John Dewey

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Web Name: John Dewey

WebSite: http://dewey.pragmatism.org

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Dewey (1859-1952) was an American psychologist, philosopher, educator,social critic and political activist. He was born in Burlington, Vermont, on 20 October1859. Dewey graduated from the University of Vermont in 1879, and received his PhD fromJohns Hopkins University in 1884. He started his career at the University of Michigan, teachingthere from 1884to 1888 and 1889-1894, with a one year term at the University of Minnesota in 1888.In 1894 he became the chairman of the department of philosophy, psychology, and pedagogyat the University of Chicago.In 1899, John Dewey was elected president of the American Psychological Association, andin 1905 he became president of the American Philosophical Association. Dewey taught at Columbia University from 1905until he retired in 1929, and occasionally taught as professor emeritus until 1939. Duringhis years at Columbia he traveled the world as a philosopher, social and politicaltheorist, and educational consultant. Among his major journeys are his lectures in Japanand China from 1919 to 1921, his visit to Turkey in 1924 to recommend educational policy,and a tour of schools in the USSR in 1928. Of course, Dewey never ignored American socialissues. He was outspoken on education, domestic and international politics, and numeroussocial movements. Among the many concerns that attracted Dewey's support were women'ssuffrage, progressiveeducation, educator's rights, the Humanistic movement, and world peace. Dewey died inNew York City on 1 June 1952.Editions of Dewey's writings Writings by Dewey Books about Dewey Websites about Dewey Dewey made seminal contributions to nearly every field and topic in philosophy and psychology. Besides his role as a primary originator of both functionalist and behaviorist psychology, Dewey was a major inspiration for several allied movements that have shaped 20th century thought, including empiricism, humanism, naturalism, contextualism, and process philosophy. For over 50 years Dewey was the voice for a liberal and progressive democracy that has shaped the destiny of America and the world. Dewey ranks with the greatest thinkers of this or any age on the subjects of pedagogy, philosophy of mind, epistemology, logic, philosophy of science, and social and political theory. His pragmatic approaches to ethics, aesthetics, and religion have also remained influential. Dewey's stature is assured as one of the 20th Century's premier philosophers, along with James, Bradley, Husserl, Russell, Wittgenstein, Heidegger, Sartre, Carnap, and Quine. A Philosopher's Faith Inspired by John Dewey My person returns to unwind all its threads, Woven by language into the habits of heads; An old wearied head must bow down one final eve, But my lively thought shines in cloth I helped to weave. Your gift by my leave is but some seeds yet to grow, Whose value was found in times of need long ago; Sow all of these seeds in our vast garden with care, Protect and defend the greater harvest to share. To view such swift change, see truths melt under new suns, To watch how scared souls kept on refining their guns; My nation was home despite such strife with no cease, My freedom was here while humbly searching for peace. By trial did I live, by more trial find my thought s worth, My death you will get if you conceive no new birth; No life without doubt, for the best fail now and then, No rest for my faith, that each new day tests again. --John Shook Psychology (New York: Harper, 1887; revised, 1889; revised, 1891). Leibniz's New Essays Concerning the Human Understanding: A Critical Exposition (Chicago: Griggs, 1888). Applied Psychology: An Introduction to the Principles and Practice of Education, by Dewey and James Alexander McClellan (Boston: Educational Publishing Company, 1889). Outlines of a Critical Theory of Ethics (Ann Arbor: Michigan Register Publishing Company, 1891). The Study of Ethics: A Syllabus (Ann Arbor, Mich.: Inland, 1894). The Psychology of Number and Its Applications to Methods of Teaching Arithmetic, by Dewey and McClellan, International Education Series, volume 33 (New York: Appleton, 1895; London: Edward Arnold, 1895). Interest in Relation to Training of the Will, National Herbart Society Supplement to the Yearbook for 1895 (Bloomington, Ill.: Public School Publishing Company, 1896); revised as Interest as Related to Will, edited by Charles A. McMurry (Chicago: University of Chicago Press, 1899). The School and Society: Being Three Lectures by John Dewey, Supplemented by a Statement of the University Elementary School (Chicago: University of Chicago Press, 1899; London: P. S. King, 1900; revised and enlarged edition, Chicago: University of Chicago Press, 1915; Cambridge: Cambridge University Press, 1915). The Child and the Curriculum (Chicago: University of Chicago Press, 1902). Studies in Logical Theory, by Dewey and others (Chicago: University of Chicago Press, 1903; London: Unwin, 1909). Ethics, by Dewey and James H. Tufts (New York: Holt, 1908; London: Bell, 1909; revised edition, New York: Holt, 1932). How We Think (Boston: Heath, 1910; London: Harrap, 1910); revised asHow We Think, a Restatement of the Relation of Reflective Thinking to the Educative Process (Boston, New York London: Heath, 1933; London: Harrap, 1933). The Influence of Darwin on Philosophy, and Other Essays in Contemporary Thought (New York: Holt, 1910; London: Bell, 1910). German Philosophy and Politics (New York: Holt, 1915; revised edition, New York: Putnam, 1942). Schools of To-Morrow, by John Dewey and Evelyn Dewey (New York: Dutton, 1915; London: Dent, 1915). Democracy and Education: An Introduction to the Philosophy of Education (New York: Macmillan, 1916; New York: Free Press / London: Collier-Macmillan, 1944). Essays in Experimental Logic (Chicago: University of Chicago Press, 1916). Reconstruction in Philosophy (New York: Holt, 1920; London: University of London Press, 1921; enlarged edition, with a new introduction by Dewey, Boston: Beacon, 1948). Human Nature and Conduct: An Introduction to Social Psychology (New York: Holt, 1922; London: Allen Unwin, 1922; republished, with a new introduction, New York: Modern Library, 1930). Experience and Nature (Chicago London: Open Court, 1925; revised edition, New York: Norton, 1929; London: Allen Unwin, 1929). The Public and Its Problems (New York: Holt, 1927; London: Allen Unwin, 1927); republished as The Public and Its Problems: An Essay in Political Inquiry (Chicago: Gateway, 1940). Art and Education, by Dewey, Albert C. Barnes, Laurence Buermeyer, and others (Merion, Pa.: Barnes Foundation Press, 1929; revised and enlarged, 1947; revised and enlarged, 1954). The Quest for Certainty: A Study of the Relation of Knowledge and Action (New York: Minton, Balch, 1929; London: Allen Unwin, 1930). Individualism, Old and New (New York: Minton, Balch, 1930; London: Allen Unwin, 1931). Art as Experience (New York: Minton, Balch, 1934; London: Allen Unwin, 1934). A Common Faith (New Haven: Yale University Press / London: Oxford University Press, 1934). Liberalism and Social Action (New York: Putnam, 1935). Logic: The Theory