PRAGMATISM AS AN APPROACH TO EDUCATION
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 consequences"(p. 82).
Examination of PapiniÆs example, with each room in the hotel opening into a corridor is a metaphor referring to the fact that all notions, concepts, ideas and theories each have their own purpose based on the individuality of the person thinking about the idea or theory just as each room has its own resident. Also, the idea of each room being connected by a corridor which residents must pass through in order to enter or exit their room is the idea...