Pragmatism, Education, and Children: International Philosophical Perspectives

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Michael Taylor, Helmut Schreier, Paulo Ghiraldelli, Jr., Paulo Ghiraldelli Jr.
Rodopi, 2008 - 248 頁
This book presents fourteen new essays by international scholars about the intersections between pragmatism, education, and philosophy with children. Pragmatism from its beginnings has sought a revolution in learning, and is itself a special kind of philosophy of education. What can the applications of pragmatism to pedagogy around the world teach us today?

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LEARNING FROM JOHN DEWEY
73
PHILOSOPHY FOR CHILDREN
141
RECENT PRAGMATIST THEORIES
183
INDEX
243
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第 89 頁 - Crossing a bare common in snow puddles at twilight under a clouded sky, without having in my thoughts any occurrence of special good fortune, I have enjoyed a perfect exhilaration. I am glad to the brink of fear.
第 163 頁 - Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.
第 83 頁 - A man should learn to detect and watch that gleam of light which flashes across his mind -- from within, more than the lustre of the firmament of bards and sages.
第 175 頁 - There is nothing in which a person so completely reveals himself as in the things which he judges enjoyable and desirable. Such judgments are the sole alternative to the domination of belief by impulse, chance, blind habit and self-interest. The formation of a cultivated and effectively operative good judgment or taste with respect to what is esthetically admirable, intellectually acceptable and morally approvable is the supreme task set to human beings by the incidents of experience.
第 65 頁 - Gestures become significant symbols when they implicitly arouse in an individual making them the same responses which they explicitly arouse, or are supposed to arouse, in other individuals, the individuals to whom they are addressed.
第 81 頁 - Regarded as an idea, democracy is not an alternative to other principles of associated life. It is the idea of community life itself. It is an ideal in the only intelligible sense of an ideal: namely, the tendency and movement of some thing which exists carried to its final limit, viewed as completed, perfected.
第 171 頁 - It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.
第 63 頁 - ... because his imaginary combinations will be original. Constructive imagination is the great power of the poet as well as of the artist ; and the nineteenth century has convinced us that it is also the great power of the man of science, the investigator, and the natural philosopher.
第 172 頁 - His problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience; what there is in the child's present that is usable with reference to it; how such elements are to be used; how his own knowledge of the subject-matter may assist in interpreting the child's needs and doings, and determine the medium in which the child should be placed in order that his growth may be properly directed.
第 57 頁 - The internalization in our experience of the external conversations of gestures which we carry on with other individuals in the social process is the essence of thinking; and the gestures thus internalized are significant symbols because they have the same meanings for all individual members of the given society or social group...

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