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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.
Sidney Hook (December 20, 1902 – July 12, 1989) was an American philosopher of pragmatism known for his contributions to the philosophy of history, the philosophy of education, political theory, and ethics. After embracing communism in his youth, Hook was later known for his criticisms of totalitarianism, both fascism and Marxism–Leninism.
"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".
He was a professor of education at Teachers College, Columbia, from 1917 to 1940. An opponent of pragmatism and progressive education, Bagley insisted on the value of knowledge for its own sake, not merely as an instrument, and he criticized his colleagues for their failure to emphasize systematic study of academic subjects.
Experimentalism is referred to as John Dewey's version of pragmatism. [3] The theory, which he also called as practicalism, holds that the pattern for knowledge should be modern science and modern scientific methods. [3] Dewey explained that philosophy involves the critical evaluation of belief and that the concept's function is practical. [3]
The first presentation of integration of the four dimensions of reality below is presented in L. Nørreklit 1991, and further developed and applied in publications in 2004, 2006 and 2007 - in which the theory was termed constructivist pragmatism (2006) and adjusted to pragmatic constructivism (2007). [4]
1997: Pragmatism as a Principle and Method of Right Thinking collects Peirce's 1903 Harvard "Lectures on Pragmatism" in a study edition, including drafts, of Peirce's lecture manuscripts, which had been previously published in abridged form; the lectures now also appear in The Essential Peirce, 2. Edited by Patricia Ann Turisi, in print.
In the third lecture, Dewey takes on the issue of "waste in education" in a somewhat unusual mode. For Dewey, the primary waste in education is a waste of effort on the part of the school and time and effort on the part of the children. This waste, Dewey claims, is a result of isolation: All waste is due to isolation.