*Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. Chicago and La Salle: Open Court, 1995.
---Available at URI: B945 D4 C36 1995.
*McDermott, John J., ed. The Philosophy of John Dewey: 2 vols. New York: G. P. Putnam's Sons, 1973.
---Ordered volumes 1 and 2 from PC.
*Sleeper, Ralph William. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. New Haven and London: Yale University Press, 1986.
---Available at URI: B945 D44 S58 1986.
*Welchman, Jennifer. Dewey's Ethical Thought. Ithaca: Cornell University Press, 1995.
---Available at URI: B945 D4 W45 1995.
Showing posts with label Dewey. Show all posts
Showing posts with label Dewey. Show all posts
Monday, January 21, 2008
Saturday, December 29, 2007
Articles to order from Levine's Bibliography
Articles to order from Levine's Bibliography:
* Aldrich, Virgil Charles. "John Dewey's Use of Language." Journal of Philosophy 41 (1944): 261-71.
---Available http://links.jstor.org/sici?sici=0022-362X%2819440511%2941%3A10%3C261%3AJDUOL%3E2.0.CO%3B2-V Printed.
* Antonio, Robert J., and Douglas Kellner. "Communication, Modernity, and Democracy in Habermas and Dewey." Symbolic Interaction 15 (1992): 277-97.
---Available at URI: SERIAL HM1 .S96
* Ayres, Clarence Edwin. "The Gospel of Technology." In American Philosophy Today and Tomorrow, edited by Horace M. Kallen and Sidney Hook, 25-42. New York: Lee Furman, 1935.
---Ordered
* Belman, Lary S. "John Dewey's Concept of Communication." Journal of Communication 27 (1977): 29-37.
---Available in microfilm section 2.
* Bennett, James O. "The Tension between Deliberation and Action." Tulane Studies in Philosophy 28 (1979): 81-92.
---Ordered.
* Bitzer, Lloyd F. "Rhetoric and Public Knowledge." In Rhetoric, Philosophy, and Literature, edited by Don M. Burks, 67-93. West Lafayette, Ind.: Purdue University Press, 1978.
---Book available at URI: PN175 .R48. Missing from the shelf, ordered from RIC.
* Black, Max. "Dewey's Philosophy of Language." Journal of Philosophy 59 (1962): 505-23. [Reprinted in his Margins of Precision: Essays in Logic and Language, 222-45. Ithaca: Cornell University Press, 1970.]
--- http://links.jstor.org/sici?sici=0022-362X%2819620913%2959%3A19%3C505%3ADPOL%3E2.0.CO%3B2-U Printed.
* Blacker, David. "On the Alleged Neutrality of Technology: A Study in Dewey's Experience and Nature." Journal of Speculative Philosophy 8 (1994): 297-317.
---Ordered.
* Butler, Leslie A. "John Dewey's Paper." In The Michigan Schoolmasters' Club, 21-23. Ann Arbor: University of Michigan, 1958.
--- Ordered.
*Chambliss, J. J. The Influence of Plato and Aristotle on John Dewey's Philosophy. Lampeter, U.K.: Edwin Mellen Press, 1990. [Reviewed in Educational Studies 23 (1992): 178-82 (Brian Hendley); Transactions of the Charles S. Peirce Society 28 (1992): 156-59 (Ronald H. Epp).]
---Ordered.
*Chambliss, J. J. "Common Ground in Aristotle's and Dewey's Theories of Conduct." Educational Theory 43 (Summer 1993): 249-60.
---Available at URI: L11 .E5135
*Croft, Richard S. "What Is a Computer in the Classroom? A Deweyan Philosophy for Technology in Education." Journal of Educational Technology Systems 22 (1993-94): 301-8.
---Ordered.
*Detroit Tribune. "'Thought News'--a Journal of Inquiry and a Record of Fact." Detroit Tribune, 10 April 1892, 3.
---Ordered.
*Detroit Tribune. "News for Thought." Detroit Tribune, 11 April 1892, 2.
---Ordered.
*Donohue, John W. "Dewey and the Problem of Technology." In John Dewey: His Thought and Influence, edited by John Blewett, 117-44. New York: Fordham University Press, 1960.
---Available at URI: B945 D44 B55
*Dykhuizen, George. The Life and Mind of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1973.
---Available at URI: B945 D44 D94
*Frank, Jerome. "Modern and Ancient Legal Pragmatism--John Dewey and Co. vs. Aristotle." Notre Dame Lawyer 25 (1950): 207-57, 460-504.
---Ordered.
*Gonzalez, Hernando. "The Evolution of Communication as a Field." Communication Research 15 (1988): 302-8. [Reply by John Durham Peters, "The Need for Theoretical Foundations." Ibid., 309-17.]
---Available at URI: P91 .C56
*Gouinlock, James. "Dewey's Theory of Moral Deliberation." Ethics 88 (1978): 218-28.
---http://links.jstor.org/sici?sici=0014-1704%28197804%2988%3A3%3C218%3ADTOMD%3E2.0.CO%3B2-%23 Printed.
*Greene, Maxine. "Philosophy, Reason, and Literacy." Review of Educational Research 54 (1984): 547-59.
---Printed.
*Grossberg, Lawrence. "Interpreting the 'Crisis' of Culture in Communication Theory." Journal of Communication 29 (Winter 1979): 56-68.
---Available at URI, microfilm section 2
*Hamilton, David. "Technology and Institutions are Neither." Journal of Economic Issues 20 (1986): 525-32.
---Available at URI: HB1 .J643
*Harmon, Bruce, and Owen Flagel. "Digital Thinking and Technological Progress." Journal of Economic Issues 20 (1986): 551-60.
---Available at URI: HB1 .J643
*Hood, Webster F. "Dewey and Technology: A Phenomenological Approach." In Research in Philosophy and Technology, vol. 5, edited by Paul T. Durbin, 189-207. Greenwich, Conn.: JAI Press, 1982.
---Available at URI: Serial T14 R43
*Hood, Webster F. "Technology and Public Action in the Political Philosophy of John Dewey." Civic Arts Review 5 (Spring-Summer 1992): 16-19.
---Ordered.
*Hood, Webster F. "Dewey and the Technological Context of Directed Practice." In Frontiers in American Philosophy, vol. 1, edited by Robert W. Burch and Herman J. Saatkamp, Jr., 125-36. College Station: Texas A & M University Press, 1992.
---Ordered.
*Hutchins, Robert Maynard. "Grammar, Rhetoric, and Mr. Dewey." Social Frontier 3 (1937): 137-39. [Response to Dewey, "Rationality in Education." Ibid., 71-73; and "President Hutchins' Proposals to Remake Higher Education." Ibid., 103-4.]
---Available at URI: Mezzanine 305 F928, ask at circulation desk
*Innis, Robert E. "Dewey's Aesthetic Theory and the Critique of Technology." Phänomenologische Forschungen 20 (1987): 69-90.
---Ordered... In searching for this item, I also found that Innis has written a review of Hickman's Pragmatic Technology, which I also ordered below..
*Innis, Robert E. 1990. "John Dewey's 'Technological' Pragmatism." Kodikas/Code. 13/3-4: 329-345. [A review article on Larry A. Hickman, John Dewey's Pragmatic Technology. Bloomington: Indiana University Press, 1990.]
---Ordered.
*Keane, John. "Elements of a Radical Theory of Public Life: From Tönnies to Habermas and Beyond." Canadian Journal of Political and Social Theory 6 (Fall 1982): 11-49.
---Ordered.
*Langsdorf, Lenore. "Philosophy of Language and Philosophy of Communication: Poiesis and Praxis in Classical Pragmatism." In Recovering Pragmatism's Voice: The Classical Tradition, Rorty, and the Philosophy of Communication, edited by Langsdorf and Andrew R. Smith, 195-208, 309-11. Albany: State University of New York Press, 1995.
---Ordered.
*Levin, Samuel M. "John Dewey's Evaluation of Technology." American Journal of Economics and Sociology 15 (1955): 123-36.
---http://links.jstor.org/sici?sici=0002-9246%28195601%2915%3A2%3C123%3AJDEOT%3E2.0.CO%3B2-Q Printed.
*Lewis, Theodore, and Charles Gagel. "Technological Literacy: A Critical Analysis." Journal of Curriculum Studies 24 (1992): 117-38.
---Ordered.
*Littleford, Michael S. "Vico and Dewey: Toward a Humanistic Foundation for Contemporary Education." In Vico: Past and Present, edited by Giorgio Tagliacozzo, 223-37. Atlantic Highlands, N.J.: Humanities Press, 1981.
---Ordered.
*Lower, Milton D. "The Concept of Technology Within the Institutionalist Perspective." Journal of Economic Issues 21.3 (1987): 1147-76.
---http://0-proquest.umi.com.helin.uri.edu/pqdweb?index=21&did=577445&SrchMode=3&sid=3&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1199831229&clientId=16241&aid=1 Printed.
*Lugton, Robert C. "John Dewey's Theory of Language." Journal of English as a Second Language 2 (1967): 75-82.
---Ordered.
*Luke, Allen. Literacy, Textbooks and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane. London: Falmer Press, 1988. [Reviewed in British Journal of Educational Studies 37.2 (1989): 198-200 (Cliff Moon).]
---Available at URI: LC154.2 B8 L85 1988.
---Review available: http://links.jstor.org/sici?sici=0007-1005%28198905%2937%3A2%3C198%3ALTAIPL%3E2.0.CO%3B2-F
*Lundgren, Ulf P. "John Dewey in Sweden: Notes on Progressivism in Swedish Education 1900-1945." In International Perspectives in Curriculum History, edited by Ivor Goodson, 261-76. London: Croom Helm, 1987. [Reviewed in British Journal of Education Studies 37 (May 1989): 192-93 (G. R. Batho).]
---Ordered.
---Review available: http://links.jstor.org/sici?sici=0007-1005%28198905%2937%3A2%3C192%3AIPICH%3E2.0.CO%3B2-4
*Luskin, John. Lippmann, Liberty, and the Press. University: University of Alabama Press, 1972.
---Available at URI: PN4874 L45 L8
*McGlashan, Zena Beth. "John Dewey and News." Journal of Communication Inquiry 1 (Summer 1976): 3-14.
---Ordered.
*McGlashan, Zena Beth. "The Professor and the Prophet: John Dewey and Franklin Ford." Journalism History 6 (Winter 1979-80): 107-11, 123.
---Available at URI: Serial PN4700 J65
*Macke, Frank J. "Pragmatism Reconsidered: John Dewey and Michel Foucault on the Consequences of Inquiry." In Recovering Pragmatism's Voice: The Classical Tradition, Rorty, and the Philosophy of Communication, edited by Lenore Langsdorf and Andrew R. Smith, 155-76, 301-4. Albany: State University of New York Press, 1995.
---Look at whole book. Ordered.
*Mitcham, Carl. Thinking Through Technology: The Path between Engineering and Philosophy. Chicago: University of Chicago Press, 1994.
---Available at URI: T14 M56 1994.
*Nissen, Bruce. "John Dewey on Means and Ends." Philosophy Research Archives 3 (1977): 709-38.
---Ordered.
*Peters, John Durham. "Democracy and American Mass Communication Theory: Dewey, Lippmann, Lazarsfeld." Communication 11 (1989): 199-220.
---Ordered.
*Roschelle, Jeremy. "Collaborative Inquiry: Reflections on Dewey and Learning Technology." Computing Teacher 21 (May 1994): 6, 8-9.
---Available at URI: Serial LB1028.5 C575
*Rosen, Joan G. "Problem Solving and Reflective Thinking: John Dewey, Linda Flower, Richard Yound." Journal of Teaching Writing 6 (1987): 69-78.
---Ordered.
*Ross, Stephen David. "The Means-end Distinction in Dewey's Philosophy." Transactions of the Charles S. Peirce Society 5 (1969): 107-20.
---http://0-web.ebscohost.com.helin.uri.edu/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bdIrqy1Sa%2bk63nn5Kx95uXxjL6nrVCtqK5Itpa2Uq%2btuE22ls5lpOrweezp33vy3%2b2G59q7SrWmtkiyq7RRpOLfhuWz44ak2uBV3%2bbmPvLX5VW%2fxKR57LOvSK6utUmyqaR%2b7ejrefKz7nzkvPOE6srjkPIA&hid=13 Printed.
*Rothenberg, David. Hand's End: Technology and the Limits of Nature. Berkeley: University of California Press, 1993.
---Ordered.
*Russell, David R. Writing in the Academic Disciplines, 1870-1990. Carbondale and Edwardsville: Southern Illinois University Press, 1991.
---Available at URI: PE1405 U6 R8 1991. Missing from the shelf, ordered from PC.
*Russell, David R. "Vygotsky, Dewey, and Externalism: Beyond the Student/Discipline Dichotomy." Journal of Advanced Composition 13 (1993): 173-97.
---http://www.jacweb.org/Archived_volumes/Text_articles/V13_I1_Russell.htm Printed.
*Schiller, F. C. S. "Aristotle and the Practical Syllogism." Journal of Philosophy 14 (1917): 645-53.
---Available http://links.jstor.org/sici?sici=0160-9335%2819171122%2914%3A24%3C645%3AAATPS%3E2.0.CO%3B2-N Printed.
*Schön, Donald A. "The Theory of Inquiry: Dewey's Legacy to Education." Curriculum Inquiry 22 (1992): 119-39.
---http://links.jstor.org/sici?sici=0362-6784%28199222%2922%3A2%3C119%3ATTOIDL%3E2.0.CO%3B2-I Printed.
*Smart, Harold Robert. "The Unit of Discourse." Philosophical Review 50 (1941): 268-88.
---http://links.jstor.org/sici?sici=0031-8108%28194105%2950%3A3%3C268%3ATUOD%3E2.0.CO%3B2-8 Printed.
*Smith, Ralph A. "The Mass Media and John Dewey's Liberalism." Educational Theory 15 (1965): 83-93, 120.
---Ordered.
*Stever, James A. "Technology, Organization, Freedom: The Organizational Theory of John Dewey." Administration and Society 24 (1993): 419-43.
---Check Serial JA3 J652--might be missing. If so, order.
*Teltscher, Herry O. Handwriting--Revelation of Self. A Source Book of Psychographology. New York: Hawthorn Books, 1971. [Dewey's handwriting analyzed, 245-46.]
---Ordered.
*Ushenko, Andrew. "Inquiry and Discourse." Journal of Philosophy 37 (1940): 484-91.
---http://links.jstor.org/sici?sici=0022-362X%2819400829%2937%3A18%3C484%3AIAD%3E2.0.CO%3B2-Z Printed.
*West, Cornel. "Pragmatism and the Tragic," "The Prospects for Democratic Politics: Reconstructing the Dewey-Lippmann Debate." In his Prophetic Thought in Postmodern Times, 31-58, 189-205. Monroe, Maine: Common Courage Press, 1993.
---Ordered.
* Aldrich, Virgil Charles. "John Dewey's Use of Language." Journal of Philosophy 41 (1944): 261-71.
---Available http://links.jstor.org/sici?sici=0022-362X%2819440511%2941%3A10%3C261%3AJDUOL%3E2.0.CO%3B2-V Printed.
* Antonio, Robert J., and Douglas Kellner. "Communication, Modernity, and Democracy in Habermas and Dewey." Symbolic Interaction 15 (1992): 277-97.
---Available at URI: SERIAL HM1 .S96
* Ayres, Clarence Edwin. "The Gospel of Technology." In American Philosophy Today and Tomorrow, edited by Horace M. Kallen and Sidney Hook, 25-42. New York: Lee Furman, 1935.
---Ordered
* Belman, Lary S. "John Dewey's Concept of Communication." Journal of Communication 27 (1977): 29-37.
---Available in microfilm section 2.
* Bennett, James O. "The Tension between Deliberation and Action." Tulane Studies in Philosophy 28 (1979): 81-92.
---Ordered.
* Bitzer, Lloyd F. "Rhetoric and Public Knowledge." In Rhetoric, Philosophy, and Literature, edited by Don M. Burks, 67-93. West Lafayette, Ind.: Purdue University Press, 1978.
---Book available at URI: PN175 .R48. Missing from the shelf, ordered from RIC.
* Black, Max. "Dewey's Philosophy of Language." Journal of Philosophy 59 (1962): 505-23. [Reprinted in his Margins of Precision: Essays in Logic and Language, 222-45. Ithaca: Cornell University Press, 1970.]
--- http://links.jstor.org/sici?sici=0022-362X%2819620913%2959%3A19%3C505%3ADPOL%3E2.0.CO%3B2-U Printed.
* Blacker, David. "On the Alleged Neutrality of Technology: A Study in Dewey's Experience and Nature." Journal of Speculative Philosophy 8 (1994): 297-317.
---Ordered.
* Butler, Leslie A. "John Dewey's Paper." In The Michigan Schoolmasters' Club, 21-23. Ann Arbor: University of Michigan, 1958.
--- Ordered.
*Chambliss, J. J. The Influence of Plato and Aristotle on John Dewey's Philosophy. Lampeter, U.K.: Edwin Mellen Press, 1990. [Reviewed in Educational Studies 23 (1992): 178-82 (Brian Hendley); Transactions of the Charles S. Peirce Society 28 (1992): 156-59 (Ronald H. Epp).]
---Ordered.
*Chambliss, J. J. "Common Ground in Aristotle's and Dewey's Theories of Conduct." Educational Theory 43 (Summer 1993): 249-60.
---Available at URI: L11 .E5135
*Croft, Richard S. "What Is a Computer in the Classroom? A Deweyan Philosophy for Technology in Education." Journal of Educational Technology Systems 22 (1993-94): 301-8.
---Ordered.
*Detroit Tribune. "'Thought News'--a Journal of Inquiry and a Record of Fact." Detroit Tribune, 10 April 1892, 3.
---Ordered.
*Detroit Tribune. "News for Thought." Detroit Tribune, 11 April 1892, 2.
---Ordered.
*Donohue, John W. "Dewey and the Problem of Technology." In John Dewey: His Thought and Influence, edited by John Blewett, 117-44. New York: Fordham University Press, 1960.
---Available at URI: B945 D44 B55
*Dykhuizen, George. The Life and Mind of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1973.
---Available at URI: B945 D44 D94
*Frank, Jerome. "Modern and Ancient Legal Pragmatism--John Dewey and Co. vs. Aristotle." Notre Dame Lawyer 25 (1950): 207-57, 460-504.
---Ordered.
*Gonzalez, Hernando. "The Evolution of Communication as a Field." Communication Research 15 (1988): 302-8. [Reply by John Durham Peters, "The Need for Theoretical Foundations." Ibid., 309-17.]
---Available at URI: P91 .C56
*Gouinlock, James. "Dewey's Theory of Moral Deliberation." Ethics 88 (1978): 218-28.
---http://links.jstor.org/sici?sici=0014-1704%28197804%2988%3A3%3C218%3ADTOMD%3E2.0.CO%3B2-%23 Printed.
*Greene, Maxine. "Philosophy, Reason, and Literacy." Review of Educational Research 54 (1984): 547-59.
---Printed.
*Grossberg, Lawrence. "Interpreting the 'Crisis' of Culture in Communication Theory." Journal of Communication 29 (Winter 1979): 56-68.
---Available at URI, microfilm section 2
*Hamilton, David. "Technology and Institutions are Neither." Journal of Economic Issues 20 (1986): 525-32.
---Available at URI: HB1 .J643
*Harmon, Bruce, and Owen Flagel. "Digital Thinking and Technological Progress." Journal of Economic Issues 20 (1986): 551-60.
---Available at URI: HB1 .J643
*Hood, Webster F. "Dewey and Technology: A Phenomenological Approach." In Research in Philosophy and Technology, vol. 5, edited by Paul T. Durbin, 189-207. Greenwich, Conn.: JAI Press, 1982.
---Available at URI: Serial T14 R43
*Hood, Webster F. "Technology and Public Action in the Political Philosophy of John Dewey." Civic Arts Review 5 (Spring-Summer 1992): 16-19.
---Ordered.
*Hood, Webster F. "Dewey and the Technological Context of Directed Practice." In Frontiers in American Philosophy, vol. 1, edited by Robert W. Burch and Herman J. Saatkamp, Jr., 125-36. College Station: Texas A & M University Press, 1992.
---Ordered.
*Hutchins, Robert Maynard. "Grammar, Rhetoric, and Mr. Dewey." Social Frontier 3 (1937): 137-39. [Response to Dewey, "Rationality in Education." Ibid., 71-73; and "President Hutchins' Proposals to Remake Higher Education." Ibid., 103-4.]
---Available at URI: Mezzanine 305 F928, ask at circulation desk
*Innis, Robert E. "Dewey's Aesthetic Theory and the Critique of Technology." Phänomenologische Forschungen 20 (1987): 69-90.
---Ordered... In searching for this item, I also found that Innis has written a review of Hickman's Pragmatic Technology, which I also ordered below..
*Innis, Robert E. 1990. "John Dewey's 'Technological' Pragmatism." Kodikas/Code. 13/3-4: 329-345. [A review article on Larry A. Hickman, John Dewey's Pragmatic Technology. Bloomington: Indiana University Press, 1990.]
---Ordered.
*Keane, John. "Elements of a Radical Theory of Public Life: From Tönnies to Habermas and Beyond." Canadian Journal of Political and Social Theory 6 (Fall 1982): 11-49.
---Ordered.
*Langsdorf, Lenore. "Philosophy of Language and Philosophy of Communication: Poiesis and Praxis in Classical Pragmatism." In Recovering Pragmatism's Voice: The Classical Tradition, Rorty, and the Philosophy of Communication, edited by Langsdorf and Andrew R. Smith, 195-208, 309-11. Albany: State University of New York Press, 1995.
---Ordered.
*Levin, Samuel M. "John Dewey's Evaluation of Technology." American Journal of Economics and Sociology 15 (1955): 123-36.
---http://links.jstor.org/sici?sici=0002-9246%28195601%2915%3A2%3C123%3AJDEOT%3E2.0.CO%3B2-Q Printed.
*Lewis, Theodore, and Charles Gagel. "Technological Literacy: A Critical Analysis." Journal of Curriculum Studies 24 (1992): 117-38.
---Ordered.
*Littleford, Michael S. "Vico and Dewey: Toward a Humanistic Foundation for Contemporary Education." In Vico: Past and Present, edited by Giorgio Tagliacozzo, 223-37. Atlantic Highlands, N.J.: Humanities Press, 1981.
---Ordered.
*Lower, Milton D. "The Concept of Technology Within the Institutionalist Perspective." Journal of Economic Issues 21.3 (1987): 1147-76.
---http://0-proquest.umi.com.helin.uri.edu/pqdweb?index=21&did=577445&SrchMode=3&sid=3&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1199831229&clientId=16241&aid=1 Printed.
*Lugton, Robert C. "John Dewey's Theory of Language." Journal of English as a Second Language 2 (1967): 75-82.
---Ordered.
*Luke, Allen. Literacy, Textbooks and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane. London: Falmer Press, 1988. [Reviewed in British Journal of Educational Studies 37.2 (1989): 198-200 (Cliff Moon).]
---Available at URI: LC154.2 B8 L85 1988.
