Skip to main navigation menu Skip to main content Skip to site footer

Vol. 14 No. 36 (2023)
Investigación y pedagogía

Investigación y pedagogía

Educational and research perspectives on pragmatism in democratic societies

https://doi.org/10.19053/22160159.v14.n36.2023.14769

Published 2023-08-04

  • Juan Sebastián Diago Camacho
    • ,
  • Pablo Páramo

Juan Sebastián Diago Camacho
Universidad Pedagógica Nacional

Pablo Páramo
Universidad Pedagógica Nacional

Abstract

The article presents the results of a systematic review of academic texts published between 2012 and 2021, which integrate the concepts of research, education, and pragmatism, in terms of the reflections about democracy that have been proposed from this current of thought. Pragmatism is understood here as a philosophical, theoretical, and methodological tradition, that originated in America during the late nineteenth century, which links the construction of knowledge to experience and practice. In this context, we seek to answer the question: How are the concepts of education, research, and pragmatism defined in contemporary academic research? Thus, in the framework of the development of the systematic review, a search is generated in the scientific database Scopus, from which more than fifty academic publications are selected and presented here, grouped into nine different categories. This shows the plurality and vitality of pragmatism in contemporary educational research and allows visualizing its scope and limitations for education and investigation in democratic societies.

Keywords

pragmatism, education, research, democracy, systematic review

PDF (Español) HTML (Español) EPUB (Español) XML (Español)

