Search results
Results from the WOW.Com Content Network
Pragmatism is a philosophical tradition that views language and thought as tools for prediction, problem solving, and action, rather than describing, representing, or mirroring reality. Pragmatists contend that most philosophical topics—such as the nature of knowledge, language, concepts, meaning, belief, and science—are best viewed in ...
Kilpatrick developed the Project Method for early childhood education, which was a form of Progressive Education that organized curriculum and classroom activities around a subject's central theme. He believed that the role of a teacher should be that of a "guide" as opposed to an authoritarian figure.
This "passivity of attitude" and "mechanical massing of children" [7]: 51 are due to the rigid curriculum and method, which are still rooted in a "mediæval conception of learning". [7]: 41 When the core of a curriculum is listening en masse, then everybody can be tested on the same thing at given intervals. The child in this system is an ...
"Pragmaticism" is a term used by Charles Sanders Peirce for his pragmatic philosophy starting in 1905, in order to distance himself and it from pragmatism, the original name, which had been used in a manner he did not approve of in the "literary journals".
Experience and Education is a short book written in 1938 by John Dewey, a pre-eminent educational theorist of the 20th century.It provides a concise and powerful analysis of education. [1]
First, due originally to Bertrand Russell (1907) in a discussion of James's theory [citation needed], is that pragmatism mixes up the notion of truth with epistemology. Pragmatism describes an indicator or a sign of truth. It really cannot be regarded as a theory of the meaning of the word "true".
Thomas S. Popkewitz (born August 16, 1940) is a professor in the department of curriculum and instruction, University of Wisconsin–Madison School of Education, US.His studies explore historically and contemporary education as practices of making different kinds of people (e.g., the citizen, the learner, the child left behind) that distribute differences (e.g., the achievement gap).
The result has been a more cosmopolitan pragmatism, one less centered on the United States and more appropriate to a globalizing world." [ 16 ] It is Bernstein's conviction that many of the themes of classical American pragmatism have resurfaced in the work of some of the most prominent twentieth and twenty-first-century philosophers.