Smith examines, in six chapters, the doctrines of Peirce, James, and Dewey as they relate to each of six general topics: basic conceptions of meaning, belief and action; basic conceptions of a theory of truth; the new conception of experience; inquiry, science, and control; metaphysics; and religion. The fourth chapter presents a minor exception, for the topic of "inquiry, science, and control" is discussed virtually exclusively in relation to Peirce and Dewey. Generally, the positions of the three pragmatists (...) are examined separately in relation to various issues, but there are usually interesting and illuminating comparisons among them. (shrink)

Thomas, who started working on Dewey bibliography in 1926, has completely revised his 1939 edition. Many features, including a list of writings on Dewey which contains unpublished dissertations and masters' theses, reviews of Dewey's works, and translations, help to make this a definitive bibliography. Considering the chaotic state of Dewey's writings, Thomas is to be congratulated for his extreme care, and the publisher is to be thanked for this fine edition.--R. J. B.

In this comprehensive exposition and defense of Dewey, Geiger uncovers a number of prevailing misinterpretations of Dewey's philosophy. He carefully distinguishes what Dewey believed from the myth which has developed around his name. Geiger also discusses the importance of the esthetic aspect of Dewey's theory of experience.--R. J. B.

Christie, Brusse, et al. argue that selected effects are insufficient to explain the prevalence of traits when selection is heterogeneous. One could object that it’s useful to ground functions in selected effects so long as selected effects are necessary to explain the prevalence of traits. This raises a challenging question: what justifies singling out selected effects from other factors that are necessary to explain the prevalence of traits when selection is heterogeneous? I consider three answers: selected effects are the only (...) factors that explain the prevalence of traits and (a) can plausibly ground functions; (b) enable biological generalization; and (c) enable representational explanation. I argue that none of these answers is satisfactory. Only the third answer might be able to justify singling out any selected effects at all (when selection is heterogeneous): the small share of selected effects that ground representations of causal particulars. Thus, I agree with Christie, Brusse, et al. that heterogeneous selection is a serious problem for selected effects theories of function. (shrink)

Throughout his life, Dewey emphasized the importance of developmental categories. The question naturally arises, what were Dewey's philosophic beginnings? Traditionally, this has been answered by saying that Dewey started as a Hegelian. But the truth is that Dewey did not start his philosophic career as a Hegelian. This fine edition of Dewey's earliest papers and his book on Leibniz provides the reader with an excellent opportunity to study Dewey's first attempts in philosophy. We find (...) Dewey beginning his philosophic career with discussions of materialism, Spinoza, Kant, and Leibniz. We see Dewey's early interest in education, the social sciences, and especially the "new psychology." There are reflections on religion and ethics, and the concern to make philosophy relevant to the practical affairs of men. Indeed one can see here the origins of many of Dewey's later leading ideas such as the importance of the category of the organic for philosophic analysis. Although this is Volume I in the projected first phase of the collected works of Dewey, it is actually the second volume to appear in the series. The same high level of textual analysis is employed here. There is a clear statement of the textual principles used, a helpful introduction to these papers by Lewis E. Hahn, an illuminating note on the texts by Jo Ann Boydston which helps provide the setting for each paper, and the full critical apparatus demanded by textual criticism. This is clearly a definitive critical text. All scholars and students of American philosophy must be grateful for the high standards already achieved by "Dewey Project" of Southern Illinois University.--R. J. B. (shrink)

This guide is intended to be a comprehensive survey of Dewey's work. It consists of ten essays by Dewey scholars surveying an area of Dewey's work. Each essay is followed by a checklist of articles and books. The topics include divisions such as Dewey's Psychology, Philosophy and Philosophic Method, Logic and Theory of Knowledge, Ethics, etc. Contributors include Schneider, Hahn, Kennedy, Rucker, Leys, among others. Despite the enormous amount of work that must have gone into producing (...) this volume, its value is questionable. One reason for this is that Dewey's thought does not lend itself into such convenient divisions--it is difficult to think of a standard "topic" that isn't intertwined with some other. The novice may be bewildered by the rapid surveys and checklists. And scholars of Dewey and American philosophy may detect other groupings which they consider more illuminating. Although one can appreciate the desire not to reproduce the type of bibliography prepared by M. H. Thomas, a complete annotated bibliography would have been a much more helpful guide than the present one. Nevertheless the present guide does help the novice and the scholar to see important connections among the more than thousand items that make up the Dewey corpus.--R. J. B. (shrink)

A collection of Lovejoy's essays written during the first quarter of the century dealing mainly with issues in James and Dewey--there is hardly any mention of Peirce. A charming sketch of James as a philosopher is included. Throughout Lovejoy writes with wit and urbanity. But the dominant impression is one of reading a period piece rather than participating in living philosophic inquiry.--R. J. B.

