Product Description

Customer Reviews (21)

Monumentally important book, terrible version
Clearly, this is one of the most important books in the realm of education. This edition, however, is simply a bound set of photocopies from an earlier edition THAT WAS MARKED UP! I figured there would be some imperfections, but this is worse than borrowing a handed-down used copy.

Great Book Horrible Print
This print has many pages in which the first letter(s) or last letter(s) are missing from the page.It also has the sloppy markings of a previous reader as part of the reprint.I did verified this was not a used copy by comparing the notes on the pages with a fellow student, and it is part of the book.I recomend this book, just buy a print from a different source/company. There are many prints, I beleive many other students had a simple looking version with a plain white cover.

so-so
This arrived quickly but the quality of the 'printing' is so-so. It is an enlarged photo-stat copy of an old edition and some of the letters did not copy and others are distorted.Text is still readable, but takes some work.

Philosophy of Education
Education is the key to whole development of all societies in this world.Until we provide and give proper importance to education to the humanity we are underdeveloped.We have to spend more money on education, ie, train required teachers not with the existing system, mofifying with all required education to the teachers first,to be included all the relevant books likes this, to be enable the teacher understand the basics (all subjects, wholeness not fragmented) of everything, psychology of the students etc.In this respect, the book is very useful........

don't buy this edition
hey, Dewey is obviously great.But dont buy this edition.it is poorly laid out and has misspellings in a few places. ... Read more

Product Description
Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.

Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. ... Read more

Customer Reviews (23)

Dewey: Older, Wiser, Maybe a Little Less Sure of Himself
This book was written about 20 years after Dewey's best-known education book, Democracy in Education. By the time he wrote this, he was celebrated by many (progressive educators) and scorned by others (traditionalists). Dewey wrote this book as a way to tell both sides that they have it wrong: in frustration with traditional methods of education, progressives were rebelling too far in the opposite direction. Tight external discipline was replaced by no discipline. Inflexible curricula were replaced by thin curricula. Strict drill was replaced by lax 'learn what you want' attitudes. In brief, Dewey wrote against the "either/or" approach he saw prevalent in education.

IF you look at the lesser-starred reviews below, you will see that one main criticism about this book is that it seems to state the obvious. I was not around then, but I am betting that this is a testament to Dewey's influence that what needed to be said then now seems so commonplace. Curriculum is necessary, Dewey wrote, but that doesn't mean that it can't be made relevant to students' lives. Explicit teaching and discipline are necessary but that doesn't mean that the student must be 'put upon' as much as 'worked with.' Education should not be simply the passive receipt of information from instructor to student via memorization, but that doesn't mean that schools should be squeamish about instilling things into students (or that everything has to be student-initiated).

If I have one complaint about this book, though, it is not that its contents are commonplace, but they are sometimes a bit contradictory. A big contradiction in this book, and in much of Dewey's educational work, is the simultaneous idea that planning curricula and teaching should be purposeful (with an end-goal) and that there should be no specific end-goal in education. It is a given that teaching is done with an end in mind (if only that certain information should be learned, if not that the student will become a certain type of person), and it is difficult to see how education can be education without a fixed end goal.

I also think that this book, like many critical of 'traditional' methods of education, may be unfair in depicting those 'traditional' methods. Dewey calls 'traditional' education a "military regimen" using "straght-jackets and chain-gang procedures." I have read several books discussing education in this time period and none (except for those advocating progressive education) seem to share in this view. I suspect that Dewey's description of these schools is clouded by ideology or (possibly) limited observational experience.

Be that as it may, the book is still a good one to read for anyone wanting to understand the history of educational thought. Dewey, as always, tries to find a middle ground between two extremes of traditional and progressive education. And unlike most of Dewey's work, this book's prose is quite easy to get through and straightforward. Even if Dewey's arguments don't always convince or sometimes seem commonplace, it is interesting to read what was going on in education when Dewey wrote.

DO-WE value experience?
Here is the essential question Dewey poses in Experience and Education:

"What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the individual loses his own soul: loses his appreciation of things worth while, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?"

If you think this is a relevant question for students, teachers, and educational leaders to ask, I feel you will enjoy the book. Dewey's meditation poses complex ideas about what constitutes experience, what an instructional program based upon experience looks like, and what sorts of things we should value in considering experiential pedagogy. Probably the shortest, and most accessible, of his major works (but not an easy read).

Very pleased
The book was in perfect condition.I dropped the class and had to return to vendor.No problem.

An enduringly relevant book

This book represents a concise statement of John Dewey's philosophy of education, in light of his own experience and reflection on his critics.These were originally his Kappa Delta Pi lectures, but are written in a more formal style than one would lecture today.

The book makes a case for "progressive schools" with which Dewey was associated, while also recognizing the criticisms and misunderstandings of these schools.Given this purpose, Dewey often reacts against those on both sides who put progressive schools and traditional schools in opposition to one another.He is, of course, on the side of progressive schools.However, he also wants a more moderate ground that makes sense out of what each side is doing, and how they may share common principles even if those are manifest in very different ways.

I was impressed that much of what he says here is still relevant after 75 years.It's amazing how much of the reformist agenda he shaped and anticipated, and how much we still fight these battles.If you are interested in improving education, this book still repays reading.

Dewey
The book was received in excellent condition. I was pleased that it arrived in a timely fashion, before my class started. I was kept updated on the progress of delivery. Great Service! ... Read more

Product Description

Customer Reviews (2)

Helpful volume, not the same as the Open Court volume
Firstly, I've found this volume immensely helpful in studying the philosophy of John Dewey. It features two parts, called "The Structure of Experience" and "The Lived Experience." Both of them feature essays by Dewey and selections from his various books. The former focuses on matters more metaphysical and epistemological in nature, and the latter deals with issues in ethics, esthetics, politics, and pedagogy.

Secondly, please note that, at the time I write this review, clicking "search inside another edition of this book" in fact takes you to another book altogether. This one is a U. of Chicago volume, edited by John McDermott, which contains writings *by* John Dewey. The other is an Open Court volume containing essays *about* John Dewey.

I loved this book
I was a student teacher who taught the IMP curriculum and I wasn't really impressed with the whole experience.

