{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69145"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69145","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Educational Process and John Dewey's Treatment of Thought as Qualitative","abstract":"Within education, John Dewey's exposition of reflective thought has received considerable attention as uniquely informative of process. Explicit in Dewey's later works only are considerations of the qualitative which enliven and also prompt reevaluation of both the earlier treatment Dewey affords reflective thought and the reception accorded this treatment. Moreover, Dewey's considerations of the qualitative enhance inference to educational process on their own terms. Fundamental to an appreciation of consistent themes on knowledge, knowing, and coming-to-know which Dewey developed over a long period, qualitative thought is articulated and explored in its relation to other forms of thought Dewey asserted, including reflective thought. Pertinence of qualitative thought to Dewey's own recommendations for educational process and for considerations of educational process in general is examined philosophically. Qualitative thought is recommended as the overlooked mainstay of contemporary educational process, whose extant knowledge-emphases are argued as persisting encumbered with epistemological dilemmas to which Dewey addressed consistent cogent refutation.","abstract_html":"Within education, John Dewey's exposition of reflective thought has received considerable attention as uniquely informative of process. Explicit in Dewey's later works only are considerations of the qualitative which enliven and also prompt reevaluation of both the earlier treatment Dewey affords reflective thought and the reception accorded this treatment. Moreover, Dewey's considerations of the qualitative enhance inference to educational process on their own terms. Fundamental to an appreciation of consistent themes on knowledge, knowing, and coming-to-know which Dewey developed over a long period, qualitative thought is articulated and explored in its relation to other forms of thought Dewey asserted, including reflective thought. Pertinence of qualitative thought to Dewey's own recommendations for educational process and for considerations of educational process in general is examined philosophically. Qualitative thought is recommended as the overlooked mainstay of contemporary educational process, whose extant knowledge-emphases are argued as persisting encumbered with epistemological dilemmas to which Dewey addressed consistent cogent refutation.","abstract_has_math":false,"creators":["Gray-Whiteley, Peter Maurice Shane"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:51:36Z","date_published":"2014-12-15T18:51:36Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Philosophy of"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8803054"],"render_values":[{"text":"(UMI)AAI8803054","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69145","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gray-Whiteley, Peter Maurice Shane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:51:36Z","10000-01-01","1987"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Philosophy of"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69145","(UMI)AAI8803054"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Within education, John Dewey's exposition of reflective thought has received considerable attention as uniquely informative of process. Explicit in Dewey's later works only are considerations of the qualitative which enliven and also prompt reevaluation of both the earlier treatment Dewey affords reflective thought and the reception accorded this treatment. Moreover, Dewey's considerations of the qualitative enhance inference to educational process on their own terms. Fundamental to an appreciation of consistent themes on knowledge, knowing, and coming-to-know which Dewey developed over a long period, qualitative thought is articulated and explored in its relation to other forms of thought Dewey asserted, including reflective thought. Pertinence of qualitative thought to Dewey's own recommendations for educational process and for considerations of educational process in general is examined philosophically. Qualitative thought is recommended as the overlooked mainstay of contemporary educational process, whose extant knowledge-emphases are argued as persisting encumbered with epistemological dilemmas to which Dewey addressed consistent cogent refutation.","Made available in DSpace on 2014-12-15T18:51:36Z (GMT). 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Explicit in Dewey's later works only are considerations of the qualitative which enliven and also prompt reevaluation of both the earlier treatment Dewey affords reflective thought and the reception accorded this treatment. Moreover, Dewey's considerations of the qualitative enhance inference to educational process on their own terms. Fundamental to an appreciation of consistent themes on knowledge, knowing, and coming-to-know which Dewey developed over a long period, qualitative thought is articulated and explored in its relation to other forms of thought Dewey asserted, including reflective thought. Pertinence of qualitative thought to Dewey's own recommendations for educational process and for considerations of educational process in general is examined philosophically. Qualitative thought is recommended as the overlooked mainstay of contemporary educational process, whose extant knowledge-emphases are argued as persisting encumbered with epistemological dilemmas to which Dewey addressed consistent cogent refutation.","Made available in DSpace on 2014-12-15T18:51:36Z (GMT). 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