Book Description "No one has done more to keep alive the fundamental ideals of liberal civilization." 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　-- Morris R. Cohen Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. Book Dimension length: (cm)17.8 　　　 　　　　　 　　　　　 width:(cm)10.7

收入本书的少数论文是专门性的，以致表面看来并不是关于“人的问题”的。但也是给了它们一地位，因为它们代表了那种自我批评工作、清除工作的某些方面，如作者在序文中所说的，哲学如果要在当前条件下完成当属于它的任务，是需要做这种自我批评或清除工作的。 作者论述了教育与民主观念，思想的挑战，人性、科学与学术的关系，价值观与人的思维，还评论了詹姆斯、怀特海等哲学家。

Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.

The dean of American philosophers shares his views on methods of training students to think well. His considerations include inductive and deductive logic, interpreting facts, concrete and abstract thinking, the roles of activity, language, and observation, and many other aspects of thought training. This volume is essential reading for teachers and other education professionals.

杜威从1903年后开始转向实用主义，在此后的整整半个世纪时期内，正是美国工业化运动蓬蓬勃勃进行的时期。杜威的《哲学的改造》一书，从科学方法论的历史、自然科学的发展，以及科学真理与人生价值之间的矛盾等方面，寻找哲学改造的可能性和必然性，寻找他的哲学发展的生长点，并提出哲学改造的任务。他力图把他的哲学同美国工业化进程中的生活与经济紧密联系起来，使哲学成为实用的哲学，这反映了美国资产阶级追求实际利益的需要。 　　他正是在实用主义的经验论立场上，试图把哲学改造为与自然科学及其方法论相一致的经验自然主义、工具主义，并把它应用于人们的实践活动中，从而把社会历史观变成为应付各种特定社会历史环境的行为方法。 　　1919年，正当震惊世界的五四运动爆发之时，杜威曾应胡适等人的邀请到我国讲学，他怀着极大的兴趣注视着中国的思想解放运动，在两年多的时间内，先后在北京、上海、山东、山西等地作过多次讲演，对实用主义在近代中国思想文化的发展产生了很大影响。

一个动物会有多大影响力？ 一只猫能感动多少人？ 一只遭遗弃的小猫，如何能改变一个小图书馆，拯救一个典型的美国小镇，最终闻名世界？ 如果没听说衣阿华州斯潘塞镇图书馆小猫杜威的故事，也许根本无从回答。 小猫杜威的故事，说来好似极其不可能。 那年最冷的一个晚上，小猫杜威出生只有几周，就被丢进斯潘塞图书馆的还书箱。图书馆馆长薇奇·麦仑是个单身妈妈，有过一个酒鬼丈夫，遭受着失去家庭农场和罹患乳腺癌的痛苦，但仍然坚强地生活着。第二天早晨，她发现了小猫杜威。 小猫杜威获救后勉强撑起一瘸一拐的腿，以充满感激和温爱的姿势，磨蹭每一只抚摸它的手，赢得了薇奇的心，也赢得了图书馆所有人的心。 在随后的十九年里，小猫杜威用热情、温暖、谦虚，和敏锐的第六感（小猫杜威总是知道谁最需要它），感动和吸引着小镇居民。 小猫杜威的名气，从一个小镇传到另一个小镇，从一个国家到另一个国家，最终闻名世界。小猫杜威不再只是一个朋友，它成为了人们的骄傲，成了逐渐从有史以来最大的危机中恢复过来的小镇的骄傲。