Action and Inquiry in Dewey's Philosophy
Bibliographic Data
| ID | 8903134 |
|---|---|
| Authors | Melvin L Rogers (corresponding author) |
| Year | 2007 |
| Volume | 43 |
| Issue | 1 |
| Pages | 90-115 |
| Publication date | 2007-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Transactions of the Charles S Peirce Society (JOURNAL) |
| Journal identifiers | ISSN: 0009-1774 • E-ISSN: 1558-9587 |
| Publisher | Indiana University Press (PUBLISHER • US) |
| DOI | 10.2979/tra.2007.43.1.90 |
| OpenAlex | W2066151162 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
1 Dewey's conception of inquiry is often criticized for misdescribing the complexities of life that outstrip the reach of intelligence. This article argues that we can ascertain his subtle account of inquiry if we read it as a transformation of Aristotle's categories of knowledge: episteme, phronesis, and techne. For Dewey, inquiry is the process by which practical as well as theoretical knowledge emerges. He thus extends the contingency Aristotle attributes to ethical and political life to all domains of action. Knowledge claims become experimental, the result of which makes them revisable in the context of experience. As a result, when we say a person (e.g., scientist, craftsman, or citizen) displays practical wisdom we are reading their judgments within a complex horizon, whose success as judgments require alertness and discernment of salient features in response to an uncertain environment. Contrary to his critics, he seeks to make us attuned to the world's inescapable, and sometimes, tragic complexity
Action (physics · Epistemology · Physics · Pragmatism · Sociology · Education and Critical Thinking Development · Philosophy · Pragmatism in Philosophy and Education · Rhetoric and Communication Studies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2011 - 2015 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |