WorldCat Identities

Garrison, James W. 1949-

Works: 21 works in 132 publications in 4 languages and 7,230 library holdings
Genres: Criticism, interpretation, etc  History 
Roles: Author, Editor, Creator
Classifications: LB1025.3, 370.1
Publication Timeline
Most widely held works by James W Garrison
Reconstructing democracy, recontextualizing Dewey : pragmatism and interactive constructivism in the twenty-first century by James W Garrison( )

12 editions published between 2008 and 2009 in English and held by 2,028 WorldCat member libraries worldwide

"Focusing on issues of diversity, difference, and inclusion, leading scholars explore John Dewey's pluralistic, deliberative, and communicative theory of democracy. These essays challenge, revise, and reinvigorate Deweyan thinking, offering guidance for deeply democratic remedies to the fears, ontological wounds, and practical needs that characterize our problematic times."--Jacket
Teaching, learning, and loving : reclaiming passion in educational practice by Daniel Patrick Liston( )

16 editions published between 2003 and 2004 in English and held by 1,631 WorldCat member libraries worldwide

The book explores aspects of daily educational practice all too often overlooked by theorists and educational researchers in the US, although well known to practitioners. These include such topics as eros, the pursuit of happiness, critical hope, vulnerability, mystery and domestic tranquillity - topics that are almost never the subject of educational research. They also include grief, despair, discomfort, acceptance of ignorance and loss of hope. The authors explore regions outside the bounds of the explicit, cognitive and categorical. Their motivations, however are familiar; they include the desire to create hope, meaning and mutual understanding in the pursuit of better classrooms, more equitable education, and more effective teacher education. They help map for educational researchers and theorists terrain that is familiar to, but sometimes not articulated by, practitioners
Dewey and eros : wisdom and desire in the art of teaching by James W Garrison( Book )

12 editions published between 1997 and 2011 in English and held by 617 WorldCat member libraries worldwide

Constructivism and education( Book )

18 editions published between 1998 and 2009 in English and held by 517 WorldCat member libraries worldwide

"This International and interdisciplinary collection of chapters discusses the many educational issues and practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century - namely pragmatism, genetic epistemology, and social interactionism."--Jacket
William James and education( Book )

2 editions published in 2002 in English and held by 438 WorldCat member libraries worldwide

This is a collection of original essays spotlighting William James as a role model for bringing philosophy to bear on the persistent issues of life and education. Using James's philosophical ideas, the contributors evade the polarization and superficiality that permeate the debate around such educational issues as standards versus diversity, cultural consensus versus multiculturalism, religion versus science, and individual freedom versus social determinism
John Dewey's philosophy of education : an introduction and recontextualization for our times by James W Garrison( Book )

11 editions published between 2011 and 2016 in English and held by 374 WorldCat member libraries worldwide

"John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, we first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. We discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts - namely, the cultural, constructive and communicative turns in 20th century educational thinking. Secondly, we seek to recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote. We provide examples of such recontextualization by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves"--Résumé de l'éditeur
Teaching with reverence : reviving an ancient virtue for today's schools by A. G Rud( Book )

10 editions published in 2012 in English and held by 317 WorldCat member libraries worldwide

Reverence is a forgotten virtue in teaching and learning. Indeed, it is a largely forgotten virtue in American society. This book argues that there is much more to teaching students than merely imparting knowledge. Good teaching involves forming character, molding destinies, creating an enduring passion for learning, appreciating beauty, caring for others, and much more. In some sense of the word, teaching is a spiritual, although not necessarily a religious, activity. When done well, it cultivates human intimacy and allows teachers to find creative self-expression in classroom community. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching
A logical theory of teaching : erotetics and intentionality by C. J. B Macmillan( Book )

12 editions published in 1988 in English and held by 284 WorldCat member libraries worldwide

Happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? What concepts are necessary to describe and explain what we find there? It is in this realm that we find ourselves. Where to start? One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B.O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries
The educational conversation : closing the gap( Book )

5 editions published in 1995 in English and held by 269 WorldCat member libraries worldwide

This book brings together a distinguished group of philosophers of education dealing with important thought often neglected: ideas and concerns in teaching, learning, and teacher education. The authors engage in an extended discussion of the moral dimensions of teaching that leads in a fresh direction, distinct though related, to the important work of Goodlad and others in recent years. Nel Noddings's foreword places the book firmly in current debates about teaching and learning, particularly stressing its importance to teacher education in difficult times
Democracy and education reconsidered : Dewey after one hundred years by James W Garrison( )

9 editions published between 2015 and 2016 in English and held by 218 WorldCat member libraries worldwide

Democracy and Education Reconsidered reflects on the continued importance of what is arguably the most internationally influential book on education written in the twentieth century. In celebration of the 100th anniversary of publication, this volume highlights the enduring relevance of John Dewey's seminal Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey's educational philosophy for our time. The authors propose ways of revising Dewey's thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey's work, such as racism, feminism, post-industrial capitalism, and liquid modernity. Drawing on theories of interactive constructivism, Garrison, Neubert, and Reich intergrate Dewey's philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, constructivism, and the works of other key philosophers and scholars. -- from back cover
Empirical philosophical investigations in education and embodied experience by Joacim Andersson( )

