PRAGMATISM AND LEARNING IN NIGERIAN SCHOOLS

Abstract

 

 Observation has revealed that the current education system in Nigeria is the type that seems to revolve around too much of theory and encourage rote learning. Therefore, this paper advocated the incorporation of pragmatism into the Nigeria’s education system, and is concerned with how it could enhance learning in Nigerian schools if incorporated into the system. This study is qualitative in nature. It is expository and primarily focused on library sources for its data. Being philosophical in orientation, the study adopted the analytical, the speculative and the prescriptive methods. These philosophical techniques are employed in this study to deal with issues and problems such as rote learning, discovery learning, creativity, collaboration tendencies, innovation, invention and receptacle, among others. The paper described rote learning as memorization without proportionate understanding. It examined pragmatism as a theory which believes that an idea should be accepted based on its observable practical consequences rather than in any metaphysical attributes. The study found out that Dewey’s pragmatism is like a hunch, and discussed some of the possible implications of pragmatism for learning, if employed, in Nigerian schools. This study revealed that if pragmatism is incorporated into Nigeria’s system of education, it is likely to facilitate independent thinking and originality in learning, could enhance critical thinking development, discovery learning, creativity, innovation and invention. It equally revealed that pragmatism has the enablement to engender democratic learning situation and the fostering of collaboration tendencies among the Nigerian students. The paper concluded that the Nigerian education system could become transformed and more productive if pragmatism is incorporated into it.