References

  1. Andersson, J., & Maivorsdotter, N. (2017). The ‘body pedagogics’ of an elite footballer’s career path–analysing Zlatan Ibrahimovic’s biography. Physical Education and Sport Pedagogy, 22(5), 502–517. https://doi.org/10.1080/17408989.2016.1268591 DOI: https://doi.org/10.1080/17408989.2016.1268591
  2. Badley, G. F. (2015). Qualitative Ranting? Qualitative Inquiry, 21(9), 759–765. https://doi.org/10.1177/1077800415569791 DOI: https://doi.org/10.1177/1077800415569791
  3. Barrena, S. (2014). El pragmatismo. Factótum, 12(1), 1–18.
  4. Brantefors, L. (2015). Between culture and cultural heritage: curriculum historical preconditions as constitutive for cultural relations – the Swedish case. Pedagogy, Culture and Society, 23(2), 301–322. https://doi.org/10.1080/14681366.2014.994663 DOI: https://doi.org/10.1080/14681366.2014.994663
  5. Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. RoutledgeFarmer. https://doi.org/10.4324/9780203496626 DOI: https://doi.org/10.4324/9780203496626
  6. Clarke, E., & Visser, J. (2019). Pragmatic research methodology in education: possibilities and pitfalls. International Journal of Research and Method in Education, 42(5), 455–469. https://doi.org/10.1080/1743727X.2018.1524866 DOI: https://doi.org/10.1080/1743727X.2018.1524866
  7. Cutchin, M. P., Dickie, V. A., & Humphry, R. A. (2017). Foregrounding the transactional perspective’s community orientation. Journal of Occupational Science, 24(4), 434–445. https://doi.org/10.1080/14427591.2017.1365750 DOI: https://doi.org/10.1080/14427591.2017.1365750
  8. Dall’Oglio, I., Vanzi, V., Tiozzo, E., Gawronski, O., Biagioli, V., Tucci, S., & Raponi, M. (2018). Five Years of Journal Clubs With Pediatric Nurses and Allied Health Professionals: A Retrospective Study and Satisfaction Survey. Journal of Pediatric Nursing, 41, e2–e7. https://doi.org/10.1016/j.pedn.2018.03.003 DOI: https://doi.org/10.1016/j.pedn.2018.03.003
  9. Dalsgaard, C. (2020). Reflective mediation: Toward a sociocultural conception of situated reflection. Frontline Learning Research, 8(1), 1–14. https://doi.org/10.14786/FLR.V8I1.447 DOI: https://doi.org/10.14786/flr.v8i1.447
  10. Devos, F., Foissac, F., Bouazza, N., Ancel, P.-Y., Tréluyer, J.-M., & Chappuy, H. (2019). Study characteristics impacted the pragmatism of randomized controlled trial published in nursing: a meta-epidemiological study. Journal of Clinical Epidemiology, 116, 18–25. https://doi.org/10.1016/j.jclinepi.2019.07.017 DOI: https://doi.org/10.1016/j.jclinepi.2019.07.017
  11. Dewey, J. (1995). Democracia y educación: una introducción a la filosofía de la educación. Ediciones Morata.
  12. Dodd, N., & Van Der Merwe, J. (2017). Over the rainbow: The role of academics in a “post-hope” South Africa. International Journal of Education Economics and Development, 8(2–3), 133–143. https://doi.org/10.1504/IJEED.2017.086504 DOI: https://doi.org/10.1504/IJEED.2017.10007364
  13. Dolgopolovas, V., Dagienė, V., Jasutė, E., & Jevsikova, T. (2019). Design science research for computational thinking in constructionist education: A pragmatist perspective [Informatinio mąstymo ugdymo konstrukcionistinėje aplinkoje projektavimo moksliniai tyrimai: Pragmatistinė perspektyva]. Problemos, 95, 144–159. https://doi.org/10.15388/Problemos.95.12 DOI: https://doi.org/10.15388/Problemos.95.12
  14. Franco, S. (2016). A doctoral seminar in qualitative research methods: Lessons learned. International Journal of Doctoral Studies, 11, 323–339. https://doi.org/10.28945/3564 DOI: https://doi.org/10.28945/3564
  15. Friedensen, R. E., & Kimball, E. (2018). The professoriate and the post-truth era: A historiographic analysis of expert judgment and the destabilization of objective truth [O professorado e a era da pós-verdade: Uma análise historiográfica do juizo de especialistas e a desestabilização da verdad]. Education Policy Analysis Archives, 26. https://doi.org/10.14507/epaa.26.3357 DOI: https://doi.org/10.14507/epaa.26.3357