After reading this book, my whole conception of learning changed and I realized that any curriculum based environment is not really Dewey since it seperates the learning from the real world.

I liked this book so much that I had to buy copies for interested friends.

It's wonderful, to me, when you start seeing things for what they are... ... Read more

Product Description
Though he did not coin the phrase "Progressive Education," American philosopher and psychologist, John Dewey, has historically been associated with this modern educational method. In these two works, "The School and Society" and "The Child and Curriculum," Dewey lays out his philosophies of pragmatism, educational reform, and his advocacy of democracy. In a time when education focused primarily on rote memorization and passive acquisition of knowledge, Dewey advocated a "learning by doing" method. He believed students would become more well-rounded, productive members of society through their natural inquisitiveness, and experimentation through interaction with the world. Dewey's complex and naturalistic theories were primary influences in both education and social reform in the twentieth century. Furthermore, he has become known as one of the founders of the philosophy of pragmatism and functional psychology. Today, his work is still a valuable source of information and inspiration to those interested in the education and development of school-age children. ... Read more

Customer Reviews (5)

Important Book
Dewey is not exactly light reading, and this little book is pretty heavy. But it's also vitally important in understanding how kids learn. I'm a college coach, but I took much away from Dewey's principle of authentic learning. This is standard reading for any educator, but I'd press coaches, mentors and anyone else involved with improving young lives to read this. Dewey is so classic is almost cliche...but there's good reason for that.

Another Dewey classic - wait, two classics in one!
This great book contains two Dewey classics: (1) The School and Society; and, (2) The Child and the Curriculum. This text is like most Dewey works: concise and to the point. This text focuses on the effects and the power that teachers should have in affecting student lives. There is much discussion on Dewey's classic "educative" experiences and how education should be hands-on learning. Dewey also asserts that curriculum should emulate real life challenges and "occupations" of everyday life. Learning occurs in doing and not in repeating facts and figures on multiple-choice tests.

We wonder why the greatest young minds are thrown into math and science courses instead of being encouraged to explore the arts and music. This book continues to show why coursework should not be limited to multiple-choice, fill-in-the-blank, and other methods of factoid memorization but rather coursework should include the exploration of skill-sets and also how the curriculum should provide a catalyst for knowledge and skill exploration.

Like most Dewey books, this should be required reading for all education programs and for all educators. Considered by many to be the only true American philosopher, Dewey once again provides a clear look at why education in America is sub-par in quality and effectiveness.

Also recommended: "Experience and Education," by John Dewey.

Ivory tower crackpot theories.
No "expert" on education can afford to be unacquainted with the immortal John Dewey and his experimental school. Who would dare impugn the legendary educator often synonymous with the word "progressivism" itself? I am surely going to take a lot of flak for calling the emperor naked.

Dewey's conception of the child as learner assumes that the green mind most effectively comes to knowledge through spontaneous curiosity stemming from nature study. This, Dewey then expects, will blossom into a more expanded study of the various academic subjects. The role of the teacher lies mostly in facilitating transitions, and answering the child's self-posed questions along the way. Even if his theories were acceptable, The devil is in the details for Dewey: his science fair-meets-museum-meets-playground-meets-lecture hall school design is untested on any significant scale and the start up plus upkeep costs would be prohibitively expensive.
But it gets worse. As if kids (and I mean pre-high school) didn't have enough problems with basic skills and content, Dewey would have them heavily involved in shop and home economics. Even more outrageous in Dewey's model is the premise that we ought not force students to study what they do not like, because this turns them off to learning. Their own intellectual prejudices reign supreme and by implication, teachers are discouraged from evaluating their progress against solid standards. Since when did we let the inmates run the asylum? Experienced teachers know that when working with a group, even good kids can hide their shortcomings in weak subjects, and that remediation becomes hard to implement if direct intervention is ignored for too long. Dewey's recommendation to cater so exclusively to the child's intrinsic likes is at best a risky gamble which worsens low performance in students too immature to understand the value of education. It's no small wonder why the teacher turnover is so high even in better districts with approaches like this floating around schools.

"The School and Society," like many other off-the-wall manifestos of educational theory, denies established behavioral science when it glosses over or ignores well understood psychological patterns in children. It depicts formulaic teaching and learning as fundamentally faulty and generalized curricula as harmful to student individuality. Nothing could less representative of quality research conducted, particularly Project Follow Through. I for one would like to see Dewey's updated plan for seamlessly moving kids who come into class with their "natural inquisitiveness" programmed by TV, video games, and Twitter, into colonial American history, calculations of hyperbolic asymptotes, Tennessee Williams, and the "plus-que-parfait" tense. But of course, such leaps of interest are unnecessary if we just throw out the "old-fashioned" curriculum along with the old-fashioned school system. Yeah, yeah, global society and The World is Flat... it's been pushed for decades. Have skimping on the basics in lieu of language/culture classes for our latest GDP competitor nation, and labs in the hottest technology produced any statistically significant educational gains?

A fairly recent study remarked that 90% of students in high schools today report that they do NOT feel adequately challenged. Let's say it was really only 30%. Is that acceptable? Maybe the answer doesn't lie in justifying our educational failures by apologizing for and papering over our children's undisciplined minds. I for one do not believe that kids today are fundamentally less able to behave, sit still, and learn what their grandparents did at their age; many of them have so many more advantages.
"The School and Society" relies upon the circular contradiction of allowing an uneducated mind educate the teacher on its own education. From the apparent absurdity of it all, I can only conclude that sane people latch onto these ideas as part of an escapist fantasy from dismally high drop-out rates, lowered standards, and social discord. But a radical solution is not necessarily a good one.

