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Philosophy of Pragmatism, 2002.
An examination of the philosophical approaches to truth.
1,575 words (approx. 6.3 pages), 5 sources, $ 55.95
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Abstract
Examines philosophical approaches to truth. The connection of Pragmatism & other philosophies to decision making & leadership in a corporate setting. Traditional philosophies of knowledge. Problems inherent in views of truth. The pragmatic argument. Distinguishing between what is materially real & true as poosed to ideally real & true.
From the Paper
"This research examines the philosophy of pragmatism vis-a-vis other philosophical approaches to truth and the connection of pragmatism and other philosophies to questions of decision making and leadership in a corporate setting. The research will set forth issue fronts approached by traditional philosophies of knowledge and then discuss how the approaches to truth taken by these traditional philosophies compare with that of pragmatism, with a view toward identifying the relative utility and drawbacks of pragmatism where the assertion of a leadership role becomes an issue.
Traditional philosophies of knowledge explore what is true, while other areas of philosophy deal with what is real and what is good or beautiful. To say that knowing what is true involves both knowledge and truth is to appreciate two distinct branches of..."
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Pragmatism, 2001.
This paper looks at the definition of pragmatism and its uniqueness to the world of philosophy.
4,385 words (approx. 17.5 pages), 31 sources, APA, $ 115.95
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Abstract
This paper is an in-depth examination of the pragmatic method used in philosophy. The author explains how pragmatism is a method used to evaluate philosophical problems by tracing the practical consequences of each question He indicates that its use has major implications for solving disputes, theory, and practice that may otherwise be interminable. Unlike most types of philosophy, the author explains, pragmatism is not based on theoretical notions of truth or falsity, and refuses to offer a method for discovering truth. The author shows how pragmatism has been regarded as a distinctively American philosophy which can trace its roots to Charles Sanders Peirce, John Dewey and William James.
Very extensive bibliography, but no footnotes or endnotes.
From the Paper
"Although Peirce has been credited as being the originator of pragmatism, William James popularized the movement. James emphasized that pragmatism was a way of doing philosophy, a method of "settling metaphysical disputes that otherwise might beinterminable."
Is the world one or many? Fated or free? Material or spiritual? Disputes over such notions are unending. The pragmatic method in such cases is to try to interpret each notion by tracing its respective practical consequences. What difference would it practically make to anyone if his notion were true? James claimed pragmatism to be "anti-intellectualist." He believed rationalism to be pretentious, for pragmatism has no dogmas or doctrines, only method. James also coined the term "cash-value," a term that relates to the worthwhileness of a theory, meaning theories are only worth what they can be used for. He stated, "Theories thus become instruments, not answers to enigmas, in which we can rest. James also tackled the notion of truth, heretically claiming that truths are plastic and made, rather than discovered by using the rigorous methods of science. James' work predated our postmodern relinquishment of the notion of universal truth, handed down by higher authority."
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The Practical Application of Pragmatism, 2006.
An examination of the definition and application of pragmatism in everyday life.
1,969 words (approx. 7.9 pages), 8 sources, MLA, $ 62.95
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Abstract
The paper describes pragmatism as supporting the idea that if X happens then Y must be true, or that one may discern the truth from the consequences of a given action. The paper explains that changing truths or circumstances form the foundation for practical thought processes in pragmatism. The paper further examines how pragmatism helps to explain the meaning of events based on one's logical interpretation of the consequences of one's actions. The paper concludes that pragmatism is a practical philosophy that one can use to help interpret life and meaning.
Outline:
Everyday Application of Pragmatism
Practical Purposes of Practical Thinking
From the Paper
"William James suggests that pragmatism begs the question "Grant an idea or belief to be true.. what concrete difference will its being true make in anyone's actual life?" (James 13; Wiener 551). James offers the fundamental foundation for pragmatism... how can the truth be realized when one may or may not measure the truth in "cash-value experiential terms?" (James 13; Wiener 551). The student of pragmatism immediately realizes however there are multiple definitions or meanings of this philosophy."
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Pragmatism, 2006.
A review of the problem of induction and pragmatism's dubious solution.
2,025 words (approx. 8.1 pages), 3 sources, $ 80.95
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Abstract
This paper discusses how pragmatism has much to offer the student of induction. While pragmatism is far from a solution to the problem of induction, Hume's challenge still remains unsolved. Pragmatism attempts to use deductive reasoning to surmount the lack of a clear system for the operation of induction. In this example, the attempt fails. But the manner of failure will undoubtedly provide great opportunities for the next attempt to surmount the problem of induction.
