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<p>I propose a Deweyan understanding of the relationship between epistemology and politics. The standards of legitimate political debate are an irreducibly political concern and cannot be invoked to justify the politics they facilitate. Yet, such standards cannot be left outside of the scope of legitimate political discourse, because they are both politically contestable and politically significant. A Deweyan account of inquiry, extended to moral and political questions, provides fruitful ground for integrating epistemological concerns within a political framework without reducing either kind of consideration to the other.</p> / Doctor of Philosophy (PhD)

This dissertation is an investigation into Knowledge Producing Schools (KPS). KPS is a socio-cultural change effort that reforms that traditional structures of schooling and the connections between schools and the communities in which schools are embedded. KPS schools attempts, through New Literacies, to bring out-of-school practices into schools, in an effort to make students' schooling experiences overall and those incorporating technology more relevant. The position of this dissertation supports KPS goals while rejecting the pedagogy of New Literacies. Instead this dissertations builds upon two elements implicit in KPS/New Literacies work, social inquiry and the facilitation of publics. By making these implict KPS elements explicit this dissertation offers a KPS-Dewey hybrid that locates socio-cultral change efforts in public social inquiry contexts that supports and helps create the communal conditions that can facilitates able, active, publics. These able publics work toward community self-management and alternative representation while dealing with daily problems and current matters of concern. Able publics have been a recent concern in the educational literature that calls for the need of educational reform to be resituated as social movements for education equity. / Ph. D.

