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73Subjective, Intersubjective, Objective (review)Review of Metaphysics 57 (2): 395-398. 2003.In Vermeer’s painting The Lacemaker an artisan works with loving intensity, employing a sensibility at once intimate and strategically detached. Davidson’s careful prose embodies both the logic and beauty of lace as it simply and plainly leads one into the intricate connections among thought, language, and sociality. While the subject matters are analytic and serious, Davidson imbues them with a dry sense of humor and sparkles of warmth. Of course Subjective, Intersubjective, Objective is an imp…Read more
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35Pragmatic Democracy: Inquiry, Objectivity, and ExperienceMetaphilosophy 42 (5): 589-604. 2011.This essay argues that to understand Dewey's vision of democracy as “epistemic” requires consideration of how experiential and communal aspects of inquiry together produce what is named here “pragmatic objectivity.” Such pragmatic objectivity provides an alternative to absolutism and self-interested relativism by appealing to certain norms of empirical experimentation. Pragmatic objectivity, it is then argued, can be justified by appeal to Dewey's conception of primary experience. This justifica…Read more
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73Dewey by Steven FesmireTransactions of the Charles S. Peirce Society 51 (4): 543-549. 2015.In recent years, a genre of introduction to philosophical figures and movements for non-specialists has gained in popularity; these introductions aim to be neither too cursory nor too laden with academic detail. Oxford’s “Very Short Introductions” and the “Wadsworth Notes” series are examples of the cursory type, while academic monographs are examples of the detailed type. Steven Fesmire’s Dewey is a welcome and unique contribution to the new introductory genre, joining similar efforts such as R…Read more
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16And the Neopragmatists. Nashville, TN: Vanderbilt University Press, 2003. 241 pp (review)SATS 4 (2): 183. 2003.
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61The Paramount Importance of Experience and Situations in Dewey's Democracy and EducationEducational Theory 66 (1-2): 73-88. 2016.In this essay, David Hildebrand connects Democracy and Education to Dewey's wider corpus. Hildebrand argues that Democracy and Education's central objective is to offer a practical and philosophical answer to the question, What is needed to live a meaningful life, and how can education contribute? He argues, further, that this work is still plausible as “summing up” Dewey's overall philosophy due to its focus upon “experience” and “situation,” crucial concepts connecting Dewey's philosophical id…Read more
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45Review of A Pragmatist Philosophy of Democracy (review)Notre Dame Philosophical Reviews 8. 2008.
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74Kimball on Whitehead and PerceptionProcess Studies 22 (1): 13-20. 1993.In "The Incoherence of Whitehead’s Theory of Perception" (PS 9:94-104), Robert H. Kimball tries to show how Alfred North Whitehead’s account of perception is a failed attempt to reconcile two traditional theories of perception: phenomenological (or sense-data) theory and causal (or physiological) theory. Whitehead fails, Kimball argues, in two main ways. First because his notion of symbolic reference requires the simultaneous enjoyment of perceptions in the mode of presentational immediacy and c…Read more
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507The Human Eros: Eco-Ontology and the Aesthetics of Existence by Thomas M. Alexander (review)Transactions of the Charles S. Peirce Society 50 (2): 308-313. 2014.The Human Eros is an outstanding accomplishment, a work of genuine wisdom. It combines meticulous scholarship with an enviable mastery of cultural and philosophical history to address pressing concerns of human beings, nature, and philosophy itself. While comprised of essays spanning over two decades, the book presents a powerfully coherent philosophical vision which Alexander names, alternately, “eco-ontology,” “humanistic naturalism,” and “ecological humanism.” Whatever the name, the approach …Read more
Areas of Specialization
John Dewey |
Richard Rorty |
Realism and Anti-Realism |
Metaphilosophy |
20th Century Philosophy, Miscellaneous |