Deliberation/Inquiry search, cont.

Search for (Dewey + deliberation OR inquiry OR epideictic)
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-Johansen, Pamela Stowers. "Using Reflective Online Journals to Create Constructivist, Student-Centered Learning Environments in Undergraduate Social Work Education." The Journal of Baccalaureate Social Work, vol. 11, no. 1, pp. 87-100, fall 2005.
---Abstract: "The purpose of this article is to introduce the use of online reflective journal assignments as a means to develop collaborative, constructivist learning environments in undergraduate social work education. Reflective journals have been used in many academic disciplines as a means to promote critical thinking, to provide feedback to instructors & students, & to integrate theory & practice. The use of technology & constructivist learning theory allows the potential for reflective journal assignments to become part of the development of a student-centered learning community. This article provides an overview of critical thinking concerns, the use of reflective journals, & constructivist learning theory, as well as an example of the specific journal assignment used in an undergraduate child welfare course." This is obviously a sort of case study, but it's writing-oriented and makes a reference to Dewey so it might be worthwhile to look at. ILL'ed 10/5/07.

-Brinkmann, Svend. "Psychology as a Moral Science: Aspects of John Dewey's Psychology." History of the Human Sciences, vol. 17, no. 1, pp. 1-28, Feb 2004.
---Abstract excerpt: "...Finally, a Deweyan approach to how psychology & other social sciences can cope with, & make positive use of, the reflexive problem, is outlined. By acknowledging their existence in the world they study, i.e. by becoming moral sciences that realize their moral & political implications, the social sciences can become problem-solving instruments that serve to help create a democratic public, a community as an actual social idea." This article seems mostly psychology-oriented, but if it comments on other social sciences in detail, it may be useful. Cancel.

-Davison, Aidan. "Reinhabiting Technology: Ends in Means and the Practice of Place." Technology in Society, vol. 26, no. 1, pp. 85-97, Jan 2004.
---Abstract: "A lack of awareness of the ways we inhabit, & not just merely use, technology has greatly limited our capacity to understand the ways in which reason & practice structure each other. In exploring the interplay of rationality & experience, I resist the representation of artefacts as mere tools or autonomous tyrants, arguing instead that technological, conceptual, & moral changes are webbed together in everyday practices. Influential explanations of practical reason such as Pierre Bourdieu's analysis of habitus are vital in developing such a relational understanding of technology. We shall see, however, that even such excellent accounts of mind's embodiment in social space seem unaware of the irony that the dominance of the ideal of transcendent reason is no longer maintained by the work of theorists. Rather, it is maintained by a specific condition of practice; namely, the new technological capacity to dissociate ends & means. The "foreground of ends" is organized by the freedoms of individual self-creation through consumption. Yet in the "background of means" that sustains this world of private choice, social structures become objective facts beyond rational negotiation. The reciprocity of self & world required for genuine inhabitation of ecological & social places is lost. Any recovery of this reciprocity thus demands that decisions about technology be recognized as nothing less than political & moral, ie, rational, deliberations about what kinds of humanity we want to build & inhabit." Jackpot! Printed 11/8/07.

-Tan, Sor-hoon. "Is Public Space Suited to Co-Operative Inquiry?" Innovation, vol. 15, no. 1, pp. 23-31, Mar 2002.
---Treats the space/place question. What types of places are conducive to democratic publics? The end briefly explores technological communication. Link to full text: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=6446339&site=ehost-live Printed 10/5/07.

-Possibly an interesting book: Perry, D. K. (Ed). (2001). American pragmatism and communication research. Mahwah, NJ: Lawrence Erlbaum Associates. Particularly this chapter: "Pragmatism as a way of inquiring with special reference to a theory of communication and the general form of pragmatic social theory" by Cronen, V. E. & Chetro-Szivos, J. pages 27-65.
---Available at URI, Call #: B832 A44 2001.

-Seals, Greg. "Doxastic Freedom in John Dewey's School." Philosophy of Education, pp. 168-176, 2000.
---Abstract: "Dewey's Lab School approximated a utopian educational institution because it promoted doxastic freedom. Doxastic freedom obtains when social conditions of belief are noncoercive. Absent constraints imposed by others, doxastic freedom is a condition of belief formation. Since doxastic freedom is commonly viewed as inherent in individuals, an argument for a social conception of doxastic freedom is required to substantiate the importance of doxastic freedom to operation of the Dewey School. Successful argument for a social conception of doxastic freedom shows that it was the institutional structure of the Dewey School that made possible the pedagogy of inquiry practiced there." Available at URI, Call # L13 P74.

