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  1. The “Permanent Deposit” of Hegelian Thought in Dewey’s Theory of Inquiry.Jim Garrison - 2006 - Educational Theory 56 (1):1-37.
    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 account that claims that William James converted (...)
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  • Dewey's Naturalistic Metaphysics: Expostulations and Replies.Randy L. Friedman - 2011 - Education and Culture 27 (2):48-73.
    Critics of Dewey’s metaphysics point to his dismissal of any philosophy which locates ideals in a realm beyond experience. However, Dewey’s sustained critique of dualistic philosophies is but a first step in his reconstruction and recovery of the function of the metaphysical. Detaching the discussion of values from inquiry, whether scientific, philosophical or educational, produces the same end as relegating values to a transcendent realm that is beyond ordinary human discourse. Dewey’s naturalistic metaphysics supports his progressive educational philosophy. The duty (...)
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  • Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations.Michael R. Matthews - 2004 - Science & Education 13 (7-8):689-715.
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