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John Dewey’s Philosophy of Value

Y. H. Krikorian

Philosophy and Phenomenological Research 34 (2):292-293 (1973)

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Process Re-engineering and formal ontology.David W. Rodick - 2015 - Philosophy and Social Criticism 41 (6):557-576.details John Dewey viewed philosophy as an intelligent means of realizing change, emphasizing the ubiquity of process, context and relations. The revolution in Organizational Behavior known as Process Re-engineering is an approach to organizational thinking recognizing the importance of process, context and relations at all levels of organizational activity. Because Dewey’s philosophy affords primacy to process and change, context and relations, it is fundamentally aligned with PR. Compelling connections between PR and Dewey’s philosophy are established concerning primacy of process, importance of (...) Download Export citation Bookmark
Consciousness and Conscience: Feminism, Pragmatism, and the Potential for Radical Change.Clara Fischer - 2010 - Studies in Social Justice 4 (1):67 - 85.details Pragmatist philosopher John Dewey famously stated that man is a creature of habit, and not of reason or instinct. In this paper, I will assess Dewey’s explication of the habituated self and the potential it holds for radical transformative processes. In particular, I will examine the process of coming to feminist consciousness, and will show that a feminist-pragmatist reading of change can accommodate a view of the self as responsible agent. Following the elucidation of the changing self, I will appraise (...) Download Export citation Bookmark 2 citations
Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2018 - Studies in Philosophy and Education 38 (3):291-317.details Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process :373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this paper (...) Download Export citation Bookmark 3 citations
Recent philosophical work on Dewey.Garry M. Brodsky - 1976 - Southern Journal of Philosophy 14 (3):365-383.details Download Export citation Bookmark 1 citation
Biological Pedagogy as Concern for Semiotic Growth.Ramsey Affifi - 2014 - Biosemiotics 7 (1):73-88.details Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...) Download Export citation Bookmark 4 citations

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