Education and purpose 2021

EDUCATIONAL SCIENCES FOR PBN, BSc NURSING, MBBS, MSc and MN

1. 21 March 2021
Heera KC
MSc. Nursing, BPKIHS ( Maternal Health)
PBN 2
nd
year Co-ordinator
Birat Health College
Unit 1: Concept ,scope aims of
education and philosophy
1

2. 2

3. The concept of Education
ThewordeducationisderivedfromLatinWord
Educatumistheactofteachingortraining.
Educereistoleadoutortodrawout
Educateistobringup,totrain,tonourish
Educo istoleadforth(forwad),toextractout,
pullout
3

4. Cont...
Educationmeansgainingknowledge.
Itmeansdarknesstolight.
Educationisachievementofartorutilizationof
knowledgeandidea.
4

5. Thus the education implies
1.Act of leading
2.Act of teaching
3.Act of training
4.Act of drawing out
5

6. Cont...
Thewidermeaningoftheeducationincludesthe
following
1Educationistheprocessofchangingthebehaviour
patternofpeople
-Ralphtyler
6

7. Cont...
Educationisthereconstructionandreorganization
ofexperiences,whichaddstothemeaningof
experience,andwhichincreaseabilitytodirectthe
courseofsubsequentexperiences.
(learnersareanautonomouslythinkingsocially
responsiblebeingwhoiscapableofcontrolling
his/herdestiny.
-Dewey
7

8. Aims and purpose of Education
Themainaimofeducationwasinterpretedtobe
preservationofknowledge.
Butinthemodernsociety,knowledgeinevery
subjectisincreasingsothataseachyearpasses,
thereismoretobelearnt.
Oneofthemaintasksofeducationinthemodern
societyistokeeppacewiththeknowledge
explosion.
8

9. Cont...
Insuchsociety,knowledgecannotbereceived
passively.Itissomethingthathastobediscovered
actively.Educationshouldfocuson:
Nurturingofcuriosity
Stimulationofcreativity
Developmentofproperattitudesandvalues
Buildingofessentialskillssuchasindependentstudy
Capacitytothinkandjudgeforoneself
9

10. PURPOSE
15

11. Aims and purposes of education
Utilitarianaim
Vocationalaim
Socialaim
Intellectualaim
Citizenship
Physicalhealthand
wellbeing
Character
development
Moral development
Cultural
development
Education for
leisure
16

12. Cont...
Utilitarian:forleadingdaytodaylifeina
fruitfulmanner.
Vocational:preparingtoearnlivelihoodtoleada
productivelifeinthesociety.
17

13. Cont...
Socialpurpose:requiredassistancetobecomea
usefulmemberofthesociety,irrespectiveofthe
socio-economicstatus.
Intellectualpurpose:Intelligenceisessentialfor
acquiringknowledge,thinking,reasoning,
judgmentandgeneralization.
18

14. Cont...
Citizenship:Educationenablesthechildrento
growasproductivecitizensbyfollowingthesocial
andmoralstandardssetbythesociety.
Physicalhealthandwellbeing:providingthe
knowledgerequiredforahealthylivingand
helpingthemtodevelopapositiveattitudetowards
health.
19

15. Cont...
Characterdevelopment:AccordingtoMahatma
Gandhi,theendofallknowledgemustbethe
buildingupofcharacter.
Educationassiststhechildtodevelopcertain
humanvalues,attitudesandhabitswhichare
essentialforbuildingadesirablecharacter.
20

16. Cont...
Moraldevelopment:honesty,truthfulness,justice,
goodness,purity,courage,respect,dutifulness,
punctuality,self-confidence,discriminationbetween
goodandbad,observationofrules,beliefin
systematicorganization,etcareinculcatedthrough
education.
21

17. 22

18. Cont...
Culturaldevelopment:Culturaldevelopmentis
manifestedthroughthedevelopmentofanaesthetic
senseandrespectforothers’culture.
Educationforleisure:Leisuretimeshouldbeutilizedin
suchawaythattheindividualaswellasthesociety
shouldbenefitfromit.
Educationpreparesthechildtousehisleisuretimefor
doingsomethinguseful.
23

19. 27

20. PHILOSOPHIES OF EDUCATION
28

21. Learning Objectives
Introduction of philosophy,
Branches of philosophy,
Major Philosophies;
1. Traditional philosophies
Idealism
Realism
Naturalism
Pragmatism
29

