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  1.  58
    John Dewey's philosophy of education: an introduction and recontextualization for our times.James W. Garrison - 2012 - New York: Palgrave-Macmillan. Edited by Stefan Neubert & Kersten Reich.
    John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, we first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. We discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts - namely, the cultural, constructive and communicative (...)
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  2.  24
    Constructivism and Education.Marie Larochelle, Nadine Bednarz & James W. Garrison (eds.) - 1998 - Cambridge University Press.
    This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields, this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of (...)
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  3.  28
    Science education, conceptual change and breaking with everyday experience.James W. Garrison & Michael L. Bentley - 1990 - Studies in Philosophy and Education 10 (1):19-35.
    Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. What these psychologists have not recognized is that Kuhn's position is actually a (...)
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  4.  31
    Newton and the relation of mathematics to natural philosophy.James W. Garrison - 1987 - Journal of the History of Ideas 48 (4):609-627.
  5. Husserl, Galileo, and the processes of idealization.James W. Garrison - 1986 - Synthese 66 (2):329 - 338.
    This essay is concerned with the processes of idealization as described by Husserl in his last work, "The Crisis of European Sciences and Transcendental Phenomenology". Central as the processes of idealization are to Husserl's reflections on the origin of natural scientific knowledge and his attempt to reground that knowledge in the "forgotten meaning-fundament of natural science," they have not always been well understood. One reason for this is the lack of concrete historical examples. The main purpose of this paper is (...)
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  6. The paradox of indoctrination: A solution.James W. Garrison - 1986 - Synthese 68 (2):261 - 273.
  7.  84
    Dewey on Metaphysics, Meaning Making, and Maps.James W. Garrison - 2005 - Transactions of the Charles S. Peirce Society 41 (4):818-844.
    In lieu of an abstract, here is a brief excerpt of the content:Dewey on Metaphysics, Meaning Making, and Maps James W. Garrison Blueprints and maps are propositions and they exemplify what it is to be propositional.1 [E]very characteristic trait is a quality.... produced and destroyed by existential conditions.2 John Dewey's claim that there are metaphysical generic traits of existence the theory of which provides "a ground-map" for cultural criticism remains controversial. I will work along two intertwining lines to try and (...)
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  8.  12
    Philosophy as (Vocational) Education.James W. Garrison - 1990 - Educational Theory 40 (3):391-406.
  9.  96
    Hintikka, Laudan and Newton: An interrogative model of scientific inquiry.James W. Garrison - 1988 - Synthese 74 (2):145 - 171.
  10. Toward a feminist poetic of critical thinking.James W. Garrison & A. Phelan - forthcoming - Philosophy of Education.
     
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  11.  13
    A Logical Theory of Teaching: Erotetics and Intentionality.C. J. B. Macmillan & James W. Garrison - 1988 - Springer.
    happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? (...)
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  12.  16
    Dewey and the Empirical Unity of Opposites.James W. Garrison - 1985 - Transactions of the Charles S. Peirce Society 21 (4):549 - 561.
  13.  12
    Democracy and Education Reconsidered: Dewey After One Hundred Years.James W. Garrison, Stefan Neubert & Kersten Reich - 2015 - New York: Routledge. Edited by Stefan Neubert & Kersten Reich.
    _Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in (...)
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  14.  9
    Democracy and Education Reconsidered: Dewey After One Hundred Years.James W. Garrison, Stefan Neubert & Kersten Reich - 2015 - New York: Routledge. Edited by Stefan Neubert & Kersten Reich.
    _Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in (...)
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  15.  18
    Living as learning: John Dewey in the 21st century.James W. Garrison - 2014 - Cambridge, Massachusetts: Dialogue Path Press. Edited by Larry A. Hickman & Daisaku Ikeda.
    Three experts collaborate in this passionate and rewarding dialogue on the legacy of the great American philosopher and educator John Dewey (1859 1952). Focused on growth and the creation of value within the context of real life, Dewey s pragmatic philosophy shares much with humanistic Buddhism. These similarities, which arise throughout the book, add richness to a dialogue already overflowing with faith in our capacity to find common ground and expand human well being in our rapidly globalizing world. For Dewey, (...)
