The Effects of Deweyan and Humean on the Conception of Knowledge at State University

I rarely know the first day I arrived in Michigan, but the idea of ​​knowledge in modern universities is mixed with the ideas of Deweyan and Humean. Looking back at Michigan's courses and activities, this became clearer. For example, universities are proud of continued efforts to promote progress and improvement of society as a whole. Michigan is concentrating on statements that growth itself is the only moral goal (Dewey 177).

Below we outline the understanding of the essence of Dewey's knowledge and individual learning process, and how Dewey education at the experimental school actively participates in the barrier, to train individuals who change their circumstances and the environment Indicates whether it is designed. I asked Dewey to try to make the students understand the next part of the common social goal. The learning described in this section arises from exchanges with others in social "natural" environments, but it does not necessarily focus on common projects and collaborative work Individual abilities It is designed to draw out. In fact, Mr. Dewey said, "In order to obtain data on the actions that we can take, it is necessary for the school to be too heavy, especially in the early stages, the school is overweight" I pointed out. Other restrictions - quoted in Mayhew and Edwards, 1936, pp

Defending the epistemological concept that obviously opposed Dewey's democratic democracy is rooted in the concept of social epistemology arising from the pragmatism of Charles Pierce. His research on controversial theory and informal logic also shows a practical trend. In self-recognition: Practicalism is not constrained, advocating "perfect practicalism", "naturalization of society and culture", and we propose the characteristics of our relationship to the society and culture in which we live We can change it to the world. And it is not just a matter of slightly changing the content that makes up their arrangements and beliefs. "

Siegel's two-element theory of critical thought embodies or almost proves the concept of Hume's rationality tool. First pointed out why Siegel 's theory is at least psychologically resting, then pointed out more specifically that the concepts of Sigel himself, ie the tool concept, influence the theory of his critical thinking . As mentioned above, the concept of the cause of critical thinking is made up of two aspects: a causal assessment element and a critical mental element. Due to the proper movement of the reasons, the reason requires not only the strength of evidence but also normative influence. The separation of this logical cognitive dimension from the reasonable motivational dimension reflects the distinction between Hume's 'rational' and 'passion' fields. The double intellectual structure of Siemel repeats the binary structure of Hume