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Not Always," The Globe and Mail. Sat. Dec. 22, 2007, L6. Spinoza, Baruch. " The Chief Works of Benedict de Spinoza. Trans. M. Elwes. , 1951. 43-271. " 31 May 2007. 31 May 2007 Wikipedia. org/wiki/Facebook>. com. 6 November 01. terrort>. 29 Chapter 2 The Reviser and the Whistle-Blower: Dewey, Foucault and Education (Scott Nicholson, Queens University) This paper aims to compare and contrast essential features of the social philosophies of Michel Foucault and John Dewey. But to what end? Firstly, we might worry that the discourses that arise around such celebrated philosophers can become insular.

Since they are making different points for different purposes, I see no reason why we cannot confront social policies and institutions in light of the wisdom of both philosophers. And I would suggest that, if we are to seriously aim for social improvement, we ought to take heed of both styles of social criticism. 44 Bibliography Dewey, John. Democracy and Education. From: John Dewey, The Middle Works, 1899-1924: Volume 9, 1916. Edited by Jo Ann Boydston. Southern Illinois University Press, 1980; 1-370 Dewey, John.

As he sees it, the human, quotidian world and all the objects one encounters there, which we encounter and navigate by unconscious habit for the most part, function as epistemological obstacles to rationalization. e7 in order to root out these convictions which form so many obstacles to the development of a truly objective study of the physical and chemical processes experienced as fire. Operating on the assumption of such breaks, historical epistemology traces out the norms guiding a specific form of scientific rationality.

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