4 editions published in 2018 in English and held by 213 WorldCat member libraries worldwide

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new theoretical and analytical tools for in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment and the primacy of the aesthetic encounter. Chapter three introduces the method of practical epistemological analysis and a model of situated epistemic relations to investigate the learning of body techniques in mobility practices. The concluding chapter introduces a model of situated artistic relations to investigate the learning of self-expressive techniques in craft practices
The new scholarship on Dewey( Book )

5 editions published in 1995 in English and Esperanto and held by 169 WorldCat member libraries worldwide

Since the appearance of Richard Rorty's Philosophy and the Mirror of Nature in 1979 there has been a flood of new scholarship on the philosophy of John Dewey. Thus far surprisingly little of this scholarship has made its way into the field of education where traditionally the philosophy of Dewey has been widely influential. Many of the authors in this collection are philosophers who have created some of the most original and influential works of new scholarship. Five of these philosophers have written well-received books. These include Larry Hickman, the director of the Dewey Center, whose book John Dewey's Pragmatic Technology explores a dimension of Dewey's work too long overlooked. Thomas M. Alexander's John Dewey's Theory of Art, Experiences and Nature established an interpretation whose influence appears in a number of papers in this volume. The idea that aesthetics might be the central, guiding thought in Dewey's philosophy is almost entirely alien to the field of education, yet it is the most prominent theme represented here. Richard Shusterman's Pragmatist Aesthetics has been translated into French and German. J.E. Tiles' Dewey has also been internationally acclaimed. Raymond D. Boisvert's Dewey's Metaphysics is acknowledged as the outstanding work on that topic. He too is an international scholar. Other philosophers in this volume have been heavily influenced by these thinkers. Several of them represent the next generation of Deweyan philosophers. Their contributions are fresh and original. Among philosophers of education some, like Philip W. Jackson are well known in the field of education, and have kept pace with emerging Deweyan scholarship for many years. Some, like Sabri Buyukduvenci, James D. Marshall, and Siebren Miedema, are internationally known for their work on many different topics in the philosophy of education. Their contributions indicate the high level of Deweyan scholarship that often lies hidden behind many valuable contributions to the discipline. Others are younger scholars who are well versed in the new scholarship, and promise to take philosophy of education into new and previously unexplored territory. Finally, we are fortunate to have two prominent feminists who have contributed critical reconstructions of Dewey's work that make it more useful for neo-pragmatist feminist projects. All the new scholars seek not merely to recover Dewey's original meaning for current educational theory and practice, but to reconstruct it in order to grasp future possibilities. These essays are written in the Deweyan spirit
John Dewey at 150 : reflections for a new century( Book )

4 editions published in 2009 in English and held by 48 WorldCat member libraries worldwide

Richard Rorty : education, philosophy, and politics( )

1 edition published in 2001 in English and held by 39 WorldCat member libraries worldwide

This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism
Living as learning : John Dewey in the 21st century by James W Garrison( Book )

3 editions published in 2014 in English and held by 31 WorldCat member libraries worldwide

Apprendre tout au long de sa vie : réflexions sur l'éducation et sur la philosophie de John Dewey by James W Garrison( )

2 editions published in 2017 in French and held by 28 WorldCat member libraries worldwide

Ningen kyōiku eno atarashiki chōryū : dyūi to sōka kyōiku( Book )

2 editions published in 2014 in Japanese and held by 6 WorldCat member libraries worldwide

Reflective writing and kinesthetic listening : the other half of the dance by Kimberly L Oliver( )

1 edition published in 1996 in English and held by 1 WorldCat member library worldwide

John Dewey's philosophy of education an introduction and recontextualization for our times by James W Garrison( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Walt Whitman, John Dewey, and primordial artistic communication by James W Garrison( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

The article discusses primordial, animal, and nonlinguistic artistic communication and consummatory aesthetic experience in the work of American poet Walt Whitman. It examines the relationship between Whitman and American philosopher John Dewey, particularly commenting on Dewey's theories of communication, language, and democracy and reflecting on his book "Art as Experience." The author analyzes Whitman's poem "Crossing Brooklyn Ferry." He also considers continuity in Darwinian evolutionary theory
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Teaching, learning, and loving : reclaiming passion in educational practice
Teaching, learning, and loving : reclaiming passion in educational practiceDewey and eros : wisdom and desire in the art of teachingConstructivism and educationWilliam James and educationA logical theory of teaching : erotetics and intentionalityThe new scholarship on DeweyJohn Dewey at 150 : reflections for a new century
Alternative Names
Garrison, James W.

Garrison James W. 1949-....

Garrison, Jim

Garrison, Jim 1949-

ガリソン, ジム