What to teach
Dewey, a profound contributor to the field of education, displays some of his beliefs of the best methods to teach children in The Child and the Curriculum.To begin Dewey's discussion, the child's world is examined.In this examining, a sense of how the child's world operates is formed.Children learn through the process of experiencing things, life.In this book Dewey, finds that the schools in which children are educated contradict their very learning style by nature."The child's life is an integral, a total one," (p.183, 1902).The way the school disseminates the curriculum is not the most optimal method for students to learn.
A child's life collects all the experiences, thus the child learns.Dewey postulates a change in the formula for teaching children, the curriculum.Why change the curriculum?As Dewey states, children need to be intertwined in the process of doing.Children will learn by doing, making clothes to wear, furniture to sit on, and growing food to eat. The idea of the separate subject area is a key area Dewey analyzes because of how children learn.When a child wants to build a chair to sit on, they examine disciplines across the realm of mathematics, science, and language skills while building the chair. Instead of separating this activity into different disciplines, it is woven throughout the activity.Throughout this book, it is stated that their needs to be a link to what the child is learning and what the child sees as a benefit to themselves.
As an educator, it is important to be exposed to varying ideas as to how the school systems have functioned and are functioning today.There are ideas in this book that a pre-service or current educator should consider during their teaching career. Are Dewey's ideas relevant for today's society?I believe this is a question one has to answer for themselves, construct your own meaning.

Why going to school ?
From a high school student's point of view, reading Dewey couldn't providesomething else than hope for educational systems, most of which, despitethe efforts of making a school a more living atmosphere, organizationsstill remain too mechanical in learning procedures and detached from socialapplications regarding the capabilities they serve.

Originally fromCameroon, I've had the opportunity to explore three educational systemsfrom different cultural influence each. It was an advantage that surelyopened my mind to different perspectives by interacting with differentcultures in different social contexts, but especially carried me out torealize how the so called "education" - in general, but in highschool in particular - shortly addresses fundamental needs as muchindividually as socialy, since people tend to ignore its essentialfunctions or misunderstand the concepts it involves, precisely becausetheir implications are so general that they shouldn't be analyzed inseparated contexts, school and society, as far as they are, with respect,one a component of the other but the other being the expression of thefirst one in a long term.

By observing both components as a whole, Deweyproposes a model that doesn't necessarily apply to actual issues or givefactual solutions, but at least redefines "education" byintegrating inherent aspects to human nature in its double acception - as agroup as much as an individual -, which reveals the values traditionaleducation still mostly hides.

I delibarately took the initiative ofquestion what high school didn't explained to me, and probably often forgetto ask itself. In what ways education serves people in the aim of bloomingpersonally and socially ? which role schools are therefore supposed to playand in which patterns ? The questions are so simple that the answers appearobvious. In fact, they should be when the problematic is carefully put.this is the reason most people can get it wrong and sometimes don't eventry to question what is already established. Dewey was an excellentstarting point for my research and I recommend it to EVERYONE, notespecially those concerned with education because it shouldn't be a matterof a restricted segment of people. Education is everywhere. Sorry for myenglish :) ... Read more

Product Description
Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature. ... Read more

Customer Reviews (10)

How you think about life gives shape to the way you see the world
Dewey is the inspiration behind my PhD so as an owner of his collected works in print and electronic form I can offer a few words on Art as Experience. The 1934 first edition is a handsome object in itself. Written by a mature Dewey, this book is about art in its broadest sense, and experience in its particular sense asour primary way of engaging the world. It is a book about the wonder of experiencing life in context.And that is what makes it as relevant today as it was in 1934 - both eras are marked by significant socio-cultural development, received at such a pace it is hard to keep pace or pause to reflect. When was the last time you stopped think about the meaning of experiences in your life? Have you ever thought of yourself and the people near you as the shape and form of expression in this world?

This book by Dewey will take you to many places well worth travelling to in print and in person. Read it alongside Wayne Booth's 'Writing as Thinking: Thinking as Writing' The Harper and Row Rhetoric: Writing as Thinking, Thinking as Writing and let Dewey, through his journey with Vernon Lee's ideas on page 101-102, in the chapter entitled 'The Expressive Object' inspire you to explore the rich writing of Violet Paget (aka Vernon Lee, The Beautiful). The high point of the book is the discussion of empathy.Here is Dewey quoting Lee, which is in tune with the sense Dewey is talking about in his book The Beautiful: An Introduction to Psychological Aesthetics (Classic Reprint):

"The various and variously combined dramas enacted by the lines and curves and angles take place not in the marble or pigment embodying the contemplated shapes, but solely in ourselves..."

Ambivalent
This book was part of the assigned reading for a university seminar entitled "Art and Society." I was given to understand that although it was written 70 years ago, it is still considered to be 'the word' on the subject.

The evolution of the arts, and the increased access to them by ordinary people since this book was written make some of it irrelevant today. Then, there's the 1930s acadamese language. I think most of the seminar attendees (these included doctors, lawyers, a judge, a diplomat, and many university-level educators) found it a difficult read.As one put it, unless your passion is philosophy, discussing philosophy is a lot more fun and rewarding than reading it.

I am a practicing studio artist and arts advocate of several decades experience, and a voracious reader.

John Dewey's excellent philosophical theories on art
I read this book for a graduate seminar on the philosophy of art.John Dewey in his book "Art as Experience," proves to be a modern day Aristotle.He questions the modern model of aesthetics.He situates art in the wider context; art is not a separate sphere of culture.Aristotle said art imitates or impersonates natural power of nature, thus, a technç which means something crafted by humans.Dewey says art is experience, not fundamentally different from other human experiences.Fine art is continuous of our past in culture and natural to human experiences.The capacity for technç is a natural capacity for humans.Imitation is natural.Art is embedded in natural capacity, not a special sphere.Dewey recognizes that the historical artworld model, is important and all part of the art phenomena.

Thus, Dewey refuses to isolate art as aesthetic appreciation or only as art.Art is not a separate sphere of experience.For example, the Parthenon is in situ in life of the Athenians, religion, and culture, and is not just an artistic work.Experience is shaping of a meaning.Greek works functioned as zones of reality for Dewey.Even for Plato or Aristotle did Mythos=myth never mean something false for the Greeks.To understand how myth operated in the Greek world is to understand their culture, it is not a fiction.Dewey says experience is an ordering of other experiences, sort of a plot or continuities.

