Non‐Humean theories of natural necessity invoke modally‐laden primitives to explain why nature exhibits lawlike regularities. However, they vary in the primitives they posit and in their subsequent accounts of laws of nature and related phenomena (including natural properties, natural kinds, causation, counterfactuals, and the like). This article provides a taxonomy of non‐Humean theories, discusses influential arguments for and against them, and describes some ways in which differences in goals and methods can motivate different versions of non‐Humeanism (and, for that matter, (...) Humeanism). In short, this article provides an introduction to non‐Humeanism concerning the metaphysics of laws of nature and natural necessity. (shrink)

According to the Nomological Argument, observed regularities in nature are best explained by an appeal to a supernatural being. A successful explanation must avoid two perils. Some explanations provide too little structure, predicting a universe without regularities. Others provide too much structure, thereby precluding an explanation of certain types of lawlike regularities featured in modern scientific theories. We argue that an explanation based in the creative, intentional action of a supernatural being avoids these two perils whereas leading competitors do not. (...) Although our argument falls short of a full defense, it does suggest that the Nomological Argument is worthy of philosophical attention. (shrink)

According to structuralism, all natural properties are individuated by their roles in causal/nomological structures. According to quidditism, at least some natural properties are individuated in some other way. Because these theses deal with the identities of natural properties, this distinction cuts to the core of a serious metaphysical dispute: Are the intrinsic natures of all natural properties essentially causal/nomological in character? I'll argue that the answer is ‘no’, or at least that this answer is more plausible than many critics of (...) quidditism have recognized. In section 1, I distinguish between two versions of quidditism. Bare quidditism holds that worlds with distinct properties and isomorphic structures must be qualitatively identical in the following sense: inhabiting one world would be indistinguishable from inhabiting the other. In contrast, qualitative quidditism allows such worlds to have qualitative differences. In section 2, I discuss an epistemological position that allows us to bett... (shrink)

David Armstrong accepted the following three theses: universals are immanent, laws are relations between universals, and laws govern. Taken together, they form an attractive position, for they promise to explain regularities in nature—one of the most important desiderata for a theory of laws and properties—while remaining compatible with naturalism. However, I argue that the three theses are incompatible. The basic idea is that each thesis makes an explanatory claim, but the three claims can be shown to run in a problematic (...) circle. I then consider which thesis we ought to reject and suggest some general lessons for the metaphysics of laws. (shrink)

This Element provides an opinionated introduction to the metaphysics of laws of nature. The first section distinguishes between scientific and philosophical questions about laws and describes some criteria for a philosophical account of laws. Subsequent sections explore the leading philosophical theories in detail, reviewing the most influential arguments in the literature. The final few sections assess the state of the field and suggest avenues for future research.

One reason to posit governing laws is to explain the uniformity of nature. Explanatory power can be purchased by accepting new primitives, and scientists invoke laws in their explanations without providing any supporting metaphysics. For these reasons, one might suspect that we can treat laws as wholly unanalyzable primitives. (John Carroll’s *Laws of Nature* (1994) and Tim Maudlin’s *The Metaphysics Within Physics* (2007) offer recent defenses of primitivism about laws.) Whatever defects primitive laws might have, explanatory weakness should not be (...) one of them. However, in this essay I’ll argue that wholly primitive laws cannot explain the uniformity of nature. The basic argument is based on the following idea: though a primitive law that P makes P likely, the primitive status of the law provides no reason to think that P must describe (or otherwise give rise to) a natural regularity. After identifying the problem for primitive laws, I consider an extension of the objection to all theories of governing laws and suggest that it may be avoided by a version of the Dretske/Tooley/Armstrong theory according to which laws are relations between universals. (shrink)

The necessitarian solution to the problem of induction involves two claims: first, that necessary connections are justified by an inference to the best explanation; second, that the best theory of necessary connections entails the timeless uniformity of nature. In this paper, I defend the second claim. My arguments are based on considerations from the metaphysics of laws, properties, and fundamentality.

