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Naturalism in the Philosophies of Dewey and Zhuangzi
Naturalism in the Philosophies of Dewey and Zhuangzi: The Live Creature and the Crooked Tree by Christopher C. Kirby A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor in Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: John P. Anton Ph.D. Co-Major Professor: Martin Schönfeld Ph.D. Sidney Axinn Ph.D. Alexander Levine Ph.D. Date of Approval: December 12, 2008 Keywords: Pragmatism, Daoism, Metaphysics, Epistemology, Ethics © Copyright 2008 Christopher C. Kirby Dedication For P.J. – “Nature speaks louder than the call from the minaret.” (Inayat Khan, Bowl of Saki) Table of Contents List of Abbreviations ................................................................................................. ii Abstract ..................................................................................................................... iii Preface: West Meets East........................................................................................... 1 Dewey’s Encounter with China ............................................................................. 6 Chapter One: What is Naturalism? .......................................................................... 15 Naturalism and the Organic Point of View .......................................................... 16 Nature and the Language of Experience .............................................................. 22 Naturalistic Strategies in Philosophy .................................................................. -
History of Chinese Education and Culture: Annotated Bibliography. PUB DATE 86 NOTE 45P
DOCUMENT RESUME ED 268 070 SO 017 092 AUTHOR Parker, Franklin TITLE History of Chinese Education and Culture: Annotated Bibliography. PUB DATE 86 NOTE 45p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCd2 Plus Postage. DESCRIPTORS Annotated Bibliographies; Asian History; *Chinese Culture; Conflict; Educational Change; *Educational History; Educational Policy IDENTIFIERS *China; Chinese People; Taiwan ABSTRACT This extensive annotated bibliography includes books and articles on Chinese education and its impacton Chinese culture from ancient times to today. Both English and foreign language documents are included; all non-English entriesare accompanied by English abstracts. The alphabetized entries include such topicsas: (1) the impact of Confucianism on education in the Nineteenth Century; (2) childhood in China in the Eighteenth Century; (3) comparisons of educational policy in the Sui,Yuan, Ming and Ch'ing eras; (4) class conflict and education during various periods of Chinese history; (5) education in the Republic of Chinaon Taiwan; and (6) contemporary educational reform after the Cultural Revolution. (CFR) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** U.E. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCETHIS EOUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTEDBY CENTER (ERIC) Weisdocument -
Chinainstitute Annualreport Mission
07 CHINAINSTITUTE ANNUALREPORT MISSION China Institute in America was founded in 1926 by a group of distinguished American and Chinese educators, including John Dewey, Hu Shih, Paul Monroe, and Dr. Kuo Ping Wen. It is the oldest bicultural organization in America focused exclusively on China. China Institute is a non-profit cultural and educational institution that promotes the understanding and appreciation of Chinese civilization, and provides the historical context for understanding contemporary China. 1 LETTER FROM THE CHAIRMAN & PRESIDENT We are very pleased to present the 2007 Annual Report, which marks another year of BOARD OF TRUSTEES extraordinary achievement for China Institute. As we enter the ninth decade of our work China Institute in America promoting a deeper understanding of China to the people of the United States, it is clear that the relationship between the two countries is more relevant and important than ever before. 2006–2007 Through the depth and reach of our many programs, exhibitions, courses and events, China Institute contributes significantly to advancing this critical relationship. Virginia A. Kamsky, Chairman Chien Chung Pei, Vice-Chair In our education work, we initiated and hosted the inaugural national meeting of 21 Patricia P. Tang, Secretary U.S.-based Confucius Institutes in January, to foster closer collaboration and learning among Jeffrey Forbes Buckalew, Treasurer these organizations. We were honored to have Director of the Office of Chinese Language Council International (Hanban) Xu Lin participate in this important gathering. At the opening Susan L. Beningson of the Beijing Headquarters of the Confucius Institutes in April, our President Sara Judge Douglas L. -
The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19Th-Century United States
