ABSTRACT
Jim Garrison reconsiders two important themes of Democracy and Education, namely Dewey's accounts of “Experience and Thinking” and “Thinking in Education” that connect his views on education with his logical theory. Garrison reconstructs and refines Dewey's positions in terms of some of Dewey's own later works such as Experience and Nature or Logic: The Theory of Inquiry. He argues against Stanley Cavell's critical reading of Dewey's logic as narrow and confined. He borrows Emerson's term “long logic” and suggests that Dewey advocates a long logic, too – i.e., a logic that emphasizes the role of embodied feelings, habits, and actions and recognizes the intuitive, creative, constructive, contextualized, and aesthetically satisfying dimensions of thinking. Such “long logic” challenges traditional philosophy as much as it queries many traditional educational methods.
