Реферат: Dewey

👉🏻👉🏻👉🏻 ВСЯ ИНФОРМАЦИЯ ДОСТУПНА ЗДЕСЬ ЖМИТЕ 👈🏻👈🏻👈🏻

’s View Of Science Essay, Research Paper
Science is very near the core of everything that Dewey said regarding society, education, philosophy, and human beings. Typical of his overall approach to science is his statement that “Ultimately and philosophically, science is the organ of general social progress.” According to Dewey, only the scientific method allows for maximum possible comprehensiveness, is the only one compatible with the democratic way of life, lends itself to public scrutiny, and is the method of intelligence. Because of these views, Dewy incorporates the scientific method into all disciplines of life. In his enthusiasm for modern scientific methods, Dewey went so far as not only to redefine the role of scientific method in education, but in the hope of changing people’s attitudes about science. Although Dewey offered a more or less “conventional” definition of science, such as, the testing of hypotheses in experience, or the changing of old conclusions to fit new findings, his real contribution lies in building a network of science- based concepts that seem to underlie not only scientific thought, but the whole concept of a democratic society in general. As he put it “The experimental method is the only one compatible with the democratic way of life.”
Overall, he praised science almost unqualifiedly even in spite of his frequent, and on their face seemingly contradictory disclaimers regarding the inhumane uses to which science may be put, its cold instrumentality(12), or the primary role of the artistic attitude in professional teaching(13). Dewey’s travels in philosophy are those of a protector of the new age of science, constantly in search of new converts, new methods, new ideas, new habits, and new attitudes. He advocated that science become a habit “with intense emotional allegiance,”(14) meaning, something which people will zealously believe in, fight for, and defend. He approved of the possibility of science shaping human desires, and thus reinforcing itself in ever increasing social circles(15). It is small wonder that Dewey should become involved in education. Like all moral philosophers worth their salt, Dewey, too, sought to re-build society by re-constructing education. As the guarantor of ideological survival of scientific paradigms well into the future, science-like education plays a key role in Dewey’s thought in generating scientific attitudes and beliefs, and in closing the self-perpetuating circle that starts-ends with education, and ends-starts with scientific institutions.
Like all great philosophers ever since Plato, Dewey, too, travelled in ever larger circles that made it harder and harder for the non-initiated to see their common center. In his enthusiasm for the role of science in society, and by default, if not by design, in education, Dewey seems to have allowed a much more central role for science, than the underlying logic of his premises may have warranted. For example, he did not fully address some of the more obvious criticisms against science, or anticipate or discuss the educational usefulness of non-scientific methods. For example, he did not fully discuss or credit the role that non-scientific methods, such as, imagination-centered education, role-play, or metaphysical discussion, may have in the development of democratic character. Other issues which merit further analysis include the morality of treating nature as a mere means for scientific development; the purely a-moral or instrumental nature of science(16); the employment of scientific methods by non-democratic regimes(17); the possible non-objectivity of scientific inquiry, including its underlying historical and cultural relativism(18); its possibly becoming another essence in the Deweyan lexicon of imperative anti-essentialism(19); its game-like qualities; and finally, and more importantly from an educational perspective, science being possibly used in education not as a means for more control over nature, or more useful work, or more human-centered or “utilitarian” purposes, as advocated Dewey(20), but for better understanding other cultures, coexisting with non-human world-parts (=parts of the world that are not limited to human beings), and engaging in meaningful and enjoyable play.
Science is very near the core of everything that Dewey said regarding society, education, philosophy, and human beings. Typical of his overall approach to science is his statement that “Ultimately and philosophically, science is the organ of general social progress.” According to Dewey, only the scientific method allows for maximum possible comprehensiveness, is the only one compatible with the democratic way of life, lends itself to public scrutiny, and is the method of intelligence. Because of these views, Dewy incorporates the scientific method into all disciplines of life. In his enthusiasm for modern scientific methods, Dewey went so far as not only to redefine the role of scientific method in education, but in the hope of changing people’s attitudes about science. Although Dewey offered a more or less “conventional” definition of science, such as, the testing of hypotheses in experience, or the changing of old conclusions to fit new findings, his real contribution lies in building a network of science- based concepts that seem to underlie not only scientific thought, but the whole concept of a democratic society in general. As he put it “The experimental method is the only one compatible with the democratic way of life.”
Overall, he praised science almost unqualifiedly even in spite of his frequent, and on their face seemingly contradictory disclaimers regarding the inhumane uses to which science may be put, its cold instrumentality(12), or the primary role of the artistic attitude in professional teaching(13). Dewey’s travels in philosophy are those of a protector of the new age of science, constantly in search of new converts, new methods, new ideas, new habits, and new attitudes. He advocated that science become a habit “with intense emotional allegiance,”(14) meaning, something which people will zealously believe in, fight for, and defend. He approved of the possibility of science shaping human desires, and thus reinforcing itself in ever increasing social circles(15). It is small wonder that Dewey should become involved in education. Like all moral philosophers worth their salt, Dewey, too, sought to re-build society by re-constructing education. As the guarantor of ideological survival of scientific paradigms well into the future, science-like education plays a key role in Dewey’s thought in generating scientific attitudes and beliefs, and in closing the self-perpetuating circle that starts-ends with education, and ends-starts with scientific institutions.
Like all great philosophers ever since Plato, Dewey, too, travelled in ever larger circles that made it harder and harder for the non-initiated to see their common center. In his enthusiasm for the role of science in society, and by default, if not by design, in education, Dewey seems to have allowed a much more central role for science, than the underlying logic of his premises may have warranted. For example, he did not fully address some of the more obvious criticisms against science, or anticipate or discuss the educational usefulness of non-scientific methods. For example, he did not fully discuss or credit the role that non-scientific methods, such as, imagination-centered education, role-play, or metaphysical discussion, may have in the development of democratic character. Other issues which merit further analysis include the morality of treating nature as a mere means for scientific development; the purely a-moral or instrumental nature of science(16); the employment of scientific methods by non-democratic regimes(17); the possible non-objectivity of scientific inquiry, including its underlying historical and cultural relativism(18); its possibly becoming another essence in the Deweyan lexicon of imperative anti-essentialism(19); its game-like qualities; and finally, and more importantly from an educational perspective, science being possibly used in education not as a means for more control over nature, or more useful work, or more human-centered or “utilitarian” purposes, as advocated Dewey(20), but for better understanding other cultures, coexisting with non-human world-parts (=parts of the world that are not limited to human beings), and engaging in meaningful and enjoyable play.

