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(Re)construction Zone

In William J. Gavin (ed.), In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. State University of New York Press. pp. 109-127 (2003)

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  1. The Question of Voice and the Limits of Pragmatism: Emerson, Dewey, and Cavell.Vincent Colapietro - 2004 - Metaphilosophy 35 (1-2):178-201.
    One criticism of pragmatism, forcefully articulated by Stanley Cavell, is that pragmatism fails to deal with mourning, understood in the psychoanalytic sense as grief-work (Trauerarbeit). Such work would seemingly be as pertinent to philosophical investigations (especially ones conducted by pragmatists) as to psychoanalytic explorations. Finding such themes as mourning and loss in R. W. Emerson's writings, Cavell warns against assimilating Emerson's voice to that of American pragmatism, especially Dewey's instrumentalism, for such assimilation risks the loss or repression of Emerson's voice (...)
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  • Fidelity in Public Education Policy: Reclaiming the Deweyan Dream.Ruthanne Kurth-Schai - 2014 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 50 (5):420-446.
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  • (1 other version)Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2008 - State University of New York Press.
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  • (1 other version)Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2008 - State University of New York Press.
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  • Dewey’s Pluralism Reconsidered— Pragmatist and Constructivist Perspectives on Diversity and Difference.Stefan Neubert - 2008 - In Jim Garrison (ed.), Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century. State University of New York Press. pp. 89-117.
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  • A Century of John and Evelyn Dewey'sSchools of To-morrow: Rousseau, Recorded Knowledge, and Race in the Philosopher's Most Problematic Text.Thomas Fallace & Victoria Fantozzi - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (2):129-152.
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