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Just a Tool? John Dewey's Pragmatic Instrumentalism and Educational

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Just a Tool? John Dewey's Pragmatic Instrumentalism and Educational Just a Tool? John Dewey’s Pragmatic Instrumentalism and Educational Technology By © 2018 Mike Bannen Submitted to the graduate degree program in Social & Cultural Studies in Education and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Chair: Suzanne Rice, Ph.D. John L. Rury, Ph.D. Argun Staatcioglu, Ph.D. Heidi Hallman, Ph.D. Joe E. O’Brien, Ed.D. Date Defended: 31 January 2018 The dissertation committee for Mike Bannen certifies that this is the approved version of the following dissertation: Just a Tool? John Dewey’s Pragmatic Instrumentalism and Educational Technology Chairperson: Suzanne Rice, Ph.D. Date Approved: 31 January 2018 ii Abstract This dissertation examines how John Dewey’s philosophy of knowledge might be used to consider the aims of contemporary educational technologies. While significant scholarship exists examining the historical and philosophical importance of Dewey’s contributions to American progressive education, much less scholarship has focused on examining the relationship between Dewey’s theory of knowledge and his thoughts regarding the purposes and aims of educational technologies. I argue that because many of Dewey’s ideas were heavily influenced by the material and social changes of the industrial revolution, his theories about knowledge, technology, and education offer a unique perspective when considering the educational significance of digital technologies. This dissertation is guided by two central questions: (1) What is the relationship between Dewey’s philosophy of knowledge, his philosophy of technology, and his philosophy of education? (2) How might Dewey’s ideas about the relationship between knowledge, technology, and education help educators, students, and policy makers think about the aims and uses of digital technologies in contemporary educational contexts? I begin by examining Dewey’s pragmatically instrumental account of knowledge. I then examine pragmatic instrumentalism as it relates to the field of philosophy of technology. I demonstrate that pragmatic instrumentalism is a non-deterministic yet value-laden approach to technology and represents a distinct philosophical approach to technological change. I go on to demonstrate how the relationship between Dewey’s philosophy of knowledge and his philosophy of technology shaped his philosophy of education. I argue that Dewey’s philosophy of education is comprised of three sets of interlocking arguments: developmental arguments, technological arguments, and instrumental arguments. I contend that Dewey argued for a pragmatically iii instrumental understanding of knowledge, technology, and education in which the process of growth is shaped by the relationship between the experiences of learner, the social and technological contexts of the learning environment, and the ongoing development of intellectual habits of active inquiry. I conclude my dissertation by applying Dewey’s ideas about knowledge, technology, and education to a consideration of some contemporary educational contexts. I argue that if the aim of education is the cultivation of educative experiences that lead to growth, then a pragmatically instrumental approach to educational technology suggests that educators, students, and policy makers accept responsibility for the uses of ICTs by rejecting technological determinism and a narrow focus on fixed-end standards. iv Acknowledgements I am extremely grateful to my wife for her support, encouragement, and patience. Writing a dissertation is a difficult process, and she has been kind and generous throughout the entire process. I am also deeply grateful for the insights, support, friendship, and guidance from my advisor, Dr. Suzanne Rice. She has been an unflinching advocate, critic, and colleague. I would also like to thank Dr. John Rury, Dr. Argun Saatcioglu, Dr. Heidi Hallman, and Dr. Joe O’Brien for their insights and support. Finally, I would like to thank my colleague and friend Dr. Sara Marten who listened patiently to my ideas and encouraged me throughout. v Table of Contents Abstract .................................................................................................................................... iii Acknowledgements ..................................................................................................................... v Table of Contents .......................................................................................................................vi Chapter 1: Introduction ............................................................................................................... 1 Methodology ........................................................................................................................... 4 Overview of the Chapters ........................................................................................................ 6 Limitations .............................................................................................................................. 8 Chapter 2: Pragmatic Instrumentalism ....................................................................................... 10 The Heritage of Philosophical Fallacies ................................................................................. 11 The Fallacies of Dualism and Foundationalism .................................................................. 12 The Nature of Human Experience ......................................................................................... 15 Continuity and Interaction ................................................................................................. 15 The Nature of Inquiry ............................................................................................................ 17 Inquiry as Deliberate and Reflective .................................................................................. 20 Freedom and the Great Community ................................................................................... 22 Critiques and Responses ........................................................................................................ 25 Realism ............................................................................................................................. 25 Critical/Political Critiques ................................................................................................. 30 Conclusion ............................................................................................................................ 37 vi Chapter 3: Pragmatic Instrumentalism as a Philosophy of Technology ...................................... 41 Toward a Deweyan Philosophy of Technology ...................................................................... 41 Dewey’s Interpretation of Technological Change .................................................................. 43 Old and New Science ........................................................................................................ 44 The Scientific Revolution of the Seventeenth and Eighteenth Century ............................... 46 The Industrial Revolution .................................................................................................. 49 Philosophy of Technology ..................................................................................................... 53 EPT and HPT .................................................................................................................... 55 Focal Things and Devices .................................................................................................. 57 EPT-Fireplaces and Furnaces......................................................................................... 57 HPT-Fireplaces and Furnaces. ....................................................................................... 57 Embodiment and Hermeneutic Relations ........................................................................... 59 Reconciling HPT and EPT via Dewey ................................................................................... 62 Autonomy versus Human Control ......................................................................................... 63 Determinism ...................................................................................................................... 64 Substantivism .................................................................................................................... 65 Instrumentalism ................................................................................................................. 66 Critical Theories ................................................................................................................ 68 PI as Humanly Controlled and Value-Laden .......................................................................... 69 Conclusion ............................................................................................................................ 69 vii Chapter 4: Dewey’s Philosophy of Education ............................................................................ 73 Progressive Reform ............................................................................................................... 74 The Committee of Ten Report and the Cardinal Principles of Secondary Education Report .........................................................................................................................................
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