Imagination and Judgment in John Dewey's Philosophy: Intelligent transactions in a democratic context
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 44 (2):133-150 (2012)
In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment
|Keywords||intelligence thinking transaction learning|
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References found in this work BETA
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Citations of this work BETA
Eve Ruddock (forthcoming). On Being Musical: Education Towards Inclusion. Educational Philosophy and Theory:1-10.
Vasco D’Agnese (2016). Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side. Studies in Philosophy and Education 35 (2):195-214.
Thomas Aastrup Rømer (2013). Thought and Action in Education. Educational Philosophy and Theory 47 (3):1-16.
Amy Shuffelton (2015). Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research. Studies in Philosophy and Education 34 (2):137-147.
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