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This 3 page paper focuses on pragmatism and education. John Dewey's specific theory is the focus of attention. Bibliography lists 5 sources.
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3 pages (~225 words per page)
File: RG13_SA926dew.rtf
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sought in their practical bearings, that the function of thought is to guide action, and that truth is preeminently to be tested by the practical consequences of belief" ("Pragmatism," 2009).
Pratt (1909) emphasizes the fact that pragmatists are such by nature and those who flaunt it may be pragmatists in name, but are not necessarily true pragmatists. It is also
true that there are different views on pragmatism. John Dewey was a pragmatist. One element of Deweys theory is that Dewey believed in warranted assertability. Another element is the
rejection of absolute truth and a third element is that he connected experience and action. Perry (2001) explains: "In place of absolute truth claims, Dewey proposed warranted acceptability as a
criterion for scientific statements. His empirical theory of learning was justified on the basis of warranted assertions about the relation between experience and action. This theory was connected with an
analysis of society in an attempt to explain democratic and moral impulses" (p. 222). A fourth element of Deweys theory is that he was opposed to distinguishing culture and nature
(Dalton, 2002). When it comes to pragmatism, one might use the philosophy in different areas. One area that it is related to is education, and Dewey himself was immersed in
this topic. Dewey (1964) suggests that education is something that should be aligned with the notion that a class divide exists. In his book, Democracy and Education, Dewey (1964)
provides a chapter entitled "The Democratic Conception in Education." In it, he explains that if education is seen as something tied to social consciousnesses, then the education received will be
tied to the social group (Dewey, 1964). This is a similar suggestion as was relayed by the outcome of Brown v. Board of Education, where it is claimed that the
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