Philosophy and Education

Western Schools of Philosophy and Education and thier Educational implications

1. Western Schools of Philosophy and Education By M.VIJAYALAKSHMI Assistant Professor

2. UNIT II Western Schools of Philosophy and Education By M.VIJAYALAKSHMI

3. UNIT II : Western Schools of Philosophy and Education Western Schools of Philosophy and Education : Educational implications of Idealism , Naturalism , Pragmatism , Realism, Eclecticism and Constructivism .

4. IDEALISM Monistic concept Plato Chief Exponents Socrates, Plato, Tagore, Gandhiji , Sri Arabindo , Vivekanada

5. BASIC PRINCIPLES Ultimate reality is mind and spirit Ideas are final Believes in God and Spiritual Values Values are predetermined, absolute and unchanging . Faith in Eternal Values Belief in “ Apriori ” knowledge Truth is Subjective Knowledge and Truth are different

6. PRINCIPLES OF EDUCATION Stress on spiritual environment Education is based on spiritualism Self- realisation is the aim of education Emphasises mental capacities Teacher and curriculum are the central aspects of education. Relatively unimportant place for the child Development of the child in accordance with adult standards Emphasises book learning Both individual and society are valued Definite and specific ideaology maintained Stress on discipilining the child

7. AIMS OF EDUCATION Self- realisation Spiritual development Realization of Truth, Goodness and Beauty Conservation, promotion and transmission of cultural heritage Preparation for a holy life Development of intelligence and rationality Exaltation of Human Personality Universal education Development of Inventive and Creative Powers

8. CURRICULUM Curriculum developed according to ideals and eternal values Humanistic subjects emphasised Main subjects – Religious studies, Spiritual studies, Ethics, Language, Literature, History, Fine Arts, Music, etc., Books are considered as Treasure house of Knowledge

9. METHODOLOGY OF TEACHING Learning through reading Lecture, dialogue, discussion Sravana , manana , nididyasana to be attempted Study of books encouraged

10. DISCIPLINE Emphasises inner discipline Discipline comes through moral and religious instruction Restraint on freedom

11. ROLE OF TEACHERS Teachers’ role is supreme and important. He is a spiritual guide for the child Teacher provides model to be imitated

12. Relevance of Idealism in Education in the Emerging Indian Society Lofty Aims of Education Preservation of Cultural Heritage Position of the Teacher Self-discipline Emphasis on Moral Development Integrated Curriculum

13. CRITICISMS AGAINST IDEALISM Neglects psychological nature of the child More inclined towards Spiritualism Does not contribute much to the field of Method of Teaching Too much of importance - Teacher Too much of importance – Humaities Science and Technology are neglected Rigid restrictions Unobtainable goals Too much oriented to the past

14. NATURALISM Monistic Concept Rousseau Chief Exponents Aristotle , Comte , Herbart Spencer , Bernard Shaw , Rousseau

15. NATURALISM Meaning Hocking – “Naturalism is metaphysics which considers nature as a whole of reality. It excludes what is supernatural or the other world”

16. BASIC PRINCIPLES Nature is the final reality Believes in matter and importance of the material world Values are created in terms of specific needs No Faith in Soul or Spirit Development of Human Personality is due to the Interaction of Heredity and environment Innate Goodness of Children Everything Natural is Beautiful and Valuable Superiority of Empirical Knowledge

17. PRINCIPLES OF EDUCATION Stress on Physical Environment Education is based on Psychology and ethics Self-expression is the aim of education Emphasizes basic instincts, interests and tendencies Child is the central aspect of education Education is accordance with the nature of the child Insignificant place for bookish knowledge Individual alone is considered and valued Progressive and dynamic ideology maintained Stress on the freedom for the child

18. AIMS OF EDUCATION Self-expression Attainment of present and future happiness Preparation for the struggle of existence Adaptation to environment Natural development Autonomous development of individuality Sensory training Redirection and sublimation of natural instincts

19. CURRICULUM Curriculum according to basic instincts, aptitudes and tendencies of children, nature forms the main source Scientific subjects occupy comparatively more significance Main subjects – Games and Sports, Physical Science, Physiology, Health and Culture, Natural Science and Biological Science Senses are the gateways of knowledge Study of Past Experience

