John Dewey's "Permanent Hegelian Deposit" and the Exigencies of War
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Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church
The Lutheran Clarion – July 2018 (Volume 10, Issue 6) Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church Dr. Thomas Korcok gave the presentation below at the 2018 Lutheran Concerns Association conference in Fort Wayne, IN, in January 2018. Since that time it has been slightly revised. Currently in colleges of education across America, almost all future teachers learn from a standard canon of educational thinkers whose work forms the basis for the goals, methods, and structure of the modern American classroom. When students are introduced to these educationists, there is rarely, if ever, any consideration given to what they taught, believed, or confessed in their personal lives. Furthermore, their theories are presented as though they were all based purely on unbiased scientific research. Such an approach should be of concern for the Christian because it is radically different from how the church has traditionally measured teachers. In the history of Western education until the 20th century, (which has always been inseparably linked with Christian education), theology has been the measuring stick for all areas of knowledge, including education. A teacher’s confession of faith was always considered to be the first criterion in judging whether or not his or her teaching was acceptable. In the 16th century, the influential Lutheran educator, Valentin Trotzendorf, insisted that “Those who belong to our school, let the same also be members of our Church and those who agree with our faith, which is most sure and true; because of perhaps one godless person out of the whole body, some evil happens.” 1 In this day and age, we are to believe that the contrary teaching is true: that what a researcher teaches, believes, and confesses has little or nothing to do with the methods he advocates. -
Human Values Annual Review
University Center for Human Values 304 Marx Hall Princeton, New Jersey 08544 The University Center for Human Values supports teaching, research, and discussion of ethics and human values throughout the curriculum and across the disciplines at Princeton University. Additional information about the University Center for Human Values can be found at http://uchv.princeton.edu or by calling (609) 258-4798. Human Values Annual Review 2011 “As someone with interests in both meta-level philosophy debates and more applied issues in normative ethics and political theory, the values and public life (VPL) program was a way for me to integrate these areas. The VPL program also afforded wonderful opportunities to attend lectures on the applied and academic areas of values—something that doesn’t often come together in certificate programs.” Shivani Radhakrishnan ’11, Philosophy Introducing a new Undergraduate Certifi cate Program in SOCIETY INDIVIDUALITY PLURALITY COMMUNITY CITIZEN NATION IDENTITY ETHICS MODERNITY RESPONSIBILITY CASUISTRY OBLIGATION CONSEQUENTIALISM LAW EQUALITY RIGHT WRONG DUTY SUPEREROGATORY RULES FAIRNESS UTILITY RECIPROCITY RULES EQUALITY JUSTICE COMPASSION CASUISTRY NATURAL LAW IMPERATIVE OBLIGATION SENTIMENTS FREEDOM DEMOCRACY SOCIETY INDIVIDUALITY COMMUNITY CITIZE NATION IDENTITY ETHICS MODERNITY RESPONSIBILITY CASUISTRY OBLIGATION CONSEQUENTIALISM LAW EQUALITY RIGHT WRONG DUTY SUPEREROGATORY RULES FAIRNESS UTILITY RECIPROCITY RULES FAIRNES EQUALITY JUSTICE COMPASSION CASUISTRY IMPERATIVE OBLIGATION SENTIMENTS FREEDOM DEMOCRACY -
Naturalism in the Philosophies of Dewey and Zhuangzi
Naturalism in the Philosophies of Dewey and Zhuangzi: The Live Creature and the Crooked Tree by Christopher C. Kirby A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor in Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: John P. Anton Ph.D. Co-Major Professor: Martin Schönfeld Ph.D. Sidney Axinn Ph.D. Alexander Levine Ph.D. Date of Approval: December 12, 2008 Keywords: Pragmatism, Daoism, Metaphysics, Epistemology, Ethics © Copyright 2008 Christopher C. Kirby Dedication For P.J. – “Nature speaks louder than the call from the minaret.” (Inayat Khan, Bowl of Saki) Table of Contents List of Abbreviations ................................................................................................. ii Abstract ..................................................................................................................... iii Preface: West Meets East........................................................................................... 1 Dewey’s Encounter with China ............................................................................. 6 Chapter One: What is Naturalism? .......................................................................... 15 Naturalism and the Organic Point of View .......................................................... 16 Nature and the Language of Experience .............................................................. 22 Naturalistic Strategies in Philosophy .................................................................. -
Introduction
