Pragmatism and the Pupil

The truth of an idea is not a stagnant property inherent in it. Truth happens to an idea. It becomes true, is made true by events. -William James; The Meaning Of Truth (1) In simple words, Pragmatism is the challenge and defying the universal truths and ideas, in the context that they hold true if they are testable or more aptly, that their validity lies in practical consequences. Pragmatists believe that the aims are always determined by individual not by any organization or any structure. Therefore in the relation of Pragmatism and the pupil, it is important to think of the student as an organism, an individual with its own basic continuum of living and survival in any field. 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. The pragmatist views the student as a whole organism constantly interacting with the environment.(2) Pragmatism enables a student to concentrate on the here and now, always with a forward glance towards the immediate future. Just as the word pragma suggest, the pragmatist pupil is essentially active towards all forms of learning which can be supported by: The Pupil is essentially a bundle of activity of native and acquired tendencies to action.(3) I believe that pragmatisms approach of learning through experience makes the pupil direct his powers in the practical field not to memorize theories, but to dwell in the world of experience and knowledge. What the pupil really needs is not the exact information but how to find out for himself.(4) However, in the conclusion, a thought provocation is necessary. When ideas are so widely refuted and generalized on the basis of testing and practicalities, I believe that it leads to the thought that pragmatism might hinder the imagination of the pupil in a broad way, restricting their minds only to the testable phenomenons. This idea is also shared Professor Blake of Columbia University of Digital Ventures. In his words Rudolf Bourne arguedpragmatistshad essentially paralyzed the imagination; they had disabled the creativity of human beings in the face of an unjust order.(5) References: (1) The Meaning of Truth, William James, preface. (2) Pragmatism & Education, Dr. S. Bansal; Dr. V.K Maheshwari; Dr. S. Agarwal, pg# 13: retrieved from www.scribd.com (3) Principles of Teaching in Secondary Education, H. H. Foster, 1921, pg# 11. (4) Schools of Tomorrow, John & Evelyn Dewey, 1915, pg# 16. (5) Retrieved from http://c250.columbia.edu/dkv/extracts/0743_dewey6.html