The Second Metaphysical Club and Its Impact on American Sciences
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VOL. 51, No. 4 JULY, 1944 THE PSYCHOLOGICAL REVIEW JAMES McKEEN CATTELL 1860-1944 In the history of American psychology both of these men. A paper on Lotze very few figures are so outstanding as won for Cattell a fellowship in philoso- that of James McKeen Cattell whose phy at Johns Hopkins, where he spent long and active life has just come to a the year of 1882-83, with John Dewey close. He did not, indeed, belong to the and Joseph Jastrow as fellow students. first generation of American scientific It was during this year that Stanley psychologists—consisting mainly of Wil- Hall set up his psychological laboratory liam James, G. Stanley Hall and George at Johns Hopkins, with some assistance Trumbull Ladd—but he was probably from this group of students, and it was the most influential of the second gen- there, apparently, that Cattell began his eration which included Titchener, Miins- "psychometric investigations," concerned terberg, James Mark Baldwin, Jastrow, with the timing of various mental proc- Sanford, and Scripture, with others com- esses. He took his data and his designs ing along just a little later. Though for improved apparatus back to Ger- Cattell was not a systematist and did not many the following year and remained found a school in that sense, he was the in Wundt's laboratory for the three leader in what became a widespread and years, 1883-1886, being for part of this distinctive movement in American psy- time Wundt's first laboratory assistant. chology. His interest from the very out- From the outset Cattell seems to have set of his career was in introducing quan- been impressed with the variability of titative methods into psychology and human performance and the consequent especially in using such methods for the need for long series of observations in measurement of individual differences. -
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 .................................................................. -
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. -
Early Psychological Laboratories [1] James Mckeen Cattell (1928)
Early Psychological Laboratories [1] James McKeen Cattell (1928) Classics in the History of Psychology An internet resource developed by Christopher D. Green York University, Toronto, Ontario ISSN 1492-3173 Early Psychological Laboratories [1] James McKeen Cattell (1928) First published in Science, 67, 543- 548. Posted August 2000 Laboratories for research and teaching in the sciences are of comparatively recent origin. They may be regarded as part of the industrial revolution, for there is a close parallel in causes and effects between the development of the factory system and of scientific laboratories. The industrial revolution began with the exploitation by machinery of coal and iron in England; it may perhaps be dated from the use of the steam engine of Watts in the coal mines of Cornwall about a hundred and fifty years ago. The laboratory had its origin fifty years later in Germany as part of the scientific renaissance following the Napoleonic wars. The University of Berlin was founded by Wilhelm von Humboldt and Frederich William III in 1810. The first laboratory of chemistry was opened by Justus von Liebig at Giessen in 1824. This was followed by similar laboratories at Göttingen under Wöhler in 1836, at Marburg under Bunsen in 1840, and at Leipzig under Erdmann in 1843. The first English laboratory was the College of Chemistry, now part of the Imperial College of Science and Technology of the University of London, which was opened in 1845 by von Hoffmann, brought from Germany by Prince Albert. Benjamin Silliman founded at Yale University the first American laboratory for the teaching of chemistry. -
On Early Applications of Psychology in Music Education
