3.1 Concept, Branches and Functions of Philosophy
3.1.1 Concept and Definitions of Philosophy
The term Philosophy in English is derived from the Greek words Philos and Sophia (Philosophia). The word Philos means intense love and Sophia means Knowledge or Wisdom. Therefore, the combined meaning of these two words is love for knowledge or love for wisdom.
Similarly, the word Darshan is believed to have been derived from the Sanskrit root 'drush'. It means to see. On the basis of Hindu scriptures Upanishads, the Sanskrit language scholars consider philosophy as ‘Drishyate Anen Iti Darshanam', that is to find out the meaning of what is seen. In other word, philosophy focuses on observation, experience, mental exercises to find the truth by seeing, understanding, analysing and interpreting the things seen.
In the broadest sense, philosophy cannot just be limited to the pursuit of knowledge. It is a discipline that analyses the truth about life, nature, the universe, and so on. It can also be seen as a mode of thought. It is also the principle of reality and truth. It can also be taken as a source of knowledge and discretion, the basis of value system, critical thinking and discipline of reasoning. It is a genre that explains the totality of life and the universe. In fact, philosophy is the basis of the way of life.
It is hard to get the universal definition of philosophy because it may vary according to the person, time, circumstance, social structure, scientific invention and so on. However, some definitions of philosophy expressed by some scholars and philosophers are presented below:
According to Socrates, “Philosophy is the knowledge of truth.”
In the opinion of Plato, “Philosophy is the knowledge of reality, of being as such, of that which is. It is the knowledge of the universal, unchangeable and eternal.”
According to Comte, “Philosophy is the science of Sciences.”
According to Fichte, “Philosophy is a science of knowledge.”
Voltaire defined philosophy “as the source of knowledge which is based on observation and experience.”
According to Herbert Spencer, “Philosophy is the synthesis of the sciences or universal science.”
According to RW Sellars, “Philosophy is persistent attempt to gain insight into the nature of world and ourselves by means of systematic reflection.”
According to Bertrand Russell, “Philosophy is the attempt to answer ultimate questions critically after investigating all that makes such questions puzzling and after realising the vagueness and confusions that underlie about ordinary ideas.”
Studying the above ideas, we can say that philosophy is not only a fascination with knowledge or wisdom, but also a view of life and the world. It explains the life and the universe in totality. It is a way of thinking that determines truth and reality. It is the discipline that explains knowledge, conscience, value system and faith.
3.2 Branches of Philosophy
The scope/field of philosophy is unlimited and very wide. It cannot be limited on the basis of any definite meaning, definition, function, use and importance. The field of philosophy can be studied by dividing it into the following four branches:
Metaphysics
Aristotle was the first person to use the word metaphysics. It is also known as the theory of reality. The word metaphysics is derived from the Greek word “ta meta ta phusika” that means the things beyond the physical realm. It is a philosophy that concerns the nature and description of an ultimate reality that stands behind the physical world or the world of appearances.
Metaphysics is especially concerned with the science of existence. It is also interpreted as the philosophy of studying the soul or consciousness, the divine, or God and exploration of reality, existence and essence. The main questions of metaphysics are: what is truth? what is untrue? what is soul? what is God? who is the creator of this universe? how the universe was created? etc.
The main areas of investigation of metaphysics are:
Cosmology: Cosmology is the study of the origin and nature of the universe. It tries to seek answers to the questions such as how and when such a vast universe, the earth, matter, life was created? who did it? and why? etc.
Theology: It tries to seek answers to issues related to religion, spirituality, and the existence of God.
Nature of man: It tries to find answers to questions such as what is human? and how did it evolve? what is soul? what is the relationship between body and soul? is man free or dependent? etc.
Primary things: It tries to seek the answer to question what happened first., such as matter or consciousness, soul or body, universe or God, element or creature etc.
Epistemology
This is also known as theory of knowledge. Epistemology is a combination of the two Greek words "episteme" and "logos". Episteme means knowledge while Logos means theory or reasoned discourse. Thus epistemology literally means theory or reasoned discourse about knowledge. This field of philosophy, in particular, studies questions related to the source of knowledge and the process of acquiring knowledge.
This branch of philosophy is considered very important from an educational point of view. According to some philosophers, epistemology is philosophy itself. It is also seen as the science of explaining knowledge. It deals with the origin, development, sources, condition, element, form, boundaries, validity etc. of knowledge as well as the learning process.
The sources and types of knowledge are as follows:
Revealed knowledge: The knowledge that God has prepared for human welfare is called revealed knowledge. For example: sayings and sermons (प्रवचन) mentioned in various scriptures.
Authoritative knowledge: Knowledge gained from research findings, authentic books, bibliographies or reports and subject experts.
Intuitive knowledge: Knowledge gained from self-contemplation (आत्म चिन्तन) , meditation, penance (तपस्या), insights etc.
Rational knowledge: Abstract knowledge gained through logic and reasoning.
Empirical knowledge: Knowledge gained from sensory experience.
Axiology
This is the theory of value. The word axiology comes from the Greek word Axios which means worth or value. Every object, matter, and thought in the universe has its own values. Axiology judges the worth and importance of these things. It interprets and analyzes the meaning, thought, goal, action and value of human life as well as the value of things in the universe. It is further classified into two branches:
Ethics: The word ethics comes from the Greek word ethica which means character. Therefore, ethics explains the good and bad aspects of human character, habits and practices. It is related to principles governing morality and acceptable conduct.
Aesthetics: This branch studies the beauty or grace of the objects in the universe. The beauty inherent in any object can vary depending on time, circumstance, understanding and discretion (विवेक). According to earlier philosophers, Satyam Shivam Sundaram ( truth, goodness and beauty) was the eternal truth. Nowadays, all the objects and ideas in the universe are called beautiful and ugly depending on the value they contain.
Logics: It is the theory of orderly thinking. Logic derives from the Greek word, "logike" which means "possessed of reason." It is a tool by which people differentiate bad and incorrect reasoning (Fallacy) from Good and correct reasoning. Thus logic sets the rules for the validity of statements. Rules can be made by using logic. Logic serves to confirm rules, principles and ideas. There are some established methods of logic such as inductive, deductive and dialectic method etc.
3.3 Functions of Philosophy
The functions of philosophy are related to every aspect of human life. However, its function/uses can be studied by dividing it into the following four major sections:
Descriptive function: The term description refers to the systematic presentation of any subject. Philosophy systematically interprets and explains various subjects of the world/universe based on the principles propounded. Philosophy provides explanatory answers to various aspects of life and the universe such as what is life? What is man? What is death? What is knowledge? What is the truth? What is society? etc. As philosophy describes and explains innumerable questions and topics, it is considered as a major function of philosophy.
