David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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W.W. Norton (1995)
"When John Dewey died in 1952, he was memorialized as America's most famous philosopher, revered by liberal educators and deplored by conservatives, but universally acknowledged as his country's intellectual voice. Many things conspired to give Dewey an extraordinary intellectual eminence: He was immensely long-lived and immensely prolific; he died in his ninety-third year, and his intellectual productivity hardly slackened until his eighties." "Professor Alan Ryan offers new insights into Dewey's many achievements, his character, and the era in which his scholarship had a remarkable impact. He investigates the question of what an American audience wanted from a public philosopher - from an intellectual figure whose credentials came from his academic standing as a philosopher, but whose audience was much wider than an academic one." "Ryan argues that Dewey's "religious" outlook illuminates his politics much more vividly than it does the politics of religion as ordinarily conceived. He examines how Dewey fit into the American radical tradition, how he was and was not like his transatlantic contemporaries, why he could for so long practice a form of philosophical inquiry that became unfashionable in England after 1914 at the latest."--BOOK JACKET.
|Keywords||John Dewey Liberalism American pragmatism|
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Samuel Freeman (2011). Capitalism in the Classical and High Liberal Traditions. Social Philosophy and Policy 28 (2):19-55.
Andrew Jewett (2011). Canonizing Dewey: Naturalism, Logical Empiricism, and the Idea of American Philosophy. Modern Intellectual History 8 (1):91-125.
Michael Glassman & Min Ju Kang (2011). Five Classrooms: Different Forms of 'Democracies' and Their Relationship to Cultural Pluralism(S). Educational Philosophy and Theory 43 (4):365-386.
Peter Godfrey-Smith (2002). Dewey on Naturalism, Realism and Science. Proceedings of the Philosophy of Science Association 2002 (3):S25-S35.
Ninni Wahlström (2010). Do We Need to Talk to Each Other? How the Concept of Experience Can Contribute to an Understanding of Bildung and Democracy. Educational Philosophy and Theory 42 (3):293-309.
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