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Journal Articles

Pragmatic Learning and Media Courses at New York University

Estelle Breines, Tamara Avi-Itzhak

The American Journal of Occupational Therapy, 1991, Vol. 45(9), 788–794.

DOI: https://doi.org/10.5014/ajot.45.9.788

Published: 01 August 1991

Abstract

The responses of students who were exposed to pragmatic and conventional learning models with regard to activities were analyzed and compared for content. Seventeen categories representing the students’ thoughts and feelings about crafts emerged from the content analysis. These categories were divided into three content areas: pragmatic concepts, nonpragmatic concepts, and feelings. The 17 concepts were subjected to statistical analysis (i.e., group t tests). As anticipated, exposure to the pragmatic learning model resulted in significant positive changes in pragmatic concepts and feelings and, to a lesser degree, in nonpragmatic concepts. Additionally, exposure to the pragmatic learning model resulted in fewer negative remarks about crafts and their use in therapy. These findings were supported by a case study and may aid educators in designing media education courses.

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Journal Articles

Pragmatism as a Foundation for Occupational Therapy Curricula

Estelle Breines

The American Journal of Occupational Therapy, 1987, Vol. 41(8), 522–525.

DOI: https://doi.org/10.5014/ajot.41.8.522

Published: 01 August 1987

Abstract

This paper shows that the founders of occupational therapy adhered to the philosophy of pragmatism. A structure for curriculum design based on this philosophy is presented. It is proposed that clarifying our foundational philosophy to students by means of this structure would enhance their synthesis of occupational therapy concepts.

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Journal Articles