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  1. Studies in Philosophy and Education
  2. Studies in Philosophy and Education : Volume 22
  3. Studies in Philosophy and Education : Volume 22, Issue 5, September 2003
  4. The Public Has to Define Itself
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Studies in Philosophy and Education : Volume 36
Studies in Philosophy and Education : Volume 35
Studies in Philosophy and Education : Volume 34
Studies in Philosophy and Education : Volume 33
Studies in Philosophy and Education : Volume 32
Studies in Philosophy and Education : Volume 31
Studies in Philosophy and Education : Volume 30
Studies in Philosophy and Education : Volume 29
Studies in Philosophy and Education : Volume 28
Studies in Philosophy and Education : Volume 27
Studies in Philosophy and Education : Volume 26
Studies in Philosophy and Education : Volume 25
Studies in Philosophy and Education : Volume 24
Studies in Philosophy and Education : Volume 23
Studies in Philosophy and Education : Volume 22
Studies in Philosophy and Education : Volume 22, Issue 6, November 2003
Studies in Philosophy and Education : Volume 22, Issue 5, September 2003
Interpretation and the Problem of Domination: Paul Ricoeur's Hermeneutics
The Public Has to Define Itself
Discussion ( Studies in Philosophy and Education , Volume 22 , Issue 5 )
Discussion ( Studies in Philosophy and Education , Volume 22 , Issue 5 )
A review of Richard Shusterman, 2000, Pragmatist Aesthetics: Living Beauty, Rethinking Art
Pragmatism Between Aesthetic Experience and Aesthetic Education
Erratum
Studies in Philosophy and Education : Volume 22, Issue 3-4, May 2003
Studies in Philosophy and Education : Volume 22, Issue 2, March 2003
Studies in Philosophy and Education : Volume 22, Issue 1, January 2003
Studies in Philosophy and Education : Volume 21
Studies in Philosophy and Education : Volume 20
Studies in Philosophy and Education : Volume 19
Studies in Philosophy and Education : Volume 18
Studies in Philosophy and Education : Volume 17
Studies in Philosophy and Education : Volume 16

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The Public Has to Define Itself

Content Provider Springer Nature Link
Author Ljunggren, Carsten
Copyright Year 2003
Abstract In the article texts by John Dewey, JürgenHabermas and Richard Rorty are discussed in thelight of different meanings of the Public. Thisis done by discussing foundational andnon-foundational claims on a philosophy ofpragmatism and democracy, and by looking atdifferent meanings of intersubjectivity. Onecrucial difference I am pointing at, is thatwhile Dewey's intersubjectivity is stemmingfrom philosophical arguments as well aspolitical, Habermas's intersubjectivity isrestricted to the level of (an almostscientific) philosophical abstractargumentation without any concrete language ofpolitics. When it comes to Rorty I stress thathe is far closer than Habermas to Dewey'spragmatism, especially his ambition to includethe specific individuals and to stressindividuality in a philosophy of communicationand public conduct.
Starting Page 351
Ending Page 370
Page Count 20
File Format PDF
ISSN 00393746
Journal Studies in Philosophy and Education
Volume Number 22
Issue Number 5
e-ISSN 1573191X
Language English
Publisher Kluwer Academic Publishers
Publisher Date 2003-01-01
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Philosophy of Education Education (general) Testing and Evaluation Theory of Education
Content Type Text
Resource Type Article
Subject Philosophy Education
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