Pragmatism And Education Essay Topics



INTRODUCTION

One of the most important schools of philosophy of education is pragmatism. Pragmatism stands between idealism and materialism a sort of compromise. Its origin can be traced from the Sophists philosophers of ancient Greece who held that man is the measure of all things.

The term pragmatism derives its origin from a Greek word meaning to do, to make, to accomplish. So the use of words likes ‘action’ or ‘practice’ or ‘activity’. Action gets priority over thought. Experience is   at the centre of the universe. Everyone is tested on the touch-stone of experience. Beliefs and ideas are true if they are workable and profitable otherwise false. Will Durant sums up pragmatism as the doctrine that truth is the practical efficiency of an idea. It follows there from that pragmatism is not a philosophy but a method–the method of experimentation. As a basis for school practice pragmatism opposes pre-determined and pre-ordained objectives and curriculums. The past of the pragmatist is dead.

     Values are instrumental only. There are no final or fixed values. They are evolved and are not true for all times and for all situations. According to an undeviating standard of worth, pragmatism tends to be individualistic, selfish; has no values; has no ethics and is thus superficial.

FORMS OF PRAGMATISM

1. HUMANISTIC PRAGMATISM-

This type of pragmatism is particularly found in social sciences. According to it the satisfaction of human nature is the criterion of utility. In philosophy, in religion and even in science man is the aim of all thinking and everything else is a means to achieve human satisfaction.                                                                                   

2. EXPERIMENTAL PRAGMATISM-

 Modern science is based upon experimental method. The fact that can be ascertained by experiment is true. No truth is final, truth is known only to the extent it is useful in practice. The pragmatists use this criterion of truth in every field of life. The human problems can be solved only through experiment.

3. NOMINALISTIC PRAGMATISM-

When we make any experiment we attend to the result. Our aim is examination of the material. Some hypothesis about the results invariably precedes every experiment. According to nominalistic pragmatism, the results of an experiment are always particular and concrete, never general and abstract.

4. BIOLOGICAL PRAGMATISM-

Experimentalism of John Dewey is based upon this biological pragmatism according to which the ultimate aim of all knowledge is harmony of the man with the environment. Education develops social skill which facilitates one’s life. The school is a miniature society which prepares the child for future life.        

PRINCIPLES OF PRAGMATISM

1. PLURALISM-

Philosophically, the pragmatists are pluralists. According to them there are as many words as human beings. The ultimate reality is not one but many. Everyone searches truth and aim of life according to his experiences.

2. EMPHASIS ON CHANGE-

The pragmatists emphasize change. The world is a process, a constant flux. Truth is always in the making. The world is ever progressing and evolving. Therefore, everything here is changing.

3. UTILITARIANISM-

Pragmatists are utility is the test of all truth and reality. A useful principle is true. Utility means fulfillment of human purposes. The results decide the good and evil of anything, idea, beliefs and acts. Utility means satisfaction of human needs.

4. CHANGING AIM AND VALUES-

The aim and values of life change in different times and climes. The old aims and values, therefore, cannot be accepted as they are. Human life and the world is a laboratory in which the aims and values are developed.

5. INDIVIDUALISM-

Pragmatists are individualists. They put maximum premium upon freedom in human life. Liberty goes with equality and fraternity. Everyone should adjust to his environment.

6. EMPHASIS ON SOCIAL ASPECTS-

Since man is a social animal therefore, he develops in social circumstances. His success is success in society. The aim of education is to make him successful by developing his social personality.

7. EXPERIMENTALISM-

Pragmatists are experimentalists. They give more importance to action than ideas. Activity is the means to attain the end of knowledge. Therefore, one should learn by doing constant experimentation which is required in every field of life.

PRAGMATISM AND EDUCATIVE PROCESS

Activity lies at the centre of all educative process. The basis of all teaching is the activity of the child, says Foster. Every continuous- experience or activity is educative and all education, is fact, resides in having such experience. But continuous growth in experience is not the whole education. Education is something more. It is a constant reorganizing or reconstructing of experience. Pragmatism approaches the problems of education from the ‘progressivits’ view point “progress implies change. Change further implies novelty”, so education cannot be conceived of as acquired once for all. Problem solving is at the core of all education. The educative process thus becomes empirical, experimental, and piecemeal: in a word pragmatic.

EDUCATIONAL IMPLICATIONS

1. EDUCATION AS LIFE-

Pragmatists firmly believe that old and traditional education is dead and lifeless. Education is a continuous re-organizing, reconstructing and integrating the experience and activities of race. They want to conserve the worthwhile culture of the past, think out the solutions to meet the new situations and then integrate the two. Real knowledge can be gained only be activity, experiments and real life experiences.

2. EDUCATION AS GROWTH-

Thus education will be useful if it brings about the growth and development of the individual as well as the society in which he lives. Education is meant for the child and child is not meant for education and child is not empty bottle to be filled up by outside knowledge. 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.

