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  1.  4
    Dewey and Eros: Wisdom and Desire in the Art of Teaching.Jim Garrison - 1997 - Iap.
    This provocative examination of what motivates us to teach and to learn begins with the idea of eros, and how that desire results in a practical wisdom that guides us in recognizing what is essentially good or valuable. The author weaves these threads into a critical analysis of John Dewey's writings.
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  2.  37
    A Deweyan Theory of Democratic Listening.Jim Garrison - 1996 - Educational Theory 46 (4):429-451.
  3.  4
    Empirical Philosophical Investigations in Education and Embodied Experience.Joacim Andersson, Jim Garrison & Leif Östman - 2018 - Springer Verlag.
    Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis and a model of situated epistemic relations to investigate the learning of body (...)
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  4.  48
    The “Permanent Deposit” of Hegelian Thought in Dewey’s Theory of Inquiry.Jim Garrison - 2006 - Educational Theory 56 (1):1-37.
    In this essay, Jim Garrison explores the emerging scholarship establishing a Hegelian continuity in John Dewey’s thought from his earliest publications to the work published in the last decade of his life. The primary goals of this study are, first, to introduce this new scholarship to philosophers of education and, second, to extend this analysis to new domains, including Dewey’s theory of inquiry, universals, and creative action. Ultimately, Garrison’s analysis also refutes the traditional account that claims that William James converted (...)
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  5.  3
    Transcendentalism, Pragmatism, and Skepticism: A Response to Saito.Jim Garrison - 2022 - The Pluralist 17 (1):100-103.
    walt whitman writes: “The Americans of all nations at any time upon the earth have probably the fullest poetical nature”. Naoko Saito is an American philosopher and something of a Whitmanesque philosophical poet. Saito’s book is “the product of many years spent reading and studying American philosophy”. She further indicates: “Mostly I have done this from a remote part of the world—far from America across the Pacific Ocean—and, like so many others, in a language that is not my own”. Saito (...)
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  6.  43
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291–312.
  7.  69
    Dewey's Philosophy and the Experience of Working: Labor, Tools and Language.Jim Garrison - 1995 - Synthese 105 (1):87 - 114.
    Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been Hegelian all the way (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to (...)
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  8.  54
    Foucault, Dewey, and Self‐Creation.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111–134.
  9. 1. Front Matter Front Matter.Jim Good, Jim Garrison, Leemon McHenry, Corey McCall, Susan Dunston, Zach VanderVeen, Melvin L. Rogers, James A. Dunson Iii, Mary Magada-Ward & Michael Sullivan - 2010 - Journal of Speculative Philosophy 24 (2):158-170.
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  10.  18
    Complexity and Reductionism in Educational Philosophy—John Dewey’s Critical Approach in ‘Democracy and Education’ Reconsidered.Kersten Reich, Jim Garrison & Stefan Neubert - 2016 - Educational Philosophy and Theory 48 (10):997-1012.
    Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism in behalf of democracy and education is appropriate and can easily be based on Deweyan (...)
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  11.  40
    John Dewey, Jacques Derrida, and the Metaphysics of Presence.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (2):346 - 372.
  12. The New Scholarship on Dewey.Jim Garrison - 1996 - Transactions of the Charles S. Peirce Society 32 (3):469-477.
     
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  13. Constructivism and Education.Marie Larochelle, Nadine Bednarz & Jim Garrison - 1999 - British Journal of Educational Studies 47 (3):291-293.
     
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  14.  3
    Constructivism and Education.Marie Larochelle, Nadine Bednarz & Jim Garrison (eds.) - 1998 - Cambridge University Press.
    This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields, this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of (...)
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  15.  36
    Dewey, Hegel, and Causation.Jim Good Jim Garrison - 2010 - Journal of Speculative Philosophy 24 (2):101-120.
    [Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.The Logic of Hegel, Translated from ““The Encyclopaedia of the Philosophical Sciences,”” 3rd ed., trans. William (...)
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  16.  16
    An Alternative to Von Glasersfeld's Subjectivism in Science Education: Deweyan Social Constructivism.Jim Garrison - 1997 - Science & Education 6 (6):543-554.
