• Robert R. Rusk


We have to return to Pestalozzi to find an educationist who so dominated the educational stage as John Dewey did throughout the first half of the twentieth century, and he played this part by virtue of the fact that in him were concentrated in a special degree the progressive tendencies of his age and country. Writing of the democratic way of life and the significance in it of intelligence, Dewey explained that he did not invent this faith but acquired it from his surroundings, and the same explanation might be offered for the other features of his philosophic and educational outlook.


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  1. 1.
    Cf. Morton G. White, The Origin of Dewey’s Instrumentalism (New York: Columbia University Press), 194Google Scholar
  2. 1.
    Cf. W. B. Gallie, Peirce and Pragmatism (Penguin Books, 1952).Google Scholar
  3. James K. Feibleman, An Introduction to Peirce’s Philosophy (London: George Allen & Unwin, 1960).Google Scholar
  4. 3.
    Human Nature and Conduct (London: George Allen & Unwin Ltd., 1922), pp. 34, 36.Google Scholar
  5. 1.
    Cf. T. Gomperz, Greek Thinkers, English translation, vol. i, ch. 1 (London: John Murray, 1901).Google Scholar
  6. 3.
    R. H. S. Crossman, Plato To-day (London: George Allen & Unwin Ltd, 1937), p. 225.Google Scholar
  7. 1.
    Quoted by Jacques Maritain in Education at the Cross Roads (Yale University Press, 1943), p. 55.Google Scholar
  8. 1.
    E. Meyerson, Identity and Reality. English translation (New York, The Macmillan Co., 1930), p. 396.Google Scholar
  9. 2.
    H. E. Armstrong, The Teaching of Scientific Method (New York: The Macmillan Co., 1925), ‘The Heuristic Method’.Google Scholar
  10. 5.
    Cf. Max Wertheimer, Productive Thinking (New York and London: Harper & Brothers, 1943), pp. 190–1.Google Scholar

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© R. R. Rusk 1969

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  • Robert R. Rusk

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