La notion de croissance chez Dewey et Rorty

The notion of growth has two aspects: quantitative and qualitative. The first suggests addition, increase or physiological change. The second concerns enrichment and personal fulfilment; it is linked to the task of education. The American philosophers John Dewey and Richard Rorty agree in emphasising the necessary indeterminacy of the notion of 'growth' in order to leave evolutionary perspectives open. Their points of view diverge, however, when it comes to valorising the period of childhood. One emphasises the creativity and individuality of adolescence, while the other refuses to allow such a distinction. An analysis of the two conceptions of the 'ages of life allows the author to identify two philosophies of education. Richard Rorty wishes to foreground literary education and the relations between teachers and students. For him the notion of growth finds its real home in the university, whereas John Dewey highlights the importance of a general method applicable in all educational institutions. How accordingly do the two authors help us to appreciate the ideas of maturity and of personal and collective fulfilment? How do they offer an educational alternative and social choice based on their particular epistemological models?