Dewey-Center Köln

• Dewey Center Köln

• Research Fellows
• Aufgaben
• Deweys Werke
• Videointerviews
  • questions
  • the idea behind
  • answers and videos
    • James Campbell
    • Vincent M. Colapietro
    • Michael Eldridge
    • Steven Fesmire
    • Jim Garrison
    • William Gavin
    • James Good
    • Judith Green
    • Charlene Haddock-Seigfried
    • Larry A. Hickman
    • John J. McDermott
    • Hugh McDonald
    • Matthew Pamental
    • Gregory Fernando Pappas
    • John Shook
    • Leonard Waks
    • Jennifer Welchman
• Eigene Arbeiten
• Dewey-Center USA
• Linkliste

Jim (James) Garrison

Videointerview

Videointerview

Garrison #01

Universalism/Contextualism
»Habits of speech, including syntax and vocabulary, and modes of interpretation have been formed in the face of inclusive and defining situations of context ... We are not explicitly aware of the role of context just because our every utterance is so saturated with it that it forms the significance of what we say and hear ... Now thought lives, moves, and has its being in and through symbols, and, therefore, depends for meaning upon context as do the symbols ... I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.« (LW 6: 4-5)
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Garrison #02

Re/de/constructions
Construction (experience) »I have used the word construction" to denote "the creative mind, the mind that is genuinely productive in its operations. We are given to associating creative mind with persons regarded as rare and unique, like geniuses. But every individual is in his own way unique. Each one experiences life from a different angle than anybody else, and consequently has something distinctive to give others if he can turn his experiences into ideas and pass them on to others.« (LW 5: 127)
Reconstruction (habit)
»There is no one among us who is not called upon to face honestly and courageously the equipment of beliefs, religious, political, artistic, economic, that has come to him in all sorts of indirect and uncriticized ways, and to inquire how much of it is validated and verified in present need, opportunity, and application.« (LW 5: 142)
Deconstruction (criticism)
»Creative activity is our great need; but criticism, self-criticism, is the road to its release.« (LW 5: 143) »We cannot permanently divest ourselves of the intellectual habits we take on and wear when we assimilate the culture of our own time and place. But intelligent furthering of culture demands that we take some of them off, that we inspect them critically to see what they are made of and what wearing them does to us« (LW 1: 40)
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Garrison #03

Truth and Warranted Assertions (Experimentalism)
»... the term ‘warranted assertion' s preferred to the terms belief and knowledge. It is free from the ambiguity of these latter terms, and it involves reference to inquiry as that which warrants assertion« (LW 12: 17)
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Garrison #04

Experience and the Real
»... the question ... is what the real is. If natural existence is qualitatively individualized or genuinely plural, as well as repetitious, and if things have both temporal quality and recurrence or uniformity, then the more realistic knowledge is, the more fully it will reflect and exemplify these traits« (LW 1: 127)
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Garrison #05

Experience and Language
»If existence in its immediacies could speak it would proclaim: ‘I may have relatives but I am not related.' In aesthetic objects, that is in all immediately enjoyed and suffered things, in things directly possessed, they thus speak for themselves.« (LW 1: 75f)
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Garrison #06

Communication and Participation
»Of all affairs, communication is the most wonderful. That things should be able to pass from the plane of external pushing and pulling to that of revealing themselves to man, and thereby to themselves; and that the fruit of communication should be participation, sharing, is a wonder by the side of which transubstantiation pales.« (LW 1: 132) »Communication is the process of creating participation, of making common what had been isolated and singular; and part of the miracle it achieves is that, in being communicated, the conveyance of meaning gives body and definiteness to the experience of the one who utters as well as to that of those who listen« (LW 10: 248f).
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Garrison #07

Democracy (Liberalism and Socialism)
»The end of democracy is a radical end. For it is an end that has not been adequately realized in any country at any time. It is radical because it requires great change in existing social institutions, economic, legal and cultural.« (LW 11: 298f)
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Garrison #08

Democracy (Experience and Education)
»Democracy is the faith that the process of experience is more important than any special result attained, so that special results achieved are of ultimate value only as they are used to enrich and order the ongoing process. Since the process of experience is capable of being educative, faith in democracy is all one with faith in experience and education.« (LW 14: 229)
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Garrison #09

Democracy (Culture and the Power of Imagination)
“Imagination is the chief instrument of the good” (LW 10: 350), because only “imaginative vision elicits the possibilities that are interwoven within the texture of the actual.” (LW 10: 348)
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Garrison #10