---Review available: http://links.jstor.org/sici?sici=0007-1005%28198905%2937%3A2%3C198%3ALTAIPL%3E2.0.CO%3B2-F
*Lundgren, Ulf P. "John Dewey in Sweden: Notes on Progressivism in Swedish Education 1900-1945." In International Perspectives in Curriculum History, edited by Ivor Goodson, 261-76. London: Croom Helm, 1987. [Reviewed in British Journal of Education Studies 37 (May 1989): 192-93 (G. R. Batho).]
---Ordered.
---Review available: http://links.jstor.org/sici?sici=0007-1005%28198905%2937%3A2%3C192%3AIPICH%3E2.0.CO%3B2-4
*Luskin, John. Lippmann, Liberty, and the Press. University: University of Alabama Press, 1972.
---Available at URI: PN4874 L45 L8
*McGlashan, Zena Beth. "John Dewey and News." Journal of Communication Inquiry 1 (Summer 1976): 3-14.
---Ordered.
*McGlashan, Zena Beth. "The Professor and the Prophet: John Dewey and Franklin Ford." Journalism History 6 (Winter 1979-80): 107-11, 123.
---Available at URI: Serial PN4700 J65
*Macke, Frank J. "Pragmatism Reconsidered: John Dewey and Michel Foucault on the Consequences of Inquiry." In Recovering Pragmatism's Voice: The Classical Tradition, Rorty, and the Philosophy of Communication, edited by Lenore Langsdorf and Andrew R. Smith, 155-76, 301-4. Albany: State University of New York Press, 1995.
---Look at whole book. Ordered.
*Mitcham, Carl. Thinking Through Technology: The Path between Engineering and Philosophy. Chicago: University of Chicago Press, 1994.
---Available at URI: T14 M56 1994.
*Nissen, Bruce. "John Dewey on Means and Ends." Philosophy Research Archives 3 (1977): 709-38.
---Ordered.
*Peters, John Durham. "Democracy and American Mass Communication Theory: Dewey, Lippmann, Lazarsfeld." Communication 11 (1989): 199-220.
---Ordered.
*Roschelle, Jeremy. "Collaborative Inquiry: Reflections on Dewey and Learning Technology." Computing Teacher 21 (May 1994): 6, 8-9.
---Available at URI: Serial LB1028.5 C575
*Rosen, Joan G. "Problem Solving and Reflective Thinking: John Dewey, Linda Flower, Richard Yound." Journal of Teaching Writing 6 (1987): 69-78.
---Ordered.
*Ross, Stephen David. "The Means-end Distinction in Dewey's Philosophy." Transactions of the Charles S. Peirce Society 5 (1969): 107-20.
---http://0-web.ebscohost.com.helin.uri.edu/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bdIrqy1Sa%2bk63nn5Kx95uXxjL6nrVCtqK5Itpa2Uq%2btuE22ls5lpOrweezp33vy3%2b2G59q7SrWmtkiyq7RRpOLfhuWz44ak2uBV3%2bbmPvLX5VW%2fxKR57LOvSK6utUmyqaR%2b7ejrefKz7nzkvPOE6srjkPIA&hid=13 Printed.
*Rothenberg, David. Hand's End: Technology and the Limits of Nature. Berkeley: University of California Press, 1993.
---Ordered.
*Russell, David R. Writing in the Academic Disciplines, 1870-1990. Carbondale and Edwardsville: Southern Illinois University Press, 1991.
---Available at URI: PE1405 U6 R8 1991. Missing from the shelf, ordered from PC.
*Russell, David R. "Vygotsky, Dewey, and Externalism: Beyond the Student/Discipline Dichotomy." Journal of Advanced Composition 13 (1993): 173-97.
---http://www.jacweb.org/Archived_volumes/Text_articles/V13_I1_Russell.htm Printed.
*Schiller, F. C. S. "Aristotle and the Practical Syllogism." Journal of Philosophy 14 (1917): 645-53.
---Available http://links.jstor.org/sici?sici=0160-9335%2819171122%2914%3A24%3C645%3AAATPS%3E2.0.CO%3B2-N Printed.
*Schön, Donald A. "The Theory of Inquiry: Dewey's Legacy to Education." Curriculum Inquiry 22 (1992): 119-39.
---http://links.jstor.org/sici?sici=0362-6784%28199222%2922%3A2%3C119%3ATTOIDL%3E2.0.CO%3B2-I Printed.
*Smart, Harold Robert. "The Unit of Discourse." Philosophical Review 50 (1941): 268-88.
---http://links.jstor.org/sici?sici=0031-8108%28194105%2950%3A3%3C268%3ATUOD%3E2.0.CO%3B2-8 Printed.
*Smith, Ralph A. "The Mass Media and John Dewey's Liberalism." Educational Theory 15 (1965): 83-93, 120.
---Ordered.
*Stever, James A. "Technology, Organization, Freedom: The Organizational Theory of John Dewey." Administration and Society 24 (1993): 419-43.
---Check Serial JA3 J652--might be missing. If so, order.
*Teltscher, Herry O. Handwriting--Revelation of Self. A Source Book of Psychographology. New York: Hawthorn Books, 1971. [Dewey's handwriting analyzed, 245-46.]
---Ordered.
*Ushenko, Andrew. "Inquiry and Discourse." Journal of Philosophy 37 (1940): 484-91.
---http://links.jstor.org/sici?sici=0022-362X%2819400829%2937%3A18%3C484%3AIAD%3E2.0.CO%3B2-Z Printed.
*West, Cornel. "Pragmatism and the Tragic," "The Prospects for Democratic Politics: Reconstructing the Dewey-Lippmann Debate." In his Prophetic Thought in Postmodern Times, 31-58, 189-205. Monroe, Maine: Common Courage Press, 1993.
---Ordered.
Sunday, December 2, 2007
John Stuhr Search
-Stuhr, John J. Genealogical pragmatism : philosophy, experience, and community. Albany : State University of New York Press, c1997, 300 p.
---Available at URI. Call #B832 S78 1997. Picked up 12/3/07.
-Stuhr, John J. Pragmatism, postmodernism, and the future of philosophy. New York : Routledge, 2003 211 p.
---Ordered on ILL 12/2/07.
---Available at URI. Call #B832 S78 1997. Picked up 12/3/07.
-Stuhr, John J. Pragmatism, postmodernism, and the future of philosophy. New York : Routledge, 2003 211 p.
---Ordered on ILL 12/2/07.
Sunday, October 28, 2007
Dewey ILL'ing
*Nathan Crick, "John Dewey on Creative Expression and the Origins of 'Mind'," College Composition and Communication 55.2 (2003): 254-75.
-Found on JSTOR, printed. Link to record: http://links.jstor.org/sici?sici=0010-096X%28200312%2955%3A2%3C254%3ACAEJDO%3E2.0.CO%3B2-5
*Stephen M. Fishman, "Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy." College Composition and Communication 47.3 (1996): 342-66.
-On JSTOR, printed. Link to record: http://links.jstor.org/sici?sici=0010-096X%28199610%2947%3A3%3C342%3ATFSCAD%3E2.0.CO%3B2-J
*Rosa Eberly, Citizen Critics: Literary Public Spheres (Chicago: University of Illinois Press, 2000), 23.
-Not in HELIN. ILL'ed 11/2/07.
*Donald Jones, "Beyond the Postmodern Impasse of Agency: The Resounding Relevance of John Dewey's Tacit Tradition," Journal of Advanced Composition 16 (1996): 81-102.
-ILL'ed 11/2/07.
-Found on JSTOR, printed. Link to record: http://links.jstor.org/sici?sici=0010-096X%28200312%2955%3A2%3C254%3ACAEJDO%3E2.0.CO%3B2-5
*Stephen M. Fishman, "Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy." College Composition and Communication 47.3 (1996): 342-66.
-On JSTOR, printed. Link to record: http://links.jstor.org/sici?sici=0010-096X%28199610%2947%3A3%3C342%3ATFSCAD%3E2.0.CO%3B2-J
*Rosa Eberly, Citizen Critics: Literary Public Spheres (Chicago: University of Illinois Press, 2000), 23.
-Not in HELIN. ILL'ed 11/2/07.
*Donald Jones, "Beyond the Postmodern Impasse of Agency: The Resounding Relevance of John Dewey's Tacit Tradition," Journal of Advanced Composition 16 (1996): 81-102.
-ILL'ed 11/2/07.
Dissertations Search
*Nathan Crick, "John Dewey on the Art of Communication"
-Available on ProQuest w/ 24 page preview. Link to record: http://0-proquest.umi.com.helin.uri.edu/pqdweb?did=990297941&sid=1&Fmt=2&clientId=16241&RQT=309&VName=PQD
-Price to order: $32.00
-Has chapters on both Fred Newton Scott and Thought News.
-Abstract:
"John Dewey once wrote: 'Of all affairs, communication is the most wonderful.' However, despite his obvious affection for communication, Dewey never tells us how it functions in the varied contexts of practical life in which one must employ the art of communication to influence the beliefs and behaviors of others.
This dissertation addresses this problem by approaching Dewey's thinking on communication from a distinctly rhetorical perspective. Thus, the goal of this dissertation is to explicate Dewey's theory of communication in the terms of a rhetorical theory. But insofar as his thought went through three distinct "periods" in his lifetime, beginning with his Idealistic period in 1880, moving into his Experimental period in 1903, and culminating in his Naturalistic period in 1925, Dewey can be said to have had three implicit rhetorical theories. To articulate and explain each of these theories, I trace Dewey's theoretical development through time and construct, through published works, private correspondence, and biographical material. I show that the first theory envisioned rhetoric as a form of eros that helps us grow towards Absolute self-consciousness. The second theory views rhetoric as a form of critical inquiry whose goal is the development of phronesis , or practical wisdom. The third theory treats rhetoric as a productive techne , or a naturalistic form of art that has the power to transform experience, nature, and society through its transactional character.
By tracing Dewey's theoretical development and explicating three implicit theories of rhetoric in his writings, this dissertation not only provides a unique perspective on Dewey's changing views on language, ontology, and social practice, but also demonstrates how each theory can still be effectively used to interpret and guide the art of rhetoric. This kind of work enables us to grasp different facets of this diverse and vibrant art. At the same time, it shows how Dewey's work remains an important resource for those who wish to promote and sustain a democratic way of life by educating citizens in the art of full and moving communication."
***Found a link to a FREE, COMPLETE PDF during a Google search! It may take a while to print, given it's over 300 pages, but will undoubtedly be more economical than purchasing it. I'll wait for your go ahead since I don't want to use all of your ink without permission!: http://etd.library.pitt.edu/ETD/available/etd-04192005-122710/unrestricted/Crick_ETD2005.pdf
---CAN'T PRINT, password encrypted. 11/2.
---------------------------------------------------------------------------
*Brian Jackson, "John Dewey and teaching rhetoric for civic engagement"
-Available on ProQuest w/ 24 page preview. Link to record: http://0-proquest.umi.com.helin.uri.edu/pqdweb?did=1288668721&sid=1&Fmt=2&clientId=16241&RQT=309&VName=PQD
-Price to order: $32.00
-Abstract:
"In this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By 'civic engagement' I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives."
---------------------------------------------------------------------------
*Willinda Savage, "The Evolution of John Dewey's Theory of Experimentalism as Developed at the University of Michigan"
-Price to order: $32.00.... I suppose we should just photocopy sections out of this..
---------------------------------------------------------------------------
*John J. Stuhr, "EXPERIENCE AS ACTIVITY: DEWEY'S METAPHYSICS." Ph.D., Vanderbilt University, 1976, 284 pages.
-Price to order: $41.00. No preview this time. No Google results.
