In contrast only the broad outline is provided within which a variety of course content could be accommodated. The teachers play the role of a mentor to students. Instead of spoon-feeding all concepts and course content they give a fair degree of liberty for students to find their own individualized style of learning. They prompt students to find equilibrium in the interaction between the organism and the environment. There is no standardized evaluation of learning. Moreover, the process involves experimentation and learning through experience rather through concepts. Pragmatism also rejects Metaphysical Absolutes and Metaphysical Dualisms.
Pragmatism is a relevant philosophy of schooling even today. The prevalent system of education does not mould students into well-rounded and socially-conscious individuals. The emphasis is too much on grades and individual excellence. Being part of the current education system I can clearly see what Pragmatism offers. Under Pragmatist education student co-operation is given more importance compared to student competition. This is not the case in the current system where there is severe competition to get good grades. Perhaps, the current system can be modified to include educational goals and methods outlined under Pragmatism. This chapter is useful reference for students and educators alike. Just as students are exposed a system of education quite different to theirs, it also helps educators to rethink the objectives of curriculum and methods employed to achieve the same. The lack of standard grading system can be problematic for contemporary educators. The ability of a student to handle ad hoc problems as posed by the teacher is loosely evaluated for learning outcomes. It is this aspect of Pragmatism which makes it incompatible with the present mindset of teachers and parents. Today teachers and parents want students to excel in tests, irrespective of understanding how it translates into social and ...Show more