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  1. Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover & Daniel Tröhler (forthcoming). Philosophy Today Books Received. [REVIEW] Philosophy Today.
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  2. James Scott Johnston (2013). John Dewey's Philosophy of Spirit, with the 1897 Lecture on Hegel by John Shook and James Good. New York, Fordham University Press, 2010. Pp. 192. Pb. $25.00. [REVIEW] Journal of Philosophy of Education 47 (1):151-154.
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  3. James Scott Johnston (2013). Kant's Philosophy: A Study for Educators. Bloomsbury Academic.
     
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  4. James Scott Johnston (2013). To What Sort of Metaphysical Realism Does Peirce Subscribe? Reflections on James Bradley's Account of Firstness. Analecta Hermeneutica 4.
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  5. James Scott Johnston (2012). Authority, Social Change, and Education: A Response to Dewey's Critics. Education and Culture 17 (2):2.
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  6. James Scott Johnston (2012). Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls. Studies in Philosophy and Education 31 (2):109-122.
    Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s theory of discourse ethics, when combined with his statements (...)
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  7. James Scott Johnston (2011). The Dewey-Hutchins Debate: A Dispute Over Moral Teleology. Educational Theory 61 (1):1-16.
    In this essay, James Scott Johnston claims that a dispute over moral teleology lies at the basis of the debate between John Dewey and Robert M. Hutchins. This debate has very often been cast in terms of perennialism, classicism, or realism versus progressivism, experimentalism, or pragmatism. Unfortunately, casting the debate in these terms threatens to leave the reader with the impression that Dewey and Hutchins were simply talking past each other, that one was wrongheaded while the other correct, or that (...)
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  8. James Scott Johnston (2010). Authority, Inquiry, and Education: A Response to Dewey's Critics. Educational Studies 35 (3).
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  9. James Scott Johnston (2010). John Dewey and Educational Pragmatism. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication.
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  10. James Scott Johnston (2009). Deweyan Inquiry: From Education Theory to Practice. State University of New York Press.
    The case for inquiry -- The case for Deweyan inquiry -- An account of general inquiry -- Inquiry in science education -- Inquiry in social science education -- Inquiry in art and art education -- Inquiry, embodiment, and kinaesthetics in education -- Conclusion.
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  11. James Scott Johnston (2009). Prioritizing Rights in the Social Justice Curriculum. Studies in Philosophy and Education 28 (2):119-133.
  12. James Scott Johnston (2008). Does a Sentiment-Based Ethics of Caring Improve Upon a Principles-Based One? The Problem of Impartial Morality. Educational Philosophy and Theory 40 (3):436–452.
    My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...)
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  13. James Scott Johnston (2007). Moral Law and Moral Education: Defending Kantian Autonomy. Journal of Philosophy of Education 41 (2):233–245.
  14. James Scott Johnston (2007). Right and Goods: Procedural Liberalism and Educational Policy. Educational Theory 57 (4):469-488.
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  15. James Scott Johnston (2006). Dewey's Critique of Kant. Transactions of the Charles S. Peirce Society 42 (4):518-551.
    In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms and the (...)
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  16. James Scott Johnston (2006). The Education of the Categorical Imperative. Studies in Philosophy and Education 25 (5-6):385-402.
    In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of (...)
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  17. James Scott Johnston & Timothy L. Simpson (2006). The Use of Socrates: Earl Shorris and the Quest for Political Emancipation Through the Humanities. Educational Studies 39 (1):26-41.
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  18. James Scott Johnston (2004). Reflections on Richard Shusterman's Dewey. Journal of Aesthetic Education 38 (4):99-108.
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  19. James Scott Johnston (2002). John Dewey and the Role of Scientific Method in Aesthetic Experience. Studies in Philosophy and Education 21 (1):1-15.
    In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived.
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  20. Timothy L. Simpson & James Scott Johnston (2002). Eros Between Plato and Garrison: Recovering Lost Desire. Educational Theory 52 (2):223-239.
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  21. James Scott Johnston (1998). Nietzsche as Educator: A Reexamination. Educational Theory 48 (1):67-83.
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