A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first (...) section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development. (shrink)

Volume 1 of The Early Works of John Dewey, 1882-1898 is entitled Early Essays and Leibniz's New Essays Concerning the Human Understanding, 1882-1888. Included here are all Dewey's earliest writings, from his first published article through his book on Leibniz. The materials in this volume provide a chronological record of Dewey's early development--beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed (...) work on Leibniz in the Grigg's Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years be-tween 1882 and 1888, Dewey's life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique. None of the articles collected in this volume was reprinted during the author's lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals. (shrink)

Except for _Democracy and Education, _the 53 items in Volume 10 include all of Dewey’s writings from 1916–1917, the years when he moved into politics and began to write about topics of general public interest. The best known of Dewey’s writings in this volume is the essay from _Creative Intelligence_,_ _“The Need for a Recovery of Philosophy.” Here Dewey asserts that “Philosophy recovers itself when it ceases to be a de­vice for dealing with the problems of philosophers and becomes a (...) method for dealing with the problems of men.” Dewey put that idea into practice, as Lewis E. Hahn points out in his intro­duction. “In 1916–1917 [Dewey] com­mented on quite a range of issues from compulsory universal military training to the Wilson-Hughes presidential cam­paign, from conscription of thought to the future of pacifism, from what Amer­ica will fight for to appropriate peace terms... and from American educa­tion and culture to contemporary issues in education, with the war casting a shadow over most of the items.”. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca by Fabio TutroneJo-Ann SheltonFabio Tutrone. Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca. Pubblicazioni della Facoltà di Lettere e Filosofia dell’Università di Pavia 126. Pisa: Edizioni ETS, 2012. 388pp. Paper, €34.The last decade has witnessed a proliferation, in many academic disciplines including Classics, of research into (...) the relationships between humans and other animals. Classical scholars have investigated the significance of other animals, whether utilized for food, labor, religious sacrifice, or entertainment, or, as Levi-Strauss declared, because they are good to think with. For millennia, we humans have sought to understand ourselves and our culture in large part by identifying both analogy with and the alterity of other animals. Fabio Tutrone, in his book, Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca, examines how two Roman authors explicated their theories of humanitas by references to other animals. There is only occasional discussion of other Roman philosophical writers, particularly Cicero. Tutrone’s main thesis is that both Lucretius and Seneca presented views about the nature and status of animals which differed from the orthodox views of their philosophical schools.The book is divided into two sections of equal length, the first about Lucretius (part 1, four chaps.), the second about Seneca (part 2, three chaps.). Throughout part 1, Tutrone analyzes the eclectic nature of Lucretius’ sources (also included as an appendix is a reprint of an article previously published by Tutrone on Lucretius’ use of Aristotle’s biological theory). Tutrone describes Lucretius’ De Rerum Natura as one of the most astonishing attempts to repudiate traditional anthropocentrism in the history of ancient culture (22). According to Tutrone, in order to persuade readers of the Epicurean doctrine that they, and the universe around them, were entirely material, Lucretius depicted the biological relationship between humans and other animals as one of parity. Comprehension of this parity was, in Lucretius’ view, fundamental to the acceptance of Epicurean physics and thus the attainment of the desired ataraxia. Anthropocentrism and anthropic hierarchy were essential elements in the Stoic and Aristotelian doctrines of teleology which Lucretius was attempting to refute. However, Epicurus, although opposed to teleology, had not renounced anthropic hierarchy. Classical scholars have generally believed that Lucretius presented in his De [End Page 709] Rerum Natura a very orthodox exposition of Epicureanism. Tutrone, however, argues that Lucretius deviated significantly from the teachings of Epicurus in his emphasis on the similarities between humans and animals. In contrast both to his Epicurean predecessors and to his anti-Epicurean contemporaries, Lucretius advocated an ethical theory based on the biological and cognitive proximity of humans to other animals.Tutrone’s insightful examinations of several passages of De Rerum Natura demonstrate their contributions to Lucretius’ advancement of his ethical arguments. For example, on Book 1.244–64, a passage explaining the Epicurean theory that, in the material universe, nothing disintegrates into nothing, Tutrone comments that Lucretius demystifies this process by employing illustrations which remind readers of what they already know: animals acquire nutrients by consuming plants which have in turn gained nutrients from rain water. The picture of contented cows in a lush pasture, providing milk for their calves, brings pleasure to readers even as it helps them comprehend the reality of the material universe. Tutrone contends, however, that animal images in Lucretius’ poem do more than delight, or reveal, by analogy, the correctness of Epicurean physics. Lucretius’ phrase, hinc alitur porro nostrum genus atque ferarum (l. 254), denotes a parity between humans and animals: both groups are nourished in the same ways. Lucretius thereby reveals the status of humans in the material universe: we are parallel to animals.In Tutrone’s view, Lucretius did not limit his attribution of similarities between humans and animals to physical features. In Book 2.352–66, Lucretius creates a scene of a cow searching for her calf who has been killed at a sacrifice. One function of the image is to illustrate a scientific statement about the individual nature of each atomic form. The image also reinforces Lucretius’ criticism... (shrink)

