References All citations of the works of John Dewey are from the series The Collected Works of John Dewey, edited by J.A. Boydston and published by Southern Illinois University Press in Carbondale. In each Dewey reference, the following letter codes are used to identify the corresponding volume: EW The Early Works, 1882 1898 MW The Middle Works, 1899 1924 LW The Later Works, 1925 1953 Alexander, T. M. (1987). John Dewey s theory of art, experience, and nature: the horizons of feeling. Albany, NY: SUNY Press. Alexander, T. M. (1998). The art of life: Dewey s aesthetics. In L. Hickman (Ed.). Reading Dewey: interpretations for a postmodern generation (pp. 1 22). Indiana University Press. Bacon, F. (1620/2000). The new Organon. L. Jardine & M. Silverthorne (Eds.) New York: Cambridge University Press (Original work published in 1620). Baurain, B. (2010). The aesthetic classroom and the beautiful game. Journal of Aesthetic Education, 44(2), 50 62. Biesta, G. J. (2003). How general can Bildung be? Reflections on the future of a modern educational ideal. In L. Lovlie, K.P. Mortensen, & S.E. Nordenbo (Eds.), Educating humanity: Bildung in postmodernity (pp. 61 74). Oxford, England: Blackwell. 103
104 References Bingham, C. (2005). The hermeneutics of educational questioning. Educational Philosophy & Theory, 37(4), 553 565. Dewey, J. (1971). Self-realization as the moral ideal. EW, Vol. 4, pp. 42 53. (Original work published 1893). Dewey, J. (1972). The Reflex arc concept in psychology. EW, Vol. 5, pp. 96 109. (Original work published 1896). Dewey, J. (1980a). Democracy and education. MW, Vol. 9. (Original work published 1916). Dewey, J. (1980b). Introduction to Essays in experimental logic. MW, Vol. 10, pp. 320 365. (Original work published 1917). Dewey, J. (1980c). Logical objects. MW, Vol. 10, pp. 89 97. (Original work published 1916). Dewey, J. (1981). Experience and nature. LW, Vol. 1. (Original work published 1925). Dewey, J. (1982). Reconstruction in philosophy. MW, Vol. 12. (Original work published 1920). Dewey, J. (1983). Human nature and conduct. MW, Vol. 14. (Original work published 1922). Dewey, J. (1984a). The development of American pragmatism. LW, Vol. 2, pp. 3 21. (Original work published 1925). Dewey, J. (1984b). The public and its problems. LW, Vol. 2. (Original work published 1927). Dewey, J. (1984c). Qualitative thought. LW, Vol. 5, pp. 243 262. (Original work published 1930). Dewey, J. (1984d). The quest for certainty. LW, Vol. 4. (Original work published 1929). Dewey, J. (1985). Context and thought. LW, Vol. 6, pp. 3 21. (Original work published 1931). Dewey, J. (1986). Logic: the theory of inquiry. LW, Vol. 12. (Original work published 1938). Dewey, J. (1987a). Art as experience. LW, Vol. 10. (Original work published 1934). Dewey, J. (1987b). What is learning? LW. Vol. 11, pp. 238 242. (Original work published 1937). Dewey, J. (1988). Time and individuality. LW, Vol. 14, pp. 98 114. (Original work published 1940). Dewey, J. (1989). Are naturalists materialists? LW, Vol. 15, pp. 109 126. (Original work published 1945).
