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83-647: In 1916, the New York City Teachers Union formed. That same year, it received a charter to join the American Federation of Teachers as "AFT Local 5" (often cited simply as "Local 5"). Its principal co-founders were Henry Linville (a Harvard -educated, Socialist , pacifist biology teacher) and Abraham Lefkowitz (a New York University -educated academic). From 1916 to 1935, Linville served as president and Lefkowitz as vice president and legislative expert. Their top agenda for

166-406: A "circular" account in which what serves as "stimulus" and what as "response" depends on how one considers the situation and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagreed that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which

249-596: A CIO union during the Great Depression. The early UFT, like its Teachers' Guild ancestor, succeeded, in large measure, as a result of the evisceration of the Teachers' Union, which had been expelled from the AFT in 1940 and effectively destroyed in the late 1950s amidst a swelling chorus of McCarthyite red-baiting , propagated in large part by TG leaders. The TG and UFT helped quell the social movement unionism of

332-433: A balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that "the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" (Dewey, 1902, p. 16). It is through this reasoning that Dewey became one of

415-422: A book to be called Communists at Work . This article about an American educator is a stub . You can help Misplaced Pages by expanding it . This biographical article about a trade unionist is a stub . You can help Misplaced Pages by expanding it . John Dewey John Dewey ( / ˈ d uː i / ; October 20, 1859 – June 1, 1952) was an American philosopher , psychologist , and educational reformer . He

498-535: A faculty position at the University of Michigan (1884–88 and 1889–94) with the help of George Sylvester Morris. His unpublished and now lost dissertation was titled "The Psychology of Kant ". In 1894 Dewey joined the newly founded University of Chicago (1894–1904) where he developed his belief in Rational Empiricism , becoming associated with the newly emerging Pragmatic philosophy. His time at

581-559: A high-school teacher in Oil City, Pennsylvania , and one year as an elementary school teacher in the small town of Charlotte, Vermont , Dewey decided that he was unsuited for teaching primary or secondary school. After studying with George Sylvester Morris , Charles Sanders Peirce , Herbert Baxter Adams , and G. Stanley Hall , Dewey received his Ph.D. from the School of Arts & Sciences at Johns Hopkins University . In 1884, he accepted

664-443: A method used widely in education today, incorporates Dewey's ideas pertaining to learning through active inquiry. Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process. Throughout the history of American schooling, education's purpose has been to train students for work by providing the student with a limited set of skills and information to do

747-457: A particular job. The works of John Dewey provide the most prolific examples of how this limited vocational view of education has been applied to both the K–12 public education system and to the teacher training schools that attempted to quickly produce proficient and practical teachers with a limited set of instructional and discipline-specific skills needed to meet the needs of the employer and demands of

830-406: A professor at the University of Chicago , he founded the University of Chicago Laboratory Schools , where he was able to apply and test his progressive ideas on pedagogical method. Although Dewey is known best for his publications about education, he also wrote about many other topics, including epistemology , metaphysics , aesthetics , art , logic , social theory , and ethics . John Dewey

913-435: A round square' but 'I know of no route by which dialectical argument can answer such objections. They arise from association with words and cannot be dealt with argumentatively'. The following can be interpreted now as describing a Kuhnian conversion process: 'One can only hope in the course of the whole discussion to disclose the [new] meanings which are attached to "experience" and "nature," and thus insensibly produce, if one

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996-485: A standard psychological concept and the basis of all his further work; Democracy and Education (1916), his celebrated work on progressive education; Human Nature and Conduct (1922), a study of the function of habit in human behavior; The Public and its Problems (1927), a defense of democracy written in response to Walter Lippmann 's The Phantom Public (1925); Experience and Nature (1925), Dewey's most "metaphysical" statement; Impressions of Soviet Russia and

1079-489: A strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have

1162-444: A way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge. At the same time, Dewey was alarmed by many of the "child-centered" excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process. In this second school of thought, "we must take our stand with

