Educational Philosophy and Theory 42 (7):710-727 (2010)
One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way ‘forward’ by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and deconstruction cannot sit as easily together as some authors assume. The reason for this is not that pragmatism and deconstruction are incompatible philosophies but rather that deconstruction occurs at the very heart of pragmatism. This implies that pragmatism can only retain its commitment to communication in philosophy, education and politics if it acknowledges and, in a sense, embraces the occurrence of deconstruction in communication. This suggests that the future of pragmatism as a philosophy for education o lies in its deconstruction, something which is expressed in the idea of a deconstructive rather than a deconstructed pragmatism
|Keywords||deconstruction difference pragmatism Derrida deconstructive pragmatism Dewey communication|
|Categories||categorize this paper)|
References found in this work BETA
Force of Law: The 'Mystical Foundation of Authority'. In Ed. Drucilla Cornell, Michael Rosenfield and David G. Carlson.Jacques Derrida - 1992 - In Drucilla Cornell, Michel Rosenfeld & David Carlson (eds.), Deconstruction and the Possibility of Justice. Routledge.
Deconstruction and Pragmatism.Simon Critchley, Jacques Derrida, Ernesto Laclau & Richard Rorty - 1996 - Routledge.
Citations of this work BETA
Philosophy of Education for the Public Good: Five Challenges and an Agenda.Gert Biesta - 2012 - Educational Philosophy and Theory 44 (6):581-593.
Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.
Philosophy, Art or Pedagogy? How Should Children Experience Education?Christine Doddington - 2012 - Educational Philosophy and Theory 46 (11):1-12.
Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - forthcoming - Educational Philosophy and Theory:1-16.
‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
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