Dewey's epistemology: an argument for warranted assertions, knowing, and meaningful classroom practice

Educational Theory

Volumn 56, Issue 1, 2006, Pages 57-68

  Boyles, Deron R ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

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EID: 33750968536     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2006.00003.x     Document Type: Article

References (43)

1. Tony W. Johnson, Discipleship or Pilgrimage? The Educator's Quest for Philosophy (Albany: SUNY Press, 1995), 1. The history of the founding of the Philosophy of Education Society is discussed in a special issue of Educational Theory 41, no. 3 (1991).
2. See, for example, authors in compendiums like Linda Alcoff, ed., Epistemology: The Big Questions (Oxford: Blackwell, 1998);
3. and Jonathan Dancy and Ernest Sosa, eds., A Companion to Epistemology (Oxford: Blackwell, 1993).
4. Jeanne Connell, "Assessing the Influence of Dewey's Epistemology on Rosenblatt's Reader Response Theory," Educational Theory 46, no. 4 (1996): 395-413.
5. Joe R. Burnett, "Dewey's Educational Thought in His Mature Philosophy," Educational Theory 38, no. 2 (1988): 203-211.
6. Philip Eddy, "Kohlberg and Dewey," Educational Theory 38, no. 4 (1988): 405-413.
7. Barry E. Duff, "'Event' in Dewey's Philosophy," Educational Theory 40, no. 4 (1990): 465n.
8. Here, Duff cites Dewey's Experience and Nature [1925] in John Dewey: The Later Works, 1925-1953, vol. 1, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 30.
9. Craig Cunningham, "Unique Potential: A Metaphor for John Dewey's Later Conception of the Self," Educational Theory 44, no. 2 (1994): 211-224.
10. Tom Burke, Dewey's New Logic: A Reply to Russell (Chicago: University of Chicago Press, 1994). This work will be cited as DNL in the text for all subsequent references.
11. See, for example, Bruce Kuklick, Rise of American Philosophy: Cambridge, Massachusetts, 1860-1930 (New Haven: Yale University Press, 1977).
12. See David L. Hildebrand, Beyond Realism and Anti-Realism: John Dewey and the Neopragmatists (Nashville: Vanderbilt University Press, 2003).
13. Ibid., 24.
14. John Dewey, "The Reflex Arc Concept in Psychology," [1896] in John Dewey: The Early Works, 1882-1898, vol. 5, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1972).
15. See, for example, Richard Rorty, Consequences of Pragmatism: Essays, 1972-1980 (Minneapolis: University of Minnesota Press, 1982);
16. Herman J. Saatkamp, ed., Rorty and Pragmatism: The Philosopher Responds to His Critics (Nashville: Vanderbilt University Press, 1995);
17. Hilary Putnam, Pragmatism: An Open Question (Cambridge: Blackwell, 1995);
18. and Hilary Putnam, The Threefold Cord: Mind, Body, and World (New York: Columbia University Press, 1999).
19. There are exceptions, of course. Some philosophers of education engaging in epistemology proper include Israel Scheffler's classic work Conditions of Knowledge: An Introduction to Epistemology and Education (Chicago: Scott, Foresman, and Co., 1965). There are also examples of essays like Christine McCarthy, "When You Know It, and I Know It, What Is It We Know? Pragmatic Realism and the Epistemological Absolute," Philosophy of Education 1996, ed. Frank Margonis (Urbana, Illinois: Philosophy of Education Society, 1996);
20. Barbara Thayer-Bacon, "Using the 'R' Word Again: Pragmatism as Qualified Relativism," Philosophical Studies in Education 33 (2003): 93-103;
21. and Richard S. Prawat, "Dewey, Peirce, and the Learning Paradox," American Educational Research Journal 36, no. 1 (1999): 47-76.
22. James Garrison's work also explicates epistemological elements. See, for example, James W. Garrison, Dewey and Eros: Wisdom and Desire in the Art of Teaching (New York: Teachers College Press, 1997). For a compendium of philosophers writing on education, see Amé lie Oksenberg Rorty, Philosophers on Education: New Historical Perspectives (New York: Routledge, 1998);
23. see especially Alvin I. Goldman's contribution, "Education and Social Epistemology," 439-450.
24. John Dewey, The Quest for Certainty: A Study of the Relation of Knowledge and Action [1929] in John Dewey: The Later Works, 1925-1953, vol. 4, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1988), 1-250.
25. See also John Dewey and Arthur F. Bentley, Knowing and the Known (New York: Beacon Press, 1949).
26. See, for example, Christopher Kulp, The End of Epistemology: Dewey and His Current Allies on the Spectator Theory of Knowledge (Westport, Connecticut: Greenwood Press, 1992).
27. See John Dewey, Logic: The Theory of Inquiry (New York: Henry Holt, 1938).
28. Hildebrand, Beyond Realism and Anti-Realism, 136ff.
29. Dewey, Logic, 8.
30. Ibid., 9 (emphasis in original).
31. Ibid., 104-105 and 143.
32. See Bertrand Russell, "Dewey's New Logic," in The Philosophy of John Dewey, ed. Paul A. Schilpp (New York: Tudor, 1939), 135-156;
33. and Bertrand Russell, An Inquiry into Meaning and Truth (New York: George Allen and Unwin, 1940).
34. See Kulp, The End of Epistemology; and John Shook, Dewey's Theory of Empirical Reality and Knowledge (Nashville: Vanderbilt University Press, 2000).
35. Dewey and Bentley, Knowing and the Known, 81 (emphasis added).
36. Dewey, Logic, 120 (emphasis in original).
37. See also John Dewey, "Propositions, Warranted Assertibility, and Truth," Journal of Philosophy 38, no. 7 (1941): 169-186.
38. Ibid., 183.
39. John Dewey, "Experience, Knowledge, and Value: A Rejoinder," in The Philosophy of John Dewey, ed. Schilpp, 520-521.
40. Dewey's organic instrumentalism, not prescription or relativism.
41. Dewey, "Experience, Knowledge, and Value," 520-521.
42. Hildebrand, Beyond Realism and Anti-Realism, 64.
43. John Dewey, Experience and Education (New York: Collier, 1938), 19.