Principles & philosophies of Education

Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.

3. UNIT - V
Principles of Eductaion &
Teaching Learning Proess

5. Meaning of education
The term education has its origin in the
Latin words educo, educare & educatum.
Etymologically, the word education is
derived from the Latin words educo where e
means ‘out of’ duco means ‘I lead.’
Accorsing to this view, education means ‘I
lead out darkness into brightness’.

6. Definition Of Education
Education means the training for the country &
love for the nation.
-Chanakya
Education is realization of self
-Shankaracharya
Education is an all-round drawing out of the
best in child & man-body, mind & spirit.
-Mahatma Gandhi
Education is the natural, harmonious &
progressive development of man’s innate
power.
- Pestalozzi

7. Nursing education is a professional
education which is consciously &
systematically planned & implemented
through instruction & discipline & aims the
harmonious development of the physical,
intellectual, social, emotional, spiritual &
aesthetic powers or abilities of the students
in order to tender professional nursing care
to people of all ages, in all phases of health
& illness, in a variety of setting, in the best
or highest possible manner.
Definition of Nursing Education

9. Aims of
education
Individual
aim
Social
aim
Spiritual
aim
Vocational
aim
Cultural
aim
Moral
aim
Intellectual
aim
Aims given by
different
commissions
9
Aims of Education

10. Individual aim:
Development as an individual of a human being.
Moral & spiritual development.
Cultural development.
Harmonious development
Promote positive physical development
Development of a right personality
Development of good citizenship
Development of good leadership
Emotional & mental development
Character building, etc.
10
Aims of Education

11. Social Aims
Social aim:
Through education the individual child
should be provided with the require
assistance to become a useful member of
the society, irrespective of the socio-
economic status.

12. Vocational aim:
Vocational aim:
Education should prepare the child
to earn
his livelihood so that he can lead a
productive life
in the society.

13. Intellectual aim:
Intellectual aim:
Development of intelligence
through education will enable the
child to lead an independent life
with confidence.

14. Cultural aim:
Cultural aim:
By undergoing education child becomes
cultured & civilized.
Cultural development is through
development of aesthetic sense & respect for
others’ culture

15. Moral aim:
Moral aim:
Moral values
like honesty, loyalty, tolerance, justice,
self control & sincerity promote the
social efficiency of an individual

16. Citizenship
Citizenship
Education enable the children to grow as
productive citizens by following the
social & moral standards set by the
society.

17. Aims of education as stated by Secondary
Education Commission
Development of democratic citizenship
Improvement of vocational efficiency
Development of personality
Development of qualities leadership

18. FACTOR AFFECTING
AIMS OF EDUCATION
Philosophy of
life
Elements of
Human Nature
Religious
factors
Political
ideologies
Intellectual
factor

19. •Harmoniousde
velopment
•Inculcating right
attitude
•Knowledge & skill
aim
•Emphasis on high-
tech-high-touch
approach
•Prepare students to
take up a proactive
role in nursing
•Professional
development
•Assist to build a
promising career
•Social aim
•citizenship
•To prepare global
nurses
•Leadership aim
19
Aims of Nursing Education

20. Individual functions
20
National functions
Social functions
Function of Education

21. Growth & development of individual
Direction & guidance
Preparation for adult life
Conservation of traditional knowledge
Transmission of culture
Progressive development
Achievement of self-sufficiency
Holistic personality development
Moral & character development
Develop vocational efficiency
Awareness of past & present & preparing for future
21
Indivdual Functions

22. Ensuring
national
development
Promoting
national
integrity
Continuous
supply of
skilled
workforce
Developing
leaders for
nation
22
National Functions

23. Improving
social
efficiency
Civilization
& cultural
security
Preparing
good
citizens
Reform &
progress
of society
23
Social Functions

25. The term philosophy has a Greek origin,
i.e. philosophia, which is made up of
two words, viz. phileo &.
Phileo means ‘love & sophia means
‘wisdom’.
The literal meaning of philosophy is
‘love of wisdom’ or ‘passion of
learning’.
Philosphy of Education

