Abstract
Although inquiry-based instruction has been a centerpiece of progressive visions of social studies education almost since its inception as a school subject a century ago, teachers often struggle to conceptualize it in ways that make true inquiry possible for their students. In this essay I suggest that social educators strengthen their connection with John Dewey’s pragmatic epistemology as the foundation of inquiry-based teaching in social studies, arguing in support of an approach that holds the promise of advancing goals associated with meaningful democratic citizenship education.
Project Muse URL
https://muse.jhu.edu/pub/60/article/923158
Recommended Citation
Powell, Dave
(2023)
"Has Anybody Here Seen My Old Friend John?: Making the Case for a More Pragmatic Social Studies,"
Education and Culture: Vol. 39
:
Iss.
1,
Article 5.
Available at:
https://docs.lib.purdue.edu/eandc/vol39/iss1/art5