From the Paper
"Inductive reasoning is, in many ways, the hallmark of Western society since the Enlightenment and the Scientific Revolution. Though inductive reasoning is not a mode of thought limited to Westerners, it is characteristic of the scientific thought that dominates Western rationality. The concept is deceptively simple: use preexisting knowledge about the world to draw conclusions about events that have not yet occurred. We all do this everyday. Inductive reasoning is the means by which every person uses existing information about the world to draw conclusions about what the world might be like. It is a form of logic that permits the individual to understand what might happen based solely on what he/she has experienced to have happened in the past or even the present."
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Pragmatism and Education, 2004.
Discusses pragmatism as an approach to education.
3,375 words (approx. 13.5 pages), 9 sources, APA, $ 119.95
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Abstract
This paper describes the philosophical approach of pragmatism, explaining the conceptual foundations of the approach and its general practices and methods. The paper then goes on to discuss whether or not pragmatism is a good approach to education.
From the Paper
"Runes defines pragmatism as a philosophical movement stressing practical consequences and values as standards by which concepts are to be analyzed and their validity determined. In other words, pragmatism is the philosophical notion that ideas or principles are true so far as they work. Runes further states that, in general, pragmatists rely on empirical or experimental methods and reject apriorism innate or intuitive process and mechanisms of knowing as a source of human knowledge."
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Pragmatism in Philosophy, 2000.
The following paper discusses pragmatism as a philosophy with reference to the three most proclaimed pragmatists within the American culture:Charles Sanders Peirce, William James and John Dewey.
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1,575 words (approx. 6.3 pages), 3 sources, APA, $ 51.95
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Abstract
The following essay discusses pragmatism as a function of thought. The writer contends that there is always a significant tension between scientific knowledge and moral values and as a result this paper suggests that Pragmatism is simply a practical approach to problems and solutions.
From the Paper
"Primarily interested in mathematics and scientific methods, Peirce's objective was to combine philosophical and societal reasoning with scientific thinking. He proposed that human comprehension of reality was becoming greater with each passing year and in answer, strove to develop a principal that would act as a guide for fellow scientists and mathematicians. His principal was that the meaning of any conception of the mind, was the practical effect that it would have in action. He believed that the only rational way to increase knowledge was to form mental habits that would test ideas through experimental inquiries or observations".
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"Pragmatism", 2005.
This paper discusses the philosophy of William James as presented in his book "Pragmatism".
1,545 words (approx. 6.2 pages), 3 sources, MLA, $ 50.95
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Abstract
This paper explains that Williams James opines that the most commonly offered alternative to the popular concept of monism is pluralism, which is equally interesting, provocative and valuable. He believes that monism and pluralism are not necessarily antagonistic concepts. The author points out that, from the pragmatic perspective, the most important concrete implication of predicated oneness is generic unity involving simple sorting, categorization schemata and hierarchical arrangement of related elements. The paper relates that James' description of the "old truths", which seem to be inherited rather than learned anew by each individual, is reminiscent of Jung's collective unconscious, which also has a pragmatic character in that archetypes serve practical purposes for the human species.
From the Paper
"The concepts of monism and pluralism as typically considered are rather abstract. Pragmatism requires, however, that we render them concrete by asking how the veracity of one or the other would impact our experience. In other words, what difference does it make whether the universe is one entity or an infinite set of diverse entities? Some monists would rejoice at the phrasing in the immediately previous sentence, according to James, because the word "set" seems to reflect an inherent "oneness." If one were to accuse the monist of "semantic tricks," it might be pointed out that linguistic oneness is, in fact, one of several essentially pragmatic "unities" that inform the question raised previously regarding what practical difference unity versus plurality might involve. That is, language assigns "labels" that define a subject of discourse."
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Pragmatism and Rationalism, 2002.
This paper analyzes the concept of pragmatism by Charles Sanders Pierce and compares it with Descartes? notions of subjectivity.
1,265 words (approx. 5.1 pages), 4 sources, MLA, $ 42.95
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Charles Sanders Pierce is regarded as the father of Pragmatism. This paper sets this philosophy against the rationalistic and passive philosophy of Descartes. It describes how Pierce in his article "How To Make Our Ideas Clear" set out to clear the confusion about the notion of clear and distinct ideas in the traditional logic.
From the Paper
"This principle comes from the notion of fixing belief as a habit of thinking that tends to provide a suitable guide to action. Pierce start's his paper by criticizing the traditional logic for providing us with only neat terminologies about the notion of clear and distinct ideas. As he noted that a "clear Idea is defined as one which is apprehended that it will be recognized wherever it is met with and so that no other will be mistaken for it" (Descartes: Meditations). Pierce notes that this definition of clearness is just neatly crafted words and nothing, because it only amounts to familiarity of ideas and a subjective mastery, which may be entirely mistaken. A distinct idea on the other hand is defined as containing nothing, which is not clear. Pierce says that definition in not only circular but also it leads to the abstract definition of distinctness, which has nothing to do with the actual practical concerns. Pierce further says that it is now time to formulate new thought and a method of attaining more perfect clearness of thought."
