Did John Dewey’s ‘new philosophy of education’ really try to dissolve the whole block of tradition or is his debt namely to educational core-concepts of neo-humanism deeper than he was prepared to acknowledge? After some general remarks on the process of reception as productive re-adaptation and its implication for historiography I will deal with Dewey’s own contexts that shape the interpretative grid through which he receives the tradition. Two case studies attempt to illustrate both continuity and discontinuity with a specific (...) part of this tradition, namely two critical perspectives within German neo-humanism: Georg Wilhelm Friedrich Hegel and Johann Friedrich Herbart. (shrink)

Despite having been relegated to the realm of superstition during the dominant years of behaviorism, the investigation and discussion of consciousness has again become scientifically defensible. However, attempts at describing animal consciousness continue to be criticized for lacking independent criteria that identify the presence or absence of the phenomenon. William James recognized that mental traits are subject to the same evolutionary processes as are physical characteristics and must therefore be represented in differing levels of complexity throughout the animal kingdom. James's (...) proposals with regard to animal consciousness are outlined and followed by a discussion of 3 classes of animal consciousness derived from empirical research. These classes are presented to defend both James's proposals and the position that a theory of animal consciousness can be scientifically supported. It is argued that by using particular behavioral expressions to index consciousness and by providing empirical tests by which to elicit these behavioral expressions, a scientifically defensible theory of animal consciousness can be developed. 2012 APA, all rights reserved). (shrink)