Studies in Philosophy and Education 19 (1-2):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.
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DOI 10.1007/bf02764159
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References found in this work BETA

Consequences of Pragmatism: Essays 1972-1980.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.

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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.

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