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... from newspaper, watched on a television or heard from the radio. The students have the authority to freely give examples of societal problems and give their comments. For us, students, pragmatic education would be applicable because the teacher gives us authority to say something and give our perception about the topic. It would also develop our competency in learning activity because the teacher wants us to come up with our idea and increase our capacity and develop our ability to employ inquiry process. It would also help to develop our confidence in participating in the class. But pragmatic education should limit the child’s freedom and must be conditioned by the teacher so that it would not encourage negative attitudes and disrespect to the authority.
John Dewey's Pragmatic Educational Philosophy
Exposition of the basic tenets of pragmatism and its educational implications, and a teaching activity characteristic of pragmatic education.
Details
| language |  | english |
| wordcount |  | 13704 (cca 39 pages) |
| contextual quality |  | N/A |
| language level |  | N/A |
| price |  | free |
| sources |  | 5 |
Table of contents
Introduction 1
Pragmatism, Metaphysics, and Nature of Man 4
Pragmatic Metaphysics: Experience 6
Pragmatic Notion of Truth 7
Pragmatic Philosophy of Education 10
Implications for Education and Teaching 15
Pragmatic Teaching Activity 15
Observations on the Teaching Activity 18
Relationship of Pragmatism and Pragmatic Education 22
Pragmatic Education Distinguished 24
Theory of Inquiry 25
The Pragmatic Child, the Teacher, and Authority 26
Nature and Function of Pragmatic Authority 27
A Case Illustration 29
Conclusion 32
END NOTES 34
Preview of the essay: John Dewey's Pragmatic Educational Philosophy
John Dewey’s pragmatic philosophy of education is the basis of the discussion of this article. It will be dealt with in three parts. Part I is a brief exposition of the basic tenses of pragmatism. Part II presents the educational implications of pragmatism and illustrates a teaching activity characteristic of pragmatic education. The concluding section portrays the reactions of a pragmatic child relative to the particular question of authority. I Introduction What is pragmatism? Pragmatism, a twentieth century philosophy, is commonly said to be a distinctively American philosophy. Its development is associated with success in overcoming the harsh environmental experiences of frontier life and transforming them into instruments for social good, with the development of democratic ideas on government and society, and with the rise of industrialization and technology. The latter, as application of science, is evidence; it is said, of the ability of the Americans to master procedural matters. Correlating the American experience with the rise of pragmatism led to the conclusion that indeed, strands of some of the tenets of pragmatism are characteristically American. For example, its workability principle (if it ...... from newspaper, watched on a television or heard from the radio. The students have the authority to freely give examples of societal problems and give their comments. For us, students, pragmatic education would be applicable because the teacher gives us authority to say something and give our perception about the topic. It would also develop our competency in learning activity because the teacher wants us to come up with our idea and increase our capacity and develop our ability to employ inquiry process. It would also help to develop our confidence in participating in the class. But pragmatic education should limit the child’s freedom and must be conditioned by the teacher so that it would not encourage negative attitudes and disrespect to the authority.
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Humanistic Studies
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