J Garrison
Biographic Data
| ID | 4671 |
|---|---|
| NAME | J Garrison |
| GIVEN NAMES | J |
| FAMILY NAME | Garrison |
| SIGNATURE | GARRISON J |
| AFFILIATIONS | Virginia Tech |
| ORCID | 0000-0002-9030-079X |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 150 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Anthropocosmism: An Eastern humanist approach to the Anthropocene
This paper addresses the discussion on the Anthropocene in environmental education research.It aims to enrich and widen the debate about the appropriateness of humanist approaches to environmental education and sustainability.In response to criticism about anthropocentric responses to human-made environmental destruction, the authors introduce a version of Eastern humanism: Tu Weiming's 'Anthropocosmism' .This idea of a non-anthropocentric humani…
“Putting culture in the middle”: A transactional reconstruction
This paper revisits Michael Cole’s influential Cultural Psychology. The goal is to reconstruct Cole by putting him into critical and creative dialogue with John Dewey’s theory of transaction. It explores four advantages that arise by reconstructing Cole as a fully consistent Darwinian naturalist understood in terms of an equally consistent Deweyan transactionalism. One advantage is that transactional coordination can replace Cole’s reliance on me…
Subjectivity and Infinity: Time and Existence: A Reader Responds
Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism
Hager and Beckett assert that a ‘characteristic feature of ... assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize t…
Nichiren Buddhism and Deweyan Pragmatism: An Eastern-Western Integration of Thought
Let me begin by thanking the members of the George F. Kneller Advisory Committee and you the members of the American Educational Studies Association for inviting me to give the annual Kneller Lecture on this the fiftieth anniversary of the Association.The present phase of rising nationalism and growing global xenophobia does not suggest this is the season for the integration of international thought. Nonetheless, my lecture focuses on an instance…
If pragmatism ever arrives
Richard Rorty (1982) prophesized: ‘James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for exa
Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis…
Dewey, Derrida, and the genetic derivation of différance
My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism (710). My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrid…
Complexity and Reductionism in Educational Philosophy—John Dewey’s Critical Approach in ‘Democracy and Education’ Reconsidered
Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism…
Individualidade e Igualdade como chaves para a democracia criativa
Inspirado em John Dewey, este trabalho discute a ideia de igualdade democrática como mesmice e padronização, e as consequência dessa ideia. De acordo com Dewey, o autor defende que a pseudodemocracia econômica desenvolvida atualmente consiste na derrota da democracia política e social, bem como da genuína democracia econômica, e que a igualdade moral é incomensurável
The creative use of companion values in environmental education and education for sustainable development: Exploring the educative moment
Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as ‘other than modern.’ Introducing the idea of educative m…
Toward a New Philosophical Anthropology of Education: Fuller Considerations of Social Constructivism
Individuality, Equality, and Creative Democracy—the Task Before Us
Garrison Rejoinder
After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships
After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships With the end of ontotheology we may realize, as Dewey did, that what sustains us is our caring relationships with physical nature, biological life, and other persons. My paper argues that relationships are ontologically basic and caring relations are morally basic. Right relationship binds us to the world and holds us together. We live by the grace of others. I conclude tha…
Being a Whole Person
Pragmatism as a Philosophy of Education in the Hispanic World: A Response
Curriculum, Critical Common-Sensism, Scholasticism, and the Growth of Democratic Character
Dewey, Derrida, and ‘the Double Bind’
(2003). Dewey, Derrida, and ‘the Double Bind’. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 349-362
Toward a transactional theory of decision making: Creative Rationality as Functional Coordination in Context
This paper poses a Deweyan challenge to both the neoclassical framework of rational choice and models of bounded rationality and deliberation, especially the procedural theory of rationality advanced by Herbert Simon. We demonstrate how modern theories on procedural or instrumental rationality trace their origin to the tradition of British empiricism, especially the philosophy of David Hume. Most theories of action such as Simon's assume actors m…