  16. Garbutt, M. (2016). Disciplinary kingdoms and the pursuit of pragmatism in research: A student perspective. Electronic Journal of Information Systems in Developing Countries, 77(1). https://doi.org/10.1002/j.1681-4835.2016.tb00561.x DOI: https://doi.org/10.1002/j.1681-4835.2016.tb00561.x
  17. García-Vera, N. (2012). Project pedagogy at school: A revision of its philosophical and psychological foundations. La pedagogía de proyectos en la escuela: una revisión de sus fundamentos filosóficos y psicológicos. Magis, 4(9), 685–707.
  18. Gillin, N., & Smith, D. (2021). Filipino nurses’ perspectives of the clinical and language competency requirements for nursing registration in England: A qualitative exploration. Nurse Education in Practice, 56. https://doi.org/10.1016/j.nepr.2021.103223 DOI: https://doi.org/10.1016/j.nepr.2021.103223
  19. Goetze, T. S. (2019). The Concept of a University: Theory, Practice, and Society. Danish Yearbook of Philosophy. https://doi.org/10.1163/24689300-05201001 DOI: https://doi.org/10.1163/24689300-05201001
  20. Gordon, M. (2016). Why Should Scholars Keep Coming Back to John Dewey? Educational Philosophy and Theory, 48(10), 1077–1091. https://doi.org/10.1080/00131857.2016.1150800 DOI: https://doi.org/10.1080/00131857.2016.1150800
  21. Grundy, S. (1997). Producto o praxis del currículo. Ediciones Morata.
  22. Hagström, E., & Lindberg, O. (2013). Three theses on teaching and learning in higher education. Teaching in Higher Education, 18(2), 119–128. https://doi.org/10.1080/13562517.2012.694097 DOI: https://doi.org/10.1080/13562517.2012.694097
  23. Honneth, A. (1999). La democracia como cooperación reflexiva. John Dewey y la teoría de la democracia del presente. Estudios Políticos, 15, 81–106. https://doi.org/10.17533/udea.espo.16677 DOI: https://doi.org/10.17533/udea.espo.16677
  24. Hothersall, S. J. (2017). ‘Everyday knowledge’: A mixed-methods study using factor analysis and narrative approaches to explore social worker’s knowledge. Social Work and Social Sciences Review, 19(2), 33–64. DOI: https://doi.org/10.1921/swssr.v19i2.1071
  25. Houghton, C., Hunter, A., & Meskell, P. (2012). Linking aims, paradigm and method in nursing research. Nurse Researcher, 20(2), 34–39. https://doi.org/10.7748/nr2012.11.20.2.34.c9439 DOI: https://doi.org/10.7748/nr2012.11.20.2.34.c9439
  26. James, W. (1984). Pragmatismo. Altamira.
  27. Klaar, S., & Öhman, J. (2012). Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool. European Early Childhood Education Research Journal, 20(3), 439–454. https://doi.org/10.1080/1350293X.2012.704765 DOI: https://doi.org/10.1080/1350293X.2012.704765
  28. Klockner, K., Shields, P., Pillay, M., & Ames, K. (2021). Pragmatism as a teaching philosophy in the safety sciences: A higher education pedagogy perspective. Safety Science, 138. https://doi.org/10.1016/j.ssci.2020.105095 DOI: https://doi.org/10.1016/j.ssci.2020.105095
  29. Lake, R. (2017). On poetry, pragmatism and the urban possibility of creative democracy. Urban Geography, 38(4), 479–494. https://doi.org/10.1080/02723638.2016.1272195 DOI: https://doi.org/10.1080/02723638.2016.1272195
  30. Lamprecht, C., & Guetterman, T. C. (2019). Mixed methods in accounting: a field based analysis. Meditari Accountancy Research, 27(6), 921–938. https://doi.org/10.1108/MEDAR-11-2018-0403 DOI: https://doi.org/10.1108/MEDAR-11-2018-0403
  31. Liszka, J. (2013). Charles Peirce’s Rhetoric and the Pedagogy of Active Learning. Educational Philosophy and Theory, 45(7), 781–788. https://doi.org/10.1111/j.1469-5812.2011.00763.x DOI: https://doi.org/10.1111/j.1469-5812.2011.00763.x
  32. Lundegård, I., & Wickman, P.-O. (2012). It takes two to tango:Studying how students constitute political subjects in discourses on sustainable development. Environmental Education Research, 18(2), 153–169. https://doi.org/10.1080/13504622.2011.590895 DOI: https://doi.org/10.1080/13504622.2011.590895
