From mboxrd@z Thu Jan 1 00:00:00 1970 Return-Path: Date: Thu, 5 Jul 2007 19:45:44 +0300 From: Michael Shigorin To: smoke-room@lists.altlinux.org Message-ID: <20070705164543.GB25665@osdn.org.ua> Mail-Followup-To: smoke-room@lists.altlinux.org Mime-Version: 1.0 Content-Type: text/plain; charset=koi8-r Content-Disposition: inline Content-Transfer-Encoding: 8bit User-Agent: Mutt/1.4.2.1i Subject: [room] =?koi8-r?b?z9DR1NggItPXz8LPxMEi?= X-BeenThere: smoke-room@lists.altlinux.org X-Mailman-Version: 2.1.9rc1 Precedence: list Reply-To: shigorin@gmail.com, =?koi8-r?b?y9XM2NTV0s7ZyiDPxtTP0MnL?= List-Id: =?koi8-r?b?y9XM2NTV0s7ZyiDPxtTP0MnL?= List-Unsubscribe: , List-Archive: List-Post: List-Help: List-Subscribe: , X-List-Received-Date: Thu, 05 Jul 2007 16:42:17 -0000 Archived-At: List-Archive: Здравствуйте. Возможно, будет интересно не только мне, но вообще стыкуется. http://www.groklaw.net/article.php?story=20070630094005112 Though Stallman didn't give a traditional reason for this, didn't ground his position in any particular philosophical or ethical theory, he was in fact a Deweyite. He was in fact saying what John Dewey had said at the beginning of the 20th century, that the education and expansion of the human mind depends upon the opportunity to experiment with the world, that it is the ability to join forces with the material and immaterial knowledge surrounding us in the planet which makes our minds grow and develop. http://www.bjupress.com/resources/articles/balance/1701.html Finally, Dewey's first wife, Harriet Alice Chipman, was antagonistic toward orthodox theology and ecclesiastic institutions and appears to have influenced his thinking in that direction. Dewey's pedagogues, however, had the greatest influence in shaping his life. [...] While he was a graduate student in philosophy at Johns Hopkins University, his thinking was heavily influenced by the following three men: (a) George Sylvester Morris, who had rejected the religious orthodoxy of his own "puritanic New England upbringing" and who was secularizing philosophy, a heretofore theological subject, as quickly as he could; (b) G. Stanley Hall, who due to growing skepticism had abandoned theological studies for philosophy and literature, who had developed a psychological system structured within an evolutionary framework, and who was strongly advocating child-centered education; and (c) Charles Sanders Peirce, generally recognized as the founder of pragmatism, who placed strong emphasis on scientific methodology. As a professor of philosophy (and later Chairman of the Department of Philosophy), he found freedom from the constraints of theology; however, he still used language which made his teaching sound theologically correct even though it was not. [...] He asserted that morality is situational, that beliefs should be examined scientifically, and that change in belief is inevitable and desirable. He also rejected philosophical dualisms, such as the Biblical concepts of a mortal physical body and an immortal immaterial soul or of men who are eternally saved and those who are eternally lost. Dewey was personally committed to organic evolution. He believed that man is simply a complex animal possessing no inner being and no immortality. [...] Although he argued that students should be allowed freedom of thought and should be encouraged to be open-minded, the evidence indicates that his goal was to get students to give up their cherished beliefs in order to accept his. [...] His writings clearly indicate that he believed unequivocally in the validity of human reason, the ultimacy of science, the certainty of progress, and the self-sufficiency of man. Dewey could be used as a classic illustration of a presuppositionalist! The problem is that he held wrong presuppositions. If there were any doubt as to whether Dewey's methodology could be separated from his godless philosophy, Dewey himself should have settled the question when he wrote that "it is impossible that [philosophy] should have any success in [its] tasks without educational equivalents as to what to do and what not to do." In conclusion, though Dewey professed to believe that education has no goals beyond the immediate situation, he was not true to this profession. His goal of societal transformation is clearly expressed in Democracy and Education: We may produce in schools a projection in type of the society we should like to realize, and by forming minds in accord with it gradually modify the larger and more recalcitrant features of adult society (p. 370). Both historical and contemporary evidence indicate that Dewey was ultimately highly successful in accomplishing his true goal. Пришлось зарегистрироваться на groklaw и немного отписаться. -- ---- WBR, Michael Shigorin ------ Linux.Kiev http://www.linux.kiev.ua/