-Koch, Donald F. Principles of Instrumental Logic: John Dewey's Lectures in Ethics and Political Ethics, 1895-1896. Carbondale: So Illinois Univ Pr, 1998.
---"John Dewey delivered two sets of related lectures at the University of Chicago in the fall quarter 1895 and the spring quarter 1896. The lectures show the birth of Dewey's instrumentalist theory of inquiry in its application to ethical and political thinking. (edited)" ILL'ed 10/5/07.

-Hickman, Larry A. "John Dewey: Philosopher of Technology." Free Inquiry, vol. 14, no. 4, pp. 41-43, Fall 1994.
---Abstract: "John Dewey was the first American philosopher to develop a systematic critique of technology. His version of pragmatism, which he called "instrumentalism," defined technology so broadly that it included not only tangible tools and artifacts such as machines, but intangible ones such as mathematical and logical objects as well. He thought that the number two was no less a constructed artifact than a telephone. Dewey proposed instrumentalism as an antidote to the split between facts and values that has plagued human societies, and he argued that the experimental method should be applied wherever social problems are experienced." ILL'ed 10/5/07.

-Campbell, James. "Democracy as Cooperative Inquiry." (1994). Philosophy and the Reconstruction of Culture, Stuhr, John (ed). Albany: SUNY Pr.
---An oppositional piece: "This paper consists of four parts. The first is a brief sketch of the social philosophy of John Dewey that attempts to demonstrate its grounding in the assumption that democratic practice is best conceived as a process of cooperative inquiry. The second part offers a series of three basic criticisms of this view that maintain that we are not sufficiently interested or intelligent or selfless to live up to the requirements of cooperative inquiry. The third part offers what I think is a more powerful criticism from the point of view of C Wright Mills, who finds Dewey's approach itself to be inappropriate. The final section considers whether Mills' position is really that different from Dewey's." Ordered from Wheaton 10/5/07.

-Have you looked at Bertrand Russell's opposition to Dewey's theory of inquiry? Here's an examination of their debate if you're interested: Burke, Tom. "Dewey's New Logic: A Reply to Russell." Chicago: Univ of Chicago Pr, 1994.
---Abstract: "This work is an analysis of the debate between John Dewey and Bertrand Russell which followed the publication of Dewey's 1938 book "Logic: The Theory of Inquiry". A number of Russell's criticisms are examined, along with Dewey's replies. Russell's renditions of Dewey's views are shown to be mistaken or misleading, and his negative evaluation of Dewey's philosophy of logic is shown to be ill founded. An effort is made to present Dewey's views in a more positive light, with an eye on their relevance to recent developments in logic, epistemology, and the philosophy of mind." Available at URI, Call #: B945 D44 B87 1994.

-----------Added 10/2/07 and 10/5/07:

-Caraher, Brian G. "CONSTRUING THE KNOWLEDGE SITUATION: STEPHEN PEPPER AND A DEWEYAN APPROACH TO LITERARY EXPERIENCE AND INQUIRY." Journal of Mind and Behavior, vol. 3, pp. 385-402, Summer 1982.
---Abstract: "This paper appraises Dewey's general accounting of experience and knowledge as it bears upon an approach to literary experience and inquiry. A potential inadequacy in Dewey's general account is precluded through an assessment of the perceptual and conceptual poles of the knowledge situation offered by pepper. Pepper's analysis of purposive activity in knowledge situations lends cognitive underpinnings to Dewey's accounting of experience and knowledge. Pepper also helps clarify the nature and types of evidence at work in the knowledge situation. Two types of evidence, "uncriticized" and "criticized," are noted and developed. A provisional characterization of literary experience and inquiry based upon this assessment of the knowledge situation and the types of evidence is offered. Finally, two modes of attention are deployed in connection with pepper's two types of evidence. The modes of attention are termed "instrumental" and "aesthetic," and both are then related to the characterization of literary experience and inquiry."

-Went through all 538 records.