Berkson maintains that the "progressive" distortions of Dewey were not entirely unfounded and criticizes Dewey for his individualism, for a biologicism which cannot ground his own intentions except by a tour de force, and for his failure to recognize the necessity of clearly formulated ideal ends. Emphasizes the Hegelian side of Dewey.--F. M. S.

The Infectious Diseases Act entered into force officially on 14 November 2018 in Bangladesh. The Act is designed to raise awareness of, prevent, control, and eradicate infectious or communicable diseases to address public health emergencies and reduce health risks. A novel coronavirus disease was first identified in Bangladesh on 8 March 2020, and the Ministry of Health and Family Welfare issued a gazette on 23 March, listing COVID-19 as an infectious disease and addressing COVID-19 as a public health emergency. The (...) gazette empowers the government to monitor the spread of infection. Despite there being an infrastructure of research ethics committees in almost all hospitals in Bangladesh, a lack of such committees in the clinical setting often forces healthcare professionals to allocate scarce healthcare resources to the task. These personnel are often either influenced by materialistic matters or guided by the emergency policies, without reaching a consensus on how to allocate scarce resources in times of need, especially in the time of the COVID-19 pandemic. Ethical dilemmas often arise when a number of patients with COVID-19, especially in poor and middle-class areas, are denied care while elites are prioritized to receive such scarce resources. Resource allocation in healthcare during the COVID-19 pandemic in Bangladesh appears to be unethical and in direct conflict with the biomedical principles of non-maleficence and procedural justice. The findings of this study suggest that the Act needs substantive changes in the stipulation of policy directing hospitals in the provision of resource allocation framework. Furthermore, parliament should produce guidance outlining how to successfully implement the law with the aim of protecting public health in times of emergency, especially the COVID-19 pandemic. (shrink)

A veritable cookbook for individuals or corporations seeking funding from the federal government, The Complete Writing Guide to NIH Behavioral Science Grants contains the latest in technical information on NIH grants, including the new electronic submission process. Some of the most successful grant writers in history have contributed to this volume, offering key strategies as well as tips and suggestions in areas that are normally hard to find in grant writing guides, such as budgeting, human subjects, and power analysis. A (...) "who's who" among grant reviewers, this guidebook provides "inside" information as to why some grants are scored well while others flounder during review. A must-read for both entry level grant writers making headway in the complex NIH grant system for the first time as well as more seasoned investigators who can't seem to break the barrier to funded research grants, Drs. Scheier and Dewey's comprehensive volume provides simple and clear explanations into the reasons why some grants get funded, and a step-by-step guide to writing those grants. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This paper critically engages Philip Mirowki's essay, "The scientific dimensions of social knowledge and their distant echoes in 20th-century American philosophy of science." It argues that although the cold war context of anti-democratic elitism best suited for making decisions about engaging in nuclear war may seem to be politically and ideologically motivated, in fact we need to carefully consider the arguments underlying the new rational choice based political philosophies of the post-WWII era typified by Arrow's impossibility theorem. A distrust of (...) democratic decision-making principles may be developed by social scientists whose leanings may be toward the left or right side of the spectrum of political practices. (shrink)

Thought and its subject-matter, by J. Dewey.--Thought and its subject-matter: the antecedents of thought, by J. Dewey.--Thought and its subject-matter: the datum of thinking, by J. Dewey.--Thought and its subject-matter: the content and object of thought, by J. Dewey.-- Bosanquet's theory of judgment, by H. B. Thompson.--Typical stages in the development of judgement, by S. F. McLennan.--The nature of hypothesis, by M. L. Ashley.--Image and idea in logic, by W. C. Gore.--The logic of the pre-Socratic philosophy, (...) by W.A. Heidel.--Valuation as a logical process, by H. W. Strart.--Some logical aspects of purpose, by A. W. Moore. (shrink)

This study is concerned with certainty and examines the work of Dewey for the light he sheds on this problem. Hart concentrates on the process of verification, the final stage of inquiry in Dewey's theory. He does this because he believes that, according to Dewey, through the process of verification we may attain "flexible" certainty. The first chapter discusses the background of the problem. The second chapter, "A Dewey Dictionary," contains passages selected from Dewey's works (...) on about sixty topics which Hart considers important for his later discussion. In the third chapter, a chronological account of the development of Dewey's theory of inquiry and his views on verification is meticulously presented. The fourth chapter is devoted to a systematic presentation of the place of verification in Dewey's philosophy. In the fifth chapter are the author's critical reflections: Hart holds that the basic principles of Dewey's theory cannot be justified but must be taken on faith. Here Hart does not seem sufficiently appreciative of Dewey's pragmatism. Dewey could answer: such principles are adopted because they are fruitful and will be maintained only so long as they continue to be fruitful. An epilogue concludes the study.—F. S. M. (shrink)

This study is concerned with certainty and examines the work of Dewey for the light he sheds on this problem. Hart concentrates on the process of verification, the final stage of inquiry in Dewey's theory. He does this because he believes that, according to Dewey, through the process of verification we may attain "flexible" certainty. The first chapter discusses the background of the problem. The second chapter, "A Dewey Dictionary," contains passages selected from Dewey's works (...) on about sixty topics which Hart considers important for his later discussion. In the third chapter, a chronological account of the development of Dewey's theory of inquiry and his views on verification is meticulously presented. The fourth chapter is devoted to a systematic presentation of the place of verification in Dewey's philosophy. In the fifth chapter are the author's critical reflections: Hart holds that the basic principles of Dewey's theory cannot be justified but must be taken on faith. Here Hart does not seem sufficiently appreciative of Dewey's pragmatism. Dewey could answer: such principles are adopted because they are fruitful and will be maintained only so long as they continue to be fruitful. An epilogue concludes the study.—F. S. M. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

Foreword, by S. Ratner.--Freedom and education, by H. M. Kallen.--Dewey's theory of the nature and function of philosophy, by A. E. Murphy.--Dewey's reconstruction of logical theory, by E. Nagel.--Method in aesthetics, by A. C. Barnes.--The religion of shared experience, by J. H. Randall, Jr.--A Deweyesque mosaic, by W. Hamilton.--Pragmatism as a philosophy of law, by E. W. Patterson.--The political philosophy of instrumentalism, by S. Hu.--Creative democracy, the task before us, by J. Dewey.

