A John Dewey reference page

Originally published as:

Robert Throop and Lloyd Gordon Ward. "A Partial Dewey Bibliography." Toronto: The Mead Project (2007).

A Partial Dewey Bibliography

Robert Throop and Lloyd Gordon Ward

1882 to 1921

• "The metaphysical assumptions of materialism," Journal of Speculative Philosophy, 16 (1882): 208-213.
• "The pantheism of Spinoza," Journal of Speculative Philosophy, 16 (1882): 249-257.
• "Knowledge and the relativity of feeling," Journal of Speculative Philosophy 17, (1883): 56-70.
• "Kant and philosophical method," Journal of Speculative Philosophy, 18 (1884): 162-174.
• "The new psychology," Andover Review, 2 (1884): 278-289.
• "The obligation to knowledge of God," The Monthly Bulletin [Students' Christian Association, University of Michigan], 6 (1884): 23-25.
• "Education and the health of women," Science 6 (1885): 341-342.
• "Psychology in high-schools from the standpoint of the college," Paper 1886 [Michigan Schoolmasters' Club] (1886): 4 pp.
• "The place of religious emotion," The Monthly Bulletin [Students' Christian Association, University of Michigan], 8 (1886): 23-25.
• "The psychological standpoint," Mind 11, (1886): 1-19.
• "Health and sex in higher education," Popular Science Monthly, 28, (1886): 153-173.
• "Soul and body," Bibliotheca Sacra 43 (1886): 239-263.
• "Psychology as philosophic method" Mind 11, (1886): 153-173.
• "Inventory of Philosophy taught in American colleges," Science 8, (1886): 353-355.
• Psychology. New York: Harper & Brothers (1887).
• "Illusory Psychology," Mind, 12 (1887): 83-88.
• "Ethics and Physical Science," Andover Review 7, (1887): 573-591.
• "Review of G.T. Ladd, Elements of Physiological Psychology," New Englander and Yale Review, 46 (1887): 528-537.
• "Knowledge as idealisation," Mind, 12 (1887): 382-396.
• Leibniz's New Essays Concerning the Human Understanding: A critical exposition. Chicago: S.C. Griggs & Company (1888).
• The Ethics of Democracy [University of Michigan Philosophical Papers, Second Series, No. 1.]. Ann Arbor, Michigan: Andrews & Company (1888).
• "The late Professor Morris," The Palladium 31 (1889): 110-118.
• Applied Psychology: An Introduction to the Principles and Practice of Education. Boston: Educational Publishing Company (1889). Co-authored with James Alexander McLellan.
• "The philosophy of Thomas Hill Green," Andover Review 11, (1889) 337-355.
• "The lesson of contemporary French literature," Christian Union 9 (1889): 38-39.
• "Galton's statistical methods," Publications of the American Statistical Association, N.S. I, (1889): 331-334.
• "Ethics in the University of Michigan," Ethical Record 2 (1889): 145-148.
• "A College Course. What should I expect from it?," The Castalian, 5, (1890):26-29.
• "On some current conceptions of the term 'self'," Mind 15 (1890): 58-74.
• "Is logic a dualistic science?," Open Court 3, (1890): 2040-2043.
• "Review of Edward Carid, The Critical Philosophy of Immanuel Kant," Andover Review 13 (1890): 325-327.
• "Review of John Pentland Mahaffy and John Henry Bernard, Kant's Critical Philosophy for English Readers," Andover Review 13 (1890): 328.
• "The logic of verification," Open Court, 4 (1890): 2225-2228.
• "Review of James MacBride Sterrett, Studies in Hegel's Philosophy of Religion," Andover Review 13 (1890): 684-685.
• "Philosophical courses at the University of Michigan," Monist 1, (1890): 150-151.
• "Review of Johann Eduard Erdmann,  A History of Philosophy," Andover Review 13 (1890): 453-454.
• Outlines of a Critical Theory of Ethics. Ann Arbor: Register Publishing Company, (1891).
• "Lectures vs. Recitations: A symposium," The Castalian 6 (1891): 65.
• "Moral theory and practice," International Journal of Ethics 1 (1891): 186-203.
• Review of James Hutchins Baker, Elementary Psychology, with Practical Applications to Education and the Conduct of Life," Educational Review 1 (1981): 495-496.
• "Poetry and philosophy," Andover Review, 16, (1891): 105-116.
• "The present position of logical theory," Monist 2, (1891): 1-17.
• "How do concepts arise from percepts?," Public School Journal, 11, (1891): 128-130.
• "The scholastic and the speculator," The Inlander [University of Michigan], 2 (1891): 145-148, 186-188.
• Introduction to Philosophy. Syllabus of Course 5.  Ann Arbor: University of Michigan (1892).
