Educational Process and John Dewey's Treatment of Thought as Qualitative
Gray-Whiteley, Peter Maurice Shane
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https://hdl.handle.net/2142/69145
Description
Title
Educational Process and John Dewey's Treatment of Thought as Qualitative
Author(s)
Gray-Whiteley, Peter Maurice Shane
Issue Date
1987
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Philosophy of
Abstract
Within education, John Dewey's exposition of reflective thought has received considerable attention as uniquely informative of process. Explicit in Dewey's later works only are considerations of the qualitative which enliven and also prompt reevaluation of both the earlier treatment Dewey affords reflective thought and the reception accorded this treatment. Moreover, Dewey's considerations of the qualitative enhance inference to educational process on their own terms. Fundamental to an appreciation of consistent themes on knowledge, knowing, and coming-to-know which Dewey developed over a long period, qualitative thought is articulated and explored in its relation to other forms of thought Dewey asserted, including reflective thought. Pertinence of qualitative thought to Dewey's own recommendations for educational process and for considerations of educational process in general is examined philosophically. Qualitative thought is recommended as the overlooked mainstay of contemporary educational process, whose extant knowledge-emphases are argued as persisting encumbered with epistemological dilemmas to which Dewey addressed consistent cogent refutation.
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