Transition, action and education: redirecting pragmatist philosophy of education

Koopman, C and Garside, D (2019) 'Transition, action and education: redirecting pragmatist philosophy of education.' Journal of Philosophy of Education, 53 (4). pp. 734-747. ISSN 0309-8249

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Abstract

Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer –actionistic approach in conduct pragmatism. Conduct pragmatism prioritizes action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to pragmatist thought and in the second section we outline some of these potentials. We indicate the possibilities for pragmatist philosophy of education to engage with diverse bodies of thought, moving away from an insular focus on one or two philosophers, and a diversity of locations where philosophy is active and conducted.

Item Type:	Article
Keywords:	transitionalist pragmatism; classical pragmatism; neopragmatism; conduct pragmatism; actionistic pragmatism; William James; John Dewey
Divisions:	School of Education
UoA:	Education
Identification Number:	https://doi.org/10.1111/1467-9752.12399
Date Deposited:	14 Nov 2019 17:21
Last Modified:	13 Dec 2021 01:40
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/12845

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