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    Wyświetlanie 1-11 z 11
    Tytuł:
    Pragmatyzm dzisiaj (ze szczególnym uwzględnieniem propozycji Johna Deweya) a jego korzenie antyczne
    Autorzy:
    Chudoba, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/644738.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Dewey's pragmatism
    naturalistic empiricism
    aesthetic concept
    the conc ept of reconstruction
    Opis:
    The author of the article poses the following question: Why would we find Dewey's classic pragmatism interesting and is it true that everything that is really important can be found in the works of his followers: Rorty and Shuterman. The author emphasizes that in her narrative she is mostly  interested in more primal Dewey whose philosophical thoughts, naturalistic empiricism, as he himself called his philosophy, as well as the aesthetic conc ept s are not subject to frequent debates in our coun try She indicates that there are certain abuses in the interpretation of Dewey's philosophy. On e of them is, for example, treating Dewey as a leftist philosopher who has not had much to offer when it come s to the approach to tradition and history. The author emphasizes that although Dewey's point of view was very far from being right-wing or far from accept ing nationalism, he is not a left-wing thinker. Dewey is a philosopher who remains extremely attached to tradition and he believes that knowledge about history is crucial to understand philosophy and culture. The author specifically refers to emphasize that Dewey reminds us of what full of life and contemporary art really is. It stems from the rhythm and needs of social life and it expresses beliefs of a given community or society.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2015, 8, 2; 111-130
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: MODERN PERSPECTIVE
    Autorzy:
    Synytsia, Andrii
    Powiązania:
    https://bibliotekanauki.pl/articles/628538.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    philosophy of education;
    democratic values;
    Dewey’s pragmatism;
    Opis:
    Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy. Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied. Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society. Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values. Key words: philosophy of education, democratic values, Dewey’s pragmatism
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 1; 30-41
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A place for pragmatism in the current educational system in Poland in comparison to the American system of education
    Autorzy:
    Czujko, Ewelina
    Powiązania:
    https://bibliotekanauki.pl/articles/628329.pdf
    Data publikacji:
    2013
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    pragmatism, John Dewey, self-development, transmission, progressive schools
    Opis:
    Nowadays, when schools are closing and teachers are made redundant, a question arises whether the current educational system and the teaching methods or the knowledge and skills which people leave school with are adequate. Now, as never before, students and em-ployers realize how important practical skills are in the labor market. Where are schools and universities in meeting this need? Do schools answer the natural needs people have for self--development? Does the educational system stimulate development of individuals interests? Unfortunately, I think the answer to a lot of these questions would be negative. Yet, if so, it is time we fi nd a way to offer something more, not only to young people, but also to adults who want to explore the area of their interests by taking the trouble to obtain further degrees. One of the solutions to the urgent needs for the educational system is a pragmatic approach towards learning and teaching.
    Źródło:
    Journal of Education Culture and Society; 2013, 4, 1; 283-288
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    John Dewey’s Theory of Emergence: Culture, Mind, Consciousness, and Cognition
    Autorzy:
    Cherlin, Paul Benjamin
    Powiązania:
    https://bibliotekanauki.pl/articles/451435.pdf
    Data publikacji:
    2020-11-05
    Wydawca:
    Uniwersytet Warszawski. Wydział Filozofii
    Tematy:
    Dewey
    emergentism
    experience
    metaphysics
    naturalism
    pragmatism
    Opis:
    Emergentism is an important and yet underexplored component of John Dewey’s metaphysical program, and concerns the ways in which existences relate, operate, and grow in coordination with a more inclusive environment. Through an emergent account, Dewey addresses continuities among the generic traits of nature, inanimate substance, biological life, and experiential “fields” such as mind and consciousness. The notion of a field is especially important for depicting the ways in which existences serially interact in accordance with some particular purpose or set of functions. Apart from an emergent scheme that contextualizes the interactive contexts of experience, phenomena such as “mind” and “consciousness” remain enigmatic occurrences. Moreover, cognition, and with it instances of “knowing,” remain susceptible to merely “subjective” characterizations that reinforce a misleading dualism between mind and nature. In addition to its role in addressing naturalistic continuities, Dewey’s emergentism suggests a non-reductive philosophical methodology that directly challenges contemporary varieties of realism and materialism.
