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Ppt pragmatism

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Dr Mohd Muzahir
Dr Mohd Muzahir

The document discusses the philosophy of pragmatism and its applications to education. It defines pragmatism as focusing on practical consequences and solutions to problems over abstract theories. Key figures who developed pragmatism include Peirce, James, and Dewey. Pragmatism influenced education by emphasizing learning through active experiences and problem solving rather than passive listening. It valued integrating education around significant life problems and involving students in creative projects and discussions within a social environment. Pragmatist educators saw their role as facilitating self-directed learning rather than rigidly instructing students.

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Pragmatism Presentation by: Dr. Mohd. Muzahir Ali Al- Falah University Faridabad
Introduction The term pragmatism is derived from the Greek word pragma which means action from which words like practice and practical have been derived. Charles Peirce introduced this word into philosophy. It suggests an emphasis upon the practicalities of life and that the practicable is the real.
What is Pragmatism ? William James in his book Pragmatism described it thus: The pragmatic method is primarily a method of solving metaphysical disputes which are unending. For example, there are a number of problems in philosophy for which there are controversial solutions. Is the world one or many, fated or free, material or spiritual are only a few illustrations. Pragmatism offers to solve these problems by suggesting that one must trace the practical consequences of either of the solutions. A pragmatist turns his back resolutely and once for all upon a lot of inveterate habits dear to professional philosophers. He turns away from abstraction and insufficiency. From verbal solutions, from bad a priori reason, from fixed principles closed systems, and pretended absolutes and origins. He turns towards concreteness and adequacy, toward facts, towards action and towards power.
Representatives of Pragmatism The roots of pragmatism can be traced back to ancient Greek philosophy. Heraclitus and the Sophists of ancient Greece are considered to be pragmatic in their approach to life. There ware other contemporaries such as Protagoras and Georgias. In the sixteenth century Francis Bacon (1561-1626) preferred and advocated the empirical approach to the rational approach which is the basis of pragmatic method. In recent times, Charles S. Pierce, William James, John Deway, W. H. Kilpatrick, J. L. Childs and Ratner, are the representative writers in the field.
Pragmatism in Education A Government resting upon popular suffrage cannot be successful unless those who elect and obey their governors are educated. The child is creative and constructive by nature. He is not a passive listener but an active participant in the educative process. This child is social being. 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 lite-customs, traditions, folkways, mores, norms, values and behavior-patterns of the society, or , rather socialized.
Pragmatism and the curriculum Pragmatists neither approve of a rigid, traditional pattern of curriculum wherein there would be water-tight compartmentalization of knowledge into different subjects nor do they support a laissez-faire policy in curriculum organization. They believe in a certain degree of organization of the curriculum, to quote Dewey: the child and the curriculum are simply two limits which define a single process. pragmatists prefer to give integrated knowledge around particular and significant problems of life rather than divide knowledge into various subjects of instruction. Scholl studies should be integrated as their counterparts in the world are integrated. Life and experience of the pupil should be integrated with activities of the school.
Pragmatism and methods of Teaching The focus of pragmatic methods of teaching is on the child-in- society and his activities therein rather then the book, the teacher, the subject or exclusively the child of nature learning always occurs as a result of movement and activity. The method of teaching should be experimental. Dewey feels that methods of teaching should develop reflective thinking in children. They must ask the way? Of things and not merely the how? of things. Method cannot be conceived in isolation from matter. Therefore, method should vary as matter varies. To speak of the actual methods employed in classrooms. Pragmatists lean on creative and constructive projects. Project is a purposive activity rooted in real life, as W. H. Kilpatrick has defined it: a project is a whole-hearted purposeful activity proceeding in a social environment. only purposeful activity proceeding in a social environment. As J. A. Stevenson has defined it: An educational project is a problematic act carried to its completion in its natural setting. 損 Cont.
Cont.. There are four stages in the project method. They are purposing, planning, executing and evaluating. Pragmatism also encourages discussion as a method of learning. Discussion is a form of group-thinking and is a method of learning in the community. It also encourages laboratory work, personal reference in the library, educational tours and excursions.
Pragmatism and the School A school need not imply a number of classrooms wherein benches are systematically arranged in parallel rows on which pupils have to sit and listen continuously to he expositions or teachers one after the other on different subjects throughout the day. Even a workshop and a laboratory can be a school for them. In fact, any social environment which inspires the children for experimentation constitutes as Scholl for them. Pragmatists would like to give a lot of freedom to children. The teacher, in the capacity of adviser and guide, and the pursuit of the self-activity of the child should together promote self-discipline.
Pragmatism and the Teacher The teacher is not a dictator but only a leader of group activities. He should not overshadow the personality of the pupil. He has to plan and organize the teaching- learning situation, provide learning experiences and opportunities for experimentation. He must not impose himself on children. The teacher should treat the pupils as his own equals in regard to social life.
Conclusion The significant contribution of pragmatism to educational practices is that it has been able to infuse realism into it, keeps. The children close to their experience and exhorts the educational system to capitalize upon that. The project method of learning and the associated values of democratic beliefs and actions is the single most important contribution of pragmatism to educational practice.