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  16. The paradox of indoctrination: a hermeneutical solution.James W. Garrison - 1990 - Philosophy of Education 46:396-402.
     
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  17. Food from thought.James W. Garrison & Bruce W. Watson - 2005 - Journal of Speculative Philosophy 19 (4):242-256.
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  18.  19
    “Does Metaphysics Really Matter for Practice?”: It Depends on the Practitioner.James W. Garrison - 1991 - Educational Theory 41 (2):221-226.
  19.  19
    John Dewey, Robert Pirsig, and the Art of Living (review).James W. Garrison - 2007 - Education and Culture 23 (1):84-86.
  20.  30
    Rejoinder to Floden & Newsome.James W. Garrison & C. J. B. Macmllan - 1992 - Studies in Philosophy and Education 11 (3):223-229.
  21.  8
    The Educational Conversation: Closing the Gap.James W. Garrison, Jim Garrison & Anthony G. Rud Jr - 1995 - SUNY Press.
    This book discusses topics normally excluded from the current educational conversation such as soul, authority, irony, memory, style, luck, privacy, power, and hospitality.
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  22.  9
    William James and Education.James W. Garrison, Ronald Podeschi & Eric Bredo - 2002
    William James and Education is a dynamic collection of original essays spotlighting William James as a role model for bringing philosophy to bear on the persistent issues of life and education. Using James's philosophical ideas, the contributors evade the polarization and superficiality that permeate the debate around such educational issues as standards versus diversity, cultural consensus versus multiculturalism, religion versus science, and individual freedom versus social determinism. The result is a synthetic collection of essays offering original, unique, and useful insights. (...)
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  23.  56
    Towards a new philosophy of education: Extending the conversational metaphor for thinking.Eric C. Pappas & James W. Garrison - 1991 - Studies in Philosophy and Education 10 (4):297-314.
    Recently, feminists like Jane Roland-Martin, Elizabeth Young-Bruehl, and others have advocated a conversational metaphor for thinking and rationality, and our image of the rational person. Elizabeth Young-Bruehl refers to thinking as a “constant interconnecting of representations of experiences and an extension of how we hear ourselves and others. There are numerous disadvantages to thinking about thinking as a conversation.We think there are difficulties in accepting the current formulation of the conversational metaphor without question. First, there is danger that we will (...)
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  24.  19
    John Dewey and Chinese Education: A Centennial Reflection.Huajun Zhang & James W. Garrison (eds.) - 2022 - Boston: BRILL.
    By critically reviewing the event of Dewey’s visit to China (1919-1921) through historical, philosophical and comparative perspectives, this book finds new value to revive the dialogue between Dewey and Eastern philosophies as a way to respond to contemporary educational challenges.
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  25.  32
    Book Review Section 1. [REVIEW]Eric Bredo, James W. Garrison, Joseph R. Mckinney, Mary E. Henry, Angela Hurley, Samuel Totten, Brett Webb-Mitchell, James C. Albisetti, Faustine C. Jones-Wilson & Harvey Neufeldt - 1991 - Educational Studies 22 (1):15-65.
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  26.  29
    Book Review Section 1. [REVIEW]Alan Mandell, David K. Kennedy, Spencer J. Maxcy, Jeffery P. Aper, James W. Garrison, Bruce Beezer, William J. Reese, Malcolm B. Campbell, Rao H. Lindsay & Deborah P. Britzman - 1989 - Educational Studies 20 (1):1-59.
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  27.  22
    Book Review Section 1. [REVIEW]Richard Pratte, Stephen Appel, Ch Edson, Patricia A. Schmuck, Stephen Preskill, Brian Hendley, Eric C. Pappas, James W. Garrison, John P. Portelli & David E. Purpel - 1992 - Educational Studies 23 (2):139-200.
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  28.  35
    Book Review Section 2. [REVIEW]Marta P. Vargas, George W. Noblit, Frances C. Fowler, Dale T. Snauwaert, Barbara Thayer-Bacon, Robert R. Sherman, John H. Scahill, David L. Green, James W. Garrison & Nevin R. Frantz - 1993 - Educational Studies 24 (4):363-401.
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