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Related to Deweyan: John Dewey, pragmatism
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Adj.1.Deweyan - of or relating to John Dewey or his philosophy
References in periodicals archive ?
Though Rorty never became a communist, his redistributionist economics went hand in hand with his Deweyan pragmatism.
What is not surprising, then, is that revival of a Deweyan outlook in philosophy and political theory has led to several new full-scale studies of his life and times.
Finally, Ryan tips his hat to corporate neoliberalism: "President Clinton presented himself to the American people as a 'New Democrat,' but New Democrats strikingly resemble old Deweyan Democrats.
He notes that liberalism is a "fighting creed," which he associates with such Deweyan values as open-mindedness and free communication based on free inquiry, speech, and assembly.
It is in this spirit that Shusterman offers the reader a Deweyan definition of art: the spirit of pragmatism.
In the first chapter, the author connects American liberalism with Deweyan pragmatism, or the version of pragmatic philosophy advanced by the classic American philosopher John Dewey.
He proposes backcasting as an ethical tool to be used in the process of Deweyan 'dramatic rehearsal', an empathetic imagining of different ways the world could go as a result of different choices.
50) A Deweyan experience that takes into account consequences is also capable of bringing together individual preferences.
The reform orientation toward inquiry-based instruction, while not mandating the Deweyan democratic approach is certainly not inconsistent with it.
Considering the overwhelming similarity between Deweyan educational philosophy and experiential education (Breunig, 2008; Chapman, McPhee, & Proudman, 1992), it is helpful to understand Dewey's perception of spirituality.
For Deweyan naturalists, knowledge of an external world is no hoax and cultures do not fix meaning, and Rorty's admonishment that pragmatists must discard the notion of experience altogether was just too much.
In contrast to Deweyan progressivism, the emphasis is on the subject more than on the child, on knowledge as fixed rather than as on constructed, on the authority of the text over the constructions of the learner, on rote learning more than on discovery, on passivity rather than on activity, and so on.