1245-512: Is also applied to teacher training schools who attempt to quickly produce proficient and practical teachers with a limited set of instructional and discipline skills needed to meet the needs of the employer and demands of the workforce (Dewey, 1904). For Dewey, the school and the classroom teacher, as a workforce and provider of social service, have a unique responsibility to produce psychological and social goods that will lead to both present and future social progress. As Dewey notes, "The business of

1328-401: Is an inherent curiosity and love for learning that differs from one's ability to acquire, recite and reproduce textbook knowledge. "No one," according to Dewey, "can be really successful in performing the duties and meeting these demands [of teaching] who does not retain [their] intellectual curiosity intact throughout [their] entire career" (Dewey, APT, 2010, p. 34). According to Dewey, it

1411-435: Is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened" (1902, p. 13). He argues that in order for education to be most effective, content must be presented in

1494-413: Is fortunate, a change in the significations previously attached to them' [all E&N:10]. Reflecting his immense influence on 20th-century thought, Hilda Neatby wrote "Dewey has been to our age what Aristotle was to the later Middle Ages , not a philosopher, but the philosopher." In 1919, Dewey and his wife traveled to Japan on sabbatical leave . Though Dewey and his wife were well received by

1577-795: Is known Dewey could not distinguish musical pitches—in other words was an amusic . Dewey's educational theories were presented in My Pedagogic Creed (1897), The Primary-Education Fetich (1898), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of To-morrow Archived May 6, 2018, at the Wayback Machine (1915) with Evelyn Dewey , and Experience and Education (1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus

1660-404: Is not that the "teacher ought to strive to be a high-class scholar in all the subjects he or she has to teach," rather, "a teacher ought to have an unusual love and aptitude in some one subject: history, mathematics, literature, science, a fine art, or whatever" (Dewey, APT, 2010, p. 35). The classroom teacher does not have to be a scholar in all subjects; rather, genuine love in one will elicit

1743-401: Is regarded as the first major work in the (Chicago) functionalist school of psychology. A Review of General Psychology survey, published in 2002, ranked Dewey as the 93rd-most-cited psychologist of the 20th century. Dewey was also a major educational reformer for the 20th century. A well-known public intellectual , he was a major voice of progressive education and liberalism . While

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1826-401: Is steadfast in his beliefs that education serves an immediate purpose (Dewey, DRT, 2010; Dewey, MPC, 2010; Dewey, TTP, 2010), he is not ignorant of the impact imparting these qualities of intelligence, skill, and character on young children in their present life will have on the future society. While addressing the state of educative and economic affairs during a 1935 radio broadcast, Dewey linked

1909-569: The American Federation of Teachers (AFT) from 1931 to 1934. Henry Richardson Linville was born in 1866 in St. Joseph, Missouri . He received a bachelor's (1894), master's (1895) and doctorate (1897) degrees from Harvard University . Linville moved to New York City and became a biology teacher at a high school. In 1912, Linville served as editor of The American Teacher . In 1916, Linville and Abraham Lefkowitz co-founded

1992-499: The American Student Union ). Nevertheless, Iversen concluded that communists within academia "tended to be concentrated in a few areas, leaving the schools as a whole relatively unaffected." Further, their active period was largely only the 1930s and "varied widely in the degree of their commitment and involvement in the movement." During the 1940s, graduates tended to move to the suburbs and reject communism. As for

2075-693: The Carnegie Foundation . He also traveled to Durban , Pretoria and Victoria Falls in what was then Southern Rhodesia (now Zimbabwe ) and looked at schools, talked to pupils, and gave lectures to the administrators and teachers. In August 1934, Dewey accepted an honorary degree from the University of the Witwatersrand . The white-only governments rejected Dewey's ideas as too secular. However black people and their white supporters were more receptive. Dewey married Alice Chipman in 1886 shortly after Chipman graduated with her Ph.D. from

2158-592: The House Un-American Activities Committee or HUAC); members (not yet split into two rival communist parties) included: Ben Davidson , Bertram Wolfe , Jacob Lind, Rachel Ragozin, Jack Hardy (party name of Dale Zysman ), Sarah Golden, Clara Reibert, Abraham Zitron, and Isidore Begun. By 1925, they had emerged as a vociferous faction with the TU (as Linville attested to the AFT in 1935). When Joseph Stalin ousted Jay Lovestone as head of

