Moral Principles in Education [Paperback]

John Dewey (Author)

Book Description

ISBN-10: 1438504691 | ISBN-13: 978-1438504698 | Publication Date: November 12, 2008

John Dewey (October 20, 1859 - June 1, 1952) was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly influential in the United States and around the world. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophical school of Pragmatism. He is also one of the founders of functional psychology and was a leading representative of the progressive movement in U.S. schooling during the first half of the 20th century.[1]

Editorial Reviews

Review

“This [is a] forceful and sound little manual which is an interpretation of con­sistent psychology, ethics and sociology with reference to moral education in the school.”—Journal of Educational Psychology

 

 

 

 

 

“The most important work we have upon the subject of moral education.”           —Elementary School Teacher

“A forceful statement of the responsibility of schools in the moral training of children.”—American Library Association Booklist

--This text refers to an alternate Paperback edition.

About the Author

John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer whose ideas have been very influential to education and social reform. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophy of pragmatism and of functional psychology. He was a major representative of the progressive and progressive populist philosophies of schooling during the first half of the 20th century in the USA. Although Dewey is known best for his publications concerning education, he also wrote about many other topics, including experience and nature, art and experience, logic and inquiry, democracy, and ethics. In his advocacy of democracy, Dewey considered two fundamental elements--schools and civil society--as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully-formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt. --This text refers to an alternate Paperback edition.

Product Details

• Paperback: 48 pages
• Publisher: Book Jungle (November 12, 2008)
• Language: English
• ISBN-10: 1438504691
• ISBN-13: 978-1438504698
• Product Dimensions: 8.9 x 7.5 x 0.2 inches
• Shipping Weight: 3.2 ounces (View shipping rates and policies)
• Average Customer Review: 3.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #2,433,346 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

5 of 10 people found the following review helpful:

3.0 out of 5 stars Great ideas in a stagnant text., June 12, 2000

By 

C. Moon (Valley Village, CA) - See all my reviews
(VINE VOICE)    (REAL NAME)   

This review is from: Moral Principles (Arcturus Books, Ab128) (Paperback)

First off, that's a 3.5, not a 3, but whatever. Perhaps I am just not one for reading philosophy, or as I like to think, many philosophers simply do not understand how to write in a clear fasion. At the bottom of it, Dewey's ideas for ethics in education are as vital now as they were when he wrote it back 1909, but perhaps if he could have made his points in some way more coherent (at a little over 50 pages, this still feels bloated, I imagine it could be clearly stated in about 10 pages), the entire US educational system would have been where it is now by the 20's--and that truly would have been something revolutionary. Dewey goes so far as essentially voicing his own primitive theory of constructivism, along with revolutionary concepts such as 'those who do the doing do the learning'--namely that teaching should be more student oriented and should first and foremost engage the student. There even seems to be a bit of the 'content versus process' debate here, and yet I think there must be more modern writers who have stated this with greater clarity. For people who enjoy reading terse philosophical monologues (and this certainly is still quite readable--I've seen much worse), then certainly pick up this book both for its historical value and a relatively interesting exploration of the ethics in teaching. If your a busy grad student like me though, this may not seem like it is worth the frustration--especially when you can open up almost any teaching journal and see the same ideas. Sure, they didn't say if first, but I don't fall asleep reading it.