Dewey's key philosophical issue is in his reaction against certain contemporary modern conceptions of art.When thinking about the Greeks Dewey calls the ancient experience a detour.Thus, in order to get over the prejudices of the modern conceptions of art we have to take what Dewey calls a "detour" to look at earlier modes, not to simply return to them, but to try to see them differently.Thus, Dewey's idea of "experience," which had a practical meaning and not just a theoretical or cognitive base, so he wants to use these ideas to reorient how we would be thinking about art and artworks.Again, a key target in this is subjectivity.The modern emphasis on subjectivity, that art is an experience of the subject.However, that idea screens out the responsiveness of the self to a world.As Martin Heidegger would put it ancient works are world disclosive, they are not simply subjective appreciations or experiences.Thus, what I like about Dewey is that he gets down to this very hardscrabble concrete reality on how art all ties in with the early "experiences," whether it is early cultures or early childhood.

Dewy makes an interesting point that art in modern times has become this refined precious tier, "art is put on a pedestal," out of its cultural context.Dewey is very astute when he says, "this is capitalism" that differentiates art and sets the standard.Thus, Dewey sees that the common people wind up turning to movies, jazz, and comics as art.Dewey observes that capitalism is the modern turn to subjectivity.Dewey looks for a common thread between practical arts and crafts and fine art.One he sees is technical mastery for both is essential.Art as an experience is an accomplishment.Not bothered by fundamental gap between art and craft.A craft work can have aesthetic features, therefore you can experience a pot as art, and it is useful as well.The question then becomes, "what is the difference?This interpretation is the model of multiple ways of seeing.Therefore, it is possible to simply shift within one object to do a shift between an artworks utility and its aesthetic qualities.Now whether or not the craftwork that has aesthetic qualities could rise to the level of a fine artwork that is another question.However, it certainly is the case that you can have one in the same object with both technical and utilitarian features, and artistic qualities.Dewey points out that this is the reason why we tend to value most of these found objects from ancient cultures, because they are interesting and not just because they are old.We do this in our homes, we don't just buy a table, we buy one that looks interesting.

Dewey defines experience."Experience is the result, the sign, and the reward of that interaction of organism and environment, which when it is carried to the full, is a transformation of interaction into participation and communication."This is a very Aristotelian thought.

I recommend this work for anyone interested in philosophy, and philosophy of art.

John Dewey's excellent philosophical theories on art
I read this book for a graduate seminar on the philosophy of art.John Dewey in his book "Art as Experience," proves to be a modern day Aristotle.He questions the modern model of aesthetics.He situates art in the wider context; art is not a separate sphere of culture.Aristotle said art imitates or impersonates natural power of nature, thus, a technç which means something crafted by humans.Dewey says art is experience, not fundamentally different from other human experiences.Fine art is continuous of our past in culture and natural to human experiences.The capacity for technç is a natural capacity for humans.Imitation is natural.Art is embedded in natural capacity, not a special sphere.Dewey recognizes that the historical artworld model, is important and all part of the art phenomena.

Thus, Dewey refuses to isolate art as aesthetic appreciation or only as art.Art is not a separate sphere of experience.For example, the Parthenon is in situ in life of the Athenians, religion, and culture, and is not just an artistic work.Experience is shaping of a meaning.Greek works functioned as zones of reality for Dewey.Even for Plato or Aristotle did Mythos=myth never mean something false for the Greeks.To understand how myth operated in the Greek world is to understand their culture, it is not a fiction.Dewey says experience is an ordering of other experiences, sort of a plot or continuities.

Dewey's key philosophical issue is in his reaction against certain contemporary modern conceptions of art.When thinking about the Greeks Dewey calls the ancient experience a detour.Thus, in order to get over the prejudices of the modern conceptions of art we have to take what Dewey calls a "detour" to look at earlier modes, not to simply return to them, but to try to see them differently.Thus, Dewey's idea of "experience," which had a practical meaning and not just a theoretical or cognitive base, so he wants to use these ideas to reorient how we would be thinking about art and artworks.Again, a key target in this is subjectivity.The modern emphasis on subjectivity, that art is an experience of the subject.However, that idea screens out the responsiveness of the self to a world.As Martin Heidegger would put it ancient works are world disclosive, they are not simply subjective appreciations or experiences.Thus, what I like about Dewey is that he gets down to this very hardscrabble concrete reality on how art all ties in with the early "experiences," whether it is early cultures or early childhood.

Dewy makes an interesting point that art in modern times has become this refined precious tier, "art is put on a pedestal," out of its cultural context.Dewey is very astute when he says, "this is capitalism" that differentiates art and sets the standard.Thus, Dewey sees that the common people wind up turning to movies, jazz, and comics as art.Dewey observes that capitalism is the modern turn to subjectivity.Dewey looks for a common thread between practical arts and crafts and fine art.One he sees is technical mastery for both is essential.Art as an experience is an accomplishment.Not bothered by fundamental gap between art and craft.A craft work can have aesthetic features, therefore you can experience a pot as art, and it is useful as well.The question then becomes, "what is the difference?This interpretation is the model of multiple ways of seeing.Therefore, it is possible to simply shift within one object to do a shift between an artworks utility and its aesthetic qualities.Now whether or not the craftwork that has aesthetic qualities could rise to the level of a fine artwork that is another question.However, it certainly is the case that you can have one in the same object with both technical and utilitarian features, and artistic qualities.Dewey points out that this is the reason why we tend to value most of these found objects from ancient cultures, because they are interesting and not just because they are old.We do this in our homes, we don't just buy a table, we buy one that looks interesting.

Dewey defines experience."Experience is the result, the sign, and the reward of that interaction of organism and environment, which when it is carried to the full, is a transformation of interaction into participation and communication."This is a very Aristotelian thought.

I recommend this work for anyone interested in philosophy, and philosophy of art.

John Dewey's excellent philosophical theories on art
I read this book for a graduate seminar on the philosophy of art.John Dewey in his book "Art as Experience," proves to be a modern day Aristotle.He questions the modern model of aesthetics.He situates art in the wider context; art is not a separate sphere of culture.Aristotle said art imitates or impersonates natural power of nature, thus, a technç which means something crafted by humans.Dewey says art is experience, not fundamentally different from other human experiences.Fine art is continuous of our past in culture and natural to human experiences.The capacity for technç is a natural capacity for humans.Imitation is natural.Art is embedded in natural capacity, not a special sphere.Dewey recognizes that the historical artworld model, is important and all part of the art phenomena.

