Dealing "Competently with the Serious Issues of the Day": How Dewey (and Popper) Failed

Autor/in	Phillips, D.C.
Titel	Dealing "Competently with the Serious Issues of the Day": How Dewey (and Popper) Failed
Quelle	In: Educational Theory, 62 (2012) 2, S.125-142 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2012.00439.x
Schlagwörter	Resistance (Psychology); Democracy; Democratic Values; Misconceptions; Philosophy; Social Environment; Social Problems + Suchen Sie Ihr Suchwort? Resistenz; Demokratie; Missverständnis; Philosophie; Soziales Umfeld; Social problem; Soziales Problem
Abstract	In "Reconstruction in Philosophy," John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions (indeed, this is why it had developed as a discipline), but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon "minute" problems. Both Dewey and Popper, however, were optimistic that the situation could be turned around. In this essay D.C. Phillips argues that the resources they mustered give no basis for this optimism; in particular, Phillips emphasizes that philosophy cannot have traction with closed-minded or fanatical individuals. Dewey passed over cases where his ideas about democratic processes and free intellectual exchange faced intractable difficulties, according to Phillips, and he further suggests that Popper "waffled" over the so-called "myth of the framework." (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10