Re-interpretation in historiography: John Dewey and the neo-humanist tradition.
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Did John Dewey's 'new philosophy of education' really try to dissolve the whole block of tradition or is his debt namely to educational core-concepts of neo-humanism deeper than he was prepared to acknowledge? After some general remarks on the process of reception as productive re-adaptation and its implication for historiography I will deal with Dewey's own contexts that shape the interpretative grid through which he receives the tradition. Two case studies attempt to illustrate both continuity and discontinuity with a specific part of this tradition, namely two critical perspectives within German neo-humanism: Georg Wilhelm Friedrich Hegel and Johann Friedrich Herbart. (Verlag).
Schlagwörter
Fallstudie, Rezeption, Naturalismus, Hegel, Georg Wilhelm Friedrich, Herbart, Johann Friedrich,
Quelle | In: Studies in philosophy and education, 23 (2004) 4, S. 467-488, URL des Volltextes: https://doi.org/10.1007/s11217-004-4455-y |
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Sprache | englisch |
Dokumenttyp | Zeitschriftenaufsatz |
ISSN | 0039-3746; 1573-191X |
DOI |
10.1007/s11217-004-4455-y |
Erfasst von | Externer Selbsteintrag |
Update | 2018/3 |