"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what (...) is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)

When Freud wrote his classic Civilization and its Discontents, he was concerned with repression. Modern civilization depends upon the constraint of impulse, the limiting of self expression. Today, in the time of modernity, Bauman argues, Freud's analysis no longer holds good, if it ever did. The regulation of desire turns from an irritating necessity into an assault against individual freedom. In the postmodern era, the liberty of the individual is the overriding value, the criterion in terms of which all social (...) rules and regulations are assessed. Postmodernity is governed by the 'will to happiness': the result, however, is a sacrificing of security. The most prominent anxieties in our society today, Bauman shows, derive from the removal of security. The world is experienced as overwhelmingly uncertain, uncontrollable and frightening. Totalitarian politics frightened by its awesome power; the new social disorder frightens by its lack of consistency and direction. The very pursuit of individual happiness corrupts and undermines those systems of authority needed for a stable life. This book builds imaginatively upon Bauman's earlier contributions to social theory. It consolidates his reputation as the interpreter of postmodernity. The book will appeal to second-year undergraduates and above in sociology, cultural studies, philosophy and anthropology. (shrink)

In An Invitation to Social Construction, Kenneth Gergen charts the background to the social constructionist movement and outlines the major debates, topics and issues.

The anthropological approach is the central focus of this study. Laboratories are looked upon with the innocent eye of the traveller in exotic lands, and the societies found in these places are observed with the objective yet compassionate eye of the visitor from a quite other cultural milieu. There are many surprises that await us if we enter a laboratory in this frame of mind... This study is a realistic enterprise, an attempt to truly represent the social order of life (...) in laboratories and institutes of research, just as they are. By bringing the philosophical issues to the surface as matters not of prejudgement but as matters of concern, Karin Knorr-Cetina has developed the first really positive challenge to the philosophy of science since the days of paradigms and internal definitions of meanings. (shrink)

How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. Her work highlights the diversity of these cultures of knowing and, in its depiction of their differences--in the meaning of the empirical, the enactment of object relations, and the fashioning of social relations--challenges (...) the accepted view of a unified science. By many accounts, contemporary Western societies are becoming "knowledge societies"--which run on expert processes and expert systems epitomized by science and structured into all areas of social life. By looking at epistemic cultures in two sample cases, this book addresses pressing questions about how such expert systems and processes work, what principles inform their cognitive and procedural orientations, and whether their organization, structures, and operations can be extended to other forms of social order. The first ethnographic study to systematically compare two different scientific laboratory cultures, this book sharpens our focus on epistemic cultures as the basis of the knowledge society. (shrink)

In these eloquent essays, articles and lectures, Rorty gives a stimulating summary of his central philosophical beliefs and how they relate to his political ...

Chapter Growing up Constructivist: Languages and Thoughtful People What is radical constructivism? It is an unconventional approach to the problems of ...

In this volume Rorty offers a Deweyan account of objectivity as intersubjectivity, one that drops claims about universal validity and instead focuses on utility for the purposes of a community. The sense in which the natural sciences are exemplary for inquiry is explicated in terms of the moral virtues of scientific communities rather than in terms of a special scientific method. The volume concludes with reflections on the relation of social democratic politics to philosophy.

This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields, this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of (...) knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals. (shrink)

This chapter examines the distinction among observers, participants, and agents from the perspective of the Cologne program of interactive constructivism. It first examines an exemplary discourse on the nonscientific theme of “beauty” using the evil stepmother in “Snow White” as an example. It discusses this theme from the perspective of interactive constructivism and interprets it as a problem between universalist and anti-universalist approaches. The chapter then demonstrates numerous connections between constructivism and Dewey's Pragmatic theory of inquiry. Dewey, for example, had (...) already distinguished spectators, agents, and participants, even though he did not articulate those distinctions in a systematic way. This chapter follows upon Dewey's insights, suggesting ways in which a constructivist theory of observation can enrich contemporary Pragmatist arguments. (shrink)

Argues that educators should help students piece together authentic narratives about themselves and about society, and not to focus so much on teaching students to process information.

v. 1. Language.--v. 2. Mythical thought.--v. 3. The phenomenology of knowledge.--v. 4. The metaphysics of symbolic forms.