subject:(Dewey)

Queens University

1. Shen, Xiao. Dewey’s Roles in Chinese Education .

Degree: Education, 2012, Queens University

URL: http://hdl.handle.net/1974/7229

► This thesis constructs a triangular model of the interrelationship between Deweyan Pragmatism(hereinafter referred to as DP), Confucianism and Marxism / Maoism by way of chronological… (more)

Subjects/Keywords: Dewey; Education

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APA (6^th Edition):

Shen, X. (2012). Dewey’s Roles in Chinese Education . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shen, Xiao. “Dewey’s Roles in Chinese Education .” 2012. Thesis, Queens University. Accessed February 16, 2020. http://hdl.handle.net/1974/7229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shen, Xiao. “Dewey’s Roles in Chinese Education .” 2012. Web. 16 Feb 2020.

Vancouver:

Shen X. Dewey’s Roles in Chinese Education . [Internet] [Thesis]. Queens University; 2012. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1974/7229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shen X. Dewey’s Roles in Chinese Education . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

2. Fu, Hui. Confucians and Dewey on community.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1836

► This thesis offers a comparison between liberalism, Dewey?s pragmatism, and Confucianism on their views of community. Today, as China struggles with the influences of modernity,… (more)

Subjects/Keywords: Confucianism; John Dewey

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APA (6^th Edition):

Fu, H. (2009). Confucians and Dewey on community. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fu, Hui. “Confucians and Dewey on community.” 2009. Thesis, Texas A&M University. Accessed February 16, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fu, Hui. “Confucians and Dewey on community.” 2009. Web. 16 Feb 2020.

Vancouver:

Fu H. Confucians and Dewey on community. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fu H. Confucians and Dewey on community. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Adelaide

3. Bland, Karen Maree. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.

Degree: 2018, University of Adelaide

URL: http://hdl.handle.net/2440/118073

► The crucial demarcation of John Dewey’s ethical theory was to advocate a shift from promoting particular moral views to emphasising a process of reflective moral… (more)

Subjects/Keywords: Ethics; American pragmatism; John Dewey; Hume & Dewey; Kant & Dewey; J.S. Mill & Dewey

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APA (6^th Edition):

Bland, K. M. (2018). The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/118073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bland, Karen Maree. “The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.” 2018. Thesis, University of Adelaide. Accessed February 16, 2020. http://hdl.handle.net/2440/118073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bland, Karen Maree. “The good, the right & the exigencies of life: John Dewey & the value of moral disagreement.” 2018. Web. 16 Feb 2020.

Vancouver:

Bland KM. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/2440/118073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bland KM. The good, the right & the exigencies of life: John Dewey & the value of moral disagreement. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/118073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

4. Smith, Karen Harrell. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.

Degree: EdD, Educational Leadership, 2003, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/smith_karen_h_200305_edd

► The extent to which the fields of effective and expert teaching and the past scholarship on teaching overlap sufficiently justify further exploration of these similarities.… (more)

▼ The extent to which the fields of effective and expert teaching and the past scholarship on teaching overlap sufficiently justify further exploration of these similarities. John Dewey and Ralph Tyler established a theoretical foundation for expertise in teaching that can contribute to the contemporary literature about effective and expert teaching. The literature of effective and expert teaching and John Dewey and Ralph Tyler writings about teaching were studied to determine if effective and expert teaching research was validated, and even improved by the theories and practices advocated by Dewey and Tyler. The resources for the literature review included the Reader’s Guide to Periodical Literature, a chapter by Axtelle and Burnett (1970) in Guide to the Works of John Dewey, John Dewey’s collected works index, the Educational Index, Teacher’s College Record, and bibliographies and reviews of Dewey’s and Tyler’s work. The Reader’s Guide to Periodical Literature served as a resource in order to span the years prior to those listed in the Educational Index. After a bibliography was created from these sources, an analysis of Dewey and Tyler’s concepts of teaching was conducted. This study found such a historical perspective can inform contemporary studies of effective and expert teaching. Similarities among Dewey, Tyler, and effective and expert teaching showed the importance of classroom management and discipline, meaningful lessons, a professional spirit, teaching adaptability and flexibility, and student evaluation. However, important areas of research were overlooked by current effective and expert teaching and should be considered in the future. These specific areas from the analysis of Dewey and Tyler’s writings included implementing problem-solving techniques, integrating ethical and moral teaching methods, focusing on students’ interests and needs, utilizing multiple forms of student evaluations, and remaining cognizant of students’ entire school experiences. Advisors/Committee Members: William Wraga.

Subjects/Keywords: John Dewey

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APA (6^th Edition):

Smith, K. H. (2003). Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_karen_h_200305_edd

Chicago Manual of Style (16^th Edition):

Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2003. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020. http://purl.galileo.usg.edu/uga_etd/smith_karen_h_200305_edd.

MLA Handbook (7^th Edition):

Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2003. Web. 16 Feb 2020.

Vancouver:

Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2020 Feb 16]. Available from: http://purl.galileo.usg.edu/uga_etd/smith_karen_h_200305_edd.

Council of Science Editors:

Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/smith_karen_h_200305_edd

Texas A&M University

5. Craig, Benjamin Taylor. The aesthetic turn in the face of nihilism.

Degree: 2008, Texas A&M University

URL: http://hdl.handle.net/1969.1/85954

► This thesis outlines one's overcoming of nihilism by consulting two figures, Martin Heidegger and John Dewey. Each thinker holds a pivotal role for art, such… (more)