With the exception of _The Quest for Cer­tainty _ this fifth volume brings together Dewey’s writings for the 1929–1930 period. During this time Dewey published 4 books and 50 articles on philosophical, educational, political, and social issues. His philosophical essays include “What Humanism Means to Me” and “What I Believe,” both of which express Dewey’s faith in man’s potentialities and intel­ligence, and a lively _Journal of Philoso­phy _exchange with Ernest Nagel, Wil­liam Ernest Hocking, C. I. Lewis, and F. J._ _E. (...) Woodbridge. Educational writings include _The Sources of a Science of Edu­cation. _The contents of this volume re­flect Dewey’s increasing involvement in social and political problems. (shrink)

This volume presents the first comprehensive survey of the entire corpus of John Dewey’s work—almost one thousand items—and groups all these writings in twelve logical categories, so that the user can gain insight into_ _interrelationships among areas of Dewey’s thought and into Dewey’s total contribution to American letters. By arranging and analyz­ing_ _the complete body of Dewey’s published writings within the twelve areas, each with an introductory essay and bibliography, the book thus combines a thorough study of Dewey’s thought with (...) valuable reference material. The distinguished scholars contributing essays to the volume are: Herbert W. Schneider, Lewis E. Hahn, Gail Kennedy, Darnell Rucker, Wayne A. R. Leys, Bertram Morris, S. Morris Eames, Horace L. Friess, William W. Brickman, George E. Axtelle, Joe R. Burnett, Max H. Fisch, and Ou Tsuin-chen. (shrink)

With the exception of _The Quest for Cer­tainty _ this fifth volume brings together Dewey’s writings for the 1929–1930 period. During this time Dewey published 4 books and 50 articles on philosophical, educational, political, and social issues. His philosophical essays include “What Humanism Means to Me” and “What I Believe,” both of which express Dewey’s faith in man’s potentialities and intel­ligence, and a lively _Journal of Philoso­phy _exchange with Ernest Nagel, Wil­liam Ernest Hocking, C. I. Lewis, and F. J._ _E. (...) Woodbridge. Educational writings include _The Sources of a Science of Education. _The contents of this volume re­flect Dewey’s increasing involvement in social and political problems. (shrink)

Except for _Democracy and Education, _the 53 items in Volume 10 include all of Dewey’s writings from 1916–1917, the years when he moved into politics and began to write about topics of general public interest. The best known of Dewey’s writings in this volume is the essay from _Creative Intelligence_,_ _“The Need for a Recovery of Philosophy.” Here Dewey asserts that “Philosophy recovers itself when it ceases to be a de­vice for dealing with the problems of philosophers and becomes a (...) method for dealing with the problems of men.” Dewey put that idea into practice, as Lewis E. Hahn points out in his intro­duction. “In 1916–1917 [Dewey] com­mented on quite a range of issues from compulsory universal military training to the Wilson-Hughes presidential cam­paign, from conscription of thought to the future of pacifism, from what Amer­ica will fight for to appropriate peace terms... and from American educa­tion and culture to contemporary issues in education, with the war casting a shadow over most of the items.”. (shrink)

This book is a rich blend of analyses by leading experts from various cultures and disciplines. A compact introduction to a complex field, it illustrates biotechnology's profound impact upon the environment and society. Moreover, it underscores the vital relevance of cultural values. This book empowers readers to more critically assess biotechnology's value and effectiveness within both specific cultural and global contexts.

