Imagination and Judgment in John Dewey's Philosophy: Intelligent transactions in a democratic context

Educational Philosophy and Theory 44 (2):133-150 (2012)
In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment
Keywords intelligence  thinking  transaction  learning
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DOI 10.1111/j.1469-5812.2009.00623.x
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References found in this work BETA
Critique of Pure Reason.Immanuel Kant - 1991 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Philosophy and Phenomenological Research. Blackwell. pp. 449-451.
Critique of Pure Reason.I. Kant - 1787/1998 - Philosophy 59 (230):555-557.

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Citations of this work BETA
Thought and Action in Education.Thomas Aastrup Rømer - 2013 - Educational Philosophy and Theory 47 (3):1-16.
Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.
On Being Musical: Education Towards Inclusion.Eve Ruddock - forthcoming - Educational Philosophy and Theory:1-10.

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