Jim Garrison

The book that inspired the movie JFK recounts Jim Garrison's attempt to solve the Kennedy assassination, and describes how Garrison was harrassed because of his allegations of government involvement in Kennedy's death.

On the Trail of the Assassins

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 Go, d 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."

Theology After Hiroshima

The Darkness of God

Auf der Spur der Mörder von Dallas ; das Buch zum Film

Wer erschoss John F. Kennedy?

James W. Garrison

Anthony G. Rud Jr.

This book discusses topics normally excluded from the current educational conversation such as soul, authority, irony, memory, style, luck, privacy, power, and hospitality.

Closing the Gap

The Educational Conversation

Lynda Stone

A. G. Rud

The sesquicentennial of the birth of John Dewey is in 2009. In recognition of this occasion, John Dewey at One Hundred-Fifty: Reflections for a New Century, with contributors drawn from the members of the John Dewey Society, will be published as both a journal issue and a book. The papers will appear as an issue of the Society's journal, Education and Culture, in late fall 2009, and as a book by Purdue University Press.

Reflections for a New Century

John Dewey at 150

Others are younger scholars who are well versed in the new scholarship, and promise to take philosophy of education into new and previously unexplored territory. Finally, we are fortunate to have two prominent feminists who have contributed critical reconstructions of Dewey's work that make it more useful for neo-pragmatist feminist projects.

The New Scholarship on Dewey

David Edward Trench was seventeen and hitchhiking across western Texas. He had ten dollars in his pocket, and everything he owned was in his backpack. He was wanted by the law in three states for small-time robberies, but none of that was going to matter to him after tonight. In three hours David would be dead. David looked up at the dark and threatening sky and moaned, “Oh, man. I’m going to really get soaked this time.” A brown, long-horned steer in the pasture across the road looked up at the sound of his voice. For a brief moment they stared into each other’s dark eyes. The bone-thin steer quickly lost interest and went back to searching for something edible among the cacti and the west Texas dirt. David saw a jackrabbit scampering through the scrub brush. The steer ignored the long-eared creature as it hopped past. David looked in both directions of the narrow straight road. He could see from horizon to horizon, and there wasn’t a vehicle of any kind in sight. There hadn’t been in hours. His brain teased him with a list of what-ifs. What if the world had ended and everyone but him was dead? What if this was a dead-end highway and he was the only person on earth that didn’t know it? What if he was headed straight toward some military test sight and was about to be blown up? He knew they still did nuclear testing someplace out west. He had read about it in the Enquirer. Any minute now a hydrogen bomb was going to explode, and he would disintegrate before he even had time to piss in his pants. David tried telling himself how crazy this kind of thinking was. There was just a temporary lull in traffic. That's all. This road he was traveling went to El Paso and then on to New Mexico and eventually would take him to California. There wouldn’t be any bombs going off like in all those fifties “B” movies or killer viruses making him puke his guts out and maybe not dying but wishing he could. No. This was just a regular two-lane highway across a really big state that didn’t seem to have a whole lot of people in it, at least not west of Dallas and Fort Worth. No. This highway went all the way to California, and that was where he was headed. He was going to make a new life for himself there, maybe even change his name, and no one would ever find out about his past and all those robberies. He had had two short rides today. With the luck he was having if a car did stop it would probably be a cop. Wouldn’t that just take the cake? How had it come to this anyway? How did he end up on the wrong end of the law when he had started out with nothing but good intentions? He had always tried to be good. He respected the law. His foster parents, the Millers, were good Christian people, and they had tried to raise him in their good Christian home. They had always taught him that stealing was wrong. A person wasn’t supposed to steal, cheat, lie, or kill. So, why was he wanted in Missouri, Arkansas, and Oklahoma? All he ever wanted to do when he set out was just to go to California and start a new life. He hadn’t started out with any bad intentions. Committing those robberies had never entered his mind. David was sixteen and had two hundred and seventy dollars in his pocket, a full tank of gas, and lots of food in the back seat of the old blue 1968 Ford Falcon when he started out. He had gone as far as Knoxville, three hundred and fifty-five miles, when the fan belt broke. That hadn’t been so bad, and there had been a gas station across the road from where he had coasted to a stop. He pushed the old car across the road and fifteen dollars later he was on his way again. A tire blew just outside of Nashville. He didn’t have a spare. That had been somet

Where the Highway Ends

Stefan Neubert

Kersten Reich

John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.

An Introduction and Recontextualization for Our Times

John Dewey's Philosophy of Education

The sole government official to run an investigation into the death of JFK tells his story, offering theories and long-unknown details of the event that support the evidence for a conspiracy

My Investigation and Prosecution of the Murder of President Kennedy

"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." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good Care, Sympathy, and Community in Classroom Teaching: Feminist Refl ections on the Expansive Self Play-Doh, Poetry, and "Ethereal Things" The Aesthetic Context of Inquiry and the Teachable Moment The Education of Eros: Critical and Creative Value Appraisal Teaching and the Logic of Moral Perception 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.

Wisdom and Desire in the Art of Teaching

Dewey and Eros

Almost 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. Returning to print for the first time in years, 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.

One Man's Quest to Solve the Murder of President Kennedy

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.

Dewey After One Hundred Years

Democracy and Education Reconsidered

Leif Östman

Joacim Andersson

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.

Jim Garrison

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