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Zeitschriftenartikel zum Thema „Dewey's theory“

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Veröffentlicht am 29. Juni 2021

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1

LIVINGSTON, ALEXANDER. „Between Means and Ends: Reconstructing Coercion in Dewey's Democratic Theory“. American Political Science Review 111, Nr. 3 (19.06.2017): 522–34. http://dx.doi.org/10.1017/s0003055417000168.

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John Dewey's democratic theory is celebrated as a classic statement of the theory of deliberative democracy. This article challenges deliberative appropriations of Dewey's political thought by situating his democratic theory within the contentious history of American labor politics. In his writings on direct action, strikes, and class struggle, Dewey advocated coercive and nondeliberative modes of political action as democratic means for democratic ends. Examining Dewey's writings on democracy, action, and the use of force reveals how a means-oriented pragmatism circumvents the problematic dichotomy of ideal ends and non-ideal means framing contemporary debates about idealism and realism in democratic theory. Pragmatism's account of the interdependence of means and ends in political action, as a process of creative and collaborative experimentation, combines a robust defense of coercive tactics with a consequentialist critique of violence.

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2

Mitias, Michael H. „Dewey's Theory of Expression“. Journal of Aesthetic Education 26, Nr. 3 (1992): 41. http://dx.doi.org/10.2307/3333012.

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3

Smith, Barry D. „John Dewey's Theory of Consciousness“. Educational Theory 35, Nr. 3 (September 1985): 267–72. http://dx.doi.org/10.1111/j.1741-5446.1985.00267.x.

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4

Fallace, Thomas. „THE PARADOX OF RACE AND CULTURE IN DEWEY'S DEMOCRACY AND EDUCATION“. Journal of the Gilded Age and Progressive Era 16, Nr. 4 (Oktober 2017): 473–87. http://dx.doi.org/10.1017/s1537781417000342.

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Democracy and Education was Dewey's magnum opus on education, the work in which he pulled together decades of research and thinking on schooling in a democratic society. It was also the work in which Dewey explicitly and implicitly affirmed his theories on race and cultural development. In this intellectual history, the author argues that Democracy and Education represented a transition in Dewey's thinking on race and culture, away from his previous concerns with psychological-sociological stage theory toward his expanded focus on cultural pluralism as an essential component of democratic life. As a result, Dewey presented a contradictory perspective on race and culture that both depicted nonwhite societies as previous steps in the universal stages of development, but also valued racial and cultural diversity as necessary elements of his theory of cultural pluralism. The juxtaposition of Dewey's pre-1916 concern with genetic stage theories and his post-1916 concern for cultural pluralism created a paradox in his views on race and culture, one with which educators are still struggling today.

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5

Vichot, Roberto J. „John Dewey's Theory of Concept Formation“. Philosophy Today 32, Nr. 1 (1988): 5–16. http://dx.doi.org/10.5840/philtoday198832124.

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6

Garrison, Jim. „John Dewey's Theory of Practical Reasoning“. Educational Philosophy and Theory 31, Nr. 3 (Januar 1999): 291–312. http://dx.doi.org/10.1111/j.1469-5812.1999.tb00467.x.

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7

Park, Cheon Hoan. „Transaction in Dewey's Theory of Experience“. Journal of Moral Education 21, Nr. 1 (31.08.2009): 1. http://dx.doi.org/10.17715/jme.2009.08.21.1.1.

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8

Fernández Mateo, Joaquín. „John Dewey's theory of inquiry. Quantum physics, ecology and the myth of the scientific method“. Agora: papeles de Filosofía 40, Nr. 1 (11.12.2020): 133–54. http://dx.doi.org/10.15304/ag.40.1.6659.

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The modern philosophy of science has not succeeded in defining conclusively what the scientific method consists in. On the contrary, scientific practice seems to consist in a methodological pluralism, a definition that connects with essential fragments of John Dewey's Logic, the Theory of Inquiry. For Dewey, even the forms of logic emerge from the problems defined in indeterminate situations. A historical example was the introduction of the notion of complementarity in physics, which allowed the interpretation of two confusingly paradoxical experiments in a coherent way. Dewey's thought demonstrates its relevance by helping us to define the pattern of inquiry. Methodological pluralism and the dependence of logic on research problems is not something that will happen, it is something that has happened and does happen in scientific practices.

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9

Festenstein, Matthew. „Putnam, Pragmatism, and Democratic Theory“. Review of Politics 57, Nr. 4 (1995): 693–722. http://dx.doi.org/10.1017/s0034670500018684.

