Untested Feasibility: Imagining the Pragmatic Possibility of Paulo Freire

Show Me the Argument: Empirically Testing the Armchair Philosophy Picture

“…In addition to the original three‐word search, we conducted searches allowing six and ten words between indicator words. Some examples of the search results are listed here (emphasis added): “The method for creating better theory and better practice (always at the heart of the pragmatists’ vision) is therefore necessarily collaborative, with action tested by many in a variety of circumstances” (Ronald and Roskelly , 619). “ Thus there certainly seems to be categories whose basic members are verbs that combine with an adverb somewhere along the route to becoming heads of complete VP's” (McConnell‐Ginet , 165). “ Hence , it is very likely that folk concepts of the pragmatic dimension of intentional talk are more richly understood than the core notions of the cognitive machinery that underlies intentional action” (Adams and Steadman , 174). “It therefore seems unlikely that the difference between people's responses to the harm vignette and their responses to the help vignette is due entirely to pragmatic factors” (Knobe , 184). By choosing this search methodology, the searches return articles with one or more of the indicator pairs. One of the limitations of the JSTOR Data for Research corpus (http://dfr.jstor.org/) is that we are unable to identify how many times each indicator pair shows up.…”

Educational archaeology and the practice of utopian pedagogy

“…It is commonly held that 'only when we envisage a better social order do we find the present one unendurable' (Greene 2009, 141). Imagining alternatives requires a critical detachment, a critical distance, from one's context (Mayo 2007;Ronald and Roskelly 2001). Utopian pedagogy provides this as it defamiliarises the familiar and familiarises the strange through a process of 'cognitive estrangement' (Roemer 2003, 63, 64).…”