Pragmatist Education

Question 1: Pragmatist pedagogy is based on a critique of what is proposed Pragmatist pedagogy is a wave of educational thinking that emerged in the United States in the late 19th and early 20th centuries, and has had a great impact on the development of educational theory research and educational practice throughout the world in the 20th century. Its representative figures are American philosopher and educator Dewey and Kerberich (W.H. Kilpatrick, 1871-1965) and others. Representative works include Dewey's Democracy and Education and Experience and Education, and Kirkpatrick's Design Pedagogy.

Pragmatist pedagogy, like experimental pedagogy, pragmatist pedagogy is also proposed and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatist pedagogy takes pragmatism as its philosophical foundation and theoretical basis.

On, pragmatist pedagogy puts forward its own basic viewpoints:

First, education is life, the process of education and the process of life are one, rather than preparing for some future life.

Secondly, education is the growth of personal experience, and it is the ultimate aim of education to enable students to grow in their own experience in real situations.

Thirdly, education is growth, the process of growing in personal experience. The reason for this is that the school is a fledgling society, and what a student learns in the school is in fact a process of growing in the society.

Fourth, the school curriculum is centered on students' experiences, breaking the original subject-centered curriculum system.

Fifth, education and teaching are no longer teacher-centered. Teachers are only helpers of students' growth, and students are the center of education and teaching.

Sixth, in the process of education and teaching, we should pay attention to the creative play of children, and advocate that children in the learning process of independent exploration and discovery. Pragmatist pedagogy is based on the American culture of pragmatism, which has y criticized the traditional educational theories represented by Herbart and promoted the development of pedagogy.

Question 2: What are the famous pragmatist educators and their masterpieces? 5 points Dewey, Democracy and Education.

Question 3: Who are the representatives of pragmatist pedagogy Pragmatist pedagogy is a wave of educational thinking that emerged in the United States at the end of the 19th century and the beginning of the 20th century, and has had a great impact on the development of educational theoretical research and educational practice throughout the world in the 20th century. Its representative figures include the American philosopher and educator Dewey and W.H. Kilpatrick (1871-1965). Representative works include Dewey's Democracy and Education and Experience and Education, and Kirkpatrick's Design Pedagogy.

Pragmatist pedagogy, like experimental pedagogy, pragmatist pedagogy is also proposed and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatist pedagogy takes pragmatism as its philosophical foundation and theoretical basis.

Question 4: The argument of Dewey's pragmatist pedagogy is The argument of Dewey's pragmatist pedagogy is (Education is life. School is society. Doing school)

Question 5: Dewey's pragmatic theory of education, specific content? Dewey's philosophical, sociological and psychological theories as the basis for a comprehensive exposition of his pragmatic view of education. Summarized, including the following aspects:

(1) on the nature of education. Dewey in his own educational theory from a variety of different perspectives, multi-faceted and repeatedly discussed the nature of education. His views on the nature of education can basically be summarized by the three important arguments he put forward, which are: "education is growth", "education is life", "education is the continual transformation of experience ".

(2) On the purpose of education. Dewey discussed the purpose of education from various aspects, and the most important is his discussion of "education without purpose".

(3) The basic principles of teaching. The core of Dewey's educational theory system is his teaching theory, and "learning by doing" is the basic principle of all his teaching theory.

Question 6: Who is the representative of pragmatist pedagogy Pragmatist pedagogy is the early 20th century in the United States of America, a wave of educational thinking, and its representatives are American philosophers, educators, Dewey and Kobrecht (W.H. Kilpatrick, 1871-1965) and others. Representative works include Dewey's Democracy and Education and Experience and Education, and Kerberquist's Design Pedagogy.

Dewey is the founder of the 20th century pragmatist pedagogy, is the primary representative of modern education. Dewey's educational ideas are: ① Dewey summarized the essence of education as "education is life, education is growth, education is the transformation and reorganization of experience". ② In the purpose of education, he believed that education "has no purpose outside of it", and the purpose of school education is to organize the power to ensure the growth of children. (3) In the teacher-student relationship, he advocated a child-centered approach. ④ Consistent with his basic view of education, he advocated "do middle school" in teaching, advocating activity courses, strong *** method and the unity of the textbook, the unity of purpose and activity, the unity of wisdom and inquiry, the formation of a child-centered, activity courses, do middle school as the characteristics of the teaching ideas.

Question 7: What is the core of Dewey's pragmatic theory of teaching? Dewey is the third master of pragmatism in the United States after Peirce and James, and is the most important representative of the American philosophy of pragmatism. "Usefulness is truth" is the classic expression of Dewey's pragmatist philosophy. In the past, philosophy was composed of three parts: ontology, epistemology, and value theory, which answered the three questions of what is, why, and what is useful. Dewey believed that the question of "what" should be solved by science, not by philosophy. "Why" and "what is the use of" are two sides of the same coin. People tend to recognize things from their own standpoint, and the purpose of recognizing things is to use them for their own purposes. As a result, the philosophy of pragmatism denies the objectivity of laws and believes only in human experience. Human experience is the measure of truth. What is useful is truth, and what is not useful is fallacy. It obliterates the ****similarity of things by the diversity of things, obliterates the eternity of things by the changeability of things, and replaces the physical form of things by their value form. Pragmatist philosophy is essentially a philosophy of value based on an idealistic worldview and epistemology. Dewey believed that the significance of philosophy lies in solving practical problems of life. And the biggest problem people faced at that time was the problem of education. Therefore, he equated philosophy with education, and since his philosophy was a philosophy of value, his philosophy of education was also a philosophy of educational value. His philosophy of education is to provide theories for solving educational problems.

Dewey once said, "If I had thoroughly replaced 'instrumentalism' with 'technology' in presenting the character of science as a kind of knowledge, I might have avoided a great deal of misunderstanding. " Although Dewey did not write specifically about technology, his entire body of work is filled with critiques of technology. Contrary to the common understanding, Dewey uses "technology" to depict various human activities as the use of various tools of inquiry as a means of solving problems in the face of difficult situations. Thus, technology is an inquiry into tools and techniques.