| This study examines the tension between statements Dewey makes regarding science and scientific inquiry in the context of his logical and non-logical works. The claim is that, contrary to what a number of Dewey's supporters and detractors and sometimes Dewey himself have said, Dewey's theory of inquiry is neither positivistic or scientistic, nor an appendage to art and experience.; I undertake my study with attention to the contexts in which inquiry is used: science, experience, the community, and democracy. I claim that inquiry is developed in and through these, and that as a result, it is to be seen as having the trait of self-correction. In addition, inquiry is to be seen as inextricably bound up with the experience that one is having, and the meanings and objects constructed out of this.; Ultimately, I claim, inquiry is to be developed in and through, (formal) education. This puts education in an important respect to inquiry. For if the sort of inquiry that Dewey claims is necessary to solve 'the problems of men,' is to be cultivated, certain characteristics of schools must be present for this to happen. I conclude the study with examples of two schools that, broadly speaking, achieve this. Suggestions for further development of these schools follow. |
