Week 15 - Deliberation/Inquiry Search

Search for (Dewey + deliberation OR inquiry OR epideictic)
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*Web of Science (ISI):
-Rogers, Melvin L. "Action and inquiry in Dewey's philosophy." Transactions of the Charles S. Pierce Society 43.1, 90-115. Indiana University Press. Winter 2007.
---"Abstract: Dewey's conception of inquiry is often criticized for misdescribing the complexities of life that outstrip the reach of intelligence. This article argues that we can ascertain his subtle account of inquiry if we read it as a transformation of Aristotle's categories of knowledge: episteme, phronesis, and techne. For Dewey, inquiry is the process by which practical as well as theoretical knowledge emerges. He thus extends the contingency Aristotle attributes to ethical and political life to all domains of action. Knowledge claims become experimental, the result of which makes them revisable in the context of experience." Link to full text on Project Muse: http://0-muse.jhu.edu.helin.uri.edu/journals/transactions_of_the_charles_s_peirce_society/v043/43.1rogers.html Printed 11/8/07.

-Westhoff, Laura M. Review of James Scott Johnson's Inquiry and education: John Dewey and the quest for democracy. Science Education 91.2: 344-345, March 2007. Hoboken, NJ: John Wiley & Sons, Inc.
---Link to review: http://0-www3.interscience.wiley.com.helin.uri.edu/cgi-bin/fulltext/114058527/PDFSTART

-Johnson, James Scott. Inquiry and education: John Dewey and the Quest for Democracy.
Albany, NY: State University Press of New York, 2006. ix+244 pp.
---ILL'ed 9/4/07.

-Elliott, John. "Educational research as a form of democratic rationality." Journal of Philosophy of Education 40.2: 169-185. May 2006. Oxon, England: Blackwell Publishing.
---Abstract: "Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science-a form of action research-that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory." Link to full text on EBSCOHost: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=21492086&site=ehost-live

-Gale, Richard M. "The Problem of Ineffability in Dewey's Theory of Inquiry." Southern Journal of Philosophy 44.1, 75-90. Spring 2006.
---"Abstract: A Deweyan inquiry begins with an indeterminate situation and terminates, when successful, with a determinate situation, both of which Dewey holds to be unique and therefore ineffable. This ineffability requirement has the disastrous consequences that Dewey's beloved collective inquiry is impossible and that there are no objective criteria for the success of inquiry. It is found that Dewey's ineffability requirement results from his misbegotten attempt to aestheticize inquiry so that it is an act of artistic creation. It is suggested that things would go better if he dropped the ineffability requirement." I'm not entirely convinced of this argument's integrity, but I didn't want to rule it out. Does uniqueness really render something ineffable? Hmm.. Link to full text on EBSCOHost: http://0-web.ebscohost.com.helin.uri.edu/ehost/pdf?vid=2&hid=123&sid=f618ff7b-afdb-40e4-9381-0088b7ea0315%40sessionmgr104 Printed 11/8/07.

- Kosnoski, J. "Artful discussion: John Dewey's Classroom as a Model of Deliberative Association." Political Theory 33.5, 654-677. October 2005.
---"Abstract: This essay uses John Dewey's understanding of classroom discussion to construct a model of democratic deliberation that stresses the importance of the formal aesthetics of dialog. It claims that qualities such as the rhythm and direction of face-to-face political talk affects interlocutors' effectiveness in persuading others and stimulating interest." Also discusses the teacher acting as a "moderator" to deliberation without taking on the power of an authority figure. Link to full text on Sage: http://0-ptx.sagepub.com.helin.uri.edu/cgi/reprint/33/5/654

-Anderson, E. "Moral heuristics: Rigid rules or flexible inputs in moral deliberation?" Behavioral and Brian Sciencies 28.4: 544-545. August 2005.
---This is a short response to a piece by Sunstein. "Abstract: Sunstein represents moral heuristics as rigid rules that lead us to jump to moral conclusions, and contrasts them with reflective moral deliberation, which he represents as independent of heuristics and capable of supplanting them. Following John Dewey's psychology of moral judgment, I argue that successful moral deliberation does not supplant moral heuristics but uses them flexibly as inputs to deliberation. Many of the flaws in moral judgment that Sunstein attributes to heuristics reflect instead the limitations of the deliberative context in which people are asked to render judgments.." Link to full text on Cambridge Journals Online: http://0-journals.cambridge.org.helin.uri.edu/download.php?file=%2FBBS%2FBBS28_04%2FS0140525X05000099a.pdf&code=4ab840d6ef6e2199bb451e4f5abcf862