-Available on ProQuest w/ 24 page preview. Link to record: http://0-proquest.umi.com.helin.uri.edu/pqdweb?did=990297941&sid=1&Fmt=2&clientId=16241&RQT=309&VName=PQD
-Price to order: $32.00
-Has chapters on both Fred Newton Scott and Thought News.
-Abstract:
"John Dewey once wrote: 'Of all affairs, communication is the most wonderful.' However, despite his obvious affection for communication, Dewey never tells us how it functions in the varied contexts of practical life in which one must employ the art of communication to influence the beliefs and behaviors of others.
This dissertation addresses this problem by approaching Dewey's thinking on communication from a distinctly rhetorical perspective. Thus, the goal of this dissertation is to explicate Dewey's theory of communication in the terms of a rhetorical theory. But insofar as his thought went through three distinct "periods" in his lifetime, beginning with his Idealistic period in 1880, moving into his Experimental period in 1903, and culminating in his Naturalistic period in 1925, Dewey can be said to have had three implicit rhetorical theories. To articulate and explain each of these theories, I trace Dewey's theoretical development through time and construct, through published works, private correspondence, and biographical material. I show that the first theory envisioned rhetoric as a form of eros that helps us grow towards Absolute self-consciousness. The second theory views rhetoric as a form of critical inquiry whose goal is the development of phronesis , or practical wisdom. The third theory treats rhetoric as a productive techne , or a naturalistic form of art that has the power to transform experience, nature, and society through its transactional character.
By tracing Dewey's theoretical development and explicating three implicit theories of rhetoric in his writings, this dissertation not only provides a unique perspective on Dewey's changing views on language, ontology, and social practice, but also demonstrates how each theory can still be effectively used to interpret and guide the art of rhetoric. This kind of work enables us to grasp different facets of this diverse and vibrant art. At the same time, it shows how Dewey's work remains an important resource for those who wish to promote and sustain a democratic way of life by educating citizens in the art of full and moving communication."
***Found a link to a FREE, COMPLETE PDF during a Google search! It may take a while to print, given it's over 300 pages, but will undoubtedly be more economical than purchasing it. I'll wait for your go ahead since I don't want to use all of your ink without permission!: http://etd.library.pitt.edu/ETD/available/etd-04192005-122710/unrestricted/Crick_ETD2005.pdf
---CAN'T PRINT, password encrypted. 11/2.
---------------------------------------------------------------------------
*Brian Jackson, "John Dewey and teaching rhetoric for civic engagement"
-Available on ProQuest w/ 24 page preview. Link to record: http://0-proquest.umi.com.helin.uri.edu/pqdweb?did=1288668721&sid=1&Fmt=2&clientId=16241&RQT=309&VName=PQD
-Price to order: $32.00
-Abstract:
"In this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By 'civic engagement' I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives."
---------------------------------------------------------------------------
*Willinda Savage, "The Evolution of John Dewey's Theory of Experimentalism as Developed at the University of Michigan"
-Price to order: $32.00.... I suppose we should just photocopy sections out of this..
---------------------------------------------------------------------------
*John J. Stuhr, "EXPERIENCE AS ACTIVITY: DEWEY'S METAPHYSICS." Ph.D., Vanderbilt University, 1976, 284 pages.
-Price to order: $41.00. No preview this time. No Google results.
Saturday, September 22, 2007
Deliberation/Inquiry search, cont.
Search for (Dewey + deliberation OR inquiry OR epideictic)
--------------------------------------------------------------------------------
*Google:
-All encyclopedia articles or links to articles that are otherwise accessible on our Reference Databases.
--------------------------------------------------------------------------------
*EBSCOHost (Academic Search Premier, LISTA, EJS E-Journals, Topicsearch, Academic Search Elite, MasterFILE Premier):
--------------------------------------------------------------------------------
*Project Muse:
--------------------------------------------------------------------------------
*Literature Resource Center:
--------------------------------------------------------------------------------
*JSTOR:
--------------------------------------------------------------------------------
*CSA (Communication Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
-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.
--------------------------------------------------------------------------------
*Google:
-All encyclopedia articles or links to articles that are otherwise accessible on our Reference Databases.
--------------------------------------------------------------------------------
*EBSCOHost (Academic Search Premier, LISTA, EJS E-Journals, Topicsearch, Academic Search Elite, MasterFILE Premier):
--------------------------------------------------------------------------------
*Project Muse:
--------------------------------------------------------------------------------
*Literature Resource Center:
--------------------------------------------------------------------------------
*JSTOR:
--------------------------------------------------------------------------------
*CSA (Communication Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
-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.
Wednesday, August 29, 2007
Week 16 - "Thought News" query
Search for (Dewey + Thought News)
--------------------------------------------------------------------------------
*Results from Westbrook's section on Thought News:
In reference to quotes: "I got to Dewey," and "In place of discussing 'socialism,' we put out in the rightful sense of the word, the socialistic newspaper--the organ of the whole."
-Ford, Franklin. "Draft of Action." Ann Arbor, July 1, 1892. p 2-3, 8. Copy in the library of California State University, Fullerton.
---Not in HELIN, not on Google.
---Supposedly in a compilation of letters entitled Progressive Masks: Letters of Oliver Wendell Holmes, Jr., and Franklin Ford, edited by David Henry Burton, pages 20 and 58. Not in HELIN, ILL'ed 9/4/07.
---Also quoted in Neil Coughlan's Young John Dewey, page 96, though it's indefinite whether the entire draft is published here. Requested from RIC 9/4/07.
-------------------------------------------
Initial Studies on "Thought News":
-Savage, Willinda, "The Evolution of John Dewey's Philosophy of Experimentalism as Developed at the University of Michigan." PhD thesis, University of Michigan, 1950. p 140-151.
---Not in HELIN, not on Google. ILL'ed 9/4/07.
-Savage, Willinda. "John Dewey and 'Thought News' at the University of Michigan." Michigan Alumnus Quarterly Review 56.18, Spring (1950): 204-209.
---Not in HELIN, not on Google. ILL'ed 9/4/07.
-----------------------------------------
Follow-up Studies to Savage's Work:
-Feuer, Lewis S. "John Dewey and the Back to the People Movement in American Thought." Journal of the History of Ideas 20.4 (1959): 548-553.
---Link to text on JSTOR: http://links.jstor.org/sici?sici=0022-5037%28195910%2F12%2920%3A4%3C545%3AJDATBT%3E2.0.CO%3B2-Y
-Coughlan, Young John Dewey, p 93-112.
---Requested from RIC 9/4/07.
-----------------------------------------
A view from the perspective of another participant, Robert Park:
-Matthews, Fred H. Quest for an American Sociology: Robert E. Park and the Chicago School (Montreal: McGill Queen's University Press, 1977), p 20-30.
---Available at URI. Call #: HM22 U6 P345.
-----------------------------------------
John Dewey's conversational pieces with others about the forthcoming Thought News publication (pages 54 and 55 in Westbrook):
-"Memorandum" in John Dewey to Henry Carter Adams, 29 April 1889, Henry Carter Adams Papers, Michigan Historical Collections, University of Michigan.
---Requested a scan via WorldCat from University of Michigan 9/4/07.
-John Dewey to William James, 3 June 1891, in Ralph Barton Perry, The Thought and Character of William James (Boston: Little Brown, 1935), 518-519.
---Requested from RIC 9/4/07.
-Copy of circular in John Dewey to Thomas Davidson, 8 March 1892, Thomas Davidson Papers, Yale University
---Requested via WorldCat from Yale 9/4/07. NOT AVAILABLE.
-----------------------------------------
Detroit Tribune Archives: There have been so many different editions of this newspaper and so many bundlings of issues that I think I'm going to have to seek assistance in the microfiche area. This is on hold for now...
-Press Release quoted in Detroit Tribune, 10 April 1892, page 3. (Press release is the publication of Ford's second announcement describing Thought News without Dewey's knowledge or consent.)
-Detroit Tribune, 10 April 1892, 13 April 1892. (Criticism of Dewey's affiliation with Thought News by Detroit Tribune correspondents).
-"He's Planned No Revolution," Detroit Tribune, 13 April 1892. (Quote of Dewey repudiating Ford's claims on the aim of Thought News).
-----------------------------------------
John Dewey to Willinda Savage on the inevitable failure of Thought News:
-John Dewey to Willinda Savage, 30 May 1949, as quoted in "The Evolution of Dewey's Philosophy," p 150.
---ILL'ed 9/4/07.
-----------------------------------------
Corydon Ford's accusations against Dewey for his withdrawal from the project:
-Corydon Ford, The Child of Democracy (Ann Arbor, Michigan.: John V. Sheehan and Co., 1894), p 175.
---ILL'ed 9/4/07.
--------------------------------------------------------------------------------
*Random findings:
-John Dewey: Religious Faith and Democratic Humanism By Steven C. Rockefeller has a chapter entitled "Socializing Intelligence and the 'Thought News' Affair." Starts on page 172.
---Available at URI. Call #: B945 D44 R57 1991.
--------------------------------------------------------------------------------
*Google:
-School of Education website for the University of Michigan.
---Has a section on Dewey's involvement with Thought News, including a scan of an advertisement and several footnotes that may be valuable. Link: http://www.soe.umich.edu/dewey/thoughtnews/index.html
--------------------------------------------------------------------------------
*EBSCOHost (Academic Search Premier, LISTA, EJS E-Journals, Topicsearch, Academic Search Elite, MasterFILE Premier):
-Meilleur, Maurice. "John Dewey Redux." Antioch Review, Winter 2005, Vol. 63 Issue 1, p 173-184.
---A review of Jay Martin's biography on Dewey. Martin posits that the Thought News episode correlates with the process of public inquiry and, despite the fact that Thought News failed to be published, Dewey's goals for this project were meritable. Page 3. Link to full text: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16146226&site=ehost-live
-Martin, Jay. The Education of John Dewey. New York : Columbia University Press, c2002.
---Available at URI. Call #: B945.D44 M29 2002.
-Bronstein, Carolyn and Vaughn, Stephen. "Willard G. Bleyer and the relevance of journalism education." Journalism & Mass Communication Monographs. June 1998. Issue 166, p 1-36.
---Examines Willard G. Bleyer's contributions to journalism and argues that Bleyer actualized the intended missions of Thought News. Contains a footnote to a new source that quotes Dewey's initial praise of the newspaper:
"Quotation. Michigan Daily. March 16, 1892, quoted in Czitrom. Media
and the America Mind, 107, See also. Czitrom, 104-8; Everett M.
Rogers. A History of Communication Study: A Biographical Approach
(New York: Free Press, 1994). 174; and James W. Carey, "Commentary:
Communications and the Progressives," Critical Studies in Mass
Communication 6 (1989), 271-72"
Link to full text: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=779747&site=ehost-live
--------------------------------------------------------------------------------
*Project Muse:
-Auxier, Randall E. "Foucault, Dewey, and the History of the Present." The Journal of Speculative Philosophy 16.2, 2002 (New Series), pp. 75-102.
---Reports Delladale's speculated correlations between Foucault and Dewey. Suggests that Foucault may have been motivated by Dewey's achievements, particularly in journalism. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_speculative_philosophy/v016/16.2auxier.html
--------------------------------------------------------------------------------
*Literature Resource Center:
Repeats.
--------------------------------------------------------------------------------
*JSTOR:
-All relevant records simply repeat what Westbrook, Savage, or Coughlin have already said. Including Westhoff's "Popularization of Knowledge..." which we have already obtained.
-David H. Burton, Oliver Wendell Holmes, Franklin Ford. "The Curious Correspondence of Justice Oliver Wendell Holmes and Franklin Ford." The New England Quarterly 53.2, (Jun., 1980), pp. 196-211.
