The Two Faces of Deweyan Pragmatism: Inductionism versus Social Constructivism

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Abstract
Dewey is widely acknowledged as the intellectual force behind the progressive movement in the United States. With justification, he is viewed as a staunch advocate of what has been variously termed an activity-based, problem-centered, or hands-on approach to education. Recently, however, some scholars have pointed out that there is a discipline-centered, social constructivist side to Dewey—both as an educator and a philosopher. This paper deals with this divergence of views, building a case for the fact that Dewey underwent a major shift in thinking at mid-career. Around 1915, I demonstrate, Dewey finally and firmly rejected James's extreme subjectivism in favor of Peirce's brand of pragmatism, which Dewey recognized integrates the biological and sociological aspects of knowledge and mind in a way that is unique and powerful. The educational implications of Dewey's Peircean shift are discussed.

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