RELEVANCE OF JOHN DEWEY’S PRAGMATISM TO 21ST-CENTURY NIGERIAN EDUCATION

Abstract

The philosophy of John Dewey continues to hold significant relevance in addressing 
contemporary educational challenges, particularly within the Nigerian context. This study 
examines Dewey’s pragmatism, emphasizing its implications for transforming an 
education system that remains heavily dominated by rote learning and examination
focused practices. The objectives of the paper are to analyze Dewey’s central ideas of 
experiential learning, problem-solving, democratic participation, and social relevance, 
and to assess their applicability to Nigeria’s current educational needs. The study adopts 
a qualitative approach, relying on philosophical analysis and a critical review of literature 
on educational reforms in Nigeria. The findings indicate that Dewey’s pragmatic 
orientation offers a practical framework for fostering creativity, adaptability, and 
responsible citizenship among Nigerian learners. However, challenges such as inadequate 
infrastructure, insufficient teacher training, and limited policy support hinder effective 
application. It concludes that integrating Dewey’s pragmatism into Nigerian education 
requires deliberate policy action, pedagogical reforms, and a paradigm shift toward 
learner-centered practices.