Philosophy of Education PDF

8 1.6 Functions of philosophy of education Philosophy of education performs various functions. a. Determining the aims of education Philosophy of education provides original ideas regarding all aspects of education particularly educational aims. It is said that educational philosophy gives differ...

8 1.6 Functions of philosophy of education Philosophy of education performs various functions. a. Determining the aims of education Philosophy of education provides original ideas regarding all aspects of education particularly educational aims. It is said that educational philosophy gives different views, but this situation is not harmful, rather it helps in providing education according to the need of society. The difference in view of philosophy of education reflects the multiplicity and diversities of human life. Philosophy of education guides the process of education by suggesting suitable aims from the diversities of life and selecting the means accordingly. b. Harmonizing old and new traditions in the field of education- In the process of social development the old traditions become outdated for the people. They are replaced by the new traditions. But this process of replacement is not always smooth. It is faced with lots of opposition from certain orthodox sections of the society. At the same time it must be kept in mind that every 'old' is not outdated and every 'new' is not perfect Therefore, there is a need of co-coordinating the two in order to maintain the harmony between both. This function can be performed by philosophy of education. c. Providing the educational planners, administrators and educators with the progressive vision to achieve educational development:- Spencer has rightly pointed that only a true philosopher can give a practical shape to education. Philosophy of education provides the educational planners, administrators and educators with the right vision which guides them to attain the educational goals efficiently. d. Preparing the young generation to face the challenges of the modern time:- Social commentators have given many labels to the present period of history for some it is the information age and for others it is post modernity, later modernity, high modernity or even the age of uncertainty. One more addition to this list may be that 'present age is an age of Globalization as a phenomenon arrived on the economic scene in the 1990 in India. This watchword has had its implications in the social political, economic fabric of the country of which education is a part. Philosophy of education is a guiding, steering and liberating force that helps young people to and society at large to face the challenges of the modern time. Exercise 1. What is meant by philosophy of education? What is relationship of between philosophy and education? 2. Describe functions of philosophy of education? 3. What is the major difference between inductive logic and deductive logic? 4. Explain scope of philosophy of education. 5. Illustrate nature of Philosophy of education  9 Unit 2: Western Philosophies of Education 2.1 Idealism Idealism asserts that because the physical world is always changing, ideas are the only reliable form of reality. Idealism, the first systematic philosophy in Western thought…Socrates and Plato. The Socratic Method was dialogue. The only constant for Plato was mathematics, unchangeable and eternal. Plato’s method of dialogue engaged in systematic, logical examination of all points of view ultimately leading to agreement and a synthesis of ideas this approach known as the dialectic. Plato believed education helped move individuals collectively toward achieving the good. The State should be involved in education, moving brighter students toward abstract ideas and the less able toward collecting data a gender free tracking system. Those who were brighter should rule, others should assume roles to maintain the state. The philosopher-king would lead the State to the ultimate good. Idealism in Education Educators are interested in the search for truth through ideas rather than through the examination of the false shadowy world of matter. They encourage students to search for truth as individuals. Education is transformation: ideas can change lives. Emphasis: 1. Developing the mind 2. Personal discipline 3. Character development 4. Strong humanities foundation 5. Aspiring toward good moral development Curriculum: a. Explore purpose of life b. Explore solving the world’s problems through classic literature c. Encourage creative thinking and reflection d. Emphasizes history and biographies e. Studies humanities that deal with the ideal man and societies f. Based on the spiritual nature of man g. Consistent subject matter for all students h. Lacks: i.Field trips ii.Sensory data Instructional Methodology: 1. All thinking begins as a thesis 2. Moves from opinions to true knowledge through discussion 3. Based on a holistic approach  10 4. Knowledge is gained through questioning 5. Character development through imitation of examples and heroes 6. Emphasis is on subject matter of mind: i. Literature ii. History iii. Philosophy iv. Religion 7. Learning is based on abstract activities of the mind, in lieu of experiences, which is viewed as a lesser reflection of reality Role of the teacher: – Models ideal behavior – Sets examples – Excellent moral character – Creative – Master of knowledge – Teaches through example – Skillful questioner – Teaching is a moral calling Role of the student: – Spiritual being – To be molded and guided to be the ideal person – Imitates the teacher – Ambitious – Strives for perfection Table 2.1: Summary of Idealism Exponents 1. Socrates, 2. Plato, 3, Descartes, Principles 1. Education is based on 4. Spinoza, 5. Barkley, 6. Kant, 7. of spiritualism and ethics. Fitche, 8. Schelling 9, Hegel, 10. Education 2. It emphasizes mental Green , 11. Schopenhour, 12. capacities. Gentile, 13. Shanker Acharya, 14. 3. Teacher and Curriculum are Dyanand, 15. Ravindra Nath the centers of education. Tagore, 16. M.K. Gandhi. 17. Shri 4. Emphasizes book learning. Aurobindo Ghosh 18. Swami 5. Both individual and society Vivekanand. are valued. 6. It is a definite and specific ideology. Basic 1. Idealism insists on God. To Aims of 1. Self-realization or Principles achieve God, Spiritual Education exaltations of  11 perfection is necessary. personality. 2. Accepts the existence of 2. Spiritual development. Spiritual world. 3. Realization of Truth, 3. Spiritual values are Beauty and Goodness. supreme and universal. 4. Conservation, 4. Values are predetermined. Promotion and 5. Idealism is a complete transmission of spiritual view point. cultural heritage. 6. It is a monistic concept. 5. Conversion of inborn nature into spiritual nature. 6. Preparation for a holy life. 7. Development of intelligence and rationality. Curriculum 1. Idealist curriculum is developed Teacher 1. Supreme and important according to ideals and eternal place of teacher. values. 