The Metaphysical Club, a gathering of intellectuals in the 1870s associated with Harvard, is widely recognized as the crucible where pragmatism, America's distinctively original philosophy, was refined and proclaimed. Louis Menand's bestseller about the group was a dramatic publishing success. However, only three actual members - Oliver Wendell Holmes Jr., Charles S. Peirce, and William James - appear in this book, alongside other thinkers such as John Dewey who were never in the Club. The Real Metaphysical Club tells the (...) full story of how this influential group shifted the course of philosophy in America. In addition to pioneering pragmatism, the group explored radical empiricism and idealism, and formulated personalism and process philosophy, equally important developments. This volume contains thirty-seven important writings dating from 1870 to 1885 by the real members of the Metaphysical Club. The first section centers on pragmatism and science; the second part collects writings of the lawyers; and the third part covers idealist and personalist philosophers. Many of these writings have never been reprinted before, and nothing like this impressive collection has ever been attempted. A general introduction provides a narrative history, and the editors' three introductions to the volume's sections vividly bring to life the intense meetings, sustained debates, and pioneering thought from the Metaphysical Club. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Wellspring or Circuit?Commentary on Dewey and the Aesthetic UnconsciousnessFrank X. RyanEditor's note: This article contains material similar to a book review by the same author previously published in The Pluralist, vol. 18, no. 2, pp 114–21. The present article represents a further critical use of this material that we deem worthy of publication.in this vital and splendidly crafted work, Bethany Henning recovers a philosophy of aesthetic wisdom far (...) richer than the narrow epistemological lens dominant today. From its start, American philosophy looked beyond Europe's atomistic empiricism toward a continuity between our thought and nature's aesthetic splendor. Jonathan Edwards found beauty in the structure of being reflected in relations among ideas. For Emerson, each of us is a "transparent eyeball" in which nature's beauty fortifies our moral and spiritual agency. At the apex of this tradition is John Dewey, for whom "aesthetic experience [is] the highest mode of human experience" (Henning 55).Although aesthetic theory is usually associated with the cognitive evaluation of art, Dewey explores a broader non-reflective or unconscious dimension. Henning's appropriation of "unconscious"—the cradle of Freud's infantile id—is intentionally provocative. American culture, reflected in academic thought, has largely resisted appeals to subterranean urges and drives. In doing so, however, we perpetuate a myth of rational and moral exceptionalism masking a history of colonialism, oppression, and crass commercialism. In accepting the unconscious, European thought has taken strides to acknowledge and address such ills. Henning wonders whether America might accept "a dynamic unconscious, were it presented with an alternative mythology" (10) and finds a viable candidate in Dewey's underappreciated notion of qualitative immediacy: an "aesthetic (directly felt) connection between ourselves and [End Page 77] the world" (Henning 5). In affirming the unconscious depth of experience, this American reconfiguration welcomes "aesthetic experience back into our philosophical lives" (Henning 5).When embodied meaning supplements cognitive reflection, we come to champion "the sensuous, lived body" as "the primary reality" of qualitative immediacy—a felt aesthetic unity punctuated by "impulsions" arising from an organism's needs (Henning 69). As "a site of adaptive adjustments," Henning continues, "the body is responsive to the brink of coalescence at the point of contact with the world, in which things that are 'outside of it' belong to it" (71). "To move adeptly into aesthetic experience means to be skilled at loosening focal consciousness" so as to cultivate "the essential porousness of the world" (130).With this, the body-mind relation becomes a problem of normative aesthetics, not epistemology. The Cartesian detachment of intellect from nature perpetuated our cultural alienation from our bodies, our environments, and one another (Henning 81–84). With the re-emergence of the body, however, we can begin to acknowledge and heal this trauma.In tapping the significance of qualitative immediacy, of "having" beyond "knowing," Dewey and the Aesthetic Unconscious strives to recover Dewey's remarkable insight into our essential situatedness in the world. This alone establishes its importance. But Henning's book is equally ambitious in suggesting how Dewey's aesthetic understanding can(1). reconfigure the shadowy daemons of Freud's id;(2). replace the myth of American exceptionalism with authentic relationships rooted in pluralist values;(3). rehabilitate the body as an authentic vehicle of expression and communication;(4). vindicate the bold claim that all unified experience is aesthetic; and(5). identify and promote connections forged in shared human experiences.These aims are of inestimable value. I pledge to do whatever I can to defend and advance them. At the outset, however, I feel we must shore up the relationship between two different approaches to thinking about our situatedness in the world: (1) of organic beings existing in a porous world they dynamically interact with, and (2) a phenomenology of experience wherein nonreflective having is an unanalyzed totality from which thought and thing, subject and object, organism and environment, functionally emerge in what Dewey calls the pattern of inquiry. [End Page 78]The general consensus that Dewey failed to reconcile these two approaches—of existence with experience—was dubbed the "deep crack" in Dewey's thought, by Richard Bernstein in 1961. Bernstein laments Dewey's being caught between (1... