Abstract

In light of the acquisitiveness, the imperialism, and social hierarchies of the 19th and early 20th centuries, Dewey claims that a new psychology of human nature is required, and that education is the most effective and organized way to bring about this change. In this chapter McBride suggests that Dewey proffers insights into the ways in which impulses, habitual conduct, and social institutions condition and circumscribe the dominant mode of being human (and the ordering principles that enjoin the relations therein). McBride maintains that these Deweyan insights may be helpful in changing the way we conceive human nature. While Dewey himself was not concerned with the reach and effect of Euroamerican techno-industrial coloniality, McBride believes that these particular Deweyan insights could potentially help us to conceive an education-based path toward a decolonial anthropos (human being).