Using Pragmatism as a Problem Solving Tool
Introduction
Teaching a class of students coming from the different countries of the world is not an easy task for any educator in any stage of teaching. Considering that the students are the main source of active participation in a class arrangement, it may no be that easy to give each student what they need and expect from the class mainly because of the reason that aside from being unique individuals, they have different cultures and have different views in life as well.
However, because of the advancement of technology and the availability of people transferring from one country to another, this classroom set-up is at times already a normal view. As a fact, international schools are established at almost every part of the world. As a result, students form different parts of the globe need to cooperate with other students from other countries. At first, this set-up may rather seem exciting. Seeing races of all colors in a class may be a picture of the possibility of peace to occur worldwide, but as soon as the class starts and racism arises, the hope for having a peaceful and active class is usually lost. Pragmatism has been suggested by many educators to be used as a way by which this problem could be solved. However, first knowing the key factors contributing to this issue should be discussed. One of which is racism.
The Issue on Racism
Racism as clearly defined refers to racial prejudice. Merely knowing this fact gives a clear description on how the said factor of social insecurities affect any individual’s view of life. In this regard, it is thus considerably rightful to conclude that in a classroom setting involving students coming from different races indeed have a strong effect on the way they are able to grasp their lessons well.
In this manner, Sue Helen Henry was able to identify the impact of racism in her class in Multiculturalism. At first, it really seemed easy for her to teach the subject to a class, which is widely diverse when it comes to race, age and gender. The relevance of the subject may really help in making the students participate in class. Yet, on the contrary, things beyond what was expected happened.
In her study, she puts it this way:
“Students of Color indicated that the course was important for helping them recognize that some White People cared about eradicating racism. At the same time, they remained critical of the class due to their continued amazement that the struggle with racial identity was just hitting White students. Their question was simple: ‘how could a multiculturalism course succeed on developing all students when one group of students was at such a significantly different place for themselves?” (Henry 1)
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Concerning this fact, it could be observed how racism is able to influence the
studying habits of students in school. Although it may not seem to be such a big problem, national pride may still affect the way a student interacts with the others in such a diverse class.
Educating Students with Racial Differences
Having been able to know the factors contributing to racism as well as the strong impact it has on everyone, it would really seem impossible for an educator to reach the goal of educating a class of students from different races. With regards to this, a study has been performed by Sue Helen Henry pertaining to the use of pragmatism as a way of solving multicultural classes problems. In her study, she uses her own class as the main basis of the findings she used to formulate the possible solutions to the issue raised.
Pragmatism as defined is a straightforward practical way of thinking about things or dealing with problems, concerned with results rather than with theories and principles or a philosophical view that a theory or concept should be evaluated in terms of how it works and its consequences as the standard for action and thought (Webster, 562). Knowing this, it should be clear that pragmatism, as a way of teaching to students from different cultures pertain to an instrumental way of educating the young minds.
How is this possible?
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In her study, Sue outlined several steps, which would be very useful in utilizing pragmatism as a teaching method and a class equalizer. The following are the major factors y which students could be able to reconnect themselves within a class of different students with different races, backgrounds, cultures and beliefs:
· The implementation of the racial identity theory
o An educator helps a student identify himself as a unique person having unique characteristics by this way. In this way, the student gains self-pride which in turn gives him confidence to deal with other students with the same uniqueness in them. At times, some critiques may view this as a negative factor of racism, which may result to racial discrimination in the end. On the contrary, being able to meet the needed effort of making the students realize of their worth as a part of the society would help them understand that others too have the same importance as they do.
· Erasing the Status of Conformity
o Status of conformity may pertain to one’s commitment of himself to his ‘own’ group. At times, too much attachment to one’s national pride brings problems when it comes to recognizing other people as a vital part of the society. Erasing the status of
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conformity may simply mean the elimination of the thought that a person could not fit into a group simply because it is not the old group he or she once belonged with. It is mainly “enhancing the capacity of a person to express a positive racial self and recognize, as well as resist the multiplicity of practices that exist in one’s environment” (Henry, 10)
· Reintegration
o This simply pertains to the adapting version of racism that exists in a person’s socialization environments, which then relieves him or her of the responsibility for doing anything about it (Helms, as quoted by Henry, 12).
o In short, reintegrating means being a part of a group without caring so much of the racial effects which the bond created my result to.
· Reidentification
o Being a part of a group must not rob off a person from his or her original cultural roots. In fact, the sid situation of mixing with peple from other races should help a person re-identify himself
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as a unique being with unique characters. Someone not set apart from the others, but is created as a complement to others living within the circle of a certain society which he or she exists with.
· Immersion
o This means the seeking of a person for his old identity. Mainly, because of the reason that a person is mixed with others of different characters, they are at times able to imitate what other’s does. This process is closely related to re-identification of one’s self.
