1st Edition

Constructing Pragmatist Knowledge
Education, Philosophy and Social Emancipation

ISBN 9780367418762
Published November 6, 2020 by Routledge
200 Pages 6 B/W Illustrations

USD $160.00

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Book Description

Constructing Pragmatist Knowledge reintroduces an explicit and systematic philosophical approach to education through American Pragmatism, expanding and detailing the practice of pragmatism itself for practitioners across various fields of social action.

While a number of theorists are referenced, it focuses on the work of the original pragmatists Charles Sanders Peirce, William James, John Dewey, George Herbert Mead and Jane Addams. It is written in a narrative style and connects personal and professional experience of the author with philosophical description, analysis and explanation. Major themes of pragmatism are encountered throughout involving knowledge, experience, inquiry, social acts, dialectic and contradiction, giving rise to human constructs of values, moral conduct and bricolage. Reintroducing pragmatism and epistemology as the focus of teaching and learning heralds revolutionary and democratic change for education systems worldwide and corrects neoliberal tendencies that impose anti-educational ideological, economic and political distortions.

This book will be of interest to academics, graduate students, teachers and pre-service teachers, policy makers and researchers in education, philosophy, sociology and epistemology.

Table of Contents

Part I: Beginning Practices 1. Philosophy and Democratic Society  2. Immersion in Beach Inquiries  3. Thinking about Science and the Universe  4. Activism and the Vietnam War;  Part II: Transitional Practices  5. Confusions of Teaching and Curriculum  6. Teacher Unionism, Then and Now  7. Community Participation in Education  8. Educational Policy-Making;  Part III: Theorising Practices  9. Respecting Indigenous Knowledge in the Regular Classroom  10. Corruption of Higher Education  11. Collapse of the Political Left  12. Bricolage: Closing the Circle of Practice-Theorising

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Neil Hooley is an Honorary Fellow, College of Arts and Education, Victoria University Melbourne. He has interests in philosophy of education, democracy and social justice, critical theory and participatory action research. He supports recognition, respect and reconciliation between the Indigenous and non-Indigenous peoples of Australia.