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

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.

Pragmatism, Governance

1. Ansell, C. (2022). Pragmatism (pp. 419–428). Edward Elgar Publishing eBooks. https://doi.org/10.4337/9781800371972.00046 [Google Scholar] [Crossref]

2. Aparna, R. P. (2022). Pragmatism. Cognitio, 23(1), e51310. [Google Scholar] [Crossref]

3. https://doi.org/10.23925/23165278.2022v23i1:e51310 [Google Scholar] [Crossref]

4. Ball, S. J., & Bowe, R. (1992). Subject departments and the “implementation” of National Curriculum policy: An overview of the issues. Journal of Curriculum Studies, 24(2), 97–115. [Google Scholar] [Crossref]

5. Barrett, W. (1958). Irrational man: A study in existential philosophy. Doubleday. [Google Scholar] [Crossref]

6. Cabaya, J.D., Gerios, C.Q., Lano, J.B., & Valenzuela, E.B. (2022). From K–12 to MATATAG: A Systematic Review of the Factors Driving Curriculum Transition. Indonesian Journal of Education Research (IJoER), 6(4). [Google Scholar] [Crossref]

7. Diago, J., & Bercedo Páramo, P. (2023). Perspectivas educativas e investigativas del pragmatismo en sociedades democráticas. https://doi.org/10.19053/22160159.v14.n36.2023.14769 [Google Scholar] [Crossref]

8. Estrera, E. B. (2020). A Perception-Based Curricular Review on the K to 12 HUMSS Strand curriculum. IAFOR Journal of Education, 8(4), 25–44. https://doi.org/10.22492/ije.8.4.02 [Google Scholar] [Crossref]

9. Fullan, M. (2019). Leading in a culture of change. Jossey-Bass. [Google Scholar] [Crossref]

10. Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis Campbell Systematic Reviews, 18, e1230. https://doi.org/10.1002/cl2.1230 [Google Scholar] [Crossref]

11. Hezam, M. N. D., Mardani, D., Jahari, J., & Supiana, S. (2025). Educational Policy in Post-Crisis Yemen: Between Regulatory Ideals and Implementation Constraints. International Journal of [Google Scholar] [Crossref]

12. Education and Literature, 4(2), 78–85. https://doi.org/10.55606/ijel.v4i2.232 [Google Scholar] [Crossref]

13. Largoza, G., & Fernandez, C. G. (2025, June). Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 reforms. https://doi.org/10.62986/dp2025.13 [Google Scholar] [Crossref]

14. Maltsev, Y. (2023). Pragmatism in Education: Philosophical Foundations and Pedagogical Practice. Filosofskaâ Myslʹ, 7, 38–50. https://doi.org/10.25136/2409-8728.2023.7.40380 [Google Scholar] [Crossref]

15. Mugambi, M. M. (2022). Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework. International Journal of Current Science Research and Review, 05(10). https://doi.org/10.47191/ijcsrr/v5-i10-22 [Google Scholar] [Crossref]

16. Prestwood, M. A. (2024, March 27). 30 Philosophers companion material: The 80 Touchstones | TouchstoneTruth.com. Retrieved from https://www.touchstonetruth.com/30-philosopherscompanion-material- the- 80-touchstones/ [Google Scholar] [Crossref]

17. Reyes, V. C. (2020). Understanding K–12 education reform in the Philippines: A policy [Google Scholar] [Crossref]

18. borrowing approach. Asia Pacific Journal of Education, 40(2), 209–222. https://doi.org/10.1080/02188791.2020.1725432 [Google Scholar] [Crossref]

19. Reyes, R. (2024, January 5). Why is the Philippines' K to 12 Implementation Failing? - The [Google Scholar] [Crossref]

20. Filipino Tech Explainer. Retrieved from https://www.bobreyes.com/why-is-the-philippines-k-to12- implementation-failing/?utm_source=chatgpt.com [Google Scholar] [Crossref]

21. Tadem, T. S. E., & Tadem, E. C. (2020). Political dynasties and the Philippine state: Crafting policies for the poor. Journal of Current Southeast Asian Affairs, 39(1), 70–92. [Google Scholar] [Crossref]

22. Ubaidillah, S. R., Laili, W. R., Wahono, S. S., & Machfudi, Moch. I. (2024). Transformasi Kurikulum Merdeka Dalam Perspektif John Dewey. Indonesian Journal of Islamic Teaching, 7(2), 338– 350. https://doi.org/10.35719/ijit.v7i2.2208 [Google Scholar] [Crossref]

23. Yang, M., Zhu, J., & Song, C. (2025). Pragmatism Versus Formalism: Theoretical Analysis and Reform Reflections on the Dilemmas of Modern Governance. 1(1), 117–141. https://doi.org/10.63802/pemr.v1.i1.100 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study