26. Definition of Philosphy
Philosophy is the science of knowledge.
-Fitch
Philosophy is the science of sciences.
-Coleridge
Philosophy is a search for comprehensive
view of nature, an attempt at a universal
explanation of the nature of things.
- Alfred Weber

27. Educational
philosophies
Traditional philosophies
Naturalism
Idealism
Pragmatism
Realism
Modern contemporary
philosophies
Perennialism
Essentialism
Existentialism
Reconstructionism
Progressivism
27
Classification of Educational Philosphy

28. Traditional
Educational
Philosophies

29. Traditional Educational
Philosophies

30. Chief proponents: Rabindranath Tagore, Jean
Jacques Rousseau, Johann Heinrich
Concept: Educating the human generation
about & in the nature rather than artificial
environment by keeping in mind the
individuality of each child.
Organization & Aims of education: Nature is
considered the classroom. Emphasis on open
air schools to teach through direct
experience with nature.

31. Curriculum: Basis of curriculum
development was child’s nature, interest &
needs.
Stressed on subjects dealing with nature
such as physics, chemistry, biology,
language & mathematics. Tagore also
stressed on teaching spiritual values of
nature.
Methods of Education: As natural as possible
considering individual differences. Noble efforts
for planned living with nature. Direct
experience of nature through observation,
excursion, experimentation, play-way.

32. Role of teacher: Teacher is an observe
& facilitator of the child to develop in
nature; teacher facilitates best possible
natural environment for prompt
learning.
Discipline: No emphasis on external
rigid discipline; recommended free
discipline to child in nature for
optimum desired learning.

34. Chief proponents: Dr. Radhakrishan, Sir
Auurobindo, Plato, Ross & Socrates
Concept: It believes that the act of knowing takes
place within the mind for three values, i.e.
intellectual, aesthetic & moral values & the purpose
of education is the development of thestudent’s mind
& self
Organization & Aims of Education: Well-planned
formal classrooms or formal place of teaching-
learning activity is recommended.

35. Curriculum: The basis of curriculum is inculcating
intellectual, aesthetic & moral values or discipline.
The intellectual value is represented by subjects such
as language, literature, science, mathematics, history
& geography; aesthetic through arts & poetry &
moral through religion, ethics. Dr. Radhakrishan
also advocated for physical education.
Methods of Education: Idealism recommended
formal classroom teaching methods such as
lecture, discussion, presentation, & group
interaction. Knowledge is transferred from the
more mature person (teacher) to less mature
person (pupil) through formal & well-planned
teaching-learning methods.

36. Role of teacher: Teacher is considered as centre of
education where pupil catches fire from teacher who
is himself a flame teacher must be ideal & a role
model for the child both intellectually & morally.
The teacher should exercise great creative skills in
providing opportunity for the pupil’s mind to
discover, analyze, unify, synthesize & creative
application of knowledge to life.
Discipline: Idealism believes in interconnection of
discipline & interest. Advocates discipline for self-
realization of individual. It does not favor rigid
discipline but advocates spontaneous & self
discipline.

38. Chief proponents: Williams James,
John Dewey, Charles Sanders Pierce
Concept: It considers self-activity as the
basis of all teaching-learning processes in
context of cooperative activity; to create
optimistic men, who are the architects of
their own fate by the process of their efforts.
Educationshould be according to the child’s
aptitudes & abilities; where he is respected &
education is planned to cater to his
inclinations & capacities.

39. Organization & Aims of Education: Aims of
education is to teach one how to think so that one
can adjust to an ever-changing society. In order to
produce creative resourceful & adaptable children we
should have conditions in the school which are
conducive to the creation of these qualities of mind.
Recommends formal schools to have activity
oriented learning based on the needs, interest,
aptitude & capabilities of the individual student.
Curriculum: Pragmatists believe in a broad &
diversified curriculum, which is composed of both
content & process & subjects ranging from
humanities to geography & science.

