Pragmatism,

Reconstructionism and
Existentialism
Pragmatism
 • Derived from the Greek
word pragma
• Work, practice, action or
activity
Pragmatism • Philosophy of practical
experience
• Find processes that works in
order to achieve desired ends
 Pragmatism should help an
individual meet human needs and
solve problems and thereby enable
an individual to lead a happy life
 • Pragmatic:
• Acknowledges that today’s
reality is all about change
Pragmatism and uncertainty
• Open to change
• Using the change to our
benefit
Proponents

• Started in the United States in late 1800s

• Charles Peirce
• William James
• John Dewey
Charles Peirce

• Philosopher, logician,
mathematician, and scientist
• Father of Pragmatism
• Thought must produce action
rather than linger in the mind
William James
• Psychologist who was also trained as a
physician
• Offered free psychology courses in the
US
• Father of American Psychology
• Truth is determined by its utility or
usefulness
• Useful beliefs are true, useless beliefs are
false
 John Dewey

• Father of Modern Experiential

Education
• Rejected rote learning
• Argued for a broad-based system of
practical experience
• Schools should reflect the life of
society
Rote Learning
 • Rejection of metaphysics
• Reality is determined by an
individual’s sense experience
Pragmatism vs • Any conclusions about life
Metaphysics after death is merely a guess
• No spiritual or transcendent
values
• Reality is constantly changing
Pragmatism vs
Epistemology
• Knowledge based on experience is true
• All that can be known is dependent
upon experience
• The world changes so our knowledge
about truth should change accordingly
• Emphasis on functional knowledge
 • Values are not real existents
• Values can change according to time
and space

Axiology • The consequences of our action

determines its morality
• If the consequences are worthwhile,
the value is good
Principles of Pragmatism

• Pluralism – reality is not one but many. Everyone searches truth and aim of
life according to our experience
• Emphasis on change – the world is a process, everything, including
knowledge, changes
• Utilitarianism – utility is the test of truth and reality. Utility means
satisfaction of human needs. A useful principle is a true principle.
Principles of Pragmatism

• Changing aims and values – human aims and values adapts to its time and
climate
• Individualism – there is an emphasis on freedom and the ability to think for
oneself
• Emphasis on social aspects – man as social animal. Role of education is to
develop our social skills
• Experimentalism – experience is the key to knowledge.
 Educational Implications

Education as life – to cultivate a dynamic, adaptable and resourceful mind

Education as growth – development of capacities to control the

environment

Education as a social process – we get more knowledge on social

experiences than books

Education is the responsibility of the state

 • Principle of utility – subjects, activities
and experiences which are useful to our
present needs should be part of curriculum
• Principle of interest – only activities and
Pragmatism and
experiences that interests the child should
Curriculum be included in the curriculum
• Conversation
• Investigation
• Construction
• Creative Expression
Social Reconstructionism
 • Response to the horrors of
World War 2
• Education as a tool to
Social
prevent such horrors from
Reconstructionism repeating again
• Education has a role in
social development
 • Purpose of education is to
reconstruct society
Social • Education as tool to meet the
Reconstructionism social, political, and economic
problems
• “True heir of progressivism”
 Social
Reconstructionism

• Address social questions

• Create a better society and
worldwide democracy
• Curriculum should focus on
social reforms
Proponents

Theodore George Paulo

Brameld Counts Freire
Theodore Brameld

• Coined the term social

reconstructionism
• Founder of social reconstructionism
• Advocate of human rights
• Argues for the social role of
education
George Counts

• American educator
• Borrows Dewey’s idea of
progressive education
• Schools should bring about
social change
Paulo Freire
• Brazilian educator
• ‘Pedagogy of the Oppressed’
• Criticizes traditional form of
education
• Banking method vs liberating
education
Aims of Education
• Education as an instrument for
social and cultural improvement
• Enable learners to envision good
future
• Learning as a preparation for
future role in life
Social Reconstructionism in Education

• Role of school
• Diversify society
• Prepare students as agents of change
• Role of the teachers
• Inspire students to bring about change in society
• Encourage students to challenge social inequalities
• Curriculum
• Based on social experiences and should be designed to address social problems
 Comparison and Contrast
What are the similarities and differences between
pragmatism and social reconstructionism?
Existentialism
What is the meaning of life?
Existentialism
• Existentialism argues that life has
no inherent meaning
• Existence is the human condition
• The person as a subject
• Existence precedes essence
Existence vs Essence

Existence Essence –
– existere essentia

Stare – to
Ex – out Esse - be
stand
Existentialism vs. Nihilism

• Existentialism believes that humans were born without meaning but can
find meaning in this life
• Nihilism – belief in ultimate meaninglessness of life
• Nihilists believe that life has no meaning and that nothing in our life is
meaningful
 • Already started by late 1800s
• However, gains traction after the world
Existentialism wars
• ‘There is no order in this chaotic world’
• People started abandoning meaning
Some Major Proponents

Soren Jean-Paul Albert

Kierkegaard Sartre Camus
 Soren Kierkegaard

• Danish philosopher
• Father of existentialism
• Human existence is always individual
in character
• Life is not a problem to be solved, but a
reality to be experienced
Jean-Paul Sartre
• Principal spokesman for the
existentialists
• Embraced the term existentialist
• Existence exceeds presence
• There is no God
• “Man is condemned to be free”
 Albert Camus

• French philosopher
• Opposed systemic philosophy
• Introduced the concept of absurdity
• Explored the question of meaning of
life and the concept of death
 • Life is subjective
• Human possess free will that he
must practice within an absurd and
meaningless world
Existentialism
• Everyone is unique
• We need to take responsibilities for
our own actions and shape our
destinies
 Challenge of
Existentialism
• Lack of meaning in our
existence
• Sheer abundance of
freedom
 Anecdote of a Soldier

A soldier has the choice to join the military for war or to take care of his
mother. He could go to war and fight for justice, or he could stay and take
care of his mother. If he go, his contribution will likely be small, but it will
serve a larger group of people. In contrast, if he stays, he will make an
enormous difference to the life of one person. So what should he choose?
Existentialism and Choice

Choice is vital and inevitable to human existence

Even the refusal to choose is a choice

We all have a will to make a conscious decision

We are ALWAYS responsible for our choice

Existentialism and Education

• To help students appreciate their uniqueness

• Make students accept responsibility for their thoughts, feelings and actions
• Educate the person, not just the mind
• There is a desire to help people to be authentic
 • Self-paced and self-directed
• Wide variety of options from
Existentialist which we need to choose
• Students should be given freedom
Curriculum to choose their education
• There is an emphasis on
humanities
 Focus is on the individual

Encourages creativity and self-expression

Methods of Teachers must be non-judgmental

Teaching
Help students clarify their own values

Dialogues, small discussions, and individualization

Role of Teachers

• To create an environment in which students can freely express themselves

• Relate with students openly and honestly
• Assist students on how to use their freedom
• Help individuals identify themselves