Speculative or synoptic function: Speculation is a process of making a guess or assumptions about the truth or reality of objects in the universe. In this universe or world there are still many things unknown. There are many questions that cannot be answered by direct experience. Speculative philosophy tries to confirm the answers to such questions on the basis of definite conjecture (assumption). This is done in a systematic way based on intuition, insight and logical thinking.
Analytical and critical function: Analytical function is the process / work of examining the positive and negative aspects of any subject, pointing out its shortcomings and reaching corrective conclusions and attain conceptual clarity. Philosophy does not look at anything in one way, it analyzes from different points of view. And based on that it presents its point of view or idea. Philosophy evaluates various subjects in a scientific way and formulates theories based on its findings. The process of evaluating and assessing any subject on the basis of evidence and reasoning is the analytical function of philosophy.
Prescriptive or normative function: This function of philosophy tries to establish standards for assessing values, judging conduct and appraising art. In other words, it establishes ideals, standard of moral behaviour, social duties that is be followed by human beings. It examines what is good and bad, right and wrong, beautiful and ugly. It seeks to discover and recommend principles for deciding what actions and qualities are worthwhile why they should be. It provides guidance for the welfare and development of man, society, nation and the world.
3.4 Relation between Philosophy and Education
Education and philosophy are interdependent. Philosophy is considered as the main basis of education and education is considered as the laboratory of philosophy. Both education and philosophy are established disciplines for the welfare of the individual and society. If we look at the development of these two disciplines, the development of each other is complementary. The development of education nurtures philosophy and the development of philosophy nurtures education. Philosophy and education both work for human life and both use 'human' as a common subject.
Philosophy and education are the two sides of the same coin. Each philosophy presents an educational perspective. Philosophy, in fact, defines the purpose of life, and that is what education applies to one's life. Philosophy seeks common values in life, expresses faith, discovers knowledge, interprets the universe, directs conduct, determines thoughts, principles, and behaviors, while education uses it in human life, practices knowledge, and teaches man to adapt to the universe. That is why it is said that without philosophy education is blind and without education philosophy is lame.
Philosophy and education are not only interrelated but are equally interdependent and inseparable. The following statements of various philosophers also show the relationship between education and philosophy:
Education is the dynamic side of philosophy. It is an active aspect of philosophical belief. -Adams
Philosophy and education are like two sides of a coin, present different views of the same thing and that one is implied by the other. - J.S. Ross
Philosophy is the theory of education in the most general phase - Dewey
The aim of education will never attain complete clearness on itself without philosophy. Fichte
The process of education cannot go along right lines without the help of philosophy. – Gentile
The table below not only compare philosophy with education but also shows the interrelationship between them
(Need to prepare it in table)
3.5 Schools of philosophy: Philosophical premises, objectives of education, educative process, curriculum, role of teacher and student in:
Philosophy is the way of looking at life and the world. Not all people have the same outlook on life and the world. These differences give birth to different isms. Ism is a belief (or system of beliefs) accepted as authoritative by some group or school. It is also known as the School of Philosophy.
Ism or school of Philosophy guides human thinking and behavior. It also provides the basis for the political, economic, social and educational system of any country. Ism has a significant impact on the education system of the country. Below we will study the different schools of philosophy (isms) and their impact on education:
3.5.1 Idealism and Education
a. Introduction to idealism
Idealism is one of the oldest philosophies influencing education. It is also referred to a spiritualist philosophy. Greek philosophers are credited with propagating this ideology. The Greek philosopher Socrates is considered to be the pioneer of this philosophy. He considered man to be the measure of all things. His disciple Plato is considered the father of idealistic philosophy. He considered idea as the primary element and ultimate reality and sense perception as an illusion. He presented his philosophical views in works such as "Republic" and "The Laws". He envisioned an ideal state.
The word Idealism is believed to be derived from the Greek word idein which means to see. Similarly, it seems to be derived from the English word idea or ideal. According to idealism, man and man's thoughts are supreme. The soul is true and real. Consciousness gives birth to matter. Therefore, consciousness is the foundation of all existence. This philosophy holds that the universe is created by God. The way the human brain interprets the universe or nature is the truth. The aesthetic, ethical and logical value of any object is determined by the human brain and its thoughts. The reality of any object is the imagination of ideas. Without ideas, physics can do nothing in this universe. The physical world is always changing and its existence is not permanent. Therefore, it is not an ultimate reality. According to idealism, Satyam, Shivam, Sundaram( truth, goodness and beauty) is the human value and the eternal truth. It is only the way to achieve the ultimate aim of life “the self-realisation and salvation.”
The philosophers Descartes, Spinoza, Kant, Hegel, etc., made important contributions to the development and expansion of idealism after Socrates and Plato. The philosophers who applied this philosophy to education were Comenius, Pestalozzi, and Froebel. Idealism is believed to have emerged in the Eastern countries as a result of the exploration and contemplation of ancient great men and sages. China's Confucius, Hindu philosopher Shankaracharya, Ramanuja, Vivekananda, Mahatma Gandhi, etc. are considered idealistic philosophers.
b. Philosophical Premises / Fundamental Principles of Idealism
A premise is a proposition upon which an argument is based or from which a conclusion is drawn. It includes the reasons and evidence behind a conclusion. Idealism has its own premises on which it interprets and analyzes life and the universe. Sometimes these premises are also stated as a principles or characteristics of idealism. The major philosophical principle or premises of idealism are as follows:
Eternal truth is thought, idea, ideals and spirituality: Idealism is psycho-centric that believes mind at the centre of reality. Eternal truths exist in the realm of ideas and thoughts rather than in what we would call the natural, physical world. Every person we see and spend time with will some day die, but the concept or idea of "person" is unchanging. This material world is false and spirituality is the ultimate truth.
The universe or the external world is a reflection of thought: The outer world is a reflection of the inner world. It means that external conditions mirror internal conditions. Everything starts with a person’s thought. If someone agrees the world is volatile, s/he looks for evidence to validate this. Similarly, what other people perceive us is a reflection of them and our response to them is a thought of ours.
Knowledge is the reflection of consciousness: Knowledge is the transformation of consciousness through action and reflection. Idealism rejects empirical knowledge rather it believes that knowledge is possible through authority, intuition and revelation. Self thinking and speculation are the means/ source of gaining knowledge.
