The Frontiers of Philosophy and Theology, The Philosophical Writings of Chauncey Wright: New York, Liberal Arts Press, Chauncey Wright and the Foundations of Pragmatism. Formalism, Degradation, and Pragmatism. The Heritage of Progress. Progress, Experience, and History. Culture and Cultural Entities. Reconciling the Natural and the Human Sciences.
Reconciling Realism and Relativism. Reprinted, London and New York: Introduction -- The nature and strategies of relativism -- Historicism and universalism -- Objectivism and relativism -- Rationality and realism -- Realism and relativism -- The legitimation of realism -- Pragmatism without foundations -- A sense of rapprochement between analytic and continental European philosophy -- Cognitive issues in the realist-idealist dispute -- Skepticism, foundationalism, and pragmatism -- Scientific realism as a transcendental issue -- Epilogue: Reconciling Science and Narrative.
Philosophy of Education in New Zealand. New Zealand Association for Research in Education, Logic, Language, and Metaphysics. New York University Press, Peirce's Logic of Relations and other studies. Peter De Ridder Press, Dordrecht, Holland and Cinnaminson, N. Process and Structure in Philosophy and Religion. Naturalistic Philosophies of Experience: Quest for an American Sociology: Park and the Chicago School.
A Critical Pragmatic Perspective. Bergin and Garvey, A History of American Thought: Public Schools and Moral Education: The Culture of Experience: Philosophical Essays in the American Grain. Reflections on the History and Philosophy of American Culture. Edited by Andrew Reck. The Individual and the Social Self: Unpublished Work of George Herbert Mead. Edited by David L.
Education between Two Worlds. Contains "The pragmatic episode--a study of John Dewey" pp. Essays in memory of F. Amerikanskii pragmatizm; lektsii, prochitannye na Filosofskom fakul'tete Moskovskogo gosudarstvennogo universiteta. Charlz Pirs i pragmatizm: John Dewey and Modern Education, and other Essays. Self, Language, and the World. University of Texas Press, The American Spirit in Theology.
United Church Press, The Higher Learning in America. Literary Theory and the New Pragmatism. Toward Uncritical Practice - Jonathan Crewe.
books on pragmatism, 1941-1989
Intentionless Meaning - William C. A Reply to Richard Rorty: Peirce, James and Dewey. Dewey and His Critics: Essays from the Journal of Philosophy. Journal of Philosophy, Charles Sanders Peirce et la semiotique. Universite de Neuchatel, Six Theories of Mind. University of Chicago, Logical Positivism, Pragmatism and Scientific Empiricism. Preface to a World Religion. Signs, Language and Behavior. Varieties of Human Value.
A Study of the Relations of Signs and Values. The Pragmatic Movement in American Philosophy. Writings on the General Theory of Signs. The Message of a Modern Mind. Amerikanische Philosophie , 2nd edn. Pragmatism, its Sources and Prospects. The Development of Peirce's Philosophy.
Values and Value Theory in Twentieth-century America: Essays in honor of Elizabeth Flower. O'Connor -- The gamble for excellence: McDermott -- Thorstein Veblen: Simon -- Teaching "ethics in business": His Life and Thought. A three-fold philosophy of education, an analysis and synthesis of realism, idealism and pragmatism. The Re-creation of the American Spirit. American Council on Public Affairs, The Reconstruction of the Democratic Life.
A Discourse in Pragmatic Synthesis. Texas Christian University Press, John Dewey's Theory of Inquiry and Truth. Semiotik, eine Einfuhrung mit Beispielen fur Reklameanalysen. An Appraisal of John Dewey's Philosophy. American Philosophy and the Future: Essays for a New Generation. To be human is to humanize; a radically empirical aesthetic, by J. William James on the Courage to Believe. The Argument of "The Will to Believe". On Matter and Manner. Is It "Wishful Thinking"?: The Precursive Force of Over-beliefs. The Strata of the Passional. The Metaphors of Belief. On Becoming Humanly Wise.
Faith and Facts in James's "Will to Believe". Readiness, Willingness, or Will to Believe? Understanding, Being, and the Critique of Metaphysics. Peirce's Conception of God: Science and the Moral Life: New American Library, Otto, Max Carl, et al. University of Wisconsin, Erfahrung und Wirklichkeit als Zeichenprozess: Peirces Entwurf einer Spekulativen Grammatik des Seins. Essays on the History of Ideas. A Hundred Years of Philosophy. Perez de Tudela, Jorge. An Introduction to American Philosophy. Peters, Richard Stanley, ed. Inquiry, thought and action: John Dewey's Reconstruction in Philosophy.
