William James’s pragmatism in education, from experiential learning to global application

Abstract

The strength of William James’s pragmatic educational philosophy lies in his emphasis on integrating practical elements into the learning process. This philosophy allows learners to have direct experiences and personalizes education for each individual. This is considered a core principle in James’s pragmatic pedagogical method. He viewed education as an essential means for individuals to interact with reality and adapt to real-world conditions. From there, learners use knowledge to proactively solve problems in their lives. This perspective is reflected through educational goals, teaching methods, and learner participation as a process of discovery and development in the learner’s transformation. Our research will compare James’s theoretical framework with that of other philosophers, from experiential learning theory to digital transformation in education to support the development of critical thinking, creativity, and self-direction in learners. Next, this article discusses the significance of James’s ideas in modern educational reform, particularly in Vietnam’s transition period, where Vietnamese education is geared towards practical, competency-based learning. Education also needs to promote flexible teaching methods that are learner-centered and practice-oriented. Thus, James’s educational philosophy has provided us with profound insights into current global educational innovation.