▼ This thesis outlines one's overcoming of nihilism by consulting two figures, Martin Heidegger and John Dewey. Each thinker holds a pivotal role for art, such that, a turn to the aesthetic allows the individual to overcome this nihilistic age. I intend to show that Heidegger and Dewey mutually inform each other's project. Heidegger is able to shed light on Dewey's project; however, Dewey ultimately takes Heidegger's thought a step further. Heidegger understands the current age to be overcome with nihilism as a consequence of modern technological enframing as well the end of classical religious sensibilities. Heidegger, like Dewey, relies on aesthetics to correct this dilemma. Because of Heidegger's diagnosis of the problem, we can see a new context for Dewey's thought. Dewey does not speak in the language of nihilism, however, through Heidegger, we can see that they share a similar concern. Where Dewey takes Heidegger's thought a step forward is in regard to Dewey's emphasis on personal experience. This emphasis shifts the responsibility of overcoming nihilism away from Heidegger's poet and onto the individual. Dewey understands aesthetics to be a process of experience and art to be the culmination of this experience. This shift in responsibility is placed upon the individual because the individual is the arbiter of their doings and sole recipient of their undergoings. Consequently, the individual bears the consequences, and therefore the responsibility, of their experiences. Meaning, each individual holds the tools necessary to overcome nihilism inherent in one's own experience. The name for the process of properly weathering one's doings and undergoings is called the aesthetic life. The turn to personal responsibility, in the aesthetic life, allows the people to be the genesis of change rather than necessitating a leader, or poet. A community of people engaged in the aesthetic life is understood as democracy. Dewey's formulation of democracy, then, is not only a work of art but it also prevents the return of nihilism through the creation of a society always creating more possibility for its citizens. Advisors/Committee Members: George, Theodore (advisor), Stabile, Susan (committee member), McDermott, John (committee member).

Subjects/Keywords: Aesthetics; Heidegger; Nihilism; Dewey

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APA (6^th Edition):

Craig, B. T. (2008). The aesthetic turn in the face of nihilism. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Craig, Benjamin Taylor. “The aesthetic turn in the face of nihilism.” 2008. Thesis, Texas A&M University. Accessed February 16, 2020. http://hdl.handle.net/1969.1/85954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Craig, Benjamin Taylor. “The aesthetic turn in the face of nihilism.” 2008. Web. 16 Feb 2020.

Vancouver:

Craig BT. The aesthetic turn in the face of nihilism. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1969.1/85954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craig BT. The aesthetic turn in the face of nihilism. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Minnesota

6. Williams, Matthew Clark. Bartleby Goes to College: A Pragmatist Critique of Writing in Schools.

Degree: PhD, Rhetoric and Scientific and Technical Communication, 2012, University of Minnesota

URL: http://hdl.handle.net/11299/165774

► Writing instruction, particularly at the post-secondary level, stands at a crossroads. Since the attainment of some level of post-secondary education has become a near mandatory… (more)

Subjects/Keywords: College; Composition; Dewey; Literacy; Pragmatism

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APA (6^th Edition):

Williams, M. C. (2012). Bartleby Goes to College: A Pragmatist Critique of Writing in Schools. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165774

Chicago Manual of Style (16^th Edition):

Williams, Matthew Clark. “Bartleby Goes to College: A Pragmatist Critique of Writing in Schools.” 2012. Doctoral Dissertation, University of Minnesota. Accessed February 16, 2020. http://hdl.handle.net/11299/165774.

MLA Handbook (7^th Edition):

Williams, Matthew Clark. “Bartleby Goes to College: A Pragmatist Critique of Writing in Schools.” 2012. Web. 16 Feb 2020.

Vancouver:

Williams MC. Bartleby Goes to College: A Pragmatist Critique of Writing in Schools. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/11299/165774.

Council of Science Editors:

Williams MC. Bartleby Goes to College: A Pragmatist Critique of Writing in Schools. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://hdl.handle.net/11299/165774

Bowling Green State University

7. Mueller, Denis. John Dewey and Documentary Narrative.

Degree: PhD, American Culture Studies/Communication, 2007, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626

► This dissertation takes full advantage of the use of video clips as part of the presentation. My work is a combination of traditional scholarship and… (more)

Subjects/Keywords: Cinema; John Dewey; documentary narrative

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APA (6^th Edition):

Mueller, D. (2007). John Dewey and Documentary Narrative. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626

Chicago Manual of Style (16^th Edition):

Mueller, Denis. “John Dewey and Documentary Narrative.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed February 16, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626.

MLA Handbook (7^th Edition):

Mueller, Denis. “John Dewey and Documentary Narrative.” 2007. Web. 16 Feb 2020.

Vancouver:

Mueller D. John Dewey and Documentary Narrative. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2020 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626.

Council of Science Editors:

Mueller D. John Dewey and Documentary Narrative. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1195476626

Boston University

8. Henkel, Milford Franklin. The epistemology of John Dewey.

Degree: MA, Philosophy, 1948, Boston University

URL: http://hdl.handle.net/2144/21420

Subjects/Keywords: Dewey; John

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APA (6^th Edition):

Henkel, M. F. (1948). The epistemology of John Dewey. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/21420

Chicago Manual of Style (16^th Edition):

Henkel, Milford Franklin. “The epistemology of John Dewey.” 1948. Masters Thesis, Boston University. Accessed February 16, 2020. http://hdl.handle.net/2144/21420.

MLA Handbook (7^th Edition):

Henkel, Milford Franklin. “The epistemology of John Dewey.” 1948. Web. 16 Feb 2020.

Vancouver:

Henkel MF. The epistemology of John Dewey. [Internet] [Masters thesis]. Boston University; 1948. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/2144/21420.

Council of Science Editors:

Henkel MF. The epistemology of John Dewey. [Masters Thesis]. Boston University; 1948. Available from: http://hdl.handle.net/2144/21420

University of Melbourne

9. Kerr, Kylie. A Deweyan contribution to positive education.

Degree: 2015, University of Melbourne

URL: http://hdl.handle.net/11343/59004

► Positive education seeks to enhance wellbeing in schools by establishing a culture where success is measured in terms of happiness. This goal aligns well with… (more)

Subjects/Keywords: positive education; Dewey; positive psychology

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APA (6^th Edition):

Kerr, K. (2015). A Deweyan contribution to positive education. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/59004

Chicago Manual of Style (16^th Edition):

Kerr, Kylie. “A Deweyan contribution to positive education.” 2015. Masters Thesis, University of Melbourne. Accessed February 16, 2020. http://hdl.handle.net/11343/59004.

MLA Handbook (7^th Edition):

Kerr, Kylie. “A Deweyan contribution to positive education.” 2015. Web. 16 Feb 2020.

Vancouver:

Kerr K. A Deweyan contribution to positive education. [Internet] [Masters thesis]. University of Melbourne; 2015. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/11343/59004.

