Yawar Introduction to Philosophy of Education

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INTRODUCTION TO

PHILOSOSPHY

EDUCATIONNUML B.ED -1

TEACHER NAME :SIR AUN RAZA

YAWAR

9/22/2013


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PHILOSOPHYnoun (pluralphilosophies) 1 [mass noun]the study of the fundamental nature of knowledge, reality, and existence, especially when

considered as an academic discipline. See also NATURAL PHILOSOPHY.

[count noun]a particular system of philosophical thought:the philosophies of Plato and Aristotle

the study of the theoretical basis of a particular branch of knowledge or experience:the philosophy of science

2a theory or attitude that acts as a guiding principle for behaviour:dontexpect anything and you wontbe

disappointed, thats my philosophy

EDUCATIONnoun

[mass noun]

1the process of receiving or giving systematic instruction, especially at a school or university:a course of

education

the theory and practice of teaching:colleges of education [count noun]a body of knowledge acquired while being educated:his education is encyclopedic and eclectic

information about or training in a particular subject:health education

Philosophy of EducationEducational Philosophy / Teaching Philosophy

It is the mark of an educated mind to be able to entertain a thought without

accepting it. (Aristotle)

Since philosophy is the art which teaches us how to live, and since children need to

learn it as much as we do at other ages, why do we not instruct them in it? .. But in

truth I know nothing about the philosophy of education except this: that thegreatest and the most important difficulty known to human learning seems to lie in

that area which treats how to bring up children and how to educate them.

(de Montaigne, On teaching Philosophy of Education)

Plants are shaped by cultivation and men by education. .. We are born weak, we

need strength; we are born totally unprovided, we need aid; we are born stupid, we
http://oxforddictionaries.com/definition/english/natural-philosophyhttp://oxforddictionaries.com/definition/english/natural-philosophy


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need judgment. Everything we do not have at our birth and which we need when we

are grown is given us by education.

(Jean Jacques Rousseau, Emile, On Philosophy of Education)

This crippling of individuals I consider the worst evil of capitalism. Ourwholeeducationalsystem suffers from this evil. An exaggerated competitive

attitude is inculcated into the student, who is trained to worship acquisitive

success as a preparation for his future career. I am convinced there is only one

way to eliminate these grave evils, namely through the establishment of a socialist

economy, accompanied by a educational system which would be oriented toward

social goals. In such an economy, the means of production are owned by society

itself and are utilised in a planned fashion. A planned economy, which adjusts

production to the needs of the community, would distribute the work to be done

among all those able to work and would guarantee a livelihood to every man, woman

and child. The education of the individual, in addition to promoting his own innate

abilities, would attempt to develop in him a sense of responsibility for his fellow-

men in place of the glorification of power and success in our present society.

(Albert Einstein, 1949, On Education)

Albert Einstein on Knowledge & Philosophy of Education

The only thing that interferes with my learning is my education. (Albert Einstein)

Knowledge of the history and evolution of our ideas is absolutely vital forwise understanding. It is also important to read the original source (not a

later interpretation which often leads to misrepresentation and error) andthat these original quotes should give confidence to the truth of what wesay. As Albert Einstein astutely remarks;

Somebody who only reads newspapers and at best books of contemporary authors

looks to me like an extremely near-sighted person who scorns eyeglasses. He is

completely dependent on the prejudices and fashions of his times, since he nevergets to see or hear anything else. And what a person thinks on his own without

being stimulated by the thoughts and experiences of other people is even in the

best case rather paltry and monotonous.

There are only a few enlightened people with a lucid mind and style and with good

taste within a century. What has been preserved of their work belongs among the

most precious possessions of mankind. We owe it to a few writers of antiquity


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(Plato, Aristotle, etc.) that the people in the Middle Ages could slowly extricate

themselves from the superstitions and ignorance that had darkened life for more

than half a millennium. Nothing is more needed to overcome the modernist'ssnobbishness. (Einstein, 1954)

As Philosophers, Scientists and Educators we have a responsibility to

maintain great knowledge from the past, for as Einstein beautifully writes;

... knowledge must continually be renewed by ceaseless effort, if it is not to be

lost. It resembles a statue of marble which stands in the desert and is continually

threatened with burial by the shifting sand. The hands of service must ever be at

work, in order that the marble continue to lastingly shine in the sun. To these

serving hands mine shall also belong. (Einstein, On Education, 1950)

When, after several hours reading, I came to myself again, I asked myself what itwas that had so fascinated me. The answer is simple. The results were not

presented as ready-made, but scientific curiosity was first aroused by presenting

contrasting possibilities of conceiving matter. Only then the attempt was made to

clarify the issue by thorough argument. The intellectual honesty of the author

makes us share the inner struggle in his mind. It is this which is the mark of the

born teacher. Knowledge exists in two forms - lifeless, stored in books, and alive, in

the consciousness of men. The second form of existence is after all the essential

one; the first, indispensable as it may be, occupies only an inferior position.

