I resolve several pressing and recalcitrant problems in contemporary philosophy of science using resources from John Dewey's philosophy of science. I begin by looking at Dewey's epistemological and logical writings in their historical context, in order to understand better how Dewey's philosophy disappeared from the limelight, and I provide a reconstruction of his views. Then, I use that reconstruction to address problems of evidence, the social dimensions of science, and pluralism. Generally, mainstream philosophers of science with an interest in Dewey (...) pay little attention to the body of scholarship on Dewey and tend to misinterpret or miss important features of his work, while Dewey scholars generally do not connect his work to the nuanced problems of the contemporary scene (with some notable exceptions). My dissertation helps to fill this important gap and correct common interpretive mistakes by reconstructing and clarifying Dewey's philosophy of science and using it to resolve several contemporary problems. Though his is the road less traveled, Dewey's views provide a good starting place for addressing current concerns. He worked towards a model of science that is both fully naturalistic and fundamentally oriented towards human practice, demands that have been strongly argued for but poorly assimilated by most mainstream philosophers of science. He treats scientific practice, and human thinking generally, as not only embodied but also socially and technologically embedded, and thus can be used to open up a dialogue with much of the social studies of science. He has an anti- foundationalist but structured epistemology, and he offers a way to navigate the narrow paths between an immodest and simplistic realism and the pessimistic extremes of anti-realism and social constructivism, a pursuit of interest to many major philosophers of science at present. Philosophy of science took a different path in the twentieth century, beginning with the "received view'' of logical positivism that left many of the nuances of the original movement by the wayside. No aspect of that starting point has avoided disrepute in recent decades. I show that Dewey avoided the wrong turns of mid- century philosophy of science which are now blocking the way forward. (shrink)

During the 1960s and 1970s, institutionalists and behavioralists in the discipline of political science argued over the legitimacy of the institutional approach to political inquiry. In the discipline of philosophy, a similar debate concerning institutions has never taken place. Yet, a growing number of philosophers are now working out the institutional implications of political ideas in what has become known as “non-ideal theory.” My thesis is two-fold: (1) pragmatism and institutionalism are compatible and (2) non-ideal theorists, following the example of (...) pragmatists, can avoid a similar debate as took place between institutionalists and behavioralists by divulging their assumptions about institutions. (shrink)

Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two men shared. (...) Indeed, Dewey's broad theorizing of democracy's implications for schooling can be seen to integrate the research emphases of the two psychologists. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability (...) to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities , can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

This survey article discusses the pragmatist tradition in twentieth century philosophy of science. Pragmatism, originating with Charles Peirce's writings on the pragmatic maxim in the 1870s, is a background both for scientific realism and, via the views of William James and John Dewey, for the relativist and/or constructivist forms of neopragmatism that have often been seen as challenging the very ideas of scientific rationality and objectivity. The paper shows how the issue of realism arises in pragmatist philosophy of science and (...) how some pragmatists, classical and modern, have attempted to deal with it. Various dimensions of the realism dispute are thus discussed, especially realism as contrasted to instrumentalism and realism as contrasted to relativism/constructivism. It is argued that the pragmatist tradition cannot avoid these tensions but is largely constituted by them. (shrink)

It has long been known that there exists a relationship between British analytic philosophy and American pragmatism.1 Recently, however, Cheryl Misak gave this story a new twist. Her 2016 book Camb...

This paper argues that it is possible to combine enactivism and ecological psychology in a single post-cognitivist research framework if we highlight the common pragmatist assumptions of both approaches. These pragmatist assumptions or starting points are shared by ecological psychology and the enactive approach independently of being historically related to pragmatism, and they are based on the idea of organic coordination, which states that the evolution and development of the cognitive abilities of an organism are explained by appealing to the (...) history of interactions of that organism with its environment. It is argued that the idea of behavioral or organic coordination within the enactive approach gives rise to the sensorimotor abilities of the organism, while the ecological approach emphasizes the coordination at a higher-level between organism and environment through the agent’s exploratory behavior for perceiving affordances. As such, these two different processes of organic coordination can be integrated in a post-cognitivist research framework, which will be based on two levels of analysis: the subpersonal one and the personal one. If this proposal is on the right track, this may be a promising first step for offering a systematized and consistent post-cognitivist approach to cognition that retain the full potential of both enactivism and ecological psychology. (shrink)

Consumers occasionally buy commodity products without much thought but purchase high involvement products or services after rigorous information collection and detailed comparisons of the different options. At the core, research on consumer behavior comprises studies on the cognitive processes involved in consumer purchasing decisions and the way buying decisions are made. The discipline of consumer research and marketing has remained dominated by positivist, empiricist, and realist philosophies. Since consumer behaviour is a social phenomenon, the researchers have used logical positivist and (...) interpretivist philosophies to study and develop various theories about consumer behaviour. However, both of these philosophies have inherent limitations to capture the complete knowledge of consumer reality. Pragmatist philosophy is capable of providing solutions to real-life problems by starting with research question and exploring the issues from multiple perspectives. It is, therefore, suggested to explore the various aspects of consumer behaviour research from a pragmatist perspective and contribute more effective information to the body of knowledge in this discipline. (shrink)