The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19th-Century United States Ahti-Veikko Pietarinen & Jean-Marie Chevalier The Commens Working Papers Preprints, Research Reports & Scientific Communications Edited by Mats Bergman, Sami Paavola & João Queiroz No 2 Version 2 Published July 9, 2014 | Updated December 17, 2015 URL http://www.commens.org/papers/paper/pietarinen-ahti-veikko- chevalier-jean-marie-2014-johns-hopkins-metaphysical-club- and ISSN 2342-4532 License Creative Commons Attribution-NonCommercial- ShareAlike The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19th-Century United States Memorandum, 19 April 2014 - up-dated, with Appendices, April 2015 Ahti-Veikko Pietarinen, in collaboration with Jean-Marie Chevalier [email protected] Helsinki Peirce Research Centre, University of Helsinki Abstract This memorandum documents some of the most noteworthy facts concerning the Metaphysical Club meetings, which were presided over by Charles Peirce, at Johns Hopkins University from October 1879 until March 1885. The Club, which started out as a circle consisting of Peirce‘s own students in his logic class, held the total of 43 meetings, with 110 presentations delivered, of which 33 were classified as principal papers. These presentations, as we document in this paper, testify the club‘s impact on the development of the methodology of sciences in the late 19th-century United States. Of particular interest is the close relation of the new and emerging scientific approaches to philosophical, methodological and logical issues discussed by the Club‘s members. -
The Second Metaphysical Club and Its Impact on American Sciences
The Second Metaphysical Club and its Impact on American Sciences Ahti-Veikko Pietarinen The Commens Working Papers Preprints, Research Reports & Scientific Communications Edited by Mats Bergman, Sami Paavola & João Queiroz Pub 140709-1314a URL http://www.commens.org/papers/paper/pietarinen-ahti- veikko-second-metaphysical-club-and-its-impact-american- sciences ISSN 2342-4532 License Creative Commons Attribution-NonCommercial- ShareAlike The „Second‟ Metaphysical Club and Its Impact on the Development of American Sciences Memorandum, 19 April 2014 Ahti-Veikko Pietarinen, Helsinki Peirce Research Centre, University of Helsinki Abstract This memorandum documents some of the most noteworthy facts concerning the Metaphysical Club meetings, which were predominantly presided over by Charles Peirce, and which took place at Johns Hopkins University from October 1879 until March 1885. The Club held the total of 43 meetings, and 110 presentations, of which 33 were principal papers. These facts, some of which are highlighted in the document that follows, testify that the club had an enormous impact on the development of American sciences and methodology. Introduction Max Fisch estimated that no other graduate philosophy club has had a comparable impact on the progress of research in the US as Peirce‘s Metaphysical Club. What was it, who participated in it and what became of these people? A history of the Metaphysical Club is yet to be written; the current document highlights what strikes as some of the most noteworthy facts that belong to any such historiography. Of Peirce‘s students (counting those enrolled to any of his courses at JHU) the speakers were Ellery W. Davis, John Dewey, Fabian Franklin, Benjamin Ives Gilman, Joseph Jastrow, Christine Ladd (Franklin), Allan Marquand, Oscar H. -
1 Copyright 2004 by the American Sociological Association Section on the History of Sociology
A BRIEF CENTENNIAL BIBLIOGRAPHY OF RESOURCES ON THE HISTORY OF THE AMERICAN SOCIOLOGICAL SOCIETY/ASSOCIATION1 Compiled by the Centennial Bibliography Project Committee2 American Sociological Association Section on the History of Sociology ELEBRATING THE CENTENNIAL OF THE AMERICAN SOCIOLOGICAL ASSOCIATION provides the ritual occasion and reinforces the intellectual rationale for collectively exploring our Cprofessional and organizational roots. To guide us on our way, we have compiled a brief bibliography of relevant materials and exemplars that explicate the early history of the American Sociological Society and – to some degree – its subsequent evolution (the line separating “history” from “current events” is not always easily drawn). Practicing extreme parsimony, we have intentionally excluded literally thousands of otherwise important and instructive published works that focus primarily on specific departments of sociology, the ideas and accomplishments of individual sociologists, the development of sociological theories, the general intellectual history of the discipline as a whole, and myriad other matters of obvious historical and disciplinary interest. We hasten to add, however, that the structure and practical scope of a much more inclusive