The Utility of Pragmatism in Educational Research

Abstract

This article seeks to address why the pragmatic approach is of utility to the educational researcher. The article’s objectives will address the major contributory thinkers of Peirce, James, and Dewey, and demonstrate why pragmatism is not an epistemology but best considered a methodological approach, and why it is thus, suited to the utility of both quantitative and qualitative methodology and method. It will do this first, by reviewing such arguments in 2 sections: in the first, I will introduce the philosophical assumptions & beliefs relevant in the role of knowledge acquisition, whilst explaining the key theoretical beliefs of the 3 classic pragmatists. I will then summarise how it is not considered an epistemological approach; albeit the approach demonstrates ontological and epistemological awareness. In the second half of the article, I will explore through the logic of justification why it is most beneficial as a methodology. The article fundamentally addresses, through example of an educational research inquiry—how pragmatic methodology does not merely reduce all that is known and experienced to binary assumption for the researcher, like its epistemic competitors. But by evaluating social scientific knowledge via reflexivity and quantitative methods, research thus, becomes a social endeavour—for the practitioner & researcher alike. The article will also conclude noting such distinction between Peircean pragmatic method and that of more contemporary theorists, whilst challenging why the former is most suitable for the investigative pragmatic researcher.