PATHWAYS TO INTERACTIONS IN PHILOSOPHICAL TRAINING: DEWEY’S EDUCATIONAL PHILOSOPHY AND EMBODIED LEARNING
DOI:
https://doi.org/10.24193/subbphil.2022.3.03Keywords:
education, experience, interaction, philosophy, John DeweyAbstract
This paper builds on John Dewey’s views on interactions to suggest pathways for enriching the study of philosophy. Along with the notions of body-mind and organism-environment transactions, interactions are part of a philosophical project with transformative implications for education as well. The first part of the paper will contextualize Dewey’s discussion of interactions with regard to his philosophy of experience and democratic theory. The second one will propose two criteria with regard to enriching philosophical training in ways that engage the mind and the body - increasing sociocultural awareness and generating integrative learning experiences – and will add a few examples of how the study of philosophy could benefit from applying an interactionist perspective.
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