A Manifesto for Instructional Technology: Hyperpedagogy
We believe hypertext and hypermedia solidify bold and original ideas having the power to open new realms of creative possibility. Unfortunately, we find the new tools encrusted within concepts borrowed from traditional curriculum theory and instructional design. Our goal in this paper is to liberate hypertext; doing so requires challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose this metaphysics and propose an alt…
Summing Up Our Differences: A Reply to Siegel
Journal Article Summing Up Our Differences: A Reply to Siegel Get access Jim Garrison Jim Garrison Correspondence: Jim Garrison, 400 B WMH, Virginia Tech University, Blacksburg, VA 24061-0313, USA. E-mail: [email protected] > Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 2, May 2002, Pages 229–232, https://doi.org/10.1111/1467-9752.00271 Published: 16 December 2002
An Introduction to Dewey's Theory of Functional "Trans-Action": An Alternative Paradigm for Activity Theory
Engeström and Miettinen in their introduction to their edited book with Punamäki (1999) compared John Dewey with the work of A. N. Leont'ev. The understanding of Dewey's work in this introduction reaches a depth rarely plumbed by those who are not specialized in Deweyan scholarship. By expanding on this comparison and contrast it is possible to develop a Deweyan critique of activity theory, at least as we find it in Leont'ev. My article suggests …
Pragmatism and Public Administration
This article is a response to three articles that examine the promise of pragmatism for educational administration. The first, by Professors Zanetti and Carr, rejects pragmatism outright yet only refers to pragmatism obliquely if at all. This article does not seem sufficiently knowledgeable to provide any analysis, pro or con. The remaining articles evaluate the promise of pragmatism positively and seem well warranted in their appraisal. The arti…
Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds
Harvey Siegel’s conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates ‘critical skill’ and ‘critical spirit’, the philosophical and the causal, ‘is’ and ‘ought’, and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion…
Realism, Deweyan Pragmatism, and Educational Research
In a recent exchange, Cleo H. Cherryholmes (1992) opposed Rortyan pragmatism to the “scientific realism'” of Ernest R. House (1991 , 1992) . In my article, I hope to find a middle ground between Cherryholmes and House that might be more attractive to many in the field of education. My article emphasizes some of the most important aspects of Dewey's philosophy, including his social behaviorist theory of meaning, his naturalistic metaphysics, philo…
A Deweyan Theory of Democratic Listening
John Dewey's Theory of Practical Reasoning
(1999). John Dewey's Theory of Practical Reasoning. Educational Philosophy and Theory: Vol. 31, No. 3, pp. 291-312
Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis…
Toward a transactional theory of decision making: Creative Rationality as Functional Coordination in Context
This paper poses a Deweyan challenge to both the neoclassical framework of rational choice and models of bounded rationality and deliberation, especially the procedural theory of rationality advanced by Herbert Simon. We demonstrate how modern theories on procedural or instrumental rationality trace their origin to the tradition of British empiricism, especially the philosophy of David Hume. Most theories of action such as Simon's assume actors m…
The creative use of companion values in environmental education and education for sustainable development: Exploring the educative moment
Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as ‘other than modern.’ Introducing the idea of educative m…
Dewey, Derrida, and ‘the Double Bind’
(2003). Dewey, Derrida, and ‘the Double Bind’. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 349-362
Pragmatism and Public Administration
This article is a response to three articles that examine the promise of pragmatism for educational administration. The first, by Professors Zanetti and Carr, rejects pragmatism outright yet only refers to pragmatism obliquely if at all. This article does not seem sufficiently knowledgeable to provide any analysis, pro or con. The remaining articles evaluate the promise of pragmatism positively and seem well warranted in their appraisal. The arti…
Dewey, qualitative thought, and context 1
It is widely acknowledged by qualitative researchers that all inquiry, qualitative or not, is context dependent. Nonetheless, exactly what is meant by the idea of context is elusive. My paper is an exposition of John Dewey's notions about what he called “qualitative thought” and its role in determining context. From a Deweyan perspective there is always a mostly noncognitive background that precedes and acts continuously to influence the cognitiv…
