Dewey as Virtue Epistemologist
Open-Mindedness and the Training of Thought in Democracy and Education
Bibliographic Data
| ID | 11952871 |
|---|---|
| Authors | Ben Kotzee (0000-0003-0334-6368, corresponding author) |
| Year | 2018 |
| Volume | 52 |
| Issue | 2 |
| Pages | 359-373 |
| Publication date | 2018-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/1467-9752.12291 |
| OpenAlex | W2792819710 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
In epistemology today, the intellectual virtues are receiving renewed attention. In this vein, epistemologists like Roberts and Wood (2007) suggest that a key task of philosophy is not only to study the nature of knowledge and thought, but to promote good thinking. While not regarded as a standard thinker in virtue epistemology, Dewey thought like this too. In fact, study of the virtues that make for good thinking plays a key role in Dewey’s educational thought, most notably in Democracy and Education. In this paper, I reconstruct Dewey’s work on ‘the training of thought’ in Democracy and Education as a form of virtue epistemology. I give particular attention to Dewey’s thinking about the virtue of ‘open-mindedness’ and highlight the touchpoints and differences between Dewey’s conception of open-mindedness and contemporary accounts
Democracy · Epistemic virtue · Epistemology · Higher education · Normative · Philosophy of education · Political science · Politics · Sociology · Virtue · Epistemology, Ethics, and Metaphysics · Feminist Epistemology and Gender Studies · Law · Philosophy · Pragmatism in Philosophy and Education
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |