Democracy and Education from Dewey to Cavell is an original interpretation of American philosophy, that explores the differences between Cavell and Deweyan pragmatism.
Provides an account of Dewey’s achievement but also exposes the tensions between Dewey’s work and that of his predecessors, Emerson and Thoreau, especially in the light of the contemporary thinking of Stanley Cavell
Sheds new light on the relationships between Cavell and poststructuralism and offers new insights into teaching and learning
An exploration of education and transformation as essential to human life and culture
Draws attention to the importance of Cavell’s importance for thinking about democracy and education in ways needed for the 21st century
About the Author
Paul Standish is Professor of Philosophy of Education at UCL Institute of Education. His work focuses especially on the nature of language and thought, covering the range of philosophy of education and exploring productive tensions between philosophical traditions. His publications include Education After Postmodernism (1998), Education in an Age of Nihilism (2000), and The Therapy of Education: philosophy, happiness, and personal growth (2006), in collaborations with Nigel Blake, Paul Smeyers, and Richard Smith, as well as Beyond the Self: Wittgenstein, Heidegger, and the Limits of Language (1992). He is Chair of the Philosophy of Education Society of Great Britain.
Naoko Saito is Associate Professor at the Graduate School of Education, University of Kyoto. Her area of research is American philosophy and pragmatism and their implications for education. She is the author of The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson (2005) and America Tetsugaku no Yoake (The Dawning of American Philosophy) (2017, Japanese), and co-editor (with Paul Standish) of Education and the Kyoto School of Philosophy (2012), Stanley Cavell and the Education of Grownups (2012), and Stanley Cavell and Philosophy as Translation: The Truth is Translated (2017).