Define and cite an example of the following: Rationalism, Empiricism, Pragmatism.
Rationalism
- Rationalism is the position that there are ways that we can gain knowledge independent of sense
experience. Knowledge is not just discovered by empirical evidence or sensory experience, in fact, it can
be discovered by the abilities of our rational minds.
- Rationalism can be used in a variety of fields, including psychology, metaphysics, language, linguistics,
religion, and epistemology.
- In Rationalism knowledge is based on the use of reason or logic.
- For rationalists the main components for attaining knowledge derive firstly from Intuition. Intuition is a
built-in mental faculty that allows us to recognize and understand what is true, described as a rational
insight. Secondly, deduction. The deduction is arriving at true knowledge based on logically valid
premises. Third, the concept of innate knowledge is the idea that the human mind is created with certain
types of knowledge already programmed.
Empiricism
- Empiricism is the opposite Rationalism is more usually understood as a theory of knowledge than a
theory of learning, however, the distinction is sometimes confused in educational discourse. Empiricism
claim that the only way knowledge can be gained is through experience.
- In Empiricism assumes that all knowledge is gathered only via the senses.
- Empiricists deny the existence of any innate knowledge, and hold that when we are born we are
“Tabula Rasa”.
- Empiricism is illustrated by the idea that students can only learn via hands-on experience. Children count
independently using sticks or other items while being taught how to count.
Pragmatism
- Pragmatism believes education should be about life and growth. That is, teachers should be teaching
pupils life skills and encouraging them to become better people.
- A Pragmatist will consider the cost of increasing the quality of knowledge in terms of both time and
resources.
- In Pragmatism most important touch point with external reality can be held to be our interaction with it
rather than our representing or conceptualizing it.
Rationalism
- Rationalism is the position that there are ways that we can gain knowledge independent of sense
experience. Knowledge is not just discovered by empirical evidence or sensory experience, in fact, it can
be discovered by the abilities of our rational minds.
- Rationalism can be used in a variety of fields, including psychology, metaphysics, language, linguistics,
religion, and epistemology.
- In Rationalism knowledge is based on the use of reason or logic.
- For rationalists the main components for attaining knowledge derive firstly from Intuition. Intuition is a
built-in mental faculty that allows us to recognize and understand what is true, described as a rational
insight. Secondly, deduction. The deduction is arriving at true knowledge based on logically valid
premises. Third, the concept of innate knowledge is the idea that the human mind is created with certain
types of knowledge already programmed.
Empiricism
- Empiricism is the opposite Rationalism is more usually understood as a theory of knowledge than a
theory of learning, however, the distinction is sometimes confused in educational discourse. Empiricism
claim that the only way knowledge can be gained is through experience.
- In Empiricism assumes that all knowledge is gathered only via the senses.
- Empiricists deny the existence of any innate knowledge, and hold that when we are born we are
“Tabula Rasa”.
- Empiricism is illustrated by the idea that students can only learn via hands-on experience. Children count
independently using sticks or other items while being taught how to count.
Pragmatism
- Pragmatism believes education should be about life and growth. That is, teachers should be teaching
pupils life skills and encouraging them to become better people.
- A Pragmatist will consider the cost of increasing the quality of knowledge in terms of both time and
resources.
- In Pragmatism most important touch point with external reality can be held to be our interaction with it
rather than our representing or conceptualizing it.