2241-757: The New Deal Work Projects Administration . In the 1930s during the Great Depression , the CPUSA began to make headway in its control as its members struggled internally with less leftist, more liberal fellow members of the Teachers Union. On October 27, 1932, the TU administration choose a Committee of Five to deliberate on five members of the "Rank and File" group ( Joseph Leboit , Clara Reiber , Alice Citron , Abraham Zitron , and Isidore Begun ) and one member of

2324-808: The New York Workers School . Concurrently, the CPUSA began a campaign to gain control of the Teachers Union. In 1923, a "Research Study Group" formed, affiliated with the outside Educational Workers International , itself formed by the Red International of Labor Groups , in turn affiliated with the Communist International ("Comintern"). Heading the Research Study Group was TU secretary (and CPUSA member) Benjamin Mandel (later director of research for

2407-690: The Treaty of Versailles and on the value of displaying art in post offices.)" In 1917, Dewey met F. M. Alexander in New York City and later wrote introductions to Alexander's Man's Supreme Inheritance (1918), Constructive Conscious Control of the Individual (1923) and The Use of the Self (1932). Alexander's influence is referenced in "Human Nature and Conduct" and "Experience and Nature." As well as his contacts with people mentioned elsewhere in

2490-799: The United Public Workers (UPW), affiliate of the AFL's national rival, the Congress of Industrial Organizations (CIO). After World War II , the Teachers Union found itself attacked by " Hearst press, the American Legion , and the rural-dominated state legislatures." In February 1950, the CIO expelled the UPW (thus also the TU) from membership. In 1952, the TU withdrew from the UPW. In June 1964,

2573-520: The University of Vermont , where he was initiated into Delta Psi , and graduated Phi Beta Kappa in 1879. A significant professor of Dewey's at the University of Vermont was Henry Augustus Pearson Torrey (H. A. P. Torrey), the son-in-law and nephew of former University of Vermont president Joseph Torrey . Dewey studied privately with Torrey between his graduation from Vermont and his enrollment at Johns Hopkins University . After two years as

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2656-478: The "Progressive" group ( Bertram Wolfe ). In a counter-attack, the two communist factions made their own minority report (written by Begun, Davidson, Florence Gitlin , and David M. Wittes ) on the TU's administration. On April 29, 1933, John Dewey delivered the Committee of Five's report, which called for investigation into the two groups and whether a new local might form free from communist influence. By 1935,

2739-620: The American school system. In 1985, the University of the State of New York noted: Teachers' unions, including the New York City Teachers Union , founded in 1916, and its successor in the American Federation of Teachers, worked not only to improve wages and benefits, but also to promote measures they believed would benefit schools and pupils. It was not until the 1960s, however, that teacher unions generally attained

2822-551: The CPUSA, Lovestone's followers in the TU formed a "Progressive Group" against a "Rank and File Group" that remained loyal to the CPUSA. Progressive Group members included Mandel, Davidson, and Wolfe. With the Great Depression , however, CPUSA membership grew, reflected in TU membership by 1932. Another split occurred when leadership strove to keep TU membership limited to full-time public school teachers, while other members began advocating to open membership to substitute teachers, private school teachers, and (after 1929) teachers in

2905-480: The Human Understanding (1888), both of which expressed Dewey's early commitment to British neo-Hegelianism . In Psychology , Dewey attempted a synthesis between idealism and experimental science. While still professor of philosophy at Michigan, Dewey and his junior colleagues, James Hayden Tufts and George Herbert Mead , together with his student James Rowland Angell , all influenced strongly by

2988-547: The Revolutionary World (1929), a glowing travelogue from the nascent USSR . Art as Experience (1934), was Dewey's major work on aesthetics; A Common Faith (1934), a humanistic study of religion originally delivered as the Dwight H. Terry Lectureship at Yale; Logic: The Theory of Inquiry (1938), a statement of Dewey's unusual conception of logic; Freedom and Culture (1939), a political work examining

