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John Birch: A Life
by Terry LautzJohn Birch was better known in death than life. Shot and killed by Communists in China in 1945, he posthumously became the namesake for a right-wing organization whose influence is still visible in today's Tea Party. This is the remarkable story of who he actually was: an American missionary-turned-soldier who wanted to save China, but became a victim instead. Terry Lautz, a longtime scholar of U.S.-China relations, has investigated archives, spoken with three of Birch's brothers, found letters written to the women he loved, and visited sites in China where he lived and died. The result, John Birch: A Life, is the first authoritative biography of this fascinating figure whose name was used for a political cause. Raised as a Baptist fundamentalist, Birch became a missionary to China prior to America's entry into the Second World War. After Pearl Harbor, he volunteered for the U.S. Army in China, served with Claire Chennault, commander of the famed Flying Tigers, and operated behind enemy lines as an intelligence officer. He planned to resume his missionary work after the war, but was killed in a dispute with Communist troops just days after Japan's surrender. During the heyday of the Cold War in the 1950s, Robert Welch, a retired businessman from Boston, chose Birch as the figurehead for the John Birch Society, believing that his death was evidence of conspiracy at the highest levels of government. The Birch Society became one of the most polarizing organizations of its time, and the name of John Birch became synonymous with right-wing extremism. Cutting through the layers of mythology surrounding Birch, Lautz deftly presents his life and his afterlife, placing him not only in the context of anti-communism but in the longstanding American quest to shape China's destiny.
John Bright: Statesman, Orator, Agitator
by Bill CashJohn Bright was one of the greatest British statesmen of the nineteenth century. In a series of Punch cartoons in 1878, Bright featured alongside Disraeli and Gladstone as among the most influential politicians of the age. However, his profound contribution to British politics and society has been virtually forgotten in the modern world.Bright played a critical role in many of the most important political movements of the Victorian era, from the repeal of the Corn Laws to Home Rule. In his great campaign leading up to the Reform Act 1867, he fought for parliamentary reform on behalf of the working class and for the abolition of newspaper taxes. Internationally renowned as an orator, he was a dedicated opponent of slavery and champion of the North in the American Civil War. His testimonial for Abraham Lincoln's re-election was found in the President's pocket on his assassination. He was vigorously opposed to the Crimean War and campaigned against the oppression of the Irish tenantry and colonial subjects throughout the Empire. Fiercely independent, he eventually split from the Liberal Party over Home Rule, becoming a Liberal Unionist.In this new biography, the first for over 30 years, Bill Cash provides an incisive and engaging portrait of a man who influenced the politics of his generation more than virtually any other, with important implications for the present day.
John Buridan’s Questions on Aristotle’s De Anima – Iohannis Buridani Quaestiones in Aristotelis De Anima (Historical-Analytical Studies on Nature, Mind and Action #9)
by Gyula Klima Peter G. Sobol Peter Hartman Jack ZupkoThis book provides the Latin text and its annotated English translation of the question-commentary of John Buridan (ca. 1300-1360) on Aristotle’s “On the Soul”. Buridan was the most influential Parisian nominalist philosopher of his time. His work speaks across centuries to our modern concerns in the philosophy of mind. This volume completes the project of a volume published earlier in the same series: “Questions on the Soul by John Buridan and Others”. An appealing book for scholars of Aristotle and those who are in the field of Medieval philosophy.
John Cage's Concert for Piano and Orchestra (Studies in Musical Genesis, Structure, and Interpretation)
by Martin Iddon Philip ThomasJohn Cage's Concert for Piano and Orchestra is one of the seminal works of the second half of the twentieth century, and the centerpiece of the middle period of Cage's output. It is a culmination of Cage's work up to that point, incorporating notation techniques he had spent the past decade developing - techniques which remain radical to this day. But despite Cage's vitality to the musical development of the twentieth century, and the Concert's centrality to his career, the work is still rarely performed and even more rarely examined in detail. In this volume, Martin Iddon and Philip Thomas provide a rich and critical examination of this enormously significant piece, tracing its many contexts and influences - particularly Schoenberg, jazz, and Cage's own compositional practice - through a wide and previously untapped range of archival sources. Iddon and Thomas explain the Concert through a reading of its many histories, especially in performance - from the legendary performer disobedience and audience disorder of its 1958 New York premiere to a no less disastrous European premiere later the same year. They also highlight the importance of the piano soloist who premiered the piece, David Tudor, and its use alongside choreographer Merce Cunningham's Antic Meet. A careful examination of an apparently bewildering piece, the book explores the critical response to the Concert's performances, re-interrogates the mythology surrounding it, and finally turns to the music itself, in all its component parts, to see what it truly asks of performers and listeners.