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Ppt pragmatism

  • 1. Pragmatism Presentation by: Dr. Mohd. Muzahir Ali Al- Falah University Faridabad
  • 2. Introduction The term pragmatism is derived from the Greek word pragma which means action from which words like practice and practical have been derived. Charles Peirce introduced this word into philosophy. It suggests an emphasis upon the practicalities of life and that the practicable is the real.
  • 3. What is Pragmatism ? William James in his book Pragmatism described it thus: The pragmatic method is primarily a method of solving metaphysical disputes which are unending. For example, there are a number of problems in philosophy for which there are controversial solutions. Is the world one or many, fated or free, material or spiritual are only a few illustrations. Pragmatism offers to solve these problems by suggesting that one must trace the practical consequences of either of the solutions. A pragmatist turns his back resolutely and once for all upon a lot of inveterate habits dear to professional philosophers. He turns away from abstraction and insufficiency. From verbal solutions, from bad a priori reason, from fixed principles closed systems, and pretended absolutes and origins. He turns towards concreteness and adequacy, toward facts, towards action and towards power.
  • 4. Representatives of Pragmatism The roots of pragmatism can be traced back to ancient Greek philosophy. Heraclitus and the Sophists of ancient Greece are considered to be pragmatic in their approach to life. There ware other contemporaries such as Protagoras and Georgias. In the sixteenth century Francis Bacon (1561-1626) preferred and advocated the empirical approach to the rational approach which is the basis of pragmatic method. In recent times, Charles S. Pierce, William James, John Deway, W. H. Kilpatrick, J. L. Childs and Ratner, are the representative writers in the field.
  • 5. Pragmatism in Education A Government resting upon popular suffrage cannot be successful unless those who elect and obey their governors are educated. The child is creative and constructive by nature. He is not a passive listener but an active participant in the educative process. This child is social being. 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 lite-customs, traditions, folkways, mores, norms, values and behavior-patterns of the society, or , rather socialized.
  • 6. Pragmatism and the curriculum Pragmatists neither approve of a rigid, traditional pattern of curriculum wherein there would be water-tight compartmentalization of knowledge into different subjects nor do they support a laissez-faire policy in curriculum organization. They believe in a certain degree of organization of the curriculum, to quote Dewey: the child and the curriculum are simply two limits which define a single process. pragmatists prefer to give integrated knowledge around particular and significant problems of life rather than divide knowledge into various subjects of instruction. Scholl studies should be integrated as their counterparts in the world are integrated. Life and experience of the pupil should be integrated with activities of the school.
  • 7. Pragmatism and methods of Teaching The focus of pragmatic methods of teaching is on the child-in- society and his activities therein rather then the book, the teacher, the subject or exclusively the child of nature learning always occurs as a result of movement and activity. The method of teaching should be experimental. Dewey feels that methods of teaching should develop reflective thinking in children. They must ask the way? Of things and not merely the how? of things. Method cannot be conceived in isolation from matter. Therefore, method should vary as matter varies. To speak of the actual methods employed in classrooms. Pragmatists lean on creative and constructive projects. Project is a purposive activity rooted in real life, as W. H. Kilpatrick has defined it: a project is a whole-hearted purposeful activity proceeding in a social environment. only purposeful activity proceeding in a social environment. As J. A. Stevenson has defined it: An educational project is a problematic act carried to its completion in its natural setting. 損 Cont.
  • 8. Cont.. There are four stages in the project method. They are purposing, planning, executing and evaluating. Pragmatism also encourages discussion as a method of learning. Discussion is a form of group-thinking and is a method of learning in the community. It also encourages laboratory work, personal reference in the library, educational tours and excursions.
  • 9. Pragmatism and the School A school need not imply a number of classrooms wherein benches are systematically arranged in parallel rows on which pupils have to sit and listen continuously to he expositions or teachers one after the other on different subjects throughout the day. Even a workshop and a laboratory can be a school for them. In fact, any social environment which inspires the children for experimentation constitutes as Scholl for them. Pragmatists would like to give a lot of freedom to children. The teacher, in the capacity of adviser and guide, and the pursuit of the self-activity of the child should together promote self-discipline.
  • 10. Pragmatism and the Teacher The teacher is not a dictator but only a leader of group activities. He should not overshadow the personality of the pupil. He has to plan and organize the teaching- learning situation, provide learning experiences and opportunities for experimentation. He must not impose himself on children. The teacher should treat the pupils as his own equals in regard to social life.
  • 11. Conclusion The significant contribution of pragmatism to educational practices is that it has been able to infuse realism into it, keeps. The children close to their experience and exhorts the educational system to capitalize upon that. The project method of learning and the associated values of democratic beliefs and actions is the single most important contribution of pragmatism to educational practice.