Results for 'John Dewey'

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  1. John Dewey and Moral Imagination: Pragmatism in Ethics.Steven Fesmire - 2003 - Indiana University Press.
    While examining the important role of imagination in making moral judgments, John Dewey and Moral Imagination focuses new attention on the relationship between American pragmatism and ethics. Steven Fesmire takes up threads of Dewey's thought that have been largely unexplored and elaborates pragmatism's distinctive contribution to understandings of moral experience, inquiry, and judgment. Building on two Deweyan notions—that moral character, belief, and reasoning are part of a social and historical context and that moral deliberation is an imaginative, (...)
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  2. John Dewey and the Possibility of Particularist Moral Education.Nate Jackson - 2016 - Southwest Philosophy Review 32 (1):215-224.
    John Dewey’s analyses of habit and tradition enable contemporary moral particularists to make sense of the possibility of moral education. Particularists deny that rules determine an act’s moral worth. Using Jonathan Dancy’s recent work, I present a particularist account of moral competence and call attention to a lacuna in particularism: an account of education. For Dancy, reasoning requires attunement to a situation’s salient features. Dewey’s account of habit explains how features can exhibit salience without appeal to rules, (...)
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  3.  60
    Beyond Embodiment: John Dewey and the Integrated Mind. Skorburg - 2013 - The Pluralist 8 (3):66-78.
    In 1916 John Dewey expressed a worry that American philosophy would be relegated to “chewing a historic cud long since reduced to a woody fibre, or an apologetics for lost causes (lost to natural science).”1 In this paper, I will attempt to contribute to a growing body of literature within the classical American philosophical tradition that seeks to avoid this fate by engaging Dewey’s thought with debates in contemporary philosophy of mind.2 To date, the vast majority of (...)
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  4. John Dewey and the Mind-Body Problem in the Context: The Case of «Neutral Monism».Andrii Leonov - 2018 - Actual Problems of Mind. Philosophy Journal 19 (19):72-96.
    The main focus of this paper is the mind-body problem in its relation to the doctrine of ‘neutral monism’ and the question who can be considered its proponents. According to Bertrand Russell, these are Ernst Mach, William James, and John Dewey (to name a few). This paper aims to clarify whether Russell himself was right in his conclusions or not. At first, I start with the clarification of the relation between ‘neutral monism’ and ‘dual-aspect theory’. Secondly, I analyze (...)
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  5.  27
    杜威与道德想象力伦理学中的实用主义 (John Dewey and Moral Imagination, Chinese translation).Steven Fesmire - 2010 - Beijing, China: Peking University Press.
    杜威与道德想象力伦理学中的实用主义, Chinese translation by Xu Peng and Ma Ru Jun Yi of John Dewey and Moral Imagination: Pragmatism in Ethics (Peking University Press, 2010), Pragmatism Study Series. Introduction and ch. 7 (The Moral Artist) included in this sample. Original English publication: Indiana University Press, 2003.
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  6.  60
    John Dewey and the Prospect of Going" Beyond Aesthetics".Christopher Kirby - 2012 - Aesthetic Pathways 2 (2):74-97.
    Deflationary views have emerged in many areas of philosophy over the past several decades. In the art world, one of the most significant deflationary approaches toward aesthetic experience has been taken by Noël Carroll in his collection of essays, Beyond Aesthetics (2001). The modus operandi of such an approach, according to Carroll, is to emphasize the context (historical, cultural, political, etc.) in which an art experience is embedded and explain its significance relative to a particular narrative. Interestingly, there is a (...)
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  7.  65
    Dossier: John Dewey y Albert C. Barnes: filosofía, educación y estética.Fabio Campeotto & Claudio Marcelo Viale - 2017 - Cuestiones de Filosofía 21 (3):13-16.
    Este Dossier está compuesto por dos textos: la traducción de la reseña que Dewey escribe en 1926 sobre el libro de Albert C. Barnes (1925) The Art in Painting, titulada “Art in Education – Education in Art”, en primer lugar; un artículo que escribimos (Educación y Arte. Acerca de John Dewey) que toma parte de la temática planteada en la reseña interpretándola a la luz de la filosofía del ilustre pragmatista clásico, en segundo lugar.
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  8. El legado feminista de John Dewey.Marta Vaamonde Gamo & Jaime Nubiola - 2016 - Espacio, Tiempo y Educación 3 (2):281-300.