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Dewey and the Aesthetic Unconsciousness: The Vital Depths of Experience by Bethany HenningFrank X. RyanDewey and the Aesthetic Unconsciousness: The Vital Depths of Experience Bethany Henning. Lexington Books, 2022.In this important and splendidly crafted book, Bethany Henning recovers a philosophy of aesthetic wisdom distinct from the narrow epistemological lens dominant today. Unlike the psychological atomism of European Empiricism, from its outset, American philosophy embraced nature's aesthetic splendor (...) and the continuity between our thought and our world. Jonathan Edwards held that relations among ideas reflect beauty in the structure of being. For Ralph Waldo Emerson, each of us is a "transparent eyeball" where the cultivation of nature's spontaneous beauty fortifies our moral and spiritual agency. At the apex of this tradition is John Dewey, for whom Henning touts "aesthetic experience as the highest mode of human experience" (55).Although the aesthetic is generally associated with the cognitive evaluation of art, of special significance for Dewey is its non-reflective or unconscious dimension. Henning's appropriation of "unconscious"—the cradle of Freud's infantile id—is intentionally provocative. American culture, reflected in academic thought, has largely resisted appeals to subterranean urges and drives. In so doing, however, we perpetuate a myth of rational and moral exceptionalism that masks our history of colonialism, oppression, and crass commercialism. In accepting the unconscious, European thought has taken strides to acknowledge and address such ills. Despite America's disdain for psychoanalysis, Henning wonders whether it "could have accepted a dynamic unconscious, were it presented with an alternative mythology" (10).Dewey's alternative, says Henning, arises from his underappreciated notion of qualitative immediacy. In Henning's interpretation of this, meaning is embodied as a "sense of fulfillment" among accumulated habits—a "coming to terms with the world around us" through an "aesthetic (directly felt) connection between ourselves and the world." As such, to appreciate meaning, we must affirm the tacit, unconscious depth of experience; that is, we must "welcome aesthetic experience back into our philosophical lives" (5).Embodied meaning signifies that "the sensuous, lived body" is "the primary reality" (69). In this reality, qualitative immediacy is a non-reflective, aesthetic unity punctuated by "impulsions" arising from an organism's needs. Such needs are satisfied in organism-environment interactions where, says Dewey, "the epidermis is only in the most superficial way an indication of where an organism ends and its environment begins" (LW 10:61). As "a site of adaptive adjustments," Henning continues, "the body is responsive to the [End Page 114] brink of coalescence at the point of contact with the world, in which things that are 'outside of it' belong to it" (71). As such, the body-mind relation is a problem of aesthetics, not epistemology. For Dewey, as for Merleau-Ponty, the body "is the organic and dynamic condition of my thought" (75). The body is not a thing, however, but a process "always organically involved in exchanges" (86).Following the feminist thought of Susan Bordo, Henning agrees that the ascendance of the body amounts to a kind of philosophical recovery. Seventeenth-century science eviscerated the organic "female" universe of the Middle Ages. But this loss of an integrated world evoked existential fright, which Descartes tried to calm by subjugating feminine vagaries of the body to a masculine cognitive certitude bent upon controlling the whole of nature. In America today, this neurosis perpetuates our cultural alienation from our bodies, our environments, and one another (81–84). With the re-emergence of the body, however, it is possible to acknowledge and address this trauma."Feeling," in Dewey's sense, is unconsciously affective: a constant rhythm of disequilibrium and equilibrium, of need and resolution noticed only when a problem rises to the point of requiring our conscious attention. This affective "charge," this rhythm of sensed need and the desire to overcome it, is Dewey's appropriation of Plato's Erōs. Thomas Alexander casts Dewey's Erōs broadly as humanity's aesthetic investment in our world—our collective effort "to transform a biophysical environment into a world filled with meaning" (Alexander 11). But Henning turns to the more familiar sense of Erōs attuned not to the world at... (shrink)