of Inquiry (New York: Holt, 1938; London: Allen Unwin, 1939). Theory of Valuation, volume 2, no. 4 of International Encyclopedia of Unified Science, edited by Otto Neurath, Rudolf Carnap, and Charles W. Morris (Chicago: University of Chicago Press, 1939). Shorter Works, Pamphlets, EssaysThe Ethics of Democracy, University of Michigan Philosophical Papers, second series no. 1 (Ann Arbor, Mich.: Andrews, 1888). Hegel's Philosophy of Spirit: Lectures (Chicago: University of Chicago Press, 1897). The Significance of the Problem of Knowledge (Chicago: University of Chicago Press, 1897). My Pedagogic Creed (New York Chicago: E. L. Kellogg, 1897). Psychology and Philosophic Method: The Annual Public Address Before the Union, May 15, 1899 (Berkeley: University of California Press, 1899). The Method of the Recitation: A Partial Report of a Course of Lectures Given at the University of Chicago by Professor John Dewey, Privately Printed for the Use of Classes in Theory at the Oshkosh Normal School (N.p., 1899).Psychology and Social Practice, University of Chicago Contributions to Education, no. 11 (Chicago: University of Chicago Press, 1901). The Educational Situation (Chicago: University of Chicago Press, 1902). Ethical Principles Underlying Education (Chicago: University of Chicago Press, 1903). Logical Conditions of a Scientific Treatment of Morality (Chicago: University of Chicago Press, 1903). Education, Direct and Indirect (Chicago, 1904). Moral Principles in Education (Boston: Houghton Mifflin, 1909). The Pragmatic Movement of Contemporary Thought: A Syllabus (New York, 1909). Interest and Effort in Education (Boston: Houghton Mifflin, 1913; Bath, U.K.: Chivers, 1969). Creative Intelligence: Essays in the Pragmatic Attitude, by Dewey and others (New York: Holt, 1917)-- includes The Need for a Recovery of Philosophy, by Dewey. Enlistment for the Farm, Columbia War Papers, series 1 no. 1 (New York: Division of Intelligence and Publicity of Columbia University, 1917). Letters from China and Japan, by John Dewey and Alice Chipman Dewey; edited by Evelyn Dewey (New York: E. P. Dutton, 1920; London: Dent, 1920). China, Japan, and the U.S.A.: Present-Day Conditions in the Far East and Their Bearing on the Washington Conference, New Republic Pamphlet, no. 1 (New York: Republic Publishing, 1921). Ideals, Aims, and Methods in Education, by Dewey and others (London New York: Pitman, 1922)-- includes Aims and Ideals of Education, pp. 1-9, by Dewey. Outlawry of War: What It Is and Is Not (Chicago: American Committee for the Outlawry of War, 1923). What Mr. John Dewey Thinks of the Educational Policies of México (Mexico City: Talleres Gráficos de la Nación, 1926). Impressions of Soviet Russia and the Revolutionary World: Mexico-China-Turkey (New York: New Republic, 1929). The Sources of a Science of Education (New York: Liveright, 1929). Contrasts in Education (New York: Teachers College, Columbia University, 1929). Construction and Criticism (New York: Columbia University Press, 1930; London: Oxford University Press, 1930). American Education Past and Future (Chicago: University of Chicago Press, 1931). Context and Thought, University of California Publications in Philosophy, volume 12, no. 3 (Berkeley: University of California Press, 1931; London: Cambridge University Press, 1932). The Way Out of Educational Confusion (Cambridge, Mass.: Harvard University Press, 1931; London: Oxford University Press, 1931). Are Sanctions Necessary to International Organizations? by Dewey and Raymond Leslie Buell, Foreign Policy Pamphlet, nos. 82-83 (New York: Foreign Policy Association, 1932). Education and the Social Order (New York: League for Industrial Democracy, 1934). The Teacher and Society, by Dewey, William H. Kilpatrick, George H. Hartmann, Ernest O. Melby, and others (New York: Appleton-Century, 1937). The Case of Leon Trotsky: Report of Hearings on the Charges Made Against Him in the Moscow Trials by the Preliminary Commission of Inquiry, by Dewey and others (New York: Harper, 1937; London: Secker Warburg, 1937). Not Guilty: Report of the Commission of Inquiry into the Charges Made against Leon Trotsky in the Moscow Trials, by Dewey, Suzanne La Follette, and Benjamin Stolberg (New York: Harper, 1938; London: Secker Warburg, 1938).What Is Democracy? Its Conflicts, Ends and Means, by Dewey, Boyd H. Bode, and T. V. Smith (Norman, Okla.: Cooperative Books, 1939). Edited Collections and Posthumous PublicationsThe School and the Child: Being Selections from the Educational Essays of John Dewey, edited by J. J. Findlay (London: Blackie, 1906). Educational Essays, edited by J. J. Findlay (London: Blackie, 1910)--comprises Ethical Principles Underlying Education; Interest in Relation to Training of the Will; and Psychology and Social Practice.The Philosophy of John Dewey, edited by Joseph Ratner (New York: Holt, 1928; London: Allen Unwin, 1929). Characters and Events: Popular Essays in Social and Political Philosophy, edited by Joseph Ratner, 2 volumes (New York: Holt, 1929; London: Allen Unwin, 1929). Philosophy and Civilization (New York: Minton, Balch, 1931; London: Putnam, 1933). Experience and Education (London New York: Macmillan, 1938). Intelligence in the Modern World: John Dewey's Philosophy, edited, with an introduction, by Ratner (New York: Random House, 1939). Education Today, edited, with a foreword, by Ratner (New York: Putnam, 1940; abridged edition, London: Allen Unwin, 1941). Problems of Men (New York: Philosophical Library, 1946); republished as Philosophy of Education (Problems of Men) (Ames, Iowa: Littlefield Adams, 1956). The Wit and Wisdom of John Dewey, edited, with an introduction, by A. H. Johnson (Boston: Beacon, 1949). John Dewey: His Contribution to the American Tradition, edited by Irwin Edman (Indianapolis: Bobbs-Merrill, 1955). The Child and the Curriculum; and, The School and Society, introduction by Leonard Carmichael (Chicago: University of Chicago Press, 1956).Dewey on Education, selected, with an introduction and notes, by Martin S. Dworkin (New York: Bureau of Publications, Teachers College, Columbia University, 1959). Dictionary of Education, edited by Ralph B. Winn with a foreword by John Herman Randall Jr. (New York: Philosophical Library, 1959). On Experience, Nature, and Freedom: Representative Selections, edited, with an introduction, by Richard J. Bernstein, Library of Liberal Arts, no. 41 (Indianapolis: Bobbs-Merrill, 1960). Theory of the Moral Life, introduction by Arnold Isenberg (New York: Holt, Rinehart Winston, 1960). Philosophy, Psychology and Social Practice: Essays, edited, with a foreword, by Joseph Ratner (New York: Putnam, 1963). Selected Educational Writings, edited, with an introduction and commentary, by F. W. Garforth (London: Heinemann, 1966). Lectures in the Philosophy of Education, 1899, edited, with an introduction, by Reginald D. Archambault (New York: Random House, 1966). Lectures in China, 1919-1920, translated and edited by Robert W. Clopton and Tsuin-Chen Ou (Honolulu: University Press of Hawaii, 1973). Moral Principles in Education, preface by Sidney Hook (Carbondale: Southern Illinois University Press / London: Feffer Simons, 1975 ). Lectures on Psychological and Political Ethics, 1898, edited, with an introduction, by