Tesis por compendio / [EN] Amartya Sen's Capability Approach (CA) makes an important contribution to the development literature. It moves from the conventional focus on a single indicator: opulence, to an emphasis on people, their plurality, and the multiple dimensions characterizing their quality of life. As such, it proposes an influential account of human beings and their agency. Its advantages notwithstanding, its notion of agency seems to warrant in depth scrutiny. This dissertation explores the actual scope of the CA's agency as well as its limitations, and suggests a way to complement it. An account of the capabilitarian agent encompasses two elements: freedom or choice and rationality or reasoning. Thus, the CA rejects the conventional rational agent, advancing instead a reasoning one. As such, the CA's agency seems to require attention to measurement and explanation (observables) as well as to meaning and interpretation (unobservables), which demands moving beyond a positivistic philosophy of science. At the same time, it is found that this notion seems to leave people who have others choosing and reasoning for them unaccounted for. To provide a complement the CA on both counts, John Dewey's pragmatism is proposed. It is a philosophy that provides an account of how people think and act. The elaboration of pragmatic agency is carried out from philosophical ontology. Pragmatism is located within the analyticist philosophy of science, as it adheres to mind-world monism and phenomenalism. While the former is evidenced in its concept of transaction, suggesting the mutual constitution of humans and their contexts, the latter is evidenced in its attention to objects, which are anything that a person notices (including in-principle unobservables). The meanings of objects are expressed in terms of action and depend on habits, which are predispositions for actions and, as such, more intimate and informative than choices. Pragmatism, therefore, encompasses more than reflective action.. Accounting for the pragmatic transagent, thus, requires the scrutiny of objects and habits, which implies the inclusion of meaning and interpretation. Consequently, it is found that the CA's reasoning agent can benefit from the inclusion of in-principle unbservables by dint of pragmatic objects and habits, enhance the elements constituting individuals with these same elements, make sense of the nature and function of values and preferences, and enrich its account of the relation between individuals and their context by dint of pragmatic transaction. Therefore, the pragmatic transagent can account for the groups dropped by the CA. Additionally, pragmatism can complement the CA in other aspects. Concerning ontology, while the CA has abstained from addressing ontological issues, pragmatism is found to adhere to an analyticist philosophy of science, which seems to agree with the CA's reasoning agent and its constituting elements: choice (observables) and reasoning (unobservables). As for empirical issues, the CA has supported its flexibility on a lay understanding of pragmatism, since it seems to maintain positivist traces. Subscribing to it philosophically could prove beneficial. Apropos of freedom, pragmatism's naturalist philosophy can contribute to alleviate the CA's focus on choice and to account for the continuity of behavior, encompassing non-reflective as well as reflective action, seemingly the main focus of the CA. With respect to democracy, pragmatism casts a wider net than the CA applying democracy to all levels of human association, not only society or the state, which seems to be the CA's concern. Finally, as regards normativity, although both are consequentialist, while the CA holds freedom and achievement as the end, pragmatism advances solely action. These are not incompatible positions. To the extent that the CA can further action, a pragmatic capability approach can accommodate regarding development as freedom. / [ES] El Enfoque de Capacidad (EC) de Amartya Sen hace una importante contribución a la literatura del desarrollo. Se mueve del enfoque convencional en un único indicador: opulencia, a un énfasis en la gente, su pluralidad, y las múltiples dimensiones que caracterizan su calidad de vida. Así, propone una explicación de los seres humanos y su agencia. Sin perjuicio de sus ventajas, su noción de agencia parece merecer estudio a profundidad. Esta disertación explora el alcance real de la agencia del EC así como sus limitaciones, y sugiere una forma de complementarla. Una elaboración del agente capacitario abarca dos elementos: libertad o elección y racionalidad o razonamiento. Así, el EC rechaza al agente racional convencional y promueve uno razonante. Por tanto, la agencia del EC parece requerir atención a la medición y explicación (observables) así como al significado e interpretación (inobservables), lo que demanda moverse más allá de una filosofía de la ciencia positivista. Al mismo tiempo, se encuentra que esta noción parece dejar gente que tiene a otros eligiendo y razonando por ellos sin explicación. Para brindar un complemento al EC en ambos aspectos, se propone el pragmatismo de John Dewey. Es una filosofía con una propuesta de cómo la gente piensa y actúa. La elaboración de la agencia pragmática se hace desde la ontología filosófica. El pragmatismo se ubica como una filosofía de la ciencia analiticista pues adopta el monismo mente-mundo y el fenomenalismo. Mientras el primero se evidencia en su concepto de transacción, sugiriendo una mutua constitución entre humanos y contextos, el segundo lo hace en su atención a objetos, todo lo que una persona nota (incluyendo en principio inobservables). El significado de los objetos se expresa en términos de acción y dependen de hábitos, que son predisposiciones para acciones y, por tanto, son más íntimos e informativos que las elecciones. Así, se abarca más que la acción reflexiva. Explicar al transagente pragmático requiere el estudio de objetivos y hábitos, lo que implica