Reprinted as Self, Society, and Existence: Peirce and the Linguistic Sign. Peirce on Norms and Ideals. Essays in American Philosophy. Smith -- Heart and head: Madden -- Charles S. Potter -- "Life is in the transitions": Lavine -- Josiah Royce: Miller -- Existence as transaction: The Limits of Pragmatism. Philosophy and Common Sense: A Study in the Philosophy of C. Mathematics, Matter and Method. Philosophical Papers , vol. Mind, Language and Reality.
Meaning and the Moral Sciences. Reason, Truth, and History. The Many Faces of Realism. Ontological Relativity and Other Essays. Speaking of objects -- Ontological relativity -- Epistemology naturalized -- Natural kinds -- Propositional objects. The Web of Belief. Things and their place in theories -- Empirical content -- What price bivalence?
Randall, John Herman, Jr. Nature and Historical Experience: Essays in Naturalism and in the Theory of History. How Philosophy Uses Its Past. Integrating Knowledge and Action. Peirce's Philosophy of Religion. Intelligence in the Modern World: Includes Ratner's book-length introduction, pp. Essays in honor of Horace M. Kallen on his 70th birthday. Academic freedom re-visited, by T. Ratner, Sidney, and Jules Altman, ed. John Dewey and Arthur F. A Philosophical Correspondence, Studies of ten representative thinkers.
New York, Pantheon Books, The new realism of Ralph Barton Perry: The place of philosophy in life -- The new realism -- Philosophy of values -- Critique of civilization -- 2. The empirical idealism of William Ernest Hocking: Career as philosopher -- Theory of God -- Theory of man -- Theory of politics -- 3.
The constructive pragmatism of George Herbert Mead: The meaning of pragmatism -- Theory of the act -- Theory of mind -- Theory of time -- Theory of reality -- 4. The cosmic philosophy of John Elof Boodin: The conception of philosophy -- Theory of knowledge -- Theory of reality -- Theory of the cosmos -- 5.
The value-centric philosophy of Wilbur Marshall Urban: The crisis in values -- The general theory of value -- Revaluation in philosophy -- Concluding remarks -- 6. Parker's metaphysics of values: Introduction -- The general theory of values -- Metaphysics of experience -- Conclusion -- 7. The critical realism of Roy Wood Sellars: The temporalistic realism of Arthur O.
Introduction -- Temporalism -- Realism as dualism -- History of ideas -- 9. The corporatism of Elijah Jordan: Social context of philosophy -- Philosophy of mind -- Corporate theory of individuality -- Legal philosophy -- Concluding remarks -- The personalism of Edgar Sheffield Brightman: Personalistic conception of philosophy -- Realm of essences -- Realm of nature -- Realm of values -- Realm of persons -- The doctrine of God. Essays in honor of Harold N. Tulane Studies in Philosophy, No. Charles Peirce's Theory of Scientific Method. Peirce's Philosophy of Science. L'Antinomia del Mentitore da Peirce a Tarski.
Vita e Pensiero, His Marginalia, Personality, and Contribution. History of American Psychology. The Existential Graphs of Charles S. Towards the conceptual interaction among Soviet philosophy, neo-Thomism, Pragmatism, and Phenomenology. Philosophy and the Mirror of Nature. Princeton University Press, University of Minnesota Press, Pragmatism as philosophy ; The world well lost ; Keeping philosophy pure: Heidegger and Dewey ; Professionalized philosophy and transcendentalist culture ; Dewey's metaphysics ; Philosophy as a kind of writing: Contingency, Irony, and Solidarity.
Preface; Introduction; The contingency of language ; The contingency of selfhood ; The contingency of a liberal community ; Private irony and liberal hope; Self-creation and affiliation: Proust, Nietzsche, and Heidegger; From ironist theory to private allusions: Derrida; The barber of Kasbeam: Nabokov on cruelty ; The last intellectual in Europe: Orwell on cruelty; Solidarity. The Phenomenology of Charles S. From the doctrine of categories to phaneroscopy. Trendelenburg, forerunner to John Dewey. The Pragmatic A Priori: A Study in the Epistemology of C.