Donald F. Koch (New York: Hafner / London: Collier-Macmillan, 1976). John Dewey: The Essential Writings, edited by David Sidorsky (New York: Harper Row, 1977). The Poems of John Dewey, edited with an introduction by Jo Ann Boydston (Carbondale: Southern Illinois University Press / London: Feffer Simons, 1977). The Philosophy of John Dewey. Two volumes in one. Edited by John J. McDermott. Chicago: University of Chicago Press, 1989.John Dewey on Education. Edited by Reginald D. Archambault. Chicago: University of Chicago Press, 1990.Dewey on Education. Edited by Martin Dworkin. New York: Teachers College Press, 1990.The School and Society; and, The Child and the Curriculum, introduction by Philip W. Jackson (Chicago: University of Chicago Press, 1990).Lectures by John Dewey: Moral and Political Philosophy, 1915-1916. Edited by Warren J. Samuels and Donald F. Koch. Research in the History of Economic Thought and Methodology: Archival Supplement No. 1. London: JAI Press, 1990.Lectures on Ethics, 1900-1901, edited, with an introduction, by Donald F. Koch (Carbondale: Southern Illinois University Press, 1991). John Dewey: The Political Writings, edited, with an introduction, by Debra Morris and Ian Shapiro (Indianapolis: Hackett, 1993). Philosophy and Education in their Historic Relations. Transcribed from Dewey's 1910-11 lectures by Elsie Ripley Clapp. Edited by J. J. Chambliss. Boulder: Westview Press, 1993.The Moral Writings of John Dewey, edited, with an introduction and notes, by James Gouinlock (New York: Hafner, 1976; revised edition, Amherst, N.Y.: Prometheus, 1994). Principles of Instrumental Logic: John Dewey's Lectures in Ethics and Political Ethics, 1895-1896, edited by Donald F. Koch (Carbondale: Southern Illinois University Press, 1998).The Essential Dewey, edited by Larry A. Hickman and Thomas M. Alexander, 2 volumes (Bloomington: Indiana University Press, 1998)--comprises volume 1, Pragmatism, Education, Democracy and volume 2, Ethics, Logic, Psychology. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, foreword by Maxine Greene (Boston: Houghton Mifflin, 1998). A Partial Dewey Bibliography, 1882-1921 by Robert Throop and Lloyd Gordon Ward The metaphysical assumptions of materialism, Journal of Speculative Philosophy, 16 (1882): 208-213. The pantheism of Spinoza, Journal of Speculative Philosophy, 16 (1882): 249-257. Knowledge and the relativity of feeling, Journal of Speculative Philosophy 17, (1883): 56-70. Kant and philosophical method, Journal of Speculative Philosophy, 18 (1884): 162-174. The new psychology, Andover Review, 2 (1884): 278-289. The obligation to knowledge of God, The Monthly Bulletin [Students Christian Association, University of Michigan], 6 (1884): 23-25. Education and the health of women, Science 6 (1885): 341-342. Psychology in high-schools from the standpoint of the college, Paper 1886 [Michigan Schoolmasters Club] (1886): 4 pp. The place of religious emotion, The Monthly Bulletin [Students Christian Association, University of Michigan], 8 (1886): 23-25. The psychological standpoint, Mind 11, (1886): 1-19. Health and sex in higher education, Popular Science Monthly, 28, (1886): 153-173. Soul and body, Bibliotheca Sacra 43 (1886): 239-263. Psychology as philosophic method Mind 11, (1886): 153-173. Inventory of Philosophy taught in American colleges, Science 8, (1886): 353-355. Psychology. New York: Harper Brothers (1887). Illusory Psychology, Mind, 12 (1887): 83-88. Ethics and Physical Science, Andover Review 7, (1887): 573-591. Review of G.T. Ladd, Elements of Physiological Psychology, New Englander and Yale Review, 46 (1887): 528-537. Knowledge as idealisation, Mind, 12 (1887): 382-396. Leibniz s New Essays Concerning the Human Understanding: A critical exposition. Chicago: S.C. Griggs Company (1888). The Ethics of Democracy [University of Michigan Philosophical Papers, Second Series, No. 1.]. Ann Arbor, Michigan: Andrews Company (1888). The late Professor Morris, The Palladium 31 (1889): 110-118. Applied Psychology: An Introduction to the Principles and Practice of Education. Boston: Educational Publishing Company (1889). Co-authored with James Alexander McLellan. The philosophy of Thomas Hill Green, Andover Review 11, (1889) 337-355. The lesson of contemporary French literature, Christian Union 9 (1889): 38-39. Galton s statistical methods, Publications of the American Statistical Association, N.S. I, (1889): 331-334. Ethics in the University of Michigan, Ethical Record 2 (1889): 145-148. A College Course. What should I expect from it?, The Castalian, 5, (1890):26-29. On some current conceptions of the term self , Mind 15 (1890): 58-74. Is logic a dualistic science?, Open Court 3, (1890): 2040-2043. Review of Edward Carid, The Critical Philosophy of Immanuel Kant, Andover Review 13 (1890): 325-327. Review of John Pentland Mahaffy and John Henry Bernard, Kant s Critical Philosophy for English Readers, Andover Review 13 (1890): 328. The logic of verification, Open Court, 4 (1890): 2225-2228. Review of James MacBride Sterrett, Studies in Hegel s Philosophy of Religion, Andover Review 13 (1890): 684-685. Philosophical courses at the University of Michigan, Monist 1, (1890): 150-151. Review of Johann Eduard Erdmann, A History of Philosophy, Andover Review 13 (1890): 453-454. Outlines of a Critical Theory of Ethics. Ann Arbor: Register Publishing Company, (1891). Lectures vs. Recitations: A symposium, The Castalian 6 (1891): 65. Moral theory and practice, International Journal of Ethics 1 (1891): 186-203. Review of James Hutchins Baker, Elementary Psychology, with Practical Applications to Education and the Conduct of Life, Educational Review 1 (1981): 495-496. Poetry and philosophy, Andover Review, 16, (1891): 105-116. The present position of logical theory, Monist 2, (1891): 1-17. How do concepts arise from percepts?, Public School Journal, 11, (1891): 128-130. The scholastic and the speculator, The Inlander [University of Michigan], 2 (1891): 145-148, 186-188. Introduction to Philosophy. Syllabus of Course 5. Ann Arbor: University of Michigan (1892). Review of Francis Howe Johnson, What is Reality? An Inquiry as to the Reasonableness of Natural Religion and the Naturalness of Revealed Religion, The Islander 2, (1892): 282-283. Review of Alfred John Church, The Story of the Odyssey, The Inlander 2 (1892): 593-612. Green s Theory of the Moral Motive, Philosophical Review, 1 (1892): 593-612. Two phases of Renan s life: the faith of 1850 and the doubt of 1890, Open Court 4 (1892): 3505-3506. Christianity and Democracy, In Religious Thought at the University of Michigan. Ann Arbor: The Inland Press (1893): 62-69. The relation of philosophy to theology, The Monthly Bulletin 16 (1893): 66-68. Review of Bernard Bosanquet, A History of Aesthetic, Philosophical Review, 2, (1893): 63-69. Renan s loss of faith in science, Open Court 7 (1893): 3512-3515. The superstition of necessity, Monist 3 (1893): 362-379. Anthropology and Law, The Inlander 3 (1893): 305-308. Teaching Ethics in the high school, Educational Review 4 (1893): 652-664. Self-realization as the moral ideal, Philosophical Review 2, (1893): 652-664. Why study philosophy?, The Inlander 4 (1893): 106-109. The Study of Ethics: A syllabus. Ann Arbor: Register Publishing Company (1894) Intuitionalism, In Johnson s Universal Cyclopedia, New York: D. Appleton and Co. (1894): 657-659. Moral philosophy, In Johnson s Universal Cyclopedia, New York: D. Appleton and Co. (1894): 880-885. Fred Newton Scott, The Oracle, 1894. The psychology of infant language, Psychological Review 1 (1894): 63-66. Austin s theory of sovereignty, Political Science Quarterly 9, (1894): 31-52. The ego as cause, Philosophical Review 3, (1894): 337-341. Reconstruction, The Monthly Bulletin 15, (1894): 149-156. The chaos in moral training, Popular Science Monthly 45 (1894): 433-443. The theory of emotion. 