PRAGMATISM

FRANCES DIANE A. SEGUROLA

Presenter
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.
PRAGMATISM
 Derived from Greek word ‘pragma’ which means work,
practice, action or activity. 
 The philosophy that encourages people to find processes
that work in order to achieve their desired ends.
 Pragmatists believe that reality is constantly changing
and that we learn best through applying our experiences
and thoughts to problems, as they arise.
PROPONENTS
 Protagoras, of ancient Greece.
 Heraclitus
 Gorgias
 Pragmatism originated as a philosophical
movement in the United States in the late
1800s. Its main proponents were Charles
Sanders Peirce, William James and
John Dewey (all members of The
Metaphysical Club) as well as George
Herbert Mead.
 BRANCHES OF PHILOSOPHY
METAPHYSICS
Rejects metaphysics as an area of philosophical enquiry.
Reality is determined by individual’s sense experience – Man
can know nothing beyond his experience. So questions related to
nature of man or universe – simply cannot answer
Any conclusion we make about life after death is merely guess.
Does not believe in anything spiritual or transcendental values.
Reality is constantly changing.
 BRANCHES OF PHILOSOPHY
EPISTEMOLOGY
 Knowledge based on experience is true. All that can
be known is dependent upon experience.
 Phenomenon are constantly changing to knowledge
about truth must change accordingly.
 They emphasize on functional knowledge and
understanding.
 No spiritual or ultimate value
 BRANCHES OF PHILOSOPHY
AXIOLOGY
 Values are not real existents.
 Values change according to difference in
time and space.
 Man, being a part of society, the
consequences of his actions are either good
or bad. If the consequences are worthwhile,
then the value of the action is proven to be
good.
FORMS OF PRAGMATISM
 FORMS OF PRAGMATISM
• 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.
• 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.
 FORMS OF PRAGMATISM
• 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.
• 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
 Experience is the central idea in pragmatism.
 There are no absolute values of life.
 Action is real and ideas are tools.
 Man is an active being.
 Man has the ability to solve his problems.
 Utilitarian aspect is supreme.
 Past has little value.
 Present and future are more important.
EDUCATIONAL IMPLICATIONS

 EDUCATION AS LIFE
 EDUCATION AS GROWTH
 EDUCATION AS A SOCIAL PROCESS
 EDUCATION A CONTINUOUS
RESTRUCTURING OF EXPERIENCE
 EDUCATION THE RESPONSIBILITY OF
STATE
PRAGMATISM AND CURRICULUM