Democracy (Intelligence and Local Communities)
»In a word, that expansion and reinforcement of personal understanding and judgment by the cumulative and transmitted intellectual wealth of the community which may render nugatory the indictment of democracy drawn on the basis of the ignorance, bias and levity of the masses, can be fulfilled only in the relations of personal intercourse in the local community ... Vision is a spectator; hearing is a participator ... We lie, as Emerson said, in the lap of an immense intelligence. But that intelligence is dormant and its communications are broken, inarticulate and faint until it possesses the local community as its medium.« (LW 2: 371f)
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Garrison #11

Education as Growth
»Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact.« (MW 9: 58)
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Garrison #12

Special question to the scholar
What are your further interests in Dewey studies?
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Educational Experience

1981 The Florida State University Ph. D.—Philosophy
Major: History and philosophy of science and mathematical logic
Dissertation: Geometry As A Source Of Theory‑Ladenness In Early Modern Physics 1981
The Florida State University M.A.‑‑Humanities
Major: Humanities and the Sciences 1980
The Florida State University B. S.‑‑Physics 1979
The Florida State University M. A.‑‑Philosophy 1973
The University of Central Florida B. A.—Psychology

Professional Experience 1992-Present Virginia Polytechnic Institute and State University (Blacksburg), Professor. Responsibilities have been, and continue to include, graduate instruction in the social foundations of education, the philosophy of education, and assortment of special topics including the philosophy of John Dewey and pragmatism and education. Advisement activity includes extensive participation on Ph.D. committees and dissertation advisement. Associate: Center for Science and Technology Studies.Adjunct Professor: Department of Philosophy 1989‑1992 Virginia Polytechnic Institute and State University (Blacksburg). Associate Professor. 1985‑1989 Virginia Polytechnic Institute and State University (Blacksburg), Assistant Professor. 1983‑1985 Junior investigator, NSF Grant IST #8310936 (Information Science and Technology). Jaakko Hintikka and C. J. B. Macmillan, principle investigators. The logic of questions and answers.
Military Experience United States Marine Corps, 1968‑1970.
National Awards and Recognition President, John Dewey Society, 2007-2009.The DeGarmo Lecture, 2008.The John Dewey Society Outstanding Achievement Award, 2006.Jim Merritt award for scholarship in the philosophy of education, 2005.President, Philosophy of Educaiton Society, 2000-2001.

