THE RELEVANCE OF PRACTICE - A RESPONSE TO ORTON

In this response to Robert Orton, I address each of the major points h e raises and attempt to clarify the discrepancies in our positions. I give particular attention to his approach of reframing issues in terms of the categories of traditional academic philosophy. In adopting thi s stance, Orton (a) presents a highly idiosyncratic interpretation of the Cartesian dualism, (b) creates a gulf between theory and practice, and (c) implies that the social and cultural aspects of mathematical activity can be dismissed. I discuss each of these points and further develop my position by outlining Putnam's (1987) pragmatic realism, cl arifying why Rorty's (1979) work might be of interest to mathematics e ducators, and revisiting Bereiter's (1985) learning paradox. I then co nclude by exploring the relationship between the resulting nondualist approach and John Dewey's philosophy and pedagogy.