Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
| Autor: | Barbara J. Thayer-Bacon |
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| Rok vydání: | 2016 |
| Předmět: |
Metaphor
media_common.quotation_subject 05 social sciences Place-based education 050401 social sciences methods 050301 education Literal and figurative language Education Epistemology Philosophy Meaning (philosophy of language) 0504 sociology Holism Sociology Radical empiricism Empiricism Philosophy of education 0503 education media_common |
| Zdroj: | Studies in Philosophy and Education. 36:299-314 |
| ISSN: | 1573-191X 0039-3746 |
| Popis: | In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and back to wholes again. This is an issue between us I further consider, for while he describes himself as a radical empiricist, emphasizing the parts, my descriptions are in terms of w/holism. I use this opportunity to explore James’s contributions to my metaphor of “pure experience” as being like an infinite Ocean and the fishing nets we create represent our ontologies and epistemologies that help us catch up our experiences and give them meaning. I also make the case for why a better understanding of ontology matters for us as educators, using Maria Montessori’s curriculum and instruction design, Dine Primary School, and Cajete’s theology of place and culturally based science as examples of relational fishing nets we could be using to teach our children. |
| Databáze: | OpenAIRE |
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