This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we present evidence (...) that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling. (shrink)

In this essay I examine the notion of forgiveness as found in Søren Kierkegaard’s Works of Love. After detailing the work of forgiveness in hiding the multitude of sins, I examine forgiveness as an example of Kierkegaard’s concept of redoubling. Then I relate Kierkegaard’s concept of forgiveness to his concept of hope. Throughout I emphasize the relation between forgiveness and neighbor love, which Kierkegaard views as an essential component of forgiveness. This emphasis counters the prevailing notion in the literature on (...) forgiveness, which views forgiveness as solely concerned with the relinquishing of negative emotions. For Kierkegaard, while this relinquishing is no doubt part of forgiveness, true forgiveness must include love for one’s neighbor. (shrink)

Procedures were designed to test for the effects of working-memory training on children at risk of fluency difficulty that apply to English and to many of the languages spoken by children with English as an Additional Language (EAL) in UK schools. Working-memory training should: (1) improve speech fluency in high-risk children; (2) enhance non-word repetition (NWR) (phonological) skills for all children; (3) not affect word-finding abilities. Children starting general education (N = 232) were screened to identify those at risk of (...) fluency difficulty. Children were selected who were at high-risk (12), or low-risk (27) of fluency difficulty. For the low-risk children 10 received, and 17 did not receive, the working-memory training. All children in the treatment groups received working-memory training over a 2-week period. For the high-risk group, fluency improved and lasted for at least a week after the end of the study. Phonological skills improved in this group and in the low-risk group who received the training and the improvements continued for at least a week. The low-risk group who did not receive working-memory training showed no improvements, and no group improved word-finding ability. (shrink)

The rapid industrialization of the nineteenth century transformed conditions of life in the Western world. It made possible an unprecedented scale of production that demanded new forms of labor and continuous innovation and populated the landscape with evidence of technological prowess. These dramatic changes affected how individuals conceived of themselves and their capabilities. On the one hand, they augmented the power of the individual in relation to the world: scientific discoveries and technological innovations brought natural forces under human control and (...) increased individual productivity. On the other hand, however, they diminished the significance of particular individuals within the world: with the use... (shrink)

Proper interpretations of symbols of authority are important for navigating both our cultural settings and the contours of Scripture. This paper looks at the ways the Book of Revelation contrasts images of competing authoritative kings, asking the question, who is worthy of worship, Caesar or Christ? In the African Folk-Islamic context of the Makua-Metto people of Mozambique, familiar national and traditional symbols of authority provide a framework for a robust reading of John’s Apocalypse.

