990 resultados para Mead, George Herbert, 1863-1931
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G.H. Mead (1863-1931) oriented much of his intellectual efforts around three unavoidable questions for anyone living in a modern society: how are selfhood, knowledge, and politics understood and organized in such a society? Modern individuals continually seek answers to questions although nobody has ever come up with a definitive answer to them. Modernity, in other words, confronts us with inevitable problematics that fundamentally shape the way in which we think about certain topics. For the purposes of my discussion of Mead, I focus upon three of these modern problematics: science, selfhood, and democratic politics. But before I discuss Mead’s treatment of these problem areas, allow me to briefly situate Mead as a pragmatist in relation to Dewey and James within pragmatism.
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The need for a recovery of philosophy / J. Dewey.--Reformation of logic / A.W. Moore.--Intelligence and mathematics / H.C. Brown.--Scientific method and individual thinker / G.H. Mead.--Consciousness and psychology / B.H. Bode.--The phases of the economic interest / H.W. Stuart.--The moral life and the construction of values and standards / J.H. Tufts.--Values and existence in philosophy, art and religion / H.M. Kallen.
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Edited by George Sampson.
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Mode of access: Internet.
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"Reprint from the University of California Chronicle. v. xix, no. 3."
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Title printed in red and black, within architectural border.
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"Errata": leaf at end.
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Mode of access: Internet.
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Mode of access: Internet.
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At head of title: Oxford edition
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Mode of access: Internet.
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Mode of access: Internet.
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Participation usually sets off from the bottom up, taking the form of more or less enduring forms of collective action with varying degrees of infl uence. However, a number of projects have been launched by political institutions in the last decades with a view to engaging citizens in public affairs and developing their democratic habits, as well as those of the administration. This paper analyses the political qualifying capacity of the said projects, i.e. whether participating in them qualifi es individuals to behave as active citizens; whether these projects foster greater orientation towards public matters, intensify (or create) political will, and provide the necessary skills and expertise to master this will. To answer these questions, data from the comparative analysis of fi ve participatory projects in France and Spain are used, shedding light on which features of these participatory projects contribute to the formation of political subjects and in which way. Finally, in order to better understand this formative dimension, the formative capacity of institutional projects is compared with the formative dimension of other forms of participation spontaneously developed by citizens.