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Jerome A. Popp examines the role of Dewey-based pragmatism in the past, present, and future of philosophy of education. He insists that even though Marx-ian utopian thought subjugated Dewey’s ideas during the 1970s, Dewey’s epistemological arguments are directly relevant to contemporary philosophy. He contends that not only are Dewey’s arguments related to how we think about philosophy of education; they actually improve the thinking reflected in the literature. Dewey’s arguments, he demonstrates, provide the basis for both a rejuvenated account of conceptual analysis and a criticism of the utopian relativism currently dominating the literature.
Popp notes that empiricism, manifested in the philosophy of education as analytic philosophy, holds that scientific findings, especially from psychology, have no place in philosophy. But contemporary writers in the philosophy of science contend that to justify the methods of science we must consider what is known about intelligence and cognitive processes. These arguments are relevant to the ways in which we justify claims about proper education.
Naturalizing epistemology (using the results of science in philosophic theories) leads to an enhanced account of Dewey’s instrumental approach to normative inquiry and strengthens attempts to justify educational practices. Dewey’s critique of utopian approaches to social theory is bolstered by contemporary arguments in epistemology and the philosophy of science. These arguments reject the attempt by some in philosophy of education to solve value questions through an appeal to utopian thinking. Popp agrees with Dewey’s view that the proper goals of education cannot be stated in these terms.
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Jerome A. Popp is a professor of education at Southern Illinois University at Edwardsville. Widely published in philosophy and education journals, he is president of the Midwest Philosophy of Education Society.
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Book by Popp PhD Professor Jerome A
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- EditoreSouthern Illinois Univ Pr
- Data di pubblicazione1998
- ISBN 10 0809321718
- ISBN 13 9780809321711
- RilegaturaCopertina rigida
- Numero di pagine153
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Naturalizing Philosophy of Education: John Dewey in the Postanalytic Period.
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Condizione: as new. Carbondale & Edwardsville : Southern Illinois University Press , 1998. Orig. cloth binding. Dustjacket. xii,153 pp. - From the Publisher: Jerome A. Popp examines the role of Dewey-based pragmatism in the past, present, and future of philosophy of education. He insists that even though Marxian utopian thought subjugated Dewey's ideas during the 1970s, Dewey's epistemological arguments are directly relevant to contemporary philosophy. He contends that not only are Dewey's arguments related to how we think about philosophy of education, but they actually improve the thinking reflected in the literature. He demonstrates that Dewey's arguments provide the basis for both a rejuvenated account of conceptual analysis and a criticism of the utopian relativism currently dominating the literature. As one of his major themes, Popp presents a developed account of the nature of a priori knowledge, which is subsequently used to distinguish various approaches to philosophy of education. He provides an alternative way to think about value theory and a critique of contemporary educational claims. Condition : as new copy. ISBN 9780809321711. Keywords : PHILOSOPHY, Dewey, John (1859-1952). Codice articolo 28345
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Naturalizing Philosophy of Education, Vol. 1
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Southern Illinois University Press SIU, 1998
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Naturalizing Philosophy of Education, Vol. 1
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Southern Illinois University Press, 1998
ISBN 10: 0809321718
ISBN 13: 9780809321711
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