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  1. Thought and Action in Education.Thomas Aastrup Rømer - 2015 - Educational Philosophy and Theory 47 (3):1-16.
    In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...)
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  • Openness, Newness and Radical Possibility in Deweyan Work: A Response to Jasinski.Vasco D’Agnese - 2018 - Ethics and Education 13 (2):234-250.
    In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...)
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  • Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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