John Cage's Concert for Piano and Orchestra (Studies in Musical Genesis, Structure, and Interpretation)
by Martin Iddon Philip ThomasJohn Cage's Concert for Piano and Orchestra is one of the seminal works of the second half of the twentieth century, and the centerpiece of the middle period of Cage's output. It is a culmination of Cage's work up to that point, incorporating notation techniques he had spent the past decade developing - techniques which remain radical to this day. But despite Cage's vitality to the musical development of the twentieth century, and the Concert's centrality to his career, the work is still rarely performed and even more rarely examined in detail. In this volume, Martin Iddon and Philip Thomas provide a rich and critical examination of this enormously significant piece, tracing its many contexts and influences - particularly Schoenberg, jazz, and Cage's own compositional practice - through a wide and previously untapped range of archival sources. Iddon and Thomas explain the Concert through a reading of its many histories, especially in performance - from the legendary performer disobedience and audience disorder of its 1958 New York premiere to a no less disastrous European premiere later the same year. They also highlight the importance of the piano soloist who premiered the piece, David Tudor, and its use alongside choreographer Merce Cunningham's Antic Meet. A careful examination of an apparently bewildering piece, the book explores the critical response to the Concert's performances, re-interrogates the mythology surrounding it, and finally turns to the music itself, in all its component parts, to see what it truly asks of performers and listeners.
John Dee: The World Of An Elizabethan Magus
by Peter J. FrenchFirst published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
John Dee: Interdisciplinary Studies in English Renaissance Thought (International Archives of the History of Ideas Archives internationales d'histoire des idées #193)
by Stephen ClucasIntellectual History and the Identity of John Dee In April 1995, at Birkbeck College, University of London, an interdisciplinary colloquium was held so that scholars from diverse fields and areas of expertise could 1 exchange views on the life and work of John Dee. Working in a variety of fields – intellectual history, history of navigation, history of medicine, history of science, history of mathematics, bibliography and manuscript studies – we had all been drawn to Dee by particular aspects of his work, and participating in the colloquium was to c- front other narratives about Dee’s career: an experience which was both bewildering and instructive. Perhaps more than any other intellectual figure of the English Renaissance Dee has been fragmented and dispersed across numerous disciplines, and the various attempts to re-integrate his multiplied image by reference to a particular world-view or philosophical outlook have failed to bring him into focus. This volume records the diversity of scholarly approaches to John Dee which have emerged since the synthetic accounts of I. R. F. Calder, Frances Yates and Peter French. If these approaches have not succeeded in resolving the problematic multiplicity of Dee’s activities, they will at least deepen our understanding of specific and local areas of his intellectual life, and render them more historiographically legible.
John Dee: The World of the Elizabethan Magus
by Peter J. FrenchFirst published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
John Dewey: Liberty and the Pedagogy of Disposition (SpringerBriefs in Education #1)
by John BaldacchinoThis book presents John Dewey’s work as a claim to the human potentials found in experience, the imagination and the possibilities that emerge from our disposition towards liberty. It details Dewey’s work as a critical junction marked by the quandary of schooling and culture, and where learning is also positioned beyond the boundaries of educational institutions. The book first examines Dewey in his various contexts, influences and life experiences, including his relationship with Hegelian philosophy, Emersonian transcendentalism, Darwin’s method of scientific experimentation, and his deep bond with his first wife Alice Chipman and their work in the Laboratory School. It then revisits Dewey’s approach to politics and education within contemporary debates on education, learning and the School. This discussion takes stock of what does a diverse and plural society mean to us today, at a time that remains challenged by the politics of class, race, gender and sexuality. Dewey’s work has a profound bearing on our understanding of these challenges. Thus to read and talk Dewey is to engage with a conversation with Dewey the philosopher who poses an array of questions, ranging from the way we feel (aesthetics), behave (ethics), think (logic), live as a community (politics) and how we learn (education). In addition, the book also takes Dewey’s concept of experimentation into a discussion of unlearning and deschooling through the arts and aesthetics education. Offering a thought-provoking dialogue with Dewey’s philosophy, this book recognizes the contradictory nature of learning and extends it to the open horizons of experience. By way of discussing the various aspects of Dewey’s approach to organization, policy making and the relationship between education and business, it repositions Dewey in contemporary political and educational contexts, exploring the possibility for education to be free and yet rigorous enough to help us engage with forms of knowledge by which we negotiate and understand the world.
