The goal of this paper is examine the recent literature on the intersection between philosophical pragmatism and International Relations (IR), including IR theory and IR research methodology. One of the obstacles to motivating pragmatist IR theories and research methodologies, I contend, is the difficulty of defining pragmatism, particularly whether there is a need for a more generic definition of pragmatism or one narrowly tailored to the goals of IR theorists and researchers.

What is pragmatism's contribution, actual or potential, to contemporary International Relations theory and practice? Is there hope for constructing a pragmatist theory of International Relations? The author of this article takes up these questions by considering whether Barack Obama is a pragmatist in his handling of issues in international affairs. By examining a series of Obama speeches, the author teases out the raw material for a pragmatist theory of International Relations, demonstrating how the pragmatic practice of international diplomacy can inform (...) a pragmatist theory of International Relations. (shrink)

Abstract: Pragmatism involves simultaneous commitments to modes of inquiry that are philosophical and historical. This article begins by demonstrating this point as it is evidenced in the historicist pragmatisms of William James and John Dewey. Having shown that pragmatism focuses philosophical attention on concrete historical processes, the article turns to a discussion of the specific historiographical commitments consistent with this focus. This focus here is on a pragmatist version of historical inquiry in terms of the central historiographical categories of the (...) object of historical inquiry and mode of historical periodization. After describing the basic historiographical consequences of pragmatism's historicism, the article moves to a discussion of the philosophical results of this historicism. The focus here is on the role that historical inquiry can play in the general philosophical perspective of pragmatism as well as on some recent texts that exemplify the dual pragmatist commitment to philosophy and history. (shrink)

ABSTRACTFor Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where the philosophers’ activity (...) would be closer to the practices of cultural critique with the self-imposed limitation of devoting themselves exclusively to advancing descriptions of how things relate to each other. This article aims to explore what would happen if this provocation were brought to the field of Pedagogy. Taking on this Rortyan theme, keeping hope on the potentially liberating and transformative power of education implies a hopeful attitude by which individuals involved in education processes express their love for the world as a commitment to a better future, as well as their belief in its possibilities. (shrink)

A commitment to receive input from stakeholders is often obligatory in the crafting of environmental policies. This requirement is presumed to satisfy certain conditions of democracy. The need for stakeholder input is quite intuitive; public decision makers want to know what their constituents—or at least a limited number of them—think about certain issues. At the same time, individuals, groups, communities, and various interest groups want to learn about the plans that authoritative agencies have concerning those things that affect their daily (...) lives. In light of this widespread commitment to stakeholder input, it is surprising that little attention has been paid to the necessary conditions under which .. (shrink)

The materialistic philosophy which sees 'man' as pitted against his environment is rapidly breaking down as technological man becomes more and more able to oppose the largest systems. Every battle that he wins brings a threat of disaster. The unit of survival—either in ethics or in evolution—is not the organism or the species but the largest system or 'power' within which the creature lives. If the creature destroys its environment, it destroys itself.Man needs the earth in order to walk, the (...) sea to swim or sail, the air to fly. Of necessity he acts within the world and in order to be, he must in some measure adapt himself as one part of nature to other parts.In this paper, I argue that global climate change and... (shrink)

This article puts forth Modern Socratic Dialogue as a pedagogical tool for cultivating an American Bildung. Beginning with Michael Hogue’s work on “resilient democracy,” an associational ethos that is vulnerable and based on our lived uncertainty. To further establish this American Bildung, I investigate what it means to be American. Drawing from the works of Michael Walzer and Gloria Anzaldúa, I establish that “American” means unfinished, pluralistic, and embraces ambiguity. The question of how to cultivate this pluralistic, ambiguous, and vulnerable (...) Bildung is framed by the freedom and social bonds of Wilhelm von Humboldt’s theory of Bildung. For an American Bildung to flourish, freedom and social bonds can be presented and practiced in the form of Modern Socratic Dialogue – “truths” are created by the community of interlocutors, and problems and solutions are based on the experiences of the participants. (shrink)

This article offers an overview on current trends and future research possibilities within the philosophy of whiteness. It examines the sub-field of the philosophy of whiteness within the context of the larger field of the philosophy of race in order to assess the viability and relevance of this field of study. Some of the topics on whiteness examined in the article include the problems of white ignorance and privilege, the invisibility of white supremacist racism to white people, and how all (...) these problems can be understood either as examples of epistemologies of ignorance or as unexamined habits in the sense used by pragmatist philosophy. The article argues that the current state of this field calls for a greater emphasis on public intellectualism on whiteness that would incorporate many ideas that are widely accepted by critical race scholars into the under-informed public discourse on race and whiteness. It also argues that the increasing prevalence of negative liberty movements in the United States should be examined in light of established research on the philosophy of whiteness. (shrink)

One of the most vexing problems in contemporary liberal democratic theory and practice is the relation between ethics and economics. This article presents a way of bringing this relation into focus in the terms offered by two incredibly influential but too-often neglected twentieth-century political philosophers: John Dewey and Friedrich Hayek. I describe important points of contact between Dewey and Hayek that enable us to begin the project of reframing contemporary debates between ethical egalitarians and economic libertarians. Cautiously recognizing these commonalities (...) whilst remaining attentive to persisting differences enables us to better approach the difficult relations between morals and markets. Specifically, I argue for a Deweyan combination of fair trade and free trade motivated by taking seriously a Hayekian caution about states. The result is a democratic theory that importantly refuses to attribute too much political efficacy to the quintessential liberal distinction between public and private. (shrink)

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 prioritises 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 part of the paper 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. (shrink)

This article explores impact investing within the renewable energy sector. Drawing on ethical decision making and sensemaking, this article contributes to an enhanced understanding of the complex ethical sensemaking process of impact investors when facing plausible situations in a world of contested truths. Addressing the ethical tensions faced by impact investors with mixed motives, this study investigates the way decision makers use context-specific reasons to make sense of and shape the renewable energy investment process. This represents an initial attempt to (...) understand ethical sensemaking in impact investing made within the renewable energy sector using a multi-stakeholder approach. Our findings show that prosocial, personal, reputational, and economic motives are the main drivers of REI, with prosocial and personal motives being value-based, and reputational and economic motives being evidence-based. We find three different modes of ethical sensemaking, allowing for the construction of the four motives noted above. These motives are based on the context-specific reasons of impact investing decision makers in the RE sector. This article contributes to the academic discourse on ethical sensemaking with some key processes involved in ethical decision making, and a better understanding of the underlying motivations of impact investing in the RE sector. (shrink)