3. EDUCATION AS A SOCIAL PROCESS-

To pragmatism, man is a social being. He gains more and more knowledge through personal experiences than he gets from books. 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. John Dewey rightly speaks out – Education is the social continuity of life.

4. EDUCATION A CONTINUOUS RESTRUCTURING OF EXPERIENCE-

Education is a process of development. Knowledge is gained by experiences and experiments, conducted by the learner himself. One exercise leads to another and so on and the area of knowledge is widened by the child. The process of reconstruction of experience goes on and leads to adjustment and development of personality. For pragmatists educational process has no end beyond itself. In addition to the individual it is continuous reorganizing restructuring and integrating the experience and activities of the race.

5. EDUCATION THE RESPONSIBILITY OF STATE-

Education is the birth right of each individual and may not be within the right of the individual, so the state should shoulder the responsibility. The refusal of the state to do so may not lead the nation to suffering. It is for the state to make the child capable and confident to meet the problems and challenges of life successfully.

 AIMS AND PRAGMATISM

             Pragmatists do not believe in any pre-conceived aims of education. Aims cannot be conceived of as final, fixed and immutable. Aims arise out of the ongoing experience and should lie wholly within the child’s experience. Living as we do, in a changing world with an uncertain and shifting future, human experience is prone to change. And so the need to reshape our aims to meet the needs of such a dynamic environment as ours has become where the invention of every machine means a new social revolution. So it has been said that education has no aims. “Continuing education “, says a UNESCO booklet, “has become a necessity in almost every field of life from housekeeping to atomics”. Education is a lifelong process and not as something to discipline the recalcitrant person in to conformity with the pre-existing truth. The pupil should be able to, as they say, ’thing through’ the problems. Education for Dewey is a process of individual growth and development. But “growth itself“, says Brubacher “has no end beyond further growth”. In other words, he goes on to say “education is its own end”. Education means more education.

PRAGMATISM AND CURRICULUM

         In the field of curriculum development, the following principles have been prescribed by pragmatists.

1. PRINCIPLE OF UTILITY-

According to this principle, only those subjects, activities and experiences should be included in the curriculum which are useful to the present needs of the child and also meet the future expectations of adult life as well. As such Language, physical well-being, physical training, Geography, History, Science, Agriculture and Home science for girls should be included in the curriculum.

2. PRINCIPLE OF INTEREST-  

According to this principle, only those activities and experiences where in the child takes interest should be included in the curriculum. According to John Dewey these interests are of four varieties namely- (1) interest in conversation, (2) interest in investigation, (3) interest in construction and (4) interest in creative expression. Keeping these varieties of interests in view, at the primary stage, the curriculum should included Reading, Writing, Counting, Art, Craft-work, Natural science and other practical work of simple nature.

3. PRINCIPLE OF EXPERIENCE-

The third principle of pragmatic curriculum is the child’s activity, vocation and experience. All these three should be closely integrated. The curriculum should consist of such varieties of learning experiences which promote original thinking and freedom to develop social and purposeful attitudes.

4. PRINCIPLE OF INTEGRATION-

Pragmatic curriculum deals with the integration of subjects and activities. According to pragmatism knowledge is one unit. Pragmatists want to construct flexible, dynamic and integrated curriculum which aids the developing child and the changing society more and more as the needs, demands and situation require.

PRAGMATISM AND METHODS OF TEACHING            

   The whole emphasis of method of teaching in pragmatism is on child, not the book, or the teacher or the subject. The dominant interest of the child is “to do and to make”. The method should be flexible and dynamic. It must be adaptable and modifiable to suit the nature of the subject matter and potentiality of the students. The pragmatist’s curriculum provides for creative and purposeful activities in the teaching- learning process. Pragmatists regard school is a’ miniature of society’ where child gets real experiences to act and behave according to his interests, aptitudes and capacities.      

                  Project method is a contribution of pragmatist philosophy in education. According to Kilpatrick“a project is a whole hearted purposeful activity carried out in a social environment”. The child learns by doing says John Dewey. All learning must come as a product of action. Learning by doing makes a person creative, confident and co-operative. They also emphasize the discovery and enquiry methods. The method like problem solving, play-way, experimental and laboratory techniques which follow the principle of learning by doing can be used according to pragmatic view.

TEACHER

           Pragmatism regards teacher as a helper, guide and philosopher. The chief function of pragmatic teacher is to suggest problems to his pupils and to stimulate them to find by themselves, the solutions, which will work. The teacher must provide opportunities for the natural development of innate qualities of children. His main task is to suggest problems to his pupils and to guide them to find out solutions.

 DISCIPLINE

       To utilize the interest of the pupil is the basis of discipline here. The teacher and pupils attack a problem jointly. Teacher’s role is that of a guide and a director; it is the pupil who acts, learning this becomes a cooperative venture- a joint enterprise. Pursuit of common purposes enforces it own order. Education becomes a social process of sharing between the members of the various groups and all are equal partners in the process. That is no rewards also there are no placing for the martinet so any punishments. The discipline proceeds from the life of the school as a whole.

