Pratt, Scott L.2006-02-122006-02-121998-06Studies in Philosophy and Education, Vol. 17, No. 2-3, p. 101-1221573-191Xhttps://hdl.handle.net/1794/2241Full text available only to subscribing institutions or individuals through SpringerLink at: http://springerlink.metapress.com/ (qysw3s55jdrtdn2mgeoqyrab)/app/home/ contribution.asp?referrer=parent&backto=issue,2,12;journal,36,92; browsepublicationsresults,1436,1548In an environment characterized by the emergence of new and diverse (and often opposed) philosophical efforts, there is a need for a conception of philosophy that will promote the exchange and critical consideration of divergent insights. Depending upon the operative conception, philosophical efforts can be viewed as significant, insightful and instructive, or unimportant, misguided and not real philosophy. This paper develops John Dewey's conception of philosophy as a mode of inquiry in contrast with Bertrand Russell's conception of philosophy as a mode of analysis. I argue that while Russell's analytic conception of philosophy justifies the dismissal of non-analytic philosophies, Dewey's conception of philosophy provides a theoretical framework for the comparison, evaluation and interaction of alternatives.14601 bytesapplication/pdfen-USConceptions of philosophyDewey, John, 1859-1952Russell, Bertrand, 1872-1970Theory of inquiryAnalytic philosophyArticle