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  17.  69
    Dewey, Hegel, and Causation.Jim Good & Jim Garrison - 2010 - Journal of Speculative Philosophy 24 (2):101-120.
    [Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.1In the quote above, Hegel claims that cause and effect are only distinct from a particular (...)
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  18.  57
    Dewey, Derrida, and 'the Double Bind'.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349–362.
  19. John Dewey's Philosophy as Education.Jim Garrison - 1998 - In Larry A. Hickman (ed.), Reading Dewey: Interpretations for a Postmodern Generation. Indiana University Press. pp. 63--81.
     
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  20.  20
    Pragmatism and Education.Jim Garrison & Alven Neiman - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 21--37.
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  21.  41
    Dewey's Theory of Emotions: The Unity of Thought and Emotion in Naturalistic Functional "Co-Ordination" of Behavior.Jim Garrison - 2003 - Transactions of the Charles S. Peirce Society 39 (3):405 - 443.
  22.  11
    Dewey, Derrida, and ‘the Double Bind’.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349-362.
  23.  20
    Philosophy as Education.Jim Garrison - 2006 - In John R. Shook & Joseph Margolis (eds.), Educational Theory. Blackwell. pp. 391-406.
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  24.  19
    Dewey, Derrida, and the Genetic Derivation of Différance.Jim Garrison - 2017 - Educational Philosophy and Theory 49 (10):984-994.
    My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism. My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrida’s anti-empirical quasi-transcendentalism for understanding otherness and difference. The first section of my article shows Biesta offers (...)
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  25.  3
    Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - Routledge.
    _Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in (...)
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  26.  1
    Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - Routledge.
    _Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in (...)
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  27.  6
    Dewey and the Given.Jim Garrison - 2022 - Transactions of the Charles S. Peirce Society 57 (3):353-373.
  28.  32
    Toward a Transactional Theory of Decision Making: Creative Rationality as Functional Coordination in Context.Shabnam Mousavi & Jim Garrison - 2003 - Journal of Economic Methodology 10 (2):131-156.
    This paper poses a Deweyan challenge to both the neoclassical framework of rational choice and models of bounded rationality and deliberation, especially the procedural theory of rationality advanced by Herbert Simon. We demonstrate how modern theories on procedural or instrumental rationality trace their origin to the tradition of British empiricism, especially the philosophy of David Hume. Most theories of action such as Simon's assume actors may control their bodies 'at will.' For Dewey, habits are will; we control them when we (...)
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  29.  39
    Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Journal of Philosophy of Education 33 (2):213–232.
  30.  2
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291-312.
  31.  19
    Teacher as Prophetic Trickster.Jim Garrison - 2009 - Educational Theory 59 (1):67-83.
    There are a multitude of powerful cultural archetypes and images of the school teacher. These include nurturing caregiver, guardian of morality, champion of the global economy, self‐sacrificing do‐gooder, cultural worker, intellectual, tyrant, and many more metaphors. Jim Garrison’s essay introduces another figure, a mythological persona, to the pantheon of images depicting the school teacher — the Trickster. Tricksters are masters of multiple interpretation that cross, bend, break, and redefine borders. Garrison concentrates on prophetic tricksters that create openings in closed structures (...)
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  32.  62
    Richard Rorty: Education, Philosophy, and Politics.Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain - 2001 - Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism.
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  33.  9
    Nietzsche, Dewey, and the Artistic Creation of Truth.Jim Garrison - 2015 - European Journal of Pragmatism and American Philosophy 7 (1).
  34.  8
    Dangerous Dualisms in Siegel's Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Journal of the Philosophy of Education 33 (2):213-232.
  35.  6
    Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Journal of Philosophy of Education 33 (2):213-232.
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  36.  21
    Curriculum, Critical Common-Sensism, Scholasticism, and the Growth of Democratic Character.Jim Garrison - 2005 - Studies in Philosophy and Education 24 (3-4):179-211.