Thus, Dewey refuses to isolate art as aesthetic appreciation or only as art.Art is not a separate sphere of experience.For example, the Parthenon is in situ in life of the Athenians, religion, and culture, and is not just an artistic work.Experience is shaping of a meaning.Greek works functioned as zones of reality for Dewey.Even for Plato or Aristotle did Mythos=myth never mean something false for the Greeks.To understand how myth operated in the Greek world is to understand their culture, it is not a fiction.Dewey says experience is an ordering of other experiences, sort of a plot or continuities.

Dewey's key philosophical issue is in his reaction against certain contemporary modern conceptions of art.When thinking about the Greeks Dewey calls the ancient experience a detour.Thus, in order to get over the prejudices of the modern conceptions of art we have to take what Dewey calls a "detour" to look at earlier modes, not to simply return to them, but to try to see them differently.Thus, Dewey's idea of "experience," which had a practical meaning and not just a theoretical or cognitive base, so he wants to use these ideas to reorient how we would be thinking about art and artworks.Again, a key target in this is subjectivity.The modern emphasis on subjectivity, that art is an experience of the subject.However, that idea screens out the responsiveness of the self to a world.As Martin Heidegger would put it ancient works are world disclosive, they are not simply subjective appreciations or experiences.Thus, what I like about Dewey is that he gets down to this very hardscrabble concrete reality on how art all ties in with the early "experiences," whether it is early cultures or early childhood.

Dewy makes an interesting point that art in modern times has become this refined precious tier, "art is put on a pedestal," out of its cultural context.Dewey is very astute when he says, "this is capitalism" that differentiates art and sets the standard.Thus, Dewey sees that the common people wind up turning to movies, jazz, and comics as art.Dewey observes that capitalism is the modern turn to subjectivity.Dewey looks for a common thread between practical arts and crafts and fine art.One he sees is technical mastery for both is essential.Art as an experience is an accomplishment.Not bothered by fundamental gap between art and craft.A craft work can have aesthetic features, therefore you can experience a pot as art, and it is useful as well.The question then becomes, "what is the difference?This interpretation is the model of multiple ways of seeing.Therefore, it is possible to simply shift within one object to do a shift between an artworks utility and its aesthetic qualities.Now whether or not the craftwork that has aesthetic qualities could rise to the level of a fine artwork that is another question.However, it certainly is the case that you can have one in the same object with both technical and utilitarian features, and artistic qualities.Dewey points out that this is the reason why we tend to value most of these found objects from ancient cultures, because they are interesting and not just because they are old.We do this in our homes, we don't just buy a table, we buy one that looks interesting.

Dewey defines experience."Experience is the result, the sign, and the reward of that interaction of organism and environment, which when it is carried to the full, is a transformation of interaction into participation and communication."This is a very Aristotelian thought.

I recommend this work for anyone interested in philosophy, and philosophy of art.
... Read more

Product Description
This is an OCR edition without illustrations or index. It may have numerous typos or missing text. However, purchasers can download a free scanned copy of the original rare book from GeneralBooksClub.com. You can also preview excerpts from the book there. Purchasers are also entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Original Published by: D.C. Heath in 1910 in 239 pages; Subjects: Thought and thinking; Education / Educational Psychology; Philosophy / General; Philosophy / Epistemology; Psychology / General; Psychology / Cognitive Psychology; ... Read more

Customer Reviews (13)

Wonderful and before due time.
I received the book as describes, but much better. It came before time due. I like working with this company.

Unreadable. Buy a different copy.
This book is completely different than the preview version and the OCR text is unreadable. Dewey is good reading, so buy from a different publisher.

Printing errors in 'How We Think'
I discovered systematic printing errors in the text, as if the book had been printed from the wrong file. Text was missing, lines were truncated, strange symbols appeared in the text. This wasn't just a nuisance, but prevented understanding, so I decided to return the book unread.

HORRIBLE
This book was automatic digitization gone wrong.I don't think anyone looked at this before it was printed.There are jumble words and phrases throughout.Get a different version or go here to find the full text online for free.

[...]

This shouldn't be sold.
This book has text that belongs in the margin as notes, re-flowed randomly as symbol characters into the text body. I bought this for a college class along with another book by the same publisher. It also has the text mess. I will never buy books from this publisher again and would recommend anyone against it as well. I can't use them for the class. These books (with this type of cover at least) should not be sold. ... Read more

Customer Reviews (2)

Great Book
I don't think there is a better introduction to John Dewey available. This great booktraces the intellectual development of every major aspect of Dewey's thought in thoughtful detail - his metaphysics, his psychology, his thought on education and democracy, his aesthetic theory. It gives a reader a full overview of Dewey's thought in their historical and intellectual context and leaves him with a sense of the greatness (and present relevance) of Dewey as a thinker. Ive gone on to read several of Dewey's works since because of the interest stirred by this book. I would get a copy soon before it goes out of print

Much more than a biography
Robert Westbrook's intellectual biography is one of the very best studies on Dewey's life and work. In my view, it's more balanced and carefully researched than Alan Ryan's "John Dewey and the High Tide of American Liberalism", the most obvious competing book. What Westbrook achieves is a happy combination of historical research and insightful theoretical analysis. And that's what any intellectual biography is all about, right? In a nutshell: this book is definitely worth buying if you are interested in expanding your knowledge on Dewey. ... Read more

Customer Reviews (3)

Evil
This book is evil and is typical of the pathetic excuse we Americans like to call philosophy, pragmatism. Pragmatism is not philosophy because it denies metaphysics and just tries to find what will serve a given ideology. In other words, it is intellectual prostitution.

This particular book outlines a plan on how best to educate our youngsters for a functional social democracy. I have nothing against a social democracy, mind you, but as a telos for education it stinks. Education should be an apolitical search for the Truth--yes, with a capital T. Education should lead students out of the shadowy cave into the full light and glare of the Truth. Education means, after all, a leading out. But such a conception is incomprehensible to a mindset which believes that truth is simply what works. What works is determined by a given political/social system, and so truth is determined by ideology, and not vice versa.

