En este artículo analizamos la crítica que Richard Rorty hace de la apelación al “método experimental” por parte de John Dewey. Defendemos que la categórica desestimación que Rorty presenta del vínculo entre el pragmatismo de Dewey y su concepción de método hubiera sido o bien matizada, o bien radicalmente diferente, de haber considerado seriamente la importancia que la reflexión sobre la educación tenía para el filósofo de Vermont. Nuestra estrategia interpretativa se apoya en la recuperación que Henry Cowles hace recientemente (...) de la apelación al método experimental que Dewey lleva a cabo en How We Think —uno de sus textos educativos más importantes—, en donde se muestra las vinculaciones relevantes entre pragmatismo, evolucionismo y método. Este marco histórico-conceptual nos permitirá cuestionar la reconstrucción de Rorty en torno de este aspecto de la filosofía deweyana tomando en cuenta, fundamentalmente, sus propias reflexiones sobre educación. (shrink)
Resumen Art as Experience de J. Dewey es una obra clave para quienes se encuentran interesados en la estética. En este artículo nos proponemos mostrar que una mirada contemporánea que rescate los mejores aspectos de este libro debe, necesariamente, relacionar la estética con algunos aspectos de su pedagogía y su filosofía de la educación.Dewey’s Art as Experience is an indispensable work for people interested in aesthetics. Our purpose in this article is to show that a contemporary reading that rescues the (...) book’s best aspects must necessarily relate it to some aspects of Dewey’s pedagogy and his philosophy of education. We attempt to show this relationship in our article. (shrink)
The collection presents a variety of promising new directions in Royce scholarship from an international group of scholars, including historical reinterpretations, explorations of Royce's ethics of loyalty and religious philosophy, and contemporary applications of his ideas in psychology, the problem of reference, neo-pragmatism, and literary aesthetics.
No interior do pensamento de Dewey, a gênese da estética merece mais atenção do que lhe é dada na literatura. Um aspecto, em especial, tem sido virtualmente negligenciado — com as notáveis exceções de Robins 2015, Ueno 2016, Hein 2017 e Granger 2018a e 2018b — a saber, os vínculos com Albert Coombs Barnes. Nossa hipótese é que Barnes desempenhou um papel relevante na “virada estética” da filosofia madura de Dewey. Neste artigo, nós tomamos um primeiro passo rumo ao esclarecimento (...) da relação entre eles e uma tentativa de mostrar a influência do colecionador de arte na obra do filósofo. (shrink)
In lieu of an abstract, here is a brief excerpt of the content:Art as Occupations:Two Neglected Roots of John Dewey's AestheticsAuthors: Fabio Campeotto (Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET, Univ. Nacional de La Rioja); Juan Manuel Saharrea (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET) and Claudio M. Viale (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET). Campeotto and Saharrea contributed similarly to the development of this work. Language edition: Rita Karina Plascencia, https://www.rkplasencia.com/. This article was made in (...) the frame of two research projects: "Pragmatismo y educación: Fundamentos teóricos y abordajes empíricos," financed by the Universidad Católica de Córdoba (2019–2023); and "Praxis, experimentalismo, aprendizaje y democracia: hacia una reevaluación de la filosofía de la educación contemporánea," PICT 2020 serie A 01539 financed by the Fondo para la Investigación Científica y Tecnológica (FONCyT). Both projects were under the direction of C. M. Viale.undoubtedly, art as experience1 is one of the most important texts by John Dewey, as well as his most systematic approach to aesthetics.2 This book usually appears in the literature as an almost mandatory reading for interpreters of classical pragmatism, and it is praised as an ineludible reference for those interested in aesthetics from a pragmatic point of view. However, this justified centrality tends to invisibilize two important veins of Dewey's thought: the vital role of his fragmentary or piecemeal approach to aesthetics, on one hand, and the relevance of his educational conceptions in relation to aesthetics, on the other.Going beyond the centrality of Art as Experience toward a comprehensive and contemporary view of Dewey's aesthetics entails looking upon three elements of his thought: Firstly, Dewey's works—some of them considered minor and some implicit or sporadic references in canonical texts—depicting the links between education and aesthetics in his philosophy as well as texts that belong to his fragmentary approach to aesthetics. Secondly, his systematic development of aesthetics, mainly in Art as Experience, where Dewey presents his conceptions at length. Thirdly, what we could call a re-evaluated aesthetics, which consists in a contemporary attempt to integrate diverse aspects of his philosophy, trying to overcome some weaknesses in his theoretical developments, especially regarding his dealing with the links between education and [End Page 1] aesthetics. It is necessary to remark that these links were neither adequately addressed by Dewey nor exhaustively examined by the literature, as far as we know. We hold that it is crucial to make them critically explicit, in order to get fruitful contemporary approaches not only to Dewey's aesthetics but also to his pedagogy and philosophy of education.Thus, the core question of this article is the following: How should the educational root of Dewey's aesthetics have worked? Or, more