In 1993, Cornel West wrote that “the future has ethical significance” for pragmatists. “In fact, the key to pragmatism, the distinctive feature that sets it apart from other philosophical traditions—and maybe its unique American character—is its emphasis on the ethical significance of the future” (West 1993, 111). He quotes John Dewey and Josiah Royce to that effect.

At first glance, this claim seems mistaken. What about utilitarianism, which teaches that an act, policy, rule, or institution is good to the extent that it improves happiness in the future?

For philosophers, utilitarianism is a type of consequentialism. In general, consequentialism focuses on the future by assuming that our responsibility is to make things better in the long run. Utilitarianism is the version that equates “better” with greater net happiness. Therefore, isn’t utilitarianism as much concerned with the “ethical significance of the future” as pragmatism is? And isn’t pragmatism a form of consequentialism?

I agree with West that pragmatism has a distinctive focus on the future. Utilitarians believe that we know today the criterion for evaluating future states. We already know what happiness is, and we will find out later whether our current actions promote future happiness. Our concern with the future requires predicting the effects of the present on outcomes that we value today.

In contrast, pragmatists presume that values will change as a result of continuous learning. We cannot know today the criteria by which the outcomes of our present acts will later be judged.

Dewey writes that the “present meaning of action” is the “only good which can fully engage thought.” He is against measuring this present meaning in terms of “a remote good” or “future good,” whether that “be defined as pleasure, or perfection, or salvation, or attainment of virtuous character.” This sounds like a focus on the present to the exclusion of the future. But Dewey adds:

‘Present’ activity is not a sharp narrow knife-blade in time. The present is complex, containing within itself a multitude of habits and impulses. It is enduring, a course of action, a process including memory, observation and foresight, a pressure forward, a glance backward and a look outward. It is of moral moment because it marks a transition in the direction of breadth and clarity of action or in that of triviality and confusion. Progress is present reconstruction adding fullness and distinctness of meaning, and retrogression is a present slipping away of significance, determinations, grasp. Those who hold that progress can be perceived and measured only by reference to a remote goal, first confuse meaning with space, and then treat spatial position as absolute, as limiting movement instead of being bounded in and by movement. There are plenty of negative elements, due to conflict, entanglement and obscurity, in most of the situations of life, and we do not require a revelation of some supreme perfection to inform us whether or no we are making headway in present rectification. We move on from the worse and into, not just towards, the better, which is authenticated not by comparison with the foreign but in what is indigenous. Unless progress is a present reconstructing, it is nothing; if it cannot be told by qualities belonging to the movement of transition it can never be judged (Dewey 1922, 281-2)

This is rich but abstract. For me, at least, Ruth Ann Putnam helps make Dewey’s view more concrete. She defines “inquiry” as a process that begins when we perceive a problem—something that requires action. “Values typically enter into the beginning of an inquiry on an equal footing with facts,” and they emerge on an equal footing as well, but potentially changed by being explored and compared by groups of people. She writes: “the facts are value-laden, and the values are fact-laden” (Putnam 1998, 7).

See also: explaining Dewey’s pragmatism; Dewey and the current toward democracy; a John Dewey primer. Sources: Cornel West, “Pragmatism and the Sense of the Tragic,” in Keeping Faith: Philosophy and Race in America (1993): 96-106; John Dewey, Human Nature and Conduct: An Introduction to Social Psychology (Henry Holt, 1922); Ruth Ann Putnam, “Perceiving Facts and Values,” Philosophy 73, no. 283 (January 1988): 5–19