Dewey's political preference is social democracy. An atheistic social democracy, to be precise, for Dewey thinks religion is bunk. Nevertheless, Dewey likes the religious, because the religious instills in people the zeal needed to accomplish the social engineering required for a socially democratic utopia. But how can you have religious zeal without its religious telos which is provided by the hocus pocus of, well, religion. Well, it is simple. You just decide that religion does not work and discard it, but you keep the carmel-nougaty goodness of the religious zeal and just attach it to the social democratic endeavors that, once realized, will usher in the Age of Aquarius and the Obama Presidency. Nevermind that the religious makes sense only within the context of religion. The former derives from the latter, after all, and if religion is untrue, then the religious will die. But that, of course, is logical, and even logic is too damn metaphysical for Dewey. Besides, he needs that religious zeal to work for his agenda, darn it! So, logic be damned!

The classic definition of evil is the absence of rationality. Dewey demonstrated just such an absence in this small book. Therefore, the book is evil, and Dewey is the spawn of Satan.

You Better Believe It ~
A little gem.Written 75+ years ago, timelessly relevant, calling us as citizens of the world to a faith not based on divergent mythologies, which is more of a critical choice now than ever before.
I suggest reading also: "Varieties of Scientific Experience - A Personal View on the Search for God" by Carl Sagan, and 2)"Breaking the Spell - Religion as a Natural Phenomenon" by Daniel Dennett.

Review of Dewey's A Common Faith
In this book John Dewey presents a compelling argument for a union of religious and social ideals, and for consistency in both idea and action.Although the book is brief, the rhetoric is dense and the thesis is thought-provoking.This volume is an excellent example of Dewey's social and political thought.It should be read and considered not only by social scientists, but also by Christians who wish to intelligently grow their own faith. ... Read more

Product Description
The twentieth century has witnessed the blossoming of Western culture: new technology; communications and transportation systems; social, political, educational, agricultural, and medical advances. But with these changes have come the strains and tensions of conflicting interests, desires, and values within the community. John Dewey, one of America's most prolific writers of popular philosophy, believed that humankind could keep a firm hold on its destiny only if the critical intelligence of scientific method and its democratic counterpart were emphasized and promoted. Freedom of inquiry, tolerance of diverse ideas and opinions, cultural pluralism, free speech, and a willingness to co-operate in pursuit of shared values and ideals would be the springboard for social development. ... Read more

Customer Reviews (3)

Freedom in Democracy Rejects Absolutism & Ulitmate Ends
John Dewey was an American who supported democracy. In this he leaned towards being a Democrat, rejecting the absolutism found in Republican conservatives. This book was written in 1939 when the scare of totalitarian governments were growing around the world. The idea that many of these people willingly gave up their democratic values and freedom in support of a dictatorial control was the shocker that needed to be addressed which included internally, here at home in the States, the need to address this issue. This book is not outdated, for democracy is a continual day by day experiment not an means to an end as in some ultimate answer as in Marxism and totalitarian states.

And now John Dewey will speak for himself:

The extreme danger of giving any body of persons power for whose exercise they are not accountable is a commonplace in a democracy. Arbitrary irresponsibility varies in direct ratio to the claim for absoluteness on the part of the principle in behalf of which power is exercised. To sustain the principle against heresy, or counterrevolutionary action, it finally becomes necessary to clothe the human officials that are supposed to represent the principle with the finality of the professed end. Divinity once hedged about kings. p.91

The serious threat to our democracy is not the existence of foreign totalitarian states. It is the existence within our own personal attitudes and within our own institutions of conditions which have given a victory to external authority, discipline, uniformity and dependence upon The Leader in foreign countries. The battlefield is also accordingly here - within ourselves and our institutions." p.49

Harm comes from the fact when a theory is framed in absolute terms, as one which applies to all places and times, instead of under the contemporary conditions and having definite limits. p. 75

While the possessing class is relatively more secure, yet its members are also profoundly unsettled by recurring cyclic depression . . . . . When disorders appear on any considerable scale, the adherence of the middle class to the side of "law and order" is won. Ironically enough, the desire for security which proceeds from the two groups of very different economic status combines to increase readiness to surrender democratic forms of action. pp. 60-61

The moral is not unintelligent glorification of empirical, pluralistic, and pragmatic method. On the contrary, the lesson to be learned is the importance of ideas and of a plurality of ideas employed in experimental activity as working hypotheses. thoughtless empiricism provides opportunity for secret manipulation behind the visible scene. When we assume that we are following common sense policies, in the most honorable sense of commons sense, we may in fact, unless we direct observation of conditions by means of general ideas, be in process of being led around by the nose by agencies purporting to be democratic, but whose activities are subversive of freedom: a generalized warning which, when translated into concrete words, should make us wary toward those who talk glibly about the "American way of life," after they have identified Americanism with a partisan policy in behalf of concealed economic aims." pp. 95-96

History shows that more than once social unity has been promoted by the presence, real or alleged, of some hostile group. It has long been a part of the technique of politicians who wish to maintain themselves in power to foster the idea that the alternative is the danger of being conquered by an enemy. pp. 37-38

As Huey Long is reported to have said, Fascists would come in this country under the name of protecting democracy from it's enemies. p. 68

Scientific method in operating with working hypotheses instead of with fixed and final Truth is not forced to have an Inner Council to declare just what is the Truth not to develop a system of exegesis which rivals the ancient theological way of explaining away apparent inconsistencies. it welcomes a clash of "incompatible opinions" as along as they can produce observed facts in their support. pp. 97-98

Any monolithic theory of social action and social causation tends to have a ready-made answer for problems that present themselves. the wholesale character of the answer prevents critical examination and discrimination of the particular facets involved in the actual problems. In consequence, it dictates a kind of al-or-none practical activity, which in the end introduces new difficulties. p. 100

When democracy openly recognizes the existence of problems and the need for probing them as problems as its glory, it will relegate political groups that pride themselves upon refusing to admit incompatible opinions to the obscurity which already is the fate of similar groups in science p. 102

It is no easy matter to find adequate authority for action in the demand, characteristic of democracy, that conditions be such as will enable the potentialities of human nature to reach fruition. Because it is not easy the democratic road is the hard one to take. It is the road which places the greatest burden of responsibility upon the greatest number of human beings. Backsets and deviations occur and will continue to occur. But that which is its weakness at particular times is its strength in the long course of human history. just because the cause of democratic freedom is the cause of the fullest possible realization of human potentialities, the latter when they are suppressed and oppressed will in time rebel and demand an opportunity for manifestation