“Hildebrand has constructed a well-paced and historically informative evaluation of neopragmatism. . . . This book makes an excellent companion for courses in both contemporary epistemology and American philosophy.” –Choice How faithful are the Neopragmatists' reformulations of Classical Pragmatism? Can their Neopragmatisms work? In examining the difficulties in Neopragmatism, David L. Hildebrand is able to propose some distinct directions for Pragmatism.

Overview of challenges facing philosophical analyses of experience in the face of life with constant connection, social media, and data mining.

Fred Dretske, Michael Tooley, and David Armstrong accept a theory of governing laws of nature according to which laws are atomic states of affairs that necessitate corresponding natural regularities. Some philosophers object to the Dretske/Tooley/Armstrong theory on the grounds that there is no illuminating account of the necessary connection between governing law and natural regularity. In response, Michael Tooley has provided a reductive account of this necessary connection in his book Causation (1987). In this essay, I discuss an improved version (...) of his account and argue that it fails. First, the account cannot be extended to explain the necessary connection between certain sorts of laws—namely, probabilistic laws and laws relating structural universals—and their corresponding regularities. Second, Tooley’s account succeeds only by (very subtly) incorporating primitive necessity elsewhere, so the problem of avoiding primitive necessity is merely relocated. (shrink)

One of the traditional desiderata for a metaphysical theory of laws of nature is that it be able to explain natural regularities. Some philosophers have postulated governing laws to fill this explanatory role. Recently, however, many have attempted to explain natural regularities without appealing to governing laws. Suppose that some fundamental properties are bare dispositions. In virtue of their dispositional nature, these properties must be (or are likely to be) distributed in regular patterns. Thus it would appear that an ontology (...) including bare dispositions can dispense with governing laws of nature. I believe that there is a problem with this line of reasoning. In this essay, I’ll argue that governing laws are indispensable for the explanation of a special sort of natural regularity: those holding among categorical properties (or, as I’ll call them, categorical regularities). This has the potential to be a serious objection to the denial of governing laws, since there may be good reasons to believe that observed regularities are categorical regularities. (shrink)

Thus the enormous value of a philosophy of life that weakens the feeling for our individuality by constantly referring to universal laws, that teaches us to lose our miniscule selves in the context...

This article is concerned with the relationship between scientific practice and the metaphysics of laws of nature and natural properties. I begin by examining an argument by Michael Townsen Hicks and Jonathan Schaffer that an important feature of scientific practice—namely, that scientists sometimes invoke non-fundamental properties in fundamental laws—is incompatible with metaphysical theories according to which laws govern. I respond to their argument by developing an epistemology for governing laws that is grounded in scientific practice. This epistemology is of general (...) interest for non-Humean theories of laws, for it helps to explain our epistemic access to non-Humean theoretical entities such as governing laws or fundamental powers. (shrink)

An icon of philosophy and psychology during the first half of the 20th century, Dewey is known as the father of Functional Psychology and a pivotal figure of the Pragmatist movement as well as the progressive movement in education. This concise and critical look at Dewey’s work examines his discourse of "right" and "wrong," as well as political notions such as freedom, rights, liberty, equality, and naturalism. The author of several essays about thought and logic, Dewey’s legacy remains not only (...) through the works he left us, but also through the institutions he founded, which include The New School for Social Research in New York City and the University of Chicago Laboratory Schools. Hildebrand’s biography brilliantly interweaves the different strands of Dewey's thought, and examines the legacy he left behind. (shrink)

