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  1. John Dewey and Daoist thought.James Behuniak - 2019 - Albany: SUNY Press, State University of New York.
    In this expansive and highly original two-volume work, Jim Behuniak reformulates John Dewey's late-period "Cultural turn" and proposes that its next logical step is an "intra-Cultural philosophy" that goes beyond what is commonly known as "comparative philosophy." Each volume models itself on this new approach, arguing that early Chinese thought is poised to join forces with Dewey in meeting an urgent cultural need: namely, helping the Western tradition to correct its outdated Greek-medieval assumptions, especially where these result in pre-Darwinian inferences (...)
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  • Dewey, women, and weirdoes: Or, the potential rewards for scholars who dialogue across difference.Craig A. Cunningham, David Granger, Jane Fowler Morse, Barbara Stengel & Terri Wilson - 2007 - Education and Culture 23 (2):pp. 27-62.
    This symposium provides five case studies of the ways that John Dewey's philosophy and practice were influenced by women or "weirdoes" (our choices include F. M. Alexander, Albert Barnes, Helen Bradford Thompson, Elsie Ripley Clapp, and Jane Addams) and presents some conclusions about the value of dialoging across difference for philosophers and other scholars.
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  • Dewey, Semiotics, and Substances.Marco Stango - 2019 - The Pluralist 14 (3):26-50.
    Although the Deweyan notion of experience has been largely developed by the pragmatist scholarship, it is surprising that its semiotic structure has been mainly overlooked. The reasons for this gap in the literature could be the fact that "semiotics" is usually associated with the work of Charles S. Peirce rather than Dewey and that Dewey never developed a general theory of signs. The aim of this paper is to introduce a semiotic reading of Dewey's theory of experience through the key (...)
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  • The challenge of pragmatism for constructivism: Some perspectives in the programme of cologne constructivism.Stefan Neubert & Kersten Reich - 2006 - Journal of Speculative Philosophy 20 (3):165-191.
    : In this paper we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne. This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism. For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect. We will try to show this relation in two main steps. (...)
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  • Perfectionism in Practice: Shusterman’s place in Recent Pragmatism.Mathias Girel - 2015 - Contemporary Pragmatism 12 (1):156-179.
    Building on recent texts, I give a characterization of Richard Shusterman’s specific variant of pragmatism, understood as a melioristic or perfectionist pragmatism, where ethical and political dimensions are deeply intertwined with the epistemological one. To do so, I focus on what seems to be Shusterman’s latest contribution to his inter- rupted dialogue with Richard Rorty in Thinking through the Body.
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  • Review of C. Koopman, Pragmatism as Transition. Historicity and Hope in James, Dewey, and Rorty. [REVIEW]Roberto Frega - 2009 - European Journal of Pragmatism and American Philosophy 1 (1).
    Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...
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  • Dewey on Language: Elements for a Non-Dualistic Approach.Roberta Dreon - 2014 - European Journal of Pragmatism and American Philosophy 6 (2).
    This paper reconstructs the merits of John Dewey’s conception of language by viewing it within the context of communication as the act of making something in common, as social and instrumental action. It shows that on the one hand this approach allows us to avoid the problems of the linguistic turn: the self-entanglement of language, the overemphasizing of language at the expense of the plurality of our world experiences, and the unquestioned, but sterile, supremacy of interpretation. On the other hand, (...)
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  • On the Very Good Idea of a Conceptual Scheme.Martin Coleman - 2010 - The Pluralist 5 (2):69-86.
    Richard Rorty has argued that Donald Davidson can be classified as a neopragmatist. To this end, Rorty has tried to show that Davidson's views share important similarities with those of Peirce, James, and Dewey. Davidson, for his part, has tended to resist Rorty's attempts to classify his views in this way. Interestingly, the reasons for Rorty's classification and the reasons for Davidson's resistance share a common trait: an appeal to the elimination of the dualism of conceptual scheme and experiential content (...)
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  • The idea of substantive arts.David Alvargonzález - 2021 - Aisthesis: Pratiche, Linguaggi E Saperi Dell’Estetico 14 (1):135-151.
    The Spanish philosopher Gustavo Bueno coined the expression “substantive arts” to refer to those arts that do not serve any immediate, mundane or practical purpose. In this paper, I briefly present this idea and put forward a definition of the substantive arts as an alternative to those used until now. Starting from the assumption that since the end of the 18th century there has been a set of arts that have their own substantivity, I expound on certain criteria widely used (...)
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  • The Continuity of Action and Thinking in Learning.Bente Elkjaer - 2000 - Outlines. Critical Practice Studies 2 (1):85-102.
    In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older (...)
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