40. Methods of education: Teaching-learning processis
a social process where the sharing of experiences
between the teacher & the student takes place.
Preferred methods are project method & activity
oriented learning.
Role of teacher: Role of a teacher is not that of a
dictator or a task master but as a leader of group
activities. Teacher acts as catalyst where he suggests a
problem to students & stimulates them to find a
solution. Teacher is a mentor with resources to guide
the students
Discipline: Pragmatism does not believe in
traditional firm discipline. It advocates for
freedom of self-discipline in a free & conducive
teaching-learning environment.

42. Chief proponents: Aristotle, Johann Friedrich Herbart,
Herbert Spencer
Concept: Realism makes the human being understand &
enjoy society in the true sense by getting the
multidimensional real joy of life in reality. It also aims
for education to make the life of a man useful; where a
man can enjoy his activities & comfort in
reality.Education should equip individuals to a best
possible meaningful life through vocational skills
REALISM

43. Organization & Aims of Education:
Realismemphasizes on scientific attitude based on
realistic principles, where the child can extend his
knowledge, which he learns through books. It has
given due emphasis on formal schools, which
provides adequate opportunity for learners to learn
the vocational skills through observation,
experimentations & examinations.
Curriculum: Selection of the curriculum for the
students must based on their abilities, interest &
capabilities so that education helps the student to
adjust to changing circumstances of the society. It
also emphasis on subject matter of real-life use such
as science, mathematics, hygiene & vocational
subjects.

44. Methods of Education: Realism believe in objectivity,
knowledge of scientific evidences & reality. Methods of
teaching should be according to needs, interest &
capabilities of students. Vocational education should
equip the individual with capacities to earn livelihood
such as experimentation, examination & observation,
etc.
Role of Teacher: Teacher must focus on the
development of vocational skills in the learners, so that
they can be equipped with qualities of race
preservation & vocational behavior activities. Teacher
acts as a mentor, & must be a role model & skilled to
demonstrate vocational skills to the learners
Discipline: Realism believes in an optimum level of
discipline without imposing undue stress on the
learners

46. Perennialism
Chief proponents: Thomas Aquinas, Robert
Hutchins & Mortimer Adler
Concept: Education ensures that students
acquire an understanding about the great
ideas of civilization. These ideas have the
potential for solving problems in any era.
The focus is to teach ideas that are
everlasting to seek ensuring truths which are
constant, as the natural & human worlds at
their most essential level.

47. Organization & Aims of Education: The aim of
education is to develop the rational person, who has
intellectual abilities to uncover universal truth.
Character training is also important for moral &
spiritual development of an individual
Curriculum: Accepts little flexibility in the
curriculum that emphasizes on language,
literature, mathematics, arts &
sciences.Common curriculum for all the
students with minimal opportunities for
elective subjects.
Teaching-learning process must create
liberalism, tolerance & discretion among
learners.

48. Methods of Education: Perennialism portages for the
educational methods, which promotes constant teacher-
taught interaction such as oral exposition, lecture &
explication. Emphasis is placed on teacher- guided
seminars, where students & teachers engage in mutual
inquiry sessions. Students may also learn directly from
reading & analyzing the great books.
Role of teacher: Teacher must be competent & master of
his subject so that he can help their students to develop
the power to think deeply, analytically, flexibly &
imaginatively. Teacher is also authoritative & a guide of
the students.
Discipline: Education should be organized &
conducted in a manner that problem of indiscipline
does not arise at all.

49. Traditional Educational
Philosophies

50. Essentialism
Chief proponents: William Bagley, Arthur Bestor,
Admiral Hyman Rickover, James D. Koermer
Concept: Essentialism believe that there is
common core of knowledge that needs to e
transmitted to students in a systematic,
disciplined way. The emphasis placed on
intellectual & moral standards that schools
should teach & preparing students to become
valuable members of society.