Ever since Kant, moral philosophers have been more or less animated by the mission of discovering inescapable law-like rules that would provide a binding justification for morality. Recently, however, many have started to question whether this is possible and what, after all, this project could achieve. An alternative vision of the task of moral philosophy starts from the pragmatist idea that philosophizing begins and ends in human experiencing. It leads to a view where morality is seen as a “social technology” (...) that aims to make living together possible, and strengthens people's capability to live a good life within a society. The role of moral philosophy is, accordingly, to develop our moral tools further. Moral philosophers become ethical engineers who use their expertise in ethical topics to criticize existing “moral technology” and construct new concepts, tools, and theories that better answer the current challenges for living a good life. (shrink)

Considerations of social justice pertain to universities with respect to reserved spaces for applicants from disadvantaged groups, targeted hiring, differential student fees or faculty workloads and salaries, and similarly contested matters. This paper displaces debates over what constitutes just allocation of university resources from those over theories of justice in general to those about alternative visions of the proper goal of universities. To this end, educational and democratic theories of John Dewey are drawn on as an alternative to elitist (...) conceptions and the implications of these competing viewpoints for specific justice-related issues are explicated. (shrink)

For several decades, renewed interest in the connection between perception and knowledge has sustained a robust debate over external world skepticism. Recently, however, a growing consensus claims the skeptical challenge has been substantially met, and that realism in some robust form has emerged a clear victor. I invite us to rethink this consensus in a two-part response. The first forges a temporary alliance with skepticism against prominent forms of contemporary realism. That these fail to rebuff ews bolsters Barry Stroud’s call (...) for a new paradigm of objectivity. In the second part I sketch such a paradigm based upon a transactional interpretation of John Dewey’s pragmatism, and indicate its resilience to skeptical attacks. (shrink)

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.

In the 1980s and 1990s, the Keynesian model of government regulation and social entitlement was widely overrun by a resurgence of marketplace economics. Far from fulfilling its promise of unbridled personal freedom and global prosperity, however, the ensuing decade of economic crisis and ongoing disenfranchisement has led many to rethink fundamental beliefs about social justice and the distribution of wealth. Not surprisingly, John Dewey’s call for a “Great Community” figures prominently in this discussion. In 2009, Omar Swartz, Katia Campbell (...) and Christina Pestana explored the promise of Dewey’s democratic community in Neo-Pragmatism, Communication, and the Culture of Creative Democracy. This new collection of.. (shrink)

Scott Aiken and Thomas Dabay contend that a satisfactory account of truth is both infallibilist and antiskeptical. Externalist correspondence theories, they say, preserve the infallibility of the truth-relation yet invite skeptical qualms. In tying truth to experience, pragmatist theories resist skeptical challenges, but embrace a fallibilism that renders their account of truth inconsistent and even incoherent. While agreeing with Aiken and Dabay that externalist accounts are vulnerable to skepticism, I dispute each of the four arguments they offer against pragmatist fallibilism. (...) Though partially successful against Peirce’s more popular view that truth is the final belief of a community of inquirers, their arguments are wholly ineffective against Dewey’s account of truth as warranted assertability. (shrink)

This article sympathetically explores the phenomenological pragmatism of Robert E. Innis in Consciousness and the Play of Forms and Pragmatism and the Forms of Sense. Disputing both the realistic view that perception underlies semiosis and deconstructionist reversals of this, Innis claims they are inextricably interwoven. He forges an alliance between pragmatists Peirce and Dewey, and Continental phenomenologists Polanyi, Bühler, and Cassirer, a "polyphony" that also yields a richly aesthetic critique of technology. By restricting his analysis to a methodological "frame," (...) Innis overlooks a metaphysical tension between Polanyi's realism and Cassirer's idealism, though potentially resolvable in Dewey's transactional philosophy. (shrink)

John Dewey's Experience and Education is an important book, but first-time readers of Dewey's philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank's Teaching in the Now aims to reanimate Dewey's text--for first-time readers and anyone who teaches the text or is interested in appreciating Dewey's continuing significance--by focusing on Dewey's thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How (...) much of what we justify as preparation in education is actually necessary? That is, every time we catch ourselves telling a student--you need to learn this in order to do something else--we need to stop and reflect. We need to reflect, because when we always justify the present moment of a student's education in terms of what will happen in the future, we may lose out on the ability to engage students' attention and interest now, when it matters. Dewey asks his readers to trust that the best way to prepare students for an engaging and productive future is to create the most engaging and productive present experience for students. We learn to live fully in the future, only by practicing living fully in the present. Although it can feel scary to stop thinking of the work of education in terms of preparation, when educators reclaim the present for students, new opportunities--for teachers, students, schools, democracy, and education--emerge. Teaching in the Now explores these opportunities in impassioned and engaging prose that makes Experience and Education come alive for readers new to Dewey or who have taught and read him for many years. (shrink)