John Dewey: Science for a Changing World
by Svend BrinkmannJohn Dewey was an American psychologist, philosopher, educator, social critic, and political activist. John Dewey: Science for a Changing World addresses Dewey's contemporary relevance; his life and intellectual trajectory; his basic philosophical ideas, with an emphasis on his philosophy of nature; and his educational theory, which has often been misunderstood. In addition, Dewey's pragmatism and pragmatist ethics are discussed, as are some of the criticisms that can be directed at them. Throughout the book, Dewey's ideas are related to the general history of ideas, but there is also a constant focus on how Dewey may assist us in solving some of the problems that face us in a so-called postmodern era. This book is the first to offer an interpretation of John Dewey's works with particular emphasis on his contribution to psychology. John Dewey distinguished himself by combining a culturalist approach to human life with a naturalistic one. He was an avowed naturalist and follower of Darwin, and Brinkmann shows how his non-reductionist, naturalist psychology can serve as a much-needed correction to contemporary forms of "evolutionary psychology." Dewey's psychology, however, is not an isolated element in his thinking as a whole, so the author also provides an introduction to the philosophical, ethical, and educational ideas that go hand-in-hand with his psychology. In the past couple of decades, there has been a renaissance of pragmatist ideas in philosophy, political theory, and education. Scholars are returning to the writings of William James, Charles Peirce, George Herbert Mead, and John Dewey. This book continues the fine tradition of Transaction's History and Theory of Psychology series.
John Dewey: Science for a Changing World
by Svend BrinkmannJohn Dewey was an American psychologist, philosopher, educator, social critic, and political activist. John Dewey: Science for a Changing World addresses Dewey's contemporary relevance; his life and intellectual trajectory; his basic philosophical ideas, with an emphasis on his philosophy of nature; and his educational theory, which has often been misunderstood. In addition, Dewey's pragmatism and pragmatist ethics are discussed, as are some of the criticisms that can be directed at them. Throughout the book, Dewey's ideas are related to the general history of ideas, but there is also a constant focus on how Dewey may assist us in solving some of the problems that face us in a so-called postmodern era. This book is the first to offer an interpretation of John Dewey's works with particular emphasis on his contribution to psychology. John Dewey distinguished himself by combining a culturalist approach to human life with a naturalistic one. He was an avowed naturalist and follower of Darwin, and Brinkmann shows how his non-reductionist, naturalist psychology can serve as a much-needed correction to contemporary forms of "evolutionary psychology." Dewey's psychology, however, is not an isolated element in his thinking as a whole, so the author also provides an introduction to the philosophical, ethical, and educational ideas that go hand-in-hand with his psychology. In the past couple of decades, there has been a renaissance of pragmatist ideas in philosophy, political theory, and education. Scholars are returning to the writings of William James, Charles Peirce, George Herbert Mead, and John Dewey. This book continues the fine tradition of Transaction's History and Theory of Psychology series.
John Dewey: The global public and its problems (Manchester University Press Ser. (PDF))
by John NarayanNarayan shows how Dewey sets out an evolutionary form of global and national democracy in his work, which has not been fully appreciated even by contemporary scholars of pragmatism, and which offers valuable lessons for the 21st century and for our own hopes for global democracy.
John Dewey (Bloomsbury Library of Educational Thought)
by Richard PringBertrand Russell's History of Philosophy refers to Dewey as 'generally admitted to be the leading living philosopher of America'. This honourable mention lay partly in his pragmatic theory of meaning, through which so many baffling philosophical problems were claimed to have been solved – as well as educational ones. It is in connection with his educational ideas, however, that Dewey became either famous or infamous. In the United States he had been seen both as saviour of American education by those who welcomed a more child-centred curriculum, and yet as 'worse than Hitler' by those who saw his ideas as undermining traditional education – an accusation shared by his detractors in Britain. This account seeks to bring together Dewey's educational thinking and its frequently forgotten foundations in a pragmatic theory of meaning. In so doing, the book seeks to show that John Dewey is 'a philosopher of education for our time'.