Thomas Alexander shows that the primary, guiding concern of Dewey's philosophy is his theory of aesthetic experience.

John Dewey's classical pragmatism, Daniel M. Savage asserts, can be used to provide a self-development-based justification of liberal democracy that shows the current debate between liberal individualism and republican communitarianism to ...

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

CHAPTER I DEWEY'S CONCEPT OF EXPERIENCE AND NATURE John Dewey, ever the celebrant of experience, did not attempt to write a formal work in aesthetics until ...

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry (Volume 12 of The Later Works), as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This chapter deals with the socially oriented, pragmatically naturalist conception of religious faith John Dewey developed in A Common Faith and elsewhere, as well as Dewey’s influence on later pragmatist and naturalist currents in the philosophy of religion. In particular, Dewey’s distinction between “the religious”, on the one hand, and actual historical religions, on the other, is explained and discussed. According to Dewey--the most important classical pragmatist following James--the religious aspects of experience can be appreciated without (...) metaphysical commitments to anything supernatural. Dewey’s pragmatism thus seeks to emancipate “the religious” from the dogmatism and supernaturalism typical of traditional religious metaphysics. Dewey’s relation to Wittgensteinian philosophy of religion, and the role played by metaphysics and the criticism of metaphysics in both, are also examined. (shrink)

Introduction -- Part I: Growth, inquiry, and unity -- Problems with inquiry -- Aesthetic inquiry -- Inquiry, inquiry, inquiry -- Why unification? -- Part II: The metaphysics of unity -- The quest for being QUA being -- Time and individuality -- The Humpty-Dumpty intuition -- The mystical.

Dewey’s A Common Faith has been variously interpreted, both in terms of its relation to Dewey’s corpus and internally in terms of its leading ideas. I argue for its crucial relevance in understanding Dewey and undertake an analysis of the key idea of “religious experience” as an “attitude of existence.” This distinguishes religious experience from other types of qualitative experience and shows the unique place this concept has for Dewey.

Nissen draws on Logic: The Theory of Inquiry, and also uses quotations from four others of Dewey's books, mostly in the section on truth. The monograph is an unrelenting attack on Dewey's theories, following the lead of Bertrand Russell's criticisms in Schilpp's The Philosophy of John Dewey. Nissen takes key terms of the theories, renders each into a form which he finds clearer, and comparing this form with other statements from Dewey, judges the results Dewey (...) achieves to be incorrect, trivial, or absurd.--M. B. M. (shrink)

Dewey’s A Common Faith has been variously interpreted, both in terms of its relation to Dewey’s corpus and internally in terms of its leading ideas. I argue for its crucial relevance in understanding Dewey and undertake an analysis of the key idea of “religious experience” as an “attitude of existence.” This distinguishes religious experience from other types of qualitative experience and shows the unique place this concept has for Dewey.

In 1932, as America struggled to overcome the great economic depression and Hitler was taking power in Germany, Dewey issued a challenge to teachers. Based upon what he viewed as the principle by which to judge "the processes of education, formal and informal," he urged teachers to embrace the following goal: "Education should create an interest in all persons in furthering the general good, so that they will find their own happiness realized in what they can do to improve (...) the conditions of others" (LW 7: 243).In setting this challenge to teachers, Dewey has in mind helping students develop their character in two ways. First, teachers should nurture students' sensitivity to the impact of their speech and actions .. (shrink)

Simply put, this book is the best short introduction to John Dewey’s philosophy.1 It is lucidly written and is sensitively accurate in things both great and small. It is concise yet broadly informed. It is balanced without straining to say everything, focused without being compressed. It directs the reader to Dewey’s key writings and indicates reliable commentary. It concludes by indicating Dewey’s relevance for contemporary issues: medical ethics, environmentalism, feminism. Nevertheless, that the book appears in a series (...) called “Beginner’s Guides” should be taken therefore with a grain of salt, for it will be helpful to many advanced scholars starting to explore “pragmatism.” There are now so many strange .. (shrink)

John Dewey is one of the American philosophers strongly influenced by Hegel. For this reason, perhaps, certain Italian scholars have always been attracted to him, even when, as in the case of Croce, they strove to repudiate his doctrines. In this tradition, Aloysio's volume blazes the trail for a new approach to Dewey's scholarship in Italy. The volume issues from a seminar held at the University of Aquila during which Aloysio and his students read five works of (...) class='Hi'>Dewey. Significantly enough, the works chosen for such an enterprise belong to the period when Dewey bids farewell to the idealism of his youth and takes a critical look at his philosophical program of reconstruction. The chapters of the book are devoted to a critical analysis of the five books studied during the seminar: Reconstruction in Philosophy ; Human Nature and Conduct ; Experience and Nature ; The Quest for Certainty ; and, A Common Faith. The outcome is a refreshing exposition of Dewey's mature thought. The method of question and answer used throughout the book is exceptionally efficacious to evince the contemporary relevance of Dewey's fundamental notions of experience, nature, and human conduct.--L. M. P. (shrink)