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ERIC Number: EJ1000288
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0160-7561
Who Gets to Be a Philosopher? Dewey, Democracy & Philosophical Identity
Rocha, Samuel D.
Philosophical Studies in Education, v43 p62-72 2012
John Dewey provided philosophical accounts on an enormity of issues and ideas within the corpus of his work. Given his incredible productivity, it is especially difficult to locate any singular focus without almost immediately falling into oversimplification. There is, however, a concern that reoccurs with reliable frequency in his work. Dewey's commitment to democracy is, perhaps, the hallmark of his academic project that expresses, albeit implicitly at times, the spirit of his work. This is not an original claim, to be sure. Nonetheless, while many have considered the social, political, educational, and pragmatic elements of Dewey's commitment to democracy, there has yet to be extended reflection upon whether Dewey's democratic commitment opens the gates--even the floodgates--to the realm of philosophy. Therefore, the author's interest is to explore the potential within a Deweyan democratic vision for sketching, and expanding, some ideas on philosophical identity. At the core of this investigation is the foundational question: Who "is" a philosopher? That is, who exactly can "legitimately" claim to philosophize? These questions should be of particular interest within education, as philosophers of education insist on the need for philosophy in (professional) education, yet, at the same time, they seem hesitant to entertain the idea that, perhaps, schoolteachers are philosophers. In other words, while they generally agree that philosophy is essential for schoolteachers, there seems to be much less consensus among philosophers of education on whether schoolteachers are philosophers. (Contains 27 footnotes.)
Ohio Valley Philosophy of Education Society. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A