Late Dewey on democracy and its social and political roles in American society. Republished in John Dewey, The Later Works, 1925-1953, Vol. 14.

In The Public and Its Problems, a classic of social and political philosophy, John Dewey exhibits his strong faith in the potential of human intelligence to solve the public's problems. In his characteristic provocative style, Dewey clarifies the meaning and implications of such concepts as "the public," "the state," "government," and "political democracy." He distinguishes his a posterior reasoning from a priori reasoning, which, he argues permeates less meaningful discussion of basic concepts. Dewey repeatedly demonstrates the interrelationships between fact and (...) theory. (shrink)

Lars Løvlie; The Promise of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 467–486, https://doi.org/10.1111/1467-9752.

Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

"When John Dewey died in 1952, he was memorialized as America's most famous philosopher, revered by liberal educators and deplored by conservatives, but universally acknowledged as his country's intellectual voice. Many things conspired to give Dewey an extraordinary intellectual eminence: He was immensely long-lived and immensely prolific; he died in his ninety-third year, and his intellectual productivity hardly slackened until his eighties." "Professor Alan Ryan offers new insights into Dewey's many achievements, his character, and the era in which his scholarship (...) had a remarkable impact. He investigates the question of what an American audience wanted from a public philosopher - from an intellectual figure whose credentials came from his academic standing as a philosopher, but whose audience was much wider than an academic one." "Ryan argues that Dewey's "religious" outlook illuminates his politics much more vividly than it does the politics of religion as ordinarily conceived. He examines how Dewey fit into the American radical tradition, how he was and was not like his transatlantic contemporaries, why he could for so long practice a form of philosophical inquiry that became unfashionable in England after 1914 at the latest."--BOOK JACKET. (shrink)

This paper asks whether there is afuture for the age-old educational ideal ofBildung. It is argued that the modernconception of Bildung in terms of``rational autonomy'' should be understood as theeducational answer that was given to thepolitical question about citizenship in anemerging (modern) civil society. Raising thequestion about the future of Bildungtherefore means to ask what educationalresponse would be appropriate in our time. Itis argued that our time is one in which theidea of a universal or total perspective hasbecome problematic. We (...) now live in a world ofdifference in which the rational autonomouslife is only one of the possible ways to live.Beyond totalisation and isolation, a possiblefuture of Bildung might be found in theexperience that we can only live our life withothers. In a ``world of difference'' Bildung might follow from a questioning of``one's right to exist'' (Levinas). In thisrespect Bildung can happen anywhere andnot necessarily in those parts of the ``Bildungssystem'' that educators are mostfamiliar and comfortable with (i.e., theschool). Bildung becomes a lifelongchallenge and a lifelong opportunity. (shrink)

This book will do a great deal to make Dewey more available and plausible, and to help his writings shape the imagination of a new generation of Americans.

Lars Løvlie, Paul Standish; Introduction: Bildung and the idea of a liberal education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002.

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

Lars Løvlie; The Promise of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 467–486, https://doi.org/10.1111/1467-9752.

In this first paperback edition, a new introduction by Tom Burke establishes the ongoing importance of Sleeper's analysis of the integrity of Dewey's work and ...

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