Core tenets

A few of the various but often interrelated positions characteristic of philosophers working from a
pragmatist approach include:

Epistemology (justification): a coherentist theory of justification that rejects the claim that all knowledge
and justified belief rest ultimately on a foundation of noninferential knowledge or justified belief.
Coherentists hold that justification is solely a function of some relationship between beliefs, none of
which are privileged beliefs in the way maintained by foundationalist theories of justification.

Epistemology (truth): a deflationary or pragmatic theory of truth; the former is the epistemological claim
that assertions that predicate truth of a statement do not attribute a property called truth to such a
statement while the latter is the epistemological claim that assertions that predicate truth of a
statement attribute the property of useful-to-believe to such a statement.

Metaphysics: a pluralist view that there is more than one sound way to conceptualize the world and its
content.

Philosophy of science: an instrumentalist and scientific anti-realist view that a scientific concept or
theory should be evaluated by how effectively it explains and predicts phenomena, as opposed to how
accurately it describes objective reality.

Philosophy of language: an anti-representationalist view that rejects analyzing the semantic meaning of
propositions, mental states, and statements in terms of a correspondence or representational
relationship and instead analyzes semantic meaning in terms of notions like dispositions to action,
inferential relationships, and/or functional roles (e.g. behaviorism and inferentialism). Not to be
confused with pragmatics, a sub-field of linguistics with no relation to philosophical pragmatism.

Additionally, forms of empiricism, fallibilism, verificationism, and a Quinean naturalist metaphilosophy

are all commonly elements of pragmatist philosophies. Many pragmatists are epistemological relativists
and see this to be an important facet of their pragmatism, but this is controversial and other pragmatists
argue such relativism to be seriously misguided (e.g. Hilary Putnam, Susan Haack).

Pragmatism in Education: Study Notes

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Read this article to learn about:- 1. Meaning 2. Pragmatism in Education 3. Aims of Education 4.
Curriculum 5. Methods of Teaching 6. Pragmatism and the Teacher 7. Discipline 8. Criticism 8.
Contribution of Pragmatism.

Meaning of Pragmatism:

The word Pragmatism is of Greek origin (pragma, matos = deed, from prassein = to do).

But it is a typical American school of philosophy. It is intimately related with the American life and mind.
It is the product of practical experiences of life.

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It arises out of actual living. It does not believe in fixed and eternal values. It is dynamic and ever-
changing. It is a revolt against Absolutism. Reality is still in the making. It is never complete.

Our judgement happens to be true if it gives satisfactory results in experience, i.e., by the way it works
out. A judgement in itself is neither true nor false. There are no established systems of ideas which will
be true for all times. It is humanistic in as much as it is concerned more with human life and things of
human interest than with any established tenets. Therefore, it is called humanism.

Pragmatism means action, from which the words practical and practice have come. The idealist
constructs a transcendental ideal, which cannot be realised by man. The pragmatist lays down standards
which are attainable. Pragmatists are practical people.

They face problems and try to solve them from practical point of view. Unlike idealists they live in the
world of realities, not in the world of ideals. Pragmatists view life as it is, while idealists view life as it
should be. The central theme of pragmatism is activity.

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Educative experiences in life depend upon two things:

(a) Thought

(b) Action.

The emphasis of pragmatism is on action rather than on thought. Thought is subordinated to action. It is
made an instrument to find suitable means for action. That is why pragmatism is also called
Instrumentalism. Ideas are tools. Thought enlarges its scope and usefulness by testing itself on practical
issues.

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Since pragmatism advocates the experimental method of science, it is also called Experimentalism —
thus stressing the practical significance of thought. Experimentalism involves the belief that thoughtful
action is in its nature always a kind of testing of provisional conclusions and hypotheses.

Pragmatism has no obstructive dogmas. It accepts everything that has practical consequences. Even
mystical experiences are accepted if they have practical results. Unlike idealists they believe that
philosophy emerges out of educational practices while the idealists say that “education is the dynamic
side of philosophy”. The chief exponents of Pragmatism are William James (1842-1910), Schiller, and
John Dewey (1859-1952).

Pragmatism in Education:

In the present world pragmatism has influenced education tremendously. It is a practical and utilitarian
philosophy. It makes activity the basis of all teaching and learning. It is activity around which an
educational process revolves.
It makes learning purposeful and infuses a sense of reality in education. It makes schools into workshops
and laboratories. It gives an experimental character to education. Pragmatism makes man optimistic,
energetic and active. It gives him self-confidence. The child creates values through his own activities.

