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27"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 g…Read more
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27Philosophy as educationIn John R. Shook & Joseph Margolis (eds.), Educational Theory, Blackwell. pp. 391-406. 2006.
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26Newton and the relation of mathematics to natural philosophyJournal of the History of Ideas 48 (4): 609-627. 1987.
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262012 Dewey Lecture: Making Meaning Together Beyond Theory and PracticeEducation and Culture 29 (2): 5-23. 2013.The reason the title of my paper is not Making Meaning Together Bridging Theory and Practice is that there is nothing to bridge. Theory and practice are simply sub-functions within the larger function of making meaning, knowledge, and value in our lives, although few thinkers have ever conceived it as such. The philosophy of John Dewey is a striking exception. Theory and practice unite within his account of production, or if you prefer, his account of construction and reconstruction. It indicate…Read more
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26Science education, conceptual change and breaking with everyday experienceStudies in Philosophy and Education 10 (1): 19-35. 1990.Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. W…Read more
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25Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century (edited book)State University of New York Press. 2008.
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25Dewey, Derrida, and the genetic derivation of différanceEducational Philosophy and Theory 49 (10): 984-994. 2017.My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism. My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrida’s anti-empirical quasi-transcendentalism for understan…Read more
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25Critical constructivism for teaching and learning in a democratic societyJournal of Thought 42 (2): 9-22. 2007.
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24“Does Metaphysics Really Matter for Practice?”: It Depends on the PractitionerEducational Theory 41 (2): 221-226. 1991.
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21After cologne : An online email discussion about the philosophy of John DeweyIn Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey between pragmatism and constructivism, Fordham University Press. 2009.This chapter presents an edited e-mail discussion based on the philosophical conversations at a conference held in Cologne, Germany, in December 2001. The discussion proceeds in three steps. First, the contributors discuss selected questions about their contributions, roughly following the sequence of the chapters in Part II of this book. Second, the contributors ask more general questions about Dewey, Pragmatism, and constructivism. Finally, the chapter ends with brief statements about why Dewe…Read more
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20Nichiren Buddhism and Deweyan Pragmatism: An Eastern-Western Integration of ThoughtEducational Studies 55 (1): 12-27. 2019.
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18John Dewey and Chinese Education: A Centennial Reflection (edited book)Brill. 2022.By critically reviewing the event of Dewey’s visit to China through historical, philosophical and comparative perspectives, this book finds new value to revive the dialogue between Dewey and Eastern philosophies as a way to respond to contemporary educational challenges.
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18Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalismEducational Philosophy and Theory 56 (5): 420-428. 2024.Hager and Beckett assert that a ‘characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize the importance of embodied perspectives in acquiring …Read more
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17Some Remarks on Dewey's Metaphysics and Theory of EducationJournal of Thought 44 (3/4): 89-99. 2009.
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17Nietzsche, Dewey, and the Artistic Creation of TruthEuropean Journal of Pragmatism and American Philosophy 7 (1). 2015.My paper focuses on the following famous passage from Friedrich Nietzsche’s “Truth and Lying in a Non-Moral Sense”: “What, then, is truth? A mobile army of metaphors, metonyms, and anthropomorphisms” (OTL 1). I will show that John Dewey entirely agrees with this statement. Dewey and Nietzsche has a rich and novel understanding of metaphor, metonymy, simile, and such that they use to comprehend the creation of linguistic meanings, the identity of things, the creation of objects (essences, eidos, …Read more
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16John Dewey, Robert Pirsig, and the Art of Living (review)Education and Culture 23 (1): 84-86. 2007.
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16A Review of: “Dewey and Power: Renewing the Democratic Faith” (review)Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (2): 163-166. 2008.
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15Subjectivity and Infinity: Time and Existence: A Reader RespondsStudies in Philosophy and Education 41 (5): 583-585. 2022.
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15A Review of: “Ethical Visions of Education” (review)Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3): 268-272. 2008.
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14John Dewey and Continental Philosophy (edited book)Southern Illinois University Press. 2010._John Dewey and Continental Philosophy_ provides a rich sampling of exchanges that could have taken place long ago between the traditions of American pragmatism and continental philosophy had the lines of communication been more open between Dewey and his European contemporaries. Since they were not, Paul Fairfield and thirteen of his colleagues seek to remedy the situation by bringing the philosophy of Dewey into conversation with several currents in continental philosophical thought, from post…Read more
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14Living as learning: John Dewey in the 21st centuryDialogue Path Press. 2014.Three experts collaborate in this passionate and rewarding dialogue on the legacy of the great American philosopher and educator John Dewey (1859 1952). Focused on growth and the creation of value within the context of real life, Dewey s pragmatic philosophy shares much with humanistic Buddhism. These similarities, which arise throughout the book, add richness to a dialogue already overflowing with faith in our capacity to find common ground and expand human well being in our rapidly globalizing…Read more
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13Transcendentalism, Pragmatism, and Skepticism: A Response to SaitoThe Pluralist 17 (1): 100-103. 2022.walt whitman writes: “The Americans of all nations at any time upon the earth have probably the fullest poetical nature”. Naoko Saito is an American philosopher and something of a Whitmanesque philosophical poet. Saito’s book is “the product of many years spent reading and studying American philosophy”. She further indicates: “Mostly I have done this from a remote part of the world—far from America across the Pacific Ocean—and, like so many others, in a language that is not my own”. Saito is a s…Read more
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13Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist RespondsJournal of Philosophy of Education 33 (2): 213-232. 1999.Harvey Siegel’s conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates ‘critical skill’ and ‘critical spirit’, the philosophical and the causal, ‘is’ and ‘ought’, and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion of beliefs as embodied habits of action evincing …Read more
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12Empirical Philosophical Investigations in Education and Embodied ExperienceSpringer Verlag. 2018.Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological …Read more
Blacksburg, Virginia, United States of America
Areas of Interest
Epistemology |
17th/18th Century Philosophy |