M.ed assignment on betrand russell

M.ed Assignment on Betrand Russell.

1. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

INDEX
Sr.No. Particulars Page
No.
Remarks
1 Introduction 04
2 Russell’s life story 05
3 Russell’s Philosophy of Education 06
4 Books/Works of Bertrand Russell 07
5 About one of his book- “Introduction To
Mathematical Philosophy”
08
6 Content of the book 09
7 Analysing one of the book 9-11
8 Educational Thoughts (Philosophy) Of
Russell
12-21
Principles Of Education 12
Aims of education 14
Structure of education 15-19
Method of Teaching 20
Teacher 21
9 Conclusion 22
10 Refection 23
11 References 23

2. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist


BETRAND RUSSELL (1872-1971).

3. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

PREFACE :

The Philosphy of education from the ancient , eastern & western
thinkers states accordingly to their viewpoints & basic of their
philosophies of education.
Considering one of the western thinkers of its time Mr.Betrand
Russell, an assignment been prepared for the subject Advanced
Philosophy of Education, Core Course-I
It contents the introduction, life history, basic workings to whole of
the work he has done till the end of his life. Timely presence of quotes
has related to it simultaneously.

4. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

INTRODUCTION

Bertrand Russell is a renowned name among the Western Philosophers of England (a British
Philosopher,logician, mathematician,historian,social critic & political activist). He is a fine
example of humanistic and pragmatic approach. He is a great supporter of world peace. His
wisdom is well established in Indian terminology of respectability. He may rightly be
described as a Rishi (seer) of modern age. He lived for 98 years in this world. He is
considered as one of the founder of analytical philosophy along with his other
colleagues.Bertrand Russell was the recipient of countless awards for excellence during his
long lifetime (1872-1970)including the Nobel Prize for literature, which he won in 1950. The
range of his critical inquiry is without parallel in contemporary Western culture.
In addition, he engaged in a lifelong battle with the forces of injustice — emphasizing the
importance of practice as well as theory. His most effective weapon in this struggle was
letters to newspapers and magazines, most of which are collected in the volume-
YoursFaithfully, Bertrand Russell: A Lifelong Fight for Peace, Justice, and Truth in Letters to
the Editor. Russell exposes the irrationality of leaders and defends the public against the evils
of the time, from British conscription in World War I and fascism in the 1930s to
McCarthyism in the 1950s and the Vietnam War in the 1960s. These 400 witty, acerbic
letters show him brilliantly sparring with both ordinary citizens and the most powerful
leaders of the day, touching on everything from war and peace to sexual ethics and religion.

5. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

RUSSELL’S LIFE STORY (1872-1971)

Bertrand Russell was born on Trelleck, Walesinto one of the most prominent aristocratic
families in Britain on May 18, 1872.
His parents died when he was only three years of age. Therefore, he was brought up by his
grandparents.
He was taught German and French language at home by a tutor and he made a mark in both
the languages.
In 1890, he took admission in Trinity College, Cambridge.
Because of his interest in philosophy he got first division with distinction and also won the
highest honour of Wrangler.
In 1894, he joined French Embassy in England. In 1895, he was appointed as a Fellow of
Trinity College in recognition of his valuable contribution.
He had special interest in mathematics also. He published his book ‘Principles of
Mathematics’. In 1910, he was appointed a professor in Trinity College.
In the First World War, in 1914, he took part in ‘No Conscription Fellowship’. As a result he
was fined 100 pounds. His personal library was confiscated for the non-payment of fine. He
had also to leave the post as a Professor as a result of this punishment.
He got an appointment as a teacher in Harvard due to his abilities. The Government did not
give him passport to go there. He wrote an article in ‘The Tribune’ against the policy of the
government. For this he had to undergo an imprisonment of six months.
He is widely held to be one of the 20
th
century premier logicians.His philosophical essay “On
denoting” has been considered a “paradigm of philosophy”. He led the British revolt against
idealism early in 20
th
Century.During his imprisonment he wrote his famous book
‘Introduction to Mathematical Philosophy’.
In 1920, he was invited by the Government of China to deliver lectures on philosophy in
Peking University.
He was awarded the Noble Prize in Literature in 1950, in recognition of his varied &
significant writings in which he champions humanitarian ideals & freedom of thought.
Russell died of Influenza on 2
nd
February, 1970 at his home in Penrhyndeudraeth,
Merionethshire, and Wales.
RUSSELL’S PHILOSOPHY OF EDUCATION

6. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

Logic is the cornerstone of Russell’s philosophy .he has revised his views on
ethics,metaphysics,nature,etc. in the light of his personal experiences from time to time.He
does not like his philosophy to be placed in the category of idealism or realism.He likes it to
be classed in logical atomism.He thinks that one can realise the basic reality of athing through
logical analysis.He gives place both to philosophy & mathematics inhis philosophical
thinking.He is an outstanding philosopher & reformer & emphasises the importance of
creative attitude.He is profoundly interested in the basic problems of human beings.In facts,
he has sacrificed his entire life for the welfare of mankind.His vehement protest against
nuclear weapons & wars in the world is an eloquent testimony to this.He was subjected
himself to many hardships & sufferings on account of his unflinching adherence to his views.
Western Philosophy is based on individualism, logical and analytical thinking and conflict
resolution.

Basis of Philosophical Analysis of Bertrand Russell

a) Metaphysics (Reality)-Parental Branch of Knowledge:-(quest for truth or reality)
-matter & nature are real
-mind & idea are real

b) Epistemology (Knowledge)-Heart & Centre of Philosophy:-(knowledge, awareness,
the reality)
-Universe is intelligence; emphasis on soul is more & less on body
-Science is knowledge
-Knowledge may differ according to people’s thought

c) Axiology(Values)-Truth, beauty or goodness:-(Values of human beings)
-Things we value ;( emotions, attitude, sentiments, desirable feelings are realities)
-Ethical, Moral Aesthetic, social & religious.

d) Logic (Pure mental process):-(Inductive-deductive thinking)
-Plato is man, Plato is mortal, All men are mortal requires logic to understand.

WORKS OF BERTRAND RUSSELL
(OUTSTANDING BOOKS / PUBLICATIONS OF RUSSELL )

7. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist


Bertrand Russell is a personification of wisdom and an author of recognised merit. Some of
his famous writings mentioned below give us an idea of the versatile nature of his works:
1. Principles of Mathematics (1903)
2. Principles of Social Reconstruction (1916)
3. The Political Ideals (1917)
4. Roads to Freedom (1918)
5. Introduction of Mathematical Philosophy (1920)
6. The Practice and Theory of Bolshevism (1920)
7. The A.B.C. of Atoms (1923)
8. The A.B.C. of Relativity (1925)
9. On Education (1926)
10. The Analysis of Matter (1926)
11. Principia Mathematics (1927)
12. Why I Am Not A Christian (1927)
13. The Outline of Philosophy (1928)
14. Sceptical Essay (1928)
15. Marriage and Morals (1929)
16. The Conquest of Happiness (1930)
17. The Scientific Outlook (1931)
18. Education and the Social Order (1932)
19. In Praise of Idleness (1932)
20. Freedom and Organisation (1934)
21. Power: A New Social Analysis (1938)
22. An Enquiry into Meaning and Truth (1940)
23. A History of Western Philosophy (1946)
24. Human knowledge, Its Scope and Limits (1948)
25. Authority and The Individual (1949)
26. New Hopes for a Changing World (1951)
27. The Impact of Science on Society (1952)
28. Principles of Social Reconstruction (1961)
29. War the Offering of Fear (1965)
30. My philosophical development
31. God & religion
32. Unarmed Victory.
33. The Problem of Philosophy
34. The Analysis of Mind

8. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist


CONSIDERING ONE OF THE RUSSEL’S BOOK :-
“INTRODUCTION TO MATHEMATICAL PHILOSOPHY”
Russell’s book, published in 1919, written in part to exposit in a less technical way
the main ideas of his & Whiteheads Principia Mathematics (1910-1913), including the
theory of descriptions. Mathematics & logic, historically speaking, have been entirely
distinct studies Maths has been connected with science logic with greek.Buth both
have developed in modern times, logic has become more mathematical &
mathematics has become more logical. The consequence is that it has now become
wholly impossible to draw a line between the two; in fact, the two are wholly
impossible & mathematics is the manhood of logic. This view is resented by logicians
who, having spent their time in the study of classical tests are incapable of following a
piece of symbolic reasoning & by mathematics who have learnt a technique without
troubling to inquire into its meaning or justification.Both typesare now fortunately
growing rarer.So much of modern mathematical work is obviously on the border-line-
of logic, so much of logic is symbolic & formal that the very close relationship of
logic & mathematics has become obvious to every instructed student. The proof of
their identity is, of course, a matter of detail; starting with premises which would be
universally admitted to belong to logic & arriving by deduction at results which as
obviously belong to mathematics, we find that there is no point at which a sharp line
can be drawn , with logic to the left & mathematics to the right ,If there are still those
who do not admit the identity of left & Mathematics to the right .If there are still those
who do not admit the identity of left & mathematics, we may challenge them to
indicate at what point, in the successive deductions of Principia Mathematica, they
consider that logic ends mathematics begins,It will then be obvious that any answer
must be quite arbitrary.

