Education, démocratie, révision et pragmatisme

This book proposes a development of the method of inquiry in relation to the theory of revision. The examination focuses on the conditions for reconstructing possible epistemic networks in democratic regimes, primarily through school. The theme of education is treated through Dewey’s philosophy, then with the Rorty’s pragmatism where conceptions of education are removed from the idea of method. Rorty's positions are appreciated in the perspective of his rallying to Rawlsian liberalism, which allows balanced equilibrium to prevail as a means of evaluating the principles of justice as equity. To this method is added the counterfactual reasoning in the original position hypothesis and the questions addressed to Trotsky by the Dewey Commission. This last point resumes the method of inquiry and offers the possibility of using counterfactual reasoning in the educational field.