Council of Science Editors:

Kerr K. A Deweyan contribution to positive education. [Masters Thesis]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/59004

Kristianstad University

10. Axelsson, Annette. Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering.

Degree: Teacher Education, 2011, Kristianstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8601

► Syftet med vår uppsats är att undersöka hur olika lärare inom grundskolan kan organisera och planera ett ämnesintegrerat arbetssätt och hur det ämnesintegrerade arbetssättet… (more)

Subjects/Keywords: arbetssätt; Dewey; organisering; planering; ämnesintegreration

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APA (6^th Edition):

Axelsson, A. (2011). Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Axelsson, Annette. “Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering.” 2011. Thesis, Kristianstad University. Accessed February 16, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Axelsson, Annette. “Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering.” 2011. Web. 16 Feb 2020.

Vancouver:

Axelsson A. Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2020 Feb 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Axelsson A. Ämnesintegrerat arbetssätt : Lärarnas arbete med organisering och planering. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Floren, Charles. L'esthétique radicale de John Dewey : Dewey's radical aesthetic.

Degree: Docteur es, Philosophie, 2016, Aix Marseille Université

URL: http://www.theses.fr/2016AIXM3023

►

« Concernant l’expérience esthétique, le philosophe se doit donc de comprendre de quoi il y a expérience » déclare J. Dewey et c’est sur la… (more)

▼

« Concernant l’expérience esthétique, le philosophe se doit donc de comprendre de quoi il y a expérience » déclare J. Dewey et c’est sur la base de son enquête que nous tenterons dans la première partie de notre recherche, de répondre à cette injonction. Il s’agira d’abord de comprendre les exigences, les difficultés et les enjeux de cette conception de l’expérience esthétique saisie dans sa continuité avec l’expérience ordinaire. On ne peut concevoir l’expérience esthétique comme une entité séparée de l’expérience ordinaire, mais on ne peut non plus en galvauder la spécificité en la diluant dans le flux de nos expériences. Radicale, l’esthétique de Dewey l’est aussi en ce qu’elle invite à ne plus dissocier l’esthétique et l’artistique, la contemplation et la pratique, la réception et la création, mais cherche plutôt à saisir la continuité qui relie ces distinctions abstraites au sein d’une même expérience vivante. C’est à la portée critique de cette reconstruction d’une expérience unifiée que nous consacrerons la deuxième partie de cette recherche. Enfin, radicale, l’esthétique pragmatiste l’est à un troisième titre en ce qu’elle refuse les fictions paresseuses de l’intériorité pour comprendre l’individualité du sujet esthétique qu’il soit créateur ou récepteur. L’expérience esthétique apparaît bien à la fois comme l’expérience la plus individuelle et la plus accomplie, mais son individualité ne présuppose pas l’existence d’un individu pensé comme un atome isolé. Ainsi, ce que Dewey nous invite à repenser et à reconstruire c’est le lien mouvant qui unit l’individu et la société démocratique.

« To esthetic experience, then, the philosopher must go to understand what experience is. » J. Dewey claims and the first part of our research will rest on Dewy's inquiry on experience in an attempt to comply with his injunction. To begin with, we will endeavour to understand what are the requirements, the difficulties and the possible gains of this conception of aesthetic experience, which is described as closely connected to commonplace experience. Aesthetic experience can not be conceived as separate from commonplace experience, but neither should its specificity be lessened by dilution in the general flow of human experience. Dewey's aesthetics is also radical in that he argues against the distinction between the aesthetic and the artistic, between the artist's creativity and the audience's contemplation, between creation and appreciation. To the contrary, he attempts to take hold of what relates the two facets of the artistic process and to merge them into one and the same living experience. The second part of our research will be devoted to uncovering the critical scope of this reconstruction of experience. To proceed further, the radical quality of pragmatist aesthetics can be found in its refusal of the lazy fictions of the inner self and in its attempt to understand the individuality of the aesthetic subject, whether creator or recipient.Aesthetic experience is revealed as the most individual and fulfilled…

Advisors/Committee Members: Zask, Joëlle (thesis director).

Subjects/Keywords: Dewey; Expérience; Pragmatisme; Art; Dewey; Experience; Pragmatism; Art

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APA (6^th Edition):

Floren, C. (2016). L'esthétique radicale de John Dewey : Dewey's radical aesthetic. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2016AIXM3023

Chicago Manual of Style (16^th Edition):

Floren, Charles. “L'esthétique radicale de John Dewey : Dewey's radical aesthetic.” 2016. Doctoral Dissertation, Aix Marseille Université. Accessed February 16, 2020. http://www.theses.fr/2016AIXM3023.

MLA Handbook (7^th Edition):

Floren, Charles. “L'esthétique radicale de John Dewey : Dewey's radical aesthetic.” 2016. Web. 16 Feb 2020.

Vancouver:

Floren C. L'esthétique radicale de John Dewey : Dewey's radical aesthetic. [Internet] [Doctoral dissertation]. Aix Marseille Université 2016. [cited 2020 Feb 16]. Available from: http://www.theses.fr/2016AIXM3023.

Council of Science Editors:

Floren C. L'esthétique radicale de John Dewey : Dewey's radical aesthetic. [Doctoral Dissertation]. Aix Marseille Université 2016. Available from: http://www.theses.fr/2016AIXM3023

Universidade Federal de Santa Maria

12. Dariane Carlesso. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.

Degree: 2008, Universidade Federal de Santa Maria

URL: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

► Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação/Mestrado, da Universidade Federal de Santa Maria (PPGE/UFSM) e está vinculada à Linha de Pesquisa: Educação,… (more)