(Einstein, 1954)

My dear children: I rejoice to see you before me today, happy youth of a sunny and

fortunate land. Bear in mind that the wonderful things that you learn in your

schools are the work of many generations, produced by enthusiastic effort and

infinite labour in every country of the world. All this is put into your hands as your

inheritance in order that you may receive it, honour it, and add to it, and one day

faithfully hand it on to your children. Thus do we mortals achieve immortality in

the permanent things which we create in common. If you always keep that in mind

you will find meaning in life and work and acquire the right attitude towards other

nations and ages. (Albert Einsteintalking to a group of school children. 1934)

I believe, indeed, that overemphasis on the purely intellectual attitude, often

directed solely to the practical and factual, in our education, has led directly to

the impairment of ethical values. I am not thinking so much of the dangers with

which technical progress has directly confronted mankind, as of the stifling of


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mutual human considerations by a 'matter-of-fact' habit of thought which has

come to lie like a killing frost upon human relations. Without 'ethical culture' there

is no salvation for humanity. (Einstein, 1953)

Albert Einstein On Academic FreedomNumerous are the academic chairs, but rare are wise and noble teachers.Numerous and large are the lecture halls, but far from numerous the young people

who genuinely thirst for truth and justice. Numerous are the wares that nature

produces by the dozen, but her choice products are few.

We all know that, so why complain? Was it not always thus and will it not always

thus remain? Certainly, and one must take what nature gives as one finds it. But

there is also such a thing as a spirit of the times, an attitude of mind

characteristic of a particular generation, which is passed on from individual to

individual and gives its distinctive mark to a society. Each of us has to his little bit

toward transforming this spirit of the times. (Einstein, 1954)

Albert Einstein On Freedom of Thought

The development of science and of the creative activities of the spirit in general

requires still another kind of freedom, which may be characterised as inward

freedom. It is this freedom of spirit which consists in the independence of

thought from the restrictions of authoritarian and social prejudices as well as

from unphilosophical routinizing and habit in general. This inward freedom is aninfrequent gift of nature and a worthy objective for the individual.

..schools may favor such freedom by encouraging independent thought. Only if

outward and inner freedom are constantly and consciously pursued is there a

possibility of spiritual development and perfection and thus of improving man's

outward and inner life. (Einstein, 1954)

Albert Einstein on Philosophy of Education in Schools

The school has always been the most important means of transferring the wealthof tradition from one generation to the next. This applies today in an even higher

degree than in former times, for through modern development of the economic

life, the family as bearer of tradition and education has been weakened. The

continuance and health of human society is therefore in a still higher degree

dependent on the school than formerly.

Sometimes one sees in the school simply the instrument for transferring a certain


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maximum quantity of knowledge to the growing generation. But that is not right.

Knowledge is dead; the school however, serves the living. It should develop in the

young individuals those qualities and capabilities which are of value for the welfareof the commonwealth. But that does not mean that individuality should be

destroyed and the individual become a mere tool of the community, like a bee or anant. For a community of standardised individuals without personal originality and

personal aims would be a poor community without possibilities for development. On

the contrary, the aim must be the training of independently acting and thinking

individuals, who, however, see in the service of the community their highest life

problem.

To me the worst thing seems to be for a school principally to work with methods of

fear, force and artificial authority. Such treatment destroys the sound

sentiments, the sincerity, and the self-confidence of the pupil. It produces the

submissive subject. it is no wonder that such schools are the rule in Germany andRussia.

..the desire for the approval of one's fellow-man certainly is one of the most

important binding powers of society. In this complex of feelings, constructive and

destructive forces lie closely together. Desire for approval and recognition is a

healthy motive; but the desire to be acknowledged as better, stronger, or more

intelligent than a fellow being or scholar easily leads to an excessively egoistic

psychological adjustment, which may become injurious for the individual and for

the community. Therefore the school and the teacher must guard against

employing the easy method of creating individual ambition, in order to induce thepupils to diligent work. (Einstein)

It is, in fact, nothing short of a miracle that the modern methods of instruction

have not yet entirely strangled the holy curiosity of inquiry; for this delicate little

planet, aside from stimulation, stands mainly in need of freedom; without this itgoes to wreck and ruin without fail. It is a grave mistake to think that the

enjoyment of seeing and searching can be prompted by means of coercion and a

sense of duty. On the contrary, I believe that it would be possible to rob even a

healthy beast of prey of its voraciousness, if it were possible, with the aid of a

whip, to force the beast to devour continuously, even when not hungry, especially ifthe food handed out under such coercion were to be selected accordingly. (Albert

Einsteinon Education)

Plato, Quotations on Education


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..for the object of education is to teach us to love beauty. (Plato)

'And once we have given our community a good start,' I pointed out, ' the process

will be cumulative. By maintaining a sound system of education you produce citizens

of good character, and citizens of sound character, with the advantage of a goodeducation, produce in turn children better than themselves and better able to

produce still better children in their turn, as can be seen with animals.'(Plato)

'... It is in education that bad discipline can most easily creep in unobserved,' he

replied.

'Yes,' I agreed, ' because people don't treat it seriously there, and think no harmcan come of it.'

'It only does harm,' he said, 'because it makes itself at home and graduallyundermines morals and manners; from them it invades business dealings generally,

and then spreads into the laws and constitution without any restraint, until it has

made complete havoc of private and public life.'

'And when men who aren't fit to be educated get an education they don't deserve,

are not the thoughts and opinions they produce fairly called sophistry, without a

legitimate idea or any trace of true wisdom among them?'

'Certainly'.

