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Inquiry and social diversity: John Dewey's conception of philosophy.

机译：探究与社会多样性：杜威的哲学概念。

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摘要

American society is challenged by a double commitment. On one hand, many in America are committed to respect for social diversity; on the other, many of these same people are also committed to the need, at times, to choose a single course of social action. This double commitment sometimes leads to apparently intractable problems where any choice seems to fail to respect what is of worth in the alternatives. The purpose of this work is to develop, defend, and apply a conception of philosophy which provides a means to resolve broad conflicts within a society committed both to respect for difference and the need for decisive action. The conception I offer extends from the one proposed by John Dewey. I develop a conception of philosophy for a pluralist America by proposing an interpretation of Dewey's conception as grounded in his understanding of the process of knowing, "the theory of inquiry." I argue that the theory of inquiry provides a framework for decisiveness in resolving social conflicts while it also provides a means for maintaining respect for difference. I extend Dewey's conception of philosophy by placing the underlying theory of inquiry in a context where inquirers are committed to respecting difference and by reformulating the subject matter of philosophy to include conflicts which emerge from the commitment to decisiveness and respect for difference. In order to clarify the conception of philosophy I propose, I compare it with the analytic conception of philosophy offered by Dewey's contemporary, Bertrand Russell. For Russell, philosophy is best understood as an attempt to answer "ultimate questions" for their own sake and is grounded in an analytic theory of knowing. The contrast with analytic philosophy helps to illustrate how my version of Dewey's conception of philosophy operates and how it, rather than analytic philosophy, is compatible with the double American commitment. I conclude my discussion by applying the contrasting conceptions of philosophy to the problem of choosing what is to be taught in American colleges and universities when they are committed to offering a multicultural education.
机译：美国社会面临双重承诺的挑战。一方面，美国许多人致力于尊重社会多样性。另一方面，许多相同的人有时也会选择一种社会行动。这种双重承诺有时会导致明显棘手的问题，其中任何选择似乎都无法尊重替代方案的价值所在。这项工作的目的是发展，捍卫和运用哲学观念，该观念为解决社会中既尊重差异又需要采取果断行动的广泛冲突提供了一种手段。我提供的概念来自John Dewey提出的概念。通过提出对杜威概念的解释，我提出了对多元主义美国的哲学概念，这种解释基于他对了解过程的理解，即探究理论。我认为探究理论为解决社会冲突提供了决定性的框架，同时也提供了保持尊重差异的手段。通过将探究的基本理论置于探究者致力于尊重差异的环境中，并通过重新设计哲学的主题以包含因对果断性和尊重差异的承诺而产生的冲突，我扩展了杜威的哲学概念。为了澄清我提出的哲学概念，我将其与杜威的当代人贝特朗·罗素（Bertrand Russell）提供的哲学分析概念进行比较。对于罗素来说，最好将哲学理解为试图为自己的目的回答“最终问题”，并以知识的分析理论为基础。与分析哲学的对比有助于说明我对杜威哲学概念的看法是如何运作的，以及它（而不是分析哲学）如何与美国的双重承诺相吻合。在结束我的讨论时，我将对立的哲学概念应用于选择美国高校致力于提供多元文化教育时应教授的课程的问题。

著录项

  • 作者

    Pratt, Scott Lawrence.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Philosophy.;Educational philosophy.;American studies.
  • 学位 Ph.D.
  • 年度 1995
  • 页码 285 p.
  • 总页数 285
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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