Educational Implications of E. Fromm's View of "Ends": Reference to J. Dewey's Idea of the Means–Ends Relationship
Bibliographic record
Abstract
As one of the most prominent psychoanalysts working mainly in Germany, the USA, and Mexico in the 20th century, Erich Fromm often referred to American thinkers, including Emerson, Thoreau, James, and Dewey, and indicated the similarity between Freud's and Dewey's thought. Although recent scholarship overlooks this indication, Fromm highly valued Dewey as a one of the leading figures of humanistic ethics and respected his theory as well as criticizing it. The present study, therefore, highlights the philosophical relationship between Fromm and Dewey and explores Fromm's view of "ends" with reference to Dewey's idea of the means–ends relationship to better understand the implications of Fromm's ideas for education. The study first examines Fromm's interpretations of Dewey and confirms the similarities and differences in their theories. Subsequently, the study elucidates how Fromm's "science of man" creates "the model of human nature" from which "ends" are deduced. Further, this study confirms that Fromm transforms the very question that we must address on ends and reveals his alternative way of seeking ends. Finally, the study suggests that Fromm's view of "ends" has educational implications.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".