ty. Experience was the key to Dewey's pragmatism (Solomon & Higgins, 1996). Scholarly enquiry should be focused on rectifying real problems and not on abstract concepts. In essence, Dewey (1998) argued that we learn from doing, form experiencing new things, and from encountering the realities of our world. One suspects that Dewey (1998), looking at the new technologies that are being employed in contemporary schools to streamline leading, might have wondered if such technologies are capable of generating meaningful interactions with lived experiences rather than what we know as "virtual realities."
For Dewey (1998), realism simply feel short of offering adequate explanations of man's experience sand of the way in which things function in the world. He was at the core a pragmatist who felt that experience, especially repeated experiences, were needed to explain such matters. Experience in this philosophical system was not only a dynamic but also a practical concept, involving problem-solving, participation and direct e
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