▼ Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação/Mestrado, da Universidade Federal de Santa Maria (PPGE/UFSM) e está vinculada à Linha de Pesquisa: Educação, Política e Cultura. Teve como objetivo principal, conhecer o conceito de experiência presente na obra de John Dewey, na expressão educação como construção e reconstrução de experiência, própria do autor. Através da pesquisa bibliográfica em algumas obras sobre educação de John Dewey, delinearam-se elementos caracterizadores da experiência. A investigação ocupou-se, também, em entender e refletir, por meio da literatura atual, sobre o que caracteriza a cultura escolar hoje, quais são as concepções que alimentam a valorização da cultura experiencial do aluno no ambiente da escola. Por ser a escola entendida hoje como um ambiente não só entremeado, mas produtor de cultura e, também, produtor de um discurso de valorização da experiência do aluno, o estudo sobre a crise de paradigmas constituidores da experiência fez-se necessário. Sendo assim, questionou-se a condição atual da escola em meio aos diferentes impasses que ela vem sofrendo, especialmente pela separação entre os saberes escolares e a vida do aluno. Com o intuito de abranger os discursos educacionais atuais de valorização da experiência proferidos dentro do próprio ambiente da escola, também foram trazidas para a reflexão, mediante entrevistas semi-estruturadas, falas de seis professoras atuantes na educação de crianças de uma escola pública. Tais entrevistas, analisadas através da técnica de análise de conteúdo e de análise textual, receberam uma leitura voltada para a compreensão daquilo que sustenta o conceito de experiência. Nesse sentido, foram estudadas as concepções de ensino, aprendizagem, aluno e o papel do professor presentes nos discursos das professoras. Ao comparar as concepções deweyanas de educação e o que hoje se apresenta na escola como elemento caracterizador da experiência, nossa pesquisa conclui que ainda estamos assentados em uma educação basicamente tradicional que, embora se diga fomentadora de experiências no espaço da escola, reduz esta compreensão ao ir lá e fazer. E, quando se diz conhecedora das experiências do aluno, não as concebe como possibilitadoras de novas construções, no sentido encadeado e contínuo do processo de construção do conhecimento. As falas da maioria das professoras apontam uma dimensão da experiência voltada para vivências, situações imediatas, práticas, no sentido restrito do termo. Sendo assim, embora se professe a valorização da experiência do aluno, a necessidade e a importância de trazer a vida do mesmo para o ambiente da escola, isso ainda é feito de maneira superficial, sem a intencionalidade inerente a uma compreensão da experiência como acontecimento de crescimento e aperfeiçoamento do ser humano; ou seja, a experiência e sua reconstrução contínua como um processo de construção do conhecimento. Esta impossibilidade de confluir o conceito deweyano de experiência com aquilo que é proferido nos discursos educacionais atuais se… Advisors/Committee Members: Elisete Medianeira Tomazetti, Amarildo Luiz Trevisan, Marcus Vinicius da Cunha.

Subjects/Keywords: experiência; John Dewey; EDUCACAO; John Dewey; experience; reconstrução; reconstruction

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APA (6^th Edition):

Carlesso, D. (2008). JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carlesso, Dariane. “JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.” 2008. Thesis, Universidade Federal de Santa Maria. Accessed February 16, 2020. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carlesso, Dariane. “JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA.” 2008. Web. 16 Feb 2020.

Vancouver:

Carlesso D. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2008. [cited 2020 Feb 16]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carlesso D. JOHN DEWEY E A EDUCAÇÃO COMO RECONSTRUÇÃO DA EXPERIÊNCIA: UM POSSÍVEL DIÁLOGO COM A EDUCAÇÃO CONTEMPORÂNEA. [Thesis]. Universidade Federal de Santa Maria; 2008. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Rosberg, Sara. Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK.

Degree: Swedish School of Library and Information Science, 2012, University of Borås

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16563

►

Swedish libraries are currently discussing and implementing the classification system Dewey (DDC). Most libraries in Sweden have used the Swedish classification system SAB until… (more)

Subjects/Keywords: Dewey; DDK; DDC; Laclau och Mouffe; SAB; Dewey decimalklassifikation; Dewey Decimal Classification; diskursanalys; Social Sciences; Samhällsvetenskap

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APA (6^th Edition):

Rosberg, S. (2012). Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rosberg, Sara. “Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK.” 2012. Thesis, University of Borås. Accessed February 16, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rosberg, Sara. “Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK.” 2012. Web. 16 Feb 2020.

Vancouver:

Rosberg S. Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK. [Internet] [Thesis]. University of Borås; 2012. [cited 2020 Feb 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosberg S. Dewey i Sverige : En diskursanalys av den svenska bibliotekssektorns uttalanden om klassifikationssystemet DDK. [Thesis]. University of Borås; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

14. DuChemin, Roderic Clark. Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education.

Degree: PhD, Graduate School, 1953, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486471132853771

Subjects/Keywords: Education; Dewey; Russell

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APA (6^th Edition):

DuChemin, R. C. (1953). Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486471132853771

Chicago Manual of Style (16^th Edition):

DuChemin, Roderic Clark. “Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education.” 1953. Doctoral Dissertation, The Ohio State University. Accessed February 16, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486471132853771.

MLA Handbook (7^th Edition):

DuChemin, Roderic Clark. “Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education.” 1953. Web. 16 Feb 2020.

Vancouver:

DuChemin RC. Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education. [Internet] [Doctoral dissertation]. The Ohio State University; 1953. [cited 2020 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486471132853771.

Council of Science Editors:

DuChemin RC. Aspects of the philosophies of John Dewey and Bertrand Russell and their relation to education. [Doctoral Dissertation]. The Ohio State University; 1953. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486471132853771

The Ohio State University

15. Gebre-Hiwet, Mengesha. Contrasting philosophies of education : Nunn and Dewey .

Degree: PhD, Graduate School, 1958, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486562415804844

Subjects/Keywords: Education; Dewey; Education

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APA (6^th Edition):

Gebre-Hiwet, M. (1958). Contrasting philosophies of education : Nunn and Dewey . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486562415804844

Chicago Manual of Style (16^th Edition):

Gebre-Hiwet, Mengesha. “Contrasting philosophies of education : Nunn and Dewey .” 1958. Doctoral Dissertation, The Ohio State University. Accessed February 16, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486562415804844.

MLA Handbook (7^th Edition):

Gebre-Hiwet, Mengesha. “Contrasting philosophies of education : Nunn and Dewey .” 1958. Web. 16 Feb 2020.

Vancouver:

Gebre-Hiwet M. Contrasting philosophies of education : Nunn and Dewey . [Internet] [Doctoral dissertation]. The Ohio State University; 1958. [cited 2020 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486562415804844.

Council of Science Editors:

Gebre-Hiwet M. Contrasting philosophies of education : Nunn and Dewey . [Doctoral Dissertation]. The Ohio State University; 1958. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486562415804844

The Ohio State University

16. Rich, John Martin. Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education.

Degree: PhD, Graduate School, 1958, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486563142749835

Subjects/Keywords: Education; Dewey; Niebuhr

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rich, J. M. (1958). Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486563142749835

Chicago Manual of Style (16^th Edition):

Rich, John Martin. “Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education.” 1958. Doctoral Dissertation, The Ohio State University. Accessed February 16, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486563142749835.