20. METHODS OF TEACHING Learning by doing and interaction with Nature Observation, Play way, Dalton Plan Heuristic, Montessori, Kindergarten methods Observations of nature encouraged Based on principles – Principle of growth Principle of Pupil-activity and Principle of Individualization Negative Education

21. DISCIPLINE Supporting emancipatory discipline Discipline by Natural Consequences Maximum freedom to the child

22. ROLE OF TEACHER Teacher’s role is subsidiary where as chilld’s position is central Nature is the supreme teacher Teacher sets the stage for child and retires behind the curtain Teacher as an observer One who understands child psychology

23. CONTRIBUTIONS OF NATURALISM TO EDUCATION Psychologising the Educational Practices Paedocentric Education Learning by doing and learning through observation. Guided discovery approach called Heuristic Method Freedom in learning situations Teachers’ Interference and dominance are marginalized Holistic Tendency in the Curriculum offered Advocacy of Residential Schools and Co-education

24. CRITICISMS AGAINST NATURALISM It denies the existence of anything beyond nature, behind nature and other than nature Man – any other living organisms Superiority not considered Uncontrolled freedom - not helpful for total personality development Negative Education – fail to develop positive ideas and values in children Discipline by natural consequences is very dangerous

25. PRAGMATISM Pluralistic Concept John Dewey Chief Exponents C.S.Pearce , William James , John Dewey , Kilpatrick

26. MEANING Greek word – Pragma – To do, To make and To accomplish Action or Practice or Activity Instrumentalism Humanistic Pragmatism Experimentalism

27. BASIC PRINCIPLES Upholds the power of man as supreme Does not believe in God or spiritual values Values are not predetermined They are in the making Change is the essence of this universe Human experience is alone is real Actions are more important than thoughts Aesthetic value is to be viewed in terms of ‘Social Goodness’ Should be concerned with the ‘present’ Truth is that which works

28. Educational Philosophy of Pragmatism “Knowledge is not for the sake of knowledge, but to help the educand to meet his needs in a biological and social environment, so as to achieve better personal and social adjustment”

29. MEANING OF EDUCATION WHY of Education It is a natural necessity It is a social necessity WHAT of Education Self-expression Growth

30. PRINCIPLES OF EDUCATION Stress on social and physical environment Education is based on psychology and science Social-efficiency is the aim of education Emphasises experimentation and practices in a natural setting Child is the central aspect of all education activities

31. Life situations and activity helpful to meet a need are the bases of education Experience and experiments leading to problem solving are the bases of learning Sociability along is emphasised Progressive, dynamic and changeable ideology maintained Stress on the freedom for the child

32. AIMS OF EDUCATION Social efficiency Educational aims change according to time and circumstances Creation of new values More and more education and continuous growth Social adjustment and harmonious development Development of personality

33. CURRICULUM Curriculum based on subjects of utility value Project form the basis for curriculum Social subjects form the main body and others are only subsidiary Main subjects – Health, Hygiene, Physical Science, Culture, History, Geography, Maths , Home Science and Agriculture

34. Governed by the four principles Principle of Utility Principle of Natural Interests Principle of Experience Curriculum Principle of Integration

35. METHODS OF TEACHING Learning through experience Purposive activities in a natural setting correlation and integration Project Method Problem solving encouraged

36. DISCIPLINE Stresses social discipline Discipline comes through purposive and co-operative activities Given freedom to frame their own roles

37. ROLE OF TEACHERS Teachers’ role is that of a friend, motivator, philosopher and guide Experimentalist Counsellor Teacher provides the child scope for active participation so that he learns to create new values for future

38. CONTRIBUTIONS OF PRAGMATISM TO EDUCATION Fused both psychological and sociological aspects of education Importance to child- centred education Social discipline Project Method Develop problem – solving mind Flexible broad based curriculum Teacher as a guide and companion to pupils Principle of Utility and Social Goodness

39. LIMITATIONS OF PRAGMATISM Soft education – without fundamental subjects It fails to solve the riddle of the universe-its origin, nature, purpose and destiny It is difficult to provide an organised body of knowledge – project method Advocates a utilitarian approach Contributes much to the Methods of Education, fails to present laudable aims to education Ignores the spiritual side of man

