This paper aims to analyse the notion of familiarity in Dewey’s pragmatism in order to show its important role as a tool for human beings to interpret the reality, manage it, and act within it. Starting from an examination of Deweyan transactional realism, the discourse focuses on familiarity and its related terms (such as “familiar,” “to familiarize,” but also opposites such as “unknown” or “strange”) in Dewey’s thought, to finally come to highlight its fundamental hermeneutic role. This might be useful (...) to account for a subject of Deweyan thought not so deeply highlighted by scholarship and, at the same time, to show pragmatism’s closeness to hermeneutics regarding the relation between the human being and the real. (shrink)

The first work to offer a comprehensive pragmatist anthropology focusing on sensibility, habits, and human experience as contingently yet irreversibly enlanguaged.

Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling case that scientific theories and scientific observation are perspectival by using science (...) itself. There are many tangible examples already present in science textbooks which, when approached in a certain way, offer an exciting opportunity for a realistic incorporation of philosophy of science into the classroom. Furthermore, introducing perspectivism to students necessitates an engagement with notions such as truth, reality, perception and experimentation, through a familiar medium, while painting a nuanced conception of the nature of science. (shrink)

This essay critically examines the so-called ‘unnaturalness’ of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of historical inquiry in response to scepticism, which is often couched in postmodern terms. In doing so, I highlight that these lines of argument are predicated upon historians’ thought processes and concepts being domain general. This idea of historical thinking as part of our ordinary thinking could help us develop a history curriculum in which (...) students are required to employ those processes and concepts to solve both everyday and historical questions. With such a curriculum, students could more easily see the relevance of history education to their daily lives. (shrink)

John Dewey provided a robust and thorough conception of scientific explanation within his philosophical writing. I provide an exegesis of Dewey's concept of scientific explanation and argue that this concept is important to contemporary philosophy of science for at least two reasons. First, Dewey's conception of scientific explanation avoids the reification of science as an entity separated from practical experience. Second, Dewey supplants the realist-antirealist debate within the philosophical literature concerning explanation, thus moving us beyond the current stalemate within philosophy (...) of science. (shrink)

This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented academic subjects, (...) a pragmatic approach to pedagogy, as well as the LbD action model, is effective and could be considered in several universities as the basis of philosophy of pedagogy. (shrink)

The story of the rise and fall of pragmatism is sometimes called the eclipse narrative. This paper addresses a specific version of this narrative that the logical empiricists arrived in North America in the 1930s and within 30 years had supplanted the pragmatists as the dominant philosophy there. Philosophers such as Alan Richardson and Cheryl Misak have challenged this view by emphasizing the similarities between these two movements. While both seem to admit that there is a distinction between the two (...) when it comes to values, I point out that the issue of values feeds into all aspects of pragmatist thinking, and so despite what seems on the surface to be agreements between the two movements, they were still quite different in all areas of their thinking. I challenge the degree of similarities by arguing that there were some sharp distinctions between the two movements, with the most important being the fact-value distinction and its impact on how each conceived of the term “practical.” I close by addressing how these distinctions should affect how we conceive of the eclipse narrative. (shrink)

This paper contrasts the Hegelianism of contemporary neo-pragmatism and the Hegelianism of classical pragmatism as it has been reassessed in contemporary Deweyan scholarship. Drawing on Dewey’s interpretation of Hegel, this paper argues that Hegel’s theory of the spirit is in many aspects more akin to Dewey’s pragmatism than Brandom’s. The first part compares Dewey’s pragmatism with Hegel’s conceptions of experience and the theory/practice relation. The second part compares Dewey’s naturalism with Hegel’s theory of the relation between nature and spirit.

This survey article discusses the pragmatist tradition in twentieth century philosophy of science. Pragmatism, originating with Charles Peirce's writings on the pragmatic maxim in the 1870s, is a background both for scientific realism and, via the views of William James and John Dewey, for the relativist and/or constructivist forms of neopragmatism that have often been seen as challenging the very ideas of scientific rationality and objectivity. The paper shows how the issue of realism arises in pragmatist philosophy of science and (...) how some pragmatists, classical and modern, have attempted to deal with it. Various dimensions of the realism dispute are thus discussed, especially realism as contrasted to instrumentalism and realism as contrasted to relativism/constructivism. It is argued that the pragmatist tradition cannot avoid these tensions but is largely constituted by them. (shrink)

The article discusses the relevance of ontology, the metaphysical study of being, in social sciences through a comparison of three distinct outlooks: Roy Bhaskar's version of critical realism, a pragmatic realist approach the most renowned representatives of which are Rom Harré and Hilary Putnam, and the authors’ own synthesis of the pragmatist John Dewey's and the neopragmatist Richard Rorty's ideas, here called methodological relationalism. The Bhaskarian critical realism is committed to the heavy ontological furniture of metaphysical transcendentalism, resting on essentialist (...) presumptions of causality and social structures, tacitly creating a dualism between individuals and society. Pragmatic realists, for their part, carry much lighter metaphysical baggage than critical realists and, much in a pragmatist vein, accept the idea that social scientists should study society by studying social life—the interwoven activities of individuals. Nevertheless, pragmatic realists only reluctantly, if at all, renounce the subject–object dualism and its ontological implications. Drawing on the ideas of Donald Davidson and Richard Rorty, the writers outline their own antirepresentationalist, antiessentialist approach to social sciences. The proposed methodological relationalism is a pragmatist approach of Deweyan origin. Based on a Darwinian understanding of human beings as organisms trying to cope with their environment, it emphasises the insight that one can neither step outside one's own action, nor withdraw from the actor's point of view, just as one cannot cognitively step outside language. (shrink)

