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THE PHILOSOPHERS WAY THINKING CRITICALLY ABOUT PROFOUND IDEAS PDF

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The Philosopher's. Way. A Text With Readings. Thinking Critically About Profound Ideas. FIFTH EDITION. John Chaffee. City University of New York. Philosopher's Way, The: Thinking Critically About Profound Ideas, 3rd Edition. John Chaffee, City University of New York. © | Pearson. Share this page. Philosopher's Way, The: Thinking Critically About Profound Ideas Plus MyLab Search with eText -- Access Card Package, 4th Edition. Chaffee & Chaffee. ©


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Philosopher's Way: Thinking Critically About Profound Ideas, The, Plus . Card Package (5th Edition) by John Chaffee Free PDF d0wnl0ad, audio books. Share to: The philosopher's way: a text with readings: thinking critically about profound ideas / John. View the summary of this work. Bookmark. [Ebook PDF] The Philosopher's Way: Thinking Critically About Profound Ideas Fourth Edition (MyThinkingLab Series) FOR DOWNLOAD.

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John Dewey

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No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. The Philosopher's Way: Students learn to critically think about philosophy.

This text features readings from major philosophical texts and commentary to guide students in their understanding of the topics. It is organized by questions central to the main branches of philosophy and examines the ideas of philosophers past and present. A better teaching and learning experience This program will provide a better teaching and learning experience— for you and your students. Improve Critical Thinking — Critical thinking features challenge students to go beyond their reading and explore the connections philosophy has in their everyday lives.

Click here to readmore or download free 7. Book Detail Series: MyThinkingLab Series Paperback: In addition to this propensity for study into the subjects taught, the classroom teacher "is possessed by a recognition of the responsibility for the constant study of school room work, the constant study of children, of methods, of subject matter in its various adaptations to pupils" Dewey, PST, , p.

For Dewey, this desire for the lifelong pursuit of learning is inherent in other professions e. As Dewey notes, "this further study is not a side line but something which fits directly into the demands and opportunities of the vocation" Dewey, APT, , p.

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According to Dewey, this propensity and passion for intellectual growth in the profession must be accompanied by a natural desire to communicate one's knowledge with others. To the 'natural born' teacher learning is incomplete unless it is shared" Dewey, APT, , p. For Dewey, it is not enough for the classroom teacher to be a lifelong learner of the techniques and subject-matter of education; she must aspire to share what she knows with others in her learning community.

A teacher's skill[ edit ] The best indicator of teacher quality, according to Dewey, is the ability to watch and respond to the movement of the mind with keen awareness of the signs and quality of the responses he or her students exhibit with regard to the subject-matter presented Dewey, APT, ; Dewey, As Dewey notes, "I have often been asked how it was that some teachers who have never studied the art of teaching are still extraordinarily good teachers.

The explanation is simple.

They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. Their own minds move in harmony with those of others, appreciating their difficulties, entering into their problems, sharing their intellectual victories" Dewey, APT, , p.

Such a teacher is genuinely aware of the complexities of this mind to mind transfer, and she has the intellectual fortitude to identify the successes and failures of this process, as well as how to appropriately reproduce or correct it in the future. Perhaps the most important attributes, according to Dewey, are those personal inherent qualities which the teacher brings to the classroom.

As Dewey notes, "no amount of learning or even of acquired pedagogical skill makes up for the deficiency" Dewey, TLS, p. According to Dewey, the successful classroom teacher occupies an indispensable passion for promoting the intellectual growth of young children.

In addition, they know that their career, in comparison to other professions, entails stressful situations, long hours and limited financial reward; all of which have the potential to overcome their genuine love and sympathy for their students.

For Dewey, "One of the most depressing phases of the vocation is the number of care worn teachers one sees, with anxiety depicted on the lines of their faces, reflected in their strained high pitched voices and sharp manners. While contact with the young is a privilege for some temperaments, it is a tax on others, and a tax which they do not bear up under very well.

And in some schools, there are too many pupils to a teacher, too many subjects to teach, and adjustments to pupils are made in a mechanical rather than a human way.

Human nature reacts against such unnatural conditions" Dewey, APT, , p.

It is essential, according to Dewey, that the classroom teacher has the mental propensity to overcome the demands and stressors placed on them because the students can sense when their teacher is not genuinely invested in promoting their learning Dewey, PST, Such negative demeanors, according to Dewey, prevent children from pursuing their own propensities for learning and intellectual growth.