 CONTRIBUTIONS OF PRAGMATISM TO EDUCATION

·                     Pragmatism provides definite aims of education. The student is prepared to live in society and learn skills and attitudes. Which are required of him to live as a useful member of society?

·                     The teaching methods are based on learning by doing. The project method is the contribution of pragmatism to modern education.

·                     Pragmatism encourages a democratic way of learning through          purposeful      and     cooperative         projects and activities.

·                     Utility in the educative process is the first criterion. The school is expected to provide learning and experiences that are useful.

·                     Education is not bound to tradition. Pragmatic philosophers advise us to test everything through our own experience.

·                     The teacher has to play a very challenging role in the educative process under pragmatism and he has to be very alert and watchful.

DEMERITS OF PRAGMATISM

1. OPPOSITION TO ETERNAL TRUTHS

Pragmatism is opposed to pre-determined truth. According to it, truth changes according to a change in circumstances, times and places and is created by the consequences of our actions and experiences. Pragmatists hold that if the results of an activity are satisfying, then it is true otherwise not.

2. OPPOSITION OF PRE-DETERMINED IDEAS AND VALUES-

This emphasizes that ideals and values are man-made and change according to changes in circumstances, times and places. But all noble things have entered into this human world by the efforts of those great persons who were inspired by the great ideals namely- truth, beauty and goodness.

3. NO PRE-DETERMINED AIMS OF EDUCATION

There are no set and pre determined aims of education as well. In the absence of definite aims of education, all educational plans and efforts may go astray and achieve nothing.

4. NEGATIONS OF SPIRITUAL VALUES-

Pragmatists deny the existence of spiritual values. Negligence of spiritual value is a great blunder. Without developing spiritual values achieving human welfare, peace and satisfaction is simply to cry for the moon.

5. OPPOSITION OF INTELLECTUALITY-

Pragmatists believe that a man’s intelligence is subservient to his innate tendencies. This makes him only an animal.

6. NEGATION OF POST

Agmatists, emphasizing only the present and future, and neglects the past. Without the knowledge of past one cannot understand the present and without knowing the present thoroughly nothing can be predicted for the future.

7. DIFFICULTY IN THE CONSTRUCTION OF CURRICULUM

Pragmatism emphasize that all knowledge is to be gained from experiences of life. Selecting a project and construction of curriculum to gain all knowledge from life experiences is very difficult.

8. PRAGMATISM IS A METHOD ONLY

Unlike other philosophical doctrines, pragmatism does not lay down any aims, ideals and values of life to be pursued by human beings. Hence, pragmatism cannot be termed as a philosophy of life.

 MERITS OF PRAGMATISM

1. CONSTRUCTION OF PROJECT METHOD

In the field of methods of teaching, pragmatism has given birth to project method. This method, a child indulging in various creative activities, is able to solve many problems which cater to his natural progress and development.

2. IMPORTANCE OF CHILD-

Opposing bookish knowledge and formal education, pragmatism lays great stress upon the development of child’s individuality by his own efforts.

3. EMPHASIS ON ACTIVITY

Pragmatism emphasizes upon activity. The principle of learning by doing is the main contribution of pragmatism

4. FAITH IN APPLIED LIFE-

Pragmatism emphasizes the practical life of child. Pragmatic education prepares the child for future life in a very effective manner.

5. SOCIAL AND DEMOCRATIC EDUCATION-

 Pragmatism develops in the child love for democratic values and social efficiency which bring harmonious adjustment and development of personality.

6. INFUSION OF NEW LIFE IN EDUCATION-

Pragmatism has revolutionized the process of education to a very great extent. This has infused a new life and zest in education.

CONCLUSION

The foregoing discussion shows that pupil’s immediate experiences, felt needs and purposes play a prominent part in the determination of educational programmes and policies. This confirms the faith in the worth and improvability of individuals. Pragmatism puts emphasis on free flow of ideas, spirit of inquiry of investigation and discussion. Pragmatism upholds the supreme value of man and prescribes freedom of thinking, experimenting and experiencing for him. Not only this, it lays emphasis upon flexibility, utility and adjustment in all fields of human activity promoting the continuous development of individual and society to the fullest extent.

                Pragmatic philosophy is a practical philosophy, having no fixed or absolute standards. Man always creates new values and education should help him in doing so. Being practical and utilitarian school of philosophy, pragmatism has influenced education to the maximum extent. It has tried overcoming the limitations of other schools like idealism and naturalism and has influenced world in a great deal



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IMPLICATIONS OF IDEALISM IN EDUCATIONAL SYSTEM

IMPLICATIONS OF PRAGMATISM IN MODERN EDUCATION SYSTEM

Pragmatism, school of philosophy, dominant in the United States in the first quarter of the 20th century, based on the principle that the usefulness, workability, and practicality of ideas, policies, and proposals are the criteria of their merit. It stresses the priority of action over doctrine, of experience over fixed principles, and it holds that ideas borrow their meanings from their consequences and their truths from their verification. Thus, ideas are essentially instruments and plans of action.

