Jim Garrison – författare

Reverence is a forgotten virtue in teaching and learning. When taken in a broader spiritual sense, it is often associated with a mute and prim solemnity. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching.

Why is it that after several thousand million years of evolving life on the planet earth, our species- in our generation - has brought this life to the verge of extinction through thermonuclear war? This, Jim Garrison argues, is the single greatest question of our age. The dangers need no emphasizing, and have already been starkly portrayed in his From Hiroshima to Harrisburg. Here the focus shifts from scientific and political questions to the theological dimension. God, Dr Garrison argues, is in Hiroshima as he is in other saving events in history. The development symbolized by Hiroshima directs our attention beyond narrow sectional interest to the source of life which creates and sustains us all. God is at work even in the atom bomb, calling us to a transformation of consciousness and understanding. Hiroshima confronts us as never before with the demand that we should take the wrath of God seriously. God is the God of all possibilities. And at the same time, we have taken upon ourselves that which the traditional view left in God's hands alone: the determination of apocalyptic judgment. This means that we must internalize theologically both the terror and the salvation of the traditional Judaeo-Christian concept of apocalypse as something that will not be done to us by divine fiat alone, but as something that might well be done by us through our own decision, God working divine wrath through our arrogance. How Hiroshima, apocalyptic, and the darkness of God at work in Christ crucified are related together form the theme of one of the most powerful pieces of theology of our time.

This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals.

This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals.

Discusses topics normally excluded from the current educational conversation such as soul, authority, irony, memory, style, luck, privacy, power, and hospitality.This book brings together a distinguished group of philosophers of education dealing with important thought often neglected: ideas and concerns in teaching, learning, and teacher education. The authors engage in an extended discussion of the moral dimensions of teaching that leads in a fresh direction, distinct though related, to the important work of Goodlad and others in recent years. Nel Noddings's foreword places the book firmly in current debates about teaching and learning, particularly stressing its importance to teacher education in difficult times. Contributors include Nicholas C. Burbules, Sophie Haroutunian-Gordon, James W. Garrison, Anthony G. Rud, Jr., Shirley Pendlebury, Alven Neiman, Leonark Waks, C. J. B. Macmillan, and Daniel P. Liston.

Discusses topics normally excluded from the current educational conversation such as soul, authority, irony, memory, style, luck, privacy, power, and hospitality.This book brings together a distinguished group of philosophers of education dealing with important thought often neglected: ideas and concerns in teaching, learning, and teacher education. The authors engage in an extended discussion of the moral dimensions of teaching that leads in a fresh direction, distinct though related, to the important work of Goodlad and others in recent years. Nel Noddings's foreword places the book firmly in current debates about teaching and learning, particularly stressing its importance to teacher education in difficult times. Contributors include Nicholas C. Burbules, Sophie Haroutunian-Gordon, James W. Garrison, Anthony G. Rud, Jr., Shirley Pendlebury, Alven Neiman, Leonark Waks, C. J. B. Macmillan, and Daniel P. Liston.

Leading scholars challenge and reinvigorate the pragmatic method of John Dewey.Focusing on issues of diversity, difference, and inclusion, leading scholars explore John Dewey's pluralistic, deliberative, and communicative theory of democracy. They discuss the tensions between Dewey's two criteria for a democratic society found in Democracy and Education; critique and recreate Deweyan democratic pluralism from a contemporary European perspective that acknowledges the importance of postmodern and poststructuralist thought; examine Dewey's theory of inquiry in ways that illuminate his thinking about the deliberative functions of democracy; and probe the communicative aspects of democracy, emphasizing how emotions and interests both help and hinder communication. These essays challenge, revise, and reinvigorate Deweyan thinking, offering guidance for deeply democratic remedies to the fears, ontological wounds, and practical needs that characterize our problematic times.

Leading scholars challenge and reinvigorate the pragmatic method of John Dewey.Focusing on issues of diversity, difference, and inclusion, leading scholars explore John Dewey's pluralistic, deliberative, and communicative theory of democracy. They discuss the tensions between Dewey's two criteria for a democratic society found in Democracy and Education; critique and recreate Deweyan democratic pluralism from a contemporary European perspective that acknowledges the importance of postmodern and poststructuralist thought; examine Dewey's theory of inquiry in ways that illuminate his thinking about the deliberative functions of democracy; and probe the communicative aspects of democracy, emphasizing how emotions and interests both help and hinder communication. These essays challenge, revise, and reinvigorate Deweyan thinking, offering guidance for deeply democratic remedies to the fears, ontological wounds, and practical needs that characterize our problematic times.