Scientific Method and the Structure of Speculative Pragmatism. Activity and the Structure of Meaning. Meaning and the Structure of Verification. Epistemic Unity and Ontological Presence. From Pragmatic Meaning to Process Metaphysics. Processive Concreteness and Ontological Activity. The Nature of Speculative Pragmatism. John Dewey and Self-realization. Logical Essays , ed. Foundations for American Education. The Intellectual Response, Pragmatism and the Progressive Movement in the United States: The Origin of the New Social Sciences.
Peirce e i problemi dell'interpretazione. Il pragmatismo in Italia. An Introduction to C.
Peirce's Full System of Semiotic. Toronto Semiotic Circle Monographs No. Toronto Semiotic Circle, The Anatomy of Inquiry: Philosophical Studies in the Theory of Science. Prolegomena zu einer einheitlichen Zeichentheorie: Peirces Einbettung der Semiotik in die Pragmatik. The Philosophy of F. The Free Press; London: The Philosophy of C. Dennes -- Terminating Judgments or Terminal Propositions? Bibliography of the writings of C. The Philosophy of W. Expanded edition, La Salle, Ill.: A History of American Philosophy.
Elements of Analytic Ontology. Sources of Contemporary Philosophical Realism in America. In Commemoration of William James, Papers presented at the Conference on methods in philosophy and the sciences, New school for social research, New York city, November 23, Remarks on the occasion of the centenary of William James, by Henry James. Remembering William James, by H. A debt to James, by D. William James as psychologist, by E. William James as empiricist, by John Dewey. Two questions raised by "The moral equivalent of war," by J. A Bibliography of the Works of F. San Diego State College Press, Sight, Sound, and Sense.
The Sign of Three: American Philosophy from Edwards to Quine. University of Oklahoma Press, The Sense of Grammar: The Fate of Meaning: Charles Peirce, Structuralism, and Literature. Filosofiya Deistviya v SShA: Ot Emersona do D'yui. From Emerson to Dewey.
Izdatel'stvo Leningradskogo Universitat, Experience and Reflection , ed. Thayer -- George Herbert Mead: Reck -- Two American Philosophers: Singer -- Bibliography and Postscript -- Chronology. The Road of Inquiry: Charles Peirce's Pragmatic Realism. Outline of Peirce's Theory of Inquiry. Pragmatism as a Criterion of Meaninng. Convergence and Its Conditions. Science, Belief, and Non-scientific Knowledge. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. On interpreting Dewey -- 2.
The conception of a philosophy -- 3. The logic of experience -- 4. Dewey's Aristotelian turn -- 5. Existence as problematic -- 6. The language of logic and truth -- 7. The theory of intelligent behavior -- 8. Portrait of a Leader. The Spirit of American Philosophy. Themes in American Philosophy: Purpose, Experience, and Community. Purpose in American philosophy -- Radical empiricism -- Three types and two dogmas of empiricism -- William James as philosophical psychologist -- Charles S.
The Meaning of Pragmatism. The pragmatic approach to meaning, belief and action: The modern habit of trying to teach languages and virtues by rules, not preceded by extensive practice, would have seemed to the ancients as absurd as the notion that a man could learn to swim before going into the water. Practice first ; theory afterwards: It was by insisting upon a certain practice in children, on the ground of simple authority, that the ancients sought to inculcate the virtues of reverence for experience and worth, and respect for law.
Aristoteles and Ancient Educational Ideals. The Solution of Social and Industrial Problems. Manual Training in School Education. The Manual Training School. Not by walking and standing, sitting and crawling, do we learn to keep from falling; the survey of our surroundings, too, is needed. Parker und Lelia E. Froebel, it is true, would have skill in action imparted by practice; but he never makes skill as such an object of educational activity, deeming it of value only when it serves insight, which can come only from seeing. He would, indeed, have doing, but always as the expression of thought and feeling, which, again, are based on previous seeing.
The corresponding science grows in the measure in which we learn to see it as a living, rationally constituted whole. Thinking and Learning to Think. A Book of Nursury Logic. New York Times, Laboratory Methods in Elementary Schools. The Ideal Primary School Curriculum. State Department of Public Instruction The Inland Educator 8 July , S. American Monthly Review of Reviews 21 , S. Proceedings of the National Educational Association , S. American Monthly Review of Reviews 28 , S.
