“Making education possible again”: pragmatist experiments for a troubled and down-to-earth pedagogy
Author
Thoilliez Ruano, Bianca
Entity
UAM. Departamento de PedagogíaPublisher
WileyDate
2022-11-21Citation
10.1111/edth.12543
Educational Theory (2022): 12543
ISSN
0013-2004 (print); 1741-5446 (online)DOI
10.1111/edth.12543Funded by
I would like also to acknowledge the support of the research project “Difference, Tolerance and Censorship in Europe. Freedom of Expression in Contemporary Public Discourse” (reference number SI1/PJI/2019-00442, funded by the Madrid Regional Government 2019 call for R&D projects for young researchers at the Autonomous University of Madrid)Project
Comunidad de Madrid. SI1/PJI/2019-00442Editor's Version
https://doi.org/10.1111/edth.12543Subjects
Post-truth; Education; Pragmatism; Fallibilism; Pluralism; EducaciónRights
© 2022 The Author
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
In this article, Bianca Thoilliez draws on pragmatist notions of fallibilism and pluralism
to develop proposals for possible educational interventions to address the problem of “post-truth”
conditions. Post-truth, she contends, is not only a political danger for liberal democracies, but it also
poses a serious threat of extinction for our educational practices. With the help of some of Bruno Latour’s
and Danna Haraway’s categories, and with the narrative intervention of Gerald Durrell’s My Family and
Other Animals, Thoilliez attempts to adapt both Charles Peirce’s and William James’s classic pragmatist
ideas in order to experiment with new horizons of thought capable of overcoming the exhausted
pedagogical divides of docility/indocility, conserve/discard, and optimism/pessimism that often seem
woven into the definition of educational relationships, the establishment of curriculum content, and the
orientation of pedagogical actions. As an alternative, she recommends building communitarian alliances
of fallibilistic inquiry and promoting practices of pluralistic cultural provision as more useful educational
ends-in-view that embody a down-to-earth pedagogy capable of reinstating trust, taking care of truths,
looking for ways of keeping our lives together, and making education possible again. Thus, here Thoilliez
proposes a pedagogy that neither fixes nor evades our troubles, but one that stays with them
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