Suchergebnisse

Frontmatter -- Contents -- Preface and Acknowledgments -- Introduction -- 1 Classical Pragmatism -- 2 Pragmatism, Postmodernism, and Global Citizenship -- 3 Classical Pragmatism, Postmodernism, and Neopragmatism -- 4 Classical Pragmatism and Communicative Action -- 5 From Critical Theory to Pragmatism -- 6 A Neo-Heideggerian Critique of Technology -- 7 Doing and Making in a Democracy -- 8 Nature as Culture: John Dewey and Aldo Leopold -- 9 Green Pragmatism -- 10 What Was Dewey's Magic Number? -- 11 Cultivating a Common Faith -- 12 Beyond the Epistemology Industry -- 13 The Homo Faber Debate in Dewey and Max Scheler -- 14 Productive Pragmatism: Habits as Artifacts in Peirce and Dewey -- Notes -- Index

Larry A. Hickman presents John Dewey as very much at home in the busy mix of contemporary philosophy-as a thinker whose work now, more than fifty years after his death, still furnishes fresh insights into cutting-edge philosophical debates. Hickman argues that it is precisely the rich, pluralistic mix of contemporary philosophical discourse, with its competing research programs in French-inspired postmodernism, phenomenology, Critical Theory, Heidegger studies, analytic philosophy, and neopragmatism-all busily engaging, challenging, and informing one another-that invites renewed examination of Dewey's central ideas.

Der Interaktionistische oder Kölner Konstruktivismus hat sich mittlerweile zu einem klar ab-grenzbaren Ansatz innerhalb der breit gefächerten konstruktivistischen Theoriebildung entwickelt. Er zeichnet sich insbesondere durch seine starke kulturtheoretische Begründung aus, welche bewusst die Anschlussfähigkeit an nicht explizit konstruktivistische Ansätze der Wissenschafts- und Kulturgeschichte zu wahren versucht. Aus der Reihe dieser Ansätze stellt der amerikanische Denker John Dewey, einer der zentralen Begründer des philosophischen Pragmatismus, eine der wichtigsten Quellen erkenntniskritischen Denkens dar. Umso unverständlicher muss es erscheinen, dass das umfangreiche Werk Deweys in der deutschen philosophischen Diskussion bis in die jüngste Vergangenheit hinein kaum Beachtung fand. Die Beiträge dieses Bandes sind aus einer deutsch-amerikanischen Tagung, welche im Dezember 2001 an der Universität zu Köln stattfand, entstanden. Sie sollen die vielfältigen Bezüge zwischen Deweys Pragmatismus und Konstruktivismus aufzeigen. Die Beiträge diskutieren die Relevanz und Aktualität von Deweys Schriften im Blick auf ausgewählte Grundfragen beider Denkschulen und eröffnen dabei neue Perspektiven für eine breiter angelegte Wahrnehmung des Werkes John Deweys auch im deutschsprachigen Raum. Die Aufsätze bieten zudem eine Fülle von Anknüpfungspunkten für verschiedene Disziplinen wie Philosophie, Pädagogik, Soziologie oder Politische Theorie

Abstract
After reviewing current proposals for standardized testing in K-12 education (United States) and for imposition of free-market economic and business models on higher education (Texas, Florida, and the United Kingdom), I argue that both types of proposals rest on flawed pedagogical assumptions and tend to undermine educational practices that promote the development of global citizens. I suggest that John Dewey was aware of the type of challenges now faced by educators and that he provided tools for blunting the force of these proposals and moving educational practice toward more desirable ends.

This essay argues that "the family" should be understood in functional terms: whatever functions as a family should have the legal status of a family. The author's argument thus avoids two extreme positions. The first is the position of the hard-line "platonic" essentialists who, on grounds of nature, supernature, or cultural history, argue that a family unit must comprise heterosexual partners. The second is the position of the radical relativist, who argues that there are no essences whatsoever or that essences are purely arbitrary. Treating the family in functionalist terms, the author argues, would have positive consequences that would strengthen the social fabric.

Este articulo comprende la filosofía y la techne lo cual es un tema esencial para un filósofo, aunque este sea un tema con el cual los filósofos nunca se han sentido muy cómodos dado que estos creen que es contrario de los que ellos creen

This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods

In addition to being one of the greatest technical philosophers of the twentieth century, John Dewey (1859-1952) was an educational innovator, a Progressive Era reformer, and one of America's last great public intellectuals. Dewey's insights into the problems of public education, immigration, the prospects for democratic government, and the relation of religious faith to science are as fresh today as when they were first published. His penetrating treatments of the nature and function of philosophy, the ethical and aesthetic dimensions of life, and the role of inquiry in human experience are o