The central objective of Dewey’s Democracy and Education is to explain ‘what is needed to live a meaningful life and how can education contribute?’ While most acquainted with Dewey’s educational philosophy know that ‘experience’ plays a central role, the role of ‘situations’ may be less familiar or understood. This essay explains why ‘situation’ is inseparable from ‘experience’ and deeply important to Democracy and Education’s educational methods and rationales. First, a prefatory section explores how experience is invoked and involved in pedagogical (...) practice, especially experience insofar as it is (a) experimental, (b) direct, and (c) social-moral in character. The second and main section on situations follows. After a brief introduction to Dewey’s special philosophical use of ‘situation’, I examine how situations are implicated in (a) student interest and motivation; (b) ‘aims’ and ‘criteria’ in problem-solving; and (c) moral education (habits, values, and judgements). What should become abundantly clear from these examinations is that there could be no such thing as meaningful education, as Dewey understood it, without educators’ conscious, intentional, and imaginative deployment of experience and situations. (shrink)

According to best systems accounts, laws of nature are generalizations in the best systematization of particular matters of fact. Metrics such as simplicity and strength determine which systematization is best, but these are notoriously language relative. For this reason, David Lewis proposed a constraint on languages of inquiry: all predicates must be natural. This constraint is sometimes interpreted as requiring us to know which natural properties are instantiated in our world prior to scientific theorizing. I argue that this interpretation is (...) incorrect. I provide a better interpretation and show how it undercuts an influential epistemological objection to Lewis's best systems account of laws due to Bas van Fraassen. (shrink)

Most social policies cannot be defended without making inductive inferences. For example, consider certain arguments for racial profiling and affirmative action, respectively. They begin with statistics about crime or socioeconomic indicators. Next, there is an inductive step in which the statistic is projected from the past to the future. Finally, there is a normative step in which a policy is proposed as a response in the service of some goal—for example, to reduce crime or to correct socioeconomic imbalances. In comparison (...) to the normative step, the inductive step of a policy defense may seem trivial. We argue that this is not so. Satisfying the demands of the inductive step is difficult, and doing so has important but underappreciated implications for the normative step. In this paper, we provide an account of induction in social contexts and explore its implications for policy. Our account helps to explain which normative principles we ought to accept, and as a result it can explain why it is acceptable to make inferences involving race in some contexts (e.g., in defense of affirmative action) but not in others (e.g., in defense of racial profiling). (shrink)

According to dispositionalism, fundamental properties are dispositions—powers that don’t reduce to other properties, laws, or anything else. As dispositions manifest, natural regularities result, so this view appears to explain the uniformity of nature. However, in this paper I’ll argue that there are types of regularities that can’t be explained by dispositionalism. The basic idea is this. All accounts of fundamental dispositions endow properties with a certain sort of structure. This allows explanations of only those regularities that align with such structures. (...) In this paper, I identify a type of natural regularity that cannot fit dispositionalist structures and show why the possibility of such regularities is problematic. (shrink)

A reply to contemporary skepticism about intuitions and a priori knowledge, and a defense of neo-rationalism from a contemporary Kantian standpoint, focusing on the theory of rational intuitions and on solving the two core problems of justifying and explaining them.

For Charles Peirce, the project of inquiry is a social one. Though inquiry, the passage from genuine doubt to settled belief, can be described on the individual level, its significance as a human activity is manifested in collective action. For any individual, Truth transcends experience and inquiry. But it does not transcend experience and inquiry altogether: is a fixed limit, an ideal, towards which a properly functioning community converges. What, in principle, makes the cohesion of such a community possible? Why (...) did Peirce believe that convergence towards an ultimate conclusion was the necessary end of unlimited scientific inquiry? This essay examines Peirce's notion of community to answer these questions and suggests that the presence of genuine doubt not only makes convergence possible, but also constitutes the starting point for almost all inquiry. The exception is philosophical inquiry. (shrink)

