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PSE4801 Exam pack 2024 (Questions and answers)
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PSE4801 EXAM PACK2024
QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
EMAIL:gabrielmusyoka940@gmail.com
,3.2.1 Comments on Assignment 02 (compulsory)
PART A: PHILOSOPHY OF EDUCATION
In this assignment, you were expected to write an essay of not more than ten typed pages on
the following:
The structure of the essay was as follows:
1. Introduction: Give your philosophical understanding of the following terms:
1.1 Instrumentalism (5)
Instrumentalism makes a claim that the meanings of our utterances can be explored functionally
in terms of potentiality in providing an activity. It is a pragmatic philosophical approach that
regards an activity such as science, law or education mainly as an instrument for some
practical purpose rather than in more absolute or ideal term. Instrumentalism makes accurate
prediction for solving conceptual problems. It is based on the fact that knowledge results from
the discernment of correlations between events or a process of change – a process borne out of
a perception. It is a philosophical concept which naturally induce (bring about) a range of ‘what
is’ questions and it is also seen as a philosophical position that can be applied to various areas,
including education.
1.2 Consequentialism (5)
Consequentialism evaluates moral actions in terms of successful effects. This means that the
ends justify the means. For instance, a war might have successful consequences for a nation
but devastating consequences for the world.
1.3 Pragmatism (5)
James (1975:28) defined the term “pragmatism” as a method for solving metaphysical (a branch
of philosophy that deals with principles of things, including abstract concepts such as being,
knowing, identity, time and space) disputes that otherwise might be interminable (endless). It is
intended to clarify concepts in the disputes and therefore resolve the misunderstandings.
6
,Experience as the cornerstone of pragmatism
Pierce (1992) formulates the maxim (a short statement expressing a general truth or rule of
conduct) of pragmatism as follows:
Consideration of effects, which might conceivably have practical bearings. The relation between
thinking and doing. It teaches us what we think is to be interpreted in terms of what we are
prepared to do. The assessment of its employment in practice.
James (1975:28) distinguishes between two sorts of knowledge: knowledge by acquaintance
and knowledge about something (description). Knowledge by acquaintance refers to a direct
knowledge in which knowledge is important, whereas knowledge about something (description)
relates to appeal to concepts.
Pragmatism and reality: situation
According to Dewey, reality is replaced with situation in pragmatism. Situation is not separable
from humans. Situation is a state of ‘being-in-the-world/human as being-in-the-situation’.
Humans and situations are connected. Reality is independent – it is the interrelation of humans
and the world as the building blocks of reality. According to James, the relation is immediate
and direct, thus ‘pure experience’, as it is referred to.
1.4 Pragmatism theory of truth (5)
This theory deals with shifting attention away from what makes a statement true to what people
mean or do in describing a statement as true. These practical dimensions are essential to
understanding the concept of truth. It is what people perceive to be true without the need to
confirm its universal truth.
2. Body of the essay: Include a discussion of the following:
2.1 Experience as the touchstone (criterion by which something is judged) of
pragmatism (10)
Dewey appeals to the concept of experience. In his version, experience with fixation of situation
through enquiry. He regards education as reconstruction of experience, which he calls growth.
This view claims that education has no criteria other than experiment and problem-solving.
Growth is achieved when we are able to confront and solve problems through enquiry and the
result of enquiry can feed to future enquiries (predictions).
7
,2.2 An argument of pragmatism according to John Dewey on education (40)
Pragmatism is a Greek word meaning ‘work’. According to pragmatism, an idea or a proposition
lies in its observable practical consequences rather than anything metaphysical. Whatever
works is likely true. Pragmatism is the philosophy that encourages us to seek out the processes
and do things that work best to help us achieve desirable ends. Pragmatism is a practical,
matter-of-fact way of approaching a situation or of solving problems. According to Dewey, the
methods and the process of enquiry are more important than the product or the contents to be
learnt. Knowledge for its own sake is at odds with this view. The school curriculum and contents
should deal with the problems learners face rather than learning for their own sake. His view,
have been challenged by Rorty and Baghers Noaparast (2014). They claim that process and
enquiry are not enough and content should be equally emphasised in education.
Dewey’s view is that of enculturation (the process by which people learn the dynamics of their
surrounding culture and acquire values and norms). Rorty argues Hirch’s criticisms of Dewey’s
enculturation – narratives will not be intelligible unless a lot of information gets piled up in the
children's heads. Rorty’s point is that in the early years of education he considers enculturation
necessary as a background that makes critique possible. Dewey’s view is emphasis on process
and methods to prioritise the interest of learners. This characteristic weakens the authority of
the educators who are used to be regarded as the ‘sage on the stage’ (central figure in the
classroom).
In pragmatism education, the learner is active and the educator is a facilitator who helps
learners to learn. The emphasis on the methods/experience/interest at the price of undermining
content/traditional values/discipline may be problematic. The question therefore remains: Does
Dewey undermine the content knowledge as other pragmatists argue? John Dewey, according
to (White 2015), replaces the direct method of imposing these things with an indirect method in
which learners start with their interests but, through facing the problems to be solved, acquire
content knowledge, moral values and discipline in terms of their collaborative actions .
John Dewey believes that experience is not a mental state that is within us; instead, we are
within the experience. Education should have a social function and education should provide
real-life experience to the child. Education is a continuous reorganising, reconstructing and
integrating the experience and activities. Education is useful when it brings about the growth
and the development of the individual.
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