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Roger T. Ames 《Frontiers of Philosophy in China》2015,10(2):167
In this essay, inspired by the somatic turn in philosophy initiated by Richard Shusterman, I want to invoke the language of classical Confucian philosophy to think through the best efforts of William James and John Dewey to escape the mind-body and nature-nurture dualisms—that is, to offer an alternative vocabulary that might lend further clarity to the revolutionary insights of James and Dewey by appealing to the processual categories of Chinese cosmology. What I will try to do first is to refocus the pragmatist’s explanation of the relationship between mind and body through the lens of a process Confucian cosmology. And then, to make the case for James and Dewey, I will return to the radical, imagistic language they invoke to try and make the argument that this processual, holistic understanding of “vital bodyminding” is in fact what they were trying to say all along. 相似文献
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Eric Thomas Weber 《Human Studies》2008,31(4):361-382
In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in
their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold
Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any
educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence
of the demands of productive public inquiry and education.
相似文献
Eric Thomas WeberEmail: URL: http://www.olemiss.edu/~etweber |
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Ari Sutinen 《Studies in Philosophy and Education》2008,27(1):1-14
This paper provides an analysis of the ideas of John Dewey and George Herbert Mead with regards the relationship between experience,
meaning, language and thinking. It discusses how experience, meaning, language and thinking are based on the creative and
constructive actions of individuals. Unlike what is the case in so-called radical constructivism, it is argued that the actions
of the individual should be understood in a transactional way. The paper shows the implication of a transactional constructivism
for education, arguing that education is the medium in which the creative and constructive actions of individuals come together
in a social environment. 相似文献
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This paper addresses recent examples of militant atheism. It considers the theistic reply that describes atheism as deriving
from a “God-shaped hole” in the human soul. The paper will argue that American pragmatism offers a middle path that avoids
militant atheism without suffering from this problem. The paper describes this middle path and considers the problem that
is seen in Rorty’s recent work: how the pragmatist can remain critical of religious fundamentalism without succumbing to a
militant version of atheism. The solution proposed is tolerant acceptance of religion along with melioristic criticism developed
within shared norms of inquiry. 相似文献
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This paper offers a philosophical `history' of the nature of`public discourse' – a basic element of human rights. It beginswith Enlightenment views from Condorcet and Jefferson, turns to Dewey,and then to Habermas. Over a couple of centuries not only does thecentral character of discourse change but so too does the definition ofa public person. 相似文献
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