Each new decade brings ‘advances’ in technology that are more capable of collecting, aggregating, organizing, and deploying data about human practices. Where we go, what we buy, what we say online, and the people with whom we connect, are captured with ever more sophistication by governmental and corporate institutions. Data are increasingly being sold to schools to help them ‘manage’ teaching and administration tasks. Of course, at the same time, schools, teachers, and students are generating data that further advances the (...) goals of data aggregators. After some discussion regarding data’s philosophical dimensions, this chapter examines the benefits and drawbacks of surveillance and datafication in present educational contexts. In addition, this chapter raises ethical and pragmatic questions related to how datafication often reshapes or redefines agency, choice, personal relationships, and individuality. In response to some of the ethical qualms raised by these questions, a vision (imaginary) is proposed to help conserve some of the educational values threatened by datafication, including values related to genuine interest, sociality, and transformative, and qualitative experiences. -/- CITATION: Hildebrand, D.L. (2024). What are Data and Who Benefits?. In: Buch, A., Lindberg, Y., Cerratto Pargman, T. (eds) Framing Futures in Postdigital Education. Postdigital Science and Education . Springer, Cham. doi: 10.1007/978-3-031-58622-4_5 -/- . (shrink)

The standard account of Kantian moral weakness fails to provide a psychologically realistic account of moral improvement. It assumes that moral strength is simply a matter of volitional resolve and weakness is a lack of resolve. This leaves the path to moral improvement unclear. In this paper, I reconstruct an alternative character-based account of Kantian moral weakness and strength. On this account, moral strength is the possession of sympathy and self-knowledge, key practical-epistemic virtues from Kant’s Doctrine of Virtue, and moral (...) weakness is a lack of these virtues. This identifies moral strength with a high degree of development, integrity, or fitness in one’s character, and not merely an ability to somehow try harder. It also resolves an exegetical puzzle concerning the change of heart in Kant’s Religion Within the Boundaries of Mere Reason. (shrink)

This article makes the case for including frameworks of media ecology and mobilities research in the shaping of critical robotics research for a human-centered and holistic lens onto robot technologies. The two meta-disciplines, which align in their attention to relational processes of communication and movement, provide useful tools for critically exploring emerging human–robot dimensions and dynamics. Media ecology approaches human-made technologies as media that can shape the way we think, feel, and act. Relatedly, mobilities research highlights various kinds of influential (...) movement and stillness of people, things, and ideas. The emerging field of critical robotics research can benefit from such attention to the ways of thinking, feeling, and moving robotic forms and environments encourage and discourage. Drawing on various studies into robotics, I illustrate those conceptual alignments of media ecology, mobilities, and critical robotics research and point to the value of this interdisciplinary approach to robots as media and robotics as socio-cultural environments. (shrink)

Studies have shown that using robot pets in dementia care contributes to a reduction in loneliness and anxiety, and other benefits. Studies also show that, even when people know they are dealing with robots, they often treat the robot as though it is a real pet with genuine emotions. This disconnect between beliefs and behavior occurs not just for people living with dementia, but with cognitively healthy adults, including those who are knowledgeable about how robots work. One possible explanation is (...) that robot pets prompt contradictory beliefs, and so the use of robot pets encourages self‐deception. Sparrow argues that this makes the use of robot pets in dementia care morally objectionable. We disagree. We argue that Gendler's concept of alief offers a better explanation of the belief‐behavior disconnect observed when people interact with robot pets. An alief is a mental state composed of an automatic, arational, emotional, and behavioral response to representational input. Aliefs are not beliefs and are not subject to truth norms. Thus, on our view, harms associated with the use of robot pets in dementia care are not likely to include the self‐deceptions that Sparrow suggests. It might seem like philosophical hair‐splitting to claim that deception has not occurred because discordant aliefs rather than false beliefs have been formed, but this distinction matters. We argue that aliefs carry their own risks. These risks are important to consider when using robot pets in dementia care. (shrink)

In this essay, David Hildebrand connects Democracy and Education to Dewey's wider corpus. Hildebrand argues that Democracy and Education's central objective is to offer a practical and philosophical answer to the question, What is needed to live a meaningful life, and how can education contribute? He argues, further, that this work is still plausible as “summing up” Dewey's overall philosophy due to its focus upon “experience” and “situation,” crucial concepts connecting Dewey's philosophical ideas to one another, to education, and to (...) democracy. He opens the essay with a brief synoptic analysis of Democracy and Education's major philosophical ideas, moves on to sections devoted to experience and situation, and then offers a brief conclusion. Some mention is made throughout about the surprisingly significant role art and aesthetics can play in education. (shrink)

