In this article, I suggest that the recently emerged perspective of environmental pragmatism encompasses self-contradicting principles. For many years, it was deemed impossible for environmental ethics to formulate justified environmental policy. Environmental pragmatism, and its primary scholar Bryan G. Norton, has promoted a new outlook in that debate by proposing an ideal methodology based upon classic American pragmatism. In this methodology, a community can determine what is morally righteous by conducting open-ended inquiry and considering all relevant stakeholders in a rational (...) discourse. Environmental pragmatism must therefore accommodate reasonable value pluralism. Moreover, Norton claims that these criteria should be complemented with what I call the ‘sustainability criterion’. However, this principle of righteous decision- making appears inconsistent with the two aforementioned commitments. This article considers why this is the case. (shrink)

This dissertation presents a philosophical inquiry into the concept of intelligence by reconstructing John Dewey’s theory of intelligence and investigating its educational implications. It presents three critiques of educational practices and theories that, from a Deweyan point of view, are built on misconceptions or oversimplifications of intelligence. While his theory of intelligence is primarily expressed in implicit terms, it offers a nuanced analysis of the sociality and contextuality of intelligence, questioning some of its traditional or mainstream conceptions. The reconstructed theory (...) presented in this dissertation implies that rather than holding onto the idea of individual intelligence, education (and those who are being educated) might benefit from focusing on the social practices and contexts that enable intelligence. The contextuality of intelligence suggests that conceiving intelligence as something that can be universalized, abstracted, and then redistributed is problematic. Dewey’s theory also suggests that people are rich with experience-based contextualized intelligence. To make the most of this, education needs to provide people with a robust theory of knowledge and an aspiration to be informed about the world in multiple and diverse ways. Learning the habit and processes of different kinds of inquiries could benefit societies by contributing to creative and intelligent democratic problem-solving in the inevitably unknown contexts of the future. (shrink)