Abstract: This research article explores the intersection of pragmatist epistemologies and open educational practices through a Derridean lens, focusing on the role of inference in educational settings. Drawing on the theoretical frameworks of pragmatism, open education, and Derridean deconstruction, this study investigates how educators can integrate open educational practices within a pragmatist epistemological framework to foster critical thinking and knowledge construction. The study aims to contribute to the ongoing discourse on educational practices that promote active engagement, collaboration, and student-centered learning.
The research methodology involves a qualitative analysis of educational practices in various contexts, including K-12 schools and higher education institutions. By examining the experiences and perspectives of educators who have implemented open educational practices within a pragmatist epistemological framework, this study seeks to identify the benefits, challenges, and implications of such practices. Additionally, the study delves into the ways in which Derridean deconstruction can inform and enrich the understanding of inference in educational settings, particularly in relation to open educational practices.
The findings of this research will have implications for educators, policymakers, and researchers interested in exploring innovative teaching and learning approaches that align with the principles of pragmatist epistemologies and open educational practices. By exploring the potential synergies between pragmatism and open education, this study aims to contribute to the theoretical foundation and practical implementation of pedagogical approaches that foster critical thinking, creativity, and social engagement among learners.
- Deconstruction and pragmatism–is Derrida a private ironist or a public liberal?
- Pragmatism, neo‐pragmatism and sociocultural theory: communicative participation as a perspective in LIS
- On different uses of difference post-ontological thought in derrida, deleuze, luhmann, and rorty
- Feminist epistemology and philosophy of science
- Social epistemology and the pragmatics of assessment