• "Review of Francis Howe Johnson, What is Reality? An Inquiry as to the Reasonableness of Natural Religion and the Naturalness of Revealed Religion," The Islander 2, (1892): 282-283.
• "Review of Alfred John Church, The Story of the Odyssey,"  The Inlander 2 (1892): 593-612.
• "Green's Theory of the Moral Motive," Philosophical Review, 1 (1892): 593-612.
• "Two phases of Renan's life: the faith of 1850 and the doubt of 1890," Open Court 4 (1892): 3505-3506.
• "Christianity and Democracy," In Religious Thought at the University of Michigan. Ann Arbor: The Inland Press (1893): 62-69.
• "The relation of philosophy to theology," The Monthly Bulletin 16 (1893): 66-68.
• "Review of Bernard Bosanquet, A History of Aesthetic," Philosophical Review, 2, (1893): 63-69.
• "Renan's loss of faith in science," Open Court 7 (1893): 3512-3515.
• "The superstition of necessity," Monist 3 (1893): 362-379.
• "Anthropology and Law," The Inlander 3 (1893): 305-308.
• "Teaching Ethics in the high school," Educational Review 4 (1893): 652-664.
• "Self-realization as the moral ideal," Philosophical Review  2, (1893): 652-664.
• "Why study philosophy?," The Inlander 4 (1893): 106-109.
• The Study of Ethics: A syllabus. Ann Arbor: Register Publishing Company (1894)
• "Intuitionalism," In Johnson's Universal Cyclopedia, New York: D. Appleton and Co. (1894): 657-659.
• "Moral philosophy," In Johnson's Universal Cyclopedia, New York: D. Appleton and Co. (1894): 880-885.
• "Fred Newton Scott," The Oracle, 1894.
• "The psychology of infant language," Psychological Review 1 (1894): 63-66.
• "Austin's theory of sovereignty," Political Science Quarterly 9, (1894): 31-52.
• "The ego as cause," Philosophical Review 3, (1894): 337-341.
• "Reconstruction," The Monthly Bulletin 15, (1894): 149-156.
• "The chaos in moral training," Popular Science Monthly 45 (1894): 433-443.
• "The theory of emotion. 1. Emotional attitudes," Psychological Review, 1 (1894): 553-569.
• "Review of James Bonar, Philosophy and Political Economy in Some of their Historical Relations," Political Science Quarterly 9 (1894): 741-744.
• The Psychology of Number and its Application to Methods of Teaching Arithmetic. With James A. McLellan. New York: D. Appleton and Company (1895).
• "The results of child-study applied to education," Transactions of the Illinois Society for Child-Study 1, (1895): 18-19.
• "The Philosophic Renascence in America," Dial 18 (1895): 80-82.
• "The theory of emotion. 2. The significance of emotions," Psychological Review, 2 (1895): 13-32.
• "Review of Johnson's Universal Cyclopedia," Psychological Review 2, (1895): 186-188.
• "Interest as related to Will," In National Herbart Society, Second Supplement to the Herbart Year Book for 1895. Bloomington Illinois (1896): 209-255.
• "Interpretation of the culture-epoch theory," Public School Journal 15, (1896): 233-36.
• "The reflex arc concept in psychology," University of Chicago Contributions to Philosophy, 1, 39-52. Also published in Psychological Review 3, (1896): 357-370.
• "Influence of the high school upon educational methods," School Review 4 (1896): 1-12.
• "The metaphysical method in ethics," Psychological Review 3, (1896): 181-188.
• "Review of Sophie Willock Bryant, Studies in Character  and John Watson, Hedonistic Theories from Aristippus to Spencer," Psychological Review 3, (1896): 218-222.
• "Review of Levi Leonard Conant, The Number Concept: Its Origin and Development," Psychological Review, 3 (1896): 326-329.
• "A pedagogical experiment," Kindergarten Magazine 8, (1896): 739-741.
• "Imagination and expression," Kindergarten Magazine 8, (1896): 61-69.
• "Pedagogy as a university discipline," University Record, 1, (1896): 353-355, 361-363.
• "Review of James Sully, Studies of Childhood," Science NS 4, (1896): 500-502.
• "The University School," University Record 1, (1896): 417-419.
• "Ethical principles underlying education," In National Herbart Society, Third Yearbook Chicago (1897): 7-34.
• "The significance of the problem of knowledge," University of Chicago Contributions to Philosophy 1(3) (1897).
• My Pedagogic Creed. New York: E.L. Kellogg & Co. (1897).
• "The Aesthetic Element in Education." In National Education Association, Addresses and Proceedings, (1897): 329-330, 346.
• "The Kindergarten and Child-study," In National Education Association, Addresses and Proceedings, (1897): 867-868.
