{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20782"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20782","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reconstructing a pragmatic theory of knowledge: A transactional perspective","abstract":"The project of this thesis is threefold. First, to analyze a pragmatic theory of knowledge, as articulated by philosopher John Dewey. Second, to reconstruct a pragmatic theory of knowledge by focusing on a transactional perspective, where knower and known are viewed on the same plane of inquiry, each actively forming the other. And third, to explore some of the broad educational implications of a transactional perspective, in particular the work in literary theory by Rosenblatt (1978). A transactional perspective highlights the continuity between human beings and their social and natural world, and foregrounds the complexities attached to processes, situations, and events.","abstract_html":"The project of this thesis is threefold. First, to analyze a pragmatic theory of knowledge, as articulated by philosopher John Dewey. Second, to reconstruct a pragmatic theory of knowledge by focusing on a transactional perspective, where knower and known are viewed on the same plane of inquiry, each actively forming the other. And third, to explore some of the broad educational implications of a transactional perspective, in particular the work in literary theory by Rosenblatt (1978). A transactional perspective highlights the continuity between human beings and their social and natural world, and foregrounds the complexities attached to processes, situations, and events.","abstract_has_math":false,"creators":["Connell, Jeanne Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Page, Ralph C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:49:08Z","date_published":"2011-05-07T12:49:08Z","updated_at":"2026-07-22T22:25:16Z","subjects":["Education, Philosophy of"],"languages":["eng"],"rights":["Copyright 1994 Connell, Jeanne Marie"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503169","(UMI)AAI9503169"],"render_values":[{"text":"AAI9503169","href":null,"code":true},{"text":"(UMI)AAI9503169","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20782","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Page, Ralph C."]},{"key":"dc:creator","label":"Author","values":["Connell, Jeanne Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:49:08Z","10000-01-01","1994"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Philosophy of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1994 Connell, Jeanne Marie"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503169","(UMI)AAI9503169","http://hdl.handle.net/2142/20782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The project of this thesis is threefold. First, to analyze a pragmatic theory of knowledge, as articulated by philosopher John Dewey. Second, to reconstruct a pragmatic theory of knowledge by focusing on a transactional perspective, where knower and known are viewed on the same plane of inquiry, each actively forming the other. And third, to explore some of the broad educational implications of a transactional perspective, in particular the work in literary theory by Rosenblatt (1978). A transactional perspective highlights the continuity between human beings and their social and natural world, and foregrounds the complexities attached to processes, situations, and events.","A key to understanding the implications of a transactional view lies with a redefinition of subject and object. When describing subjectivity, Dewey (1922) insists upon its transactional nature, self is always identified with concrete and specific activities. The object of knowledge, within Dewey's theory of knowledge, is not coming to perceive the object as it exists in reality, but rather to understand its meaning in relationship to the context of inquiry. The object of knowledge emerges out of and is simultaneously constructed by the process of inquiry. Based on the transactional nature of subjectivity, a redefinition of objectivity occurs as well. Objectivity is not defined by modernist concepts of detachment, neutrality, and autonomy, but by acknowledges the influences of human purposes, values, interests, and beliefs in shaping perception and directing inquiry.","By foregrounding a transactional perspective, the image of human beings as primarily contemplative shifts to a more creative, operate image. Dewey (1920) suggests that the metaphor of the artist is a more appropriate descriptor of what human beings do than the spectator views associated with many theories of knowledge. The artist metaphor suggests the generative nature of our transactions with the world, as well as a holistic involvement of the body. It reminds us that knowing is more a matter of making than finding meaning.","Made available in DSpace on 2011-05-07T12:49:08Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9503169.pdf: 10549293 bytes, checksum: 184cf6a1441b0afdb7d46ccdf39c7f45 (MD5) Previous issue date: 1994","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:46:14Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:20:39-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Reconstructing a pragmatic theory of knowledge: A transactional perspective"]}]}],"canonical_facts":{"dc:contributor":["Page, Ralph C."],"dc:creator":["Connell, Jeanne Marie"],"dc:date":["2011-05-07T12:49:08Z","10000-01-01","1994"],"dc:description":["The project of this thesis is threefold. First, to analyze a pragmatic theory of knowledge, as articulated by philosopher John Dewey. Second, to reconstruct a pragmatic theory of knowledge by focusing on a transactional perspective, where knower and known are viewed on the same plane of inquiry, each actively forming the other. And third, to explore some of the broad educational implications of a transactional perspective, in particular the work in literary theory by Rosenblatt (1978). A transactional perspective highlights the continuity between human beings and their social and natural world, and foregrounds the complexities attached to processes, situations, and events.","A key to understanding the implications of a transactional view lies with a redefinition of subject and object. When describing subjectivity, Dewey (1922) insists upon its transactional nature, self is always identified with concrete and specific activities. The object of knowledge, within Dewey's theory of knowledge, is not coming to perceive the object as it exists in reality, but rather to understand its meaning in relationship to the context of inquiry. The object of knowledge emerges out of and is simultaneously constructed by the process of inquiry. Based on the transactional nature of subjectivity, a redefinition of objectivity occurs as well. Objectivity is not defined by modernist concepts of detachment, neutrality, and autonomy, but by acknowledges the influences of human purposes, values, interests, and beliefs in shaping perception and directing inquiry.","By foregrounding a transactional perspective, the image of human beings as primarily contemplative shifts to a more creative, operate image. Dewey (1920) suggests that the metaphor of the artist is a more appropriate descriptor of what human beings do than the spectator views associated with many theories of knowledge. The artist metaphor suggests the generative nature of our transactions with the world, as well as a holistic involvement of the body. It reminds us that knowing is more a matter of making than finding meaning.","Made available in DSpace on 2011-05-07T12:49:08Z (GMT). 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