Abstract
This chapter explores the concept of Creative Pragmatics, highlighting its role in fostering situated performances of knowing and dynamic sensemaking. By integrating theoretical perspectives from pragmatism, science and technology studies (STS), and social theory, Creative Pragmatics offers a framework for understanding knowledge as an active, performative and evolving process. The chapter highlights the importance of agency and creativity as iterative elements of learning, encouraging practical engagement, interdisciplinary collaboration and the active construction of knowledge. It examines how art and design practices inform Creative Pragmatics, particularly in developing adaptability, flexible problem-solving and innovation through creative approaches. By drawing connections between interdisciplinarity and performative knowledge-making, pedagogy in Creative Pragmatics prepares learners to become “wicked scientists,” individuals capable of navigating complex challenges and fostering sustainable solutions in an ever-changing world.
Keywords
creative pragmatics, STEM education, active learning, higher education, sensemaking, art and design, creativity, interdisciplinarity, wicked scientists
Reference
Shanks, M., Savbo, C., Zhou, C., & Carleton, T. (2025). Creative Pragmatics—Situated Performances of Knowing. In Creative Pragmatics for Active Learning in STEM Education (pp. 29–48). Contributions from Science Education Research (CFSE) 14. Springer. https://doi.org/10.1007/978-3-031-78720-1_2
