Educational Process and John Dewey's Treatment of Thought as Qualitative

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Gray-Whiteley, Peter Maurice Shane

• Education, Philosophy of

Identifier

(UMI)AAI8803054

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69145