Individuality, Equality, and Creative Democracy—the Task Before Us
Complexity and Reductionism in Educational Philosophy—John Dewey’s Critical Approach in ‘Democracy and Education’ Reconsidered
Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism…
Deweyan Prophetic Pragmatism, Poetry, and the Education of Eros
Eros and education is an ancient theme in Western thought, and from the beginning it has been associated with moral development, creativity, and, above all, wisdom. The topic of Eros and education has disappeared from the contemporary educational conversation. It is a sign, perhaps, of the overly intellectualistic and hyperrationalized way we have of thinking about education. This article seeks to reconvene the ancient conversation as well as to …
Dewey's philosophy and the experience of working: Labor, tools and language
Nichiren Buddhism and Deweyan Pragmatism: An Eastern-Western Integration of Thought
Let me begin by thanking the members of the George F. Kneller Advisory Committee and you the members of the American Educational Studies Association for inviting me to give the annual Kneller Lecture on this the fiftieth anniversary of the Association.The present phase of rising nationalism and growing global xenophobia does not suggest this is the season for the integration of international thought. Nonetheless, my lecture focuses on an instance…
Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds
Harvey Siegel’s conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates ‘critical skill’ and ‘critical spirit’, the philosophical and the causal, ‘is’ and ‘ought’, and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion…
Dewey, Derrida, and the genetic derivation of différance
My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism (710). My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrid…
Toward a New Philosophical Anthropology of Education: Fuller Considerations of Social Constructivism
A Manifesto for Instructional Technology: Hyperpedagogy
We believe hypertext and hypermedia solidify bold and original ideas having the power to open new realms of creative possibility. Unfortunately, we find the new tools encrusted within concepts borrowed from traditional curriculum theory and instructional design. Our goal in this paper is to liberate hypertext; doing so requires challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose this metaphysics and propose an alt…
Hermeneutic listening: An approach to understanding in multicultural conversations
Dewey Contexts, and Texts
The difference between Mr. Woodbridge and myself ... is not that he believes in existence of things antecedent to knowledge and I do not; we differ in our beliefs as to what character of antecedent existences with respect to knowledge is. While Mr. Woodbridge says the exists prior to its being known, I say that the object is eventual product of reflection, prior or antecedent existences being subject-matter for knowledge, not objects of knowledge…
A strong poet's perspective on richard rorty
Dewey, Contexts, and Texts
Dewey Contexts, and Texts
The difference between Mr. Woodbridge and myself ... is not that he believes in existence of things antecedent to knowledge and I do not; we differ in our beliefs as to what character of antecedent existences with respect to knowledge is. While Mr. Woodbridge says the exists prior to its being known, I say that the object is eventual product of reflection, prior or antecedent existences being subject-matter for knowledge, not objects of knowledge…
Realism, Deweyan Pragmatism, and Educational Research
In a recent exchange, Cleo H. Cherryholmes (1992) opposed Rortyan pragmatism to the “scientific realism'” of Ernest R. House (1991 , 1992) . In my article, I hope to find a middle ground between Cherryholmes and House that might be more attractive to many in the field of education. My article emphasizes some of the most important aspects of Dewey's philosophy, including his social behaviorist theory of meaning, his naturalistic metaphysics, philo…
Deweyan Prophetic Pragmatism, Poetry, and the Education of Eros
Eros and education is an ancient theme in Western thought, and from the beginning it has been associated with moral development, creativity, and, above all, wisdom. The topic of Eros and education has disappeared from the contemporary educational conversation. It is a sign, perhaps, of the overly intellectualistic and hyperrationalized way we have of thinking about education. This article seeks to reconvene the ancient conversation as well as to …
Dewey's philosophy and the experience of working: Labor, tools and language