  33. Maguire, K., & Gibbs, P. (2013). Exploring the notion of quality in quality higher education assessment in a collaborative future. Quality in Higher Education, 19(1), 41–55. https://doi.org/10.1080/13538322.2013.774220 DOI: https://doi.org/10.1080/13538322.2013.774220
  34. Manglos-Weber, N., & Avelis, J. (2019). Expanding the Reflexive Space: Resilient Young Adults, Institutional Cultures, and Cognitive Schemas. Sociological Forum, 34(3), 664–684. https://doi.org/10.1111/socf.12519 DOI: https://doi.org/10.1111/socf.12519
  35. Mendes, D., & Betti, M. (2017). Practicum in physical education school as “living thing”: A perspective from semiotics and Charles S. Peirce’s pragmatism [O estágio na licenciatura em educação física como “coisa viva”: Uma perspectiva a partir da semiótica e do pragmaticismo de Charles . Movimento, 23(4), 1245–1256. https://doi.org/10.22456/1982-8918.71897 DOI: https://doi.org/10.22456/1982-8918.71897
  36. Meng, Q. (2019). Genesis and undertaker of ‘quantification of social class’: On the technocrats in the early stage of the Chinese Communist Party’s land revolution. Chinese Journal of Sociology, 5(1), 99–138. https://doi.org/10.1177/2057150X18811798 DOI: https://doi.org/10.1177/2057150X18811798
  37. Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633–653. https://doi.org/10.1007/s11159-019-09793-2 DOI: https://doi.org/10.1007/s11159-019-09793-2
  38. Morrison, R. (2016). Pragmatist Epistemology and Jane Addams: Fundamental Concepts for the Social Paradigm of Occupational Therapy. Occupational Therapy International, 23(4), 295–304. https://doi.org/10.1002/oti.1430 DOI: https://doi.org/10.1002/oti.1430
  39. Newton, P., Da Silva, A., & Berry, S. (2020). The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward? Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.583157 DOI: https://doi.org/10.3389/feduc.2020.583157
  40. Nijhawan, S. (2017). Bridging the gap between theory and practice with design-based action research. Studia Paedagogica, 22(4), 9–29. https://doi.org/10.5817/SP2017-4-2 DOI: https://doi.org/10.5817/SP2017-4-2
  41. Nyberg, J. (2016). You are Seldom Born with a Drum Kit in Your Hands: Music Teachers’ Conceptualizations of Knowledge and Learning Within Music Education as an Assessment Practice. Systemic Practice and Action Research, 29(3), 235–259. https://doi.org/10.1007/s11213-015-9362-3 DOI: https://doi.org/10.1007/s11213-015-9362-3
  42. Ohlsson, S. (2013). Beyond evidence-based belief formation: How normative ideas have constrained conceptual change research. Frontline Learning Research, 1(2), 70–85. https://doi.org/10.14786/flr.v1i2.58 DOI: https://doi.org/10.14786/flr.v1i2.58
  43. Ormerod, R. (2020). Pragmatism in professional practice. Systems Research and Behavioral Science. https://doi.org/10.1002/sres.2739 DOI: https://doi.org/10.1002/sres.2739
  44. Páramo, P. (2009). Pedagogía Urbana: elementos para su delimitación como campo de conocimiento. Revista Colombiana de Educación, 57. DOI: https://doi.org/10.17227/01203916.7586
  45. Páramo, P. (2019). Pragmatismo en el diseño de prácticas culturales de convivencia ciudadana. En P. Páramo & A. Burbano (Eds.), Convivencia Ciudadana en ciudades latinoamericanas (pp. 241–248). Universidad Pedagógica Nacional; Universidad de la República Uruguay. DOI: https://doi.org/10.17227/ecp.2019.3526
  46. Páramo, P. (2020). Cómo elaborar una revisión sistemática. https://doi.org/10.13140/RG.2.2.31465.85608
  47. Pham, K. T. (2021). The Concept of Pragmatism and Its Impact on Education in the Vietnamese Context. Review of International Geographical Education Online, 11(4), 1453–1466. https://doi.org/10.33403/rigeo.8006858
  48. Poradzisz, M., & Florczak, K. (2019). Collaboration: Does It Require Pragmatic Thought? Nursing Science Quarterly, 32(4), 271–275. https://doi.org/10.1177/0894318419864336 DOI: https://doi.org/10.1177/0894318419864336