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In a powerful series of texts, Hilary Putnam has criticized what he takes to be a prevalent scientistic conception of objectivity in modern philosophy. This article is concerned with two connected facets of this critique, upon which Putnam himself has laid increasing emphasis: the attempt to reconstruct conceptions of ethical and political value in the wake of his criticism of “metaphysical realist” notions of objectivity, and his affiliation with the tradition of pragmatist philosophy. Four principal manifestations of Putnam's concern with ethical and political value are examined: the internalist argument for moral objectivity; the criticism of instrumental reason; the account of a “moral image”; and the “reconsideration of Deweyan democracy.” It is argued that an interpretation of Dewey's moral and political philosophy provides an illuminating vantage point from to understand the shortcomings of Putnam's ethical and political writings.

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10

Taylor, Betsy, und Herbert Reid. „Globalization, Democracy and the Aesthetic Ecology of Emergent Publics for a Sustainable World: Working from John Dewey“. Asian Journal of Social Science 34, Nr. 1 (2006): 22–46. http://dx.doi.org/10.1163/156853106776150135.

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AbstractThe global justice movement reveals a diverse array of emergent publics striving politically for a sustainable world. Working partly from John Dewey, we try to illuminate democratic grounds for knowledge and action in these endeavors. We begin by situating Dewey's ideas in the politics of American history, especially historian John Diggins' countervailing approach to issues of authority, knowledge and opinion. Diggins, against Robert Westbrook and others, contends that Dewey's philosophy of politics chased radical democratic illusions, whereas he might have learned from Charles S. Peirce to uphold the boundary between professional communities and other entities including democratic publics. Dewey saw no democratic alternative to harness the political energy of ordinary people. We argue that Dewey had come to understand that a corporate state system of political economy had come to engulf both the liberal democratic polity and the professions. Dewey's political challenge to the professions and his illumination of the aesthetic ecology of democratic publics prefigure a democratic republican alternative that opens up a new basis for participation in the global justice movement confronting, among other obstacles, a transnational corporate state based in the USA.A Marxist-progressivist notion of the ongoing socialization of markets by corporate capitalism too often reinforces an anti-Populist intellectual sensibility that is coupled with, whether wittingly or not, either a social-democratic elitism or a revolutionary vanguardism. Globalization struggles need, on the contrary, a pragmatic vision of democratic publics instituting a true diversity of policies assuring a world-in-common. The fight for public spaces in the treacherous politics of civil society and global consumerism is a struggle against subjectivization. The fact that corporate state elitism, in the U.S. context, feeds on a rightist version of nationalism does not mean we can junk the history of democratic struggle for a republican alternative to imperialism. By and large, neo-liberal policies "from above" have aggravated various types of inequality and the militaristic turn pursued by some elites compounds not only negative side effects but critical opportunities. Democratic action in and from the United States has to be clear about both place-based forms of life and expanding forms of solidarity in global struggles for democracy and the commons.Our reading of Dewey is strengthened by research that highlights his ecological ontology and its key role in his democratic theory. We argue that globalizing knowledge regimes and their products, such as deforestation, re-institute destructive dualisms that would be transformed by a Deweyan approach that energizes democratic forms of agency and policy. Dewey's essay on "Time and Individuality" is explicated to disclose the radical democratic implications of Deweyan science. We show further that this approach, as a field science and ecological stewardship, provides public alternatives to violence, whether primarily "social" or "environmental". A Deweyan logic of particularity casts in contrasting relief our historical epoch's dominant logic of fungibility, the fetishization of global economic space, and its looming costs. The reclamation and reconstruction of democratic publics are long overdue and requires new regimes of participatory and place-based knowledge opening on the global commons for sustainable life.

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11

Richardson, Henry S. „Truth and Ends in Dewey's Pragmatism“. Canadian Journal of Philosophy Supplementary Volume 24 (1998): 109–47. http://dx.doi.org/10.1080/00455091.1998.10717497.

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Dewey's voluminous writings, spanning decades and reflecting the contrasting national moods of different historical periods, abound with tensions, not to say contradictions. In highlighting and working with a conflict within Dewey's commitments, then, I do not mean to be catching him out or correcting a mistake. The tension on which I focus is one with which he struggled for most of his philosophical career and one that he never satisfactorily resolved, yet it is also one that goes to the heart of what it is to be a pragmatist. It involves the role of final ends in a philosophy that places practical reasoning at the heart of all knowledge. I will argue that while Dewey had powerful philosophical prejudices that prevented him from adequately dealing with this problem himself, a solution is nonetheless forthcoming that maintains, and perhaps even deepens, the main themes of his pragmatism. Setting out this solution will lead me, in the end, to a novel formulation of the pragmatist theory of truth.

