Engagement as dialogue: Camus, pragmatism and constructivist pedagogy

Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014 (2015)
  Copy   BIBTEX


In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally.

Similar books and articles

The Ethical Pragmatism of Albert Camus: Two Studies in the History of Ideas.Dean Vasil - 1985 - Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
Camus and Nihilism.Ashley Woodward - 2011 - Sophia 50 (4):543-559.
Camus and Nietzsche on politics in an age of absurdity.Sean Derek Illing - 2014 - European Journal of Political Theory 16 (1):24-40.
Camus and Nietzsche on politics in an age of absurdity.Sean Derek Illing - 2017 - European Journal of Political Theory 16 (1):1474885114562977.
Behaviorism, constructivism, and socratic pedagogy.Peter Boghossian - 2006 - Educational Philosophy and Theory 38 (6):713–722.


Added to PP

364 (#57,421)

6 months
107 (#42,674)

Historical graph of downloads
How can I increase my downloads?

Author Profiles

Gilbert Burgh
University of Queensland
Simone Thornton
The University of Wollongong

Citations of this work

Lucid Education: Resisting resistance to inquiry.Gilbert Burgh & Simone Thornton - 2016 - Oxford Review of Education 42 (2):165–177.
Philosophy for children in Australia: Then, now, and where to from here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.

Add more citations

References found in this work

The Fixation of Belief.C. S. Peirce - 1877 - Popular Science Monthly 12 (1):1-15.
How to make our ideas clear.C. S. Peirce - 1878 - Popular Science Monthly 12 (Jan.):286-302.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
The Myth of Sisyphus.Albert Camus - 1957 - Philosophical Review 66 (1):104-107.

View all 38 references / Add more references