51. Organization & Aims of Education:
Essentialism has recommended for the formal
schools or teaching-learning places. The aims
of education is to promote intellectual growth
& academic competitiveness of the individual
to become a model citizen.
Curriculum: This philosophy recommended
intellectual content with quality & capacity of
the learner. The recommended subjects are
English, mathematics, natural science, history
& foreign languages.

52. Methods of Education: Essentialism
recommended formal & well-planned
classroom teaching methods such as lectures,
discussions, presentations & group interaction
Role of Teacher: Teacher must be a master of
subject matter & role model for learners with
high level of authority & control over teaching-
learning process & learner.
Discipline: Essentialism believes in rigid
discipline & devoted hard work of learners in
his studies.

53. Traditional Educational
Philosophies

54. Existentialism
Chief proponents: Soren Kierkegaard, Friedrich Nietzsche,
Maxine Greene
Concept: This philosophy believes that education must
develop the consciousness about the freedom of
choices among learners because a man becomes what
he chooses for his self. Education must equip the
individual for better choices
Organization & Aims of Education: The ultimate aim of
education is to develop child’s knowledge about
human conditions & the choices that person has to
make for self. Therefore organization of education
must be formal with sufficient opportunities of choices

55. Curriculum: Curriculum must be that which providesthe
free opportunities for children to select from many
available learning situations & choosing the subjects
that learner wish to learn. Humanities are commonly
given tremendous emphasis, which helps the student to
unleash their own creativity & self- expression.
Methods of Education: Existentialism promotes the
methods of education which emphasizes on self-
activity of the learner such as self-expressive activities,
experimentation, methods & media that illustrate
emotions feelings & insight
Role of Teacher: Teacher must promote freedom for a
learner to make personal choices & individual self-
definition
Discipline: Existentialism believe in self-discipline
but not in the strict discipline. Teacher creates an
environment in which students may freely choose
their own preferred way

56. Traditional Educational
Philosophies

57. Reconstructionism
Chief proponents: Theodore Brameld, George
Counts & Paulo Freire
Concept: This philosophy of education believes on
reorganizing & restructuring the process of
education to being about social & cultural
contrastive changes in community, society & country,
where emphasis is placed on cultural pluralism,
equality, futurism, national interest oriented
education
Organization & Aims of Education: This philosophy
recommended for formal as well as informal ways of
organizing the education so that desired aim of
education can be achieved to bring the
reconstruction

58. Curriculum: Curriculum should be conceived with
anew socioeconomic & political interest. The
subject content must be oriented towards aspects
of new changes expected social, economic &
political discipline such as sociology, economics,
science & technology, etc.
Methods of Education: This philosophy of education
believes that teaching methods must be organized in
manner that student become self-reliant, education
must be activity oriented to develop necessary
activities & abilities
Role of Teacher: The role of a teacher is to take the
social responsibilities & along with students must
become the agent to improve society.
Discipline: This philosophy of education
propagates about optimum level of discipline but
not a rigid

60. Chief proponents: Horace Mann, Henry Barnard
&Johan Dewey
Concept: Progressivism believe that learning must
be through problem solving & scientific inquiry
in a cooperative & self-discipline way, which
promote democratic living & transmits the culture
of society while preparing students to adapt in
changing world
Organization & Aims of Education:
Progressivism recommended democratic school
procedures, which promote the community &
social reforms. The aim of education is to
promote the democratic social living

61. Curriculum: Progressivism recommended
curriculum, which is interdisciplinary in nature,
which promotes written textbooks subject content
that are the part & process of learning rather than
ultimate source of knowledge. Further curriculum is
based on child’s interest, problems & life affairs
Methods of Education: Child is considered as learner
rather than subject, who primarily learned through
cooperative group activities & experiences
Role of Teacher: Teacher must act as guide for
problem solving, leader for group activities &
partner in planning the learning activities
Discipline: Has not recommended any sort of
specific formal discipline