22. Philosophy-Meaning
DerivedfromGreekword‘Philos’and“Sophia”.
Theliteralmeaningofthewordphilosophyis‘loveof’
wisdom’or‘Searchforwisdomandtruth.’
Simplestform-Valuesandbeliefseveryindividualhas
inhis/herlife.
31

23. Definition
Philosophyisanattempttothinktrulyabouthuman
experienceormakesoutwholeexperienceintelligible.
(Brightman)
Itisasearchforcomprehensiveviewofnature,an
attemptatanuniversalexplanationofnatureofthings.
(Henderson)
32

24. Cont...
Philosophy finding answer to such questions
what is nature?
What is life?
what is destiny of man?
What is the ultimate truth?
33

25. Philosophy of education
Asetofvaluesandbeliefsabouteducationthatguide
theprofessionalbehaviorofeducators.
Itasklike..
-whatisthepurposeofeducation?
-howtoteach..?
-whytoteach..? -whattoteach..?
Thephilosophyofeducationcanbedefinedasthe
studyofthepurposes,processes,natureandidealsof
education.
34
Provides a sound basis for curriculum
development, development and practice
of teaching methodology and
character development of students.

26. Branches of Philosophy
Epistemology-dealswithoriginandsourceof
knowledge.
Logic-systematicstudyofknowledgeanditsinter-
relationship.
Metaphysics-discussionaboutrealityandcosmos
Esthetics-beautyandharmonyinlife.
Axiology:natureofmoralityandvalue.
36

27. Relationship between Philosophy and
Education
Philosophyisthescienceofknowledgeandknowledge
istheantidoteofignorance.
Eliminatingignorance-behaviouralmodification.
Educationisplannedandpurposefulactivitywith
severalaims.–ultimateaimistobringbehavioural
modifications.
37

28. Cont...
Tobringbehaviouralchanges-formulate
predeterminedobjectives,basedonvalues,ideas,
beliefs,attitudesandsocialneeds.
Philosophyisthescienceofscience,motherofallarts,
providesprerequisitesrequiredtoformulateobjectives
ofeducation.
Education–alwaysdirectedbyobjectiveswhichare
furtherdirectedbyphilosophy.
38

29. Philosophy education
It sets the ideas,
principles, goals,
standards values thus it is
in realty and truth
Education works out
those values
It is theoretical and
speculative
Practical; explains how
to achieve those goals
through man’s
educational efforts
Contemplative sideActive side and dynamic
39

30. 40
Allgreatphilosophersaregreateducators-
Socrates,plato,tagore,buddha.
Philosophiespointsoutthewaytobe
followedbyeducation.
Educationisthebestmeanforpropagationof
philosophy
Philosophydeterminestheroadaspectof
education-aims,objectives,curriculum
design

31. Philosophy of nursing education
Combination of philosophy of nursing and
philosophy of education.
Includes system of professional nurse as well
as knowledge.
Educational philosophy-emphasize on
learners, objectives and means to educate.-
nursing-education must be specific to
specialised functional roles, responsibilities of
professional nurses within society.
41

32. Nursing-caringprofessionwithgoaltoprovide
holisticcaretopatients/clientstoachieveoptimum
levelofhealththroughpreventive,promotive
curativeandrehabilitativemeasures.
Philosophyofnursingeducationconcernswiththe
beliefabouthealthandrolesofnursinginhealthcare
deliverysystem.
Fundamentalelementsofnursingphilosophyare
individuals,environment,healthandillness
continuum,nursingandnursesroles.
42

33. 43

34. Example from philosophy of
PurbanchalUniversity
BNS Programme
44

35. Philosophy
PurbanchalUniversityBelievesThat
Thegraduatesinnursingmustbethoroughly
acquaintedwiththepresenttrends,advanced
technologyinhealthcaresystem,changingconcepts
oflife-stylepatternandtheexpandingroleand
responsibilitiesofnurse-midwifeinprovidinghealth
services.
45

36. Cont...
Thepreventionofillness,promotionofhealth
andcareofthesickandrehabilitationarethe
responsibilitiesofindividual,group,family,
communityandnation.
46

37. Cont...
•Nursingisadynamicprocess,whichfocusesonneed
based,problemsolving,anddecisionmakinginall
nursingcareactivitiesbyemphasisingonnursing
processfocusingonfamily,reproductivehealth,
conceptofprimaryhealthcareservicethroughoutlife
span.
•Eachlearneristalentedenoughandhasthecapacityto
changeifencouragedandguidedtowardspositive
healthpracticesandtheself-directedlearning.
47

