Instrumentalism is the methodological view in Epistemology and Philosophy of Science,

advanced by the American philosopher John Dewey, that concepts and theories are merely
useful instruments, and their worth is measured not by whether the concepts and theories are
true or false (Instrumentalism denies that theories are truth-evaluable), or whether they
correctly depict reality, but by how effective they are in explaining and predicting
phenomena. It maintains that the truth of an idea is determined by its success in the active
solution of a problem, and that the value of an idea is determined by its function in human
experience.

Instrumentalism is treated as a doctrine that states theories are merely instruments, tools for
the prediction and convenient summary of data(http://www.ukessays.com/services/example-
essays/philosophy/instrumentalism-underdetermination-realism.php#ixzz30pCMVDVr). In
other words it can be defined as concepts and theories are merely useful instruments whose
worth is measured not by whether the concepts and theories are true or false, but by how
effective they are in explaining and predicting phenomena.

Instrumentalism was propounded by John Dewey, an American philosopher, psychologist
and educator. Dewey became actively interested in the reform of educational theory and
practice. He tested his educational principles at the famous Experimental Laboratory School.
These principles emphasized learning through varied activities rather than formal curricula
and opposed authoritarian methods, which Dewey believed, offered contemporary people no
realistic preparation for life in a democratic society
(www.britanica.com/EBchecked/topic/289412/instrumentalism).

Instrumentalism is a philosophical teaching of Dewey in its theoretical aspect. It affirms that
cognition consists in forging ideal tools or instruments with which to cope with a given
situation. Dewey believes that the mind is an instrument for realizing purposes, that ideas are
teleological weapons of mind and are plastic and adaptable.

In instrumentalism, theories about unobservable phenomena are regarded as having no
scientific meaning. Scientists may make claims about unobservable objects, but these claims
should not be regarded as meaningful. Evidence is necessarily limited in any scientific
enquiry. Instrumentalism is the pragmatic philosophy of John Dewey that supposes that
thought is an instrument for solving practical problems and that truth is not fixed but changes
as the problems change.

According to www.greatphilosophers.suite101.com, instrumentalism falls into groups, some
of which are moral and political. Moral Instrumentalism (or Instrumentalist Morality) defines
moral rules only as tools for moral good. Thus, the moral code arising from a given
population is simply a collection of rules that are useful to that population. This view
resembles Utilitarianism and developed from the teachings of David Hume and John Stuart
Mill. Political Instrumentalism is the view, developed by John Dewey from his
instrumentalist and Pragmatist views, and from the much earlier writings of Niccol
Machiavelli, which sees politics as simply means to an end.

Furthermore, instrumentalists see social conditions and human aspiration as the primary
causes of change. Instrumentalists view the growth of technology as an evolutionary process,
not as a series of a revolutions or technological leaps (Levinson, 1996). They see
technological growth as the ultimate culmination of a long history of slow, gradual
expansion. Deweys philosophy of Education stressed the following:
Development of the person
Understanding of the environment
Learning through experience
Child-centered approaches
Instrumentalists believe that truth is an instrument used by human beings to solve their
problems. In the school setup, students will learn from experience, using those tools to
achieve future experiences. Instrumentalism advocates for experimental approaches in the
classroom. The school is therefore, central in finding solutions to community problems
leading to development.
Theory was structured around the scientific method. Teachers and students must do away
with rote learning. Deweys brand of pragmatism (instrumentalism) views ideas, values,
beliefs and knowledge as instruments in solving day to day problems. Therefore
instrumentalism advocates that theory should be married with practice for it to be helpful in
life.

However, Karl Popper repeatedly rejects and criticizes instrumentalism regarding it as too
mechanical. Instrumentalism is more of a pragmatic approach to science, information and
theories than an ontological statement. Peirce explained that unobservable objects had an
important role in science, as long as their existence yields in principle empirical
consequences that could be tested (in principle). Not everything progresses towards ultimate
perfection.

Instrumentalism sees a school as a social laboratory where ideas are tested and education as a
participation in life and not preparation for life. Dewey stressed the importance of education
in school not only as a place to gain content knowledge, but also as a place to learn how to
live. The teachers role should be that of facilitator and guide since the teacher becomes a
partner in the learning process who leads students to independently discover meaning within
the subject area



Levinson, S. C. (1996). Pragmatics as the origin of recursion. In F. Lowenthal, & L.
Lefebvre (Eds.), Language and recursion (pp. 3-13). Berlin: Springer.

Neill, James; John Dewey: Philosophy of Education, viewed Jan. 2 2010, updated Jan 26,
2005 www.wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html
Asiado, Tel; John Dewey: Pragmatism, viewed Jan. 2 2010, Nov 8
th
, 2007
www.greatphilosophers.suite101.com/article.cfm/john_dewey_pragmatism
Olsen, Shawn; John Dewey, viewed Jan 2, 2010, updated August 25, 2005 j
www.johndewey.shawnolson.net
Instrumentalism; viewed Jan 2, 2010
http://www.answers.com/topic/instrumentalism
The Philosophy of John Dewey; viewed Jan 2, 2010, updated 2002-2003
www.radicalacademy.com/phildewey.htm