Refereed Publications

Books Authored

2. Philosophy of Education

Garrison, Jim (Forthcoming). Some Remarks on Dewey’s Metaphysics and Theory of Education. Journal of Thought.
Pappus, Gregory Fernando and Garrison, Jim (2005). Pragmatism as a Philosophy of Education in the Hispanic World: A Response. Studies in Philosophy and Education, Vol., 24, 515-529.
Garrison, Jim (2006). Hegelian Continuity in Dewey’s Theory of Inquiry. Educational Theory. Vol. 56, Issue 1, 1-37.
Garrison, Jim (Forthcoming). Curriculum, Critical Common-Sensism, Scholasticism, and the Growth of Democratic Character. Studies in Philosophy and Education.
Garrison, Jim (Forthcoming). A Response to Cato. Educational Theory.
Garrison, Jim (2004). The Aesthetics of Ethical Virtues and the Ethical Virtues of Aesthetics. Interchange, Vol. 35, No. 2, 229-241.
Garrison, Jim and Giarelli, Jim (2004). Pragmatism and Peace. Journal of Thought, Vol. 39 # 3, 43-58.
Garrison, Jim (2003). Prophetic Epideictic Rhetoric: Emotional Education Beyond Good and Evil. Educational Theory, 221-241.
Garrison, Jim (2002). Summing Up Our Differences: A Reply to Siegel. Journal Of Philosophy Of Education, Vol. 36, No. 2, 229-232.
Garrison, Jim (2001-2002). Dewey, Spirituality, and Rationality: A Response to Professor Roda. Educational Change, 81-85.
Garrison, Jim (2002). Dewey, Derrida, and “the Double Bind.” Educational Philosophy and Theory, Vol. 35, No. 3, 349-362. Reprinted in, Derrida, Deconstruction And Education, Oxford: Blackwell, 95-108.
Garrison, J. (2000). A Response to James Scott Johnston. Educational Theory, Vol. 50, No. 2, 275-276.
Garrison, J. (2000). A Response to McCarthy and Sears. Educational Theory, Vol. 50, no., 4 542-543.
Garrison, Jim (2000). Spiritual Education as Poetic Creation in Dewey’s Religious Humanism. Educational Change, 1-11.
Garrison, Jim (2001). A Possible Poetics For Critical Thinking. The Review Journal of Philosophy and Social Science, 141-150.
Garrison, Jim (1999). Reclaiming the Lógos, Considering the Consequences, and Restoring Context: A Deweyan Response to Siegel’s Rationality Redeemed? Educational Theory, Vo. 49, No. 3, 317337.
Garrison, Jim (1999). Dangerous Dualisms in Siegel’s Theory of Critical Thinking: A Deweyan Pragmatist Responds. Journal Of Philosophy Of Education; Vol. 33, Issue 2, 213-232.
Garrison, Jim (1999). John Dewey’s Theory of Practical Reasoning. Educational Philosophy and Theory, Vol., No. 31, 291-312. Reprinted in Portuguese in Perspectiva Magazine.
Garrison, Jim (1998). Pragmatism, Prophecy, and the Status of Philosophy of Education. Educational Theory, Vol. 48, no 3, 427-429.
Garrison, Jim (1998). A Philosophical History of the Idea of “The Public” in the United States: A Provocative Emersonian and Deweyan Pragmatic Perspective. Zeitschrift für Pädagogik, Vol. 38, 143-164.
Garrison, Jim (1998). Dewey, Foucault, and Self-Creation. Educational Philosophy and Theory, Vol. 30, no 2, 11-134.
Kimball, Stephanie L. and Garrison, Jim. (1996). Hermeneutic Listening: An Approach to Understanding in Multicultural Conversations. Studies in Philosophy and Education, 15 (1 & 2), 51-59.
Garrison, Jim. (1996). A Deweyan Theory of Democratic Listening. Educational Theory, Vol. 46, No. 4, 429-451.
Garrison, Jim. (1995). Deweyan Prophetic Pragmatism, Poetry, and the Education of Eros. American Journal of Education 103 (4), 406-431.
Garrison, Jim and Macmillan, C. J. B. (1994). Process‑Product Research on Teaching: Ten Years Later. Educational Theory, 44 (4), 385‑397.
Garrison, Jim. Dewey, Eros, and Education (1994). Education and Culture, 11 (2), 1‑5. Reprinted in the Foxfire Reader.
Garrison, James W. (1993). A Strong Poet's Perspective on Richard Rorty. Studies in Philosophy of Education, 12 (2‑4), 213‑221.
Garrison, James W. and Macmillan, C. J. B. (1992). A Rejoinder to Floden and Newsome. Studies in Philosophy and Education, 11 (3), 223‑229.
Garrison, James W. (1991). "Does Metaphysics Really Matter for Practice?": It Depends on the Practitioner, Educational Theory, 41(2), 221‑226.
Garrison, James W. and McKinney, Joseph, R. (1991). Post‑Structuralism and Educational Administration: A Panoptical Perspective, The Review Journal of Philosophy and Social Science, 16 (1 and 2), 59‑78. Reprinted as Postmodernism and Educational Leadership: The New and Improved Panoptican in Spencer Maxey (ed.) Postmodern School Leadership: Meeting the Crisis in Educational Administration, Greenwood Publishing Group (1993).
Pappas, Eric C. and Garrison, James W. (1990). Toward a New Philosophy of Education: Extending the Conversational Metaphor for Thinking. Studies in Philosophy and Education, 10 (1), 297‑314.
Garrison, James W. (1990). Philosophy as (Vocational) Education, Educational Theory, 40 (3), 391‑406.
Garrison, James W. (1989). The Role of Postpositivistic Philosophy of Science in the Renewal of Vocational Education Research. The Journal of Vocational Education Research, 14 (3), 39‑49.
Garrison, James W. (1990). Greene's Dialectic of Freedom and Dewey's Naturalistic Metaphysics, Educational Theory, 40 (2), 193‑209.
Garrison, James W. and Bentley, Michael L. (1989). Science Education, Conceptual Change, and Breaking with Everyday Experience. Studies in Philosophy and Education, 10 (1), 20‑35.
Orey, Michael A., Garrison, James W. and Burton, John K. (1989). A Philosophical Critique of Null‑Hypothesis Testing. Journal of Research and Development in Education, 22 (3), 12-21. Reprinted in Erskine S. Dottin, ed., Thinking About Education: Philosophical Issues and Problems. University Press of America, New York, pp. 166‑189.
Garrison, James W. and Macmillan, C. J. B. (1988). The Erotetic Logic of Problem Solving Inquiry. Computers in the Schools, 4 (3 & 4), 29‑45. Reprinted in W. Michael Reed and John K. Burton, eds., (1988). Educational Computing and Problem Solving. The Haworth Press, New York, 29‑45.
Garrison, James W. (1988). The Impossibility of Athoretical Educational Research. Journal of Educational Thought, 22 (1), 21‑26.
Garrison, James W. and Shargel, Emanuel I. (1988). Dewey and Husserl: A Surprising Convergence of Themes. Educational Theory, 38 (2), 239‑247. Reprinted in Russian, Phenomenological Inquiry, 1998.
Garrison, James W. (1987). Erotetic Logic and Reflective Thinking in Undergraduate Foundations Courses. Educational Foundations, 1 (2), 58‑62.
Macmillan, C. J. B. and Garrison, James W. (1987). Erotetics and Accountability. Educational Theory, 37 (3), 295‑300.
Garrison, James W. and Macmillan, C. J. B. (1987). Teaching Research to Teaching Practice: A Plea for Theory. Journal of Research and Development in Education, 20 (4), 38‑43.
Garrison, James W. (1986). Some Principles of Postpositivistic Philosophy of Science. Educational Researcher, 15 (9), 12‑18.
Macmillan, C. J. B. and Garrison, James W. (1986). Erotetics Revisited, Educational Theory 36 (4), 355‑361.
Macmillan, C. J. B. and Garrison, James W. (1984). Can the 'New Philosophy of Science' Be Used in Criticizing Current Research Traditions in Education? Educational Researcher, 13 (10), 15‑21.
Garrison, James W. and Macmillan, C. J. B. (1984). A Philosophic Critique of Process‑Product Research. Educational Theory, 34 (3/4), 255‑274.
Macmillan, C. J. B. and Garrison, James W. (1983). An Erotetic Concept of Teaching.
Educational Theory, 33 (3/4), 157‑166.