-Rudolph, J. L. "Inquiry, Instrumentalism, and the Public Understanding of Science." Science Education 89.5, 803-821. September 2005.
---"Abstract: Two seemingly complementary trends stand out currently in school science education in the United States: one is the increased emphasis on inquiry activities in classrooms, and the other is the high level of attention given to student understanding of the nature of science. This essay looks at the range of activities that fall within the first trend, noting, in particular, the growing popularity of inquiry activities that engage students in engineering-type tasks. The potential for public disengagement from science and technology issues is described as a result of the continued juxtaposition of these sorts of inquiry activities with our current, idealized portrayals of the nature of science-the emphasis of the second trend. Drawing on Dewey's instrumental theory of knowledge, an alternative way of thinking about science is offered that would not only provide for a more authentic understanding of science, but also invite much needed public participation in the broad governance of science in modern-day democratic societies.." ILL'ed 9/4/07.

-Tan, Sor-Hoon. "China's Pragmatist Experiment in Democracy: Hu Shih's Pragmatism and Dewey's Influence in China." Metaphilosophy 35 1/2, January 2004. p 44-64.
---Examines the legacy of one of Dewey's Chinese students, Hu Shih, who aimed to introduce democracy into China by means of Dewey's pragmatic ideals. A bit of a history lesson, but examines a key question: is democracy best achieved through education or political change? Very interesting. Link to full text on EBSCOHost: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12378187&site=ehost-live

-Otoya-Knapp, Karina. "When Central City High School Students Speak: Doing Critical Inquiry for Democracy." Urban Education 39.2: 149-171. March 2004.
---A basic high school model that demonstrates the implementation of an inquiry-based curriculum. "Abstract: Based on a yearlong critical inquiry project in a central Los Angeles high school, the author discusses the implications of engaging students in dialogue and critique about their experiences with race. The students' voices, through participant observation field notes and their own writing, tell stories of struggle and new found understandings about the relationship among equity, social issues, and their lives. Drawing upon the works of John Dewey, Paulo Freire, and Nancy Fraser critical inquiry is conceptualized as a valid learning tool with a liberatory agenda that creates an alternate public sphere where young people learn about themselves and question the status quo." Link to full text on Sage: http://0-uex.sagepub.com.helin.uri.edu/cgi/reprint/39/2/149.pdf

-Shields, Patricia M. "The Community of Inquiry: Classical Pragmatism and Public Administration." Administration & Society 35.5, 2003. Page 510-528.
---"Abstract: This article argues that the community of inquiry notion of the classical pragmatists has much to offer public administration theory and practice. The community of inquiry is an ideal position from which public administrators can effectively examine how they approach problems, consider data, and communicate. Participatory democracy is a vital component of the community of inquiry developed by John Dewey and Jane Addams. The recognition of participatory democracy's place in public administration is underdeveloped. The community of inquiry context provides a useful lens to show how participatory democracy can nurture a creative public service." Link to full text via Sage: http://0-aas.sagepub.com.helin.uri.edu/cgi/reprint/35/5/510.

-Rosiek, Jerry. "A Qualitative Research Methodology Psychology Can Call Its Own: Dewey's Call for Qualitative Experimentalism." Educational Psychologist Summer 2003, 38.3, p165-175.
---"Abstract: Psychology was once a methodologically diverse field. Yet psychology, including educational psychology, has been showing signs of a return to that methodological diversity by exploring ways to adapt 'qualitative' research methods to psychological research. This has raised concerns about the disciplinary integrity of psychology and whether such methodological explorations are possible while psychology remains distinctly 'psychological.' I suggest what is needed is a qualitative research methodology that psychology can call its own. The conceptual framework for such a methodology exists in John Dewey's philosophical writings. His work points the way to a qualitative experimentalism in the social sciences that takes individual lived experience as the beginning and ending point of its inquiries. Some of the specific features of a qualitative experimentalism are identified, and its unique appropriateness for psychological inquiry is highlighted. We may ask what is the effect on psychology of considering its material as something so distinct as to be capable of treatment without involving larger issues (Dewey, 1899, p. 159)." Link to full text on EBSCOHost: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=10511999&site=ehost-live