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Idealism and Pragmatism, 2001.
An analysis of the use of idealism and pragmatism in the U.S. foreign policy.
2,505 words (approx. 10.0 pages), 7 sources, $ 76.95
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Abstract
This paper examines the role of idealism and pragmatism in the US foreign policy between 1898-1945. The author examines these two principles and discusses the reasons and effects of their incorporation into the U.S. foreign policy.
From the Paper
"At the time of its independence from Britain, the United States planned to pursue an isolationist foreign policy, reluctant to get entangled in European or Asian affairs. However, the initial strategy had to be abandoned with time as economical developments led to a series of foreign expeditions that many Americans hoped would eventually create a vast commercial empire. These ambitions necessitated that the United States increase its spheres of influence abroad to protect American business interests and investments. Economic interests combined with concern for national security, international balance of power, and world order, all requisite for capitalism to flourish, to encourage American intervention overseas. Moral intentions, full of idealist hopes for a democratic, free world, played part, although sometimes seeming artificial and hypocritical. As revealed in United States foreign policies concerning the major international events of the late nineteenth century until 1945 ? the Spanish American War, World War I, World War II ? pragmatic grounds initiated American involvement abroad, while the moral reasons amplified the motivation and gave justification, and higher meaning to the involvement later on."
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Idealism, Pragmatism and Nation Building, 2007.
A discussion of the pragmatic idealism that led to the formation of the United States Constitution.
4,064 words (approx. 16.3 pages), 5 sources, MLA, $ 109.95
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Abstract
This paper explores the philosophy and events behind the formation of the US Constitution. In particular, it examines how the political philosophy during the Confederation period of the United States developed into two important documents--the Articles of Confederation followed by the US Constitution. The paper describes why the Articles of Confederation were not sufficient in delineating the basic tenets of the new nation. The formation of the Constitution and its relevance today is also described.
From the Paper
" It was soon -indeed, only two years after the ratification of the Articles of Confederation- obvious, however, that "the system of state politics [could] not assure America's future" (Washington, 1783). In other words, the framework of the Articles of Confederation proved too idealistic to be put into practice. The Nationalists -that is to say, those who were in favour of a strong national government, such as Madison- deeply believed that the Articles of Confederation had to be altered. Actually, they had led to several problems within the colonies: political and social unrest, economic difficulties, trading problems and unfair practices - "no money is paid into the public treasury; no respect is paid to the federal authority. Not a single state complies with the requisitions; several pass them over silence, and some positively reject them" (E. Marienstras, Naissance de la Repulique Federale, from The Writings of James Madison). Those issues resulted from the fact that Congress was not entitled to take decisions that would save the Confederation from disintegration: it did not have any coercive power. No common government existed. The emergency was then to avoid a clash between the states and to consolidate the union: all the states had to be represented in Congress. It was even said during the Hartford Convention of 1814 that "the lack of coercive power was the greatest defect in the 'general government of the continent'" (M. Jensen, The New Nation). Indeed, too much liberty -be this conception conceivable- within the sovereign states would lead to anarchy and confusion. Too much freedom of power for the individual states would lead to too democratic a union, and all this would bring about nothing but everlasting disputes and unrest. Too much power in the hands of ordinary people would lead to "mob rule", chaos and despotism."
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The Philosophy of Education, 2002.
An in-depth exploration on the origins and development of educational theory, including a thorough literature review.
10,835 words (approx. 43.3 pages), 40 sources, MLA, $ 215.95
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Abstract
This paper explores the philosophical and historical underpinnings of educational theory, also touching on theories about society, leadership, democracy, and personhood. It deals with the socio-political and anthropological significance of modern education and leadership styles, and with comparative styles throughout history. Finally, the paper selects and reviews books which deal with an array of perspectives involving educational methods.
Table of Contents
Introduction
A Philosophical Approach to Education Leadership
Plato?s Counsel on Education & Socratic Education
Descartes, or the cultivation of the intellect
Hobbes: Truth, Publicity, and Public Doctrine
Locke on the Education of Paupers
Leibniz as a Theorist of Education
Rousseau?s Education Experiments
Condorcet and Adam Smith on Education and Instruction
Jeffersonian Ambiguities
Deweyan Pragmatism and American Education
Furtherment of the Will; Nietzsche and Education
?The Philosophy of Childhood?
?Pedagogy of the Oppressed?
Socio-politically Based Analysis of Education and Leadership
Civil Education in the Liberal State
?Dumbing us Down?
?The Stigma of Genius?
Kinderculture and ?Children of the Corn?