• "Criticisms, wise and otherwise, on modern child-study," In National Education Association, Addresses and Proceedings, (1897): 867-868.
• "The psychology of effort," Philosophical Review 4, (1897): 43-56.
• "The psychological aspect of the school curriculum," Educational Review 13 (1897): 356-369.
• "The interpretation side of child-study," Transactions of the Illinois Society for Child-Study 2, (1897): 17-27.
• "Report of the Committee on a detailed plan for a report on Elementary Education," In National Education Association, Addresses and Proceedings, (1898): 335-343.
• "Some remarks on the psychology of number," Pedagogical Seminary 5 (1898): 426-434.
• "Evolution and ethics," Monist 8 (1898): 321-341.
• "The Primary-education fetich," Forum 25, (1898): 315-328.
• "Review of William Torrey Harris, Psychologic Foundations of Education. Educational Review 16, (1898): 1-14.
• "Review of James Mark Baldwin, Social and Ethical Interpretations in Mental Development," Philosophical Review 7 (1898): 398-409.
• [Reply to Baldwin] Philosophical Review 7 (1898): 629-630.
• "Review of James Mark Baldwin, Social and Ethical Interpretations in Mental Development," New World 7, (1898): 504-522.
• "Psychology and philosophic method," University [of California] Chronicle 2 (1899): 159-179.
• School and Society; being three lectures by John Dewey supplemented by a statement of the University Elementary School.  Edited by George H. Mead and Helen C. Mead. Chicago: University of Chicago (1899).
• "Play and imagination in relation to early education," School Journal 58, (1899): 589.
• "Principles of mental development as illustrated in early infancy," Transactions of the Illinois Society for Child-Study 4, (1899): 65-83.
• "Psychology and social practice," Psychological Review 7 (1900): 105-124.
• "Review of Josiah Royce, The World and the Individual: The Four Historical Conceptions of Being," Philosophical Review 9 (1900): 311-324.
• "Some stages of logical thought," Philosophical Review 9, (1900): 465-489.
• "History of Philosophy," with Josiah Royce, pp.480 - 482 in James Mark Baldwin (ed.) Dictionary of Philosophy and Psychology Volume 1, New York: Macmillan Company (1901).
• "The situation as regards the course of study," pp 332-348 in National Education Association, Addresses and Proceeding (1901).
• "Are the schools doing what the people want them to do?." Educational Review, 21 (1901): 459-474.
• "The place of manual training in the elementary course of study," Manual Training Magazine 2 (1901): 193-199.
• "Review of Josiah Royce, The World and the Individual: Nature, Man and the Moral Order," Philosophical Review 11 (1902): 392-407.
• Entries in James Mark Baldwin (ed) Dictionary of Philosophy and Psychology. Vol II, New York: The Macmillan Co. (1902).
  • "Mind in Philosophy," with James Mark Baldwin, pp 81-82.
  • "Naturalism, in Art," with James Hayden Tufts, p 138.
  • "Nature," p 138-141.
  • "Nature, Philosophy of," p 142.
  • "Necessity," p 143-145.
  • "Neo-Criticism," p 149.
  • "Neo-Platonism," p 150.
  • "Nescience," p 167.
  • "Nexus," p. 176.
  • "Nisus," p. 178.
  • "Noetic," p. 178-179.
  • "Nominalism," p180.
  • "Non-Being," p 180-181.
  • "Noölogy," p 181-182
  • "Norms and Normative, in the Moral Sciences," p 182.
  • "Noumenon and Noumenal," p 184-185.
  • "Nous," p 185-186.
  • "Nullibrists," p 186.
  • "Number, in Metaphysics," p 189.
  • "Object and Objective, General and Philosophical," p 191-192.
  • "Objectivisim," p 194.
  • "One, The," p 201.
  • "Ontological Argument," p 205.
  • "Ontology," p 203-204.
  • "Opinion," p 205.
  • "Optimism and Pessimism," 210-212.
  • "Organic," p 213.
  • "Organism," p 218-219.
  • "Outness," p 251.
  • "Oversoul," p 252.
  • "Palingenesis," p 254.
  •  "Panentheism," p 255.
  • "Panlogism," p 255.
  • "Panpneumatism," p 256.
  • "Pansychism," p 256.
  • "Pantheism," p 256-257.
  • "Panthelism," p 257-258.
  • "Parousia," p 263.
  • "Passion and Passive," p 266-267.
  • "Perpatetics," p 280
  • "Permanence," p 280
  • "Phase," p 288.
  • "Phenomenalism," p 288.
  • "Phenomenology," p 288-289.
  • "Phenomenon," p 289
  • "Philosophy," p 290-296
  • "Phoronomy," 297
  • "Pleroma," p 305
  • "Pluralism," p 306.
  • "Plurality," p 306.