1 Introduction Reading Democracy and Education DAVID T. HANSEN What is John Dewey’s Democracy and Education? In a literal sense, it is a study of education and its relation to the individual and society. More- over, Dewey tells us, it is a philosophical rather than historical, sociologi- cal, or political inquiry. His original title for the work was An Introduction to the Philosophy of Education. That was the heading he had in view when he signed a contract to undertake the project on July 21, 1911, with the Macmillan Company of New York (MW.9.377). However, his publishers convinced him to change the title in light of pressing political issues triggered by the cataclysm of World War I. Dewey completed the text in August 1915, and it came out the following year with his original title converted into a subtitle. The book constitutes Dewey’s philosophical response to the rapid social, economic, political, cultural, and technologi- cal change he was witness to over the course of his long life. Born in 1859, when the United States was largely an agrarian society, by the time Dewey pens his educational treatise the country had become an indus- trial, urban world undergoing endless and often jarring transformations, a process that continues unabated through the present. Dewey sought to articulate and justify the education he believed people needed to com- prehend and shape creatively and humanely these unstoppable changes. At the same time, Dewey endeavored in the book to respond to what many critics regard as the two most influential educational works ever written prior to the twentieth century: Plato’s Republic (fourth 1 © 2006 State University of New York Press, Albany 2 John Dewey and Our Educational Prospect century B.C.E.) and Jean-Jacques Rousseau’s Emile (published in 1762). -
Hegel and Aristotle
This page intentionally left blank HEGEL AND ARISTOTLE Hegel is, arguably, the most difficult of all philosophers. To find a way through his thought, interpreters have usually approached him as though he were developing Kantian and Fichtean themes. This book is the first to demonstrate in a systematic way that it makes much more sense to view Hegel’s idealism in relation to the metaphysical and epis- temological tradition stemming from Aristotle. This book offers an account of Hegel’s idealism and in particular his notions of reason, subjectivity, and teleology, in light of Hegel’s inter- pretation, discussion, assimilation, and critique of Aristotle’s philoso- phy. It is the first systematic analysis comparing Hegelian and Aris- totelian views of system and history; being, metaphysics, logic, and truth; nature and subjectivity; spirit, knowledge, and self-knowledge; ethics and politics. In addition, Hegel’s conception of Aristotle’s phi- losophy is contrasted with alternative conceptions typical of his time and ours. No serious student of Hegel can afford to ignore this major new in- terpretation. Moreover, because it investigates with enormous erudi- tion the relation between two giants of the Western philosophical tra- dition, this book will speak to a wider community of readers in such fields as history of philosophy and history of Aristotelianism, meta- physics and logic, philosophy of nature, psychology, ethics, and politi- cal science. Alfredo Ferrarin is Assistant Professor of Philosophy at Boston University. MODERN EUROPEAN PHILOSOPHY General Editor Robert B. Pippin, University of Chicago Advisory Board Gary Gutting, University of Notre Dame Rolf-Peter Horstmann, Humboldt University, Berlin Mark Sacks, University of Essex This series contains a range of high-quality books on philosophers, top- ics, and schools of thought prominent in the Kantian and post-Kantian European tradition. -
The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19Th-Century United States
The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19th-Century United States Ahti-Veikko Pietarinen & Jean-Marie Chevalier The Commens Working Papers Preprints, Research Reports & Scientific Communications Edited by Mats Bergman, Sami Paavola & João Queiroz No 2 Version 2 Published July 9, 2014 | Updated December 17, 2015 URL http://www.commens.org/papers/paper/pietarinen-ahti-veikko- chevalier-jean-marie-2014-johns-hopkins-metaphysical-club- and ISSN 2342-4532 License Creative Commons Attribution-NonCommercial- ShareAlike The Johns Hopkins Metaphysical Club and Its Impact on the Development of the Philosophy and Methodology of Sciences in the Late 19th-Century United States Memorandum, 19 April 2014 - up-dated, with Appendices, April 2015 Ahti-Veikko Pietarinen, in collaboration with Jean-Marie Chevalier [email protected] Helsinki Peirce Research Centre, University of Helsinki Abstract This memorandum documents some of the most noteworthy facts concerning the Metaphysical Club meetings, which were presided over by Charles Peirce, at Johns Hopkins University from October 1879 until March 1885. The Club, which started out as a circle consisting of Peirce‘s own students in his logic class, held the total of 43 meetings, with 110 presentations delivered, of which 33 were classified as principal papers. These presentations, as we document in this paper, testify the club‘s impact on the development of the methodology of sciences in the late 19th-century United States. Of particular interest is the close relation of the new and emerging scientific approaches to philosophical, methodological and logical issues discussed by the Club‘s members. -
