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Inquiry and its contexts: John Dewe...

Johnston, James Scott.

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Inquiry and its contexts: John Dewey and the aims of education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inquiry and its contexts: John Dewey and the aims of education./
Author:	Johnston, James Scott.
Description:	268 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130945

Inquiry and its contexts: John Dewey and the aims of education.
Johnston, James Scott.

Inquiry and its contexts: John Dewey and the aims of education. - 268 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.

This study examines the tension between statements Dewey makes regarding science and scientific inquiry in the context of his logical and non-logical works. The claim is that, contrary to what a number of Dewey's supporters and detractors and sometimes Dewey himself have said, Dewey's theory of inquiry is neither positivistic or scientistic, nor an appendage to art and experience.Subjects--Topical Terms:

783746
Education, Philosophy of.

Inquiry and its contexts: John Dewey and the aims of education.
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035 $a (UnM)AAI3130945
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040 $a UnM $c UnM
100 1 $a Johnston, James Scott. $3 1952543
245 1 0 $a Inquiry and its contexts: John Dewey and the aims of education.
300 $a 268 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1297.
500 $a Adviser: Walter Feinberg.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
520 $a This study examines the tension between statements Dewey makes regarding science and scientific inquiry in the context of his logical and non-logical works. The claim is that, contrary to what a number of Dewey's supporters and detractors and sometimes Dewey himself have said, Dewey's theory of inquiry is neither positivistic or scientistic, nor an appendage to art and experience.
520 $a I undertake my study with attention to the contexts in which inquiry is used: science, experience, the community, and democracy. I claim that inquiry is developed in and through these, and that as a result, it is to be seen as having the trait of self-correction. In addition, inquiry is to be seen as inextricably bound up with the experience that one is having, and the meanings and objects constructed out of this.
520 $a Ultimately, I claim, inquiry is to be developed in and through, (formal) education. This puts education in an important respect to inquiry. For if the sort of inquiry that Dewey claims is necessary to solve 'the problems of men,' is to be cultivated, certain characteristics of schools must be present for this to happen. I conclude the study with examples of two schools that, broadly speaking, achieve this. Suggestions for further development of these schools follow.
590 $a School code: 0090.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a American Studies. $3 1017604
690 $a 0998
690 $a 0323
710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 65-04A.
790 1 0 $a Feinberg, Walter, $e advisor
790 $a 0090
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130945