References 105 Findling, D. (2007). Educating towards a fusion of horizons. Journal of Jewish Education, 73(2), 121 122. Foucault, M. (2005). The hermeneutics of the subject: lectures at the Collège de France 1981 1982. New York: Picador. Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum Intl Pub Group (Original work published 1970). Gadamer, H. G. (2004). Truth and method. New York, NY: Continuum (Original work published 1960). Garrison, J. (1994). Realism, Deweyan pragmatism, and educational research. Educational Researcher, 23(1), 5 14. Garrison, J. (1995). Deweyan pragmatism and the epistemology of contemporary social constructivism. American Educational Research Journal, 32(4), 716 740. Garrison, J. (1997). Dewey and Eros: wisdom and desire in the art of teaching. New York, NY: Teachers College Press. Garrison, J. (2003). Dewey s theory of emotions: the unity of thought and emotion in naturalistic functional co-ordination of behavior. Transactions of the Charles S. Peirce Society (39)3, 405 443. Garrison, J, & Watson, B. (2005). Food from thought. The Journal of Speculative Philosophy, 19(4), 242 256. Giroux, H. (1997). Pedagogy and the politics of hope: theory, culture, and schooling. Boulder, CO: Westview Press. Good, J. & Garrison, J. (2010). Traces of Hegelian Bildung in Dewey s philosophy. In P. Fairfield (Ed.), John Dewey and continental philosophy (pp. 44 68).Carbondale, IL: Southern Illinois University. Greene, M. (1998). The dialectic of freedom. New York, NY: Teachers College Press. Gur-Ze ev, I. (2003). Bildung and critical theory in the face of postmodern education. In L. Lovlie, K.P. Mortensen, & S.E. Nordenbo (Eds.), Educating humanity: Bildung in postmodernity (pp. 75 92). Oxford, England: Blackwell. Haraway, D. (2004). Situated knowledges: the science question in feminism and the privilege of partial perspective. In S. Harding (Ed.), The feminist standpoint theory reader: intellectual and political controversies (pp. 81 102). New York, NY: Routledge (Original work published 1988). Heidegger, M. (1971). The origin of the work of art. In Poetry, language, thought (pp. 15 88). Harper & Row.
106 References Hickman, L. (1998). Dewey s theory of inquiry. In L. Hickman (Ed.), Reading Dewey: Interpretations for a postmodern generation (pp. 166 186). Bloomington and Indianapolis: Indiana University Press. Hickman, L. (1990). John Dewey s pragmatic technology. Bloomington and Indianapolis: Indiana University Press. Hirshfield, J. (1997). Nine gates: entering the mind of poetry. New York, NY: HarperCollins. Hugo, R. (1992). The triggering town: lectures and essays on poetry and writing. New York: WW Norton & Company (Original work published 1979). Kant, I. (2007). Critique of judgement. New York: Oxford University Press (Original work published 1790). Lebech, F. (2006). The concept of the subject in the philosophical hermeneutics of Hans-Georg Gadamer. International Journal of Philosophical Studies, 14(2), 221 236. Longino, H. E. (1994). In search of feminist epistemology. The Monist, 77(4), 472 485. Lovlie, L. (2003). Educating humanity: Bildung in postmodernity. Oxford, England: Blackwell. Ludlow, P. (2013). Descriptions, The Stanford Encyclopedia of Philosophy. Retrieved May 01, 2013, from http://plato.stanford.edu/archives/ win2011/entries/descriptions/ McEwan, H. (2000). On making things difficult for learners. Philosophy of Education Archive, 258 266. Mead, G. H., & Morris, C. W. (1967). Mind, self, and society, from the standpoint of a social behaviorist. Chicago: University Of Chicago Press (Original work published 1934). Olssen, M., & Peters, M. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313 345. Peirce, C.S. (1868). Some consequences of four incapacities. Journal of Speculative Philosophy, Vol. 2, 140 157. Peirce, C.S. (1906). The basis of pragmatism. Unpublished MS, (CP) 5.549 5.573. Pérez-Ramos, A. (1988). Francis Bacon s idea of science and the maker s knowledge tradition. Oxford: Clarendon Press. Ramsey, F. (2013) The foundations of mathematics and other logical essays. R. B. Braithwaite (Ed.) New York: Routledge (Original work published 1931).