Название: Dewey
Раздел: Топики по английскому языку
Тип: реферат
Добавлен 13:36:03 09 ноября 2010 Похожие работы
Просмотров: 3
Комментариев: 14
Оценило: 2 человек
Средний балл: 5
Оценка: неизвестно   Скачать

Привет студентам) если возникают трудности с любой работой (от реферата и контрольных до диплома), можете обратиться на FAST-REFERAT.RU , я там обычно заказываю, все качественно и в срок) в любом случае попробуйте, за спрос денег не берут)
Да, но только в случае крайней необходимости.

Реферат: Dewey
Реферат На Тему Загрязнение Воздуха Скачать
Контрольная Работа На Тему Задачи Региональной Политики России
Нормативная База Курсовая Работа
Реферат: Macbeth In The First Three Act Essay
Курсовая Работа На Тему Встроенный Блок Логических Наблюдений Bilbo
Скачать Рамки Для Дипломной Работы Бесплатно Word
Практическое задание по теме Технология производства резистора
Написать Сочинение Люби И Охраняй Природу
Марон Контрольные Работы По Физике 9
Как Писать Эссе О Человеке
Реферат: Методические рекомендации по созданию и организации деятельности музеев образовательных учреждений Хабаровск
Мини Сочинение Пожары
Учет Импортных Операций Курсовая
Реферат: Маркетинговое планирование на предприятии "G.o.D". Скачать бесплатно и без регистрации
Ответ на вопрос по теме Лист анализа конкуренции
Курсовая Работа На Тему Microsoft Excel
Курсовая работа: Власть и социальные нормы поведения в первобытном обществе. Скачать бесплатно и без регистрации
Переплет Дипломной Работы В Зеленограде
Курсовая работа по теме Комплексная страноведческая характеристика Кипра
Курсовая работа по теме Газові балони побутові
Реферат: Сравнительная характеристика и морфофизиологические основы мышления животных
Курсовая работа: Тактична підготовка футболіста
Курсовая работа: Цена труда