John Dewey's Theory of Inquiry

1959 ◽  
Vol 56 (21) ◽  
pp. 826 ◽  
Author(s):  
Felix Kaufmann
Keyword(s):  
Theory Of Inquiry

Dewey's Vivisection of the Logical ProcessLogic: The Theory of Inquiry. John Dewey

1939 ◽  
Vol 6 (1) ◽  
pp. 115-122 ◽  
Author(s):  
Jerome Nathanson
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

A Consideration on ‘a Priori’ in Dewey’s Theory of Inquiry

2021 ◽  
Vol 28 (4) ◽  
pp. 17-31
Author(s):  
Deok Geun Jang
Keyword(s):  
A Priori ◽  
Theory Of Inquiry

A Semiosis Model of the Natures and Relationships among Categories of Information in IS

2013 ◽  
Vol 6 (2) ◽  
pp. 35-52
Author(s):  
Tuan M. Nguyen ◽  
Huy V. Vo
Keyword(s):  
Information Systems ◽  
Process Model ◽  
Central Thesis ◽  
Triadic Relation ◽  
Theory Of Inquiry

The paper explores, in a semiotics approach, the natures and the relationships between the category of information and its relatives that are data and knowledge. The resultant process model makes clear both the evolutionary natures and the triadic relation among the information categories. In addition, drawn on Peirce’s theory of inquiry which stresses the role of community along the inquiring process, a central thesis of the paper is the pragmatic model of information formulation in the information systems field.

Dewey and Higher Education

2018 ◽  
pp. 392-410
Author(s):  
Leonard J. Waks
Keyword(s):  
Higher Education ◽  
John Dewey ◽  
Final Stage ◽  
Logical Theory ◽  
Close Attention ◽  
The Third ◽  
The Moment ◽  
The University ◽  
Theory Of Inquiry

While John Dewey wrote relatively little about higher education, he had a well-developed and largely unexplored conception of the university, grounded in his three- stage account of thought or inquiry as developed in Studies in Logical Theory and further developed in Logic: Theory of Inquiry. The first stage is antecedent to inquiry proper, residing in the situations of living that evoke thought. The second is inquiry proper, where data or immediate materials are subjected to systematic thought to yield judgment. The third is the moment after thought has considered its data and reached its result and brought it forth in situations of living as transformed by this new element. This final stage, is the “objective of thought” but lies outside of the context of inquiry proper. This chapter, building on the Dewey corpus, explains that conception, with close attention to university-based research, teaching, and service.

scholarly journals Experiments in Experience: Towards an Alignment of Research through Design and John Dewey's Pragmatism

Design Issues ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 5-16 ◽  
Author(s):  
Brian Dixon
Keyword(s):  
Design Practice ◽  
Research Through Design ◽  
Core Components ◽  
Unique Approach ◽  
Key Features ◽  
Epistemological Basis ◽  
Theory Of Inquiry

This article draws an alignment between John Dewey's Pragmatism and design inquiry or, particularly, research which incorporates design practice. Three core components of Dewey's philosophy are described—namely, his theory of inquiry, his theory of communication, and his metaphysics—all of which are seen to interlink to form a unique approach to knowledge. From this, a number of key features of the approach are set out. When held in combination, it is argued that these features hold the potential to enrich the epistemological basis of design inquiry.

Dewey’s Chicago-Functionalist Conception of Logic

2018 ◽  
pp. 506-536
Author(s):  
F. Thomas Burke
Keyword(s):  
Twentieth Century ◽  
Mathematical Logic ◽  
Normative Theory ◽  
Human History ◽  
Deductive Logic ◽  
Structuralist Approach ◽  
Functionalist Approach ◽  
And Linguistics ◽  
Inside Out ◽  
Theory Of Inquiry

Both Dewey and Russell were Hegelians in their early careers. Acquaintance with Hegel left permanent deposits in their respective thinking about logic. Russell’s atomistic logicism aspired to achieve a foundationalist unity characteristic of his Tiergarten Programme. Dewey’s instrumentalism was rooted in an inside-out inversion and naturalization of Hegel’s dialectical schematism, replacing Hegel’s grand sweep of human history with a down-to-earth pattern of inquiry. Russell’s structuralist approach to deductive logic greatly influenced the development of mathematical logic and linguistics in the twentieth century, some highpoints of which are surveyed here. Dewey’s functionalist approach to logic as a normative theory of inquiry had little influence on this development. Dewey viewed logic more broadly as a study of how abductive, deductive, and inductive forms of inference best work together in the course of inquiry. This approach is spelled out, addressing points of consistency and conflict with contemporary mainstream views of logic.

John Dewey: The Later Works, 1925-1953. Volume 12: 1938, Logic: The Theory of Inquiry. Edited by Jo Ann Boydston

1989 ◽  
Vol 66 (2) ◽  
pp. 159-160
Author(s):  
Lee C. Rice ◽  
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

Logic: The Theory of Inquiry. By John Dewey . (London: George Allen & Unwin, Ltd. 1939. Pp. viii + 546. Price 18s. net.)

Philosophy ◽  
1939 ◽  
Vol 14 (55) ◽  
pp. 370-371
Author(s):  
W. Kneale
Keyword(s):  
John Dewey ◽  
Theory Of Inquiry

scholarly journals Big Data's Call to Philosophers of Education

2020 ◽  
Vol 24 (4) ◽  
pp. 310-322
Author(s):  
Jane Blanken-Webb
Keyword(s):  
Big Data ◽  
Empirical Research ◽  
Philosophy Of Education ◽  
Holistic Process ◽  
Post Test ◽  
The Difference ◽  
Coming To Know ◽  
Theory Of Inquiry

This paper investigates the intersection of big data and philosophy of education by considering big data’s potential for addressing learning via a holistic process of coming-to-know. Learning, in this sense, cannot be reduced to the difference between a pre- and post-test, for example, as it is constituted at least as much by qualities of experience as it is the situation, process of inquiry and its consequences. Long a perennial concern of philosophers of education, the author suggests that big data offers a budding opportunity for philosophers to engage in dialogue with empirical research in order to better understand the process of learning as coming-to-know. Drawing on John Dewey’s theory of inquiry and his philosophy of experience, the author demonstrates ways that both empirical and philosophical research stands to benefit from cross-dialogue. In offering an unprecedented glimpse of empirical detail, the author proposes that big data stands to afford new insights into this most complex human process and that Dewey’s philosophy offers a vital lens of interpretation that can help philosophers of education to make use of this data in addressing the perennial question of how humans come-to-know.

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