-Willinsky, J. "Democracy and education: The missing link may be ours." Harvard Educational Review 72.3, 367-392. Fall 2002.
---"Abstract: In this article, John Willinsky calls on educational researchers to consider participating in scholarly publishing experiments that leverage information technologies. Willinsky argues that publishing systems that provide greater public access to educational research are likely to help us to better understand and extend Dewey's democratic theory of education while promoting a more deliberative democratic state. Through this appeal, researchers can expand education's role within democracy by increasing the impact educational research has on practice and by providing an alternative perspective to the media's coverage of educational issues. The author challenges researchers to Participate in this democratic experiment by thinking of their work as a way to expand global opportunities for edification and deliberation within the public sphere of this information economy." Journal available at URI, Call # L11 H3.

-Rodgers, Carol. "Defining Reflection: Another Look at John Dewey and Reflective Thinking." Teachers College Record 104.4: 842-866. June 2002.
---"Abstract: Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive. However, although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is. There are four problems associated with this lack of definition that make achievement of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguely defined. Third, without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value. And finally, without a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers’ practice and students’ learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey’s view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereby evolve in definition and practice, rather than disappear." Link to full text on Academic Search Elite: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=6604923&site=ehost-live

-Festenstein, M. "Inquiry as critique: On the legacy of Deweyan pragmatism for political theory." Political Studies 49.4: 730-748. September 2001.
---"Abstract: This article provides a critical reconstruction of John Dewey's theory of social and political inquiry. Clearing away some misconceptions about this theory allows us to grasp its practical and political focus, and to see its similarities to other strands of anti-positivist social thought, including hermeneutics and critical theory. I go on to examine the relationship between democratic values and the theory of inquiry. Like recent proponents of discursive conceptions of democracy such as Habermas he sees a connection between democracy and the conditions for rational procedures of problem solving. What connects democracy to inquiry for Dewey is primarily ethical and political, rather than epistemological. The article considers what may be usefully taken from Dewey's conception of social inquiry, without accepting his full ethical agenda." Link to full text on ASP: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=5191251&site=ehost-live

-Musolf, G. R. "John Dewey's social psychology and neopragmatism: theoretical foundations of human agency and social reconstruction." Social Science Journal 38.2, 277-295. 2001.
---"Abstract: John Dewey's social psychology arose within the intellectual context of the nature-nurture controversy and the transition from laissez-faire to etatise liberalism. These ideas were themselves enveloped within the progression from competitive to corporate capitalism. Dewey's Human Nature and Conduct: An Introduction to Social Psychology (1922/1957), argued that choice and deliberation-agency--characterized human nature rather than behaviorism and determinism. Dewey's ideas also furnished a social-psychological justification for social reform through education as a way to imbue individuals with intelligent habits and, in the process, to reconstruct society. Neopragmatists Richard Rorty, Cornel West, and Charlene Haddock Seigfried charge that race, class, and gender, subsumed under the broader category of structural analysis, were ignored by Dewey and other pragmatists. Thus a final section connects this new line of inquiry to Dewey, highlighting differences and similarities." Full text via Academic Search Elite: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=4437068&site=ehost-live Printed 11/8/07.

-Evans, Karen G. "Reclaiming John Dewey - Democracy, inquiry, pragmatism, and public management." Administration & Society 32. 3, 308-328 (2000).
---"Abstract: This article argues that it would be not only possible, but also prudent, for the field of public management to reclaim the philosophy of John Dewey as a guiding ethos for its practice. In Dewey’s view, the democratic community is responsible for ensuring that each person’s capacity for participation and self-government is fully developed. In such a community, citizens would engage in inquiry to choose appropriate action in particular situations. The public manager would participate in this process by contributing his or her expert knowledge but would not make policy decisions. Today’s decentralized and reinvented government presents an opportunity for the practice to reconnect to citizens in processes such as those advocated by Dewey." Link to full text on Sage Journals: http://0-aas.sagepub.com.helin.uri.edu/cgi/reprint/32/3/308

