Pragmatism and Educational Research (Philosophy, Theory, and by Gert J. J. Biesta, Nicholas C. Burbules Edward William and

By Gert J. J. Biesta, Nicholas C. Burbules Edward William and Jane Marr Gutgsell Professor Department of Education Policy Organization and Leadership University of Illinois Urbana-Champaign

This quantity bargains an outline of the pragmatic figuring out of data and the purchase of data, and its implications for the behavior of academic learn. Pragmatism and academic study focuses totally on the paintings of John Dewey, and

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By Gert J. J. Biesta, Nicholas C. Burbules Edward William and Jane Marr Gutgsell Professor Department of Education Policy Organization and Leadership University of Illinois Urbana-Champaign

This quantity bargains an outline of the pragmatic figuring out of data and the purchase of data, and its implications for the behavior of academic learn. Pragmatism and academic study focuses totally on the paintings of John Dewey, and

Show description

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It is this specific interpretation that has brought about the crisis of rationality, the situation of the two equally unattractive options of inhuman rationality and human irrationality. Dewey’s reconstruction of the development of Western philosophy shows that this problem was caused by the fact that the findings of modem science were mistakenly characterized in terms of philosophical categories and dualities that were developed long before the emergence of modem science, in a completely different context and for totally different purposes.

To understand the link between habits and meaning it is first of all important to see that Dewey does not think of meaning as something mental. For Dewey meaning is primarily “a property of hchavior” (1925a, 141). It is the way in which the organism responds to the environment. As long as a coordination has not been established, that is, as long as the organism has not found a response that will result in coordination, we can therefore say that the meaning of the situation is not clear. Finding a response that brings about coordination is therefore the same as saying that the meaning of the situation for this organism has become clear.

In such a situation the organism does not “know” how to respond. Or to put it in terms of action: There is not one act or pattern of action that immediately presents itself as appropriate. In this case we could say that a response is lacking; but we could also say that the stimulus is not (yet) clear. According to Dewey it is at this juncture that the distinction of stimulus as sensation and response as motion arises. But the stimulus is not a passive sensation, nor is the response something that follows automatically from it.

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