it solve the city's other problems. However, the program has proven to work over the years and that is why we do it. Until now I did not know that this pragmatic view could be attributed to Dewey's philosophy. By going into Chester twice a week and working with the high school students on improving their math and verbal proficiencies, we hope to polish their skills in those subjects. We do not have "perfection as a final goal" but we are in the ever-enduring process of perfecting, maturing, and refining what we can (Dewey 177). If Hume were alive today, he would probably sound a lot like a lawyer using disclaimers to protect Michigan University students from any possible legal trouble. Hume would no doubt send a notice home with every Chester high school student taking part in the SAT program. In the notice Hume would remind parents that just because these techniques have worked to improve SAT scores in the past, there is no certainty that they will work in the future because they are based on observations and experience. While we may claim to know what causes these good results, in Hume's mind there is no proof that the cause is responsible for the effect's occurrence. My first university class ever was a Chemistry class early Monday morning. I did not know it at the time, but when Professor Smith spoke of the scientific method I was learning more than just simple chemistry. I was learning a process which John Dewey applied to all areas of life. During his lifetime, Dewey adopted an "experimentalism" which stressed the continuity of human thought and natural conditions. He also emphasized the ways in which human intelligence could be applied through inquiry to solve real problems. Dewey's 'scientific method' of inquiry could be described as the process of moving from an indeterminate situation that blocks action towards a determinate situation in which action may proceed.However, there were many parts of the Chemistry cl...
