"A modern classic. Dewey's lectures have lost none of their vigor...The historical approach, which underlay the central argument, is beautifully exemplified in his treatments of the origin of philosophy."-- Philosophy and Phenomenological Research "It was with this book that Dewey fully launched his campaign for experimental philosophy."-- The New Republic Written by an eminent philosopher shortly after the shattering effects of World War I, this volume offers an insightful introduction to the concept of pragmatic humanism. Dewey presents persuasive arguments against (...) traditional philosophical constructs, suggesting their basis in self-justification. He proposes, instead, an examination of core values in terms of their ultimate effects on the self and others. This experimental philosophy was received with both outrage and acclaim for daring to mingle ethics and science. Delivered in 1919 as a series of lectures, Dewey's landmark work appears here in an enlarged edition that features an informative introduction by the author, written more than 25 years after the book's initial publication. (shrink)

The need for a recovery of philosophy, by J. Dewey.--Reformation of logic, by A. W. Moore.--Intelligence and mathematics, by H. C. Brown.--Scientific method and individual thinker, by G. H. Mead.--Consciousness and psychology, by B. H. Bode.--The phases of the economic interest, by H. W. Stuart.--The moral life and the construction of values and standards, by J. H. Tufts.--Value and existence in philosophy, art, and religion, by H. M. Kallen.

From interpreting the world to changing it, this book is a synthesis of Chomsky's early work on philosophy, linguistics, and politics.

John Dewey's Gifford Lectures, given at Edinburgh in 1929.

The sixteen essays in this volume confront the current debate about the relationship between philosophy and its history. On the one hand intellectual historians commonly accuse philosophers of writing bad - anachronistic - history of philosophy, and on the other, philosophers have accused intellectual historians of writing bad - antiquarian - history of philosophy. The essays here address this controversy and ask what purpose the history of philosophy should serve. Part I contains more purely theoretical and methodological discussion, of such (...) questions as whether there are 'timeless' philosophical problems, whether the issues of one epoch are commensurable with those of another, and what style is appropriate to the historiography of the subject. The essays in Part II consider a number of case-histories. They present important revisionist scholarship and original contributions on topics drawn from ancient, early modern and more recent philosophy. All the essays have been specially commissioned, and the contributors include many of the leading figures in the field. The volume as a whole will be of vital interest to everyone concerned with the study of philosophy and of its history. (shrink)

Preface This volume contains essays written during the period 1972-1980. They are arranged roughly in order of composition. Except for the Introduction, ...

Although primarily addressed to the general reader, the introduction and the last chapters of this work strike straight at reactionary philosophers who obstruct the philosophers who are honest searchers for wisdom. John Dewey was the most famous teacher of philosophy in the early twentieth century, and he was known for his lifelong work to reform America's educational system. Dewey was born in Burlington, Vermont in 1859 to strict Calvinist parents. After graduating from the University of Vermont, Dewey taught high school (...) and studied philosophy in his spare time. He finished his doctorate degree at Johns Hopkins University and continued to teach at various universities around the country, finally landing at Columbia University. While in New York, Dewey became involved in political groups and founded what would become the progressive education movement, which purported that students should learn to think for themselves to become active participants of a democratic society. He was also a founding member of the NAACP and the ACLU. At this time, Dewey was influenced by Karl Marx, and after traveling to different countries to study their educational systems, praised Soviet education and came under scrutiny in the United States. Dewey continued his political and philosophical efforts until his death in 1952. (shrink)

Alasdair Maclntyre and Richard Rorty agree on two very fundamental matters, namely, to put it in Rorty's words, ‘that philosophy as practised professionally today lacks any systematic unity’ and that this very fact poses for us now, standing where we stand, ‘a central philosophical problem’.1 It is also true that they both have a much more historicist view of philosophy than does traditional analytic philosophy; they regard the study of the history of philosophy as an integral element in the study (...) of philosophy and think that philosophy is not something to be sharply separated, as a distinct discipline, from other areas of learning. (shrink)