Chicago School PragmatismJohn R. Shook The Chicago school of pragmatism was one of the most controversial and prominent intellectual movements of the late 1800s and early 1900s. Spanning the ferment of academic and social thought that erupted in those turbulent times in America, the Chicago pragmatists earned widespread attention and respect for many decades. They were a central force in philosophy, contesting realism and idealism for supremacy in metaphysics, epistemology and value theory. Their functionalist views formed the Chicago school of religion, which sparked intense scrutiny into the real meaning of theism, religious experience and the role of religious values in society. Their social standpoint on psychology generated the Chicago school of sociology, social psychology and symbolic interactionism that dominated the social sciences until the 1960s. Their educational philosophy was a major component of progressivism, aiming to make schools more responsive to the democratic and industrial character of the country. In economics, labour issues, civil rights and liberal politics, the Chicago school was also impossible to ignore This four-volume set focuses on the cornerstones of the thought grounding such intellectual activism: their philosophies of human nature, intelligence, values and social purpose. While other collections of the writings of the most prominent Chicago pragmatists (John Dewey, George Mead and James Tufts) offer some of their own individual work, no other collection captures the entire breadth and depth of the movement as a whole. Key writings of these major philosophers are set in their proper context of important writings of James Angell, Edward Ames, Addison Moore, and of many of their graduates who had significant careers, including Ella Flagg Young, H. Heath Bawden, Arthur Rogers, Irving King, Kate Gordon, Douglas Macintosh, William Wright, Clarence Ayres and Charles Morris. Also included are their debates with many critics, such as James Mark Baldwin, George Santayana, William Montague, Roy Wood Sellars and William Hocking. Spanning roughly fifty years, the 130 pieces are brought together from several dozens of now obscure and increasingly rare books, journals and archival sources. This collection will be indispensable for the study of American intellectual history, and especially the evolution of American philosophy, psychology, sociology, religion, education and politics. --130 articles gathered into an indispensable collection covering the entire Chicago pragmatism movement --all materials are reset, annotated, indexed and enhanced by new editorial introductions --includes a wealth of obscure, rare and hard-to-find original materials --indispensable for the study of American intellectual history, and especially the evolution of American philosophy, psychology, sociology, religion, education and politics |
Contents
John Dewey Logical Conditions of a Scientific Treatment | 1 |
James H Tufts The Social Standpoint | 30 |
George H Mead The Philosophical Basis of Ethics | 59 |
John Dewey Ethics | 68 |
George H Mead The Working Hypothesis in Social Reform | 83 |
John Dewey Democracy in Education | 103 |
Ella Flagg Young The Philosophy of Education 18951902 | 112 |
Ella Flagg Young Scientific Method in Education | 118 |
George H Mead The Psychology of Social Consciousness | 192 |
George H Mead The Social Self | 199 |
John Dewey Religion and Our Schools | 210 |
Simon F MacLennan The Fundamental Problem of Religious | 220 |
Irving King The Pragmatic Interpretation of the Christian | 245 |
Edward S Ames Theology from the Standpoint of the Functional | 257 |
Strong Some Religious Aspects of Pragmatism | 270 |
Is | 279 |
Jane Addams Educational Methods | 134 |
George H Mead Review of Jane Addams The Newer Ideals | 149 |
James H Tufts Review of Jane Addams The Spirit of Youth | 156 |
John Dewey Moral Principles in Education | 171 |
Macintosh Can Pragmatism Furnish a Philosophical | 287 |
William K Wright A Psychological Definition of Religion | 296 |
Frederick G Henke Advantages Accruing from the Functional | 317 |
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Common terms and phrases
abstract action activity agency attitude basis become character child conception concrete conduct consciousness definition democracy determination distinction emotional empiricism environment ethical evolution experience expression external F. H. Bradley fact factors forces function functional psychology growth habits Hull House human ideal ideas impulses individual industrial instincts intel intellectual intelligence interest interpretation involved Jane Addams John Dewey judger judging knowledge labor logical Logical Conditions material means mechanism mental metaphysical method mind moral judgment motive naïve realism nature object objective idealism organization philosophy physical Plato possible practical pragmatism present principle problem psychology question reality recognized reference regard relation religion religious responsibility Ritschlianism scientific scientific method sense simply situation social society spirit standpoint statement subject-matter teacher teaching theology theory things thought truth ultimate universal University of Chicago values