38. Cont...
•Leadershipinnursingistovisualizeaclear
visionofinstitutionalandnationalgoal,which
demonstrateskillsofproblemsolvingand
decision-makingatalllevelsofhealthcare
systemsetting.
48

39. Objectives of the programme
Generalobjectives
ThegeneralobjectiveofthePBNprogramisto
producecompetentgraduateswithadvanced
knowledgeandpracticalskillsnecessarytodeliver
highqualityhealthservicesneededforthecountry.
Specifically,theprogramentailsthefollowing
generalobjectives:
49

40. Cont...
Provideadvancedknowledgeandpracticalskills
innursingsciencecoveringPrimaryHealthCare
fornursinggraduates.
Developskillsinmeasurement,design,analysis
andevaluationforappliednursingsciences,health
systemresearchandmanagement.
50

41. Cont...
Equipwithcommunicationandgrouporganization
skillsforpromotingcommunityparticipationin
healthanddevelopment.
Enablenursinghealthprofessionalstodealwith
theexistingrealitiesinhealthmanagementissues,
concernsandproblems.
51

42. Cont...
Developtheleadershipcapabilitiesofnursing
professionalsinthemanagementofnursing
servicesatvariouslevels’healthprograms.
–Soundscientificknowledgeasabaseforpractice.
–Competentskillsinprovidingnursingcareto
diversegroupofpeopleeitherincommunityorin
aspecializedhospital
52

43. Cont...
–Broadknowledgeinthefieldofhealthatnational
andinternationallevel.
–Preparedtobeabletoteachatnursingschool
providingPCL\ANMlevelcourseswithapplication
ofeducationalpsychology.
53

44. Types of Educational Philosophies
Traditionalphilosophies
1.Idealism
2.Realism
3.Pragmatism
4.Naturalism
These four frameworks provide the root or base
from which the various educational philosophies
are derived.
54

45. 56

46. Introduction
Derived from Greek word “iden”which
means “to see”.
Ideas or higher values are more significance
than anything else.
Plato-fatherofIdealism
Itsbasicviewpointstressesthehumanspiritor
mindasthemostimportantelementinlife;and
theuniverseisessentiallynonmaterialinits
ultimatenature.
57

47. Principle of idealism
Idealismstressesthetwoformsofwholeworld,i.e.
spiritualworld(moreimportant)andmaterialworld
Thespiritualworldisrealwhereasthematerial
worldistransitoryandmortal.
58

48. Principle of idealism
Godcreatestheentireworld.
Ultimatereality-universalmindorgod–sourceof
allhumanvalueknowledge.
Man,asspiritualbeingissupremecreationofgod.
59

49. Cont...
Aimofhumanlife-realizationof‘universalmind’
withinhim,andtoachieveeternalspiritualvalues
suchastruth,beautyandgoodnessthatnever
change.’
SatyamsivamSundaram’
SwamiVivekananda-highestspiritualandethical
valuesofmankind.
60

50. Cont...
Godresideswithinman;religious–meansforself
realization;
Serviceistoworshipgod-teachingofUpanishad
guideusinfindingsolutionstoproblems.
Knowledgeisinherent,learningisthroughcovering
offowns’soul.
Implies-educationisthemanifestationofperfection
alreadyinman.
61

51. Cont…
Idealistgivesmoreimportanttomindandselfrather
thanmatterandbody;
Regardspiritandintellectareofsupremevaluethan
physicalmatter.
So,thedevelopmentofpersonalityhasbeengiven
priorityinidealisticphilosophyandbelievesthat
ultimateaimoflifeistheexaltation(advancement)of
thepersonality.
62

52. Strengths of Idealism
Theidealistspromotehighcognitivelevelof
education-criticalthinking,reasoning
Theirconcernisforsafeguardingandpromoting
culturallearning.
Greatconcern-moralityandcharacterdevelopment.
63

53. Weakness of Idealism
Idealistsdonotconcern;
industrializationandtechnologicaladvances
developmentinsciences
contemporaryemphasisonnewnessasopposedto
culturalheritage.
idealismleanstowardintellectualquality.
extremecognitiveandbookishapproach,
idealistcurriculumlacksrelevance.
64

54. Educational Implications of idealism
Educational aim of idealism
Develop the mind; Search for the ideas.
Character development
Self-realization-realization of inner potentials
Self activity-
Preserve, develop, promote and transmit culture, moral
and spiritual values
Preparation for whole life.
65