la inclusión de significados e interpretación. Consecuentemente, se encuentra que el agente razonante del EC puede beneficiarse de la inclusión de en principio inobservables mediante los objetos y hábitos pragmáticos, ampliar los elementos que constituyen a los individuos con los mismos elementos, darle sentido a la naturaleza y función de valores y preferencias, y enriquecer su explicación de la relación entre individuos y su contexto mediante la transacción pragmática. Por tanto, el transagente pragmático puede incluir grupos abandonados por el EC. Adicionalmente, el pragmatismo puede complementar al EC en otros aspectos. Sobre la ontología, mientras el EC se ha abstenido de tratar temas ontológicos, el pragmatismo se adhiere a una filosofía de las ciencias analiticista, que parece coincidir con el agente razonante del EC y sus elementos constitutivos: elección (observables) y razonamiento (inobservables). Con respecto a asuntos empíricos, el EC ha basado su flexibilidad en un entendimiento inexperto del pragmatismo, ya que parece mantener rastros positivistas. Suscribirse a su filosofía puede resultar beneficioso. A propósito de la libertad, la filosofía naturalista del pragmatismo puede ayudar a aliviar la atención del EC a la elección y abordar la continuidad del comportamiento, abarcando acción no reflexiva y reflexiva, que parece ser el énfasis del EC. Sobre la democracia, el pragmatismo amplía la red más allá que el EC al aplicar la democracia a todos los niveles de asociación humana, no solo la sociedad y el estado, que parece ser el interés del EC. Finalmente, acerca de la normatividad, aunque ambos son consecuencialistas, mientras el EC propone las capacidad y funcionamientos como fines, el pragmatismo promueve la acción. Estas no son posiciones incompatibles. En la medida en que el EC pueda avanzar la acción, un enfoque de capacidad pragmático puede alojar considerar al desarrollo como libertad. / [CA] L'Enfocament de Capacitat (EC) d'Amartya Sen fa una important contribucio a la lliteratura del desenroll. Se mou de l'enfocament convencional en un unic indicador: opulencia, a un emfatis en la gent, la seua pluralitat, i les multiples dimensions que caracterisen la seua calitat de vida. Aixina, propon una explicacio dels sers humans i la seua agencia. Sense perjuï de les seues ventages, la seua nocio d'agencia sembla mereixer estudi a fondaria. Esta dissertacio explora l'alcanç real de l'agencia de l'EC aixina com les seues llimitacions, i sugerix una forma de complementar-la. Una elaboracio de l'agent capacitat albarca dos elements: llibertat o eleccio i racionalitat o raonament. Aixina, l'EC rebuja a l'agent racional convencional i promou un raonant. Per tant, l'agencia de l'EC sembla requerir atencio a la medicio i explicacio (observables) aixina com al significat i interpretacio (inobservables), lo que demanda moure's mes alla d'una filosofia de la ciencia positivista. Al mateix temps, se troba que esta nocio sembla deixar gent que te a atres triant i raonant per ells sense explicacio. Per a brindar un complement a l'EC en abdos aspectes, se propon el pragmatisme de John Dewey. Es una filosofia en una proposta de com la gent pensa i actua. L'elaboracio de l'agencia pragmatica se fa des de l'ontologia filosofica. El pragmatisme s'ubica com una filosofia de la ciencia analiticist puix adopta el monisme ment-mon i el fenomenalisme. Mentres el primer s'evidencia en el seu concepte de transaccio, sugerint una mutua constitucio entre humans i contexts, el segon ho fa en la seua atencio a objectes, tot lo que una persona nota (incloent en principi inobservables). El significat dels objectes s'expressa en termens d'accio i depenen d'habits, que son predisposicions per a accions i, per tant, son mes intims i informatius que les eleccions. Aixina, se compren mes que l'accio reflexiva. Explicar al transagent pragmatic requerix l'estudi d'objectius i habits, lo que implica l'inclusio de significats i interpretacio. Conseqüentment, se troba que l'agent raonant de l'EC pot beneficiar-se de l'inclusio d'en principi inobservables mediant els objectes i habits pragmatics, ampliar els elements que constituixen als individus en els mateixos elements, donar-li sentit a la naturalea i funcio de valors i preferencies, i enriquir la seua explicacio de la relacio entre individus i el seu context mediant la transaccio pragmatica. Per tant, el transagent pragmatic pot incloure grups abandonats per l'EC. Adicionalment, el pragmatisme pot complementar a l'EC en atres aspectes. Sobre l'ontologia, mentres l'EC s'ha abstingut de tractar temes ontologics, el pragmatisme s'adherix a una filosofia de les ciencies analiticist, que sembla coincidir en l'agent raonant de l'EC i els seus elements constitutius: eleccio (observables) i raonament (inobservables). En respecte a assunts empirics, l'EC ha basat la seua flexibilitat en un enteniment inexpert del pragmatisme, ya que sembla mantindre rastres positivistes. Subscriure's a la seua filosofia pot resultar beneficios. A proposit de la llibertat, la filosofia naturalista del pragmatisme pot ajudar a aliviar l'atencio de l'EC a l'eleccio i abordar la continuïtat del comportament, comprenent accio no reflexiva i reflexiva, que sembla ser el emfatis de l'EC. Sobre la democracia, el pragmatisme amplia la xarcia mes alla que l'EC a l'aplicar la democracia a tots els nivells d'associacio humana, no nomes la societat i l'estat, que sembla ser l'interes de l'EC. Finalment, al voltant de la normativitat, encara que abdos son conseqüèncialistes, mentres l'EC propon les capacitat i funcionaments com fins, el pragmatisme promou l'accio. Estes no son posicions incompatibles. En la mesura en que l'EC puga alvançar l'accio, un enfocament de capacitat pragmatica pot estajar considerar al desenroll com llibertat. / Garcés Velástegui, PF. (2020). Towards a pragmatic capability approach: Essays on human development, agency and pragmatism [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/153796 / Compendio