    This article shows how feminism welcomed and was influenced by the pragmatism of John Dewey. While in real terms his impact on European feminism has been minimal, this was not the case in contemporary America. In this article we study both how Dewey’s ideas were received amongst American feminists, as well as certain aspects of his thinking that could be enormously useful in present-day debates between critical and postmodern feminists. We compare the Deweyan and feminist arguments against (...)
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  9.  27
    John Dewey” (Encyclopedia Entry).Vitaly Kiryushchenko - 2007 - Supplement to Modern Encyclopedia of Russian, Soviet, and Eurasian History 7:26-30.
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  10.  62
    John Dewey's Theory of Perception.Jerome L. Segal - 1972 - Dissertation, Northwestern University
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  11. PHILOSOPHY IN TRANSITION: JOHN DEWEY's “LOST” MANUSCRIPT.Serge Grigoriev - 2014 - History and Theory 53 (3):372-386.
    The intention of this essay is to offer a reading of John Dewey’s recently found manuscript (considered lost for decades), Unmodern Philosophy and Modern Philosophy, as a kind of philosophical history leading up to the formulation of the key problems to be addressed by the general framework of Dewey’s cultural naturalism. I argue, first, that cultural naturalism has direct implications for the way that we think about history, and that Dewey’s recently recovered manuscript reflects this in (...)
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  12.  28
    Curtis Hutt, John Dewey and the Ethics of Historical Belief: Religion and the Representation of the Past. Reviewed By. [REVIEW]Nate Jackson - 2015 - Philosophy in Review 35 (4):201-203.
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  13. Workplace Democracy for Teachers: John Dewey's Contribution.Edmund Byrne - 1989 - In Paul T. Durbin (ed.), Philosophy and Technology. Dordrecht/Boston: Kluwer Academic Publishers. pp. 81-95.
    Dewey's instrumentalist approach to problem-solving stressed social organization; and under this umbrella he included unionization. First part of this article: his active involvement in and support for the union movement summarized. Second part: his theoretical defense of unions is addressed, especially as to "democratic liberalism" and its implementation in the fabric of society. Third part: a brief account of the current status of unions in universities.
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  14. Seeing Together: Mind, Matter, and the Experimental Outlook of John Dewey and Arthur F. Bentley.Frank Ryan - 2011 - Great Barrington, MA: The American Institute for Economic Research.
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  15. Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey.Alexander Stehn - 2018 - In Steven M. Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis, IN, USA: pp. 170-184.
    This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation (...)
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  16. Dewey.Steven Fesmire - 2015 - Routledge.
    John Dewey was the dominant voice in American philosophy through the World Wars, the Great Depression, and the nascent years of the Cold War. With a professional career spanning three generations and a profile that no public intellectual has operated on in the U.S. since, Dewey's biographer Robert Westbrook accurately describes him as "the most important philosopher in modern American history." In this superb and engaging introduction, Steven Fesmire begins with a chapter on Dewey’s life and (...)
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  17.  63
    Educación y arte: Acerca de John Dewey.Fabio Campeotto & Claudio Marcelo Viale - 2017 - Cuestiones de Filosofía 3 (21):135-164.
    Los propósitos de este artículo son dos: en primer lugar, presentar los rasgos característicos tanto de la filosofía de la educación como de la estética de Dewey y su íntima vinculación; en segundo lugar, señalar la relevancia que la influencia de Albert C. Barnes tiene para el desarrollo de las concepciones de arte y de educación del autor de Art as Experience. Para mostrar la influencia de Barnes en Dewey, tópico pasado por alto por la literatura secundaria o (...)
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  18. Herbert Marcuse's “Review of John Dewey's Logic: The Theory of Inquiry”.Herbert Marcuse & Phillip Deen - 2010 - Transactions of the Charles S. Peirce Society 46 (2):258-265.
    Dewey’s book is the first systematic attempt at a pragmatistic logic (since the work of Peirce). Because of the ambiguity of the concept of pragmatism, the author rejects the concept in general. But, if one interprets pragmatism correctly, then this book is ‘through and through Pragmatistic’. What he understands as ‘correct’ will become clear in the following account. The book takes its subject matter far beyond the traditional works on logic. It is a material logic first in the sense (...)
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  19. Book Review: Universities: American, English, German. Abraham Flexner. [REVIEW]John Dewey - 1932 - Ethics 42 (3):331-.
