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  1. Mathematics and the Good Life.S. Pollard - 2013 - Philosophia Mathematica 21 (1):93-109.
    We mathematical animals should be grateful that mathematics is instrumentally useful. We should not, however, forget its other contributions to human happiness. Bertrand Russell and John Dewey offer timely reminders that provide insight into the role of non-mathematicians in the evaluation of mathematics.
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  • Objectivity and Bias.Gordon Belot - 2017 - Mind 126 (503):655-695.
    The twin goals of this essay are: to investigate a family of cases in which the goal of guaranteed convergence to the truth is beyond our reach; and to argue that each of three strands prominent in contemporary epistemological thought has undesirable consequences when confronted with the existence of such problems. Approaches that follow Reichenbach in taking guaranteed convergence to the truth to be the characteristic virtue of good methods face a vicious closure problem. Approaches on which there is a (...)
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  • Knowing Through the Body.Mark Johnson - 1991 - Philosophical Psychology 4 (1):3-18.
    Abstract Recent empirical studies of categorization, concept development, semantic structure, and reasoning reveal the inadequacies of all theories that regard knowledge as static, propositional, and sentential. These studies show that conceptual structure and reason are grounded in patterns of bodily experience. Structures of our spatial/temporal orientations, perceptual interactions, and motor programs provide an imaginative basis for our knowledge of, and reasoning about, more abstract domains. Such a view transcends both foundationalism and extreme relativism or scepticism.
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  • Mencius on Becoming Human.James Behuniak - 2002 - Dissertation, University of Hawaii at Manoa
    This dissertation reinterprets the notion commonly translated as "human nature" (renxing in the Mencius by appealing to philosophical assumptions common to Warring States thought. Taking advantage of recently unearthed archeological finds from the Mencian school, the argument is made that renxing in the Mencius is most adequately understood as a dynamic disposition shaped by cultural and historical conditions, not as an a-historical "nature" common to all humans at all times. The notion of "becoming human" in the Mencius that results from (...)
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  • A Phenomenological Study of Dream Interpretation Among the Xhosa-Speaking People in Rural South Africa.Robert Schweitzer - 1996 - Journal of Phenomenological Psychology 27 (1):72-96.
    Psychologists investigating dreams in non-Western cultures have generally not considered the meanings of dreams within the unique meaning-structure of the person in his or her societal context. The study was concerned with explicating the indigenous system of dream interpretation of the Xhosa-speaking people, as revealed by acknowledged dream experts, and elaborating upon the life-world of the participants. Fifty dreams and their interpretations were collected from participants, who were traditional healers and their clients. A phenomenological methodology was adopted in explicating the (...)
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  • The Continuity of Action and Thinking in Learning.Bente Elkjaer - 2000 - Outlines. Critical Practice Studies 2 (1):85-102.
    In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older (...)
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  • Dewey's "Situation" and the Ames Demonstrations.Robert N. Grunewald - 1965 - Educational Theory 15 (4):293-304.
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  • The Nectar is in the Journey: Pragmatism, Progress, and the Promise of Incrementalism.James W. Sheppard - 2003 - Philosophy and Geography 6 (2):167 – 187.
    The nectar is in the journey, |3dotnld| ultimate goals may be illusory, nay, most likely are but a gossamer wing. Day by day, however, human life triumphs in its ineluctable capacity to hang in and make things better. Not perfect, simply better." John McDermott, Streams of Experience I investigate one manner in which classical American pragmatism might be utilized by theorists and practitioners interested in addressing urban environmental problems. Despite the widespread adoption of the sustainability moniker within the environmental movement, (...)
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  • The Intersection of Pragmatism and Feminism.Jane Duran - 1993 - Hypatia 8 (2):159 - 171.
    I cite areas of pragmatism and feminism that have an intersection with or an appeal to the other, including the notions of the universal and/or normative, and foundationalist lines in general. I deal with three areas from each perspective and develop the notion of their intersection. Finally, the paper discusses the importance of a pragmatic view for women's lives and the importance of psychoanalytic theory for finding another area where pragmatism and feminism mesh.
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  • What's a Philosopher to Do? A Deweyan Response.John Teehan - 1994 - Metaphilosophy 25 (4):376-391.
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  • On the Relevance of Bildung for Democracy.Walter Bauer - 2003 - Educational Philosophy and Theory 35 (2):211–225.
  • Dewey and the Question of Realism.Peter Godfrey-Smith - 2013 - Noûs 47 (4):73-89.
    An interpretation is given of John Dewey's views about “realism” in metaphysics, and of how these views relate to contemporary debates. Dewey rejected standard formulations of realism as a general metaphysical position, and interpreters have often been taken him to be sympathetic to some form of verificationism or constructivism. I argue that these interpretations are mistaken, as Dewey's unease with standard formulations of realism comes from his philosophical emphasis on intelligent control of events, by means of ordinary action. Because of (...)
