Using the pandemic to decolonize nature: Interrogating pragmatic education
1Teachers College, Columbia University, 525 W 120th St, New York, NY 10027 USA.
Prospects
|May 4, 2021
Summary
This study critiques John Dewey's educational philosophy, revealing how it commodifies nature and supports colonizing practices in schools. It proposes using Indigenous perspectives to decolonize science education for elementary students.
Area of Science:
- Philosophy of Education
- Environmental Education
- Indigenous Studies
Background:
- Examines John Dewey's pragmatic philosophy and its influence on educational systems.
- Highlights how dominant schooling models can reflect a colonizing view of nature.
- Connects Dewey's ideas to the commodification of nature for human progress.
Purpose of the Study:
- To analyze Dewey's educational theories as a model for understanding nature's colonization in schools.
- To investigate how globalization impacts schooling and reinforces these colonizing aspects.
- To explore Indigenous concepts of nature for decolonizing elementary science instruction.
Main Methods:
- Critical analysis of John Dewey's philosophical and educational writings.
- Examination of current globalized educational practices.
- Integration of Indigenous epistemologies and ecological perspectives.
Main Results:
- Dewey's pragmatism, as applied to education, can be interpreted as a framework that commodifies nature.
- Globalized schooling often perpetuates a view of nature as a resource for human advancement.
- Indigenous concepts offer a viable alternative for fostering a decolonized relationship with nature in science education.
Conclusions:
- Dewey's educational model, despite its intentions, can inadvertently support the colonization of nature.
- Decolonizing science education requires challenging dominant Western paradigms.
- Incorporating Indigenous knowledge is crucial for developing a more sustainable and respectful approach to environmental education.
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