Pragmatism ( Teaching Practice Notes)

 

Pragmatism

Meaning:
The word pragmatism is derived from the Greek word ‘Pragma’ which means activity or the work done. Some other scholars say that it is derived from the Greek word ‘Pragmatikes’ which means practicability or utility.

C.B. Pearce. William James, Schiller, John Dewey, Kilpatric were the exponents of pragmatism.

Definition:

Roses:

Pragmatism states that truth can be known only through practically consequences and thus an individual and social matter and rather than absolute.

Forms of Pragmatism:

i. Humanistic pragmatism:

As per this humanistic pragmatism it is said that the principles are true which satisfy the needs, requirements, aspirations and objectives of human beings and cater to the welfare of mankind.

ii. Experimental pragmatism:

According to this ideology which are verified/tested/experimented as true that is experimental pragmatism.

iii. Biological pragmatism:

The power or capacity of a human being is valuable and important. When one can adjust well in any environment according to his needs and requirements.

Principles of Pragmatism:

Ø Pluralism- Everyone searches truth and aim of life according to his experiences.

Ø Emphasis on changes: The world is ever progressing and evolving. Therefore, everything here is changing.

Ø Utilitarianism- Utility means satisfaction of human needs.

Ø Changing aim and values: World is a laboratory in which the aims and values are developed.

Ø Individualism – Liberty goes with equality and fraternity. Everyone should adjust to his environment.

Ø Emphasis on social aspects – The aim of education is to make him successful by developing his social personality.

Ø Experimentalism – Activity is the means to attain knowledge. Therefore, one should learn by doing constant experimentation which is required in every field of life.

3. Pragmatism and Aims of Education:

According to pragmatism the theory and practice of education is based on two main principles, viz:

(i) Education should have a social function, and

(ii) Education should provide real-life experience to the child.

The following are the aims of education in pragmatism:

(i) Social efficiency

(ii) Adaptation to environment

(iii) It changes the behaviour of man

(iv) To cultivate dynamic mind

(v) Aims should be physical, intellectual and aesthetic, social and moral values

(vi) Satisfaction of felt wants of human being by fulfilling interest and abilities.

 

 

Curriculum:

Curriculum is based on the principles such as principle of integration of knowledge, problem solving activity, principle of utility, principle of experience, principle of interest. According to John Dewey interests are of four varieties. Interest in conversation, Interest in construction, Interest in creative expression.

Pragmatism and Methods of Teaching:

 

Role of the teacher:

·       Textbooks and teachers are not so much important in pragmatic education.

·       Their position is secondary in the teaching- learning process. They are required to suggest and prompt only.

·       Teacher suggests problems, indicates the lines of active solution and then leaves the students to experiment for themselves.

·       The child learns for himself. Pragmatic education is thus auto-education or self-education.

Characteristics of teacher:

(i) Ideal character

(ii) Good personality

(iii) Sufficient knowledge

(iv) Reputed respectful person in society

(v) Fullest aesthetic experiences

(vi) Freedom of the teacher to carry on well administration

(vii) Friend, Philosopher and Guide.

Pragmatism and Discipline:

 

(i) Free or self- Discipline in pragmatism should be given where creative activities can be expressed. Discipline means power of command, mastery of their sources available for carrying through the action undertaken. The main purpose of self - discipline is the cultivation of pupil, social attitude, habits, and ideals, activities of the society, school and community.

(ii) Positive discipline:

Positive discipline means one can freely get opportunity to solve the social problems faced in his life by cultivating mental activities or intellectual power.

(iii) Freedom: Freedom should be detected in the child in terms of judicious invention, foresees of consequences and ingenuity of adoption to environment. Child should learn discipline through common human experiences.

Educational Implications:

·       Education as life: Real knowledge can be gained only from activities, experiments and real life experiences.

·       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.

·       Education as a social process: According to pragmatism, the education of the child should be through the medium of society so that develops in him socially desirable qualities which promote his welfare and happiness. “Education is the social continuity of life.” – John Dewey.

·       Education a continuous restructuring of experience: - Education is a process of development. Knowledge is gained by experiences and experiments, conducted by the learner himself. The process of reconstruction of experience goes on.

·       Education the responsibility of state: - One of the main goals of the education is every citizen of the state must be capable and confident to meet the problems and challenges of life successfully.