1. Emotional attitudes, Psychological Review, 1 (1894): 553-569. Review of James Bonar, Philosophy and Political Economy in Some of their Historical Relations, Political Science Quarterly 9 (1894): 741-744. The Psychology of Number and its Application to Methods of Teaching Arithmetic. With James A. McLellan. New York: D. Appleton and Company (1895). The results of child-study applied to education, Transactions of the Illinois Society for Child-Study 1, (1895): 18-19. The Philosophic Renascence in America, Dial 18 (1895): 80-82. The theory of emotion. 2. The significance of emotions, Psychological Review, 2 (1895): 13-32. Review of Johnson s Universal Cyclopedia, Psychological Review 2, (1895): 186-188. Interest as related to Will, In National Herbart Society, Second Supplement to the Herbart Year Book for 1895. Bloomington Illinois (1896): 209-255. Interpretation of the culture-epoch theory, Public School Journal 15, (1896): 233-36. The reflex arc concept in psychology, University of Chicago Contributions to Philosophy, 1, 39-52. Also published in Psychological Review 3, (1896): 357-370. Influence of the high school upon educational methods, School Review 4 (1896): 1-12. The metaphysical method in ethics, Psychological Review 3, (1896): 181-188. Review of Sophie Willock Bryant, Studies in Character and John Watson, Hedonistic Theories from Aristippus to Spencer, Psychological Review 3, (1896): 218-222. Review of Levi Leonard Conant, The Number Concept: Its Origin and Development, Psychological Review, 3 (1896): 326-329. A pedagogical experiment, Kindergarten Magazine 8, (1896): 739-741. Imagination and expression, Kindergarten Magazine 8, (1896): 61-69. Pedagogy as a university discipline, University Record, 1, (1896): 353-355, 361-363. Review of James Sully, Studies of Childhood, Science NS 4, (1896): 500-502. The University School, University Record 1, (1896): 417-419. Ethical principles underlying education, In National Herbart Society, Third Yearbook Chicago (1897): 7-34. The significance of the problem of knowledge, University of Chicago Contributions to Philosophy 1(3) (1897). My Pedagogic Creed. New York: E.L. Kellogg Co. (1897). The Aesthetic Element in Education. In National Education Association, Addresses and Proceedings, (1897): 329-330, 346. The Kindergarten and Child-study, In National Education Association, Addresses and Proceedings, (1897): 867-868. Criticisms, wise and otherwise, on modern child-study, In National Education Association, Addresses and Proceedings, (1897): 867-868. The psychology of effort, Philosophical Review 4, (1897): 43-56. The psychological aspect of the school curriculum, Educational Review 13 (1897): 356-369. The interpretation side of child-study, Transactions of the Illinois Society for Child-Study 2, (1897): 17-27. Report of the Committee on a detailed plan for a report on Elementary Education, In National Education Association, Addresses and Proceedings, (1898): 335-343. Some remarks on the psychology of number, Pedagogical Seminary 5 (1898): 426-434. Evolution and ethics, Monist 8 (1898): 321-341. The Primary-education fetich, Forum 25, (1898): 315-328. Review of William Torrey Harris, Psychologic Foundations of Education. Educational Review 16, (1898): 1-14. Review of James Mark Baldwin, Social and Ethical Interpretations in Mental Development, Philosophical Review 7 (1898): 398-409. [Reply to Baldwin] Philosophical Review 7 (1898): 629-630. Review of James Mark Baldwin, Social and Ethical Interpretations in Mental Development, New World 7, (1898): 504-522. Psychology and philosophic method, University [of California] Chronicle 2 (1899): 159-179. School and Society; being three lectures by John Dewey supplemented by a statement of the University Elementary School. Edited by George H. Mead and Helen C. Mead. Chicago: University of Chicago (1899). Play and imagination in relation to early education, School Journal 58, (1899): 589. Principles of mental development as illustrated in early infancy, Transactions of the Illinois Society for Child-Study 4, (1899): 65-83. Psychology and social practice, Psychological Review 7 (1900): 105-124. Review of Josiah Royce, The World and the Individual: The Four Historical Conceptions of Being, Philosophical Review 9 (1900): 311-324. Some stages of logical thought, Philosophical Review 9, (1900): 465-489. History of Philosophy, with Josiah Royce, pp.480 - 482 in James Mark Baldwin (ed.) Dictionary of Philosophy and Psychology Volume 1, New York: Macmillan Company (1901). The situation as regards the course of study, pp 332-348 in National Education Association, Addresses and Proceeding (1901). Are the schools doing what the people want them to do?. Educational Review, 21 (1901): 459-474. The place of manual training in the elementary course of study, Manual Training Magazine 2 (1901): 193-199. Review of Josiah Royce, The World and the Individual: Nature, Man and the Moral Order, Philosophical Review 11 (1902): 392-407. Entries in James Mark Baldwin (ed) Dictionary of Philosophy and Psychology. Vol II, New York: The Macmillan Co. (1902). Mind in Philosophy, with James Mark Baldwin, pp 81-82. Naturalism, in Art, with James Hayden Tufts, p 138. Nature, p 138-141. Nature, Philosophy of, p 142. Necessity, p 143-145. Neo-Criticism, p 149. Neo-Platonism, p 150. Nescience, p 167. Nexus, p. 176. Nisus, p. 178. Noetic, p. 178-179. Nominalism, p180. Non-Being, p 180-181. Noölogy, p 181-182 Norms and Normative, in the Moral Sciences, p 182. Noumenon and Noumenal, p 184-185. Nous, p 185-186. Nullibrists, p 186. Number, in Metaphysics, p 189. Object and Objective, General and Philosophical, p 191-192. Objectivisim, p 194. One, The, p 201. Ontological Argument, p 205. Ontology, p 203-204. Opinion, p 205. Optimism and Pessimism, 210-212. Organic, p 213. Organism, p 218-219. Outness, p 251. Oversoul, p 252. Palingenesis, p 254. Panentheism, p 255. Panlogism, p 255. Panpneumatism, p 256. Pansychism, p 256. Pantheism, p 256-257. Panthelism, p 257-258. Parousia, p 263. Passion and Passive, p 266-267. Perpatetics, p 280 Permanence, p 280 Phase, p 288. Phenomenalism, p 288. Phenomenology, p 288-289. Phenomenon, p 289 Philosophy, p 290-296 Phoronomy, 297 Pleroma, p 305 Pluralism, p 306. Plurality, p 306. Pneuma, p 307-308. Pneumatology, p 308. Posit, p 310-311. Positive (3. Philosophical), p 311. Pre-established Harmony, p 329-330. Presentationism, p 333. Primary, Primitive, Primordial, p 340. Primum Mobile, p 341. Principle, p 341-342. Quietism, p 412. Rationalism, p 415-416. Reals, p 424. Relation, p 439-443. Same, The and the Other, p 484-485. Scepticism, p 489-490. Schema, p 490. Schematicism, p 