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James Garrison
Virginia Tech
James Garrison
University of Vienna
  1.  30
    John Dewey's Philosophy of Education: An Introduction and Recontextualization for Our Times.James W. Garrison - 2012 - Palgrave-Macmillan.
    In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole.
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  2.  19
    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.
  3.  41
    An Erotetic Concept of Teaching.C. J. B. Macmillan & James W. Garrison - 1983 - Educational Theory 33 (3-4):157-166.
  4.  98
    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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  5.  20
    Newton and the Relation of Mathematics to Natural Philosophy.James W. Garrison - 1987 - Journal of the History of Ideas 48 (4):609-627.
  6.  68
    Dewey on Metaphysics, Meaning Making, and Maps.James W. Garrison - 2005 - Transactions of the Charles S. Peirce Society 41 (4):818-844.
  7. Toward a Feminist Poetic of Critical Thinking.James W. Garrison & A. Phelan - forthcoming - Philosophy of Education.
     
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  8.  96
    The Paradox of Indoctrination: A Solution.James W. Garrison - 1986 - Synthese 68 (2):261 - 273.
  9.  7
    Philosophy as (Vocational) Education.James W. Garrison - 1990 - Educational Theory 40 (3):391-406.
  10.  77
    Hintikka, Laudan and Newton: An Interrogative Model of Scientific Inquiry.James W. Garrison - 1988 - Synthese 74 (2):145 - 171.
  11.  19
    A Philosophical Critique of Process-Product Research on Teaching.James W. Garrison & C. J. B. Macmillan - 1984 - Educational Theory 34 (3):255-274.
  12.  2
    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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  13.  12
    Dewey and the Empirical Unity of Opposites.James W. Garrison - 1985 - Transactions of the Charles S. Peirce Society 21 (4):549 - 561.
  14. The Paradox of Indoctrination: A Hermeneutical Solution.James W. Garrison - 1990 - Philosophy of Education 46:396-402.
     
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  15. Food From Thought.James W. Garrison & Bruce W. Watson - 2005 - Journal of Speculative Philosophy 19 (4):242-256.
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  16.  28
    Erotetics Revisited.C. J. B. Macmillan & James W. Garrison - 1986 - Educational Theory 36 (4):355-361.
  17.  17
    Meaning, Dialogue, and Enculturation.James W. Garrison - 1987 - Educational Theory 37 (4):487-492.
  18.  18
    Process-Product Research Oh Teaching: Ten Years Later.James W. Garrison & C. J. B. Macmillan - 1994 - Educational Theory 44 (4):385-397.
  19.  36
    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.
  20.  28
    Rejoinder to Floden & Newsome.James W. Garrison & C. J. B. Macmllan - 1992 - Studies in Philosophy and Education 11 (3):223-229.
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  21.  26
    Erotetics and Accountability.C. J. B. Macmillan & James W. Garrison - 1987 - Educational Theory 37 (3):295-300.
  22.  17
    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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  23.  14
    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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  24.  13
    John Dewey, Robert Pirsig, and the Art of Living (Review).James W. Garrison - 2007 - Education and Culture 23 (1):84-86.
  25.  11
    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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  26.  1
    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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  27. William James and Education.James W. Garrison, Ronald Podeschi & Eric Bredo - 2002
     
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  28.  19
    “Does Metaphysics Really Matter for Practice?”: It Depends on the Practitioner.James W. Garrison - 1991 - Educational Theory 41 (2):221-226.
  29.  32
    Dewey and Husserl: A Surprising Convergence of Themes.James W. Garrison & Emanuel I. Shargel - 1988 - Educational Theory 38 (2):239-247.
    While phenomenologists have contributed to an understanding of the empirical origin and historical development of meaning and thought, they have, until recently, paid relatively little attention to significant problems surrounding meaning transmission, that is to say, problems in the process of education. Notably absent in phenomenological investigations has been the development of a fully thought-out phenomenology of education.’ While this task remains to be completed, it has certainly been well, if unexpectedly, begun. Surprisingly, many of the themes developed in Dewey’s (...)
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  30.  17
    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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  31.  13
    Greene's Dialectics of Freedom and Dewey's Naturalistic Existential Metaphysics.James W. Garrison - 1990 - Educational Theory 40 (2):193-209.
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