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A Reflective thoughts on Betrand Russel –an educationist


CONTENT OF THE BOOK
“INTRODUCTION TO MATHEMATICAL PHILOSOPHY”
Content
Preface
Editor’s note
I. The series of Natural Numbers
II. Definition of numbers
III. Finitude of mathematical Induction
IV. The definition of Order
V. Kinds of Relations
VI. Similarity of Religion
VII. Rational, Real & complex Numbers
VIII. Infinite Cardinal Numbers
IX. Infinite Series & ordinals
X. Limits & Continuity
XI. Limits & Continuity of Functions
XII. Selections & the multiplication of Axiom
XIII. Incompatibility& the theory of Deduction
XIV. Propositional Function
XV. Description
XVI. Classes
XVII. Mathematics & Logics
Appendix: Changes to Online Edition.

ANALYSING ONE OF THE BOOK

10. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

Closely related to the advances made in contemporary thought in the fields of logic and
mathematical philosophy are the increasingly important strides made in semantics and the
philosophy of language. Russell has played a prominent and pivotal part in this advance,
although he is not in accord with some of the lengths to which the analytic philosophers have
gone. He has stressed the importance of recognizing language relations other than merely that
of subject-predicate and the sharp distinction between the ‘is’ of predication and the ‘is’ of
identity. He has been a pioneer in analysing the meaning of meaning. As suchwhatever he has
added to the philosophy of language has been of greatmoment.

a) Metaphysics (Reality)-Parental Branch of Knowledge:-(quest for truth or reality)

And

b) Epistemology (Knowledge)- Heart & Centre of Philosophy:-
(knowledge, awareness, the reality)
There are two sorts of knowledge: knowledge of things, and knowledgeof truths.
According to Russell, we shall be concerned exclusively with knowledge of things, of
which in turn we shall have to distinguish two kinds. Knowledge of things, when it is of
the kind we call knowledge by acquaintance, is essentially simpler than any knowledge
of truths, and logically independent of knowledge of truths, though it would be rash to
assume that human beings ever, in fact, have acquaintance with things without at the
same time knowing some truth about them. Knowledge of things by description, on the
contrary, always involves, as we shall find in the course of the present chapter, some
knowledge of truths as its source and ground. But first of all we must make clear what we
mean by ‘acquaintance’ and what we mean by ‘description’. We shall say that we have
acquaintance with anything of which we are directly aware, without the intermediary of
any process of inference or any knowledgeof truths.
Theory of knowledge is rendered difficult by the fact that it involves psychology, logic,
and the physical sciences, with the result that confusionsbetween different points of view
are a constant danger. This danger is particularly acute in connection with the problem of
our present chapter, which is that of determining the premises of our knowledge from an
epistemological point of view. And there is a further source of confusion in the fact that,
as already noted, theory of knowledge itself may be conceived in two different ways.

c) Axiology(Values)- Truth, beauty or goodness:-(Values of human beings)
Man is a part of Nature, not something contrasted with Nature. His thoughtsand his
bodily movements follow the same laws that describe the motionsof stars and atoms. The
physical world is large compared with Man—largerthan it was thought to be in Dante’s
time, but not as large as it seemeda hundred years ago. Both upward and downward, both
in the large andin the small, science seem to be reaching limits. It is thought that
theuniverse is of finite extent in space, and that light could travel round itin a few
hundred millions of years. It is thought matter consists of electronsand protons, which are
of finite size and of which there are only a finitenumber in the world. Probably their
changes are not continuous, as usedto be thought, but proceed by jerks, which are never
smaller than a certainminimum jerk. The laws of these changes can apparently be
summedup in a small number of very general principles, which determine the past and