Co-operative Printing Society The principle becomes false when it loses sight of the ideal factor, the element of knowledge required for doing; and when it implies that the doing be merely habitual or mechanical.
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It, therefore, requires a supplement: Learn to do by knowing. We might combine the maxims, and say: Learn to know by doing, and to do by knowing. An Introduction to the Principles and Practice of Education. Daher erscheint das Werk auch nicht in den Gesammelten Werken. Doch das ist nicht korrekt, wie Briefe Deweys bezeugen und Jane Dewey in der autorisierten Biographie ihres Vaters von bereits festgestellt hat. Educational Publishing Company The Early Works of John Dewey, Southern Illinois University Press Biography of John Dewey.
The Philosophy of John Dewey. Open Court , S. To learn by doing something is to learn with the full help of instincts. The young do not learn to write by writing, but by reading and hearing. To become a good writer one must read, feel, think, experience, until he has something to say that others want to hear.
Principles of Teaching Based on Psychology. Democracy and Social Ethics.
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You can do a thousend things without learning anything while doing them. When doing becomes automatic you cease to learn by the doing. The fact that you are doing a thing well does not signify that by doing a thing well you are learning anything by the doing of it, but rather that you are no longer learning to do it by doing it.
Unfortunately, nothing precise can be determined about the number. In no way was this report of a German education specialist with US experience an attack on the American project method, but smiling, friendly and hopeful. In a report informing German readers about new teaching methods in the USA, the mathematics methods expert D. The project method has been used considerably, especially in the lower grades. It has not found favour, however, in the secondary schools; and its use in elementary schools is condemned by some authorities Reave, in Lietzmann, , p.
Many American scientists had studied and received their doctorates at German universities. For the young academic subject of psychology, Wilhelm Wundt had an international reputation at the University of Leipzig. Petersen was an academic pupil of Wundt; he became his first biographer in Regarding education, Wilhelm Rein , a professor at Jena University, was an international magnet, also for Americans. Similarly, philosophy at the universities of Berlin, Heidelberg and Freiburg attracted Americans.
William James , who had studied in Germany, was highly regarded by his German colleagues, in particular by Carl Stumpf and Friedrich Paulsen, at Berlin University. In , the Weimar Republic was still a state where it was not clear whether it would survive the constant crises in the face of imminent political upheavals within and imminent military intervention from without.
Before the First World War, American students of philosophy, psychology and education came to Germany in large numbers to study there. In the twenties the opposite tendency becomes apparent: Now German educators wanted to find out more about progressive education in the USA. In the Weimar Republic there were many new reformist pedagogical directions, which, however, were also interesting for educational reformers in the USA.
Among those interested in Germany was Prof. Alexander informed German educators about the state of development of experimental schools at American universities and teacher training institutions, including the TCCU, not without self-criticism. Georg Kerschensteiner , former director of state schools in Munich from , was honorary professor at the University of Munich from He is regarded as the nestor of the German vocational school and the idea of the work school in the public education system, which he realized in the elementary schools of Munich. In the years before World War I he travelled to the USA, where he became familiar with the conditions school and education.
Since then he was friends with John Dewey. He did not deny a certain backwardness of public education in America and the lower standards at American universities — not least by citing self-critical voices from the USA. On the other hand, he stressed the rapid progress made by the US education system. Kerschensteiner recommended German government agencies to learn from the Americans, and he recommended a constant exchange of experience between German and American educators Kerschensteiner, , p.
Hylla had grown up in Silesia. He became school superintendent of Eberswalde near Berlin ; in he moved to the Prussian Ministry of Education. In fact, there was a need on the German side to learn from America and its pedagogy. In , Hylla made the first contacts relevant to the American journey of German educationalists. As Bittner , 88, Fn. Especially lasting and strong were the relationships that were able to be established with the American school system […]. He first visited the ZEU in in the course of his studies on German pedagogy.
The study trip was conducted by Thomas Alexander in and was reciprocated by a pedagogical study trip to the United States of about 30 [actually 25; H. Even before the First World War he had been interested in reform pedagogy in Europe. First, he was in Turkey, then in Germany.
Until the war started he traveled more than once to Germany to study school and education. He worked from to at George Peabody College in Nashville Tennessee , and in he earned a PhD degree with a historical study of the Prussian school system, a work that is still hard to surpass and set standards Alexander, Apart from his long-time academic friend William F. Counts, Harold Rugg and William C. He was an intern at the University school in Jena, which had the status of an experimental school.
