This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry (Volume 12 of The Later Works), as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.
This volume provides an authoritative edition of Dewey's The Quest for Certainty: A Study of the Relation Between Knowledge and Action. The book is made up of the Gifford Lectures delivered April-May 1929 at the University of Edinburgh. Writing to Sidney Hook, Dewey described this work as "a criticism of philosophy as attempting to attain theoretical certainty." In the Philosophical Review Max C. Otto later elaborated: "Mr. Dewey wanted, so far as lay in his power, to crumble into dust, once and for all, 'the chief fortress of the classic philosophical tradition."
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Pragmatism is a humanist philosophy. In spite of the much-debated renaissance of pragmatism, however, a detailed discussion of the relationship between pragmatism and humanism is still a desideratum. It is difficult to understand the complexity of pragmatism without considering the significance of humanism. At least since the 1970s, humanism, mostly in its liberal version, has been vehemently attacked and criticized. In pragmatism, however, a particular understanding of humanism has persisted. Bringing literary studies, philosophy, and intellectual history together and establishing a transatlantic theoretical dialogue, Pragmatism and Poetic Agency endeavors to elucidate this persistence of humanism. Schulenberg continues the thought-provoking argument he developed in his previous two monographs by advancing the idea that one can only grasp the unique contemporary significance of pragmatism when one realizes how pragmatism, humanism, anti-authoritarianism, and postmetaphysics are interlinked. If one appreciates the implications and consequences of this link, then one is in a position to see pragmatism’s antifoundationalist and antirepresentationalist story of progress and emancipation as continuing the project of the Enlightenment.
Social economics is a dynamic and growing field that emphasizes the key roles social values play in the economy and economic life. This second edition of the Elgar Companion to Social Economics revises all chapters from the first edition, and adds impo
A dialogue between contemporary neuroscience and John Dewey’s seminal philosophical work Experience and Nature, exploring how the bodily roots of human meaning, selfhood, and values provide wisdom for living. The intersection of cognitive science and pragmatist philosophy reveals the bodily basis of human meaning, thought, selfhood, and values. John Dewey's revolutionary account of pragmatist philosophy Experience and Nature (1925) explores humans as complex social animals, developing through ongoing engagement with their physical, interpersonal, and cultural environments. Drawing on recent research in biology and neuroscience that supports, extends, and, on occasion, reformulates some of Dewey's seminal insights, embodied cognition expert Mark L. Johnson and behavioral neuroscientist Jay Schulkin develop the most expansive intertwining of Dewey's philosophy with biology and neuroscience to date. The result is a positive, life-affirming understanding of how our evolutionary and individual development shapes who we are, what we can know, where our deepest values come from, and how we can cultivate wisdom for a meaningful and intelligent life.
This book introduces a new perspective on the knowledge economy and the learning challenge it presents for individuals, communities and societies. It demonstrates that the debate about the role of knowledge in the economy has been framed in terms of Cartesian notions of objective and subjective knowledge and human capital notions that the aim of learning is to support people to adapt to a pre-given economic reality. The book argues that these framings rest on questionable assumptions about knowledge and learning and, in the process, deflect us from asking questions about our future economic, political and social direction. Taking ideas from Cultural Historical Activity Theory (CHAT), Social Theory and the Philosophy of Mind as its starting point, the book rethinks the relation between knowledge, learning and human activity. It explores this rethinking through the form of learning—Professional, Vocational and Workplace—most closely associated with the use of knowledge for economic, political and social purposes.
The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the difference between game-based-teaching and game-based learning, and why this difference is of critical importance, (2) an exposition of the theory of game-based learning as performance, (3) concrete exemplars and research outcomes relating to three game-based learning curricula that have been empirically evaluated in schools, and (4) an understanding of complex issues related to the human side of school change that must be effectively addressed to achieve take-up of game-based learning in schools.
This book highlights views on responsive, participatory and democratic approaches to evaluation from an ethos of care. It critically scrutinizes and discusses the invisibility of care in our contemporary Western societies and evaluation practices that aim to measure practices by external standards. Alternatively, the book proposes several foci for evaluators who work from a care perspective or wish to encourage a caring society. This is a society that sees evaluation and care as a continuously unfolding relational practice of moral-political learning contributing to life-sustaining webs. ‘At one level is the evaluator’s immediately responsive and interpersonal encounter with the personal troubles of social actors, most visible, as Mills originally pointed out, in an individual’s biography and in those social settings directly open to the individual’s lived experience. (...) At another level, the sociological and political level, the evaluator operates at what Mills called the arena of public issues where immediate personal troubles are seen not only as problems encountered by individuals but as the result of structural and political arrangements in society (...) evaluation for a caring society is thought to operate at both levels’ (Thomas A. Schwandt, Professor Emeritus, University of Illinois at Urbana-Champaign). ‘The intricate relationship between evaluation and care is hardly addressed by evaluators or caregivers. This book fills a gap, as it focuses on the relationship between evaluation and care and provides a multitude of examples of evaluation as a caring practice (...) the book can serve as an antidote to the present-day haste in social practices, and contribute, in form and content, to developing an evaluation practice which may foster a caring society’ (Guy Widdershoven, Professor of Philosophy and Ethics of Medicine and head of the Department of Medical Humanities at VU University Medical Center, VU University Amsterdam).
