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Jim Garrison [78]Jim Good Jim Garrison [1]Jim W. Garrison [1]
  1.  30
    A Deweyan Theory of Democratic Listening.Jim Garrison - 1996 - Educational Theory 46 (4):429-451.
  2.  14
    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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  3.  44
    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.  41
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291–312.
  5.  51
    Foucault, Dewey, and Self‐Creation.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111–134.
  6.  32
    Dewey, Hegel, and Causation.Jim Good Jim Garrison - 2010 - Journal of Speculative Philosophy 24 (2):101-120.
  7.  63
    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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  8.  62
    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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  9.  37
    John Dewey, Jacques Derrida, and the Metaphysics of Presence.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (2):346 - 372.
  10.  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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  11.  51
    Dewey, Derrida, and 'the Double Bind'.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349–362.
  12.  37
    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.
  13. 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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  14.  17
    Pragmatism and Education.Jim Garrison & Alven Neiman - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 21--37.
  15.  19
    Philosophy as Education.Jim Garrison - 2006 - In John R. Shook & Joseph Margolis (eds.), Educational Theory. Blackwell. pp. 391-406.
  16. 1. Front Matter Front Matter.Jim Good, Jim Garrison, Leemon McHenry, Corey McCall, Susan Dunston, Zach VanderVeen, Melvin L. Rogers, James A. Dunson Iii, Mary Magada-Ward & Michael Sullivan - 2010 - Journal of Speculative Philosophy 24 (2).
     
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  17.  12
    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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  18.  5
    The Myth That Dewey Accepts “the Myth of the Given”.Jim Garrison - 2019 - Transactions of the Charles S. Peirce Society 55 (3):304.
    Having taken the linguistic turn, neo-pragmatists eschew "experience." Prominent among them are Richard Rorty and Robert Brandom who admire Wilfrid Sellars's critique of the Myth of the Given. Brandom affirms, "I have by and large followed my teacher [Rorty] in rejecting the notion of experience as too burdened by noxious baggage—in particular, by the Myth of the Given—to be worth trying to recruit for serious explanatory and expressive work in philosophy".2 My paper removes the burden supposedly imposed by the myth (...)
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  19. The New Scholarship on Dewey.Jim Garrison - 1996 - Transactions of the Charles S. Peirce Society 32 (3):469-477.
     
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  20. Constructivism and Education.Marie Larochelle, Nadine Bednarz & Jim Garrison - 1999 - British Journal of Educational Studies 47 (3):291-293.
     
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  21.  9
    Nietzsche, Dewey, and the Artistic Creation of Truth.Jim Garrison - 2015 - European Journal of Pragmatism and American Philosophy 7 (1).
  22.  26
    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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  23. John Dewey's Philosophy as Education.Jim Garrison - 1998 - In Larry A. Hickman (ed.), Reading Dewey: Interpretations for a Postmodern Generation. Indiana University Press. pp. 63--81.
     
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  24. Constructivism and Education.Marie Larochelle, Nadine Bednarz & Jim 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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  25.  8
    Dewey, Derrida, and ‘the Double Bind’.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349-362.
  26.  17
    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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  27.  2
    John Dewey's Theory of Practical Reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291-312.
  28.  35
    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.
  29.  26
    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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  30.  20
    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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  31.  12
    Nichiren Buddhism and Deweyan Pragmatism: An Eastern-Western Integration of Thought.Jim Garrison - 2019 - Educational Studies 55 (1):12-27.
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  32. 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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  33. Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2009 - State University of New York Press.
    _Leading scholars challenge and reinvigorate the pragmatic method of John Dewey._.
     
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  34.  2
    Foucault, Dewey, and Self‐Creation1.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111-134.
  35.  22
    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.
  36.  31
    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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  37.  40
    A Strong Poet's Perspective on Richard Rorty.Jim Garrison - 1993 - Studies in Philosophy and Education 12 (2-4):213-221.
  38. A Reply to Davson-Galle.Jim Garrison - 2000 - Science & Education 9 (6):615-620.
  39.  24
    Suchting's?Production Account? Of Science: Implications for Science Education.Jim Garrison - 1994 - Science & Education 3 (1):57-68.
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  40.  47
    Being a Whole Person.Jim Garrison & S. B. Schneider - 2007 - Educational Philosophy and Theory 39 (7):766–769.
  41.  4
    Dewey, Eros and Education.Jim Garrison - 1994 - Education and Culture 11 (2):2.
  42.  23
    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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  43.  7
    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.
  44.  5
    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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  45.  27
    Introduction: Education and the New Scholarship on John Dewey.Jim Garrison - 1995 - Studies in Philosophy and Education 13 (3-4):169-174.
  46.  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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  47.  42
    Hermeneutic Listening: An Approach to Understanding in Multicultural Conversations.Stephanie Kimball & Jim Garrison - 1996 - Studies in Philosophy and Education 15 (1-2):51-59.
  48.  11
    Dewey and Eros: Wisdom and Desire in the Art of TeachingDewey's Laboratory School: Lessons for Today.Lynda Stone, Jim Garrison & Laurel N. Tanner - 1999 - Journal of Aesthetic Education 33 (1):116.
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  49.  4
    Reclaiming the Logos, Considering the Consequences, and Restoring Context.Jim Garrison - 1999 - Educational Theory 49 (3):317-337.
  50.  29
    Editor's Comment.Jim Garrison - 2001 - Studies in Philosophy and Education 20 (4):283-283.
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