Open AccessJOHN DEWEY’S PRAGMATIC CONCEPTIONS UPON AMERICAN PROGRESSIVE EDUCATION AND RALPH WALDO EMERSON`S TRANSCENDENTALIST CONCEPTIONS ON AMERICAN LITERARY THEORY (A COMPARATIVE APPROACH)
Author(s) -
Lucian Radu,
AUTHOR_ID
Publication year - 2021
Publication title -
bulletin of the "transilvania" university of braşov. series vii, social sciences and law
Language(s) - English
Resource type - Journals
eISSN - 2066-771X
pISSN - 2066-7701
DOI - 10.31926/but.ssl.2021.14.63.2.2
Subject(s) - american literature , sociology , progressive education , action (physics) , epistemology , literature , philosophy , psychoanalysis , psychology , art , pedagogy , physics , quantum mechanics
This paper represents a comparative approach from the pragmatic and transcendentalist perspectives upon the American Progressive Education, respectively American Literary Theory, illustrated in John Dewey’s and Ralph Aldo Emerson`s writings, starting with the concept of experience, child - as the central part of both conceptions, continuing with individuality, rejection of the past, emphasising the importance of action, activity, culture and language in both cases.