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Empirical Philosophical Investigations in Education and Embodied Experience

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  • © 2018

Overview

Authors:
  1. Joacim Andersson

    1. School of Health Sciences, Örebro University, Örebro, Sweden

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  2. Jim Garrison

    1. Learning Sciences & Tech, Virginia Tech, Blacksburg, VA, USA

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  3. Leif Östman

    1. Teacher Education, Uppsala University, Uppsala, Sweden

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  • Establishes educationally significant similarities between the later Ludwig Wittgenstein and John Dewey
  • Develops a philosophical framework for doing empirical educational research
  • Develops two new analytical models (SER and SAR) thereby, expanding the scope of philosophically inspired empirical educational research

Part of the book series: The Cultural and Social Foundations of Education (CSFE)

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Table of contents (4 chapters)

  1. Front Matter

    Pages i-xv
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  2. Dewey, Wittgenstein, and the Primacy of Practice

    • Joacim Andersson, Jim Garrison, Leif Östman
    Pages 1-25

  3. Distributed Minds and Meanings in a Transactional World Without a Within: Embodiment and Creative Expression

    • Joacim Andersson, Jim Garrison, Leif Östman
    Pages 27-68

  4. A Method and Model for Studying the Learning of Body Techniques: Analyzing Bodily Transposition in Dinghy Sailing

    • Joacim Andersson, Jim Garrison, Leif Östman
    Pages 69-107

  5. A Method and Model for Studying the Learning of Artistic Techniques: Analyzing Sculptural Expression in School Sloyd

    • Joacim Andersson, Jim Garrison, Leif Östman
    Pages 109-132

  6. Back Matter

    Pages 133-145
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Keywords

About this book

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis (PEA) and a model of situated epistemic relations (SER) to investigate the learning of body techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations (SAR) to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom. 

Authors and Affiliations

  • School of Health Sciences, Örebro University, Örebro, Sweden

    Joacim Andersson

  • Learning Sciences & Tech, Virginia Tech, Blacksburg, VA, USA

    Jim Garrison

  • Teacher Education, Uppsala University, Uppsala, Sweden

    Leif Östman

About the authors

Joacim Andersson is Senior Lecturer and Researcher at the University of Uppsala, Sweden, and Örebro University, Sweden. He is a member of the research environment Studies in Meaning-making and Educational Discourse (SMED) and combines pragmatism philosophy with sociological body theory in his study of education.


Leif Östman is Professor of Curriculum Studies at Uppsala University, Sweden. He is one of the founders and director of the research group SMED. He has published widely in diverse fields as curriculum theory and history, science education, environmental and sustainability education, and body pedagogics. 

Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, Virginia, USA. He is a Chancellors Visiting Professor at Uppsala University, Sweden for 2014-2018. He is a past-president of the Philosophy of Education Society and the John Dewey Society. His books and papers appear in nine different languages.


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