References 107 Reichenbach, R. (2003). On irritation and transformation: a-teological Bildung and its significance for the democratic form of living. In L. Lovlie, K.P. Mortensen, & S.E. Nordenbo (Eds.), Educating humanity: Bildung in postmodernity (pp. 93 104). Oxford, England: Blackwell. Rosenthal, S. (1996). Classical American Pragmatism: the other naturalism. Metaphilosophy, 27(4), 399 407. Russell, B. (1905). On denoting. Mind, 14(56), 479 493. Ryan, K. J., & Natalle, E. J. (2001). Fusing horizons: standpoint hermeneutics and invitational Rhetoric.RSQ: Rhetoric Society Quarterly, 31(2), 69 90. Seigfried, C. H. (1993). Shared communities of interest: feminism and pragmatism. Hypatia, 8(2), 1 14. Seigfried, C. H. (1996). Pragmatism and feminism: reweaving the social fabric. Chicago: University of Chicago Press. Seigfried, C. H. (1999). Socializing democracy: Jane Addams and John Dewey. Philosophy of the Social Sciences, 29(2), 207 230. Shuford, A. L. (2010). Feminist epistemology and American Pragmatism. London, UK: Continuum. Sontag, S. (1966). Against interpretation: and other essays. New York, NY: Dell Publishing Company. Southern association of colleges and schools website. (2013). Retrieved on June 1, 2013 from http://www.sacs.org/ Southern Association of Colleges and Schools. (2010) The Principles of Accreditation: Foundations of Quality Enhancement. Retrieved on June 1, 2013 from http://www.sacscoc.org/pdf/ 2010principlesofacreditation.pdf Sullivan, S. (2006). Revealing whiteness: the unconscious habits of racial privilege. Indiana University Press. Thorndike, E. L. (1918). The nature, purposes and general methods of measurements of educational products, in G. M. Whipple (ed.) National Society for the Study of Educational Products: Seventeenth Yearbook (pp. 16 24). Bloomington, IL: Public School Publishing. U.S. Department of Education. (2013). FAQs on accreditation. Retrieved June 1, 2013 from http://www.ope.ed.gov/accreditation/ FAQAccr.aspx Varkoy, Øivind (2010). The concept of Bildung. Philosophy of Music Education Review, 18(1), 85 96.
108 References Weinsheimer, J. C. (1985). Gadamer s hermeneutics: a reading of truth and method. New Haven: Yale University Press. Weinsheimer, J. C. & Marshall, D. (2004). Translator s preface. In H.G. Gadamer (Ed.), Truth and method (pp. xi xix). New York, NY: Continuum (Original work published 1960).
Index accreditation, 9 action, 8, 30, 36, 78 Addams, J., 52, 53, 54 aesthetic differentiation, 17, 69, 98 aesthetic experience, 16, 99, 100, 102 aesthetics, 79 affective, 48, 61 Alexander, T.M., 34, 35 alienation, 15 an experience, 66, 98, 100 a priori, 5, 78, 82, 85, 95 banking model of education, 10, 49, 50 Baurain, B., 99 behaviorism, 36 Biesta, G., 12 Bildung, 11, 28, 56, 81 Bingham, C., 96, 97 body-mind, 32 causality, 36, 37, 73, 86 cognition, 3, 5, 22, 31, 39, 48, 56, 62, 69, 74, 80 complexity, 86 conduit metaphor, 10 correspondence theory of truth, 2, 19, 56, 71 creative action, 5, 78, 82, 84, 91, 96, 102 Darwinian naturalism, 29, 37, 44, 58, 74, 79 data, 2, 4, 41, 71 democracy, 52 Descartes, R., 11, 13, 22, 31, 32, 36, 38 Dewey, J., 5, 7, 29, 30, 31, 32, 33, 34, 35, 37, 38, 39, 40, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 56, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 78, 79, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 98, 100, 101, 102 Art as Experience, 74, 91, 94 Democracy and Education, 53, 72, 101 The Quest for Certainty, 30 Reconstruction in Philosophy, 29, 58 dialogue, 20, 21, 31, 40, 42, 49, 96, 99 Dicker, G., 7 dualism, 7, 31, 36, 72, 81 emotion, 62, 73, 92 empathy, 13, 53, 88 empiricism, 15, 17 end-in-view, 74, 92, 97 enlightenment, 4, 25 environment, 29, 35, 36, 58, 63, 78 epistemology, 2, 5, 56, 59, 67, 79, 85 DOI: 10.1057/9781137465245.0010 109
