David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Studies in Philosophy and Education 20 (1):5-25 (2001)
This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of the pluralistic subjects, she showsthe importance of addressing cultural influences andpolitical power in theories about thinking. Sheargues for the value of embracing pluralistic anddemocratic commitments on epistemological grounds aswell as moral grounds
|Keywords||constructive thinking critical thinking pluralism radical democracy|
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Citations of this work BETA
Andrés Mejía D. (2009). In Just What Sense Should I Be Critical? An Exploration Into the Notion of ‘Assumption’ and Some Implications for Assessment. Studies in Philosophy and Education 28 (4):351-367.
Jim McKenzie (2002). Barbara Thayer-Bacon on Knowers and the Known. Educational Philosophy and Theory 34 (3):301–319.
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