Journal of Philosophy of Education, EarlyView.

This paper explores metaphilosophy’s role in pragmatism. It does so particularly in relation to pragmatism’s multiplying and competing forms (e.g. classical pragmatism, neo-pragmatism, analytic pragmatism, third-wave pragmatism, new pragmatism, etc.). Focusing on the most comprehensive treatment of metaphilosophy in pragmatism, that of Scott Aikin and Robert Talisse, I argue their attempt to turn pragmatism into a metaphilosophy is problematic. Using a “metaphilosophical minimalism” to address pragmatism’s tendency toward what they label an inward looking and dogmatic “insularity” and “triumphalism” – a (...) tendency that feeds competition among pragmatists – I charge displays that very tendency (it also leads to a regress). I then pivot to outline what I dub “eclectic pragmatism.” This pragmatism embraces the contemporary zeitgeist of the inclusionary, decentered “more.” It does so by abandoning competition over the singular, right form of pragmatism (and indeed philosophy). It embraces the “more,” but not because it is right (which would be an obvious contradiction). Rather, it embraces the “more” because it is “’satisfying.” Simply put, there is a metaphilosophy at work with eclectic pragmatism. It is a “naturalized metaphilosophy” where the “choice” for pragmatism, especially eclectic pragmatism, is seen to stem from psychological and sociological propensities not the necessity of long exalted “reason.”. (shrink)

Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...) pragmatist thought and in the second part of the paper we outline some of these potentials. We indicate the possibilities for pragmatist philosophy of education to engage with diverse bodies of thought, moving away from an insular focus on one or two philosophers, and a diversity of locations where philosophy is active and conducted. (shrink)

Chris Voparil’s Reconstructing Pragmatism builds the best case to date that the neopragmatist philosopher Richard Rorty decisively and productively reshaped the lineage of pragmatist philosophy. In developing new directions for pragmatism, the book seeks to press past a number of recent debates. One such debate concerns the relative priority of experience and language as methodological starting points for pragmatist philosophy. While Voparil seeks to abandon this debate as outworn, this review argues that the issue of pragmatism’s methodological apparatus cannot be (...) easily set aside. Only by addressing head-on the disadvantages of experience-first pragmatism and language-first pragmatism can a next iteration of pragmatist philosophy properly develop a third methodological option, tantalizingly noted by Voparil, of a practice-first pragmatism. (shrink)