This article considers how John Russon’s original analyses of sexuality in Bearing Witness to Epiphany: Persons, Things, and the Nature of Erotic Life and in relevant articles address the relation between erotic desire and the familiar cultural narratives that describe and set the terms for engaging in erotic experience. I show how, according to Russon, erotic experience is an initiation into our responsibilities within and for an interpersonal reality that challenges speci????ic cultural narratives about sexuality and the pre-sumption that (...) any cultural narrative could adequately prepare us to fulfill those responsibilities. I situate his work in relation to the classic account of the relation between erotic desire and culture in Socrates’s speech about eros in Plato’s Symposium. I also consider how it addresses concerns in contemporary feminist analyses about how intimate relationships may reproduce broader cultural patterns of oppression. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Buddhist-Christian Dialogue in an Age of ScienceNancy R. HowellBuddhist-Christian Dialogue in an Age of Science. By Paul O. Ingram. Lanham, MD: Rowman and Littlefield, 2008. 155 pp.To my knowledge, Paul Ingram’s Buddhist-Christian Dialogue in an Age of Science undertakes a new project: Systematic and methodological analysis of how Buddhist-Christian dialogue can be shaped by focus on the natural sciences, or, alternatively, how science-religion dialogue can be enhanced through (...) interreligious dialogue. Either description is appropriate and remarkable in light of the accomplishments of a modestly brief book. While I have participated in multireligious dialogue on science, never have I seen a cogent guide for undertaking the conversation until Ingram’s book appeared.The thesis of Ingram’s argument is that bringing the natural sciences into Buddhist-Christian dialogue promises mutual creative transformation of Buddhism, Christianity, and the natural sciences (p. 2). In such a compact sentence is much to be explained, and Ingram unfolds the meaning of the thesis particularly in chapters 2 and 6. Ingram describes both Christian and Buddhist understandings of the relationship of science and religion, as well as approaches to dialogue between the religions. Ingram’s book is focused on conceptual interreligious dialogue, which engages theological and philosophical worldviews and self-perceptions and how the religions can learn from each other (p. 10). (Not surprisingly, the Whiteheadian Ingram names John B. Cobb Jr. as an exemplar for conceptual dialogue.) Ingram proposes that Buddhism and Christianity enter conceptual dialogue with the natural sciences, with the goal of mutual creative transformation (p. 15). Creative transformation is a Whiteheadian concept defined as “a process of growth and novelty,” “the essence of life itself,” and “a process that alters the nature of...elements without suppressing or destroying them” (p. 120). Creative transformation is possible when all participants in the dialogue Ingram proposes have some particularity to contribute, so the challenge in Ingram’s book is to describe how Buddhism and Christianity have particular contributions to make to dialogue about the natural sciences, as well as whether the sciences can be creatively transformed by encounter with world religions (p. 121).The structure of the book, which includes chapters on Buddhist and Christian encounter with cosmology, evolutionary biology, and cognitive sciences, provides specific awareness of the literature about how the religions have individually engaged the natural sciences. Ingram presupposes and names the awe, wonder, and reverence generated by the natural sciences, whose insights shape our worldviews and inform understanding of ourselves. Scientific insights, according to Ingram, generate “an urgent cultural need to reflect thoughtfully and critically on these changes and challenges in a constructive dialogue involving the world’s religious traditions” (p. 130). Ultimately the dialogue must overcome compartmentalized, disciplinary knowledge and engage in integrative, inclusive, multireligious dialogue (p. 130). Ingram envisions that the “purpose of interdisciplinary and interreligious dialogue is mutual creative transformation” (p. 130), which can occur only when the complex details of the sciences and Buddhist and Christian traditions are honored. [End Page 209]Following Ian Barbour, Ingram recommends a critical realist stance, which he adopts as his approach. He understands critical realism to mean that scientific, Christian, and Buddhist conclusions, practices, and worldviews intend to correspond with reality. However, correspondence to reality, “the way things really are,” (p. 37) must be understood provisionally, so that conclusions and worldviews must always be subjected to correction and reformulation. In Ingram’s view, the need for reformulation is the justification for Buddhist–Christian–natural science dialogue because no single view “possesses the final truth about the natural order or ultimate reality” (p. 37). Buddhism, Christianity, and the natural sciences offer distinctive expressions of the search for truth, which (Ingram avers) “requires...some form of mutual critical integration” in the process of dialogue (p. 37).Concentrating more on the constructive methodology of the book (rather than the three chapters with examples of engagement of the natural sciences with Buddhism and Christianity), I want to address one feature of the argument. Chapter 1, “A Common Cosmology,” proposes appropriately that “[while] scientific cosmology cannot simply replace the basic content of religious creation myths, current scientific cosmology can clarify and transform religious creation myths” (p... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Revolutionary Christianity: The 1966 South American Lectures by John Howard Yoder, and: John Howard Yoder: Spiritual Writings by John Howard YoderJohn C. ShelleyRevolutionary Christianity: The 1966 South American Lectures John Howard Yoder. Edited by Paul Martens, Mark Thiessen Nation, Matthew Porter, and Myles Werntz eugene, or: cascade books, 2011. 193 pp. $18.00John Howard Yoder: Spiritual Writings John Howard Yoder. Selected with an Introduction (...) by Paul Martens and Jenny Howell. Modern Spiritual Masters Series maryknoll, ny: orbis, 2011. 172 pp. $20.00For more than sixteen years after his death in late 1997, John Howard Yoder has provoked, challenged, and inspired a new generation of theologians, ethicists, and pastors—including the editors of these two volumes—many of whom never met Yoder nor heard him speak. Now, just as this new generation prepares to preserve and enlarge his legacy, a series of revelations detailing Yoder’s repugnant behavior against women and against administrators of the Anabaptist Mennonite Biblical Seminary (AMBS) in Elkhart, Indiana, compromises that legacy. It has been widely known that in 1992, after some initial resistance, Yoder submitted to a disciplining process initiated by his home congregation for inappropriate advances to women and that he had been reconciled and reunited in worship shortly before his death.1 The new allegations, which have become broadly public only since 2013, are considerably more serious and include coercive—indeed, “violent”—advances toward a number of women over three decades, including many students and others in subordinate positions. Further, Yoder abused the power of his reputation by intimidating the president and other administrators of AMBS, compelling them to keep the matter quiet as he slipped away to a more prestigious appointment at Notre Dame in 1984.2 According to some witnesses, this inappropriate behavior continued at Notre Dame. [End Page 210]These revelations have complicated the process of writing even a simple review.3 Were Yoder an astrophysicist with groundbreaking discoveries regarding dark matter, we would be disappointed with his behavior, but we would not challenge on those grounds the veracity of his discovery. With Christian ethics, the issue is more complicated, especially for someone of Yoder’s stature whose persona suggested that he was committed to and embodied, however imperfectly, what he proclaimed. Reading these volumes a second time has brought several jarring moments. For example, in both volumes, Yoder defines in almost identical language the temptation of “egocentric altruism”:The real temptation of good people like us is not the crude, the crass, and the carnal as those traits are defined in Puritanism. The real refined temptation, with which Jesus himself was tried, was that of egocentric altruism, of being oneself the incarnation of a good and righteous cause for which others are to suffer, of stating our self-justification in the form of a duty to others.(Revolutionary Christianity, 83; Essential Writings, 144)Consider also the following statement on religious liberty, which is certainly prescient in view of the current conflicts being played out in the courts: “Religious liberty is not only a necessary limitation upon the power of the state; it also marks a voluntary renunciation by the church of any capacity to coerce” (Revolutionary Christianity, 11). At the very least, then, perhaps we should read Yoder’s misdeeds as a warning: even we may be tempted by the crude and the carnal as well as by egocentric altruism; when threatened, even we may resort to coercion.The fourteen lectures in Revolutionary Christianity, published here for the first time, are organized into three sections—“The Believers Church,” “Peace,” and “Church in a Revolutionary World”—roughly the order of presentation to predominantly Mennonite and Anabaptist groups in Montevideo and Buenos Aires in May–June 1966. Written and delivered when Yoder was only thirty-eight and not yet a full-time faculty member, it is remarkable how fully they anticipate his later work. Clearly he mined them for later writings. The four lectures titled “The Believers Church” may be the best theological introduction available to the Anabaptist/Mennonite tradition. Yoder’s description of the church as a community of forgiveness, discernment, grace; of the mandate to share; and of a morality of participation and community... (shrink)