Introduction: Education and the New Scholarship on John Dewey
Dewey, qualitative thought, and context 1
It is widely acknowledged by qualitative researchers that all inquiry, qualitative or not, is context dependent. Nonetheless, exactly what is meant by the idea of context is elusive. My paper is an exposition of John Dewey's notions about what he called “qualitative thought” and its role in determining context. From a Deweyan perspective there is always a mostly noncognitive background that precedes and acts continuously to influence the cognitiv…
Hermeneutic listening: An approach to understanding in multicultural conversations
A Deweyan Theory of Democratic Listening
Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds
Harvey Siegel’s conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates ‘critical skill’ and ‘critical spirit’, the philosophical and the causal, ‘is’ and ‘ought’, and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion…
Responding to the Paradoxes of Feeling Power
John Dewey's Theory of Practical Reasoning
(1999). John Dewey's Theory of Practical Reasoning. Educational Philosophy and Theory: Vol. 31, No. 3, pp. 291-312
Pragmatism and Public Administration
This article is a response to three articles that examine the promise of pragmatism for educational administration. The first, by Professors Zanetti and Carr, rejects pragmatism outright yet only refers to pragmatism obliquely if at all. This article does not seem sufficiently knowledgeable to provide any analysis, pro or con. The remaining articles evaluate the promise of pragmatism positively and seem well warranted in their appraisal. The arti…
An Introduction to Dewey's Theory of Functional "Trans-Action": An Alternative Paradigm for Activity Theory
Engeström and Miettinen in their introduction to their edited book with Punamäki (1999) compared John Dewey with the work of A. N. Leont'ev. The understanding of Dewey's work in this introduction reaches a depth rarely plumbed by those who are not specialized in Deweyan scholarship. By expanding on this comparison and contrast it is possible to develop a Deweyan critique of activity theory, at least as we find it in Leont'ev. My article suggests …
Summing Up Our Differences: A Reply to Siegel
Journal Article Summing Up Our Differences: A Reply to Siegel Get access Jim Garrison Jim Garrison Correspondence: Jim Garrison, 400 B WMH, Virginia Tech University, Blacksburg, VA 24061-0313, USA. E-mail: [email protected] > Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 2, May 2002, Pages 229–232, https://doi.org/10.1111/1467-9752.00271 Published: 16 December 2002
Dewey, Derrida, and ‘the Double Bind’
(2003). Dewey, Derrida, and ‘the Double Bind’. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 349-362
Toward a transactional theory of decision making: Creative Rationality as Functional Coordination in Context
This paper poses a Deweyan challenge to both the neoclassical framework of rational choice and models of bounded rationality and deliberation, especially the procedural theory of rationality advanced by Herbert Simon. We demonstrate how modern theories on procedural or instrumental rationality trace their origin to the tradition of British empiricism, especially the philosophy of David Hume. Most theories of action such as Simon's assume actors m…
A Manifesto for Instructional Technology: Hyperpedagogy
We believe hypertext and hypermedia solidify bold and original ideas having the power to open new realms of creative possibility. Unfortunately, we find the new tools encrusted within concepts borrowed from traditional curriculum theory and instructional design. Our goal in this paper is to liberate hypertext; doing so requires challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose this metaphysics and propose an alt…
Pragmatism as a Philosophy of Education in the Hispanic World: A Response
Curriculum, Critical Common-Sensism, Scholasticism, and the Growth of Democratic Character
Being a Whole Person
After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships
After Ontotheology: Reciprocal, Caring, Creative, and Right Relationships With the end of ontotheology we may realize, as Dewey did, that what sustains us is our caring relationships with physical nature, biological life, and other persons. My paper argues that relationships are ontologically basic and caring relations are morally basic. Right relationship binds us to the world and holds us together. We live by the grace of others. I conclude tha…
Individuality, Equality, and Creative Democracy—the Task Before Us
Garrison Rejoinder
Philosophy (30 works) · Sociology (30 works) · Epistemology (27 works) · Philosophy (26 works) · Pragmatism in Philosophy and Education (23 works) · Law (16 works) · Political science (16 works) · Law (15 works) · Pragmatism (13 works) · Higher education (11 works)