David Granger

South Hall 220C

Dr. Granger has been a member of the Geneseo faculty since 1999.


Office Hours


  • HUMN 221: Western Humanities II

    A search for moral, social, and political alternatives and meaning embodied in the institutions, culture, and literature of Western Civilization from 1600 to the present. The course is factual as well as conceptual, including a narrative history of the period covered.

  • INTD 203: Social Foundation of US Educ

    This course focuses on the many kinds of diversity (ethnic and cultural, socio-economic, racial, religious, linguistic, gender and sexual orientation) to be addressed by schools in America. Students examine significant social and cultural challenges emerging in our country, legal and judicial issues, both at the national and state level, the economics and politics of schooling, the history and philosophy of education, and the historical evolution of curriculum and instruction in American schools.

Curriculum Vitae

Journal Articles

  • "The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes Part II," The
    Journal of Aesthetic Education, vol.52, no.2, Summer 2018, 53-70

    "The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes Part I," The
    Journal of Aesthetic Education, vol.52, no. 1, Spring 2018, 55-83

    "Introduction: John Dewey on Philosophy and Childhood," co-authored by Maughn Gregory,
    Education & Culture, vol.28, no.2, Fall 2012, 1-25.

    "Art in Inquiry: John Dewey, Soviet Russia, and the Trotsky Commission," Inter-American
    Journal of Philosophy, vol.4, no.1, Summer 2013, 53-66

    “Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference,” The Journal of
    Aesthetic Education, vol.44, no.3, Fall 2010, 69-81

    “NCLB and the Spectacle of Failing Schools: The Mythology of Contemporary School
    Reform,” Educational Studies: A Journal of the American Studies Association, vol. 43, no. 3,
    Summer 2008

Book Chapters

  • "Funny Vibe: An Embodied Approach to Anti-Racist Education" in Art's
    Teachings, Teaching's Art, Tyson Lewis and Megan Laverty, eds. (New York: Springer,

    "Conversation and the 'Best Possible Point of Encounter': Cavell's Emersonian Perfectionism
    and Dewey's Cultivated Naiveté," Philosophy of Education 2012, ed. Claudia
    Ruitenberg (Urbana, Ill: Philosophy of Education Society, 2012), 290-293

    "Pluralism and Praxis: Philosophy of Education for Teachers," co-authored by Jane Fowler
    Morse in What Ever Happened to Soul? A Manifesto of Revival, Randy Hewitt
    and Joe L. Kincheloe, eds. (New York: Peter Lang Publishing, 2011).

    “In Search of the Extraordinary in the Ordinary: Philip Jackson and/on John Dewey,” with
    Craig A. Cunningham as second author, in A Life in Classrooms: Philip W. Jackson and the
    Practice of Education, David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds.
    (New York: Teachers College Press, 2007), 135-152.


  • John Dewey, Robert Pirsig, and the Art of Living: Revisioning Aesthetic Education,
    Palgrave Macmillan, 307 pages, September 2006.