Bill Lawson and Donald Koch's book Pragmatism and the Problem of Race offers a range of essays that explore the relation of pragmatic philosophy to race and racial injustice. The authors hope to understand and correct for the systematic ignorance regarding race that characterised the social philosophy of John Dewey. Some of the authors document Dewey's distance from racial matters, while other authors defend particular aspects of Dewey's pragmatic method; and some authors develop reconstructions of Dewey's (...) position to enable it to be sensitive to racial matters and racial inequalities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.2 (2001) 312-314 [Access article in PDF] Shook, John R. Dewey's Empirical Theory of Knowledge and Reality.The Vanderbilt Library of American Philosophy. Nashville: Vanderbilt University Press, 2000. Pp. ix + 316. Cloth, $46.00; Paper, $22.95. The current renaissance of American pragmatism, and John Dewey's philosophy in particular, began two decades ago with Richard Rorty's refashioning of Dewey as a postmodernist (...) who renounces the "professional philosophy" of metaphysics and epistemology for the fluidity of conversation in the life and growth of a community. This depiction, though praised for rekindling Dewey's star, has been widely challenged by subsequent commentators. Ralph Sleeper's 1986 The Necessity of Pragmatism persuasively argues that Dewey reconfigures, rather than renounces, the logical and metaphysical grounds of knowledge. Despite an archaic Hegelian vocabulary that misleadingly suggests idealism and antirealism, Sleeper finds Dewey advancing a genuine metaphysics of existence, not merely a conversation about experience: a naturalistic realism of independent existences that enter into and are transformed by human interactions with them.This perspective is shared by most Dewey scholars, including Sandra Rosenthal, Raymond Boisvert, and J. E. Tiles. At least until now. In a profound and provocative exploration of his early philosophy, John R. Shook, presents a compelling case that Dewey's reconstruction of metaphysics and epistemology is deeper than even Sleeper imagined. Dewey did not merely abandon idealism under the influence of William James, as most assume; he transformed it in a original way that, while wholly naturalistic, [End Page 312] is a fusion of idealism and realism that overcomes both the former's "mind-stuff" and the latter's "in-itself reality."Dewey began his philosophical odyssey with the searing desire to eradicate the dualisms of mind versus world, phenomenal versus noumenal, perceptual versus conceptual. Post-Hegelian idealists agreed that this division is ultimately reconciled in the "absolute," though they disagreed about whether the absolute is psychological or cosmological, social or supernatural, knowable or unknowable. From the very beginning, Shook argues, Dewey accepted the psychological path as sketched by James Ward, and also Edward Caird's claim that the absolute must be knowable in some sense. Intriguingly, the missing link between perception and conceptual awareness is Wilhelm Wundt's notion of volition: percepts are neither mechanically attached to concepts nor are they overlaid by Kantian "faculties of mind." Instead, a disruption of perceptual or noncognitive experience generates a desire for reconciliation that calls forth ideas that diagnose the problem and suggest ways to resolve it. Achieved solutions, in turn, forge a background of habitual dispositions that shape interpretations within the noncognitive realm.While still an idealist, then, Shook finds the essential elements of the "method of inquiry" that later anchored Dewey's instrumentalism and pragmatism. Prior to 1890, however, he still construed this as individual "mental activity," and the problem of its relation to God's Absolute Mind remained. Upon relinquishing the supernatural for the social, however, this final obstacle was eliminated. The dispositional background extends beyond the individual to the customs, traditions, and values of a culture—indeed, even the barest notions of "self" and "reality" are inconceivable without reference to such a background. This is Dewey's broad conception of "experience"—a humanistic naturalism with no trace of mind-stuff or subjectivism. In this sense Dewey is a realist, though his affirmation of things-themselves (including things we have not or may never actually discover) avoids the things-in-themselves that is the bane of metaphysical realism. To claim that things exist without an experiential background of how we may find them to exist is at best empty verbiage, and at worst hypnosis by the dervishes of dualism.Scrupulous in research, penetrating in detail, Shook's presentation is so faithful to Dewey that it will undoubtedly draw many of the same criticisms once hurled at the master. Though careful readers will be able to identify "experience" in its broadly social and functional sense, others will be confused by applications as diverse as "mental activity," "soul," "reality," "the history of the... (shrink)