Achieving results, i.e., “getting things done” in business and public affairs, is often said to be “pragmatic.” There is a harsher and more brutal connotation of the term in which any exercise of power in the successful pursuit of practical and specific objectives is called “pragmatic.” The character of American business and politics is often so described. In these cases “pragmatic” carries the stamp of justification: a policy is justified pragmatically if it is successful. The familiar and the academic conceptions have in common an opposition to invoking the authority of precedents or of abstract and ultimate principles. Thus, in law judicial decisions that have turned on the weighing of consequences and probable general welfare rather than on being deduced from precedents have been called pragmatic.

The word pragmatism is derived from the Greek pragma (“action,” or “affair”). The Greek historian Polybius (died 118 bce) called his writings “pragmatic,” meaning thereby that they were intended to be instructive and useful to his readers. In his introduction to Philosophy of History,Georg Wilhelm Friedrich Hegel (1770–1831) commented on this “pragmatical” approach as the second kind of reflective historiography, and for that genre he cited Johannes von Müller’s History of the World (Eng. trans. 1840). As the American psychologist and leading pragmatist William James remarked, “The term is derived from the same Greek word pragma meaning action, from which the words ‘practice’ and ‘practical’ come.” The American logician Charles S. Peirce, another pioneering pragmatist, may have been the first to use the word to designate a specific philosophical doctrine. But Peirce had Immanuel Kant’s German term rather than the Greek word in mind. Pragmatisch refers to experimental, empirical, and purposive thought “based on and applying to experience.” In the philosophy of education, the notion that children learn by doing, that critical standards of procedure and understanding emerge from the application of concepts to directly experienced subject matters, has been called “pragmatic.” Within linguistics, “pragmatics” refers to the subfield that studies the relation of the language user to the words or other signs being used.

Major theses of philosophic pragmatism

During the first quarter of the 20th century, pragmatism was the most influential philosophy in the United States, exerting an impact on the study of law, education, political and social theory, art, and religion. Six fundamental theses of this philosophy can be distinguished. It is, however, unlikely that any one thinker would have subscribed to them all, and even on points of agreement, varying interpretations mark the thought and temper of the major pragmatists. The six theses are:

1. Responsive to idealism and evolutionary theory, pragmatists emphasized the “plastic” nature of reality and the practical function of knowledge as an instrument for adapting to reality and controlling it. Existence is fundamentally concerned with action, which some pragmatists exalted to an almost metaphysical level. Change being an inevitable condition of life, pragmatists called attention to the ways in which change can be directed for individual and social benefit. They were consequently most critical of moral and metaphysical doctrines in which change and action are relegated to the “merely practical,” on the lowest level of the hierarchy of values. Some pragmatists anticipated the more concrete and life-centred philosophy of existentialism by arguing that only in acting—confronted with obstacles, compelled to make choices, and concerned with giving form to experience—is the individual’s being realized and discovered.

2. Pragmatism was a continuation of critical empiricism in emphasizing the priority of actual experience over fixed principles and a priori (nonexperiential) reasoning in critical investigation. For James this meant that the pragmatist

turns away from abstraction and insufficiency, from verbal solutions, from bad a priori reasons, from fixed principles, closed systems, and pretended absolutes and origins. He turns towards concreteness and adequacy, towards facts, towards action.…It means the open air and possibilities of nature, as against…dogma, artificiality, and the pretence of finality in truth.

3. The pragmatic meaning of an idea, belief, or proposition is said to reside in the distinct class of specific experimental or practical consequences that result from the use, application, or entertainment of the notion. As Peirce commented, “Our idea of anything is our idea of its sensible effects.” For example, two propositions for which no different effects can be discerned have merely a verbal appearance of dissimilarity, and a proposition for which no definite theoretical or practical consequences can be determined is pragmatically meaningless. For pragmatists “there is no distinction of meaning so fine as to consist in anything but a possible difference of practice.” Meaning thus has a predictive component, and some pragmatists came close to identifying the meaning of a term or proposition with the process of its verification.

4. While most philosophers have defined truth in terms of a belief’s “coherence” within a pattern of other beliefs or as the “correspondence” between a proposition and an actual state of affairs, pragmatism, in contrast, generally held that truth, like meaning, is to be found in the process of verification. Thus, truth simply is the verification of a proposition, or the successful working of an idea. Crudely, truth is “what works.” Less crudely and more theoretically, truth is, in Peirce’s words, the “limit towards which endless investigation would tend to bring scientific belief.” For John Dewey, founder of the instrumentalist school of pragmatism, these are beliefs “warranted” by inquiry.

