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Jim Garrison [78]Jim W. Garrison [1]Jim Good Jim Garrison [1]
  1.  32
    A Deweyan Theory of Democratic Listening.Jim Garrison - 1996 - Educational Theory 46 (4):429-451.
  2.  42
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291–312.
  3.  45
    The “Permanent Deposit” of Hegelian Thought in Dewey’s Theory of Inquiry.Jim Garrison - 2006 - Educational Theory 56 (1):1-37.
    In this essay, Jim Garrison explores the emerging scholarship establishing a Hegelian continuity in John Dewey’s thought from his earliest publications to the work published in the last decade of his life. The primary goals of this study are, first, to introduce this new scholarship to philosophers of education and, second, to extend this analysis to new domains, including Dewey’s theory of inquiry, universals, and creative action. Ultimately, Garrison’s analysis also refutes the traditional account that claims that William James converted (...)
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  4.  17
    Complexity and Reductionism in Educational Philosophy—John Dewey’s Critical Approach in ‘Democracy and Education’ Reconsidered.Kersten Reich, Jim Garrison & Stefan Neubert - 2016 - Educational Philosophy and Theory 48 (10):997-1012.
    Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism in behalf of democracy and education is appropriate and can easily be based on Deweyan (...)
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  5.  67
    Dewey's Philosophy and the Experience of Working: Labor, Tools and Language.Jim Garrison - 1995 - Synthese 105 (1):87 - 114.
    Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been Hegelian all the way (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to (...)
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  6.  54
    Foucault, Dewey, and Self‐Creation.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111–134.
  7.  1
    Empirical Philosophical Investigations in Education and Embodied Experience.Joacim Andersson, Jim Garrison & Leif Östman - 2018 - Springer Verlag.
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  8.  37
    John Dewey, Jacques Derrida, and the Metaphysics of Presence.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (2):346 - 372.
  9.  35
    Dewey, Hegel, and Causation.Jim Good Jim Garrison - 2010 - Journal of Speculative Philosophy 24 (2):101-120.
  10.  66
    Dewey, Hegel, and Causation.Jim Good & Jim Garrison - 2010 - Journal of Speculative Philosophy 24 (2):101-120.
    [Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.1In the quote above, Hegel claims that cause and effect are only distinct from a particular (...)
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  11.  55
    Dewey, Derrida, and 'the Double Bind'.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349–362.
  12.  19
    Pragmatism and Education.Jim Garrison & Alven Neiman - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 21--37.
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  13.  16
    An Alternative to Von Glasersfeld's Subjectivism in Science Education: Deweyan Social Constructivism.Jim Garrison - 1997 - Science & Education 6 (6):543-554.
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  14.  39
    Dewey's Theory of Emotions: The Unity of Thought and Emotion in Naturalistic Functional "Co-Ordination" of Behavior.Jim Garrison - 2003 - Transactions of the Charles S. Peirce Society 39 (3):405 - 443.
  15.  16
    Dewey, Derrida, and the Genetic Derivation of Différance.Jim Garrison - 2017 - Educational Philosophy and Theory 49 (10):984-994.
    My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism. My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrida’s anti-empirical quasi-transcendentalism for understanding otherness and difference. The first section of my article shows Biesta offers (...)
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  16.  19
    Philosophy as Education.Jim Garrison - 2006 - In John R. Shook & Joseph Margolis (eds.), Educational Theory. Blackwell. pp. 391-406.
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  17.  28
    Toward a Transactional Theory of Decision Making: Creative Rationality as Functional Coordination in Context.Shabnam Mousavi & Jim Garrison - 2003 - Journal of Economic Methodology 10 (2):131-156.
    This paper poses a Deweyan challenge to both the neoclassical framework of rational choice and models of bounded rationality and deliberation, especially the procedural theory of rationality advanced by Herbert Simon. We demonstrate how modern theories on procedural or instrumental rationality trace their origin to the tradition of British empiricism, especially the philosophy of David Hume. Most theories of action such as Simon's assume actors may control their bodies 'at will.' For Dewey, habits are will; we control them when we (...)
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  18.  9
    Nietzsche, Dewey, and the Artistic Creation of Truth.Jim Garrison - 2015 - European Journal of Pragmatism and American Philosophy 7 (1).
  19.  36
    Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Journal of Philosophy of Education 33 (2):213–232.
  20.  9
    Dewey, Derrida, and ‘the Double Bind’.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349-362.
  21.  18
    Teacher as Prophetic Trickster.Jim Garrison - 2009 - Educational Theory 59 (1):67-83.
    There are a multitude of powerful cultural archetypes and images of the school teacher. These include nurturing caregiver, guardian of morality, champion of the global economy, self‐sacrificing do‐gooder, cultural worker, intellectual, tyrant, and many more metaphors. Jim Garrison’s essay introduces another figure, a mythological persona, to the pantheon of images depicting the school teacher — the Trickster. Tricksters are masters of multiple interpretation that cross, bend, break, and redefine borders. Garrison concentrates on prophetic tricksters that create openings in closed structures (...)
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  22.  8
    Dangerous Dualisms in Siegel's Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Journal of the Philosophy of Education 33 (2):213-232.
  23.  2
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291-312.
  24.  21
    Curriculum, Critical Common-Sensism, Scholasticism, and the Growth of Democratic Character.Jim Garrison - 2005 - Studies in Philosophy and Education 24 (3-4):179-211.
    My paper concentrates on Peirce’s late essay, “Issues of Pragmaticism,” which identifies “critical common-sensism” and Scotistic realism as the two primary products of pragmaticism. I argue that the doctrines of Peirce’s critical common-sensism provide a host of commendable curricular objectives for democratic Bildung. The second half of my paper explores Peirce’s Scotistic realism. I argue that Peirce eventually returned to Aristotelian intuitions that led him to a more robust realism. I focus on the development of signs from the vague and (...)