This article looks at the rare instances in Dewey’s collected works where psychiatry is addressed. Interestingly, Dewey draws on psychiatry as a way of demonstrating the flaws of excessively student-centered approaches to education. I take this to be of interest because it both clarifies Dewey’s philosophy of education while also suggesting that Dewey does not shy away from confronting truths disclosed by psychoanalysis. In fact, learning from advances in any and every field of inquiry is central (...) to his philosophy of education. While some readers of Dewey dismiss him as naïve or overly optimistic, this paper argues that Dewey invites the challenges offered by psychoanalytic work and that his understanding education for growth must be grounded in a psychoanalytically informed vision of the person. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John DeweyFrank X. RyanJames A. Good A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey Lanham, MD: Lexington Books, 2006. xxx + 288 pp.Among the revelations of Dewey's rare moments of autobiographical reflection, none has generated more curiosity and investigative zeal than his 1930 claim (...) to have "drifted" from Hegel in the decade following his move from Michigan to Chicago in 1894. Beginning with Morton White's Origin of Dewey's Instrumentalism (1943), biographers have divided on the question of whether Dewey's later philosophy was more strongly influenced by William James's experimental psychology or F. J. E. Woodbridge's Aristotelian naturalism. Despite their differences, both approaches are essentially empirical and realistic, and thus the majority of sympathetic commentators have agreed that Dewey was a realist, albeit of a decidedly unorthodox stripe. For them the notion that Dewey retained any significant commitment to idealism, given its virtual eradication at the beginning of the twentieth century, would damage his influence and legacy.It has been something of a puzzle, accordingly, that in the same autobiographical essay Dewey alludes to a "permanent Hegelian deposit." For years Richard Rorty has claimed this differentiates a "good" Dewey committed to "social flourishing" from a "bad" Dewey prone to metaphysical dalliance. But the first systematic inquiry into Dewey's enduring Hegelianism is John R. Shook's Dewey's Empirical Theory of Knowledge and Reality (2000). Shook argues convincingly that Dewey never abandoned idealism, but rather transformed it into an experimental naturalism by doing away with both "mind-stuff" and equally noxious "things-in-themselves." In many ways James Good's A Search for Unity in Diversity is a bookend to Shook's project, though Good further differentiates Anglo-American Neo-Hegelianism from Hegel himself. According to Good, Dewey endorsed a Humanistic/Historicist interpretation of Hegel rooted in the reciprocal engagement of individuals and societies, rather than the supernatural and architectonic absolute championed by Neo-Hegelians such as T. H. Green, and F. H. Bradley. With [End Page 216] top-notch scholarship and scrupulous attention to detail, A Search for Unity in Diversity is both an excellent intellectual biography and a penetrating plea for a radical reinterpretation of Dewey's contribution to philosophy. I'll briefly sketch the historical account before addressing the more controversial claims about the "permanent Hegelian deposit."Even readers familiar with the half-dozen book-length treatments of Dewey's development will find this account refreshing and informative. Good's professional credentials as a historian shine as he recreates the rough and bustling Burlington of Dewey's youth. In the 1870s, German idealism was considered the epitome of political liberalism and progressive education, and Dewey's journey toward the "inclusive philosophical idea" of the social began in an environment swirling with the crosscurrents of Kant, Hegel, and Schelling. At the White Street Congregational Church, Lewis Barstow preached a liberal orthodoxy that was essentially "man-building" (102), and Good presents a convincing case for the likelihood that even in boyhood Dewey never viewed God as an aloof law-giver or cosmic architect, but as a process unifying the individual and the social within a natural world of unlimited potential. At the University of Vermont Dewey encountered a struggling rural college transformed into the first bastion of American transcendentalism by James Marsh, who inspired a "Burlington philosophy" that rejected atomistic empiricism for a holistic integrity of knowing and doing, facts and values, and pure and practical reasons (57–59).In noting the influence of the "St. Louis Hegelians" upon Dewey, most biographers have focused on W. T. Harris, the prominent founder of The Journal of Speculative Philosophy who published Dewey's earliest submissions and offered encouragement that led to his pursuit of graduate work at Johns Hopkins. Good augments this familiar tale with fascinating depictions of equally influential yet lesser-known Hegelians such as H. C. Brokmeyer, Denton Snider, and Thomas Davidson. At a time when European Hegelianism was polarized between, on the one hand, reactionary apologists for traditional Christianity and Prussian militarism and, on the other, radical... (shrink)