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According to pragmatism, education is not the dynamic side of philosophy as advocated by the idealists.
It is philosophy which emerges from educational practice. Education creates values and formulates ideas
which constitute pragmatic philosophy.

Pragmatism is based on the psychology of individual differences. Pragmatists want education according
to aptitudes and abilities of the individual. Individual must be respected and education planned to cater
to his inclinations and capacities. But individual development must take place in social context. Every
individual has a social self and an individuality can best be developed in and through society.

Thus pragmatism has brought democracy in education. That is why it has advocated self-government in
school. The children must learn the technique of managing their own affairs in the school and that
would be a good preparation for life.

Education is preparation for life. Pragmatism makes a man socially efficient. The pragmatists are of the
opinion that the children should-not be asked to work according to predetermined goals. They should
determine their goals according to their needs and interests.

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Teaching-learning process is a social and bi-polar process. Learning takes place as an interaction
between the teacher and the taught. While idealism gives first place to the teacher, pragmatism gives
the first place to the taught. Similarly, between thought and action, they give first place to action. The
pragmatists decry verbalism and encourage action. Today pragmatism occupies the most dominant
place in the United States of America.
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.

Pragmatism and Aims of Education:

Pragmatism does not lay down any aims of education in advance. It believes that there can be no fixed
aims of education. Life is dynamic and subject to constant change, and hence the aims of education are
bound to be dynamic. Education deals with human life. It must help the children to fulfill their biological
and social needs.

The only aim of education, according to pragmatism, is to enable the child to create values in his life. In
the words of Ross, education must create new values: “the main task of educator is to put the educand
into a position to develop values for himself’.

The pragmatist educator aims at the harmonious development of the educand — physical, intellectual,
social and aesthetic. The aim of education, therefore, is to direct “the impulses, interests, desires and
abilities towards ‘the satisfaction of the felt wants of the child in his environment.”

Since the pragmatists believe that man is primarily a biological and social organism, education should
aim at the development of social efficiency in man. Every child should be an effective member of the
society. Education must fulfill his own needs as well as the needs of the society.

The children should be so trained that they may be able to solve their present-day problems efficiency
and to adjust themselves to their social environment. They should be creative and effective members of
the society. Their outlook should be so dynamic that they can change with the changing situations.

What pragmatism wants to achieve through education is the cultivation of a dynamic, adaptable mind
which will be resourceful and enterprising in all situations, the mind which will have powers to create
values in an unknown future. Education must foster competence in the children that they may be able
to tackle the problems of future life.
Pragmatism and Curriculum:

The aims of education are reflected in the curriculum. The pragmatic aims can only be reflected in a
pragmatic curriculum. The curriculum should be framed on the basis of certain basic principles. These
are utility, interest, experience and integration. Practical utility is the watchword of pragmatism.

Hence those subjects, which have utility to the students should be included in the curriculum. The
subjects which carry occupational or vocational utility should find a place in the curriculum. Language,
hygiene, history, geography, physics, mathematics, sciences, domestic science for girls, agriculture for
boys should be incorporated in the curriculum.

While deciding the subjects of curriculum the nature of the child, his tendencies, interests, impulses at
the various stages of his growth and multiple activities of daily life should be taken into consideration.
The subjects like psychology and sociology — which deal with human behaviour — should be included in
the curriculum.

The pragmatists advocate that the pupils should not be taught dead facts and theories because these
may not help them to solve the problems of life. The subjects which help to solve the practical problems
of life should be included in the school curriculum, particularly at the elementary stage.

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The pragmatic aim of education is to prepare the child for a successful and well- adjusted life. He must
be fully adjusted to his environment.

The pragmatists hold the view that the students should acquire that knowledge which is helpful to them
in solving the present-day problems. They should learn only those skills which are useful to them in
practical life. With this end in view the elementary school curriculum should include subjects life
reading, writing, arithmetic, nature study, hand-work and drawing.

According to pragmatism, all education is “learning by doing”. So it must be based on the child’s
experiences as well as occupations and activities. Besides the school subjects, free, purposive and
socialised activities should be in the curriculum. The pragmatists do not allow the inclusion of cultural
activities in the curriculum, because they think these activities have no practical value. But this view is
somewhat narrow and biased.