Values are predetermined, fixed, infinite and unchanged: According to idealism, human values are predetermined. Truth, goodness and beauty are the ultimate human values. They are perineal and not subject to change. Man cannot create or make values. They already exist in the world. Man only discovers them through conscious efforts.
World is divided into physical and spiritual realms: This world is divided into two parts, physical and spiritual. The material world is incomplete and perishable. It is a mere copy or caricature of idea or mind. The beauty of things in this world is lost but the idea of beauty persists forever.
Man is more important than nature: Idealists believe that man is not a mere animal. He is a superior creation. He possess dignity and distinctiveness. They consider man as the measure of all thing. Human beings are intelligent beings and also the source of creation. He is the one who develops, accumulates and transfers spiritual values and culture. Human beings are greater than nature because the importance of natural objects is known and explained through their thoughts and ideas.
There is unity in diversity: According to Idealism, there is diversity in the existing objects and matters in this world, however they are being governed and operated by a central power. That supreme power is God. The God is the source of all things and the matters are secondary.
c. Fundamental Principles and Characteristics of Idealistic Education
The credit to use idealism in education goes to Comenius, Pestalozzi and Froebel. The idealistic concept of education is something which deals one to the highest moral conduct and deepest spiritual insight. It is believed that only through education a man can be led to realize the truth, beauty and goodness, the value of life, morality, discipline etc.
Idealism seems to have directly or indirectly influenced world education. The principles of education are also guided by the main principles of this philosophy. In this context, the following principles and characteristics are found in idealistic education:
Importance in spiritual development
Development of personality and self realisation
Emphasis on authoritative knowledge
Discipline in education
Love for good and hate for bad
More importance to the teacher than the child
Self-thinking, self-activity and self-effort as the means of learning
d. Aims and Objectives of Idealistic Education
Philosophers differ on the aims and objectives of idealistic education. Plato emphasizes spiritual value, character building, and formation of good citizens, while philosophers such as Comenius, Gentile, and Froebel emphasize the development of whole man, self-realization, and holy life as the objectives of idealistic education. With this in mind, we will discuss some of the objectives here:
Self realisation: Self-realisation is the experience of realising everything in the universe around us, including ourselves. According to idealism, the education should enable each child to realize soul, recognize his real form and proceed towards self knowledge. Self realization means full knowledge of the self or the soul. Man achieves perfection when he realizes self and it’s the means to achieve liberation or nirvana or mukti which is the ultimate aim of life.
Spiritual development: Spiritual development is another major objective of idealistic education. The idealistic education should enable the child to live an integrated life by making him awaken and interconnected with the self, others and the world. From this, the child should be able to develop personal insight, values, meanings and purpose of life.
Cultivation of moral values: Moral values enable one to achieve perfection in life. Therefore education should develop morale in children. Education should teach the child the three eternal values of 'truth, goodness, and beauty'. Apart from this, it should also develop in them qualities such as harmony, virtue, good character, discipline, loyalty to the state, etc.
Physical development: Since a healthy mind or soul exist in a healthy body, education should focus on physical development. Because in a sound mind creative values are produced for the well being of human society.
Preservation and transmission of culture: Idealist advocate that education should maintain cultural pride. The objective of education should be to develop, preserve and transfer culture. Culture is the valuable asset of society. Education should teach a child to protect such cultural environment.
Preparation of a good citizen: In idealistic education, it is considered important to build a good citizen. The philosopher Plato states that the best citizen can rule, increase the boundaries of the state and obey. He says - if you say what is good education, the answer is simple - the education that builds good citizens and those good citizens do the best work, can defeat the enemy because they are good.
e. Idealism and Educative Process
In the idealistic educative process, priority is given to teaching the child the ideals and for this, his nature, ability and interest are not completely neglected. Emphasis is placed on the development of the child's inner talents, his subjective development and personality development. Idealists accept that education implies teaching, teaching implies knowledge, knowledge implies truth hence education implies truth. The eternal truths accepted by idealism must be inculcated in human beings through the educative process. The central person who determines the activities in the educational process is the teacher. He can conduct any activity based on the student's interest, nature and ability. The child learns under the guidance of the teacher. The teacher should be good in the art of teaching and he should have a vast store of knowledge. Curriculum is a tool in the hands of the teacher. Emphasis should be placed on acquiring spiritual, moral, religious, intellectual and aesthetic qualities while conducting the educational process. The idealistic educative process is based on the following characteristics.
Ideal focused
Discipline oriented
Teacher centred
Based on imitation
Emphasis on the child's interest, self-activity and self-effort too
Idealists do not want to stick on any one teaching method. The teacher is free to choose any method or technique as the child understands according to his level and ability. In this context, Butler's said “idealists consider themselves as the creators and determiners of methods, not devotees of some one method.” Methods are meant for realizing idealistic values.
According to the idealists, the methods of educative process can be as follows:
f. Idealism and curriculum
Although philosophers have differing views on what an idealistic curriculum should look like, they are in favor of a predetermined curriculum. Plato emphasized training philosophers in mathematics, astrology and philosophy, while Froebel suggested that the curriculum should reflect the entire human experience. Similarly, H. H. Horne suggested that the curriculum should include some science, some arts, and some vocational education in order to achieve the ideal.
Plato focused on ideals and values as the basis of the curriculum. He has given high priority to the three major spiritual values (truth, goodness and beauty) in the curriculum to achieve the highest achievement of life. According to him truth is followed by intellectual, beauty by aesthetic and goodness by moral activities. He prescribed curriculum as follows:
Truth: Intellectual activities: The subjects include language, literature, history, geography, science, mathematics, etc.
Goodness: Moral activities: The subjects include religion, ethics, spiritual studies/metaphysics
Beauty: aesthetic activities: the subjects include arts, poetry, music
According to J. S. Ross, the curriculum should be based on human ideas and ideals. He has divided the whole human activity into two parts and has stated the form of the curriculum as:
Physical activities: care of body and skills
Spiritual activities: intellectual/rational, moral aesthetic, religious
Thus, subjects related to art, spirituality and ethics are more popular in the idealistic curriculum. Idealists emphasize that the curriculum should be predetermined because, in their view, the real values of life are predetermined, so the curriculum should also be fixed.
g. Idealism and role of teacher
The role of teacher is very high and important in idealistic education. The teacher is the focal point of the whole educational process. An ideal teacher should play the role of a philosopher, guide, director and environment maker. In this context, Froebel says, "The school is the garden, the students are the young plants, and the teacher is a skilled gardener." Similarly, in the context of why teachers are needed in idealism, Kant says, "Teachers are needed for verification of truth." The role of an ideal teacher can be summarized:
As the founder of reality and the agent of self-realization: The idealistic teacher must be the knower of reality. Since the path of reality shown by the teacher is the ultimate truth for the student, the teacher is taken as the pioneer of reality. In addition, the teacher must have self-realization and induce self-realization in the student according to the same ideal.
