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Point, Christophe – Education and Culture, 2018
In this article, we argue for the importance of the notion of conflict in John Dewey's philosophy. Indeed, many criticisms have been leveled against Dewey regarding his political philosophy and his philosophy of education based on the idea that he underestimated the conflict inherent in human affairs. These criticisms are compelling because they…
Descriptors: Teaching Methods, Educational Philosophy, Conflict, Political Attitudes
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Stark, Jody L. – Education and Culture, 2014
In its broadest sense, pragmatism could be said to be the philosophical orientation of all action research. Action research is characterized by research, action, and participation grounded in democratic principles and guided by the aim of social improvement. Furthermore, action research is an active process of inquiry that does not admit…
Descriptors: Action Research, Educational Theories, Inquiry, Social Science Research
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Misco, Thomas – Education and Culture, 2014
This paper focuses on the primary problem of the public, as advanced in "The Public and its Problems," which Dewey described as the need to improve "methods of debate, discussion, and persuasion" for the purposes of "perfecting the process of inquiry" (Dewey, 1927/1954, p. 208). I first situate these modes of…
Descriptors: Controversial Issues (Course Content), Social Studies, Democracy, Inquiry
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Bruce, Bertram C.; Bloch, Naomi – Education and Culture, 2013
This paper develops a philosophical basis for the concept of community inquiry. Community inquiry derives from pragmatist theory as articulated by Dewey, Peirce, Addams, and others. Following Brendel, we discuss pragmatism in terms of its emphasis on the practical dimensions of inquiry, the pluralistic nature of the tools that are used to study…
Descriptors: Philosophy, Inquiry, Community, Case Studies
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Oliverio, Stefano – Education and Culture, 2012
Against the backdrop of two remarks by Martha Nussbaum on Dewey and Socratic education (which can be connected with a statement by Matthew Lipman about his going beyond Dewey in a Deweyan way), the paper explores what seems to be a sort of ambivalence in Dewey's educational device. On the one hand, by recognizing children as inquirers and the…
Descriptors: Children, Educational Philosophy, Reflection, Epistemology
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Tschaepe, Mark D. – Education and Culture, 2012
Dewey's conception of scientific explanation, which has been neglected by both philosophers of science and philosophers of education, facilitates overcoming the seeming divide between teaching a highly technical and specialized subject matter and encouraging students to successfully engage in the experience of being philosopher-scientists. By…
Descriptors: Science Education, Educational Philosophy, Inquiry, Teaching Methods
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Kennedy, Nadia Stoyanova – Education and Culture, 2012
The paper discusses Matthew Lipman's approach to inquiry as shaped and fashioned by John Dewey's model of scientific inquiry. Although Lipman's program adopted the major aspects of Dewey's pedagogy, at least two characteristics of that program stand out as radically different--his use of relatively free-form philosophical discussions to teach…
Descriptors: Thinking Skills, Educational Experience, Inquiry, Critical Thinking
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Ellison, Scott – Education and Culture, 2010
In this theoretical essay, my primary task is to develop a methodology for engaging the conceptual normativity, or common sense ideas, at work in the popular discursive practices of modern society. To do so, I will draw upon theories associated with continental philosophy, Deweyan pragmatism, and sociological theory that trace their lineages to…
Descriptors: Educational Philosophy, Social Action, Methods, Public Policy