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CHAPTER 15
THE PRAGMATIST: WILLIAM JAMES
Chapter 15 Key Concepts
William James s pragmatism is based on Charles
Sanders Peirce s pragmatic theory of meaning: Ideas are
meaningful only when they translate into actions and predict
experiences associated with actions. Meaningful ideas always
make a practical difference.
James argued that philosophy should make a definite
difference in people s lives. He attempted to construct a
Pragmatism rejects any philosophy that lacks cash value.
James believed that virtually no metaphysical theory had any
practical payoff (cash value). Pragmatic truth is human truth.
James expanded the realm of philosophy beyond
revealing the truth to providing a way to become better
adjusted to the world. Thus, his interest was not so much
rigorous philosophical argument as advocacy of pragmatic
beliefs that could give life meaning and vitality.
James divided people into tough-minded or tender-
According to pragmatism, reason serves the will, and we
live according to our beliefs. James said that because life
demands an active response, we have no choice but to believe
something. We face forced options.
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According to James, determinism is incompatible with
James argued that the only way to understand the good
life is to study what people actually want and strive for. On
Moral absolutes are impossible, from a pragmatic point of
view; the best we can do is follow flexible moral rules of
thumb. Moral guidelines are more realistic and practical than
fixed ethical theories.
Since we cannot escape choice, James advocated what he
called the heroic life, rejecting life that lacked struggle as dull,
Religious faith is important on pragmatic grounds because
its presence or absence makes an observable, practical
difference in people s lives. James believed that a religious
orientation is more effective than a nonreligious one since it
encompasses more.
James distinguished between two basic personalities: The
healthy-minded personality looks at all things as good;
healthy-minded people are exuberant, vital, and enthusiastic.
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Profound religious experience makes it possible to be both
Chapter 15 Teaching Tips
1. Encourage students to express their honest feelings about
philosophy. Find out if they think any of it makes much real
difference in their lives. Discuss why some philosophers seem
much more relevant (practical?) than others. Point out that
2. James is a particularly friendly and likeable philosopher,
in part because of his affecting way of addressing students. If
you are covering the material in Archetypes of Wisdom
chronologically, you are probably nearing the end of the
academic term. You might want to help ease student anxieties
concerning final exams and other academic pressures by
reading them this nifty passage from The Gospel of
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3. Heroic qualities were so important to James that it is
worth considering how vague the notion of being heroic has
become. We commonly refer to sports figures and comic book
characters as heroes. On the tenth anniversary of the 2001
4. Have the class apply the pragmatic theory of meaning
5. Students enjoy trying to classify themselves (and others)
7. Use the photo on page 432 and the Philosophical Query
on page 433 to test James s assertion that truth happens to an
8. Have the class discuss James s idea that life should be a
real fight in light of contemporary efforts to bolster
students self-esteem and to avoid hurting anyone s feelings
at all costs. Discuss recent concerns among professional
educators and social scientists that one of the keys to success
9. Recent years have seen fierce debates about health care
and benefits. Often, these debates focus on the brute facts of
10. Use the W. T. Stace box on page 434 to challenge the
notion that the problem of free will matters.
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11. When I was a very inexperienced philosophy teacher, I
was invited to address a luncheon meeting of the local
Chamber of Commerce. The first question I was asked, rather
belligerently, was along the lines My son wants to major in
philosophy. What can you do with a degree in philosophy?
Get a job? After the laughing died down, I stammered out an
12. Use the photo on page 443 of the crusty crab to anchor a
discussion of James s similarities to Kierkegaard when it
comes to questions of identity (in engaging, idiosyncratic