5. In keeping with their understanding of meaning and truth, pragmatists interpreted ideas as instruments and plans of action. In contrast to the conception of ideas as images and copies of impressions or of external objects, pragmatist theories emphasized the functional character of ideas: ideas are suggestions and anticipations of possible conduct; they are hypotheses or forecasts of what will result from a given action; they are ways of organizing behaviour in the world rather than replicas of the world. Ideas are thus analogous in some respects to tools; they are efficient, useful, and valuable, or not, depending on the role that they play in contributing to the successful direction of behaviour.

6. In methodology, pragmatism was a broad philosophical attitude toward the formation of concepts, hypotheses, and theories and their justification. For pragmatists, the individual’s interpretations of reality are motivated and justified by considerations of their efficacy and utility in serving his interests and needs. The molding of language and theorizing are likewise subject to the critical objective of maximum usefulness according to humanity’s various purposes.

History of pragmatism

Antecedents in modern philosophy

Pragmatism was a part of a general revolt against the overly intellectual, somewhat fastidious, and closed systems of idealism in 19th-century philosophy. These boldly speculative philosophers had expanded the subjective experience of the mind until it became a metaphysical principle of cosmic explanation. For the idealist, all of reality was one fabric, woven from parts that cohered by virtue of the internal relations that they bore to one another, and this reality was often interpreted in abstract and fixed intellectual categories. The theory of evolution, then still new, seemed to the pragmatists, on the other hand, to call for a new, nonidealist interpretation of nature, life, and reason—one that challenged the long-established conceptions of fixed species. The new emphasis was on the particular variations and struggles of life in adapting to the environment. Philosophically, the fact of growth and the development of techniques for instituting changes favourable to life became the significant factors rather than the idealist’s ambitious rationalistic account of human goals and of the universe in general. Important developments in natural science and logic also encouraged a critical attitude toward earlier systems.

There were two main influences on the early formation of pragmatism. One was the tradition of British empiricism in the work of John Stuart Mill, Alexander Bain, and John Venn, which stressed the role of experience in the genesis of knowledge—and particularly their analyses of belief as being intimately tied in with action and, indeed, as definable in terms of one’s disposition and motive to act. The work of the 18th-century empirical idealist George Berkeley, which presented a theory of the practical and inferential nature of knowledge and of sensations as signs (and thus predictive) of future experience, led Peirce to refer to him as “the introducer of pragmatism.” The other major influence came from modern German philosophy: from Kant’s analysis of the purposive character of belief and of the roles of will and desire in forming belief and his doctrine of “regulative ideas,” such as God or the soul, which guide the understanding in achieving systematic completeness and unity of knowledge; from Romantic idealists, for whom all reason is “practical” in expanding and enriching human experience; and from Hegel’s historical and social conception of changing and developing subject matters. In sum, Peirce was profoundly impressed by Kant and by the Scottish philosophy of common sense; James by British empiricism and by the voluntarisms (stressing the role of choice or will) of the genetic epistemologist James Ward and the relativistic French personalistCharles-Bernard Renouvier; and Dewey by Samuel Taylor Coleridge’s version of Kant’s active conception of mind and by neo-Kantian and Hegelian idealism.

Finally, to these influences must be added that of American social experience in the 19th century: the rapid expansion of industry and trade and a popular optimism, with its roots in Puritantheology, holding that hard work and virtue are bound to be rewarded. Both the precariousness of frontier life, however, and the rapidly expanding economy weakened the prevailing Calvinistic belief in a predestined future and encouraged the emergence of inventiveness, a sense of living still in the “New World experiment,” and adoption of the ideal of “making good.”

The Metaphysical Club

Pragmatism first received philosophical expression in the critical group discussions of the “Metaphysical Club” in the 1870s in Cambridge, Mass. In addition to Peirce and James, membership in the club included Chauncey Wright, F.E. Abbot, and Oliver Wendell Holmes, Jr. A version of Peirce’s now-classic paper “The Fixation of Belief” (1877) seems to have been presented at the club. James published a paper in 1878, “Spencer’s Definition of Mind as Correspondence,” in which his pragmatism and analysis of thought and belief are clearly discernible, and two decades later, he introduced pragmatism to the public in a lecture. Although he fully credited Peirce with the idea, James’s exposition became famous and was received by the world at large.

The classical pragmatists

Peirce

The pragmatic philosophy of Charles Sanders Peirce was part of a more general theory of thought and of signs. Thought, or “inquiry,” results from doubt, a state in which habitual actions are blocked or confused and from which organic irritation and irresolution result. Resolution and unobstructed conduct, on the other hand, are products of belief, which is a form of stability and satisfaction. It is the function of scientific thought to produce true beliefs. In a prolonged effort to embed this analysis of doubt and inquiry within a more comprehensive theory of signs in which communication, thought, knowledge, and intelligent conduct could be fully understood, Peirce achieved a wealth of original insights. A sign, for Peirce, is a way by which something (a thought, word, or object) refers the interpreter to something else (the interpretant), which, in turn, is itself another sign. Peirce’s pragmatism is thus a method for translating certain kinds of signs into clearer signs in order to surmount linguistic or conceptual confusion. Getting at the interpretant involves determining the “effects,” or consequences, of the signs or ideas in question.

