By Hans Joas, Daniel R. Huebner

ISBN-10: 022637694X

ISBN-13: 9780226376943

George Herbert Mead is commonly one in all the main influential American philosophers of the 20th century, and his paintings continues to be vivid and proper to many parts of scholarly inquiry at the present time. The Timeliness of George Herbert Mead brings jointly quite a number students who offer specific analyses of Mead’s value to cutting edge fields of scholarship, together with cognitive technology, environmental reviews, democratic epistemology, and social ethics, non-teleological historiography, and the heritage of the normal and social sciences.

Edited by means of well-respected Mead students Hans Joas and Daniel R. Huebner, the amount as an entire makes a coherent assertion that locations Mead in discussion with present study, pushing those domain names of scholarship ahead whereas additionally revitalizing the turning out to be literature on an writer who has an ongoing and significant impression on sociology, psychology, and philosophy.

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Additional resources for The Timeliness of George Herbert Mead

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1880. British Thought and Thinkers. Chicago: Griggs. ———. 1882. Kant’s Critique of Pure Reason: A Critical Exposition. Chicago: Griggs. Pape, L. M. 1936. Review of Movements of Thought in the Nineteenth Century, by George H. Mead. Annals of the American Academy of Political and Social Science 187: 251–52. , and Ernest W. Burgess. 1921. Introduction to the Science of Sociology. Chicago: University of Chicago Press. Pauly, Philip J. 1987. Controlling Life: Jacques Loeb and the Engineering Ideal in Biology.

More or less dogmatic theory” (367). This defect has kept them in the shadowlands of the “dogmatic disciplines,” where contending theories flail against one another in disregard of proper scientific method, which “does not set up one dogma in place of another” (289). The phrase “the so-called ‘social sciences’” speaks volumes about the attitude that Mead-2 holds toward theories of the past. It is important to emphasize, however, that this attitude is not the only attitude that Mead expresses.

Accordingly, it is easy to imagine that, had the two of them traded their 1891 course assignments, so that Mead was the one who ended up teaching “Movements of Thought,” Mead’s lectures at that point would not have been dissimilar from Dewey-1. Conversely, had Dewey returned to teaching this course around 1915, his lectures then would likely have borne little resemblance to Dewey-1 but may well have come closer to Mead-1. Given this, what I will be doing here is using Dewey-1 as a historical baseline from which to understand how the course changed in Mead’s hands in connection with various contextual changes that occurred (for Mead and Dewey both) in the years after Dewey-1.

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The Timeliness of George Herbert Mead by Hans Joas, Daniel R. Huebner

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