Who Was The Chief Supporter Of Free Discipline In Education?

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For the structural geologist, see John Frederick Dewey, For the Minnesotan territorial legislator, see John J. Dewey, For the inventor of the Dewey Decimal system, see Melvil Dewey,

John Dewey

Born	October 20, 1859 Burlington, Vermont, United States
Died	June 1, 1952 (aged 92) New York City, New York, United States
Alma mater	University of Vermont Johns Hopkins University
Children	6, including Jane and Evelyn Dewey

Era	20th-century philosophy
Region	Western philosophy
School	Pragmatism Instrumentalism Functional psychology Process philosophy
Institutions	University of Michigan University of Chicago Laboratory Schools Columbia University American Association of University Professors
Main interests	Philosophy of education, epistemology, journalism, ethics, aesthetics, political philosophy, metaphysics
Notable ideas	Reflective thinking Functional psychology Immediate empiricism Inquiry into Moscow show trials about Trotsky Educational progressivism Occupational psychosis
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John Dewey (; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century.

The overriding theme of Dewey’s works was his profound belief in democracy, be it in politics, education, or communication and journalism.
As Dewey himself stated in 1888, while still at the University of Michigan, “Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous.” Dewey considered two fundamental elements—schools and civil society —to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality.

He asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts and politicians, with the latter being accountable for the policies they adopt.

Dewey was one of the primary figures associated with the philosophy of pragmatism and is considered one of the fathers of functional psychology,
His paper “The Reflex Arc Concept in Psychology,” published in 1896, is regarded as the first major work in the (Chicago) functionalist school of psychology.

A Review of General Psychology survey, published in 2002, ranked Dewey as the 93rd-most-cited psychologist of the 20th century. Dewey was also a major educational reformer for the 20th century. A well-known public intellectual, he was a major voice of progressive education and liberalism,
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Contents

1 Who was the father of education?
- - 1.0.1 What is Dewey philosophy?
- 1.1 When was Dewey’s theory?
2 Who was John Dewey and what did he believe?
3 Who is the founder of pragmatism?
- - 3.0.1 Who is the father of philosopher?
  - 3.0.2 Who is the father of pragmatism in education?
4 Who is John Dewey and how did he affect education?
5 What is John Dewey’s theory of pragmatism?
- - 5.0.1 Who is known as the father of Indian education?
6 Who was the first education teacher?
- 6.1 Who is the great philosopher of education?
  - 6.1.1 Who was the first education teacher?

Who was the father of education?

Horace Mann By David Carleton Known as the “father of American education,” Horace Mann (1796–1859), a major force behind establishing unified school systems, worked to establish a varied curriculum that excluded sectarian instruction. His vision of public education was a precursor to the Supreme Court’s eventual interpretation of the and church-state separation principles in public schools.
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What is Dewey philosophy?

Critical inquiry – Dewey’s approach to education is evident in curricula focused on critial thinking skills in which students engage in intellectual reflection and inquiry, critique, test and judge knowledge claims, make connections, apply their understandings in a range of different situations, and go into depth, rather than be given quick answers or rushed through a series of content.
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When was Dewey’s theory?

Publications – Besides publishing prolifically himself, Dewey also sat on the boards of scientific publications such as Sociometry (advisory board, 1942) and Journal of Social Psychology (editorial board, 1942), as well as having posts at other publications such as New Leader (contributing editor, 1949).

” The New Psychology “, Andover Review, 2, 278–89 (1884)
Psychology (1887)
Leibniz’s New Essays Concerning the Human Understanding (1888)
” The Ego as Cause ” Philosophical Review, 3, 337–41 (June 24, 1894)
“The Reflex Arc Concept in Psychology” (1896)
” My Pedagogic Creed ” (1897)
The School and Society (1899)
The Child and the Curriculum (1902)
The Relation of Theory to Practice in Education (1904)
“The Postulate of Immediate Empiricism” (1905)
Moral Principles in Education (1909), The Riverside Press Cambridge, Project Gutenberg
How We Think (1910)
German Philosophy and Politics (1915)
Democracy and Education: an introduction to the philosophy of education (1916)
Reconstruction in Philosophy (1919)
Letters from China and Japan (1920) online
China, Japan and the U.S.A. (1921) online
Human Nature and Conduct public domain audiobook at LibriVox, An Introduction to Social Psychology (1922) Parts 1–4
Experience and Nature (1925)
The Public and its Problems (1927)
The Quest for Certainty, Gifford Lectures (1929)
The Sources of a Science of Education (1929), The Kappa Delta Pi Lecture Series
Individualism Old and New (1930)
Philosophy and Civilization (1931)
Ethics, second edition (with James Hayden Tufts) (1932)
Art as Experience (1934)
A Common Faith (1934)
Liberalism and Social Action (1935)
Experience and Education (1938)
Logic: The Theory of Inquiry (1938)
Freedom and Culture (1939)
Theory of Valuation (1939). ISBN 0-226-57594-2
Knowing and the Known (1949)
Unmodern Philosophy and Modern Philosophy ISBN 0809330792 (Lost in 1947, finally published in 2012)
Lectures in China, 1919-1920 lost; finally published 1973; online

Who was John Dewey and what did he believe?

