• Virginia Tech
    Department of Philosophy
    Other faculty (Postdoc, Visiting, etc)
Blacksburg, Virginia, United States of America
  •  71
    Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been Hegelian all the way (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to De…Read more
  •  70
    Dewey on Metaphysics, Meaning Making, and Maps
    Transactions of the Charles S. Peirce Society 41 (4): 818-844. 2005.
  •  69
    Dewey, Hegel, and Causation
    with Jim Good
    Journal of Speculative Philosophy 24 (2): 101-120. 2010.
    [Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.1In the quote above, Hegel claims that cause and effect are only distinct from a particular point of view. A cause only becomes a cause when it …Read more
  •  40
    The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary …Read more
  •  39
    In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole.
  •  37
    Dewey, Hegel, and causation
    Journal of Speculative Philosophy 24 (2): 101-120. 2010.
    [Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.The Logic of Hegel, Translated from ““The Encyclopaedia of the Philosophical Sciences,”” 3rd ed., trans. William Wallace, §153; hereafter cited …Read more
  •  36
    The Myth that Dewey Accepts “the Myth of the Given”
    Transactions of the Charles S. Peirce Society 55 (3): 304-325. 2019.
    Having taken the linguistic turn, neo-pragmatists eschew "experience." Prominent among them are Richard Rorty and Robert Brandom who admire Wilfrid Sellars's critique of the Myth of the Given. Brandom affirms, "I have by and large followed my teacher [Rorty] in rejecting the notion of experience as too burdened by noxious baggage—in particular, by the Myth of the Given—to be worth trying to recruit for serious explanatory and expressive work in philosophy".2 My paper removes the burden supposedl…Read more
  •  24
    Imagination, Emotion and Inquiry: The Teachable Moment
    with Linda Pacifici
    Contemporary Pragmatism 1 (1): 119-132. 2004.
    We explore some aspects of the elusive idea of a "teachable moment" with a special emphasis on the role of emotion, intuition, and imagination as well as intuition, paradox and possibility. The teachable moment occurs when students and teachers genuinely share an interest in better understanding something, some situation, or, in the case discussed, some text, and wish to inquire into the object of mutual concern together. Some of the aesthetic elements of John Dewey's theory of inquiry serve as …Read more
  •  23
    2012 Dewey Lecture: Making Meaning Together Beyond Theory and Practice
    Education 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
  •  21
    Critical constructivism for teaching and learning in a democratic society
    with Michael Bentley and Stephen C. Fleury
    Journal of Thought 42 (2): 9-22. 2007.
  •  20
    Dewey, Derrida, and the genetic derivation of différance
    Educational 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
  •  19
    Complexity and Reductionism in Educational Philosophy—John Dewey’s Critical Approach in ‘Democracy and Education’ Reconsidered
    with Kersten Reich and Stefan Neubert
    Educational Philosophy and Theory 48 (10): 997-1012. 2016.
    Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism in behalf of democracy and education is appropria…Read more
  •  17
    Dewey and the Given
    Transactions of the Charles S. Peirce Society 57 (3): 353-373. 2022.
  •  11
    Nietzsche, Dewey, and the Artistic Creation of Truth
    European 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”. 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, cause and effect, free wi…Read more
  •  10
    "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
  •  8
    Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds
    Journal 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
  •  7
    Unmodern Philosophy and Modern Philosophy
    Educational Theory 64 (2): 195-203. 2014.
  •  7
    John Dewey and Chinese Education: A Centennial Reflection (edited book)
    with Huajun Zhang and James W. Garrison
    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.
  •  6
    Deweyan Transactionalism in Education: Beyond Self-Action and Inter-Action (edited book)
    with Johan Öhman and Leif Östman
    Bloomsbury. 2022.
    Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array…Read more
  •  5
    Empirical Philosophical Investigations in Education and Embodied Experience
    with Joacim Andersson and Leif Östman
    Springer 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
  •  5
    If pragmatism ever arrives
    Educational Philosophy and Theory 50 (14): 1610-1611. 2018.
  •  4
    Democracy and Education Reconsidered: Dewey After One Hundred Years
    with Stefan Neubert and Kersten Reich
    Routledge. 2015.
    _Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a fi…Read more
  •  4
    Subjectivity and Infinity: Time and Existence: A Reader Responds
    Studies in Philosophy and Education 41 (5): 583-585. 2022.
  •  4
    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
  •  2
    A Logical Theory of Teaching: Erotetics and Intentionality
    with C. J. B. Macmillan
    Springer. 1988.
    happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? What concepts are necessary to describe a…Read more
  •  2
    Introduction to Dewey Studies
    Dewey Studies 1 (1): 5-12. 2017.