  • "Pneuma," p 307-308.
  • "Pneumatology," p 308.
  • "Posit," p 310-311.
  • "Positive (3. Philosophical)," p 311.
  • "Pre-established Harmony," p 329-330.
  • "Presentationism," p 333.
  • "Primary, Primitive, Primordial," p 340.
  • "Primum Mobile," p 341.
  • "Principle," p 341-342.
  • "Quietism," p 412.
  • "Rationalism," p 415-416.
  • "Reals," p 424.
  • "Relation," p 439-443.
  • "Same, The and the Other," p 484-485.
  • "Scepticism," p 489-490.
  • "Schema," p 490.
  • "Schematicism, p 490-491.
  • "Schoasticism (The Schoolmen)," p 491-495.
  • "Schopenhauerism (or Schopenhauereanism)." p 499
  • "Scotism," p 503.
  • "Sensationalism," p 515-517.
  • "Singularism," p 533.
  • "Speculation," p 568.
  • "Statue of Condillac," p 601
  • "Subject, Subjective," p 607-608.
  • "Subjectivism," p. 611.
  • "Substantiality Theory, or Substantialism," p 614.
  • "Sui Generis," p 620.
  • "Summists," p 620-621
  • "Syncretism," p 655.
  • "Transcendentalism," p 711.
  • "Transient," p 712
  • "Ubication," p 723
  • "Understanding and Reason," p 725-726.
  • "Unity and Plurality," p 734-736.
  • "Universal and Universality," p 737-739.
  • "Universal Postulate," p 741
  • "Unthinkable," p 743.
  • "Vacuum," p 747-748
  • "World," p 821
• The Educational Situation.  (University of Chicago Contributions to Education, No. III) Chicago: University of Chicago, (1902).
• The Child and the Curriculum. (University of Chicago Contributions to Education, No. V) Chicago: University of Chicago, (1902).
• "The School as social centre," in National Education Association, Addresses and Proceedings, (1902): 373-383.
• "Academic freedom," Educational Review 23 (1902): 1-14.
• "Current problems in secondary school," School Review, 10 (1902): 13-28.
• "The evolutionary method as applied to morality. I. Its scientific necessity," Philosophical Review, 11  (1902): 107-124.
• "The evolutionary method as applied to morality. II. Its significance for conduct," Philosophical Review 11 (1902): 353-371.
• "In rememberance: Francis W. Parker," Journal of Education 55, (1902): 199.
• "Interpretation of savage mind," Psychological Review 9 (1902): 217-230.
• "Review of Lightner Witmer, Analytical Psychology," School Review 10 (1902): 412.
• "The battle for progress," Journal of Education 56 (1902): 249.
• Studies in Logical Theory. Chicago: University of Chicago (1903).
• "Logical conditions of a scientific treatment of morality," In Decennial Publications of the University of Chicago, First Series  Vol. 3 (1903): 113-139.
• "Ethics," In The Americana  Vol 7. New York: Scientific American (1903): unpaged.
• "Religious education as conditioned by modern psychology and pedagogy." Proceedings of the Religious Education Association, (1903): 60-66.
• "Introduction," Pp xi - xx in Irving Walter King, The Psychology of Child Development. Chicago: University of Chicago (1903)
• "Psychological method in Ethics," Psychological Review 10 (1903): 158-160.
• "The psychological and the logical in teaching geometry," Educational Review, 25 (1903): 387-399.
• "The organization and curricula of the College of Education," Elementary School Teacher, 3 (1903): 727-728.
• "Review of Katharine Elizabeth Dopp, The Place of Industries in Elementary Education," Elementary School Teacher 3, (1903): 727-728. 
• "Emerson — the philosopher of democracy,"  International Journal of Ethics 13, (1903): 405-413.
• "Democracy in education," Elementary School Teacher 4, (1903): 193-204.
• Education, direct and indirect. Chicago (1904).
• "The Relation of theory to practice in education," National Society for the Scientific Study of Education, Third Yearbook, (1904): 9-30.
• "Notes upon logical topics. 1. A classification of contemporary tendencies," Journal of Philosophy 1 (1904): 57-62.
• "Notes upon logical topics. 2. The meaning of the term "idea"," Journal of Philosophy 1 (1904): 175-178.
• "The psychology of judgment," Psychological Bulletin 1 (1904): 44-45.
• "Significance of the School of Education," Elementary School Teacher 4, (1904): 441-453.
• "The philosophical works of Herbert Spencer," Philosophical Review 13 (1904): 159-175.
• "Review of Wayland Richardson Benedict, World Views and their Ethical Implications," International Journal of Ethics 14 (1904): 389-390.
• "Introduction of the Orator [Nicholas Murray Butler]," University Record 9 (1904): 12-13.
