Rethinking Our Time. (1997) [42] SUNY Press
- Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. (1995) Open Court Publishing Company
- Caspary, William R. Dewey on Democracy (2000). Cornell University Press.
- Crick, Nathan. Democracy & Rhetoric: John Dewey on the Arts of Becoming (2010) University of South Carolina Press.
- Fishman, Stephen M. and Lucille McCarthy. John Dewey and the Philosophy and Practice of Hope (2007). University of Illinois Press.
- Garrison, Jim. Dewey and Eros: Wisdom and Desire in the Art of Teaching. Charlotte: Information Age Publishing, 2010. Original published 1997 by Teachers College Press.
- Good, James (2006). A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey. Lexington Books. ISBN 978-0-7391-1061-4.
- Hickman, Larry A. John Dewey's Pragmatic Technology. (1992) Indiana University Press.
- Hook, S. John Dewey: An Intellectual Portrait (1939)
- Kannegiesser, H. J. "Knowledge and Science" (1977) The Macmillan Company of Australia PTY Ltd
- Martin, Jay. The Education of John Dewey. (2003) [43] Columbia University Press
- Pring, Richard (2007). John Dewey: Continuum Library of Educational Thought. Continuum. ISBN 0-8264-8403-4.
- Putnam, Hilary. "Dewey's Logic: Epistemology as Hypothesis". In Words and Life, ed. James Conant. Cambridge, MA: Harvard University Press, 1994.
- Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994) [44] Columbia University Press
- Rogers, Melvin. The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy (2008). Columbia University Press.[45]
- Roth, Robert J. John Dewey and Self-Realization. (1962). Prentice Hall
- Rorty, Richard. "Dewey's Metaphysics". In The Consequences of Pragmatism: Essays 1972-1980. Minneapolis: University of Minnesota Press, 1982.
- Rud, A. G., Garrison, Jim, and Stone, Lynda (eds.) John Dewey at 150: Reflections for a New Century. West Lafayette: Purdue University Press, 2009.
- Ryan, Alan. John Dewey and the High Tide of American Liberalism. (1995) [46] W.W. Norton.
- Seigfried, Charlene Haddock, (ed.). Feminist Interpretations of John Dewey (2001) [47] Pennsylvania State University Press
- Shook, John. Dewey's Empirical Theory of Knowledge and Reality. (2000) [48] The Vanderbilt Library of American Philosophy
- Sleeper, R.W. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. Introduction by Tom Burke. (2001) [49] University of Illinois Press.
- Talisse, Robert B. A Pragmatist Philosophy of Democracy (2007) Routledge
- Westbrook, Robert B. John Dewey and American Democracy. (1991) [50] Cornell University Press. online edition, the standard scholarly biography
- White, Morton. The Origin of Dewey's Instrumentalism. (1943). Columbia University Press.
See also[link]
- List of American philosophers
- Center for Dewey Studies
- Democratic education
- John Dewey Society
- Inquiry-based science
- Laboratory school
- Learning by teaching
- League for Independent Political Action
References[link]
- ^ http://www.aacu.org/meetings/ppts/knefelkamppresentation.ppt
- ^ Alan Ryan, John Dewey and the High Tide of American Liberalism, (1995) p 32
- ^ Violas, Paul C.; Tozer, Steven; Senese, Guy B.. School and Society: Historical and Contemporary Perspectives. McGraw-Hill Humanities/Social Sciences/Languages. p. 121. ISBN 0-07-298556-9.
- ^ Gutek, Gerald L.. Historical and Philosophical Foundations of Education: A Biographical Introduction.. Upper Saddle River, NJ: Pearson Education Inc. pp. 338. ISBN 0-13-113809-X.
- ^ Who Belongs To Phi Beta Kappa, Phi Beta Kappa website, accessed Oct 4, 2009
- ^ bio of Dewey from Bowling Green State University
- ^ Louis Menand, The Metaphysical Club: A History of Ideas in the United States (New York: Farrar, Staus and Giroux, 2002)
- ^ New York Times edition of January 19, 1953, page 27
- ^ Hilda M. Neatby, So Little for the Mind (Toronto: Clarke Irwin & Co. Ltd., 1953), pp.22-23.
- ^ Biography at Muskingum College
- ^ InteLex Past Masters series
- ^ Field, Richard. John Dewey in The Internet Encyclopedia of Philosophy. Northwest Missouri State University UTM.edu - The University of Tennessee at Martin Retrieved 29 August 2008.