Often considered one of the greatest thinkers of the 20th century, Dewey had a vital influence on psychology, education, and philosophy. His emphasis on progressive education contributed greatly to the use of experimentation rather than an authoritarian approach to knowledge. Dewey was also a prolific writer.
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Who is the founder of pragmatism?

Pragmatism is a philosophical tradition that – very broadly – understands knowing the world as inseparable from agency within it. This general idea has attracted a remarkably rich and at times contrary range of interpretations, including: that all philosophical concepts should be tested via scientific experimentation, that a claim is true if and only if it is useful (relatedly: if a philosophical theory does not contribute directly to social progress then it is not worth much), that experience consists in transacting with rather than representing nature, that articulate language rests on a deep bed of shared human practices that can never be fully ‘made explicit’.

Pragmatism originated in the United States around 1870, and now presents a growing third alternative to both analytic and ‘Continental’ philosophical traditions worldwide.
Its first generation was initiated by the so-called ‘classical pragmatists’ Charles Sanders Peirce (1839–1914), who first defined and defended the view, and his close friend and colleague William James (1842–1910), who further developed and ably popularized it.

James’ Harvard colleague Josiah Royce (1855–1916), although officially allied with absolute idealism, proved a valuable interlocutor for many of these ideas. A significant influence in those early years was the scientific revolution then taking place around evolutionary theory, of which first generation pragmatists were keen observers and sometime participants (Pearce 2020).

These pragmatists focused significantly on theorising inquiry, meaning and the nature of truth, although James put these themes to work exploring truth in religion. A second (still termed ‘classical’) generation turned pragmatist philosophy more explicitly towards politics, education and other dimensions of social improvement, under the immense influence of John Dewey (1859–1952) and his friend Jane Addams (1860–1935) – who invented the profession of social work as an expression of pragmatist ideas (and was awarded the Nobel Peace Prize in 1931).

Also of considerable importance at this time was George Herbert Mead (1863–1931), who contributed significantly to the social sciences, developing pragmatist perspectives upon the relations between the self and the community (Mead 1934), whilst philosophy of race was germinated by pioneering African-American philosophers W.E.B Du Bois (1868–1963) and Alain Locke (1885–1954), who also engaged in productive dialogue with one another.

As the progressive Deweyan ‘New Deal’ era passed away and the US moved into the Cold War, pragmatism’s influence was challenged, as analytic philosophy blossomed and became the dominant methodological orientation in most Anglo-American philosophy departments.
Transitional or ‘third generation’ figures included C.I.

Lewis (1883–1964) and W.V.O. Quine (1908–2000); although these philosophers developed a number of pragmatist themes, their analytic allegiance may be seen in their significant focus on theory of knowledge as first philosophy (which Dewey deprecated as ‘the epistemological industry’).

Following this dip in popularity, since the 1970s the pragmatist tradition has undergone a significant revival. Richard Rorty (1931–2007) turned consciously to pragmatism to rectify what he saw as mainstream epistemology’s crucial mistake: naively conceiving of language and thought as ‘mirroring’ the world.

Rorty’s bold and iconoclastic attacks on this ‘representationalism’ birthed a so-called neopragmatism to which a number of influential recent philosophers have contributed (e.g. Hilary Putnam, Robert Brandom and Huw Price). Other pragmatists have objected to Rorty’s blithe dismissal of truth as a topic better left undiscussed (Rorty 1982), and have sought to rehabilitate classical pragmatist ideals of objectivity (e.g.

Susan Haack, Christopher Hookway and Cheryl Misak).
These philosophers are now sometimes referred to as New Pragmatists,
Yet others have worked to place pragmatist ideas in a broader Western philosophical context, for instance tracing Peirce’s significant debt to Kant (Apel 1974, Gava 2014), and connections between pragmatism and 19th century idealism (Margolis 2010, Stern 2009).

Meanwhile, classical pragmatism’s progressive social ideals lived on in some quarters, with notable contributions to philosophy of race made by Cornel West, who advanced a prophetic pragmatism drawing on both Christian and Marxian thought, and showcasing the earlier contributions of Du Bois and Locke (e.g.

