Journal of Contemporary Research in Education
Article Title
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.
Relational Format
Journal Article
Recommended Citation
Etherington, Matthew B.
(2020)
"From Epistemological Pragmatism to Educational Pluralism,"
Journal of Contemporary Research in Education: Vol. 7:
Iss.
1, Article 2.
Available at:
https://egrove.olemiss.edu/jcre/vol7/iss1/2
Included in
Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons