educationalphilosophies-copy-150907031207-lva1-app6892.pptx

philosphies

1. EDUCATIONAL PHILOSOPHIES

2.   TRADITIONAL PHILOSOPHIES OF EDUCATION IDEALISM Plato- father of idealism PRINCIPLES OF IDEALISM: Presence of universal mind. Regards man as a spiritual being. The world of ideas and values are superior than the materialistic world. The Real knowledge is perceived in mind.

3. IDEALISM & AIMS OF EDUCATION 1. Self-realization 2. Exaltation of personality through self-realization 3. Universal education 4. Development of inventive and creative powers

4. 5.Conservation, promotion and transmission of cultural heritages 6. Bringing out or the enrichment of the cultural environment 7. Development of moral sense 8. Cultivation of spiritual values.

5. 2.NATURALISM ROUSSEAU & ARISTOTLE Definition: According to Hayward Joyce, naturalism is a system of which the salient characteristic is the exclusion of whatever is spiritual or indeed, whatever trancedental of experience is.

6. PRINCIPLES 1. Child centered education 2. Education as the natural development of the child’s power and capacities 3. Negative education in early childhood 4. Education should be based on child's psychology 5. The role of teacher should be that of a guide

7. Naturalism and Methods of Teaching 1. Learning by doing 2.Play way method 3. Observation and experimentation 4. Self education or self-effort

8. 3.PRAGMATISM Proponents : Charles Saunders pierce William James John Dewey Definition According to Ross, pragmatism is essentially a humanistic philosophy maintaining that man creates his own values in course of activity, that reality is still, in making and awaits its part of completion from the future

9.   Principles of Pragmatism (a) Man is considered as essentially a biological and social organism. (b) Knowledge should be experimentally verified and it should be useful to the learner. (c) Pragmatism has faith in man's capacity to shape his destiny. (d) There are no absolute values, all values are relative. What works as useful becomes a value. (e) Only those theories which can work in practical situations are true.

10. (f) Pragmatist is more concerned with the present and immediate future. (g) Pragmatism accepts only the knowledge which is empirical, i.e., which can be experienced at sensory level. (h) Only those ideas which can be realized in life are real.

11.   Pragmatism and Aims of Education Harmonious development of the individual Continuous experience Social efficiency   Pragmatism and Methods of Teaching Principle of progressive learning Principle of learning by doing Principle of integration

12. 4. REALISM Aristotle Modified By Gemore, Russel, John Wild. Things we see and perceive are real and knowledge acquired through senses only is true. Definition In J.S. Ross's opinion, "the doctrine of realism asserts that there is a real world of things behind and corresponding to the objects of our perception".

13. According to Butter, "realism is the reinforcement of our common acceptance of this world as it appears to us". Realism and Aims of Education (a) Prepare the child for a real life. (b) Prepare the child for a happy and successful life. (c) Fosters mental and physical powers of child. (d) Developing and training of senses. (e) Providing vocational education. (f) Make the child familiar with the nature and social environment

14. 5.THEISTIC REALISM Supernaturalism Christian philosophy God is the creature of nature and man

15. MODERN CONTEMPORARY PHILOSOPHIES 1.PERENNIALISM Oldest and conservative Rooted in realism Relies on the past Perennialism and curriculum Subject centered Liberal education Only one common curriculum Perennialism and education Robert Hutchins: To Improve Man .

16. Perennialism and Aims of Education To develop the rational person and to uncover universal truths by carefully training the intellect. Character training is also important. Perennialism and Teacher Teacher is viewed as: An authority in the field whose knowledge is unquestionable. A master of the subject and discipline and must be able to guide discussion. Perennialism and Method of Teaching. Socratic Method: oral exposition, lecture and explication.

17. 2. ESSENTIALISM Rooted in both idealism and realism. Surfaced in 1930s and developed into a major position during Cold war and Sputnik era of the 1950s and early 1960s.   formulated by William Bagley and later developed by Arthur Bestor and Admiral Hyman Rickover.

18. Believe that there is a common core of knowledge that needs to be transmitted to students in a systematic and disciplined way. Essentialism and Curriculum Not rooted in the past Reject subjects such as art, music, physical education Concerned with facts and knowledge. All students offered the some common curriculum. Essentialism and Aims of Education To promote the intellectual growth of the individual. To educate the competent person.

19. Essentialism and Discipline Tough discipline Home work and serious studies permeate the curriculum. Essentialism and Teacher The teacher is considered as: Master of a particular subject and a model worthy of emulation. An authority because of the knowledge and high standards he or she holds. A person who holds control over the classroom with minimal student input.

20. 3.EXISTENTIALISM European philosophy Popular after world war 2 nd Exponents: Maxine Greene, George Keller, Van Cleve Morris Principle : existence precedes essence No inborn human nature Centre of existence is man rather than truths, laws Man is the maker & master of the culture Man imposes a meaning on his or her universe. We are born and exist & then we ourselves freely determines our essence.

21. Existentialism and Curriculum The curriculum would avoid systematic knowledge on structured disciplines students are free to select from many available learning situations. The learners choose the knowledge they wish to possess. Existentialism and Education choices that each person has to make and that education is a process of developing consciousness about the freedom to choose and the meaning of and responsibility for one's choices.