MLA Handbook (7^th Edition):

Rich, John Martin. “Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education.” 1958. Web. 16 Feb 2020.

Vancouver:

Rich JM. Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education. [Internet] [Doctoral dissertation]. The Ohio State University; 1958. [cited 2020 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486563142749835.

Council of Science Editors:

Rich JM. Aspects of the social philosophies of John Dewey and Reinold Niebuhr as they relate to education. [Doctoral Dissertation]. The Ohio State University; 1958. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486563142749835

Texas A&M University

17. Deters, Troy Nicholas. John Dewey's theory of inquiry: an interpretation of a classical American approach to logic.

Degree: 2006, Texas A&M University

URL: http://hdl.handle.net/1969.1/3795

► During the 20th century, John Dewey introduced a new idea with respect to the nature of logical theory: He presented a portrait of logic as… (more)

Subjects/Keywords: Dewey; Inquiry; Logic

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APA (6^th Edition):

Deters, T. N. (2006). John Dewey's theory of inquiry: an interpretation of a classical American approach to logic. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Deters, Troy Nicholas. “John Dewey's theory of inquiry: an interpretation of a classical American approach to logic.” 2006. Thesis, Texas A&M University. Accessed February 16, 2020. http://hdl.handle.net/1969.1/3795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Deters, Troy Nicholas. “John Dewey's theory of inquiry: an interpretation of a classical American approach to logic.” 2006. Web. 16 Feb 2020.

Vancouver:

Deters TN. John Dewey's theory of inquiry: an interpretation of a classical American approach to logic. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1969.1/3795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Deters TN. John Dewey's theory of inquiry: an interpretation of a classical American approach to logic. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Baylor University

18. Jackson, Nathan E. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism.

Degree: Philosophy., 2014, Baylor University

URL: http://hdl.handle.net/2104/9073

► This dissertation draws on resources in John Dewey's work to respond to a lacuna in Jonathan Dancy's moral particularism. Dancy maintains that there are few,… (more)

▼ This dissertation draws on resources in John Dewey's work to respond to a lacuna in Jonathan Dancy's moral particularism. Dancy maintains that there are few, if any, true universal moral principles, and that moral reasoning and judgment do not depend upon them. He holds that moral justification is narrative, and affirms a view of moral competence where an individual is able to track a situation’s salient features in their particular relationships, what he calls a situation’s "shape." However, it is unclear how moral education is possible on a particularist framework, and I argue in chapter two that the resources Dancy offers here are inadequate. Moreover, since different situations will contain different salient features and exhibit different shapes, Dancy's particularism faces a problem regarding the use of imaginary cases in moral education and reasoning. Since the same feature can be salient in different ways from one situation to another, the best cases can do is to yield "reminders" of the importance that a feature can have. In response, I argue that John Dewey's work on habits, tradition, and imagination can provide avenues of response for particularism. In chapter 3, I respond to the criticism that Dancy and Dewey's views are incompatible, since Dewey eschews claims to objectivity. I show that Dancy's conception of objectivity, "Hegelian objectivity," shares fundamental commitments with Dewey's conceptions of inquiry and criticism. Afterwards, in chapter 4, I argue that Dewey can explain the possibility of particularist moral education as enculturation into a "culture of evaluation" in terms of habituation in traditions. For Dewey, habits are projective demands for activity that organize experienced elements, or features of situations. By performing conjoint activities in a social environment, one forms habits that explain the salience of certain features. Finally, in chapter 5, I argue that Dewey's work on imagination in his aesthetic work helps answer the challenge regarding cases. In interacting with a case, one is not necessarily looking for new properties. Instead, cases can alter the background understanding one brings to a situation. Cases can argue for the potential of certain narrative elements, like particular metaphors, to enable coherent descriptions of situations. Advisors/Committee Members: Rosenbaum, Stuart E (advisor).

Subjects/Keywords: John Dewey.; Jonathan Dancy.; Morals.; Ethics.

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APA (6^th Edition):

Jackson, N. E. (2014). Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jackson, Nathan E. “Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. ” 2014. Thesis, Baylor University. Accessed February 16, 2020. http://hdl.handle.net/2104/9073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jackson, Nathan E. “Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. ” 2014. Web. 16 Feb 2020.

Vancouver:

Jackson NE. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. [Internet] [Thesis]. Baylor University; 2014. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/2104/9073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson NE. Unprincipled moral learning : Dewey's pragmatism and Dancy's particularism. [Thesis]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/9073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

19. Baaij, Thomas. De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan.

Degree: 2014, Leiden University

URL: http://hdl.handle.net/1887/32532

► In deze these wordt de verhouding tussen verschillende takken van onderzoek onderzocht. Daarbij komt niet alleen de verhouding tussen verschillende vormen van wetenschappelijk onderzoek aan… (more)

Subjects/Keywords: Dewey; Heidegger; Dilthey; Organisatie; Onderzoek; Wetenschap; Kunst

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APA (6^th Edition):

Baaij, T. (2014). De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/32532

Chicago Manual of Style (16^th Edition):

Baaij, Thomas. “De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan.” 2014. Masters Thesis, Leiden University. Accessed February 16, 2020. http://hdl.handle.net/1887/32532.

MLA Handbook (7^th Edition):

Baaij, Thomas. “De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan.” 2014. Web. 16 Feb 2020.

Vancouver:

Baaij T. De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1887/32532.

Council of Science Editors:

Baaij T. De organisatie van een bezield onderzoeken: John Deweys wijsgerige bepaling van de ervaring en het bestaan. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/32532

University of New Mexico

20. Haley, Gregory. A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur.

Degree: English, 2013, University of New Mexico

URL: http://hdl.handle.net/1928/23117

► This dissertation is primarily concerned with describing a hermeneutic theory of composition pedagogy for the purpose of developing socially engaged, self-reflective, and critically conscious citizens… (more)

Subjects/Keywords: Hermeneutics; Rhetoric; Composition; Pedagogy; Dewey; Arendt; Ricoeur

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APA (6^th Edition):

Haley, G. (2013). A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23117

Chicago Manual of Style (16^th Edition):

Haley, Gregory. “A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur.” 2013. Doctoral Dissertation, University of New Mexico. Accessed February 16, 2020. http://hdl.handle.net/1928/23117.

