pragmatism

Presented to: Miss Shumaila Aslam

Student’s Name:
Syeda Sadia Naeem (2022-3205)
Maheen Zafar (2022-3219)
Awais Bhatti(2022-3221)
Aimena Assa(2022-3215)
Iffat (2022-3227)
Course: Philosophy of Education

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Introduction:

Presented by- John Dewey in 1850

Pragmatism- Derived from Greek word
‘Pragma’- Means work, practice, action
or activity
Pragmatism also known as “Practical
Philosophy” and Utilitarian Philosophy.

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INTRODUCTION
Exponents of Pragmatism- Protagoras,
of ancient Greece, Heraclitus, Gorgias,
C.B Pierce, William James, John Dewey,
W.H. Kilpatrick and J.L.ChildRatners

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Fundamental Principles of Pragmatism
in Education
 There are four principles of pragmatism for teachers to know
about:
1. Principle Of Utility
◦ Every lesson should be useful.
◦ Everything should benefit students. Students don't like abstract
theoretical concepts they'll never use. Students prefer life-relevant
learning.
◦ Relevant and valuable content will engage and motivate pupils.
2. Principle Of Interest
◦ Include student interests in the curriculum.
◦ Students are interested in dialogue, exploration, creation, and
creative expression.
◦ Teachers should emphasize classes that involve discussing,
experimenting, making, and being creative.

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Fundamental Principles of Pragmatism
in Education
3. Principle Of Experience
◦ Pragmatists prioritize experience. Without experience,
students may never learn abstract concepts.
◦ Teachers should design several project-based,
experimental, and experiential classes to help students
"learn by doing."
4. Principle Of Integration
◦ Curriculum is one. Math, science, and art are one subject.
Instead, pragmatic teachers integrate curriculum content.
◦ The teacher will demonstrate students how concepts from
different areas are related and develop a holistic
understanding.

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FORMS OF PRAGMATISM
There are three forms Pragmatism
Humanistic Pragmatism
Experimental Pragmatism
Biological Pragmatism
Humanistic Pragmatism- principles that are true
which satisfy the needs requirements aspirations and
objectives of human beings
Experimental Pragmatism - thing or principle is true
which can be verified as true by experiment
Biological Pragmatism - 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
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AREAS OF PHILOSOPHY AND
PRAGMATISM
METAPHYSICS
 Rejects metaphysics as an area of philosophical enquiry
 Reality is determined by individual’s sense experience
 Any conclusion made about life after death is merely guess
 Does not believe in anything spiritual or transcendental values
 Reality is constantly changing

EPISTEMOLOGY
 Knowledge based on experience is true
 Phenomenon are constantly changing to knowledge about truth must change
accordingly
 They emphasize on functional knowledge and understanding

AXIOLOGY
 Does not believe on standard permanent and external values
 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
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EDUCATIVE AND PRACTICAL
PROCESS
PRAGMATISM AND EDUCATIVE PROCESS
◦ Education is living through a continuous reconstruction of
experiences
◦ It is the development of all those capacities in the
individual which will enable him to control his emotion and
fulfil his possibilities
PRAGMATISM IS A PRACTICAL PHILOSOPHY
◦ It aims at developing efficiency of the pupil through
activities and experience
◦ Education should enable the child to solve his daily
problems and lead a better life
◦ It is a work philosophy
◦ Activities lie at the centre of all educative process
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AIMS OF EDUCATION
Aims of education given by John Dewey in
his ‘Democracy and education’ :
Natural development
Development of social efficiency
Does not believe in setting predetermined
fixed, ultimate values.
Education as social process.
Instilling democratic values
Preparing the child for future life.
All round development of a child.
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PRAGMATISM AND CURRICULUM
Pragmatic curriculum is framed according to the following
principles:
 Principles of dynamism and flexibility
 Pragmatism stresses on experience- based curriculum not subject
matter
 Curriculum on learning by doing principle.
 Principle of utility – subjects like language, literature, physical
education, hygiene, history, geography, civics, sociology,
psychology etc.
 Priority is given to social sciences to make the students good,
cooperative and useful citizens.
 Principle of activity and experience, agriculture, wood craft and
industrial sciences
 Principles of integration

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METHODS OF TEACHING
Methods to be formulated on the basis of
following principles : -
1. Learning by doing
2. Problem solving method
3. Catering to child interest
4. Project method
5. Principle of integration

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CONTRIBUTION OF PRAGMATISM
TO EDUCATION
Contributes to the development of a system which
is vocation centered
Recognizes that an individual should be socially
efficient and productive, the curriculum duly takes
note of it
Another important principal given by pragmatism
is the principle of integration
Project method
Helps to realize the value of today’s life
Saves child from the burden of education which is
too much centered on books
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 Merits of pragmatism

Emphasis on practicality.
Focus on experimentation
Flexibility
Construction of project method
Emphasis on democratic values

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LIMITATIONS OF PRAGMATISM
Littleattention to spiritual values
Too much emphasis on material things
Insignificant place to cultural values
Ignores the knowledge accumulated
through the ages.
Project method alone can’t be used
Heavy demands on the teachers
Does not indicate fixed educational goals

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Conclusion
Current educational theory and progressive
educational developments are both characterized
by pragmatism. Learning by doing and involving
the kid actively in the learning process are
stressed in progressive education. The natural
growth of youngsters will be slowed down by
excessive restraint. The youngster has to have
the educational freedom to express himself and
grow. The primary methods for acquiring
knowledge are experimentation and observation,
and knowledge is in the form of a hypothesis.
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