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  20. Dewey and Rorty: Pragmatism and Postmodernism.John Hartmann - manuscript
    My job has been made easier tonight, given that Larry Hickman has already done most of the ‘heavy lifting’ for me. I think his paper is an excellent and convincing intervention into this debate, and one of the problems for me in constructing my talk has been that our discussions have forced me to rethink what I wanted to say. Given my Continental biases, I had expected to come out on Rorty’s side; in writing this paper, however, things have become (...)
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  21. James and Dewey on Abstraction. Winther - 2014 - The Pluralist 9 (2):1.
    Reification is to abstraction as disease is to health. Whereas abstraction is singling out, symbolizing, and systematizing, reification is neglecting abstractive context, especially functional, historical, and analytical-level context. William James and John Dewey provide similar and nuanced arguments regarding the perils and promises of abstraction. They share an abstraction-reification account. The stages of abstraction and the concepts of “vicious abstractionism,” “/the/ psychologist’s fallacy,” and “the philosophic fallacy” in the works of these pragmatists are here analyzed in detail. For (...)
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  22.  84
    Dewey, Mitra, and the “Technological Proletariat:” Democratizing the Information Revolution.John Hartmann - manuscript
    In his 1939 essay, “Creative Democracy – The Task Before Us,” John Dewey described democracy as “a way of personal life controlled not merely by faith in human nature in general but by faith in the capacity of human beings for intelligent judgment and action if proper conditions are furnished.”1 While this may seem an odd definition, it is emblematic of the reconstructive tendency in Dewey’s philosophy. If we are to achieve a truly democratic society, we must (...)
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  23. Dewey's Naturalistic Metaphysics: Expostulations and Replies.Randy L. Friedman - 2011 - Education and Culture 27 (2):48-73.
    Critics of Dewey’s metaphysics point to his dismissal of any philosophy which locates ideals in a realm beyond experience. However, Dewey’s sustained critique of dualistic philosophies is but a first step in his reconstruction and recovery of the function of the metaphysical. Detaching the discussion of values from inquiry, whether scientific, philosophical or educational, produces the same end as relegating values to a transcendent realm that is beyond ordinary human discourse. Dewey’s naturalistic metaphysics supports his progressive educational (...)
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  24. Public & its Problems.John Dewey - 1954 - Swallow Press.
    In The Public and Its Problems, a classic of social and political philosophy, John Dewey exhibits his strong faith in the potential of human intelligence to solve the public's problems. In his characteristic provocative style, Dewey clarifies the meaning and implications of such concepts as "the public," "the state," "government," and "political democracy." He distinguishes his a posterior reasoning from a priori reasoning, which, he argues permeates less meaningful discussion of basic concepts. Dewey repeatedly demonstrates the (...)
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  25.  71
    Dewey’s Institutions of Aesthetic Experience.Joseph Swenson - 2018 - Southwest Philosophy Review 34 (1):217-224.
    I argue that John Dewey’s account of aesthetic experience offers a contextual approach to aesthetic experience that could benefit contemporary contextual definitions of art. It is well known that many philosophers who employ contextual definitions of art (most notably, George Dickie) also argue that traditional conceptions of aesthetic experience are obsolete because they fail to distinguish art from non-art when confronted with hard cases like Marcel Duchamp’s Fountain. While questions of perceptual indiscernibility are a problem for many traditional (...)
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  26. Dewey's Theory of Inquiry and Experiential Learning.Field Richard W. - manuscript
    A discussion of John Dewey's theory of inquiry and what it does and does not imply concerning good educational practice.
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  27.  68
    Dewey and Animal Ethics.Steven Fesmire - 2004 - In Erin McKenna & Andrew Light (eds.), Animal Pragmatism: Rethinking Human Nonhuman Relationships. Bloomington, IN: Indiana University Press. pp. 43-61.
    Animal ethics, which investigates the appropriate ethical relationship between humans and nonhuman animals, is a field that was until recently ignored by most contemporary philosophers working in the classical pragmatist tradition. There are several reasons for this neglect. For example, one who sidesteps a confrontation over the relative merits of the utilitarian maxim or the Kantian practical imperative as supreme moral principles is not likely to quibble over anthropocentric versus sentientist variations of these principles. An unfortunate result is that pragmatism (...)
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  28. The Oxford Handbook of Dewey.Steven Fesmire (ed.) - 2019 - Oxford, UK and New York: Oxford University Press.
