Open AccessDemocracy and values in education. On the epistemological status of experience in pragmatism
Author(s) -
Leszek Waga
Publication year - 2019
Publication title -
studia z teorii wychowania
Language(s) - English
Resource type - Journals
eISSN - 2719-4078
pISSN - 2083-0998
DOI - 10.5604/01.3001.0014.1072
Subject(s) - pragmatism , behaviorism , epistemology , democracy , context (archaeology) , sociology , section (typography) , pedagogy , psychology , philosophy , political science , politics , law , computer science , paleontology , biology , operating system
The importance of experience in education in the postulates of pragmatism pedagogy is widely known. John Dewey has extensively elaborated on the problem. The purpose of the article is to answer the question about the limits to the use of experience in the process of education. The answer to the question lies in the epistemological question of the relationship between experience and theory. The first section refers to the most important issues relating to the concepts of experience, democracy and values in education. The second section describes the role of experience in pragmatism in the context of behaviorism, social behaviorism in particular. The third section outlines epistemological discussions on the status of experience in knowledge creation. The last section attempts to answer the primary question about the limits to the possible use of experience in the process of education.