MLA Handbook (7^th Edition):

Haley, Gregory. “A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur.” 2013. Web. 16 Feb 2020.

Vancouver:

Haley G. A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1928/23117.

Council of Science Editors:

Haley G. A Hermeneutic Composition Pedagogy: The Student as Self, Citizen, and Writer in Dewey, Arendt, and Ricoeur. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23117

21. FALCÃO, Clóvis Marinho de Barros. Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza .

Degree: 2013, Universidade Federal de Pernambuco

URL: http://repositorio.ufpe.br/handle/123456789/10936

► A teoria do direito atual apresenta fortes tendências céticas e relativistas, relacionadas à queda da modernidade e do ideal de ciência cartesiano. Essa é uma… (more)

Subjects/Keywords: Direito; Epistemologia; Estética; Interpretação; Dewey; Rawls; Dworkin

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APA (6^th Edition):

FALCÃO, C. M. d. B. (2013). Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/10936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

FALCÃO, Clóvis Marinho de Barros. “Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza .” 2013. Thesis, Universidade Federal de Pernambuco. Accessed February 16, 2020. http://repositorio.ufpe.br/handle/123456789/10936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

FALCÃO, Clóvis Marinho de Barros. “Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza .” 2013. Web. 16 Feb 2020.

Vancouver:

FALCÃO CMdB. Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2013. [cited 2020 Feb 16]. Available from: http://repositorio.ufpe.br/handle/123456789/10936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

FALCÃO CMdB. Um Olhar Pragmático Sobre Teorias do Direito: A Verdade Estética Como Reação à Incerteza . [Thesis]. Universidade Federal de Pernambuco; 2013. Available from: http://repositorio.ufpe.br/handle/123456789/10936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Bowling Green State University

22. Peabody, Robyn. John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters.

Degree: PhD, Philosophy, Applied, 2010, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209

► Over the last twenty-five years, there has been an increased interest in bringing together pragmatism and feminism. The dissertation advances this movement. It specifically examines… (more)

▼ Over the last twenty-five years, there has been an increased interest in bringing together pragmatism and feminism. The dissertation advances this movement. It specifically examines the theory of growth offered by John Dewey and the feminist theory of power outlined by Amy Allen. The dissertation then examines the two theories in relation to the theory and practice of domestic violence emergency shelters. Dewey's theory of growth, which may apply to individual growth, and the work done with individual women in shelters provides a nice point of convergence from which to examine pragmatism and feminism. Before bringing representatives of pragmatism and feminism together, the dissertation addresses a criticism of Dewey's work that presents a potential obstacle to a productive merger. The dissertation alleviates the criticism that Dewey's theory of growth is cryptic and allusive by presenting the theory in light of his central pragmatic commitments. This presentation contextualizes his statements about growth and frames themwithin a comprehensive theory. In addition, the criticism that Dewey does not significantly address issues of power within his work is potentially problematic for application to the work of domestic violence shelters. To address this issue, the dissertation evaluates Dewey's work for whether it adequately theorizes the modes of power that Allen argues are necessary for a feminist theory of power, specifically, domination, resistance, and solidarity. The conclusion is made that while Dewey's theory embraces, or at least accommodates, each mode of power, his emphasis on problem-solving and cooperative inquiry masks the fact that problems may result from oppressive relations of power, making their resolution that much more difficult. To supplement Dewey's ability to diagnose relations of power, the dissertation explores the possibility of a joint theory between Dewey and Allen in application to the theory and practice of domestic violence emergency shelters. The dissertation concludes that the fruitfulness of this examination illustrates the potential benefits for the continued pursuit of collaboration between pragmatism and feminism. Advisors/Committee Members: Bradie, Michael (Committee Chair).

Subjects/Keywords: Philosophy; feminism; pragmatism; domestic violence; Dewey

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APA (6^th Edition):

Peabody, R. (2010). John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209

Chicago Manual of Style (16^th Edition):

Peabody, Robyn. “John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed February 16, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209.

MLA Handbook (7^th Edition):

Peabody, Robyn. “John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters.” 2010. Web. 16 Feb 2020.

Vancouver:

Peabody R. John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2020 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209.

Council of Science Editors:

Peabody R. John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209

University of Iceland

23. Bryndís Gunnarsdóttir; Ellý Dröfn Kristjánsdóttir. „Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur.

Degree: 2009, University of Iceland

URL: http://hdl.handle.net/1946/3809

► Þjóðsögur hafa verið til síðan í fyrndinni og fylgt manninum í munnlegri geymd. Upphaflega voru þær ætlaðar fullorðnu fólki en með tímanum breyttust þær í… (more)

Subjects/Keywords: Leikskólakennarafræði; Þjóðsögur; Gardner, Howard; Dewey, John; Könnunaraðferð

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APA (6^th Edition):

Kristjánsdóttir, B. G. E. D. (2009). „Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur. (Thesis). University of Iceland. Retrieved from http://hdl.handle.net/1946/3809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kristjánsdóttir, Bryndís Gunnarsdóttir; Ellý Dröfn. “„Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur.” 2009. Thesis, University of Iceland. Accessed February 16, 2020. http://hdl.handle.net/1946/3809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kristjánsdóttir, Bryndís Gunnarsdóttir; Ellý Dröfn. “„Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur.” 2009. Web. 16 Feb 2020.

Vancouver:

Kristjánsdóttir BGED. „Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur. [Internet] [Thesis]. University of Iceland; 2009. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1946/3809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kristjánsdóttir BGED. „Hvað eigum við nú að gera...?“ : könnunaraðferðin og þjóðsögur. [Thesis]. University of Iceland; 2009. Available from: http://hdl.handle.net/1946/3809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Sherbrooke

24. Lampron, Matthieu. De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture .

Degree: 2012, Université de Sherbrooke

URL: http://hdl.handle.net/11143/5635

► Cette recherche se situe dans le domaine de l'éthique environnementale, qui à notre avis profiterait grandement de l'apport méthodologique du pragmatisme deweyien. En effet, celui-ci… (more)

