Rosalind Hursthouse has written an excellent book, in which she develops a neo-Aristotelian virtue ethics that she sees as avoiding some of the major criticisms leveled against virtue ethics in general, and against Aristotle's brand of virtue ethics in particular.

During John Dewey's lifetime, one public opinion poll after another revealed that he was esteemed to be one of the ten most important thinkers in American history. His body of thought, conventionally identified by the shorthand word "Pragmatism," has been the distinctive American philosophy of the last fifty years. His work on education is famous worldwide and is still influential today, anticipating as it did the ascendance in contemporary American pedagogy of multiculturalism and independent thinking. His University of Chicago Laboratory (...) School thrives still and is a model for schools worldwide, especially in emerging democracies. But how was this lifetime of thought enmeshed in Dewey's emotional experience, in his joys and sorrows as son and brother, husband and father, and in his political activism and spirituality? Acclaimed biographer Jay Martin recaptures the unity of Dewey's life and work, tracing important themes through the philosopher's childhood years, family history, religious experience, and influential friendships. Based on original sources, notably the vast collection of unpublished papers in the Center for Dewey Studies, this book tells the full story, for the first time, of the life and times of the eminent American philosopher, pragmatist, education reformer, and man of letters. In particular, _The Education of John Dewey_ highlights the importance of the women in Dewey's life, especially his mother, wife, and daughters, but also others, including the reformer Jane Addams and the novelist Anzia Yezierska. A fitting tribute to a master thinker, Martin has rendered a tour de force portrait of a philosopher and social activist in full, seamlessly reintegrating Dewey's thought into both his personal life and the broader historical themes of his time. (shrink)

The theoretical tools bequeathed to us by classical and revival pragmatism offer the potential for informing robust empirical work in sociology. But this potential has yet to be adequately demonstrated. There are a number of strands of pragmatism; this article draws primarily upon Dewey’s theory of action to examine Hull-House in its early years. Of particular interest are the practices of Jane Addams and other Hull-House residents. What were they doing to help people and why? An attempt to answer these (...) questions in non-teleological terms forms the empirical basis of the article. This article should provide some support to those historical sociologists who might consider (or already are) taking a pragmatist turn in their work. And, it should strengthen the empirical foundations of pragmatism as an alternative (non-teleological) way to understand social action. (shrink)