On Experience Nature And Freedom

Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

This is an enlarged, revised edition of the Paul Carus lecturers which John Dewey delivered in 1925. It covers Dewey's basic formulation of the problem of knowledge, with both a full discussion of theories and resolutions propounded by other systems, and a detailing of Dewey's own concepts upon the relationship of the external world, the minds, and knowledge. Starting with a thorough examination of philosophical method, Dewey examines the interrelationship of experience and nature, and upon the basis of empirical naturalism analyzes experience, the formulation of law, the role of language and social factors in knowledge, the nature of mind, and the final interrelation of mind and matter. Dewey, as in his other mature philosophy, attempts to replace the traditional separation of nature and experience with the idea of continuity, using the traditional separation of nature and experience with the idea of continuity, using the concept of language as the bridge. Dewey's treatment of central problems in philosophy and philosophy of science is profound, yet extremely easy to follow. His range of subject matter is very wide, from the anthropology of Malinowski to gravity, evolution, and the role of art, and his insights are clear and valuable. Scientists, philosophers of science, philosophers, and students of American history of thought will all find this one of the most profitable works by a great 20th-century thinker.

The governing theme of this volume is the role of systematicity in Kant's theoretical and practical philosophy. Kant's System of Nature and Freedom will be essential for anyone working on the history of modern philosophy and related areas of ethics, philosophy of science, and metaphysics.

Schelling is often thought to be a protean thinker whose work is difficult to approach or interpret. Devin Zane Shaw shows that the philosophy of art is the guiding thread to understanding Schelling's philosophical development from his early works in 1795-1796 through his theological turn in 1809-1810. Schelling's philosophy of art is the 'keystone' of the system; it unifies his idea of freedom and his philosophy of nature. Schelling's idea of freedom is developed through a critique of the formalism of Kant's and Fichte's practical philosophies, and his nature-philosophy is developed to show how subjectivity and objectivity emerge from a common source in nature. The philosophy of art plays a dual role in the system. First, Schelling argues that artistic activity produces through the artwork a sensible realization of the ideas of philosophy. Second, he argues that artistic production creates the possibility of a new mythology that can overcome the socio-political divisions that structure the relationships between individuals and society. Shaw's careful analysis shows how art, for Schelling, is the highest expression of human freedom.

Paul Ricoeur’s first book, Freedom and Nature, introduces many themes that resurface in various ways throughout his later work, but its significance has been mostly overlooked in the field of Ricoeur studies. Gathering together an international group of scholars, A Companion to Freedom and Nature is the first book-length study to focus exclusively on Freedom and Nature. It helps readers to understand this complex work by providing careful textual analysis of specific arguments in the book and by situating them in relation to Ricoeur’s early influences, including Merleau-Ponty, Nabert, and Ravaisson. But most importantly, this book demonstrates that Freedom and Nature remains a compelling and vital resource for readers today, precisely because it resonates with recent developments in the areas of embodied cognition, philosophical psychology, and philosophy of the will. Freedom and Nature is fundamentally a book about embodiment, and it situates the human body at the crossroads of activity and passivity, motivation and causation, the voluntary and the involuntary. This conception of the body informs Ricoeur’s unique treatment of topics such as effort, habit, and attention that are of much interest to scholars today. Together the chapters of this book provide a renewed appreciation of this important and innovative work.

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