Definitions of pragmatism increasingly turn on understanding and relating the philosophies of Richard Rorty and John Dewey. Rorty is often the first and most important lens through which many encounter pragmatism or Dewey; thus, it is crucial to know where “Rorty” ends and where “Dewey” begins. To find that line, this chapter answers the question: What did Rorty believe Dewey contributed to pragmatism, to philosophy, and to humanity? After reviewing how Rorty's personal and academic beginnings intertwined with Dewey, preliminary context (...) is provided by reviewing Rorty's view of pragmatism and neopragmatism and his general interpretive approach to Dewey. These preliminaries yield to analytical descriptions of the main areas in Dewey's work which Rorty was concerned to present: experience; objectivity and truth; inquiry and scientific method; ethics, politics, and democracy; and, finally, the general purpose of philosophy. (shrink)

Description of how Rorty created neopragmatism using a "linguistification" turn. Criticisms of shortcomings of the move in comparison with resources available in classical pragmatism, such as that of Dewey.

According to the Humean Best Systems Account, laws are generalizations in the best systematization of non-modal matters of fact. Recently, it has become popular to interpret the notion of a best system pragmatically. The _best_ system is sensitive to our interests—that is, to our goals, abilities, and limitations. This account promises a metaphysically minimalistic analysis of laws, but I argue that it is not as minimalistic as it might appear. Some of the concepts it employs are modally robust, leading to (...) a dilemma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Remembering Grayson Douglas Browning (1929–2023)Gregory Pappas, David Hildebrand, and William T. MyersBrowning, Grayson Douglas was born on March 7, 1929, in Seminole, Oklahoma.He received his PhD from the University Texas, Austin, 1958, where he returned later in 1972 to become its Philosophy Department chairman for four years.He was president of the Southwestern Philosophical Association in 1977, of the Florida Philosophical Association in 1967, and of the Southern Society for (...) Philosophy and Psychology in 1972.He was not only a member of the Society for Advancement of America Philosophy; he encouraged all of his students to attend and become members of this society. Among these former students are Bill Myers, David Hildebrand, and Gregory Pappas.He thought that this was one of the best societies, not only because of its pluralism and scholarship, but because it was a community. He was right!He was the author of several books of philosophy, including Act and Agent and Ontology and the Practical Arena, and he co-edited Philosophers of Process (with William T. Myers). He also has published poetry in Voices, A Journal of Poetry and the Beloit Poetry Journal.In the last years of his life, Doug Browning was a retired Professor of Philosophy, living outside Georgetown, Texas, where he labored at length over poems and novels, staying up throughout the night reading, writing, listening to jazz, and smoking cigars, and enjoying life in his countryside hacienda with his beautiful wife, Becky. During that time, he managed to write and publish sixteen books of fiction. [End Page 106]For us (his former students), one of the most important philosophical contributions of Doug Browning was his insistence that if there is a key lesson from American Philosophy, it is the importance of lived experience ("La Vida") as the "starting point" of philosophical investigation.As he wrote in one of his last published essays:[T]he point is that, wherever one thinks we should start, we can't start with the world. We can't start with the world and we can't test our theories by testing them against the world. Whatever we take to indicate or to provide evidence of a "real" world apart from experience must be found, can only be found, in experience. It must be found in the glass of Barrilito, the aroma of a good cigar, conversation among friends, hotel hallways, cats, thunderstorms, oak trees, and all of the brazen and all of the unpretentious things that we encounter and live among in our day-to-day lives.1Gregory PappasTexas A&M UniversityDavid HildebrandUniversity of Colorado DenverWilliam T. MyersBirmingham-Southern Collegenote1. Douglas Browning, "Dewey and Ortega on the Starting Point," Pragmatism in the Americas, edited by Gregory Fernando Pappas (Fordham UP, 2011), p. 155.Copyright © 2024 The Board of Trustees of the University of Illinois... (shrink)

Recent writings by Hilary Putnam indicate the seriousness with which he has moved toward pragmatism. Putnam has not only characterized his own position as similar to pragmatism, he has written a number of essays presenting the views of the classical pragmatists, especially James, Dewey, and Peirce. “Putnam, Pragmatism, and Dewey” examines fundamental problems with Putnam’s recent efforts, especially as they pertain to Dewey’s epistemology.

