Pragmatism and Method of Teaching (nhona) tamdan.pptx

methods of pragmatist

1. Pragmatism and Method of Teaching Discussant : Nhona Geah H. Ablando

2. It is the principle of pragmatic methodology “the childs learn by doing” - John Dewey Teaching-learning process is a social and bipolar process Education as a Bi-Polar Process- In this process, there is  constant interaction between the teacher and the taught and the impact of personalities like two poles interacting with each other . Adams calls it a bipolar process. In this process, two persons are involved- the educator and the educand . Learning takes place as an interaction between the teacher and the taught. Pragmatism gives priority to the taught Between the taught and action, it gives priority to action. They prefer practical over theory-based teaching and learning process. So they let the child experience and interact with real life scenarios since the pragmatist believe that experience is king PRAGMATISM AND METHOD OF TEACHING

3. PRAGMATISM AND METHOD OF TEACHING The whole emphasis of the method of teaching in pragmatism is on child not the book of the teacher or the subject The dominant interest of the child is “to do” and “to make” The method should be flexible and dynamic Flexible learning is a method of learning where students are given freedom in how, what, when and where they learn. Flexible learning environments address how physical space is used, how students are grouped during learning and how time is used throughout teaching.This means that the pupils are active, are involved in what they are learning. This implies adopting a whole new approach to a lesson so that they are not just waiting, not just listening. On the contrary, they must actively participate in different ways. Pragmatist believe that minds of different children is different We cannot have a fixed method of teaching which can be useful to all situations. Considering we have a variety of circumstances we should have a variety of teaching method The pragmatism have completely discarded the conventional method of teaching and laid emphasis on the invention of new methods Conventional method refers to the traditional way of teaching wherein most of the time lecture method is used. This method of teaching is  textbook centered, teacher dominant, and exam- oriented . pragmatists discarded this method changing it to new methods which anchor on the philosophy of learning by doing

4. PRAGMATISM AND METHOD OF TEACHING Learning by doing and the project method have an important placed in the methods of teaching proposed by the pragmatist. All learning must come as the product of action learning is the outcome of the exposure of pupils to experience Learning by doing makes the person creative , confident and cooperative. They also put an emphasis on the discovery and inquiry method The techniques which follow the principle of learning by doing can be used by the pragmatist view.

5. PRAGMATISM AND METHOD OF TEACHING 3 Main Methods of Teaching in Pragmatism . Learning by doing: Pragmatism is not in favour of old and worn- out methods of teaching. It believes in experimenting with new methods. These methods are devised by the teacher in the light of real life situations. Education is not teaching or imparting knowledge but to encourage learning through self-effort and creative activity. Knowledge is not obtained from books but by actually doing things.

6. PRAGMATISM AND METHOD OF TEACHING 3 Main Methods of Teaching in Pragmatism 2. Provision of real life situation: Pragmatism thus, “Stresses-action rather than reflection.” The child should be put in real situation so that he may himself solve the problems practically, which arise out of those situations. He must be engaged in purposeful creative activity, and problematic acts.

7. PRAGMATISM AND METHOD OF TEACHING 3 Main Methods of Teaching in Pragmatism 3. Project Method: But most important contribution of pragmatism to educational practice is the Project Method, which is “a problematic act carried to completion in its natural setting.” The child is given a real and purposeful task to carry out. While doing so, he experiences the need of certain principles, skills and methods which he acquires, not formally but incidently . Thus, the child gets knowledge and skills from the experiences gained in the accomplishment of that task. Psychologically also, this method is sound because the child is always interested in doing things with his own hands. In such a method, the school, the curriculum and the subject-matter, are all considered from the child’s points of view.

8. What do you think why teaching method must be A flexible and dynamic? Why do you think that it is important to pragmatists that teaching methods should be flexible and dynamic? planning process is  easily adjustable for different risk and strategy scenarios . It is multidimensional, driver-based, events-driven and activity-based. It uses advanced analytic and is not limited to the accounting period.