As a creator of learning experiences and environment: Teacher should be full of experience. He should be able to play a role in creating an learning experience that is conducive to the student's and in creating the right conditions or environment for learning.
As a source of knowledge and co-worker of God: Idealists view the teacher as a form of God. He is believed to be active for the welfare of the world. Since the teacher is endowed with knowledge, he is considered to have the authority of knowledge. Therefore, the teacher is considered as the source of knowledge and co-worker of God.
As an ideal role model: The teacher should be ideal. Must be moral and ethical which the student can imitate as an excellent and role model.
As a gardener and cultural agent: Just as a gardener cultivates beautiful flowers by weeding, fertilizing, and creating the right environment, so the teacher must play a role in the development of the students. In addition, he should also be an agent of creating, protecting and transferring the culture.
h. Idealism and role of student
The role of the student was considered very minor in ancient idealistic education. But modern idealistic philosophers value the role of the student. According to idealists, the students are not born good or bad, but they are likely to be good or bad. A child's mind is like a blank sheet of paper, where anything can be written. The child has spiritual qualities that can be awakened through education. The role of students in spiritualist / idealistic education can be mentioned as follows:
As an imperfect and spiritual being: According to idealism, a child is born with abilities but not developed. In this sense, he is imperfect. The child also possesses spiritual qualities. Education should awaken both these qualities.
As a disciplined and ideal person: Discipline is the prime slogan of idealism. Idealism expects strict discipline in the student. Only a disciplined person can attain the moral value of truth, beauty and goodness. It is the means for the attainment of self realization. Students must adhere strictly to school policies, rules and regulations. Students should live a simple life and follow high ideals and accept values easily.
As a follower of teacher’s foot prints: The child can learn by imitation. His job is to develop spiritual values and good deeds by following the teacher's ideals, behavior and teachings.
As a person with a sincere desire for perfection: The student is an imperfect being. Education aims to make him perfect. If he does not have the will to become perfect in himself, then perfection cannot come to him. Therefore, the student must be willing to achieve perfection.
As a conscious, imaginative and curious/inquisitive person with aspirations for improvement: Consciousness, imagination and curiosity is the door to knowledge. Such persons are always eager to attain the ultimate reality. In idealism, such characteristics of a child is considered valuable.
3.5.2 Realism and Education
a. Meaning of realism
The word real comes from the Greek word Res. Res means object and thus Real means related to object. The word realism is formed by adding the suffix Ism to the word Real. So, realism literally refers to a thing or concerning object. From this, it is clear that realism is a viewpoint of the existence of an object. According to realism, direct, fact-based and sensory knowledge is the truth. It accepts that what is in front of us and can be directly sensed is real.
The Nepali dictionary defines the word real as true, actual, real and just as it is, while realism is a philosophical view point accepting the existence of the material world. It is an idea of believing in object-truth. This is a philosophy based on materialism. It gives more importance and priority to practicality, reality and worldly life than to doctrines and ideas, and considers the real world to be true.
Realism is a philosophy born against idealism. This thought dates back to the time of Aristotle. In the Middle Ages, this ideology became more widespread. However, its organized development began in the seventeenth century. By that time, idealistic ideas and principles had become ostentatious, meaningless and hollow and public faith in them was declining. At the same time, the rapid development of science gave rise to the development of human consciousness. Thoughts began to emerge that there was no truth outside the material world. The inventions of scientists like Newton, Galileo, Bacon etc. revolutionized the human mind by abandoning superstition and narrow-mindedness.
Realistic philosophy has been gradually evolving through the efforts of different people in different periods. Now, there are different branches of it such as Humanistic realism, Social realism, Sense realism, Neo-realism, etc. The father of this philosophy is Aristotle. Among the philosophers who contributed to its development are Erasmus, John Milton, John Locke, Bacon, Thomas Aquinas, Bertrand Russell etc.
b. Philosophical premises/ Principles of realism
The major philosophical premises or principles of realism are as follows:
Phenomenal( direct) world is true: Realism assumes that the truth of the world exists not because of thought or idea but because of direct existence. What we see, hear and experience is direct and true. Unlike idealism, it does not accept the invisible world.
Senses are the Doors of Knowledge: Realism believes that senses are the doors or gateways of knowledge. The impressions and sensations which result from our contacts with external world through our senses result in knowledge which is true and real.
Rejection of transcendentalism: Realism considers the direct world to be everything and there is nothing beyond it. Soul and God do not have any existence as they cannot be known through senses. It accepts objectivity and the scientific process. It does not believe in the existence of any other world.
Regularity in objective world: According to the realist, change is a fundamental feature of the universe. Every object and event in this world changes, not by God, but by certain rules. There are some laws governing the world that brings the regularity in object.
Values are changeable: There is no such an eternal and predetermined value in the world. Human values are determined by his aspirations and needs. The very existence of an object is its value. Values, ideals, and rules that are unrelated to the present and practical life of man have no meaning or significance.
C. Realism and Aims/objectives of Education
The main aim of realistic education is to achieve a happy and good life. For this, education should be able to build a good person and a good society. According to Spencer the aim of realistic education is to prepare youths for complete living. The educational objectives of realistic education philosophy can be summarized as follows:
To prepare the child for a successful and happy life: According to the realist, education should give the child ample knowledge and real experience so that he can solve the problems of his life. Only education based on desire and need can help a child to lead a successful and happy life.
To prepare child for real and practical life: Education should give the child the opportunity to experience the material world as it is. From this they can discover the physical objects, their existence and significance in life.
To acknowledge the value of life: Realists view schools as the place to teach people the values they need. They take child's mind as a blank slate. This means that values are not already ingrained in the child's mind. Therefore, education should teach the child to create new values and to follow the created values.
To prepare for complete living: From a realistic point of view, preparing children for real life is an important objective of education. Preparation for real life means that the child should develop the qualities and abilities that enable him to enter into his own practical life, fulfil the necessities of life and easily cope with future difficulties.
To impart civic knowledge and skills: Education should teach children rights and duties. A good citizen should be aware of his role, responsibilities, laws of the country and democratic values.
To develop physical and mental powers: The physical and mental powers are required for developing intelligence, discrimination and judgements by which learners will be able to overcome the challenges of life etc.
d. Realism and Educative Process
Realism does not consider teacher-cantered educational process. Realists consider child-cantered teaching-learning process is useful for successful learning. They emphasize that learners can learn from self-experience and self-observation. Learning should be done through sensory experience without being overwhelmed.