Scientists generally record their laboratory activities and experimental results in notebooks, from which they construct scientific papers. The Johns Hopkins physiologist William Henry Howell kept a laboratory notebook from 1913 to 1914, in which he recorded experiments on the blood clotting factor prothrombin. In 1914 he published a paper using this notebook, to justify his theory of prothrombin activation. Howell's paper is reconstructed, in terms of its narrative and argument elements, from the laboratory activities and experimental results recorded (...) in the notebook. This reconstruction reveals an intimate connection between the two texts and the process by which Howell constructed a scientific paper. The generation of scientific knowledge by Howell is then evaluated, especially in terms of theory formation and justification. (shrink)

This article seeks to re-examine the arguments among early nineteenth-century Welsh Calvinistic Methodists about Calvinist beliefs. In particular, it uses the example of John Elias to explore the appropriation and re-appropriation of aspects of the theological heritage of the sixteenth-century Reformation in Wales. Examining the tensions between Calvinism‘s tendency to ever stricter interpretation and pressure in the late eighteenth and early nineteenth centuries to liberalize Calvinistic Methodisms position under the influence of evangelicalism, it argues that Elias emerged as a (...) defender of the moderate Calvinism that had been forged by Howel Harris and Daniel Rowland in the previous century. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader (...) who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

Jecker et al. (2024) propose seven ethical principles to guide international bioethics conferencing, applying them to the selection of Qatar as the location for the 2024 World Congress of Bioethics...

Galasso (2024) reiterates the problem of medical research being grounded on data from people with European ancestry and subsequently describes efforts made by the All of Us Research Program in the...

An Indexed Synopsis of the Grammar of Assent by John J. Toohey. This book is a reproduction of the original book published in 1906 and may have some imperfections such as marks or hand-written notes.

This volume attempts to give a short account of Herbert Spencer's life, an appreciation of his characteristics, and a statement of some of the services he rendered to science. Prominence has been given to his Autobiography, to his Principles of Biology, and to his position as a cosmic evolutionist; but little has been said of his psychology and sociology, which require another volume, or of his ethics and politics, or of his agnosticism-the whetstone of so many critics. Our appreciation of (...) Spencer's services is therefore partial, but it may not for that reason fail in its chief aim, that of illustrating the working of one of the most scientific minds that ever lived, -whose excess of science was almost unscientific.-. (shrink)

Despite recurring efforts, a gap exists across a variety of contexts between the protection of patients' safety in theory and in practice. This timely Research Handbook highlights these critical issues and suggests both legal and policy changes are necessary to better protect patients' safety. Multidisciplinary in nature, this Research Handbook features contributions from eminent academics, policy makers and medical practitioners from the Global North and South, discussing the essential facets concerning patient safety and the law. It highlights how the role (...) of legislation and case law has the potential to influence, both positively and negatively, medical practice and the quality of care. Chapters explore patient safety and the global health agenda; physiotherapy; 'non-therapeutic' clinical research with children; patient safety awareness in healthcare education; and the increasing use of robotics and artificial intelligence in healthcare. Outlining a wide range of international perspectives on patient safety and the law, this Research Handbook will appeal to academics and researchers specialising in health and medical law, human rights and healthcare regulation. It will also serve as a valuable resource for legal and medical practitioners alike, as well as clinicians and professionals working in healthcare governance. (shrink)

The sequence is made up of select texts of the Aristotelian Organon, mostly the opening chapters of each treatise, in the traditional order, where Aristotle lays out the primary elements of reasoning. Study aids accompany these primary texts..." [taken from back cover].

The operations of deep networks are widely acknowledged to be inscrutable. The growing field of Explainable AI has emerged in direct response to this problem. However, owing to the nature of the opacity in question, XAI has been forced to prioritise interpretability at the expense of completeness, and even realism, so that its explanations are frequently interpretable without being underpinned by more comprehensive explanations faithful to the way a network computes its predictions. While this has been taken to be a (...) shortcoming of the field of XAI, I argue that it is broadly the right approach to the problem. (shrink)

Part I. Gnosticism and other religious movements of antiquity -- part II. Crossing boundaries : Gnosticism and Platonism.

This superb collection by the eminent physicist and critic John Ziman, opens with an album of portraits of scientists--Albert Einstein, Freeman Dyson, Lev Landau, Mark Azbel, Andrei Sakharov. Ziman takes readers into the world of the contemporary scientist, showing how discoveries are made and how claims are tested. He then travels into the minds of scientists as they are drawn into competing directions. Here Ziman exposes the path of discovery, which is strewn with complex human needs, governmental restrictions, the (...) desire for profits, and the exercise of technical virtuosity. (shrink)

In this book John Ziman seeks the answers to crucial questions facing scientists who need to change the direction of their careers.

