Jamie S Johnston
Datos Biográficos
| ID | 134499 |
|---|---|
| NOMBRE | Jamie S Johnston |
| NOMBRES | Jamie S |
| APELLIDO | Johnston |
| FIRMA | JOHNSTON J S |
| AFILIACIONES | Queen's University |
| ORCID | 0000-0002-0001-9735 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Idealism, Pragmatism, and the Birth of Pragmatist Educational Thought in America
This article articulates some of the historic as well as the main philosophic contributions to the transitional period in educational thought in America, 1866-1895. This is a period in which the movement away from idealism towards pragmatism as the basis for educational thought began. Contemporaneous with the development of pragmatism was a development in educational thought that stressed naturalism, functionalism, and the organic nature of mind …
Kant and prejudice, or, the mechanical use of reason
This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant’s ‘phenomenal–noumenal’ distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understand Kant’s distinction is by following his account of the ‘conduct of thought.’ Doing so demonstrates …
John Dewey's Earlier Logical Theory
Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls
Prioritizing Rights in the Social Justice Curriculum
Moral Law and Moral Education
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant’s moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our social life. We use…
Does a Sentiment‐Based Ethics of Caring Improve upon a Principles‐Based One? The problem of impartial morality
My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those c…
The education of the categorical imperative
The Use of Socrates
In this article, we examine the invocation of Socrates as the exemplar for Earl Shorris' Clemente Course in the Humanities program. Our aim is to temper Shorris' claim that the Socratic method and the humanities are tools for political liberation. Though they may have this consequence, they are not exhausted by this consequence. Rather, this method and the humanities are an invitation to a quest of fundamental human questions that need no justifi…
Dewey's Critique of Kant
In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms an…
Authority, Inquiry, and Education
In this article I seek to investigate and to rebut charges that Dewey had either too authoritative a conception or use of philosophical and educational inquiry, or not enough of an authoritative use. I look specifically at two critics, one in the discipline of education and one in the discipline of history. These two are, respectively, Clarence Karier and J. P. Diggins. In the final analysis, I conclude that Dewey's talk of authority generally, a…
John Dewey and the Role of Scientific Method in Aesthetic Experience
John Dewey and the Role of Scientific Method in Aesthetic Experience
Prioritizing Rights in the Social Justice Curriculum
Does a Sentiment‐Based Ethics of Caring Improve upon a Principles‐Based One? The problem of impartial morality
My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those c…
Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls
Moral Law and Moral Education
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant’s moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our social life. We use…
The Use of Socrates
In this article, we examine the invocation of Socrates as the exemplar for Earl Shorris' Clemente Course in the Humanities program. Our aim is to temper Shorris' claim that the Socratic method and the humanities are tools for political liberation. Though they may have this consequence, they are not exhausted by this consequence. Rather, this method and the humanities are an invitation to a quest of fundamental human questions that need no justifi…
Dewey's Critique of Kant
In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms an…
John Dewey and the Role of Scientific Method in Aesthetic Experience
Authority, Inquiry, and Education
In this article I seek to investigate and to rebut charges that Dewey had either too authoritative a conception or use of philosophical and educational inquiry, or not enough of an authoritative use. I look specifically at two critics, one in the discipline of education and one in the discipline of history. These two are, respectively, Clarence Karier and J. P. Diggins. In the final analysis, I conclude that Dewey's talk of authority generally, a…
The education of the categorical imperative
The Use of Socrates
In this article, we examine the invocation of Socrates as the exemplar for Earl Shorris' Clemente Course in the Humanities program. Our aim is to temper Shorris' claim that the Socratic method and the humanities are tools for political liberation. Though they may have this consequence, they are not exhausted by this consequence. Rather, this method and the humanities are an invitation to a quest of fundamental human questions that need no justifi…
Dewey's Critique of Kant
In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms an…
Moral Law and Moral Education
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant’s moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our social life. We use…
Does a Sentiment‐Based Ethics of Caring Improve upon a Principles‐Based One? The problem of impartial morality
My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those c…
Prioritizing Rights in the Social Justice Curriculum
Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls
John Dewey's Earlier Logical Theory
Kant and prejudice, or, the mechanical use of reason
This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant’s ‘phenomenal–noumenal’ distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understand Kant’s distinction is by following his account of the ‘conduct of thought.’ Doing so demonstrates …
Idealism, Pragmatism, and the Birth of Pragmatist Educational Thought in America
This article articulates some of the historic as well as the main philosophic contributions to the transitional period in educational thought in America, 1866-1895. This is a period in which the movement away from idealism towards pragmatism as the basis for educational thought began. Contemporaneous with the development of pragmatism was a development in educational thought that stressed naturalism, functionalism, and the organic nature of mind …
Epistemology (11 obras) · Philosophy (11 obras) · Law (10 obras) · Political science (10 obras) · Sociology (10 obras) · Law (8 obras) · Philosophy (8 obras) · Higher education (6 obras) · Philosophy of education (6 obras) · Pragmatism in Philosophy and Education (6 obras)