▼ Cette recherche se situe dans le domaine de l'éthique environnementale, qui à notre avis profiterait grandement de l'apport méthodologique du pragmatisme deweyien. En effet, celui-ci propose une épistémologie originale, est fondé dans la pratique et promeut un engagement démocratique. Nous nous intéressons à une approche particulière en agriculture appelée permaculture - une méthode de design environnemental ayant comme visée la durabilité et possédant son propre système éthique. Étant donné la situation environnementale actuelle, plus précisément l'état de l'agriculture québécoise et mondiale, une méthode qui donne des résultats concrets serait donc la bienvenue. Il s'agit de montrer que la permaculture et la philosophie de Dewey peuvent se comprendre l'une par l'autre en raison de leur grande proximité conceptuelle. Tout d'abord, nous analyserons les similarités théoriques pouvant être reconstruites entre la méthodologie deweyienne et la permaculture. Il s'agira de montrer que la permaculture, sous plusieurs aspects - épistémologique, pédagogique, sociale - peut se concevoir comme un pragmatisme deweyien appliqué à l'environnement, ce qui constituera un argument pour une incorporation accrue de la philosophie deweyienne dans le débat environnemental. Ensuite, par le biais d'un sondage mené avec les participants d'un cours de permaculture, nous chercherons à valider les résultats d'une recherche précédente menée selon l'orientation du pragmatisme environnemental, dans un échantillon de la population du Vermont. Celle-ci montrait une convergence des éthiques vers la durabilité, malgré une pluralité d'orientations. Nous tenterons de vérifier cette convergence - en supposant qu'elle sera plus écocentrique en permaculture - tout en cherchant à explorer les variations de l'éthique des participants s'investissant en permaculture. À l'aide de l'épistémologie deweyienne, nous viendrons mettre en lumière différents aspects de la position éthique des participants à vouloir s'investir dans la durabilité, constituant ainsi un argument dans l'utilisation explicative du cadre théorique deweyien en éthique environnementale.Cette recherche terrain s'inscrit dans une volonté d'expérimenter le pragmatisme en action. Enfin, étant donné la différence du nombre de répondants, les comparaisons effectuées entre notre étude et celle de référence doivent être interprétées de manière heuristique. Notre recherche se doit d'être perçue comme un exercice philosophique pragmatique et comme une amorce de recherche plus exhaustive. Advisors/Committee Members: Létourneau, Alain (advisor).

Subjects/Keywords: Dewey; Pragmatisme; Pragmatisme environnemental; Éthique environnementale; Permaculture

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APA (6^th Edition):

Lampron, M. (2012). De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture . (Masters Thesis). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/5635

Chicago Manual of Style (16^th Edition):

Lampron, Matthieu. “De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture .” 2012. Masters Thesis, Université de Sherbrooke. Accessed February 16, 2020. http://hdl.handle.net/11143/5635.

MLA Handbook (7^th Edition):

Lampron, Matthieu. “De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture .” 2012. Web. 16 Feb 2020.

Vancouver:

Lampron M. De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture . [Internet] [Masters thesis]. Université de Sherbrooke; 2012. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/11143/5635.

Council of Science Editors:

Lampron M. De l'utilisation du pragmatisme deweyien en éthique environnementale l'exemple de la permaculture . [Masters Thesis]. Université de Sherbrooke; 2012. Available from: http://hdl.handle.net/11143/5635

Southern Illinois University

25. Allman, Philip R. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.

Degree: MA, Philosophy, 2013, Southern Illinois University

URL: http://opensiuc.lib.siu.edu/theses/1332

► My thesis is an attempt to show the brilliance and novelty of John Dewey's theory of knowledge, instrumentalism. The main objective of my thesis… (more)

Subjects/Keywords: Consciousness; Culture; Humanism; Instrumentalism; John Dewey; Knowledge

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APA (6^th Edition):

Allman, P. R. (2013). John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/1332

Chicago Manual of Style (16^th Edition):

Allman, Philip R. “John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.” 2013. Masters Thesis, Southern Illinois University. Accessed February 16, 2020. http://opensiuc.lib.siu.edu/theses/1332.

MLA Handbook (7^th Edition):

Allman, Philip R. “John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge.” 2013. Web. 16 Feb 2020.

Vancouver:

Allman PR. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. [Internet] [Masters thesis]. Southern Illinois University; 2013. [cited 2020 Feb 16]. Available from: http://opensiuc.lib.siu.edu/theses/1332.

Council of Science Editors:

Allman PR. John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge. [Masters Thesis]. Southern Illinois University; 2013. Available from: http://opensiuc.lib.siu.edu/theses/1332

Boston College

26. Hungerford, Yael Levin. Charles S. Peirce's Conservative Progressivism.

Degree: PhD, Political Science, 2016, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:107167

► My dissertation explores the epistemological and political thought of Charles S. Peirce, the founder of American pragmatism. In contrast to the pragmatists who followed, Peirce… (more)

Subjects/Keywords: conservatism; dewey; james; peirce; pragmatism; progressivism

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APA (6^th Edition):

Hungerford, Y. L. (2016). Charles S. Peirce's Conservative Progressivism. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107167

Chicago Manual of Style (16^th Edition):

Hungerford, Yael Levin. “Charles S. Peirce's Conservative Progressivism.” 2016. Doctoral Dissertation, Boston College. Accessed February 16, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107167.

MLA Handbook (7^th Edition):

Hungerford, Yael Levin. “Charles S. Peirce's Conservative Progressivism.” 2016. Web. 16 Feb 2020.

Vancouver:

Hungerford YL. Charles S. Peirce's Conservative Progressivism. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Feb 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107167.

Council of Science Editors:

Hungerford YL. Charles S. Peirce's Conservative Progressivism. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107167

Columbia University

27. Kwon, Yeong Min. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D85Q67HQ

► This study aims to reconceive the meaning of leisure in school using John Dewey’s theory of education. Though the English word “school” and the Greek… (more)

Subjects/Keywords: Leisure; Education; Dewey, John, 1859-1952

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APA (6^th Edition):

Kwon, Y. M. (2018). School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85Q67HQ

Chicago Manual of Style (16^th Edition):

Kwon, Yeong Min. “School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.” 2018. Doctoral Dissertation, Columbia University. Accessed February 16, 2020. https://doi.org/10.7916/D85Q67HQ.

MLA Handbook (7^th Edition):

Kwon, Yeong Min. “School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking.” 2018. Web. 16 Feb 2020.

Vancouver:

Kwon YM. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2020 Feb 16]. Available from: https://doi.org/10.7916/D85Q67HQ.