JRME 1982, VOLUME 30, NUMBER 3, PAGES 141-150 141 GranvilleStanley Hall, founder of the AmericanPsychological Association and president of Clark University,was thefirst Americanpsychologist to speak and write about music's place in the educational curriculum. An examination of his published writings reveals Hall based his theoryof music education on principles of Social Darwinism and Child Study perspectiveson education. Hall's theories are referenced and paraphrased in several song series textbooksand music appreciationtexts published by music educators during his professionalcareer. Thesesources indicate that Hall influencedthe thinkingof certainmusic educatorsand was importantto music education,in general, in developing a receptivitytoward psychological processes in music educationpractice. R. R. Rideout, Universityof Oklahoma On Early Applications of Psychology in Music Education Granville Stanley Hall (1842-1924) received the first doctoral degree in psychology in the United States (from Harvard, in 1878). After a two- year sojourn to Europe, where he studied the educational system of Germany, Hall returned to America where, in 1881, he was hired by Charles Elliott, president of Harvard University, to deliver a series of lectures on the state of education in Germany. He gave these lectures for teachers in the Boston environs (Ross, 1974, p. 133). In 1882, upon a recommendation from his former professor, William James, Hall was appointed professor of psychology at Johns Hopkins University. Among his students were John Dewey and James McKeen Cattel, both of whom became noted leaders in education in the first half of the twentieth century (Wilson, 1914). In 1888, because Jonas Clark was impressed with Hall's personality and work at Johns Hopkins, Hall became the first president of the university Clark was founding on the Johns Hopkins model (Ross, 1974, pp. -
Bibliography
BIBLIOGRAPHY This bibliography contains only works cited in the foregoing pages. To date. the most complete bibliography of both John Dewey's writings and writings about him is Milton Halsey Thomas' John Dewey: A Centennial Bibliography (Chicago: The University of Chicago Press, (962). An exceJlent and com prehensive bibliography of Dewey's works arranged in twelve categories is contained in Guide to the Works of John Dewey edited by Jo Ann Boydston (Carbondale and Edwardsville: Southern Illinois University Press, 1970). For a chronological arrangement of Dewey's writings. a fairly comprehensive bibliography is also available in The Philosophy of John Dewey edited by Paul Arthur Schilpp (New York: Tudor Publishing Company. 2d ed .. 195\). Most recently, Jo Ann Boydston and Kathleen Poulos have provided an in dispensable aid to scholars of Dewey's thought in their Checklist of Writings About John Dewey, 1887-1973 (Carbondale and Edwardsville: Southern Illinois University Press, (974). Baker, Melvin C. Foundations of John Dewey's Educational Theory. New York: King's Crown Press, Columbia University, 1955. Barnes, Harry Elmer, ed. An Introduction to the History of Sociology. Chicago: University of Chicago Press, 1948. Berkeley, George. The Principles of Human Knowledge. La Salle: Open Court Publishing Co., 1940. Bernstein, Richard J. John Dewey. New York: Washington Square Press. 1966. ---, ed. On Experience, Nature, and Freedom. New York: Liberal Arts Press. 1960. Blewett. John, ed. John Dewey: His Thought and Influence. New York: Fordham University Press, 1960. Boydston, 10 Ann, ed. Guide to the Works of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1970. Brickman, William W. -
1 1879 First Psychology Laboratory Wilhelm Wundt Opens the World's
1879 First psychology laboratory Wilhelm Wundt opens the world’s first experimental laboratory in psychology at the University of Leipzig, Germany. Credited with establishing psychology as an academic discipline, Wundt's students include Emil Kraepelin, James McKeen Cattell, and G. Stanley Hall. 1883 First American psychology laboratory G. Stanley Hall, a student of Wilhelm Wundt, establishes first U.S. experimental psychology laboratory at Johns Hopkins University. 1886 First doctorate in psychology The first doctorate in psychology is given to Joseph Jastrow, a student of G. Stanley Hall at Johns Hopkins University. Jastrow later becomes professor of psychology at the University of Wisconsin and serves as president of the American Psychological Association in 1900. 1888 First professor of psychology The academic title "professor of psychology" is given to James McKeen Cattell in 1888, the first use of this designation in the United States. A student of Wilhelm Wundt's, Cattell serves as professor of psychology at University of Pennsylvania and Columbia University. 1892 APA founded G. Stanley Hall founds the American Psychological Association (APA) and serves as its first president. He later establishes two key journals in the field: American Journal of Psychology (1887) and Journal of Applied Psychology (1917). 1 1896 Functionalism Functionalism, an early school of psychology, focuses on the acts and functions of the mind rather than its internal contents. Its most prominent American advocates are William James and John Dewey, whose 1896 article "The Reflex Arc Concept in Psychology" promotes functionalism. Psychoanalysis The founder of psychoanalysis, Sigmund Freud, introduces the term in a scholarly paper. Freud's psychoanalytic approach asserts that people are motivated by powerful, unconscious drives and conflicts. -
