Results found: 2

Search results

Search:
in the keywords: neo-pragmatism

Sort By:

Limit search:

Adjectival and Generic Pragmatism: Problems and Possibilities

100%

Eldridge M.

Human Affairs

2009

vol. 19

issue 1

10-18

While honoring the suggestion that one should always use an adjective with "pragmatism," I explore the possibility of a generic use of the term, contending that an orientation to habit or revisable practice is a useful indicator.

Education as edification: Richard Rorty’s neo-pragmatist philosophy of education

86%

Woźnica M.

Kwartalnik Pedagogiczny

2019

vol. 64(2 (252))

242-253

Rorty draws from pragmatism, conversation, edification, and hermeneutics, but in spite of his reference to Dewey’s thesis on pragmatism, Rorty’s notion of ‘pragmatism’ is not offered as an idea of something that might fill the gaps left by slowly dying traditional philosophy. It is rather a more relaxed attitude of mind. He goes beyond the traditional notion of pragmatism and insists that the search should not focus on truth but on solidarity, in other words, what we as a group of people create and decide what is true. Truth, for Rorty, is a society’s exercise and agreement of what is true. It is achieved by discourse and not limited conversations. In order to educate a person as an individual who lives in a particular society with all the factors contributing to his/her growth, Rorty adopts a new word for education, namely edification, with its philosophical consequences. He draws on the work of Hans-Georg Gadamer to explore the idea of ‘edification,’ a word Rorty uses to gloss Gadamer’s Bildung (education, self-formation) (Rorty 1979).

Refine search results

1 Human Affairs

1 Kwartalnik Pedagogiczny

1 Eldridge M.

1 Woźnica M.

1 2019

1 2009

Search results

Adjectival and Generic Pragmatism: Problems and Possibilities

Education as edification: Richard Rorty’s neo-pragmatist philosophy of education