This essay argues that to understand Dewey's vision of democracy as “epistemic” requires consideration of how experiential and communal aspects of inquiry together produce what is named here “pragmatic objectivity.” Such pragmatic objectivity provides an alternative to absolutism and self-interested relativism by appealing to certain norms of empirical experimentation. Pragmatic objectivity, it is then argued, can be justified by appeal to Dewey's conception of primary experience. This justification, however, is not without its own complications, which are highlighted with objections regarding (...) “radical pluralism” in political life, and some logical problems that arise due to the supposedly “ineffable” nature of primary experience. The essay concludes by admitting that while Dewey's theory of democracy based on experience cannot answer all of the objections argumentatively, it nevertheless provides potent suggestions for how consensus building can proceed without such philosophical arguments. (shrink)

An interpretation is given of John Dewey's views about “realism” in metaphysics, and of how these views relate to contemporary debates. Dewey rejected standard formulations of realism as a general metaphysical position, and interpreters have often been taken him to be sympathetic to some form of verificationism or constructivism. I argue that these interpretations are mistaken, as Dewey's unease with standard formulations of realism comes from his philosophical emphasis on intelligent control of events, by means of ordinary action. Because of (...) his views about relations, Dewey's views in this area do risk collapsing into an overly holistic position. I discuss how these problems might be avoided, and consider also how Dewey's views about naturalism and realism might usefully inform ongoing work. (shrink)

Critics of Dewey’s metaphysics point to his dismissal of any philosophy which locates ideals in a realm beyond experience. However, Dewey’s sustained critique of dualistic philosophies is but a first step in his reconstruction and recovery of the function of the metaphysical. Detaching the discussion of values from inquiry, whether scientific, philosophical or educational, produces the same end as relegating values to a transcendent realm that is beyond ordinary human discourse. Dewey’s naturalistic metaphysics supports his progressive educational philosophy. The duty (...) of education is grounded in its service to democracy; it must help students develop the ability to express, discuss, and develop their moral reasoning through experiential and experimental learning. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

It is well known that John Dewey was very far from embracing the traditional idea of cognition as something happening inside one’s own mind and consisting in a pictorial representation of the alleged purely external reality out there. His position was largely convergent with enactivist accounts of cognition as something based in life and consisting in human actions within a natural environment. The paper considers Dewey’s conception of cognition by focusing on its potential contributions to the current debate with enactivism. (...) It claims that Dewey’s anti-substantial, continuistic, and emergentistic conception of the mind as a typically human conduct pulls the rug out of the idea of cognition as representation, as well as pushes the current discussion towards a serious reconsideration of representationalist assumptions about conceptuality and language. The paper emphasises that Dewey—differently from enactivists—frames the role of cognition within experience: he argues that cognition concerns those intermediate phases of our experiences of the world which are characterised by an indeterminate or troubled situation, because he claims that human beings’ interactions with their own environment are qualitatively richer and broader than cognition, including as they do many different and intertwined modes of experience. Finally, the author suggests that a coherent development of Dewey’s lines of thought should avoid rigid distinctions and hierarchies between lower and higher degrees of cognition in humans, which are still maintained in certain forms of radical enactivism. Differently, we should consider the impact of the cultural and broadly linguistic configuration of the human–environment even on perception, motor action, and affective sensibility. (shrink)

John Dewey's metaphysics of experience has been criticized by a number of philosophers-most notably, George Santayana and Richard Rorty. While mainstream Dewey scholars agree that these critical treatments fail to treat the American Pragmatist theory of what exists on its own terms, there has still been some difficulty reaching consensus on what the casual reader should take away from the pages of Experience and Nature, Deweys seminal work on naturalistic metaphysics. So, how do we unearth the significance of Dewey's misunderstood (...) metaphysics? One way is for philosophers to look to spatial and social-cultural geographers for help. To fully grasp the movement of experience, these geographers recommend that we start with an experiential activity, such as touring. The activity of sea kayak touring, I contend, discloses the general movement of experience in Dewey's metaphysics between its primary and secondary phases. With this illustration and a closely connected metaphor, I demonstrate that Dewey's naturalized metaphysics can not only withstand the objections of the likes of Santayana and Rorty it can also assist us in gaining a deeper appreciation of the qualitative richness of our own day-to-day practices. (shrink)

The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary subfunction with the (...) properties that derive from the unity of the whole functional coordination. We conclude that the mind is a complex distributed biologicalsociocultural function that is not simply located anywhere and, therefore, is not completely in the possession of any one : it occurs wherever it has consequences. (shrink)