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    Forms of Pragmatism

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    Deogracia Borres
    There are several forms of pragmatism discussed in the document: humanistic pragmatism focuses on human satisfaction as the criterion for truth; experimental pragmatism sees truth as what is useful in practice and problems can only be solved through experimentation; nominalistic pragmatism denies universal truths and sees results as always particular; and biological pragmatism sees the aim of knowledge as harmony with the environment. The document also discusses educational implications of pragmatism, seeing education as a social process of continuous reconstruction through experience to develop the child and their inherent capacities, with the responsibility falling to the state.

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    Forms of Pragmatism

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    Deogracia Borres
    355 views14 pages
    There are several forms of pragmatism discussed in the document: humanistic pragmatism focuses on human satisfaction as the criterion for truth; experimental pragmatism sees truth as what is useful in practice and problems can only be solved through experimentation; nominalistic pragmatism denies universal truths and sees results as always particular; and biological pragmatism sees the aim of knowledge as harmony with the environment. The document also discusses educational implications of pragmatism, seeing education as a social process of continuous reconstruction through experience to develop the child and their inherent capacities, with the responsibility falling to the state.

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    There are several forms of pragmatism discussed in the document: humanistic pragmatism focuses on human satisfaction as the criterion for truth; experimental pragmatism sees truth as what is useful in practice and problems can only be solved through experimentation; nominalistic pragmatism denies universal truths and sees results as always particular; and biological pragmatism sees the aim of knowledge as harmony with the environment. The document also discusses educational implications of pragmatism, seeing education as a social process of continuous reconstruction through experience to develop the child and their inherent capacities, with the responsibility falling to the state.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    355 views14 pages

    Forms of Pragmatism

    Uploaded by

    Deogracia Borres
    There are several forms of pragmatism discussed in the document: humanistic pragmatism focuses on human satisfaction as the criterion for truth; experimental pragmatism sees truth as what is useful in practice and problems can only be solved through experimentation; nominalistic pragmatism denies universal truths and sees results as always particular; and biological pragmatism sees the aim of knowledge as harmony with the environment. The document also discusses educational implications of pragmatism, seeing education as a social process of continuous reconstruction through experience to develop the child and their inherent capacities, with the responsibility falling to the state.

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    © All Rights Reserved
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    of 14

    FORMS OF

    PRAGMATISM
    HUMANISTIC PRAGMATISM
    Particularly found in social sciences.

    The satisfaction of Human nature is


    the criterion of utility

    Man is the aim of all thinking and


    everything else is a means to
    achieve human satisfaction.
    EXPERIMENTAL PRAGMATISM
    Modernscience is based upon
    experimental method.

    Truth is known only to the extent it is


    useful in practice. The pragmatist use this
    criterion of truth in every field of life.

    Thehuman problems can be solved only


    through experiment.
    By his book, Varieties of Religious
    Experience
    William James has advised that everyone
    should discover his God, mode of worship
    and man-God relationship by experiments in
    his own life.

    By experiment in a field of life, one may


    know what to believe and what not to
    believe, what to do and what not to do.

    Whatever is proved by experience is true.


    NOMINALISTIC PRAGMATISM
    Nominalism is a philosophical view
    which denies the existence
    of universals and abstract objects.

    Universals- things that can be


    instantiated or exemplified by many
    particular things
    Abstract objects- object that do not exist
    in space and time.
    According to nominalistic pragmatism, the
    result of an experiment are always
    particular and concrete, never general and
    abstract.
    BIOLOGICAL PRAGMATISM
    Theultimate aim of all knowledge is
    harmony of the man with the
    environment.

    Education develops social skill which


    facilitates ones life.

    Theschool is a miniature society which


    prepares the child for future life.
    EDUCATIONAL
    IMPLICATIONS
    1. EDUCATIONAL AS LIFE
    Pragmatists firmly believed that old and
    traditional education is dead and lifeless.

    Education is a continuous re-organizing,


    reconstructing and integrating the experience
    and activities of race.

    Real knowledge can be gained only in activity,


    experiments and real life experiences.
    2. EDUCATION AS GROWTH
    Educationis meant for child and child is
    not meant for education and child is not
    empty bottle to be filled up by outside
    knowledge.

    One of the aims of education is to develop


    all the inherent capacities of the child to
    the fullest.
    3. EDUCATION AS A SOCIAL PROCESS
    Man is a social being. He gains more and more
    knowledge through personal experiences than he
    gets than he gets from books.

    The education of the child should be through the


    medium of society so that develops in him
    socially desirable qualities which promote his
    welfare and happiness.
    Education is the social continuity of
    life
    - John Dewey
    4. EDUCATION A CONTINUOUS
    RESTRUCTURING OF EXPERIENCE

    Education is a process of development.


    Knowledge is gained by experience and
    experiments , conducted by the learner himself.

    The process of reconstruction of experience goes


    on and leads to adjustment and development of
    personality.

    The pragmatists educational process has no end


    beyond itself.
    5. EDUCATION THE RESPONSIBILITY OF
    STATE

    Education is the birth right of each individual


    and may not be within the right of the individual,
    so the state should shoulder the responsibility.

    The refusal of the state to do so may lead the


    nation to suffering.

    It is for the state to make the child capable and


    confident to meet the problems and challenges of
    life successfully.

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