In this critique of June T. Fox's article (EJ 003 566), author contends that Bruner has resolved experimentally some of the rather muddy philosophical ideas suggested by Dewey and that the remaining differences between them may ultimately be seen as differing aspects of an identical problem. (Author/MB)

Haroutunian defends points made in a paper (Educational Theory v30 n3) relating Jean Piaget's conception of knowledge to his biological view of equilibrium in response to criticism by William E. Doll, Jr. (Educational Theory, v31 n2). Haroutunian asserts that Piaget's theories permit evolutionary change only by chance mutation. (PP)

Examines the notion of "deep" and "surface" approaches to learning and phenomenography, the associated methodology and theory of knowledge; explores reasons for the heightened status of the deep/surface notion within higher education research; discusses problems of phenomenographic research methodology. Introduces the idea of…

The Enlightenment established and bequeathed to us the scientific attitude as the proper approach to acquiring knowledge, replacing the philosophical inquiry which characterized ancient scholarship. Consequently, modern students are the passive recipients of ready-made abstract forms--theories, concepts, definitions, methods, etc.--which, in the…

It is argued that an epistemology that supports theories of situated cognition and social constructivism can be found in the tradition of John Dewey's pragmatism. Dewey's pragmatic social behaviorism is a powerful theory of learning that stresses the roles of labor, tools, and language as activities of enculturation. (SLD)

Provides discussion and critical analysis of the modern system of the "professional" and how this system goes about constructing "knowledge." Describes a growing aversion among academics to the culture of specialization. Argues that the current deconstruction of the disciplines was inevitable. Suggests the creation of a…

Parker J. Palmer responds to questions concerning models of reality, ways of knowing, pedagogy, the components of "good teaching," morality and spirituality in education, developmental education, cultural and racial pluralism, and truth. (DMM)

Discusses two dichotomies in the philosophy of mathematics: the prescriptive-descriptive distinction, and the process-product distinction. Introduces the social-constructivist view that can affect the aims, content, teaching approaches, implicit values, assessment of the mathematics curriculum, and the beliefs and practices of mathematics…

Discusses the value of both objectivity and connection (among college students, between students and teachers, and between students and their work) in various ways of knowing. Explores the nature of connection via studies of women's development. Explains how pedagogy can create contexts for students to learn to use both objectivity and connection.…

Provides some philosophical groundwork for contemporary debates about the idea of critical thinking. Discusses three styles of critique: critical dogmatism, transcendental critique (Karl-Otto Apel), and deconstruction (Jacques Derrida). Argues that while transcendental critique is able to solve some of the problems of the dogmatic approach to…

Satisfactory reasons have not been found as to why mathematics is so effective in the sciences. Maharishi's Vedic Science explains the link between the subjective realm where mathematics is located and the objective world that science examines, and resolves this problem in a natural way. (Author/MM)

In the years following Paulo Freire's death in May 1997, there has been no shortage of published material on his work. From brief tributes and biographical accounts to full-length critiques in academic journals and books, much has been written about this influential scholar and activist. Part of the explanation for this ongoing interest lies in…

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life--however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well-considered choices.…

This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological conundrum of "knowledge…

Education has become a domain of considerable ideological division. Today the mantra is freedom and choice, yet at the same time, a push to "back to basics" is observed. This author attempts to trace the contours of this division by taking two steps back from the contemporary fray. One step is to situate present day discussions in a larger…