- ^ Benjamin, L.T. (2003). "Why Can't Psychology Get a Stamp?". Journal of applied psychoanalytic studies 5 (4): 443–454.
- ^ Brucato, G. & Hogan, J.D. (1999, Spring). "Psychologists on postage stamps" The General Psychologist, 34(1):65
- ^ Zeltner, Philip N.; John Dewey's Aesthetic Philosophy; p. 93 ISBN 90-6032-029-8
- ^ Good (2006). A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey. Lexington Books.
- ^ A Common Faith, p. 42 (LW 9:29).
- ^ John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston.
- ^ John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, p107-109.
- ^ John Dewey, Arthur Bentley, (1949). Knowing and the Known. Beacon Press, Boston, p121-139.
- ^ a b "The Problem of Logical Subject Matter", in Logic: The Theory of Inquiry 1938
- ^ Louis Menand. The Metaphysical Club p. 313
- ^ Early Works, 1:128 (Southern Illinois University Press) op cited in Douglas R. Anderson, AAR, The Journal of the American Academy of Religion, Vol. 61, No. 2 (1993), p. 383
- ^ Ambedkar, Bhimrao. Annihilation of castes. Critical Quest. pp. 64. ISBN 81-89524-21-6.
- ^ Dewey, J. (1897). My pedagogic creed. Retrieved from http://books.google.com/books
- ^ Dewey, J. (1902). The child and the curriculum. Retrieved from http://books.google.com/books
- ^ Dewey, J. (2009). Democracy and education: An introduction to the philosophy of education. New York: WLC Books. (Original work published 1916)
- ^ Dewey, J. 1927. The Public and its Problems. Henry Holt & Co., New York. pp 126.
- ^ "John Dewey Chronology" 1934.04.08, 1936.03.12, 1940.09, and 1950.09.11.
- ^ Italics in the original. "What Humanism Means to Me," first published in Thinker 2 (June 1930): 9-12, as part of a series. Dewey: Page lw.5.266 [The Collected Works of John Dewey, 1882-1953, The Electronic Edition]
- ^ American Institute of Physics
- ^ "Dewey Commission Report"
- ^ "Origins of the Congress for Cultural Freedom, 1949-1950" CIA official web site
- ^ "Dewey's Political Philosophy" Stanford Encyclopedia of Philosophy
- ^ F. M. Alexander Constructive Conscious Control of the Individual, E. P. Dutton & Co., 1923 ISBN 0-913111-11-2
- ^ Ryan, John Dewey and the high tide of American liberalism
- ^ William Paringer, John Dewey and the paradox of liberal reform (1990) p. 13
- ^ William R. Caspary, Dewey on Democracy. (2000)
- ^ Baird, Robert B Westbrook (1993). John Dewey and American Democracy. Cornell University Press. ISBN 0-8014-8111-2.
- ^ Stephen Rockefeller, John Dewey: Religious Faith and Democratic Humanism. (1994) p 13
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External links[link]
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Wikiquote has a collection of quotations related to: John Dewey |
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Wikimedia Commons has media related to: John Dewey |
- Center for Dewey Studies
- John Dewey Papers, 1858-1970 at Southern Illinois University Carbondale, Special Collections Research Center
- John Dewey Chronology at Southern Illinois University
- John Dewey Society
- Works by John Dewey at Project Gutenberg
- Democracy and Education: An Introduction to the Philosophy of Education hypertext from American Studies at the University of Virginia.
- Excerpts from Dewey, Experience and Nature (pdf file)
- Dewey, Impressions of Soviet Russia
- Information about John Dewey and F. Mathias Alexander
- John Dewey: His Life and Work 4-minute clip from a documentary film used primarily in higher education.
- More information about John Dewey and F. Mathias Alexander
- Article on Dewey's Moral Philosophy in Stanford Encyclopedia of Philosophy
- Article on Dewey's Political Philosophy in Stanford Encyclopedia of Philosophy
- Dewey page from Pragmatism Cybrary
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| Persondata | |
|---|---|
| Name | Dewey, John |
| Alternative names | |
| Short description | |
| Date of birth | October 20, 1859 |
| Place of birth | Burlington, Vermont |
| Date of death | June 1, 1952 |
| Place of death | New York |
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John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism.
Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience, nature, art, logic, inquiry, democracy, and ethics.
In his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.[citation needed]
