Inquiry and Education

James Scott Johnston is Assistant Professor of Philosophy and Education at Queen's University, Ontario.

• PrefaceAcknowledgmentsI. INTRODUCTION II. INQUIRY AND SCIENCE Part One: A Short History of the Debate on InquiryPart Two: The Present-Day Debate on InquiryPart Three: Rereading InquiryPart Four: Inquiry as Self-CorrectingIII. INQUIRY, EXPERIENCE, AND GROWTH Part One: A Short History of the Debate on ExperiencePart Two: The Present-Day Debate on ExperiencePart Three: Rereading Inquiry in ExperiencePart Four: Inquiry, Growth, and EducationIV. INQUIRY, GROWTH, AND COMMUNITY Part One: A Short History of the Debate on CommunityPart Two: The Present-Day Debate on CommunityPart Three: Rereading Inquiry and CommunityPart Four: Inquiry as Growth through CommunityV. INQUIRY, GROWTH, COMMUNITY, AND DEMOCRACY Part One: A Short History of the Debate on DemocracyPart Two: The Present-Day Debate on DemocracyPart Three: Rereading Inquiry and DemocracyPart Four: Educating DemocracyNotesReferencesIndex

"Johnston explains that Dewey's thinking requires linking all his thought, and he forces one to acknowledge the influence of Dewey's ideas on education on his more purely philosophic writing." — CHOICE"Johnston's deft analysis of the charges advanced against Dewey by his many critics expands our understanding of the relation of his educational theories to his wider philosophical project." — Larry Hickman, Director of the Center for Dewey Studies, Southern Illinois University Carbondale"I like how the author lays out the richness of the Deweyan tradition as it has impacted the philosophical debates of the twentieth century." — Kathleen Knight Abowitz, Miami University