In lieu of an abstract, here is a brief excerpt of the content:Imperfect Men in Perfect Societies:Human Nature in UtopiaGorman BeauchampIUtopists view man as a product of his social environment. Nothing innate in the psychic make-up of man—no inherent flaw in his nature, no inheritance of original sin—prevents his being perfected, or at least radically ameliorated, once the social structure that shapes character can be properly reordered. Utopists, in short, deny that there is such a thing as "human nature"—if, as (...) John Plamenatz suggests, to say that something is human nature is just another way of saying that it cannot be changed.1 To accept the psychic constitution of man as fixed, immutable, is anathema to utopists, who agree rather with Ortega y Gasset: "Man has no nature. What he has is history."2 The social conditions that have obtained historically, that is to say, have made man what he has been—anything but utopian; but if man's history could be changed, so could his "nature." The idea of Progress, so pervasive in the West from the seventeenth century on, lends some credence to this contention. W. D. Howells's Altrurians, their creator notes, "get some sad amusement out of the fact that the capitalist world believes human nature cannot be changed, though cannibalism and slavery and polygamy have all been extirpated in the so-called Christian countries, and these things were once human nature, which is always changing...."3 Utopia is merely a means, then, of imaginatively expediting, directing, culminating the historically progressive creation of a morally exemplary race of men.The environmentalist psychology espoused by utopists springs from one of two anterior assumptions (although in the creation of many fictional idola the distinction between them is often blurred). The first [End Page 280] assumption is formulated most famously by Rousseau in the Discourse on Inequality: that "man is naturally good, and only by his institutions is he made bad."4 The second assumption is formulated most famously by Locke in the Essay Concerning Human Understanding: that the mind—and by extension the character—is a tabula rasa that takes impression from the stimuli exerted by the external world and thus is neither innately good or bad, but plastic, malleable.5 An intriguing conflation of these two theories operates, for instance, in the psyche of the monster in Mary Shelley's Frankenstein. In the long middle section of the book, where the monster's side of the story is presented sympathetically, his character develops in a text-book demonstration of Lockean psychology; yet, at the same time, this lumbering tabula rasa quivers with enough benevolence (the implausible provenance of which mystifies) to put most saints to shame. He becomes evil and destructive only after being persecuted unmercifully for his misshapen appearance.6 Indeed, the criminal career of Mary Shelley's monster rehearses the common utopian argument that society's injustice to man (or monster) is the source of his crimes. "With our present state of society," writes James Casey in A New Moral World (1885), "we manufacture criminals and then punish them for being so."7 H. G. Wells, in A Modern Utopia (1905), concurs: "Crime and bad lives are the measure of the State's failure, all crime in the end is the crime of the community."8 And both are but restating the charge of Sir Thomas More's Raphael Hytholoday, leveled several centuries earlier in the original Utopia (1519): "If you allow people to be badly brought up and their habits to be corrupted little by little from childhood and if you then punish them for crimes to which their early training has disposed them, what else is this, I ask, but first making them thieves and then punishing them for it?"9 Evil deeds, then, to reiterate the utopist's point, result not from some vicious mole in human nature, but from the malfunctioning of society itself. Utopia, by contrast, is—or theoretically ought to be—a world without crime.Rousseau's concept of the innate goodness of man and the evil of his institutions most often informs primitivist models of utopia, exotic worlds inhabited by noble savages uncorrupted by civilization. The idealized Indians of Montaigne's essay... (shrink)

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated (...) set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff. (shrink)

Compatibilist libertarianism claims that alternate possibilities for action at the agential level are consistent with determinism at the physical level. Unlike traditional compatibilism about alternate possibilities, involving conditional or dispositional accounts of the ability to act, compatibilist libertarianism offers us unqualified modalities at the agential level, consistent with physical determinism, a potentially big advance. However, I argue that the account runs up against two problems. Firstly, the way in which the agential modalities are generated talks past the worries of the (...) incompatibilist in the traditional free will problem. As such, it fails to dispel the worries that determinism generates for the incompatibilist. Secondly, in spite of the ingenious use of the supervenience thesis and multiple realizability, the position still allows us to generate the old worry that determinism at the physical level would mean no alternate possibilities at the level of agency. In particular, I develop a new example, the ‘atomic slit case’ that demonstrates how physical level information is salient to what is possible at the agential level, motivating incompatibilism. (shrink)

This book contains important technical innovations, including comparative measures for the testable content, depth, and unity of scientific theories. Originally published in 1984. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich (...) scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

While previous studies of Dewey's work have taken either a historical or topical focus, Shook offers an innovative, organic approach to understanding Dewey and eloquently shows that Dewey's instrumentalism grew seamlessly out of his idealism. He argues that most current scholarship operates under a mistaken impression of Dewey's early philosophical positions.