Query: pragmatism theory in education

title: Pragmatism as a teaching philosophy in the safety sciences: A higher education pedagogy perspective
abstract: The education of safety science professionals is a key requirement to ensuring the ongoing recognition of Occupational Health and Safety (OHS) as a profession. Safety science educators, at some point in their academic career, are required to align with an appropriate teaching philosophy, however this important aspect of education pedagogy rarely receives scholarly attention in the safety sciences. Therefore, this article makes the case for philosophical pragmatism as an overarching teaching philosophy that works well within the evidence informed safety science practice model. Pragmatism is a logical and valuable teaching philosophy which centres on linking theory, research, ideas and actions to multi disciplinary practical applications. It is embedded in the notion that both multiple stakeholder, and multiple perspectives are required to solve practical safety oriented problems. Pragmatism links to a reflective practitioner paradigm whereby students are asked to think critically about what they do. Further, learning is influenced by self discovery. The key theoretical underpinnings of pragmatism are presented, as well as the 4 Ps of pragmatism (Practicality, Pluralism, Participation and Provisional) as a teaching framework. The rational for embracing pragmatism as a higher educational teaching philosophy for the safety sciences is presented. Pragmatism is seen as both a path forward in reducing the theory into practice divide for safety science educators and professionals, and a teaching philosophy which enhances the safety science pedagogy educational lens.

title: Analytical Review of Pragmatism Theory Impact on Agricultural Vocational and Technical Training
abstract: In pragmatism training approach, ideas are considered as tools to solve problems and they are correct and real until their effects are desirable and useful, otherwise they are incorrect. Looking ahead, permanent changes, plurality of world, purposeful universe, the human relationship with nature and the human place in world improvement are features of pragmatists Due to pragmatism approach some education experts and scholars concluded to design a system to consider the specialized sciences and also provide the required techniques to the interested individuals to do works Due to the features of pragmatism, training Needs Assessment process, the subject oriented against the job oriented educational content prevent the over training or low training program planning process are among the differences of academic classic education and applied scientific education Applied Science curriculum design approach is based on profession and jobs but there is an issue centered approach in university system Taking advantage of the knowledge and presenting it as applied includes another feature of scientific applied system Other feature is different in target population or audiences Unlike the classic system of higher education that responds solely to the social demand the applied science system meets the need of market and manufacturing sector. Using feedback in review and revise of curriculum has done so that the executors, planners and authorities of scientific allied system can resolve the failures of curriculum. Entrepreneurship is considered as another feature of applied science education. A special level is provided for each grade of applied education. Associate degree is described as a certain job level between diploma and bachelor grades. The scientific applied expert is a person who learned the agriculture professional knowledge and skills based on job needs to perform agricultural industrial managerial and agricultural services planes In recent years the tendency of Applied Science system has started the Master's level training with project based approach (as applicable) Practitioners and agricultural beneficiaries are required to up to date their job skills during short term modular courses. These courses are provided in the practical form in farms, workshops, laboratories the production pilots and agricultural services so that provide the necessary capabilities for agricultural practitioners and beneficiaries in the shortest time

title: Modern Mathematics in Belgian Secondary and Primary Education: Between Radicalism and Pragmatism
abstract: After a period of ten years of experimentation and confusion about the future direction of school mathematics, a political decision clarified the situation: From 1968 on, modern mathematics was compulsorily introduced in all Belgian secondary schools and a few years later also in primary schools. For more than 20 years, it was the dominant paradigm for the teaching and learning of mathematics. The reform was quite radical, although some traditional subjects and methods were maintained. Modern mathematics led both to new mathematical content and to a modernization of teaching methods. Proper notations and symbols, the use of the correct vocabulary, and theory development received increased attention, barriers between mathematical subdomains were largely eliminated, and geometry education was redirected toward transformation and vector geometry.

title: Reconsidered the University Moral Education Based on Dewey Pragmatism Theory
abstract: In recent years,the university requently happened the "cases of students killing teacher" and cases of students committing suicide,the root is closely related to the phenomenon of China university moral educationshortage.According to the moral education theory that as represented by Dewey's pragmatism,and analyses the university moral education work under this visual angle,then proposed the innovative moral teaching model,updated the moral education theory knowledge,reconstructed the harmonious relation between of teachers and students,and upgraded the teachers' moral standards and introduced the student self education concept.

