Overcoming Relativism and Absolutism: Dewey's ideals of truth and meaning in philosophy for children
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (5):453-466 (2011)
Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with P4C, as neither one of them can facilitate all of P4C's ideals of reflective thinking, community, fallibilism, care, open-mindedness, empathy, and meaningfulness. I will argue that P4C incorporates Dewey's middle ground position between relativism and absolutism
|Keywords||epistemology pragmatism theories of truth John Dewey philosophy for children|
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References found in this work BETA
John Dewey (2008/1958). Experience and Nature. McCutchen Pr.
Sandra Harding (1991). Whose Science? Whose Knowledge? Thinking From Women's Lives. Cornell University.
Lorraine Code (1991). What Can She Know?: Feminist Theory and the Construction of Knowledge. Cornell University Press.
John Dewey (1938). Logic: The Theory of Inquiry. Henry Holt.
Matthew Lipman (1992). Thinking in Education. British Journal of Educational Studies 40 (2):187-189.
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