The pragmatists believe in the unity of all knowledge and skill. They prefer to give integrated knowledge
round a particular problem of life. They do not like to divide subjects of instructions into water-tight
compartments. Life is the subject matter of instruction. Its various problems studied in complete
perspective are fit subjects of instruction.

Pragmatism and Methods of Teaching:

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The principle of philosophy of pragmatic method of teaching is practical utility. The child is the central
figure in this method. Pragmatic method is an activity-based method. The essence of pragmatic method
is learning through personal experience of the child. To a pragmatist education means preparation for
practical life.

The child should know the art of successful tackling of practical problems and real situations of life.
Pragmatic method is thus a problem-solving method. The child has to be placed in real situations which
he has to tackle.

The pragmatists are not interested in lectures or theoretical exposition. They want the children to do
something. Action rather than contemplation figures prominently in pragmatic education. The child
should learn by doing. “Learning by doing” is the great maxim of pragmatic education.

To the pragmatist — “education is not so much teaching the child things he ought to know, as
encouraging him to learn for himself through experimental and creative activity”. Learning by doing
makes a person creative, confident and cooperative. The pragmatic method is socialistic in nature. His
learning should be thoroughly purposive. He should learn to fulfill the purpose of his life.

The method employed by the pragmatist teacher is experimental. The pupil is required to discover the
truth for himself. To facilitate this discovery the application of the inductive and heuristic methods of
teaching is necessary. Experiences should, therefore, be planned to arouse the curiosity of children to
acquire knowledge.
The business of the teacher, therefore, is to teach his pupils to do rather than to know, to discover for
themselves rather than to collect dry information. It is the business of the teacher to arouse “interest” in
children. Interest is a watchword in pragmatic education.

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. The 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.

Pragmatic method is a Project Method which is of American origin. “A project is a whole-hearted

purposeful activity, proceeding in a social environment.” This definition is given by Kilpatrick, a follower
of Dewey. A project has also been defined in other ways.

According to Dr. Stevenson a project is “a problematic act carried to completion in its natural setting.”
Thorndike defines a project as “The planning and carrying out of some practical accomplishment.” A
“project is a voluntary undertaking which involves constructive effort or thought and eventuates into
objective results.”

The school tasks, therefore, should be such that arouse the eagerness of the children to do them. Such
tasks are real, purposeful and related with life. The projects involve participation in social relationships,
division of labor, willing acceptance of responsibility to the community “and they afford valuable
preparation for playing a worthy part in a complex society.”

A pragmatist teacher requires only the child and his “physical and social environment”. Rest will follow.
The child will react to environment, will interact on and thus gain experiences. The pragmatist does not,
however, fix up his methods once and for all. His methods are dynamic, varying from time to time and
class to class. If the essentials of teaching-learning situation are present the method will automatically
follow.

The most general method of a pragmatist teacher, according to Ross, is “to put the child into situations
with which he wants him to grapple and providing him, at the same time, with the means of dealing with
them successfully.”

Pragmatism and the Teacher:

In Naturalism the teacher is merely an onlooker. Idealism regards him as an indispensable authority. In
Pragmatism the teacher is not either of the two. He stands midway. According to Pragmatism a teacher
is useful, even though not indispensable.

The position of the teacher is of a guide and adviser. He is the helper and prompter. He should teach
“his pupils to think and act for themselves to do rather than to know, to originate rather than to
repeat.”

His importance lies in the fact that he has to suggest suitable problems only to his students and to
motivate them in such a way that they can solve the problems with tact, intelligence and cooperation.
He is not required to provide raw information to the students from the textbooks. The pupils will gain
knowledge and skill at their own initiative. Doing is more important than knowing.

Pragmatism and Discipline:

Pragmatism does not believe in external restraint and discipline enforced by the superior authority of
the teacher and the award of punishments. It advocates discipline based on the principles of child’s
activities and interests. It upholds discipline based on social and mutual understanding. It believes in
engaging the children in free and purposeful real activities of human life.

This process gives him a discipline which is acquired in every kind of real and creative work, as a very
natural consequence of the activity itself. Thus the discipline in pragmatic system of education is to be
self-discipline, the discipline of the pupil’s own work and purposeful and creative activity. Imposed and
rigid discipline can have no place in the pragmatic school.

“In pragmatic scheme of education the children are expected to work in cooperation with one another.
They are to take up a project on real problem, and to work at it as a team. These cooperative activities
impart to them very useful qualities of social life — sympathy, give and take, fellow-feeling, spirit of
sacrifice and toleration — which constitute an invaluable moral training for them.”

