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The concept of pragmatist philosophy in the educational process in Kurdistan region: Dewy as an example

Throughout history, human society have encountered various problems for which there have been some tentative solution while others have continued along with the development of the society in different quantitative and qualitative forms.
One of the long-standing problems in Kurdistan region is the process of education which has a deep-rooted history in the region and it manifests itself in different forms at different intervals without being radically resolved.
The researcher, an experienced educator, who has spent four decades in the process, possesses first-hand knowledge on the process and thinks that the problems are becoming more and more serious. The reasons for this sharp downfall are numerous and various. One key reason, for instance, is that the educational institutions, including the universities, annually graduate thousands of students who cannot become active members of the society and fail to invest and practice their skills and knowledge in the scientific fields. The reason, however, lies in the fact that the educational centers put more emphasis on the theoretical aspects of learning rather than the practical ones.
Thus, the present study is assumed to be a scientific attempt seeking to delimit the various facets of the educational process by referring to the pragmatic philosophy (emphasis on the value of hard work and seeking knowledge); i.e., the thought that is workable, practical and implementable, since the educational process represents not only a preparation for a lifelong career but the life itself as well.
The study consists of three sections. The first is the general framework where the problem, the goals, the scopes of the study with the definition of key terms has been stated. In the second section the researcher have outlined the second section   of the study including, analyses of pragmatism program and review of the previous studies and literature. The third section covers three main topics: the educator, the student, and the program). The conclusions and the list of references are given at the end of the study.