The paper examined the relevance of pragmatic epistemology to Nigerian education system. The purpose was to contribute to the search for ways of achieving the Nigerian national goals for national development through the instrumentality of education. Since independence in 1960 and the publication of the National policy on education in 1977, the much-desired development has virtually remained beyond the reach of Nigeria as a nation. One of the factors identified for this ugly situation is the mismatch between the principles and practices of Nigerian education. Noble principles are formulated, as outlined in the National policy on education, but translating them into action in real life situations has become very difficult. Since pragmatic epistemology is action and result oriented, and is focused on the application of knowledge to real life situations for the purpose of development of the society, it is deemed necessary to consider its relevance to Nigerian education system. After examining the principles and practices of Nigerian education, pragmatic epistemology and its tenets, the paper came to the conclusion that pragmatic epistemology is relevant to Nigerian education system, and that its adoption and application will be of great contribution towards making the system more effective and practical as an instrument for national development.
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