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  • Constructive Realism: In Defense of the Objective Reality of Perspectives.Roman Madzia - 2013 - Human Affairs 23 (4):645-657.
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  • Situated Action: A Neuropsychological Interpretation Response to Vera and Simon.William J. Clancey - 1993 - Cognitive Science 17 (1):87-116.
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  • The Four Domains of Moral Education: The Contributions of Dewey, Alexander and Goleman to a Comprehensive Taxonomy.Ronald Lee Zigler - 1998 - Journal of Moral Education 27 (1):19-33.
    Abstract This paper seeks to place a neglected dimension of John Dewey's work into its proper context??and in so doing define four domains of moral education. An examination of the influence of F. Matthias Alexander on Dewey reveals that these writers clearly anticipated the research and ideas which Daniel Goleman has recently sought to popularise in his book Emotional Intelligence.Among Goleman's conclusions is the recommendation that the education of moral character needs to consciously address the development of ?emotional habits? and (...)
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  • Why Global Justice Matters.Kok-Chor Tan - 2014 - Journal of Global Ethics 10 (2):128-134.
    Why does global justice as a philosophical inquiry matter? We know that the world is plainly unjust in many ways and we know that something ought to be done about this without, it seems, the need of a theory of global justice. Accordingly, philosophical inquiry into global justice comes across to some as an intellectual luxury that seems disconnected from the real world. I want to suggest, however, that philosophical inquiry into global justice is necessary if we want to address (...)
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  • In Defense of Relativism.Joseph Margolis - 1988 - Social Epistemology 2 (3):201 – 225.
  • Creating Public Values: Schools as Moral Habitats.Ozoliņš Jānis John Tālivaldis - 2010 - Educational Philosophy and Theory 42 (4):410-423.
    This paper will consider the role of schools, as a particular moral habitat in the formation of moral virtues and how the inculcation of a comprehensive private moral system of beliefs, values and practices leads to public values in a multicultural, pluralist society. It is argued that the formation of good persons ensures the formation of good citizens and that governments should therefore support good moral education rather than seek to impose national public values or to concentrate on developing good (...)
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  • A Methodology of Experience: An Alternative to Behavioral Objectives.William E. Doll - 1972 - Educational Theory 22 (3):309-324.
  • Five Classrooms: Different Forms of 'Democracies' and Their Relationship to Cultural Pluralism(S).Michael Glassman & Min Ju Kang - 2011 - Educational Philosophy and Theory 43 (4):365-386.
    This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...)
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  • Pedagogy for a Liquid Time.Larry Green & Kevin Gary - 2016 - Studies in Philosophy and Education 35 (1):47-62.
    Sociologist Zygmunt Bauman characterizes our time as a time of “liquid modernity”. Rather than settled meanings, categories, and frames of reference Bauman contends that meaning is always in flux, open ended rather than closed. Given Bauman’s assessment, pedagogies that are directed towards finding, accepting, or imposing meaning come up short. They offer closed, ‘finished’ meanings instead of an examination of the ongoing, open ended, process of meaning making. What might a pedagogy for a liquid time look like? This is the (...)
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  • What Makes Practice Educational?Padraig Hogan - 1990 - Journal of Philosophy of Education 24 (1):15–27.
  • Popper's Third World: Moral Habits, Moral Habitat and Their Maintenance.Jānis Tālivaldis Ozoliņš - 2010 - Educational Philosophy and Theory 42 (7):742-761.
    If we accept Popper's idea that the human habitat is described in terms of three worlds, and that there are overlaps between these three worlds, our moral actions and values will also be subject to the same kinds of consideration as a repertoire of behaviours exhibited in a physical environment. We will develop moral habits in a moral habitat and our moral behaviours will also be dependent on the kind of moral habitat in which we find ourselves.There are three main (...)
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  • Charlotte Perkins Gilman: Instrumentalism Beyond Dewey.Jane S. Upin - 1993 - Hypatia 8 (2):38 - 63.
    Charlotte Perkins Gilman and John Dewey were both pragmatists who recognized the need to restructure the environment to bring about social progress. Gilman was even more of a pragmatist than Dewey, however, because she addressed problems he did not identify-much less confront. Her philosophy is in accord with the spirit of Dewey's work but in important ways, it is more consistent, more comprehensive and more radical than his instrumentalism.
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  • III. The Autonomy of the Sociology of Ideas: A Rejoinder.Lewis S. Feuer - 1969 - Inquiry: An Interdisciplinary Journal of Philosophy 12 (1-4):434-445.
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