The Essential Uncertainty of Thinking: Education and Subject in John Dewey

d’Agnese, Vasco

doi:10.1111/1467-9752.12187

Cited by 11 publications

(4 citation statements)

References 25 publications

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“…The principles of collaboration and empathetic leadership as outlined above are supported by D’Agnese (2016: 84), who explains that the shift required in HE from control and mastery to growth and openness involves embracing disruption. Uncertainty prepares graduates for the need to be adaptable to the ever-changing employability environment.…”

Section: The Context: He’s Role In Professional Transitionsmentioning

confidence: 95%

Professional transitions: The eportfolio as a curated digital narrative

Kelly

Rossignol

2022

Industry and Higher Education

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Contemporary higher education is continually facing change and disruption across global and local educational communities. This has been exacerbated by the impact of the global Covid-19 pandemic, with graduates having to demonstrate discipline-specific knowledge along with adaptability to an ever-changing employment market. To address these needs, the authors advocate a focus on professional transitions by taking advantage of the eportfolio and reframing the digital showcase tool as a curated digital narrative for any discipline. Taking a detailed focus on the case study example of the Verandah Journal , this article demonstrates how one practice-based project can be adaptively framed for diverse job opportunities and can serve as the foundation for a portfolio career. The authors conclude that a flexible, curated demonstration of skills and knowledge creates the foundations for a graduate to narrate their professional transition in a challenging future work environment. Further research is required to expand this understanding to both graduates and prospective employers.

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Section: The Context: He’s Role In Professional Transitionsmentioning

confidence: 95%

Professional transitions: The eportfolio as a curated digital narrative

Kelly

Rossignol

2022

Industry and Higher Education

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“…The Pragmatist conception of habits could elucidate the differences of degree between habit cultivation and mindless habituation. The most central distinction is that for Pragmatists, habits are not simply ‘things we do’, they are also ‘ways we react’ (D'agnese, ). This assertion relies on the intimate connection between action and thought in Pragmatism.…”

Section: Habits Are Dynamicmentioning

confidence: 99%

Citizenship Education through the Pragmatist Lens of Habit

Dishon¹

2018

Journal of Philosophy of Education

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Existing scholarship most commonly identifies the aims of citizenship education as cultivating the knowledge, skills and dispositions needed for effective civic participation. This paper sets out to develop an alternative framework relying on the Pragmatist conception of habits. The Pragmatist use of the term ‘habits’ deviates from the everyday connotations of mindless, repetitive modes of action. Instead, habits are presented as ‘vehicles of cognition’—reactions to problems individuals encounter, or foresee, within the environment. As habits entail both adjustments to the environment, and adjustments of the environment, they elucidate the manner in which individual conduct is externally determined, yet leaves space for individual agency. I unpack habits as an organising concept for citizenship education by exploring three central attributes. First, the intersubjective nature of habits demands overcoming the depiction of educational environments as contingent features that should be shed for the cultivation of generalisable skills, and stresses the need to develop meaningful interactions in which students are allowed and expected to develop as civic actors. Second, the dynamic potential of habits implies that schools need to facilitate opportunities for practicing democratic modes of behaviour across a variety of contexts, characterised by an incremental increase in complexity, rather than mere repetition. Finally, the interconnected nature of habits stresses the need to account for the transformation of conduct across the school setting and civic ones. I conclude by briefly pointing out how recent developments both highlight the importance of a habits framework, and could allow us to better theorise and operationalise it.

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“…The problem concerns the nature and the place such activities should have in learning processes. Learning has eminently to do with unexpected situations, for learning, in Dewey's understanding, is at the very same time grounded in and directed towards uncertainty (d'Agnese, ). The aim of learning is not to unearth preceding conditions, to find a ground or to discover the ‘first beginning’ of perceived objects and situations.…”

Section: Uncertainty and Unpredictability In The World And Educationmentioning

confidence: 99%

Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo-Liberal Educational Agenda

d’Agnese¹

2018

Journal of Philosophy of Education

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In my paper, I attempt to accomplish a twofold task: first, to argue that in order to understand important features of Deweyan work, a thorough analysis of the roles that uncertainty, courage and imagination play in Deweyan thought is required. Second, based on such an analysis, I try to show that such features are essential for education to happen. Moreover, courage, imagination and uncertainty taken together work to frame an understanding of education and learning as challenging and even risky enterprises. I develop my analysis against the current, ‘official’ picture of education promoted worldwide, one in which courage, imagination and uncertainty are exactly the features that come to be eclipsed by the neo‐liberal educational agenda. Thus, I claim that education with its roots in imagination and courage is directed toward ‘unattained possibilities’ as its own, proper aim.

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The Essential Uncertainty of Thinking: Education and Subject in John Dewey

Cited by 11 publications

References 25 publications

Professional transitions: The eportfolio as a curated digital narrative

Professional transitions: The eportfolio as a curated digital narrative

Citizenship Education through the Pragmatist Lens of Habit

Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo-Liberal Educational Agenda

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