Disagreeing with many students of American philosophy who have interpreted Chauncey Wright as foreshadowing basic elements in the pragmatisms of Peirce, James and Dewey, Madden contends that the characteristic elements of Wright's thought are neither peculiar to pragmatism nor anticipations of its basic tenets. After an introductory biography of Wright's short, often lonely, tragic life, Madden presents a penetrating analysis of Wright's more important essays dealing with many currently debated problems in the philosophy of religion, moral philosophy, philosophy of (...) science and cosmology, epistemology, metaphysics, and psychology. The case for Wright's "philosophical independence" seems to be based on Madden's neglect of important nuances within pragmatism itself.--B. G. R. (shrink)

We frequently think of American pragmatism as consisting of the philosophies of Peirce, James, and Dewey. But this picture of pragmatism distorts the actual historical development of this loosely associated movement. As Rucker notes and convincingly shows, it was at the University of Chicago that a truly co-operative movement among pragmatically inclined thinkers evolved. It is the story of this movement that he tells in this book. It is a movement very much involved in the history of the University (...) of Chicago, especially during the period when it was lead William Rainey Harper. Rucker describes for us how the various individuals that make up the Chicago School--including Dewey, Mead, Tufts, Angell--came to Chicago, what were their distinctive contributions, and how they exerted an enormous intellectual influence both on their students and their colleagues, especially those in the social sciences. Rucker not only presents us with a fine intellectual history of the Chicago School from 1895 until 1930, but portrays the school as a paradigm of the spirit of cooperative inquiry which was so central to the deepest convictions of the pragmatists.--R. J. B. (shrink)

This is an anthology with a thesis. For Mrs. Rorty is not only concerned to present us with selections from the "classical" American pragmatists, but to show us how pragmatic themes pervade many aspects of contemporary philosophy. Part One contains ample selections from Peirce, James and Dewey. Part Two consists of some of the criticisms of pragmatism by Russell, Moore and Lovejoy. Part Three is the most interesting and original section. By judiciously selecting papers from a variety of contemporary (...) philosophers, many of whom would probably not think of themselves as pragmatists she shows us how alive pragmatic philosophy is today. There is an excellent bibliography and fine short introductions. Altogether the anthology presents an imaginative perspective on pragmatic philosophy.—R. J. B. (shrink)

The editorial board of the co-operative Research on Dewey Publications Project at Southern Illinois University should be cheered for this magnificent edition of Dewey's Psychology. Anyone who has attempted to do serious scholarly work on Dewey knows the present chaos existing among his published works. We have needed a careful edition of Dewey's collected works. But the project at Southern Illinois is attempting to do much more—to provide definitive critical editions of Dewey's works. Without being (...) pedantic, the editorial board has made an intelligent use of the best modern scholarly techniques. The result is an invaluable edition of the Psychology for the scholar, and a very readable text for the curious. It is now possible to locate at a glance the various works that Dewey cites in his study, and to discover the ways in which Dewey altered his text in the course of its twenty-six printings. As for the Psychology itself—Dewey's first book—one is struck again by its oldness and newness. It is at once bound by the tradition of psychology textbooks of the time and breaks out of these bounds with fresh ideas that were destined to form the basis for Dewey's mature philosophic outlook. The care, intelligence, and taste used in designing this definitive edition ought to serve as a model for modern editions of philosophical texts.—R. J. B. (shrink)

It is sometimes shocking to realize that despite the flood of monographs and books on minor figures in American intellectual history, no full-length biographies have been published of such major American philosophers as Peirce, Royce and Dewey. Of the three, we perhaps know least about Royce. Yet Royce who was born in California when it was still a frontier and became the leading idealist philosopher in America provides a fascinating chapter in American intellectual life during the latter part of (...) the nineteenth century and the early twentieth century. These letters which cover the period from 1875 until 1916 not only help tell the story of Royce's life but also of what American intellectual life was like during this creative period. Unlike James and Peirce who used their letters to expound and develop their philosophic ideas and to criticize the views of others, we learn much less about Royce's philosophy from these letters. They do help to create a vivid portrait of his many faceted personality. Clendenning's introduction helps to present the essentials of Royce's life and thereby places these letters in their historical context.--R. J. B. (shrink)

