E. Education; Philosophy of Deliberative Democracy > New book, John Dewey's Philosophy of Education, by J. Garrison, S. Neubert, and K. Reich

Inquiry-focused character/virtue epistemologists have sometimes harkened to understanding of "habits" that the classical pragmatists have, and more specifically to John Dewey's definition of character as "the interpenetration of habits." Now comes a major book by prominent Dewey shcolars "recontextualizing for our time" Dewey's philosophy of education. Substantial philosophical overlaps with virtue theories can be found, as the authors write, "Habits yield the persistent individual, beliefs, attitudes, and dispositions of the self. They are the content of our characters, our virtues, and our vices." (53)

The Palgrave-Macmillan homepage for this book describes it thusly:

"John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves."
January 30, 2013 | Registered CommenterGuy Axtell