Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
102
result(s) for
"Neubert, Stefan"
Sort by:
Pragmatism and diversity : Dewey in the context of late twentieth century debates
\"Diversity is both an unavoidable aspect of twenty-first century living and a powerful challenge to older philosophical traditions that still assume as normatively universal a set of values, ways of thinking, institutions, and habits of living that emerged within earlier eras of more homogeneous cultures, less developed technologies, and more accepted forms of linguistic, legal, religious, economic, political, and military domination. Within recent years, new styles of philosophical discourse, including deconstruction, postmodernism, feminism, post-colonialism, and critical race theory, have persuasively challenged these universalistic assumptions to reveal the important human differences they marginalize. Experience-based appreciation of the mutually educative potential of diverse standpoints as well as sober concern about the perils of our present times have led many thinkers to look for contemporary forms of pragmatism and cosmopolitanism as hospitable intellectual gathering places for urgently needed cross-difference conversations that may reflect and give substance to shared visions of democratic diversity. The eight authors in this volume engage in cross-difference conversations with other thinkers from earlier periods and other philosophical traditions, as well as with each other, in order to reconstruct pragmatism and cosmopolitanism in ways that are more attuned to our lived experience of diversity as well as our hopes for a diversity-appreciating democratic future\"-- Provided by publisher.
Book
Inclusive Education as a Democratic Challenge—Ambivalences of Communities in Contexts of Power
Our essay is keyed to the second and fourth chapter of Dewey’s Democracy and Education. We start by looking at education as a social function and close with education as growth. References will be made to other writings of Dewey’s, especially from the later works. We connect Dewey’s classical approach with inclusion as a feature of contemporary debates in educational theory and practice. Within this frame, we also draw critical connections to selected perspectives from Michel Foucault and Zygmunt Bauman. The aim is twofold: First, we wish to show the lasting relevance of Dewey’s approach in and for our time. Second, we intend to invite some perspectives for reconstructing the Deweyan tradition in accordance with more recent developments and challenges, including the ambivalences of communities in modernity, especially in times of liquid modernity as described by Bauman.
Journal Article
John Dewey between pragmatism and constructivism
Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods.Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.
eBook
John Dewey's philosophy of education : an introduction and recontextualization for our times
The comprehensive philosophical underpinnings of John Dewey's theory of education are analyzed, concentrating on oven-overlooked primary texts, with the authors connecting his philosophy with six recent and influential positions in late 20th century and early 21st century humanities, including those of Bauman, Foucault, Derrida, Levinas, and Rorty.
eBook
DEMOCRACY AND EDUCATION IN THE TWENTY-FIRST CENTURY: DEWEYAN PRAGMATISM AND THE QUESTION OF RACISM
Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present‐day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many aspects in which Dewey's works still speak powerfully to us today, Neubert highlights in this essay one theme that is at the heart of Dewey's philosophical approach: the relation between democracy and education.
Journal Article
John Dewey's philosophy of education
\"John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, we first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. We discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts - namely, the cultural, constructive and communicative turns in 20th century educational thinking. Secondly, we seek to recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote. We provide examples of such recontextualization by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves\"-- Provided by publisher.
Book
Emit As You Go: Enumerating Edges of a Spanning Tree
Classically, planning tasks are studied as a two-step process: plan creation and plan execution. In situations where plan creation is slow (for example, due to expensive information access or complex constraints), a natural speed-up tactic is interleaving planning and execution. We implement such an approach with an enumeration algorithm that, after little preprocessing time, outputs parts of a plan one by one with little delay in-between consecutive outputs. As concrete planning task, we consider efficient connectivity in a network formalized as the minimum spanning tree problem in all four standard variants: (un)weighted (un)directed graphs. Solution parts to be emitted one by one for this concrete task are the individual edges that form the final tree. We show with algorithmic upper bounds and matching unconditional adversary lower bounds that efficient enumeration is possible for three of four problem variants; specifically for undirected unweighted graphs (delay in the order of the average degree), as well as graphs with either weights (delay in the order of the maximum degree and the average runtime per emitted edge of a total-time algorithm) or directions (delay in the order of the maximum degree). For graphs with both weighted and directed edges, we show that no meaningful enumeration is possible. Finally, with experiments on random undirected unweighted graphs, we show that the theoretical advantage of little preprocessing and delay carries over to practice.
Paper
PRAGMATISM, CONSTRUCTIVISM, AND THE THEORY OF CULTURE
Pragmatism and constructivism share a common interest in cultural theory. Classical Pragmatists like John Dewey and George Herbert Mead held their philosophies to be contributions to the theory and criticism of culture. In the case of Dewey it is well known that “culture” increasingly became the dominant focus of much of his thinking in his later period, so much, indeed, that by the end of his life he was ready even to exchange his favorite philosophical candidate, “experience,” with the term “culture” as it was then established in its anthropological sense (see LW 1:361–62). Present-day Pragmatists prove their continuing
Book Chapter
PRAGMATISM
In addition to the information already given by Larry A. Hickman in Chapter 1, I wish to examine some central philosophical topics from the impressive richness of Dewey’s works and the comprehensive body of his writings, which fill thirty-seven volumes in the critical edition of theCollected Works. I will confine my comments to a brief discussion of each topic, highlighting its importance as an element within Dewey’s overall philosophical approach. It is obvious that any such attempt necessarily involves a simplification of more complex affairs that can be only touched on here. The reader will be provided with references
Book Chapter