bibliography is now under consideration and is soon to be implemented. In the interim, we provide here a small down payment: a narrowly defined set of references for selected articles – and still fewer monographs – that specifically address, in various ways, the founding era and subsequent evolution of the American Sociological Society as a professional organization. To these citations, we add lists of relevant journals, abstracts, indexes and databases, and append the locations of archival deposits for the first ten presidents of the American Sociological Society, with the hope of encouraging ever more scholarship on the early history of the ASS/ASA per se.3 Corrections and suggested additions to this bibliography, focused specifically on the history of the ASS/ASA, are welcomed by the committee. -
Centennial Bibliography on the History of American Sociology
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar). -
Influence of Paul Monroe on China's Educational
“Cross-Fertilization” of Education: Influence of Paul Monroe on China’s Educational Development and Reforms in the 1920s Working Paper 2020 Center on Chinese Education Teachers College, Columbia University November 2020 Henan Cheng, Sarah Fischer, Baolier Huang Abstract: Paul Monroe is widely recognized for his important contributions to the development of the field of international and comparative education. Monroe’s far-reaching impact on education worldwide is best exemplified by his significant influence on modern Chinese education system, which he exerted through extensive fieldwork, lectures, and charity work spanning over three decades. However, Monroe’s legacy in China has often been overshadowed by another giant of his time, John Dewey. This paper aims to re-examine published literature and primary sources and shed light on Monroe’s groundbreaking efforts to improve education in China during the 1920s. Important connections are drawn between Monroe’s comprehensive educational surveys in 1921, the subsequent 1922 national reform, and his long-term commitment in promoting science education in China. Introduction The American-Chinese educational exchange has transcended decades throughout revolutions, political ebb and flow, and economic fluctuation. While the cultural and educational give and take is of much discussion and is often attributed to famous philosopher John Dewey, this paper sets out to illustrate the influence of a Dewey contemporary yet lesser known leader, Paul Monroe, and his innovative work in the exchange of ideology and philosophy with Chinese educational policy and development throughout the 1920’s. In a review of published literature and primary sources in both Chinese and English - from Monroe himself and various Chinese scholars who benefitted from his tutelage - connections are drawn between Paul Monroe’s 1921 trip to China, his comprehensive survey on Chinese education, and the subsequent 1922 Educational Reform. -
Recife, Pernambuco. 2019. HISTÓRIA DA SOCIOLOGIA
SOCIOLOGIA HISTÓRIA DA SOCIOLOGIA: O DESENVOLVIMENTO DA SOCIOLOGIA I A SOCIOLOGIA NOS ESTADOS UNIDOS HISTORY OF SOCIOLOGY: THE DEVELOPMENT OF SOCIOLOGY I SOCIOLOGY IN UNITED STATES Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE1 PREMISSA A Sociologia nos Estados Unidos desenvolveu-se no contexto de dois grandes eventos que marcaram profundamente a história do país. de prisão, conforme Art. 184 do Código Penal Penal 184 do Lei e conforme Art. prisão, Código de 9.610/98. O primeiro foi a Guerra de Secessão (também conhecida como Guerra Civil um ano à Americana), que ocorreu entre 1861 e 1865 e gerou ressentimentos e atritos entre a população do sul e a do norte dos Estados Unidos. três meses Em contrapartida, houve a urbanização das terras do oeste e das áreas centrais do país, o que contribuiu para o crescimento da economia e a expansão industrial. No norte, graças ao esforço de guerra, houve um grande crescimento, principalmente na metalurgia, no transporte Qualquer tipo de reprodução sem a autorização dos autores é exatamente proibida. Os infratores infratores Os proibida. exatamente é dos autores autorização a reprodução tipo de sem Qualquer estarão sujeitos de pena à estarão sujeitos ferroviário, na indústria de armamentos e na indústria naval. O comércio também se expandiu de maneira exponencial em todo o território estadunidense. O padrão de cultura dos Estados Unidos passou a ser o ideal nortista de “trabalho duro, educação e liberdade econômica a todos”. Houve ainda um grande desenvolvimento de escolas e instituições de ensino superior. 1 Bacharelando em Zootecnia pela Universidade Federal Rural de Pernambuco – UFRPE (2019-). -
The Chicago School of Sociology
