Results for 'John Dewey'

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  1. 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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  2. 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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  3. 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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  4. 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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  5.  46
    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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  6. Book Review: Universities: American, English, German. Abraham Flexner. [REVIEW]John Dewey - 1932 - Ethics 42 (3):331-.
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  7.  27
    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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  8.  38
    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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  9. 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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  10. 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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  11.  31
    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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  12. 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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  13. 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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  14. 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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  15.  56
    Beyond Moral Fundamentalism: John Dewey’s Pragmatic Pluralism in Ethics and Politics.Steven Fesmire - 2018 - Oxford Handbook of Dewey.
    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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  16. 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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  17. 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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  18.  20
    John Dewey” (Encyclopedia Entry).Vitaly Kiryushchenko - 2007 - Supplement to Modern Encyclopedia of Russian, Soviet, and Eurasian History 7:26-30.
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  19.  50
    John Dewey's Theory of Perception.Jerome L. Segal - 1972 - Dissertation, Northwestern University
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  20. 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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  21. 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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  22. 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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  23.  72
    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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  24.  53
    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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  25. 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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  26.  50
    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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  27. 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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  28. Qualities, Universals, Kinds, and the New Riddle of Induction.F. Thomas Burke - 2002 - In F. Thomas Burke, D. Micah Hester & Robert B. Talisse (eds.), Dewey's Logical Theory: New Studies and Interpretations. Vanderbilt University Press.
    The limited aim here is to explain what John Dewey might say about the formulation of the grue example. Nelson Goodman’s problem of distinguishing good and bad inductive inferences is an important one, but the grue example misconstrues this complex problem for certain technical reasons, due to ambiguities that contemporary logical theory has not yet come to terms with. Goodman’s problem is a problem for the theory of induction and thus for logical theory in general. Behind the whole (...)
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  29. 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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  30. 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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  31. 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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  32. Epistemic Democracy Without Truth: The Deweyan Approach.Michael Fuerstein - forthcoming - Raisons Politiques.
    In this essay I situate John Dewey’s pragmatist approach to democratic epistemology in relation to contemporary “epistemic democracy.” Like epistemic democrats, Dewey characterizes democracy as a form of social inquiry. But whereas epistemic democrats suggest that democracy aims to “track the truth,” Dewey rejects the notion of “tracking” or “corresponding” to truth in political and other domains. For Dewey, the measure of successful decision-making is not some fixed independent standard of truth or correctness but, instead, (...)
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  33. Between Critical and Normative Theory.Samuel Bagg - 2016 - Political Research Quarterly 69:1-12.
    Over the last decade, a call for greater “realism” in political theory has challenged the goals and methods that are implicit in much contemporary “normative” theory. However, realists have yet to produce a convincing alternative research program that is “constructive” rather than primarily “critical” in nature. I argue that given their common wariness of a devotion to abstract principles, realists should consider adopting John Dewey’s vision of theoretical expertise as an expansive kind of prediction that engages all of (...)
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  34. Three Independent Factors in Epistemology.Guy Axtell & Philip Olson - 2009 - Contemporary Pragmatism 6 (2):89–109.
    We articulate John Dewey’s “independent factors” approach to moral philosophy and then adapt and extend this approach to address contemporary debate concerning the nature and sources of epistemic normativity. We identify three factors (agent reliability, synchronic rationality, and diachronic rationality) as each making a permanent contribution to epistemic value. Critical of debates that stem from the reductionistic ambitions of epistemological systems that privilege of one or another of these three factors, we advocate an axiological pluralism that acknowledges each (...)
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  35. 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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  36. Moral Particularism and the Role of Imaginary Cases: A Pragmatist Approach.Nate Jackson - 2016 - European Journal of Pragmatism and American Philosophy 8 (1):237-259.
    I argue that John Dewey’s analysis of imagination enables an account of learning from imaginary cases consistent with Jonathan Dancy’s moral particularism. Moreover, this account provides a more robust account of learning from cases than Dancy’s own. Particularism is the position that there are no, or at most few, true moral principles, and that competent reasoning and judgment do not require them. On a particularist framework, one cannot infer from an imaginary case that because a feature has a (...)
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  37.  88
    Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  38. Means-End Reciprocity and the Aims of Education Debate.Guy Axtell - manuscript
    In the centennial year of John Dewey’s classic, Democracy and Education (1916), this paper revisits his thesis of the reciprocity of means and ends, arguing that it remains of central importance for debate over the aims of education. The paper provides a Dewey-inspired rebuttal of arguments for an ‘ultimate aim,’ but balances this with a development of the strong overlaps between proponents of pragmatism, intellectual virtues education (Jason Baehr) and critical thinking education (Harvey Siegel). Siegel’s ‘Kantian’ justification (...)
