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Philosophy is a game with objectives and no rules.
Mathematics is a game with rules and no objectives.
Theology is a game whose object is to bring rules into the subjective.

Tuesday, December 30, 2008

Biography


John Dewey was born Oct. 20, 1859, Burlington, Vt., U.S.—died June 1, 1952, New York, N.Y. American philosopher and educator who was one of the founders of the philosophical school of pragmatism, a pioneer in functional psychology, and a leader of the progressive movement in education in the United States.


Early life


The son of a grocer in Vermont, Dewey attended the public schools of Burlington and there entered the University of Vermont. After graduating from the university in 1879, Dewey taught high school for three years. In the fall of 1882 he entered Johns Hopkins University, in Baltimore, for advanced study in philosophy. There he came under the influence of George Sylvester Morris, who was a leading exponent of Neo-Hegelianism, a revival of the thought of the early-19th-century German philosopher Hegel. Dewey found in this philosophy, with its emphasis on the spiritual and organic nature of the universe, what he had been vaguely groping for, and he eagerly embraced it.

After being awarded the Ph.D. degree by Johns Hopkins University in 1884, Dewey, in the fall of that year, went to the University of Michigan, where, at the urging of Morris, he had been appointed an instructor in philosophy and psychology. With the exception of the academic year 1888–89, when he served as professor of philosophy at the University of Minnesota, Dewey spent the next 10 years at Michigan. During this time his philosophical endeavours were devoted mainly to an intensive study of Hegel and the British Neo-Hegelians and to the new experimental physiological psychology then being advanced in the United States by G. Stanley Hall and William James.

Dewey's interest in education began during his years at Michigan. His readings and observations revealed that most schools were proceeding along lines set by early traditions and were failing to adjust to the latest findings of child psychology and to the needs of a changing democratic social order. The search for a philosophy of education that would remedy these defects became a major concern for Dewey and added a new dimension to his thinking.

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