Dewey in Transition

Towards a Pragmatist Ethics of Recognition in Schools

Dados Bibliográficos

ID11952508
AutoresBianca Thoilliez (0000-0003-2911-5947, Autoliv (Sweden), autor correspondente)
Ano2019
Volume53
Fascículo4
Páginas759-772
Data de publicação2019-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Philosophy of Education (JOURNAL)
Identificadores do periódicoISSN: 0309-8249 • E-ISSN: 1467-9752
EditoraOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1467-9752.12401
OpenAlexW2995224898
IdiomaEN
Citações recebidas2
Referências 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