What’s the Problem with Dewey?

In Democracy and Education Dewey has a rich conception of educational flourishing that stands at odds with the instrumentalism about learning endemic to much contemporary educational policy. And his vision posits deep dependencies between the different domains in which education is transformative: the transformation of the individual learner into an inquirer equipped to adapt in a changing environment and the transformations in the social world required for the provision of opportunities for such experiences to all. In this paper, I trace the roots of Dewey’s conception in his account of inquiry. I focus on the key concept of a ‘problem.’ For Dewey, inquiry begins with a problem, but his concept of a problem is challenging and lacks an adequate theoretical rationale. Problems start with disruptions in our environmental engagement that figure in non-knowing encounters. Dewey needs an account of these pre-cognitive disruptions and of what constitutes their resolution. I argue that the account can be found in the aesthetics of experience. This draws upon some of Dewey’s insights regarding our experience of art objects and it finds a central role for the aesthetics of experience as not only the prompt for inquiry and the unification of experience that settles inquiry, but also in what I call the ‘craft of inquiry’ – the very practice of inquiring. If this is right, any adequate account of learning, let alone a pedagogy fit to encourage learning, must have a central role for aesthetics as providing the conditions for the possibility of learning. A proper appreciation of Dewey signals the opportunity for a radical re-thinking of how to shape a pedagogy fit for educational flourishing – a pedagogy designed for inquirers. And it helps us understand better the deep dependencies between the projects of individual and social transformation