490-491. Schoasticism (The Schoolmen), p 491-495. Schopenhauerism (or Schopenhauereanism). p 499 Scotism, p 503. Sensationalism, p 515-517. Singularism, p 533. Speculation, p 568. Statue of Condillac, p 601 Subject, Subjective, p 607-608. Subjectivism, p. 611. Substantiality Theory, or Substantialism, p 614. Sui Generis, p 620. Summists, p 620-621 Syncretism, p 655. Transcendentalism, p 711. Transient, p 712 Ubication, p 723 Understanding and Reason, p 725-726. Unity and Plurality, p 734-736. Universal and Universality, p 737-739. Universal Postulate, p 741 Unthinkable, p 743. Vacuum, p 747-748 World, p 821 The Educational Situation. (University of Chicago Contributions to Education, No. III) Chicago: University of Chicago, (1902). The Child and the Curriculum. (University of Chicago Contributions to Education, No. V) Chicago: University of Chicago, (1902). The School as social centre, in National Education Association, Addresses and Proceedings, (1902): 373-383. Academic freedom, Educational Review 23 (1902): 1-14. Current problems in secondary school, School Review, 10 (1902): 13-28. The evolutionary method as applied to morality. I. Its scientific necessity, Philosophical Review, 11 (1902): 107-124. The evolutionary method as applied to morality. II. Its significance for conduct, Philosophical Review 11 (1902): 353-371. In rememberance: Francis W. Parker, Journal of Education 55, (1902): 199. Interpretation of savage mind, Psychological Review 9 (1902): 217-230. Review of Lightner Witmer, Analytical Psychology, School Review 10 (1902): 412. The battle for progress, Journal of Education 56 (1902): 249. Studies in Logical Theory. Chicago: University of Chicago (1903). Logical conditions of a scientific treatment of morality, In Decennial Publications of the University of Chicago, First Series Vol. 3 (1903): 113-139. Ethics, In The Americana Vol 7. New York: Scientific American (1903): unpaged. Religious education as conditioned by modern psychology and pedagogy. Proceedings of the Religious Education Association, (1903): 60-66. Introduction, Pp xi - xx in Irving Walter King, The Psychology of Child Development. Chicago: University of Chicago (1903) Psychological method in Ethics, Psychological Review 10 (1903): 158-160. The psychological and the logical in teaching geometry, Educational Review, 25 (1903): 387-399. The organization and curricula of the College of Education, Elementary School Teacher, 3 (1903): 727-728. Review of Katharine Elizabeth Dopp, The Place of Industries in Elementary Education, Elementary School Teacher 3, (1903): 727-728. Emerson — the philosopher of democracy, International Journal of Ethics 13, (1903): 405-413. Democracy in education, Elementary School Teacher 4, (1903): 193-204. Education, direct and indirect. Chicago (1904). The Relation of theory to practice in education, National Society for the Scientific Study of Education, Third Yearbook, (1904): 9-30. Notes upon logical topics. 1. A classification of contemporary tendencies, Journal of Philosophy 1 (1904): 57-62. Notes upon logical topics. 2. The meaning of the term idea , Journal of Philosophy 1 (1904): 175-178. The psychology of judgment, Psychological Bulletin 1 (1904): 44-45. Significance of the School of Education, Elementary School Teacher 4, (1904): 441-453. The philosophical works of Herbert Spencer, Philosophical Review 13 (1904): 159-175. Review of Wayland Richardson Benedict, World Views and their Ethical Implications, International Journal of Ethics 14 (1904): 389-390. Introduction of the Orator [Nicholas Murray Butler], University Record 9 (1904): 12-13. Review of Ferdinand Canning Scott Schiller, Humanism, Psychological Bulletin, 1 (1904): 335-340. Philosophy and American national life, Centennial Anniversary of the Graduation of the First Class, July third to seventh, 1904, Burlington, Vermont: University of Vermont (1905): 106-113. The realism of pragmatism, Journal of Philosophy 2 (1905): 324-327. The postulate of immediate empiricism, Journal of Philosophy 2 (1905): 393-399. Immediate empiricism, Journal of Philosophy 2 (1905): 597-599. The knowledge experience and its relationships, Journal of Philosophy 2 (1905): 652-657. The knowledge experience again, Journal of Philosophy 2 (1905): 707-711. Culture and industry in education, Proceedings of the Joint Convention of the Eastern Art Teachers Association and the Eastern Manual Training Association (1906): 21-30. The terms conscious and consciousness , Journal of Philosophy 3, (1906): 39-41. Review of George Santayana, The Life of Reason (Vol 1 and 2), Science 23, (1906): 223-225. Beliefs and realities, Philosophical Review 15, (1906): 113-119. Reality as experience, Journal of Philosophy 3, (1906): 253-257. The experimental theory of knowledge, Mind NS 15, (1906): 293-307. Experience and objective idealism, Philosophical Review 15, (1906): 465-481. The School and the Child; being selections from the educational essays of John Dewey. J.J. Findlay (editor). London: Blackie Sons (1907). Review of A.S and E.M. Sidgwick, Henry Sidgwick, A memoir, Political Science Quarterly, 22 (1907): 133-135. The control of ideas by facts: I, Journal of Philosophy 4 (1907): 197-203. The control of ideas by facts: II, Journal of Philosophy 4 (1907): 253-259. The control of ideas by facts: III, Journal of Philosophy 4 (1907): 309-319. Review of Studies in Philosophy and Psychology by former students of Charles Edward Garman, Philosophical Review 16 (1907): 284-290. Education as a university study, Columbia University Quarterly 9, (1907): 312-321. Reality and the criterion for the truth of ideas, Mind NS 16, (1907): 317-342. Pure experience and reality: a disclaimer, Philosophical Review 16 (1907): 419-422. Review of George Santayana, The Life of Reason, Vol. 1 and 2, Educational Review 34 9 (1907): 116-129. Ethics. New York: Columbia University Press. (1908). Ethics. Co-authored with James Hayden Tufts. New York: Henry Holt Co. (1908). Does reality possess a practical character, In Essays, Philosophical and Psychological, in honor of william James, Professor in Harvard University, by his Colleagues at Columbia Univeristy. New York: Longmansm, Green and Co., (1908): 53-80. What does pragmatism mean by practical?, Journal of Philosophy 5, (1908): 85-99. Religion and our schools, Hibbert Journal 6 (1908): 796-809. The logical character of ideas, Journal of Philosophy 5 (1908): 378-383. The bearings of pragmatism upon education: I, Progressive Journal of Education I (1908 ): 1-3. The bearings of pragmatism upon education: II, Progressive Journal of Education I (1908 iii):i, 5-8. The bearings of pragmatism upon education: III, Progressive Journal of Education I (1908 iv): , 6-7. Moral Principles in Education. (Riverside Educational Monographs) Boston: Houghton, Mofflin Co. (1909) The Pragmatic Movement of Contemporary Thought: a syllabus, New York: 1909. Objects, data and existences, Journal of Philosophy 6 (1909): 13-21. History ofr the educator, Progressive Journal of Education, 1 (1909 v): 1-4. Discussion of Realism and Idealism, Philosophical Review 18 (1909): 182-183. Symposium on the purpose and organization of physics teaching in secondary schools, XIII, School Science and Mathematics 9, (1909): 291-292. [Discussion on the concept of a