• "Review of Ferdinand Canning Scott Schiller, Humanism," Psychological Bulletin, 1 (1904): 335-340.
• "Philosophy and American national life," Centennial Anniversary of the Graduation of the First Class, July third to seventh, 1904, Burlington, Vermont: University of Vermont (1905): 106-113.
• "The realism of pragmatism," Journal of Philosophy 2 (1905): 324-327.
• "The postulate of immediate empiricism," Journal of Philosophy 2 (1905): 393-399.
• "Immediate empiricism," Journal of Philosophy 2 (1905): 597-599.
• "The knowledge experience and its relationships," Journal of Philosophy 2 (1905): 652-657.
• "The knowledge experience again," Journal of Philosophy 2 (1905): 707-711.
• "Culture and industry in education," Proceedings of the Joint Convention of the Eastern Art Teachers Association and the Eastern Manual Training Association (1906): 21-30.
• "The terms 'conscious' and 'consciousness'," Journal of Philosophy 3, (1906): 39-41.
• "Review of George Santayana, The Life of Reason (Vol 1 and 2)," Science 23, (1906): 223-225.
• "Beliefs and realities," Philosophical Review 15, (1906): 113-119.
• "Reality as experience," Journal of Philosophy 3, (1906): 253-257.
• "The experimental theory of knowledge," Mind NS 15, (1906): 293-307.
• "Experience and objective idealism," Philosophical Review 15, (1906): 465-481.
• The School and the Child; being selections from the educational essays of John Dewey. J.J. Findlay (editor). London: Blackie & Sons (1907).
• "Review of A.S and E.M. Sidgwick, Henry Sidgwick, A memoir," Political Science Quarterly, 22 (1907): 133-135.
• "The control of ideas by facts: I," Journal of Philosophy 4 (1907): 197-203.
• "The control of ideas by facts: II," Journal of Philosophy 4 (1907): 253-259.
• "The control of ideas by facts: III," Journal of Philosophy 4 (1907): 309-319.
• "Review of Studies in Philosophy and Psychology by former students of Charles Edward Garman," Philosophical Review 16 (1907): 284-290.
• "Education as a university study," Columbia University Quarterly 9, (1907): 312-321.
• "Reality and the criterion for the truth of ideas," Mind NS 16, (1907): 317-342.
• "Pure experience and reality: a disclaimer, Philosophical Review 16 (1907): 419-422.
• "Review of George Santayana, The Life of Reason, Vol. 1 and 2," Educational Review 34 9 (1907): 116-129.
• Ethics. New York: Columbia University Press. (1908).
• Ethics.  Co-authored with James Hayden Tufts. New York: Henry Holt & Co. (1908).
• "Does reality possess a practical character," In Essays, Philosophical and Psychological, in honor of william James, Professor in Harvard University, by his Colleagues at Columbia Univeristy. New York: Longmansm, Green and Co., (1908): 53-80.
• "What does pragmatism mean by practical?,"  Journal of Philosophy 5, (1908): 85-99.
• "Religion and our schools," Hibbert Journal 6 (1908): 796-809.
• "The logical character of ideas," Journal of Philosophy  5 (1908): 378-383.
• "The bearings of pragmatism upon education: I," Progressive Journal of Education I (1908 ): 1-3.
• "The bearings of pragmatism upon education: II," Progressive Journal of Education I (1908 iii):i, 5-8.
• "The bearings of pragmatism upon education: III," Progressive Journal of Education I (1908 iv): , 6-7.
• Moral Principles in Education. (Riverside Educational Monographs) Boston: Houghton, Mofflin Co. (1909)
• The Pragmatic Movement of Contemporary Thought: a syllabus," New York: 1909.
• "Objects, data and existences," Journal of Philosophy 6 (1909): 13-21.
• "History ofr the educator," Progressive Journal of Education, 1 (1909 v): 1-4.
• "Discussion of Realism and Idealism," Philosophical Review 18 (1909): 182-183.
• "Symposium on the purpose and organization of physics teaching in secondary schools, XIII," School Science and Mathematics 9, (1909): 291-292.
• "[Discussion on the concept of a sensation]," Journal of Philosophy  6 (1909): 211-212.
• "Teaching that does not education," Progressive Journal of Education I (1909 viii)) 1-3.
• "Is nature good? a conversation," Hibbert Journal 7 (1909): 827-843.
• "Review of Albert Schinz, Anti-pragmatisme," Philosophical Review 18 (1909): 446-449.
• "Darwin's influence on philosophy," Popular Science Monthly 75 (1909): 90-98.
• "The dilemma of the intellectualist theory of truth," Journal of Philosophy 6 (1909): 433-434.
• "The moral significance of the common schools studies," Topics for General Sessions: Moral and Religious Training in the Public Schools (1909): 21-27.
