民主是实验主义,实验主义是反教条主义

Juan Saharrea, Fabio Campeotto, C. Viale
{"title":"民主是实验主义,实验主义是反教条主义","authors":"Juan Saharrea, Fabio Campeotto, C. Viale","doi":"10.23925/2316-5278.2022v23i1:e58434","DOIUrl":null,"url":null,"abstract":"The purpose of this paper is twofold: to reconstruct Dewey’s conception of experimentalism, mainly through his pedagogical writings, on the one hand; and to show the relevance of this reconstruction to current reassessments of Dewey’s political thought, on the other. The grounds for our perspective have a double character too. Firstly, we reconstruct the links between experimentalism and education on the basis of the first edition of How We Think (1910, MW 6), perhaps one of Dewey’s most noteworthy pedagogical texts. Secondly, we critically address three different reassessments of Dewey’s experimentalism in contemporary political thought, namely: 1) Pappas’s defense of Dewey’s substantive idea of democracy; 2) Forstenzer’s proposal of Deweyan experimentalism as an appropriate methodology for political philosophy; and 3) Anderson’s vindication of Deweyan experimental democracy in the context of social epistemology. It is sustained that in HWT Dewey places experimentalism as a kind of antidote against dogmatism and unreflective ways of reasoning. Thus, he links experimentalism with anti-dogmatism placing a special role in schooling for at least two reasons: 1) it is in the schooling phase that children are still sensitive to the development of certain habits; 2) dogmatism seems inevitable in any society but the educational phase is a key instance to try to avoid it. Neither (1) nor (2) are present in contemporary reassessments of Deweyan experimentalism.","PeriodicalId":206101,"journal":{"name":"Cognitio: Revista de Filosofia","volume":"29 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Democracy as experimentalism and experimentalism as anti-dogmatism\",\"authors\":\"Juan Saharrea, Fabio Campeotto, C. Viale\",\"doi\":\"10.23925/2316-5278.2022v23i1:e58434\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this paper is twofold: to reconstruct Dewey’s conception of experimentalism, mainly through his pedagogical writings, on the one hand; and to show the relevance of this reconstruction to current reassessments of Dewey’s political thought, on the other. The grounds for our perspective have a double character too. Firstly, we reconstruct the links between experimentalism and education on the basis of the first edition of How We Think (1910, MW 6), perhaps one of Dewey’s most noteworthy pedagogical texts. Secondly, we critically address three different reassessments of Dewey’s experimentalism in contemporary political thought, namely: 1) Pappas’s defense of Dewey’s substantive idea of democracy; 2) Forstenzer’s proposal of Deweyan experimentalism as an appropriate methodology for political philosophy; and 3) Anderson’s vindication of Deweyan experimental democracy in the context of social epistemology. It is sustained that in HWT Dewey places experimentalism as a kind of antidote against dogmatism and unreflective ways of reasoning. Thus, he links experimentalism with anti-dogmatism placing a special role in schooling for at least two reasons: 1) it is in the schooling phase that children are still sensitive to the development of certain habits; 2) dogmatism seems inevitable in any society but the educational phase is a key instance to try to avoid it. Neither (1) nor (2) are present in contemporary reassessments of Deweyan experimentalism.\",\"PeriodicalId\":206101,\"journal\":{\"name\":\"Cognitio: Revista de Filosofia\",\"volume\":\"29 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-11-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitio: Revista de Filosofia\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.23925/2316-5278.2022v23i1:e58434\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitio: Revista de Filosofia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.23925/2316-5278.2022v23i1:e58434","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本文的目的是双重的:一方面,主要通过杜威的教学著作来重建杜威的实验主义概念;另一方面,展示这种重建与当前对杜威政治思想的重新评估的相关性。我们的观点的根据也有两面性。首先,我们在第一版《我们如何思考》(1910,MW 6)的基础上重建实验主义与教育之间的联系,这可能是杜威最值得注意的教学文本之一。其次,我们批判性地讨论了对杜威实验主义在当代政治思想中的三种不同的重新评价,即:1)帕帕斯对杜威实质性民主思想的辩护;(2)福斯坦泽提出杜威实验主义作为政治哲学的合适方法论;(3)安德森在社会认识论背景下对杜威实验民主的辩护。杜威把实验主义作为一种对抗教条主义和不反思的推理方式的解毒剂。因此,他将实验主义与在学校教育中发挥特殊作用的反教条主义联系起来,至少有两个原因:1)在学校教育阶段,儿童仍然对某些习惯的养成很敏感;教条主义在任何社会中似乎都是不可避免的,但教育阶段是试图避免它的关键实例。(1)和(2)都没有出现在当代对杜威实验主义的重新评价中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Democracy as experimentalism and experimentalism as anti-dogmatism
The purpose of this paper is twofold: to reconstruct Dewey’s conception of experimentalism, mainly through his pedagogical writings, on the one hand; and to show the relevance of this reconstruction to current reassessments of Dewey’s political thought, on the other. The grounds for our perspective have a double character too. Firstly, we reconstruct the links between experimentalism and education on the basis of the first edition of How We Think (1910, MW 6), perhaps one of Dewey’s most noteworthy pedagogical texts. Secondly, we critically address three different reassessments of Dewey’s experimentalism in contemporary political thought, namely: 1) Pappas’s defense of Dewey’s substantive idea of democracy; 2) Forstenzer’s proposal of Deweyan experimentalism as an appropriate methodology for political philosophy; and 3) Anderson’s vindication of Deweyan experimental democracy in the context of social epistemology. It is sustained that in HWT Dewey places experimentalism as a kind of antidote against dogmatism and unreflective ways of reasoning. Thus, he links experimentalism with anti-dogmatism placing a special role in schooling for at least two reasons: 1) it is in the schooling phase that children are still sensitive to the development of certain habits; 2) dogmatism seems inevitable in any society but the educational phase is a key instance to try to avoid it. Neither (1) nor (2) are present in contemporary reassessments of Deweyan experimentalism.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信