Pragmatism and Its Aftermath

Oliverio, Stefano

doi:10.1007/978-3-319-72761-5_47

Cited by 4 publications

(2 citation statements)

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“…Several keys to interpreting Dewey's philosophy, and particularly his ideas on pedagogy, are indeed potentially transitionable to present‐day problems. By the same token, Stefano Oliverio () has addressed ‘the topicality of a pragmatist attitude in contemporary educational scenarios’ (p. 610), as a ‘specific way of “inhabiting” the educational undertaking in all its dimensions (theoretical, methodological, and practical) and a method of sieving educational proposals in reference to their potential to live up to the needs of contemporary times’ (p. 625). Saito (, ), Striano (), and Oliverio () set about transitioning Dewey's ideas as a possible and necessary update that can only be carried out through revision and updating, or as Dewey's might have suggested, ‘reconstruction’.…”

Section: Introductionmentioning

confidence: 99%

“…By the same token, Stefano Oliverio () has addressed ‘the topicality of a pragmatist attitude in contemporary educational scenarios’ (p. 610), as a ‘specific way of “inhabiting” the educational undertaking in all its dimensions (theoretical, methodological, and practical) and a method of sieving educational proposals in reference to their potential to live up to the needs of contemporary times’ (p. 625). Saito (, ), Striano (), and Oliverio () set about transitioning Dewey's ideas as a possible and necessary update that can only be carried out through revision and updating, or as Dewey's might have suggested, ‘reconstruction’. Indeed, as Neubert () mentioned as well, Dewey reconstructed himself several times throughout his life as a philosopher, and argued that the need to reconstruct ideas was a recurrent phenomenon due to how intimately they are tied to their context of origin and use.…”

Section: Introductionmentioning

confidence: 99%

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Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools

Thoilliez¹

2019

Journal of Philosophy of Education

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This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational philosophical perspective, the article explores the pedagogical possibilities that arise from broadening the communitarian dimension of education found in Dewey's philosophy of education with the studies by Honneth on the ethics of recognition. In the line of Colin Koopman's definition of transitionalism as a ‘philosophical temperament’, Honneth's ethics of recognition ‘transitions’ the Deweyian tradition towards a more contemporary disposition to think through the ethical dimension of education. The article intends to make use of a fruitful dialogue between classic pragmatism and critical theory to address some challenges of contemporary school life.

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Section: Introductionmentioning

confidence: 99%