• How we think. Boston: D.C. Heath & Co. (1910).
• The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought. New York: Henry Holt and Co. (1910).
• Educational Essays. Edited by J. H. Findlay. London: Blackie and Son (1910).
• "Science as subject matter and as method," Science NS 31 (1910): 121-127.
• "Review of Hugo Münsterberg, The Eternal Values," Philosophical Review 19 (1910): 188-192.
• "Valid knowledge and the 'subjectivity of experience'," Journal of Philosophy  7 (1910): 169-174.
• "Some implications of anti-intellectualism," Journal of Philosophy 7 (1910): 477-481.
• "William James," Independent 69 (1910): 533-536.
• "William James," Journal of Philosophy 7 (1910): 505-508.
• "The short-cut to realism examined," Journal of Philosophy 7 (1910): 553-557.
• Articles in A Cyclopedia of Education edited by Paul Monroe. New York: The Macmillan Company (1911).
  In Volume I
  •  Abstraction, p 14.
  • Accommodation, p 24-25.
  • Activity, Logical theory and educational implications of, p 33-34.
  • Adaptation, p 35.
  • Adjustment, p 38-39.
  • Altruism and Egoism, p 105-106.
  • Analogy, Logic of , p. 116.
  • Analysis and Synthesis, p 117-119.
  • Art in education, p 223-225.
  • Causation, p 553-554.
  • Character, p 569-572.

  In Volume II

  • Comparison, p 163.
  • Conception, p 171-172.
  • Concrete and abstract, p 173.
  • Conduct, p 175.
  • Conflict, p 175.
  • Control, p176.
  • Course of study, Theory of, p 218-222.
  • Culture and culture values, p 238-240.
  • Culture Epoch theory, p 240-242.
  • Custom, p 243-244.
  • Deduction, p 275
  • Definition, p 280-281
  • Democracy and education, p 319-320.
  • Demonstration, p 294.
  • Determinism, 318
  • Development, p 319-320
  • Dialectic, p 321-322.
  • Didactics, p 327
  • Discipline, p 336
  • Dualism, p 374
  • Dynamic, p 380
  • Education, p 398-401.
  • Education and instruction, p 411
  • Effort, p 421-422
  • End in Education, p 451
  • Environment and Organism, p 486-487.
  • Epistemology, p 491
  • Evidence, p 428
  • Evolution: the philosophical concepts, p 528 - 529
  • Experience and the empirical, p 546-549
  • Experiment in education, p 550-551
  • Experimentation, Logic of, 554-555.
  • Explanation, p 555.
  • External Object, p 559.
  • Fact, p 567 - 568.
  • Form and content, p641-642
  • Freedom, academic, p 700-701
  • Freedom of Will, p 705-706
  • Function, 723-724
• "Rejoinder to Dr. Spaulding," Journal of Philosophy 8 (1911): 77-79.
• "The problem of truth. I. Why is truth a problem?" Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 522-528.
• "The problem of truth. II. Truth and consequences" Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 556-563.
• "The problem of truth. I. Objective truths" Old Penn, Weekly Review of the University of Pennsylvania 9 (1911): 620-625.
• "Is co-education injurious to girls?," Ladies Home Journal 28 (1911): 60-61.
• "Maeterlinck's philosophy of life," Hibbert Journal 9 (1911): 765-778.
• "Brief studies in realism. I. Naïve realism vs presentative realism," Journal of Philosophy 8 (1911): 393-400.
• "Brief studies in realism. II Epistemological realism: the alleged ubiquity of the knowledge relation," Journal of Philosophy 8 (1911): 546-554.
• "The study of philosophy," Columbia Monthly 7 (1911): 367-368.
• Articles in A Cyclopedia of Education, Vol III edited by Paul Monroe. New York: Macmillan Co. (1912)
  • Generalization, p 15
  • Harmony, harmonious development, p 217
  • Hedonism,  p 242-243
  • Humanism and naturalism,  p 338-340.
  • Humanities, p 340
  • Hypothesis, p 363-364
  • Idea and ideation, p 370-371
  • Imitation in education, p 389-390
  • Individuality, p 421-422
  • Induction and deduction,  422-424
  • Infancy, theory of, in education, p 445-446
  • Inference, p 455
  • Information, p 455- 456
  • Initiative, p 457
  • Innate idea, p 458-459
  • Interest, p 472-475
  • Intuition, p 480
  • Isolation, p 499
  • Judgment, p 571-572
  • Knowledge, p 611-613
  • Law, p 655-656
• "Reply to Professor Royce's critique of instrumentalism," Philosophical Review, 21 (1912): 69-81.
• "A reply to Professor McGilvary's questions," Journal of Philosophy  9 (1912): 19-21.
