Pragmatism-Philosophy of John Dewey’s Education: Role and Position in Learning Information Literacy (Study in Educational Psychology)
Ari Firmanto, I Nyoman Sudana Degeng, Hetti Rahmawati, Tutut Chusniyah
Available Online October 2019.
- https://doi.org/10.2991/iccd-19.2019.31How to use a DOI?
- Pragmatism, learning, information literacy.
- As more information come to individuals in various formats and are not filtered, thus its authenticity and truth are questionable, demanding individuals to have adequate information literacy capabilities. Teaching information literacy can equip students with anti-plagiarism attitudes and encourage personal formation as superior learners. Pragmatism encourages learning information literacy by using experiences as a way to deal with new things both in personal and community life. The teacher directs the students’ learning experience without confusing their interests and needs. However, pragmatism can be seen as a dangerous threat because it never considers the substance behind reality but tends to be at the level of practical science to solve problems faced by human beings. Indonesia, as a multicultural country, needs to develop information literacy learning based on a more democratic educational philosophy.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Ari Firmanto AU - I Nyoman Sudana Degeng AU - Hetti Rahmawati AU - Tutut Chusniyah PY - 2019/10 DA - 2019/10 TI - Pragmatism-Philosophy of John Dewey’s Education: Role and Position in Learning Information Literacy (Study in Educational Psychology) BT - Proceedings of the 6th International Conference on Community Development (ICCD 2019) PB - Atlantis Press SP - 111 EP - 117 SN - 2352-5398 UR - https://doi.org/10.2991/iccd-19.2019.31 DO - https://doi.org/10.2991/iccd-19.2019.31 ID - Firmanto2019/10 ER -