PRAGMATISM AS AN APPROACH TO EDUCATION Introducti

Runes (1983, pp. 23-24 and 32) defines pragmatism as a philosophical movement stressing practical consequences and values as standards by which concepts are to be analyzed and their validity determined. In other words, pragmatism is the philosophical notion that ideas or principles are true so far as they work. Runes further states that, in general, pragmatists rely on empirical or experimental methods and reject apriorism (innate or intuitive process and mechanisms of knowing) as a source of human knowledge.

The purpose of this paper is to discuss pragmatism as a general approach to education. In this regard, the paper first looks at the conceptual foundations of the approach. This is followed by a review of its general practices and methods. The final section of the paper presents a series of conclusions about pragmatism as an approach to education formulated on the basis of the reviewed material.

Educational Applications: Conceptual Core

The conceptual core of pragmatism, as applied to education, begins with the writings of William James. Very much influenced by the philosophy of pragmatism, William James (2000, p. 84) quoted Italian pragmatist Papini who stated that pragmatism ô...lies in the midst of our theories, like a corridor in a hotel. Innumerable chambers open out of it.ö James also noted that what the pragmatic method did, was "to try to interpret each notion by tracing its respective practical conse

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hool and a corporation in Cincinnati. This program was, according to Abowitz (p. 313), specifically based on principles associated with Deweyan pragmatism; as such, both the school and the community businesses involved in the program shared in planning lessons and instruction in a democratic manner. It was noted that while there were a number of challenges that arose over time, both groups adapted to the pragmatic and democratic process and worked well together to formulate and implement mutual goals. Evaluation is another area in which Deweyan notions of pragmatism have been applied. In this regard, Matheson (2000, p. 85) reports that substantial research has shown that over the years many types and forms of evaluating studentsÆ learning progress have been culturally biased and unfair to students. She stated that what was needed and what is currently being practiced in many schools, is the use of a more democratic approach to evaluation, one that includes students, educators, school authorities and other relevant parties in test planning, construction, and use (p. 87). In this way, Matheson (p. 89) informs, not only will childrenÆs evaluative needs be better served but also the practice will support the creation of democratic
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