• "A trenchant attack on logic," Independent 73 (1912): 203-205.
• "In response to Professor McGilvary," Journal of Philosophy 9 (1912): 19-21.
• "Review of Hugh Samuel Roger Elliott, Modern Science and the Illusions of Professor Bergson," Philosophical Review 21 (1912): 705-707.
• "Perception and organic action," Journal of Philosophy 9 (1912): 645-668.
• "L'Education au point de vue social," L'Année pédagogique 3 (1913): 32-48.
• Interest and Effort in Education. Boston: Houghton Mifflin (1913).
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• "Introduction," In A Contribution to a Bibliography of Henri Bergson by Isadore Gilbert Mudge. New York: Columbia University Press (1913): ix - xiii.
• "Introduction," In Directory of the Trades and Occupations Taught at the Day and Evening Schools in Greater New York. New York:  Henry Street Settlement  (1913): 2-3.
• Articles in A Cyclopedia of Education Vol IV edited by Paul Monroe. New York: Macmillan (1913)
  • Liberal Education, p 4-6
  • Many-sided interest, p 129
  • Materialism, p 158
  • Metaphysics, p 202
  • Method, p 202 - 205
  • Monism, p 296
  • Morality and moral sense, p 314
  • Nativism, p 386
  • Nature, p 387-389
  • Neo-Humanism, p 408
  • Opinion, p 552
  • Optimism, p 552-553.
  • Pantheism, p 598
  • Pedantry, p 622-623
  • Personality, p 649-650
  • Pessimism, p 654 - 655
  • Philosophy of education, p 697-703
  • Plato, p 722 -725
  • Play, p 725-727
  • Pluralism, p 730
• Articles in  A Cyclopedia of Education  Vol V edited by Paul Monroe., New York: Macmillan (1913) 
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  • Pragmatism, p 22-24
  • Problem, p 47
  • Process, p 49
  • Progress, p 51-52
  • Proposition, p 54
  • Rationalism, p 109
  • Scientific method, p 292-293
  • Self, 317-319
  • Self-consciousness, 319-320
  • Sensationalism, 324-325
  • Stimulus and response, 422
  • Subject, p 446-447
  • Syllogism, p 492-493
  • System, p 496
  • Term, p 566
  • Theism, p 581
  • Theory and practice, p 606-607
  • Tradition, p 621
  • Transcendentalism, p 622-623
  • Truth, p 632-633
  • Universal, p 651
  • Utilitarianism, p 700
  • Validity, p 703
  • Values, educational, p 704-705
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• "The problem of values," Journal of Philosophy 10, (1913): 268-269.
• "Cut-and-try school methods," Survey 30 (1913): 691-692.
• "Professional spirit among teachers," American Teacher 2 (1913): 114-116.
• "Reasoning in early childhood," Teachers College Record, 15 (1914): 9-15.
• "Report on the Fairhope [Alabama] experiment in organic education," Survey 32 (1914): 199.
• "Psychological doctrine and philosophical teaching," Journal of Philosophy 11, (1914): 505-511.
• "Nature and reason in law," International Journal of Ethics 25 (1914): 25-32.
• "A policy of industrial education," New Republic 1 (1914): 11-12.
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• "Introductory Address," Science NS 41 (1915): 147-151.
• "Industrial Education — a wrong kind," New Republic 2 (1915): 178-180.
• "Splitting up the school system," New Republic 2 (1915): 283-284.
• "The subject matter of metaphysical inquiry," Journal of Philosophy  12 (1915): 337-345.
• "The existence of the world as a problem," Philosophical Review 24 (1915): 337-345.
• "The logic of judgments in practice. I Their nature and II. Judgments of value," Journal of Philosophy  12 (1915): 505-523.
• "The logic of judgments in practice. III Sense-Perception as knowledge," Journal of Philosophy  12 (1915): 533-543.
• "Annual address of the President," Bulletin of the American Association of University Professors 1, (1915): 9-13.
• Democracy and Education: An introduction to the philosophy of education. New York: The Macmillan Company, (1916).
• Essays in Experimental Logic. Chicago: University of Chicago (1916).
• "Nationalizing Education," Journal of the National Education Association, 1(ii) (1916): 183-189.
• "Method in science-teaching," Journal of the National Education Association 1 (1916): 725-730.
• "Force, violence and the law," New Republic 5 (1916): 295-297.
• "On understanding the mind of Germany," Atlantic Monthly, 117 (1916): 251-262.
• "The need of an industrial education in an industrial democracy," Manual Training 17 (1916): 409-414.
• "Organization in American education," Teachers College Record 17 (1916): 127-141.
• "Vocational education," New Republic 6 (1916): 159-160.
• "Progress," International Journal of Ethics 26 (1916): 311-322.