title: Theory and research in construction education: the case for pragmatism
abstract: The education of the construction professional, like many others, has been shaped and nurtured by well intentioned educationalists throughout the ages. While there has been much discourse around the theoretical underpinnings of construction education, not much has been set in writing. A philosophical position has not always been to the forefront of those pioneering and well intentioned construction educationalists. There has been, rather, a 'systems thinking' approach, a sense of wanting to prepare an educational experience that would equip the future leaders in construction to ensure they would develop the knowledge, skills and competences to take their place in an ever changing architecture, engineering and construction (AEC) industry. Now, at least around Europe, there is an ever increasing attempt to identify the paradigms within which construction education sits comfortably, thus attempting to pave the way for the future. This could be called a philosophical positioning. There follows an exploration of the evolution of the education of the construction professional through a review of the literature and other sources in an attempt to make some sense of this journey. The paper also presents the discourse from the educational research perspective where the connection between the role of theory and philosophy has been a matter of discussion for many years. Biesta in his work calls for the intelligent use of theory and philosophy and advocates pragmatic positioning in regard to discourse. This pragmatic framework offers the freedom to gain control over what construction education constitutes as it offers a way of thinking that allows the educationalist freedom to challenge. What is presented and debated is the discussion that has been documented with a view to offering some perspective on its importance. Some philosophical perspective is also offered around the developments with the added suggestion that AEC is firmly seated in the 'pragmatic' paradigm. Much progress has been achieved to date but it is now time to offer a possible further step forward. While a pragmatic philosophical position is suggested it is not to imply that this is the only tool that might be used. The freedom to work within the pragmatic paradigm offers diversity that can draw together some of the thoughts that challenge and build the arguments about the role and position of theory in construction education.

title: Philosophical Tenets of Action Research in Education
abstract: The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research's radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research from pragmatism to postmodernism, including Greek philosophy and Marxist and psychoanalytic schools of thought but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences the field of education included the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research.

title: 'What`s in a name? Assessing dynamic tension between Critical Theory ambitions and Neoliberal pragmatism in Higher Education Disability service provision
abstract: The study examines the experience of a Higher Education Disability service provider as it battles the conflicting imperatives symbolised by a proposed name change for the service. One of the key dilemmas involved in the reflection of the practitioners involved is whether or not to include the word 'Disability' in the designation and the branding of the unit. Beyond the reflection of the name change itself, the data collected by the unit reveals the wider coexistence, within practices of service provision, of two distinct sets of values and imperatives. The paper analyses the thought process which took place on this campus for several months in 2013 and argues that what transpires in the analysis of the qualitative data surrounding this episode, is the growing dynamic interaction between a Critical Theory heritage and increasingly present Neoliberal imperatives. The outcomes section examines how this tension might be addressed in the future by Disability service providers but also campuses at large.

title: Moral Education Research about College Students from Social Mentality inspiration of Pragmatism moral education theory
abstract: College students' social mentality presents characteristics of the time and many moral education problems need to be solved urgently.For example education target loses touch with reality with moral conflict between ideal and reality,teaching means lag and so on.The author puts forward that present three regressions university moral education of which is inspired by pragmatism moral education theory of Dewey.Those are life return,main body return and method return.The author tries to find the effective way to solve the moral education problems.

title: An Introduction of the Theory of Aesthetics of Dewey in Education
abstract: Aesthetics is a science of human existence which addresses the perception of issues related to beauty and is realized through art education. Due to the theoretical importance of aesthetics and the dearth of research in education and given that art can face the most basic stages and profound aspects of life and audience characters with significant change and evolution, the current study which is a qualitative research aimed to introduce and analyze the theory of aesthetics of Dewey and identify the role of this type of experience in education using descriptive analytical and library method. Finally, after the data were qualitatively analyzed and the philosophical foundations of education and pragmatism were provided, as well as art and beauty were addressed from the perspective of John Dewey, it was concluded that art can be considered as one of the most efficient tool sand methods of human education in today's world who results and effects are visible in different areas, especially in the field of creativity and mental health. In this regard, awareness and education at all levels of education and promotion of public culture is very important so from the perspective of John Dewey, class and school environment should be conducive to fostering artistic talent and encourage students and their success in various fields of art and provoke either sense of appreciation for the artistic heritage of the community.

title: Pragmatism, Praxis, and Predictive Theory
abstract: Brian D. Christens is Associate Professor of Human Ecology at the University of Wisconsin Madison, in Madison, Wisconsin, USA, where he is Faculty Director of the University's Center for Community Nonprofit Studies and teaches in the Ph.D. program in Civil Society Community Research and the undergraduate major in Community Nonprofit Leadership. His research is on power and empowerment in policy and systems change efforts such as community organizing and coalition action. He works with community groups seeking to address inequities through changes to policies and decisions regarding transportation, food, education, community development, and corrections systems. He holds a Ph.D. in Community Research Action from Vanderbilt University. His work has been recognized by early career awards from the American Psychological Association, the Society for Community Research and Action, and the Society for the Psychological Study of Social Issues.