Pluralism for Inquiry and Enrichment: The Centrality of Criticism in Dewey's Thought

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-5 - The Relevance of John Dewey to Today's Educational Research Environment

Abstract

Historically, education policies tended to address pluralism either via a “recognitionist” (Talisse & Akin, 2005) model or an “indifferentist” (Ibid) model. In fine, the effect of these policies has either precipitated a “banal ‘Americans All’ approach” (Kantor & Lowe, 2010) or has generated social balkanization and fragmentation through various “choice” mechanisms. Against these models, this paper emphasizes the concept of “criticism” in Dewey’s work to indicate an alternate approach to pluralism that conceptualizes conflict as a positive condition (rather than something to eliminate), necessary for the development of sound habits of inquiry and enriched experience. In short, Dewey’s is an agonistic pluralism in which criticism is essential for both a productive democracy and the schooling institutions that sustain it.

Authors

• Carmen Elinor James, Teachers College, Columbia University

• Brandon Buck