The Second Metaphysical Club and Its Impact on American Sciences
The Second Metaphysical Club and its Impact on American Sciences Ahti-Veikko Pietarinen The Commens Working Papers Preprints, Research Reports & Scientific Communications Edited by Mats Bergman, Sami Paavola & João Queiroz Pub 140709-1314a URL http://www.commens.org/papers/paper/pietarinen-ahti- veikko-second-metaphysical-club-and-its-impact-american- sciences ISSN 2342-4532 License Creative Commons Attribution-NonCommercial- ShareAlike The „Second‟ Metaphysical Club and Its Impact on the Development of American Sciences Memorandum, 19 April 2014 Ahti-Veikko Pietarinen, Helsinki Peirce Research Centre, University of Helsinki Abstract This memorandum documents some of the most noteworthy facts concerning the Metaphysical Club meetings, which were predominantly presided over by Charles Peirce, and which took place at Johns Hopkins University from October 1879 until March 1885. The Club held the total of 43 meetings, and 110 presentations, of which 33 were principal papers. These facts, some of which are highlighted in the document that follows, testify that the club had an enormous impact on the development of American sciences and methodology. Introduction Max Fisch estimated that no other graduate philosophy club has had a comparable impact on the progress of research in the US as Peirce‘s Metaphysical Club. What was it, who participated in it and what became of these people? A history of the Metaphysical Club is yet to be written; the current document highlights what strikes as some of the most noteworthy facts that belong to any such historiography. Of Peirce‘s students (counting those enrolled to any of his courses at JHU) the speakers were Ellery W. Davis, John Dewey, Fabian Franklin, Benjamin Ives Gilman, Joseph Jastrow, Christine Ladd (Franklin), Allan Marquand, Oscar H. -
At NALC's Doorstep
Volume 134/Number 2 February 2021 In this issue President’s Message 1 Branch Election Notices 81 Special issue LETTER CARRIER POLITICAL FUND The monthly journal of the NATIONAL ASSOCIATION OF LETTER CARRIERS ANARCHY at NALC’s doorstep— PAGE 1 { InstallInstall thethe freefree NALCNALC MemberMember AppApp forfor youryour iPhoneiPhone oror AndroidAndroid smartphonesmartphone As technology increases our ability to communicate, NALC must stay ahead of the curve. We’ve now taken the next step with the NALC Member App for iPhone and Android smartphones. The app was de- veloped with the needs of letter carriers in mind. The app’s features include: • Workplace resources, including the National • Instantaneous NALC news with Agreement, JCAM, MRS and CCA resources personalized push notifications • Interactive Non-Scheduled Days calendar and social media access • Legislative tools, including bill tracker, • Much more individualized congressional representatives and PAC information GoGo to to the the App App Store Store oror GoogleGoogle Play Play and and search search forfor “NALC “NALC Member Member App”App” toto install install for for free free President’s Message Anarchy on NALC’s doorstep have always taken great These developments have left our nation shaken. Our polit- pride in the NALC’s head- ical divisions are raw, and there now is great uncertainty about quarters, the Vincent R. the future. This will certainly complicate our efforts to advance Sombrotto Building. It sits our legislative agenda in the now-restored U.S. Capitol. But kitty-corner to the United there is reason for hope. IStates Capitol, a magnificent First, we should take solace in the fact that the attack on our and inspiring structure that has democracy utterly failed. -
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online Emily Dean, Ph.D. Adjunct Professor, Christian Education Coordinator of Women’s Programs Office: (504) 282-4455 ext.8053 Email: [email protected] Mission Statement The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill the Great Commission and the Great Commandments through the local church and its ministries. Core Value Focus The seminary has five core values. 1. Doctrinal Integrity: Knowing that the Bible is the Word of God, we believe it, teach it, proclaim it, and submit to it. This course addresses Doctrinal Integrity specifically by preparing students to grow in understanding and interpreting of the Bible. 2. Spiritual Vitality: We are a worshiping community emphasizing both personal spirituality and gathering together as a Seminary family for the praise and adoration of God and instruction in His Word. Spiritual Vitality is addressed by reminding students that a dynamic relationship with God is vital for effective ministry. 3. Mission Focus: We are not here merely to get an education or to give one. We are here to change the world by fulfilling the Great Commission and the Great Commandments through the local church and its ministries. This course addresses Mission Focus by helping students understand the biblical foundations for fulfilling the Great Commission and the Great Commandments. 4. Characteristic Excellence: What we do, we do to the utmost of our abilities and resources as a testimony to the glory of our Lord and Savior Jesus Christ. Characteristic Excellence is addressed by preparing students to excel in their ability to interpret Scripture, which is foundational to effective ministry. -