Organizing Knowledge and Behavior at Yale's Institute of Human Relations Author(S): J
Organizing Knowledge and Behavior at Yale's Institute of Human Relations Author(s): J. G. Morawski Source: Isis, Vol. 77, No. 2 (Jun., 1986), pp. 219-242 Published by: University of Chicago Press on behalf of History of Science Society Stable URL: http://www.jstor.org/stable/232650 Accessed: 22-12-2015 00:42 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. History of Science Society and University of Chicago Press are collaborating with JSTOR to digitize, preserve and extend access to Isis. http://www.jstor.org This content downloaded from 129.133.6.95 on Tue, 22 Dec 2015 00:42:52 UTC All use subject to JSTOR Terms and Conditions Organizing Knowledge and Behavior at Yale's Institute of Human Relations By J. G. Morawski* IN 1929 JAMES ANGELL, president of Yale, announced plans for a unique teaching and research center for those fields "directly concerned with the problems of man's individual and group conduct. The purpose is to correlate knowledge and coordinate technique in related fields that greater progress may be made in the understanding of human life. The time has certainly come once again to attempt a fruitful synthesis of knowledge." The New York Times described the experiment as dismantling the disciplinary "Great Wall of China" and compared it with the Renaissance transformation of knowledge.1 The Insti- tute of Human Relations (IHR), as the center was named, received over $4.5 million from the Rockefeller Foundation for its first decade of operation. -
(Southern Illinois University Press) 1976 - 1983
John Dewey The Middle Works, 1899 – 1924 Carbondale/Edwardsville (Southern Illinois University Press) 1976 - 1983 J. Dewey, MW I: Volume 1: 1899-1901 ⋅ The School and Society ⋅ “Consciousness“ and Experience ⋅ Psychology and Social Practice ⋅ Some Stages of Logical Thought ⋅ Principles of Mental Development as Illustrated in Early Infancy ⋅ Mental Development ⋅ Group IV. Historical Development of Inventions and Occupations ⋅ General Introduction to Groups V and VI ⋅ The Place of Manual Training in the Elementary Course of Study ⋅ Rezension: Josiah Royce, Gifford Lectures, First Series: The Four Historical Conceptions of Being ⋅ The Educational Situation ⋅ The University Elementary School ⋅ William James’s „Principles of Psychology“ J. Dewey, MW II: Volume 2: 1902-1903 ⋅ Evolutionary Method as Applied to Morality ⋅ Interpretation of Savage Mind ⋅ Academic Freedom ⋅ The University of Chicago School of Education ⋅ Bulletin of Information: The University of Chicago School of Education ⋅ The School as Social Centre ⋅ In Remembrance, Francis W. Parker ⋅ In Memoriam: Colonel Francis Wayland Parker ⋅ Discussion of „What Our Schools Owe to Child Study“ by Theodore B. Noss ⋅ Memorandum to President Harper on Coeducation ⋅ Rezeption: Lightner Witmer, Analytical Psychology. A Practical Manual ⋅ Rezeption: Josiah Royce, The World and the Individual, Second Series: Nature, man, and the Moral Order ⋅ Contributions to „Dictionary of Philosophy and Psychology“ ⋅ The Child and the Curriculum ⋅ Studies in Logical Theory J. Dewey, MW III: Volume 3: 1903-1906 ⋅ Logical Conditions of a Scientific Treatment of Morality ⋅ Ethics ⋅ Psychological Method in Ethics ⋅ Notes upon Logical Topics ⋅ Philosophy and American National Life ⋅ The Terms "Conscious" and "Consciousness" ⋅ Beliefs and Existences [Beliefs and Realities] ⋅ Reality as Experience ⋅ The Experimental Theory of Knowledge ⋅ Experience and Objective Idealism ⋅ The St. -
Playing with Aesthetics in Art Museums
