philosophy

3. INTRODUCTION
One
of
of the most important
schools 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.

4. 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
changing and that we
that reality is constantly
learn best through applying
our experiences and thoughts to problems, as
they arise.

5. PROPONENTS
Pragmatism originated as a
philosophical movement in
the United States
main
in the late
1800s.
were
Peirce,
Its proponents
SandersCharles
William James and
John Dewey (all members of
The Metaphysical Club).

6. Charles Sanders Peirce (1839-1914)
An American philosopher,
logician,
scientist.
mathematician, and
“The Father of Pragmatism"
Believed
produce
that
action,
thought
rather
must
than
linger in the mind and lead to
indecisiveness.

7. 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
influential
by many to be one of the most
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.

8. 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.”

10. METAPHYSICS
Rejects metaphysics 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.

11. o
dge
EPISTEMOLOGY
Knowledge based on experience is true.
All that can be known is dependent upon
experience.
Phenomenon are constantly changing t
knowledge about truth must change
accordingly.
They emphasize on functional knowle
and understanding.
No spiritual or ultimate value

12. e
AXIOLOGY
Values are not real existents.
Values change according to differenc
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.

14. `
PRAGMATISMFORMS OF
 HUMANISTIC
PRAGMATISM
 EXPERIMENTAL
PRAGMATISM
 NOMINALISTIC
PRAGMATISM
 BIOLOGICAL
PRAGMATISM

15. Forms
HUMANISTIC 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
through experiment.

16. NOMINALISTIC PRAGMATISM
- When we make any experiment we attend to the result. Our
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
knowledge
according to which the ultimate aim of all
is harmony of the man with the environment.
one’s life. The
the child for
Education develops social skill which facilitates
school is a miniature society which prepares
future life.

17. PRINCIPLES

18. Principles
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.

19. 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.

20. EDUCATIONAL IMPLICATIONS
1. EDUCATION 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.
5. EDUCATION THE RESPONSIBILITY OF STATE
Education is the birth right of each individual and may not be within the right of the
individual, so the state should shoulder the responsibility.

21. PRAGMATISM AND CURRICULUM
Activity
1. PRINCIPLE OF UTILITY
Centered Curriculum
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 conversation
(3) interest in construction
(2) interest in investigation
(4) interest in creative 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.

22. activity, v
closely in
3. PRINCIPLE OF EXPERIENCE
 The third principle of pragmatic curriculum is the child’s
ocation and experience. All these three should be
tegrated.
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.

23. ROLES
Teacher and Administrators





Teacher works as a friend and guide to the children.
Teacher knows students interest and understanding regarding the conditions of changing society
The teacher puts problems in front of students which are interesting and students are expected to solve it.
Acts as a facilitator and helps guide students in the right direction.
pragmatism believes in social discipline based on child’s interest, activities and sense of social
responsibility. It condemns enforced discipline.
Students


Want experiences to make the learning real for the students.
Pragmatists believe that learners should apply their knowledge to real situations through experimental
inquiry
This prepares students for citizenship, daily living, and future careers.
Schools
 Schools philosophy is having students gain real experiences of actual life which develop social sense and
sense of duty towards society and the nation.
It is not only a sense of education but a sense of community.
Preparing students to be better citizens



24. Presentation by : shourya sihag
Group : 13