Journal ArticleDOI
Dewey's philosophy and the experience of working: Labor, tools and language
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By reconstructing a bit of Hegel's early philosophy of work, and comparing it to Dewey's metaphysics and epistemology the authors can see that Dewey was indeed “Hegelian all the way” and that Rorty has constructed a false dilemma.Abstract:
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 Dewey's metaphysics and epistemology we can see that Dewey was indeed “Hegelian all the way” and that Rorty has constructed a false dilemma. We also gain some interesting insight into Dewey's philosophy by viewing it in terms of labor, tools and language.read more
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Realism, Deweyan Pragmatism, and Educational Research:
TL;DR: In this article, the authors focus on the most important aspects of Dewey's philosophy, including his social behaviorist theory of meaning, his naturalistic metaphysics, philosophy of nature, social constructivism, and transactional realism, and conclude by trying to show how all of these themes converge into the defense of democracy as not only the best form of government but also the best way for the community of educators to conduct and consume educational research.
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Adopting a Grounded Theory Approach to Cultural-Historical Research: Conflicting Methodologies or Complementary Methods?
TL;DR: In this article, the authors review the recent transformation of grounded theory and engage in the project of repositioning it as an approach by using cultural historical activity theory as a test case.
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Epistemology of Transformative Material Activity: John Dewey's Pragmatism and Cultural‐Historical Activity Theory
TL;DR: In this article, the authors compare John Dewey's pragmatism and cultural-historical activity theory as epistemologies and theories of transformative material activity, and suggest that reflection and thought, mediated by language and semiotic artifacts, serve the reorientation of activity and is vital in the development of new, alternative ways of action.
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Artifact Mediation in Dewey and in Cultural-Historical Activity Theory
TL;DR: In this paper, an Artifact Mediation in Dewey and in Cultural-Historical Activity Theory is discussed. But it is not discussed in the context of cultural-historical activity theory.
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John Dewey's "Permanent Hegelian Deposit" and the Exigencies of War
TL;DR: This article argued that although Dewey repudiated Hegel during World War I, this reflected the exigencies of war rather than philosophical concerns, and argued that he drew on the work of the St. Louis Hegelians to fashion a non-metaphysical reading of Hegel, similar to that championed by Klaus Hartmann and other Hegel scholars.
References
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Book
Democracy and Education
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Book
Experience and Nature
TL;DR: In this series of lectures, one of the great works of his maturity, Dewey presents the metaphysics underlying his influential views on science, ethics, education, and social reform.
Book
The Reflex Arc Concept in Psychology
TL;DR: The idea of the reflex arc has upon the whole come nearer to meeting this demand for a general working hypothesis than any other single concept as mentioned in this paper. But it is the very cumulation of discrete facts creating the demand for unification that also breaks down previous lines of classification.