Results for 'Jim Good Jim Garrison'

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  1.  37
    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.The Logic of Hegel, Translated from ““The Encyclopaedia of the Philosophical Sciences,”” 3rd ed., trans. William (...)
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  2.  1
    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):158-170.
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  3.  69
    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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  4.  9
    Dewey and Eros: Wisdom and Desire in the Art of Teaching.Jim Garrison - 2010 - IAP.
    "We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing (...)
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  5.  2
    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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  6.  23
    Postmodernism and Science Education: An Appraisal.Jim Mackenzie, Ron Good & James Robert Brown - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1057-1086.
    Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy (...)
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  7.  6
    Review of Jim Garrison's book Dewey and Eros: Wisdom and Desire in the Art of Teaching. [REVIEW]Joop Wa Berding - 2000 - Education and Culture 16 (2):6.
  8.  39
    Dangerous dualisms or murky monism? A reply to Jim Garrison.Harvey Siegel - 2001 - Journal of Philosophy of Education 35 (4):577–595.
    Jim Garrison’s recent criticisms of what he refers to as ‘dangerous dualisms’ in my theory of critical thinking are unsuccessful. They fail, in large part, because of misinterpretations of my view, but also because of Garrison’s systematic reliance on problematic aspects of Dewey’s terminology and philosophy.
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  9.  11
    Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison.Harvey Siegel - 2001 - Journal of Philosophy of Education 35 (4):577-595.
    Jim Garrison’s recent criticisms of what he refers to as ‘dangerous dualisms’ in my theory of critical thinking are unsuccessful. They fail, in large part, because of misinterpretations of my view, but also because of Garrison’s systematic reliance on problematic aspects of Dewey’s terminology and philosophy.
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  10.  26
    America’s First Women Philosophers: Transplanting Hegel, 1860-1925.Jim Good - 2007 - Newsletter of the Society for the Advancement of American Philosophy 35 (106):66-68.
  11. Dewey and Eros: wisdom and desire in the art of teaching (Jim Garrison).S. Crump - 1998 - Educational Philosophy and Theory 30:91-94.
     
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  12.  31
    Michael Bentley, Stephen C. Fleury, & Jim Garrison.Michael Bentley - forthcoming - Journal of Thought.
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  13.  7
    A Primer for Philosophy and Education. Samuel Rocha. Eugene, OR: Cascade Books, 2014 Living as Learning: John Dewey in the 21st Century. Jim Garrison, Larry Hickman, and Daisaku Ikeda. Cambridge, MA: Dialogue Path Press, 2014. [REVIEW]James Rigney - 2017 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 53 (2):199-203.
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  14.  22
    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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  15.  53
    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 (...)
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  16.  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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  17.  42
    John Dewey, Jacques Derrida, and the Metaphysics of Presence.Jim Garrison - 1999 - Transactions of the Charles S. Peirce Society 35 (2):346 - 372.
  18. The New Scholarship on Dewey.Jim Garrison - 1996 - Transactions of the Charles S. Peirce Society 32 (3):469-477.
     
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  19.  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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  20.  6
    Editor's Comment.Jim Garrison - 1947 - Journal of Aesthetics and Art Criticism 5 (3):283-283.
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  21. 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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  22.  29
    Summing up our differences: A reply to Siegel.Jim Garrison - 2002 - Journal of Philosophy of Education 36 (2):229–232.
    This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.
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  23. Recovery, Reconstruction, and Self-Renewal.Jim Garrison - 2002 - Philosophy of Education 58:282-284.
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  24. Responding to the Bottomlessness of Human Being.Jim Garrison - 2003 - Philosophy of Education 59:423-431.
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  25.  42
    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.
  26.  7
    Summing Up Our Differences: A Reply to Siegel.Jim Garrison - 2002 - Journal of Philosophy of Education 36 (2):229-232.
    This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.
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  27.  4
    Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - New York: 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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  28.  2
    Democracy and Education Reconsidered: Dewey After One Hundred Years.Jim Garrison, Stefan Neubert & Kersten Reich - 2015 - New York: 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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  29. Constructivism and Education.Marie Larochelle, Nadine Bednarz & Jim Garrison - 1999 - British Journal of Educational Studies 47 (3):291-293.
     
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  30.  10
    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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  31.  13
    Dewey and the Given.Jim Garrison - 2022 - Transactions of the Charles S. Peirce Society 57 (3):353-373.
  32.  43
    John Dewey's theory of practical reasoning.Jim Garrison - 1999 - Educational Philosophy and Theory 31 (3):291–312.
  33.  40
    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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  34.  71
    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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  35.  4
    Dewey, Eros and Education.Jim Garrison - 1994 - Education and Culture 11 (2):2.
  36.  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.
  37. A reply to Davson-Galle.Jim Garrison - 2000 - Science & Education 9 (6):615-620.
  38. 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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  39.  4
    Deweyan Transactionalism in Education: Beyond Self-Action and Inter-Action.Jim Garrison, Johan Öhman & Leif Östman (eds.) - 2022 - Bloomsbury.
    Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as (...)
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  40. 18 Ethical Obligation in Caring for the Other.Jim Garrison - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--272.
     
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  41. Experience, thinking, and education : Dewey's long logic.Jim Garrison - 2020 - In Meike Kricke & Stefan Neubert (eds.), New Studies in Deweyan Education: Democracy and Education Revisted. Routledge.
  42. Reconstructing Democracy, Recontextualizing Dewey: Pragmatism and Interactive Constructivism in the Twenty-First Century.Jim Garrison (ed.) - 2008 - State University of New York Press.
    Leading scholars challenge and reinvigorate the pragmatic method of John Dewey.
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  43.  55
    Foucault, Dewey, and Self‐creation.Jim Garrison - 1998 - Educational Philosophy and Theory 30 (2):111–134.
  44.  4
    Transcendentalism, Pragmatism, and Skepticism: A Response to Saito.Jim Garrison - 2022 - The Pluralist 17 (1):100-103.
    walt whitman writes: “The Americans of all nations at any time upon the earth have probably the fullest poetical nature”. Naoko Saito is an American philosopher and something of a Whitmanesque philosophical poet. Saito’s book is “the product of many years spent reading and studying American philosophy”. She further indicates: “Mostly I have done this from a remote part of the world—far from America across the Pacific Ocean—and, like so many others, in a language that is not my own”. Saito (...)
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  45.  7
    Reflections on Whitman, Dewey, and Educational Reform.Jim Garrison & Elaine J. O'Quinn - 2006 - Education and Culture 20 (2):6.
  46.  30
    The Myth that Dewey Accepts “the Myth of the Given”.Jim Garrison - 2019 - Transactions of the Charles S. Peirce Society 55 (3):304-325.
    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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  47.  59
    Dewey, Derrida, and 'the double bind'.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349–362.
  48.  4
    David A. Granger: John Dewey, Robert Pirsig, and the Art of Living.Jim Garrison - 2007 - Education and Culture 23 (1):8.
  49.  2
    In our globalizing world, issues of pluralism, the Other, and democracy are of immense concern. In the dawn of the twenty-first century, we most.Jim Garrison - 2012 - In Judith M. Green, Stefan Neubert & Kersten Reich (eds.), Pragmatism and Diversity: Dewey in the Context of Late Twentieth Century Debates. Palgrave-Macmillan. pp. 99.
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  50.  13
    Dewey, Derrida, and ‘the Double Bind’.Jim Garrison - 2003 - Educational Philosophy and Theory 35 (3):349-362.
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