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  1. On the Creative Logic of Education, Or: Re‐Reading Dewey Through the Lens of Complexity Science.Inna Semetsky - 2008 - Educational Philosophy and Theory 40 (1):83-95.
    This paper rereads John Dewey's works in the light of complexity theory and self‐organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical concepts are explored against the background of such founders of dynamical systems theory as Ludwig von Bertalanffy, Ervin Laszlo, and Erich Jantsch. If, in this process, Dewey's thought appears to undergo (...)
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  • ‘This is My Truth, Tell Me Yours’. Deconstructive Pragmatism as a Philosophy for Education.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (7):710-727.
    One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way ‘forward’ by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and (...)
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  • Nature, Education and Things.Thomas Aastrup Rømer - 2013 - Studies in Philosophy and Education 32 (6):641-652.
    In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...)
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  • From the Dialogic to the Contemplative: A Conceptual and Empirical Rethinking of Online Communication Outcomes as Verbing Micro-Practices. [REVIEW]David J. Schaefer & Brenda Dervin - 2009 - Ethics and Information Technology 11 (4):265-278.
    Traditional approaches to studying communication in public spheres draw upon a product or outcome orientation that has prevented researchers from theorizing more specifically about how communication behaviors either inhibit or facilitate dialogic processes. Additionally, researchers typically emphasize consensus as a preferred outcome. Drawing upon a methodology explicitly developed to study communicating using a verb-oriented framework, we analyzed 1,360 postings from online pedagogical discussions. Our analysis focused on verbing micro-practices, the dynamic communicative actions through which participants make and unmake public spheres. (...)
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  • Democratic Education in the Mode of Populism.Andreas Mårdh & Ásgeir Tryggvason - 2017 - Studies in Philosophy and Education 36 (6):601-613.
    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, (...)
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  • Becoming‐Language/Becoming‐Other: Whence Ethics?Semetsky Inna - 2004 - Educational Philosophy and Theory 36 (3):313-325.