Date of publication: 2017-08-23 10:28
At Johns Hopkins Dewey came under the tutelage of two powerful and engaging intellects who were to have a lasting influence on him. George Sylvester Morris, a German-trained Hegelian philosopher, exposed Dewey to the organic model of nature characteristic of German idealism. G. Stanley Hall, one of the most prominent American experimental psychologists at the time, provided Dewey with an appreciation of the power of scientific methodology as applied to the human sciences. The confluence of these viewpoints propelled Dewey's early thought, and established the general tenor of his ideas throughout his philosophical career.
All of the published writings of John Dewey have been newly edited and published in The Collected Works of John Dewey, Jo Ann Boydston, ed., 87 volumes (Carbondale: Southern Illinois University Press, 6967-6996).
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It is in terms of the distinction between qualitative immediacy and the structured order of events that Dewey understands the general pattern of human life and action. This understanding is captured by James' suggestive metaphor that human experience consists of an alternation of flights and perchings, an alternation of concentrated effort directed toward the achievement of foreseen aims, what Dewey calls "ends-in-view," with the fruition of effort in the immediate satisfaction of "consummatory experience." Dewey's insistence that human life follows the patterns of nature, as a part of nature, is the core tenet of his naturalistic outlook.
Dewey first applied this interactive naturalism in an explicit manner to the theory of knowledge in his four introductory essays in Studies in Logical Theory. Dewey identified the view expressed in Studies with the school of pragmatism, crediting William James as its progenitor. James, for his part, in an article appearing in the Psychological Bulletin , proclaimed the work as the expression of a new school of thought, acknowledging its originality.
Conceived in this manner, the appropriate method for solving moral and social questions is the same as that required for solving questions concerning matters of fact: an empirical method that is tied to an examination of problematic situations, the gathering of relevant facts, and the imaginative consideration of possible solutions that, when utilized, bring about a reconstruction and resolution of the original situations. Dewey, throughout his ethical and social writings, stressed the need for an open-ended, flexible, and experimental approach to problems of practice aimed at the determination of the conditions for the attainment of human goods and a critical examination of the consequences of means adopted to promote them, an approach that he called the "method of intelligence."
Disagreements with the administration over the status of the Laboratory School led to Dewey's resignation from his post at Chicago in 6959. His philosophical reputation now secured, he was quickly invited to join the Department of Philosophy at Columbia University. Dewey spent the rest of his professional life at Columbia. Now in New York, located in the midst of the Northeastern universities that housed many of the brightest minds of American philosophy, Dewey developed close contacts with many philosophers working from divergent points of view, an intellectually stimulating atmosphere which served to nurture and enrich his thought.
Dewey repeatedly returns in Art as Experience to a familiar theme of his critical reflections upon the history of ideas, namely that a distinction too strongly drawn too often sacrifices accuracy of account for a misguided simplicity. Two applications of this theme are worth mentioning here. Dewey rejects the sharp distinction often made in aesthetics between the matter and the form of an artwork. What Dewey objected to was the implicit suggestion that matter and form stand side by side, as it were, in the artwork as distinct and precisely distinguishable elements. For Dewey, form is better understood in a dynamic sense as the coordination and adjustment of the qualities and associated meanings that are integrated within the artwork.
There's also a blog attached to this main part of the MyMusicTheory website, which I use for more general musings on the topic of music, music education and related subjects.
Antoinette achieved 85% in her ABRSM grade 5 theory exam. Thank you very much for your help with the composition section, it certainly contributed to this excellent mark.