Dewey in Transition

Towards a Pragmatist Ethics of Recognition in Schools

Datos Bibliográficos

ID11952508
AutoresBianca Thoilliez (0000-0003-2911-5947, Autoliv (Sweden), autor de correspondencia)
Año2019
Volumen53
Número4
Páginas759-772
Fecha de publicación2019-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Philosophy of Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8249 • E-ISSN: 1467-9752
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1467-9752.12401
OpenAlexW2995224898
IdiomaEN
Citas recibidas2
Referencias citadas25

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

Democracy · Dimension (graph theory · Education theory · Epistemology · Higher education · Philosophy of education · Political science · Politics · Pragmatism · Sociology · Critical Theory and Philosophy · Law · Philosophy · Political theory and Gramsci · Pragmatism in Philosophy and Education