Growth and degrowth: Dewey and self-limitation

Abstract

This paper explores John Dewey’s debt to Hegel by examining the relationship between his conception of growth and Bildung. Dewey’s notion of the progressive subject takes the project of education as unending—it is both a personal and collective process that strives to synthesise competing social values democratically. Despite Dewey’s rejection of absolutism and idealism, his teleological commitment to democracy reveals his tendency to revert to Hegel’s philosophical ideals. Although Dewey was aware of capitalism’s power to eclipse the advance of democracy, the Deweyan subject is no less a rational actor than homo economicus, making educational and democratic growth easily susceptible to market forces. This examination questions the extent to which our contemporary understanding of educational growth, inherited from Dewey, grounds itself in self-limitation—a quality that is central to the degrowth movement. This paper will evaluate whether Dewey’s concept of growth is compatible with economic degrowth and its understanding of finite natural resources and the environmental dangers of capitalist expansion. An answer lies in the philosophy of Cornelius Castoriadis, who contended that self-limitation is essential for democracy to thrive and for the character of the social imaginary to shift. As we face a global environmental crisis, this shift is necessary. This article investigates whether Bildung, growth, and Castoriadis’ concept of paideia are all the same idea by different names, equally prone to neoliberal ‘reconciliation’ or able to penetrate the current dominant imaginary towards degrowth.

Keywords:

• Dewey
• growth
• Hegel
• Bildung
• degrowth
• Castoriadis
• paideia

Additional information

Notes on contributors

Andrew James Thompson

Andrew Thompson has been a public high school teacher for two decades, starting in New York City at inception of the No Child Left Behind Act under Mayor Giuliani’s administration and continuing through Mayor Bloomberg’s small school movement. For the past decade, Mr. Thompson has continued his teaching career in Auckland, New Zealand. He is now a doctoral candidate at the University of Auckland, researching the tension between the theoretical origins of educational purpose and its practice in contemporary schools.