GREGORY FERNANDO PAPPAS and JIM GARRISON PRAGMATISM AS A PHILOSOPHY OF EDUCATION IN THE HISPANIC WORLD: A RESPONSE ABSTRACT. We concentrate on four questions among the many posed by this special collection of papers on Pragmatism and the Hispanic world. They are, first, what took pragmatism beyond the borders of the United States and into the His- panic world? Next, what are the ideas of Dewey (or pragmatism) that have had the greatest impact on Hispanic culture? Third, what are the past and present obstacles that has kept the Hispanic world from using pragmatism to deal with many of their educational and social problems? Finally, why does pragmatism still hold great promise and potential for the Hispanic world? KEY WORDS: Dewey, hispanic, imperialism, Latin America, modernization, pragmatism After reading, discussing, and reflecting on the foregoing papers, we concluded that among the many issues and questions they raise regarding the relation between pragmatic philosophy of education and the Hispanic world, we would concentrate on the following: 1. What took pragmatism beyond the borders of the United States and into the Hispanic world? 2. What are the ideas of Dewey (or pragmatism) that have had the greatest impact on Hispanic culture? 3. What are the past and present obstacles that has kept the Hispanic world from using pragmatism to deal with many of their educational and social problems? 4. Why does pragmatism still hold great promise and potential for the Hispanic world? Our response will address these complex questions in this order but because of their reticulated character, what comes later often bears on what went earlier. With the help of the contributors to this collection, we hope to take some steps toward answering them. Nonetheless, we recognize our limits, so in several places we will conclude our response with open-ended queries for the reader. The authors of the Studies in Philosophy and Education (2005) 24: 515–529 Ó Springer 2005 DOI 10.1007/s11217-005-1889-9