We examined how children's strategy choices in solving complex subtraction problems are related to grade and to variations in problem complexity. In two studies, third- and fifth-grade children (N≈160 each study) solved multi-digit subtraction problems (e.g., 34–18) and described their solution strategies. In the first experiment, strategy selection was investigated by means of a free-choice paradigm, whereas in the second study a discrete-choice approach was implemented. In both experiments, analyses of strategy repertoire indicated that third-grade children were more likely to (...) report less-efficient strategies (i.e., counting) and relied more on the right-to-left solution algorithm compared to fifth-grade children who more often used efficient memory-based retrieval and conceptually-based left-to-right (i.e., decomposition) strategies. Nevertheless, all strategies were reported or selected by both older and younger children and strategy use varied with problem complexity and presentation format for both age groups. These results supported the overlapping waves model of strategy development and provide detailed information about patterns of strategy choice on complex subtraction problems. (shrink)

We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n= 99) reported higher numeracy expectations than high-SES parents (n= 74), but similar frequency of home numeracy (...) activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences. (shrink)

In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (N = 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students (...) reported increasing state anxiety as the study progressed. In contrast, math-anxious students reported increased state anxiety following the math tasks but not the literacy tasks and literacy-anxious students reported increased state anxiety following the literacy tasks but not the math tasks. With respect to performance, math-anxious students had worse math performance and literacy-anxious students had worse literacy performance whereas test anxiety was not directly related to performance on either math or literacy tasks. Patterns of relations did not differ for men and women, but, except for literacy anxiety, women reported higher levels of all types of anxiety. These results could help educators understand how affective responses are related to university students’ academic performance. (shrink)

In the influential 1995 article “Social Conditions as Fundamental Causes of Disease,” Bruce Link and Jo Phelan described social and political factors as “fundamental causes” of death and disease. Whitney Pirtle has recently declared racial capitalism another such fundamental cause. Using the case of the water crisis in Flint, Michigan, she has argued that racial capitalism's role in that situation meets each of the criteria Link and Phelan's article outlines: racial capitalism influenced multiple disease outcomes, affected disease outcomes through multiple (...) risk factors, involved access to flexible resources that can be used to minimize both risks and the consequences of disease, and was reproduced over time through the continual replacement of intervening mechanisms. We argue for Pirtle's conclusion using the extensive literature on racial capitalism and case studies concerning housing in the United States and Brazil and what Naomi Klein has termed “corona capitalism” in India. If races correspond to hierarchies of material security, as suggested by Ruth Wilson Gilmore, then these hierarchies and their causal effects are fundamental determinants of public health. (shrink)

