2012 Dewey Lecture: Making Meaning Together Beyond Theory and Practice

Educators frequently fret over how to bridge the gap between theory and practice. In an important sense, it is a false problem. Theory is simply the thoughtful, reflective phase of good practice. We will approach Dewey’s philosophy as one of continuous creation and re-creation or even more precisely, social co-creation, that requires making meaning, knowledge, and value together. We will look at each one of these three in some detail along with the ways they transact with one another. Fundamentally, we can only distinguish them for some purposes, but never fully separate them. Everywhere we look, we will see we cannot entirely pull theory and practice apart. There-fore, the paper will conclude that if we unify theory with practice, we may use the same paradigm for the intelligent production of meaning, knowing, and valuing, thereby obviating the functional independencies among them

Nietzsche, Dewey, and the Artistic Creation of Truth

My paper focuses on the following famous passage from Friedrich Nietzsche’s “Truth and Lying in a Non-Moral Sense”: “What, then, is truth? A mobile army of metaphors, metonyms, and anthropomorphisms” (OTL 1). I will show that John Dewey entirely agrees with this statement. Dewey and Nietzsche has a rich and novel understanding of metaphor, metonymy, simile, and such that they use to comprehend the creation of linguistic meanings, the identity of things, the creation of objects (essences, eidos, etc.), cause and effect, free will, and necessity as serving anthropomorphic purposes. My conclusion presents Dewey as a gay scientist joining Nietzsche in making creative use of the genetic method. The result of is a surprisingly poetic and rhetorical interpretation of Dewey that should not astonish anyone who reads him carefully. We arrive at this radical reading of Deweyan pragmatism by a metaphorical transfer from Nietzsche as the more familiar source domain to Dewey as the target domain. All along the way, things will fall into place if we carefully distinguish our anoetic experience of existence from the cognitive linguistic meanings, identities, and essences we create from our experience of existence

Embodying Global Citizenship

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Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers’ habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy

Status of the Signals of Opportunity Airborne Demonstrator (SoOp-AD)

Root zone soil moisture (RZSM) is not directly measured by any current satellite instrument, despite its importance as a key link between surface hydrology and deeper processes. Presently, model assimilation of surface measurements or indirect estimates using other methods must be used to estimate this value. Signals of Opportunity (SoOp) methods, exploiting reflected P- and S-band communication satellite signals, have many of the benefits of both active and passive microwave remote sensing. Reutilization of active transmitters, with forward-scattering geometry, presents a strong reflected signal even at orbital altitudes. Microwave radiometry is advantageous as it measures emissivity, which is directly related to dielectric constant and sensitive to water content of soil. Synthetic aperture radar (SAR) is used in P-band (400 MHz) for soil moisture and biomass, but faces issues in obtaining permission to transmit due to spectrum regulations, particularly over North America and Europe. A primary advantage of SAR is excellent spatial resolution. Signals-of-opportunity (SoOp) reflectometry provides a good compromise between radiometry and SAR by providing decent sensitivity and special resolution for RZSM measurements without issues of spectrum access. Further, a SoOp instrument would not be limited to operating in only a few protected frequencies and is also expected to have less susceptibility to radio-frequency interference (RFI). Although advantageous if available, SoOp techniques do not require the ability to demodulate or decode the communication signals. The SoOp instrument is receive only and therefore requires much less electrical power than a SAR and is more similar to a radiometer in receiver architecture. These unique features of SoOp circumvent past obstacles to a spaceborne P-band remote sensing mission and have the potential to enable new RZSM measurements that are not possible with present technology. We will present the latest development status of a SoOp reflectometer airborne demonstrator (SoOp-AD) operating at 250 MHz to take advantage of existing communication satellite. The instrument is currently in laboratory integration and test

The case for strategic international alliances to harness nutritional genomics for public and personal health

Nutrigenomics is the study of how constituents of the diet interact with genes, and their products, to alter phenotype and, conversely, how genes and their products metabolise these constituents into nutrients, antinutrients, and bioactive compounds. Results from molecular and genetic epidemiological studies indicate that dietary unbalance can alter gene-nutrient interactions in ways that increase the risk of developing chronic disease. The interplay of human genetic variation and environmental factors will make identifying causative genes and nutrients a formidable, but not intractable, challenge. We provide specific recommendations for how to best meet this challenge and discuss the need for new methodologies and the use of comprehensive analyses of nutrient-genotype interactions involving large and diverse populations. The objective of the present paper is to stimulate discourse and collaboration among nutrigenomic researchers and stakeholders, a process that will lead to an increase in global health and wellness by reducing health disparities in developed and developing countrie

A philosophical history of the idea of the "Democratic Public" in the United States. A provocative Emersonian and Deweyan pragmatic perspective

Deweyan pragmatism offers alternative theories of mind, self, and society that challenge the currently dominant ideology of the democratic public in the Unites States and elsewhere. By tracing Dewey\u27s thinking to its origin in the essays of Ralph Waldo Emerson we catch a glimpse of what makes democracy somewhat unique in the U. S., for better and worse. We will also see how Dewey appropriated and reconstructed Emerson to develop his own theory of the democratic public. I will also examine Dewey\u27s response to the "democratic realists", especially Walter Lippmann, who were skeptical of Dewey\u27s democratic ideal. This will provide a distant mirror for reflections on our own era. The paper concludes with some speculations about the future of the democratic public in the U. S. in the age of multinational cooperate capitalism. (DIPF/orig.

Dewey, Eros and Education

We are attracted by our heart\u27s desires. In love we passionately desire to possess the good, or at least what we perceive to be the good. But what we seek soon comes to possess us in thought, feeling, and action. It becomes who we are, the content of our character. In this paper I want to talk about education and Eros. I want to talk about Eros as a creative poetic force that makes new meanings and makes us who we are. I desire to reopen a conversation about what it means to educate for wisdom, that is, to teach the passions to desire the good