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ERIC Number: ED109020
Record Type: RIE
Publication Date: 1975-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
Pragmatic Rationality in Education.
Haynes, Felicity
In the last few decades there has been a move in philosophy of education toward a concept of pragmatic rationality. This paper examines whether the move away from systematicity, fixed guiding principles or logical systems, makes this notion of pragmatic rationality so broad that it can encompass any procedure of selection which involves rules, no matter how private, flexible, or tacit these rules may be. It further examines how the existentialist emphasis on the value of passive and nonintentioned lived-reality can be related to the move to charactetize teaching as the encouragement of genuine engagement of the individual's rational judgment on underlying issues. The notion of rational practicality for both the rationalist and existentialist consists of an interaction, a dialectic between experience and systematicity, in which the priority of either will depend on the nature of the decision to be made. The very vagueness of the definition emphasizes that the pursuit of knowledge is determined at every stage by unspecifiable powers of thought which are subject to certain limitations and boundary conditions but which are still open to judgement on the basis of immediate sensory experience, structured disciplines, past knowledge, guiding principles, and communal agreements. (Author/DE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Philosophy of Education Society (Kansas City, Missouri, March 1975)