In this paper, I argue that Dewey’s ultimate solution to the mind-body problem is grounded not in his emergentist metaphysics per se but rather in his metametaphysical qualitative naturalism. The latter precedes Dewey’s emergent theory of mind, as postulated in his Experience and Nature. Thus, Dewey’s emergentism is rather a consequence of his qualitative naturalism. As such, Dewey’s ultimate metametaphysical solution to the mind-body problem precedes his emergentist metaphysics, and not vice versa. The essence of Dewey’s qualitative naturalism can be (...) captured in a maxim “Quality first, quantity second!” which is an alternative to Galileo’s quantitative naturalism with the maxim “Quantity first, quality second!”. (shrink)

In this paper, I critically approach the essence of Dewey’s philosophy: his method. In particular, it is what Dewey termed as denotative method is at the center of my attention. I approach Dewey’s denotative method via what I call the “genealogical deconstruction” that is followed by the “pragmatic reconstruction.” This meta-approach is not alien to Dewey’s philosophy, and in fact was employed by Dewey himself in Experience and Nature. The paper consists of two parts. In Part 1, I genealogically deconstruct (...) the philosophical foundation of the denotative method: the doctrine of immediate empiricism. The latter was originally stated in Dewey’s 1905 seminal “The Postulate of Immediate Empiricism” article, and fully developed twenty years later in his Experience and Nature. I claim that Dewey’s immediate empiricism is essentially incompatible with his pragmatism (instrumentalism) and with pragmatism overall. In Part 2, I pragmatically reconstruct Dewey’s denotative method from the perspective of what I term as the “hermeneutic empiricism” which is grounded in Dewey’s 1896 “The Reflex Arc Concept in Psychology” article. As opposed to the immediate empiricism’s main thesis “things are what they are experienced as,” the motto of the hermeneutic empiricism would be “things are what they are interpreted as”/“things are experienced what they are interpreted as.” The above-mentioned pragmatic reconstruction also leads to the transformation of the notion of “common sense” which is vital to Dewey’s method, into the notion of sound reason. (shrink)

As 2025 marks the 100th anniversary of the publication of John Dewey’s Experience and Nature, the Center for Dewey Studies at Southern Illinois University Carbondale has developed this reader’s guide to support engagement with the book. The purpose of this guide is to provide chapter-by-chapter resources for individuals and reading groups who want to read Experience and Nature for the first time, as well as for those who are already familiar with the book and wish to revisit it in order (...) to gain a deeper understanding of it. Dewey is one of the most well-known philosophers, educators, and public intellectuals in American history, and recognition of his significance is on the rise. Dewey’s Experience and Nature provides the definitive statement of Dewey’s “empirical naturalism” (or “naturalistic humanism”), a metaphysical approach that recommends learning from the sciences without falling into reductionism or scientism. Dewey’s Experience and Nature attempts to overcome the tradition of philosophical theories that set humans against nature, society, and, ultimately, themselves. The work explores philosophical methods, the metaphysics of nature, and the philosophy of mind; it also situates Dewey’s theories of knowledge, meaning, art, and value within a naturalist-humanist metaphysics. Though long an object of study among Dewey scholars, the book’s significance for contemporary thought in a variety of fields remains underappreciated. Experience and Nature has much to offer contemporary discussions in philosophy, history, literary and aesthetic theory, psychology, and anthropology. This guide is divided into 13 weeks, most of which are focused on single chapters of Experience and Nature. For each week, we recommend additional readings that provide further insight into the focal reading; a brief discussion of the background of and a summary of the chapter; a list of major concepts introduced in the chapter, which you might attempt to define; and a list of questions for discussion for groups or individual reflection, as a prompt to deeper engagement. (shrink)