    Źródło:
    Eidos. A Journal for Philosophy of Culture; 2020, 4, 3; 86-98
    2544-302X
    Pojawia się w:
    Eidos. A Journal for Philosophy of Culture
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reconstructive Habits: John Dewey on Human Functioning
    Autorzy:
    Jaitner, David
    Powiązania:
    https://bibliotekanauki.pl/articles/781207.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    human functioning
    habit
    reconstruction
    pragmatism
    John Dewey
    Opis:
    The academic strife to parse, investigate and adjust human functioning establishes varieties of at least three key concepts: behavior, action, activity. Depending on the general approach chosen, human functioning is therefore defined in a certain way and in a certain understanding of freedom. Within this paper, the pragmatist considerations of John Dewey (1859-1952) offer a sophisticatedly formulated theory of human functioning that, undoubtedly, takes action-theoretical paths but formulates underlying assumptions in a significantly unusual way. The main focus is to outline the theory in such a way that clearly shows the unusual as part of the usual and the usual as part of the unusual. For this purpose, the first section defines action as the basic category of Deweyan human functioning where sensory stimuli, registering elements and motor responses play a leading role, but according to Dewey questions the today still popular model of behaviorist psychology, that positions isolated and a-cultural stimulus-response-procedures in the human organism. The second section affirms the theoretical inclusion of deliberative elements that constitute human action, but according to Dewey witnesses their substantial and rather sporadic significance in a predominantly habitual human functioning. The conclusive section outlines the possibilities and limits of transforming habitually inured patterns of human conduct by means of reconstructive habits.
    Źródło:
    Ethics in Progress; 2018, 9, 1; 4-24
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Versions of Pragmatic Liberalism: from Rorty back to Dewey
    Autorzy:
    Dubniak, Zlatyslav
    Powiązania:
    https://bibliotekanauki.pl/articles/1878393.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    philosophy of pragmatism
    Richard Rorty
    John Dewey
    historicism
    naturalism
    liberalism
    Opis:
    Aim. The aim of this study is to analyze and evaluate two versions of the theory of liberalism which emerged within the philosophical tradition of pragmatism: Richard Rorty’s “ironic liberalism” and John Dewey’s “renascent liberalism”. Methods. The study is based on: 1) comparative analysis, which shows the differences and points of contact between Dewey’s classical pragmatism and Rorty’s neo-pragmatism, in particular, between different versions of their liberal theories; 2) critical analysis, which made it possible to identify the shortcomings and advantages in the arguments of the above-mentioned philosophers. Results. The author analyzed Rorty’s and Dewey’s theories of liberalism in relation to their theories of reality, human specificity, and ethics. In this way, the specific liberal views of these American philosophers on such issues as the relationship between private and public, the main goals of politics, and the values of the social order were explicated. It allowed offering a thorough critique of Rorty’s “ironic liberalism”, and supporting of Dewey’s “renascent liberalism”. Conclusion. While Dewey saw the mission of liberalism in enabling individuals to improve their experience, Rorty insisted on the need for a liberal policy of providing the basic conditions for individual self-creation. The main disadvantage of Rorty’s neo-pragmatism, and, in particular, “ironic liberalism”, was the exclusion from the philosophy of the modifying tools of human behavior, which were expressed by the concepts of “good” or “virtue”, in Dewey’s “renascent liberalism”. This circumstance necessitates a return from Rorty back to Dewey in the discussions on pragmatic liberalism. Key words: philosophy of pragmatism, Richard Rorty, John Dewey, historicism, naturalism, liberalism.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 15-30
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pragmatystyczne napięcie w amerykańskiej poezji modernistycznej: przypadek Willliamsa
    Pragmatist Tension in American Modernist Poetry
    Autorzy:
    Bartczak, Kacper
    Powiązania:
    https://bibliotekanauki.pl/articles/1389817.pdf
    Data publikacji:
    2014-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pragmatism
    modernism
    American modernist poetry
    William Carlos Williams
    pragmatist aesthetics
    John Dewey
    Opis:
    The author of the article focuses on the selected short lyrics by William Carlos Williams and simultaneously draws readers attention the tension, existing in the American modernist poetry, between a modernist postulate of the autonomy of an aesthetic object and the pursuit—resulting from the tradition of American pragmatism—to treat this object as an intelligent commentary to customary activities in the environment of human communities. The author’s point of departure is the thesis by Marjorie Perloff. It claims that for modernist writing absolutely “pivotal” is the separation of the realities of the work from the event taking place in real life. Next, he demonstrates why this division cannot be maintained by such poets as Williams and Stevens. This inability is the result of a complex, non-European, pragmatistic admixture feeding the poetics of both poets. The main focus in the article, however, is placed on Williams.
