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  1. John Dewey, Robert Pirsig, and the Art of Living: Revisioning Aesthetic Education.David A. Granger - 2006 - Palgrave-Macmillan.
    This book explores the writings of philosopher and educator John Dewey in order to develop an expansive vision of aesthetic education and everyday poetics of living. Robert Pirsig's best-selling book, Zen and the Art of Motorcycle Maintenance, provides concrete examples of this compelling yet unconventional vision.
     
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  2.  52
    Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference.David A. Granger - 2010 - Journal of Aesthetic Education 44 (3):69-81.
    The philosopher Ludwig Wittgenstein once remarked that "The human body is the best picture of the human soul."1 There is a basic truth in this assertion that we recognize (I want to say) intuitively: the notion that human beings are parts both mental and physical, that these facets are ultimately interdependent, and that they are in some measure correlated was a commonplace in the intellectual culture of ancient Athens, especially among Socratic thinkers. It can also be found as a central (...)
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  3.  14
    No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform.David A. Granger - 2008 - Educational Studies: Journal of the American Educational Studies Association 43 (3):206-228.
    This article discusses what David Berliner (2005) has called the perverse ?spectacle of fear? (208) surrounding issues of teacher quality and accountability in contemporary school reform. Drawing principally on the critical semiotics of Roland Barthes' essay, ?The World of Wrestling? (1957), it examines the way that this spectacle works to undermine public education and explicates the powerful mythology behind it. The article then concludes with some suggestions on how this destructive ?spectacle of fear? might potentially be disrupted using the agencies (...)
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  4.  9
    Expression, Imagination, and Organic Unity: John Dewey's Aesthetics and Romanticism.David A. Granger - 2003 - Journal of Aesthetic Education 37 (2):46.
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  5.  39
    Expression, Imagination, and Organic Unity: John Dewey's Aesthetics and Romanticism.David A. Granger - 2003 - Journal of Aesthetic Education 37 (2):46-60.
  6.  40
    Naoko Saito, 2005, The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Foreword by Stanley Cavell.David A. Granger - 2008 - Studies in Philosophy and Education 27 (6):475-480.
  7.  9
    The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes, Part 2.David A. Granger - 2018 - Journal of Aesthetic Education 52 (2):53.
    Due to its considerable length, this article has been published in two parts. Part 1, which appeared in the previous issue of the journal, discussed the intriguing relationship between John Dewey and Albert Barnes, as well as the circumstances behind the creation of the Barnes Foundation and its art education programs. Following this, it established both areas of convergence and divergence in Barnes’s and Dewey’s understandings of aesthetic formalism, organic unity, and form and content in the arts. Part 2 now (...)
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  8.  11
    The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes, Part 1.David A. Granger - 2018 - Journal of Aesthetic Education 52 (1):55.
    Due to its considerable length, this article is being published in two parts. This first part briefly discusses the intriguing relationship between John Dewey and Albert Barnes, as well as the circumstances behind the creation of the Barnes Foundation and its innovative art-education programs. This is followed by examination of the prominent roles of aesthetic formalism and organic unity in Barnes's writings about the arts and their less technical, more contextual positioning in Dewey's aesthetics. To end Part 1 of the (...)
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  9.  19
    Philip W. Jackson, December 2, 1928–July 21, 2015, A Life Well Lived.David A. Granger, Craig A. Cunningham & David T. Hansen - 2015 - Education and Culture 31 (2):1.
    The world of John Dewey scholarship recently lost one of its most thoughtful contributors, and teachers of all kinds lost one of their most passionate and committed advocates. Philip W. Jackson was born in 1928 in Vineland, New Jersey, a locale known historically for its excellent grape-growing soil and veterinarian Arthur Goldhaft’s famous pledge to “put a chicken in every pot.” Jackson’s adoptive parents were, appropriately enough, chicken farmers, and, as the story goes, they noticed early on his indisputable knack (...)
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  10.  44
    A Review of Richard Shusterman, 2000, Pragmatist Aesthetics: Living Beauty, Rethinking Art. [REVIEW]David A. Granger - 2003 - Studies in Philosophy and Education 22 (5):381-402.
  11.  26
    Response to Craig Cunningham’s Review of John Dewey, Robert Pirsig, and the Art of Living.David A. Granger - 2010 - Studies in Philosophy and Education 29 (4):403-406.
  12.  26
    Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective.David A. Granger - 2006 - Journal of Aesthetic Education 40 (2):45-66.
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    Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference.David A. Granger - 2010 - Journal of Aesthetic Education 44 (3):69.
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  14.  4
    Recovering the Everyday: John Dewey as Emersonian Pragmatist.David A. Granger - 1998 - Educational Theory 48 (3):331-349.
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