Critically assess the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum (PHILOSOPHY OF EDUCATION).

This essay is going to assess critically the relevant of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. For the clarity sake key terms like pragmatist and modern technology will be defines and clear examples drawn from the modules taught in the department of Media and Society studies would be fore-fronted in an attempt to assess pragmatist can be relevant in imparting knowledge to students in the contemporary technological divide error.

The term “pragmatism”, according to Dewey 1929, James 1907 and Pierce 1992 is an action-oriented philosophy of science which studies the link between action and truth, practice and theory. Pragmatism favours action oriented solutions where students gather their own situational facts. Again pragmatic universities provide the students with tools to accomplish real tasks in constantly evolving situations and to use every situation as a learning experience. In addition, Dewey (1931:31) says that pragmatism is the doctrine that reality possesses practical character. Basing from the above definition, assessing most of the modules taught by the department of Media and Society Studies at Midlands State University (MSU); it is true to strongly support the above claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. This is true in the sense that most modules , especially Journalism and Desktop publishing though it uses new technology like computers for creating blogs, Adobe Page Marker for designing a newspaper , such module blend both theory and practical aspects. In fact there are more practical than theoretical and most of the things taught are true and can be applied in real life situation to solve certain problems. Another important word in this piece of work is “technology”, a word that comes from Greek word “techne”, which means “craft and “logy” which means “scientific study of”. So technology means the scientific study of craft. Craft in this Case, means any method or invention that allows humans to control or adapt to their environment. In support of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum is valid. For example, our media department uses new technology as computers, Andorid mobile phones, social network such as Facebook and Twitter to disseminate news to largely dispersed audiences who can be homogenous or heterogeneous. Lecturer’s who teaches most of the practical modules need to be knowledgeable with the new technology in solving real problems in life. Again students are taught to scientifically solve media related problem using the pragmatic approaches and principles. To a greater extent it is true to support the view that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Tertiary institution like MSU just like pragmatism philosophy favours project methods and consider it active and dynamic. Through this method the students learn by their own activities and experience. For example, in Media and Society Studies department students conduct research for their fourth year. Students use various computers application software like Microsoft word and Microsoft excel in writing their dissertations. Lecturers are there are there to assist students and at times to teach them on how they can use Microsoft excel to transform figures into bar graphs or pie charts. In Journalism and desktop publishing modules students are taught to design a newspaper layout using adobe page marker though computers. This is learning by doing. This fulfils Miettinen (2006:394) assertion that pragmatism provides students with tools to accomplish real tasks in constantly evolving situations, and to use every situation as a learning experience. In addition, pragmatism exists in reality, where change is constantly taking place, and man is an active agent and conductor of transformations, either by thought or by action. For instance, students in media and society studies can perform and solve journalism task using computers. They can create brochures, business cards and newsletters using computers under the instruction they get from the lecturer in charge. Things of reality like brochures become known when they interact with the human. Therefore this make it true to support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing their curriculum. Basing from the cited above examples it is true that students can learn practical by designing media products such as news letter using new technology like cameras for photos and computer application software package like adobe in executing the curriculum. Furthermore, tertiary institution like MSU and many others across the country uses new technology like video camera to produce films and computers to edit images. Here a lecturer in charge can impart knowledge to students on how to use cameras for taking image and computers for editing the image and integrating it with message for public consumption. This fulfills Dewey’s (1961) claim that pragmatism regards practice as a solution to the problems caused by Cartesian dualism between the subject (consciousness) and object (nature, reality). Again this enhances two way interactions which is the dialogical reflective practice of pragmatism. Hence although the lecturer uses computers to train students he should resort to pragmatism approaches and principles in imparting the knowledge of executing certain task and solving real problems that exist in real life situation. This therefore makes it true to claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Miettinen (2006:400) argues that pragmatism regards practical experiment and intervention as an essential part of studying human practices. At tertiary education some modules can blend theory with practice. For example, Journalism modules taught in the department of Media and Society Studies at MSU students through experiments using new technology in creating media products such as newspapers and videos enables students to see education not only as an academic exercise to increase general knowledge, but also as an answer to “why” and “what” should one learn, and what students will use learning for. Most media students after their practical’s modules they can perform any media related task which increases their practical competences. Judging from this example, it makes it true to assert that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. In tertiary education just like in pragmatism, learning is in a central position. At tertiary education even theoretical modules can be learnt using new technology. For instance, the modules like Global media Studies and political Economy and The Media, albeit that they are theoretical modules, students can use internet and computers to research for information and to write assignments. Students can use the internet to translate useful knowledge of real-life problems into action. Again students can search on-line and acquire new knowledge and skills using technology. This can make students learn to use scientific methods, think and act on their own initiative in the media field. This makes it true to support the claim that tertiary education in modern technological world cannot survive without adopting approaches and principles in executing curriculum. Pragmatism approaches and principles according to Singh (2007) states that human life always changes with the changing times, places and circumstances. For example, at MSU through media department the curriculum constantly changes to address the current industrial trends. New modules and module content is adjusted to suit the contemporary industrial community needs using new technology. This strongly support the assertion that the aim of education in the light of pragmatism is more and more growth and creation of new values and to provide such dynamic direction and guidance to students at tertiary institution according to their natural interest, aptitude and capacities in the field of academic activities that he grows up and develops more and more capacities to successfully achieving a happier life. For instance, new computer application software such as coral draw, in-design and Ashampoo burning studio application soft-wares have been introduced in the journalism module to empower students and to boost their competent. Instead of students grasping knowledge of using 5W’s and 1H for news writing, students can now use new technology like computers, cameras, recorders to record news, write news and designing news-letters and designing a newspaper layout. Such knowledge is practical and the lecturer through new technology assist students to achieve intended learning goals using new technology. At times students conduct projects for themselves on certain task the lecturer would have delegated them which fulfill learning by doing. Again most of the modules taught in the media department are useful to the present need of learners and also meet the future expectations of adult life. For instance, practical modules such as TV broadcasting, radio broadcasting and film making are useful in preparing the learner to the expectations of adult life. Such modules offered in media department uses new technology like computers, mike, recorders, digital cameras and compact disk. All these practical modules encourages original thinking and freedom to develop social and purposeful attitude, which blend vocations and experiences. This strongly supports the view that tertiary education in the modern technological world cannot survive without adopting pragmatism approaches and principles in executing its curriculum. In conclusion pragmatism is a temper of mind, an attitude, idea and truth. In addition, it is experimental and regard practice as a solution to the problems caused between the subject and object. Again it is true to strongly support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and practices in executing curriculum. All key terms in this essay has been defined with clear examples drawn from MSU, particularly from the media department to indicate how pragmatism approaches and principles are relevant in tertiary education. An assessment has been made to show how the pragmatism approaches and principles that favours project methods, experiments, social discipline based on students interest, activities and sense of social responsibility can be important and relevant in tertiary education in the modern technological world in executing the curriculum. It cannot be disputed that in the technological world pragmatism approaches and principles are useful in tertiary education. Again pragmatism oppose bookish knowledge and condemns those methods which promote knowledge which is not useful in every day walk of life. 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