Primary experience, gained through the senses, is our most basic way of understanding reality and learning for ourselves. Our culture, however, favors the indirect knowledge gained from secondary experience, in which information is selected, modified, packaged, and presented to us by others. In this controversial book, Edward S. Reed warns that secondhand experience has become so dominant in our technological workplaces, schools, and even homes that primary experience is endangered. Reed calls for a better balance between firsthand and secondhand experience, particularly in our social institutions. He contends that without opportunities to learn directly, we become less likely to think and feel for ourselves. Since the scientific revolution of the seventeenth century, Western epistemological tradition has rejected primary experience in favor of the abstractions of secondhand experience. Building on James Gibson's concept of ecological psychology, Reed offers a spirited defense of the reality and significance of ordinary experience against both modernist and postmodernist critics. He expands on the radical critiques of work, education, and art begun by William Morris and John Dewey, offering an alternative vision of meaningful learning that places greater emphasis on unmediated experience, and he outlines the psychological, cultural, and intellectual conditions that will be needed to foster that crucial change.

Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

This book argues that everything important about Kant's moral philosophy emerges from common human experience of the conflict between happiness and morality.

"Martin Jay is one of the most influential intellectual historians in contemporary America, and here he shows once again a willingness to tackle the 'big issues' in the Western cultural tradition…. A remarkable history of ideas about the nature of human experience."—Lloyd Kramer, author of Threshold of a New World "A magisterial study of one of the most elusive, contested, and pervasively important concepts of the Western philosophical tradition. Ranging from epistemology and aesthetics to the philosophy of history, religion, and politics, Songs of Experience brilliantly traces the major lines of theory and debate. Insightful, rich, and masterfully narrated, Jay's book sings with that well-tempered voice of erudition, synthetic intelligence, and generous grace that has become his enviable trademark."—Richard Shusterman, author of Pragmatist Aesthetics "This illuminating, provocative volume consolidates Martin Jay's standing as our leading modern intellectual historian. Ranging sure-footedly from ancient to postmodern discourse, Jay offers finely balanced readings of thinkers who have wrestled with the elusive concept of experience. Because Jay respects—and presents so clearly and sympathetically—positions different from his own, Songs of Experience gives readers the resources necessary to embrace or resist his own bold interpretations of philosophers from Kant and Burke through Dilthey and Dewey to Foucault and Rorty. This book will prove as indispensable to intellectual historians as the idea of experience itself."—James T. Kloppenberg, author of The Virtues of Liberalism