In the context of contemporary nihilistic tendencies in democracy and education, Dewey’s pragmatism must respond to the criticism that it lacks a tragic sense. By highlighting the Emersonian perfectionist dimension latent in the concept of growth, this paper attempts to reveal a sense of the tragic in Dewey’s work—his humble recognition of the double nature of democracy as both attained and unattained. It is precisely the lack of this sense of the tragic that characterises contemporary nihilism. In resistance to this, (...) Deweyan growth points to a perfectionist education committed to the re–awakening of intensity of impulse. (shrink)

A set of eight mini-discourses. 1. The conceivability of the physical world's running in the opposite temporal direction. 2. Augustine's reason for thinking this is not conceivable for the world of the mind. 3. Trying to imagine being a creature that lives atemporally. 4. Memory's need for causal input. 5. Acting in the knowledge that how one acts is strictly determined. 6. The Newcomb problem. 7. The idea that all voluntary action is intended to be remedial. 8. Haunted by the (...) strangeness of the idea of the past qua past. (shrink)

Based on John Dewey's lectures on esthetics, delivered as the first William James Lecturer at Harvard in 1932, Art as Experience has grown to be considered internationally as the most distinguished work ever written by an American on the formal structure and characteristic effects of all the arts: architecture, sculpture, painting, music, and literature.