Even if there is a difference of opinion between different sects within realism on educative process, there are some common concepts which are as follows:
Factual presentation
Use of objective and scientific methods
Teaching of natural phenomena
Use of observation, testing and experimentation
Use of common language than literary language
Focus on repetition and practice
The following methods are given importance in educative process:
Discussion
Questioning
Debate
Heuristics
Demonstration
Experiment
Practical work
Social contract
Travel or journey etc.
e. Realism and curriculum
Realism recommends the designing of curriculum for realistic education which enables learners to solve different problems of life and to lead a happy and successful life.
Realists emphasize the following principles when developing a curriculum:
Principle of utility
Principle of comprehensiveness
Principle of correlation and integration
Principle of present needs
Principle of activity
Principle of individual difference
Based on these principles, Realists are generally agreed upon the following subjects to be included in the realistic curriculum:
Natural sciences like Chemistry, Physics and Biology
Social Sciences like Geography, history, politics, economics and sociology
Science of self like psychology, arts, music, literature, philosophy, sports and exercise
Language and mathematics
Vocational subjects etc.
f. Realism and role of teachers
The realists are not ready to consider the teacher as all in all the education system, but they accept the need and importance of the teacher. The teacher should present the subject matter realistically and only in a way that the student can accept. The teacher should not keep his personal opinion. The teacher only has to guide. The teacher should know how much to teach at what time and how to teach. Realists say that teachers should be trained for this. The role of realistic teacher can be further clarified from the following points:
As an introducer of the real world: A good teacher in Realism provides knowledge to the students all of reality that exists before to our experience. S/he should be the master of the subject and is knowledgeable with pedagogies. The teacher should strive to convey the truth and reality to the students as it is.
Decider of knowledge and skills for learners: The teacher should be able to impart theoretical and practical knowledge according to the level, age and needs of the students including the social demands. S/he should also play the role of making proper use of practical knowledge.
As a creator of suitable teaching and learning environment: The teacher should prepare the appropriate learning environment according to the child psychology. Where the child can learn through independent activities. Due to which the student can do his activities with confidence.
As a developer of good habits: According to realism, teachers should develop good habits, etiquettes and good manners in children so that they can use the knowledge and skills they have learned in a useful way.
g. Realism and role of students
Realists consider students to be the center of learning. According to the famous realist thinker John Locke, a child's mind is like an "empty slate" (Tabula Rasa). In which we can write anything. According to this view, the development of a child is not according to heredity but according to the environment. Realists see the child as a real unit of independent existence. According to realistic education philosophy, the roles of students are as follows:
As the focal point of education:
According to the realist, students are more important than teachers in the educational process. The child needs to be active in learning. He should be able to find out the reality of the material world through his own activities and apply it in his own life in a practical way.
As an independent unit : The child is free to learn. He should have the opportunity to learn freely through sensory experience. There should be no pressure or coercion upon the child. They should be provided full liberty in choosing the subject according to their needs.
As a real and existential unit/ entity: Realism in education recognizes the child as a real unit which has real existence. He has some feelings, some desires and some powers. All these cannot be overlooked. These powers of the child shall have to be given due regarding at the time of planning education.
As a functioning organism: The child is to be understood a creature of the real world and there is no sense in making him a God. S/he has to be trained to become a man only. To the realist, the student is a functioning organism which, through sensory experience, can perceive the natural order of the world.
As an integral part of society: According to realistic philosophy, students are considered an integral part of society. It is considered the duty of the student to live a happy life by getting education according to his and society's needs. The role of the student will be to bring the materialistic world to the knowledge through his experience and test and to apply it in the society on the basis of the same truth.
3.5.3 Naturalism and Education
a. Meaning of Naturalism
Naturalism is a philosophical idea that accepts nature as the universal truth. This philosophy was developed against the idealism. Similar to this philosophy, the idea of "Absolute reality is nature" was expressed by Thales, who was considered the father of Western philosophy, around the sixth century BC. However, this idea did not reach the heights. In the Middle Ages, religious superstition, the domination of religion, religious injustice, and misconduct caused people to have doubts about religion. As a result, people started social movements against religion. Naturalist ideas began to spread as a social movement in the seventeenth century. This lead naturalist philosophy to came in existence in eighteenth century.
The term nature refers to the qualities inherent in a person or thing, the basic characteristics, and the fundamental process of their development. Similarly, naturalism is a philosophical doctrine which holds the belief that matter is the ultimate reality and the material world is the only real world that it is governed by natural laws. It holds the notion that the creation of the universe is natural and its eternal form is unchangeable, even if it changes in external form or appearance.
According to this viewpoint, nature is the ultimate and absolute truth. Nothing exists beyond nature. It does not acknowledge the power of God, transcendentalism, and immortality of the soul. Natural law is supreme. Naturalists believe that the development of civilization has caused man to become disconnected from nature. Therefore, man should be allowed to return to nature so that he can enjoy the natural life. Rousseau (1712-1778) made the greatest contribution to the rise of naturalism. In 1741, he began his work on naturalist thought with an article entitled "Arts and Science" and in 1762 he became known worldwide for his work "Emile and Social Contract". He gave the message "Back to nature" to the people. In his opinion, “Every thing is good as it comes from the hands of the author of nature, but it degenerates into the hands of man.” He further says “reverse all the usual practices., you will do the almost right. In fact, the main struggle of naturalism is with artificiality. Rousseau is the hero of naturalism. After him, philosophers and educators such as Pestalozzi, Froebel, Meria Montessori, Herbert Spencer, Francis Boacon, and Charles Darwin made significant contributions to advancing this philosophical idea. The thinkers of naturalism have classified it into three forms or types namely physical naturalism, mechanical naturalism and biological naturalism.
Philosophical premises/ Principles of naturalism
Naturalism is the view of the world that takes account only of natural elements and forces, excluding the supernatural or spiritual. The main premises or principles of this philosophy are as follows:
Nature is eternal or ultimate reality/truth
The physical / external / material world is the real world. This world is governed by external laws.
The universe is a natural creation. Man is it’s highest creation. He is a creature of the material world.
The immutable (unchangeable) laws of nature is supreme and there is nothing above nature.
Nature is the source of all knowledge and it is acquired through senses.
Values are created in terms of specific needs which exist in nature.
There is no god, no religion, spirit or eternal values.
Instincts are the basis for action etc.