55. In education
Curriculum emphasis-overall development:
intellectual, moral, spiritual, aesthetics and physical
Poetry, fine arts and religion –promote moral and
aesthetics development.
Language, science, mathematics and geography-
intellectual development
Physical education-physical development
67

56. Cont...
Teachingmethod
Classroomteaching-developspirituality
Selfeducationandselfactivitiesofchildren
Kindergardenmethod-teacherasgardenerand
studentsastenderplants
Teachingmethods-
olecture-discussionmethod
oExcursion(ashortjourneyortrip)
oQuestionmethod
oProjectmethod
.
68

57. Cont…
69
Role of school
An agency of society
Thinkinginstitution,
mentalpowerand
spiritualideasare
developedbythe
teacher.
Role of teacher
•Supreme role
•High expectation on
teacher
•Chief source of inspiration,
•Creator of educational
environment (creative)
•Role model-inspire nd
motivate

58. Implications of Idealism for today's classroom
teacher
Idealismseekstocreateschoolsthatareintellectual
centersofteachingandlearning.
Itseesteacherasvitalagentsinguidingstudentsto
realizetheirfullestpotentialintellectual.
70

59. Cont…
Encouragesteachersandstudentstoencounterand
appreciatethefinestandmostenduringachievement
oftheculture.
Idealistsrecognizeinternetthatcanmakegreatbook
accessibletostudents,howevertheyinsistthat
technologyshouldbeusedasameansofeducation
andnotasanend.
71

60. 77

61. Introduction
Naturalismcommonlyreferstothephilosophical
beliefthatonlynaturallawsandforcesoperateinthe
worldandthatnothingexistsbeyondthenatural
world-purelyscientific.
Humanbehaviourisdeterminedbyheredityand
environmenthe/sheisin.
Naturealonerepresentstheentirereality.
Truthcanbediscoveredonlythroughnature.
78

62. Definition
Itisthedoctrinethatseparatesnaturefromgod,
subordinatesspirittomatterandsetsupunchangeable
lawsassupreme.
James ward
Itemphasison,‘materialandphysicalworld’-excludes
spiritualismandsupernaturalism.
79

63. Characteristicsof Naturalism
Thebestteacherofthechildisnature.
(Follownature;backtonature;maximumhappinessand
utmostfreedom,instinctsarebasisforeducationand
sensesaregatewaytoeducation)
Againstbookishknowledgeandverbalism
Naturalismgivescentralpositiontothelearnersin
educationalprocess
Freedomofthelearner.
80

64. Characteristics…
Educationpreparesthechildforhisfutureadult
life.
Itgivesemphasisonthetrainingofsensesassenses
arethegatewayofknowledge.
ProgressiveandScientificeducation.
81

65. Principle of naturalism
Theuniverseisahugemachineandmanisalsoapartof
thismachine.
Allthecapacitiesofanindividualhumanbeingare
delimitedbyhisnature.
Thepresentlifeisthereallife.Thereisnootherworld
beyondit.
Unchanginglawofnatureexplainalltheeventsand
occurrenceoftheworld.
Theultimaterealityisofmatter.God,soul,mind,
heavenandhell,moralvaluesandprayerareallillusion.
82

66. Strengths of neutralism
Clearformationofthepsychologicalandscientific
conceptionofeducation
Freedomforlearnersfromrigidity,interferenceand
strictdiscipline
Itpreparesandencouragesthelearnerstoengagein
experimentation,discoveriesandinventions
Itmotivatesthelearnerstoacquiremoreknowledge
inthenaturalenvironment
83

67. Strength
Itgivesthechildaveryimportantplaceinthe
educationalprocess.Ittreatsachildaschild,notasan
adult.Thechildisgoodandpureatbirth.
Itconsidersnatureasthebestteacherinwhosecompany
thechildlearnsbetter.
Itconsidersindividualinterests,aptitude,inclination,
needsandcapacitieswhilestructuringthecurriculum
Spontaneousself-activityofthechild.
84

68. Weaknesses of naturalism
Naturecenteredstudymakesthechildbecome
unsocialwithnofeelingofsocialservice
Naturalismignoresthespiritualworldandconsiders
thematerialworldonly
Naturalismlaysstressonsolutionsforonlythepresent
needsandproblemsofanindividualandneglectshis
futureneedsandproblems.
85

69. Weaknesses
Itisbasedonone-sidedpsychology.Irrespectiveof
theirindividualdifferences,capacitiesand
temperament.
Directexperiencescannotbeprovidedallthetime;
expensiveandsomethingimpossible.
Itgivesnoplacetothespiritualvalue.
Someoftheprinciplesenvisagedbynaturalismarenot
possibletobepracticedintheexistingsituations.
86

