METAPHYSICAL SYSTEMS OF THOUGHT AND
EDUCATION (PART TWO)
PRAGMATISM AND EXISTENTIALISM
III. PRAGMATISM AND
EDUCATION
A. Definition
1.
The origin is
Greek ‘pragma’ meaning ‘use. Pragmatic theory states that, truth can be known
only through its practical consequences and is thus and individual or a social
matter rather than an absolute.
2.
Pragmatic means dealing with matters according to their
practical significance or immediate importance. Means doctrine that evaluates
any assertion solely by its practical consequences and its bearing on human
interests.
B. Metaphysical notes
Ontology: Reality is utility-that which serves the
benefit of an individual or a group individuals' adaptation to general life
Rational Psychology: The human person is
a multi-faceted being with capacity to adapt. His mind serves his physical
needs while his physical being nourishes his mind
Cosmology: The universe is adjustable to
one's benefits
Theodicy: God is a contextual being
C. Notable Proponents:
John Dewey
D. Educational Implications
I. Aims of Education
1.
Educational Aims of pragmatism
2.
Pragmatists believe that the aims are always determined
by individual not by any organization or any structure.
3.
The aim for education is to teach children to be
comfortable in their learning environment: the environment is not a preparation
for life but life. Educators should thus know the things that motivate and
interest children and plan accordingly.
4.
Help of the child to develop in such a way as to
contribute to his continued growth.
5.
An educational aim must be founded upon the intrinsic
activates and needs (including original instinct and acquired habits) of the
given individual to be educated.
6.
An aim must be capable of translation into a method of
cooperation with the activities of those undergoing instruction.
7.
Educators have to be on their guard against ends that
are alleged to be general and ultimate. Pragmatist's sole aim in education is
to provide the conditions that make growth possible.
II. The Concept Learner
1.
The student is an experiencing organism
capable of using intelligence to resolve its problems. As a thinking organism
his experiences and his reflections upon those experiences become a part
of him determining his likes, dislikes, and the future direction of his
learning.
2.
The student is a whole organism constantly interacting
with the environment. The school is both a part of this environment and a
special manmade environment designed to provide the best possible educative
experience to the learner.
3.
The whole organism which is the child consists of the
biological child, the psychological child, and the social child. The
experiencing organism that is the learner brings to school with him all the
meanings, values, and experiences that constitute his personality: his self.
III. The Concept of Teacher
1.
The role of the teacher is important in successfully
educating children.
2.
The teacher must capture the child’s interest and build
on the natural motivation that exists.
3.
Teachers need to vary their teaching methods to
accommodate each individual learning style because not all children learn at
the same pace or are at the same point.
4.
Teacher should organize knowledge and relate it to
current experiences.
5.
The teacher, for the pragmatist, is a member of the
learning group who serves in the capacity of helper, guide, and arranger of
experiences. He is as involved in the educative process as are these students.
6.
The pragmatic teacher does not abdicate responsibility.
Uses child centered approach not lasses faire (free style)
7.
The teacher is responsible for wiring with the students
and helping them develop their own projects that arise out of the felt needs of
the students rather than those of the teacher.
III. The curriculum
1.
Any educative experience is the subject matter of the
pragmatist's curriculum: any experience contributing to growth.
2.
The curriculum is learner- centered. In changes and
shifts as the needs of the learners vary.
3.
Pragmatists see subject matter as an arbitrary and
wasteful system to which all learners have been forced to conform. They reject
this system in order to center the subject matter on the problems and needs of
the learner.
4.
The curriculum for the pragmatic philosophy supports a
connection between knowledge and experience. It is important for children to
connect the two so learning can become meaningful.
IV. Instructional Methodology
General note: Pragmatic method is rooted
in the psychological needs of the students rather than in the logical
order of the subject matter.
Methods
1.
Methods range from almost complete laissez- the
relatively structured.
2.
The project method is the most common.
3.
Classroom discussion in a free and open atmosphere
4.
Individual problem solving research.
5.
Intensive reading, studying, and traditional subject matter
mastery.
Sample classroom
procedure
The teacher will as well as
possible help the learners at each stage of the effort:
(i) To initiate the activity (to
form or choose the purpose);
(ii) To plan how to carry the
activity forward,
(iii) To execute to plan:
(iv) To evaluate progress during
the activity and the result at the end.
While the above is going forward the teacher will also
(v) Encourage the learners to think up and
note suggestions or new leads for other and further work;
(vi) Help them to formulate these suggestions both
for clarification of thinking and for later recall and possible use
(perhaps writing them in a book or on the board for future reference);
(vii) Help pupils criticize
their thinking en route or at the close, as may seen wise; and finally
(viii) Look back over the whole process to pick up and fix important kinds
of learning as well as draw lessons for the future from both successes and
failures.