  49. Decreto 1860/1994, reglamentación parcial de la Ley 115 de 1994, en los aspectos pedagógicos y organizativos generales. (1994). https://www.mineducacion.gov.co/1621/articles-172061_archivo_pdf_decreto1860_94.pdf
  50. Rasmussen, L. J., Østergaard, L. D., & Glăveanu, V. P. (2019). Creativity as a developmental resource in sport training activities. Sport, Education and Society, 24(5), 491–506. https://doi.org/10.1080/13573322.2017.1403895 DOI: https://doi.org/10.1080/13573322.2017.1403895
  51. Rorty, R. (2000). El pragmatismo, una versión: Antiautoritarismo en epistemología y ética. Editorial Ariel.
  52. Roth, W. M. (2015). Meaning and the real life of language-Learning from “pathological” cases in science classrooms. Linguistics and Education, 30, 42–55. https://doi.org/10.1016/j.linged.2015.03.010 DOI: https://doi.org/10.1016/j.linged.2015.03.010
  53. Schubert, C. (2015). Situating technological and societal futures: Pragmatist engagements with computer simulations and social dynamics. Technology in Society, 40, 4–13. https://doi.org/10.1016/j.techsoc.2014.07.003 DOI: https://doi.org/10.1016/j.techsoc.2014.07.003
  54. Shannon, J., Hankins, K., Shelton, T., Bosse, A., Scott, D., Block, D., Fischer, H., Eaves, L., Jung, J.-K., Robinson, J., Rees, A., & Nicolas, A. (2021). Community geography: Toward a disciplinary framework. Progress in Human Geography, 45(5), 1147–1168. https://doi.org/10.1177/0309132520961468 DOI: https://doi.org/10.1177/0309132520961468
  55. Sommer, A. (2016). Are you afraid of the dark? Notes on the psychology of belief in histories of science and the occult* [Avez-vous peur du noir ? Notes sur la psychologie de la croyance dans l’histoire de la science et l’histoire de l’occulte]. En. European Journal of Psychotherapy and Counselling, 18(2), 105–122. https://doi.org/10.1080/13642537.2016.1170062 DOI: https://doi.org/10.1080/13642537.2016.1170062
  56. Thoilliez, B. (2013). Implicaciones pedagógicas del pragmatismo filosófico americano: una reconsideración de las aportaciones educativas de Charles S. Peirce, William James y John Dewey. Universidad Autónoma de Madrid.
  57. Van Poeck, K. (2019). Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism. Environmental Education Research, 25(4), 472–491. https://doi.org/10.1080/13504622.2018.1496404 DOI: https://doi.org/10.1080/13504622.2018.1496404
  58. Van Poeck, K., Östman, L., & Block, T. (2020). Opening up the black box of learning-by-doing in sustainability transitions. Environmental Innovation and Societal Transitions, 34, 298–310. https://doi.org/10.1016/j.eist.2018.12.006 DOI: https://doi.org/10.1016/j.eist.2018.12.006
  59. Von Hausswolff, K. (2021). Practical thinking while learning to program–novices’ experiences and hands-on encounters. Computer Science Education. https://doi.org/10.1080/08993408.2021.1953295 DOI: https://doi.org/10.1080/08993408.2021.1953295
  60. Williams, R., & Du Bois, W. (2012). “The Sacred Unity in All the Diversity”: The Text and a Thematic Analysis of W.E.B. Du Bois’ “The Individual and Social Conscience” (1905). Journal of African American Studies, 16(3), 456–497. https://doi.org/10.1007/s12111-011-9171-4 DOI: https://doi.org/10.1007/s12111-011-9171-4
  61. Wolnicki, M. (2012). Restoring pragmatism in American governance. International Journal of Social Economics, 39(7), 490–502. https://doi.org/10.1108/03068291211231678 DOI: https://doi.org/10.1108/03068291211231678
  62. Zambas, S., Smythe, E., & Koziol-Mclain, J. (2015). Hermeneutics and pragmatism offer a way of exploring the consequences of advanced assessment. Nursing Philosophy, 16(4), 203–212. https://doi.org/10.1111/nup.12094 DOI: https://doi.org/10.1111/nup.12094
  63. Zyphur, M. J., & Pierides, D. C. (2020). Making Quantitative Research Work: From Positivist Dogma to Actual Social Scientific Inquiry. Journal of Business Ethics, 167(1), 49–62. https://doi.org/10.1007/s10551-019-04189-6 DOI: https://doi.org/10.1007/s10551-019-04189-6

Downloads

Download data is not yet available.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.