PRAGMATIS
M
INTRODUCTION
One of the most important
schools of philosophy of education is
pragmatism. Pragmatism stands
between idealism and materialism a
sort of compromise. Its origin can be
traced from the Sophists
philosophers of ancient Greece who
held that man is the measure of all
things.
PRAGMATISM
Derived from Greek word ‘pragma’ which
means work, practice, action or activity.
The philosophy that encourages people to find
processes that work in order to achieve their
desired ends.
Pragmatists believe that reality is constantly
changing and that we learn best through
applying our experiences and thoughts to
problems, as they arise.
PROPONENTS
Pragmatism originated as a
philosophical movement in
the United States in the late
1800s. Its main proponents
were Charles Sanders
Peirce, William James and
John Dewey (all members
of The Metaphysical Club).
Charles Sanders Peirce (1839-1914)
An American philosopher,
logician, mathematician, and
scientist.
“The Father of Pragmatism"
Believed that thought must
produce action, rather than
linger in the mind and lead to
indecisiveness.
William James (1842-1910)
An American philosopher and psychologist who
was also trained as a physician.
The first educator to offer a psychology course
in the United States, James was one of the
leading thinkers of the late nineteenth century
and is believed by many to be one of the most
influential philosophers the United States has
ever produced, while others have labelled him
the "Father of American psychology".
William James, the author of the Pragmatic
Theory, defines truth in terms of the usefulness
of a belief. He thinks that useful beliefs are true
and useless beliefs are false.
John Dewey (1859-1942)
An American philosopher and educator
who was a leading exponent of
philosophical pragmatism and rejected
traditional methods of teaching by rote in
favour of a broad-based system of practical
experience.
Father of Modern Experiential Education
An early proponent of progressive
education, maintained that schools should
reflect the life of the society.
“Education is not preparation for life;
education is life itself.”
METAPHYS
Rejects metaphysics ICS
as an area
of philosophical enquiry.
Reality is determined by individual’s sense
experience – Man can know nothing beyond
his experience. So questions related to
nature of man or universe – simply cannot
answer
Any conclusion we make about life after
death is merely guess.
Does not believe in anything spiritual or
transcendental values.
Reality is constantly changing.
EPISTEMOLOG
Y experience is true.
Knowledge based on
All that can be known is dependent
upon experience.
Phenomenon are constantly changing to
knowledge about truth must change
accordingly.
They emphasize on functional knowledge
and understanding.
No spiritual or ultimate value
AXIOLOG
Y
Values are not real existents.
Values change according to difference
in time and space.
.
Man, being a part of society, the
consequences of his actions are
either good or bad. If the
consequences are worthwhile, then
the value of the action is proven to
be good.
`
FORMS OF PRAGMATISM
HUMANISTIC
PRAGMATI
SM
EXPERIMENTAL
PRAGMATISM
NOMINALISTIC
PRAGMATI
SM
Form
sHUMANISTIC PRAGMATISM
-This type of pragmatism is particularly found in social
sciences. According to it the satisfaction of human nature
is the criterion of utility. In philosophy, in religion and
even in
science man is the aim of all thinking and everything else
is a means to achieve human satisfaction.
EXPERIMENTAL PRAGMATISM
- Modern science is based upon experimental method.
The
fact that can be ascertained by experiment is true. No truth
is final, truth is known only to the extent it is useful in
practice. The pragmatists use this criterion of truth in
every field of life. The human problems can be solved only
NOMINALISTIC
-When we make any experiment we attend to the result. Our
PRAGMATISM
aim is examination of the material. Some hypothesis about the
results invariably precedes every experiment. According to
nominalistic pragmatism, the results of an experiment are
always particular and concrete, never general and abstract.
BIOLOGICAL PRAGMATISM
-Experimentalism of John Dewey is based upon this biological
pragmatism according to which the ultimate aim of all
knowledge is harmony of the man with the environment.
Education develops social skill which facilitates one’s life. The
school is a miniature society which prepares the child for
future life.
Principl
es
1.PLURALISM-
Philosophically, the pragmatists are pluralists. According to them there are as many words
as human beings. The ultimate reality is not one but many. Everyone searches truth and
aim of life according to his experiences.
2.EMPHASIS ON CHANGE-
The pragmatists emphasize change. The world is a process, a constant flux. Truth is
always in the making. The world is ever progressing and evolving. Therefore, everything
here is changing.
3.UTILITARIANISM-
Pragmatists are utility is the test of all truth and reality. A useful principle is true. Utility
means fulfillment of human purposes. The results decide the good and evil of anything,
idea, beliefs and acts. Utility means satisfaction of human needs.
4.CHANGING AIM AND VALUES-
The aim and values of life change in different times and climes. The old aims and values,
therefore, cannot be accepted as they are. Human life and the world is a laboratory in
which the aims and values are developed.