40. Relevance of Pragmatism in Education in the Emerging Indian Society Emphasis on Practical Utility Emphasis on Democratic Values Emphasis on Learning by Doing Emphasis on Education of the Whole Child The Project Method of Teaching Emphasis on Universal Education Pragmatism does not Banish the Teacher

41. REALISM Pluralistic Concept Aristotle – Father of Realism Chief Exponents – Milton , Commenius , John Locke , Whitehead , Russel , Aristotle

42. Meaning of Realism ROSS – “The doctrine of realism asserts that there is a word of things beyond and corresponding to the object of our perception”

43. BASIC PRINCIPLES Physical world is real and Independent of man Objects rule our perception Nature’s laws are true and pre-existent Sensory are gateways of knowledge Truths are discovered through observation and experimentation Values are determined by one’s own experiences As objects have permanent properties, values also remain unchanged Morals and standards are those which prove to be good for man

44. PRINCIPLES OF EDUCATION Education is based on Science only It emphasizes on behaviour and experiment Child and his presents life are the centres of education It opposes book learning Both the individual and the society are valued It is liable to change according to a change in life

45. AIMS OF EDUCATIION Equip the individual with skills and knowledge to mater the physical environment Adjust with realities of the world and adult approved behaviour Promote rational thinking

46. CURRICULUM Diversification of courses but related to life Preference for the study of Sciences Vocational training Place for travel and field trips Subjects concerning day to day activities are included in curriculum Main subjects are – Natural Sciences, Biological Sciences, Physical Sciences, Health Culture, Physical exercises, Math, Geography, History, Astronomy, Sports, etc.,

47. METHODS OF TEACHING Subjective & Objective Method of Teaching Critical Observation Exploration Experimentation Self-study & Practical work Inductive Method Correlation Method

48. ROLE OF TEACHER Teacher role is Supreme because he brings the child to learn with the external realities of life Imparts scientific knowledge to the child in as easy and effective way Helps for the objective learning of pupils Is a man with scientific temper

49. STUDENT DISCIPLINE Discipline by limitation and evaluation of consequences Morality is taught by consequences of behaviour Emancipatory discipline

50. ECLECTICISM The useful and acceptable features of different philosophies and tendencies in education are harmoniously blended. Calls for consensus

51. ALL THE EDUCATIONAL PHILOSPHIES AGREE ON THE FOLLOWING Dignity of the individual and respect for human personality Mind is a powerful force and significant in the life of man Education should develop social efficiency Curriculum should be highly flexible and core curriculum should include all the subjects Emphasising play method, learning by doing and experimental method for imparting instruction Discipline is a means and not an end in itself

52. Eclecticism is not adopted in Modern Indian Education Lead to the creation of educational pockets of conflicts and confusion Ultimately endangering national and emotional integration

53. Constructivism Theory about the Nature of Learning Chief Exponents John Dewey Maria Montessori David Kolb

54. Based on experimental learning through real life experience to construct and conditionalize knowledge The type of learner is self-directed, creative, and innovative. The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge

55. Characteristics of Constructivist Teaching One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences. According to Audrey Gray, the characteristics of a constructivist classroom are as follows : the learners are actively involved the environment is democratic the activities are interactive and student-centered the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

56. Jonassen (1994) - eight characteristics that differentiate constructivist learning environments 1. Provide multiple representations of reality. 2. Multiple representations avoid oversimplification and represent the complexity of the real world. 3. Emphasize knowledge construction inserted of knowledge reproduction. 4. Emphasize authentic tasks in a meaningful context rather than abstract instruction out of context. 5. Provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction. 6. Encourage thoughtful reflection on experience. 7. “Enable context- and content- dependent knowledge construction." 8. Support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."

57. The Traditional Classroom Begins with parts of the whole–Emphasizes basic skills Strict adherence to fixed curriculum Textbooks and workbooks Instructor gives/students receive Instructor assumes directive, authoritative role Assessment via testing / correct answers Knowledge is inert Students work individually

58. The constructivist Classroom Begin with the whole – expanding to parts Pursuit of student questions / interests Primary Sources / manipulative materials Learning is interaction – building on what students already know Instructor interacts / negotiates with students Assessment via student works, observations, points of view, tests. Process is as important as product Knowledge is dynamic / change with experiences Students work in groups Source  

59. Specific Approaches

60. Constructivist Activities

61. Role of teachers