For forty years, acclaimed photographer and native Minnesotan Tom Arndt has been documenting the faces of Minnesota with unparalleled skill and candor. In Home, Arndt presents what he calls "a poem to my home state" through a series of poignant and compelling photographs that highlight the unique character of Minnesota. From Franklin Avenue in Minneapolis to Main Street in Willmar, from carnival workers at the state fair to drag racing fans in Anoka, and from small town street dances to the (...) sidewalks of Minneapolis, Home captures everyday life in the North Star State. By allowing people's lives to speak for themselves, Arndts photographs reveal the often forgotten moments that build common bridges across a diverse and ever-changing state. Enriched with more than 100 photographs, along with a personal and insightful preface by the author and a foreword by Garrison Keillor, Home is a landmark testimony to the people and culture of Minnesota. Arndt approaches his subjects - he would call them neighbors - with honesty, empathy, and humanity, and what emerges is a portrait of Minnesota that is at once achingly familiar and surprisingly new. (shrink)

Thomas Lynch, called "a cross between Garrison Keillor and William Butler Yeats" (New York Times), reminds us not only of how we die but also of how we live. "The facts of life and death remain the same. We live and die, we love and grieve, we breed and disappear. And between these existential gravities, we search for meaning, save our memories, leave a record for those who will remember us." So writes Thomas Lynch, poet and funeral director, (...) and author of the highly praised The Undertaking, winner of an American Book Award and finalist for the National Book Award, as he continues to examine the relations between the "literary and mortuary arts." The essays assembled here explore the human condition at the intersection of millennia, beleaguered by choices and changes, encumbered by merger and acquisition, numbed by maths and technologies, in search of the meaning of life and time, our lives and times. Lynch tenders life and times--sextons, muckrakers, clergy, caskets, condoms, loved poems, a hated cat, the mall, Main Street. In an age that seeks to define human experience in retail, high-tech, or pop-psyche terms, these essays speak to the existentials: between being human and ceasing to be, between birth and death, we are bodies in motion and at rest. (shrink)

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing (...) what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)

In 2004, the Havasupai Tribe filed a lawsuit against the Arizona Board of Regents and Arizona State University researchers upon discovering their DNA samples, initially collected for genetic studies on type 2 diabetes, had been used in several other genetic studies. The lawsuit reached a settlement in April 2010 that included monetary compensation and return of DNA samples to the Havasupai but left no legal precedent for researchers. Through semistructured interviews, institutional review board chairs and human genetics researchers at US (...) research institutions revealed their perspectives on the Havasupai lawsuit. For interviewees, the suit drew attention to indigenous concerns over genetic studies and increased their awareness of indigenous views. However, interviewees perceived no direct impact from the Havasupai case on their work; if they did, it was the perceived need to safeguard themselves by obtaining broad consent or shying away from research with indigenous communities altogether, raising important questions of justice for indigenous and minority participants. If researchers and IRBs do not change their practices in light of this case, these populations will likely continue to be excluded from a majority of research studies and left with less access to resources and potential benefit from genetic research participation. (shrink)

In this essay, Jim Garrison explores the emerging scholarship establishing a Hegelian continuity in John Dewey’s thought from his earliest publications to the work published in the last decade of his life. The primary goals of this study are, first, to introduce this new scholarship to philosophers of education and, second, to extend this analysis to new domains, including Dewey’s theory of inquiry, universals, and creative action. Ultimately, Garrison’s analysis also refutes the traditional account that claims that William (...) James converted Dewey from Hegelian idealism, after which Charles Sanders Peirce inspired him to rebuild his instrumentalism along radically different lines. (shrink)

One of the gaps in the current international marketing literature is in the area of consumer ethics. Using a sample drawn from Japanese consumers, this study investigates these individuals' reported ethical ideology and their perception of a number of different ethical situations in the realm of consumer behavior. Comparisons are then made across several demographic characteristics. The results reveal differences which provide theoretical support for expanded research in the area of cross-cultural/cross-national consumer ethics and highlight the need for managers to (...) consider possible differences in the ethical behavior of consumers when entering a new international market. In addition, this study extends current knowledge in international marketing ethics by utilizing a research design and survey instruments similar to previous studies on consumer ethics. (shrink)

Although Richard Rorty has done much to renew interest in the philosophy of John Dewey, he nonetheless rejects two of the most important components of Dewey's philosophy, that is, his metaphysics and epistemology. Following George Santayana, Rorty accuses Dewey of trying to serve Locke and Hegel, an impossibility as Rorty rightly sees it. Rorty (1982) says that Dewey should have been Hegelian all the way (p. 85). By reconstructing a bit of Hegel's early philosophy of work, and comparing it to (...) Dewey's metaphysics and epistemology we can see that Dewey was indeed Hegelian all the way and that Rorty has constructed a false dilemma. We also gain some interesting insight into Dewey's philosophy by viewing it in terms of labor, tools and language. (shrink)

THE MARKET AS AN ECONOMIC PROCESS by Ludwig M. Lachmann New York: Basil Blackwell, 1986. 173 pp., $29?95.

