Radical Equations as American Philosophy: Dewey’s Experience, Quine in a Straight Jacket, and Algebra from Moses

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This essay explores the borders and distinct lines of continuity among pragmatists of three generations. The primary focus is on the developing thought of the contemporary philosopher, veteran civil rights organizer, Harvard Philosophy graduate, and algebra teacher, Robert Parris (or Bob) Moses. Bob is the direct intellectual descendant of Africana thinkers and American Pragmatists.This essay takes radical philosophy as radical activism, interweaves strands of John Dewey and W. V. Quine, and produces what I call Moses' Algebraic Pragmatism. The central argument of this essay is that the kind and quality of knowledge generated from Moses' Algebra Project (a national 501c3 nonprofit organization1) is unparalleled in its pragmatic thrust, dynamic experimentalism, and potential to transform contemporary knowledge work. Here I endeavor both to describe the social epistemology of as it takes shape via the Algebra Project, and to extend it - offering new avenues for pragmatic thought in the 21st century.Moses' social epistemology, I argue, is thoroughly pragmatic and nonviolent. himself does not necessarily embrace either or nonviolence, as these are usually understood. But the version of pragmatic nonviolence I defend here is closer to view would recognize.Moses' project outlines mathematics literacy as strategy for community organizing that aims for pragmatic and distinctly American conception of justice. Dewey's radical and experiential social epistemology and Quine's philosophy of mathematics (specifically his theory of mathematization in situ) both directly inform Moses' philosophy. What began at the turn of the last century in the Chicago laboratory school where Dewey's influence was palpable has now become project that exemplifies American pragmatism in one of its best contemporary forms.1. The Algebra ProjectThe Algebra Project is first community organizing project for the economic empowerment of predominantly low-income and working class people. Second, it is movement for mathematics literacy within the U.S. public school system. The explosion of information technology use in the workplace at the end of the twentieth-century put premium on high-technology training and education in Western societies. Because of this, there exists continuity between economic access through the workplace and the quality of technical education one receives.The Algebra Project describes the need being addressed like this:This rapid transformation elevated the educational requirements for people to access economic opportunities to fully participate in their citizenship; it also prompted the country to introduce legislation that encouraged standards of universally available schooling. As result, algebra has become gatekeeper of higher learning, career, and economic opportunities.2More specifically, the mission of the Algebra Projects is to usemathematics as an organizing tool to ensure quality public school education for every child in America.3The Algebra Project is an organization actively promoting and advancing social movement within the public school system to achieve specific educational, economic, and public policy goals.The people who make up the Algebra Projectbelieve that every child has right to quality education to succeed in this technology-based society and to exercise full citizenship.4To achieve these goals, the Algebra Project is committed tousing [the] best educational research and practices, and building coalitions to create systemic changes.5Economic access is as important to the movement for quality education as constitutional right, as political access was to the American Civil Rights Movement of the 1950's and 1960's.62. Bob MosesOnce called a modern day Moses by Dave Dennis,7 Bob is best known in recent years for his work to establish quality education as constitutional right. …