3071-586: The State of New York. In the mid-1920s, political factions appeared within the TU, of which the most prominent were communist factions. During the 1920s, under the legal name Workers Party of America , the CPUSA became active in education. (The Communists split several times during the 1920s, e.g., Communist Party (Majority Group) , until it received full alignment with the Comintern in 1929.) First, it addressed adult education (largely for non-native speaker) with workers' schools, focused on New York City with

3154-538: The TU agreed to dissolve during an annual convention. In his 1959 book The Communists & the Schools , Robert W. Iversen noted that the Great Depression had caused impoverished families to send their children to "free municipal colleges" (e.g., City College of New York ), where the Young Communist League of America worked to recruit them or steer them toward YCL-CPUSA-controlled fronts (e.g.,

3237-503: The TU created a "unique type of unionism that was in the forefront for civil rights and academic freedom." In 2018, Stephen Brier assessed: The union that later became the United Federation of Teachers (UFT) would literally grow out of the shell of the older Teachers' Guild (TG), a social-democratic split off from the more radical New York Teachers' Union (TU), which Communist Party activists had helped reorganize as

3320-496: The TU to form the New York City Teachers Guild . In 1936, leadership of the American Federation of Labor (AFL), parent of the American Federation of Teachers (AFL) (parent to the TU), recommended that the AFL revoke the TU's charter as Local 5, AFT. The AFT (whose president was then Jerome Davis ) disregarded the AFL's recommendation. In 1937, Abe Meeropol published the poem " Strange Fruit " under

3403-510: The TU were: 1) recognition for teachers as professionals, 2) better salaries for teachers, 3) respect for teachers by administrators, and 4) academic freedom (including protection from loyalty oaths ). In 1919, AFT and TU leaders resisted the Red Scare that targeted teachers and union organizers. In the 1920s, the TU sought to gain increases in teacher salaries and pensions, smaller sizes for classroom, tenure for teachers, and more aid from

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3486-567: The TU, for which Linville served as president. In 1931, Linville served as president of the American Federation of Teachers (AFT) through 1934. In 1935, when Linville and Lefkowitz left the TU to form the TG, Linville served as both president and executive director. Linville died on October 1, 1941, in an automobile accident in North Carolina . In addition to editing of The American Teacher , Linville drafted drafts of chapters for

3569-512: The TU. The TU published New York Teacher . The TU was a client of Harold I. Cammer . Henry Linville Henry Linville (often Henry R. Linville ) (August 12, 1866 in St. Joseph, Missouri – October 1, 1941 in North Carolina ) was a co-founder of the New York City Teachers Union (TU) in 1916 and the New York City Teachers Guild (TG), which broke off from the TU in 1935. He also served as president of

3652-563: The University of Chicago resulted in four essays collectively entitled Thought and its Subject-Matter , which was published with collected works from his colleagues at Chicago under the collective title Studies in Logical Theory (1904). During that time Dewey also initiated the University of Chicago Laboratory Schools , where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Society (1899). Disagreements with

3735-591: The University of Michigan. The two had six children: Frederick Archibald Dewey, Evelyn Riggs Dewey , Morris (who died young), Gordon Chipman Dewey, Lucy Alice Chipman Dewey, and Jane Mary Dewey . Alice Chipman died in 1927 at the age of 68; weakened by a case of malaria contracted during a trip to Turkey in 1924 and a heart attack during a trip to Mexico City in 1926, she died from cerebral thrombosis on July 13, 1927. Dewey married Estelle Roberta Lowitz Grant, "a longtime friend and companion for several years before their marriage" on December 11, 1946. At Roberta's behest,

3818-682: The administration ultimately caused his resignation from the university, and soon thereafter he relocated near the East Coast. In 1899, Dewey was elected president of the American Psychological Association (A.P.A.). From 1904 until his retirement in 1930 he was professor of philosophy at Teachers College at Columbia University and influenced Carl Rogers . In 1905 he became president of the American Philosophical Association . He

