Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism

Educational Philosophy and Theory 56 (5):420-428 (2024)
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Abstract

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 meaning and transforming the world. Here, too, we will find surprising Buddhist connections. Finally, I examine the primacy of practice: how we acquire our minds and selves by participating in shared social practices. This stance is shared by philosophers as diverse as Heidegger, Wittgenstein, and Dewey.

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James Garrison
University of Vienna

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References found in this work

The Principles of Psychology.William James - 1890 - Les Etudes Philosophiques 11 (3):506-507.
Ontological relativity.W. V. O. Quine - 1968 - Journal of Philosophy 65 (7):185-212.
Democracy and Education.John Dewey - 1916 - Mineola, N.Y.: Dover Publications.
The Principles of Psychology.William James - 1891 - International Journal of Ethics 1 (2):143-169.
The quest for certainty.John Dewey - 1960 [1929] - London,: G. Allen & Unwin.

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