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Foucault and the Problems of Modernity
Viewing Foucault in the light of work by Continental and American philosophers, most notably Nietzsche, Habermas, Deleuze, Richard Rorty, Bernard Williams, and Ian Hacking, Genealogy as Critique shows that philosophical genealogy involves not only the critique of modernity but also its transformation. Colin Koopman engages genealogy as a philosophical tradition and a method for understanding the complex histories of our present social and cultural conditions. He explains how our understanding of Foucault can benefit from productive dialogue with philosophical allies to push Foucaultian genealogy a step further and elaborate a means of addressing our most intractable contemporary problems.
A Pragmatist Reconstruction
Habits of Whiteness offers a new way to talk about race and racism by focusing on racial habits and how to change them. According to Terrance MacMullan, the concept of racial whiteness has undermined attempts to create a truly democratic society in the United States. By getting to the core of the racism that lives on in unrecognized habits, MacMullan argues clearly and charitably for white folk to recognize the distance between their color-blind ideals and their actual behavior. Revitalizing the work of W. E. B. Du Bois and John Dewey, MacMullan shows how it is possible to reconstruct racial habits and close the gap between people. This forthright and persuasive analysis of the impulses of whiteness ultimately reorganizes them into something more compatible with our country's increasingly multicultural heritage.
Pragmatism, Whitehead, and the Canon
George Allan argues that the so-called “culture wars” in higher education are the result of the dogmatic and unyielding certainty that both canonists and anti-canonists bring to any discussion of how best to organize an undergraduate curriculum. He then proposes a middle way. Drawing from William James, John Dewey, and Alfred North Whitehead, he contrasts the absolutist claims of both canonists and anti-canonists with a fallibilist approach and argues for a more pragmatic canon that is normative and always in need of renovation. A wide variety of voices are heard in Allan’s conversation about the nature and meaning of an education canon, including philosophers Aristotle, Descartes, Arthur Lovejoy, Hannah Arendt, Spengler, Emerson, Lyotard, and Rorty. Contemporary voices include Eva Brann, Charles Anderson, Francis Oakley, Martha Nussbaum, Gerald Graff, Henry Louis Gates Jr., and Bill Readings.
Hugh P. McDonald’s John Dewey and Environmental Philosophy breaks new ground by applying Dewey’s insights to a new approach to philosophy of the environment; the concern for the rights of animals; the preservation of rare species, habitats, and landscapes; and the health of the whole ecology. The book summarizes much of the current literature on environmental ethics, concentrating on the writings of major figures in the movement: Tom Regan, J. Baird Callicott, Holmes Rolston, and Bryan Norton. The heart of the book consists of a detailed analysis of Dewey’s ethics, his theory of intrinsic value, and his holistic approach to moral justification. Arguing against the idea that Dewey’s philosophy is anthropocentric, McDonald makes a strong case that using Dewey’s philosophy will result in a superior framework for environmental ethics.
Pragmatism in Ethics
While examining the important role of imagination in making moral judgments, John Dewey and Moral Imagination focuses new attention on the relationship between American pragmatism and ethics. Steven Fesmire takes up threads of Dewey's thought that have been largely unexplored and elaborates pragmatism's distinctive contribution to understandings of moral experience, inquiry, and judgment. Building on two Deweyan notions -- that moral character, belief, and reasoning are part of a social and historical context and that moral deliberation is an imaginative, dramatic rehearsal of possibilities -- Fesmire shows that moral imagination can be conceived as a process of aesthetic perception and artistic creativity. Fesmire's original readings of Dewey shed new light on the imaginative process, human emotional make-up and expression, and the nature of moral judgment. This original book presents a robust and distinctly pragmatic approach to ethics, politics, moral education, and moral conduct.
Joseph Grange’s beautifully written book provides a unique synthesis of two major figures of world philosophy, John Dewey and Confucius, and points the way to a global philosophy based on American and Confucian values. Grange concentrates on the major themes of experience, felt intelligence, and culture to make the connections between these two giants of Western and Eastern thought. He explains why the Chinese called Dewey “A Second Confucius,” and deepens our understanding of Confucius’s concepts of the way (dao) of human excellence (ren). The important dimensions of American and Chinese cultural philosophy are welded into an argument that calls for the liberation of what is finest in both traditions. The work gives a new appreciation of fundamental issues facing Chinese and American relations and brings the opportunities and dangers of globalization into focus.
To Teach and to Learn
Combining biography with philosophy, this book explores John Dewey’s two-year trip to China (1919–1921) and its legacy for him as a teacher and a learner. Jessica Ching-Sze Wang looks at how Dewey was received in China, what he learned, and how he was changed as a result. She examines the intriguing dynamics shaping China’s reactions to Dewey and Dewey’s interpretations of China, and details the evolving process in which Dewey came to understand China on its own terms, rather than from Eurocentric perspectives. Tracing China’s influence on Dewey, Wang considers how his visit contributed to the subsequent development of his social and political philosophy. China provided a unique vantage point for Dewey to observe international politics, which led him to reconsider the meaning of internationalism. Also, his exposure to Chinese communal culture enabled him to reject the Western preoccupation with democracy in politics and to emphasize democracy as all-encompassing culture. Finally, Wang discusses how Dewey’s own observations and appraisals of Chinese society can give credence to the notion of Confucian democracy for China.
A New Democracy for the twenty-First Century
In this volume, eleven internationally recognized experts on John Dewey’s philosophy of education examine the reception of his ideas in Italy, Poland, the Slovak Republic, and Spain and provide their readers with a rich sense of Dewey's educational philosophy as a still largely untapped resource for the renewal of democratic institutions in our new century.
This new approach to Josiah Royce shows one of American philosophy's brightest minds in action for today's readers. Although Royce was one of the towering figures of American pragmatism, his thought is often considered in the wake of his more famous peers. Jacquelyn Ann K. Kegley brings fresh perspective to Royce's ideas and clarifies his individual philosophical vision. Kegley foregrounds Royce's concern with contemporary public issues and ethics, focusing in particular on how he addresses long-standing problems such as race, religion, community, the dangers of mass media, mass culture, and blatant individualistic capitalism. She offers a deep and fruitful philosophical exploration of Royce's ideas on conflict resolution, memory, self-identity, and self-development. Kegley's keen understanding and appreciation of Royce reintroduces him to a new generation of scholars and students.