---Page 198 offers a footnote with references to other works that treat Ford's involvement in Journalism. Footnote about Dewey's involvement suggests Coughlin's book. Link to text: http://links.jstor.org/sici?sici=0028-4866%28198006%2953%3A2%3C196%3ATCCOJO%3E2.0.CO%3B2-I
--------------------------------------------------------------------------------
*CSA (Communication Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
Repeats.
--------------------------------------------------------------------------------
*Web of Science (ISI):
-Pinter, A. "Thought News - A quest for democratic communication technology." Javnost: The Public 10 (2): 93-104 JUN 2003.
---"Abstract: This paper presents an analytical framework for a reading of the Thought News project as an attempt to democratize the means of mass communication. The project was a creative endeavour of a former journalist Ford, and the American pragmatists, Dewey, Park, and Mead to set up an accessible newspaper about complex social processes. Because of its emphasis on the conditions of information diffusion as integrative and on the possible social bearing of theoretical knowledge, the project represents a typical nineteenth century reflection on mass communication. In this sense, it is comparable to the contemporaneous theories of Tarde and Schaffle, who similarly sought to improve the performance of the press. Arguably, central concerns of the project have not been obliterated by the new communication technologies, but persist instructively for our present uses of them." Link to full text: http://www.javnost-thepublic.org/media/datoteke/pinter-2-2003-6.pdf
--------------------------------------------------------------------------------
*HELIN:
No results.
--------------------------------------------------------------------------------
*Results from Westbrook's section on Thought News:
In reference to quotes: "I got to Dewey," and "In place of discussing 'socialism,' we put out in the rightful sense of the word, the socialistic newspaper--the organ of the whole."
-Ford, Franklin. "Draft of Action." Ann Arbor, July 1, 1892. p 2-3, 8. Copy in the library of California State University, Fullerton.
---Not in HELIN, not on Google.
---Supposedly in a compilation of letters entitled Progressive Masks: Letters of Oliver Wendell Holmes, Jr., and Franklin Ford, edited by David Henry Burton, pages 20 and 58. Not in HELIN, ILL'ed 9/4/07.
---Also quoted in Neil Coughlan's Young John Dewey, page 96, though it's indefinite whether the entire draft is published here. Requested from RIC 9/4/07.
-------------------------------------------
Initial Studies on "Thought News":
-Savage, Willinda, "The Evolution of John Dewey's Philosophy of Experimentalism as Developed at the University of Michigan." PhD thesis, University of Michigan, 1950. p 140-151.
---Not in HELIN, not on Google. ILL'ed 9/4/07.
-Savage, Willinda. "John Dewey and 'Thought News' at the University of Michigan." Michigan Alumnus Quarterly Review 56.18, Spring (1950): 204-209.
---Not in HELIN, not on Google. ILL'ed 9/4/07.
-----------------------------------------
Follow-up Studies to Savage's Work:
-Feuer, Lewis S. "John Dewey and the Back to the People Movement in American Thought." Journal of the History of Ideas 20.4 (1959): 548-553.
---Link to text on JSTOR: http://links.jstor.org/sici?sici=0022-5037%28195910%2F12%2920%3A4%3C545%3AJDATBT%3E2.0.CO%3B2-Y
-Coughlan, Young John Dewey, p 93-112.
---Requested from RIC 9/4/07.
-----------------------------------------
A view from the perspective of another participant, Robert Park:
-Matthews, Fred H. Quest for an American Sociology: Robert E. Park and the Chicago School (Montreal: McGill Queen's University Press, 1977), p 20-30.
---Available at URI. Call #: HM22 U6 P345.
-----------------------------------------
John Dewey's conversational pieces with others about the forthcoming Thought News publication (pages 54 and 55 in Westbrook):
-"Memorandum" in John Dewey to Henry Carter Adams, 29 April 1889, Henry Carter Adams Papers, Michigan Historical Collections, University of Michigan.
---Requested a scan via WorldCat from University of Michigan 9/4/07.
-John Dewey to William James, 3 June 1891, in Ralph Barton Perry, The Thought and Character of William James (Boston: Little Brown, 1935), 518-519.
---Requested from RIC 9/4/07.
-Copy of circular in John Dewey to Thomas Davidson, 8 March 1892, Thomas Davidson Papers, Yale University
---Requested via WorldCat from Yale 9/4/07. NOT AVAILABLE.
-----------------------------------------
Detroit Tribune Archives: There have been so many different editions of this newspaper and so many bundlings of issues that I think I'm going to have to seek assistance in the microfiche area. This is on hold for now...
-Press Release quoted in Detroit Tribune, 10 April 1892, page 3. (Press release is the publication of Ford's second announcement describing Thought News without Dewey's knowledge or consent.)
-Detroit Tribune, 10 April 1892, 13 April 1892. (Criticism of Dewey's affiliation with Thought News by Detroit Tribune correspondents).
-"He's Planned No Revolution," Detroit Tribune, 13 April 1892. (Quote of Dewey repudiating Ford's claims on the aim of Thought News).
-----------------------------------------
John Dewey to Willinda Savage on the inevitable failure of Thought News:
-John Dewey to Willinda Savage, 30 May 1949, as quoted in "The Evolution of Dewey's Philosophy," p 150.
---ILL'ed 9/4/07.
-----------------------------------------
Corydon Ford's accusations against Dewey for his withdrawal from the project:
-Corydon Ford, The Child of Democracy (Ann Arbor, Michigan.: John V. Sheehan and Co., 1894), p 175.
---ILL'ed 9/4/07.
--------------------------------------------------------------------------------
*Random findings:
-John Dewey: Religious Faith and Democratic Humanism By Steven C. Rockefeller has a chapter entitled "Socializing Intelligence and the 'Thought News' Affair." Starts on page 172.
---Available at URI. Call #: B945 D44 R57 1991.
--------------------------------------------------------------------------------
*Google:
-School of Education website for the University of Michigan.
---Has a section on Dewey's involvement with Thought News, including a scan of an advertisement and several footnotes that may be valuable. Link: http://www.soe.umich.edu/dewey/thoughtnews/index.html
--------------------------------------------------------------------------------
*EBSCOHost (Academic Search Premier, LISTA, EJS E-Journals, Topicsearch, Academic Search Elite, MasterFILE Premier):
-Meilleur, Maurice. "John Dewey Redux." Antioch Review, Winter 2005, Vol. 63 Issue 1, p 173-184.
---A review of Jay Martin's biography on Dewey. Martin posits that the Thought News episode correlates with the process of public inquiry and, despite the fact that Thought News failed to be published, Dewey's goals for this project were meritable. Page 3. Link to full text: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16146226&site=ehost-live
-Martin, Jay. The Education of John Dewey. New York : Columbia University Press, c2002.
---Available at URI. Call #: B945.D44 M29 2002.
-Bronstein, Carolyn and Vaughn, Stephen. "Willard G. Bleyer and the relevance of journalism education." Journalism & Mass Communication Monographs. June 1998. Issue 166, p 1-36.
---Examines Willard G. Bleyer's contributions to journalism and argues that Bleyer actualized the intended missions of Thought News. Contains a footnote to a new source that quotes Dewey's initial praise of the newspaper:
"Quotation. Michigan Daily. March 16, 1892, quoted in Czitrom. Media
and the America Mind, 107, See also. Czitrom, 104-8; Everett M.
Rogers. A History of Communication Study: A Biographical Approach
(New York: Free Press, 1994). 174; and James W. Carey, "Commentary:
Communications and the Progressives," Critical Studies in Mass
Communication 6 (1989), 271-72"
Link to full text: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=779747&site=ehost-live
--------------------------------------------------------------------------------
*Project Muse:
-Auxier, Randall E. "Foucault, Dewey, and the History of the Present." The Journal of Speculative Philosophy 16.2, 2002 (New Series), pp. 75-102.
---Reports Delladale's speculated correlations between Foucault and Dewey. Suggests that Foucault may have been motivated by Dewey's achievements, particularly in journalism. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_speculative_philosophy/v016/16.2auxier.html
--------------------------------------------------------------------------------
*Literature Resource Center:
Repeats.
--------------------------------------------------------------------------------
*JSTOR:
-All relevant records simply repeat what Westbrook, Savage, or Coughlin have already said. Including Westhoff's "Popularization of Knowledge..." which we have already obtained.
-David H. Burton, Oliver Wendell Holmes, Franklin Ford. "The Curious Correspondence of Justice Oliver Wendell Holmes and Franklin Ford." The New England Quarterly 53.2, (Jun., 1980), pp. 196-211.
---Page 198 offers a footnote with references to other works that treat Ford's involvement in Journalism. Footnote about Dewey's involvement suggests Coughlin's book. Link to text: http://links.jstor.org/sici?sici=0028-4866%28198006%2953%3A2%3C196%3ATCCOJO%3E2.0.CO%3B2-I
--------------------------------------------------------------------------------
*CSA (Communication Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
Repeats.
--------------------------------------------------------------------------------
*Web of Science (ISI):
-Pinter, A. "Thought News - A quest for democratic communication technology." Javnost: The Public 10 (2): 93-104 JUN 2003.
---"Abstract: This paper presents an analytical framework for a reading of the Thought News project as an attempt to democratize the means of mass communication. The project was a creative endeavour of a former journalist Ford, and the American pragmatists, Dewey, Park, and Mead to set up an accessible newspaper about complex social processes. Because of its emphasis on the conditions of information diffusion as integrative and on the possible social bearing of theoretical knowledge, the project represents a typical nineteenth century reflection on mass communication. In this sense, it is comparable to the contemporaneous theories of Tarde and Schaffle, who similarly sought to improve the performance of the press. Arguably, central concerns of the project have not been obliterated by the new communication technologies, but persist instructively for our present uses of them." Link to full text: http://www.javnost-thepublic.org/media/datoteke/pinter-2-2003-6.pdf
--------------------------------------------------------------------------------
*HELIN:
No results.
Friday, August 24, 2007
Week 15 - Deliberation/Inquiry Search
Search for (Dewey + deliberation OR inquiry OR epideictic)
--------------------------------------------------------------------------------
*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.
--------------------------------------------------------------------------------
*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.
--------------------------------------------------------------------------------
*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.
--------------------------------------------------------------------------------
*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.
Thursday, August 2, 2007
Week 12/13/14/15 - Dewey - Keyword Searches
Search for (Dewey + rhetoric/rhetor/rhetorician/rhetorical):
-----------------------------------------------------------------------------
*Project Muse:
-Welsh, Scott. "Deliberative Democracy and the Rhetorical Production of Political Culture."
Rhetoric & Public Affairs - Volume 5, Number 4, Winter 2002, pp. 679-707
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.4welsh.html
---Printed 11/2
-Hauser, Gerard A. and Benoit-Barne, Chantal. "Reflections on Rhetoric, Deliberative Democracy, Civil Society, and Trust." Rhetoric & Public Affairs - Volume 5, Number 2, Summer 2002, pp. 261-275
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2hauser.html
---Printed 11/2
-Crick, Nathan. "Rhetoric, Philosophy, and the Public Intellectual." Philosophy and Rhetoric - Volume 39, Number 2, 2006, pp. 127-139
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v039/39.2crick.html
---Printed 11/2
-Eberly, Rosa A. "Rhetoric and the Anti-Logos Doughball: Teaching Deliberating Bodies the Practices of Participatory Democracy." Rhetoric & Public Affairs - Volume 5, Number 2, Summer 2002, pp. 287-300.
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2eberly.html
---Printed 11/2
-Doxtader, Erik W. "Characters in the Middle of Public Life: Consensus, Dissent, and Ethos." Philosophy and Rhetoric - Volume 33, Number 4, 2000, pp. 336-369
---A decent piece about public deliberation, though it makes only a single reference to Dewey. Link to full text:
http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v033/33.4doxtader.html
-Labaree, David F. "The Ed School's Romance with Progressivism." Brookings Papers on Education Policy - 2004, pp. 89-112
---This is an interesting find that refers back to TDH if you're interested.. Examines educational progressivism as a whole and takes a close look at Dewey's progressive ideas.
Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/brookings_papers_on_education_policy/v2004/2004.1labaree.html
-Ivie, Robert L. "Academic Freedom and Antiwar Dissent in a Democratic Idiom." College Literature - 33.4, Fall 2006, pp. 76-92.
---This title isn't so self-explanatory, so here's the abstract:
----------------Added 8/7/07:
-Levasseur, David G. & Carlin, Diana B. "Egocentric Argument and the Public Sphere: Citizen Deliberations on Public Policy and Policymakers." Rhetoric & Public Affairs Volume 4, Number 3, Fall 2001, pp. 407-431/
---Makes a single reference to Dewey (The Public and Its Problems). Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v004/4.3levasseur.html
-Bruner, Michael Lane. "Global Governance and the Critical Public." Rhetoric & Public Affairs Volume 6, Number 4, Winter 2003, pp. 687-708.
---A contemporary examination of the benefits of opening up private deliberations by government organizations to the public, and the setbacks this procedure has suffered post-9/11. Makes a couple of references to Dewey. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v006/6.4bruner.html
-Sproule, J. Michael. "Oratory, Democracy, and the Culture of Participation." Rhetoric & Public Affairs Volume 5, Number 2, Summer 2002, pp. 301-310.
---Another contemporary progressive piece - examines how modern, "web-based communication" and "deliberative polls" help restore civic participation. Dewey's philosophy is strung throughout. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2sproule.html
---Printed 11/2
-Flamm, Matthew C. "The Demanding Community: Politicization of the Individual after Dewey." Education and Culture - Volume 22, Number 1, 2006, pp. 35-54.
---Pages 43-49 (approximately) discuss Dewey's ideas on inquiry (defined more philosophically than democratically in this context) and the public. Flamm compares these ideas with those of C. Wright Mills. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/education_and_culture/v022/22.1flamm.html
---Printed 11/2
---------------Added 8/8/07 and 8/9/07:
-Schollmeier, Paul. "Pragmatic Method and Its Rhetorical Lineage." Philosophy and Rhetoric 35.4, 2002, pp. 368-381.
---A rather quirky piece about how pragmatic methods and rhetorical arguments may be one in the same. Makes only a couple background references to Dewey, but this is an interesting article as a whole. Schollmeier is very concerned with making sure pragmatists do not sell their theories short of being applicable to moral theory and political theory as well. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v035/35.4schollmeier.html
---Printed 11/2
-Feffer, Andrew. "The Presence of Democracy: Deweyan Exceptionalism and Communist Teachers in the 1930s." Journal of the History of Ideas 66.1, January 2005, pp. 79-97.
---Takes a very close look at Dewey's participation in politics. Uses his progress in educational and industrial reform as examples of social and democratic participation. Feffer offers very little praise of Dewey or these methods, though. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_the_history_of_ideas/v066/66.1feffer.html
-Connor, J.D. "Review of Rhetoric, Sophistry, Pragmatism." MLN 110.4, September 1995 (Comparative Literature Issue), pp. 979-983.
---This is a review of Steven Mailloux's Rhetoric, Sophistry, Pragmatism, a collection of nine essays, most of which have a "Deweyite thrust." http://0-muse.jhu.edu.helin.uri.edu/journals/mln/v110/110.4br_mailloux.html
-Mailloux, Steven. Rhetoric, Sophistry, Pragmatism. Cambridge University Press (May 26, 1995).
---ILL'ed 8/9/07.
-Keith, William M. "Democratic Revival and the Promise of Cyberspace: Lessons from the Forum Movement." Rhetoric & Public Affairs 5.2, Summer 2002, pp. 311-326.
---"This essay reviews the history of two Progressive-Era attempts to reconceive democracy, the Forum Movement, and the Discussion Movement, and applies lessons from them to the attempts to renew deliberative democracy in the twenty-first century, particularly in cyberspace." Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2keith02.html
---Printed 11/2
------------------Added 8/15/07:
-Pfister, Damien. Review of Reconstructing Public Reason by Eric MacGilvray. Cambridge, MA: Harvard University Press, 2004; pp xii + 247.
---Here are a few excerpts from the review:
"Eric MacGilvray, professor of political science at the University of Wisconsin-Madison, poses this question with a twist: "How can we combat the narrowing of our moral horizons that threatens to become a defining feature of modern societies and at the same time honor the diversity of moral commitments that we find in those societies?" (13–14). His thoughtful book, Reconstructing Public Reason, proposes a pragmatic modification of liberalism that hypothesizes making narrative accounts of proposed actions transparent, public, and prospective in order to test competing claims. By doing so, MacGilvray suggests that the "experimental intelligence" of citizens can be activated to secure legitimacy for collective decisionmaking.
While written for an audience of political theorists, Reconstructing Public Reason will appeal to scholars interested in deliberative democracy, pragmatism, and narrative reasoning."
"Each citizen has unique insights to contribute to public discourse, and the task of a pragmatic political theory is to integrate all these perspectives into a syncretic whole. Such a political orientation is [End Page 153] particularly relevant given the rapid advances in new communication technologies that empower citizen deliberation. Blogs, wikis, and podcasts—to name just a few technologies of the emergent democratic order—amplify public debate in civil society on a scale and frequency never before possible. The mass media, traditionally charged with channeling public needs and individual concerns, are gradually being displaced by these "niche-knowledge" providers which serve as new intermediaries for deliberation."
"Acknowledging one's own fallibility, while remaining open to others' claims, requires deft rhetorical maneuvering that MacGilvray leaves unexplored."
It seems to me that the above-mentioned "rhetorical maneuvering" is what could possibly contribute most to your tentative argument, but perhaps this book will help spawn some ideas? Let me know if you're interested. Here's a link to the review: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v010/10.1pfister.html
-Eric MacGilvray. Reconstructing Public Reason. Cambridge, MA: Harvard University Press, 2004; pp xii + 247.
---Ordered on ILL 11/8/07.
-McAfee, Noelle. "Three Models of Democratic Deliberation." The Journal of Speculative Philosophy 18.1, 2004, pp. 44-59.
---Explores the "quasi-Deweyan," "Integrative" model of public deliberation aside two other models. Link: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_speculative_philosophy/v018/18.1mcafee.html
---Printed 11/2
-Fischer, Frank. "Professional Expertise in a Deliberative Democracy." The Good Society 13.1, 2004, pp. 21-27.
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/good_society/v013/13.1fischer.html
-Hare, William. "Teaching and the Barricades to Inquiry." The Journal of General Education 49.2, 2000, pp. 88-109.
---A pedagogical look at inquiry. Makes a couple references to Dewey. Full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_general_education/v049/49.2hare.html
-Roy, Kaustuv and Swaminathan, Raji. "School Relations: Moving from Monologue to Dialogue." The High School Journal 85.4, April-May 2002, pp. 40-51.
---Another educational piece.. this one has a muckraking feel to it, though, and refers back to a few of Dewey's quotations, one of which pertains to inquiry. I don't know how much it will supplement your ideas, but it's interesting. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/high_school_journal/v085/85.4roy.html
----------------Added on 8/16/07:
-Finished going through all of 517 records on Project Muse! There wasn't anything past record 400 or so. Here's an example of one of several yellow flags that signaled the end of relevant research:
Hubbell, Andrew. "How Wordsworth invented picnicking and saved British Culture."
Ha.
-----------------------------------------------------------------------------
*Literature Resource Center:
-Grange, Joseph. "The disappearance of the public good: Confucius, Dewey, Rorty." Philosophy East and West, July 1996 46.3 p351(16) (Special Issue: Seventh East-West Philosophers' Conference)
---Compares Dewey's view of public sphere/private sphere relations to those of Confucius and Rorty. Focuses on The Public and Its Problems. Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=TX&srchtp=adv&c=6&stab=2048&ASB2=AND&ADVSF2=rhetor*&docNum=A18397700&ADVSF1=dewey&ADVST1=TI&bConts=2099363&vrsn=3&ASB1=AND&ste=78&tab=2&tbst=asrch&ADVST3=NA
-Brickman, William W. "Dewey's Social and Political Commentary." Guide to the Works of John Dewey, edited by Jo Ann Boydston. Southern Illinois University Press, 1970, pp. 218-56.
---Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=KA&srchtp=adv&c=22&stab=512&ASB2=AND&ADVSF2=rhetor*&docNum=H1420023984&ADVSF1=dewey&ADVST1=KA&bConts=643&vrsn=3&ASB1=AND&ste=74&tab=2&tbst=asrch&ADVST3=NA
-Hollinger, David A. "The Problem of Pragmatism in American History: A Look Back and a Look Ahead." Pragmatism: From Progressivism to Postmodernism, edited by Robert Hollinger and David Depew, pp. 19-37. Westport, Conn. and London: Praeger, 1995.
---Criticizes pragmatism, but outlines Dewey's pragmatic ideas and strategy of inquiry. Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=KA&srchtp=adv&c=79&stab=512&ASB2=AND&ADVSF2=rhetor*&docNum=H1420072082&ADVSF1=dewey&ADVST1=KA&bConts=643&vrsn=3&ASB1=AND&ste=74&tab=2&tbst=asrch&ADVST3=NA
-----------------------------------------------------------------------------
*JSTOR: (returned almost 3,000 records! eek! i'm going to go through the first few pages for now and see if anything new turns up)
-George E. Barton, Jr. "John Dewey: Too Soon a Period Piece?" The School Review 67.2, Dewey Centennial Issue (Summer, 1959), pp. 128-138.
---Goes into inquiry after page 4 or so: http://links.jstor.org/sici?sici=0036-6773%28195922%2967%3A2%3C128%3AJDTSAP%3E2.0.CO%3B2-0
--------------Added 8/18/07:
-Morris, Debra. "'How Shall We Read What We Call Reality?': John Dewey's New Science of Democracy." American Journal of Political Science 43.2, (Apr., 1999), pp. 608-628.
---Section two will likely be of the most use to you.. delves into Dewey's concept of inquiry in a political context. Full text: http://links.jstor.org/sici?sici=0092-5853%28199904%2943%3A2%3C608%3A%22SWRWW%3E2.0.CO%3B2-N Printed 11/8/07.
-Westhoff, Laura M. "The Popularization of Knowledge: John Dewey on Experts and American Democracy." History of Education Quarterly 35.1 (Spring, 1995), pp. 27-47.
---Describes, at length, the formulation of Dewey's belief that (social) sciences can be used as a tool for reform. Full text: http://links.jstor.org/sici?sici=0018-2680%28199521%2935%3A1%3C27%3ATPOKJD%3E2.0.CO%3B2-R
-Fishman, Stephen M. "Explicating Our Tacit Tradition: John Dewey and Composition Studies." College Composition and Communication 44.3, (Oct., 1993), pp. 315-330.
---Applies Dewey to composition studies, compares him with Peter Elbow and romantic ideals, and also provides references to past studies on Dewey and composition that may be useful. Link to full text: http://links.jstor.org/sici?sici=0010-096X%28199310%2944%3A3%3C315%3AEOTTJD%3E2.0.CO%3B2-1 Printed 11/8/07.
- Crick, Nathan."Composition as Experience: John Dewey on Creative Expression and the Origins of 'Mind'." College Composition and Communication 55.2, (Dec., 2003), pp. 254-275.
---"This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pegagogy." Link to full text: http://links.jstor.org/sici?sici=0010-096X%28200312%2955%3A2%3C254%3ACAEJDO%3E2.0.CO%3B2-5 Printed.
