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An awkward echo: Matthew Arnold and ...

The University of Texas at Austin., Curriculum and Instruction.

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An awkward echo: Matthew Arnold and John Dewey.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An awkward echo: Matthew Arnold and John Dewey./
Author:	Dietz, Mark David.
Description:	319 p.
Notes:	Adviser: Ozro L. Davis, Jr.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3311467
ISBN:	9780549632986

An awkward echo: Matthew Arnold and John Dewey.
Dietz, Mark David.

An awkward echo: Matthew Arnold and John Dewey. - 319 p.

Adviser: Ozro L. Davis, Jr.

Thesis (Ph.D.)--The University of Texas at Austin, 2008.

My study looks at the influence that Matthew Arnold, 19th century English poet and literary critic, had on John Dewey, American pragmatist and educational philosopher. While the influence of Arnold on Dewey was more pervasive than I had expected, my real purpose in writing this dissertation was to discover a middle ground between the educational philosophies the two men espoused and to construe a fuller approach to a pluralistic educational philosophy. I have looked at four aspects of mind that draw Arnold and Dewey into close correspondence. The first aspect I have called the tentacled mind from Dewey's favored metaphor of the mind as having tentacles that reach out and encounter directly the physical world. This aspect of mind allows me to look at the common use that both Arnold and Dewey made of the term "experience." The second aspect of mind I call the critical mind. I have explored this aspect of mind by looking at a brief history of English literary criticism from Dryden to Stanley Fish. The third aspect of mind is the intentional mind which deals with the rhetorical-hermeneutic relationship of mind to the intentionality of other voices and to its own intentionality. This aspect crosses into reader response theory, but I have found within it results that differ significantly from traditional reader-response theory. The final aspect of mind I have called reflective-response. In both Arnold and Dewey the reflective aspects of the mind differ widely from more contemplative conceptions of the mind in a reflective state; most notably for both Arnold and Dewey the reflective mind is never passive. I believe that when these four aspects of mind are brought together they amount to a truly pluralistic educational philosophy. In the course of my argument I have, as well, identified a need to rehabilitate both the concept of intentionality and that of authority.

ISBN: 9780549632986Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

An awkward echo: Matthew Arnold and John Dewey.
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100 1 $a Dietz, Mark David. $3 1022077
245 1 3 $a An awkward echo: Matthew Arnold and John Dewey.
300 $a 319 p.
500 $a Adviser: Ozro L. Davis, Jr.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2114.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2008.
520 $a My study looks at the influence that Matthew Arnold, 19th century English poet and literary critic, had on John Dewey, American pragmatist and educational philosopher. While the influence of Arnold on Dewey was more pervasive than I had expected, my real purpose in writing this dissertation was to discover a middle ground between the educational philosophies the two men espoused and to construe a fuller approach to a pluralistic educational philosophy. I have looked at four aspects of mind that draw Arnold and Dewey into close correspondence. The first aspect I have called the tentacled mind from Dewey's favored metaphor of the mind as having tentacles that reach out and encounter directly the physical world. This aspect of mind allows me to look at the common use that both Arnold and Dewey made of the term "experience." The second aspect of mind I call the critical mind. I have explored this aspect of mind by looking at a brief history of English literary criticism from Dryden to Stanley Fish. The third aspect of mind is the intentional mind which deals with the rhetorical-hermeneutic relationship of mind to the intentionality of other voices and to its own intentionality. This aspect crosses into reader response theory, but I have found within it results that differ significantly from traditional reader-response theory. The final aspect of mind I have called reflective-response. In both Arnold and Dewey the reflective aspects of the mind differ widely from more contemplative conceptions of the mind in a reflective state; most notably for both Arnold and Dewey the reflective mind is never passive. I believe that when these four aspects of mind are brought together they amount to a truly pluralistic educational philosophy. In the course of my argument I have, as well, identified a need to rehabilitate both the concept of intentionality and that of authority.
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