Abstract
Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism
of traditional epistemology, which offers rich alternatives for understanding processes of
learning and education, knowledge and truth, and experience and culture. This book, the
result of cooperation between the Center for Dewey Studies at Southern Illinois University
Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example
of the international character of pragmatist studies against the backdrop of constructivist
concerns. As a part of their exploration of the many points of contact between classical
pragmatism and contemporary constructivism, its contributors turn their attention to
theories of interaction and transaction, communication and culture, learning and education,
community and democracy, theory and practice, and inquiry and methods. Part One is a basic
survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two
examines the implications of the connections between Deweyan pragmatism and contemporary
constructivism. Part Three presents a lively exchange among the contributors, as they
challenge one another and defend their positions and perspectives. As they seek common
ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy
from pragmatist and interactive constructivist vantage points in ways that are designed to
render the preceding essays even more accessible. The concluding discussion demonstrates
both the enduring relevance of classical pragmatism and the challenge of its reconstruction
from the perspective of the Cologne program of interactive constructivism.
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