Kenneth Burke's recent death has spurred academics in a variety of disciplines to reassess the import of his prolific output. As a specialist in American philosophy, I have begun to make inroads on a question I have heard thus far only in English and Communication departments: Should Kenneth Burke be considered a pragmatist. This paper seeks to persuade specialists in Pragmatism and American Philosophy that Burke's work has enough in common with the epistemological and metaphysical doctrines of Classical Pragmatism to (...) merit renewed consideration by philosophers. (shrink)

Abstract: For most people, mobile phones and various forms of personal information technology (PIT) have become standard equipment for everyday life. Recent theorists such as Sherry Turkle raise psychological and philosophical questions about the impact of such technologies and practices, but deeper further philosophical work is needed. This paper takes a pragmatic approach to examining the effects of PIT practices upon experience. After reviewing several main issues with technology raised by Communication theorists, the paper looks more deeply at Turkle’s analysis (...) of technology's impacts upon solitude and conversation. Because Turkle only raises but doesn’t pursue the philosophical dimensions of these issues, the work on experience of John Dewey, William James, and John J. McDermott is utilized to provide concepts and methods by which PIT’s effects might be judged. Finally, pragmatist aesthetics is introduced and consulted as a source of constructive ideals which might guide future amelioration of PIT’s more significant drawbacks. (shrink)

Comment on Robin Tapley's paper on whether or not the sexual aspect of sexual harms adds anything to the harm done. I argue it does not based on the grounds Tapley provides.

The undergraduate philosophy major is often seen as an irrelevant degree. While this may be attributed to a number of causes, it is also occasion for academic philosophers to reevaluate pedagogical methods at the undergraduate level. The author evaluates typical pedagogical methods and argues that overemphasizing epistemological goals of philosophical investigation (e.g. truth and justification) instrumentalizes the process of inquiry and stifles students’ philosophical imagination, resulting in the impression of philosophy’s irrelevance. An alternative model is offered on the basis of (...) John Dewey’s pattern of inquiry. It is argued that a pedagogy that attends to Dewey’s five phases of inquiry promotes greater attention to the process of inquiry itself, which emphasizes knowledge as social, open to revision, and pertinent to students’ needs and interests. The author concludes by considering the philosophical implications of implementing such a pedagogy. (shrink)

In "The Incoherence of Whitehead’s Theory of Perception" (PS 9:94-104), Robert H. Kimball tries to show how Alfred North Whitehead’s account of perception is a failed attempt to reconcile two traditional theories of perception: phenomenological (or sense-data) theory and causal (or physiological) theory. Whitehead fails, Kimball argues, in two main ways. First because his notion of symbolic reference requires the simultaneous enjoyment of perceptions in the mode of presentational immediacy and causal efficacy. Kimball believes this experience is, in principle, impossible (...) and supports this claim by attacking Whitehead’s conception of causal efficacy and the experiential evidence used to support it. Whitehead’s second failure results from the first: Whitehead’s erroneous belief in the simultaneous enjoyment of the two modes of perception leads him to construct a theory of perception which is composed of two contradictory parts: realism and mediatism. In this essay, I will examine Kimball’s attack on causal efficacy and symbolic reference and show why Whitehead’s theory of perception is not susceptible to Kimball’s charge of incoherence. (shrink)