C. Naturalism and Aims/objectives of Education
Naturalists believe education as a natural need. They oppose artificiality (formal education) and consider the nature as the good educator. They believe knowledge imposed by others is useless. Rousseau, who is considered the predecessor of naturalist philosophy is in favour of negative (natural) education which is gained by self experience, self realisation and training of senses. He said that children in the age group of two to 12 years should be given natural education. Naturalists oppose bookish and verbal education. Based on these premises, naturalists emphasize that the aims/objectives of education should be as follows:
Self- preservation: One of the main objectives of naturalistic education is to make a person able to protect himself. In this context, Herbert Spencer says that self-preservation is the first law of life. Therefore, education should teach the child about self-defence, health, physical and environmental issues that help him to survive.
Self expression: Self-expression is the expression of one's thoughts, feelings, emotions, desires, personalities, etc. through behavior. Humans have innumerable such innate qualities. Education should motivate a person to self-express those qualities and abilities.
Securing the necessities of life: Education should be aimed at earning a living, meeting financial needs and teaching vocational skills to the child. According to naturalists, since only the fittest can survive, education must equip the child to struggle to exist.
Sublimation of natural instincts: Some of the innate human qualities are aimed at the purpose of nature, such as procreation, child care, social behavior, etc. Therefore, education should give them the ability to protect their ethnicity as well as to make a living as future parents. Education should aim at the redirection and sublimation of child's instincts.
Maintenance of social and political relation: For the operation and development of the society, a person should have civic consciousness as well as social and political understanding and favorable behavior. The aim of education should be to develop social, political and civic relations in the society.
Enjoyment of leisure: Life should be not only struggling but also entertaining and enjoyable. Naturalists believe that man should take time out from his busy schedule to entertain himself. They opine that one should develop the ability to spend one's free time doing activities that suit one's desires and needs.
Naturalism and educative process
Naturalists do not believe in formal and predetermined teaching processes. They oppose the old fashioned rote learning and bookish knowledge. They believe that children have an important place in educative process. Education should be given according to the psychological development, nature and ability of the child. In summary, the naturalist educative process can be mentioned in the following points:
Educational activities should be according to the developmental stage of the child
Since each child is different, there should be individualized instruction
Teaching should be based on the child's self-experience and self-activity
There should be a free and ideal environment for the development of growing children.
Emphasis should be placed on creative activities and self-expression
Education should be pleasurable
Education must move forward with maturity
The teaching method should be inductive
Wrongdoing should be punished on the basis of natural consequences etc.
The naturalistic educational process does not value traditional teaching methods. Instead of teaching verbally and theoretically, experience-based learning methods should be used that are relevant to the student's developmental level. Maxims of teaching should not be forgotten while teaching. The teacher should remember that nothing can be taught. Thus, some of the teaching methods that can be adopted in the naturalistic educational process are as follows:
Learning by doing
Learning by observation
Learning by playing
Learning by experience
Prof Armstrong’s Heuristics
Helen Parkhurst’s Dalton plan
Montessori method
Froebel’s Kindergarten method, Play way method
Discovery, field trip or excursion method
Naturalism and curriculum
Although philosophers differ on the nature of the curriculum, they agree that the curriculum should be based on the purpose of naturalistic education. Comenius, for example, insisted that children should not be confined to the study of certain subjects. He thought that all things should be taught to all men. Similarly, T. H. Huxley was of the view that the cultural aspect should also be included in the curriculum.
According to Rousseau, the curriculum of naturalistic education should be as follows:
First stage (1 to 5 years age group)
This group should be given the opportunity to receive education through sense training. For this, training should be given in walking, speaking, hearing, seeing, tasting and smelling.
Second stage (5- 12 years age group)
Rousseau considers this a critical stage. This is the childhood stage and at this time they should be given sense education and negative education. Negative education is a natural education that does not require formality, books, curriculum, reading and writing activities, ethics, etc.
Third stage (12 to 15 years as group)
According to Rousseau, in this stage, intellectual education and direct knowledge should be provided. There should have curricula in language, mathematics, art, music, science and various business subjects based on self-activity and self-experience.
Forth stage (15 to 20 years age group)
This group should be given a positive education. They should be provided with social, moral, intellectual, political, economic and ideological education. In addition, contents related to habit building, sex education and social responsibility should also be included.
g. Naturalism and role of teacher
Naturalist education philosophy does not accept the teacher as the focal point of educative process like idealism. It assumes that the child's real teacher is nature. Those who accept the extremism of nature think that the child is polluted by the intervention of the teacher, but the liberal naturalists accept the teacher as the child's helper, guide and the creator of environment of learning.
The role of teachers in naturalistic education can be mentioned as follows:
As a creator of natural environment for learning: According to naturalism, the nature itself is the best teacher. The learner learners by direct experience of environment. The teacher should create a natural environment in the learning place to facilitate the learning.
As a planner: Teacher acts as a planner of educative process. They determine the environment of educative process. They plan the curriculum. They also plan for learning according to the predetermined goal.
As a good friend, guide and a motivator: In a naturalistic education system, a teacher cannot be a knower or a director. He has no right to interfere and force the child to do anything pre-planned and pre-determined. He must present himself as a good friend or colleague of the student. And look at the student's activities to guide and motivate them for further activities.
As a supplier of materials and opportunities: The educational environment in naturalism is natural where learning is employed by learning by doing not by reading and writing. For that, a variety of learning materials are provided. Therefore, the teacher should play the role of immediately supplying the learning materials when the students need and assist them to participate in the activities that they like to do. The student should have the opportunity to have a free choice of activities.
As the Knower of child Psychology: Teachers need to understand that each child's interests, needs, abilities, and levels of maturity vary. Therefore, they should select and plan the educative process considering these factors.
h. Naturalism and role of students
Naturalist education is a child-cantered education system. This philosophy considers the student as the centre of educative process and acknowledges the freedom of the student. According to Rousseau, “the individual child is an entity in himself, infinitely precious and should never be sacrificed to the needs of society.” He thinks that “the child is a book which the teacher has to learn from page to page.” Confirming this further, Spencer says, “child is not a miniature adult he should be treated as a child.”
Considering all these things, it can be said that the role of children in naturalism is as follows:
As a centre of educative process: The child remains in the centre of educative process. All the educative process is designed around his need, interest, natural instant and majority level.
As a person who learns from his own efforts: Naturalists are in favor of education according to the child's interests and needs. In their opinion, a child learns what is needs to learn. He does what he is interested in. Learning should be done through one's own efforts. Or the student is seen as a person who can do activities that suit his interests and needs.