John Dewey (Continuum Library of Educational Thought)
by Richard Pring Richard BaileyBertrand Russell's History of Philosophy refers to Dewey as 'generally admitted to be the leading living philosopher of America'. This honourable mention lay partly in his pragmatic theory of meaning, through which so many baffling philosophical problems were claimed to have been solved – as well as educational ones. It is in connection with his educational ideas, however, that Dewey became either famous or infamous. In the United States he had been seen both as saviour of American education by those who welcomed a more child-centred curriculum, and yet as 'worse than Hitler' by those who saw his ideas as undermining traditional education – an accusation shared by his detractors in Britain. This account seeks to bring together Dewey's educational thinking and its frequently forgotten foundations in a pragmatic theory of meaning. In so doing, the book seeks to show that John Dewey is 'a philosopher of education for our time'.
John Dewey and American Democracy
by Robert B. WestbrookOver a career spanning American history from the 1880s to the 1950s, John Dewey sought not only to forge a persuasive argument for his conviction that "democracy is freedom" but also to realize his democratic ideals through political activism. Widely considered modern America's most important philosopher, Dewey made his views known both through his writings and through such controversial episodes as his leadership of educational reform at the turn of the century; his support of American intervention in World War I and his leading role in the Outlawry of War movement after the war; and his participation in both radical and anti-communist politics in the 1930s and 40s. Robert B. Westbrook reconstructs the evolution of Dewey's thought and practice in this masterful intellectual biography, combining readings of his major works with an engaging account of key chapters in his activism. Westbrook pays particular attention to the impact upon Dewey of conversations and debates with contemporaries from William James and Reinhold Niebuhr to Jane Addams and Leon Trotsky. Countering prevailing interpretations of Dewey's contribution to the ideology of American liberalism, he discovers a more unorthodox Dewey—a deviant within the liberal community who was steadily radicalized by his profound faith in participatory democracy. Anyone concerned with the nature of democracy and the future of liberalism in America—including educators, moral and social philosophers, social scientists, political theorists, and intellectual and cultural historians—will find John Dewey and American Democracy indispensable reading.
John Dewey and Contemporary Challenges to Democratic Education (Routledge Studies in American Philosophy)
by Michael G. FestlThis book reconsiders pragmatist conceptions of democratic education, especially those of John Dewey. It addresses what democratic education can mean in the face of current threats that are undermining democracy.Since the mid-twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as much as possible. Given the recent undermining of democratic nation-states and their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This book sketches how a renewed democratic education, modeled after John Dewey and other forms of pragmatist educational philosophy, might look today. It identifies the conceptual, political, and technological challenges to education and democracy and explores how a new democratic education could be implemented in the classroom.John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, the philosophy of education, and political philosophy.
John Dewey and Contemporary Challenges to Democratic Education (Routledge Studies in American Philosophy)
This book reconsiders pragmatist conceptions of democratic education, especially those of John Dewey. It addresses what democratic education can mean in the face of current threats that are undermining democracy.Since the mid-twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as much as possible. Given the recent undermining of democratic nation-states and their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This book sketches how a renewed democratic education, modeled after John Dewey and other forms of pragmatist educational philosophy, might look today. It identifies the conceptual, political, and technological challenges to education and democracy and explores how a new democratic education could be implemented in the classroom.John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, the philosophy of education, and political philosophy.
John Dewey and the Future of Community College Education
by Clifford P. Harbour'Honorable Mention' 2016 PROSE Award - Education TheoryToday, community colleges enroll 40% of all undergraduates in the United States. In the years ahead, these institutions are expected to serve an even larger share of this student population. However, faced with increasing government pressure to significantly improve student completion rates, many community colleges will be forced to reconsider their traditional commitment to expand educational opportunity. Community colleges, therefore, are at a crossroads. Should they focus on improving student completion rates and divert resources from student recruitment programs? Should they improve completion rates by closing developmental studies programs and limiting enrollment to college-ready students? Or, can community colleges simultaneously expand educational opportunity and improve student completion? In John Dewey and the Future of Community College Education, Cliff Harbour argues that before these questions can be answered, community colleges must articulate the values and priorities that will guide them in the future. Harbour proposes that leaders across the institution come together and adopt a new democracy-based normative vision grounded in the writings of John Dewey, which would call upon colleges to do much more than improve completion rates and expand educational opportunity. It would look beyond the national economic measures that dominate higher education policy debates today and would prioritize individual student growth and the development of democratic communities. Harbour argues that this, in turn, would help community colleges contribute to the vital work of reconstructing American democracy. John Dewey and the Future of Community College Education is essential reading for all community college advocates interested in taking a more active role in developing the community college of the future.