-------------Added 8/19/07:
-Lardner, Ted and Alan W. France. "Two Comments on 'Conceptualizing Writing as Moral and Civic Thinking'." College English 55.7 (Nov., 1993), pp. 801-806.
---This piece is a commentary on Sandra Stotsky's "Conceptualizing Writing as Moral and Civic Thinking," an article that argues the need for academic writers to acknowledge the moral implications of their compositions. Full text: http://links.jstor.org/sici?sici=0010-0994%28199311%2955%3A7%3C801%3ATCO%22WA%3E2.0.CO%3B2-D
-Stotsky, Sandra. "Conceptualizing Writing as Moral and Civic Thinking." College English 54.7. November 1992. p 794-808.
---Link to full text on JSTOR: http://links.jstor.org/sici?sici=0010-0994%28199211%2954%3A7%3C794%3ACWAMAC%3E2.0.CO%3B2-H Printed 11/8/07.
-Smiley, Marion. "Pragmatic Inquiry and Democratic Politics." American Journal of Political Science 43.2, (Apr., 1999), pp. 629-647
---Examines multiple essays, including Dewey's, that contribute to the revival of democratic inquiry. Then examines the necessity of composing a set of criteria to effectively enact democratic inquiry in public practice. Lastly, provides an example of such criteria that can be derived from the essays under examination and poses problems that may come along with each. Link to full text: http://links.jstor.org/sici?sici=0092-5853%28199904%2943%3A2%3C629%3APIADP%3E2.0.CO%3B2-V Printed 11/8/07.
-Aron, Israela Ettenberg. "Moral Philosophy and Moral Education II. The Formalist Tradition and the Deweyan Alternative." The School Review 85.4, (Aug., 1977), pp. 513-534.
---Written in '77 before the big Dewey revival occurred. The section entitled "Dewey's ethical theory" is likely to be the most useful. It discusses inquiry and deliberation, though in more of an ethical sense than a public sense. Ultimately applies Dewey's theory to "moral education." Link to full text: http://links.jstor.org/sici?sici=0036-6773%28197708%2985%3A4%3C513%3AMPAMEI%3E2.0.CO%3B2-1 Printed 11/8/07.
-Dillion, Deborah R., David G. O'Brien, and Elizabeth E. Heilman. "Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality." Reading Research Quarterly 35.1, (Jan., 2000), pp. 10-26.
---Full text: http://links.jstor.org/sici?sici=0034-0553%28200001%2F03%2935%3A1%3C10%3ALRITNM%3E2.0.CO%3B2-W Printed 11/8/07.
-Eberly, Rosa A. "From Writers, Audiences, and Communities to Publics: Writing Classrooms as Protopublic Spaces." Rhetoric Review 18.1, (Autumn, 1999), pp. 165-178.
---Full text: http://links.jstor.org/sici?sici=0735-0198%28199923%2918%3A1%3C165%3AFWAACT%3E2.0.CO%3B2-0 Printed 11/8/07
-------------Added 8/24/07:
-Gabella, Marcy Singer. "Unlearning Certainty: Toward a Culture of Student Inquiry." Theory into Practice 34.4, Creating Learner Centered Schools (Autumn, 1995), pp. 236-242.
---An interesting case study that examines the effects of implementing a Deweyan, inquiry-based curriculum (at Souhegan High School) that is open to ambiguity and uncertainty. Link: http://links.jstor.org/sici?sici=0040-5841%28199523%2934%3A4%3C236%3AUCTACO%3E2.0.CO%3B2-G
-Strike, Kenneth A. "The Moral Role of Schooling in a Liberal Democratic Society." Review of Research in Education Vol. 17 (1991), pp. 413-483.
---This 70-page chapter draws upon the ideas of Dewey and other theorists to examine the formation of publics through philosophical and moral teachings in democratic education. Full text: http://links.jstor.org/sici?sici=0091-732X%281991%2917%3C413%3ATMROSI%3E2.0.CO%3B2-M
- Left off at record 250 for now.
-----------------------------------------------------------------------------
-----------------Added 8/14/07:
*CSA (Communications Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
-Null, J Wesley. "Education and Knowledge, Not Standards and Accountability: A Critique of Reform Rhetoric through the Ideas of Dewey, Bagley, and Schwab." Educational Studies 34.4, pp. 397-413, Winter 2003.
---Link to record/full text: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=12280654&site=ehost-live
-----------------------------------------------------------------------------
*Web of Science (ISI):
-All repeats.
-----------------------------------------------------------------------------
*HELIN:
-No results for title search (dewey + rhetor**), booooo...
-Also assuming that all of Dewey's works are printed in our volumes.
-----------------------------------------------------------------------------
-----------------------------------------------------------------------------
*Project Muse:
-Welsh, Scott. "Deliberative Democracy and the Rhetorical Production of Political Culture."
Rhetoric & Public Affairs - Volume 5, Number 4, Winter 2002, pp. 679-707
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.4welsh.html
---Printed 11/2
-Hauser, Gerard A. and Benoit-Barne, Chantal. "Reflections on Rhetoric, Deliberative Democracy, Civil Society, and Trust." Rhetoric & Public Affairs - Volume 5, Number 2, Summer 2002, pp. 261-275
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2hauser.html
---Printed 11/2
-Crick, Nathan. "Rhetoric, Philosophy, and the Public Intellectual." Philosophy and Rhetoric - Volume 39, Number 2, 2006, pp. 127-139
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v039/39.2crick.html
---Printed 11/2
-Eberly, Rosa A. "Rhetoric and the Anti-Logos Doughball: Teaching Deliberating Bodies the Practices of Participatory Democracy." Rhetoric & Public Affairs - Volume 5, Number 2, Summer 2002, pp. 287-300.
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2eberly.html
---Printed 11/2
-Doxtader, Erik W. "Characters in the Middle of Public Life: Consensus, Dissent, and Ethos." Philosophy and Rhetoric - Volume 33, Number 4, 2000, pp. 336-369
---A decent piece about public deliberation, though it makes only a single reference to Dewey. Link to full text:
http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v033/33.4doxtader.html
-Labaree, David F. "The Ed School's Romance with Progressivism." Brookings Papers on Education Policy - 2004, pp. 89-112
---This is an interesting find that refers back to TDH if you're interested.. Examines educational progressivism as a whole and takes a close look at Dewey's progressive ideas.
Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/brookings_papers_on_education_policy/v2004/2004.1labaree.html
-Ivie, Robert L. "Academic Freedom and Antiwar Dissent in a Democratic Idiom." College Literature - 33.4, Fall 2006, pp. 76-92.
---This title isn't so self-explanatory, so here's the abstract:
"Academic freedom, as conceptualized by John Dewey, entailed not only the principle of unfettered intellectual inquiry but also the equally important, but often overlooked, expectation of artful communication. Both the principle and the expectation were grounded in the argument that academic freedom is legitimized as an investment in democracy. The development of a great democratic community depends not only on unfettered social inquiry but also the full and moving public communication of intellectual insights and innovations. Consistent with Dewey's vision, and drawing on Michel de Certeau, this paper examines academic freedom as a form of political dissent and mode of resisting governing orthodoxies, that is, as a tactic or set of tactics for speaking in the democratic idiom. It draws on the examples of David Horowitz and Ward Churchill to caution against tactics of reverse recrimination that render dissenting speech strategically vulnerable to ruling frames of interpretation."
Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/college_literature/v033/33.4ivie.html----------------Added 8/7/07:
-Levasseur, David G. & Carlin, Diana B. "Egocentric Argument and the Public Sphere: Citizen Deliberations on Public Policy and Policymakers." Rhetoric & Public Affairs Volume 4, Number 3, Fall 2001, pp. 407-431/
---Makes a single reference to Dewey (The Public and Its Problems). Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v004/4.3levasseur.html
-Bruner, Michael Lane. "Global Governance and the Critical Public." Rhetoric & Public Affairs Volume 6, Number 4, Winter 2003, pp. 687-708.
---A contemporary examination of the benefits of opening up private deliberations by government organizations to the public, and the setbacks this procedure has suffered post-9/11. Makes a couple of references to Dewey. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v006/6.4bruner.html
-Sproule, J. Michael. "Oratory, Democracy, and the Culture of Participation." Rhetoric & Public Affairs Volume 5, Number 2, Summer 2002, pp. 301-310.
---Another contemporary progressive piece - examines how modern, "web-based communication" and "deliberative polls" help restore civic participation. Dewey's philosophy is strung throughout. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2sproule.html
---Printed 11/2
-Flamm, Matthew C. "The Demanding Community: Politicization of the Individual after Dewey." Education and Culture - Volume 22, Number 1, 2006, pp. 35-54.
---Pages 43-49 (approximately) discuss Dewey's ideas on inquiry (defined more philosophically than democratically in this context) and the public. Flamm compares these ideas with those of C. Wright Mills. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/education_and_culture/v022/22.1flamm.html
---Printed 11/2
---------------Added 8/8/07 and 8/9/07:
-Schollmeier, Paul. "Pragmatic Method and Its Rhetorical Lineage." Philosophy and Rhetoric 35.4, 2002, pp. 368-381.
---A rather quirky piece about how pragmatic methods and rhetorical arguments may be one in the same. Makes only a couple background references to Dewey, but this is an interesting article as a whole. Schollmeier is very concerned with making sure pragmatists do not sell their theories short of being applicable to moral theory and political theory as well. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/philosophy_and_rhetoric/v035/35.4schollmeier.html
---Printed 11/2
-Feffer, Andrew. "The Presence of Democracy: Deweyan Exceptionalism and Communist Teachers in the 1930s." Journal of the History of Ideas 66.1, January 2005, pp. 79-97.
---Takes a very close look at Dewey's participation in politics. Uses his progress in educational and industrial reform as examples of social and democratic participation. Feffer offers very little praise of Dewey or these methods, though. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_the_history_of_ideas/v066/66.1feffer.html
-Connor, J.D. "Review of Rhetoric, Sophistry, Pragmatism." MLN 110.4, September 1995 (Comparative Literature Issue), pp. 979-983.
---This is a review of Steven Mailloux's Rhetoric, Sophistry, Pragmatism, a collection of nine essays, most of which have a "Deweyite thrust." http://0-muse.jhu.edu.helin.uri.edu/journals/mln/v110/110.4br_mailloux.html
-Mailloux, Steven. Rhetoric, Sophistry, Pragmatism. Cambridge University Press (May 26, 1995).
---ILL'ed 8/9/07.
-Keith, William M. "Democratic Revival and the Promise of Cyberspace: Lessons from the Forum Movement." Rhetoric & Public Affairs 5.2, Summer 2002, pp. 311-326.
---"This essay reviews the history of two Progressive-Era attempts to reconceive democracy, the Forum Movement, and the Discussion Movement, and applies lessons from them to the attempts to renew deliberative democracy in the twenty-first century, particularly in cyberspace." Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v005/5.2keith02.html
---Printed 11/2
------------------Added 8/15/07:
-Pfister, Damien. Review of Reconstructing Public Reason by Eric MacGilvray. Cambridge, MA: Harvard University Press, 2004; pp xii + 247.
---Here are a few excerpts from the review:
"Eric MacGilvray, professor of political science at the University of Wisconsin-Madison, poses this question with a twist: "How can we combat the narrowing of our moral horizons that threatens to become a defining feature of modern societies and at the same time honor the diversity of moral commitments that we find in those societies?" (13–14). His thoughtful book, Reconstructing Public Reason, proposes a pragmatic modification of liberalism that hypothesizes making narrative accounts of proposed actions transparent, public, and prospective in order to test competing claims. By doing so, MacGilvray suggests that the "experimental intelligence" of citizens can be activated to secure legitimacy for collective decisionmaking.