I had not read To Kill a Mockingbird since I was assigned it in middle school. However, recently I revisited the novel because many of my students—future teachers—mentioned that it was their favorite book. From what I remembered from middle school, the book was about the courage of Atticus Finch as he makes the unpopular, though just, choice to defend an innocent black man in court. As well, I remember the narrator, Scout, a very strong young woman who—like her father—follows (...) her convictions, even if these put her at odds with others. What I remembered made me feel as if I understood why my students might like the novel. I worked with future teachers at a Southern women’s college.1 The strength of the female.. (shrink)

This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I (...) hope to contribute to conversations in teacher education, especially ongoing conversations about the meaning of responsive teaching. The first half of the paper discusses and engages Cora Diamond’s thinking on the moral life drawing on a range of her published work, the middle of the paper builds a bridge from Cora Diamond to Dewey as a way of introducing Julie Diamond, and the final part of the paper offers an engagement with Julie Diamond’s work. I discuss teaching throughout the paper, and my hope is that a vision of responsive teaching, one grounded in the work of Julie and Cora Diamond, emerges that allows teachers to come alive to aspects of their work that can disappear in the rush and whirl of classroom life. The paper begins with a personal story as a way of connecting with the style of Cora and Julie Diamond’s approach to teaching and the moral life. (shrink)

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.

In 1916 John Dewey published 'Democracy and Education'. In this book some of today's foremost historians, philosophers, psychologists, and sociologists of education mark the anniversary of Dewey's work by reviewing and reflecting, from a British perspective, on Dewey's contribution to our understanding of the role of education in a democracy.

ABSTRACTNeoliberalism is a force that seeks to commodify the time of education. Time must be productive. We rank journals and reward scholars who produce work published in those highly ranked journals. In the process of commodifying the work of scholarship, we lose time to the logics of neoliberalism. In search of this lost time, we need allies and resources that allow us to resist and reclaim that which replenishes value. This paper makes the case that a vision of progress connected (...) to Dewey’s thought may preclude us from appreciating sources of value that deserve further attention. The paper is not an exercise in nostalgia and does not seek a return to values undergirded by tradition or traditional ways of thinking, but it does ask that we exercise vision so that we don’t turn our back on sources of resistance that lie waiting to be cultivated. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.4 (2001) 602-603 [Access article in PDF] Paul B. Thompson and Thomas C. Hilde, editors. The Agrarian Roots of Pragmatism. The Vanderbilt Library of American Philosophy. Nashville: Vanderbilt University Press, 2000. Pp. ix + 342. Cloth, $39.95. If "racial memory" is a viable concept, then the enduring paradigm of human productivity is agriculture, whose seventy-century dominion Western industry and urbanization have eclipsed only (...) within the last two hundred years. The fifteen essays collected here explore America's distinctive form of agrarianism: where individualism, democracy, and a seemingly endless frontier transcended European quarrels over "commons" versus "containment." These values also helped forge our indigenous philosophy—pragmatism—and it is the confluence of these two distinctive American forms that intrigues each of these authors.The essays fall roughly into three groups: 1) historical queries whose connection to pragmatism is marginal, 2) expositions of the agrarian roots of pragmatism, and 3) estimates of the influence of classical pragmatism on the recent rise of neoagrarianism. The first category offers sparkling essays by Charles Taliaferro, James Campbell, Paul B. Thompson, Robert S. Corrington, and Douglas R. Anderson. Together these scholars sketch a history from colonial times to the mid-twentieth century—from Jefferson's "noble agrarian" to the agony of reconstruction, which hastened the split between Northern transcendentalists and Southern romantics. There are some surprises: Franklin outshines even Jefferson with his balanced vision of self-improvement and community weal, and Jefferson's correspondent Crèvecoueur emerges as a visionary who foresaw farming as a wholesome and integrated way of life a century before Emerson and Thoreau. Thomas C. Hilde finds an engagingly pragmatic notion of community in Josiah Royce, and Richard E. Hart discovers Dewey's sense of concrete experience in the novels of John Steinbeck. The contributions of neglected figures such as Francois Quesnay, Liberty Hyde Bailey, John Brewster, and A Whitney Griswold are also recovered.Turning to the second group, though obviously an irresistible title the notion that classical pragmatism is robustly "rooted" in agrarianism is slightly disingenuous. Peirce and James have no direct ties to agrarianism. And though Dewey's themes of innovation, social intelligence, community, and a conception of experience broadly inclusive of organisms and environments reflect obvious affinities, they do not show that pragmatism grew directly from or is a variant of agrarianism. Happily, the pieces on Dewey contributed by Larry A. Hickman and Armen Marsoobian harbor no such illusions, [End Page 602] and Dewey is specifically disassociated from the claim that agriculture is a privileged form of experience.The third, and perhaps most significant, aim of the volume is to bring pragmatic insights into the recent groundswell toward neoagrarianism. Where traditional agrarianism was polarized between the domination of nature and its romantic beatification, the movement pioneered by Wendell Berry in the 1970s portrays the farmer as a nurturer whose goal is to seek an optimal harmony in the health of the land, the family, the community, and the country. In this James A. Montmarquet finds a Deweyan respect for an encompassing "situation," a unity of fact and value in stark opposition to the "corporate" mentality of specialization and success measured in economic gain alone. For Jeffrey Burkhardt, land grant universities must renew their original commitment to the family farm by distancing themselves from the forces of positivism and scientism—the technocrats and bio-chemical engineers who have imperiled both the land and the communities who depend upon it. Neither Montmarquette nor Burkhardt are looking for handouts, or for a return to the "idyllic" life of the one-horse plow. They emphasize moral training and a combination of practices designed to support the sustainability of the smaller farm in a competitive marketplace.One author compares the mention of agrarianism in philosophical discourse to committing a rude act in public. Clearly, however, mere "respectability" is not enough. If the contributors to this volume are correct, agrarianism is a lantern that may illuminate our ongoing search for wholeness and integrity. Frank X. Ryan Kent State University... (shrink)

