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From Epistemological Pragmatism to Educational Pluralism Journal of Contemporary Research in Education Volume 7 Number 1 Fall 2020 Article 2 Fall 10-1-2020 From Epistemological Pragmatism to Educational Pluralism Matthew B. Etherington Trinity Western University Follow this and additional works at: https://egrove.olemiss.edu/jcre Part of the Educational Assessment, Evaluation, and Research Commons, and the Scholarship of Teaching and Learning Commons Recommended Citation Etherington, Matthew B. (2020) "From Epistemological Pragmatism to Educational Pluralism," Journal of Contemporary Research in Education: Vol. 7 : No. 1 , Article 2. Available at: https://egrove.olemiss.edu/jcre/vol7/iss1/2 This Article is brought to you for free and open access by the Education, School of at eGrove. It has been accepted for inclusion in Journal of Contemporary Research in Education by an authorized editor of eGrove. For more information, please contact [email protected]. _____________________________________________________________________________________ From Epistemological Pragmatism to Journal of Contemporary Research in Education Educational Pluralism 7(1) 1-19 Matthew B. Etherington Trinity Western University (Canada) Abstract Much of K-12 and higher education today reflects John Dewey’s pragmatic vision of education. Pragmatism as an epistemology has utility such as the ability to solve real concrete problems; however Dewey’s vision lacks comprehensiveness because it privileges scientific knowledge over other types of knowledge. Consequently, Dewey’s epistemological pragmatism cannot accommodate all types of knowledge learners and their traditions. For schools to be inclusive of all learners today they must move away from Dewey’s epistemological pragmatism and adopt educational pluralism. Introduction technological knowledge. As a result other valid ways of knowing such as inter- Across the twentieth century, generational, traditional, i.e. non-scientific epistemological pragmatism in the Deweyan knowledge that learners bring with them to tradition has been applied to deal with many the classroom is overlooked. educational and social problems. John Intergenerational knowledge is used Dewey had a pragmatic vision for American interchangeably in this paper with the terms education to reconstruct society gradually ‘inter-generational knowledge’, ‘traditional gaining international support in the twenty- ways of knowing’ and is defined as that first century. In many nations, including knowledge communicated and exchanged China and Turkey, the hope was that with elders, clerics, grandparents, uncles, education would bring about cultural aunties, and friends whose ages span reconstruction (Pappas & Garrison, 2005). different generation. There is obvious merit with epistemological pragmatism such as its “transformation of This knowledge is at one’s cultural, theory to practice and teaching students to racial, spiritual, sacred or religious core, and be flexible and adaptive to ever changing sometimes but not always is solidified at an conditions” (Khasawneh, et.al, 2014, p. 49). early age, determines how one interacts with In addition, the emphasis on experiential the world and is of both fundamental and learning has the potential to create service life-long significance. Traditional learning projects in schools between knowledge is important because not only is students and community has great it another valid way of knowing but it turns importance (see Loewen, 1996). on the relationship of generations and the duties of elders and family (Bauerlein, At the same time epistemological 2009). In other words, it is family pragmatism privileges scientific knowledge flourishing. as an absolute (Bowers, 1987). Scientific knowledge is any knowledge acquired via The inclusion of other ways of the scientific method. This also includes knowing is not a new concept in the Etherington ______________________________________________________________________________ educational landscape. The importance of behaviour— and in the exchange of ideas including the knowledge and understanding always takes account of scientific and other of parents as active participants on school non-scientific traditions as legitimate ways councils has been to enhance the of knowing. accountability of the education system to the authority of parents. For example in Canada, Pragmatism the Ontario Education Act (2010), Regulation 612 promotes and outlines the Pragmatism is an epistemological strategies and initiates that school boards enterprise, rooted in experience, constantly should initiate to communicate effectively changing, and relative to what works with and engage regularly with parents in (Knight, 2006). Unfortunately as a regards to the education of their children. standalone philosophy it is grounded in a They adopt the view that for education to be restrictive epistemology and does not family flourishing, schools, programs and account for other truths which are embedded curricular should be informed by multiple in traditions and passed on via the knowledge types. intergenerational knowledge of elders, family, religious communities, and cultural The recommendation is that Dewey’s groups. This is important because Western epistemological pragmatism be re-organized educational institutions reside in cultural and as educational pluralism. A pluralistic religious pluralistic realities and many education is more authentic to reflect the students have been raised in homes and diverse Western democracies that schools communities that represent these realities exist in compared to the current model of (Berner, 2012). education that reproduces Dewey’s pre 1916 conceptual framework of epistemological Dewey advocated a pragmatic pragmatism (see Fallace, 2010). The education based upon rational thinking, conceptual framework of educational reason and science and “this came to have pluralism refuses to privilege one increasing appeal for reform-minded epistemology over another, offers parents a educators” (Valk, 2007, p. 275). His variety of choices that reflect their beliefs pragmatic perspective of education has been and their children’s pedagogical needs, realized not only in North America but also reduces the risk of majority domination or internationally. Dewey’s pragmatic vision what Mill (1859, p. 9) called “the tyranny of has asserted itself as a reliable and absolute the majority” and fosters democratic way of knowing, scientifically informed, accountability, and finally educational and is supposedly value-free. A scientific pluralism makes everyone aware of the way of knowing is touted as the most variety of viewpoints (see Berner, 2012). reliable methodology to assist learners on the way to becoming educated and Therefore, educational pluralism successful twenty first century citizens. acknowledges and integrates the This absolutizing of pragmatism leads intergenerational knowledge perspectives of students to doubt other traditions and arrive students, families, cultural and spiritual at different beliefs by empowering them to viewpoints; recognizes and includes other think for themselves (Anderson, 2014). ways of knowing (see Table 1.0 for six While there is nothing inherently examples of other ways of knowing) and problematic with assisting students to think how these inform particular customs and for themselves, this is largely an 2 Journal of Contemporary Research in Education 7(1) _____________________________________________________________________________________ individualistic progressive future oriented which Dewey championed (see Comley, approach which ignores the collective 2009). Nevertheless, it is Dewey’s prevalent values, histories and nature of groups that scientific epistemology, what the author have time-honored intergenerational describes as ‘epistemological pragmatism’ understandings, traditions and values passed rather than the pedagogical application that down to their members and communities is thriving in education today. (Bowers, 1987). Epistemological Pragmatism Crossing However, Stone (2011, n.p.) Borders disagrees that Dewey’s pragmatism is prevalent in education today. Stone writes: Dewey’s epistemological “there is little presence of pragmatism—and pragmatism has become popular in many of Dewey—in America’s schools today countries looking to grow their economies as because the traditional curriculum is wedded the scientific method informs educational to an undertaking of standards and policy and reforms. Epistemological accountability which currently trumps most pragmatism—adopted by an increasing efforts for pragmatist inquiry” (Stone, 2011, number of countries and driven by the n.p). Stone advances her argument noting scientific method is anti-tradition. This has that “international competition couched in a challenged learners who have essentialist rhetoric of neo-liberal globalization has led beliefs as the corner stone of their identity to a twenty-year education reform in which (Papas & Garrison, 2005). This is because one course of study fits all students and such other ways of knowing are grounded in central ideas as present interests and traditions and are drawn from essentialist experiences are considered superfluous” beliefs which turns on the trust that (Stone, 2011, n.p). Similarly Pappas & members of a given group possess core Garrison (2005) agree that pragmatism in characteristics that are both foundational to education has been stifled due to the their identity and largely unalterable (see standardizing neo-liberal agenda. Berner Shils, 1981). (2012) also admits that even though
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