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James Scott Johnston
Memorial University of Newfoundland
  1.  24
    Nietzsche as Educator: A Reexamination.James Scott Johnston - 1998 - Educational Theory 48 (1):67-83.
  2.  28
    Moral Law and Moral Education: Defending Kantian Autonomy.James Scott Johnston - 2007 - Journal of Philosophy of Education 41 (2):233–245.
  3.  20
    Deweyan Inquiry: From Education Theory to Practice.James Scott Johnston - 2009 - State University of New York Press.
    The case for inquiry -- The case for Deweyan inquiry -- An account of general inquiry -- Inquiry in science education -- Inquiry in social science education -- Inquiry in art and art education -- Inquiry, embodiment, and kinaesthetics in education -- Conclusion.
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  4. John Dewey and the Role of Scientific Method in Aesthetic Experience.James Scott Johnston - 2002 - Studies in Philosophy and Education 21 (1):1-15.
    In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived.
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  5. Dewey's Critique of Kant.James Scott Johnston - 2006 - Transactions of the Charles S. Peirce Society 42 (4):518-551.
    In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms and the (...)
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  6.  26
    Does a Sentiment‐Based Ethics of Caring Improve Upon a Principles‐Based One? The Problem of Impartial Morality.James Scott Johnston - 2008 - Educational Philosophy and Theory 40 (3):436–452.
    My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...)
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  7.  41
    The Dewey-Hutchins Debate: A Dispute Over Moral Teleology.James Scott Johnston - 2011 - Educational Theory 61 (1):1-16.
    In this essay, James Scott Johnston claims that a dispute over moral teleology lies at the basis of the debate between John Dewey and Robert M. Hutchins. This debate has very often been cast in terms of perennialism, classicism, or realism versus progressivism, experimentalism, or pragmatism. Unfortunately, casting the debate in these terms threatens to leave the reader with the impression that Dewey and Hutchins were simply talking past each other, that one was wrongheaded while the other correct, or that (...)
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  8. John Dewey's Earlier Logical Theory.James Scott Johnston - 2014 - State University of New York Press.
    _Analysis of Dewey's pre-1916 work on logic and its relationship to his better-known 1938 book on the topic._.
     
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  9. Kant's Philosophy: A Study for Educators.James Scott Johnston - 2013 - Bloomsbury Academic.
     
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  10.  61
    The Education of the Categorical Imperative.James Scott Johnston - 2006 - Studies in Philosophy and Education 25 (5-6):385-402.
    In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of (...)
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  11.  33
    Reflections on Richard Shusterman's Dewey.James Scott Johnston - 2004 - Journal of Aesthetic Education 38 (4):99-108.
  12.  10
    A Companion to John Dewey's Democracy and Education.James Scott Johnston - 2018 - Educational Theory 68 (6):693-699.
  13. John Dewey and Continental Philosophy.Paul Fairfield, James Scott Johnston, Tom Rockmore, James A. Good, Jim Garrison, Barry Allen, Joseph Margolis, Sandra B. Rosenthal, Richard J. Bernstein, David Vessey, C. G. Prado, Colin Koopman, Antonio Calcagno & Inna Semetsky (eds.) - 2010 - Southern Illinois University Press.
    _John Dewey and Continental Philosophy_ provides a rich sampling of exchanges that could have taken place long ago between the traditions of American pragmatism and continental philosophy had the lines of communication been more open between Dewey and his European contemporaries. Since they were not, Paul Fairfield and thirteen of his colleagues seek to remedy the situation by bringing the philosophy of Dewey into conversation with several currents in continental philosophical thought, from post-Kantian idealism and the work of Friedrich Nietzsche (...)
     
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  14.  26
    Right and Goods: Procedural Liberalism and Educational Policy.James Scott Johnston - 2007 - Educational Theory 57 (4):469-488.
    In this essay, James Scott Johnston asks what sort of liberalism is best for the educational systems of early twenty‐first century, late capitalistic democratic nations, looking at the procedural liberalism extant. Two major models are John Rawls’s Justice as Fairness and Jürgen Habermas’s Communicative Action. Both owe their foundational movements to Immanuel Kant in various respects, and Johnston therefore examines Kant in those areas both thinkers draw upon. Johnston then turns to Rawls and to Habermas, discussing what is central to (...)
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  15.  14
    Kant and Prejudice, or, the Mechanical Use of Reason.James Scott Johnston - 2018 - Educational Philosophy and Theory 51 (10):1051-1060.
    This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant’s ‘phenomenal–noumenal’ distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understand Kant’s distinction is by following his account of the ‘conduct of thought.’ Doing so demonstrates the Lectures on Logic and particularly, his account of prejudice, as playing a (...)
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  16.  29
    Dewey's Critique of Kant.James Scott Johnston - 2006 - Transactions of the Charles S. Peirce Society 42 (4):518-551.
    In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms and the (...)
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  17.  45
    Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls.James Scott Johnston - 2012 - Studies in Philosophy and Education 31 (2):109-122.
    Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s theory of discourse ethics, when combined with his statements (...)
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  18.  11
    Deweyan Aesthetics for These Times. [REVIEW]James Scott Johnston - 2001 - Journal of Aesthetic Education 35 (3):109.
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  19.  30
    Prioritizing Rights in the Social Justice Curriculum.James Scott Johnston - 2009 - Studies in Philosophy and Education 28 (2):119-133.
    The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I claim that a ranking of human rights is not only necessary to adjudicate competing claims for social justice and at the same time, thwart interference (...)
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  20.  28
    John Dewey's Philosophy of Spirit, with the 1897 Lecture on Hegel by John Shook and James Good. New York, Fordham University Press, 2010. Pp. 192. Pb. $25.00. [REVIEW]James Scott Johnston - 2013 - Journal of Philosophy of Education 47 (1):151-154.
  21.  25
    To What Sort of Metaphysical Realism Does Peirce Subscribe? Reflections on James Bradley's Account of Firstness.James Scott Johnston - 2012 - Analecta Hermeneutica 4.
  22.  15
    The Use of Socrates: Earl Shorris and the Quest for Political Emancipation Through the Humanities.James Scott Johnston & Timothy L. Simpson - 2006 - Educational Studies 39 (1):26-41.
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  23.  5
    Dewey's “Positive” Negative Reconstruction.James Scott Johnston - 2017 - Educational Theory 67 (5):605-610.
  24.  12
    Philosophy Today Books Received. [REVIEW]Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover & Daniel Tröhler - forthcoming - Philosophy Today.
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  25.  15
    Eros Between Plato and Garrison: Recovering Lost Desire.Timothy L. Simpson & James Scott Johnston - 2002 - Educational Theory 52 (2):223-239.
  26.  6
    Authority, Inquiry, and Education: A Response to Dewey's Critics.James Scott Johnston - 2004 - Educational Studies 35 (3).
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  27.  6
    Authority, Social Change, and Education: A Response to Dewey's Critics.James Scott Johnston - 2001 - Education and Culture 17 (2):2.
  28.  4
    John Dewey and Educational Pragmatism.James Scott Johnston - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication.
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  29. Democracy and the Intersection of Religion: The Reading of John Dewey's Understanding of Democracy and Education.Rosa Bruno-Jofré, James Scott Johnston & Gonzalo Jover - 2010 - Mcgill-Queen's University Press.
    How are ideas about education and democracy configured and reconfigured as they travel? Democracy and the Intersection of Religion looks at the work of John Dewey, the renowned philosopher, psychologist, and educational reformer, and the ways in which his educational ideas and democratic ideals have been configured and reconfigured, adopted, and interpreted in different historical and cultural spaces.
     
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