Studies in Philosophy and Education 19 (1):187-218 (2000)

This article proposes that the `renewal' of Dewey might contributeto filling the gap between the pedagogical commitment tocontingency and plurality and the fact that the pedagogicaltradition, until now, has neutralized contingency and deniedits systematic meaning for education. Therefore, the maintraits of the `renewal of Dewey' are shown in thework of some Dewey scholars who, critically and creatively,reconstruct Dewey in the mirror of poststructural, communicational and constructive theory developments.Following Dewey, these researches balance the objectiveevaluation of Dewey's work by a deliberate and overtpursuit of their own intentions and selections by the scholars.Intersubjectivity and communication are key concepts in thisrenewal of pragmatism rejecting the subject-centered philosophy of consciousness, the traditional westernepistemology and metaphysics. The turn to the philosophicalpriority of the unforeseeable also leads to anunderstanding of action as an essentialfocus. In this context Dewey's pragmatistic view of radical democracy is received as a non-foundationaltheory and the concept of consensus is criticized.The scholars clarify that the boundaries of the subjectare broadened by communicative destabilization.At the end of the article it is asked what the renewal-dimensions mean for education locatedin the public sphere.
Keywords Philosophy   Philosophy of Education   Education   Testing and Evaluation   Theory of Education
Categories (categorize this paper)
Reprint years 2004
DOI 10.1023/A:1005298630235
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 58,518
Through your library

References found in this work BETA

Consequences of Pragmatism.Richard Rorty - 1982 - University of Minnesota Press.
A Deweyan Theory of Democratic Listening.Jim Garrison - 1996 - Educational Theory 46 (4):429-451.
Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW]Gert J. J. Biesta - 1998 - Studies in Philosophy and Education 17 (2/3):73-99.
Foucault, Dewey, and Self‐Creation.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111–134.

View all 19 references / Add more references

Citations of this work BETA

Democratic Education in the Mode of Populism.Andreas Mårdh & Ásgeir Tryggvason - 2017 - Studies in Philosophy and Education 36 (6):601-613.
Nature, Education and Things.Thomas Aastrup Rømer - 2013 - Studies in Philosophy and Education 32 (6):641-652.
Becoming‐Language/Becoming‐Other: Whence Ethics?Semetsky Inna - 2004 - Educational Philosophy and Theory 36 (3):313-325.

View all 6 citations / Add more citations

Similar books and articles

Towards an Embodied Poetics of the Self: Personal Renewal in Dewey and Cavell.D. Granger - 2001 - Studies in Philosophy and Education 20 (2):107-124.
John Dewey’s Logic of Science.Matthew J. Brown - 2012 - Hopos: The Journal of the International Society for the History of Philosophy of Science 2 (2):258-306.
Dewey's New Logic: A Reply to Russell.Tom Burke - 1994 - University of Chicago Press.
Democracy, Value Inquiry, and Dewey's Metaphysics.H. G. Callaway - 1993 - Journal of Value Inquiry 27 (1):13-27.
The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy.Mladen Turk - 2011 - American Journal of Theology and Philosophy 32 (2):193-196.
The Philosopher of the Common Man.John Dewey (ed.) - 1940 - New York: Greenwood Press.
The Philosophy of John Dewey.Paul Arthur Schilpp - 1939 - New York: Tudor Pub. Co..


Added to PP index

Total views
30 ( #349,835 of 2,421,653 )

Recent downloads (6 months)
1 ( #545,272 of 2,421,653 )

How can I increase my downloads?


My notes