Writing from a liberal Marxist point of view, Schaff admits that Marxists have failed, thus far, to face the challenges of contemporary scientific semantics. He explores a wide spectrum of problems concerning the philosophy of language and exhibits a sophisticated knowledge of the works of Husserl, Peirce, Russell, Wittgenstein, Dewey and others. His approach is dialectical in so far as he attempts to reach his own position through the criticism of others. Nevertheless, his criticism is too frequently extremely superficial. (...) Though much of what Schaff says concerning the social context of human communication is only programmatic, the striking feature of this study is not the differences but the similarities of his Marxist approach and the results of recent non-Marxist investigations of semantics.--R. J. B. (shrink)

This collection provides a thorough grounding in the philosophy of American pragmatism by examining the views of four principal thinkers - Charles S. Peirce, William James, John Dewey, and George Herbert Mead - on issues of central and enduring importance to life in human society. Pragmatism emerged as a characteristically American response to an inheritance of British empiricism. Presenting a radical reconception of the nature of experience, pragmatism represents a belief that ideas are not merely to be contemplated but (...) must be put into action, tested and refined through experience. At the same time, the American pragmatists argued for an emphasis on human community that would offset the deep-seated American bias in favor of individualism. Far from being a relic of the past, pragmatism offers a dynamic and substantive approach to questions of human conduct, social values, scientific inquiry, religious belief, and aesthetic experience that lie at the center of contemporary life. This volume is an invaluable introduction to a school of thought that remains vital, instructive, and provocative. (shrink)

Seven articles on American philosophy written by members of the Tulane University philosophy department. Except for James K. Feibleman's "Viennese Positivism in the United States," the papers are concerned with the views of individual thinkers: Dewey, James, B. F. Skinner, Royce, Morris, and Whitehead.--R. B.

Pragmatism is interpreted broadly to permit selections from Emerson, James, Peirce, Holmes, Dewey, Mead, Bridgman, Lewis, Kallen, and Hook. A short introduction and bibliography is supplied for each author.--R. J. B.

In lieu of an abstract, here is a brief excerpt of the content:John Dewey and the Question of Artful CommunicationScott R. StroudThe American pragmatist John Dewey included tantalizing sections of praise of the power of communication in his important work on community, experience, and their improvement, noting in 1925 that "of all aff airs, communication is the most wonderful" (1988a, LW 1:132) and in 1927 that communication plays an important part in the individual's attempt "to learn to become (...) human" (1984, LW 2:332).1 Some in the field of communication have sensed the important, but undeveloped, role that communication plays in his thought and have attempted to use Dewey's work in analyzing rhetorical practice, cultural studies, and the role of journalism in society.2 While such studies strive to clarify the value and process of communication in Dewey's thought, they fall short of explaining one seemingly simple thing that is implied in these passages—that communication can be experienced as aesthetic or artful. Nathan Crick identifies such a lacuna in the literature and notes that "beyond its utility as an argument against elite forms of academic criticism, the value of Dewey's aesthetic theory for communication studies remained underdeveloped" (2004, 303). Although he does an admirable job of tracing the relation of aesthetics to communication in Dewey's evolving thought, Crick comes no closer than others in answering the fundamental question of how communication can be artful or aesthetic—he merely argues for the general point that " communication, [End Page 153] whether it occurs in an oration, a conversation, or a television, is best understood as a form of art that has the potential to bring about aesthetic experience in its participants and open their eyes to the world of possibility embodied within each of us" (2004, 314). How exactly does this aesthetization of communication occur? Crick ends his article with the interesting claim that "in its aesthetic form communication becomes rhetorical. It turns communication into an art whose goal is a presentation that unites form and rhythm in a manner that can reach down into the experiences of the audience and literally transform them into something new" (2004, 317). How exactly does communication meet such standards? Does such a "high" art of communication as rhetoric fit everyday communication, the vast majority of human communicative practices?3 Although Crick's study is an important inquiry into the overall role of communication in Dewey's aesthetics, it still leaves open the fundamental question—How exactly can any given act of communication (beyond the eloquent and poetic oration) be rendered aesthetic or artful?This question was vitally important for Dewey, as he places artistic and aesthetic aspects of communicative practice at the very heart of his social and political philosophy. In describing the "Great Community," he announces that it will take place when two conditions hold: "The highest and most difficult kind of inquiry and a subtle, delicate, vivid and responsive art of communication must take possession of the physical machinery of transmission and circulation and breathe life into it.... Democracy will come into its own, for democracy is a name for a life of free and enriching communion.... It will have its consummation when free social inquiry is indissolubly wedded to the art of full and moving communication" (1984, LW 2:350). This is a vital passage for understanding Dewey's aims, as it clearly links a scientific method of thinking (his preferred method of "inquiry") with a form of communication that can be taken as an art.Yet scholars of communication systematically miss this part of the Deweyan equation. For instance, take Lary Belman's early study of Dewey's view of communication. He concludes by analyzing this same passage from Dewey on the two conditions of the Great Community and states, "The basic conditions for the creation of a Great Community... were, Dewey postulated, the presence of (a) vigorous, systematic, and continuous social inquiry to reveal the influential agencies at work in society and their mode of operation, and (b) widespread and rapid distribution of the findings of this inquiry in a form readily understood by those for whom these findings [End Page 154] have significance" (1977, 36–37). It is remarkable that the... (shrink)