'The first thing our artist must do,' I replied, ' - and it's not easy - is to takehuman society and human habits and wipe them clean out, to give himself a clean

canvas. For our philosophic artist differs from all others in being unwilling to start

work on an individual or a city, or draw out laws, until he is given, or has made

himself, a clean canvas.'

'Because a free man ought not to learn anything under duress. Compulsory physical

exercise does no harm to the body, but compulsory learning never sticks to the

mind.'

'True'

'Then don't use compulsion,' I said to him, ' but let your children's lessons take

the form of play. You will learn more about their natural abilities that way.' (Plato)


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The metaphysics of educat ioncan be understood from the various perspectives of epistemology -- abranch of philosophy that explores the nature of knowledge. This includes the way knowledge is acquired,as well as the thoroughness and limitations of knowledge. The study of epistemology can be applied tothe metaphysics of educational instruction .

Metaphysics is a branch of philosophy that investigates principles of reality transcending those ofany particular science. It is concerned with explaining the fundamental nature of being and the world.

Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, andwhat they are like. They reason about such things as whether or not people have free will, in whatsense abstract objects can be said to exist, and how it is that brains are able to generate minds.

Philosophy of education is the criticism of the general theory of education. 2] It consist of critical

evaluation and systematic reflection upon general theories. 3] It is a synthesis of educational facts

with educational values.In brief, it is a philosophical process of solving educational problems

through philosophical method, from a philosophical attitude to arrive at philosophical conclusions

and results. Thus, it aims at achieving general as well as comprehensive results.

SCOPE OF PHILOSOPHY OF EDUCATION The scope of philosophy of education isconfined to the field of education. Thus, it is philosophy in the field of education. The scope ofphilosophy of education is concerned with the problems of education. These problems mainly

include - interpretation of human nature, the world and the universe and their relation with man,

interpretation of aims and ideals of education, the relationship of various components of the system

of education, relationship of education and various areas of national life [economic system, politicalorder, social progress, cultural reconstructions etc.], educational values, theory of knowledge andits relationship to education. The above mentioned problems constitute the scope of philosophy of

education and explain its nature. Thus, the scope of philosophy of education includes following. a]

Aims and Ideals of Education Philosophy Education critically evaluates the different aims andideals of education. These aims and ideals have been prorogated by various philosophers in differenttimes. They are character building, man making, harmonious human development, preparation for

adult life, -development of citizenship, -utilization of leisure, training for civic life, training forinternational living, achieving social and national integration, -scientific and technologicaldevelopment, education for all, equalizing educational opportunities, strengthening democratic

political order and human source development. 8


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These and other aims of education presented by educational thinkers in different times and climes arescrutinized and evaluated. Thus, philosophy of education critically evaluates different aims and

ideals of education to arrive at. b] Interpretation of Human Nature:- A philosophicalpicture of

human nature is a result of the synthesis of the facts borrowed from all the human science with thevalues discussed in different normative, sciences. The philosophical picture, therefore, is more broadas compared to the picture of man drawn by biology, sociology, psychology, economics and

anthropology and other human science. c)Educational Values:- Value is typically a philosophicalsubject since it is more abstract, integral and universal. Philosophy-of education not only critically

evaluates the values but also systematizes them in a hierarchy. Educational values are' determined byphilosophical values. Educational values propagated by different philosophers have been derived

from their own world, view and their outlook on the purpose of human life. Therefore, a scrutiny ofthe world views, outlook, beliefs is the specific function of philosophy and it is necessary for thephilosophical treatment of the values. d] Theory of Knowledge:- Education is related to knowledge.

It is determined by the source, limits, criteria and means of knowledge. The discussion of all thesefalls within the jurisdiction of epistemology, one of the branches of philosophy, therefore, animportant area of the functioning of philosophy of education is related to theory of knowledge. e]

Relationship of education and various area of national life and various components of the

system of education:- One of the most important contributions of the philosophy of education to thecause of education is the provision of criteria for deciding the relationship of state and education,economic system and education, curriculum, school organization and management, discipline etc.These problems have led to the evaluation of different philosophies of education. The criteria of

judgment everywhere are determined by philosophy, therefore, philosophy of education provides thecriteria for critical evaluation and judgment in these fields. 1.1.6 Nature of Philosophy of

Education Philosophy of education is one of the areas of applied philosophy. There are threebranches of philosophy namely 'metaphysics, epistemology and axiology. 9


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Metaphysics is a branch of philosophy that investigates principles of reality transcending those of

any particular science. It is concerned with explaining the fundamental nature of being and the world.

Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, andwhat they are like. They reason about such things as whether or not people have free will, in whatsense abstract objects can be said to exist, and how it is that brains are able to generate minds.

The scope of philosophy of education is confined to the field of education. Thus, it is philosophy in

the field of education. The scope of philosophy of education is concerned with the problems of

education.

These problems mainly include - interpretation of human nature, the world and the universe and

their relation with man, interpretation of aims and ideals of education, the relationship of

various components ofthe system of education, relationship of education and various areas of

national life [economic system, political order, social progress, cultural reconstructions etc.],

educational values, theory of knowledge and its relationship to education.

a] Aims and Ideals of Education Philosophy Education critically evaluates the different aims and

ideals of education. These aims and ideals have been prorogated by various philosophers in differenttimes. They are character building, man making, harmonious human development, preparation foradult life, -development of citizenship, -utilization of leisure, training for civic life, training forinternational living, achieving social and national integration, -scientific and technological

development, education for all, equalizing educational opportunities, strengthening democratic

political order and human source development.