BERNARD QUARITCH LTD 36 BEDFORD ROW, LONDON, WC1R 4JH Tel.: +44 (0)20 7297 4888 Fax: +44 (0)20 7297 4866 e-mail: [email protected] Web: www.quaritch.com Bankers: Barclays Bank PLC 1 Churchill Place London E14 5HP Sort code: 20-65-90 Account number: 10511722 Swift code: BUKBGB22 Sterling account: IBAN: GB71 BUKB 2065 9010 5117 22 U.S. Dollar account: IBAN: GB19 BUKB 2065 9063 9924 44 Euro account: IBAN: GB03 BUKB 2065 9045 4470 11 VAT number: GB 322 454 331 Covers adapted from no. 29 Park © Bernard Quaritch Ltd 2020 THE CHICAGO SCHOOL OF SOCIOLOGY The famous ‘Chicago School’ of sociology began with the foundation in 1892 of Albion Woodbury Small’s ‘School of Social Science’, at the newly-founded University of Chicago. The School’s thought developed from Small’s close association with William James, John Dewey, George Herbert Mead and Charles Cooley; all of whom emphasised the individual and the importance of that individual’s empirical perception or experience, and subscribed to a Darwinian view of evolution and natural history. The School’s early links with anthropology (exemplified chiefly by the work of William Isaac Thomas) and economics, would contribute to the development of an easily recognisable methodology. This was field-based statistical research, for the most part carried out within the urban locality of Chicago, which viewed criminality – especially juvenile delinquency – as the product of purely sociological factors. The University of Chicago Press’s Sociological Series (characterised by its distinctively modern and attractive book design, which influenced the nearby Free Press of Glencoe, Illinois) was responsible for distributing much of the School’s core work, beginning with Nels Anderson’s The Hobo in 1923. -
Sociology and Sociological Jurisprudence: Admixture of Lore and Law Gilbert Geis Los Angeles State College
Kentucky Law Journal Volume 52 | Issue 2 Article 1 1963 Sociology and Sociological Jurisprudence: Admixture of Lore and Law Gilbert Geis Los Angeles State College Follow this and additional works at: https://uknowledge.uky.edu/klj Part of the Jurisprudence Commons, Law and Society Commons, and the Sociology Commons Right click to open a feedback form in a new tab to let us know how this document benefits you. Recommended Citation Geis, Gilbert (1963) "Sociology and Sociological Jurisprudence: Admixture of Lore and Law," Kentucky Law Journal: Vol. 52 : Iss. 2 , Article 1. Available at: https://uknowledge.uky.edu/klj/vol52/iss2/1 This Article is brought to you for free and open access by the Law Journals at UKnowledge. It has been accepted for inclusion in Kentucky Law Journal by an authorized editor of UKnowledge. For more information, please contact [email protected]. Sociology and Sociological Jurisprudence: Admixture of Lore and Law By GiLBERT GEmS* The life history to date of sociological jurisprudence as a school of legal thought provides much instructive material con- cerning broader intellectual developments both within the law and within sociology in the United States. The jurisprudential elements in the school have remained relatively intact, though they have been considerably refined since their initial statement by Roscoe Pound in the first decade of the century,' and in legal circles the theory is still generally regarded as "the most popular movement in jurisprudence in the United States."2 Meanwhile, the domestic sociological components of the theory, drawn largely from the contemporaneous work of Edward A. Ross and Albion W. -
Education in Ceramic Art
EDUCATION IN CERAMIC ART IN THE UNITED STATES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University DOROTHY WILSON PERKINS, B. F. A., M. A M HH*« The Ohio State University 1956 Approved byt School of Fine and Applied Arta TUBUS OF CONTENTS CHAPTER PAOE « INTRODUCTION................................... 1 PART It DEVELOPMENTS PRIOR TO 1900 1. EARLY DEVELOPMENTS IN MANUAL, INDUSTRIAL, AND ART EDUCATION................................... U 2. NINETEENTH CENTURY DEVELOPMENTS IN CINCINNATI, . 31 3. NINETEENTH CENTURY DEVELOPMENTS IN NEW ORLEANS • . 50 L. NINETEENTH CENTURY LITERATURE PERTAINING TO CERAMIC A R T ...................... ........ £6 PART II. THE ESTABLISHMENT OF FORMAL EDUCATION IN CERAMIC AlF? 9. CHARLES FERGUS BINNS............................ 82 6. LITERATURE OF THE POPULAR PRESS PERTAINING TO , CERAMIC ART, 1900 - 1 9 2 5 ........................ 120 7. THE AMERICAN CERAMIC SOCIETY.................... 130 8. ADELAIDE ALSOP ROBINEAU AND THE CERAMIC NATIONALS. 176 9. ARTHUR EUGENE BAQG3.............................. 139 10. DEVELOPMENTS AT NON-COLLEGE LEVELS.............. 220 PART IIIi SURVEY 11. EDUCATION IN CERAMIC ART AT THE COLLEGE LEVEL - A NATIONAL SURVEY ....................... 256 CONCLUSION..................................... 273 APPENDIXES................................................ 290 BIBLIOGRAPHY............................................. 302 ii INTRODUCTION Since that early day when some child of primitive