Jim Garrison
Biographic Data
| ID | 3717216 |
|---|---|
| NAME | Jim Garrison |
| GIVEN NAMES | Jim |
| FAMILY NAME | Garrison |
| SIGNATURE | GARRISON J |
| AFFILIATIONS | Virginia Tech |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Potentiality and Actuality in Peirce and Dewey
This paper fills a gap in the literature concerning the importance of the categories of potentiality and actuality in the philosophies of Charles Sanders Peirce and John Dewey. Peirce and Dewey derived their positions by revising Aristotle. Their revisions are surprisingly similar in many aspects and different in at least one significant feature – haecceity. Peirce and Dewey’s pragmatic reconstruction of actuality and potentiality is perhaps the …
Reconsidering the Life of Power
Offers a compelling intercultural perspective on body, art, self, and society. Reconsidering the Life of Power examines Chinese perspectives on bodily self-cultivation and explores how these can be resources for working past the ritual scripts of everyday life. In recent decades, European and American thinkers like Michel Foucault and Judith Butler have called attention to the way that people live out ritual scripts in order to be recognized by o…
Nietzsche, Dewey, and the Artistic Creation of Truth
My paper focuses on the following famous passage from Friedrich Nietzsche’s “Truth and Lying in a Non-Moral Sense”: “What, then, is truth? A mobile army of metaphors, metonyms, and anthropomorphisms” (OTL 1). I will show that John Dewey entirely agrees with this statement. Dewey and Nietzsche has a rich and novel understanding of metaphor, metonymy, simile, and such that they use to comprehend the creation of linguistic meanings, the identity of …
Constructivism and Education
This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely prag…
Foucault, Dewey, and Self‐creation
(1998). Foucault, Dewey, and Self‐creation. Educational Philosophy and Theory: Vol. 30, No. 2, pp. 111-134
Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism
In the quest for an epistemology that supports theories of situated cognition and social constructivism, educational theorists and researchers have overlooked one of the most familiar figures in the modern history of educational inquiry—John Dewey. Perhaps one reason for this oversight is that if we adopted Deweyan social epistemology and constructivism we would have to come to grips with his social behaviorism as well. Besides advocating Deweyan…
Foucault, Dewey, and Self‐creation
(1998). Foucault, Dewey, and Self‐creation. Educational Philosophy and Theory: Vol. 30, No. 2, pp. 111-134
Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism
In the quest for an epistemology that supports theories of situated cognition and social constructivism, educational theorists and researchers have overlooked one of the most familiar figures in the modern history of educational inquiry—John Dewey. Perhaps one reason for this oversight is that if we adopted Deweyan social epistemology and constructivism we would have to come to grips with his social behaviorism as well. Besides advocating Deweyan…
Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism
In the quest for an epistemology that supports theories of situated cognition and social constructivism, educational theorists and researchers have overlooked one of the most familiar figures in the modern history of educational inquiry—John Dewey. Perhaps one reason for this oversight is that if we adopted Deweyan social epistemology and constructivism we would have to come to grips with his social behaviorism as well. Besides advocating Deweyan…
Constructivism and Education
This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely prag…
Foucault, Dewey, and Self‐creation
(1998). Foucault, Dewey, and Self‐creation. Educational Philosophy and Theory: Vol. 30, No. 2, pp. 111-134
Nietzsche, Dewey, and the Artistic Creation of Truth
My paper focuses on the following famous passage from Friedrich Nietzsche’s “Truth and Lying in a Non-Moral Sense”: “What, then, is truth? A mobile army of metaphors, metonyms, and anthropomorphisms” (OTL 1). I will show that John Dewey entirely agrees with this statement. Dewey and Nietzsche has a rich and novel understanding of metaphor, metonymy, simile, and such that they use to comprehend the creation of linguistic meanings, the identity of …
Reconsidering the Life of Power
Offers a compelling intercultural perspective on body, art, self, and society. Reconsidering the Life of Power examines Chinese perspectives on bodily self-cultivation and explores how these can be resources for working past the ritual scripts of everyday life. In recent decades, European and American thinkers like Michel Foucault and Judith Butler have called attention to the way that people live out ritual scripts in order to be recognized by o…
Potentiality and Actuality in Peirce and Dewey
This paper fills a gap in the literature concerning the importance of the categories of potentiality and actuality in the philosophies of Charles Sanders Peirce and John Dewey. Peirce and Dewey derived their positions by revising Aristotle. Their revisions are surprisingly similar in many aspects and different in at least one significant feature – haecceity. Peirce and Dewey’s pragmatic reconstruction of actuality and potentiality is perhaps the …
Epistemology (5 works) · Philosophy (5 works) · Philosophy (4 works) · Pragmatism (3 works) · Pragmatism in Philosophy and Education (3 works) · Sociology (3 works) · Educational Philosophies and Pedagogies (2 works) · Pedagogy (2 works) · Political science (2 works) · Politics (2 works)