It can therefore be assumed that if teachers want their students to engage with the educational process and employ their natural curiosities for knowledge, teachers must be aware of how their reactions to young children and the stresses of teaching influence this process. The role of teacher education to cultivate the professional classroom teacher[ edit ] Dewey's passions for teaching—a natural love for working with young children, a natural propensity to inquire about the subjects, methods and other social issues related to the profession, and a desire to share this acquired knowledge with others—are not a set of outwardly displayed mechanical skills.

According to Dewey, teacher education programs must turn away from focusing on producing proficient practitioners because such practical skills related to instruction and discipline e. As Dewey notes, "The teacher who leaves the professional school with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of the psychology, logic and ethics of development.

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But later 'progress' may with such consist only in perfecting and refining skill already possessed. Such persons seem to know how to teach, but they are not students of teaching. Even though they go on studying books of pedagogy, reading teachers' journals, attending teachers' institutes, etc.

Unless a teacher is such a student, he may continue to improve in the mechanics of school management, but he cannot grow as a teacher, an inspirer and director of soul-life" Dewey, , p. For Dewey, teacher education should focus not on producing persons who know how to teach as soon as they leave the program; rather, teacher education should be concerned with producing professional students of education who have the propensity to inquire about the subjects they teach, the methods used, and the activity of the mind as it gives and receives knowledge.

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According to Dewey, such a student is not superficially engaging with these materials, rather, the professional student of education has a genuine passion to inquire about the subjects of education, knowing that doing so ultimately leads to acquisitions of the skills related to teaching.

Such students of education aspire for the intellectual growth within the profession that can only be achieved by immersing one's self in the lifelong pursuit of the intelligence, skills and character Dewey linked to the profession.

As Dewey notes, other professional fields, such as law and medicine cultivate a professional spirit in their fields to constantly study their work, their methods of their work, and a perpetual need for intellectual growth and concern for issues related to their profession.

As Dewey notes, "An intellectual responsibility has got to be distributed to every human being who is concerned in carrying out the work in question, and to attempt to concentrate intellectual responsibility for a work that has to be done, with their brains and their hearts, by hundreds or thousands of people in a dozen or so at the top, no matter how wise and skillful they are, is not to concentrate responsibility—it is to diffuse irresponsibility" Dewey, PST, , p.

For Dewey, the professional spirit of teacher education requires of its students a constant study of school room work, constant study of children, of methods, of subject matter in its various adaptations to pupils. Such study will lead to professional enlightenment with regard to the daily operations of classroom teaching.

As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools and The New School for Social Research , many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Dewey's works and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller , Willem de Kooning , Charles Olson , Franz Kline , Robert Duncan , Robert Creeley , and Paul Goodman , among others.

Dewey's definition of "public," as described in The Public and its Problems , has profound implications for the significance of journalism in society.

As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Also implicit in its name, public journalism seeks to orient communication away from elite, corporate hegemony toward a civic public sphere.

Publics are spontaneous groups of citizens who share the indirect effects of a particular action. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i. In The Public and its Problems, Dewey presents a rebuttal to Walter Lippmann 's treatise on the role of journalism in democracy.

Lippmann's model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites. Dewey refutes this model by assuming that politics is the work and duty of each individual in the course of his daily routine.

The knowledge needed to be involved in politics, in this model, was to be generated by the interaction of citizens, elites, experts, through the mediation and facilitation of journalism. In this model, not just the government is accountable, but the citizens, experts, and other actors as well.

References

Dewey also said that journalism should conform to this ideal by changing its emphasis from actions or happenings choosing a winner of a given situation to alternatives, choices, consequences, and conditions , [53] in order to foster conversation and improve the generation of knowledge. Journalism would not just produce a static product that told what had already happened, but the news would be in a constant state of evolution as the public added value by generating knowledge.

The "audience" would end, to be replaced by citizens and collaborators who would essentially be users, doing more with the news than simply reading it.

Communication can alone create a great community" Dewey, p. Dewey believed that communication creates a great community, and citizens who participate actively with public life contribute to that community. This Great Community can only occur with "free and full intercommunication.Hamby has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat.

As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools and The New School for Social Research , many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Download Test Item File chapter 1 0. Imaginative abilities: Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations.

Sclater, N.

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