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  25.  6
    Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds.Jim Garrison - 1999 - Philosophy of Education 33 (2):213-232.
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  26. 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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  27.  45
    Dewey's Constructivism : From the Reflex Arc Concept to Social Constructivism.Jim Garrison - 2009 - In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press.
    This chapter presents a constructivist reading of Dewey's work by establishing a line of development between Dewey's 1896 essay on the reflex arc and the social constructivism explicit in his later works. It demonstrates the relevance of classical Pragmatism to current issues in the philosophy of education, highlighting key theoretical and conceptual components of the cultural construction of meanings, truth claims, and identities. It also looks into Dewey's short essay “Knowledge and Speech Reaction” to identify the connection between speech acts, (...)
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  28.  4
    Dewey, Eros and Education.Jim Garrison - 1994 - Education and Culture 11 (2):2.
  29.  23
    The Role of Mimesis in Dewey's Theory of Qualitative Thought.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (4):678 - 696.
  30. A Reply to Davson-Galle.Jim Garrison - 2000 - Science & Education 9 (6):615-620.
  31.  2
    Foucault, Dewey, and Self‐Creation1.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111-134.
  32.  48
    Being a Whole Person.Jim Garrison & S. B. Schneider - 2007 - Educational Philosophy and Theory 39 (7):766–769.
  33.  24
    Pragmatism as a Philosophy of Education in the Hispanic World: A Response.Gregario Fernando Pappas & Jim Garrison - 2005 - Studies in Philosophy and Education 24 (6):515-529.
    We concentrate on four questions among the many posed by this special collection of papers on Pragmatism and the Hispanic world. They are, first, what took pragmatism beyond the borders of the United States and into the Hispanic world? Next, what are the ideas of Dewey that have had the greatest impact on Hispanic culture? Third, what are the past and present obstacles that has kept the Hispanic world from using pragmatism to deal with many of their educational and social (...)
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  34.  40
    A Strong Poet's Perspective on Richard Rorty.Jim Garrison - 1993 - Studies in Philosophy and Education 12 (2-4):213-221.
  35.  28
    Introduction: Education and the New Scholarship on John Dewey.Jim Garrison - 1995 - Studies in Philosophy and Education 13 (3-4):169-174.
  36.  5
    Reclaiming the Logos, Considering the Consequences, and Restoring Context.Jim Garrison - 1999 - Educational Theory 49 (3):317-337.
  37.  32
    The Mind is Not the Brain: John Dewey, Neuroscience, and Avoiding the Mereological Fallacy.Deron Boyles & Jim Garrison - 2017 - Dewey Studies 1 (1):111-130.
    The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary subfunction with the (...)
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  38.  9
    Book Review Section 1. [REVIEW]Malcolm B. Campbell, Jim W. Garrison, Thomas C. Hunt, Barry Kanpol, Frank E. Stevens, Lynda Stone, Patricia G. Anthony & Ronald E. Butchart - 1995 - Educational Studies 26 (4):335-368.
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  39.  11
    The Editor Wishes to Thank the Following Persons for Their Willingness to Serve as Reviewer for the Journal Between September 2002 and June 2003. [REVIEW]David Carr, Norman Feather, Jim Garrison, Ilan Gur Ze’ev, Ruth Irwin & Wendy Kohli - 2003 - Studies in Philosophy and Education 22 (535).
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  40.  1
    After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships.Jim Garrison - 2009 - Human Affairs 19 (1).
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  41.  15
    A Review Of: “Ethical Visions of Education”. [REVIEW]Jim Garrison - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3):268-272.
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  42.  13
    A Review Of: “Dewey and Power: Renewing the Democratic Faith”. [REVIEW]Jim Garrison & S. B. Schneider - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (2):163-166.
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  43.  25
    Book Review of Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist. [REVIEW]Jim Garrison & Roger Jones - 2005 - Educational Studies 37 (3):286-290.
    (2005). BOOK REVIEW of Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist. Educational Studies: Vol. 37, No. 3, pp. 286-290.
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  44.  9
    Book Review: Perspectives on Identity: Learning Identity: The Joint Emergence of Social Identification and Academic Learning, by Stanton Wortham. [REVIEW]Jim Garrison - 2006 - Educational Studies 40 (3):327-331.
    (2006). BOOK REVIEW: Perspectives on Identity: Learning Identity: The Joint Emergence of Social Identification and Academic Learning, by Stanton Wortham. Educational Studies: Vol. 40, No. 3, pp. 327-331.
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  45. Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - Routledge.
    _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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  46. Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - Routledge.
    _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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  47.  4
    David A. Granger: John Dewey, Robert Pirsig, and the Art of Living.Jim Garrison - 2007 - Education and Culture 23 (1):8.
  48.  21
    2012 Dewey Lecture: Making Meaning Together Beyond Theory and Practice.Jim Garrison - 2013 - Education and Culture 29 (2):5-23.
    The reason the title of my paper is not Making Meaning Together Bridging Theory and Practice is that there is nothing to bridge. Theory and practice are simply sub-functions within the larger function of making meaning, knowledge, and value in our lives, although few thinkers have ever conceived it as such. The philosophy of John Dewey is a striking exception. Theory and practice unite within his account of production, or if you prefer, his account of construction and reconstruction. It indicates (...)
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  49.  20
    Editorial Comment.Jim Garrison - 2000 - Studies in Philosophy and Education 19 (3):223-223.
  50.  29
    Editor's Comment.Jim Garrison - 2001 - Studies in Philosophy and Education 20 (4):283-283.
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