These and other aims of education presented by educational thinkers in different times and climes

are scrutinized and evaluated. Thus, philosophy of education critically evaluates different aims and

ideals of education to arrive at.

b] Interpretation of Human Nature:- A philosophical picture of human nature is a result of the

synthesis of the facts borrowed from all the human science with the values discussed in different

normative, sciences. The philosophical picture, therefore, is more broad as compared to the picture

of man drawn by biology, sociology, psychology, economics and anthropology and other human

science.

c)Educational Values:- Value is typically a philosophical subject since it is more abstract, integral

and universal. Philosophy-of education not only critically evaluates the values but also systematizes

them in a hierarchy. Educational values are' determined by philosophical values. Educational values

propagated by different philosophers have been derived from their own world, view and their

outlook on the purpose of human life. Therefore, a scrutiny of the world views, outlook, beliefs is

the specific function of philosophy and it is necessary for the philosophical treatment of the values.

d] Theory of Knowledge:- Education is related to knowledge. It is determined by the source, limits,

criteria and means of knowledge. The discussion of all these falls within the jurisdiction of

epistemology, one of the branches of philosophy, therefore, an important area of the functioning of

philosophy of education is related to theory of knowledge.


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e] Relationship of education and various area of national life and various components of the

system of education:- One of the most important contributions of the philosophy of education to

the cause of education is the provision of criteria for deciding the relationship of state and

education, economic system and education, curriculum, school organization and management,

discipline etc. These problems have led to the evaluation of different philosophies of education. The

criteria of judgment everywhere are determined by philosophy, therefore, philosophy of education

provides the criteria for critical evaluation and judgment in these fields.

PLATO S EDUCATIONAL PHILOSOPHY

PLATOS ACADEMY

It was, in effect, a university of higher learning, which included physical science, astronomy, and

mathematics, as well as philosophy. In addition to presiding over the Academy, Plato delivered

lectures, which were never published. The site of the academy was sacred to Athena and other

immortals and contained a sacred grove of olive trees. Plato possessed a small garden there in

which he opened a school for those interested in receiving his instruction. Details of the

organization of the academy are unknown, but it appears to have employed a method of teaching

based on lectures, dialogue, and seminars

THE WORKS RELATED TO EDUCATION Republic is a dialogue which discusses the education

necessary to produce such a society. It is an education of a strange sort he called it paideia. Nearly

impossible to translate into modern idiom, paideia refers to the process whereby the physical,

mental and spiritual development of the individual is of paramount importance. It is the education

of the total individual. He discusses early education mainly in the Republic, written about 385

B.C.E., and in the Laws, his last work, on which he was still at work at the end of his life.

PLATOS METAPHYSICS Plato argued that reality is known only through the mind. There is a

higher world, independent of the world we may experience through our senses. Because the senses

may deceive us, it is necessary that this higher world exist, a world of Ideas or Forms -- of what is

unchanging, absolute and universal. In other words, although there may be something from the

phenomenal world which we consider beautiful or good or just, Plato postulates that there is a

higher unchanging reality of the beautiful, goodness or justice. The task of education is to live in

accordance with these universal standards -- to grasp the Forms is to grasp ultimate truth

EDUCATION ACCORDING TO CLASSES :Faced with the problem of determining the class of each individual, Plato suggested various kinds oftests to be conducted at different age levels.In the first place, primary education will be given to all between the ages of seven and twenty,following which a test shall be administered to everyone. Those who fail the test are to be sent to

labour in the various occupations and productive trades.


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The successful candidates will be sent to the armed forces where training will be imparted to themfor the next ten years. This will again be followed by a test, the failures will be compelled to remain

in the armed forces while the successful ones will be sent to join the government.

Then this governing class will be subjected to further education in science. Later on, one from amongthe governing class will be elected as the philosopher administrator whose task will be to look after

government and education of the state.

This individual will occupy the highest position in the land, his word will be the law of the land.Apart from this supreme individual, all other members of the governing class will continue to receive

education throughout their lives, most of this education consisting of teachings in philosophy. It isthus evident that Plato was granted highest place

PLATONIC SYSTEM

OF SCHOOLS AGE

SCHOOL SPECIAL

DEVELOPMENT OR

STUDIES

Birth to 3years Infancy Bodily growth, sensory

life, no fear, child reactsto pleasure and pain

4 to 6 years Nursery Play, fairy tales, nurseryrhymes, myths, get rid

of self-will

6 to 13 years Elementary school Play, poetry, reading,

writing ,singing,dancing, religion,

manners, numbers,geometry

13 to 16 years Instrumental Music Play the cithara,

religious hymns,

memorize poetry (espreligious and patriotic),arithmetic (theory)

16 to 20 years Gymnastics and the

military

Formal gymnastics and

military training. Nointellectual training.

