Abstract
The conception of pragmatism and the educational theory deriving from it are quite popular in management systems and social sciences in the context of the need of implementing sustainable development strategies. This is facilitated, firstly, by the combination in the renewed conceptions of this trend of its bottom-up positions with the ideas of other worldview trends – neo-positivism, existentialism, neoFreudism – which enabled enriching the categorical apparatus and general theoretical content of the educational model, management and social education of pragmatism, while preserving the spirit of the conception. Secondly, the changes undergone by the conception of pragmatism in education have allowed it to successfully integrate into the currently intensified general trend of understanding educational management as a process of socialization of the individual, his/her adaptation to the existing values of Western society. In this context, it is a matter of assessing human behavior not in terms of whether it is consistent with fixed, „eternal‟ moral principles, but rather in terms of the practical results that human actions contribute to the achievement of a given aim. This aim was understood in different ways: some identified it with the development of personal consciousness, while others linked it to self-improvement or integrity, still others linked it to the ultimate development of all human faculties, etc. Obviously, the very desire for such a shift in the assessment of human behavior reflected the fact that the absolute principles and norms of classical ethics were no longer „working‟ under the new social conditions; a more sophisticated criterion was needed to evaluate behavior in the context of constantly changing factors in social and individual life.
Highlights
One of the few contemporary researchers who focused their close attention on the problems of integration of social sciences, educational philosophy, pedagogy and educational management, and psychology was J
The name of Dewey is associated with the philosophical rationale for the progressive development of education and upbringing systems. To his position on the need to move from the formalism in assessing human behavior that is characteristic of classical ethics to teleology
The changes undergone by the conception of pragmatism in education have allowed it to successfully integrate into the currently intensified general trend of understanding educational management as a process of socialization of the individual, his/her adaptation to the existing values of Western society
Summary
One of the few contemporary researchers who focused their close attention on the problems of integration of social sciences, educational philosophy, pedagogy and educational management, and psychology was J. “The profound aspects of a person‟s spiritual constitution are determined by the way he/she relates to problems of behavior” [1] – noted Dewey, considering philosophical reflection on these problems to be of the utmost importance. He broadly understood philosophy as “a general theory of education, the purpose of which is the reconstruction or reorganization of experience which adds to the meaning of experience, and which increases the ability to direct the course of consequent experience” [2]. The conception of education appears to Dewey as a means of restoring, continuing social life
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