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

  • Joacim Andersson
  • Jim Garrison
  • Leif Östman
Part of the The Cultural and Social Foundations of Education book series (CSFE)


In this chapter, we exposit ideas found in Dewey that are either underdeveloped or entirely unexplored by Wittgenstein. Nonetheless, the Deweyan ideas we consider are generally commensurable with most of Wittgenstein. This chapter discusses such aspects of Dewey’s philosophy as the primacy of the aesthetic encounter, creative action, embodiment and especially nonlinguistic embodied immanent meaning, aesthetically expressive meaning, and how mind and meaning distribute to wherever they occur throughout a world without withins. All of these will contribute to the collection of data and the analytical models developed in Chaps.  3 and  4.


Aesthetics Embodiment Creative expression 


  1. Alexander, T. M. (1987). John Dewey’s theory of art, experience, and nature. Albany: State University of New York Press.Google Scholar
  2. Brandom, R. B. (2011). Perspectives on pragmatism. Cambridge, MA: Harvard University Press.Google Scholar
  3. Garrison, J. (2001). An introduction to Dewey’s theory of functional “trans-action”: An alternative paradigm for activity theory. Mind, Culture, and Activity, 8(4), 275–296.CrossRefGoogle Scholar
  4. Garrison, J. (2011). Walt Whitman, John Dewey, and primordial artistic communication. Transactions of the Charles S. Peirce Society, 47(3), 301–318.CrossRefGoogle Scholar
  5. Garrison, J. (2015). Dewey’s aesthetics of body-mind functioning. In A. Scarinzi (Ed.), Aesthetics and the embodied mind: Beyond art theory and the Cartesian mind-body dichotomy. Dordrecht: Springer.Google Scholar
  6. Hamilton, E., & Cairns, H. (1961). The collected dialogues of Plato. Princeton: Princeton University Press.Google Scholar
  7. James, W. (1909/1975). The meaning of truth. Cambridge, MA: Harvard University Press.Google Scholar
  8. James, W. (1912/1976 Essays in radical empiricism. Cambridge, MA.: Harvard University Press.Google Scholar
  9. Joas, H. (1996). The creativity of action. Chicago: The University of Chicago Press.Google Scholar
  10. Johnson, M. (2007). The meaning of the body: Aesthetics of human understanding. Chicago: The University of Chicago Press.CrossRefGoogle Scholar
  11. Macmillan, C. J. B. (1983). “On certainty” and indoctrination. Synthese, 56(3), 363–372.CrossRefGoogle Scholar
  12. Monk, R. (1991). Ludwig Wittgenstein – The duty of genius. New York: Penguin Books.Google Scholar
  13. Öhman, J., & Östman, L. (2007). Continuity and change in moral meaning-making—A transactional approach. Journal of Moral Education, 36(2), 151–168.CrossRefGoogle Scholar
  14. Ryan, F. X. (2011). Seeing together. Great Barrington: American Institute for Economic Research.Google Scholar
  15. Schadewaldt, W. (1979). The concepts of nature and technique according to the Greeks. In P. T. Durbin (Ed.), Research in philosophy and technology (Vol. 2). Greenwich: JAI Press.Google Scholar
  16. Schleidt, W. M., & Shalter, M. D. (2003). Co-evolution of humans and canids: An alternative view of dog domestication: Homo Homini Lupus? Evolution and Cognition, 9(1), 57–72.Google Scholar
  17. Tiles, J. E. (1995). Applying the term ‘mental’ in a world without withins: Dewey’s realism. Transactions of the Charles S. Peirce Society, XXXI(1), 137–166.Google Scholar
  18. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.Google Scholar
  19. Wittgenstein, L. (1922/1974). Tractatus Logico-Philosophicus. New York: Routledge. TLP in text.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Joacim Andersson
    • 1
  • Jim Garrison
    • 2
  • Leif Östman
    • 3
  1. 1.School of Health SciencesÖrebro UniversityÖrebroSweden
  2. 2.Learning Sciences & TechVirginia TechBlacksburgUSA
  3. 3.Teacher EducationUppsala UniversityUppsalaSweden

Personalised recommendations