20 TO 30 years Sciences Coordination of reason

and habits; interrelatingthe physical sciences

30 to 35 years Dialectic Philosophy,

Psychology, Sociology,

government, law ,education

35 t0 50 years Service to State

50 to end Philosophers Higher Philosophy

ORGANIZATION AND CURRICULUM :


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a. Elementary. All boys and girls would be educated together. They would study mathematics,literature, poetry, and music until they were eighteen years of age. b. Military Training. The next

two years of the youth's life would be devoted to physical education alone. Thereafter, the best

youths would be selected for the higher education given to future guardians of the state. 137c. Higher Education. Between the ages of twenty and thirty-five, the future guardian would receivea higher education to prepare him for ruling the state. His studies would include mathematics, music,

and literature. At the age of thirty he would have enough maturity to begin his study of philosophy.At thirty-five, his formal education would cease and he would enter upon a minor administrative

position, prior to undertaking more important governing position.

TEACHING METHODS :

Plato recommended play method at elementary level; student should learn by doing. And whenhe/she reaches the higher level of education, his reason would be trained in the processes of

thinking and abstracting. Plato wanted motivation and interest in learning. He was against the use

of force in education."Knowledge which is acquired under compulsion obtains no hold on the mind."According to Plato "Do not then train youths by force and harshness, but direct them to it by what

amuses their minds so that you may be better able to discover with accuracy the peculiar bent of thegenius of each." Plato wanted a place where children love to go and stay there and they play with

things which enhance their education by playing. Plato gave importance to nursery education, asnursery education plays a vital role in the education of man and it helps to build his moral characterand state of mind "The most important part of education is proper training in the nursery." The

Socratic method is a dialectic method of teaching, named after the Greek philosopher Socrates, in

which the teacher uses questions to get the student to think about what he/she already knows and to

realize what they do not know. This question and answer session stimulates the brain, engages thelearner, and can bring new ideas to life. Both the Didactic and Dialectic methods are necessary for

teaching. There are many times when telling the student what he/she needs to know is the only wayto impart information. However, the dialectic method is essential for engaging students in interactive

learning, in giving them some ownership of discovery in the learning process. The dialectic methodcan provide an opportunity for debate of issues, exploration of ideas and use of higher thinking skills.

Since the object of learning is to be able to discern and make decisions based on knowledge, thedialectic method is critical for growth of the knowledge 138


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According to Plato it will be hard to discover a better method of education than that which theexperience of so many ages has already discovered, and this may be summed up as consisting in

gymnastics for the body, and music for the soul... For this reason is a musical education so essential;

since it causes Rhythm and Harmony to penetrate most intimately into the soul, taking the strongesthold upon it, filling it with beauty and making the man beautiful-minded. The above quotation ofPlato show, how he sees education, he wants the total development of a man, mind, body and soul by

using every possible mean. Storytelling and literature: In Platos view, Storytelling is the main toolfor the formation of character. Stories should provide models for children to imitate, and as ideas

taken in at an early age become indelibly fixed, the creation of fables and legends for children, trueor fictional, is to be strictly supervised. Mothers and nurses are not to scare young children with

stories of lamentations, monsters, and the horrors of hell, to avoid making cowards of them.(Republic, bk. 2, 377-383). Play: In Platos view child's character will be formed while he or sheplays. One should resort to DISCIPLINE, but not such as to humiliate the child. There should be

neither a single-minded pursuit of pleasure nor an absolute avoidance of painnot for children andnot for expectant mothers (Laws, bk. 7, 792). Luxury makes a child bad-tempered and irritable;unduly savage repression drives children into subserviency and puts them at odds with the world.Children and adults should not imitate base characters when playing or acting, for fear of forming a

habit that will become second nature (Republic, bk. 3, 395). Those being educated are to be restrictedfrom wrong thought and action, until such time as they are able to understand why it is favourable tobe in harmony with the good. At that time, they will be able to understand why corruption is an evil.According to Plato Self discipline is essential, whereby a man should be temperate and master of

himself, and ruler of his own pleasures and passions. Teachers must provide children with miniaturetools of the different trades, so that they can use the children's games to channel their pleasures and

desires toward the activities they will engage in when they are adults (Laws, bk. 1, 643).Children are to be brought together for games. The sexes are to be separated at the age of six, but

girls too should attend lessons in riding, archery, and all other subjects, like boys. Similarly, bothboys and girls should engage in dancing (for developing grace) and wrestling (for developingstrength and endurance). Plato attached much importance to 139

children's games: "No one in the state has really grasped that children's games affect legislation so

crucially as to determine whether the laws that are passed will survive or not." Change, hemaintained, except in something evil, is extremely dangerous, even in such a seeminglyinconsequential matter as children's games (Laws, bk. 7, 795-797). Physical education: "Physical

training may take two or three years, during which nothing else can be done; for weariness and sleep

are unfavorable to study. At the same time, these exercises will provide not the least important test ofcharacter" (Republic, bk. 7, 537). Children who are sturdy enough should go to war as spectators, ifone can contrive that they shall do so in safety, so that they can learn, by watching, what they will

have to do themselves when they grow up (Republic, bk. 5, 466; bk. 7, 537). Girls should be trainedin the same way and learn horseback riding, athletics, and fighting in armor, if only to ensure that if it

ever proves necessary the women will be able to defend the children and the rest of the population

left behind (Laws, bk. 7, 804-805,813). Reading and writing, music, arithmetic: In Plato's

educational system, a child, beginning at the age of ten, will spend three years on reading, writing,the poets and another three learning the lyre, and will study elementary mathematics up to the age ofseventeen or eighteen, all with as little compulsion as possible, in order to learn "enough to fight a

war and run a house and administer a state" (Republic, bk. 7, 535-541). Enforced exercise does noharm to the body, but enforced learning will not stay in the mind (Laws, bk. 7, 536). Special stress isnext placed on the study of the four disciplines that prepare the student for philosophy: arithmetic,geometry, astronomy and harmony. These disciplines lift the soul to the level of the immutable.


