The pragmatic paradigm as a viable option for school-based research

Abstract

Recent national and international reports have shown that South African education is not up to standard. One of the main problem areas is the low level of literacy and numeracy among South African learners. Instead of leaving it to academics and politicians who are not part of everyday educational practice, this article suggests that the educational practitioner should become the research protagonist by applying school-based research. Consequently, rather than utilising the traditional formal approach to research, the objective of this article is to show how a more pragmatic approach, utilising the attributes of action research, could be a viable option for conducting research from a grass roots level. Based on a literature study, a few essentials from everyday educational practice are identified and matched with the attributes of action research to demonstrate its viability for pragmatic research. It is suggested that educators become the leaders of the research process, with academics acting as associates and advisors. Finally, it is argued that pragmatism is not acceptable in terms of the Christian philosophy of life, whereas pragmatic approach in actual fact forms part of Christian ethics