West 1989). A number of other liberatory philosophical projects in areas such as feminism (Seigfried 1996), ecology (Alexander 2013), Native American philosophy (Pratt 2002) and Latin American philosophy (Pappas 1998) also currently look to the pragmatist tradition as their philosophical home. Meanwhile, increasingly pragmatism’s intellectual centre of gravity is moving out of North America, with vibrant research networks appearing in South America, Scandinavia and more recently central Europe and China.

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The core of pragmatism as Peirce originally conceived it was the Pragmatic Maxim, a rule for clarifying the meaning of hypotheses by tracing their ‘practical consequences’ – their implications for experience in specific situations. For Peirce and James, a key application of the Maxim was clarifying the concept of truth,

This produced a distinctive epistemological outlook: a fallibilist, anti-Cartesian explication of the norms that govern inquiry.
Within that broad outlook, though, early pragmatists split significantly over questions of realism broadly conceived – essentially, whether pragmatism should conceive itself as a scientific philosophy holding monism about truth (following Peirce), or a more broad-based alethic pluralism (following James and Dewey).

This dispute was poignantly emblematized in arguments between Peirce and James which led Peirce to rename his view pragmaticism, presenting this clarified viewpoint to the world as his new ‘baby’ which was, he hoped, ‘ugly enough to be safe from kidnappers’ (EP2: 355).
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Who is the father of philosopher?

Socrates is considered by many to be the founding father of Western philosophy—as well as one of the most enigmatic figures of ancient history.
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Who is the father of pragmatism in education?

Origins – Charles Peirce: the American polymath who first identified pragmatism Pragmatism as a philosophical movement began in the United States around 1870. Charles Sanders Peirce (and his pragmatic maxim) is given credit for its development, along with later 20th-century contributors, William James and John Dewey,

Its direction was determined by The Metaphysical Club members Charles Sanders Peirce, William James, and Chauncey Wright as well as John Dewey and George Herbert Mead,
The first use in print of the name pragmatism was in 1898 by James, who credited Peirce with coining the term during the early 1870s.

James regarded Peirce’s “Illustrations of the Logic of Science” series (including ” The Fixation of Belief ” (1877), and especially ” How to Make Our Ideas Clear ” (1878)) as the foundation of pragmatism. Peirce in turn wrote in 1906 that Nicholas St.

John Green had been instrumental by emphasizing the importance of applying Alexander Bain ‘s definition of belief, which was “that upon which a man is prepared to act”. Peirce wrote that “from this definition, pragmatism is scarce more than a corollary; so that I am disposed to think of him as the grandfather of pragmatism”.

John Shook has said, “Chauncey Wright also deserves considerable credit, for as both Peirce and James recall, it was Wright who demanded a phenomenalist and fallibilist empiricism as an alternative to rationalistic speculation.” Peirce developed the idea that inquiry depends on real doubt, not mere verbal or hyperbolic doubt, and said that, in order to understand a conception in a fruitful way, “Consider the practical effects of the objects of your conception.

Then, your conception of those effects is the whole of your conception of the object”, which he later called the pragmatic maxim, It equates any conception of an object to the general extent of the conceivable implications for informed practice of that object’s effects. This is the heart of his pragmatism as a method of experimentational mental reflection arriving at conceptions in terms of conceivable confirmatory and disconfirmatory circumstances—a method hospitable to the generation of explanatory hypotheses, and conducive to the employment and improvement of verification.

Typical of Peirce is his concern with inference to explanatory hypotheses as outside the usual foundational alternative between deductivist rationalism and inductivist empiricism, although he was a mathematical logician and a founder of statistics, Peirce lectured and further wrote on pragmatism to make clear his own interpretation.

While framing a conception’s meaning in terms of conceivable tests, Peirce emphasized that, since a conception is general, its meaning, its intellectual purport, equates to its acceptance’s implications for general practice, rather than to any definite set of real effects (or test results); a conception’s clarified meaning points toward its conceivable verifications, but the outcomes are not meanings, but individual upshots.

Peirce in 1905 coined the new name pragmaticism “for the precise purpose of expressing the original definition”, saying that “all went happily” with James’s and F.C.S. Schiller ‘s variant uses of the old name “pragmatism” and that he nonetheless coined the new name because of the old name’s growing use in “literary journals, where it gets abused”.

Yet in a 1906 manuscript, he cited as causes his differences with James and Schiller.
And, in a 1908 publication, his differences with James as well as literary author Giovanni Papini,
Peirce in any case regarded his views that truth is immutable and infinity is real, as being opposed by the other pragmatists, but he remained allied with them on other issues.