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12

Eldridge, Michael. „John Dewey's Theory of Art, Experience and Nature“. Newsletter of the Society for the Advancement of American Philosophy 17, Nr. 52 (1989): 12–14. http://dx.doi.org/10.5840/saap1989175230.

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13

Schön, Donald A., und Donald A. Schon. „The Theory of Inquiry: Dewey's Legacy to Education“. Curriculum Inquiry 22, Nr. 2 (1992): 119. http://dx.doi.org/10.2307/1180029.

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14

Schön, Donald A. „The Theory of Inquiry: Dewey's Legacy to Education“. Curriculum Inquiry 22, Nr. 2 (Juni 1992): 119–39. http://dx.doi.org/10.1080/03626784.1992.11076093.

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15

Eldridge, Michael. „Dewey's Empirical Theory of Knowledge and Reality (review)“. Journal of Speculative Philosophy 15, Nr. 4 (2001): 326–29. http://dx.doi.org/10.1353/jsp.2001.0037.

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16

Shane J. Ralston. „Dewey's Theory of Moral (and Political) Deliberation Unfiltered“. Education and Culture 26, Nr. 1 (2010): 23–43. http://dx.doi.org/10.1353/eac.0.0049.

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17

Harris, Judy. „Prior Learning Assessment: Does Dewey's Theory Offer Insight?“ New Directions for Adult and Continuing Education 2018, Nr. 158 (16.04.2018): 77–86. http://dx.doi.org/10.1002/ace.20281.

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18

Caspary, William R. „Ethical Deliberation as Dramatic Rehearsal: John Dewey's Theory“. Educational Theory 41, Nr. 2 (März 1991): 175–88. http://dx.doi.org/10.1111/j.1741-5446.1991.00175.x.

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19

Ryan, Frank X. „Dewey's Empirical Theory of Knowledge and Reality (review)“. Journal of the History of Philosophy 39, Nr. 2 (2001): 312–14. http://dx.doi.org/10.1353/hph.2003.0111.

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20

Dixon, Brian. „Experiments in Experience: Towards an Alignment of Research through Design and John Dewey's Pragmatism“. Design Issues 35, Nr. 2 (März 2019): 5–16. http://dx.doi.org/10.1162/desi_a_00531.

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This article draws an alignment between John Dewey's Pragmatism and design inquiry or, particularly, research which incorporates design practice. Three core components of Dewey's philosophy are described—namely, his theory of inquiry, his theory of communication, and his metaphysics—all of which are seen to interlink to form a unique approach to knowledge. From this, a number of key features of the approach are set out. When held in combination, it is argued that these features hold the potential to enrich the epistemological basis of design inquiry.

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21

Garrison, Jim. „Some Remarks on Dewey's Metaphysics and Theory of Education“. Journal of Thought 44, Nr. 3-4 (2009): 89. http://dx.doi.org/10.2307/jthought.44.3-4.89.

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22

Gale, Richard M. „The Problem of Ineffability in Dewey's Theory of Inquiry“. Southern Journal of Philosophy 44, Nr. 1 (März 2006): 75–90. http://dx.doi.org/10.1111/j.2041-6962.2006.tb00004.x.

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23

Caspary, William R. „Judgments of Value in John Dewey's Theory of Ethics“. Educational Theory 40, Nr. 2 (März 1990): 155–69. http://dx.doi.org/10.1111/j.1741-5446.1990.00155.x.

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24

Fauzi, Muhamad Restu. „PENDIDIKAN HOLISTIK ANAK SD DITINJAU DARI TEORI REKONSTRUKSI SOSIAL JOHN DEWEY“. As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, Nr. 2 (27.12.2019): 151–68. http://dx.doi.org/10.51226/assalam.v8i2.159.

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This article aims to understand the concept of holistic education for elementary school children according to John Dewey's theory of social reconstruction. Many parents think that education is the responsibility of the teacher at school so that it makes parents often off responsibility. John Dewey argues that education requires communication because humans are social creatures. Social learning is based on behavior in which children learn new things by observing other people. This research method is carried out by literature study of journals and other scientific works that have relevance to holistic education as the main source of research. The results of this study explain that holistic education is an effort to maintain overall personal development including: intellectual-emotional, physical-social, aesthetic and spiritual; According to John Dewey's theory of Social Reconstruction, holistic education for elementary school children must be supported by all elements, both from school, family and society in personality development in order to form positive personalities in children. The contribution of this research is to provide an understanding for educators, parents and the community about the function of holistic education and to clarify their respective roles.