precisely, how should he have explicitly or meticulously conceived aesthetics in relation to his educational developments? We think that two neglected roots of Dewey's writings related to aesthetics can help us to re-evaluate it: what we call its fragmentary approach and Albert C. Barnes's role in it, on one hand, and a coherent articulation among occupation, art teaching, and the overcoming of the distinction between vocational and humanistic education, on the other.To carry out our task, we have divided this article into three parts. In the first (The Genesis of Dewey's Aesthetics: A Re-interpretation), we argue how to interpret the emergence of Dewey's aesthetics. In the second (Dewey and Education: Central Issues), we present the key aspects of this topic related to our purposes. In the third section (Two Neglected Roots of Dewey's Aesthetics), we develop our argument by describing how to recover these sources, and also by showing how Dewey's aesthetics could be critically re-evaluated or reconstructed from a contemporary viewpoint. Finally, we put forward a conclusion.The Genesis of Dewey's Aesthetics: A Re-interpretationIt is well-known that Dewey's aesthetics is usually equated with Art as Experience. This is part of the canonical interpretations that tend to conceive Dewey's philosophy in, using his term, grooves (LW 2:113). Democracy and Education... (shrink)
In this work I hold that William James’s conception of religion is divided between what could be identified as his voluntarism and his idea of self-surrender. In my approach, James’s voluntarism is the heart of The Will to Believe, whereas the idea of self-surrender is the key to understand The Varieties of Religious Experience. These two works respond to a tension in James’s philosophy and canbe seen as two antagonistic intellectual projects. The analysis of this inner tension in James’s conception (...) of religion is the core of this paper. I will also state that his self-surrender notion, unlike his voluntarism, allows us to visualize an essential aspect of James’s conception, that is to say, its morbid aspect. (shrink)
The purpose of this paper is twofold: to reconstruct Dewey’s conception of experimentalism, mainly through his pedagogical writings, on the one hand; and to show the relevance of this reconstruction to current reassessments of Dewey’s political thought, on the other. The grounds for our perspective have a double character too. Firstly, we reconstruct the links between experimentalism and education on the basis of the first edition of How We Think (1910, MW 6), perhaps one of Dewey’s most noteworthy pedagogical texts. (...) Secondly, we critically address three different reassessments of Dewey’s experimentalism in contemporary political thought, namely: 1) Pappas’s defense of Dewey’s substantive idea of democracy; 2) Forstenzer’s proposal of Deweyan experimentalism as an appropriate methodology for political philosophy; and 3) Anderson’s vindication of Deweyan experimental democracy in the context of social epistemology. It is sustained that in HWT Dewey places experimentalism as a kind of antidote against dogmatism and unreflective ways of reasoning. Thus, he links experimentalism with anti-dogmatism placing a special role in schooling for at least two reasons: 1) it is in the schooling phase that children are still sensitive to the development of certain habits; 2) dogmatism seems inevitable in any society but the educational phase is a key instance to try to avoid it. Neither (1) nor (2) are present in contemporary reassessments of Deweyan experimentalism. (shrink)
Ainda que a estética de John Dewey tenha sido assunto de uma grande quantidade de estudos conduzidos através de abordagens muito diferentes há uma ausência de contribuições capazes de reconhecer vínculos entre a estética de Dewey e a história da arte. Neste artigo, analisamos três obras de arte da Antiguidade tardia, principalmente, seguindo os conceitos-chave de Dewey de análise formal e desvio, para reconstruir a experiência estética do autor, o observador e o patrono de cada obra de arte. Nosso propósito (...) é duplo. Primeiro, queremos demonstrar que uma abordagem baseada na teoria de Dewey é frutífera quando se estuda obras de arte antigas. Segundo, queremos demonstrar que uma interpretação pragmatista da arte antiga tardia é mais frutífera e menos reducionista do que as tradicionais. (shrink)
En este artículo examinamos el "abordaje inferencialista del aprendizaje" propuesto por la filósofa de la educación Jan Derry, quien traslada al campo educativo el inferencialismo semántico del filósofo neopragmatista Robert Brandom. Si bien hay elementos que posibilitan esta aplicación, no hay en la literatura trabajos que examinen este proyecto. Señalamos dos limitaciones específicas y una general de este enfoque. En cuanto a las limitaciones específicas, el abordaje inferencialista, en primer lugar, ofrece un criterio de posesión de conceptos y esto no (...) es equiparable a un criterio de aprendizaje; en segundo lugar, la indispensable dimensión práctico-política del aprendizaje está completamente ausente en este enfoque. La limitación general, en tanto, se vincula a la preeminencia del lenguaje por sobre la experiencia como rasgo central de diversos neopragmatismos contemporáneos. (shrink)
In The American Evasion of Philosophy Cornell West makes a comparison between the developments of European and classical American philosophies. Within West's analogy, however, two important American figures are missing: Josiah Royce and George H. Mead. In the context of this framework, this article ..