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Thus philosophy deals with the end and education with the means. In fact, we can observe that thegreat philosophers of all times have been also great educators. For example, Socretes and Plato, thegreat philosophers, were also famous educators.

A teacher is not a teacher, in true sense of the term, if he/she is not able to discover the relationshipbetween philosophy and education. According to Thomson, every teacher should realize the

importance of philosophy in education.

Good philosophy thus would not only conceive the type of society which is needed in the society. It isphilosophy which would give to the teachers a sense of adventure.

A true teacher should have knowledge of the subject he/she teaches the pupils and the society.He/she should also have the moralistic sense which comes from philosophy.

The choice of students must cater to the principles and purposes of philosophy. Choice of curriculumneeds philosophers or leaders of thought. With the change of time and circumstances, the curriculaalso changes and this change can be brought out by philosophers alone.

The necessary conditions should be fulfilled so that the child is allowed to go in a free atmosphere

with the ultimate aim of becoming a happy and a rightly adjusted person of the society.

The learning process is an active way of doing things; hence the curriculum for the child shouldconcern itself with the realities of life.

As far as the methods of teaching are concerned, it can be said that the child is influenced; to give aparticular shape to his life by the way he is taught.

The philosophy of the teacher is reflected in the child by his method of teaching. So the course of lifeof the child is definitely influenced by philosophy. Here comes the utility of philosophy.

The Education- philosophy relationship may be further pointed out as given below:

According to Alfred Weber "Philosophy is a search for comprehensive view of nature, an attempt at auniversal explanation of the nature of things a person who searches into the reason and nature ofthings, who tries to arrive at a general principle, and who attempts to apply those principles to dailyconduct of life, acts like a true philosopher. According to John Dewey, philosophy is "criticalreviewing of just those familiar things."

Raymont argues, ' Philosophy is an unceasing? To discover the general truth that lies behind theparticular facts, to discern also the reality that lies behind appearances.

" What is life? What is man's origin? What is man's destiny or goal? These are some of the questionsof philosophical enquiry. Different philosophers try to answer these questions according to their ownmature reflection and thinking. These different answers lead to different philosophies.

The Major Branches of Philosophy are: (a) Metaphysics or the discussion about the nature ofultimate reality and the cosmos, (b) Epistomology or the theory of knowledge, (c) Ethics, the theoryof morality, (d) Aesthetics or the discussion of beauty, (e) Logic or the study of ideal method ofthought and reasoning. Philosophy influences even the daily life of every individual.

An educator not only holds certain beliefs and ideals of life, he also tries to convert his pupils to hisown views and his own way of life.


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The influence of a person, holding a vital belief, brought to bear upon another person with the objectof making him also to hold that belief, is education. Thus education means to lead out, through themodification of the native behaviour of the child.

Education is a laboratory where philosophic theories and speculations are tested and made concrete.Education may, therefore, be rightly called applied philosophy.

Philosophy is wisdom; education transmits that wisdom from one generation to the other.

Philosophy is in reality the theory of education. In other words, education is the dynamic side ofphilosophy, or application of the fundamental principles of philosophy.

Philosophy formulates the method, education its process. Philosophy gives ideals, values andprinciples, those ideals, values and principles.

A philosopher tries to live in accordance with those aims and values and also wants others to beconverted to his beliefs and live according to them. This he can achieve through education which isthe best means for the propagation of his philosophy.

Neo-Darwinism gave rise to the Prominence of the principles of struggle for existence, cut-throatcompetition, gradual process of adaptation of the purposiveness of life (or elanvital), intellectualismand man's faith in reason.

Emphasis on knowledge received universal acceptance. In 20th century, the two world wars, and theconsequent mass destruction wrought by the application of science, gave rise to less of faith in mereintellect.

Humanism, faith in higher principles and values of life, character development and emotionalintegration gained greater impetus.

CONTRIBUTION OF PHILOSOPHY TO EDUCATION

Education and philosophy are closely tied together; both are associated with teaching, learning, anddiscovering. Philosophy is more of an all-encompassing part of life, though, whereas education is amore specific form of it. Due to the contributions of philosophers over the centuries, education hasdeveloped into the powerful tool that it is today. Without philosophy, education would essentiallynot exist. That said, the importance of philosophy in education is the fact that it is the foundationin which all academic teaching and intellectual learning is built off.