sensation], Journal of Philosophy 6 (1909): 211-212. Teaching that does not education, Progressive Journal of Education I (1909 viii)) 1-3. Is nature good? a conversation, Hibbert Journal 7 (1909): 827-843. Review of Albert Schinz, Anti-pragmatisme, Philosophical Review 18 (1909): 446-449. Darwin s influence on philosophy, Popular Science Monthly 75 (1909): 90-98. The dilemma of the intellectualist theory of truth, Journal of Philosophy 6 (1909): 433-434. The moral significance of the common schools studies, Topics for General Sessions: Moral and Religious Training in the Public Schools (1909): 21-27. How we think. Boston: D.C. Heath Co. (1910). The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought. New York: Henry Holt and Co. (1910). Educational Essays. Edited by J. H. Findlay. London: Blackie and Son (1910). Science as subject matter and as method, Science NS 31 (1910): 121-127. Review of Hugo Münsterberg, The Eternal Values, Philosophical Review 19 (1910): 188-192. Valid knowledge and the subjectivity of experience , Journal of Philosophy 7 (1910): 169-174. Some implications of anti-intellectualism, Journal of Philosophy 7 (1910): 477-481. William James, Independent 69 (1910): 533-536. William James, Journal of Philosophy 7 (1910): 505-508. The short-cut to realism examined, Journal of Philosophy 7 (1910): 553-557. Articles in A Cyclopedia of Education edited by Paul Monroe. New York: The Macmillan Company (1911). In Volume I Abstraction, p 14. Accommodation, p 24-25. Activity, Logical theory and educational implications of, p 33-34. Adaptation, p 35. Adjustment, p 38-39. Altruism and Egoism, p 105-106. Analogy, Logic of , p. 116. Analysis and Synthesis, p 117-119. Art in education, p 223-225. Causation, p 553-554. Character, p 569-572. In Volume II Comparison, p 163. Conception, p 171-172. Concrete and abstract, p 173. Conduct, p 175. Conflict, p 175. Control, p176. Course of study, Theory of, p 218-222. Culture and culture values, p 238-240. Culture Epoch theory, p 240-242. Custom, p 243-244. Deduction, p 275 Definition, p 280-281 Democracy and education, p 319-320. Demonstration, p 294. Determinism, 318 Development, p 319-320 Dialectic, p 321-322. Didactics, p 327 Discipline, p 336 Dualism, p 374 Dynamic, p 380 Education, p 398-401. Education and instruction, p 411 Effort, p 421-422 End in Education, p 451 Environment and Organism, p 486-487. Epistemology, p 491 Evidence, p 428 Evolution: the philosophical concepts, p 528 - 529 Experience and the empirical, p 546-549 Experiment in education, p 550-551 Experimentation, Logic of, 554-555. Explanation, p 555. External Object, p 559. Fact, p 567 - 568. Form and content, p641-642 Freedom, academic, p 700-701 Freedom of Will, p 705-706 Function, 723-724 Rejoinder to Dr. Spaulding, Journal of Philosophy 8 (1911): 77-79. The problem of truth. I. Why is truth a problem? Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 522-528. The problem of truth. II. Truth and consequences Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 556-563. The problem of truth. I. Objective truths Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 620-625. Is co-education injurious to girls?, Ladies Home Journal 28 (1911): 60-61. Maeterlinck s philosophy of life, Hibbert Journal 9 (1911): 765-778. Brief studies in realism. I. Naïve realism vs presentative realism, Journal of Philosophy 8 (1911): 393-400. Brief studies in realism. II Epistemological realism: the alleged ubiquity of the knowledge relation, Journal of Philosophy 8 (1911): 546-554. The study of philosophy, Columbia Monthly 7 (1911): 367-368. Articles in A Cyclopedia of Education, Vol III edited by Paul Monroe. New York: Macmillan Co. (1912) Generalization, p 15 Harmony, harmonious development, p 217 Hedonism, p 242-243 Humanism and naturalism, p 338-340. Humanities, p 340 Hypothesis, p 363-364 Idea and ideation, p 370-371 Imitation in education, p 389-390 Individuality, p 421-422 Induction and deduction, 422-424 Infancy, theory of, in education, p 445-446 Inference, p 455 Information, p 455- 456 Initiative, p 457 Innate idea, p 458-459 Interest, p 472-475 Intuition, p 480 Isolation, p 499 Judgment, p 571-572 Knowledge, p 611-613 Law, p 655-656 Reply to Professor Royce s critique of instrumentalism, Philosophical Review, 21 (1912): 69-81. A reply to Professor McGilvary s questions, Journal of Philosophy 9 (1912): 19-21. A trenchant attack on logic, Independent 73 (1912): 203-205. In response to Professor McGilvary, Journal of Philosophy 9 (1912): 19-21. Review of Hugh Samuel Roger Elliott, Modern Science and the Illusions of Professor Bergson, Philosophical Review 21 (1912): 705-707. Perception and organic action, Journal of Philosophy 9 (1912): 645-668. L Education au point de vue social, L Année pédagogique 3 (1913): 32-48. Interest and Effort in Education. Boston: Houghton Mifflin (1913). Should Michigan have vocational education under unit or dual control?, In National Society for the Promotion of Industrial Education, Bulletin 18 . Peoria, Illinois (1913): 27-34. Introduction, In A Contribution to a Bibliography of Henri Bergson by Isadore Gilbert Mudge. New York: Columbia University Press (1913): ix - xiii. Introduction, In Directory of the Trades and Occupations Taught at the Day and Evening Schools in Greater New York. New York: Henry Street Settlement (1913): 2-3. Articles in A Cyclopedia of Education Vol IV edited by Paul Monroe. New York: Macmillan (1913) Liberal Education, p 4-6 Many-sided interest, p 129 Materialism, p 158 Metaphysics, p 202 Method, p 202 - 205 Monism, p 296 Morality and moral sense, p 314 Nativism, p 386 Nature, p 387-389 Neo-Humanism, p 408 Opinion, p 552 Optimism, p 552-553. Pantheism, p 598 Pedantry, p 622-623 Personality, p 649-650 Pessimism, p 654 - 655 Philosophy of education, p 697-703 Plato, p 722 -725 Play, p 725-727 Pluralism, p 730 Articles in A Cyclopedia of Education Vol V edited by Paul Monroe., New York: Macmillan (1913) Positivism, p 18-19 Pragmatism, p 22-24 Problem, p 47 Process, p 49 Progress, p 51-52 Proposition, p 54 Rationalism, p 109 Scientific method, p 292-293 Self, 317-319 Self-consciousness, 319-320 Sensationalism, 324-325 Stimulus and response, 422 Subject, p 446-447 Syllogism, p 492-493 System, p 496 Term, p 566 Theism, p 581 Theory and practice, p 606-607 Tradition, p 621 Transcendentalism, p 622-623 Truth, p 632-633 Universal, p 651 Utilitarianism, p 700 Validity, p 703 Values, educational, p 704-705 An undemocratic proposal, American Teacher 2 (1913): 2-4. Some dangers in the present movement for industrial education, Child Labor Bulletin 1 (1913 iv): 69-74. Industrial education and democracy, Survey 29 (1913): 870-871, 893. The problem of values, Journal of Philosophy 10, (1913): 268-269. Cut-and-try school methods, Survey 30 (1913): 691-692. Professional spirit among teachers, American Teacher 2 (1913): 114-116. Reasoning in early childhood, Teachers College Record, 15 (1914): 9-15. Report on the Fairhope [Alabama] experiment in organic education, Survey 32 (1914): 199. Psychological doctrine and philosophical teaching, Journal of Philosophy 11, (1914): 505-511. Nature and reason in law, International Journal of Ethics 25 (1914): 25-32. A policy of industrial education, New Republic 1 (1914): 