24 found
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  1.  32
    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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  2.  43
    Moral law and moral education: Defending Kantian autonomy.James Scott Johnston - 2007 - Journal of Philosophy of Education 41 (2):233–245.
    In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant’s moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our (...)
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  3.  92
    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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  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.  58
    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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  6.  10
    Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey's Understanding of Democracy and Education.Rosa Bruno-Jofré, James Scott Johnston & Gonzalo Jover - 2010 - McGill Queens 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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  7.  55
    Reflections on Richard Shusterman's Dewey.James Scott Johnston - 2004 - Journal of Aesthetic Education 38 (4):99-108.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 99-108 [Access article in PDF] Reflections on Richard Shusterman's Dewey James Scott Johnston Presumably, when Richard Shusterman talks of an aesthetic experience, he has in mind the sort of experience that connotes an immediate, qualitative whole John Dewey calls "consummatory" in Art as Experience. Problematically though, with Dewey, he has the urge to tell us what is primary in an experience. Making (...)
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  8.  10
    (1 other version)John Dewey's Earlier Logical Theory.James Scott Johnston - 2014 - Albany: 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.  6
    Kant's philosophy: a study for educators.James Scott Johnston - 2013 - New York: Bloomsbury Academic.
    James Scott Johnston's incisive study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component. As such, the book begins with an extensive overview of Kant's chief theoretical work (the Critique of Pure Reason), and from that overview distils crucial discussions (the role of practical reason; the claims of the third antinomy) for his moral theory. An extended discussion of Kant's moral (...)
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  10.  26
    “Meanings, Communication, and Politics: Dewey and Derrida” in John Dewey and Continental Philosophy, ed. Paul Fairfield, 219-213.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 - Carbondale, IL: 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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  11.  19
    Authority, Inquiry, and Education: A Response to Dewey's Critics.James Scott Johnston - 2004 - Educational Studies 35 (3).
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  12.  20
    Authority, Social Change, and Education: A Response to Dewey's Critics.James Scott Johnston - 2001 - Education and Culture 17 (2):2.
  13.  51
    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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  14.  26
    John Dewey and educational pragmatism.James Scott Johnston - 2010 - In Richard Bailey (ed.), The SAGE handbook of philosophy of education. Thousand Oaks, CA: SAGE Publication.
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  15.  14
    John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice.James Scott Johnston - 2007 - Paideusis: Journal of the Canadian Philosophy of Education Society 16 (1):69-71.
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  16.  40
    Kant and prejudice, or, the mechanical use of reason.James Scott Johnston - 2019 - 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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  17.  41
    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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  18.  62
    Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls.James Scott Johnston - 2011 - 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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  19.  9
    The First Progressive Educator.James Scott Johnston - 2021 - Con-Textos Kantianos 14:458-461.
    Review of: Robert Louden, Johann Bernard Basedow and the Transformation of Modern Education: Educational Reform in the German Enlightenment, London, Bloomsbury, 2021, 225 p. ISBN: 9781350163669.
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  20.  30
    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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  21.  35
    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.  28
    Philosophy today books received. [REVIEW]Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover & Daniel Tröhler - forthcoming - Philosophy Today.
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  23.  21
    Deweyan Aesthetics for These Times. [REVIEW]James Scott Johnston - 2001 - Journal of Aesthetic Education 35 (3):109.
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  24.  41
    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.
    Hegel has served as inspiration for a number of distinguished American philosophers, ranging from Peirce, Royce, Dewey and Mead to Wilfrid Sellars, John McDowel.
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