?Lying about the Wolf?
?Culture & Pedagogy? and Non-Western Traditions
The Japanese High School
Competing Answers to the Failure of the Modern School System
Creating the Future School
Technology: The Ideal, the Reality, the Devil Inside
The School Choice Debate
Changing Theories of Education
Rebellion and Resistance
Democratic Co-Regulation
Experiments in Democratic Schooling
Conclusion
From the Paper
"Entering the educational section of any decently sized library proves very quickly that the Western world entertains a glut of information regarding problems in modern education, teaching styles, leadership methods and prerogatives, and the politics and power struggles inherent in schools. Considering the availability and abundance of even simple, easy-to-read primers on educational and classroom theory, it is certainly a testament to the inefficiency and apathy created within our school system that there does not exist a more active debate both within the system and between the system and its students and parental figures over choice of theories and practices. Certainly, the populace has every appearance of being aware of the studies and statistics that make up the alarmist cross-cut of research. Many parents, teachers, and children will be able to volunteer the opinion that schools are decaying and inefficient, that America is a global failure in education, and that little learning takes place within schools. (A social cynic would point out that these lessons are often glossed in the evening news, and their alarmist nature requires little research to be believed by a gullible public)."
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Pragmatism, 1991.
This paper argues that pragmatic theories of Charles Sanders Pierce, William James and John Dewey do not give accurate picture of reality and truth.
1,125 words (approx. 4.5 pages), 3 sources, $ 39.95
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From the Paper
"This essay supports the thesis that pragmatic theories of truth are not convincing. For the purpose of this analysis, the pragmatic approaches of Charles Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952) are examined and analyzed.
The pragmatist theory of truth consists of the idea that candidates for truth are basically not descriptions but predictions. What they predict is the culmination of a possible action. However, empiricism is fundamentally retrospective in its viewpoint: the credentials which it requires of a concept before allowing it into the region of truth are those which certify its beginnings. Unless a proposition is generated either from sensation or else from reflection on the relations of ideas ... "
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Pragmatism vs. Shock Therapy, 2002.
The difference between the economic policies of Chile and Argentina from 1980 to 1990.
2,176 words (approx. 8.7 pages), 13 sources, MLA, $ 67.95
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Abstract
This paper explores the major differences between the economic outlook of the regimes of both Chile and Argentina during a ten-year period. Both countries were similar in that they were emerging from limited marketplaces, but had great ambitions of mirroring the free markets like those of the United States, Britain, and Japan. The writer argues that the Chilean approach was more successful in this endeavor because its approach was based on slow transformation, or pragmatism, as opposed to the Argentinean approach, which emphasized ?shock therapy.?
From the Paper
"The 1980s were most significantly marked by the rulership of General Augusto Pinochet (Collier and Sater 359). After taking power during the country?s political breakdown of 1973, Pinochet asserted himself as the military dictator of the country (Collier and Sater 359). He closed the democratically elected Congress, and eliminated opposing political parties, especially targeting the far leftist ones. The military dictatorship of Pinochet was very ignorant in terms of economics and market regulation. When he consolidated power, Pinochet?s country was already in great economic turmoil (Collier and Sater 364). He looked to capitalist minded thinkers in the country for help. Sergio de Castro, the dean of social sciences at the Catholic University in Santiago, was placed in charge of economic policy. He, in turn, recruited other ?neo-liberal? economic thinkers for his cabinet. They became known as the ?Chicago Boys,? and soon started making plans for stimulating the markets and stabilizing the dislocated Chilean economy."
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Pragmatism in "Pride and Prejudice", 1993.
The dramatic and thematic functions of the Collins' marriage in Jane Austen's "Pride and Prejudice".
1,138 words (approx. 4.6 pages), 1 source, APA, $ 39.95
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Abstract
The paper shows that of all the courtships in the novel "Pride and Prejudice" by Jane Austen, it is the match between Charlotte Lucas and Mr Collins which bears out the theme of practicality and acquisitiveness -their marriage is antithematic in its subversiveness. The paper explores how, in their failure to achieve true conjugal bliss, the Collins' show the emptiness of a marriage based upon financial considerations.
From the Paper
"Mr. Collins is fully representative of the stereotypical man of fortune given by the narrator. Not that he is a man of an old great fortune, such as is Darcy, or a more recent fortune, as is Bingley. Collins has a fortune-to-be; the entailed estate of the Bennets will fall to him. Collins is entranced by the outer trappings of wealth and nobility. He is a sycophant to the upper classes, saying adoringly of Lady Catherine that "she is the sort of woman whom one cannot regard with too much deference" (193). Nonetheless, he is well off, and "having now a good house and very sufficient income, he intended to marry." He comes to Longbourne with "a wife in view" (114)."
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