This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 18th annual meeting of the Cognitive Science ...

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. (shrink)

This essay is concerned with the processes of idealization as described by Husserl in his last work, "The Crisis of European Sciences and Transcendental Phenomenology". Central as the processes of idealization are to Husserl's reflections on the origin of natural scientific knowledge and his attempt to reground that knowledge in the "forgotten meaning-fundament of natural science," they have not always been well understood. One reason for this is the lack of concrete historical examples. The main purpose of this paper is (...) to correct this deficit. The paper is comprised of four sections. The first distinguishes two separate processes of idealization, one ascending from the life-world and the other descending and applying to it. The interaction of the two is then considered. The second section takes up Husserl's own discussion of Galileo's employment of idealization in his original mathematization of nature. The third section examines Galileo's analysis of freefall as a historical example of the processes of idealization. Here it is seen that the evidence clearly justifies Husserl's claims regarding the role of idealization in the origins of modern natural science. The conclusion employs the insights gained in the previous sections to exhibit the importance of understanding the processes of idealization as propaedeutic to the appreciation of the role and importance of the phenomenological methods of epoché and reduction to restoring lost layers of meaning by nullifying the idealizations which cover the life world. (shrink)

Offers a compelling intercultural perspective on body, art, self, and society.

Existing understandings of gender affirm some types of gendered accounts as “authentic,” while others are discredited or obscured. As a consequence, many transgender people express anxiety about whether their experience of gender can be distilled into a narrative that is intelligible to others and appears consistent over time. In this article, I assess the identity narratives produced by two cohorts of trans respondents—binary-identified respondents, and non-binary respondents—as a means of understanding the narrative strategies that respondents employ to establish themselves as (...) “authentically” trans. To affirm themselves as trans, I find that non-binary participants tended to elide or to minimize potential inconsistencies in their stories, producing narratives that reflect dominant cultural accounts of trans experience—accounts that center an early-childhood affiliation with the “opposite” sex, endorsing and affirming binary gender distinctions. In turn, binary-identified participants often produced accounts that complicated or questioned these tropes. While non-binary individuals have been hailed as the primary arbiters of gender’s undoing, the social and institutional constraints that inform how we account for gender—which shape both our production of those accounts and others’ interpretations of them—suggest that binary-identified respondents may be better positioned to work towards this “undoing” than their non-binary counterparts. (shrink)

Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as (...) mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The theoretical discussion is grounded in practical discussions of educational issues and settings including museum education, coding and computer science, drama, teacher education, policy reform, and the Covid-19 pandemic. (shrink)

My article is a rejoinder to Gert Biesta’s, ‘“This is My Truth, Tell Me Yours”. Deconstructive pragmatism as a philosophy of education.’ Biesta attempts to place Jacques Derrida’s deconstruction in ‘the very heart’ of John Dewey’s pragmatism. My article strives to impress Deweyan pragmatism in the heart of Derridian deconstruction. It does so by offering Dewey’s denotative, naturalistic, empirical perspectivalism as an alternative to Derrida’s anti-empirical quasi-transcendentalism for understanding otherness and difference. The first section of my article shows Biesta offers (...) a catastrophically mistaken and confused argument. The second section imprints Deweyan pragmatism in the heart of Derrida’s deconstruction. Dewey specifically makes philosophical use of a version of the genetic method he calls the ‘empirical denotative method’ to trace the exclusions as well as the inclusions of our perspectival selections driven by our finite embodied needs, interest, desires, and purposes. We may derive the trace of quasi-transcendental différance from the trace of empirically perspectival inclusions and exclusions. Specifically, différance is a reified hypostatic abstraction. Next, I respond to Biesta’s claim that since the metaphysics of presence still entangles Dewey, he cannot appreciate the fact that presence depends on absence. Actually, presence in Dewey always depends on absence. Finally, we will find that Biesta’s own deconstructive pragmatism flounders on his commitment to self-refuting relativism. (shrink)

The empirical rule that systems of identical particles always obey either Bose or Fermi statistics is customarily imposed on the theory by adding it to the axioms of nonrelativistic quantum mechanics, with the result that other statistical behaviors are excluded a priori. A more general approach is to ask what other many-particle statistics are consistent with the indistinguishability of identical particles. This strategy offers a way to discuss possible violations of the Pauli Exclusion Principle, and it leads to some interesting (...) issues related to preparation of states and a superselection rule arising from invariance under the permutation group. (shrink)