Revisiting Pragmatism in Governance and Administration in Education: A Systematic Review in the Modern Era

Abstract

Pragmatism, rooted in the works of Charles Sanders Peirce, William James, and John Dewey, is a philosophical tradition that emphasizes the practical consequences of ideas and the evolving nature of truth. This paper examines the background of Pragmatism and its applicability in governance and administration within education, emphasizing its value as a flexible and results-oriented framework for policy and decision-making. Pragmatism promotes adaptability, collaboration, and evidence-based practices that prioritize real-world outcomes over rigid ideological or theoretical positions. Examples from the Philippines, such as participatory budgeting and the K–12 education reform, illustrate how pragmatic governance supports inclusivity, continuous learning, and policy relevance. However, the study also acknowledges key criticisms of Pragmatism, including its tendency toward relativism, moral inconsistency, and overemphasis on efficiency at the expense of justice. In the Philippine context, frequent policy shifts tied to political transitions reveal the risks of excessive flexibility and short-term focus. The paper concludes that while Pragmatism offers a valuable guide for responsive and innovative governance, it must be anchored in enduring ethical principles such as accountability, equity, and transparency. Balancing practicality with moral responsibility ensures that pragmatic governance and education remain both effective and just in promoting long-term societal development.