22. Existentialism and Teacher Teacher cultivates personal choice and individual self-definition. Existentialism and Methods of Teaching Self-expressive activities Experimentation Methods and media that illustrate emotions, feeling and insights

23. 4.RECONSTRUCTIONISM based on early socialistic and utopian ideas of the 19th century. It is society-centered philosophy. Exponents : Theodore Brameld is often considered the originator of the term reconstructionism in 1950. Concept: crisis philosophy appropriate for a society in crisis Reconstructionism and Education The reconstructionists seek a curriculum that emphasizes cultural pluralism, equality and futurism.

24. The program of education : Critically examines the cultural heritage of a society as well as entire civilization. Is not afraid to examine controversial issues. Is deliberately committed to bring about social and constructive change. Cultivate a future planning attitude that considers the realities of the world. Enlists students and teachers in a definite program to enhance cultural renewal and interculturalism.

25. Reconstructionism and Curriculum curriculum should coincide with a new socio-economic- political education. analysis, interpretation and evaluation of problems are insufficient; commitment and action by students and teachers are needed. Society is always changing and they emphasize the curriculum should also be changing in accordance to it. Reconstructionism and Aims of Education Strengthen control of the schools

26. Reconstructionism and Teacher Teachers should measure up to their social responsibilities. Brameld remarked: students and teachers must only take positions; they must also become change agents to improve society.

27. 5.PROGRESSIVISM developed from pragmatic philosophy Concept of progressivism contemporary reform movement in educational, social, and political affairs. Dewey viewed the school as a miniature democratic society in which students could learn and practice the skills and tools necessary for democratic living.

28. Progressivism and Education the skills and tools of learning include problem solving methods and scientific inquiry. Learning experiences include cooperative behaviours and self-discipline schools can transmit the culture of society while it prepares students in the changing world. This philosophy places emphasis on how to think and nor what to think.

29. Progressive education focused on the child as the learner rather than on subject, emphasized activities and experiences rather than verbal and literary skills and encouraged cooperative group learning activities rather than competitive individualized lesson planning. Progressivism and Aim of Education : To promote democratic social living.  

30. Progressivism and Curriculum The curriculum is interdisciplinary in nature. Books and subject matter were part of the learning process rather than sources of ultimate knowledge. Curriculum is based on student's interests, involves the application of human problems and affairs.

31. ECLECTISM pooling all the good and relevant features from different educational philosophies Salient Features of Eclectism (a) Aim of education is to prepare good citizens. (b) Recommends broad and flexible curriculum. (c) Emphasis co-ordination of various subjects. (d) Importance to co-curricular activities (e) Ensuring availability of subject experts and better teachers. (f) Suggest scientific teaching methods based on the principles of learning by doing, learning by play and learning by observation.      

32. (g) Consider education as a tool for social control. (h) Recommends professional status for teaching job. (I) Importance to self-discipline. (j) Highlight responsibility of governments in providing education, especially in the primary level and for handicapped children. (k) Emphasis on adult and social education. (1) Harmonious relationship among school, home and society.

33. PHILOSOPHY OF NURSING EDUCATION philosophy of nursing education is the written statement of the believes, values, attitudes and ideas which the faculty as a group agreed upon in relation to the nursing educational programme such as health, disease, nursing, nurse, nursing as a profession, education, learner, society, patient, nursing education and preparation of nurses.

34. Philosophy of nursing education is a perfect combination of philosophy of nursing and philosophy of education. In the philosophy of education, importance is given to the student. In the philosophy of nursing, emphasis is placed on the patients. The philosophy of a nursing institute should be enriched with value statements regarding the practice of nursing and teaching of nursing.

35. The philosophy will decide the nature of student selection process, objectives of the educational programme, curriculum development, and type of practical experiences provided to the students, selection and placement of staff, teaching methods and evaluation system In the beginning, nursing and nursing education was solely under the influence of super naturalism

36. the changes in the education system, socio-economic condition, scientific and technological advancements, and innovations in the health care sector and knowledge explosion motivated the nursing education to consider other philosophies also Following an eclectic tendency by adopting the good features of various philosophies is also common now.

37.   FACTORS INFLUENCING OF NURSING EDUCATION Philosophy of nursing education is influenced by the following factors: (a) Beliefs and values of faculty members regarding God, man, life, health, disease, nursing, etc. (b) The philosophical values and believes of the institution. (c) The environment where the education takes place. (d) The student and the life activities. (e) Health needs of the society. (f) The culture and background of the people.

38. (g) Developments in nursing, medicine and allied fields. (h) Philosophy of nursing service administration. (I) The goals and objectives of the health care delivery system. (j) The disease pattern, the health awareness and health facilities available. (k) The available resources in terms of man, money and materials

39. IMPACT OF INDIAN PHILOSOPHY Integral aim of Education all round development of all the educands without distinction of caste, creed, race, sex, social or economic status etc Integral Psychology These thinkers (the traditionalists) accept that man has a soul, a body, a mind and an intellect and therefore, education must provide opportunities and facilities for the fullest development of all these different aspects of man.

40. Wide based curriculum There should be teaching of science, arts, literature, and technology, along with moral religious and spiritual teaching Mother Tongue as medium of instruction The best medium of the early and even secondary education should be through the mother tongue. Education through the mother tongue help the students understands better way and can develop originality.

41. Three language formula They have also emphasized the need of the growth of national language. They also supported the view that one can learn an international language Democratic Culture The student and the teacher will participate in all the aspects of school management, like the method of teaching which is suitable, extracurricular activities etc. The educational institutions must be absolutely democratic, so that the students may develop democratic values.

42. Nationalism and Internationalism The synthesis of the National and International ideals should be developed through educational institutions