Like experimental pedagogy, pragmatic pedagogy was put forward and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatism pedagogy takes pragmatism as its philosophical and theoretical basis.
In fact, pragmatic pedagogy has put forward its own basic views:
First, education is life, and the process of education and life is integrated, rather than preparing for a certain life in the future.
Second, education is the growth of personal experience. Education is to let students grow their own experience in real situations, which is the ultimate goal of education.
Third, education is growth, which is the growth process of personal experience. The reason is that school is an embryonic society, and students' learning in school is actually a process of growing up in society.
Fourthly, the school curriculum centers on students' experience, breaking the original subject-centered curriculum system.
Fifth, teachers are no longer the center of education and teaching. Teachers are only the helpers of students' growth, and students are the center of education and teaching.
Sixth, in the process of education and teaching, we should attach importance to children's creativity and advocate children's independent exploration and discovery in the process of learning. Pragmatic pedagogy, based on American pragmatic culture, profoundly criticized the traditional educational theory represented by Herbart and promoted the development of pedagogy.
Question 2: What are the famous pragmatic educators and masterpieces? 5 points Dewey's democracy and education.
Question 3: Who is the representative of pragmatism pedagogy? Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century, and it has had a great influence on the research of educational theory and the development of educational practice all over the world in the 20th century. Its representative figures are American philosopher and educator Dewey and kilpatrick (187 1- 1965) and others. Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method.
Like experimental pedagogy, pragmatic pedagogy was put forward and developed on the basis of criticizing the traditional pedagogy represented by Herbart. Obviously, pragmatism pedagogy takes pragmatism as its philosophical and theoretical basis.
Question 4: The argument of Dewey's pragmatic pedagogy is that Dewey's pragmatic pedagogy is (education is life, school is society, learning by doing).
Question 5: What is Dewey's pragmatic education theory? On the basis of his philosophical, sociological and psychological theories, Dewey comprehensively expounded his pragmatic education view. To sum up, it mainly includes the following aspects:
(1) About the essence of education. Dewey discussed the essence of education from various angles many times in his own educational theory. His views on the essence of education can basically be summarized by three important arguments he put forward, namely, "education is growth", "education is life" and "education is the continuous transformation of experience".
(2) About the purpose of education. Dewey discussed the problem of educational purpose from many aspects, the most important of which is his discussion of "education has no purpose"
(3) 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 theories.
Question 6: Who are the representatives of pragmatic pedagogy? Pragmatic pedagogy is an educational trend of thought that rose in the United States at the beginning of the 20th century. Its representative figures are American philosophers and educators Dewey and kilpatrick (187 1- 1965). Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method.
Dewey is the founder of pragmatic pedagogy in the 20th century and the main representative of modern education. Dewey's educational thoughts are as follows: ① Dewey summarized the essence of education as "education is life, education is growth, and education is the transformation and reorganization of experience". As for the purpose of education, he thinks that education "does not go beyond its purpose", and the purpose of school education is to ensure the growth of children through the power of organization. (3) In the relationship between teachers and students, he advocates taking children as the center. (4) Consistent with his basic education viewpoint, he advocated "learning by doing" and activity classes in teaching, and strengthened the unity of * * * method and teaching materials, the unity of purpose and activity, and the unity of wisdom and inquiry, thus forming a teaching thought of taking children as the center, activity classes and learning by doing.
Question 7: What is the core of Dewey's pragmatic teaching theory? Dewey is the third American pragmatism master after Peirce and James, and the most important representative of American pragmatism philosophy. "Usefulness is truth" is a classic expression of Dewey's pragmatic philosophy. In the past, philosophy was composed of ontology, epistemology and axiology, which answered three questions: what, why and what's the use. Dewey believes that the question of what is should be solved by science, not philosophy. "Why" and "What's the use" are two sides of the same question. People often know things from their own standpoint, and the purpose of knowing things is to use them for us. Therefore, pragmatic philosophy denies the objectivity of laws and only believes in human experience. Human experience is the standard to measure truth. What is useful is truth, and what is useless is fallacy. The diversity of things obliterates the commonality of things, the variability of things obliterates the eternity of things, and the value form of things replaces the substantive form of things. Pragmatic philosophy is essentially a philosophy of value based on idealistic world outlook and epistemology. Dewey believes that the significance of philosophy lies in solving real life problems. The biggest problem people faced at that time was education. Therefore, he equated philosophy with education. Since his philosophy is a philosophy of value, his philosophy of education is also a philosophy of educational value. His educational philosophy provides a theory for solving educational problems.
Dewey once said, "If I completely replaced' instrumentalism' with' technology' when I put forward the characteristics of science as a kind of knowledge, I might avoid many misunderstandings." Although Dewey has no works devoted to technology, all his works are full of criticism of technology. Different from the usual understanding, Dewey uses "technology" to describe all kinds of human activities, which means that human beings use various inquiry tools as a means to solve various problems when facing various difficulties. Therefore, technology is the exploration of tools and skills.