Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology
In the field of political epistemology, a key problem is how to balance epistemic commitments to make adequate political decisions with substantive moral commitments. This article proposes to address this problem from the approach of the classical pragmatist John Dewey, given that in his thought it...
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Escuela de Filosofía. Facultad de Humanidades y Artes, Universidad Nacional de Rosario
2022
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| Acceso en línea: | https://cuadernosfilosoficos.unr.edu.ar/index.php/cf/article/view/174 |
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I15-R231-article-1742022-12-30T12:29:27Z Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology Experimentalismo democrático, crecimiento y educación: Contribuciones deweyanas a la epistemología política Mattarollo, Livio growth instrumentalism pragmatism political epistemology cooperative social investigation investigación social cooperativa crecimiento instrumentalismo pragmatismo epistemologÃa polÃtica In the field of political epistemology, a key problem is how to balance epistemic commitments to make adequate political decisions with substantive moral commitments. This article proposes to address this problem from the approach of the classical pragmatist John Dewey, given that in his thought it is possible to identify an epistemic argument and a formative argument in favor of democracy. To this end, first, the epistemic argument is reconstructed and the criticisms regarding its alleged instrumental character are analyzed. Second, we reconstruct the central lines of the formative argument and consider both the conditions for the fulfillment of the moral ideal of growth and the educational character of democracy. From here it is argued (i) that the epistemic foundation and the "substantive" foundation are convergent and that the notion of growth acts as a pivot between the two; and (ii) that education in general and formal education in particular act as a sphere of convergence between the two justifications of democracy. This is presented as an element of enormous practical potential for political epistemology and allows us to emphasize -once again- the centrality of education in Dewey's philosophical-political project. En el campo de la epistemología política, un problema clave es cómo balancear los compromisos epistémicos para tomar decisiones políticas adecuadas con los compromisos morales sustantivos. El presente artículo se propone abordar este problema desde el enfoque del pragmatista clásico John Dewey, habida cuenta de que en su pensamiento es posible identificar un argumento epistémico y un argumento formativo en favor de la democracia. Para ello, en primer lugar se reconstruye el argumento epistémico y se analizan las críticas respecto de su presunto carácter instrumental. En segundo lugar, se reconstruyen las líneas centrales del argumento formativo y se consideran tanto las condiciones para el cumplimiento del ideal moral de crecimiento como el carácter educativo de la democracia. Desde aquí se sostiene (i) que la fundamentación epistémica y la fundamentación “sustantiva” son convergentes y que la noción de crecimiento hace las veces de pivote entre ambos; y (ii) que la educación en general y la educación formal en particular fungen como ámbito de la convergencia entre ambas justificaciones de la democracia. Esto se presenta como un elemento de enorme potencial práctico para la epistemología política y permite enfatizar –una vez más– la centralidad de la educación en el proyecto filosófico-político de Dewey. Escuela de Filosofía. Facultad de Humanidades y Artes, Universidad Nacional de Rosario 2022-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed original papers. Double-blind Artículos originales evaluados por pares. Doble ciego application/pdf https://cuadernosfilosoficos.unr.edu.ar/index.php/cf/article/view/174 10.35305/cf2.vi19.174 Cuadernos Filosóficos / Segunda Época; No. 19 (2022) Cuadernos Filosóficos / Segunda Época; Núm. 19 (2022) 2683-9024 1850-3667 spa https://cuadernosfilosoficos.unr.edu.ar/index.php/cf/article/view/174/153 Derechos de autor 2022 Livio Mattarollo https://creativecommons.org/licenses/by-nd/4.0 |
| institution |
Universidad Nacional de Rosario |
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I-15 |
| repository_str |
R-231 |
| container_title_str |
Cuadernos Filosóficos / Segunda Época (UNR) |
| language |
Español |
| format |
Artículo revista |
| topic |
growth instrumentalism pragmatism political epistemology cooperative social investigation investigación social cooperativa crecimiento instrumentalismo pragmatismo epistemologÃa polÃtica |
| spellingShingle |
growth instrumentalism pragmatism political epistemology cooperative social investigation investigación social cooperativa crecimiento instrumentalismo pragmatismo epistemologÃa polÃtica Mattarollo, Livio Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| topic_facet |
growth instrumentalism pragmatism political epistemology cooperative social investigation investigación social cooperativa crecimiento instrumentalismo pragmatismo epistemologÃa polÃtica |
| author |
Mattarollo, Livio |
| author_facet |
Mattarollo, Livio |
| author_sort |
Mattarollo, Livio |
| title |
Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| title_short |
Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| title_full |
Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| title_fullStr |
Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| title_full_unstemmed |
Democratic experimentalism, growth, and education: Deweyan contributions to political epistemology |
| title_sort |
democratic experimentalism, growth, and education: deweyan contributions to political epistemology |
| description |
In the field of political epistemology, a key problem is how to balance epistemic commitments to make adequate political decisions with substantive moral commitments. This article proposes to address this problem from the approach of the classical pragmatist John Dewey, given that in his thought it is possible to identify an epistemic argument and a formative argument in favor of democracy. To this end, first, the epistemic argument is reconstructed and the criticisms regarding its alleged instrumental character are analyzed. Second, we reconstruct the central lines of the formative argument and consider both the conditions for the fulfillment of the moral ideal of growth and the educational character of democracy. From here it is argued (i) that the epistemic foundation and the "substantive" foundation are convergent and that the notion of growth acts as a pivot between the two; and (ii) that education in general and formal education in particular act as a sphere of convergence between the two justifications of democracy. This is presented as an element of enormous practical potential for political epistemology and allows us to emphasize -once again- the centrality of education in Dewey's philosophical-political project. |
| publisher |
Escuela de Filosofía. Facultad de Humanidades y Artes, Universidad Nacional de Rosario |
| publishDate |
2022 |
| url |
https://cuadernosfilosoficos.unr.edu.ar/index.php/cf/article/view/174 |
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2023-06-26T22:47:43Z |
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2023-06-26T22:47:43Z |
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