The school is the representative of the greater community. It is a society in miniature. Therefore, the
school has to provide for all those activities which constitute the normal life of the community. It has to
provide for the socialised, free and purposive activities. These activities provide the pupils a very useful
training in citizenship.

Criticism of Pragmatism:
The philosophy of pragmatism has been severely criticised on various grounds. Pragmatism does not
advocate any absolute standards. Education is to help man to create his new standards of life. In the
absence of eternal values, there is very likelihood of a vacuum being created in social organism.

It may lead to many vices in the society. Eternal values create social cohesion and harmony. Without
values human conduct cannot be evaluated. Pragmatism neglects cherished values of humanity. It is, of
course, true that human values change with the change of time and circumstances.

It is true that action is important and it may generate thinking. But it is equally true that all thinking does
not proceed from action only. Truth is an end in itself. Rusk stresses that “if culture is to be saved, it
must be by developing in pupils a love of knowledge for its own sake; the pragmatist is right in
maintaining that practical activities must provide the incentive to learning, but the end must be the
development of a disinterested activity.”

Pragmatism opposes the spiritual values. It advocates extreme type of utilitarianism. It develops a super-
ego in man and leaves little scope for selfless humanitarianism. Too much experimentalism is as bad as
too much of faith and traditionalism.

Pragmatism appears to be too radical and sceptical. It works towards denial of authority. Man has his
limitations. To describe human purpose as the yardstick to perform actions cannot be accepted as the
whole story of human existence.

The pragmatic aims of education are vague. Pragmatic methodology of teaching is also not free from
criticism. Pragmatism tries to build knowledge through projects and experiments. Gaps are often left in
such type of knowledge. The curriculum may be given a vocational and social efficiency bias, but
wholesale condemnation of liberal studies and cultural subjects is not justified. Accomplishment of a
task cannot be judged by results alone.

Pragmatism is considered by European philosophers as of little value — ‘an eccentricity peculiar to

Americans’ (PEARS Cyclopedia). When William James asserted “If a hypothesis works satisfactorily it is
true’ Russell refuted it by saying: ‘The hypothesis of Santa Claus works satisfactorily — it brings goodwill
world over. So, to James, ‘Santa Claus exists’ is true. To me, it is false!” (Ibid)

Contribution of Pragmatism:
In spite of its drawbacks, pragmatism has immensely contributed to the theory and practice of
education. It is not only a practical philosophy but also a progressive one. It conceives education as a
dynamic and life-long process.

Man always creates new values and education should help him in doing so. Pragmatism is not based on
fixed values. It is a dynamic and adaptable social philosophy. Learning is true and real only when it
comes through doing. Project method is an activity method. It develops sociability in students. It also
generates a sense of cooperation among them.

A project is to be completed not within the four walls of a school building but in constant contact with
the community. Its opposition to formalism and artificiality, its emphasis on practical result, its bias
towards social efficiency, its critical spirit — all have revolutionised education. It has accelerated the
pace of democracy in educational institutions. Its humanistic and social approach in education ensures
better citizens.

The life of the law has not been logic; it has been experience.” (Oliver Wendell Holmes)

Oliver Wendell Holmes was a Supreme Court Justice who applied pragmatist philosophy to U.S.
Constitutional law. His view of the law was similar to other pragmatists’ views of language: for Holmes,
there were no essential, permanent truths of Liberty or Justice to be derived logically and applied
eternally in the law: rather, there was the tradition and experience of a particular society, which over
time evolved to suit their needs. The law for Holmes was a useful human tool, not an expression of
eternal truths.
25 Subtle Signs You’re Drinking Way Too Much Coffee

STEP AWAY FROM THE COLD BREW AND NOBODY GETS HURT.

Sarah Crow

By SARAH CROW

AUGUST 20, 2018

25 Subtle Signs You’re Drinking Way Too Much Coffee

If you’re like most Americans, your day hasn’t started until you’ve had your first cup of coffee. In fact,
according to the National Coffee Association’s National Coffee Drinking Trends annual report, 64
percent of Americans have a coffee habit, and drink the stuff on a daily basis. And their ranks continue
to grow—that number is a seven percent jump from just two years earlier.

However, as coffee consumption continues to increase throughout the United States, so does the
number of individuals who are feeling the effects of overdoing it. While the risk of an actual caffeine
overdose is so low as to be statistically insignificant—just 51 have been reported over a 58-year
period—there are frequent side effects that stem from overconsumption that even those attuned to
their bodies can easily miss.