Pragmatism enjoyed renewed attention after Willard Van Orman Quine and Wilfrid Sellars used a revised pragmatism to criticize logical positivism in the 1960s. Inspired by the work of Quine and Sellars, a brand of pragmatism known sometimes as neopragmatism gained influence through Richard Rorty, the most influential of the late 20th century pragmatists along with Hilary Putnam and Robert Brandom,
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Who is John Dewey and how did he affect education?

Henry Adams Catharine Beecher John Dewey Elaine Goodale Eastman Charlotte Forten Margeret Haley Horace Mann Julia Richman Laura Towne John Dewey (1859-1952) John Dewey was the most significant educational thinker of his era and, many would argue, of the 20th century.

As a philosopher, social reformer and educator, he changed fundamental approaches to teaching and learning.
His ideas about education sprang from a philosophy of pragmatism and were central to the Progressive Movement in schooling.
In light of his importance, it is ironic that many of his theories have been relatively poorly understood and haphazardly applied over the past hundred years.

Dewey’s concept of education put a premium on meaningful activity in learning and participation in classroom democracy. Unlike earlier models of teaching, which relied on authoritarianism and rote learning, progressive education asserted that students must be invested in what they were learning.

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Dewey argued that curriculum should be relevant to students’ lives. He saw learning by doing and development of practical life skills as crucial to children’s education. Some critics assumed that, under Dewey’s system, students would fail to acquire basic academic skills and knowledge. Others believed that classroom order and the teacher’s authority would disappear.

To Dewey, the central ethical imperative in education was democracy. Every school, as he wrote in The School and Society, must become “an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated throughout with the spirit of art, history and science.

When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely and harmonious.” Further Reading Dewey, John.

Democracy and Education, 1917 Education Today, 1940 John Dewey on Education: Selected Writings, 1964
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What is John Dewey’s theory of pragmatism?

John Dewey developed a pragmatic theory of inquiry to provide intelligent methods for social progress. He believed that the logic and attitude of successful scientific inquiries, properly conceived, could be fruitfully applied to morals and politics.
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Who is known as the father of Indian education?

Who is the father of modern legal education in India? Answer at BYJU’S IAS Neelakanta Ramakrishna Madhava Menon is considered by many as the father of modern legal education in India. He was an Indian civil servant, lawyer and legal educator. He is the founder of the National Law Universities system. Further Reading: : Who is the father of modern legal education in India? Answer at BYJU’S IAS
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Who was the first education teacher?

Have you ever wondered, “Who was the first teacher in the world?” It is believed that Confucius became the first teacher in the world. He was a private tutor who gave lessons on history. Earlier, only the royal or noble were allowed access to education.

However, Confucius changed this notion and imparted knowledge to anyone willing to learn. Noble and wealthy families approached him to teach their sons. Confucius made the students learn about the history and various other subjects. In addition, he imparted his wisdom to develop responsibilities and moral character in his students,

He was also the one who received more teacher appreciation than anyone before. Highly knowledgeable and learned men in ancient times became teachers by default. Priests and prophets were considered among the first teachers in the world. Wealthy and noblemen sent their kids to them.

Creation and distribution of educational contentFacilitating learning by developing interactive learning activitiesProviding individualized instruction to each studentAssess and record students’ progress Plan and execute learning activities. Teachers can use in-class and outdoor activities to facilitate learning.Collaborate with parents and other teachers for holistic development of childrenObserve and understand a students’ behavior, social skills, and psyche

These responsibilities are for everyone willing to begin a career in the educational field, Teachers must understand their students’ needs and help them develop professional skills. Moreover, they must possess exceptional communication and listening skills.
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Who is the great philosopher of education?

16. Plato (428/427?–348/347? BCE) – Greek philosopher and teacher Plato did nothing less than found the first institution of higher learning in the Western World, establishing the Academy of Athens and cementing his own status as the most important figure in the development of western philosophical tradition.

As the pupil of Socrates and the mentor to Aristotle, Plato is the connecting figure in what might be termed the great triumvirate of Greek thought in both philosophy and science.
A quote by British philosopher Alfred North Whitehead sums up the enormity of his influence, noting “the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato.” Indeed, it could be argued that Plato founded political philosophy, introducing both the dialectic and dialogic forms of writing as ways to explore various areas of thought.

(Often, in his dialogues, he employed his mentor Socrates as the vessel for his own thoughts and ideas.) While he was not the first individual to partake of the activity of philosophy, he was perhaps the first to truly define what it meant, to articulate its purpose, and to reveal how it could be applied with scientific rigor.
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Who was the first education teacher?

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