    Źródło:
    Poznańskie Studia Polonistyczne. Seria Literacka; 2014, 24; 43-53
    1233-8680
    2450-4947
    Pojawia się w:
    Poznańskie Studia Polonistyczne. Seria Literacka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development in Light of the Basic Categories of Thought of John Dewey
    Rozwój w świetle podstawowych kategorii myśli Johna Deweya
    Autorzy:
    Krasny, Bartłomiej Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/1195221.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    John Dewey
    instrumentalizm
    rozwój
    pragmatyzm
    edukacja instrumentalistyczna
    nawyk
    instrumentalism
    development
    pragmatism
    instrumentalistic education
    habit
    Opis:
    Rozwój jest bez wątpienia jednym z najważniejszych pojęć towarzyszących rozważaniom na temat kształcenia, wychowania, edukacji. Każdy pedagog musi na pewnym etapie swojej działalności skonfrontować się z tą wysoce podatną na interpretacje ideą. Nie uniknął tego również John Dewey, którego poglądy stały się przedmiotem analizy w niniejszym artykule. Celem tejże publikacji jest rekonstrukcja teorii rozwoju amerykańskiego pedagoga oraz krytyczna refleksja nad nią na podstawie jego prac oraz wybranych dzieł omawiających myśl pedagogiczną i filozoficzną pragmatysty. W poszczególnych częściach publikacji zostały zaprezentowane główne idee związane z koncepcją rozwoju Deweya, takie jak wartość instrumentalna, pojęcie nawyku czy demokracja. Przedstawione zagadnienia zostały poddane refleksji przez pryzmat ich implikacji pedagogicznych. Dokonana analiza przedmiotu badań ukazała możliwy kierunek rozwoju jednostek w myśli Deweya, jakim jest rozwój społeczeństwa. Nieunikniona wydaje się konieczność dalszych badań nad pedagogiką amerykańskiego filozofa, aby lepiej zrozumieć i zinterpretować jego idee czy też rozstrzygnąć niejasności, jakie występują w jego pismach.
    Development is undoubtedly one of the most important concepts accompanying considerations on education and upbringing. Every educator must, at a certain stage of his or her activity, confront this highly contestable idea. John Dewey, whose views are the subject of analysis in this article, was certainly not one who would have avoided this. The aim of this publication is to reconstruct the development of the theory of the American educator and to reflect critically on it on the basis of his works and selected works discussing the pedagogical and philosophical thought of the pragmatic scholar. The main ideas associated with Dewey, such as instrumental value, the notion of habit or democracy, are depicted in particular parts of the publication. The presented issues are reflected on through the prism of their pedagogical implications. The analysis of the subject showed the possible developmental directions open to individuals in Dewey’s thought, which is the development of society. It seems inevitable that further research on the pedagogy of the American philosopher is needed in order to better understand and interpret his ideas or to resolve the ambiguities that exist in his writings.
    Źródło:
    Studia Paedagogica Ignatiana; 2020, 23, 1; 149-168
    2450-5358
    2450-5366
    Pojawia się w:
    Studia Paedagogica Ignatiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozwój w świetle podstawowych kategorii myśli Johna Deweya
    Autorzy:
    Krasny, Bartłomiej Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/2004520.pdf
    Data publikacji:
    2020-04-25
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    John Dewey
    instrumentalism
    development
    pragmatism
    instrumentalistic education
    habit
    instrumentalizm
    rozwój
    pragmatyzm
    edukacja instrumentalistyczna
    nawyk
    Opis:
    Rozwój jest bez wątpienia jednym z najważniejszych pojęć towarzyszących rozważaniom na temat kształcenia, wychowania, edukacji. Każdy pedagog musi na pewnym etapie swojej działalności skonfrontować się z tą wysoce podatną na interpretacje ideą. Nie uniknął tego również John Dewey, którego poglądy stały się przedmiotem analizy w niniejszym artykule. Celem tejże publikacji jest rekonstrukcja teorii rozwoju amerykańskiego pedagoga oraz krytyczna refleksja nad nią na podstawie jego prac oraz wybranych dzieł omawiających myśl pedagogiczną i filozoficzną pragmatysty. W poszczególnych częściach publikacji zostały zaprezentowane główne idee związane z koncepcją rozwoju Deweya, takie jak wartość instrumentalna, pojęcie nawyku czy demokracja. Przedstawione zagadnienia zostały poddane refleksji przez pryzmat ich implikacji pedagogicznych. Dokonana analiza przedmiotu badań ukazała możliwy kierunek rozwoju jednostek w myśli Deweya, jakim jest rozwój społeczeństwa. Nieunikniona wydaje się konieczność dalszych badań nad pedagogiką amerykańskiego filozofa, aby lepiej zrozumieć i zinterpretować jego idee czy też rozstrzygnąć niejasności, jakie występują w jego pismach.