The idea of translating Gerdil into English is brilliant, the translation is very good and the introduction of William Frank precise and inspiring.... Rousseau proposes a complete break with tradition. A new man will arise who is severed from the whole heritage of the past. With him the history of mankind begins anew. In one sense we have here a transposition in the field of philosophy of education of the Cartesian cogito. The subject begins with himself. To this philosophical (...) project Gerdil opposes the idea of tradition. We have not made ourselves. Our parents have procreated us. The parents do not only procreate their offspring, they also introduce them into the natural and social reality, that is they educate. No education is possible without a lively dialogue with history and society. Since the beginning man stands in a close relationship to others, is made for the human society.... In these our times one form of modernity is collapsing and the mood of the day is an unclear postmodernity that in some of its versions could well be a return to barbarianism. All the more important is then that another form of modernity be rediscovered and brought to the attention of the American public. - Rocco Buttiglione, University of St. Pius V, Rome A timely translation of a compelling 18th century critique of Rousseau by the neglected Italian author, Hyacinth S. Gerdil. Gerdil's Anti-Emile may have been written as a critique of Rousseau's Emile, but it can equally be read as a critique of the philosophy embraced by the American educational establishment. Through the influence of John Dewey, Rousseau came to inform much of the educational theory regnant in the United States, with disastrous consequences, now acknowledge by nearly all. In a valuable preface to his translation, Professor Frank, drawing upon his experience both here and abroad, not only places Emile in context, but defends Gerdil's time-transcending, classical view of education against its modern detractors. "Gerdil," Frank tells us, "addressed his Anti-Emile to elders responsible for education, be they parents, teachers, or political authorities, who might find themselves swayed by the powerful rhetoric of Rousseau's Emile." The same may be said of this translation and its informative prefatory material, for it is clearly a study that will be valued by anyone interested in principled education. - Jude P. Dougherty, Catholic University of America Cover image: "Adam and Eve" by Tintoretto. St. Augustine's Press acknowledges the kind permission granted by la Scuola Grande di San Rocco, Venice, for the use of the image. All rights reserved by la Scuola Grande di San Rocco. (shrink)

This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.

In this paper I raise and respond to the question, Is John Dewey's understanding of growth sufficiently responsive to problems associated with race and racism? A growing number of scholars have asked similar questions of Dewey's philosophy.1 These scholars generally start with an expression of disappointment—how could someone so concerned with social issues devote so little attention to the problem of racism—and conclude with some variant of the following: While Dewey's philosophy offers us resources that can help (...) as we construct responses to problems of race and racism, his philosophy needs to be reconstructed (often by placing it in conversation with texts that more explicitly address these problems) in order to .. (shrink)