 PRINCIPLE OF INTEREST
PRINCIPLE OF UTILITY
PRINCIPLE OF EXPERIENCE
PRINCIPLE OF INTEGRATION
ROLES OF ADMINISTRATORS,
TEACHERS, STUDENTS, AND SCHOOL
 Teacher and Administrators works as a friend and guide to
the children.
 Students want experiences to make the learning real for the
students.
 Schools philosophy is having students gain real experiences of
actual life which develop social sense and sense of duty
towards society and the nation.
PROGRESSIVISM
FRANCES DIANE A. SEGUROLA
Presenter
 INTRODUCTION
It is an American philosophy, which is a revolt against
the ‘formal/conventional/traditional’ system of
education. It become popular, in 1929 the economic
depression of USA adversely affected the educational
system of the country. the principles underlying
progressive education have influenced the modern
educational theories and practices to a very great extent
all over the world.
DEFINITION
 Education is centered around for the present life itself. The
development of an individual and the society is only possible, when
education facilitates the growth of every phase of the child.
 Progressivism is a theory of education that is concerned with
“learning by doing“ that children learn best when pursuing their
own interests and satisfying their own needs.
 Progressivists believe that people learn best from what they
consider most relevant to their lives. Progressivists center
curriculum on their needs, experience, interest and abilities of
student. Provoke curiosity in students.
PROPONENTS
 John Dewey ;
 William James;
 G Thomas Lawrence;
 William Kilpatric;
 A large number of schools in Europe and USA.
 PROPONENT
John Dewey (1859-1952)
 An American philosopher, psychologist and educational
reformer.
 His philosophy based on pragmatism.
 He established “Laboratory School” in 1896.
 He was the father of educational psychology.
 He introduce progressive method of teaching.
 He believed that book learning was no substitute for
actually doing things.
WHAT IS PROGRESSIVISM?
 Progressivism is the educational philosophy which is
grounded in the “pure” philosophy of pragmatism.
 Pragmatic ontology holds that reality is in the area of
everyday life, personal experience. Its view is that ideas
should be tested for their utility.
 Progressivism focuses on real-world problem solving and
individual development.
CONCEPT OF
PROGRESSIVISM
Contemporary reform movement in educational,
social and political affairs.
Dewey viewed the school as a miniature democratic
society in which students could learn and practice
the skill and tools necessary for democratic living.
EDUCATIONAL
PROGRESSIVISM
This philosophy places emphasis on how to think
and nor what to think. Progressive education
focused on the child as the learner rather than on
subject, emphasized activities and experiences
rather than verbal and literary skills and encouraged
cooperative group learning activities rather than
competitive individualized lesson plan.
AIMS OF EDUCATION
To develop the personality of an individual through
providing a democratic environment in the
educational institutions.
An all-round development of child.
Co-operative behavior and social participation.
Education of the whole man, or whole personality,
which includes the physical, emotional, social and
intellectual aspects of the individual.
PROGRESSIVISM AND
CURRICULUM
 It should be based on the actual giving environment to the child. It must
reflect his daily life.
 The curriculum is interdisciplinary in nature.
 Books and subject matter were part of the learning process rather than
sources of ultimate knowledge.
 Curriculum is based on students' interests, involves the application of
human problems and affairs.
 It uses the life experience approach to fit the student for future social
action.
 Curriculum is based on a specific group of students.
CURRICULUM
INCLUDES……
Political; moral; social; vocational ;
intellectual; mathematics; general science,
languages; integration of experiences.
PROGRESSIVISM AND METHOD OF
TEACHING
 Project method- active participation of the pupils in
learning.
 Socialized method- to bring all the individual into a
group system of interaction.
PROGRESSIVISM AND THE
TEACHER
 The human elements, human beings are given more
importance. The teacher has to meet the needs of pupil as
good human being.
 As a facilitator or guide.
 Determine student interest.
 Involve students in curriculum development.
 Stimulate direct learning process.
PROGRESSIVISM AND THE
SCHOOL
School is a cooperative enterprise, it provide
conductive environment for democratic
growth of the child.
EVALUATION
 Assessment by evaluation of child’s project and productions.
 Assessment by the class presentation or workshop organized by group
of learner.
 Quizzes or oral questioning.
 Feedback
 Performance-based assessment.
 Observation
 Multiple choice question
SELF-EVALUATION
 Progressivists believe that the education should focus on the
child rather than the subject matter. The student’s interests are
important, as is integration of thinking, feeling, and doing.
Learners should be active and learn to solve problems by
experimenting and reflecting on their experience. School should
help the students develop personal and social values so that they
can become thoughtful, productive, citizen. because society is
always changing, new ideas are important to make the future
better than the past.
CRITICISM
 The critics of progressive method of teaching say that the pupils
the progressive classroom lack in the discipline.
 Progressivism system of education required more funding or
budget.
 Countries are not that much strong financially or have budget to
provide material for practical work.
 The role of teacher is only to facilitate or guide means not
required to expert in their subject.
SOCIALISM
FRANCES DIANE A. SEGUROLA
Presenter
WHAT IS SOCIALISM?
 SOCIAL--refers to a characteristics of living organisms as applied to
populations as humans and other animals.

