Pragmatism was a school of philosophy that became popular in the United States in the early
twentieth century. This philosophy emphasized that an idea's usefulness or practicality should
be the method for measuring the merit of the idea. Today the term "pragmatic" is used to
describe things that are realistic and grounded. Instead of focusing on possibilities, this theory
states that ideas should be judged on their practical real-world applications. Pragmatism in
education states that learning should be focused on life and growth. The topics students’
study in school should have practical applications to their current or future situations or
careers. While topics like math and science can help students in their day-to-day life,
proponents of the pragmatism philosophy also argue that other topics should be included in
the curriculum to help students grow. Schools should not only teach information, but also
help students grow as people. In recent years more, schools have introduced Social Emotional
Learning (SEL) curriculum. These lessons are meant to help students deal with difficult reallife situations. They also teach students to handle conflict and to regulate their emotions.
Through these lessons, many teachers and administrators hope it will help students not only
be more prepared for life but also become better students. This paper will discuss about the
philosophy of pragmatism and its implications in the view of modern education.
The pragmatic approach to learning states that learning should be practical. Education should
apply to the real world. Many teachers tackle this by using real-world scenarios that students
either will encounter or may have already encountered. It is not enough to simply give
students a lecture about climate change. To make this learning more practical, the teacher
should have students research how climate change is affecting their students' lives and
possible future. They could also look into steps they can take to help deal with the issue of
climate change. This would be an authentic application of practical learning.
Teaching students about current issues is a great way to introduce practical learning.
Teaching students current social issues does not just teach them about real-world problems,
but it can help give them the tools to be more prepared for adult life. These social issues
affect them; it is their future that will be impacted by the choices of our elected officials.
The following are some of the implications:
Many government or current events teachers have students write to their elected officials
urging them to act on an issue. This gives students one practical tool for real political action.
Instead of telling students about the fact that they can contact their elected officials, having
them actually act is a much more active process. Studies have shown that practical, active
learning is much more impactful on students. They are more likely to remember what they
have learned that way
Old and traditional education is lifeless. To them education is a continuous re-organizing
reconstructing, integrating the experience and activities of race. They want to conserve the
worthwhile culture of the past. Real knowledge can be gained only be activity, experiments
and real-life experience. Thus, in order to develop the child fully that he should be provided
opportunities to participate more in activities and experiments so that he creates his own
values and lead better, richer and happiest life.
The child is to develop and life for the society, so his personality can be best developed in
social environment. If it were not for his contact with other peoples he would never achieve a
personality at all. The person who interacts with others has the ability to examine one’s needs
in an objective way and he has the capacity for reflection and intelligent action. They are
inconceivable without the give and take of the social environment.
Thus, education will be useful if it brings about the growth and development of the individual
as well as the society which he lives. Each child is born with inherent capacities, tendencies
and aptitudes which are drawn out through education.
In the words of Dewey “Education is the social continuity of life”. To pragmatist education is
life itself and not preparation for life. Thus, it wants to clear to the educator that the four
things are inseparable i.e. man and nature, individual and society, mind and body, and
thought and action. In the words of Prof. V. R. Tenaja ‘The pragmatists wish that the
educator should have realisable aims in order to meet the struggle of life in a rational way.
Education is a process of development. Knowledge changes with circumstances and it gained
by continuous experiments and experiences leads to one to another and so on and the area of
knowledge is widened. The process of reconstruction of experiences goes on and leads to
adjustment and development of the personality. For pragmatists educational process has no
end beyond itself. In addition to the individual it is continuous, reorganising, reconstructing
and integrating the experiences and the activities of the race.
Education is the birth right of each individual, so the state should shoulder the responsibility.
It is for the state to make the child capable and confident to meet the problems and challenges
of life successfully.
In conclusion, this paper has discussed the philosophy of pragmatism and its implications in
the view of modern education. Pragmatic philosophy is a practical philosophy, having no
fixed or absolute standards. Man, always creates new value and education should help him in
doing so. Being a practical and utilitarian school of philosophy, pragmatism has influenced
education to the maximum extent.
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