110 Index fact, 12, 15, 22, 45, 48, 56, 64, 65, 68, 73, 101 failure, 89 Findling, D., 97, 98 fine arts, 72 Foucault, M., 22 The Hermeneutics of the Subject, 22 freedom, 50, 52 Freire, P., 10, 49, 94, 101 Pedagogy of the Oppressed, 50 friendship, 20, 88 fusion of horizons, 20, 96, 100, 101 Gadamer, H-G., 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25, 26, 29, 30, 31, 35, 38, 39, 40, 41, 42, 43, 50, 69, 70, 83, 84, 87, 96, 97, 98, 99, 100, 101 Truth and Method, 14 Garrison, J., 10, 12, 14, 29, 30, 37, 43, 58, 61, 62, 71, 87, 101 Giroux, H., 8 Good, J., 12, 14, 29, 30, 58 Greene, M., 50 growth, 2, 42, 48, 60, 67, 73, 74, 80, 83, 89, 95, 100 Gur-Ze ev, I., 13 habit, 31, 34, 44, 61, 71, 84 Haraway, D., 22 Heidegger, M., 17, 80 The Origin of the Work of Art, 80 hermeneutic circle, 24, 30, 64, 82, 90 hermeneutics, 18, 19, 80, 83 heterogenity, 85 Hickman, L., 67, 68, 79 Hirshfield, J., 70 holism, 94, 100 horizon of understanding, 17, 20, 87 Hugo, R., 85 Hull House, 52 Husserl, E., 17 idealism, 33, 57 imagination, 44, 90 inference, 78 inquiry, 8, 29, 78, 82, 91, 94, 96, 101 inquiry-based learning, 67 intelligence, 42, 59 interpretation, 25, 80 James, W., 43 judgment, 9, 83, 97 justice, 50, 88 Kant, I., 15, 16, 17, 18, 69, 84 Critique of Judgement, 15 knowing, 2, 7, 12, 15, 18, 19, 20, 22, 27, 31, 34, 42, 57, 67, 70, 74, 79, 84, 88, 90, 100, 101 knowledge, 2, 7, 8, 12, 15, 17, 22, 43, 45, 49, 57, 59, 69 language, 37, 38, 39 Lebach, F., 98 limit-situation, 50 logic, 59 logical-artistic object, 79 logical objects, 8, 78 Longino, H., 85, 86, 87, 88, 90 Lovlie, L., 29 Ludlow, P., 3 maker s knowledge, 5, 68, 74, 84 making, 8, 31, 41, 58, 60, 67, 69, 75, 78, 79, 82, 102 Marshall, D., 17 materialism, 32 McEwan, H., 10, 97 Mead, G.H., 35, 36, 37, 38, 39, 40, 41, 42, 45 meaning, 21, 42, 43, 45, 65, 70, 87 measurement, 4 mechanical, 36, 65, 72, 74 memory, 26 metaphysics of experience, 14, 30, 58 mind, 11, 32, 36, 46, 74 modern, 8 motivation, 73 Natalle, E., 21 Newton, I., 37, 44 DOI: 10.1057/9781137465245.0010
Index 111 nihilism, 47, 71 Olssen, M., 10 ontology, 11, 32, 43, 46, 74 Peirce, C.S., 56, 57, 58 Pérez-Ramos, A., 75 Peters, M., 10 Plato, 52, 81 play, 98 positivism, 8 practical arts, 72 prejudice, 18 problem-based learning, 92 quest for certainty, 7, 15 Ramsey, F., 3 reconstruction, 12, 30, 44, 60, 66, 74, 89, 95 Reichenbach, R., 21 Rosenthal, S., 87 Russell, B., 2 Ryan, K., 21 Seigfried, C.H., 48, 53, 54, 86, 88 self, 11, 35, 36, 39, 89 sensus communis, 83 Shuford, A., 56 situation, 20, 35, 73, 84, 90 S knows that p, 2, 7, 14, 20, 36, 46, 62, 70 Sontag, S., 81, 82 Southern Association of Colleges and Schools, 9 spectator theory of knowing, 7 Substance Realism, 14 Sullivan, S., 35 taste, 16, 84 teachable moment, 100 the philosophical fallacy, 7 the psychological fallacy, 43 Thorndike, E.L., 57 time, 17, 33, 80 tool, 40, 78 transformation, 3, 100, 101 translation, 22, 31 two-tiered universe, 7 U.S. Department of Education, 9 value, 15, 45, 48, 57, 74 Varkoy, Ø, 11 warranted assertability, 67 Watson, J., 36, 71 Weinsheimer, J., 17 DOI: 10.1057/9781137465245.0010