• "Force and coercion," International Journal of Ethics 26 (1916): 359-367.
• "Our educational ideal in wartime," New Republic 6 (1916): 283-284.
• "Universal service as education," New Republic 6 (1916): 309-310, 334-335.
• "Voluntarism in the Roycean Philosophy," Philosophical Review 25 (1916): 245-254.
• "The school and social preparedness," New Republic 7 (1916): 15-16.
• "American education and culture," New Republic 7 (1916): 215-316.
• "Professional organization of teachers," American Teacher 5 (1916): 99-101.
• "The Hughes Campaign," New Republic 8 (1916)" 319-321.
• "The tragedy of the German soul," New Republic 8 (1916): 155-156.
• "The pragmatism of Peirce," Journal of Philosophy 13 (1916): 709-715.
• Enlistment for the Farm. New York: Columbia University, (1916).
• "Prospective elementary education," in Louis Win Rapeer's Teaching Elementary School Subjects. New York: Charles Scribner's Sons (1917): 552-569.
• "The need for a recovery of philosophy," In Creative Intelligence, Essays in the Pragmatic Attitude. New York: Henry Holt & Co. (1917): 3-69.
• [George Sylvester Morris: An estimate] In Robert Mark Wenley's The Life and Work of George Sylvester Morris. New York: Macmillan (1917): 313-321.
• "Experiment in education," New Republic 10 (1917): 15-16.
• "The concept of the neutral in recent epistemology," Journal of Philosophy 14 (1917): 161-163.
• "Learning to earn: The place of vocational education in a comprehensive scheme of public education," School and Society, 5 (1917): 331-335.
• "Current tendencies in education," Dial 57 (1917): 287-289.
• "Federal aid to elementary education," Child Labor Bulletin 6 (1917): 61-66.
• "In a time of national hesitation," Seven Arts Magazine 2 (1917): 3-7.
• "The need for social psychology," Psychological Review 24 (1917): 266-277.
• "H.G. Wells, theological assembler," Seven Arts Magazine 2 (1917): 334-339.
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• "The future of pacifism," New Republic 11 (1917): 358-360.
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• "Duality and dualism," Journal of Philosophy, 14 (1917): 491-493.
• "Conscription of thought," New Republic 12 (1917): 128-130.
• "War activities for civilians," New Republic 12 (1917): 139-140.
• "Fiat Justitia, Ruat Coelum (sic),"  New Republic 12 (1917): 237-238.
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• "Political science as a recluse," New Republic 14 (1918): 383-384.
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• "Creative industry,"  New Republic 17 (1918): 20-23.
• "The cult of irrationality," New Republic  17 (1918): 34-35.
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• "The fourteen points and the League of Nations," Dial 65 (1918): 463-464.
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• "A League of Nations and economic freedom," Dial 65 (1918): 537-539.
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• "Militarism in China," New Republic 20 (1919): 167-169.
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• "Liberalism in Japan. II. The economic factor,"  Dial 67 (1919): 333-337.
• "Liberalism in Japan. III. The chief foe,"  Dial 67 (1919): 369-371.
• "The discrediting of idealism," New Republic 20 (1919): 285-287.
• "Transforming the mind of China," Asia 19 (1919): 285-287.
• "Chinese national sentiment," Asia 19 (1919): 1103-1108.
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• "Our national dilemma,"  New Republic 22 (1920): 117-118.
• "The new leaven in Chinese Politics,"  Asia 20 (1920): 267-272.
• "What holds China back," Asia 20 (1920): 372-377.
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• "China's nightmare," New Republic 23 (1920): 145-147.
• "How reaction helps," New Republic  24 (1920): 21-22.
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• "The parting of the ways for America, I," New Republic 28 (1921): 315-317.
• Articles for the Baltimore Sun
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  • "The issues at Washington, II. The Anglo-Japanese Alliance and the United States",. Nov. 15, 1921.
  • "The issues at Washington, III. China's interest," Nov 16, 1921.
  • "The issues at Washington, IV. Suggested measures," Nov. 17, 1921.
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  • "Four principles for China regarded as but framework," Nov 23 1921.
  • "Underground burrows must be dug open," Nov 29, 1921
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  • "Chinese resignation seems unsportsmanlike to Americans but a matter of habit with them," 9 Dec 1921
  • "Three results of treaty," Dec 11 1921
  • "A few second thoughts on Four-power pact," 17 Dec 1921.
• "Public opinion in Japan," New Republic 28 supplement (1921): 14-18
• "Classicism as an evangel," Journal of Philosophy 17 (1921): 664-666.
• "The conference and a happy ending," New Republic, 29 (1921): 27-29
• "Education by Henry Adams," New Republic 29 (1921): 102-103.

Notes

 

 

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