5.INDIVIDUALISM-
Pragmatists are individualists. They put maximum premium upon freedom in human life.
Liberty goes with equality and fraternity. Everyone should adjust to his environment.
6.EMPHASIS ON SOCIAL ASPECTS-
Since man is a social animal therefore, he develops in social circumstances. His success is
success in society. The aim of education is to make him successful by developing his
social personality.
7.EXPERIMENTALISM-
Pragmatists are experimentalists. They give more importance to action than ideas. Activity
is the means to attain the end of knowledge. Therefore, one should learn by doing
constant experimentation which is required in every field of life.
EDUCATIONAL
1.EDUCATIONIMPLICATIONS
AS LIFE
Pragmatists firmly believe that old and traditional education is dead and lifeless.
Education is a continuous re-organizing, reconstructing and integrating the
experience and activities of race.
Real knowledge can be gained only be activity, experiments and real life
experiences.
2.EDUCATION AS GROWTH
Each child is born with inherent capacities, tendencies and aptitudes which are
drawn out and developed by education. One of the aims of education is to
develop all the inherent capacities of the child to the fullest extent.
3.EDUCATION AS A SOCIAL PROCESS
Man gains more knowledge through personal experiences than he gets from
books.
4.EDUCATION A CONTINUOUS RESTRUCTURING OF EXPERIENCE
Knowledge is gained by experiences and experiments, conducted by the
learner himself.
Educational process has no end beyond itself.
AIMS OF EDUCATION
• Does not believe in setting predetermined fixed,
ultimate and general aims of education.
• The only aim is more and more growth and
creation of new values. One can create values
through activities and experience.
• Aims of education given by John Dewey in his
‘Democracy and education’ :
--Natural development.
--Development of social efficiency.
PRAGMATISM AND
CURRICUL
Activity UM Centered Curriculum
1.PRINCIPLE OF UTILITY
Subjects, activities and experiences which are useful to the present needs of the child are
included in the curriculum, such as: Language, physical well-being, physical training,
Geography, History, Science, Agriculture and Home science.
2.PRINCIPLE OF INTEREST
Only the activities and experiences that interests the child should be included
in the curriculum.
It comes with four varieties namely-
(1) interest in (2) interest in investigation
conversation (4) interest in creative
(3) interest in construction expression
Keeping these varieties of interests the curriculum should include Reading,
Writing, Counting, Art, Craft-work, Natural science and other practical work
of simple nature.
3.PRINCIPLE OF EXPERIENCE
The third principle of pragmatic curriculum is the child’s
activity, vocation and experience. All these three should be
closely integrated.
4.PRINCIPLE OF INTEGRATION
Deals with the integration of subjects and activities.
Knowledge is one unit.
Pragmatists want to construct flexible, dynamic and
integrated curriculum.
METHODS OF TEACHING
Against out dated, lifeless and rigidly traditional
methods of teaching.
Methods to be formulated on the basis of
following principles :
-Principles of purposive process of
earning.
-Principle of learning by doing.
-Principle of integration.
Continue……………..
•Project method by Kilpatric.
•Experimental method.
•It also encourages:
Discussion as a method-laboratory work.
Personal reference in the library.
Educational toys and excursions.
TEACHER
As a friend, philosopher and guide.
Not a dictator but only a leader of a group.
Should have knowledge of student’s interest and
provide them social environment.
Should believe in democratic values.
Should have knowledge of social conditioning.
Should not overshadow the personality of the
pupil.
DISCIPLINE
Freedom as an important element.
Promotes self discipline.
Condemn enforced discipline and advocate social
discipline based on child’s interest, activities and a
sense of social responsibility.
According to pragmatists,
“Discipline is primarily social and it emerges
through active participation in group and
purposeful activity.”
SCHOOL
Any social environment which inspires children for
experimentation constitutes a school for them.
A social institution which develops in child a social
sense and sense of duty towards society and nation.
According to John Dewey :
“School is the embryo of community.”
“School is a miniature society.”
“An instrument of transmission and
transformation of the culture.”
LIMITATIONS
Littleattention to spiritual values.
Too much emphasis on material things.
Insignificant place to cultural values.
Ignores the knowledge accumulated through the
ages.
Project method alone can’t be used.
Heavy demands on the teachers.
Does not indicate fixed educational goals.
CONTRIBUTION OF PRAGMATISM TO
EDUCATION
Contributes to the development of a system which
is vocation centred.
Recognizes that an individual should be socially
efficient and productive, the curriculum duly
takes note of it.
Another important principal given by pragmatism
is the principle of integration.
Project method.
Helps to realise the value of today’s life.
Saves child from the burden of education which
is too much centred on books.
Conclusion