_Offering a new edition of Dewey’s 1916 collection of essays_ This critical edition of John Dewey’s 1916 collection of writings on logic, _Essays in Experimental Logic—_in which Dewey presents his concept of logic as the theory of inquiry and his unique and innovative development of the relationship of inquiry to experience—is the first scholarly reprint of the work in one volume since 1954. _Essays in Experimental Logic, _edited by D. Micah Hester and Robert B. Talisse, uses the (...) authoritative texts from the _Collected Works of John Dewey, 1882–1953_ and includes as well articles from leading journals representing various contemporary schools of philosophy that criticized Dewey’s experimentalism. Culling materials from six volumes of the chronologically arranged _Collected Works_, this single-volume edition of _Essays_ marks a crucial point in Dewey’s intellectual development: one in which Dewey critically engages idealistic and intuitionist theorists and lays the groundwork for his mature theory of inquiry. The text includes a new introduction by renowned Dewey scholar Tom Burke that places _Essays_ in philosophical and historical context. In addition to the original essays, _Essays in Experimental Logic_ also features five critical essays by Dewey’s contemporaries, including Bertrand Russell, Wendell T. Bush, R. F. Alfred Hoernlé, H. T. Costello, and C. S. Peirce. (shrink)

In many Catholic colleges the first exposure to philosophy is a course in the philosophy of man. The text-anthology is specifically designed for use in such courses and forms one third of a series with further volumes on metaphysics and ethics. Views on man's knowledge, freedom, unity, and immortality, are presented in short selections from five philosophical traditions. Each section has an introductory essay, a glossary, topics for student discussion and term papers, and a short bibliography. A contributing editor is (...) responsible for each section. The general editors coordinated the study aids, including a list of films related to the teaching of philosophy. Elizabeth Salmon edited Classical and Scholastic Thought: Plato, Aristotle and Aquinas. Robert Kreyche edited American Pragmatic-Naturalist Thought: Peirce, James, Dewey, and Santayana. The section on Dialectical Thought, edited by R. T. DeGeorge contains, in addition to Hegel, Marx, and Engels, a selection from a book by Adam Schaff. Margaret Gorman edited Analytic-Positivist Thought. This section includes Hume, Russell, Ayer, Carnap, Ryle, Strawson, Hampshire, and Wittgenstein. Although pointing out to students that the interests of this tradition preclude discussion of the reality behind the four core problems, the introductory section is appreciative of the analytic method. The final part, Existentialist-Phenomenological Thought, is edited by R. Sokolowski. A passage from a forthcoming translation of Husserl's Die Krisis der europäischen Wissenschaften, sets the problem; readings from Sartre, Marcel, Merleau-Ponty, and August Brunner treat the themes of temporality, corporeal space, intersubjectivity, decisions, the emotions, and speech. Finally, short passages from Heidegger tell the reader that the above factors "open man to being." In this way the Phenomenological-Existentialist school is shown to provide a philosophy of man which can serve as a first step in metaphysics, and thus as a bridge to the next book in the series.--M. B. M. (shrink)

