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Inquiry and its contexts: John Dewe...

Johnston, James Scott.

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Inquiry and its contexts: John Dewey and the aims of education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inquiry and its contexts: John Dewey and the aims of education./
作者:	Johnston, James Scott.
面頁冊數:	268 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130945

Inquiry and its contexts: John Dewey and the aims of education.
Johnston, James Scott.

Inquiry and its contexts: John Dewey and the aims of education. - 268 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.

This study examines the tension between statements Dewey makes regarding science and scientific inquiry in the context of his logical and non-logical works. The claim is that, contrary to what a number of Dewey's supporters and detractors and sometimes Dewey himself have said, Dewey's theory of inquiry is neither positivistic or scientistic, nor an appendage to art and experience.Subjects--Topical Terms:

783746
Education, Philosophy of.

Inquiry and its contexts: John Dewey and the aims of education.
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245 1 0 $a Inquiry and its contexts: John Dewey and the aims of education.
300 $a 268 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.
500 $a Adviser: Walter Feinberg.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
520 $a This study examines the tension between statements Dewey makes regarding science and scientific inquiry in the context of his logical and non-logical works. The claim is that, contrary to what a number of Dewey's supporters and detractors and sometimes Dewey himself have said, Dewey's theory of inquiry is neither positivistic or scientistic, nor an appendage to art and experience.
520 $a I undertake my study with attention to the contexts in which inquiry is used: science, experience, the community, and democracy. I claim that inquiry is developed in and through these, and that as a result, it is to be seen as having the trait of self-correction. In addition, inquiry is to be seen as inextricably bound up with the experience that one is having, and the meanings and objects constructed out of this.
520 $a Ultimately, I claim, inquiry is to be developed in and through, (formal) education. This puts education in an important respect to inquiry. For if the sort of inquiry that Dewey claims is necessary to solve 'the problems of men,' is to be cultivated, certain characteristics of schools must be present for this to happen. I conclude the study with examples of two schools that, broadly speaking, achieve this. Suggestions for further development of these schools follow.
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