Ex Animo: Vol. 1, Issue 1

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Browsing Ex Animo: Vol. 1, Issue 1 by Subject "John Dewey"

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    A Critical Examination of Abstraction in John Dewey’s Reflective Thought
    (University of Oregon, 2021-05-16) O'Brien, Bill
    The purpose of this paper is to critically examine abstraction in the context of John Dewey’s notion of reflective thought. Abstraction is to be understood as a pragmatic tool that underpins reflective thought. In other words, reflective thought—that is, the capacity to think of practical solutions to problems we confront in our lives,— needs to use the tool of pragmatic abstraction. In the context of reflective thought, I explore and explain how pragmatic abstraction is used. Here, I take issue with how pragmatic abstraction is used as merely a means to bring about ‘successful’ consequences to a problem. This use of pragmatic abstraction fails to consider the critical question of whose success is being brought about. Due to this, ‘successful’ consequences to a problem can result for some, while negative consequences to the same problem can result for others. The ‘reasonable woman standard’ that developed in the law illustrates a concrete example of this problematic split and a legal effort to resolve it. Ultimately, by reconsidering how reflective thought uses the tool of pragmatic abstraction, “successful” consequences to problems are brought about in a more inclusive manner.
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    PBIS: Towards a Kinder Form of Discipline
    (University of Oregon, 2021-05-16) Stalie, Pollyanna
    Positive Behavioral Interventions and Supports (PBIS) is a practical theory of discipline that focuses on prevention—rather than punishment,—and affirmation of preferred behavior. PBIS is primarily used in schools, and I have used it extensively in my work as an early childhood educator. In this paper, I argue that there is a clear connection between the psychological theory that makes PBIS effective and the sociopolitical philosophies laid out by John Dewey, Friedrich Nietzsche, and Michel Foucault. These theories and methodologies explain power dynamics between a dominant and non-dominant group, and how best to discipline to correct behavior long-term while instilling a sense of agency in the subjugated group. I ultimately conclude that PBIS works to improve classroom function through the implementation of mutual respect and by validating children’s needs by giving them a sense of agency. Integrating PBIS in societal institutions can serve as the basis for a new kind of discipline that would, I contend, improve these institutions in myriad way.

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