In Rogers, the Court of Appeal held that the decision of Swindon N.H.S. Primary Care Trust to refuse to fund Herceptin for the treatment of Ann Rogers against breast cancer was irrational. The P.C.T. maintained that their decision was not resource driven but based on the fact that Herceptin was, at that time, not licensed by the European Medicines Agency (E.M.E.A.) for use in early stage breast cancer. Yet it was prepared to fund its use in ‹exceptional circumstances’ which could (...) only be based upon the personal situation of the patient. In this note, I focus upon the ‹exceptionality’ argument in the context of the patient as consumer of healthcare and women as carers. I argue for a focus upon caring rather than consumerism in healthcare. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:For the Love of Nothing:Auden, Keats, and DeconstructionJo-Anne Cappeluti"Authors can be stupid enough, God knows, but they are not quite so stupid as a certain kind of critic seems to think. The kind of critic, I mean, to whom, when he condemns a work or a passage, the possibility never occurs that its author may have foreseen exactly what he is going to say"—W. H. AudenIDeconstruction by definition is (...) an exercise of the intellect's predilection to disprove and deny aesthetic experience. Deconstruction is in love with denying this "nothing," but is seemingly unaware of how attempting demystification entangles the intellect all the more with the imagination. And it is the imagination that creates aesthetic experience, the very entity critics deny even exists. This dynamic is especially true of deconstruction looking at the Romantic mode of poetry: the poetry of poets who serve as their own subject. Analyzing the internalized quests of these poets, deconstruction offers a drama of itself too much in love with demystifying aesthetic experience, attempting and always failing, intellectually, to reduce it to nothing.Poets who write in the Romantic mode of poetry are in love with this "nothing"; they present internalized quests filled with their acute awareness of the aesthetic—and highly indeterminate—nature of being human. At the core of this indeterminacy is the ongoing debate between imagination and intellect, the first interested in exploring what is there, in human consciousness, the second prone to demystifying it. Poets who write in this mode learn that such improvable yet actual aesthetic experience or "nothing" is germane to being human. Any attempt [End Page 345] to escape it intellectually will only lead back to the imagination that presents it.Poets who write in the Romantic mode of poetry are so familiar with the way in which this aesthetic nature of human existence involves the unresolved conflict between imagination and intellect that these poets present in their poetry a response to the criticism that denies it. John Keats and W. H. Auden are two poets who show this dynamic and who, not by coincidence, have a lot in common. Deconstruction, however, sees Auden and Keats—however separately—as poets who wake up at mid-career to the fallaciousness of the imagination and subsequently turn their talent to making nothing happen in their poetry: undermining its aesthetic nature. Keats's Endymion and Auden's "Caliban to the Audience" are frequently cited as prime examples of this demystification process. As I will argue, however, both of these poems deliberately dramatize the self-thwarting attempts of the intellect to dissect and dismiss what it claims is nothing.1Keats dramatizes this dynamic in Endymion, drawing attention to the way in which this "Brain-sick shepherd prince" claims—actually over-protests—to have loved "nothing" after his miraculous experience beneath the ocean with the strangely indeterminate creature, Glaucus (pp. 134, 206).2 Auden offers as well a detailed description of this dynamic in "Caliban to the Audience," the last section of The Sea and The Mirror, A Commentary on Shakespeare's The Tempest. In this poem, the strangely indeterminate, begged question of existence, Caliban, reveals in great detail his audience's futile attempt to demystify what upsets them.My argument concludes with a discussion of the way in which these poems dramatize deconstruction's unintentional witness to the "real Word" of the imagination (CP, p. 444).3As poets who write in the Romantic mode, exploring what is there in their consciousness, Keats and Auden find a great indeterminacy inherent in their human nature: an unresolved problem that they explore—rather than try to solve. Auden, in fact, links himself to Keats, finding in Keats's idea of the chameleon poet his (Auden's) central idea of the poet as actor for the imagination. Like Keats, Auden takes the imagination quite seriously and fuses Keats's sense of the imagination with Coleridge's: observing that poetry records the poet's experiences in which the (Primary) imagination is drawn to certain "sacred" beings and events. In "Making, Knowing and Judging," Auden declares that the "impression made upon the imagination by any sacred being is of... (shrink)

This study was conducted to determine how culture influences the ethical perception of managers. Most studies conducted so far have only stated similarities and differences in ethical perception between cultural or ethnic groups and little attention has been paid towards understanding how cultural values influence the ethnic groups' ethical perception. Moreover, most empirical research in this area has focused on moral judgement, moral decision making and action, with limited empirical work in the area of ethical perception. A total of 22 (...) interviews were conducted and the questionnaire survey yielded 272 managerial responses. Three implications were obtained based on the findings of the study. The first implication is that differences in ethical perception can exist when one culture attributes moral significance to something that another culture does not. The results of the study also suggest that similarities in ethical perception can occur when a situation is viewed as an accepted and institutionalised part of doing business. Finally, the findings of the study also show that the influence of culture on ethical perception varied according to the different types of scenarios. (shrink)

