John Dewey's Pragmatism: Implications for Reflection in Service-Learning

This paper explores the relationship between philosophical pragmatism and introspection practice in service learning. The theory and practice of service learning often ignores or completely ignores the principle of exploration proposed by Dewey. The use of introspective thinking requires that educators create states of discomfort for learners and students need to check the assurance (ie hypotheses) of established beliefs. It briefly introduces the main tactics of American pragmatism and then makes a summary review of important handling of reflection in service learning. Next, we analyze the Dewey's survey elements and examine the influence they have on service learning.

University of Michigan Edward Ginsberg Community Service and Learning Center. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; website: http: //quod.lib.umich.edu/m/mjcsl

To understand Dewey as a pragmatist needs to evaluate many of our ideas about service learning, especially the role of introspection in it. In the philosophical tradition of pragmatism, there are four main concepts related to introspection practice in service learning. First, thinking and learning starts with uncertainty in ambiguous or suspicious circumstances. Second, the result of thinking is a behavioral habit of gentle doubt. Third, solving skeptical behavior can lead to spiritual customs leading to subsequent ideas. Fourth, the knowledge itself is productive. It brings observable results to our own life and behavior and beliefs in the psychological and social life of others.

This paper explores the relationship between philosophical pragmatism and introspection practice in service learning. The theory and practice of service learning often ignores or completely ignores the principle of exploration proposed by Dewey. The use of introspective thinking requires that educators create states of discomfort for learners and students need to check the assurance (ie hypotheses) of established beliefs. It briefly introduces the main tactics of American pragmatism and then makes a summary review of important handling of reflection in service learning. Next, we analyze the Dewey's survey elements and examine the influence they have on service learning.

My view on the relationship between pragmatism and methodology is influenced by John Dewey's work. John Dewey relates practicalism and social equality in a speech on political issues. He opposed the study of mixing methods that emphasized pragmatic practice rather than philosophical essence. He is enthusiastic about suggesting the philosophical aspects of a practical paradigm (John Dewey, 1925 a / 2008), but which schools adapt to research methods, especially social science and behavioral science are still fundamental It is a problem. My argument will be in vain if I do not evaluate these methods of research and establish those relationships to answer my paper.