In the past twenty years, scholarly interest in John Dewey's later writings has surged. While later works such as Art as Experience (1934), Logic: The Theory of Inquiry (1938), and Freedom and Culture (1939) have received considerable attention, Knowing and the Known (1949), Dewey's late-in-life collaboration with Arthur F. Bentley, has been largely neglected. A common bias among Dewey scholars is that this work, instead of developing Dewey's Logic, departs from its spirit, reflects the overbearing influence (...) of Bentley on Dewey (who was at the time an octogenarian), and, therefore, merits little serious scholarly consideration. However, Dewey and Bentley engaged in an extended correspondence, collected in John Dewey and Arthur Bentley: A Philosophical Correspondence, 1932-1951 (1964), the result of which was no less than a watershed moment in Dewey's thinking on the experimental method of inquiry. The Logic was improved in ways that incorporated the insights of Charles Sanders Peirce's logic and developed Dewey's earlier work in a direction expressly intended by the aging pragmatist. Indeed, Dewey writes in correspondence with his co-author: "You [Bentley] shouldn't lean too heavily on the [1938] Logic; it wasn't a bad job at the time, but I could do better now [with Knowing and the Known]; largely through association with you and getting the courage to see my thing [logical theory] through without compromise" (Correspondence, 4:595, see also 184, 420, 481, 483-84). One of the few scholars of American pragmatism to acknowledge that Knowing and the Known was a watershed development in Dewey's thinking is Frank X. Ryan, author of an exciting new book, Seeing Together: Mind, Matter, and the Experimental Outlook of John Dewey and Arthur F. Bentley, that clearly and concisely presents the revolutionary method developed in Knowing and Known: the transactional approach. (shrink)

The miniseries Frank Herbert’s Dune (2000) and Frank Herbert’s Children of Dune (2003) offer a stark warning that people must think for themselves rather than relying on authority. In particular, they warn against overreliance on leaders and on religious authorities. The series tell the story of how, in the far future, Paul Atreides becomes dictator and religious leader over the human race, bringing slaughter and oppression in his wake. The chapter will consider the views of philosophers like Plato, (...) who believed that power should be concentrated in the hands of leaders with absolute authority, along with the views of philosophers who advocated democracy, like John Locke, John Stuart Mill, and John Dewey. The chapter will also examine the views of philosophers on religion, especially philosophers critical of religion, such as Locke, Thomas Paine, and Bertrand Russell. It is argued that the series present a strong case against allowing others to think for us, because the story they tell matches the historical record of the real world. When leaders have been given the power to be arbiters of truth, they have too often exploited those beneath them, using their positions to accumulate wealth, power, and glory. When too much trust has been placed in religious authority, it has likewise too often led to exploitation and repression. What is worse, the power of religion is uncontrollable, easily leading to violence and destruction. Having said that, the series fail to reflect that religion does good in the world. This chapter argues that, as maintained by W. K. Clifford, whether people should accept religious views depends on whether they have good grounds to believe that these views are true. This implies that people must not accept religious views without thinking the views through for themselves. (shrink)

John Dewey and the spirit of pragmatism, by H. M. Kallen.--Dewey and art, by I. Edman.--Instrumantalism and the history of philosophy, by G. Boas.--Culture and personality, by L. K. Frank.--Social inquiry and social doctrine, by H. L. Friess.--Dewey's theories of legal reasoning and valuation, by S. Ratner.--John Dewey and education, by J. L. Childs.--Dewey's revision of Jefferson, by M. R. Konvitz.--Laity and prelacy in American democracy, by H. W. Schneider.--Organized labor and the Dewey (...) philosophy, by M. Starr.--The desirable and emotive in Dewey's ethics, by S. Hook.--John Dewey's theory of inquiry, by F. Kaufman.--Dewey's theory of natural science, by E. Nagel.--Concerning a certain Deweyan conception of metaphysics, by A. Hofstadter.--Dewey's theory of language and meaning, by P. D. Wienpahl.--Language, rules, and behavior, by W. Sellars.--The analytic and the synthetic: an untenable dualism, by M. G. White.--John Dewey and Karl Marx, by J. Cork.--Dewey in Mexico, by J. T. Farrell. (shrink)

Frank Mathias Oppenheim was born in Coldwater, Ohio, on May 18, 1925, and studied at Xavier, Loyola, and Saint Louis Universities. He joined the Chicago Province of the Jesuit Order in 1942 and was ordained on June 15, 1955. He is the author of four books on Josiah Royce’s philosophy: Royce’s Journey Down Under, Royce’s Mature Philosophy of Religion, Royce’s Mature Ethics, and Reverence for the Relations of Life: Re-Imagining Pragmatism via Josiah Royce’s Interactions with Peirce, James, and (...) class='Hi'>Dewey, in addition to scores of journal articles devoted to Royce. Oppenheim is also the editor of Josiah Royce’s Late Writings: A Collection of Unpublished and Scattered Works, and was... (shrink)