As a child not a miniature adult: Naturalists treat children as children, not as miniature adults. Children's activities are considered natural, not social or antisocial. Every action of his is right. We have made him wrong. Therefore, the child does not have to be responsible for society and social values, it is enough to be responsible for nature.
As a human plant: Naturalists consider the child as a human plant and the teacher as a gardener. It is the job of the teacher to protect and promote them by providing care, manure, shower and proper environment.
As an independent/ free person: The child is the center of education and the precious gift of nature. Parents, teachers, guardians are the only the caretakers. Since nature is the child's school, the child should be able to learn what he wants freely. He is born free and ignorant, so it is his natural freedom to learn as he wishes.
As a creator: According to naturalists, a child is creative. He observes objects and events in his nature and gradually modifies and enriches his experience. Develops curiosities and takes on new creative tasks. Therefore, the main task of a child is to engage in creative work.
Pragmatism and Education
Meaning of Pragmatism
Although pragmatism is a modern philosophy, its seeds seem to have been sown as early as the fifth century BC. At the same time, the Greek philosopher Heraclitus said reality is in the state of flux that is changing constantly. This belief exists even today. Descartes, known as the father of modern philosophy, made significant contributions to the development of this philosophy.
Pragmatism was originated as a philosophical movement in the United States in the late 1800s. Its main proponents were Charles Sanders Peirce, William James, and John Dewey, as well as George Herbert Mead. William James was the first to use the term "pragmatism.” Subsequent followers or developers of this philosophy include W.H. Kilpatrick, B.H. Bode, J.L. Childs, Francis Bacon, George Counts, Schiller, H.O. Rugg, John Dewey, etc. Among these modern philosophers, Dewey's ideas have had the greatest impact on the principles and methods of education.
The word "pragmatism" is derived from the Greek word "pragma" or "pragmaticus". Pragma means practice or practical. Therefore, the literal meaning of pragmatism is a philosophy based on practice or utility. The English dictionary defines pragmatism as a philosophical belief that the truth or value of a theory depends on its practical use. It is a philosophical opinion that uses and tests any subject or policy, rule, principle, etc. to bring it into action. It refers to the process of putting any object, idea etc. into behaviour through practice, without directly accepting it. William James takes pragmatism as a medium between idealism and naturalism. In support of this, Rusk also took pragmatism as a philosophy that reconcile practical and spiritual values. Pragmatists believe that thinking doesn't take place in a vacuum.
Pragmatism is known by various names. It is sometimes called behaviorism because it accepts anything based on human behavioral criteria. It is called experimentalism because it accepts the truth only through experimentation and testing. And because it expects progress through action, it is also called Progressivism. This philosophy is also called instrumentalism because it places more emphasis on action and sees ideas as a means of conducting operations. This philosophy is also called reconstructionalism because it believes that ideas, values, truths, experiences, etc. are and should be restructured.
Philosophical premises / principles of pragmatism
The major ideological basis(premises) or principle or characteristics of pragmatism is presented as follows:
Truth is man made and changeable
Problems are the motives of truth
Truth and values depend upon practical use and judgement
There is no ultimate/ unchanging reality or truth
Truth is that which works and an idea or knowledge is true if it works
Reality is still in the making. It is never complete.
Experience and experimentation are the real test of everything
Knowledge is possible through experience, experiment and use
The form of knowledge should be experimental, pluralistic and new in nature
There are not any standard values in the world
Values are man made, changing and relative
The value that can be used can be considered good
Man is first biological and then a social being
Ideas are tools and action is real. So, actions are important than thought etc.
Pragmatism and objectives of education
Pragmatic education has no specific predetermined goals and objectives. They change according to the changes in the society. Social needs and a child's personal abilities cannot be predetermined. Therefore, the objectives of education should be according to the time, place and situation. In Dewey's view - "Education has no objectives, the objectives are individual. The objectives of education change as the child develops." However, for the convenience of study, the objectives of this educational philosophy can be mentioned as follows:
To create new values and ideas: The child must be the creator of his own values. Education must replace old values and create new ones. New values should be useful and based on experience.
To reconstruct and reorganise experiences: Education is a process of development. Education should continue to organize priori experiences. In this process, the impractical experiences are reduced, the required experiences are strengthened, new experiences are gained, and some experiences are modified and improved.
To develop social efficiency: Dewey describes the school as a miniature society. He argues that education proceeds by the participation of the individual in the race of social consciousness. The school should work to make the individual an active member of the society in the future. An organized environment should be created for the well-being of the society. So, education should develop social efficiency in the individual.
To create life-oriented conditions in teaching and learning: If the teaching-learning is linked to the learner's real life, they can use the knowledge, skills and abilities learned in their environment to solve the problems. For this, dynamic direction should be provided in the educational process. Only then is education useful in life.
To achieve democratic value: Pragmatic education has established an interdependent relationship between education and a democratic society. Therefore, an individual should follow democratic value to be an efficient member of society. Education should assist individuals for the achievement of democratic values.
Pragmatism and educative process
Pragmatists strongly oppose the ancient or traditional teaching process. They take learning as the process of reconstruction and reorganisation of experiences. Therefore, the educative process in pragmatism is student centred. It believes that the learners make their own truth on the basis of their interest, experience, utility and experiment. Pragmatic philosopher Dewey says, "Democracy is the soul of education, so the education process should be free and open, not one-sided and narrow." In their opinion, learning starts from the experience of the learner. They prescribe school to be a laboratory of society. It should be a miniature society.
The pragmatic educational process is based on the following principles:
Principal of purposive learning
Principle of child centred method
Principle of learning by doing or experience
Principal of auto learning
Principle of integration or correlation
Principal of direct experience, action and experiment
Principle of motivation and activity etc.
According to pragmatists, there is no such thing as a perfect method of learning, the methods are variable. The method used in one case may not be relevant in another. They seem to emphasize that there should be diversity in the method according to the student's interest, the teacher's ability and the subject matter to be learned. The following are some of the methods that can be used in instruction:
Project method by W.H. Kilpatrick
Problem solving method
Experimental/laboratory method
Discovery and Research method
Learning by doing method
Observation method
Library study etc.
Pragmatism and curriculum
The pragmatic education embraces a broad and multifaceted approach to curriculum. It believes that education should be dynamic and functional based on utility and participation. According to Dewey “the child makes his own curriculum”. So, there is a correlation between the child and the curriculum. The curriculum should emphasize human activities rather than prioritizing contents. The curriculum should provide students with the opportunity to learn in a stress-free and natural environment without interference. Pragmatists do not like pre-determined curriculum but do not forbid curriculum like naturalists. The curriculum should be based on the child's interests, abilities and experiences to solve his or her problems.
