Analyzing the Foundations of Moral Education for Elementary School Students from a Pragmatist Perspective to Provide Educational Implications

Abstract

This study aims to analyze the foundations of moral education for elementary school students from a pragmatist perspective to provide educational implications. The study examines moral education within the pragmatist school of thought. The data collection method is based on library sources, and the similarities, differences, and methods of moral education in pragmatism have been investigated. The findings indicate that fundamental aspects such as emphasis on children's individual talents, fostering critical thinking, child-centered education, group learning, and the principle of continuity of experience are among the similarities in moral education within pragmatism. In terms of methods, similarities such as rational education and problem-solving, practical education, emphasis on teamwork, observation and study of nature, and playing with children were identified. However, differences, such as the emphasis on memorization and repetition in pragmatism, were also observed. Based on the findings, it can be concluded that there are both similarities and differences in the principles and methods of moral education within the pragmatist school of thought. Therefore, to improve the conditions of moral education in the elementary education system in Iran, certain educational methods from pragmatism can be utilized.