This paper explores both some of the concepts John Dewey exposed while in China in the 1920’s and considers why his idea of democracy did not thrive in China. In the lectures Dewey delivered in China he focused on the strength of democracy, from the perspective of political science, social science, philosophy and education. Dewey clarified the democratic way of thinking, doing and living to the Chinese people. Of these topics, he considered the philosophy of education and social and political (...) philosophy to be the most important. Through his speeches, he underlined the importance of reflective thinking and reasoning in constructing human intelligence and lively inquiries. In the early part of the 20th century, both Dewey’s pragmatism and Marx’s communism were honored and speculated. While both Dewey and Marx promoted similar aims for human beings, that is, the creation of a society for the common good, their means were substantially different. For Dewey, such a result could only be obtained by a gradual construction of communicative social relationships; for Marx, a radical revolution was necessary to get expunge the old currently dominant parties. With regards to their relationship to working for the common good, for many Chinese, Dewey’s philosophies and ideas were unclear, overly complicated, and inefficient, while Marx pointed out a concrete destination, a clearly designed and expedient wayto implement an egalitarian society. (shrink)

This paper explores both some of the concepts John Dewey exposed while in China in the 1920’s and considers why his idea of democracy did not thrive in China. In the lectures Dewey delivered in China he focused on the strength of democracy, from the perspective of political science, social science, philosophy and education. Dewey clarified the democratic way of thinking, doing and living to the Chinese people. Of these topics, he considered the philosophy of education and social and political (...) philosophy to be the most important. Through his speeches, he underlined the importance of reflective thinking and reasoning in constructing human intelligence and lively inquiries. In the early part of the 20th century, both Dewey’s pragmatism and Marx’s communism were honored and speculated. While both Dewey and Marx promoted similar aims for human beings, that is, the creation of a society for the common good, their means were substantially different. For Dewey, such a result could only be obtained by a gradual construction of communicative social relationships; for Marx, a radical revolution was necessary to get expunge the old currently dominant parties. With regards to their relationship to working for the common good, for many Chinese, Dewey’s philosophies and ideas were unclear, overly complicated, and inefficient, while Marx pointed out a concrete destination, a clearly designed and expedient wayto implement an egalitarian society. (shrink)

This paper reconstructs the concept of the «feeling» elaborated by William James in the text The Varieties of Religious Experience: a study in human nature as a mean towards a moral education. The analysis of the feeling expecially the religious one is structurally connected, in this writing of James, not only with thebiographical problem of the conscience and the knowledge of the self, but also with the strategically wider issue, of «a study of the human nature». The analysis of the (...) experience conducted from the pragmatist perspective allows us to specify the pedagogical function of the «spiritual feeling» in the path of consciousness of the subject: the faith, in fact, seen in its operative dynamic, increases the experimental conviction that the world can improve and it prepares in such way to raise and to invigorate the relationship with the life. In such perspective it is underlined the «therapeutic» function of moral emotions for the existence in general, and their specific impact on the process of formation and behavior of the human being. (shrink)