3. General Philosophy (Refereed and Book Chapters)

Garrison, Jim (2006). Philosophy as Education. Blackwell Companion to Pragmatism. Joseph Margolis and John Shook (Eds.). Oxford: Blackwell. Garrison, Jim and Watson Bruce W. (2005). Food from Thought. Journal of Speculative Philosophy, 242-256.
Garrison, Jim (2005). Dewey on Metaphysics, Meaning Making, and Maps. Transactions of the Charles S. Peirce Society, Vol. 41, No. 4, 818-844.
Pacifici, L. and Garrison, J. (2004). Imagination, Emotion and Inquiry: The Teachable Moment. Contemporary Pragmatism, Vol. 1, no. 1, pp. 125-140.
Garrison, Jim (2003). Dewey’s Theory of Emotions: The Unity of Thought and Emotion in Naturalistic Functional “Co-ordination” of Behavior. Transactions of the Charles S. Peirce Society, Vol. XXXIX, No. 3, 405-443.
Garrison, James (1999). Philosophy as the General Theory of Critical Education. In The Paideia Project: Proceedings of the 20^th World Congress of Philosophy, Vol. 3, David Steiner (Ed.), 51-61.
Garrison, Jim (1999). The Role of Mimesis in Dewey’s Theory of Qualitative Thought. Transactions of the Charles S. Peirce Society, Vol. XXXV, No. 4, 678-696.
Garrison, Jim (1999). John Dewey, Jacques Derrida, and the Metaphysics of Presence. Transactions of the Charles S. Peirce Society, Vol. XXXV, No. 2, 346-372.
Garrison, James W. (1998). La dimensione sociale einterrogativa della conoscenza. Fenomenologia E Società XXI (1) 27-31.
Garrison, Jim (1998). John Dewey’s Philosophy as Education. In Reading Dewey, Larry A. Hickman (ed.). Bloomington: Indiana University Press, 63-81.
Garrison, Jim (1995). Dewey's Philosophy and the Experience of Working: Labor, Tools and Language. Synthese, 105 (5) 87-114.
Garrison, James W. (1994). The Ethics of Geometrical Construction. Herman Parret (editor), Peirce And Value Theory, Amsterdam, J Benjamins Publishing Company, Semiotic Crossroads series, 229-241.
Garrison, James W. (1993). Being Unto Death, Falling in Love with Wisdom, David Karnos and Robert G. Shoemaker, ed., Oxford University Press, Oxford, England, 243‑245.
Garrison, James W. (1993). Metaphysics and scientific proof: Newton and Hegel, Hegel and Newtonianism, Prof. dr. M. J. Petry, ed., Kluwer Academic Publishers, Dordrecht, Holland, 3‑16.
Garrison, James W. (1988). Hintikka, Laudan and Newton: An Interrogative Model of Scientific Inquiry. Synthese, 74 (2), 145‑171.
Garrison, James W. (1987). Newton and the Relation of Mathematics to Natural Philosophy. Journal of the History of Ideas, 48 (4), 609‑627.
Garrison, James W. (1986). The Paradox of Indoctrination: A Solution. Synthese, 68 (2), 261‑273.
Garrison, James W. (1986). Husserl, Galileo and the Processes of Idealization. Synthese, 66 (2), 329‑338. Garrison, James W. (1985). Dewey and the Empirical Unity of Opposites. Transactions of the Charles S. Peirce Society, 21 (4), 549‑561.

Other

Garrison, Jim (2002). Habits as Social Tools in Context. The Occupational Therapy Journal of Research, Vol. 22, 11S-16S.