This paper draws on the social psychology of John Dewey to illustrate the importance of aporia, or confusion, to pragmatic pedagogywithin an ethics classroom. The strategic use of aporia solicits an appropriate expression of emotion within students. This emotional response involves dissatisfaction with the present; these dissatisfactions function as pragmatic ideals. Such ideals are not a refuge from the present, but enable students to critically and progressively reconstruct present experiences. Aporia is thus critically important for pedagogical success from a pragmatist (...) perspective. (shrink)

Huayan Buddhist philosophers and John Dewey share a perspective on emptiness or dependent origination. This article compares Dewey's local, contextual, and relational metaphysics with Huayan thinkers’ use of the metaphor of Indra's jewel net to extend their relational metaphysics to an infinite extent. Huayan thinkers base their ethics of compassion on the recognition of the infinite relatedness of all things. Dewey prefers constructing social institutions that foster experiences that are reliably aesthetically unified. This dispute is significant because pragmatism and Buddhism (...) both provide promising ethical positions based on the understanding of persons as temporally limited and relational. (shrink)

J. Baird Callicott suggests in “The Land Aesthetic“ that the environmental community would be well served to focus on the aesthetic value of natural ecosystems as a source of intrinsic value in nature. But Callicott's own Humean and biological account of aesthetic value is inadequate as a basis for understanding the aesthetic appreciation of nature. This paper argues that John Dewey provides a holistic and transactional account of aesthetic value that is easily tailored to fit the ecocentric requirements of a (...) rich environmental aesthetics. (shrink)