3901-507: The article, he also maintained correspondence with Henri Bergson , William M. Brown , Martin Buber , George S. Counts , William Rainey Harper , Sidney Hook , and George Santayana . John Dewey died of pneumonia on June 1, 1952, at his home in New York City after years of ill-health and was cremated the next day. At the University of Michigan, Dewey published his first two books, Psychology (1887), and Leibniz's New Essays Concerning

3984-589: The attraction of Bolshevism to some Chinese, Dewey advocated that Americans support China's transformation and that Chinese base this transformation in education and social reforms, not revolution. Hundreds and sometimes thousands of people attended the lectures, which were interpreted by Hu Shih. For these audiences, Dewey represented "Mr. Democracy" and "Mr. Science," the two personifications which they thought of representing modern values and hailed him as "the American Confucius". His lectures were lost at

4067-426: The basis of this social consciousness is the only sure method of social reconstruction". In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first

4150-401: The child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning" (Dewey, 1902, pp. 13–14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher. In order to rectify this dilemma, Dewey advocated an educational structure that strikes

4233-400: The committee had determined that the TU was helpless to rid itself of communist factions; it could not muster the votes needed. By 1935, thanks in part to the " United Front " policy of the Comintern , the CPUSA gained control of the Teachers Union, which it held through 1938. The CPUSA then tried to gain control of its parent, the American Federation of Teachers (whose president at that time

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4316-509: The couple adopted two siblings, Lewis (changed to John Jr.) and Shirley. Dewey's interests and writings included many topics, and according to the Stanford Encyclopedia of Philosophy , "a substantial part of his published output consisted of commentary on current domestic and international politics, and public statements on behalf of many causes. (He is probably the only philosopher in this encyclopedia to have published both on

4399-474: The ensuing economic depression to a "lack of sufficient production of intelligence, skill, and character" (Dewey, TAP, 2010, p. 242) of the nation's workforce. As Dewey notes, there is a lack of these goods in the present society and teachers have a responsibility to create them in their students, who, we can assume, will grow into the adults who will ultimately go on to participate in whatever industrial or economic civilization awaits them. According to Dewey,

4482-446: The first (1925) edition, for the second (1929) edition he rewrote the first chapter and added a Preface in which he stated that the book presented what was later called a new (Kuhnian) paradigm:  'I have not striven in this volume for a reconciliation between the new and the old' [E&N:4] . and he asserts Kuhnian incommensurability: 'To many the associating of the two words ['experience' and 'nature'] will seem like talking of

4565-541: The four men forming the basis of the so-called "Chicago group" of psychology. Their new style of psychology, later dubbed functional psychology , had a practical emphasis on action and application. In Dewey's article "The Reflex Arc Concept in Psychology" which appeared in Psychological Review in 1896, he reasons against the traditional stimulus-response understanding of the reflex arc in favor of

4648-413: The full and ready use of all his capacities" ( My Pedagogic Creed , Dewey, 1897). In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on

4731-657: The interest of teachers, or did the union act independently of the Communist Party? Taylor's response is that both viewpoints are "too simplistic." Instead, he argues, there is a need to appreciate the TU's advocacy for "social movement unionism," which manifested itself in the TU's alliances with unions, parents, civil rights organizations, and political parties. The TU's primary objectives were to overcome barriers to education, which include racial discrimination and poverty – in addition to higher salaries and better working conditions for teachers. Ultimately, he concludes,

4814-721: The invitation of the World Conference of New Education Fellowship in Cape Town and Johannesburg , where he delivered several talks. The conference was opened by the South African Minister of Education Jan Hofmeyr , and Deputy Prime Minister Jan Smuts . Other speakers at the conference included Max Eiselen and Hendrik Verwoerd , who later became prime minister of the Nationalist government that introduced apartheid . Dewey's expenses were paid by

4897-451: The many kinds of skills needed in contemporary life. If teachers are up to their work, they also aid in the production of character."(Dewey, TAP, 2010, pp. 241–42). According to Dewey, the emphasis is placed on producing these attributes in children for use in their contemporary life because it is "impossible to foretell definitely just what civilization will be twenty years from now" (Dewey, MPC, 2010, p. 25). However, although Dewey

