Pragmatism

School of Philosophy

1. PRAGMATISM ARSHA BABU

2. Philosophy of Pragmatism is mainly an American concept which come into prominence after 1850. The word Pragmatism is derived from a Greek word ‘ Pragma ’ which mean ‘to do’, ‘to make’ and ‘to accomplish’ Pragmatism also known as ‘Practical Philosophy’ and Utilitarian Philosophy. Exponents of pragmatism – C.B. Pierce, William James, John Dewey, Kilpatrick and others.

3. “Pragmatism offers us a theory of meaning, a theory of truth of knowledge, and a theory of reality” - Gomes. B. Prett DEFINITIONS

4. Humanist Pragmatism Those things or principles are true which satisfy the needs requirements aspirations and objectives of human beings and cater the welfare of man kind

5. Biological pragmatism Power or capacity of a human being is valuable and important which enables him to adjust with the environment or which makes him able to change his environment according to his needs and requirements.

6. Experimental Pragmatism According to this ideology that thing or principle is true which can be verified as true by experiment.

7. Experience is the central idea in pragmatism. There are no absolute values of life. Action is real and ideas are tools. Man is an active being. Man has the ability to solve his problems. Utilitarian aspect is supreme. Past has little value. Present and future are more important. Principles of Pragmatism

8. Education is based on philosophy and science. It emphasizes experiment and practice. Child is the focal point of all educational activities. It opposes book learning. Only sociability is emphasized. It is a progressive dynamic and changeable ideology. Pragmatism in Education

9. Aims of education are not predetermined. Educational aims change according to times places and circumstances. Aims of education are not final and fixed. Education should provide more and more purposeful experience. Creation of new values. Social adjustment and harmonious development . Prgmatism and Aims of Education

10. P rinciple of Utility : The school must provide the experience that are useful to the child. Principle of Natural Interest: It should be based on the natural instant of the child. Pragmatism and Curriculum

11. Interest in conversation Interest in investigation Interest in construction Interest in creative expression Principle of graded curriculum : The curriculum should consider the stages of child development.

12. Principle of experiences based in occupations : Curriculum attaches limited importance to book learning. Besides the subject the curriculum include purpose, procedure and socialized activity. Principle of Integration : The subjects are treated a mode of activities in relation to life situation. Principle of Social worth : Curriculum, provides socially useful activities. Principle of dynamism : It does not believe the rigidity of the curriculum. It changes according to the needs of the pupils and the society

13. In the lower classes pragmatists prescribe an integrated curriculum. The 3 R’s Reading, Writing and Arithmetic; Craft, Drawing and Music, etc should be included in their curriculum in order to satisfy their interest in communication, enquiry , construction and artistic expression.

14. Learning by doing It is the principle of pragmatic methodology “the child learns by doing” - John Dewey All learning must come as a byproduct of action, and never as something learned directly for its own sake. The pragmatic teacher suggests a few problems, indicates the lines of activity and loves the child to experiment for himself. Method of Teaching

15. The Project method It is a direct outcome of pragmatic philosophy. “ a whole hearted purposeful activity proceeding in a social environment” - Kilpatrick “ a problematic act carried to completion in its natural setting “ - Stevenon

16. Pragmatism holds that discipline should be social through free, purposeful and co-operative activities organized in the school that lead to social discipline as well as self discipline. Such activities create values like interactive, self relations tolerance, sympathy. These values help in building the morals and training the character. Pragmatism and Discipline

17. There is no place for rewards and punishments Morals grow from democratic living. Students develop a sense of self control .

18. Teacher as a helper and guide. The teacher assume the role of an arranger of experience or he is a facilitator or stage setter and the teacher create a suitable environment for learning. According to Dewey, “The teacher is a guide and director, he steers the boat, but the energy that propels it must come from those who are learning” Pragmatism and the Teacher

19. The child is creative and constructive by nature. He is not a passive listener but an active participant in the educative process. Educators must exploit the activities of children for the teaching and learning processes. Pragmatism and the student

20. Unlike the previous conception of education as a bipolar process, the child and the educative process being the two poles, pragmatists think of it as a tri – polar process, the immediate society being the third pole. The child needs to be familiarized with the life – customs, traditions, norms, values and behavior of the society.

21. The progressive school classroom is one in which students assume more responsibility and initiative for their own learning. They are actively engaged in learning activities, such as conducting their own science experiments. Instruction is individualized to accommodate their different interests, needs and learning rates. Pragmatism and School

22. Socialization activities such as discussion, dramatics, music and other group activities are emphasized. The progressive classroom provides more freedom and activity. Fundamental skills are taught more through the discovery method.

23. Importance of child Emphasis of activity Faith in applied life Infusion of new life in education Social and democratic education Progressive and optimistic attitude Construction of project method Merits of Pragmatism

24. No pre determined aims of education Opposition of pre determined ideals and values Opposition of ideal truths Negation of spiritual values Negation of past Demerits of Pragmatism

25. Condemnation of formal education Difficulty in the construction of curriculum Pragmatism is a method only.

26. It keeps the children close to their experiences. It has promoted the value of experimentation in educational practice. The project method of learning is the most important contribution of pragmatism to educational practice. CONCLUSION