MacIntyre also discusses twentieth century philosophers including G. E. Moore, John Dewey and R. M. Hare.
John Dewey called him the "father of progressive education."
He translated to the Spanish books of philosophers like Martin Heidegger, John Dewey, Søren Kierkegaard, G. W. F. Hegel, Max Scheler, Immanuel Kant, Johann Gottlieb Fichte and Edmund Husserl.
New Institutionalism is often contrasted with "old" or "classical" institutionalism, the latter of which was first articulated in the writings of John Dewey, Thorstein Veblen, John Commons, and others, and which has been further extrapolated by various philosophers and scholars such as Donald Davidson, Richard Rorty, Amartya Sen, Donald McCloskey, Warren Samuels, Daniel Bromley, E. J. Mishan, Yngve Ramstad, and others.
In his important work on education Zeriah u'Binyan beChinnuch ("Planting and Building in Education") he presents an adaptation and paraphrase of John Dewey’s Democracy and Education(1916), in which Dewey presented the tension of rote learning and a democratic individualism.
It is a progressive school, following the philosophy of John Dewey.
John Dewey believed that the personification of knowledge in everyday practices was essential and the proactive question about the relationship between theory and practice connects to the idea of social responsibility.
John Dewey - Logik. Die Theorie der Forschung -, 1986 (Published in German 2002 as "Sozialforschung")
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Founded in 1915 by Arthur O. Lovejoy and John Dewey, the AAUP has helped to shape American higher education by developing the standards and procedures that maintain quality in education and academic freedom in the country's colleges and universities.
The educators who influenced Elizabeth Morgan in the formation of her own philosophy of education were: Johann Heinrich Pestalozzi, N. F. S. Grundtvig, Mahatma Gandhi, Maria Montessori, John Dewey and Arthur Ernest Morgan.
He apprenticed himself to a master potter to learn about glazes, as planned, but he extended his stay and traveled around the country, meeting Sun Yat-sen and John Dewey.
His progressive ideas led him to found, in 1929, the First Humanist Society of New York, whose advisory board included Julian Huxley, John Dewey, Albert Einstein and Thomas Mann.
Lindeman drew much of his intellectual constructs from three principal sources: educational philosopher John Dewey; Danish philosopher/educator/theologian N. F. S. Grundtvig; and writer/philosopher Ralph Waldo Emerson.
In 1905 he moved to Chicago to become the principal of Morgan Park High School, and in 1907 became principal of the progressive and controversial University of Chicago High School, part of the school system created by John Dewey, and now known as the University of Chicago Laboratory Schools.
Institutional political economy refers to a body of political economy thought stemming from the works of Thorstein Veblen, John Commons, Wesley Mitchell, John Dewey.
Russon has supervised the dissertations of many current professors of philosophy across North America on topics in Plato, Aristotle, Georg Wilhelm Friedrich Hegel, Karl Marx, Edmund Husserl, Martin Heidegger, John Dewey and Maurice Merleau-Ponty.
Knowing and the Known is a 1949 book by John Dewey and Arthur Bentley.
(Psychologists Gary Brucato Jr. and John D. Hogan later questioned this claim, noting that John Dewey had appeared on an American stamp in 1968 (17 years earlier).
His long-anticipated second book, The Metaphysical Club: A Story of Ideas in America (2001), includes detailed biographical material on Oliver Wendell Holmes, Jr., William James, Charles Sanders Peirce, and John Dewey, and documents their roles in the development of the philosophy of pragmatism.
He believes that this education model was in line with the teachings of Kurt Hahn, founder of Outward Bound and John Dewey's views on education.
There, he created the Discussion Guild, arranging lectures and debates among some of the most notable thinkers of the day, including Clarence Darrow, Bertrand Russell, Will Durant, John Dewey and many others.
Many scholars visited and instructed there, including the American educationist Paul Monroe, W. H. Kilpatrick, E. L. Thorndike, philosopher John Dewey, British philosopher Bertrand Russell, German philosopher Hans Driesch and the Indian (also Bengali) poet Rabindranath Tagore.
Neopragmatists, particularly Rorty and Putnam, draw on the ideas of classical pragmatists such as Charles Sanders Peirce, William James, and John Dewey.
It emphasizes the legal foundations of capitalism (see John R. Commons) and the evolutionary, habituated, and volitional processes by which institutions are erected and then changed (see John Dewey, Thorstein Veblen, and Daniel Bromley.)
Over the years the building has been home to such notable faculty members as philosophers John Dewey, Frederick J. E. Woodbridge and Ernest Nagel, Guadeloupean novelist Maryse Condé, French literary scholar Michael Riffaterre, poet Kenneth Koch and English literary scholars Lionel Trilling, Edward Said, Carolyn Heilbrun, Quentin Anderson, Gayatri Chakravorty Spivak and Mark Van Doren.
He vigorously attacked progressive school reformers such as Horace Mann and John Dewey and argued for the dismantling of the state's influence in education in three works: Intellectual Schizophrenia (a general and concise study of education), The Messianic Character of American Education (a history and castigation of public education in the U.S.), and The Philosophy of the Christian Curriculum (a parent-oriented pedagogical statement).
Key figures historically illustrated in the text are John William Draper, a late 19th-century positivist; Andrew Dickson White, the founding President of Cornell University; John Fiske, a late 19th-century American philosopher; William James; David Starr Jordan, President and later Chancellor of Stanford University; and John Dewey.
The deposit includes published and unpublished scripts, magazine articles, and Klyce correspondence with contemporaries such as Robert Daniel Carmichael, James McKeen Cattell, Clarence Day, John Dewey, Waldo Frank, Dorothy Canfield Fisher, David Starr Jordan, Robert Andrews Taylor, Theodore William Richards, William Emerson Ritter and Upton Sinclair.
The Metaphysical Club recounts the lives and intellectual work of the handful of thinkers primarily responsible for the philosophical concept of pragmatism, a principal feature of American philosophical achievement: William James, Oliver Wendell Holmes, Jr., Charles Sanders Peirce, and John Dewey.
Washburne was a product of a Chicago elementary school founded by Francis Parker, who together with John Dewey were early practitioners of progressive education.
A plaque at the bottom of the totem pole states that it was carved in 1937 by John Dewey Wallace, a Haida chief, in Waterfall, Alaska.
Getting it Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget is a 2002 book by Kieran Egan criticizing the traditional progressivist foundations of modern education in the Western World.
After working with John Dewey, Benjamin Bloom, Ralph W. Tyler, Deborah Elkins, and Robert Havinghurst, she wrote a book entitled Curriculum Development: Theory and Practice (1962).
With John Dewey and George Herbert Mead (both of whom Tufts was instrumental in bringing to the University), Tufts was a co-founder of the Chicago School of Pragmatism.