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the future of the world when any small section of its historyis known.Physical science is
thus approaching the stage when it will be complete, and therefore uninteresting. Given
the laws governing the motions of electrons and protons, the rest is merely geography—a
collection of particular facts telling their distribution throughout some portion of the
world’s history. The total number of facts of geography required to determine the world’s
history is probably finite; theoretically they could all be written down in a big book to be
kept at Somerset House with a calculating machine attached which, by turning a handle,
would enable the inquirer to find out the facts at other times than those recorded. It is
difficult to imagine anything less interesting or more different from the passionate
delights of incomplete discovery. It is like climbing a high mountain and finding nothing
at the top except a restaurant where they sell ginger beer, surrounded by fog but equipped
with wireless.

d) Logic (Pure mental process)-(Inductive-deductive thinking)
The mathematical logic which occupies Part I of the present work has been constructed
under the guidance of three different purposes.
In the first place, it aims at affecting the greatest possible analysis of the ideas with which
it deals and of the processes by which it conducts demonstrations, and at diminishing to
the utmost the number of the undefined ideas and undemonstrated propositions (called
respectively primitive ideas and primitive propositions) from which it starts.
In the second place, it is framed with a view to the perfectly precise expression, in its
symbols, of mathematical propositions: to secure such expression, and to secure it in the
simplest and most convenient notation possible, is the chief motive in the choice of
topics.
In the third place, the system is specially framed to solve the paradoxeswhich, in recent
years, have troubled students of symbolic logic and thetheory of aggregates; it is believed
that the theory of types, as set forth inwhat follows, leads both to the avoidance of
contradictions, and to thedetection of the precise fallacy which has given rise to them. Of
the above three purposes, the first and third often compel us to adopt methods,
definitions, and notations which are more complicated or more difficult than they would
be if we had the second object alone in view. This applies especially to the theory of
descriptive expressions (*14 and *30) and to the theory of classes and relations (*20 and
*21). On these two points, and to a lesser degree on others, it has been found necessary to
make some sacrifice of lucidity to correctness.


EDUCATIONAL THOUGHTS (PHILOSOPHY) OF RUSSELL

12. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

I. PRINCIPLES OF EDUCATION :-
Russell’s principles of education are based on his knowledge of human psychology
particularly child psychology. Russell maintains that the first six years of child’s life
are very important from the point of view of development. By six years of age all
those important traits come up in children which form their future personality. Russell
believes that a child of six years needs intellectual training. Moral ideals should be
evaluated from mental point of view education for moral conduct alone cannot
develop the child mentally and morally in the right direction. From the child’s point
of view things taught to him should have two purposes:
1. To satisfy curiosity which constitutes the basis of intellectual development.
2. To teach skills which the child may use for satisfying his curiosity through his own
efforts.
Mental development is possible only when curiosity is satisfied because curiosity is
the basis of mental development. It will be useful to acquaint the child with skill
suitable for his natural instinct and interest so that he may begin to satisfy his
curiosity himself through that skill. The teacher should provide proper stimuli for
developing that curiosity. In no case the curiosity of the child should be suppressed. If
the child has curiosity which cannot be satisfied in the school system, it is duty of the
teacher to provide such means which may satisfy his curiosity. In order to acquire
knowledge the child should possess the following special mental qualities of virtues:-

 Curiosity-
Curiosity is an instinct. It is the basis of mental development and acquisition of
knowledge. The mental development of the child is not possible in the absence of
curiosity. The teacher should try to create curiosity in the child and give it a right
direction and do it utmost to satisfy it. Other virtues will follow automatically.

 Faith in acquisition of knowledge-
Faith in acquisition of knowledge is an important step towards acquiring knowledge.
Russell urges that this faith must be created in the child.


 Freedom from prejudice-
A person should be open minded i.e., he should be free from prejudice. If he does not
have this quality he cannot satisfy his thirst for knowledge. Therefore, open-

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mindedness is necessary for acquiring knowledge. This quality exists in all those
persons who have thirst for knowledge.

 Exactness-
Russell recognises the importance of exactness in the process of learning. Devotion to
truth may be guessed through the degree of exactness which a person manifests in his
behaviour. Therefore, the quality of exactness should be developed in children.