In recent years, a genre of introduction to philosophical figures and movements for non-specialists has gained in popularity; these introductions aim to be neither too cursory nor too laden with academic detail. Oxford’s “Very Short Introductions” and the “Wadsworth Notes” series are examples of the cursory type, while academic monographs are examples of the detailed type. Steven Fesmire’s Dewey is a welcome and unique contribution to the new introductory genre, joining similar efforts such as Raymond Boisvert’s John Dewey Rethinking Our (...) Time and my own Dewey A Beginner’s Guide. Dewey possesses a number of helpful features. (shrink)

More than thirty years ago, Richard Rorty published Consequences of Pragmatism. There, and in other writings, Rorty challenged the centrality and even the necessity of “experience”, a notion that had played such an important role in the work of pragmatists such as Charles S. Peirce, William James, and John Dewey. Rorty denigrated “experience” as both unnecessary and retrograde, and criticized Dewey and James for either lapsing into bad faith (offering experience as a substitute for “substance...

Ongoing hostilities between evolution and intelligent design adherents reveal deeper epistemological and ethical crises in American life. First, when adjudicating sociopolitical differences among people, how much epistemological “diversity” can be embraced before the very canons of judgment become suspect? Pragmatist notions of inquiry, warranted assertability, and pluralism can help strike a better balance. Second, the related crisis of factionalized “communities” might be addressed, along Deweyan lines, by the construction of a philosophical “total attitude” redolent of democratic ideals, more broadly conceived. (...) This attitude could grow out of reconstructed educational methods that train imaginative and interactive habits of inquiry and communication. (shrink)

A critical introduction to the major areas of John Dewey's philosophical thought: psychology, epistemology, ethics, politics, education, aesthetics, and philosophy of religion. -/- Publisher: A ground-breaking introduction to one of America's most prominent philosophers -/- An icon of philosophy and psychology during the first half of the 20th century, Dewey is known as the father of Functional Psychology and a pivotal figure of the Pragmatist movement as well as the progressive movement in education. -/- This concise and critical look at (...) Dewey’s work examines his unique take on morality, art, and religion, his naturalistic approach to science and psychology, and his contribution to political thought. The author of over forty books across a range of topic, Dewey’s legacy remains not only through the works he left us, but also through the institutions he founded, which include The New School for Social Research in New York City and the University of Chicago Laboratory Schools. Hildebrand’s biography brilliantly interweaves the different strands of Dewey's thought, and examines the legacy he left behind. Source: Publisher. (shrink)

Democracies around the world find themselves under increasing threat; in some quarters, educators are revisiting whether democratic values should be made a more prominent part of curricula to foment a more vigorous social response. This paper does not take up the curricular question. Rather, it begins by discussing some preliminaries about the role of habits and values in education, particularly from John Dewey’s point of view. Dewey articulates especially well how education in the wider sense educates habits necessary for critical (...) inquiry, empathetic imagination, and democratic self-governance. Next, it investigates the technological context which is rapidly constituting the environment in which all institutions, including education, exist. How are important developments in recent technologies affecting children and adults? How are they modifying the way we feel, reason, and imagine ourselves and our future? Finally, these questions lead back to the issue of democracy, for if the feelings, values, and habits are being modified, the very way we inquire or problem-solve is changing, too. What are the impacts on habits critical to democratic life, such as autonomous inquiry and empathetic apprehension of other citizens? Do such changes comprise a critical factor as to whether democratic values can be sustained? I believe the answer is yes. (shrink)

This essay argues that to understand Dewey's vision of democracy as “epistemic” requires consideration of how experiential and communal aspects of inquiry together produce what is named here “pragmatic objectivity.” Such pragmatic objectivity provides an alternative to absolutism and self-interested relativism by appealing to certain norms of empirical experimentation. Pragmatic objectivity, it is then argued, can be justified by appeal to Dewey's conception of primary experience. This justification, however, is not without its own complications, which are highlighted with objections regarding (...) “radical pluralism” in political life, and some logical problems that arise due to the supposedly “ineffable” nature of primary experience. The essay concludes by admitting that while Dewey's theory of democracy based on experience cannot answer all of the objections argumentatively, it nevertheless provides potent suggestions for how consensus building can proceed without such philosophical arguments. (shrink)