BiblioVault - Books about Philosophy, Theory & Social Aspects

Naturalizing Philosophy of Education

John Dewey in the Postanalytic Period

Jerome A. Popp

Southern Illinois University Press, 1998

Jerome A. Popp examines the role of Dewey-based pragmatism in the past, present, and future of philosophy of education. He insists that even though Marx-ian utopian thought subjugated Dewey’s ideas during the 1970s, Dewey’s epistemological arguments are directly relevant to contemporary philosophy. He contends that not only are Dewey’s arguments related to how we think about philosophy of education; they actually improve the thinking reflected in the literature. Dewey’s arguments, he demonstrates, provide the basis for both a rejuvenated account of conceptual analysis and a criticism of the utopian relativism currently dominating the literature.

Popp notes that empiricism, manifested in the philosophy of education as analytic philosophy, holds that scientific findings, especially from psychology, have no place in philosophy. But contemporary writers in the philosophy of science contend that to justify the methods of science we must consider what is known about intelligence and cognitive processes. These arguments are relevant to the ways in which we justify claims about proper education.

Naturalizing epistemology (using the results of science in philosophic theories) leads to an enhanced account of Dewey’s instrumental approach to normative inquiry and strengthens attempts to justify educational practices. Dewey’s critique of utopian approaches to social theory is bolstered by contemporary arguments in epistemology and the philosophy of science. These arguments reject the attempt by some in philosophy of education to solve value questions through an appeal to utopian thinking. Popp agrees with Dewey’s view that the proper goals of education cannot be stated in these terms.

[more]

Negotiating Empire

The Cultural Politics of Schools in Puerto Rico, 1898–1952

Solsiree del Moral

University of Wisconsin Press, 2013

After the United States invaded Puerto Rico in 1898, the new unincorporated territory sought to define its future. Seeking to shape the next generation and generate popular support for colonial rule, U.S. officials looked to education as a key venue for promoting the benefits of Americanization. At the same time, public schools became a site where Puerto Rican teachers, parents, and students could formulate and advance their own projects for building citizenship. In Negotiating Empire, Solsiree del Moral demonstrates how these colonial intermediaries aimed for regeneration and progress through education.
Rather than seeing U.S. empire in Puerto Rico during this period as a contest between two sharply polarized groups, del Moral views their interaction as a process of negotiation. Although educators and families rejected some tenets of Americanization, such as English-language instruction, they also redefined and appropriated others to their benefit to increase literacy and skills required for better occupations and social mobility. Pushing their citizenship-building vision through the schools, Puerto Ricans negotiated a different school project—one that was reformist yet radical, modern yet traditional, colonial yet nationalist.

[more]

Networks of Trust

The Social Costs of College and What We Can Do about Them

Anthony Simon Laden

University of Chicago Press, 2024

An eye-opening look at how parents’ mistrust of colleges has less to do with what their kids are learning than with whom they come to trust.

In today’s culture wars, higher education, a familiar battlefield, faces criticism from both the left and the right. Colleges and universities are accused of indoctrinating conservative students with liberal values and failing to be inclusive of marginalized students. The anxieties expressed on both sides of the political spectrum have much in common. And notably, they are triggered not by the educational mission’s failure, but by its success.

In Networks of Trust, philosopher Anthony Simon Laden offers a new lens through which to view political debates about higher education. Laden argues that a college education encourages students to inhabit and use new informational trust networks: the complex networks of people and institutions they trust as reliable sources of information with which to think about and understand the world. In doing so, a college education leads some students to question the very trust networks established by their communities, placing stress on those social ties. For many students, that stress imposes a considerable cost. Recognizing both the benefits and potential harms built into the education that these institutions provide, Networks of Trust offers a path for both sides to engage with one another and proposes how colleges and universities can carry out their educational mission in a positive, trustworthy manner.

[more]

A New Republic of Letters

Memory and Scholarship in the Age of Digital Reproduction

Jerome McGann

Harvard University Press, 2014

A manifesto for the humanities in the digital age, A New Republic of Letters argues that the history of texts, together with the methods by which they are preserved and made available for interpretation, are the overriding subjects of humanist study in the twenty-first century. Theory and philosophy, which have grounded the humanities for decades, no longer suffice as an intellectual framework. Jerome McGann proposes we look instead to philology—a discipline which has been out of fashion for many decades but which models the concerns of digital humanities with surprising fidelity.

For centuries, books have been the best way to preserve and transmit knowledge. But as libraries and museums digitize their archives and readers abandon paperbacks for tablet computers, digital media are replacing books as the repository of cultural memory. While both the mission of the humanities and its traditional modes of scholarship and critical study are the same, the digital environment is driving disciplines to work with new tools that require major, and often very difficult, institutional changes. Now more than ever, scholars need to recover the theory and method of philological investigation if the humanities are to meet their perennial commitments. Textual and editorial scholarship, often marginalized as a narrowly technical domain, should be made a priority of humanists’ attention.

[more]