    Development is undoubtedly one of the most important concepts accompanying considerations on education and upbringing. Every educator must, at a certain stage of his or her activity, confront this highly contestable idea. John Dewey, whose views are the subject of analysis in this article, was certainly not one who would have avoided this. The aim of this publication is to reconstruct the development of the theory of the American educator and to reflect critically on it on the basis of his works and selected works discussing the pedagogical and philosophical thought of the pragmatic scholar. The main ideas associated with Dewey, such as instrumental value, the notion of habit or democracy, are depicted in particular parts of the publication. The presented issues are reflected on through the prism of their pedagogical implications. The analysis of the subject showed the possible developmental directions open to individuals in Dewey’s thought, which is the development of society. It seems inevitable that further research on the pedagogy of the American philosopher is needed in order to better understand and interpret his ideas or to resolve the ambiguities that exist in his writings.
    Źródło:
    Studia Paedagogica Ignatiana; 2020, 23, 1; 149-169
    2450-5358
    2450-5366
    Pojawia się w:
    Studia Paedagogica Ignatiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism
    Autorzy:
    Malitowska, Anna
    Bonecki, Mateusz
    Powiązania:
    https://bibliotekanauki.pl/articles/781133.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    common sense
    scientific inquiry
    critical thinking
    theoretical thinking
    progressivism
    Dewey
    pragmatism
    informal education
    conceptual framework
    Opis:
    This paper focuses on analysis of relation between pedagogical and epistemological ideas of John Dewey. Our considerations are divided into four sections. (1) We reconstruct Dewey’s conception of culture as a body of normative and regulative common sense beliefs determining human conduct and language use. (2) Further, we compare common sense based inquiry and its scientific mode with regard to their respective conceptual frameworks in order to show that “theoretical-scientific” perspective provides more comprehensive insight into the relations constituting problem situations. (3) We identify informal education with socialization processes and argue that educational process relies on constant reflection on cultural habits. (4) We conclude that competences of using theoretical conceptual frameworks and conducting scientific inquiry play crucial role in Dewey’s educational ideology of progressivism since they provide basic tools for critical reconsideration and revision of common sense beliefs.
    Źródło:
    Ethics in Progress; 2016, 7, 1; 184-198
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Legacies of Resistance. Emerson, Buddhism, and Richard Wright’s Pragmatist Poetics
    Autorzy:
    Patterson, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/35192504.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    transpacific
    pragmatism
    haiku
    Buddhism
    Richard Wright
    Ralph Waldo Emerson
    modernism
    African American literature
    John Dewey
    T. S. Eliot
    Opis:
    Emerson’s affinity with Buddhism has been the source of much controversy, and his adaptation of the doctrine translated as Buddhist “indifference” has been construed as stifling resistance to social injustice. I will revisit this topic, explaining why Emerson figures so prominently in discussions of Buddhism by the philosopher D. T. Suzuki and the British scholar R. H. Blyth, in order to develop a context for analyzing modes of resistance in Richard Wright’s late haiku-inspired poetry. A central question raised in critical debates is whether or not Wright turns away in these poems from the social and political concerns of his earlier works. I will show that their significance and force as protest poetry is considerably stronger when regarded in light of Wright’s “tough-souled pragmatism” and an Emersonian pragmatist tradition elaborated by scholars such as Cornel West, James Albrecht, and Douglas Anderson, a tradition characterized by East-West intercultural exchange that includes John Dewey and Ralph Ellison. Contextualized and enriched by this tradition, the poem Wright selected out of the 4000 to open his collection, “I am nobody,” can be read as alluding to Ellison’s allusion to Emerson in Invisible Man, protesting what Dr. Martin Luther King Jr. would some years later memorably describe as “a degenerating sense of ‘nobodiness’” in his celebrated “Letter from Birmingham City Jail.” I will conclude with a brief consideration of how Wright’s creative engagement with Buddhism in the work of T. S. Eliot illuminates Emerson’s vastly neglected contribution to the development of high modernism.
    Źródło:
    Review of International American Studies; 2023, 16, 2; 159-176
    1991-2773
    Pojawia się w:
    Review of International American Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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