“The effects of caffeine are individualized, so it’s best to assess on a case-by-case basis where exactly
the tipping point is where caffeine may provide beneficial effects and where it creates diminishing
returns,” says Ariane Hundt, MS, a New York-based clinical nutrition coach and fitness expert, who
suggests that those who are experiencing more than just alertness from their usual cup of joe might be
overdoing it. With that in mind, we’ve rounded up 20 subtle signs you’re drinking too much coffee, from
the mildly concerning to the seriously dangerous.

1. You bruise easily.

If you’re feeling weak, suddenly bruising easily, or find yourself more lethargic than normal, your coffee
habit could be to blame. “Coffee inhibits the absorption of iron,” says Hundt. Over time, this can lead to
iron deficiency, or even anemia, if left untreated.

2. Your heart constantly races.

When your heart races, say, in the presence of your crush, that’s not a bad thing, but when it’s a daily
feeling, it could be the result of your coffee habit. Caffeine has been known to trigger heart palpitations,
meaning that a second cup of cold brew could be the reason behind a sudden flutter in your chest.

3. Your belly’s getting bigger.

While minor caffeine consumption has been linked to weight loss, overdoing it could put you at risk for a
widening waistline. In fact, according to research published in the Journal of Agricultural and Food
Chemistry, drinking five or more cups of coffee a day can actually increase your risk of developing excess
belly fat.

4. Your blood pressure is soaring.

That increased heart rate after a few cups of coffee isn’t the only change your Starbucks fix could be
having on your cardiovascular health. Researchers at Wageningen University in The Netherlands have
linked coffee consumption of over five cups a day to increases in blood pressure, potentially putting you
at risk for hypertension and stroke.

40 things people under 40 dont know yet

5. You’re anxious.

Those rapid thoughts and your nervous energy could be more than just run-of-the-mill stress. “This has
to do with caffeine increasing your heart rate by triggering the hormones cortisol and adrenaline, thus
resulting in a short-term stress response,” says Hundt.

6. You have shaky hands.

If you’ve noticed a sudden tremor in your hands, it might be time to revisit your coffee intake. Multiple
studies have linked the consumption of caffeine to increased shakiness, so when you find yourself
trembling for no particular reason, consider skipping the second (or third, or fourth) cup of coffee.

7. You’re always tired.

While coffee may initially give you a boost of energy, if you’re overdoing it, don’t be surprised when you
feel wiped out afterward. Coffee interferes with the absorption of vitamin B1, otherwise known as
thiamine, which can lead to fatigue. Worse yet, this symptom is often compounded by the insomnia
coffee tends to provoke, leaving you in a seemingly never-ending cycle of sleepless nights.
8. Your insulin receptors are off-kilter.

A few extra cups of coffee a day could put your body in some serious trouble. “[Coffee] gets you going
by increasing your blood sugar by releasing glucose,” explains Hundt. Over time, this can impair your
body’s insulin receptors, meaning you no longer respond properly to the effects of insulin and may
develop insulin resistance, potentially increasing your risk of type 2 diabetes in the long run.

9. You’re parched.

“Too much caffeine is dehydrating and makes you lose water through frequent urination,” says Hundt.
“How much caffeine it takes to create that depends on a few other factors, such as your adrenaline
levels and stress, but you can be sure that consuming more than three cups of coffee a day is going
overboard.” Over time, the diuretic effects of drinking too much coffee can lead to serious dehydration,
which can cause everything from cognitive confusion to heart rhythm issues.

10. Your blood sugar levels are out of whack.

According to doctors at the Mayo Clinic, those who already have diabetes might want to keep their
coffee consumption to a minimum. While some research suggests that drinking coffee may reduce your
risk of developing diabetes, coffee has also been known to affect blood sugar levels, posing a potential
risk to those already struggling with the condition.

11. You’re irritable.

That sudden urge to snap at your co-workers or your significant other? Blame it on those espresso shots
you had this afternoon. Along with an increased predisposition to anxiety, too much coffee can make
you irritable and prone to being short-tempered.

12. You’re nauseous.

That queasy feeling in your stomach just might stem from the extra cup of dark roast you snagged at
Starbucks. The combination of increased blood pressure, dehydration, and caffeine’s high acidity level
can wreak havoc on your stomach, making you feel queasy all day. “In higher doses, [coffee
consumption] can progress to nausea,” says Dr. Christopher Hollingsworth, MD, of NYC Surgical
Associates.
Rib pain surprising cancer symptom

13. You have muscle cramps.

Your aching muscles might be more closely related to your drink of choice than your workout routine.
Drinking too much coffee can impair your digestive tract’s ability to absorb magnesium, potentially
leading to a deficiency. And one of the side effects of a magnesium deficiency? You guessed it: muscle
cramps.

