Realism, Deweyan Pragmatism, and Educational Research

In a recent exchange, Cleo H. Cherryholmes (1992) opposed Rortyan pragmatism to the “scientific realism'” of Ernest R. House (1991 , 1992) . In my article, I hope to find a middle ground between Cherryholmes and House that might be more attractive to many in the field of education. My article emphasizes some of the most important aspects of Dewey's philosophy, including his social behaviorist theory of meaning, his naturalistic metaphysics, philosophy of nature, social constructivism, and transactional realism. For some reason, most educational theorists, researchers, and practitioners have almost entirely ignored these crucial Deweyan themes, often with disastrous consequences. I will conclude by trying to show how all of these themes converge into Dewey's defense of democracy as not only the best form of government but also the best way for the community of educators to conduct and consume educational research.