INVESTIGADORES
VIALE Claudio Marcelo
artículos
Título:
Pragmatism, method, and education: Dewey and Rorty on How We Think PRAGMATISMO, MÉTODO Y EDUCACIÓN: DEWEY Y RORTY ACERCA DE HOW WE THINK*
Autor/es:
SAHARREA, JUAN MANUEL; VIALE, CLAUDIO MARCELO
Revista:
Analisis Filosofico
Editorial:
Sociedad Argentina de Analisis Filosofico
Referencias:
Lugar: Buenos Aires; Año: 2021 vol. 41 p. 197 - 229
ISSN:
0326-1301
Resumen:
In this article, we analyzed Richard Rortys critique of John Deweys appeal to the experimental method. We argue that Rortys categorical dismissal of the link between Deweys pragmatism and his conception of method would have been either nuanced or radically different, had he seriously considered the importance that reflection on education had for the philosopher of Vermont. Our interpretive strategy is supported by Henry Cowles recent recovery of Deweys appeal to the experimental method in How We Think (1910 first edition, 1933 second edition) one of his most important educational texts which presents the relevant ties between pragmatism, evolutionism, and method. This historical and conceptual framework will allow us to question Rortys reconstruction of this aspect of Deweyan philosophy taking into account, mainly, his own reflections on education.