14. You have serious eye pressure.

That intraocular pressure you’re experiencing could have started with that extra cup of coffee you
downed this morning. Caffeine can increase your blood pressure, thus increasing pressure in the eyes
and putting you at risk for glaucoma over time. Worse yet, if left untreated, this can even lead to
irrevocable vision damage or even blindness.

osteoporosis signs you're drinking too much coffee

15. Your bones break easily.

Nearly 54 million Americans have low bone density or osteoporosis, meaning they’re more susceptible
to potentially-debilitating falls and broken bones. Unfortunately, those extra cups of coffee could be
putting you at risk: in fact, researchers at Creighton University have discovered that caffeine intake is
significantly correlated with bone loss in older women.

16. Your teeth are discolored.

If you’re feeling less than pleased with your smile, you might want to start thinking about limiting your
coffee consumption. The acids in coffee can contribute to decreased mineralization in teeth, leading to
enamel erosion over time. Coupled with coffee’s staining effect, you’ve got a recipe for some not-so-
pearly whites.

17. You can’t sleep.

Anyone who’s ever found themselves tossing and turning after having a cup of coffee too close to
bedtime won’t be surprised to discover that insomnia and over-consumption of coffee go hand-in-hand.
“If you’re having trouble falling asleep, try laying off coffee by 1:00 p.m. to ensure the caffeine has been
metabolized by bedtime. Also, skip the night time cup of green tea and piece of chocolate as these too
contain caffeine, while smaller doses, but can still affect sleep,” suggests Hundt.

Abdominal Bleeding

18. Your stomach hurts.

Those stomach pains you have after too many cups of coffee shouldn’t be ignored. On its own, coffee’s
high acid content can cause stomach pain and may increase the risk of stomach lining erosion and
ulcers. Unfortunately, continued over-consumption can exacerbate these issues, even leading to
bleeding in the digestive tract over time.

19. You’re losing weight.

While losing a few pounds may be on your to-do list, but if you’re losing weight unintentionally, you may
want to consider cutting back on the coffee. In addition to making your stomach more sensitive,
overconsumption of coffee can trigger a thiamine deficiency, a symptom of which just so happens to be
nausea. Combined with coffee’s diuretic effect, you may shed a few pounds, but the process by which
you’re doing so is anything but healthy.

20. You’re feeling weak.

All those trips to the bathroom that accompany your cups of coffee could be leading to some serious
electrolyte imbalances over time. In addition to its magnesium-absorption-inhibiting effects, coffee’s
diuretic effects can throw your electrolytes out of whack, potentially leading to weakness and fainting,
as well as heart palpitations, nausea, fatigue, and vomiting.

woman breathing

21. You have difficulty breathing.

If you’re panting but haven’t hit the gym in days, it’s time to reconsider your coffee intake. Coffee over-
consumption can lead to both magnesium difficulties and an irregular heartbeat, the combination of
which can set you up for breathing problems before you know it.

22. Your skin is dull.

Before you shell out hundreds for a pricey moisturizer, try stepping away from the coffee pot first.
Coffee’s diuretic effects can cause dehydration, a condition that can make your skin dull and lifeless.

23. You’re sweating excessively.

Those extra sweaty days aren’t always a sign of a well-done workout. In fact, it could be the result of
those extra shots in your Americano at breakfast. Caffeine can interfere with your body’s magnesium
absorption, and when left untreated, a magnesium difficulty can leave you sweating bullets.

headache, smart word

24. You have frequent headaches.

That intense pressure in your head? Blame it on your cold brew addiction. The combined effects of
dehydration and increased blood pressure caused by too much coffee can do a number on your head, so
before popping another pain reliever, which can hurt your liver or even cause you to have a heart attack,
think about skipping that extra cup of Joe first.

25. Your mouth is dry.

If your mouth is as dry as the Sahara (and you’ve got the less-than-charming breath to go along with it),
it’s time to step away from the Keurig. The dehydrating effects of caffeine over-consumption can lead to
persistent dry mouth, and when combined with coffee’s enamel-eroding effects, can lead to serious
tooth decay over time.