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  1.  21
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2017 - Journal of Philosophy of Education 51 (1):73-88.
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  2.  14
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2016 - Journal of Philosophy of Education 50 (4).
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  3.  28
    The Inner Violence of Reason: Re‐reading Heidegger via Education.Vasco D'Agnese - 2015 - Journal of Philosophy of Education 49 (3):435-455.
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set (...)
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  4.  8
    Dewey, Heidegger, and the Future of Education: Beyondness and Becoming.Vasco D'Agnese - 2019 - Springer Verlag.
    Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education. It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education. To accomplish this task, Vasco d’Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that humans are vulnerable from the very beginning, delivered (...)
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  5.  11
    Art and Education in Dewey: Accomplishing Unity, Bringing Newness to the Fore.Vasco D'Agnese - 2016 - Education and Culture 32 (2):80-98.
    The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience1 and chapter nine of Experience and Nature2—and scholarly literature devoted to the issue.3 Based on such precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as the basis on which to deepen, enlarge, (...)
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  6.  10
    Action, Freedom, and Education: Refugees and a “New Beginning”.Vasco D'Agnese - 2020 - Educational Theory 70 (4):421-444.
  7.  18
    ‘And they lived happily ever after’: the fairy tale of radical constructivism and von Glasersfeld's ethical disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  8.  16
    Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo‐Liberal Educational Agenda.Vasco D'agnese - 2018 - Journal of Philosophy of Education 52 (2):316-329.
  9.  23
    Dewey and Possibility: Challenging Neoliberalism in Education.Vasco D'Agnese - 2019 - Educational Theory 69 (6):693-717.
  10.  4
    Indeterminateness and “Going Beyond”: Education, Dewey, and the Blues.Vasco D'Agnese - 2015 - Philosophy of Education 71:412-419.
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  11. Wonder, education, and human flourishing: theoretical, empirical, and practical perspectives.Anders Schinkel & Vasco D'Agnese (eds.) - 2020 - Amsterdam, The Netherlands: VU University Press.
    The premise that underlies this volume is that there are strong interconnections between wonder, education and human flourishing. And more specifically, that wonder can make a significant difference to how well one's education progresses and how well one's life goes. The contributors to this volume--both senior, well-known and beginning researchers and students of wonder--variously explore aspects of these connections from philosophical, empirical, theoretical and practical perspectives. The three chapters that comprise Part I of the book are devoted to the importance (...)
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