E. Common criticisms of Existentialism
1. Weak Ontology: the whole structure
of the pragmatic position is relatively unstable due to its lack of a sound
ontological base.
2 Anti-Intellectualism: the main
area of concern for pragmatists is the marketplace of daily life thus not
rationalistic.
3. Theory of Truth: all other major
philosophical systems are concerned with the nature of truth, but pragmatism
challenges the existence of this core making it a dangerous and radical
philosophy.
4. School as Instrument of Social
Change: Traditionally the school has been viewed as society’s instrument for
the preservation and continuation of our cultural heritage but pragmatists
argue that, the school and the whole process of education should be an instrument
of social change and social
1.
.
F. Food for thought
Critique the postulate "Kenyan
Competency Based Curriculum is a Pragmatic curiculum"
IV. EXISTENTIALISM
A. Definition
It
refers to a metaphysical system that lays emphasis on the existence of the
individual person as a free and
responsible being with the capacity to determine their own development through voluntary acts.
B. Metaphysical notes
Ontology:
1.
Individualism:
Existentialism rejects the existence of any source of objective, authoritative
truth about metaphysics, epistemology, and ethics. Instead, individuals are
responsible for determining for themselves what is "true" or
"false," "right" or "wrong,"
"beautiful" or "ugly." Argued that traditional approaches
to philosophy do not adequately respect the unique concerns of each individual.
2.
Precedence of
Existence over Essence: "Existence precedes essence"--means that
there exists no universal, inborn human nature. We are born and exist, and then
we ourselves freely determine our essence (that is, our innermost nature
3.
Nature of man:
Man is nothing else but what he makes of himself (First principle of
existentialism). Jean Paul Sartre. There exists no universal form of human
nature
Rational Psychology:
1.
For the existentialist, each of us has the free
will to develop as we see fit
C. Notable Proponents
1.
Soren Kierkegaard (1813-1855),
2.
Friedrich Nietzsche (1811 1900)
3.
Jean Paul Sartre(1905-1980)
4.
Gabriel Marcel(1889-1973)
D. Educational
Implications
Note: Just as its namesake sprang from
a strong rejection of traditional philosophy, educational
existentialism sprang from a strong rejection of the traditional, essentialist approach to education. Although elements
of existentialism occasionally appear in public schools, this philosophy has found wider acceptance in
private schools and ill alternative public
schools founded in the late 1960s and early 1970s
I. Aims of Education
1.
To enable the learner to understand and appreciate
themselves as unique individuals who accept complete responsibility for their
thoughts, feelings, and actions.
2.
The existentialist demands the education of the whole person
(includes feelings), not just the mind.
II. The Concept Learner
III. The Concept of Teacher
The teacher's role is to help students
define their own essence by exposing them to various
paths they may take in life and creating an environment in which they may
freely choose their own
preferred way.
III. The curriculum
1. Learner involvement: Although many
existentialist educators provide some curricular structure, existentialism,
more than other educational philosophies, affords students great latitude in
their choice of subject matter.
2.
Freedom of
Choice: In an existentialist curriculum, students are given a wide variety
of options from which to choose.
3.
Humanities: Humanities
are commonly given tremendous emphasis as a means of providing students with
vicarious experiences that will help unleash their own creativity.
4.
Science and Maths:
De-emphasis of math and the natural sciences may be de-emphasized, presumably
because their subject matter would be considered "cold,"
"dry," "objective," and therefore less fruitful to
self-awareness.
5.
Vocational
education: Vocational education is regarded
more as a means of teaching students about themselves and their potential than
of earning a livelihood. In teaching art, existentialism encourages individual
creativity and imagination more than copying and imitating established models.
IV. Instructional Methodology
General notes
Learning is
self-paced, self directed, and includes a great deal of individual contact with
the teacher, who relates to each student openly and honestly.
Methods
1.
Projects
2.
Research
3.
Discussions
4.
Note making
5.
Note taking
6.
Brainstorming
E. Common criticisms of Existentialism
1.
However, the individualistic approach in education
defeats the purpose of education's role in proper socialization.
2.
The Laissez Faire attitude is likely to lead to less
learning and acquisition of half truths
which has been precursors of fundamentalism and despair.
3.
Its disfavor
for the human's essence leads to
disintegrated worldview and
some form of
ontological egocentrism yet humans are both individuated and universalized beings.
4.
We can best know our humanity when we encounter the
humans. But when
we encounter them
we do so
objectively, not unless we become them but this not possible
5.
Furthermore, the aims
of education are too broad.
They are not
specified hence difficult for
the teacher to
evaluate learners
6.
Unmitigated freedom placed upon learners may be counterproductive
and may create a state of anarchy where everybody believes he is right.
7. It forgets about the role of the
society and in some cases it is against any codes of rules and regulations that bring people
together.
F. Food for thought
Discuss the
concept of authenticity in Education
.
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