    The Oxford Handbook of Dewey, ed. Steven Fesmire Volume Abstract: John Dewey was the foremost figure and public intellectual in early to mid-twentieth century American philosophy. He is the most academically cited Anglophone philosopher of the past century, and he is among the most cited Americans of any century. In this comprehensive volume spanning thirty-five chapters, leading scholars help researchers access particular aspects of Dewey’s thought, navigate the enormous and rapidly developing literature, and participate in current (...)
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  29.  66
    Morality as Art: Dewey, Metaphor, and Moral Imagination.Steven Fesmire - 1999 - Transactions of the Charles S. Peirce Society 35 (3):527-550.
    It is a familiar thesis that art affects moral imagination. But as a metaphor or model for moral experience, artistic production and enjoyment have been overlooked. This is no small oversight, not because artists are more saintly than the rest of us, but because seeing imagination so blatantly manifested gives us new eyes with which to see what can be made of imagination in everyday life. Artistic creation offers a rich model for understanding the sort of social imagination that is (...)
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  30. Beyond Moral Fundamentalism: Dewey’s Pragmatic Pluralism in Ethics and Politics.Steven Fesmire - 2019 - In Oxford Handbook of Dewey. Oxford, UK and New York, NY: pp. 209-234.
    Drawing on unpublished and published sources from 1926-1932, this chapter builds on John Dewey’s naturalistic pragmatic pluralism in ethical theory. A primary focus is “Three Independent Factors in Morals,” which analyzes good, duty, and virtue as distinct categories that in many cases express different experiential origins. The chapter suggests that a vital role for contemporary theorizing is to lay bare and analyze the sorts of conflicts that constantly underlie moral and political action. Instead of reinforcing moral fundamentalism via (...)
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  31. Liberation Pragmatism: Dussel and Dewey in Dialogue.Alex Sager & Albert R. Spencer - 2016 - Contemporary Pragmatism 13 (4):1-22.
    Enrique Dussel and John Dewey share commitments to philosophical theory and practice aimed at addressing human problems, democratic modes of inquiry, and progressive social reform, but also maintain productive differences in their fundamental starting point for political philosophy and their use of the social sciences. Dussel provides a corrective to Dewey’s Eurocentrism and to his tendency to underplay the challenges of incorporating marginalized populations by insisting that social and political philosophy begin from the perspective of the marginalized (...)
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  32. Introduction to The Oxford Handbook of Dewey.Steven Fesmire (ed.) - 2019 - New York, USA: Oxford University Press.
    John Dewey was the foremost figure and public intellectual in early to mid-twentieth century American philosophy. He is the most academically cited Anglophone philosopher of the past century, and he is among the most cited Americans of any century. In this comprehensive volume spanning thirty-five chapters, leading scholars help researchers access particular aspects of Dewey’s thought, navigate the enormous and rapidly developing literature, and participate in current scholarship in light of prospects in key topical areas. Beginning with (...)
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  33. Utilitarianism and Dewey's “Three Independent Factors in Morals”.Guy Axtell - unknown
    The centennial of Dewey & Tuft’s Ethics (1908) provides a timely opportunity to reflect both on Dewey’s intellectual debt to utilitarian thought, and on his critique of it. In this paper I examine Dewey’s assessment of utilitarianism, but also his developing view of the good (ends; consequences), the right (rules; obligations) and the virtuous (approbations; standards) as “three independent factors in morals.” This doctrine (found most clearly in the 2nd edition of 1932) as I argue in the (...)
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  34. Dewey's and Freire's Pedagogies of Recognition : A Critique of Subtractive Schooling.Kim Díaz - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press.
    Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity to (...)
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  35. Dewey and Russell on the Possibility of Immediate Knowledge.Tom Burke - 1998 - Studies in Philosophy and Education 17 (2/3):149-153.
    This paper compares Dewey's and Russell's views of "immediate knowledge." Dewey was perhaps mistaken in attributing to Russell the view that immediate sense data provide incorrigible foundations for knowledge. Russell's characterization of sensing plus attention as the most immediate knowing of which we have experience nevertheless remains a valid target of Dewey's criticisms. These two philosophers developed very different theories of logic and knowledge, language and experience. Given the reconstructed notions of experience and knowledge at the root (...)
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  36. Dewey's Independent Factors in Moral Action.Steven Fesmire - 2020 - In Roberto Frega & Steven Levine (eds.), John Dewey's Ethical Theory: The 1932 Ethics. New York and London: pp. 18-39.