 SOCIETY--group of people who share a defined territory and culture

 SOCIALISM--a political and economic theory of social organization that

advocates that the means of production, distribution, and exchange should
be owned or regulated by the community as a whole.
INDIVIDUALISM VS.
SOCIALISM
SOCIALISM- stresses welfare of society over and
above the individual

INDIVIDUALISM- stresses complete freedom of

man in pursuit of his own welfare
WHAT IS SOCIALISM?
 It is against capitalism.
 Started in Europe in the 19th Century.
 Karl Marx and Lenin in Russia and Mao in China were the chief architects
of socialism.
 Socialism aim at establishing a classless society.
 Several types of socialism have emerged.
 -Christian Socialism, Democratic Socialism, Gandhian Socialism,
Marxist-Leninist Socialism and Scientific Socialism.
PROPONENT
 Government owns means of
production for the good of all
 -KARL MARX, strong
proponent of socialism
 Workers must unite to
overthrow capitalism
THEORY
 Marxism theory:
 a stage of development
 1.)productive forces
 human labour power and means of productions..
 2.)social and technical relations of productions:
 property power, control elations, governing society, productive
assets, cooperative work relations...
MAIN FEATURES OF
SOCIALISM
 Socialism aims at establishing a classless society.
 Classless society is free from disparity, exploitation and
oppression.
 Socialism aim at social justice.
 Aim at equality
 Aims at abolishing the capitalist system.
 Socialism has little faith in religious ideas and values.
INDIAN CONCEPT OF
SOCIALISM
 Gandhiji, Jawaharial Nehru and Jhai Prakash Narain are the great
supporters of socialism.
 Gandhiji saw socialism as a way of life. He called it ‘Sarvodaya
Samaj’ in which the “greatest good of all”.
 Who is socialist? Gandhiji wrote, “Under socialism all the
members of society are equal-none low, none high. Under it the
prince and the peasant, the wealthy and the poor, the employer
and the employee are all on the same level.
EDUCATION & SOCIALISM
In the socialistic theory of education, “work” or
“activity” is the bottom line and must lead to further
activity. Learning becomes largely a matter of doing
with experience considered the only means of
acquiring knowledge.
SOCIALISM & AIM OF
EDUCATION
 Development of democratic attitude.
 Development of communist values.
 Development of secular values.
 Providing equality of opportunity to all for their all-round
development and welfare.
 Rapid expansion of education facilities to all areas.
 Developing values like “Dharma”, dignity of labour, non-
violence, unselfishness, selfless service, etc.
SOCIALISM &
CURRICULUM
Topics like democracy, duties of citizens, equality,
freedom, rights, secularism, socialism, social reform
movements, non-violence, etc. to be included in various
subjects.
 Group activities like debates, discussions, social service
camps, social surveys, “Shramdhan”, etc. to be organized.
 Inclusion of SUPW as an essential.
 Emphasis to be laid on polytechnic education, vocational
and professional courses.
 Introduction of Information Technology and its effective
use would enable to students to do well in the age of
modernization.
SOCIALISM AND METHODS OF
TEACHING
Emphasis to be laid on group methods of
teaching, seminars, projects, etc.
Self-discovery methods to be encouraged.
CONCLUSION
 By understanding the philosophy of education, as a
teacher, we have to know which approach can suit well to
our learners’ needs. Despite of the good points of process
approach underlying this philosophy.
 It is provide with the passage of time that his philosophy
and concept of education and curriculum is very useful
and effective to till date and helping to prepare skilled and
useful citizens for a society.
REFERENCES
 Pramilaa
R. Progressivism, Nursing Communication And Education Technology. 1st Edition. New Delhi: Jayp
ee Brothers Medical Publishers (P) Ltd; 2010. Page No : 150-151
 Neeraja
KP. Progressivism, Textbook of Nursing Education.1st Edition. New Delhi: Jaypee Brothers Medical
Publishers (P) Ltd; 2003. Page No: 32-33
 Clement Dr. I. Progressivism, Textbook on Communication And Education Technology. 3rd Edition.
Bangalore: EMMESS Medical Publishers; 2016. Page No: 171-172 4.
 https://en.wikipedia.org/wiki/Philosophy_of_education#John_Dewey_2
 https://www.slideshare.net/ruchi263/philosophy-of-progressivism
REFERENCES
 https://prezi.com/xyrpzykbhzb1/socialism-in-philosophy
-of-education/
 https://www.slideshare.net/deivammuniyandi/socialism-
44862977
 “Education is living through a
continuous reconstruction of
experiences. It is the development of all
those capacities in the individual which
will enable him to control his emotion
and fulfill his possibilities.” - John
Dewey