4980-502: The most famous proponents of hands-on learning or experiential education , which is related to, but not synonymous with experiential learning . He argued that "if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind" (Dewey, 1916/2009, pp. 217–18). Dewey's ideas went on to influence many other influential experiential models and advocates. Problem-Based Learning (PBL), for example,

5063-789: The national level. However, the national government was weak, and the provinces largely controlled by warlords, so his suggestions were praised at the national level but not implemented. However, there were a few implementations locally. Dewey's ideas did have influence in Hong Kong, and in Taiwan after the nationalist government fled there. In most of China, Confucian scholars controlled the local educational system before 1949 and they simply ignored Dewey and Western ideas. In Marxist and Maoist China, Dewey's ideas were systematically denounced. Dewey and his daughter Jane went to South Africa in July 1934, at

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5146-502: The people of Japan during this trip, Dewey was also critical of the nation's governing system and claimed that the nation's path towards democracy was "ambitious but weak in many respects in which her competitors are strong". He also warned that "the real test has not yet come. But if the nominally democratic world should go back on the professions so profusely uttered during war days, the shock will be enormous, and bureaucracy and militarism might come back." During his trip to Japan, Dewey

5229-402: The profession of the classroom teacher is to produce the intelligence, skill, and character within each student so that the democratic community is composed of citizens who can think, do and act intelligently and morally. Dewey believed that successful classroom teacher possesses a passion for knowledge and intellectual curiosity in the materials and methods they teach. For Dewey, this propensity

5312-420: The pursuit of individual and communal inquiry, and perceive higher learning as a monopoly of the institution of education (Dewey, 1899; 1916). For Dewey and his philosophical followers, education stifles individual autonomy when learners are taught that knowledge is transmitted in one direction, from the expert to the learner. Dewey not only re-imagined the way that the learning process should take place, but also

5395-430: The recent publication of William James ' Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behavior rather than the physiological psychology of Wilhelm Wundt and his followers. By 1894, Dewey had joined Tufts, with whom he later wrote Ethics (1908) at the recently founded University of Chicago and invited Mead and Angell to follow him,

5478-431: The role that the teacher should play within that process. For Dewey, "The thing needful is improvement of education, not simply by turning out teachers who can do better the things that are not necessary to do, but rather by changing the conception of what constitutes education" (Dewey, 1904, p. 18). Dewey's qualifications for teaching—a natural love for working with young children, a natural propensity to inquire about

5561-522: The roots of fascism; and Knowing and the Known (1949), a book written in conjunction with Arthur F. Bentley that systematically outlines the concept of trans-action, which is central to his other works (see Transactionalism ). While each of these works focuses on one particular philosophical theme, Dewey included his major themes in Experience and Nature . However, dissatisfied with the response to

5644-479: The school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning. The ideas of democracy and social reform are continually discussed in Dewey's writings on education. Dewey makes

5727-478: The status of collective bargaining agents. In his 2013 book Reds at the Blackboard , Clarence Taylor distinguishes between "anti-Communist" and "revisionist" histories of the TU. He questions: The evidence is clear that members of the TU, especially those in the Communist Party, supported Communist Party policies. But does the evidence show that the TU was a tool of the Communist Party, unconcerned with

5810-490: The stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience. Dewey was elected president of the American Psychological Association in 1899. Dewey also expressed interest in work in the psychology of visual perception performed by Dartmouth research professor Adelbert Ames Jr. He had great trouble with listening, however, because it

5893-429: The subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills. Rather, they may be viewed as internalized principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15). Turning to Dewey's essays and public addresses regarding the teaching profession, followed by his analysis of

5976-459: The teacher as a person and a professional, as well as his beliefs regarding the responsibilities of teacher education programs to cultivate the attributes addressed, teacher educators can begin to reimagine the successful classroom teacher Dewey envisioned. For many, education's purpose is to train students for work by providing the student with a limited set of skills and information to do a particular job. As Dewey notes, this limited vocational view