Peirce’s pragmatism is therefore primarily a theory of meaning that emerged from his first-hand reflections on his own scientific work, in which the experimentalist understands a proposition as meaning that, if a prescribed experiment is performed, a stated experience will result. The method has two different uses. First, it is a way of showing that when disputes permit no resolution, the difficulties are due to misuses of language, to subtle conceptual confusions. Such questions as whether the physical world is an illusion, whether the individual’s senses always mislead him, or whether his actions are fated are not “real” problems.

The method may also be employed for clarification. As Peirce wrote:

Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then our conception of these effects is the whole of our conception of the object.

To say, for example, that an object O is hard means that if the operation of scratching O were to be performed, O would not be scratched by most substances. One thus achieves clarity when one can supply a conditional statement of this kind.

According to Peirce, to say that a belief is true is to say that, if a certain operation is the subject of continuous scientific inquiry by the community of investigators, assent to the belief would increase and dissent decrease “in the infinite long run.” Consequently, not only is thought purposive, but meaning carries a reference to the future. Peirce’s concept of the community of sign users and inquirers also has social and moral relevance, for it is nothing less than the ideal of rational democracy.

Witnessing his doctrine undergo a medley of dubious interpretations, Peirce eventually dissociated himself from them by calling his own view “pragmaticism,” a term he called so ugly as to be safe from uninformed use. Key dimensions of Peirce’s logical pragmatism were developed by James, Dewey, George Herbert Mead, and C.I. Lewis.

James

James’s pragmatism took a psychological and moral approach largely unforeseen by Peirce. A basic difference between Peirce and James is discernible in their respective conceptions of the direction to be taken by pragmatic analysis. While Peirce examined meaning in general, conditional schema, and interpretants, James focused upon the distinct contributions that ideas and beliefs make to specific forms of human experience on the living level of practical wants and purposes.

The most conspicuous feature of James’s writings on pragmatism is the dominant place given to considerations of value, worth, and satisfaction—consequences of his teleological (purposive) conception of mind (as in his Principles of Psychology [1890]). James maintained that thought is adaptive and purposive but also suffused with ideal emotional and practical interests—“should-bes”—which, as conditions of action, work to transform the world and create the future. Consequently, truth and meaning are species of value: “The true is the name of whatever proves itself to be good in the way of belief.”

James took meaning to be an intimate part of the use of ideas for expediting action. The notion of the difference that a proposition makes in experience was fundamental to James’s pragmatic methodology. He remarked that “it is a good rule in physiology, when we are studying the meaning of an organ,” to look to the specific function that it performs. In like manner, the special difference that the presence of mind makes in observable cases, reflected in its unique functioning, defines the use of “mind”; “In particular, the pursuance of future ends and the choice of means for their attainment are thus the mark and criterion of the presence of mentality.

With his training in medicine and psychology and the influence of Charles Darwin in the background, James considered that the main function of thought is to help people establish “satisfactory relations with our surroundings.” Thus, individuals help to mold the character of reality according to their needs and desires. Indeed, this is fundamental in James’s defense of the right to believe in his famous essay “The Will to Believe” (1897). James argued that one may have a reasonable right to hold a religious or metaphysical belief (e.g., that there is a perfect, eternal, and personal aspect of the universe) when the belief in question would supply a vital psychological and moral benefit to the believer, when evidence for and against the belief is equal, and when the decision to believe is forced and momentous. In James’s functional conception of truth, the “working,” and hence the truth, of ideas is their role in opening up valuable possible directions of thought and action—“a leading that is worth while.”

Dewey

Dewey once noted that “Peirce wrote as a logician and James as a humanist.” This distinction characterizes not only the course of pragmatism but also the shaping of Dewey’s own thought. Dewey first felt the influence of James in the 1890s, during the period in which he was struggling to free himself from the hold of Hegelian idealism. Later he recognized the value of Peirce’s work, which clearly prefigured certain ideas that he had developed independently.

With indefatigable effort and care, Dewey reformulated pragmatism, critically readjusting some of its conflicting doctrines, drawing upon his own work in psychology and education, and finding stimulation in the social pragmatism of his friend Mead. The resulting construction was instrumentalism, which Dewey conceived as a single coherent theory embracing both the logical and humanistic currents of pragmatism and thus integrating the methods and conclusions of scientific knowledge with beliefs about values and purposes.

