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John Dewey - an American philosopher, psychologist, and educational reformer was a leading proponent of American pragmatism. His area of work encompassed philosophy, ethics, and pedagogy , and his thoughts have influenced the education systems of Japan and China. This study, divided in three sections, explores the characteristics of Dewey’s pragmatism and theories of knowledge. The first section introduces his life experiences and considers his ideological characteristics at each stage of his career. The second section introduces the characteristics of pragmatism and concretely clarifies the characteristics of Dewey's pragmatism based on his original works : Democracy and Education (1916) and Reconstruction i n Philosophy (1920). The last section discusses significant aspects of his educational theory, namely his theories of knowledge. Specifically, characteristics at each stage of his theories of knowledge are clarified . This section comprises three parts: stages of Dewey’s epistemological development, overcoming dualism, and schools of thought on the functions of knowledge and methods of knowing.

論文

John Dewey was an American philosopher, psychologist, and educational reformer who was known to be a leading proponent of American pragmatism. He worked in many fields such as philosophy, ethics, and pedagogy. Dewey’s thought has influenced education in Japan and China. In this paper, I introduce Dewey's life experiences and consider Dewey’s ideological characteristics at each stage of his career. On this basis, I focus on the important parts of Dewey's educational theory and the theory of educational essence. In this section, based on Dewey's original works, Democracy and Education (1961) and Experience and Education (1938), I concretely clarify Dewey’s theory of educational essence. This section consists of three parts: namely the significance of education, the aims of education and the connection between education and experience, and the value of education. In the first part, we can see that Dewey claims education is not preparation for life; education is life itself, and in addition, education is growth. In the second part, I demonstrate that Dewey suggests that the purpose of education is growth, Specifically, I illustrate Dewey’s understanding of growth, Dewey emphasizes that growth is supposed to have two aspects, that is, horizontal growth and vertical growth. In addition, Dewey clarified the distinction between the active and passive sides of experience. Finally, in the last part, I demonstrate how Dewey understands the value of education.

John Dewey was an American philosopher, psychologist, and educational reformer whose ideas have influenced education in Japan and China. Tanimoto Tomeri played a notable role in paving the way for this influence by introducing John Dewey to modern Japan (the Taisho era (1912-1926)). Tanimoto Tomeri (1867-1946) was an educational reformer during the Meiji era until the early Showa era and is valued as a leader of the Taisho-era Free Education Movement. He is believed to have contributed greatly to the development of education in modern Japan. In this paper, I will elucidate the connection between the thoughts of Tanimoto and those of Dewey by referencing Tanimoto’s career and achievements. Specifically, I will highlight Tanimoto’s ideological characteristics during various periods of his life. The study will reveal how, in the great tide of times, Tanimoto Tomeri accepted and renewed Dewey’s ideas. I will examine in detail Tanimoto’s ideas at each stage of his career and the connection between his ideas, his educational practices, and Dewey’s thought.

John Dewey was an American philosopher, psychologist, and educational reformer whose ideas have been influential on education in Japan and China. Hu Shih made a notable contribution to this influence through his introduction of John Dewey to modern China (the period of the Republic of China on the mainland, 1912–1949). Hu studied philosophy at the Teachers College at Columbia University from 1915 to 1917, during which time he was greatly influenced by his professor, Dewey. Hu was a famous Chinese thinker, philosopher, essayist, and diplomat who was influential in the May Fourth Movement and one of the leaders of China’s New Culture Movement. In this paper, I clarify the relationship between the thought of Hu and Dewey by referencing Hu’s career and achievements. Specifically, this paper aims to clarify Hu’s ideological characteristics during various periods in his life. Through this process of exploration, we see how, in the great tide of times, Hu, a traditional intellectual, accepted and renewed Dewey’s ideas. Specifically, I consider, in detail, Hu’s ideas at each stage of his career (before, during, and after studying abroad) and the connection between his ideas, his educational practices, and Dewey’s thought.

早大学位記番号:新8503