"This stimulating book is timely in that its significance for philosophy of education far transcends the scholarly disputes between Dewey and Russell that inspired it. At the heart of these disputes lie matters that are central to current debates in education conceived broadly." --Paul Hager, Studies in Philosophy and Education
"This book should be of substantial interest not only to Dewey scholars and other historians of twentieth-century philosophy, but also to devotees of situation theory, ecological psychology, formal semantics, philosophy of mind, cognitive science, and Artificial Intelligence." --Georges Dicker, Transactions of the C. S. Peirce Society
"This book is an invaluable addition to academic collections serving both teaching and research faculty in cognitive science, philosophy of language, semantics, information theory, and computer science, as well as traditional philosophical specialties such as American pragmatism and European analytic philosophy." --B. C. Forrest, Choice
"Burke has written an exciting, provocative, and genuinely important
new book which should be read by anyone interested in Dewey's theory of inquiry or even the history of American philosophy. With this book, he has made a major contribution to the advancement of American philosophy and has filled a void in the Dewey literature which had been for too long left open." --Robert B. Talisse, Newsletter of the Society for the Advancement of American Philosophy
About the Author
Tom (F. Thomas) Burke is an American philosopher who teaches at the University of South Carolina. His work interprets contemporary philosophy of mind, philosophy of language, and philosophical logic through the lens of classical American philosophy. He earned his B.A. from the University of New Mexico and his Ph.D. from Stanford University.