SAMMANFATTNING Studien belyser vid vilket ämnesinnehåll undersökande undervisning används i matematik respektive No i årskurserna 4–6. Studien lyfter även skäl till varför man väljer att inkludera undersökande moment i undervisningen. Syftet med studien är att ta reda på när och varför undersökande undervisning används samt för att se om det råder en skillnad mellan matematik och No. Vår studie är baserad på John Deweys teori kring learning by doing. Det handlar om att göra eleverna aktiva i sin lärandeprocess. För att samla in data använde vi oss av en kvalitativ metod. Vi genomförde semistrukturerade intervjuer med lärare med varierad erfarenhet. Samtliga lärare undervisade inom både matematik och No. Studiens resultat visade att tillgängligheten till material, möjligheten till att konkretisera och att införa praktiska moment i undervisningen påverkade ämnesinnehållet och var skäl till varför lärare använde undervisningsformen. Studien visade även att lärare främst plockade in undersökande moment vid ämnesinnehåll som geometri och taluppfattning och tals uppfattning inom matematiken medan det inom No var NTA-lådorna som styrde vilket ämnesinnehåll de arbetade undersökande med.

The aim of this MA thesis was to analyze the correspondences and differences between the individual philosophers and writers from the loosely formed intellectual group of Euro- American pragmatism. The thesis utilizes a chronological approach, starting with the early signs of transatlantic pragmatism in Immanuel Kant's philosophy, and traces this development throughout the eighteenth, nineteenth and twentieth century. In addition to the comparison of philosophical similarities and dissimilarities of the examined authors, each chapter also considered the possible uses of pragmatic techniques in pedagogy and education. Therefore, besides the examination of differing epistemologies of writers of transatlantic pragmatism, this thesis also aims to offer educational suggestions, ideas and practical methods for an educator. The first chapter of the thesis is designed to introduce the theme of the work at large. The second chapter of the thesis analyzes the rudimentary signs of pragmatism, in the revolutionary ideas of Immanuel Kant and Johan Gottlieb Fichte. This chapter focuses on the genesis of subjective idealism, subjective category creation and Fichte's Wissenschaftslehre, along with his lectures on vocations. The third chapter surveys the ideas of Ralph Waldo Emerson and his approaches towards the...

The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.

The purpose of this analysis is to explain the instrumental theories of Dewey and Ayres; their analysis of societal problems and the proposed solutions; and finally their perception of the future direction of society. Dewey and Ayres both utilized the instrumental theory of value to analyze problems and propose solutions. According to this theory, something has value if it enhances or furthers the life process of mankind. Therefore, this should become the criterion to be utilized in determining the future courses of action. They both agree that policy decisions should be made with at least one goal in mind: progress.

This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.

John Dewey's philosophical work was establishing a continuum between human behavior and nature. Dewey advanced the theory that everything we experience comes through interaction with our surroundings - and articulating our experience by this interaction. Dewey uses experience even in the framework of art - and he stresses the importance of combining art and esthetic experience into our everyday life. The first part of my paper is meant to explain Dewey's philosophical concepts, his view on the issues relating to the common world, his analysis of normal/everyday experience, and his analysis of what he termed esthetic experience. Part two is a comparison between Dewey's philosophy of esthetic experience and Jerome Stolnitz's, another known aesthetic philosopher, and their theories on esthetics. The basic question I seek to answer is whether, despite their differences in theories, Stolnitz was coming from a different theoretical background with different traditions and assumptions, one can still trace certain consensus and mutually shared territory in which their theories merge. And so, I attempt to answer the question, can we find characteristics of esthetic experience that would be plausible to both of them? Or is it rather that their understanding of esthetic experience was so different, that we...