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2011 Playing with Aesthetics in Art Museums Susan Glasser Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Arts and Humanities Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/196 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. PLAYING WITH AESTHETICS IN ART MUSEUMS A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University by Susan M Glasser, Bachelor of Arts, Virginia Commonwealth University, 1978 Director: Dr. Margaret Lindauer Associate Professor & Museum Studies Coordinator, Department of Art History Virginia Commonwealth University Richmond, Virginia April, 2011 ii Acknowledgements One of the surprising discoveries for me in the process of writing this dissertation was what a communal affair it turned out to be. There are numerous people without whom I could not have begun, persevered or finished this project. I want to thank my former colleagues at the North Carolina Museum of Art, including the director Lawrence Wheeler who gave me the freedom to experiment, and educators Ashley Weinard, Diana Phillips, Angela Falk, and Deborah Reid Murphy who were game to try new things. A special thanks goes to educator Camille Tewell who was the first to read what would eventually become the introduction and chapter five—her challenging questions and encouragement served as a key motivator in the early days of my writing. -
FROM DARKNESS to LIGHT WRITERS in MUSEUMS 1798-1898 Edited by Rosella Mamoli Zorzi and Katherine Manthorne
Mamoli Zorzi and Manthorne (eds.) FROM DARKNESS TO LIGHT WRITERS IN MUSEUMS 1798-1898 Edited by Rosella Mamoli Zorzi and Katherine Manthorne From Darkness to Light explores from a variety of angles the subject of museum ligh� ng in exhibi� on spaces in America, Japan, and Western Europe throughout the nineteenth and twen� eth centuries. Wri� en by an array of interna� onal experts, these collected essays gather perspec� ves from a diverse range of cultural sensibili� es. From sensi� ve discussions of Tintore� o’s unique approach to the play of light and darkness as exhibited in the Scuola Grande di San Rocco in Venice, to the development of museum ligh� ng as part of Japanese ar� s� c self-fashioning, via the story of an epic American pain� ng on tour, museum illumina� on in the work of Henry James, and ligh� ng altera� ons at Chatsworth, this book is a treasure trove of illumina� ng contribu� ons. FROM DARKNESS TO LIGHT FROM DARKNESS TO LIGHT The collec� on is at once a refreshing insight for the enthusias� c museum-goer, who is brought to an awareness of the exhibit in its immediate environment, and a wide-ranging scholarly compendium for the professional who seeks to WRITERS IN MUSEUMS 1798-1898 proceed in their academic or curatorial work with a more enlightened sense of the lighted space. As with all Open Book publica� ons, this en� re book is available to read for free on the publisher’s website. Printed and digital edi� ons, together with supplementary digital material, can also be found at www.openbookpublishers.com Cover image: -
The Metaphysical Club at the Johns Hopkins University (1879–1885)
History of Psychology Copyright 2005 by the Educational Publishing Foundation 2005, Vol. 8, No. 4, 331–346 1093-4510/05/$12.00 DOI: 10.1037/1093-4510.8.4.331 THE METAPHYSICAL CLUB AT THE JOHNS HOPKINS UNIVERSITY (1879–1885) Peter J. Behrens The Pennsylvania State University Of the earliest American universities, The Johns Hopkins in Baltimore holds a unique position for psychology. At Hopkins, many of America’s first psychologists received their graduate training. Of special interest is the Hopkins Metaphysical Club, organized in 1879 by Charles Sanders Peirce. It provided a forum for research and scholarship by faculty and students. Papers related to topics of the “new” psychology began to appear in 1883, about the time G. Stanley Hall was given a 3-year appointment at Hopkins. When Peirce departed Hopkins in 1885, Hall was free to develop psychology in his image and disbanded the club. Nevertheless, the Metaphysical Club played an important role in the emergence of American scientific psychology. Widely understood among historians of psychology is the fact that The Johns Hopkins University played a significant role in the development of American psychology. G. Stanley Hall held the position as the first full-time professor of psychology, when he was appointed professor of psychology and pedagogics at Hopkins in 1883; Hopkins’ graduates were among the first generation of psy- chologists in America, which included John Dewey, James McKeen Cattell, Christine Ladd, and Joseph Jastrow; and Hopkins was an inspiration to, if not a model for, other American universities for graduate education with its emphasis on laboratory research, the seminar, and academic freedom (Veysey, 1965).