As an addition to this, Henry adds that through the use of pragmatism,
“the classroom can help to create the opportunity for students to see their interdependency, a connection which emphasizes the moral nature of the classroom environment. Awareness of this interdependency and the mutuality of student interests can be the starting point in the development of moral community, one that can collectively address the moral problems that it faces, even if the particular moral problems are different” (20).
Having these processes in mind, an educator may well help his students
individually to recognize the fact of their worth in the society. In this manner, the students would not only be able to overcome racial insecurities or issues, but they
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would also be able to reconnect themselves to other students in the class. However, individualism may also bring problems. According to Henry, simply dealing with individuals separately does not work so much for the classroom setting. Others may be feeling left out since no educator could be able to attend to each individuals need all in one time. She adds: “If left unaddressed, such emotions [of being left out] can turn into resistance. Such resistance can thwart educational goals of personal self-redefinition and understanding as well as larger goals of promoting awareness, mutual respect and racial justice” (15). On the other hand, “working with the emotional outcomes of examining racial identity can enhance the potential of the multicultural classroom to foster real life opportunity to find unity embedded within our different viewpoints and developmental trajectories” (Henry, 15).
Another point of consideration, according to Henry is the existence of self-reliability in every student. To be able to attain a classroom social morality, it is very important to consider each student’s interdependent abilities.
According to her, “the conception of morality portrays moral life as a set of lived agreements that do not exist within individuals per se but are created between individuals engaged in a process of solving their moral problems with solutions that are sensitive to their lived situations…Therefore, if students are able to talk openly and honestly with one another, exposing their thinking to the
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scrutiny and reaction of their classmates of similar and different racial backgrounds, then the opportunity for the development of reciprocal needs and collective moral problem solving can be initiated (21).
Yes, working with a multicultural class may not seem so easy, but with the systematic use of several teaching methods, the aimed success in educating students could be achieved.
Suggested Classroom Activities
At first, Henry’s class utilized writing activities as a form of learning activity, but knowing that communication opens up path ways to re-connect with other people within the classroom, discussions within partners have been systematically used by the researcher in her class to be able to attain full participation from the students.
True, being able to speak one’s self helps the student recognize their worth in the class and thus overcome the insecurities brought about by racial discrimination and differences. It also helps the students gain the confidence they need to be able to reconnect with the environment they are living with.
Yes, the effects of this manner of learning does not only remain within the four walls of the classroom but it goes a long way with regards to their relationship with the community outside their classrooms.
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As a result, many of her students were able to express themselves better and were less shy compared to the first time they arrived in class. Surely, Henry’s application of pragmatism method as a way of solving the problem of teaching a multicultural class has been proven effective and efficient as well.
To be able to gain success from the said activities, Henry says that “the power of associations with race can be reconstructed to be a way of seeing ourselves as connected to others…rather than an element which keeps people apart” (21).
Conclusion
A good education prepares children to cope successfully with life in today’s society. It equips them with academic skills, including the ability to read and write well and to do arithmetic. Moreover, it affects their interaction with others and fortifies wholesome standards of morality. As human society becomes ever more complex, a good education takes on greater importance. In many places the amount of schooling needed to enable a young adult to get employment that will support him and a future family has become higher. Therefore, those who have mastered basic academic skills will have far better job opportunities. Employers are particularly concerned with the bottom line—how well the job applicant can do the work.
The manager of a job service office observed regarding many high school graduates: “They haven’t been taught to work.” He added: “In dealing with young
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people the problem that employers tell me about constantly is that they can’t read or write very well. They can’t fill out a job application” (as quoted by Hillario, 21). Parents will surely want a good education for their children, and young ones will wisely want one for themselves.
Yes, in many cases, finding good education for those who have the means of going abroad take chances of obtaining the best possible education from foreign lands, may mean dealing with people from other races. Education is for everyone, and everybody deserves to have it. This is the reason why educators are given a very heavy
responsibility of fulfilling the needs of all the students no matter what race they belong to or from whatever country they came from.
Racial discrimination may be an issue of concern for many educators involved in teaching a diverse class with multiculturalism subjects. But as Henry’s study shows,. Meeting the needs of the students in this classroom set-up may not be that easy to deal with, but with ample application of proven teaching methodologies, which mainly involves classroom oral participation, then the problem between differences could be overcome.
BIBLIOGRAPHY
Journals:
Armando Hillario. “A pounding beat for diverse education”. (1995). Philippine Daily Inquirer.
“Making Adjustments for Peace” (1988). New York Times. New York.
“What happened to education”. (1988). United States’ Surgeons Association. New York.
Henry, Sue Ellen. (2003).“Facing Moral Problems in Teaching Multiculturalism: Using
Pragmatism as a Problem Solving Tool”. US Department of Education.