70. Educational implication
Naturalism and aim of education
Self-realization
Self expression
Self preservation
Habit formation related to action and thought which are
appropriate to age.
To make a child to adjust himself both physically and
mentally to his environment and to the changing
circumstances.
Development of individuality.
87

71. Naturalism and Curriculum
The five activities in the order of priority are
I.Activities of self preservation
II.Activities of a vocation
III.Activities of a worthy citizenship
IV.Activities of a worthy home membership
V.Activities of the leisure time
88

72. Naturalism and Method of
Teaching
Naturalismisaresultagainsttheold,traditional,
bookishsystemofeducation.
Directexperiencewithnature,things,andmenisthe
keynoteofinstructionaccordingtonaturalists.
Theyfollowdifferentmethodsofteachingaccordingto
theinterests,capacities,andaptitudeofthechild
-Learningbydoing
-Heuristicmethod-trialanderror
89

73. Naturalism and Teacher
Teacher should behave sympathetically and
affectionately forwards the children
Nature –supreme teacher
Teacher the observer
Teacher the stage setter
Teacher the gardener
91

74. Naturalism and Discipline
Naturalistgivefullfreedomtothechildtoperformand
learnwhateverhelikes
Nopunishment
Fullfreedom
Freesociety
Naturalistsassumethatthechildhasnoknowledgeof
goodandbad,buthesufferspainwhenhemakesa
mistake,andpleasurewhenhedoessomethingright.
Thushegetsrewardorpunishmentforhisactions
92

75. Naturalism and school
Theschoolenvironmentshouldbecompletelyfree,
flexibleandwithoutanyrigidity
Itshouldbehelpfulforthefreeandnatural
developmentofthechild
Itshouldbesituatedinthelapofnature,farawayfrom
cities.
Thereshouldnotbeanyfixedtimetableandready
dozesofknowledge
93

76. Naturalism and school
Thereshouldbenoprovisionforpunishment
Schooldevelopsthefeelingofselflearningand
self-discipline
Itdoesnotwanttoburdenthechildwith
examination
94

77. 95

78. Introduction
Greekword‘res’whichmeans‘real’
whichfurtherisrelatedto‘object’.
AristotleknownasthefatherofRealism.
Realistbelievethatknowledgeacquiredbysensesistrue
andacceptstheexistenceofrealthingswhichcanbe
comprehended.
Byobservation,experimentationandexaminationifitis
foundtobetruecanbeconsideredasreal.
96

79. Principle of realism
Manisapartofmaterialworld.
Observationandexperiencearethewayof
findingtruth.
Thepresentlifeisrealandthespirituality
andspiritualvaluesareunreal.
99

80. Features of realism
Itisbasedonscience
Itemphasisonpresentlifeofchild
Itemphasisonexperimentandtrainingof
sense.
Itgivesequalimportancetoindividualand
society.
Qualitiesareinherentinknownobjects.
Itopposesthebookishknowledge.
102

81. Strength of realism
Practical and Utilitarian
Related to needs of individual and demand of
society
Importance to Science; Use of scientific
investigation and senses in order to learn
Revolutionary changes in Method of Teaching
Emancipatory(free) discipline
Changed the Organizational Pattern of Schools.
103

82. Weaknesses of realism
Greatstressuponphysicalworld.
Realismacceptrealneedsandrealfeelingsonly.It
doesn’tbelieveinimaginationandsentiments.
Realismemphasizesonscientificsubjectsand
neglectsartandliterature.Thiscreatesimbalanced
curriculum.
Doesn’tgiveanyimportancetoidealsandvalues.
104

83. Educational implication of
realism
Realism and Aims of Education
To provide pupil the essential knowledge requires for
survival in natural world.
Prepare the child for a real life.
Prepare the child for a happy and successful life.
Fosters mental and physical powers of child.
Providing vocational and skill education.
Help individuals understand & apply the principles of
science to solve the problems in the world
105

84. Method of Teaching
Useofappropriateaudio-visualaid
ScientificandobjectiveMethod
SelfexperienceandResearch
ExperimentalandobservationalMethod
HeuristicMethod
CorrelationMethod
Evaluationisanessentialaspectofteaching.
106

85. Realism and curriculum
Subject-centered;organizedaccordingtosubjectmatter
andpsychologicalprincipleoflearning.(simpleto
complex)
Realistagreedthatstudiesshouldbepracticaland
useful;sodevelopedaccordingtoutilityandneeds.
Mainsubjectsare–naturalscience,physicalscience,
health,culture,physicalexercise,maths,geography,
history,astronomy.
107

