John Dewey

Record year1910–1916

summaryTransforms an indeterminate difficulty into a definable problem, proposes possible solutions, reasons through their implications, and tests them by observation, experiment, or application in a new situation. It also specifies educational conditions in which learners take responsibility for observation, developing suggestions, and testing within real activity.

M rationaleThis is a cross-disciplinary, transferable general procedure of problem and test that continues to enter discussions of education and inquiry, and it turns cognitive steps into implementable educational conditions. Its endpoint is stronger than a single classroom technique or local curriculum plan. The central estimate is above Confucius’s M5.4 teaching method of prompting analogy and responsive instruction and Slavin’s M5.2 structured cooperative learning, but below Mill’s M6.1 system of induction, causation, and scientific method, because the Dewey candidate does not cover complete logical/causal rules and excludes all later implementations of inquiry teaching. Compared with Aristotle’s M7 deductive system, its formal coverage, foundationality, and cross-domain proof constraints are narrower. M5.6/6.0 are scope sensitivities, not conversions of fame or historical confidence intervals.

attribution rationaleDewey bears the largest single responsibility for the procedural synthesis and educational specification in two authored works, at 0.42. But SEP places his mature thought within intersecting prehistories of Peirce, James, Hegel, Darwin, and experimental psychology; scientific inquiry and educational method also substantially precede Dewey. Prehistory therefore totals 0.48, with 0.10 unresolved. 42% is a reviewable provisional estimate, not a proportion supplied directly by the literature.

overlap boundaryThis item receives only the general reflective-inquiry structure and educational conditions. Lab School operation, the working model of occupation-centered curriculum, teacher-team delivery, and the social criterion of democratic education do not generate a duplicate Q here.

Evidence gapsBoth magnitude and attribution are bounded provisional research estimates, not historically exact proportions. Uncovered career outcomes are not zero.

Record year1896–1904

summaryAt the University Elementary/Laboratory School, uses social occupations such as cooking, weaving, and woodworking as curricular connecting points, organizing materials, science, history, shared responsibility, and continuous learning into a bounded working model, and tests its feasibility through school practice.

M rationaleThis object delivers abstract educational claims as a real school, curriculum organization, and observable working model sustained for years, exceeding a lecture or single classroom example. But the candidate contains only one limited-scale school and its 1896–1904 work, and does not include later diffusion or modern outcomes. The central estimate is in the same band as Horace Mann’s M4.8 public-education argument, below his M5.1 school survey, Slavin’s M5.2 cooperative-learning design, and broader institutional organization, while above the current limited-community anchors of Aristotle’s M4.0 Lyceum and Plato’s M4.2 Academy because this item has concrete curricular operations, a child group, and an experimental aim. The difference follows functional coverage and delivery form, not a mechanical count of pupils.

attribution rationaleDewey’s founding, curricular direction, and public explanation make him the largest named individual former, but SEP states that Alice was principal from 1896–1904; the primary text reports the school as “we” and records a growing teacher team and resources; and the University of Chicago archive shows that institutional control, finance, and administrative conflict were project conditions. Dewey therefore receives only 0.30; Alice and the teacher team total 0.38, recorded university establishment and administrative delivery 0.12, prehistory 0.10, and the unknown 0.10.

overlap boundaryOnly the bounded school working model and occupation-centered curriculum service are counted. The general reflective-inquiry procedure belongs to the first candidate; later school adoption, the modern Lab School, and the progressive-education movement are outside this item.

Evidence gapsBoth magnitude and attribution are bounded provisional research estimates, not historically exact proportions. Uncovered career outcomes are not zero.