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Pragmatic pedagogy is an educational philosophy that emphasizes teaching students knowledge that is practical for life and encourages them to grow into better people. American philosopher John Dewey is considered one of the main thinkers of the pragmatist educational approach.
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".
Transactionalism is a pragmatic philosophical approach to questions such as: what is the nature of reality; how we know and are known; and how we motivate, maintain, and satisfy goals for health, money, career, relationships, and a multitude of conditions of life through mutually cooperative social exchange and ecologies.
Pragmatism or pragmatic may also refer to: Pragmaticism, Charles Sanders Peirce's post-1905 branch of philosophy; Pragmatics, a subfield of linguistics and semiotics; Pragmatics, an academic journal in the field of pragmatics; Pragmatic ethics, a theory of normative philosophical ethics
An experienced driver will ignore all "follow the road" and "go straight" instructions, thus the pragmatic information content is lower; for a driver with knowledge of the area, large parts of the instructions may be subsumed by simple instructions "drive to X"; typically, only the last part ("the last mile") of the instructions are meaningful ...
Pragmatic truth is what actually happens if the conditions are satisfied. The conditions may be initiated by the actions of actors or accidentally through developing circumstances. Eventual difference between the proactive and the pragmatic truth is the truth gap which is subject to analysis and learning.
A pragmatic theory of truth is a theory of truth within the philosophies of pragmatism and pragmaticism. Pragmatic theories of truth were first posited by Charles Sanders Peirce , William James , and John Dewey .
Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality.