Mead, Intersubjectivity, and Education: The Early Writings [Book Review]

Studies in Philosophy and Education 17 (2/3):73-99 (1998)
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Abstract

This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It is further shown, how Mead redefines the social in terms of meaningful, creative, radically undetermined, but not yet conscious, interaction. Mead's position thereby implies a reversal of the traditional way in which the relationship between subjectivity and intersubjectivity is conceived. The article ends with an outline of the main implications of this reversal for our understanding of education

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Gert Biesta
University of Edinburgh

Citations of this work

The renewal of dewey — trends in the nineties.Roswitha Lehmann-Rommel - 2000 - Studies in Philosophy and Education 19 (1):187-218.
The renewal of dewey — trends in the nineties.Roswitha Lehmann-Rommel - 2000 - Studies in Philosophy and Education 19 (1):187-218.
The punctual fallacy of participation.Moira Von Wright - 2006 - Educational Philosophy and Theory 38 (2):159–170.

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References found in this work

Habermas and modernity.Richard J. Bernstein (ed.) - 1985 - Cambridge, Mass.: MIT Press.
Dewey.J. E. Tiles - 1988 - New York: Routledge.
A behavioristic account of the significant symbol.George H. Mead - 1922 - Journal of Philosophy 19 (6):157-163.

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