    My paper concentrates on Peirce’s late essay, “Issues of Pragmaticism,” which identifies “critical common-sensism” and Scotistic realism as the two primary products of pragmaticism. I argue that the doctrines of Peirce’s critical common-sensism provide a host of commendable curricular objectives for democratic Bildung. The second half of my paper explores Peirce’s Scotistic realism. I argue that Peirce eventually returned to Aristotelian intuitions that led him to a more robust realism. I focus on the development of signs from the vague and (...)
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  37.  2
    John Dewey and Continental Philosophy.Paul Fairfield, James Scott Johnston, Tom Rockmore, James A. Good, Jim Garrison, Barry Allen, Joseph Margolis, Sandra B. Rosenthal, Richard J. Bernstein, David Vessey, C. G. Prado, Colin Koopman, Antonio Calcagno & Inna Semetsky (eds.) - 2010 - Southern Illinois University Press.
    _John Dewey and Continental Philosophy_ provides a rich sampling of exchanges that could have taken place long ago between the traditions of American pragmatism and continental philosophy had the lines of communication been more open between Dewey and his European contemporaries. Since they were not, Paul Fairfield and thirteen of his colleagues seek to remedy the situation by bringing the philosophy of Dewey into conversation with several currents in continental philosophical thought, from post-Kantian idealism and the work of Friedrich Nietzsche (...)
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  38.  4
    Dewey, Eros and Education.Jim Garrison - 1994 - Education and Culture 11 (2):2.
  39.  48
    Dewey's Constructivism : From the Reflex Arc Concept to Social Constructivism.Jim Garrison - 2009 - In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press.
    This chapter presents a constructivist reading of Dewey's work by establishing a line of development between Dewey's 1896 essay on the reflex arc and the social constructivism explicit in his later works. It demonstrates the relevance of classical Pragmatism to current issues in the philosophy of education, highlighting key theoretical and conceptual components of the cultural construction of meanings, truth claims, and identities. It also looks into Dewey's short essay “Knowledge and Speech Reaction” to identify the connection between speech acts, (...)
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  40.  23
    The Role of Mimesis in Dewey's Theory of Qualitative Thought.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (4):678 - 696.
  41. A Reply to Davson-Galle.Jim Garrison - 2000 - Science & Education 9 (6):615-620.
  42. Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2009 - State University of New York Press.
    _Leading scholars challenge and reinvigorate the pragmatic method of John Dewey._.
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  43.  24
    The Myth That Dewey Accepts “the Myth of the Given”.Jim Garrison - 2019 - Transactions of the Charles S. Peirce Society 55 (3):304.
    Having taken the linguistic turn, neo-pragmatists eschew "experience." Prominent among them are Richard Rorty and Robert Brandom who admire Wilfrid Sellars's critique of the Myth of the Given. Brandom affirms, "I have by and large followed my teacher [Rorty] in rejecting the notion of experience as too burdened by noxious baggage—in particular, by the Myth of the Given—to be worth trying to recruit for serious explanatory and expressive work in philosophy".2 My paper removes the burden supposedly imposed by the myth (...)
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  44.  2
    Foucault, Dewey, and Self‐Creation1.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111-134.
  45.  34
    The Mind is Not the Brain: John Dewey, Neuroscience, and Avoiding the Mereological Fallacy.Deron Boyles & Jim Garrison - 2017 - Dewey Studies 1 (1):111-130.
    The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary subfunction with the (...)
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  46.  24
    Suchting's?Production Account? Of Science: Implications for Science Education.Jim Garrison - 1994 - Science & Education 3 (1):57-68.
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  47.  2
    Deweyan Transactionalism in Education: Beyond Self-Action and Inter-Action.Jim Garrison, Johan Öhman & Leif Östman (eds.) - 2022 - Bloomsbury.
    Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as (...)
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  48. Education as Destiny.Jim Garrison - 2018 - Philosophy of Education 74:20-25.
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  49. 18 Ethical Obligation in Caring for the Other.Jim Garrison - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--272.
     
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  50. Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2008 - State University of New York Press.
    Leading scholars challenge and reinvigorate the pragmatic method of John Dewey.
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