H i s t o r i c a l F o u n d a t i o n s o f E d u c a t i o n

Historical Lenses

Celebrationist historianssee the brighter side of historical events

Liberal historiansfocus on conflict, stress, inconsistencies

Revisionist historianslearn more by studying what has been wrong than what has been right

Postmodernist historianssee history through the unique lenses of social class, race, ethnicity,

gender, age

Learning Outcomes


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List important early educators in the world

Detail major educational accomplishments of the early Eastern societies

Analyze the life of the colonial school teacher

Articulate the roles government played in colonial America

Analyze how an understanding of early American history informs todays teacher

The beginnings of Education

Informal educationall peoples have cared for their children and prepared them for life

Hindu and Hebrew educationhow to live a good life

Chinese educationLao-tszu and Confucius

Egyptian educationeducation provided for privileged males

Eastern civilizations developed education prior to Western civilizations, for the most part

Western Education

The Age of Pericles (455-431bce), city states in Greece

Sparta, from 8 to 18, boys were wards of the Stateeducation to develop courage, patriotism,

obedience, cunning, and physical strength (little intellectual content)

Athens, heavily stressed intellectual and aesthetic objectives

Western worlds first great philosophers

Socratesthe Socratic method: a way of teaching that centers on the use of questions by the

teacher to lead students to certain conclusionsSocrates fundamental principle, Knowledge

is virtue.

PlatoRepublicrecommendations for the ideal societythree classes of people: artisans,

soldiers, philosophers

Greek philosophers

Plato A good education is that which gives to the body and to the soul all the beauty and all

the perfection of which they are capable.

Aristotlea persons most important purpose in life is to serve and improve

humankindAristotle was scientific, practical, and objectivehad the greatest influence on

thinking through the Middle Ages


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Females and slaves did not possess the intelligence to be educated. (Plato and Aristotle)

All paid employment absorbs and degrades the mind. (Aristotle)

Western EducationThe Romans

In 146 BCE the Romans conquered Greece, many of the advances of the Roman Empire

inspired by the enslaved Greeks

Between 50 BCE and 200 CE, an entire system of schools developed

Quintilian (35-95 CE) described current practice and recommended the type of system needed

in Romevery humanistic

Education in the Middle Ages

(476-1300)

Roman Catholic Church the greatest power in government and education (by 476, the fall ofthe Roman Empire)

The Dark Agesearthly life as nothing more than a way to a better life hereafter

Charlemagne (742-814) valued education, and found Alcuin (735-804) and focused on the

seven liberal arts (trivium and quadrivium)

The Revival of Learning

Thomas Aquinas (1225-1274) more than any other person helped to change the churchs

views on learningrooted in the ideas of Aristotle, led to the medieval universities,

formalized scholasticism (the logical and philosophical study of the beliefs of the church)

The East had no dark ages. Mohammed (569-632) led a group of Arabs from northern Africa

into southern Spainspread slowly throughout Europe, significant advances in science and

mathematics

Education in Transition (1300-1700)

Renaissance and Reformation

Renaissance represented the protest against the dogmatic authority of the church over social

and intellectual liferevival of classical learning called humanism

Reformation represented a reaction against corruption in the church which kept most people

in ignorance

The Reformation


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Formal beginning in 1517ninety-five theses of Martin Lutherhis disagreements with the

Church

The Church believed its duty was to pass on the correct interpretation of the Bible to the

laityLuther thought each should interpret for self, and thus individual education was

importantto attain salvation

Luthers coworker in education, Philipp Melanchthon, stresseduniversal elementary

educationeducation should be provided for all regardless of class, compulsory for both

sexesstate controlled and state supported

Education in Transition

Ignatius Loyola(1491-1556), to combat the Reformation, began the Jesuits in

1540established schools to further the goals of the Catholic Church, were involved with

teacher training from early on

1`Comenius (1592-1670),wrote many texts, first to use illustrations, writings based on science

John Locke(1632-1704) tabula rasa

Modern Period (1700 to present)

Descartes(1596-1650), laid the foundations for the modern period and rationalism

Reason is supreme, the laws of nature are invariable, truth can be verified empirically

Frederick the Great (1712-1786), leader of Prussia, friend of Voltaire, interested in better

training for teachers

Emergence of the Common Man

A period during which developed the idea that common people should receive at least a basic

education as a means to a better life

Rousseaumost important educational work,Emile (1762) about the liberal education of

youthnaturalism, education must be natural not artificial we ascribe too much

importance to words. With our babbling education we make only babblers. Children are

born good but corrupted by society

The Emergence of Common Man

Pestalozzi (1746-1827) Swiss educator who put Rousseaus theories into practice educators

from all over the world came to view his schoolsunlike most teachers of his time, he felt

students should be treated with love and kindness


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Herbart (1776-1841) studied under Pestalozzi, organized the educational

psychologypreparation, presentation, association, generalization, application

Froebel (1782-1852), kindergarten, social development, cultivation of creativity, learning by

doingwomen bestsuited to teach young children

Colonial Education

Southern Coloniesin 1619, twelve years after the founding of Jamestown, slaves brought to

the South for cheap labortwo distinct classes of people emerged, a few wealthy land owners

and many poor workers, mostly slaveslandowners hired tutors to teach their children

Middle Colonies

Various national and religious backgrounds, so they did not agree on a common school

systemeach established their own religious schools, many received education through

apprenticeship

Northern Colonies

Settled mainly by the Puritans

People lived close to one another, shipping ports established, industrial economy developed

Old Deluder Satan Act(1647)required towns to provide for the education of youththe

Massachusetts laws of 1642 and 1647 became the model for other colonies

Types of Colonial Schools

Dame schools, writing schools, charity schools

Colonial colleges: Harvard (1636), William and Mary (1693), Yale (1701), Princeton(1746),