This survey of American philosophy first presents the classical "Golden Age of American Philosophy" with selections from Peirce, James, Dewey, Santayana, Whitehead, and Mead. This first part also includes selections from the schools of new and critical realism with R. B. Perry, A. O. Lovejoy, R. W. Sellars among the representatives. Part Two is entitled "The Contemporary Philosophical Scene" and has selections from the works of C. I. Lewis, Carnap, C. L. Stevenson, Quine, M. Black, B. Blanshard, Tillich, S. (...) Hook, and E. Nagel. Anthologies rarely please everyone. Some may feel that Josiah Royce should have been included in the "Golden Age" section. There are two good features of this volume, however, that make it suitable as either a text for a seminar in American philosophy or as a research manual or both. Each philosopher or philosophical movement is adequately introduced by the editor, and each section is concluded with a rather complete bibliography.—J. J. R. (shrink)

Translational research in medicine requires researchers to identify the steps to transfer basic scientific discoveries from laboratory benches to bedside decision-making, and eventually into clinical practice. On a parallel track, philosophical work in ethics has not been obliged to identify the steps to translate theoretical conclusions into adequate practice. The medical ethicist A. Cribb suggested some years ago that it is now time to debate ‘the business of translational’ in medical ethics. Despite the very interesting and useful perspective on the (...) field of medical ethics launched by Cribb, the debate is still missing. In this paper, I take up Cribb’s invitation and discuss further analytic distinctions needed to base an ethics aiming to translate between theory and practice. (shrink)

The present account, based on introspective comments, deals with motivation and hedonic tone as subjective factors which affect continuous work at high speeds. Actual introspective reports are given. The earlier papers in the series described the experimental procedure and presented objective data.

Lectures delivered under the auspices of the University of Poona.

Oliver Heaviside and Sir William Thomson stand in such contrast that the life of each serves to illuminate the life of the other. Thomson's talents, which were recognized at an early age, were cultivated with possibly unsurpassed educational opportunities, whereas Heaviside had scarcely any educational opportunities and was essentially self-taught. Nevertheless, Heaviside's published and unpublished works suggest that the breadth and depth of his learning were more or less comparable to Thomson's. Being an outstanding student at Cambridge brought Thomson in (...) contact with scientists of the first rank, and he learned without effort how to get along with his peers. That pleasing quality was essentially absent in Heaviside, whose personality was as prickly as a porcupine, almost without grace. But underneath this rough exterior was a noble genius who never exploited his rare talents to his own advantage, but instead dedicated them to learning the Truth for its own sake. As to personal temperament, educational opportunities, professional and social activities, Heaviside and Thomson were poles apart. But they maintained a correspondence which is significant, and Thomson's assistance to Heaviside is noteworthy. (shrink)

Volume 20, Issue 4, May 2020, Page 71-73.

Clinical ethical support services (CESS) represent a multifaceted field of aims, consultancy models, and methodologies. Nevertheless, the overall aim of CESS can be summed up as contributing to healthcare of high ethical standards by improving ethically competent decision-making in clinical healthcare. In order to support clinical care adequately, CESS must pay systematic attention to all real-life ethical issues, including those which do not fall within the ‘favourite’ ethical issues of the day. In this paper we attempt to capture a comprehensive (...) overview of categories of ethical tensions in clinical care. We present an analytical exposition of ethical structural features in judgement-based clinical care predicated on the assumption of the moral equality of human beings and the assessment of where healthcare contexts pose a challenge to achieving moral equality. The account and the emerging overview is worked out so that it can be easily contextualized with regards to national healthcare systems and specific branches of healthcare, as well as local healthcare institutions. By considering how the account and the overview can be applied to i) improve the ethical competence of healthcare personnel and consultants by broadening their sensitivity to ethical tensions, ii) identify neglected areas for ethical research, and iii) clarify the ethical responsibility of healthcare institutions' leadership, as well as specifying required institutionalized administration, we conclude that the proposed account should be considered useful for CESS. (shrink)

This article presents a new criticisms of reductive approaches to knowledge-‘wh’ (i.e., those approaches on which whether one stands in the knowledge-‘wh’ relation to a question is determined by whether one stands in the knowledge-‘that’ relation to some answer(s) to the question). It argues in particular that the truth of a knowledge-‘wh’ attribution like ‘Janna knows where she can buy an Italian newspaper’ depends not only on what Janna knows about the availability of Italian newspapers, but on what she believes (...) about the matter. This dependence of Janna's knowledge-‘wh’ on her (possibly false) beliefs is incompatible with the reductive approach. (shrink)