David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Studies in Philosophy and Education 17 (2/3):73-99 (1998)
This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900â1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It is further shown, how Mead redefines the social in terms of meaningful, creative, radically undetermined, but not yet conscious, interaction. Mead's position thereby implies a reversal of the traditional way in which the relationship between subjectivity and intersubjectivity is conceived. The article ends with an outline of the main implications of this reversal for our understanding of education
|Keywords||mead pragmatism education philosophy intersubjectivity consciousness self-consciousness reflection interaction|
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Citations of this work BETA
Tina Kindeberg (2012). The Significance of Emulation in the Oral Interaction Between Teacher and Students. Journal of Philosophy of Education 46 (4):99-111.
Gert J. J. Biesta (2010). Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. [REVIEW] Studies in Philosophy and Education 29 (6):579-585.
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