Dewey, qualitative thought, and context¹

It is widely acknowledged by qualitative researchers that all inquiry, qualitative or not, is context dependent. Nonetheless, exactly what is meant by the idea of context is elusive. My paper is an exposition of John Dewey's notions about what he called “qualitative thought” and its role in determining context. From a Deweyan perspective there is always a mostly noncognitive background that precedes and acts continuously to influence the cognitive problem‐solving foreground of inquiry. Indeed, without the background there would be no foreground. The paper calls special attention to the aesthetic dimensions that Dewey believed present in inquiry of all kinds. The paper concludes that the widely held distinction between rational and critical thinking is an untenable dualism. I will aggressively state Dewey's case, but I do not mean to suggest that Dewey has resolved the thorny issue of what is a context, and how it is established. I do believe, though, that readers will find his reflections a useful and challenging contribution to continued investigation of the notions of context and qualitative thought.