David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Theory 38 (2):239-247 (1988)
While phenomenologists have contributed to an understanding of the empirical origin and historical development of meaning and thought, they have, until recently, paid relatively little attention to significant problems surrounding meaning transmission, that is to say, problems in the process of education. Notably absent in phenomenological investigations has been the development of a fully thought-out phenomenology of education.’ While this task remains to be completed, it has certainly been well, if unexpectedly, begun. Surprisingly, many of the themes developed in Dewey’s Experience and Nature parallel those of Husserl in The Crisis of European Sciences. These themes, spelled out below, appear as well in Dewey’s Democracy and Education. It is not our intention to rediscover Dewey as a closet phenomenologist. Instead, we hope to show how Dewey’s writings lend themselves to phenomenological understanding and reinterpretation....Our approach will be to compare Dewey and Husserl with regard to a number of shared themes that play a prominent role in their respective philosophies. Themes to be compared include: (1) the “life-world” or what Dewey calls everyday or existential experience: (2) the meaning “horizon”; (3) the origin of thought (or reflection) in everyday experience. One observation that will emerge in the course of our comparison is that Dewey frequently tends to go beyond Husserl in his departure from several key tenets currently popular in Anglo-American philosophy.
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M. Tavuzzi (1979). Husserl Dependence on James, William. Journal of the British Society for Phenomenology 10 (3):194-196.
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