BiblioVault - Books about Dewey

Dewey and Elvis

The Life and Times of a Rock 'n' Roll Deejay

Louis Cantor

University of Illinois Press, 2010

Beginning in 1949, while Elvis Presley and Sun Records were still virtually unknown--and two full years before Alan Freed famously "discovered" rock 'n' roll--Dewey Phillips brought the budding new music to the Memphis airwaves by playing Howlin' Wolf, B. B. King, and Muddy Waters on his nightly radio show Red, Hot and Blue. The mid-South's most popular white deejay, "Daddy-O-Dewey" soon became part of rock 'n' roll history for being the first major disc jockey to play Elvis Presley and, subsequently, to conduct the first live, on-air interview with the singer.

Louis Cantor illuminates Phillips's role in turning a huge white audience on to previously forbidden race music. Phillips's zeal for rhythm and blues legitimized the sound and set the stage for both Elvis's subsequent success and the rock 'n' roll revolution of the 1950s. Using personal interviews, documentary sources, and oral history collections, Cantor presents a personal view of the disc jockey while restoring Phillips's place as an essential figure in rock 'n' roll history.

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Dewey, Russell, Whitehead

Philosophers as Educators

Brian Patrick Hendley

Southern Illinois University Press, 1986

In Philosophers as Educators Brian Patrick Hendley argues that philosophers of education should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of constructing general theories of education. Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Russell, and Alfred North Whitehead. He sees in these men excellent role models that contemporary philosophers might well follow. Hendley believes that, like these mentors, philosophers should take a more active, practical role in education. Dewey and Russell ran their own schools, and Whitehead served as a university administrator and as a member of many committees created to study education.

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The Evolution of Pragmatism in India

Ambedkar, Dewey, and the Rhetoric of Reconstruction

Scott R. Stroud

University of Chicago Press, 2023

The story of how the Indian reformer Bhimrao Ambedkar reimagined John Dewey’s pragmatism.

In The Evolution of Pragmatism in India, Scott R. Stroud delivers a comprehensive exploration of the influence of John Dewey’s pragmatism on Bhimrao Ambedkar, architect of the Republic of India’s constitution. Stroud traces Ambedkar’s development in Dewey’s Columbia University classes in 1913–1916 through his final years in 1950s India when he rewrote the story of Buddhism. Stroud examines pragmatism’s influence not only on the philosophical ideas underpinning Ambedkar’s fight against caste oppression but also how his persuasive techniques drew on pragmatism’s commitment to reconstruction and meliorism. At the same time, Stroud is careful to point out the ways that Ambedkar pushed back against Dewey’s paradigm and developed his own approach to challenges in India. The result is a nuanced study of one of the most important figures in Indian history.

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James and Dewey on Belief and Experience

Edited by John M. Capps and Donald Capps

University of Illinois Press, 2004

Donald Capps and John Capps's James and Dewey on Belief and Experience juxtaposes the key writings of two philosophical superstars. As fathers of Pragmatism, America's unique contribution to world philosophy, their work has been enormously influential, and remains essential to any understanding of American intellectual history.

In these essays, you'll find William James deeply embroiled in debates between religion and science. Combining philosophical charity with logical clarity, he defended the validity of religious experience against crass forms of scientism. Dewey identified the myriad ways in which supernatural concerns distract religious adherents from pressing social concerns, and sought to reconcile the tensions inherent in science's dual embrace of common sense and the aesthetic.

James and Dewey on Belief and Experience is divided into two sections: the former showcases James, the latter is devoted to Dewey. Two transitional passages in which each reflects on the work of the other bridge these two main segments. Together, the sections offer a unique perspective on the philosophers' complex relationship of influence and interdependence. An editors' introduction provides biographical information about both men, an overview of their respective philosophical orientations, a discussion of the editorial process, and a brief commentary on each of the selections.

Comparing what these foremost pragmatists wrote on both themes illumines their common convictions regarding the nature of philosophical inquiry and simultaneously reveals what made each a distinctive thinker.

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Knowledge for Social Change

Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First Century

Lee Benson, Ira Harkavy, Matthew Hartley

Temple University Press, 2017

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn’s Netter Center for Community Partnerships—to help create and sustain democratically-engaged colleges and universities for the public good.

Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the “relief of man’s estate”—an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition—and to realize Dewey’s vision of an organic “Great Community” composed of participatory, democratic, collaborative, and interdependent societies.

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Pragmatism and Political Theory

From Dewey to Rorty

Matthew Festenstein

University of Chicago Press, 1997

Pragmatism has enjoyed a considerable revival in the latter part of the twentieth century, but what precisely constitutes pragmatism remains a matter of dispute. In reconstructing the pragmatic tradition in political philosophy, Matthew Festenstein rejects the idea that it is a single, cohesive doctrine. His incisive analysis brings out the commonalities and shared concerns among contemporary pragmatists while making clear their differences in how they would resolve those concerns. His study begins with the work of John Dewey and the moral and psychological conceptions that shaped his philosophy. Here Festenstein lays out the major philosophic issues with which first Dewey, and then his heirs, would grapple.

The book's second part traces how Dewey's approach has been differently developed, especially in the work of three contemporary pragmatic thinkers: Richard Rorty, Jurgen Habermas, and Hilary Putnam. This first full-length critical study of the relationship between the pragmatist tradition and political philosophy fills a significant gap in contemporary thought.

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The Scientific Method

An Evolution of Thinking from Darwin to Dewey

Henry M. Cowles

Harvard University Press, 2020

The surprising history of the scientific method—from an evolutionary account of thinking to a simple set of steps—and the rise of psychology in the nineteenth century.

The idea of a single scientific method, shared across specialties and teachable to ten-year-olds, is just over a hundred years old. For centuries prior, science had meant a kind of knowledge, made from facts gathered through direct observation or deduced from first principles. But during the nineteenth century, science came to mean something else: a way of thinking.

The Scientific Method tells the story of how this approach took hold in laboratories, the field, and eventually classrooms, where science was once taught as a natural process. Henry M. Cowles reveals the intertwined histories of evolution and experiment, from Charles Darwin’s theory of natural selection to John Dewey’s vision for science education. Darwin portrayed nature as akin to a man of science, experimenting through evolution, while his followers turned his theory onto the mind itself. Psychologists reimagined the scientific method as a problem-solving adaptation, a basic feature of cognition that had helped humans prosper. This was how Dewey and other educators taught science at the turn of the twentieth century—but their organic account was not to last. Soon, the scientific method was reimagined as a means of controlling nature, not a product of it. By shedding its roots in evolutionary theory, the scientific method came to seem far less natural, but far more powerful.

This book reveals the origin of a fundamental modern concept. Once seen as a natural adaptation, the method soon became a symbol of science’s power over nature, a power that, until recently, has rarely been called into question.

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