While written for an audience of political theorists, Reconstructing Public Reason will appeal to scholars interested in deliberative democracy, pragmatism, and narrative reasoning."
"Each citizen has unique insights to contribute to public discourse, and the task of a pragmatic political theory is to integrate all these perspectives into a syncretic whole. Such a political orientation is [End Page 153] particularly relevant given the rapid advances in new communication technologies that empower citizen deliberation. Blogs, wikis, and podcasts—to name just a few technologies of the emergent democratic order—amplify public debate in civil society on a scale and frequency never before possible. The mass media, traditionally charged with channeling public needs and individual concerns, are gradually being displaced by these "niche-knowledge" providers which serve as new intermediaries for deliberation."
"Acknowledging one's own fallibility, while remaining open to others' claims, requires deft rhetorical maneuvering that MacGilvray leaves unexplored."
It seems to me that the above-mentioned "rhetorical maneuvering" is what could possibly contribute most to your tentative argument, but perhaps this book will help spawn some ideas? Let me know if you're interested. Here's a link to the review: http://0-muse.jhu.edu.helin.uri.edu/journals/rhetoric_and_public_affairs/v010/10.1pfister.html
-Eric MacGilvray. Reconstructing Public Reason. Cambridge, MA: Harvard University Press, 2004; pp xii + 247.
---Ordered on ILL 11/8/07.
-McAfee, Noelle. "Three Models of Democratic Deliberation." The Journal of Speculative Philosophy 18.1, 2004, pp. 44-59.
---Explores the "quasi-Deweyan," "Integrative" model of public deliberation aside two other models. Link: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_speculative_philosophy/v018/18.1mcafee.html
---Printed 11/2
-Fischer, Frank. "Professional Expertise in a Deliberative Democracy." The Good Society 13.1, 2004, pp. 21-27.
---Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/good_society/v013/13.1fischer.html
-Hare, William. "Teaching and the Barricades to Inquiry." The Journal of General Education 49.2, 2000, pp. 88-109.
---A pedagogical look at inquiry. Makes a couple references to Dewey. Full text: http://0-muse.jhu.edu.helin.uri.edu/journals/journal_of_general_education/v049/49.2hare.html
-Roy, Kaustuv and Swaminathan, Raji. "School Relations: Moving from Monologue to Dialogue." The High School Journal 85.4, April-May 2002, pp. 40-51.
---Another educational piece.. this one has a muckraking feel to it, though, and refers back to a few of Dewey's quotations, one of which pertains to inquiry. I don't know how much it will supplement your ideas, but it's interesting. Link to full text: http://0-muse.jhu.edu.helin.uri.edu/journals/high_school_journal/v085/85.4roy.html
----------------Added on 8/16/07:
-Finished going through all of 517 records on Project Muse! There wasn't anything past record 400 or so. Here's an example of one of several yellow flags that signaled the end of relevant research:
Hubbell, Andrew. "How Wordsworth invented picnicking and saved British Culture."
Ha.
-----------------------------------------------------------------------------
*Literature Resource Center:
-Grange, Joseph. "The disappearance of the public good: Confucius, Dewey, Rorty." Philosophy East and West, July 1996 46.3 p351(16) (Special Issue: Seventh East-West Philosophers' Conference)
---Compares Dewey's view of public sphere/private sphere relations to those of Confucius and Rorty. Focuses on The Public and Its Problems. Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=TX&srchtp=adv&c=6&stab=2048&ASB2=AND&ADVSF2=rhetor*&docNum=A18397700&ADVSF1=dewey&ADVST1=TI&bConts=2099363&vrsn=3&ASB1=AND&ste=78&tab=2&tbst=asrch&ADVST3=NA
-Brickman, William W. "Dewey's Social and Political Commentary." Guide to the Works of John Dewey, edited by Jo Ann Boydston. Southern Illinois University Press, 1970, pp. 218-56.
---Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=KA&srchtp=adv&c=22&stab=512&ASB2=AND&ADVSF2=rhetor*&docNum=H1420023984&ADVSF1=dewey&ADVST1=KA&bConts=643&vrsn=3&ASB1=AND&ste=74&tab=2&tbst=asrch&ADVST3=NA
-Hollinger, David A. "The Problem of Pragmatism in American History: A Look Back and a Look Ahead." Pragmatism: From Progressivism to Postmodernism, edited by Robert Hollinger and David Depew, pp. 19-37. Westport, Conn. and London: Praeger, 1995.
---Criticizes pragmatism, but outlines Dewey's pragmatic ideas and strategy of inquiry. Link to full text: http://0-galenet.galegroup.com.helin.uri.edu/servlet/LitRC?locID=rhode&ADVST2=KA&srchtp=adv&c=79&stab=512&ASB2=AND&ADVSF2=rhetor*&docNum=H1420072082&ADVSF1=dewey&ADVST1=KA&bConts=643&vrsn=3&ASB1=AND&ste=74&tab=2&tbst=asrch&ADVST3=NA
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*JSTOR: (returned almost 3,000 records! eek! i'm going to go through the first few pages for now and see if anything new turns up)
-George E. Barton, Jr. "John Dewey: Too Soon a Period Piece?" The School Review 67.2, Dewey Centennial Issue (Summer, 1959), pp. 128-138.
---Goes into inquiry after page 4 or so: http://links.jstor.org/sici?sici=0036-6773%28195922%2967%3A2%3C128%3AJDTSAP%3E2.0.CO%3B2-0
--------------Added 8/18/07:
-Morris, Debra. "'How Shall We Read What We Call Reality?': John Dewey's New Science of Democracy." American Journal of Political Science 43.2, (Apr., 1999), pp. 608-628.
---Section two will likely be of the most use to you.. delves into Dewey's concept of inquiry in a political context. Full text: http://links.jstor.org/sici?sici=0092-5853%28199904%2943%3A2%3C608%3A%22SWRWW%3E2.0.CO%3B2-N Printed 11/8/07.
-Westhoff, Laura M. "The Popularization of Knowledge: John Dewey on Experts and American Democracy." History of Education Quarterly 35.1 (Spring, 1995), pp. 27-47.
---Describes, at length, the formulation of Dewey's belief that (social) sciences can be used as a tool for reform. Full text: http://links.jstor.org/sici?sici=0018-2680%28199521%2935%3A1%3C27%3ATPOKJD%3E2.0.CO%3B2-R
-Fishman, Stephen M. "Explicating Our Tacit Tradition: John Dewey and Composition Studies." College Composition and Communication 44.3, (Oct., 1993), pp. 315-330.
---Applies Dewey to composition studies, compares him with Peter Elbow and romantic ideals, and also provides references to past studies on Dewey and composition that may be useful. Link to full text: http://links.jstor.org/sici?sici=0010-096X%28199310%2944%3A3%3C315%3AEOTTJD%3E2.0.CO%3B2-1 Printed 11/8/07.
- Crick, Nathan."Composition as Experience: John Dewey on Creative Expression and the Origins of 'Mind'." College Composition and Communication 55.2, (Dec., 2003), pp. 254-275.
---"This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pegagogy." Link to full text: http://links.jstor.org/sici?sici=0010-096X%28200312%2955%3A2%3C254%3ACAEJDO%3E2.0.CO%3B2-5 Printed.
-------------Added 8/19/07:
-Lardner, Ted and Alan W. France. "Two Comments on 'Conceptualizing Writing as Moral and Civic Thinking'." College English 55.7 (Nov., 1993), pp. 801-806.
---This piece is a commentary on Sandra Stotsky's "Conceptualizing Writing as Moral and Civic Thinking," an article that argues the need for academic writers to acknowledge the moral implications of their compositions. Full text: http://links.jstor.org/sici?sici=0010-0994%28199311%2955%3A7%3C801%3ATCO%22WA%3E2.0.CO%3B2-D
-Stotsky, Sandra. "Conceptualizing Writing as Moral and Civic Thinking." College English 54.7. November 1992. p 794-808.
---Link to full text on JSTOR: http://links.jstor.org/sici?sici=0010-0994%28199211%2954%3A7%3C794%3ACWAMAC%3E2.0.CO%3B2-H Printed 11/8/07.
-Smiley, Marion. "Pragmatic Inquiry and Democratic Politics." American Journal of Political Science 43.2, (Apr., 1999), pp. 629-647
---Examines multiple essays, including Dewey's, that contribute to the revival of democratic inquiry. Then examines the necessity of composing a set of criteria to effectively enact democratic inquiry in public practice. Lastly, provides an example of such criteria that can be derived from the essays under examination and poses problems that may come along with each. Link to full text: http://links.jstor.org/sici?sici=0092-5853%28199904%2943%3A2%3C629%3APIADP%3E2.0.CO%3B2-V Printed 11/8/07.
-Aron, Israela Ettenberg. "Moral Philosophy and Moral Education II. The Formalist Tradition and the Deweyan Alternative." The School Review 85.4, (Aug., 1977), pp. 513-534.
---Written in '77 before the big Dewey revival occurred. The section entitled "Dewey's ethical theory" is likely to be the most useful. It discusses inquiry and deliberation, though in more of an ethical sense than a public sense. Ultimately applies Dewey's theory to "moral education." Link to full text: http://links.jstor.org/sici?sici=0036-6773%28197708%2985%3A4%3C513%3AMPAMEI%3E2.0.CO%3B2-1 Printed 11/8/07.
-Dillion, Deborah R., David G. O'Brien, and Elizabeth E. Heilman. "Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality." Reading Research Quarterly 35.1, (Jan., 2000), pp. 10-26.
---Full text: http://links.jstor.org/sici?sici=0034-0553%28200001%2F03%2935%3A1%3C10%3ALRITNM%3E2.0.CO%3B2-W Printed 11/8/07.
-Eberly, Rosa A. "From Writers, Audiences, and Communities to Publics: Writing Classrooms as Protopublic Spaces." Rhetoric Review 18.1, (Autumn, 1999), pp. 165-178.
---Full text: http://links.jstor.org/sici?sici=0735-0198%28199923%2918%3A1%3C165%3AFWAACT%3E2.0.CO%3B2-0 Printed 11/8/07
-------------Added 8/24/07:
-Gabella, Marcy Singer. "Unlearning Certainty: Toward a Culture of Student Inquiry." Theory into Practice 34.4, Creating Learner Centered Schools (Autumn, 1995), pp. 236-242.
---An interesting case study that examines the effects of implementing a Deweyan, inquiry-based curriculum (at Souhegan High School) that is open to ambiguity and uncertainty. Link: http://links.jstor.org/sici?sici=0040-5841%28199523%2934%3A4%3C236%3AUCTACO%3E2.0.CO%3B2-G
-Strike, Kenneth A. "The Moral Role of Schooling in a Liberal Democratic Society." Review of Research in Education Vol. 17 (1991), pp. 413-483.
---This 70-page chapter draws upon the ideas of Dewey and other theorists to examine the formation of publics through philosophical and moral teachings in democratic education. Full text: http://links.jstor.org/sici?sici=0091-732X%281991%2917%3C413%3ATMROSI%3E2.0.CO%3B2-M
- Left off at record 250 for now.
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-----------------Added 8/14/07:
*CSA (Communications Abstracts, Social Services Abstracts, Sociological Abstracts, PAIS archive/International, Philosopher's Index):
-Null, J Wesley. "Education and Knowledge, Not Standards and Accountability: A Critique of Reform Rhetoric through the Ideas of Dewey, Bagley, and Schwab." Educational Studies 34.4, pp. 397-413, Winter 2003.
---Link to record/full text: http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=12280654&site=ehost-live
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*Web of Science (ISI):
-All repeats.
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*HELIN:
-No results for title search (dewey + rhetor**), booooo...
-Also assuming that all of Dewey's works are printed in our volumes.
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