Pragmatism: A considerable facet for curriculum relevance in Zimbabwe’s Primary and Secondary schools

Tichaona Mapolisa, Bornface Chenjerai Chisaka, Chrispen Chiome, Ignatius Issac Dambudzo

Abstract


In the previous article, titled ‘Curriculum relevance in Zimbabwean primary and secondary schools: Circuitous Search for Lasting Solutions,’ I opened up the discussion of curriculum relevance by focusing on curriculum relevance in Zimbabwean primary and secondary schools. In this article my focus is on the extent to which pragmatism can be employed to enhance the relevance of Zimbabwe’s primary and secondary curricula, especially, at a time when Zimbabweans are re-thinking or revisiting their education agenda. The curricula of the two sectors of education are undergoing review. The discussion revolves around three questions: What is pragmatism? Is it reasonable to consider pragmatism as a philosophy that can be used to inform our philosophical considerations in education? To what extent can pragmatism be employed to enhance the usefulness of Zimbabwe’s education at primary and secondary level?


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