New Education and Dewey´s Pragmatism
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F21%3A39918042" target="_blank" >RIV/00216275:25210/21:39918042 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.pragmatismtoday.com/summer2021/Education-and-Deweys-Pragmatism-Ales-Prazny.pdf" target="_blank" >https://www.pragmatismtoday.com/summer2021/Education-and-Deweys-Pragmatism-Ales-Prazny.pdf</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
New Education and Dewey´s Pragmatism
Popis výsledku v původním jazyce
This study examines the concept of education in John Dewey’s philosophy of pragmatism. Dewey addressed education as it related to the development of American democracy. He considered democracy to be the fundamental pillar of democratic society, and not only understood democracy as a political system, but as a way of life. Dewey’s concept of education is based on the epistemology of pragmatism: he rejects the traditional division of theory and practice; truth is not something given in advance but is the result of experimental science. The barrier isolating doing from knowledge should be eliminated. Dewey emphasizes doing and social interaction, and therefore tends towards operationalism and experimentalism. This leads to a reassessment and rejection of the existing philosophical tradition represented primarily by Plato, Aristotle and Kant. Pragmatism rejects metaphysics, Christianity, and embraces biological evolutionism with all of its implications for education. Dewey’s revolution in American education is intended to be entirely in the service of democracy and its values. Unlike traditional concepts of education, which were primarily concerned with educating the elite, Dewey desires a social and political transformation of the world strongly shaped by social policy. Dewey develops his concept based on the historical optimism stemming from the Enlightenment, many aspects of which he himself criticized. The present study recapitulates the basic thoughts of Dewey’s concept of education and shows its limits.
Název v anglickém jazyce
New Education and Dewey´s Pragmatism
Popis výsledku anglicky
This study examines the concept of education in John Dewey’s philosophy of pragmatism. Dewey addressed education as it related to the development of American democracy. He considered democracy to be the fundamental pillar of democratic society, and not only understood democracy as a political system, but as a way of life. Dewey’s concept of education is based on the epistemology of pragmatism: he rejects the traditional division of theory and practice; truth is not something given in advance but is the result of experimental science. The barrier isolating doing from knowledge should be eliminated. Dewey emphasizes doing and social interaction, and therefore tends towards operationalism and experimentalism. This leads to a reassessment and rejection of the existing philosophical tradition represented primarily by Plato, Aristotle and Kant. Pragmatism rejects metaphysics, Christianity, and embraces biological evolutionism with all of its implications for education. Dewey’s revolution in American education is intended to be entirely in the service of democracy and its values. Unlike traditional concepts of education, which were primarily concerned with educating the elite, Dewey desires a social and political transformation of the world strongly shaped by social policy. Dewey develops his concept based on the historical optimism stemming from the Enlightenment, many aspects of which he himself criticized. The present study recapitulates the basic thoughts of Dewey’s concept of education and shows its limits.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
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OECD FORD obor
60301 - Philosophy, History and Philosophy of science and technology
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Pragmatism Today
ISSN
1338-2799
e-ISSN
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Svazek periodika
12
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
SK - Slovenská republika
Počet stran výsledku
8
Strana od-do
91-98
Kód UT WoS článku
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EID výsledku v databázi Scopus
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