The essay that follows discusses an ordered series of situated environmental “fields” that comprise John Dewey’s “emergent naturalism.” These fields include nature, experience, mind, subconscious, consciousness, and cognitive thought. I propose an order to these fields, and provide an overview of the ways in which fields that are larger in scope stand as the conditions for those that are more limited. I also suggest ways in which cognitive thought further emerges through the process of inquiry. This emergent scheme culminates in (...) a type of inquiry where an agent actively creates conflict in order to enrich experience. (shrink)

John Dewey puts aesthetic experience at the center of his reflection on art and beauty, reconsidering it dynamically. Nowadays, this view opened the path to somaesthetics, a term coined by Richard Shusterman, and aesthetic anthropology. Here, it is argued that the contribution of pragmatist aesthetics could be further developed by exploring its analogies with techno-aesthetics, a paradigm proposed by French philosopher Gilbert Simondon in the early 1980s. Art occupies accordingly a special place within the different forms of aesthetic experience, being (...) considered as a way of experimenting the impact of new technologies in the human experience. It is a process by which technologies create ‘devices’ for experimenting perception and reflection: namely, ways of reconstructing the nature of the human mind in-between body and technology, and by means of their interaction. Cinema reconsidered after Dewey’s fellow George H. Mead, offers an exemplary case as both artistic and technological devices. (shrink)

John Dewey provided a robust and thorough conception of scientific explanation within his philosophical writing. I provide an exegesis of Dewey's concept of scientific explanation and argue that this concept is important to contemporary philosophy of science for at least two reasons. First, Dewey's conception of scientific explanation avoids the reification of science as an entity separated from practical experience. Second, Dewey supplants the realist-antirealist debate within the philosophical literature concerning explanation, thus moving us beyond the current stalemate within philosophy (...) of science. (shrink)

This paper examines the role of ?situations? in John Dewey's philosophy of logic. To do this properly it is necessary to contrast Dewey's conception of experience and mentality with views characteristic of modern epistemology. The primary difference is that, rather than treat experience as peripheral and or external to mental functions (reason, etc.), we should treat experience as a field in and as a part of which thinking takes place. Experience in this broad sense subsumes theory and fact, hypothesis and (...) evidence, reason and observation, thought and perception. Logic in this view is a formal study of the generic features of all possible kinds of experience in this broad (thick, deep, wide, multifaceted) sense. The goal of this paper is to explain what Dewey thinks a situation is in the context of this view of experience, and to argue for the fundamental importance of that idea for logic and philosophy in general. (shrink)

In this paper, I address the motivation gap that prevents many people from acquiring and activating environmental values. In the face of this gap, I analyze Aldo Leopold’s conservation philosophy as a potential solution. This is done by reading Leopold through John Dewey’s theory of aesthetic experience, in which motivated action develops out of unified aesthetic experience made up of three phases: action, emotion, and intelligence. Showing that Leopold’s approach to conservation exhibits this aesthetic structure not only gives it a (...) clearer organization but promotes its use for rectifying the severe lack of environmental conscience and practice in society. (shrink)

The purpose of this article is to develop a critical and extended understanding of creative practices in organisation from a phenomenological point of view. To develop such an understanding of practice, this paper will first outline a phenomenological understanding of creative practice, understood particularly with Merleau-Ponty as an embodied and situated nexus of action. Subsequently, the paper will show the contribution of pragmatism to an interpretation of practice as an experience-based reality and will describe the significance of habits. After briefly (...) comparing common characteristics of both pro-experiential philosophies, some perspectives on a creative "inter-practice" and an inclusive "pheno-pragma-practice" will be explored. Furthermore, improvisation is discussed as a form and medium for the actual realisation of an embodied, situational inter-practice. Finally, some practical, political, theoretical and methodological implications and perspectives on creative pheno-pragmatic practices in organisation will be outlined. (shrink)

This paper uses John Dewey's accounts of education, expression, and art to argue that the relegation of artistic expression to the private sphere in fact, paradoxically, undermines the opportunities for human beings to cultivate their own individual autonomy. Insofar as cultural objects are matters of artistic expression, they have the special quality of potentially drawing the attention of the public to their created and contingent character, provided that they are created in a self-consciously shared political environment. I use Bakhtin's account (...) of the " Carnivalesque " to provide an example of a social and political environment that encourages such social participation, and therefore encourages greater human agency, and use this example to point to criticisms of contemporary culture. (shrink)

In order to set up a dialogue the author, first, will attempt to discern similarities and differences between the ideas of Gregory Bateson and those of the so-called Pragmatist philosophers, John Dewey and William James. Second, he will address connecting points and relevance to intercultural communication training and teaching. For both sides aesthetics are of central importance, for Bateson, coming from the direction of systems, more in the observation of the pattern that connects. For Dewey, the aesthetic experience is embedded (...) in the context potentially in any situation. For both Dewey and James human and other organisms actively experiencing environments as situations are the beginning and the end of any philosophy of pragmatic significance. For Bateson, the addition of aesthetics to ecology is necessary to highlight its global significance. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...