The document discusses the philosophy of pragmatism in education. It originated in the late 1800s in the United States through philosophers like Charles Sanders Peirce, William James, and John Dewey. Pragmatism believes that ideas and theories should be judged based on their practical consequences and real-world applications. It emphasizes learning through experience and solving problems experimentally. Pragmatism had implications for education such as seeing it as a lifelong process, focusing on growth and social aspects, and using an activity-centered curriculum based on students' interests and experiences.

1. PRAGMATISM
Liezel H. Paras
MAED-IMUS
MALAGASANG II ELEMENTARY SCHOOL

2. 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.

3. 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.

4. 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).

5. 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.

6. 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.

7. 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.”

8. Pragmatismvsidealism
• Idealism – knowledge or idea leads topractice
• Pragmatism – ideas are constricted from
experience
• First comespractice – basisfor principlesand
ideas to derived

9. • Realismbelieves in truth –Theory ofTruth
• According to realism – if an object– considered –
hard – it should be hard toall
• But pragmatism says– if hard to one –should
experimentally want to prove.
Pragmatismvsrealism

10. Featuresofpragmatism
In Pragmatism….
• Valuesare created through experimentation
• Educational practice – experimental
• Child learns by doing
• Curriculum – actively centered
• Moral Valuescannot be imposed by the olderupon younger
generation
• Project method is the main method ofteaching

11. • Education – practical and utilitarian
• Education – according to needs
• Education – solve own problems
• Activities should lie at center ofall educative process
Pragmatism insists…

12. 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.

13. EPISTEMOLOGY
Knowledge based on experience is true.
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

14. • Pragmatism accepts – empirical and rational knowledge
• But integrated 2 forms into single method ofthinking
• All that canbe known is dependent uponexperience
• It follows that knowledge and truth must be changing
epistemologyand pragmatism

15. AXIOLOGY
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.

16. `
FORMS OF PRAGMATISM
 HUMANISTIC
PRAGMATISM
 EXPERIMENTAL
PRAGMATISM
 NOMINALISTIC
PRAGMATISM
 BIOLOGICAL
PRAGMATISM

17. 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.
Forms

18. 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.
Forms

19. 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.

20. 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.

21. PRINCIPLES

22. 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.

23. Principles
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.

24. Principles
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.

25. 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.

26. EDUCATIONAL IMPLICATIONS
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.

27. PRAGMATISM AND CURRICULUM
(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 workof
simple nature.
Activity 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 beincluded
in the curriculum.
 It comes with four varieties namely-

28. 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.

29. 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

30. Limitations of Pragmatism:
• Problems selected by student – unreal
• Pragmatism Doesnot Provide regular and Systematic
instruction
• Leavesmany curricular gaps– learning process
• Puts heavy demand on teacher
• Artificiality in situation
• Teacher– like information officer – no faith intruth
• Lesspracticed inIndia

32. Thank you


33. Sources : Slideshare.net
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