-Bohman, James. "Theories, practices, and pluralism - A pragmatic interpretation of critical social science." Philosophy of the Social Sciences 29.4: 459-480, DEC 1999.
---"Abstract: A hallmark of recent critical social science has been the commitment to methodological and theoretical pluralism. Habermas and others have argued that diverse theoretical and empirical approaches are needed to support informed social criticism. However, an unresolved tension remains in the epistemology of critical social science: the tension between the epistemic advantages of a single comprehensive theoretical framework and those of methodological and theoretical pluralism. By shifting the grounds of the debate in a way suggested by Dewey's pragmatism, the author argues that a thoroughgoing pluralism strengthens, rather than weakens, both the social scientific and political aims of critical social science. Not only does pragmatism offer a plausible interpretation of the epistemic pluralism of the social sciences, but it also provides a way of thinking about their fundamentally practical and political character With a better normative vocabulary with which to discuss the epistemological issues of such a pluralistic mode of inquiry, the democratic role of critical inquiry and its specifically "practical" form of verification can be clarified. " Link to full text on Sage: http://0-pos.sagepub.com.helin.uri.edu/cgi/reprint/29/4/459

-MacGilvray, Eric A. "Experience as experiment: Some consequences of pragmatism for democratic theory." American Journal of Political Science, April 99, 43.2, p542, 24p.
---"Abstract: Discusses the tradition of pragmatic moral thought as principled advocacy for liberal democratic ideals. Normative and empirical blind spots of a pragmatic theory of democracy; Moral framework of classical pragmatism linking epistemology and democracy; Pragmatic conception of intelligence as a tool for managing experience providing a set of egalitarian and progressive political principle." Link to full text on Academic Search Premier: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2175239&site=ehost-live Printed 11/8/07.

-Knight, Jack and James Johnson. "Inquiry into democracy: What might a pragmatist make of rational choice theories?" American Journal of Political Science, Apr99, 43.2, p566, 24p.
---"Abstract: Discusses the role of rational choice theories in substantiating the implications of pragmatism in the assessment and justification of political institutions. Philosophical commitments characterizing the conception of pragmatism; Moral and political positions of pragmatism; Impact of social and economic complexity on democratic society and its institutions." Link to full text on ASP: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2175240&site=ehost-live

-Bohman, James. "Democracy as inquiry, inquiry as democratic: Pragmatism, social science, and the cognitive division of labor." American Journal of Political Science, Apr99, Vol. 43 Issue 2, p590, 18p.
---"Discusses the connection between science and democracy as a distinctive feature of pragmatism's conception of democracy. Democracy as a form of social inquiry incorporating the cognitive division of labor; Pervasiveness of agent/ principal relationship; Citizen's engagement in public deliberation about the norms of cooperation between expert agents and lay principals." Link to full text on ASP: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2175241&site=ehost-live

-Bruce, B.C., and J. A. Levin. "Educational technology: Media for inquiry, communication, construction, and expression." Journal of Educational Computing Research 17.1, 79-102, 1997.
---"Abstract: We describe a new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies. We have tested the utility of this taxonomy by using it to classify a set of "advanced applications" of educational technologies supported by the National Science Foundation, and we use the taxonomy to point to new potential uses of technologies to support learning." ILL'ed 9/4/07.

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*HELIN:

-Fontana, Benedetto, Cary J. Nederman, and Gary Remer, eds. Talking democracy: historical perspectives on rhetoric and democracy. University Park: Pennsylvania State University Press, 2004.
---Available at URI. Call #: JC421 T36 2004.

-Misak, Cheryl J. Truth, politics, morality: pragmatism and deliberation. Electronic Resource. New York: Routledge, 2000.
---Can be ILL'ed.

-Handy, Rollo and E. C. Harwood. Useful procedures of inquiry. (Including "Knowing and the known" by John Dewey and Arthur F. Bentley, and "Introduction to John Dewey's philosophy" by Joseph Ratner). Great Barrington, Mass.: Behavioral Research Council, 1973.
---Available at URI. Call #: BD161 H27.

-Schaefer, Robert Joseph. Foreword by Arthur G. Wirth. The school as a center of inquiry. John Dewey Society lectureship series ; no. 9. New York: Harper & Row, 1967.
---Available at URI. Call #: LB885 S28.

-Nissen, Lowell. John Dewey's theory of inquiry and truth. The Hague, Mouton, 1966.
---Available at URI. Call #: B945 D44 N5.