Council of Science Editors:

Kwon YM. School as a Place of Leisure: Reconceiving Leisure with Dewey’s Qualitative Thinking. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D85Q67HQ

Vanderbilt University

28. VanderVeen, Zachary Jordan. Reconstructing Legitimacy.

Degree: PhD, Philosophy, 2012, Vanderbilt University

URL: http://etd.library.vanderbilt.edu//available/etd-04072009-115141/ ;

► Following an analysis of the theory and practice of traditional liberal democratic and moral philosophy from Locke to Rawls, I combine Dewey's pragmatic ethics and… (more)

Subjects/Keywords: Rawls; Dewey; Foucault; Democracy; Legitimacy; Political Theory

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APA (6^th Edition):

VanderVeen, Z. J. (2012). Reconstructing Legitimacy. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-04072009-115141/ ;

Chicago Manual of Style (16^th Edition):

VanderVeen, Zachary Jordan. “Reconstructing Legitimacy.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed February 16, 2020. http://etd.library.vanderbilt.edu//available/etd-04072009-115141/ ;.

MLA Handbook (7^th Edition):

VanderVeen, Zachary Jordan. “Reconstructing Legitimacy.” 2012. Web. 16 Feb 2020.

Vancouver:

VanderVeen ZJ. Reconstructing Legitimacy. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Feb 16]. Available from: http://etd.library.vanderbilt.edu//available/etd-04072009-115141/ ;.

Council of Science Editors:

VanderVeen ZJ. Reconstructing Legitimacy. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu//available/etd-04072009-115141/ ;

University of Toronto

29. Goetze, Sterling Trystan. Theory versus Practice: Conceptions of the University and Contemporary Challenges.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/67978

►

The tension between thought and practice is an ancient one in Western societies. Universities, as institutions of learning, have been at the centre of this… (more)

Subjects/Keywords: Entrepreneurial; John Dewey; Liberal; Research; Universities; 0998

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APA (6^th Edition):

Goetze, S. T. (2014). Theory versus Practice: Conceptions of the University and Contemporary Challenges. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67978

Chicago Manual of Style (16^th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Masters Thesis, University of Toronto. Accessed February 16, 2020. http://hdl.handle.net/1807/67978.

MLA Handbook (7^th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Web. 16 Feb 2020.

Vancouver:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/1807/67978.

Council of Science Editors:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67978

Tampere University

30. Rytilä, Jenni. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .

Degree: 2019, Tampere University

URL: https://trepo.tuni.fi//handle/10024/116150

► Tutkielmassa tarkastelen pragmatisti John Deweyn tiedenäkemystä ja tutkin, mikä sen asema on tieteellisen realismin ja antirealismin välisessä kiistassa. Keskityn tutkimuksessani erityisesti Deweyn näkemykseen tieteen entiteeteistä.… (more)

▼ Tutkielmassa tarkastelen pragmatisti John Deweyn tiedenäkemystä ja tutkin, mikä sen asema on tieteellisen realismin ja antirealismin välisessä kiistassa. Keskityn tutkimuksessani erityisesti Deweyn näkemykseen tieteen entiteeteistä. Tutkimuskysymyksenä on: ovatko tieteellisissä teorioissa oletetut entiteetit Deweyn mukaan todellisia riippumattoman maailman entiteettejä, kuten tieteellisessä realismissa, vai onko Dewey tieteen entiteettien suhteen antirealisti? Tutkimusmenetelmänä käytän Deweyn tekstien analyysia ja Deweyn ajattelun vertaamista erilaisiin näkemyksiin, joita on esitetty tieteelliseen realismiin liittyvässä keskustelussa. Vertailukohdiksi nostan antirealismin puolelta Bas van Fraassenin instrumentalistisen tiedenäkemyksen ja Steve Woolgarin sosiaalisen konstruktionismin, ja realismin puolelta Ian Hackingin kokeellisen entiteettirealismin ja Ernan McMullinin rakenteisiin kohdistuvan realismin. Vertailun ja analyysin pohjalta argumentoin, että vaikka Deweyn tiedenäkemykseen sisältyy merkittäviä instrumentalistisia ja konstruktionistisia piirteitä, Dewey ei kuitenkaan ole nykyisessä mielessä antirealisti entiteettien suhteen. Väitän, että Deweyn voi perustellusti tulkita olevan maltillinen entiteettirealisti. Deweyn naturalistinen ja pragmatistinen realismi on kuitenkin erilaista kuin tyypillinen tieteellinen realismi ja Deweyn käsitys objekteista poikkeaa siitä, mitä entiteeteillä tavallisesti realismikeskustelussa tarkoitetaan. Deweyn mukaan tieteen objektit ovat relationaalisia ja ne muodostetaan tutkimuksen prosesseissa ratkaisuina kokemuksessa esiin tulleisiin ongelmiin ja ohjaamaan tulevaa toimintaa. Tieteen objekteissa on kuitenkin kyse todellisista maailmassa olevien entiteettien vuorovaikutuksista. Tutkimukseni johtopäätöksenä esitän, että naturalistisen lähestymistapansa ansiosta Dewey pystyy yhdistämään tiedenäkemyksessään toisiinsa realistisen uskon entiteettien todellisuuteen ja antirealistisen käsityksen siitä, että tieteen entiteetit ovat välineitä maailmassa toimimiseen, jotka on muodostettu tieteellisessä tutkimuksessa. Väitän, että Deweyn näkemys tieteestä ja sen objekteista on yksi tapa ylittää tieteellisen realismin ja antirealismin välinen vastakkainasettelu.

Subjects/Keywords: John Dewey; pragmatismi; tieteellinen realismi; tieteellinen antirealismi

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APA (6^th Edition):

Rytilä, J. (2019). Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116150

Chicago Manual of Style (16^th Edition):

Rytilä, Jenni. “Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .” 2019. Masters Thesis, Tampere University. Accessed February 16, 2020. https://trepo.tuni.fi//handle/10024/116150.

MLA Handbook (7^th Edition):

Rytilä, Jenni. “Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa .” 2019. Web. 16 Feb 2020.

Vancouver:

Rytilä J. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2020 Feb 16]. Available from: https://trepo.tuni.fi//handle/10024/116150.

Council of Science Editors:

Rytilä J. Tieteellinen realismi ja antirealismi John Deweyn tieteenfilosofiassa . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116150

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