Pragmatic Education 19th-20th Century PDF

**3.3 Modern System and Pragmatic Education 19th Century --- 20th A.D** Pragmatism as a school of philosophy is viewed differently by different people. Some writers have opined that it originates from Greek word pragma' meaning activity or work done. Others said it is derived from another Greek wor...

**3.3 Modern System and Pragmatic Education 19th Century --- 20th A.D** Pragmatism as a school of philosophy is viewed differently by different people. Some writers have opined that it originates from Greek word pragma' meaning activity or work done. Others said it is derived from another Greek word pragrnatikos' which means practicability of utility. Pragmatist believes that first an [activity or experiment is done] and based on the result, [principles or ideas] are derived. That is why some people call it the school of experimentalism or consequentialism. It is called experimentalism because of it's believe that experiment is the only criteria of establishing truth. It is their believe that truth, reality, goodness or badness are relative themes and are neither predetermined nor absolute and that they are all proved by means of experience. The school is also called consequentialism because human activity is evaluated according to its consequences. Pragmatism was defined by Ross in Singh 2007 as essentially a humanistic philosophy, maintaining that man creates his own values in the course of activity, that reality is still in the making and awaits it part of completion from the future, that to an unascertainable extent our truth are man-made products. **\ 3.3.1 Principles of Pragmatism** 1. 2. 3. 4. 5. 6. 7. **3.3.2 Pragmatism and Education** Pragmatic movement is a characteristic of our modern period of science and technology. It emphasizes technical and vocational education as opposed to the study of liberal arts and humanities. In the field of methodology of teaching, pragmatism opposes the idea of having fixed methods of teaching rather the teacher and the child should think of the methods of teaching that best suit the interest of the learner. The method should promote self-learning through self-effort. The method should give room for learning by doing through experiment and activity based lessons. Project method is one of such methods acceptable to pragmatists. The school (pragmatism) does not stop at suggesting methods of teaching but also goes ahead to identify the type of teacher to fit into its methods of teaching In this regard, the teacher works as a friend, philosopher and a guide to the children. The teacher should carry along with him the qualities of understanding the changing nature of the society and knowing the interest of the children. Curriculum under pragmatism reflects the real life situation and must be child-centered. School under pragmatism are regarded as a social institution where the child gains real experiences of actual life that develop in him social sense and sense of duty towards his society and the nation. **3.4 Pre-colonial Education in Nigeria** In all pre-colonial African societies there was a system of education which trains the younger ones to acquire the life pattern of their groups or societies. That type of education is called indigenous or traditional education which is believed to have started since when mankind started to live in groups. The system thus, preceded both Islamic and western forms of education in Nigeria. **3.4.1 Traditional Education** Traditional education has been described by scholars as that type of education that enables the younger generations to acquire life pattern of the society through his parents, brothers, sisters, other members of the extended family and the community in general. Similarly, it can be seen as the type of education offered in the pre-literate communities by the community members who possess specialized skills or abilities in various fields of human endeavors. This means that different communities developed their own education, methods and contents of training according to the time, needs and ability. Fafunwa (1974) aptly defined traditional education as: "The aggregate of all the process by which a child develops his ability, attitudes and other forms of behavior which are of positive value to the society in which he lives. Similarly, Durkheim and Uche (1984) defined traditional education as a systematic socialization of the younger generation by which the latter learn religions and moral beliefs, feelings of nationality and collective opinions of all kinds. This education is based on the needs and aspiration of the people as well as the individual learners. Traditional education aimed at inducting the younger generation into the society and it is practically oriented. The system has the following as its characteristics or features. 1. It lays more emphasis on social responsivity than role participation in the society, 2. It is job oriented, thus giving each individual in the society means of sustaining himself in terms of economic activity, 3. It places emphasis on spiritual and moral values of the society, 4. Functionalism is the guiding principles of traditional education. **3.3.2 Goals of Adult Education** The main goal of traditional education is to produce adults that are honest, respectable, skilled, co-operative and who conform to the social order of the day. Fafunwa (2004) pointed out what he called the seven cardinal goals of traditional African education. These are: 1. To develop the child's latent physical skills. 2. To develop character. 3. To inculcate respect for elders and those in authority. 4. To develop intellectual skills. 5. To acquire specific vocational training and to develop a healthy attitude towards honest labour. 6. To develop sense of belonging and Participate actively in family and community affairs. 7. To understand, appreciate and promote the cultural heritage of the community at large. [Curriculum of Traditional Education] The curriculum of traditional education is seen as all that is available to an individual in any social setting which offers such individual the opportunity to understand more about himself, his people and his environment. The contents identified include moral and character curriculum, social curriculum, agricultural curriculum, trade and craft and physical education curriculum. The methods of teaching in indigenous education include demonstration, limitation, play and oral methods of teaching. There are no generally accept standard method of evaluation. The methods of evaluation used are observation, general approval, oral confirmation and practical task performance. The system of indigenous education seems to be comprehensive and that it covers all aspects of human endeavor but it has both merits and demerits as well.