It is simply a fact that it is not in the same intention that Dewey relates to Hegel in a programmatic article such as “The Present position of Logical Theory,” in his Lectures on Hegel’s Philosophy of Spirit, in his Lectures on the Logic of Hegel, and in the articles collected in The Influence of Darwin on Philosophy. Dewey’s references to Hegel differ in status and functions, and these differences have to be made explicit if one wants to elaborate a (...) consistent account of Dewey’s relation to Hegel. The article proceeds in four steps. It distinguishes between what relates to Dewey’s reading of Hegel, to Dewey’s use of Hegel, and to Dewey’s reconstruction of Hegel. In a last and concluding step, it deals with the methodological originality of Dewey’s project of actualizing Hegel. (shrink)

It has been said that, after the fall of modernism, Hermann Lotze (1817-81) reigned as the single most influential philosopher in Germany, perhaps the world” (Sullivan 2008: 2). It is now not easy to take such claims about Lotze seriously, and historical surveys of nineteenth century philosophy treat him as a marginal figure, if they mention him at all. Part of the explanation of this change in his standing becomes clear if we accept Sullivan’s helpful observation that Lotze was a (...) ‘prominent... (shrink)

The article is divided into five parts that take readers through a historical and sociological analysis of the birth of European nationalism and concludes by emphasizing the need to overcome nationalism. In the first three parts, the author provides readers with detailed arguments on the historical background of nationalism. These show that the ideas of nationalism provided modern society with an important type of social bond. However, the article also focuses on why this type of social bond became the source (...) of serious trouble in central Europe. It has produced many disastrous events, such as wars, the holocaust, and ethnic-cleansing. Moreover, it has brought about a style of thinking that is too rigid and out of date in our globalizing world. The fourth part shows that nationalism operates through nationalist identity-myths. In the final part of the article, the author demonstrates how this new type of nationalism type has influenced the philosophy of education, teaching and national curricula and suggests a few maxims that should govern the transition from nationalist to trans-nationalist perspectives (not only) in education. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

In the last fifteen years, John Dewey’s early philosophy received considerable attention. John Shook’s Dewey’s Empirical Theory of Knowledge and Reality, Jim Good’s The Search for “Unity in Diversity”: the “Permanent Deposit” of Hegel in John Dewey’s Philosophy, Donald Morse’s Faith in Life: John Dewey’s Early Philosophy, on the top of many articles, critical editions, and reviews: all these texts have contributed to a better understanding of many important aspects of Dewey’s early thought. T...

Resumen Art as Experience de J. Dewey es una obra clave para quienes se encuentran interesados en la estética. En este artículo nos proponemos mostrar que una mirada contemporánea que rescate los mejores aspectos de este libro debe, necesariamente, relacionar la estética con algunos aspectos de su pedagogía y su filosofía de la educación.Dewey’s Art as Experience is an indispensable work for people interested in aesthetics. Our purpose in this article is to show that a contemporary reading that rescues the (...) book’s best aspects must necessarily relate it to some aspects of Dewey’s pedagogy and his philosophy of education. We attempt to show this relationship in our article. (shrink)

: In this paper we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne. This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism. For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect. We will try to show this relation in two main steps. (...) In the first part we will venture to reconsider Dewey's concept of experience from the standpoint of interactive constructivism. In the second part we will do the same with Dewey's concept of communication. Although we will not be able to explicate all the diverse and complex theoretical perspectives contained in both approaches, we will at least try to give you an impression of how pragmatism and constructivism might mutually enrich each other from our point of view. Please allow us to use a somewhat unconventional form of talk for this purpose. We will introduce in both parts the role of a hypothetical Dewey who discusses and exchanges ideas with us. Contrary to the way that Richard Rorty sometimes resorts to a hypothetical Dewey in his writings, we will use this figure to give Dewey the chance to quote from his own works in order to pose questions to us and criticize our views. Nevertheless, we are aware of the potential traps that such a procedure implies, and it's up to the reader to criticize our ways of selection and omission. (shrink)

In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...) grow and create meaningful existence. I argue that throughout his work, Dewey dismantled the understanding of the subject as a detached and self-assured centre of agency. In Deweyan understanding, on one hand, the subject is empowered to reflect on experience and to use this reflection to evolve new ways of acting, thus pushing experience forward. On the other hand, by acting, the subject can create new points of interaction within experience. This understanding of thinking and subject has far-reaching consequences for education, which must be conceived not so much as the attempt to master and control experience but as the means to create new, unpredictable experience by putting new points of interactions into our relationship with the environment, changing our being-embedded-in-the-world. Dewey repositions educational, intentional agency away from control and mastery and in the direction of growth and openness. (shrink)

This paper argues that the metaphysics of financial performance in the conceptual framework employed by accounting standard-setters is incoherent: income and expenses cannot, as the framework holds, both be independent elements of financial statements, identified from underlying events, tested for recognition and measured by discrete acts, separately from the identification, testing and measurement of other elements and satisfy the analytical relationship between performance and position embraced by the framework. An alternative conceptualisation is proposed, under which income and expenses are part (...) of a wider system of classifying all changes in assets and liabilities, measured indirectly. This approach improves the metaphysical coherence, and thus the intellectual strength, of the framework project; while it leaves the measurement of financial performance unchanged, by emphasising the importance of classification, it invites further attention to the presentation of financial performance, with the potential for improving the usefulness of disclosures. (shrink)