John Dewey and the Future of Community College Education
by Clifford P. Harbour'Honorable Mention' 2016 PROSE Award - Education TheoryToday, community colleges enroll 40% of all undergraduates in the United States. In the years ahead, these institutions are expected to serve an even larger share of this student population. However, faced with increasing government pressure to significantly improve student completion rates, many community colleges will be forced to reconsider their traditional commitment to expand educational opportunity. Community colleges, therefore, are at a crossroads. Should they focus on improving student completion rates and divert resources from student recruitment programs? Should they improve completion rates by closing developmental studies programs and limiting enrollment to college-ready students? Or, can community colleges simultaneously expand educational opportunity and improve student completion? In John Dewey and the Future of Community College Education, Cliff Harbour argues that before these questions can be answered, community colleges must articulate the values and priorities that will guide them in the future. Harbour proposes that leaders across the institution come together and adopt a new democracy-based normative vision grounded in the writings of John Dewey, which would call upon colleges to do much more than improve completion rates and expand educational opportunity. It would look beyond the national economic measures that dominate higher education policy debates today and would prioritize individual student growth and the development of democratic communities. Harbour argues that this, in turn, would help community colleges contribute to the vital work of reconstructing American democracy. John Dewey and the Future of Community College Education is essential reading for all community college advocates interested in taking a more active role in developing the community college of the future.
John Dewey and the Notion of Trans-action: A Sociological Reply on Rethinking Relations and Social Processes (Palgrave Studies in Relational Sociology)
by Christian MorgnerEngaging with several emerging and interconnected approaches in the social sciences, including pragmatism, system theory, processual thinking and relational thinking, this book leverages John Dewey and Arthur Bentley’s often misunderstood concept of trans-action to revisit and redefine our perceptions of social relations and social life. The contributors gathered here use trans-action in a more specific sense, showing why and how social scientists and philosophers might use the concept to better understand our social life and social problems. As the first collective sociological attempt to apply the concept of trans-action to contemporary social issues, this volume is a key reference for the growing audience of relational and processual thinkers in the social sciences and beyond.
John Dewey, Robert Pirsig, and the Art of Living: Revisioning Aesthetic Education
by D. GrangerThis book explores the writings of philosopher and educator, John Dewey, in order to develop an expansive vision of aesthetic education and everyday poetics of living. Robert Pirsig's best-selling book, Zen and the Art of Motorcycle Maintenance , provides concrete exemplifications of this compelling yet unconventional vision.
John Dewey’s Democratic Education and its Influence on Pedagogy in China 1917-1937
by Lei WangLei Wang researches John Dewey’s pedagogical influence on the historical context of China and compares his observations and his basic democratic approach with the concepts and practical implementation of his Chinese students. As a result, it turns out that the spread of pragmatic philosophy in China was accompanied by reductionism, misunderstandings, Confucian doctrine and nationalism and that Dewey’s reform proposals can open a democratic perspective on current challenges in Chinese society. On the occasion of the 100th anniversary of Dewey’s research trip to China, the author emphasizes the contemporary significance of his work. The results of her study can clarify and correct errors that continue to have effect today.
John Dewey’s Laboratory School: The Rise and Fall of a World-Famous Experiment (The Cultural and Social Foundations of Education)
by Michael KnollThe Laboratory School is presumably the most famous experimental school of the progressive education movement. Founded in 1894 by John Dewey and President William R. Harper, the Laboratory School existed at the University of Chicago for seven and a half years, and even after more than a century, remains a beacon of hope and inspiration for many educators. The present volume ventures to provide the first institutional history of the Laboratory School and to situate the school in its contemporary context. Drawing on new archival and historical materials, the book tells the story of a legendary school experiment that experienced a steep rise and a dramatic fall due to unsuitable structures and unfortunate decisions.
John Dewey's Metaphysical Theory
by Paul Benjamin CherlinJohn Dewey’s Metaphysical Theory provides an overview and technical exposition of Dewey’s mature ontological theory. In particular, “nature,” “experience,” and their relationship, are given extended treatment through a close reading of primary texts. Following Dewey’s metaphysical postulates and conclusions, the book suggests how experience may reveal the fundamental traits of nature. In addition, the book reveals how Dewey understood the ways in which all phenomena may relate within an inclusive economy of existence, what it means to have an “identity,” what constitutes “selfhood” or personality, and how metaphysics relates to the ideals of democracy and social ethics.
John Dewey’s Philosophy of Education: An Introduction and Recontextualization for Our Times
by J. Garrison S. Neubert K. ReichJohn Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.