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11A Pragmatist Approach to Emotional Expression and the Construction of Gender IdentityIn Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century, State University of New York Press. pp. 157-184. 2008.
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6Reconstructing Democracy and Recontextualizing Deweyan PragmatismIn Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century, State University of New York Press. pp. 1-17. 2008.
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9Exploring "The Vital Depths of Experience": A Reader's Response to HenningThe Pluralist 19 (1): 90-94. 2024.In lieu of an abstract, here is a brief excerpt of the content:Exploring "The Vital Depths of Experience":A Reader's Response to HenningJim Garrisonbethany henning's dewey and the aesthetic unconscious is a much-needed and marvelous book. It explores the pragmatic unconscious as it reveals itself in the qualitative unity of artistic expression integrated with aesthetic appreciation and response. By illuminating the role of often unconscious impulses, feelings, desires, memories, imaginaries, hab…Read more
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82Richard Rorty: Education, Philosophy, and PoliticsRowman & Littlefield Publishers. 2001.This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism
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18John 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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27Reconstructing 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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Philosophy as EducationIn John R. Shook & Joseph Margolis (eds.), A Companion to Pragmatism, Blackwell. 2006.
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39Pragmatism and EducationIn Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education, Blackwell. 2003.This chapter contains sections titled: I II.
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54Towards a new philosophy of education: Extending the conversational metaphor for thinkingStudies in Philosophy and Education 10 (4): 297-314. 1991.Recently, feminists like Jane Roland-Martin, Elizabeth Young-Bruehl, and others have advocated a conversational metaphor for thinking and rationality, and our image of the rational person. Elizabeth Young-Bruehl refers to thinking as a “constant interconnecting of representations of experiences and an extension of how we hear ourselves and others. There are numerous disadvantages to thinking about thinking as a conversation.We think there are difficulties in accepting the current formulation of …Read more
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31Pragmatism as a Philosophy of Education in the Hispanic World: A ResponseStudies in Philosophy and Education 24 (6): 515-529. 2005.We concentrate on four questions among the many posed by this special collection of papers on Pragmatism and the Hispanic world. They are, first, what took pragmatism beyond the borders of the United States and into the Hispanic world? Next, what are the ideas of Dewey that have had the greatest impact on Hispanic culture? Third, what are the past and present obstacles that has kept the Hispanic world from using pragmatism to deal with many of their educational and social problems? Finally, why …Read more
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60Hermeneutic listening: An approach to understanding in multicultural conversationsStudies in Philosophy and Education 15 (1): 51-59. 1996.Listening is crucial to reaching multicultural understanding. Borrowing from the work of Hans-Georg Gadamer we develop a hermeneutics of listening. To listen we must risk our prejudices, but these prejudices constitute our very identity. In this paper we attempt to answer the question, “Why Listen?” if listening is such a potentially dangerous activity.
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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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81Walt Whitman, John Dewey, and Primordial Artistic CommunicationTransactions of the Charles S. Peirce Society 47 (3): 301-318. 2011.In the end, works of art are the only media of complete and unhindered communication between man and man that can occur in a world full of gulfs and walls that limit community of experience. Occasionally, thoughtful people familiar with both Walt Whitman and philosophical pragmatism will remark on their affinity.1 Some have even argued, correctly, that Whitman influenced American pragmatism, especially the writings of William James and to a lesser extent John Dewey.2 For instance, Raphael C. All…Read more
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60The “permanent deposit” of Hegelian thought in dewey’s theory of inquiryEducational Theory 56 (1): 1-37. 2006.In this essay, Jim Garrison explores the emerging scholarship establishing a Hegelian continuity in John Dewey’s thought from his earliest publications to the work published in the last decade of his life. The primary goals of this study are, first, to introduce this new scholarship to philosophers of education and, second, to extend this analysis to new domains, including Dewey’s theory of inquiry, universals, and creative action. Ultimately, Garrison’s analysis also refutes the traditional acc…Read more
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31Summing up our differences: A reply to SiegelJournal of Philosophy of Education 36 (2). 2002.This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.
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8Summing Up Our Differences: A Reply to SiegelJournal of Philosophy of Education 36 (2): 229-232. 2002.This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.
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21Some Remarks on Dewey's Metaphysics and Theory of EducationJournal of Thought 44 (3/4): 89-99. 2009.
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27Science 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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11Reclaiming the logos, considering the consequences, and restoring contextEducational Theory 49 (3): 317-337. 1999.
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30Philosophy as educationIn John R. Shook & Joseph Margolis (eds.), Educational Theory, Blackwell. pp. 391-406. 2006.
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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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12John Dewey's Theory of Practical ReasoningEducational Philosophy and Theory 31 (3): 291-312. 1999.
Blacksburg, Virginia, United States of America
Areas of Interest
Epistemology |
17th/18th Century Philosophy |