1.  1
    Vygotsky: Philosophy and Education.Jan Derry - 2013 - Wiley-Blackwell.
    _Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to revise prominent readings (...)
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  2.  11
    A Problem for Cognitive Load Theory—the Distinctively Human Life‐Form.Jan Derry - 2020 - Journal of Philosophy of Education 54 (1):5-22.
    Journal of Philosophy of Education, EarlyView.
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  3.  34
    Can Inferentialism Contribute to Social Epistemology?Jan Derry - 2013 - Journal of Philosophy of Education 47 (2):222-235.
    This article argues that Robert Brandom's work can be used to develop ideas in the area of social epistemology. It suggests that this work, precisely because it was influenced by Hegel, can make a significant contribution with philosophical anthropology at its centre. The argument is developed using illustrations from education: the first, from the now classic replication of Piaget's ‘three mountains task’ by Margaret Donaldson and her colleagues; the second, from contemporary debates about the questions of knowledge and epistemic access. (...)
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  4.  15
    From Disembodied Intellect to Cultivated Rationality.Jan Derry - 2016 - Journal of Philosophy of Education 50 (1):117-122.
  5. Abstract rationality in education: from Vygotsky to Brandom.Jan Derry - 2007 - Studies in Philosophy and Education 27 (1):49-62.
    rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge that as a result of his commitment to the ‘Enlightenment project’ Vygotsky holds abstract rationality as the pinnacle of thought. Against this it is argued (...)
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  6.  60
    Why Knowledge Matters: Rescuing Our Children From Failed Educational Theories. By E. D. Hirsch, Jr. [REVIEW]Jan Derry - 2017 - British Journal of Educational Studies 65 (4):517-519.
  7.  67
    Technology-Enhanced Learning: A Question of Knowledge.Jan Derry - 2008 - Journal of Philosophy of Education 42 (3-4):505-519.
    This paper is concerned with the human dimension of technology-enhanced learning; many suppositions are made about this but the amount of attention it has been given relative to that paid to technology is quite limited. It is argued that an aspect of the question that deserves more attention than it has received in the work on the application of technologies to education is epistemology on the grounds that the nature of knowledge and the general character of mind are critically important. (...)
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  8.  35
    What Is It to Be a Human Knower?Jan Derry - 2007 - Philosophy Now 63:10-11.