The Collected Works of John Dewey, the First Installment, Volume IV [Philosophy 4] Kakujitsusei no tankyu (The Quest for Certainty - A Study of the Relation of Knowledge and Action)

This book is a full Japanese translation of The Quest for Certainty, A Study of the Relation of Knowledge and Action. The work, based on lectures that John Dewey (1859-1952) delivered in 1929 at the University of Edinburgh, provides helpful insight into his conceptual schema as a philosopher.

Dewey, a well-known American educator and philosopher, may appear to be in stark contrast to German philosopher Martin Heidegger (1889-1976). Although Dewey was older than Heidegger by 30 years, they were contemporaries for at least 60 years. They were both known worldwide, but they never referred to each other. This is understandable, considering that their thoughts would most likely clash like oil and water: one was an advocate of pragmatism, and the other an advocate of existentialism. Even so, it is possible that their relationship may not have been quite so simple.

Dewey’s concepts have been far more influential than Heidegger’s, as they serve as the theoretical backbone of pedagogy in Japan. Dewey’s school of thought was one of the main pillars of the so-called “Taisho new education” movement. Various scholars were inspired by Dewey as they developed their own compelling pedagogical theories at major turning points in Japan’s education (from the end of World War II to the present). His famous Democracy and Education and The School and Society are still regarded as essential texts in the field of pedagogy.

Nevertheless, Dewey’s thoughts on education were complex. His theories could not be broken down into catchy slogans such as “learning toward problem-solving” or “an education that achieves democracy,” nor was his philosophical thought univocally understood as “pragmatism.” In fact, his concepts included the type of metaphysics that Heidegger criticized (even though he eventually accepted it). One aspect of this thinking could be described as “interconnectedness without wholeness.” This means that people, while they embody individual identity, also dynamically relate to one another and to other forms of life. The whole picture of Dewey’s thoughts on education remains unknown. His broad thinking was very rich and dense, and continues to drive us toward something valuable in the study of philosophy.

This book is the fourth volume of The Collected Works of John Dewey. Eight volumes will be published in the first installment. The second installment will also have eight volumes. It is hoped that this collection will help lay the groundwork for future studies on philosophical and educational thinking in general, and on Dewey in particular.

 

(Written by TANAKA Satoshi, Professor, Graduate School of Education / 2019)