    Drawing on unpublished and published sources from 1926 to 1932, this chapter analyzes “Three Independent Factors in Morals” (1930) as a blueprint to Dewey’s chapters in the 1932 Ethics. The 1930 presentation is Dewey’s most concise and sophisticated critique of the quest in ethical theory for the central and basic source of normative justification. He argued that moral situations are heterogeneous in their origins and operations. They elude full predictability and are not controllable by the impositions of any (...)
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  37. Useful for What? Dewey's Call to Humanize Techno-Industrial Civilization.Steven Fesmire - 2016 - Pragmatism Today 7 (1):11-19.
    The heart of Dewey’s call to humanize techno-industrial civilization was to conceive science and technology in the service of aesthetic consummations. Hence his philosophy suggests a way to reclaim and affirm technology on behalf of living more fulfilling lives. He remains a powerful ally today in the fight against deadening efficiency, narrow means-end calculation, “frantic exploitation,” and the industrialization of everything. Nonetheless, it is common to depict him as a philosopher we should think around rather than with. The first (...)
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  38. CONDITIONS AND CONSEQUENCES.John Corcoran - 2007 - In Lachs And Talisse (ed.), AMERICAN PHILOSOPHY: AN ENCYCLOPEDIA. pp. 124-7.
    This elementary 4-page paper is a preliminary survey of some of the most important uses of ‘condition’ and ‘consequence’ in American Philosophy. A more comprehensive treatment is being written. Your suggestions, questions, and objections are welcome. A statement of a conditional need not be a conditional statement and conditional statement need not be a statement of a conditional.
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  39. Richard Bernstein’s Dewey in Spanish. [REVIEW]Alexander V. Stehn - 2010 - Pragmatism Today 1 (2):78-82.
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  40. Dialectical Vs. Experimental Method: Marcuse's Review of Dewey's Logic: The Theory of Inquiry. Deen - 2010 - Transactions of the Charles S. Peirce Society 46 (2):242.
    This introduction contextualizes and evaluates Herbert Marcuse’s the accompanying, previously untranslated review of John Dewey’s Logic: The Theory of Inquiry. Marcuse’s critique of pragmatism is indebted to Max Horkheimer’s claim that pragmatism is an example of “traditional” theory and reduces thought to mere instrument in service of external ends. Unlike Horkheimer, Marcuse concedes that Dewey, unlike the logical positivists, attempted to develop a material logic of ends. However, he concludes that the attempt was ultimately unsuccessful. I place (...)
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  41. Dewey and “the Greeks:” Inquiry and the Organic Spirit of Greek Philosophy.Christopher Kirby - 2014 - In Christopher C. Kirby (ed.), Dewey and the Ancients: Essays on Hellenic and Hellenistic Themes in the Philosophy of John Dewey. London, UK: pp. 47-76.
    Those who have considered the connection between Dewey’s theory of inquiry and Greek thought have mostly situated their remarks within larger points, regarding either teaching and learning (Garrison, 1997; Johnston, 2006b; Cahn, 2007) or aesthetics and craft (Alexander, 1987; Hickman, 1990). The fact that this area remains somewhat underexplored could be chalked up to several factors: 1) Dewey was often quite critical of the classical tradition, particularly when it came to theories of knowledge, 2) Dewey was not (...)
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  42. The Unexamined Frontier: Dewey, Pragmatism, and America Enlarged.David Haekwon Kim - 2009 - In Chad Kautzer Eduardo Mendieta (ed.), Pragmatism, Nation, and Race: Community in the Age of Empire. Indiana University Press. pp. 46--72.
    This essay critically examines the political philosophy of John Dewey in relation to U.S. imperialism in the Asia-Pacific. First, using the work of Louis Menand and Robert Brandom's critical refinement of it, the significance of U.S. imperialism for pragmatism is discussed. Second, the essay argues that Dewey's work reveals a structured and generative absence of reflection on the expansion of American racial hegemony across the Pacific in spite of Dewey's serious engagement with Asia and especially China. (...)
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  43. Core Aspects of Dance: Schiller and Dewey on Grace.Joshua M. Hall - 2013 - Dance Chronicle 40 (1):74-98.
    Part of a larger project of constructing a new, historically informed philosophy of dance, built on four phenomenological constructs that I call “Moves,” this essay concerns the third Move, “grace.” The etymology of the word “grace” reveals the entwined meanings of pleasing quality and authoritative power, which may be combined as “beautiful force.” I examine the treatments of grace in German philosopher Friedrich Schiller, who understands it as playful, naive transformation of matter; and in American philosopher John Dewey, (...)