McCullough, Kilpatrick, Emmons, and Larson (2001) posited that gratitude prompts individuals to behave prosocially. However, research supporting the prosocial effect of gratitude has relied on scenario and self-report methodology. To address limitations of previous research, this experiment utilised a laboratory induction of gratitude, a method that is potentially more covert than scenarios and that elicits actual grateful emotion. Prosocial responses to gratitude—operationalised as the distribution of resources to another—were paired with a self-report measure of gratitude to test the prosocial effect (...) of gratitude. To investigate positive mood as an alternative explanation, this experiment compared responses of individuals receiving a favour to responses of individuals receiving a positive outcome by chance. A total of 40 participants were randomly assigned to either a Favour or Chance condition. Participants receiving a favour helped more and reported more gratitude compared to participants in the Chance condition. (shrink)

I attempt to make a fresh start on the subject of the interaction between the Isaiah prophets and Mesopotamian culture. The results will probably surprise and even alarm, since they threaten to overturn a great deal of previous scholarship and to gore a number of sacred cows. First is the idea that 1st Isaiah is either the work of the historical prophet or was composed, along with the rest of the Hebrew Bible, in the Persian or Hellenistic period. I have (...) no doubt that some passages are to be connected with the historical prophet, but not merely one or two but indeed the bulk of 1st Isaiah’s prophecies, albeit often pre-exilic in origin, are, in my view, too late to be contemporary with Isaiah himself. (shrink)

Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners (...) may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. (shrink)

This volume republishes forty-four essays, reviews, and miscellaneous pieces from 1939, 1940, and 1941. In his Introduction, R. W. Sleeper characterizes the contents of this volume as “vintage Dewey. Ranging widely over problems of theory and practice, they reveal him commencing his ninth decade at the peak of his intellectual powers.” “Nature in Experience,” Dewey’s reply to Morris R. Cohen and William Ernest Hocking, “is a model of clarity and responsiveness,” writes Sleeper, “perhaps his clearest statement of why it is (...) that metaphysics does not play the fundamental role for him that it had regularly played for his predecessors.”. (shrink)

This is the final textual volume in The Collected Works of John Dewey, 1882–1953, published in 3 series comprising 37 volumes: _The Early Works, 1882–1898 _; _The Middle Works, 1899–1924 _; _The Later Works, 1925–1953 _. Volume 17 contains Dewey’s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey’s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this volume are (...) 10 “Educational Lectures before Brigham Young Academy,” early essays “War’s Social Results” and “The Problem of Secondary Education after the War,” and the previously unpublished “The Russian School System.”. (shrink)

Typescripts, essays, and an authoritative edition of _Knowing and the Known, _Dewey’s collaborative work with Arthur F. Bentley. In an illuminating Introduction T. Z. Lavine defines the collaboration's three goals—the "construction of a new language for behavioral inquiry," "a critique of formal logicians, in defense of Dewey’s _Logic,_"_ _and "a critique of logical positivism." In Dewey’s words: "Largely due to Bentley, I’ve finally got the nerve inside of me to do what I should have done years ago." "What Is It (...) to Be a Linguistic Sign or Name?" and "Values, Valuations, and Social Facts,’ both written in 1945, are published here for the first time._ _. (shrink)

Digital video and photography are becoming aspects of everyday business activities, allowing for the quick modification and distribution of images. From development of websites to the editing of a single photograph on a desktop PC, people are using digital images in many business contexts. However, important business ethics issues are emerging concerning the malleability and veracity of digital images as well as their rapid dissemination on the Internet. Activities with digital video and photography in business ethics classrooms can underscore a (...) number of philosophical and moral concerns involving the nature of perception and documentation as well as surveillance. The era of video and photography as reliable “witnesses” to human interaction is gradually passing; they are becoming recognized as highly malleable media that give photographers wide leeway in modification, leading to issues involving the trustworthiness of photographic documentation in business contexts. Various exercises and scenarios that explore image modification issues are included in this article. Hands-on exercises can also be effective; students who create and subsequently edit digital portraits of themselves in the context of a business ethics class can gain valuable perspectives on role-taking and the ethical implications of deceptive communications. (shrink)

The pressure for publication is ever present in academe. Rules for submission are elucidated by conferences, proceedings and journals for the benefit of authors; however, the rules for reviewers and editors are not so well established or consistent. This treatise examines examples of abuse of the editorial process and points to a need for formal recognition of rules for review. The manuscript culminates with proposed Codes of Ethics for researchers, referees and editors and suggestions for improvement of the peer review (...) process. (shrink)

