This dissertation presents a philosophical inquiry into the concept of intelligence by reconstructing John Dewey’s theory of intelligence and investigating its educational implications. It presents three critiques of educational practices and theories that, from a Deweyan point of view, are built on misconceptions or oversimplifications of intelligence. While his theory of intelligence is primarily expressed in implicit terms, it offers a nuanced analysis of the sociality and contextuality of intelligence, questioning some of its traditional or mainstream conceptions. The reconstructed theory (...) presented in this dissertation implies that rather than holding onto the idea of individual intelligence, education (and those who are being educated) might benefit from focusing on the social practices and contexts that enable intelligence. The contextuality of intelligence suggests that conceiving intelligence as something that can be universalized, abstracted, and then redistributed is problematic. Dewey’s theory also suggests that people are rich with experience-based contextualized intelligence. To make the most of this, education needs to provide people with a robust theory of knowledge and an aspiration to be informed about the world in multiple and diverse ways. Learning the habit and processes of different kinds of inquiries could benefit societies by contributing to creative and intelligent democratic problem-solving in the inevitably unknown contexts of the future. (shrink)

The methodological foundations of any scientific discipline are shaped by the goals towards which that discipline is aiming. While it is almost universally accepted that the goals of explanation and prediction of natural and non-human phenomena have been met with great success since the scientific revolution, it is almost just as universally accepted that the social sciences have not even come close to achieving these goals. This raises the question addressed in this paper, namely, what is economics, and social science (...) more broadly speaking, for? What is their aim, and how is it similar and dissimilar to that of the natural sciences as we have come to classify them? I take up this question from a pragmatic perspective in this paper, setting economics within the wider context of social inquiry. Specifically, I turn to Hilary Putnam and John Dewey as exemplars of the pragmatic critique of any economics that sees its goals in line with those of the natural sciences, that is, as aiming for explanation and prediction according to governing laws of human behaviour. NB: this is a preprint that underwent some minor edits. (shrink)

This article distinguishes two ways in which a pragmatist might approach the relation between Obama's politics and the resources furnished by pragmatist political philosophy. The first way, conceptual pragmatism, specifies pragmatism in terms of conceptual commitments in order to find out whether or not those commitments can be found in Obama. The second path, methodological pragmatism, works to better understand what Obama stands for in terms of the practical consequences of his actions, speeches, and policies. It is argued that contemporary (...) pragmatists too often neglect the methodological approach. (shrink)

Este artículo recoge la propuesta de Nancy Fraser de paridad en la participación como criterio que integra las reivindicaciones más valiosas de otras corrientes feministas con el objetivo de ampliar la justicia social en nuestras sociedades neoliberales. Asimismo, muestra los límites de su formulación: Fraser considera los condicionantes sociales que permitirían la realización de la paridad en la participación, pero no analiza en profundidad los condicionantes subjetivos de los que también depende. Por último, se sugiere superar esos límites ampliando el (...) ideal normativo de Fraser con el pragmatismo de Dewey. El objetivo es visualizar aspectos de la justicia ocultos en la propuesta de Fraser en pro de una radicalización democrática.This article describes Nancy Fraser’s proposal of participatory parity as a criterion for the integration of the most valuable claims of other feminist schools with the goal of increasing social and gender justice within our neoliberal societies. At the same time, it shows its limits: Fraser examines the social constraints that would allow for the implementation of participatory parity, however it lacks a thorough analysis of the subjective constraints on which it also depends. Lastly, it aims to overcome those limits extending Fraser’s normative ideal with Dewey’s pragmatism. The main goal is to highlight aspects of justice hidden in Fraser’s proposal towards a democratic radicalization. (shrink)

George Herbert Mead was a dedicated progressive and internationalist who strove to realize his political convictions through participation in numerous civic organizations in Chicago. These convictions informed and were informed by his approach to philosophy. This article addresses the bonds between Mead's philosophy, social psychology, and his support of women's rights through an analysis of a letter he wrote to his daughter-in-law regarding her plans for a career.