2. The teacher as gardener 2. Humanistic subjects are knows best as to how to emphasized. care and develop a child 3. Main subjects of idealistic like a plant. curriculum are: Religious studies, spiritual studies, Ethics, Language ,Sociology, Literature, Geography History, Music, Fine art etc. Methods of 1. Idealists have not adopted Discipline 1. Idealism advocates teaching specific and definite discipline at all cost. methods of teaching. 2. Freedom is to be 2. They advocate many restricted by ideals. methods. Thus, they think 3. Emphasizes themselves as creator of impressionistic methods and not the slave discipline. of any particular method. 3. Idealists Prescribed the School 1. According to following methods of Idealism schools the teaching-Question Answer only place for conversation, Dialogue, regular and effective Discussion, Lecture education. Argumentation, 2. School is an ideal Intersection, Book study form of pleasing and etc. joyful activities for children.  12 2.2. Realism The features of the universe exist whether or not a human being is there to perceive them. Contemporary philosophical realism, also referred to as metaphysical realism, is the belief in a reality that is completely ontologically independent of our conceptual schemes, linguistic practices, beliefs, etc. Philosophers who profess realism also typically believe that truth consists in a belief’s correspondence to reality. We may speak of realism with respect to other minds, the past, the future, universals, mathematical entities (such as natural numbers), moral categories, the material world, or even thought. Realism in education Develop intellectual abilities To equip with information to understand current event (Tabula Rasa) Role of the Teacher Having a solid grounding in science, maths, and the humanities. Relying on test scores to place students (competency testing of students with various methods) Readily adopting new technology Teacher’s responsibility is to teach skill and disciplined knowledge Teacher should be competent in a specific subject matter Teacher should presenting ideas in a clear & consistent manner & demonstrating that there are definite ways to judge works of art, music, poetry and literature Enabling students to learn objective methods of evaluating the works above Methods of Instruction lecture, question &answer (formal ways of teaching) inductive & scientific reasoning competency-based assessments as a way ensuring that students learnt what they are being taught Emphasis on critical reason aided by observation (our experiences) & experimentation Emphasizing realistic novels such as Oliver Twist, Great Expectations, For Whom the Bell Tolls etc. To give lives’ laws and principles and such novels are the keys for student to reach the ideal world through material world Stressing precision and accuracy in math, science, social studies and writing Curriculum Curriculum consists of the basics – maths, science, reading etc. Attention is given to didactic & object studies in education (use of pictures, TV, videos in educational process) Use of objects in education (Montessori) Emphasis is on subject matter (highly organized & systematic in approach)  13 Table 2.2: Summary of Realism Exponents (1) Iramus, Curriculum (1) Realistic Curriculum is (2) Rebellias, developed according to utility (3) Milton, and needs. (4) Lord Montaigne, (2) Subjects concerning day-to (5) John Locke, day activities are included in (6) Mulcaster, Curriculum. (7) Bacon, (3) Main subjects of (8) Ratke, Realistic Curriculum are— (9) Comenius, Natural sciences, Biological (10) Whitehead, sciences, Physical sciences, (11) Bertrand Russell. Health culture, Physical exercises Maths, Geography, History, Astronomy, Sports etc. Basic (1) Realism believes in Methods of (1) Realists emphasize scientific Principles individual and social teaching and objective methods of development. teaching. (2) It believes in the importance (2) It emphasizes informal of material world. methods of teaching, walking (3) Cause and effect being the main. relationship-Scientific (3) Realists emphasize the principles are universal and following methods of universally accepted. teaching. Self-experience and (4) Problems of real life become research, Experimental ideals and values. method, Heuristic method (5) Fully scientific attitude. and Correlation method. (6) It is a pluralistic concept. Principles (1) Education is based on Teacher 1. Teacher's role is supreme of science because he brings the child education only. in touch with the external (2) It emphasizes on behavior realities of life. and experiment. 2. Keeping aside his own views, (3) Child and his present life are the teacher imparts scientific the centers of education. knowledge to the child in an (4) It opposes book learning. easy and effective way. (5) Both the individual and the  14 society are valued. (6) It is liable to Aims of (1) Preparing the child for a real Discipline Realism emphasizes a synthetic Education life. form of impressionistic and (2) Developing the physical and emancipatory discipline mental powers of child. according to natural and social (3) Preparing the child for a procedures. happy life. School 1. According to Realism (4) Developing and training of school senses. is a socially well planned (5) Acquiring the child with institution. nature and social 2. It is a mirror of society. environment. (6) Imparting vocational education. 2.3Naturalism Naturalism commonly refers to the philosophical belief that only natural laws and forces operate in the world and that nothing exists beyond the natural world. Natural laws are the rules that govern the structure and behavior of the natural world. The goal of science is to discover and publish these laws. Philosopher Paul Kurtz argues that nature is best accounted for by reference to material principles. These principles include mass, energy, and other physical and chemical properties accepted by the scientific community. Further, this sense of naturalism holds that Spirits, Deities, and Ghosts are not real and that there is no "purpose" in nature. This sense of naturalism is usually referred to as metaphysical naturalism or philosophical naturalism. Types of naturalism  Methodological naturalism can mean simply that science is to be done without reference to supernatural causes. It can also be a methodological assumption in the philosophy of religion that observable events are fully explainable by natural causes without reference to the supernatural.  Metaphysical naturalism means that the cosmos consists only of objects studied by the natural sciences, and does not include any immaterial or intentional realities and is the basis for Methodological naturalism. Naturalism in education  This inter-dependence can be better understood by analyzing the implications of philosophical principles in the field of education and the role of teacher which is also philosopher.