5 Studying as Experimentation: Habits and Obstacles in the Ecology of the University
Abstract
In this article, and through thinking-with John Dewey, we consider the nature of the experiment and how we, as students and scholars, from experiments learn how to increase our purposeful transactions with the world. We particularly emphasize how knowing, knowledge, and thinking, all prominent concepts in the literature about the purpose of higher education, are outcomes of experimenting with obstacles, problems, or possible paths and movements. With this Deweyan point in mind, we argue against skepticism about educational “outcomes” and false dichotomies between experimentation and “outcomes.” In the article, we suggest that outcomes of experiments are events, or happenings, which change things and introduce newness, future, through which paths between before and coming change. Such a conception of outcomes is radically different than what we, and others, in the literature call “outcomes-driven.” Paraphrasing Dewey, such outcomes are adventures not insurance. Finally, we encourage a conversation about what experimentation normatively, conceptually and practically means as a purpose for higher education.
In this article, and through thinking-with John Dewey, we consider the nature of the experiment and how we, as students and scholars, from experiments learn how to increase our purposeful transactions with the world. We particularly emphasize how knowing, knowledge, and thinking, all prominent concepts in the literature about the purpose of higher education, are outcomes of experimenting with obstacles, problems, or possible paths and movements. With this Deweyan point in mind, we argue against skepticism about educational “outcomes” and false dichotomies between experimentation and “outcomes.” In the article, we suggest that outcomes of experiments are events, or happenings, which change things and introduce newness, future, through which paths between before and coming change. Such a conception of outcomes is radically different than what we, and others, in the literature call “outcomes-driven.” Paraphrasing Dewey, such outcomes are adventures not insurance. Finally, we encourage a conversation about what experimentation normatively, conceptually and practically means as a purpose for higher education.
Keywords: John Dewey; experimentation; inquiry; meaning-making; pragmatism; problem-solving
Document Type: Research Article
Publication date: January 1, 2021
- Philosophy and Theory in Higher Education is an international refereed scholarly journal committed to advancing understanding of the role(s) and purpose(s) of higher education. The journal strives to be inclusive in scope, addressing topics and issues of significance to a wide range of scholars and practitioners concerned with the relationship between higher education and society. Rigorous submissions informed by diverse philosophical and theoretical orientations, including, but not limited to, critical theory, existentialism, feminism, queer theory, post-colonialism, Marxism, liberalism, poststructuralism, postmodernism, and posthumanism will be welcomed. PTIHE aims to stimulate critical analyses of policy and practice in higher education, with an emphasis on inter-disciplinarity and international perspectives. The content will be primarily philosophical and theoretically-based research papers. Analytical papers that reflect on empirical projects will also be featured in the journal. Short responses to previous articles as well as essay reviews of new works in the field will be considered to promote ongoing critical dialogue within the journal. Proposals for special issues, with thematically linked papers, are encouraged.
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