11-12. German Philosophy and Politics. New York: Henry Holt Co. (1915). Schools of Tomorrow with Evelyn Dewey. New York: E.P. Dutton (1915). Introductory Address, Science NS 41 (1915): 147-151. Industrial Education — a wrong kind, New Republic 2 (1915): 178-180. Splitting up the school system, New Republic 2 (1915): 283-284. The subject matter of metaphysical inquiry, Journal of Philosophy 12 (1915): 337-345. The existence of the world as a problem, Philosophical Review 24 (1915): 337-345. The logic of judgments in practice. I Their nature and II. Judgments of value, Journal of Philosophy 12 (1915): 505-523. The logic of judgments in practice. III Sense-Perception as knowledge, Journal of Philosophy 12 (1915): 533-543. Annual address of the President, Bulletin of the American Association of University Professors 1, (1915): 9-13. Democracy and Education: An introduction to the philosophy of education. New York: The Macmillan Company, (1916). Essays in Experimental Logic. Chicago: University of Chicago (1916). Nationalizing Education, Journal of the National Education Association, 1(ii) (1916): 183-189. Method in science-teaching, Journal of the National Education Association 1 (1916): 725-730. Force, violence and the law, New Republic 5 (1916): 295-297. On understanding the mind of Germany, Atlantic Monthly, 117 (1916): 251-262. The need of an industrial education in an industrial democracy, Manual Training 17 (1916): 409-414. Organization in American education, Teachers College Record 17 (1916): 127-141. Vocational education, New Republic 6 (1916): 159-160. Progress, International Journal of Ethics 26 (1916): 311-322. Force and coercion, International Journal of Ethics 26 (1916): 359-367. Our educational ideal in wartime, New Republic 6 (1916): 283-284. Universal service as education, New Republic 6 (1916): 309-310, 334-335. Voluntarism in the Roycean Philosophy, Philosophical Review 25 (1916): 245-254. The school and social preparedness, New Republic 7 (1916): 15-16. American education and culture, New Republic 7 (1916): 215-316. Professional organization of teachers, American Teacher 5 (1916): 99-101. The Hughes Campaign, New Republic 8 (1916) 319-321. The tragedy of the German soul, New Republic 8 (1916): 155-156. The pragmatism of Peirce, Journal of Philosophy 13 (1916): 709-715. Enlistment for the Farm. New York: Columbia University, (1916). Prospective elementary education, in Louis Win Rapeer s Teaching Elementary School Subjects. New York: Charles Scribner s Sons (1917): 552-569. The need for a recovery of philosophy, In Creative Intelligence, Essays in the Pragmatic Attitude. New York: Henry Holt Co. (1917): 3-69. [George Sylvester Morris: An estimate] In Robert Mark Wenley s The Life and Work of George Sylvester Morris. New York: Macmillan (1917): 313-321. Experiment in education, New Republic 10 (1917): 15-16. The concept of the neutral in recent epistemology, Journal of Philosophy 14 (1917): 161-163. Learning to earn: The place of vocational education in a comprehensive scheme of public education, School and Society, 5 (1917): 331-335. Current tendencies in education, Dial 57 (1917): 287-289. Federal aid to elementary education, Child Labor Bulletin 6 (1917): 61-66. In a time of national hesitation, Seven Arts Magazine 2 (1917): 3-7. The need for social psychology, Psychological Review 24 (1917): 266-277. H.G. Wells, theological assembler, Seven Arts Magazine 2 (1917): 334-339. Conscience and compulsion, New Republic 9 (1917): 297-298. The future of pacifism, New Republic 11 (1917): 358-360. What America will fight for, New Republic 12 (1917): 68-69. Duality and dualism, Journal of Philosophy, 14 (1917): 491-493. Conscription of thought, New Republic 12 (1917): 128-130. War activities for civilians, New Republic 12 (1917): 139-140. Fiat Justitia, Ruat Coelum (sic), New Republic 12 (1917): 237-238. The principle of nationality, Menorah Journal 3 (1917): 203-208. The case of the professor and the public interest, Dial 62 (1917): 17-18. Public education on trial, New Republic 13 (1917): 133-138. Democracy and loyalty in the schools, American Teacher, 7 (1918): 8-10. Confidential Report: Conditions among the Poles in the United States. Washington (1918). The motivation of Hobbe s political philosophy, In Studies in the History of Ideas. New York: Columbia University (1918): 88-115. Vocational education in the light of the world war, Vocational Education Association of the Mid West, Bulletin 4 (1918). Introductory Word, in Frederick Matthias Alexander, Man s Supreme Inheritance New York: E. P. Dutton Co. (1918): xiii-xvii. Concerning alleged immediate knowledge of mind, Journal of Philosophy 15 (1918): 29-35. America in the World, Nation 56 (1918): 287. Morals and the conduct of statesmen, New Republic 14 (1918): 232-234. Internal social reorganization after the war, Journal of Race Develoopment 8 (1918): 385-400. A new social science, New Republic 14 (1918): 292-294. Education and social direction, Dial 64 (1918): 333-335. Political science as a recluse, New Republic 14 (1918): 383-384. The objects of valuation, Journal of Philosophy 15 (1918): 253-258. What are we fighting for?, Independent 94 (1918): 480-483. Autocracy under cover, New Republic 16 (1918): 103-106. The approach to a League of Nations, Dial 65 (1918): 341-342. Creative industry, New Republic 17 (1918): 20-23. The cult of irrationality, New Republic 17 (1918): 34-35. The League of Nations and the new diplomacy, Dial 65 (1918): 34-35. The fourteen points and the League of Nations, Dial 65 (1918): 463-464. The post-war mind, New Republic, 17 (1918): 157-159. A League of Nations and economic freedom, Dial 65 (1918): 537-539. The new paternalism, New Republic 17 (1918): 216-217. The Psychology of Drawing —Imagination and Expression— Culture and Industry in Education. (Teachers College Bulletin, Series 10, No. 10) New York: Teachers College, Columbia University (1919). Philosophy and democracy, University [of California] Chronicle 21 (1919): 39-54. Theodore Roosevelt, Dial 66 (1919): 115-117. Review of Robert Mark Wenley, Life and Work of George Sylvester Morris, Philosophical Review 28 (1919): 212-213. Japan and America, Dial 66 (1919): 501-503. Dewey s lectures in Japan, Journal of Philosophy 16 (1919): 357-364. On two sides of the Eastern Sea, New Republic 19 (1919): 346-348. The student revolt in China, New Republic 20 (1919):16-18. The international duel in China, New Republic 20 (1919): 110-112. Militarism in China, New Republic 20 (1919): 167-169. Liberalism in Japan. I. The intellectual preparation, Dial 67 (1919): 283-285. Liberalism in Japan. II. The economic factor, Dial 67 (1919): 333-337. Liberalism in Japan. III. The chief foe, Dial 67 (1919): 369-371. The discrediting of idealism, New Republic 20 (1919): 285-287. Transforming the mind of China, Asia 19 (1919): 285-287. Chinese national sentiment, Asia 19 (1919): 1103-1108. The American opportunity in China, New Republic 21 (1919): 14-17. Our share in drugging China, New Republic 21 (1919): 114-117. Reconstruction in Philosophy. New York: Henry Holt (1920). Letters from China and Japan. (with Alice Chipman Dewey, edited by Evelyn Dewey). New York: E.P. Dutton (1920). [Dewey s Speeches in Fukien] Fukien: Board of Education (1920) in