 Confidence-
According to Russell, confidence is essential for the acquisition of knowledge. The
confidence helps in making the child active for getting knowledge. Nothing in the
world can be achieved without confidence and efforts. Therefore, it is necessary to
develop confidence in the child.

 Concentration-
Russell opines that concentration is necessary for learning knowledge. The person
who develops the valuable quality of concentration or attention never lags behind in
acquiring knowledge. It is necessary to develop the habit of concentration through
education. Capacity for concentration increases with the advancement in age. But
even then it requires practice. According to Russell, attention has three characteristics:
- Intensity
- Durability (span)
- Volition
The child should be trained to develop his power of concentration. The teacher should
be especially conscious for the development of this trait.

 Patience-
Patience is required for acquisition of knowledge. Attainment of knowledge, search of
truth and desired modification of behaviour is not possible without patience. Students
should be trained to develop patience in them.

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 Perseverance-
A person can achieve anything through perseverance. So long is a person does not
make persistent efforts, he cannot get success. All scientific inventions and other
discoveries are results of persistent efforts. The child should be made industrious.
Examples of industrious persons should be presented before the children through
education. Ambition for tiding over the difficulties should be created in them. The
qualities of sincerity and perseverance should be developed in the child through
education.

 Reality-
A person possessing reality in ideas, words and action is a follower of truth. In
modern education, the new view-point of reality has become quite interesting. A
person has to face difficulties or unpleasant situations in knowing the reality or
knowing the truth. The greatness of the truth seeker lies in the fact that he moves
forward by facing unpleasant situations. It is necessary to create this disposition in the
children. According to Russell, it is necessary to make education interesting. The
atmosphere of the school should be so natural and pleasant that it encourages the pupil
to learn.


II. AIMS OF EDUCATION :-
According to Russell, the aim of education is to develop individuality of the child in
such a way that he may adopt himself to the human society. Education should be
according to the interest and aptitude of students. His aims of education relate to the
duties of teacher. The teacher should strive for inculcating four fundamental qualities
as the basis of formation of character. The inculcation of these following qualities is
the fundamental aim of education:-

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Russell advocates that happiness in human life is possible only if these four qualities:
vitality, courage, sensitiveness, intelligence are developed through education. The
development of these qualities will form the character of the individual. He will gain
social efficiency and be able to lead a happy life. In this way, a new world may be created
for pupils. Russell believes firmly that these qualities spiring up without much difficulty
in a child, if adequate arrangements are made for his physical, emotional and intellectual
development.

III. STRUCTURE OF EDUCATION :-
Russell’s concept of structure of education is very comprehensive. He gave a detailed
account of child’s education from early childhood up to university level along with
curriculum at various stages of education.

AIMS OF
EDUCATION
VITALITY
COURAGE SENSITIVENESS
INTELLIGENCE

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1. Early childhood (Nursery Schools) –
Education before the primary stage is given in nursery schools. Russell says that
nursery schools are necessary for education of children. Development of healthy
habits is the responsibility of nursery schools according to Russell, because today the
parents are not in a position to shoulder this responsibility. The nursery schools,
therefore, should be organised on a large scale to make the necessary facilities
available to each child (rich or poor).
The children admitted to these schools should learn:-
 Reading,
 Writing, and basic principles of
 Music,
 Dance and drawing.
Nursery education must be free and compulsory. The teacher at this stage should have
knowledge of psychological and medical needs of children so that they may help in
healthy, physical and psychological development of children.

2. Education Between Five to Fourteen years of Age –
After pre-primary education, Russell has expressed his views on the education of
children before the age of fourteen years. At the end of primary education the child
should develop the ability of reading and writing, clarity in sense perception and
knowledge of general principles of music, dancing, singing and painting etc.
Russell believes that between five to fourteen years of age children should be taught:-
 Mathematics,
 Geography,
 History,
 Music,
 Dance and Acting,
 Language,
1. EARLY CHILDHOOD (NURSERY SCHOOLS)
2. EDUCATION BETWEEN 5TO 14YEARS OF AGE
3. EDUCATION BETWEEN 14TO 18YEARS OF AGE
4. UNIVERSITY EDUCATION

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 Classical language,
 Certain pieces of literature,
 Science.