With the founders of American democracy, the claims of democracy were inherently one with the demands of a just equal morality. We cannot now well use their vocabulary (They has the freedom to use words like ass and other non-conservative "obscene" words). Changes in knowledge have outlawed the significations of the words they commonly used. But in spite of the unsuitability of much of their language for present use, what they asserted was that self-governing institutions are the means by which human nature can secure its fullest realization in the greatest number of persons. The question of what is involved in self-governing methods is now much more complex. But for this very reason, the task of those who retain belief in democracy is to revive and maintain in full vigor the original conviction of the intrinsic moral nature of democracy, now stated in ways congruous with present conditions of culture. We have advanced fare enough to say that democracy is a way of life. We have yet to realized that it is a way of personal life and one which provides a moral standard for personal conduct pp. 129-130

War under existing conditions compels nations, even those professedly the most democratic, to turn authoritarian and totalitarian . . . the necessity of transforming physical interdependence into moral-into-human-interdependence is part of the democratic problem: and yet war is said even now to be the path of salvation for democratic countries p. 166

Any doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility of judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state p. 172

The conflict as it concerns the democracy to which our history commits us is within our own institutions and attitudes. It can be won only by extending the application of democratic methods, methods of consultation, persuasion, negotiation, communication, co-operative intelligence, in the task of making our own politics, industry, education, our culture generally, a servant and an evolving manifestation of democratic ideas. Resort to military force is a first sure sign that we are giving up the struggle for the democratic way of life, and that the Old World has conquered morally as well as geographically - succeeding in imposing upon us its ideals and methods.

If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization. Authoritarian methods now offer themselves to us in new guises. They come to us claiming to serve the ultimate ends of freedom and equity in a classless society. Or they recommend adoption of a totalitarian regime in order to fight totalitarianism. In whatever form they offer themselves, they owe their seductive power to their claim to serve ideal ends. Our first defense is to realize that democracy can be served only by the slow day by day adoption and contagious diffusion in every phase of our common life of methods that are identical with the ends to be reached and that recourse to monistic, wholesale, absolutist procedures is a betrayal of human freedom no matter in what guise it presents itself. An American democracy can serve the world only as it demonstrates in the conduct of its own life the efficacy of plural, partial, and experimental methods in securing and maintaining an ever-increasing release of the powers of human nature, in service of a freedom which is co-operative and a co-operation which is voluntary. pp. 175-176

A very helpful work.
FREEDOM AND CULTURE is particularly helpful in understanding the different views of freedom and liberty found within the Anglo-American school of thought as compared to the Continental school of thought.Dewey is always an informative read and he explains things very well, though that doesn't mean he would grab the attention of the uninterested.I greatly enjoyed this book, along with Dewey's other works.

Good but Remarkably Short Scope.
Like so many other of Dewey's books, this could've been- indeed should've been- longer. It was also a bit more muddled than other Dewey-penned titles I've read. The ideas are many, but if one underlying theme had to be given, it would be the shattering of the nature/nurture dualilsm (as relating to political debate.) I've long since agreed with Dewey here. It is absurd to postulate as to what man's nature is apart from an environment for her to act on. This does not mean that Dewey is denying biological traits- nor is he saying that we are simply products of environment. He breaks through the dualism by suggesting that just as our environments exist the way they do because of our action upon them, we exist the way we do because of how our environemt acts on us. Any line drawing between inside and outside is dangerous and leads to bad theory.

From here, he takes the above theory to a few problems in political debate. Do capitialism and democracy HAVE to be exlusive and is there any good reason they can't function seperately? Does Marxism undermine itself by acknowledging environmental factors to the elimination of human autonomy? If, as Marxism holds, that environment is ALL there is, how can someone be class-conscious- isn't that an autonomous actiion? Dewey's point in asking these questions is to tell us that the answers (if there are any) are not as easy as poltical science might have us believe. For every decision (capitalism, totalitarianism, welfare state etc.) there are trade offs. Here's where Dewey brings in science.
As we know, the pragmatists are ga-ga over science and rightfully so. Science as Dewey knows it is a process, not a concrete method. Science is debate and discovery through experiment and dialogue. While the natural sciences have been quick in their advances, the social sciences barely creep along. Dewey suggests a few reasons. So as not to give away the book (which you should buy after this review!) the one I'll relay is that of commercialism. He who has the money can decide what research to do and why. Dewey is not a Feyerabendian flake who thinks that this makes science a mere myth, but
he does see the problem when only a few hands hold the ability to do science. To his credit, he sees totalitarian states as even more harmful to scientific progrss.
My only problem with the book is that at 133 pages, the readers appetite will be wet by every chapter but she will have to look elsewhere for detailed explanations and more thorough discussion. My reccomendation is to read Dewey's "The Quest For Certainty" before, after or during this book. ... Read more

Product Description

Product Description
John Dewey (1859-1952), renowned educator and philosopher, has been called the national philosopher of American civilisation. James Gouinlock's superb collection of Dewey's writings presents the many aspects of Dewey's ethical thought. With this collection, students and scholars alike will more readily acknowledge Dewey's substantial contribution to our understanding of the moral life. The selections are grouped according to topic, including: 'The Nature of Moral Philosophy'; 'Man, Nature, and Society'; 'Value and Nature'; 'Human Nature and Value'; 'Value and Intelligence'; 'Moral Language'; and 'Social Intelligence and Democracy'. ... Read more

Product Description
Offers a detailed account of how the educational philosophy of John Dewey may be translated into the everyday life of the classroom. This book pays particular attention to "learning from experience", a fundamental concept in early education. ... Read more

Product Description

Product Description
In this, one of Dewey's most accessible works, he surveys the history of liberal thought from John Locke to John Stuart Mill, in his search to find the core of liberalism for today's world. While liberals of all stripes have held to some very basic values-liberty, individuality, and the critical use of intelligence - earlier forms of liberalism restricted the state function to protecting its citizens while allowing free reign to socio-economic forces. But, as society matures, so must liberalism as it reaches out to redefine itself in a world where government must play a role in creating an environment in which citizens can achieve their potential. Dewey's advocacy of a positive role for government - a new liberalism - nevertheless finds him rejecting radical Marxists and fascists who would use violence and revolution rather than democratic methods to aid the citizenry. ... Read more