In lieu of an abstract, here is a brief excerpt of the content:Flesh in Public:Eros and Political TransformationBethany HenningAmerican Sexual CrisisWe live in a time of erotic dysfunction: In 2020, and again in 2023, there was a brief media frenzy in the wake of studies published by UCLA that concluded that Gen Z is having statistically less sex than millennials did in their formative years. The generational angle made for good headlines, but the same surveys indicated that people of all (...) ages are having less sex than they used to (Herbenick et al.; Wellingham). We needn't work hard to identify likely factors that might have led us here. The pandemic undoubtedly shifted our tolerance for closeness and contact, which has only reinforced the proliferation of technological commodities (devices, apps, platforms) that have made isolation ever more convenient. These studies also found an increase in "rough sex" (inclusive of choking) when people do manage to have sex—which is enough to generate a separate paper pondering the relationship between aggressiveness in the American psyche, the apparent anti-feminist backlash to the #MeToo movement, or it has given some a need to fetishize/work through profound feelings of powerlessness that arise in other domains of life (Skinner and Gottfried). But I tend to think that the recent decrease in sexual activity is the symptom of a wider pathology that should be understood as an "erotic depression."In 1998, as Queer Theory was just beginning to achieve a narrow but resolute foothold in academic life, Lauren Berlant and Michael Warner wrote "there is nothing more public than privacy" (Berlant and Warner 548). This aporetic statement develops into their central claim that our negotiation of the commons is structured by a "core national culture" that "can be imagined as a sanitized space of sentimental feeling and immaculate behavior" through the mechanism of "national heterosexuality." National heterosexuality (distinct from though similar to Adrienne Rich's "compulsory heterosexuality") [End Page 51] is the tacit assumption that family life with its reproductive and consumptive activities is the arrangement that authorizes/redeems desire. If this is the tacit assumption that structures public space, we needn't go through the trouble to represent sexual desires and practices in public. We then assume that normal, healthy sexuality occurs in private. The content of intimate life is presupposed, and protection of this private life and its material pleasures is the central concern around which American politics is organized. For Berlant and Warner, differentiating between what is "public" and what is "private" isn't thoroughly explicated. In The Public and Its Problems, Dewey offered a functional distinction between the private as transactions between individuals that are "immediately and directly engaged," and the public as the as-yet-inchoate collection of individuals that are affected by the "indirect consequences" of a private transaction (LW 2:244). The public, in other words, coheres on the basis of a problem that emerges while their attention is engaged elsewhere—presumably by their own private transactions. But, if that public is to cohere and advocate for itself, fellow-sufferers must find a way to recognize one another as such and then organize around their shared interest. The impediments to queer liberation thus indicate a general hurdle in democratic life: The search for the public involves qualitative work in an affective field that is troubled by the repressive mechanisms that split the private and the public into a strict dichotomy—if the dominant customs repress the crucial affective capacities of the inchoate public, would-be political movements are repressed before suffering can be expressed.If sexual life can be thought of as one possible expression of erotic perception, and if the Deweyan can accept an analogue between erotic perception and what Dewey calls "qualitative thought," then our erotic deficits amount to a diminished sensitivity and a failure of sensual attentiveness to a crucial layer of experience as a whole. Democratic life withers when we fail to perceive the connection between what we do and what we suffer. Without these rhythms of reciprocal response, the live creature becomes hopelessly alienated. The work of Dewey and of Merleau-Ponty represent some of the most successful attempts to think ecologically, because they are willing to take... (shrink)

This essay explores the conception of the individual in Dewey's democratic writings. Following Dewey's lead, I argue that it is human individuality, including our impulses, habits, and capacities, along with an appropriate environment, that represents the uniqueness and power of every individual. In achieving our individuality, we form habits to live and to grow; we strive toward a fully realized human being, while we perform a unique function in keeping the community growing. Dewey's theory of self-construction provides a theoretical foundation (...) for an active-individual as-a-societal-contributor-always-in-the -making that in turn contributes to the improvement of educational opportunities for all people. (shrink)

The twenty-first century presents a major challenge for civil engineering. The magnitude and future importance of some of the problems perceived by society are directly related to the field of the civil engineer, implying an inescapable burden of responsibility for a group whose technical soundness, rational approach and efficiency is highly valued and respected by the citizen. However, the substantial changes in society and in the way it perceives the problems that it considers important call for a thorough review of (...) our structures, both professional and educational; so that our profession, with its undeniable historical prestige, may modernize certain approaches and attitudes in order to continue to be a reliable instrument in the service of society, giving priority from an ethical standpoint to its actions in pursuit of the public good . It possesses important tools to facilitate this work (new technologies, the development of communications, the transmission of scientific thought.···); but there is nevertheless a need for deep reflection on the very essence of civil engineering: what we want it to be in the future, and the ability and willingness to take the lead at a time when society needs disinterested messages, technically supported, reasonably presented and dispassionately transmitted. (shrink)