6059-438: The teacher is to produce a higher standard of intelligence in the community, and the object of the public school system is to make as large as possible the number of those who possess this intelligence. Skill, the ability to act wisely and effectively in a great variety of occupations and situations, is a sign and a criterion of the degree of civilization that a society has reached. It is the business of teachers to help in producing

6142-545: The time but have been rediscovered and published in 2015. Dewey's lecture on "Three Contemporary Philosophers: Bertrand Russell, Henri Bergson and William James" at Peking University in 1919 was attended by a young Mao Zedong . Zhixin Su states: Dewey urged the Chinese to not import any Western educational model. He recommended to educators such as Tao Xingzhi , that they use pragmatism to devise their own model school system at

6225-626: The title "Bitter Fruit" in 1937 in The New York Teacher , a union magazine of the Teachers Union. On March 15, 1938, the Greater New York Centra Trades and Labor Council suspended to the TU's membership, while the Joint Committee of Teachers Organizations (JCTO) of New York City expelled the TU. In August 1941, the AFT revoked the TU's charter as Local 5, AFT. The TU then became Local 555 of

6308-515: The vehemence of the 1940s and 1950s attacks on the Teachers Union, Iversen ascribes such to "a bewildering web of persistent patriots who have made careers of dossier-building" at home in reaction to the spread of Communist nations abroad (e.g., Soviet atomic capability and the victory of the Chinese Communist Party, both in 1949). Ultimately, Iversen concluded that American students were not communist "products" of indoctrination in

6391-559: The workforce. In The School and Society (Dewey, 1899) and Democracy of Education (Dewey, 1916), Dewey claims that rather than preparing citizens for ethical participation in society, schools cultivate passive pupils via insistence upon mastery of facts and disciplining of bodies. Rather than preparing students to be reflective, autonomous and ethical beings capable of arriving at social truths through critical and intersubjective discourse, schools prepare students for docile compliance with authoritarian work and political structures, discourage

6474-423: Was Jerome Davis , later involved in a sensational libel suit). At the same time, the CPUSA tried to mobilize Teachers Union members into joined various United Front-style group, including: During an August 1935 national convention of the AFT, the TU administration asked for a referendum to reorganize, voted down 100 to 79. As a result, TU co-founders Linville and Lefkowitz led some 800 of some 2,000 members out of

6557-460: Was a longtime member of the American Federation of Teachers . Along with the historians Charles A. Beard and James Harvey Robinson , and the economist Thorstein Veblen , Dewey is one of the founders of The New School . Dewey published more than 700 articles in 140 journals, and approximately 40 books. His most significant writings were "The Reflex Arc Concept in Psychology" (1896), a critique of

6640-462: Was born in Burlington, Vermont , to a family of modest means. He was one of four boys born to Archibald Sprague Dewey and Lucina Artemisia Rich Dewey. Their first son was also named John, but he died in an accident on January 17, 1859. The second John Dewey was born October 20, 1859, forty weeks after the death of his older brother. Like his older, surviving brother, Davis Rich Dewey , he attended

6723-1131: Was invited by Peking University to visit China, probably at the behest of his former students, Hu Shih and Chiang Monlin . Dewey and his wife Alice arrived in Shanghai on April 30, 1919, just days before student demonstrators took to the streets of Peking to protest the decision of the Allies in Paris to cede the German-held territories in Shandong province to Japan. Their demonstrations on May Fourth excited and energized Dewey, and he ended up staying in China for two years, leaving in July 1921. In these two years, Dewey gave nearly 200 lectures to Chinese audiences and wrote nearly monthly articles for Americans in The New Republic and other magazines. Well aware of both Japanese expansionism into China and

6806-622: Was one of the most prominent American scholars in the first half of the twentieth century. The overriding theme of Dewey's works was his profound belief in democracy , be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan , "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous." Dewey considered two fundamental elements—schools and civil society —to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. He asserted that complete democracy

6889-428: Was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion , accomplished by communication among citizens, experts, and politicians. Dewey was one of the primary figures associated with the philosophy of pragmatism and is considered one of the founding thinkers of functional psychology . His paper "The Reflex Arc Concept in Psychology", published in 1896,

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