Customer Reviews (1)

Insightful
I must say that I do not agree with the author's ideology anymore than I do that of other socialists such as Karl Marx or Adolf Hitler, but it is very interesting to read the thought's of a truly mad genius.Whereas some evil persons can convince many of the people some of the time, Dewey seems to have convinced many of the people for all time.Maybe if all intellectual with common sense (a small minority of intellectuals I should think) would read this book and act to counteract its influence the world might rise from its current slide into the tyranny of socialism. ... Read more

Product Description
"Democracy and Education" is a truly wonderful book with none of the dogmatic pretense or "scientific methods" features in so many competing treatises. John Dewey's ideas are fresh, original, and beautifully crafted. Rather than presenting Dewey's ideas as explicit recommendations to be implemented, "Democracy and Education" provides a general exploration of educational aims and processes. In "Democracy and Education," Dewey explores closely connected concepts which are left out of other educational texts. His writing is clear and concise. Despite the passage of time, John Dewey remains as one of the greatest educational philosophers. Many of Dewey's catch phrases, such as "learning by doing," are now commonly repeated in educational circles. If you have not done so already, take the time to read "Democracy and Education," and see if you don't agree that it eclipses all other books on education. ... Read more

Customer Reviews (2)

Great edition (if you choose carefully like I did)
There are variety of editions of this title. As another reviewer noted, some of the editions are poorly editted and formatted.
I have this edition of Democracy And Education : Complete And Unabridged (please click the link) and I can tell you that it is both nicely formatted and editted. So because you want it, pick the correct edition.
Also, the edition I have is called "Complete and Unabridged", unlike some other editions which don't make that claim.

Do NOT buy this edition of Democracy and Education
This edition of the book is absolutely awful.The type is small and printed in a grayish fuzzy font that is hard to read.The margins are almost nonexistent.There is no space to write notes, not even at the bottom of the page.You will notice that this book is only 194 pages, whereas I recently found a very good used copy that is 378 pages.Both are unabridged, but in this edition the text is crammed onto the pages.Also, just scanning through the book today I quickly found two typos.Avoid this cheaply constructed edition.I sincerely hope Amazon stops selling it. ... Read more

Product Description
Written in a manner accessible to non-specialists, this book provides an introduction to all areas central to John Dewey's philosophy: aesthetics, social and political philosophy, education, the philosophy of religion, and theory of knowledge. Boisvert situates Dewey as a thinker who could appreciate the advance of science while remaining an "empirical naturalist" committed to the revelatory powers of lived experience. ... Read more

Customer Reviews (1)

Excellent Introduction to the Philosophy of John Dewey
This clear and concise description of John Dewey's philosophy is ideal for the interested layman.Boisvert's writing style is elegant and clear, and the subject is especially appropriate to our times. ... Read more

Product Description

Product Description
1925. Mr. Dewey believes that the method of empirical naturalism presented in this volume provides the way, and the only way by which one can freely accept the standpoint and conclusions of modern science. Contents: experience and philosophic method; existence as precarious and as stable; nature, ends and histories; nature, means and knowledge; nature, communication and as meaning; nature, mind, and the subject; nature, life and body-mind; existence, ideas and consciousness; experience, nature and art; existence value and criticism. ... Read more

Customer Reviews (2)

Dewey's most thorough and captivating work.
After deciding to work my way through every Dewey book I could still find in print, I finally got into this one. Dewey's other works are good, but this one is great.

This book is, minimally, essential reading for anyone who wishes to understand the epistemology underlying Dewey's educational theory. Or, in fact, any of his other theories.

More than that, it is possibly the best single articulation of pragmatic philosophy; where William James applied pragmatic method to specific issues of morals and metaphysics, Dewey has here expounded on many of the broad implications of that method. The central ideas of this book are the inclusion of quality and ends in natural existence, which are shown to have broad implications for topics such as scientific inquiry, theories of value, and aesthetics. This is one of the best works of epistemology I have ever read. Best of all, it is rigorous and wide-ranging without becoming a System.

At most, it may be the most important work of philosophy ever written in the history of the universe. I'm not going to go that far, though.

Experience Recovered! An Embodied, Naturalistic, Empiricism
In this excellent read, John Dewey further exploits his concept of "experience" as foundational to human knowledge. Dewey's concept of "experience" represents a breakthrough in empiricism, as"experience" for Dewey is not merely "senseimpressions" as it was for earlier empiricists. Dewey's"experience" is an iterative process and thoroughlly embodied;the qualities of each individual experience become functioning parts ofone's experience in a larger sense, serving to transform the qualities onewill experience under certain conditions in the future. Fot the sake ofillustration, consider a child's first experience of fire: it is beautiful,exciting, and enticing, until the child gets burned: then each subsequentexperience of fire contains an element of fear and danger, as the previousexperience transforms the experiences to come.

Dewey uses this conceptof experience to provide a theory he calls "naturalisticempiricism"; a pragmatic theory of knowledge that provides a basis forhis later inquiries into knowledge and human experience. His treatment ofthe ontogeny of knowledge provides a compelling, thoroughly materialistic,and Darwinian account of the development of thinking in the human animalwithout lapsing into an isolating solipsism or into a fanciful dualism. Theprevalence of Hegelian philosophy in Dewey's earlier philosophic work andhis training as a psychologist provide him with an eye for solidmethodology, a powerful sense of the roleof social structure in humanthinking, and a talent for synthesis.

Experience and Nature is thereforea profoundly social text as well, where Dewey explores the role that socialexperience plays in the development of knowledge and communication as humanattributes, or more to the point, as human activities. I have found thisbook to be a profound antidote to the despair and irony in writers such asKierkegaard, Heidegger, Sartre, and Rorty; the meaning and scope ofexistence is redeemed on an extremely individual level through communityand relationships. This book is highly recommended for those with an eyefor postmodern philosophy and theories of embodiment (Dewey is frequentlycompared to Maurice Merleau-Ponty), as it shares much with the hermeneutictradition, while remaining grounded in a very scientific perspective. ... Read more

Product Description