 Russell believes that we should start teaching mathematics to a child after he
completes seven years of age.
 Russell opines that we should teaching of history and geography at the age of five
years. Efforts should be made to acquaint children with geographical and historical
topics in an interesting manner. In teaching geography pictures should be narrated to
make the subject more interesting. The process of evolution of social and economic
life of man should be explained to children stage by stage. In giving the accounts of
wars emphasis should be placed on describing the greatness of such personalities as
Buddha, Socrates, Newton, Gandhi and others.
 Russell was in favour of affording opportunities to children for learning music, dance
and acting because these improve the health of children.
 About languages, Russell advocated that children should be taught their mother
tongue and one or two foreign languages. In choice of foreign language an
international point of view should be the major consideration.
 As regards literature, only certain pieces should be selected. In making the selection,
the major interests to children of children should be the guiding factor.
 The teaching of algebra, physics and chemistry should not be begun before the age of
twelve years.
 Some classical languages may also be taught to children within the age group of 12 to
15 years, if they show any interest for them.
 No specialisation is to be attempted at this level.
Russell suggests a general education for the children of this age. The special aptitudes
and interests of boys and girls should be found out. The maxim from ‘easy to
difficult’ should be followed in teaching. Subjects requiring mental powers should be
taught after the age of seven years.

3. Education Between Fourteen to Eighteen years of Age –
According to Russell specialisation in a particular area should be provided during the
14-18 age groups. Only the student’s with above average intelligence should be
encouraged for specialisation. Opportunities for specialisation, according to Russell,
should be provided in three areas:-
 Classics,
 Mathematics and science
 Modern humanities which include modern languages, literature and history.
Some special knowledge in respect of each of these categories may be acquired by
the age of 18, i.e., before the child leaves the school. The studies in classics,
mathematics, science and modern humanities should continue simultaneously
according to the abilities and aptitudes of students.

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According to Russell, when the student studies special subjects, he should not forget
other things of his environment. Rudimentary useful knowledge of other things of
environment like
 Anatomy,
 Physiology,
 Hygiene is necessary for the development of life.

4. University Education –
 Selected few-
Russell is of view that university education should be imparted only to a selected few.
Higher education in universities should be provided only to suitable, able and really
willing students. Only those students should be allowed admission to universities who
are either to be prepared for certain professions or have an ability and aptitude for
research in some areas.

 Aims of University-
According to Russell, University Education has the following two aims:
 Prepare boys and girls for various vocations.
 To enhance knowledge and research work.

 Admission test-
There should be admission test in universities. No student should be allowed
admission to a university who fails to get through the examination prescribed for this
purpose. Those who have no interest and aptitude for university education should not
be admitted.

 Right of the gifted-
Heredity and economic conditions may be ignored for providing university education.
In fact, university education should not be a privilege of the rich; rather it should be a
right of gifted students. Gifted child should not be deprived of university education
due to poverty. One may have money and means but if he does not have inclination
and interest for education, he cannot be considered fit for receiving university
education. Financial assistance should be given to the deserving students.

 Removal from University-
Even when the admission has once been obtained, it should be made necessary for the
students to satisfy the teachers concerned through their work, which they should be
removed.
 Temples of learning-
According to Russell, universities are to be made temples of learning where
intelligent, industrious and active persons find place. This may be possible only when
both the people and the government get ready for the necessary sacrifice for making

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arrangements to ensure freedom from financial worries to every student and teacher in
the university.

 Improvement in mode of work-
Russell states that the mode of work of the universities should be improved by the
improvement in the methods of teaching in university. Russell suggests in this regard
that the teachers should give instructions to the students to read two types of books:
 One type of books should give necessary knowledge to all the students.
 The second type of books should satisfy the student’s interest and curiosity.
The papers set for assessing the ability of the students should also be so prepared that
only those students may give satisfactory answers who have carefully studied the
prescribed books.

 Research work-
The ultimate aim of universities is to do research work and all universities should
endeavour to move forward in this direction. Therefore, research workshops should be
conducted. According to Russell, research work is essential for the welfare of
humanity and progress of the world. The universities should bear the responsibility of
research work.

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IV. METHODS OF TEACHING :-
Russell advocates that the teacher himself should have a sound knowledge for the
subject. He/she should be well prepared. Russell recommends the following methods
of teaching:

1. Psychological methods-
The teacher should teach various subjects in an interesting, psychological and cheerful
manner. Psychological methods of teaching should be used. Teacher should motivate
the students to learn. There should be congenial environment in the school.

