Abstract
Among the work of classical pragmatists, that of Peirce—both his triadic theory and his classification of signs into three broad categories of icons, indexes, and symbols—has been formative in semiotics, which informs media literacy. Dewey's emphasis on lived experience and embodied perception, along with his concerns about cultivating a democratic culture, has influenced media theorists as well. Neil Postman draws upon pragmatism in his examinations of media environments, their effects on lived experience, and their consequences for democracy. Marshall McLuhan fits less neatly into the pragmatist tradition, but his media “probes” draw implicitly on pragmatism, while embodying its spirit of open‐ended, fallible inquiry. Contemporary developments in pragmatist conceptions of media literacy pedagogy, which derive most directly from Postman and McLuhan, are also discussed in this entry.
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