Dewey's theory of knowledge approached thought genetically, as the product of the interaction between organism and environment, and knowledge as having practical instrumentality in the guidance and control of that interaction. Dewey termed this approach "instrumentalism." Dewey provided a detailed genetic analysis of the process of inquiry is his Studies in Logical Theory, conceptualizing the process in three phases. The first phase is the problematic situation, which Dewey defines as a situation where instinctive or habitual responses of the human organism are inadequate for the continuation of ongoing activity in pursuit of need and desire fulfillment. The second phase comprises of isolation of data or subject matter, which defines the parameters within which the reconstruction of the problematic situation must take place. In the third or reflective phase of the process, cognitive elements of inquiry such as ideas, suppositions, theories etc. are entertained as hypothetical solutions. The final test of the adequacy of such solutions comes with employment in action. If a reconstruction of the antecedent situation conducive to fluid activity is achieved, then the solution becomes part of the existential circumstances of life (Field, 2001).
For Dewey, the construction of knowledge was an ongoing process in which conceptualization of the problem was first in importance (Baker, 1955, p. 109). Indeed, this view is reflected in the general tenor of Dewey's entire body of work.
The Theory of Truth
Following his theory of knowledge, Dewey maintained that an idea agrees with reality, and is therefore true, if and only if it is successfully employed in human action in pursuit of human goals and interests. This pragmatic theory of truth, as it came to be called, differed from traditional theories, which espoused that the true idea is one that corresponds with reality. Dewey rejected this notion on the grounds that such theories merely beg the question of what the "correspondence" of idea with reality is (Field, 2001). In fact, Dewey wrote that philosophy's chief function was "not to find out what difference ready-made formulae make, if true, but to arrive at and to clarify their meaning as programs of behavior for modifying the existent world." (Dewey, Harris, & Mccluskey, 1058, p. 193).
Logical Theory
Dewey also applied the principles of instrumentalism to the traditional conceptions and formal apparatus of logical theory. Dewey achieved this by adopting what he called a process of intelligent inquiry to ascertain the functional value of the logical form through (a) managing factual evidence pertaining to the problematic situation that elicits inquiry, and (b) controlling the procedures involved in the conceptualized entertainment of hypothetical solutions. This approach led to the formulation of a new theory of propositions, where he replaced the accepted distinctions between universal, particular, and singular propositions based on syntactical meaning with a distinction between existential and ideational propositions (Field, 2001).
Metaphysics
In keeping with his philosophy of instrumentalism, Dewey consistently rejected any approach to ethics that proceeded from an a priori determination of morality. Instead, he insisted that ethics be considered a complex of social relationships whose meaning is to be determined in actual experience (Dewey, Harris, & Mccluskey, 1958, p. 233-234). Thus, Dewey proposed that ideals and values must be evaluated with respect to their social consequences, either as inhibitors or valuable instruments for social progress (Field, 2001).
Philosophy of Education
As described earlier, Dewey's interest in the role of education in fostering social progress was a driving force behind virtually all his work. Dewey believed that life is a self-renewing process through action upon the environment. It followed, therefore, that continuity of life depended on the continual readaptation of the environment to the needs of living organisms. Further, human life entailed not just physiological survival but continuity of experience, which he defined as the re-creation of beliefs, ideals, hopes, and practices. Thus, Dewey concluded that education, in its broadest sense, is the principal means of assuring the social...
This story is chronicled by Anthony Beadles in the journal History Today, who makes clear on page 280 of his journal essay that there was a "dearth of records" during King John's reign which leaves historians with less data (names, dates, and other specifics) than they would like to have had. Both his father and his brother Richard had "close companions" who wrote their histories and catalogued their decisions.
Yet his problem, King freely admits, over and over again, with the academic study of Latin American cinema is that even he finds his scholarship focusing on the nations in isolation, and on nations that have become international focal points, like Cuba, Argentina, Mexico, and Brazil, whose political situations have generated international attention and have received either attention at international festivals or conferences for reasons other than art. Perhaps individuals
Because justice is not administered according to moral arguments -- Lear also argues that since laws are made by the same people, they cannot be moral ones -- it is reduced to who holds power at a given moment in time. Similarly, the death of Lear's daughter, Cordelia, at the end of the play suggests that not even the gods or the divine powers which rule the universe have
John Dryden was one of the most important literary figures in the 17th century because he excelled in fiction, nonfiction, and poetry. Dryden was a master of many literary techniques, most particularly the extended metaphor. His poem "Absalom and Achitophel" is a political satire which deals with the then-current political situation in England in a most sly and intelligent way. The piece is an historical allegory wherein the author uses
This was the break that got Barry in movie music, and clearly this was a perfect genre for the talented musician and songwriter. Barry was inducted into the Songwriters Hall of Fame in 1998 and another honor he received was to be named "Officer of the Order of the British Empire" in 1999 (Contemporary Theatre, Film, and Television, 2011). If anyone wants proof of the genius of John Barry, all one
John 15:1-8 Jesus describes his relationship both to the Father, and also to all Christian believers in John 15:1-8. The passage relies on a central, extended metaphor of Jesus as the Vine of Life. Jesus is the "true vine," tended by the Father as the supreme gardener. God the Father tends to the vine, carefully pruning it and ensuring long-term growth and healthy development of fruit and future branches. Pruning the
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now