While scientific, moral, and social experiences may differ in subject matter, the method of thought functioning “in the experimental determinations of future consequences” remains the same for all inquiry. Initially provoked by doubtful or problematic conditions, intelligent conduct is addressed to a resolution and settling of these conditions and to a “warranted assertion”—Dewey’s version of “truth.” Such is the “mediative function” of reason. “Truth” is thus identified with the outcome of competent inquiry. Actions occurring on the organic level, if they be at first confused and obstructed, can become organized, coherent, and liberated through such inquiry.

Dewey’s analysis of the organic, cultural, and formal conditions of intelligent action implies that all reflective conduct issues in an evaluation of a situation with respect to future action and consequences; thus, inquiry is essentially an evaluative procedure. This method, most impressively applied in the sciences, is nonetheless a paradigm of moral activity as well. In ethics, “the action needed to satisfy” the situation is not to be found simply by the application of moral codes. The meaning

has to be searched for [since] there are conflicting desires and alternative apparent goods.…Hence inquiry is exacted.…The good of the situation has to be discovered, projected and attained on the basis of the exact defect and trouble to be rectified.

In general, according to instrumentalism, moral ideals and “ends” function as means and hypotheses in guiding the deliberative process directed to controlling experience and attaining future goods.

Not health as an end fixed once for all, but the needed improvement in health—a continual process—is the end and good.…Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.…Growth itself is the only moral “end.”

Inquiry possessed a genuine religious significance for Dewey, and in its functioning as a critical, self-corrective social process of human growth, he envisaged the working ethic of democracy.

Other American pragmatists

Mead

Mead’s basic orientation was social psychology. He had studied physiological psychology in Germany, had earlier worked under James and Josiah Royce at Harvard, and was also familiar with Peirce’s analyses of thought and signs. Dewey regarded Mead as one of the most fertile minds in American philosophy.

Mead developed the most comprehensive of the pragmatist theories of mind. He depicted the evolution of mind and self-consciousness as emerging from social interactions and the use of gestures and “significant symbols” such as words. In contrast to other creatures, an individual regarded as having mind, engaging with others in social acts, can respond to his own gestures as others respond to them—thus taking on social roles and becoming an “other” in respect to himself. It is therefore by means of language, the use of “significant symbols,” that mind emerges.

Fundamental to Mead’s philosophy is his conception of the social act, in which individuals modify and direct one anothers’ activities, work out their purposes, and accordingly transform their environments. In the social act the future controls present conduct, and this is distinctive of consciousness. Since the function of intelligence is to render the world “favourable for conduct,” Mead viewed the development of scientific knowledge and the evolutionary process as coinciding.

Lewis

Lewis’s theory of “conceptualistic pragmatism” was derived partly from his study of modern logic and partly from the influence of Royce and the classic pragmatists. The critical results of a careful study of Kant are traceable in his work. Lewis’s theory provides a novel and distinctively pragmatic conception of the element in knowledge that is a priori, or independent of experience. His pragmatism focuses upon concepts, categories, and principles through which experience is interpreted. Although the sensuously given is “unalterable,” how it is taken, or how it is conceptually interpreted, depends on the purposes and initiatives of the mind—the a priori element in knowledge, which, functioning as categorical criteria of reality, is “true no matter what.” It is by means of these criteria that a systematic interpretation of reality is developed.

Pragmatism in Europe

In his preface to Pragmatism (1907), James commented that the pragmatic movement was the focal expression of a number of philosophical tendencies suddenly becoming conscious of themselves and of “their combined mission.” He mentioned the French thinkers Maurice Blondel, Édouard Le Roy, and B. de Sailly and the Italian iconoclastic critic Giovanni Papini. Blondel was the author of L’Action (1893) and a spokesman for a voluntaristic and activistic theory of knowledge. He was a founder of the “school of action,” a liberal Roman Catholic group that was part of the Modernist movement (which employed the new historicocritical approach to the Bible and promoted a rationalistic interpretation of the faith). As early as 1888, Blondel appropriated the term pragmatisme, only to abandon it when he learned of American pragmatism, which was a more naturalistic philosophy than his own. Le Roy, closer to James than other French thinkers, also called his view “pragmatism.” In broad respects he was like James in holding that the truth and the full significance of beliefs is found in acting them out. Le Roy was a disciple of Henri Poincaré, who had argued that scientific theories are neither mere summaries of data nor deduced from axioms but are creative constructions, products of human thought and ingenuity. To the question of what limits are imposed on otherwise arbitrary conventions, of what justifies them, Le Roy suggested their convenience in use. James saw similar forms of pragmatism in the thought of Ernst Mach, Wilhelm Ostwald, Pierre Duhem, and Théodore Ruyssen, each of whom, according to James, accepted “the notion that no theory is absolutely a transcript of reality” and that “their great use is to summarize old facts and lead to new ones” so that they are a “man-made language, a conceptual shorthand…in which we write our reports of nature.”