Principles and criteria for pragmatic curriculum development:
Principle of utility: The pragmatic curriculum should include topics that are useful for the child's current and future life. It should have the potentiality to solve real life problems. The curriculum should include business subjects as well as capacity building activities. For this, various vocational subjects like language, health, physical activity, science, mathematics, history, geography should be included in the curriculum. Such issues help in social adjustment. Learning should be not only for learning but also for future life.
Principle of learner’s psychology: Pragmatists emphasize the curriculum based on the psychology of the learner. Therefore, while creating the curriculum, the child's interest, need, experience and level should be taken into consideration. The individual differences found in them should be taken into consideration. Elementary school children are interested in things like conversation or communication, inquiry, construction and artistic expression. Therefore, subjects like reading, writing, counting, social studies, handicrafts, drawing, nature study should be included in the curriculum.
Principle of occupation and activities: Each child has his own set of tendencies and conducts his activities accordingly. The curriculum should be tailored to help them pursue future careers or business-related activities. May they develop practical and professional skills. For this, importance should be given to the principle of experience.
Principle of integration: Pragmatists emphasize the creation of an integrated curriculum. The knowledge and skills included in the curriculum should be correlated with the life of the learner. The curriculum should not be limited to closed school rooms but should be integrated, beneficial, dynamic, coordinating, changeable, in line with the child's psychology and social needs.
Pragmatism and role of teacher
Pragmatists consider the teacher as an inevitable organ of educational process. Butler considers the teacher as a member of the learning group. He / she is the creator of proper teaching and learning environment. Dewey called the teacher "the true kingdom of God." The teachers role can be described as follows:
As a motivator, guide and counsellor
As an evaluator of child's needs, interest and capacities
As a member and co-worker of learning group
As a planner, creator and manager of suitable teaching learning environment
As an assistant to produce new ideas and values
As a leader who respect and practice democratic in norms and values etc.
Pragmatism and role of students
Pragmatism considers the student as a social organism. Students are seen as active and dynamic people who are the focal point of teaching learning process. It also gives equal attention to the psychological aspect of the student. Pragmatists see the student first as a biological, then as a social, and finally as a psychological being. Seen in this way, according to the pragmatism, the role of the student is as follows:
As the focal point of the learning process
As the creator of new values and the evaluator of truth
As a useful member of society
As a developer of relationship between education and society
As a person gaining practical experience
As a person with scientific, experimental, democratic or social tendencies etc.
3.4 Implications of Schools of Philosophy for Classroom Teachers
a. Educational Implications of Idealism
Idealism is a philosophy that emphasizes spirituality. While some aspects of this philosophy may seem irrelevant in modern times, some of its ideas/theories are equally important for educational use. Some of these implications are stated below:
Idealistic educational philosophy has explained the objectives of education in detail. It can be used in setting objectives at different levels in the education system.
Idealistic values help build character and maintain self-discipline and self-control. These values can be followed.
Many aspects of the educational process, teaching methods, curriculum, teacher-student role presented by it are equally relevant today. They can be selected and used as needed.
The education system of all the countries of the world is still affected in one way or another by the idealistic educational philosophy. Therefore, educational planners need to study it.
Provision of qualified teachers for children and social welfare has been mentioned.
Lessons have been taught that the development, preservation, promotion and transfer of culture should be done to maintain the identity of the country etc.
B. Educational Implications of Realism
Like other educational philosophies, realistic education philosophy seems to have an immense impact on the world's education system. The greatest achievement of realistic education is "technical" education. Its major educational uses are as follows:
The practical and utilitarian education mentioned in realism can be implemented by giving place in the education system.
It has mentioned the real and useful objectives of education. Which are in line with the needs of the individual and the society. They can be used by giving them a place in the education system.
It has given prominence to scientific subjects in the curriculum. Therefore, the recommended science subjects can be brought into practice. It is necessary for the country to progress.
The inductive and other scientific methods proposed by realist philosophy seem to be very rational, justified and exemplary for actual teaching-learning.
It emphasizes the use of formal and non-formal education tools that are still in use today
Realism has given more importance to scientific education or exploratory education. This has resulted in unprecedented scientific advances in the world. From the process of organizing the curriculum to the teaching method, the discovery/research method can be used with the same success.
Inductive and deductive methods are still being used effectively in subjects such as science and mathematics specified by realism etc.
c. Educational Implications of Naturalism
Naturalist educational philosophy is the foundation of modern education. Its impact can be clearly seen in the current education system of the world. Its educational uses (implications) can be mentioned in the following points:
The word "back to nature" of naturalist philosophy conveys the message that there should be a natural environment for education and that education should be arranged only by considering the nature of the child.
It is relevant for any class or level that the child should be given a learning environment through self-activity, taking into account the child's interests and needs.
As a result of naturalistic philosophical thinking, new schools, new movements and trends in open education developed in education. Today's Montessori school, Dalton plan, heuristics method etc. are the contribution of naturalism.
It is very exemplary that naturalists have raised the issue of giving impetus to natural development by making schools or teaching activities free of punishment.
The teaching methods mentioned in the naturalistic educational process can be used in every field of learning, including classrooms. All of these methods are based on the child's self-learning process and are of an experimental and practical nature.
If the objectives of the education, the structure of the curriculum, the teaching method and the role of the teacher-student proposed by the naturalists, could be followed, it seems that education can really develop the children in all respects etc.
Educational Implications of Pragmatism
The educational contribution of pragmatic philosophy is very remarkable. This philosophy has taken education as life. Education is taken as a process of development of the individual as well as the development of the society. Vocational education is given more importance. Which is the subject of today's educational interest. There are many areas of implication/application of pragmatic education philosophy. Which can be mentioned as follows:
Teaching can be made practical by constructing definite and specific objectives as stated by pragmatism.
Pragmatism emphasizes utility-based education. By inculcating this concept, special knowledge, skills and tendencies can be taught to prepare the child for the society as a useful member.
The demand of today's education is to make the educational process child-centred, as the pragmatists say
This philosophy has given great importance to the practical life of the child and has given importance to behavior rather than thought. Such ideas are useful for education.
This philosophy emphasizes on the organization of integrated curriculum by interrelating the various subjects. This idea seems timely and useful today.
Pragmatic philosophy has introduced new methods in the field of education. For example: Project method, experimental method, scientific method Etc. These teaching methods range from the lower classes to the upper classes. It can be used just as effectively.
Democratic measures in learning, lifelong and continuous education, etc. which have been given more importance today, are its contribution etc.
0 Comments