Abstract
Pragmatism from its original formula by Peirce to its most radical exploration by Rorty has made a distinctive contrition to education philosophy, perhaps most explicitly in the work of Dewey. This chapter will explore the heritage and current influence of neo-pragmatism to the nature of work-based learning. This chapter will offer a perspective on the pragmatic edifying experience and explore both how work can be an edifying setting and how work can facilitate personal development and growth. Finally, potential contribution of pragmatism as a grounding for a pedagogy of the workplace will be presented.
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Notes
- 1.
‘Theories thus become instruments, not answers to enigmas, in which we can rest’ (James).
- 2.
See Rorty, ‘Private irony and liberal hope’, 1989.
- 3.
This is based on the passage, ‘The question is; what does imponderable evidence accomplish? Suppose there was imponderable evidence for the chemical (internal) structure of a substance, still it would have to prove itself to be evidence by certain consequences which can be weighted. (Imponderable evidence might convince someone that a picture was a genuine. But it is possible for this to be proved by documentary evidence as well)’ 1999, p. 228e.
- 4.
As Rorty puts it, ‘we do not know what success would mean except simply “continuance”’ (1982, p. 172, italics in the original).
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Gibbs, P. (2013). Pragmatism, Meaning and Learning in the Workplace. In: Gibbs, P. (eds) Learning, Work and Practice: New Understandings. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4759-3_12
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