This paper explores the contribution that pragmatist philosophy can make to the way that we do research and teaching in human geography. It provides a historical overview of the key ideas in the tradition, their influence on the Chicago School of Sociology and community organizing, and the implications of this work for epistemological practice. The paper then looks at the variety of ways in which human geographers are using research as a means to engage in the world today, focusing in particular on the contributions of participatory action research (PAR), before making the case for 'process pragmatism' as a framework for doing this kind of research. To illustrate the potential of this approach, the paper outlines current research, teaching and organizing activity being undertaken by geographers at Queen Mary University of London. The paper suggests that pragmatism provides a theoretical and methodological foundation for research and teaching which can facilitate the creation of new publics, and can help to build power and democratic capacity with the aim of remaking the world.
This chapter reflects upon the lessons learned through an experiment in pragmatic social research conducted in east London in the United Kingdom in 2015. The experiment was designed to facilitate the formation of communities of inquiry involving diverse groups of people working on issues of common concern. Entitled the 'E14 Expedition', the project drew upon the pragmatism of the Chicago School of Sociologists and the work of Ernest Burgess, Robert Park and George Herbert Mead. It was also based on the earlier work of William James and John Dewey who highlighted the importance of acknowledging the way that multiple truths are always at play in the world, reflecting an inevitable pluralism of personalities, experiences and interests. The expedition tried to test whether, and if so, how, university researchers could work with a range of citizens to address public problems in a genuinely open way, listening to the full range of opinion and ideas. As such, the project exposed the extent to which academic social scientists are often deaf to political opinions that are believed to be misguided, confused and/or incorrect. The expedition also sought to explore the challenges of enabling citizen-led problem-solving action through participatory research and in this regard, it exposed the role played by the social infrastructure of pre-existing relationships, trust, shared interests and identity in underpinning and enabling effective collective action. The chapter advocates paying greater academic and political attention to the things that make public action and problem-solving possible, including being open to different ideas and beliefs, and nurturing the social relationships that enable democratic behaviour and practice.
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