e-ISSN: 1698-7802
DOI prefix: 10.14516/fde
“Foro de Educación founded (2003) and directed (2003-till date) by José Luis Hernández Huerta, and published by FahrenHouse (2003-till date). FahrenHouse: Salamanca, España
The pedagogical thought of William James: tactful teacher and moral education
DOI:
https://doi.org/10.14516/fde.2013.011.015.004Palabras clave:
William James, pragmatism, moral education, United States, education, tactful teacherResumen
The article seeks to present the philosophy of education that is at the very heart of William James’s legacy. It is argued that along with the rise of interest in the field of education towards classic American pragmatism, the study of William James has suffered from a lack of attention. After giving an accurate overview of the themes under debate in those few works which have addressed James’s thought from a pedagogical perspective, the article progresses on discussing some other educational themes which have gone unnoticed. More precisely, first, the inspiration offered by the image of the «tactful teacher» and, second, the philosophy of moral education that is part of James’s works on psychology. Both themes account for the pedagogical potential that continues to be hidden in the work of this philosopher.
Referencias
Baldwin, B. T. (1911). William James’ contributions to education. Journal of Educational Psychology, 2(7), 369-382.
Bredo, E. (2002). The Darwinian Center to the Vision of William James. En J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 1-26). New York: Teachers College Press.
Broyer, J. A. (1976). William James’ Theory of Education. En R. Corti (Ed.) The Philosophy of William James (pp. 261-282). Hamburg: Meiner Verlag.
Cherryholmes, C. (2002). James’s Story of the Squirrel and the Pragmatic Method. En J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 89-96). New York: Teachers College Press.
Croce, P. J. (2012). The Non-Disciplinary William James. William James Studies, 8, 1-33.
Crosby, P. (2011). Making a life significant: William James on higher education and civic personality. William James Studies, 7, 20-35.
Del Castillo, R. (2006). Una serena desesperación. La ética individualista de William James. Dianoia, LI(57), 65-78.
Del Castillo, R. (2007). Prólogo. En W. James, Pragmatismo. Un nuevo nombre para viejas formas de pensar (pp. 7-38). Madrid: Alianza.
Del Castillo, R. (2012). The Comic Mind of William James. William James Studies, 8, 65-116.
Dewey, J. (1978). The Middle Works of John Dewey, 1899-1924, 15 vols. Carbondale y Edwardsville: Southern Illinois University Press. [Edición de J. A. Boydston]. Citado en el texto como MW.
Francisco, A. y Moliner, L. (2010). El Aprendizaje Servicio en la Universidad: una estrategia en la formación de ciudadanía crítica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13(4), 69-77.
Froh, J. J. (2004). The history of positive psychology: Truth be told. The Psychologist, 16(3), 18-20.
Gaible, S. L. y Haidt, J. (2005). What (and Why) Is Positive Psychology? Review of General Psychology, 9(2), 103-110.
Garrison, J. (2002). James’s Metaphysical Pluralism, Spirituality, and Overcoming Blindness to Diversity in Education. En J. Garrison, R. Podeschi y E. Bredo (Eds.) William James and Education (pp. 27-41). New York: Teachers College Press.
James, W. (1978-1988). The Works of William James, 15 vols. (5-19). Cambridge: Harvard University Press. [Edición de F. H. Burkhardt, F. Bowers y I. K. Skrupskelis]. Citado en el texto como WJ.
Johnson, A. (2002). James’s Concept of Mystical Consciousness: Implications for Curriculum Theory and Practice. En J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 151-172). New York: Teachers College Press.
Jolibert, B. (1996). Introduction. En, W. James, Conférences sur l’Éducation. Psychologie et Éducation (pp. 7-37). Paris: L’Harmattan.
Marchetti, S. (2009). Ethics as Anthropology: Human Nature, Pragmatism and Moral Reflection in Kant and James. Comunicación presentada en el «Colloque junior PPSM II. Philosophie, Psychologie, Sociologie Morales: «De l’être humain: philosophie, psychologie, sociologie morales» (Cap Hornu, 15-17 diciembre). Disponible en: , última consulta: 27/03/2013.
Marchetti, S. (2010). William James on Truth and Invention in Morality. European Journal and American Philosophy, 2(2), 126-159.
Marchetti, S. (2012). Theory and Practice of Conduct in James. Comunicación presentada en «The First European Pragmatism Conference: The Relevance of American Philosophy» (Roma, 19-21 septiembre). Disponible en: , última consulta: 27/03/2013
Martin, F. y De Salas Ortueta, J. (Eds.) (2005). Aproximaciones a la obra de William James: la formulación del pragmatismo. Madrid: Biblioteca Nueva.
Miedema, S. (2002). James’s Metaphysics of Experience and Religious Education. En J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 74-88). New York: Teachers College Press.
Miller, J. (1997). Democratic Temperament: The Legacy of William James. Lawrence: University of Kansas Press.
Podeschi, R. (2002). Pluralism and Professional Practice: William James and Our Era. En, J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 58-73). New York: Teachers College Press.
Puig, J. M. y Palos, J. (2006). Rasgos pedagógicos del aprendizaje-servicio. Cuadernos de Pedagogía, 357, 60-63.
Putnam, H. (1995). Pragmatism. An Open Question. Cambridge: Blackwell Publishers.
Putnam, R. A. (Ed.) (1997). The Cambridge Companion to William James. Cambridge: Cambridge University Press.
Rivière, A. (1990). Mente y conciencia en ‘Los Principios de Psicología’: Un diálogo con James cien años después. Psicothema, 2(1), 111-133.
Rosiek, J. (2002). Pragmatism’s Unfinished Project: William James and Teacher Knowledge Researchers. En J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 130-150). New York: Teachers College Press.
Ruf, F. J. (1991). The Creation of Chaos. William James and the Stylistic Making of a Disorderly World. Albany: State University of New York Press.
Seligman, M. E. P. (1999). The president’s address. American Psychologist, 54, 559-562.
Seligman, M. E. P. (2004). Positive Psychology and Philosophy. Streams of William James, 6(2), 2-3.
Sheffield, E. C. (2005). Service in Service-Learning Education: the Need for Philosophical Understanding. High School Journal, 89(1), 46-53.
Suckiel, E. K. (2009). William James. En J. R. Shook y J. Margolis (Eds.) A Companion to Pragmatism (pp. 30-43). Maden: Wiley-Blackwell.
Tapia, N. (2001). La solidaridad como pedagogía. El «aprendizaje-servicio» en la escuela (2ª ed.). Buenos Aires: Ciudad Nueva.
Thayer-Bacon, B. (2002). A Feminist Re/examination of William James as a Qualified Relativist. En, J. Garrison, R. Podeschi y E. Bredo (Eds.) (2002). William James and Education (pp. 97-114). New York: Teachers College Press.
Wilshire, B. (2002). William James’s Prophetic Grasp of the Failures of Academic Professionalism. En J. Garrison, R. Podeschi y E. Bredo (Eds.) William James and Education (pp. 42-57). New York: Teachers College Press.
Youniss, J., Bales, S., Christmas-Best, V., Diversi, M., McLaughlin, M., y Silbereisen, R. (2002). Youth Civic Engagement in the Twenty-First Century. Journal of Research on Adolescence, 12(1), 121-148.
Descargas
Publicado
2013-01-01
Número
Sección
Monograph
Cómo citar
The pedagogical thought of William James: tactful teacher and moral education. (2013). Foro De Educación, 11(15), 83-102. https://doi.org/10.14516/fde.2013.011.015.004