William James and Education is a dynamic collection of original essays spotlighting William James as a role model for bringing philosophy to bear on the persistent issues of life and education. Using James's philosophical ideas, the contributors evade the polarization and superficiality that permeate the debate around such educational issues as standards versus diversity, cultural consensus versus multiculturalism, religion versus science, and individual freedom versus social determinism. The result is a synthetic collection of essays offering original, unique, and useful insights. One of the most influential of American philosophers, William James is relevant today because he provides a way of understanding human behavior that is both rigorous and humane. James shows how we may soften and sometimes harmonize rigid ideological divisions, such as those plaguing contemporary education, with a pragmatic approach to issues of theory and practice. By reconsidering some of the roots of American thought in James's work, this volume points the way to valuing both uniqueness and universality, among other seemingly opposing concerns. The result is a lively weave of historical and contemporary thought, providing philosophical perspectives on the critical issues facing educators today.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Philosophers of education are largely unaware of Dewey’s concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The use and elaboration of transactionalism is grounded in philosophical inquires and in empirical analyses of practices in formal and informal settings including values education, early childhood education, biology education, museum education, coding and computer science, Oceanographic and Atmospheric study, policy reform, play, and the Covid-19 pandemic.

Philosophers of education are largely unaware of Dewey’s concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The use and elaboration of transactionalism is grounded in philosophical inquires and in empirical analyses of practices in formal and informal settings including values education, early childhood education, biology education, museum education, coding and computer science, Oceanographic and Atmospheric study, policy reform, play, and the Covid-19 pandemic.

The sesquicentennial of the birth of John Dewey is 2009. In recognition of this occasion, John Dewey at One Hundred-Fifty: Reflections for a New Century, with contributors drawn from the members of the John Dewey Society, will be published as both a journal issue and a book. The work is co-edited by A.G. Rud, editor of Education and Culture and Head of the Department of Educational Studies at Purdue University; Jim Garrison, past president of the John Dewey Society and Professor of Philosophy of Education at Virginia Tech; and Lynda Stone, president of the John Dewey Society and Professor of Philosophy of Education at University of North Carolina at Chapel Hill. The papers will appear as an issue of the Society's journal, ""Education and Culture"", volume 25(2) in late fall 2009 and as a book by Purdue University Press.

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good."This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award.

The New York Times Bestseller. about the search for the assassins of JFK. “Garrison’s book presents the most powerful detailed case yet made that President Kennedy’s assassination was the product of a conspiracy, and that the plotters and key operators came not from the Mob, but the CIA.”—Norman MailerMore than fifty years after the assassination of President John F. Kennedy, his murder continues to haunt the American psyche and stands as a turning point in our nation’s history.The Warren Commission rushed out its report in 1964, but questions continue to linger: Was there a conspiracy? Was there a coup at the highest levels of government?On March 1, 1967, New Orleans district attorney Jim Garrison shocked the world by arresting local businessman Clay Shaw for conspiracy to murder the president. His alleged co-conspirator, David Ferrie, had been found dead a few days before. Garrison charged that elements of the United States government, in particular the CIA, were behind the crime. From the beginning, his probe was virulently attacked in the media and violently denounced from Washington. His office was infiltrated and sabotaged, and witnesses disappeared and died strangely. Eventually, Shaw was acquitted after the briefest of jury deliberation and the only prosecution ever brought for the murder of President Kennedy was over.On the Trail of the Assassins—the primary source material for Oliver Stone’s hit film JFK—is Garrison’s own account of his investigations into the background of Lee Harvey Oswald and the assassination of President Kennedy, and his prosecution of Clay Shaw in the trial that followed.

This book examines the contemporary relevance of the East-West ecology of thought and practice present in and inspired by the educational perspectives of American philosopher John Dewey (1859–1952) and the Japanese progenitors of sōka, or “value-creating,” approaches to life and education and the Soka organizations and institutions they advanced embodying and memorializing these in name and ethos: Makiguchi Tsunesaburō (1871–1944), Toda Jōsei (1900–1958), and Ikeda Daisaku (1928–2023).