2. Learning by doing-
Children should not be passive listeners only. They should get knowledge as active
participants. Learning by doing is always helpful in learning. It is necessary to keep
the students active.

3. Teacher as guide-
The teacher should act as a guide. He/she should attract the attention of the students to
some problem in way that the students become interested in it and they engage
themselves in finding a solution. This principle is important for every teacher and it
may be applied at every stage in the class.

4. Individual work (Self-study)-
Russell advocates that individual work should be given more attention than class-
work. In traditional schools even today more importance is given to class-work than
to individual work. Russell belongs to the progressive class of educationists. He says
that by giving importance to individual work in the class the students get more
opportunities and guidance for developing their individual potentialities. The student
gets a chance of development according to his ability and nature. If the students can
spend most of their time in self-study in the school, they will develop capacity for
independent self-education.

5. Library method-
In order to utilise most of students’ time in self-study, provision should be made for
well-furnished and well-equipped libraries, reading rooms and laboratories.

6. Co-operative endeavour-
Russell is against the practices of traditional schools. He recommends that the school
should encourage co-operative endeavour in the class, as this will develop both the
individual and social personality of the student.

7. Exchange of thought-
Russell views that we are to produce men and women of independent thinking. It is
necessary for this purpose that the teacher should give ample time to students for the

21. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

free mutual exchange of thoughts and ideas. The teacher should be natural in the
process of mutual exchange of ideas and try to correct their mistakes.

8. Development of scientific spirit-
Russell opines that every student should be tested on the touch-stone of intellect in the
pursuit of truth. We are to develop and train the various impulses of students in such a
way that they acquire virtues themselves. What Russell really means is the
development of a scientific spirit in the students.
Russell believes that if the teacher adopts the above view-point and tries to educate
the children accordingly, there can be harmonious individual and social development.

V. THE TEACHER:-

1. The teacher should be able and well qualified. They should have interest in the
research work and not in teaching only.

2. The teacher should act as a guide. The teacher should guide the students for effective
learning. They should guide the students on the basis of modern researches
collectively and should also remove their individual difficulties.

3. The teachers should have interest in teaching work, study intelligently, have interest
in research, are curious to know the world, and are hard-working and prepared to put
in their heart and soul together in doing further researches in the subjects of their
interest for the development of education. Such teachers should be free from financial
worries, should have sufficient vocations to devote to the pursuit of knowledge and
should have respect and honour in the society.

22. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist

4. Russell advices that the university teacher after every seven years should be given one
year’s time to devote exclusively to study the work carried on in various countries in
his/her subject.


5. The teacher should have knowledge of psychological and medical needs of children
for healthy, physical and psychological development of the children.

6. In all the programmes organised in the school, the teacher should aim at achieving the
maximum participation of the students.

7. The teacher should motivate the students to learn. Thus, the teacher should be a
motivator.

8. The teacher should be a provider of an ideal environment and creator of conditions,
conducive to the development of pupils.

CONCLUSION

The Basic Writings ofBertrand Russell
‘I am in no degree ashamed of having changed my opinions.
What physicist who was active in 1900 would dream of
Boasting that his opinions had not changed?’
-Bertrand Russell

23. Advanced Philosophy & Sociology of Education –Semester1, Assignment-1

A Reflective thoughts on Betrand Russel –an educationist


REFLECTION
The assignment made to study all about the western thinker Bertrand
Russell in depth about his philosophy of education, his workings, his
life history etc..
REFERENCES

1. A Textbook on The doctrine of great western educators from
Plato to Betrand Russel by Yogendra K.Sharma.

2. A Textbook on Foundation of education by O.P.Dhiman.

3. https://www.google.co.in/?gfe_rd=cr&ei=ZT-
eVIfdOOPV8ge3koGwBQ&gws_rd=ssl#q=BOOOKS+OF+BETRAND+rUSSEL
4. http://en.wikipedia.org/wiki/Bertrand_Russell
5. https://www.google.co.in/search?q=quotes+by+Bertrand+Russell&es_sm=93&tb
m=isch&tbo=u&source=univ&sa=X&ei=pC-
eVNDRIIOXuATR0oLICQ&ved=0CCQQsAQ&biw=1821&bih=889&dpr=0.75#
imgdii=_
6. http://www.gutenberg.org/files/41654/41654-
pdf.pdf?session_id=38efde671a5e4c962d379948cda23f02e7c90124