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  39. Natural Selection Among Replicators, Interactors and Transactors.Donato Bergandi - 2013 - History and Philosophy of the Life Sciences 35 (2):213-238.
    In evolutionary biology and ecology, ontological and epistemological perspectives based on the replicator and the interactor have become the background that makes it possible to transcend traditional biological levels of organization and to achieve a unified view of evolution in which replication and interaction are fundamental operating processes. Using the transactional perspective proposed originally by John Dewey and Arthur Fisher Bentley, a new ontological and methodological category is proposed here: the transactor. The transactional perspective, based on the concept (...)
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  40.  60
    Philosophy of Dance and Disability.Joshua M. Hall - 2018 - Philosophy Compass 13 (12):e12551.
    The emerging field of the philosophy of dance, as suggested by Aili Bresnahan, increasingly recognizes the problem that (especially pre‐modern) dance has historically focused on bodily perfection, which privileges abled bodies as those that can best make and perform dance as art. One might expect that the philosophy of dance, given the critical and analytical powers of philosophy, might be helpful in illuminating and suggesting ameliorations for this tendency in dance. But this is particularly a difficult task since the analytic (...)
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  41.  53
    Richard Bernstein’s Dewey in Spanish. [REVIEW]Alexander V. Stehn - 2010 - Pragmatism Today 1 (2):78-82.
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  42. Pluralism, Pragmatism and American Democracy: A Minority Report.H. G. Callaway - 2017 - Newcastle, England: Cambridge Scholars Publishing.
    This book presents the author’s many and varied contributions to the revival and re-evaluation of American pragmatism. The assembled critical perspective on contemporary pragmatism in philosophy emphasizes the American tradition of cultural pluralism and the requirements of American democracy. Based partly on a survey of the literature on interest-group pluralism and critical perspectives on the politics of globalization, the monograph argues for reasoned caution concerning the practical effects of the revival. Undercurrents of “vulgar pragmatism” including both moral and epistemic relativism (...)
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  43. Introduction.Steven Fesmire - 2019 - In The Oxford Handbook of Dewey. 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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  44. 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 technoindustrial 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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  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.  31
    On Beauty: All Roads Disgorge to Black Decay.Francisco Valdez - manuscript
    When Kant begins his judgements of beauty in several step eventually, we reach a nexus to which taste and a certain subjectivity is taken into account. But at the end of the day we ask ourselves why is it beautiful? There are certain objects such as tragic poems and video games that are beautiful deemed beautiful. In this essay I will explore the tension created by Kant’s judgements of beauty and the beauty of tragedy through the medium of poetry and (...)
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  47. Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English - 2016 - Logos and Episteme 7 (4):529-554.
    My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...)
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  48.  88
    Educational Values: Schools as Cultures of Imagination, Growth, and Fulfillment.Steven Fesmire - 2017 - In Leonard Waks & Andrea English (eds.), John Dewey’s Democracy and Education: A Centennial Handbook. Cambridge, UK: Cambridge University Press. pp. 167-176.
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  49. Liberalism and the Moral Significance of Individualism: A Deweyan View.H. G. Callaway - 1994 - Reason Papers 19 (Fall):13-29.
    A liberalism which scorns all individualism is fundamentally misguided. This is the chief thesis of this paper. To argue for it, I look closely at some key concepts. The concepts of morislity and individualism are crucial. I emphasize Dewey on the "individuality of the mind" and a Deweyan discussion of language, communication, and community. The thesis links individualism and liberalism, and since appeals to liberalism have broader appeal in the present context of discussions, I start with consideration of liberalism. (...)
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  50. Holism Vs. Reductionism: Do Ecosystem Ecology and Landscape Ecology Clarify the Debate?Donato Bergandi & Patrick Blandin - 1998 - Acta Biotheoretica 46 (3):185-206.
    The holism-reductionism debate, one of the classic subjects of study in the philosopy of science, is currently at the heart of epistemological concerns in ecology. Yet the division between holism and reductionism does not always stand out clearly in this field. In particular, almost all work in ecosystem ecology and landscape ecology presents itself as holistic and emergentist. Nonetheless, the operational approaches used rely on conventional reductionist methodology.From an emergentist epistemological perspective, a set of general 'transactional' principles inspired by the (...)
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