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25

Hookway, Christopher. „Psychologism and the Pragmatists: Peirce and Dewey“. PARADIGMI, Nr. 3 (Dezember 2010): 45–55. http://dx.doi.org/10.3280/para2010-003004.

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Throughout his philosophical writings, and especially after 1903, Peirce insisted that logic should make no use of information from psychology, biology and other sciences. This view was not shared by all pragmatists. Dewey's Studies in Logical Theory (1903) sought to make peace between logic and psychology by using Darwinian ideas to interpret logic as the natural history of thought. The paper explores the arguments that Peirce used to criticize Dewey's position, discussing how he thought that its acceptance would be an impediment to the rational criticism of our ideas. It also attempts to understand Peirce's reasons for claiming that Dewey's position "forbids" all such researches as those that Peirce had carried out for eighteen years.

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26

Kett, Joseph F. „“THEORY RUN MAD”: JOHN DEWEY AND “REAL” VOCATIONAL EDUCATION“. Journal of the Gilded Age and Progressive Era 16, Nr. 4 (Oktober 2017): 500–514. http://dx.doi.org/10.1017/s1537781417000366.

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Democracy and Education appeared amid intense debate over the relationship between school and work. This debate revealed a stark contrast between Dewey's idea to educate young people to understand the complex relationships of modern industry and the ideas of educators who equated vocational education with training fourteen- to sixteen-year-olds for maximal productivity, a view written into the Smith-Hughes Act of 1917. Whereas Dewey favored integrating vocational education with “a new kind of general education,” his antagonists assailed advocates of the “general” or “academic” curriculum as reactionaries who infected public education with impractical theories that only served those with time and money to indulge their interest in cultural values detached from daily life. Significantly, Dewey did not respond with a defense of theory over practice but with an assertion that his opponents’ thought was permeated by theories, ironically drawn from some of the same sources that influenced mainstream advocates of the “new” education. Understanding how combatants could derive conflicting conclusions from the same sources illuminates the paradoxes and aids in explaining the timing and scope of the Progressive movement.

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Achkovska-Leshkovska, Elena, und Miovska Spaseva. „John Dewey's educational theory and educational implications of Howard Gardner's multiple intelligences theory“. International Journal of Cognitive Research in Science, Engineering and Education 4, Nr. 2 (2016): 57–66. http://dx.doi.org/10.5937/ijcrsee1602057a.

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28

윤세병. „Rethinking of John Dewey's Theory for the Democratic History Education“. Studies on History Education ll, Nr. 28 (Juli 2017): 75–113. http://dx.doi.org/10.16976/kahe.2017..28.75.

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29

Heo, Hee Ok, und Eun Joo Yang. „Exploration of Dewey's Educational Theory for Educative Experience in Cyberspace“. Journal of Educational Technology 17, Nr. 1 (30.03.2001): 165–89. http://dx.doi.org/10.17232/kset.17.1.165.

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30

Seaman, Jayson, und Peter J. Nelsen. „An Overburdened Term: Dewey's Concept of "Experience" as Curriculum Theory“. Education and Culture 27, Nr. 1 (2011): 5–25. http://dx.doi.org/10.1353/eac.2011.0005.

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31

Cha, Mi-Ran. „Democracy and Education : J. Dewey's Educational Theory and Its Alternatives“. Journal of Moral Education 22, Nr. 2 (28.02.2011): 239. http://dx.doi.org/10.17715/jme.2011.02.22.2.239.

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32

Xyst, Kurt. „Constructivism, Dewey, and Academic Advising“. NACADA Journal 36, Nr. 2 (01.11.2016): 11–19. http://dx.doi.org/10.12930/nacada-14-027.

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Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.

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33

Schmieding, Norma Jean. „Problematic situations in nursing: analysis of Orlando's theory based on Dewey's theory of inquiry“. Journal of Advanced Nursing 12, Nr. 4 (Juli 1987): 431–40. http://dx.doi.org/10.1111/j.1365-2648.1987.tb01352.x.

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34

Garrison, Jim. „THE "PERMANENT DEPOSIT" OF HEGELIAN THOUGHT IN DEWEY'S THEORY OF INQUIRY“. Educational Theory 56, Nr. 1 (Februar 2006): 1–37. http://dx.doi.org/10.1111/j.1741-5446.2006.00001.x.

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35

Connell, Jeanne. „ASSESSING THE INFLUENCE OF DEWEY'S EPISTEMOLOGY ON ROSENBLATT'S READER RESPONSE THEORY“. Educational Theory 46, Nr. 4 (Dezember 1996): 395–413. http://dx.doi.org/10.1111/j.1741-5446.1996.00395.x.