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  44. More Than Relations Between Self, Others and Nature: Outdoor Education and Aesthetic Experience.John Quay - 2013 - Journal of Adventure Education and Outdoor Learning 13 (2):142-157.
    Self, others and nature (environment) have been suggested over numerous decades and in various places as a way of understanding experience in outdoor education. These three elements and the relations between them appear to cover it all. But is this really the final word on understanding experience? In this paper I explore two emphases within experience expressed by Peirce that offer differing ways of understanding experience: in one emphasis self, others and nature are submerged and not discerned; in the other (...)
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  45. A Pragmatic Realism: Events, Powers, and Relations in the Metaphysics of Objective Relativism.Patrick John Taylor - 2013 - Dissertation, University of Oregon
    The early twentieth century witnessed the emergence of "objective relativism," a distinctly American school of metaphysical realism inspired by the works of John Dewey and A.N. Whitehead. Largely forgotten, objective relativism provided a metaphysical framework, based upon an ontology of events and relations rather than substances and discrete properties, that has continued relevance for contemporary metaphysical discussions. In this thesis, I attempt to chart the boundaries and pathways of this ontology, outlining what Dewey calls the "ground-map of (...)
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  46. 7. Subjektivierung der Erfahrung. Zu Deweys Rekonstruktion der Subjektivität.Jörg Volbers - 2017 - In Michael Hampe (ed.), John Dewey: Erfahrung Und Natur. De Gruyter. pp. 97-112.
    The article offers a close reading of chapter 6 of Dewey's 'Experience and Nature'. It explains how Dewey reformulates the classical notion of the subject in pragmatist terms, emphasizing in particular Dewey's idea that 'experience' is not a priori subjective, but rather has to be appropriated by the acting individual in order to become one's own experience in an emphatic sense.
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  47. Toward a Non-Reductive Naturalism: Combining the Insights of Husserl and Dewey.Gregory A. Trotter - 2016 - William James Studies 12 (1):19-35.
    This paper examines the status of naturalism in the philosophies of Edmund Husserl and John Dewey. Despite the many points of overlap and agreement between Husserl’s and Dewey’s philosophical projects, there remains one glaring difference, namely, the place and status of naturalism in their approaches. For Husserl, naturalism is an enemy to be vanquished. For Dewey, naturalism is the only method that can put philosophy back in touch with the concerns of human beings. This paper will (...)
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  48.  83
    The Live Creature and The Crooked Tree: Thinking Nature in Dewey and Zhuangzi.Christopher C. Kirby - 2016 - Philosophica 47:61-76.
    This paper will compare the concept of nature as it appears in the philosophies of the American pragmatist John Dewey and the Chinese text known as the Zhuangzi, with an aim towards mapping out a heuristic program which might be used to correct various interpretive difficulties in reading each figure. I shall argue that Dewey and Zhuangzi both held more complex and comprehensive philosophies of nature than for which either is typically credited. Such a view of nature (...)
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  49. Consciousness and Conscience: Feminism, Pragmatism, and the Potential for Radical Change.Clara Fischer - 2010 - Studies in Social Justice 4 (1):67 - 85.
    Pragmatist philosopher John Dewey famously stated that man is a creature of habit, and not of reason or instinct. In this paper, I will assess Dewey’s explication of the habituated self and the potential it holds for radical transformative processes. In particular, I will examine the process of coming to feminist consciousness, and will show that a feminist-pragmatist reading of change can accommodate a view of the self as responsible agent. Following the elucidation of the changing self, (...)
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  50. Remembering My Life with Peter Hare.John Corcoran - 2008 - Philosophy Now 58:62-70.
    Excerpts and paraphrases of this memoir appeared in 2008 and 2009. I posted it in full here in happy memory of Peter Hare and my joyful years with him. -/- 2008. Remembering Peter Hare 1935–2008. Philosophy Now. Co-authors: T. Madigan and A. Razin. Issue 66 March/April 2008. Pages 50–2. PDF -/- 2009. Remembering My Life with Peter Hare. Remembering Peter Hare 1935–2008. Ed. J. Campbell. Society for the Advancement of American Philosophy. pp. 9–16. http://american-philosophy.org/documents/RememberingPeterHare_final.pdf -/- Peter H. Hare, Distinguished Professor (...)
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