Jim Garrison

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis (PEA) and a model of situated epistemic relations (SER) to investigate the learning of body techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations (SAR) to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

The New York Times Bestseller. about the search for the assassins of JFK. “Garrison’s book presents the most powerful detailed case yet made that President Kennedy’s assassination was the product of a conspiracy, and that the plotters and key operators came not from the Mob, but the CIA.”—Norman MailerMore than fifty years after the assassination of President John F. Kennedy, his murder continues to haunt the American psyche and stands as a turning point in our nation’s history. The Warren Commission rushed out its report in 1964, but questions continue to linger: Was there a conspiracy? Was there a coup at the highest levels of government? On March 1, 1967, New Orleans district attorney Jim Garrison shocked the world by arresting local businessman Clay Shaw for conspiracy to murder the president. His alleged co-conspirator, David Ferrie, had been found dead a few days before. Garrison charged that elements of the United States government, in particular the CIA, were behind the crime. From the beginning, his probe was virulently attacked in the media and violently denounced from Washington. His office was infiltrated and sabotaged, and witnesses disappeared and died strangely. Eventually, Shaw was acquitted after the briefest of jury deliberation and the only prosecution ever brought for the murder of President Kennedy was over. On the Trail of the Assassins—the primary source material for Oliver Stone’s hit film JFK—is Garrison’s own account of his investigations into the background of Lee Harvey Oswald and the assassination of President Kennedy, and his prosecution of Clay Shaw in the trial that followed.

Why is it that after several thousand million years of evolving life on the planet earth, our species- in our generation - has brought this life to the verge of extinction through thermonuclear war? This, Jim Garrison argues, is the single greatest question of our age. The dangers need no emphasizing, and have already been starkly portrayed in his From Hiroshima to Harrisburg. Here the focus shifts from scientific and political questions to the theological dimension. God, Dr Garrison argues, is in Hiroshima as he is in other saving events in history. The development symbolized by Hiroshima directs our attention beyond narrow sectional interest to the source of life which creates and sustains us all. God is at work even in the atom bomb, calling us to a transformation of consciousness and understanding. Hiroshima confronts us as never before with the demand that we should take the wrath of God seriously. God is the God of all possibilities. And at the same time, we have taken upon ourselves that which the traditional view left in God's hands alone: the determination of apocalyptic judgment. This means that we must internalize theologically both the terror and the salvation of the traditional Judaeo-Christian concept of apocalypse as something that will not be done to us by divine fiat alone, but as something that might well be done by us through our own decision, God working divine wrath through our arrogance. How Hiroshima, apocalyptic, and the darkness of God at work in Christ crucified are related together form the theme of one of the most powerful pieces of theology of our time.

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award.