2. Pragmatism
PRAGMATISM-LEARNING BY DOING
Introduction
Of all educational philosophies being practised and studied worldwide,
pragmatism is the only one that originated in North America (Barbules and
Biestan.d.). This is an educational philosophy that stresses on „learning by doing‟.
Pragmatism as an educational philosophy was the result of the work of scholars
whose work spanned throughout the late 19th century all the way to the twentieth
century. They includeJohn Locke, Jean-Jacques Rousseau, Auguste Comte,
Charles Darwin, Charles Sanders Pierce(1839–1914),William James and James
Dewey (1859-1952).
This philosophy came to become the United States‟ traditional method of
teaching. It has several learning configurations and arrangements that assign the
instructors and learners with specific roles. These arrangements found in
pragmatism are all geared towards preparing the students for the real world by
providing them with adequate problem solving skills so that they can be competent in
the dynamic world that awaits them after school (Educational Philosophy, n.d.).
Features of pragmatism
Pragmatism advocates for the unification of theory and practice. This is to say
that in a pragmatic education system, the theories being taught by the instructors
should be demonstrated practically so as to enhance the student‟s learning
experience (Ozmoh, 2004).
This philosophy proposes that scientific methods should be employed in the
solutions of people‟s problems. This is to say that when dealing with challenges,
3. Pragmatism
solving of problems needs to be based on actual facts rather than myths or other
rudimentary approaches (Bohac et al n.d.). In my opinion, an education system that
is based on pragmatism has democracy as one of its features. This is to say that
there are no absolutes so to say in the learning process.In pragmatism, change is
the essence of reality. This is also known as progressivism.
Progressivism
Progressivism is based on a school of thought that describes the ideal
learning environment in which pragmatism is being applied. Progressivism has six
key assertions that are used to ensure the education process meets first and
foremost the needs of the learner. What sets pragmatism apart from other
educational philosophies is the fact that it supports the use of modern scientific
methods in the development of philosophies.
Under progressivism, education should not just be looked at as preparation
for life. Education is actually life. This means that learning experiences need to be
tailored according to real life experiences such that even after a learner is out of
school, he or she continues with the learning process that was started in the
classroom. What this means is that finishing a stage of education, say university,
should not be seen as an end to learning. It should just be a seamless transition in
which the environment changes but the process continues.
The learning process should be tailored to the learner‟s interests. An
education system needs to have in it content that will meet the needs of the learner.
At times the education system in place is usually designed in such a manner that
meets the needs of the school and the teacher. Such a system denies the learner a
piece of the cake.
4. Pragmatism
Thirdly, progressivism also states that real learning occurs through problem-
solving. An education system should be designed in a way that develops the
learner‟s cognitive skills by enabling him or her to effectively manage the challenges
that come up along the way. This way, the learner not only acquires knowledge but
also experience while (s) he is being educated.
In a progressive education system, the teacher‟s primary role is first to advise
and not to direct. This does not nullify the importance of the teacher‟s knowledge.
What it means is that the teacher should use his/her knowledge and experience to
skillfully guide the learner through the learning process.
Progressivism prescribes that schools should encourage cooperation rather
than competition. The learners in the academic institution should be taught the value
of working together rather than competing against each other. Competition however
can be encouraged if the end result is personal growth for those involved.
I believe that for personal growth to take place unhindered, democracy needs
to be appreciated and embraced. The democracy in this context is not that of politics.
It refers to a learning environment in which learners are allowed to express and
share their personal views on various subjects. What this does is that it dispels
misconceptions while at the same time exposing both the learner and the instructor
to new ideas.
Should pragmatism be used in North America?
Pragmatism is the most appropriate education philosophy that can be used in
North America. This is because it reflects the diverse demographic found in this
region. The reason Pragmatism is the best method for this region is the fact that it is
5. Pragmatism
student-centered in its design. The most important attribute of pragmatism that
comes into play at this point in time is the democracy found within it. What this
democracy does is that it places limitations to absolutes when it comes to the
learning process.
This flexibility ensures that learners, regardless of their ethnic or religious
background can interact with each other and with their teachers in a condusive
environment that enables him or her to learn. The dynamic nature of the North
American society;whetherin a cultural sense, technological sense or economic sense
demands a lot of the public. It requires a lot of adaptation to quickly changing
situations. People are forced to learn quickly about their environments and master
them so as to survive. Pragmatism ensures that this level of competence is offered
to the learners from an early stage (Kasl and Yorks, 2002).
What do teachers do when pragmatism is in practice?
First of all, the teachers teach what should be taught but unlike other
education systems, the method of teaching is not prescribed. What this does is that it
provides the teacher with liberty to decide on the teaching method (s) is most
appropriate for the class being taught (Alexander, 2002).
The teachers also decide which aspect of the subject will be studied in depth.
This means that emphasis is laid on what is important rather than overburden the
learners with information that they can‟t apply outside of the classroom.
The teachers are also given an opportunity to interact with the learners on the
same platform thus improving their relationship and appreciation for each other. This
provided room for the motivation of the learners by their teachers and this can
6. Pragmatism
greatly improve academic performance as well as the overall development of the
learners.
In a world where social inequalities are a glaring issue, pragmatism in the
education system can be used to bridge the socio-economic gaps that exist in
society. This is because a student tailored system such as this will first of all
empower those who come from less fortunate background to uplift themselves.
Other than that it will enable those who are in advantaged positions to ultimately
understand the plight of the less fortunate. The short-term effect of this is
opportunities for all while the long term view of this is a fair and just society where no
one takes advantage of the other‟s literacy, economic situation or any other
misfortune.
Conclusion
As the ancient proverb goes, “experience is the best teacher” so do the
proponents of pragmatism say, “the best way to learn is by doing.” As seen above,
this philosophy supports a system of education whereby learner involvement is seen
as the most important factor in education. This definitive characteristic is what sets it
apart from other models of education. An anonymous comedian once joked that a
lecture is the process by which notes are passed from the professor‟s notebook to
the students‟ notebooks without passing through either‟s brain. Perhaps pragmatism
is the solution to the said system.
7. Pragmatism
References
Alexander R. (2002) Still no pedagogy? Principle, pragmatism and compliance in
primary education.Cambridge Journal of Education, Vol. 34. (1)
Barbules C and Biesta G. (n.d.) Pragmatism and Educational Research .Rownan
and Littlefield.
Bohac P , Glover F, Berger J and Welch B. (n.d.) Chapter 4 Pragmatism and
Education. Retrieved from http://www.brendawelch.com/uwf/Chapter%204.ppt
Accessed on February 15 2012.
Educational Philosophy (n.d.) Educationalphilosophy.Retrieved from
http://wed.siu.edu/faculty/BPutnam/584/Philosophy.ppt. Accessed on
February 15 2012
Kasl E. and Yorks L. (2002) Towarda Theory and Practice for Whole-Person
Learning: Reconceptualising Experience andthe Role of Affect. Adult
education quarterly, vol. 52 (3) 176-192
Ozmon H. (2004) Philosophical foundations of education 9th Edition