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36

Shook, John. „Dewey's Rejection of Retributivism and His Moral-Education Theory of Punishment“. Journal of Social Philosophy 35, Nr. 1 (März 2004): 66–78. http://dx.doi.org/10.1111/j.1467-9833.2004.00216.x.

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37

Garrison, Jim. „An Introduction to Dewey's Theory of Functional "Trans-Action": An Alternative Paradigm for Activity Theory“. Mind, Culture, and Activity 8, Nr. 4 (November 2001): 275–96. http://dx.doi.org/10.1207/s15327884mca0804_02.

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38

Asen, Robert. „The Multiple Mr. Dewey: Multiple Publics and Permeable Borders in John Dewey's Theory of the Public Sphere“. Argumentation and Advocacy 39, Nr. 3 (Januar 2003): 174–88. http://dx.doi.org/10.1080/00028533.2003.11821585.

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39

Mitias, Michael H., und Thomas M. Alexander. „John Dewey's Theory of Art, Experience, and Nature: The Horizons of Feeling“. Journal of Aesthetics and Art Criticism 46, Nr. 4 (1988): 526. http://dx.doi.org/10.2307/431295.

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40

Jo Hatch, Mary. „The pragmatics of branding: an application of Dewey's theory of aesthetic expression“. European Journal of Marketing 46, Nr. 7/8 (20.07.2012): 885–99. http://dx.doi.org/10.1108/03090561211230043.

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41

ji Eun Jung und GiSu Kang. „A Study on Educational Implication of Habit in John Dewey's Theory of Growth“. Journal of Educational Idea 30, Nr. 2 (Mai 2016): 201–28. http://dx.doi.org/10.17283/jkedi.2016.30.2.201.

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42

MIETTINEN, REIJO. „Epistemology of Transformative Material Activity: John Dewey's Pragmatism and Cultural-Historical Activity Theory“. Journal for the Theory of Social Behaviour 36, Nr. 4 (Dezember 2006): 389–408. http://dx.doi.org/10.1111/j.1468-5914.2006.00316.x.

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43

Tanabe, Motoko. „Influence of J. Dewey's Theory in the Educational History of Technology and Engineering“. Proceedings of the Tecnology and Society Conference 2017 (2017): 141. http://dx.doi.org/10.1299/jsmetsd.2017.141.

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44

Marshall, James D. „IMPLICATIONS FOR THE CONDUCT OF EDUCATIONAL RESEARCH OF ADOPTING DEWEY'S THEORY OF INQUIRY“. Discourse: Studies in the Cultural Politics of Education 5, Nr. 1 (April 1985): 54–66. http://dx.doi.org/10.1080/0159630850050204.

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45

Stoller. „Educating from Failure: Dewey's Aesthetics and the Case for Failure in Educational Theory“. Journal of Aesthetic Education 47, Nr. 1 (2013): 22. http://dx.doi.org/10.5406/jaesteduc.47.1.0022.

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46

HARRIS, FRED. „The Grammar of the Human Life Process: John Dewey's new theory of language“. Educational Philosophy and Theory 44, sup1 (Januar 2012): 18–30. http://dx.doi.org/10.1111/j.1469-5812.2011.00744.x.

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47

Waks, Leonard J. „DEWEY'S THEORY OF THE DEMOCRATIC PUBLIC AND THE PUBLIC CHARACTER OF CHARTER SCHOOLS“. Educational Theory 60, Nr. 6 (Dezember 2010): 665–81. http://dx.doi.org/10.1111/j.1741-5446.2010.00383.x.

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48

Zaytsev, Aleksandr V. „"Critical thinking" in the context of John Dewey's philosophy of education“. Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, Nr. 3 (2019): 222–25. http://dx.doi.org/10.34216/2073-1426-2019-25-3-222-225.

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The article discusses the innovative method of critical thinking or, more precisely, critical reflection in the field of education, formulated by the American philosopher and twentieth-century educator John Dewey. The author shows that the development of John Dewey of this method has passed practical approbation in a number of American schools, has received positive feedback and has been introduced into the pedagogic and educational practice. The "critical thinking" theory of has not lost its topicality in modern conditions.

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49

정해일. „The Problomes of Moral Subject Curriculum - Focused on Kohlberg's theory and Dewey's ethical thought.“ KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, Nr. 35 (März 2011): 55–89. http://dx.doi.org/10.17282/ethics.2011..35.55.

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50

TANABE, Motoko. „The influence of J. Dewey's Curriculum Theory in Manufacturing Activities and Technical Education practice“. Proceedings of the Tecnology and Society Conference 2018 (2018): G180423. http://dx.doi.org/10.1299/jsmetsd.2018.g180423.

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