Orme) Wilberforce (Albert) Raymond Blackburn (Alexander Bell
Copyrights sought (Albert) Basil (Orme) Wilberforce (Albert) Raymond Blackburn (Alexander Bell) Filson Young (Alexander) Forbes Hendry (Alexander) Frederick Whyte (Alfred Hubert) Roy Fedden (Alfred) Alistair Cooke (Alfred) Guy Garrod (Alfred) James Hawkey (Archibald) Berkeley Milne (Archibald) David Stirling (Archibald) Havergal Downes-Shaw (Arthur) Berriedale Keith (Arthur) Beverley Baxter (Arthur) Cecil Tyrrell Beck (Arthur) Clive Morrison-Bell (Arthur) Hugh (Elsdale) Molson (Arthur) Mervyn Stockwood (Arthur) Paul Boissier, Harrow Heraldry Committee & Harrow School (Arthur) Trevor Dawson (Arwyn) Lynn Ungoed-Thomas (Basil Arthur) John Peto (Basil) Kingsley Martin (Basil) Kingsley Martin (Basil) Kingsley Martin & New Statesman (Borlasse Elward) Wyndham Childs (Cecil Frederick) Nevil Macready (Cecil George) Graham Hayman (Charles Edward) Howard Vincent (Charles Henry) Collins Baker (Charles) Alexander Harris (Charles) Cyril Clarke (Charles) Edgar Wood (Charles) Edward Troup (Charles) Frederick (Howard) Gough (Charles) Michael Duff (Charles) Philip Fothergill (Charles) Philip Fothergill, Liberal National Organisation, N-E Warwickshire Liberal Association & Rt Hon Charles Albert McCurdy (Charles) Vernon (Oldfield) Bartlett (Charles) Vernon (Oldfield) Bartlett & World Review of Reviews (Claude) Nigel (Byam) Davies (Claude) Nigel (Byam) Davies (Colin) Mark Patrick (Crwfurd) Wilfrid Griffin Eady (Cyril) Berkeley Ormerod (Cyril) Desmond Keeling (Cyril) George Toogood (Cyril) Kenneth Bird (David) Euan Wallace (Davies) Evan Bedford (Denis Duncan) -
John Dewey, Historiography, and the Practice of History. Seth J
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2009 John Dewey, Historiography, and the Practice of History. Seth J. Bartee East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Other History Commons Recommended Citation Bartee, Seth J., "John Dewey, Historiography, and the Practice of History." (2009). Electronic Theses and Dissertations. Paper 1859. https://dc.etsu.edu/etd/1859 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. John Dewey, Historiography, and the Practice of History _____________________ A thesis presented to the faculty of the Department in History East Tennessee State University In partial fulfillment of the requirements for the degree Masters of Arts in History _____________________ by Seth J. Bartee May 2009 _____________________ Dr. Melvin E. Page, Chair Dr. Daniel Newcomer Dr. William Burgess Dr. Stephen Fritz Keywords: John Dewey, Pragmatism, Historiography, Personhood, Instrumentalism ABSTRACT John Dewey, Historiography, and the Practice of History by Seth J. Bartee John Dewey was America‟s foremost authority on many of the critical issues in the twentieth century. Dewey dedicated his professional career as an expert on the major branches of philosophy. A neglected aspect of Dewey‟s philosophy is his writings on historiography, the philosophy of history, and his influence on American historians. -
Neoconservatism: Origins and Evolution, 1945 – 1980
Neoconservatism: Origins and Evolution, 1945 – 1980 Robert L. Richardson, Jr. A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2009 Approved by, Michael H. Hunt, Chair Richard Kohn Timothy McKeown Nancy Mitchell Roger Lotchin Abstract Robert L. Richardson, Jr. Neoconservatism: Origins and Evolution, 1945 – 1985 (Under the direction of Michael H. Hunt) This dissertation examines the origins and evolution of neoconservatism as a philosophical and political movement in America from 1945 to 1980. I maintain that as the exigencies and anxieties of the Cold War fostered new intellectual and professional connections between academia, government and business, three disparate intellectual currents were brought into contact: the German philosophical tradition of anti-modernism, the strategic-analytical tradition associated with the RAND Corporation, and the early Cold War anti-Communist tradition identified with figures such as Reinhold Niebuhr. Driven by similar aims and concerns, these three intellectual currents eventually coalesced into neoconservatism. As a political movement, neoconservatism sought, from the 1950s on, to re-orient American policy away from containment and coexistence and toward confrontation and rollback through activism in academia, bureaucratic and electoral politics. Although the neoconservatives were only partially successful in promoting their transformative project, their accomplishments are historically significant. More specifically, they managed to interject their views and ideas into American political and strategic thought, discredit détente and arms control, and shift U.S. foreign policy toward a more confrontational stance vis-à-vis the Soviet Union.