Another French thinker, Georges Sorel, reformulated Jamesian pragmatism and its emphasis on action into a “useful” doctrine of social criticism. The Italian fascist dictator Benito Mussolini later cited Sorel and James as two of his philosophical mentors. He claimed to find in James “that faith in action, that ardent will to live and fight, to which fascism owes a great part of its success.” To the democratic James, no lesson could have been more badly learned. A more immediate and direct form of James’s pragmatism occurred in Italy, with its centre in the journal Leonardo, under the leadership of Papini. James referred to Papini as “a brilliant, humorous and witty writer.” He called him a genius and was addressed in turn by him as “the Master.” Papini’s pragmatism, derived from James’s “The Will to Believe,” became a theory of the will to action. In action, through creative power and passion, humans achieve a kind of divinity. This romantic exaltation of action was appealing to artists but also to fanatics. Papini and his associate Giuseppe Prezzolini constituted the “magical” school of pragmatism, in the sense of seeking “divinely creative” power. They were opposed by the “logical” school of Giovanni Vailati and Mario Calderoni, who were inspired by Peirce.

The British philosopher Ferdinand C.S. Schiller was the most famous pragmatist in Europe at the time of his death in 1937. An admirer and friend of James, he was initially a humanist, in the sense that he viewed both reality and knowledge as reflections of human activity—“the taken” rather than “the given.” He first came to appreciate James’s “The Will to Believe” in 1897 and subsequently acknowledged its impact on his thinking in an early important paper, “Axioms as Postulates” (1902). Schiller was a tireless critic of the “closed” systems of the English idealists F.H. Bradley, J.M.E. McTaggart, and Bernard Bosanquet. Instead, Schiller advocated an intellectual freedom consisting in open, plural, changing—and to some extent never finished—philosophical theorizing. According to Schiller, reality and truth are artifacts rather than eternal verities. The true and the false, basically forms of good and bad, are thus relative to the private purposes of particular individuals. Schiller attempted to describe and analyze the logic of the experimental “trying” through which such needs are satisfied. He viewed reality as wholly plastic: starting from initial postulates, one proceeds to construct schemes for achieving a satisfactory outcome of desire, finally rendering unformed possibilities into a common world of language and action. Schiller regarded all of science as derived from and inescapably guided by the psychological processes of human thought. Thus, in his system, man became the measure of all things.

Evaluation of pragmatism

Pragmatism was vulnerable to certain criticisms. It was often portrayed as a rationalization of the American business ethos—a portraiture perhaps inspired, but not by any scrutiny of the writings of the philosophers themselves. Similarly, the pragmatic theory of truth has been assailed. Concerning an idea or belief, James held that one can say that “it is useful because it is true” or that “it is true because it is useful.” “Both phrases,” he added, “mean the same thing.” Most scholars, however, have denied this equivalence. His position may seem, moreover, to allow for an idea to be true (i.e., useful or expedient) for one person and false (inexpedient) for others. Finally, James was accused of reducing truth to a subjective play of opinions that one happens to relish or find useful to believe. To these charges James replied that “what immediately feels most ‘good’ is not always most ‘true’ when measured by the verdict of the rest of experience.” He also warned: “Woe to him whose beliefs play fast and loose with the order which realities follow in his experience.”

Pragmatism, as a body of ideas, contributed a heritage that is destined for future analysis and development. Chief among these ideas are the interpretation of thought and meaning as forms of purposive behaviour, the interpretation of knowledge as an evaluative procedure in which normative and descriptive materials are integrally related, and the interpretation of the logic of scientific inquiry as a norm of intelligent conduct in human affairs. Finally, pragmatism succeeded in its critical reaction to the 19th-century philosophy from which it emerged. It influenced the mid-20th century conception of philosophy as a critical method of investigating problems and clarifying communication rather than as a universal synthesis of knowledge. Pragmatism thus had certain affinities with the critical philosophizing of G.E. Moore and Bertrand Russell, as well as with the thought of the French intuitionist and vitalist Henri Bergson and his disciple Édouard Le Roy, of Blondel, of the early positivists Mach and Duhem, of the fictionalist Hans Vaihinger, of the Vienna Circle and the philosopher of logic and language Ludwig Wittgenstein, and also of the founder of phenomenology, Edmund Husserl, and some of the later forms of phenomenology and existentialism. Pragmatism also influenced the scientific naturalism of the American philosopher W.V.O. Quine, the theory of communication of the German philosopher Jürgen Habermas, and the epistemological antifoundationalism of the American philosopher Richard Rorty.

Pragmatism recognized the relative, contingent, and fallible (yet still authentic) character of human reason rather than perpetuating the dubious ideal of philosophy as a system of eternal truths. In so doing, and in thus altering the philosophical scene, pragmatism has become vitally implicated in the practices of current intellectual life; in the light of this fact, a more pragmatic justification of pragmatism is difficult to imagine.

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