James Scott Johnston

James Scott Johnston
Memorial University of Newfoundland · Faculty of Education; Department of Philosophy

PhD

About

49
Publications
19,620
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181
Citations
Citations since 2016
12 Research Items
81 Citations
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Introduction
I am working on the genesis of Dewey's later logic--his 1938 Logic: the Theory of Inquiry. Ultimately, I will produce a companion volume to John Dewey's Earlier Logical Theory (2014). This will involve examination of Dewey's lectures, handwritten notes, as well as texts written between 1916-1938.
Additional affiliations
September 2005 - December 2012
Queen's University
Position
  • Professor (Associate)
May 2004 - August 2004
University of Illinois, Urbana-Champaign
Position
  • Instructor
August 2003 - July 2005
Eastern Illinois University
Position
  • Instructor

Publications

Publications (49)
Preprint
Full-text available
This draft is a continuation of the project I began with Problems in Philosophy of Education (2019). Here, I examine the philosophical presuppositions necessary for my model of philosophy of education. I am hoping for feedback before I publish the manuscript.
Chapter
Examination of the role of Bildung as it is understood by German Idealism in the educational thinking of Michael Oakeshott.
Preprint
Full-text available
Galley proof of 2014 book, John Dewey's Earlier Logical Theory
Book
Full-text available
Pre-production copy of John Dewey's Later Logical Theory. This book examines Dewey's intellectual development in regards logical theory from the period 1916-1937.
Article
Full-text available
This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant’s ‘phenomenal–noumenal’ distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understan...
Article
Book review of Hegel and Canada for the journal Analecta Hermeneutica.
Article
Full-text available
To the best of my knowledge; no one has ever exploited the relationship between Democracy and Education and Dewey’s logical theory as presented in these other works. Doing so not only lends textual evidence to the important relationship between Dewey’s logical theory and Democracy and Education; it reinforces Dewey’s claim that Democracy and Educat...
Article
Full-text available
In this essay, James Scott Johnston examines Jürgen Habermas’s transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas’s theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators...
Article
Full-text available
This paper discusses certain problematic assumptions involving ‘strong reductivism’ and ‘eliminative materialism’ in current neuroscientific research in education. I provide some definitions and follow with a discussion of recent neuroscience literature in education that discusses the reduction or elimination of ‘mind’ in favour of neurologic or br...
Article
Full-text available
In this Afterword, I discuss the papers contained in the dossier in regards to a central issue for Kant: leadership. The issue for Kant is the paradox of the human species’ need for a master that is human yet morally perfect. This of course is an as-yet unobtainable requirement that Kant thinks can only be properly met through a civil constitution....
Chapter
Full-text available
This chapter examines John Dewey’s statements on inquiry and science and relates them to current trends in science education. Beginning with a brief biographical sketch of Dewey, the chapter proceeds to outline his statements on science and science education with attention to the role and scope of inquiry, or method. Attention will be paid to the e...
Article
Full-text available
William Torrey Harris and John Dewey were the two most important philosophers of education in America at the fin de siècle. This paper discusses their rival idealisms through an examination of their philosophical and educational pronouncements. As I will show, both are indebted to, and align themselves with, Hegel. However, each manifests his Hegel...
Article
In this essay, James Scott Johnston claims that a dispute over moral teleology lies at the basis of the debate between John Dewey and Robert M. Hutchins. This debate has very often been cast in terms of perennialism, classicism, or realism versus progressivism, experimentalism, or pragmatism. Unfortunately, casting the debate in these terms threate...
Article
Full-text available
Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutual...
Book
How are ideas about education and democracy configured and reconfigured as they travel? Democracy and the Intersection of Religion and Traditions looks at the work of John Dewey, the renowned philosopher, psychologist, and educational reformer, and the ways in which his educational ideas and democratic ideals have been configured and reconfigured,...
Article
Full-text available
:In this paper, I will press Dewey's talk of the self, consciousness, and self-consciousness as it is developed in Experience and Nature together with some attention to Dewey's other great experiential text, Art as Experience. I will suggest that Hegel's developmental and dialectical understanding of self-consciousness occurs in Dewey's work, albei...
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The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I cla...
Article
My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To pus...
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Full-text available
This paper examines the question of philosophy of education's direction through an examination of its historical self-understandings. The North American, and particularly, U.S. context is highlighted. The thesis is that philosophy of education must reconstruct itself through attention to its past self-understandings, but most importantly, through a...
Article
Abstract In this essay, James Scott Johnston asks what sort of liberalism is best for the educational systems of early twenty-first century, late capitalistic democratic nations, looking at the procedural liberalism extant. Two major models are John Rawls’s Justice as Fairness and Jürgen Habermas’s Communicative Action. Both owe their foundational...
Article
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant's moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we...
Article
Full-text available
In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as muc...
Article
Full-text available
In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, "German Philosophy and Politics". My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first , that Dewey's critique of Kant was indebted to Hegel as...
Article
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In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by...
Article
In this article, we examine the invocation of Socrates as the exemplar for Earl Shorris' Clemente Course in the Humanities program. Our aim is to temper Shorris' claim that the Socratic method and the humanities are tools for political liberation. Though they may have this consequence, they are not exhausted by this consequence. Rather, this method...
Article
The Journal of Aesthetic Education 38.4 (2004) 99-108 Presumably, when Richard Shusterman talks of an aesthetic experience, he has in mind the sort of experience that connotes an immediate, qualitative whole John Dewey calls "consummatory" in Art as Experience. Problematically though, with Dewey, he has the urge to tell us what is primary in an exp...
Article
In this article I seek to investigate and to rebut charges that Dewey had either too authoritative a conception or use of philosophical and educational inquiry, or not enough of an authoritative use. I look specifically at two critics, one in the discipline of education and one in the discipline of history. These two are, respectively, Clarence Kar...
Article
Full-text available
In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to those...
Article
In this paper, we attempt to view a long-held assumption in nursing as mistaken. That is, that patient suffering is something to be overcome. Utilizing Nietzsche's statements on Amor Fati, we carefully examine the cultural assumptions behind our denigration of suffering, look at specific nursing examples of this situation, and attempt the beginning...

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Projects

Project (1)
Project
I am working on a manuscript examining major trends in philosophy of education from the 1950s to the present. I am particularly interested in the ways in which philosophers of education justify their field. It will be my contention that most of the justification turns on the relationship the field has to either philosophy or educational practice, but not to scholarship done in the field. The manuscript will come out in 2 volumes; the first will be available mid-late 2019 with Bloomsbury.