Chinese. [Five Lectures of Dewey] Peking: Morning Post (1920) in Chinese The sequel of the student revolt, New Republic 21 (1920): 380-382. Shantung, as seen from within, New Republic 22 (1920): 12-17. Our national dilemma, New Republic 22 (1920): 117-118. The new leaven in Chinese Politics, Asia 20 (1920): 267-272. What holds China back, Asia 20 (1920): 372-377. Freedom of thought and work, New Republic 23 (1920): 316-317. Americanism and localism, Dial 68 (1920): 684-688. China s nightmare, New Republic 23 (1920): 145-147. How reaction helps, New Republic 24 (1920): 21-22. A political upheaval in China, New Republic 24 (1920): 142-144. Industrial China, New Republic 25 (1920): 39-41. Aims and ideals of education. in Encyclopedia and Dictionary of Education, Vol I., edited by Foster Watson, London (1921). China, Japan and the USA Present-Day Conditions in the Far East and Their Bearing on the Washing Conference. New York: Republic Publishing Co., (1921) The Alexander-Dewey Arithmetic, by Georgina Alexander, edited by John Dewey, 3 volumes. New York: Longman, Green and Co. (1921) First introduction, in Scudder Klyce, Universe. Winchester, Mass: S. Klyce (1921). Racial prejudice and friction, Chinese Social and Political Science Review, 6 (1921): 1-17. Is China a nation?, New Republic, 25, (1921): 220-223. Social absolutism, New Republic, 25 (1921): 315-318. The far eastern deadlock, New Republic 26 (1921): 71-74. The consortium in China, New Republic 26 (1921): 178-180. Old China and new, Asia 21 (1921): 445-450, 454, 456. New culture in China, Asia 21 (1921): 581-586, 642. Hinterlands in China, New Republic 27 (1921): 162-165. Divided China, Part I, New Republic 27 (1921): 212-215. Divided China, Part II, New Republic 27 (1921) 235-237. Tenth anniversary of the Republic of China: A message, China Review, 28 (1921): 171. Federalism in China, New Republic 28 (1921): 176-178. China and Disarmament, Chinese Students Monthly, 17 (1921) 16-17. The parting of the ways for America, I, New Republic 28 (1921):283-286. The parting of the ways for America, I, New Republic 28 (1921): 315-317. Articles for the Baltimore Sun The issues at Washington, I Causes of international friction, Nov. 14 1921 The issues at Washington, II. The Anglo-Japanese Alliance and the United States ,. Nov. 15, 1921. The issues at Washington, III. China s interest, Nov 16, 1921. The issues at Washington, IV. Suggested measures, Nov. 17, 1921. Shrewd tactics are shown in Chinese plea., Nov. 18, 1921. Four principles for China regarded as but framework, Nov 23 1921. Underground burrows must be dug open, Nov 29, 1921 Angles of Shantung question, Dec 5 1921 Chinese resignation seems unsportsmanlike to Americans but a matter of habit with them, 9 Dec 1921 Three results of treaty, Dec 11 1921 A few second thoughts on Four-power pact, 17 Dec 1921. Public opinion in Japan, New Republic 28 supplement (1921): 14-18 Classicism as an evangel, Journal of Philosophy 17 (1921): 664-666. The conference and a happy ending, New Republic, 29 (1921): 27-29 Education by Henry Adams, New Republic 29 (1921): 102-103. Works about John Dewey,1886-1995, by Barbara Levine. (1995) The definitive bibliography of secondary literature on Dewey. The Center for Dewey Studies provides a update list of additional works about Dewey.The Philosophy of John Dewey.Volume One of The Library of Living Philosophers Series. (1939. 3rd ed., 1989)Contains the most comprehensive bibliography of Dewey's writings. Selected works on a variety of aspects of Dewey's philosophy----Just a sampling of the enormous commentary on Dewey of recent years. See the DeweyCenter's Works about Dewey 1995-present. John Dewey's Pragmatic Technology by Larry Hickman (1990) Philosophy and the Reconstruction of Culture: Pragmatic Essays after Dewey edited by John Stuhr (1993) John Dewey and American Democracy by Robert Westbrook (1993) Dewey's New Logic: A Reply to Russell by Tom Burke (1994) The Promise of Pragmatism by John Patrick Diggins. (1994) John Dewey: Religious Faith and Democratic Humanism by Steven Rockefeller (1994) Understanding John Dewey by James Campbell (1995) John Dewey and the High Tide of American Liberalism by Alan Ryan (1995) Dewey's Ethical Theory by Jennifer Welchman (1995) John Dewey: Rethinking Our Time by Raymond Boisvert (1997) Transforming Experience: John Dewey's Cultural Instrumentalism by Michael Eldridge (1998) John Dewey: America's Philosopher of Democracy by David Fott (1998) John Dewey and the Lessons of Art by Philip Jackson (1998) Dewey Reconfigured: Essays on Deweyan Pragmatism edited by Casey Haskins and David Seiple (1999) Dewey's Empirical Theory of Knowledge and Reality by John Shook (2000) Philosophical Tools for Technological Culture: Putting Pragmatism to Work by Larry Hickman (2001) Dewey's Logical Theory: New Studies and Interpretations edited by Burke, Hester, and Talisse (2002) John Dewey and Moral Imagination: Pragmatism in Ethics by Steven Fesmire (2003) Democratic Hope: Pragmatism and the Politics of Truth by Robert Westbrook (2005) Inquiry And Education: John Dewey And the Quest for Democracy by James Johnston (2006) John Dewey’s Ethics: Democracy as Experience by Gregory Fernando Pappas (2008) Books and articles by John Dewey from 1886 to 1916. Democracy and Education (1916). My Pedagogic Creed, by John Dewey - Early essay by John Dewey outlining his theory of education. Progressive education in brief. Impressions of Soviet Russia, by John Dewey - Complete text of the first six chapters of Dewey’s book, covering Dewey’s visit to Soviet Russia in 1928. Inquiry into charges against Trotsky - A complete transcription of the famous commission Dewey chaired in 1937, held in Mexico: “The Case of Leon Trotsky, Report of hearings by the Preliminary Commission of Inquiry into the charges made against him in the Moscow trials.” The Humanist Manifesto (1933) signed by John Dewey.Center for Dewey Studies at Southern Illinois University. Larry Hickman,Director.Manuscript Collections at the Morris Library, Southern IllinoisUniversity. The John Dewey Papers are located here, along with the papers of many otherpragmatists and progressive educators.Chronology of Dewey's Life and Works provided by the Dewey Center.David Hildebrand.Dewey's Moral Philosophy by Elizabeth Anderson at the Stanford Encyclopedia of Philosophy.Dewey's Aesthetics by Tom Leddy at the Stanford Encyclopedia of Philosophy.Dewey's Political Philosophy by Matthew Festenstein at the Stanford Encyclopedia of Philosophy.JohnDewey, article by Jim Garrison at the Encyclopaedia of Philosophy of Education John Dewey, by Richard Field at the Internet Encyclopedia of Encyclopedia Thoughtand Action: John Dewey at the University of Michigan by Brian WilliamsJohn Dewey inHamburg / Germany by Glen Pate. A collection of materials relating to the strangehistory of the Dewey reception in Germany. John Deweyby Pam Ecker for the American Culture Studies project, The American 1890s: AChronology, at Bowling Green State University. Includes links to pages about Deweyand pragmatism, and progressive education.Essays on Dewey's political philosophy by Gordon L. Ziniewicz.John Dewey: American Pragmatic Philosopher by Shawn Olsen

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