Inspired by the visits of Prof. Hilker and Petersen did this in as members of a delegation of 25 school principals and experts in school administration from all over Germany. Daniela Bartholome examined the network of the Berlin university philosopher Friedrich Paulsen with his friends at American colleges and universities.
In the era of the German Empire, studying in Germany was much more popular than studying in France and England for American students Bartholome, ibid. The idea of the German university had influenced the development of higher education in the USA. The official visit of German educators to the USA on an institutional level in was preceded three quarters of a year earlier by contacts between American educators and colleagues from German-speaking countries and regions.
A large number of educators from the USA — to be exact Koslowski, , p. From several sources Kluge, ; Retter, , p. Washburne Winnetka and Marietta Johnson Fairhope. Petersen was to introduce this at the time at his Jena University School Petersen, , p. The PZ published the main lectures of the Locarno Conference from 3rd to 15th August in advance:.
He headed the foreign department of the ZEU in Berlin, a pedagogical centre in the Weimar Republic whose importance for the dissemination of new pedagogical developments internationally and in Germany through teacher training, courses and public relations work in the Weimar Republic can hardly be underestimated in detail, Tenorth, The PZ published essays by leading experts from educational science and practice and informed about all new pedagogical developments including school legislation, advanced training courses, pedagogical conferences — in Germany and internationally.
But already in the years before, the PZ had occasionally published essays and book reviews about the education system in the USA. Kilpatrick was 13 years older than Petersen, who was 25 years younger than Dewey. Petersen told his wife, Else, about the American-German welcoming evening in a letter:. First, old John Dewey spoke, wisely philosophically from the silent world of ideas. Thorndike also spoke to us. An academic highlight was the participation of the German group in the conference of American university teachers at the TCCU on general problems of education in the USA.
Hilker reported to his German readers in the PZ:. At the opening ceremony, the member of our study society Prof. Yesterday, April 4th, was a serious day for me; they had me as — first speaker on the program of the 1st National Americ. Conference of Education — I had after the first words my full rest; spoke slowly, clearly, with warmth etc.
The German group completed a round trip of many weeks through a large number of schools and educational training centers in the USA. Friedrich Schneider and Peter Petersen had an invitation from Peabody College in Nashville to hold summer school courses, arranged by Alexander.
Butler, Nobel Peace Prize winner, was a widely educated philosopher. After receiving his doctorate in , he had studied in Berlin and Paris. For him, the American-German contact with professors was the resumption of a great tradition of Columbia University and the TCCU, which he himself had initiated decades ago. As a student at Berlin University, Butler had a friendly relationship with the German philosopher Friedrich Paulsen until his death. This is shown by their correspondence which had existed since The fact that Paulsen had a direct influence on Columbia is confirmed by a completely different source in the welcoming statement of the Associate Dean of the Faculty of Philosophy, Robert H.
Fife Professor of German Language:. Welcome address excerpt , Prof. Fife, Columbia University, This is the necessary and indissoluble combination of teaching and research. This crowning characteristic of German universities, which Friedrich Paulsen once described with unforgettable eloquence, is in fact the working principle of all larger US universities […] Fife, , p. This was not least achieved by the appointment of John Dewey to Columbia University, although Dewey worked much more on philosophical than on educational topics in New York.
German-friendly or neutrality-oriented tendencies at his university. After the end of the war he promoted the resumption of relations with the universities in the Weimar Republic. One reason why the Teachers College had been established in the first place was the experience of American liberals who had gone to Germany; they found German educationalists imaginative, open-minded, and kindly and German schools old-fashioned, rigid and brutal Ryan, , p. The Dewey biographer Ryan was right.
The law and order rule in the educational system of Prussia, which was the mirror of a monarchic estate society until , was mentioned also by Alexander , preface. In the elementary schools, but not everywhere in grammar school , this situation was overcome in the political system of the Weimar Republic.
Here one could find a strong interest on the part of many teachers in ideas of New Education. The detailed travel plan of the American pedagogues for their study stay in Germany from 17th June to 28th July appeared in the PZ , p. The American travel groups were not isolated but integrated into the diversity of German educators in the individual provinces. The University School in Jena is not mentioned as a place of visit. For the end of August , the PZ had drawn attention to an offer of lectures by American lecturers, with the title: The lecture series took place at the Pedagogical Institute Mainz under Prof.