This volume provides an authoritative edition of Dewey’s _The Quest for Cer­tainty: A Study of the Relation Between Knowledge and Action. _The book is made up of the Gifford Lectures deliv­ered April–May 1929 at the University of Edinburgh. Writing to Sidney Hook, Dewey described this work as “a criti­cism of philosophy as attempting to at­tain theoretical certainty.” In the _Philo­sophical Review _Max C. Otto later elaborated: “Mr. Dewey wanted, so far as lay in his power, to crumble into dust, once (...) and for all, ‘the chief fortress of the classic philosophical tradition.”. (shrink)

Spanning the crucial years of Dewey’s move from the University of Chicago to Columbia University, Volume 3 col­lects thirty-six essays and reviews pub­lished at the very time Dewey deter­mined that his professional future would lie in the field of philosophy. After resigning from Chicago, Dewey seriously considered a career in univer­sity administration before finally decid­ing to accept a professorship in the Department of Philosophy at Columbia, where he was to remain the rest of his professional life.

First published in 1899,_ __The School and Society _describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s (...) theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educa­tional Principles; The Psychology of Occupations; and the Development of Attention. (shrink)

During the three years embraced by Volume 7, Dewey published twenty articles_ _and reviews, one of the articles of monograph-length, “The Psychology of Social Behavior,” one small book, _Interest and Effort in Education, _and sev­enty encyclopedia articles. A salient and arresting feature of the essays is the continuing polemic be­tween Dewey and some of his critics. Ralph Ross, whose perceptive Introduc­tion to the volume provides a broad per­spective of the various philosophical_ _controversies in which Dewey was en­gaged, comments that “when (...) Dewey was pitting himself against important adversaries, his talents as a critic were fully evident.”. (shrink)

This_ _fifth volume of the Middle Works contains _Ethics _by John Dewey and his former colleague at the University of Michigan, James H. Tufts, which ap­peared as one of the last in the Holt American Science series of textbooks. Within some six months after publica­tion, _Ethics _was adopted as a textbook by thirty colleges. The book continued to be extremely popular and widely used, and was reprinted twenty-five times before both authors completely revised their respective parts for the new 1932_ (...) _edition. Up to the time _Ethics _was published, Dewey’s approach to ethics was known primarily from two short publications that were developed for use by his classes at the University of Michigan: _Outlines of a Critical Theory of Ethics __ _and _The Study of Ethics: A Syl­labus _. Charles Stevenson notes in his Introduction to the present edition that _Ethics _afforded Dewey an opportu­nity to preserve and enrich the content of those earlier works and at the same time to expound his position in a more systematic manner. (shrink)

Volume 8 comprises all Dewey’s pub­lished writings for the year 1915—and_ _only_ _for 1915,_ _a year of typically ele­vated productivity, which saw publica­tion of fifteen articles and miscellaneous pieces and three books, two of which are reprinted here: _German Philosophy and Politics _and _Schools of Tomorrow._ Professor Hook says that the publica­tions in this volume reveal John Dewey at the height of his philosophical pow­ers. Even though his greatest works were still to come—_Democracy and Education_,_ Experience and Nature_,_ The Quest (...) for Certainty_,_ _and _Logic: The Theory of Inquiry_—“the_ _themes elaborated there­in were already sounded and developed with incisive brevity in the articles and books of this banner year.”. (shrink)

This comment explores the use of behavioral measures in the developmental study of guilt and gratitude reviewed by Vaish and Hepach. Although the use of behavioral measures in developmental...

Except for Dewey’s and James H. Tufts’ 1932 _Ethics _, this volume brings together Dewey’s writings for 1931–1932. The Great Depression presented John Dewey and the American people with a series of economic, political, and social crises in 1931 and 1932 that are reflected in most of the 86 items in this volume, even in philosophical essays such as “Human Nature.” As Sidney Ratner points out in his Introduction, Dewey’s interest in international peace is fea­tured in the writings in this (...) volume. (shrink)