86. Teachers role
TeacherSupreme(teacher-centered)–bringsthechildin
touchwithexternalrealitiesoflife.
Impartsscientificknowledgeinaneasyandeffective
way.
Maintainsdisciplinebyrewardingeffort.
Realistteachersbelieveintheimportanceof
experimentallearning.
108

87. Methods of Teaching
Enhancedlearningthroughdirectorindirect
experiences:Fieldtrips,lectures,films,TV,audio-
visualaids,computertechnology&library.
Learningisbasedonfacts–analysis–questioning.
109

88. Cont…
Precisionandorder:
ringingbells,timeperiods,dailylessonplans,
pre-packagedcurriculummaterials
Childrenshouldbegivenpositiverewards
110

89. Cont…
Discipline
Emphasizes a synthetic
form of impressionistic
and emancipatory
discipline according to
natural and social
procedures.
School
Socially well
planned institution
Mirror of the society
111

90. Realism in the Classroom
Focuses on the basics of reading and writing.
Classroom environment is highly structured and
organized.
Utilization of standardized testing.
Education should be fun and interesting for the student.
Education should prepare students for life in the real
world.
112

91. 113

92. 114

93. 115

94. PRAGMATISM
Pragmatism is derived from Greek word “Pragma”
means ‘action.’ or ‘function’-functionalism.
William James is the founder of
this philosophy.
Pragmatism believes in the
practical utilitarian philosophy.
116

95. AccordingtoDewey’sdefinitionpragmatismis‘the
doctrinethatrealitypossessespracticalcharacter’.
Itliesinbetweennaturalismandidealism.
Emphasizeonearningbydoingandlearningby
experiences.-alsocalledexperimentalism.
117

96. Humanistic philosophy of maintaining and
creating own values in course of activity for
his/her future as well as growth and
development of individual.
Knowledge –experimentally verified.
More concerned with immediate and present
future.
118

97. Educational implications of Pragmatism
Pragmatism and aims of education –progressivism
education.
Creation of new values in light of his/her own
experience and felt needs.
Personal and Social adjustment.
Reconstruction of experience
Continuous experiences.
Social efficiency.
All-round Development
120

98. Cont…
Pragmatism and curriculum
Activitycurriculum
Utilitariancurriculum
Principleofintegration
121

99. Cont…
PragmatismandMethodofTeaching
Projectmethod&practical-oriented(learningby
doing):Itincludesactivitieswhichleadtolearning
throughexperiences.
Provisionofreallifesituationtouchingand
handlingofobjects,toolsandmakingthings
Discussion, questioning & inquiry
122

100. Cont…
Pragmatismandroleofteacher
Teacherasafriend,philosopher,andguide.Teacher
willnotimposeanythinginthechild.Childwill
decidehisowngoals,aimsandpurposes
independently.
Twoimportantqualities
a)Interest
b)Awarenessaboutsocialconditions.
123

101. Contd…
Pragmatismandmethodofteaching
Doesnotbelieveinafixedmethodofteaching
Theiremphasisisonchild’sactivities,integration
andexperimentation
124

102. Contd…
Pragmatismandcurriculum
Principleofutilityform
Principleofinterestofthechild
Principleoforganization
Principleofactivityandexperienceofthechild.
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103. Strengths of pragmatism in
education:
Enablesstudentstolearntheskillandmeettheir
needs,preparedhimselftoliveinsociety.
Meettheimmediatefeltneed.
Learningbydoing.
Thinking,reasoning,judgmentdevelopedbased
oneitherindividualorsocialbehavior.
126

104. Cont…
Bothteacherandstudentshouldexploreinthe
adventureofseekingbehavior.
Thepragmaticapproachisbaseduponrecognition
oftechnologicalandindustrializedfeltneeds.
127

105. Weaknesses of pragmatism
Artificialityinsituation.
Problem-solvingactivitiesmaybepleasurableand
challengingforthepupil,sometimesmaybeunreal
inpracticalsituation.
Theteachermaybeunabletocopewiththe
demandsofteaching.
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106. Cont…
Humanities,culturalactshavenoplace.
Teacher=actasinformationofficeronly.
Manygapsanddeficienciesinthelearningapproach
hasbeenobserved.
Denialofspiritual,culturalvaluesareunpalatable.
LesspracticedinIndianandothersettingsetting.
129

107. 130

108. 131