约翰·杜威

公开来源

• John Dewey, How We Think (1910), especially the definition and five steps of reflective thought and the discussion of experimental testing. ↗A concrete reflective-inquiry function: felt difficulty, definition, possible solution, reasoning through consequences, and observation/experiment that accepts or rejects it; transfer to new cases is part of completion. Limits: Does not prove Dewey invented every component of scientific inquiry, that the five steps are always linear, or that all later inquiry-based learning belongs to him.
• John Dewey, Democracy and Education (1916), chapters 7 and 11–13. ↗Two bounded functions: democratic association judged by shared interests and freer interaction/readjustment among groups; educative experience organized around a real activity and problem, relevant observations, developed suggestions, and application tests. Limits: Does not by itself prove nationwide school reform, institutional adoption, improved outcomes, or sole formation of progressive education. Its inquiry passages overlap How We Think and are merged into one candidate.
• Stanford Encyclopedia of Philosophy: John Dewey (2024 revision) ↗Peirce/James/Hegel/Darwin/experimental psychology prehistory; Chicago functionalist group; Alice principal 1896–1904; Addams debt; Dewey's educational inquiry synthesis. Limits: No numeric shares, no proof that Dewey alone formed pragmatism or Lab School, and no item-by-item modern outcome magnitude.
• John Dewey, The School and Society (lectures including the 1899 report on the University Elementary School), especially the occupation-centered curriculum and experimental-school account. ↗A practice-linked curriculum design: occupations serve as organizing centers connecting materials, science, history and social responsibility; Dewey describes the school as a working model and reports direct participation in its experiment. Limits: Does not make Dewey sole implementer, does not show mass-scale replication, and explicitly says a working model is not something to copy literally.
• University of Chicago Library: John Dewey, Philosophy and Education ↗Dewey's school establishment and curriculum direction; University/Harper administrative conditions; Alice principal dispute; concrete weaving, woodworking, sculpture and garden/classroom experience. Limits: Institutional retrospective cannot allocate precise shares or prove all later progressive education effects.