Kings College (1754), College of Philadelphia (1755), Brown (1764), Dartmouth (1769), Queens

College (1770)heavy emphasis on theology and the classics

Toward Universal Elementary Education

Monitorial schools (1805), in New York City, economical way to teach the massesone lead

teacher with lots of helpers among the older and better studentsclosed by 1840 because

seen as not worth the cost

Horace Mann (1796-1859), leading proponent of common elementary schools, the forefather

of the contemporary public school

Massachusetts in 1852 passed compulsory attendance lawsby 1900, 32 other states did

likewise

Secondary Schools


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Latin Grammar Schoolsstrictly college preparatory, must know Latin and Greek for college

admittance

American Academies Benjamin Franklin in Philadelphia among the first to prepare young

men for employment through practical studiesan also enrolled women

High Schoolsreplaced the academies, were financially more in the reach of the masses

Federal Involvement in Education

Northwest Ordinance (1785 and 1787) encouraged the establishment of schools, set aside

the sixteenth section of each township to be used for educational purposes

Morrill Land Grant (1862)to provide the vocational educated that was needed

Smith-Hughes Act (1917)high school vocational education

Particular Philosophies of Education Idealism, the first systematic philosophy in Western thoughtSocrates and Plato, the Socratic

method was dialogue

Generic notions: Philosophers often pose abstract questions that are not easily answered but

are concerned with the search for truth

World of matter in constant state of flux, senses are not to be trusted, continually deceive us

Truth is perfect and eternal, but not found in the world of matter, only through the mind

Idealism

The only constant for Plato was mathematics, unchangeable and eternal

Platos method of dialogue engaged in systematic, logical examination of all points of

viewultimately leading to agreement and a synthesis of ideasthis approach known as thedialectic.

Idealism

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 dataa 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

Evil comes through ignorance, education will lead to the obliteration of evil

More modern idealists: St. Augustine, Descartes, Kant, Hegel Goal of Education: interested in the search for truth through ideaswith truth comes

responsibility to enlighten others, education is transformation: Ideas can change lives.

Idealism

Role of the Teacher: to analyze and discuss ideas with students so that students can move to

new levels of awareness so that they can ultimately be transformed, abstractions dealt with

through the dialectic, but should aim to connect analysis with action


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Role of the teacher is to bring out what is already in students mind: reminiscence

Methods of Instruction

Lecture from time to time, but primary method of teaching is the dialecticdiscuss, analyze,

synthesize, and apply what they have read to contemporary society

Curriculumimportance of the study of the classicsmany support a back to the basics

approach to education

Realism

Aristotle was the leading proponent of realism, started the Lyceum, the first philosopher to

develop a systematic theory of logic

Generic Notionsonly through studying the material world is it possible to clarify or develop

ideasmatter is real independent of ideas

Aristotles Systematic Theory of Logic

Begin with empirical research, speculate or use dialectic reasoning, and culminate in a syllogism

A syllogism is a system of logic that consists of three parts: (1) a major premise, (2) a minor

premise, and (3) a conclusion

For a syllogism to work, all the parts must be correct

Philosophers Concerns

What is the good life?

What is the importance of reason?

Moderation in all thingsbalance in leading ones life: reason is the instrument to help

individuals achieve balance and moderation

Realists

Neo-ThomismAquinas affected a synthesis of pagan ideas and Christian beliefsreason is the

means of ascertaining or understanding truth, God could be understood through reasoning

based on the material worldno conflict between science and religion

The world of faith with the world of reason, contemporary Catholic schools

Modern Realism

From the Renaissance, Francis Bacon developed induction, the scientific methodbased on

Aristotle, developed a method starting with observations, culminating in generalization, tested

in specific instances for the purpose of verification

John Locke and tabula rasa, things known from experience ordered sense data and then

reflected on them

Contemporary Realists

Tend to focus on philosophy and scienceAlfred North Whitehead, concerned with the search

for universal patterns

Bertrand Russell with Whitehead, Principia Mathematicauniversal patterns could be verified

and classified through mathematics

Goal of Education for Realists

Notions of the good life, truth, beauty could be answered through the study of ideas, using the

dialectical methodfor contemporary realists, the goal of education is to help individuals

understand and apply the principles of science to help solve the problems plaguing the modern

world


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Teachers should be steeped in the basic academic disciplines

Pragmatism

An American philosophy from the 19th centuryPeirce, James, Dewey

By their fruits, ye shall know them. Pragmatism encourages people to find processes that

work in order to achieve their desired endsaction oriented, experientially grounded

Rousseau back to nature, environment and experienceEmile, little regard for the education

of women other than to be Emiles companion

John Dewey

Intellectual heir to Charles Darwin, constant interaction between organism and environment,

dynamic and developing worldchild centered progressivism and social reconstructionism

Instrumentalism and experimentalism, pragmatic relationship between school and society and

applying ideas of education on an experimental basis

John Deweys Philosophy

Education starts with the needs and interests of the child, allows the child to participate in

planning her course of study, employ project method or group learning, depend heavily or

experiential learning

Children are active, organic beingsneeding both freedom and responsibility

Ideas are not separate from social conditions, philosophy has a responsibility to society

Deweys Role for the Teacher

Not the authoritarian but the facilitatorencourages, offers suggestions, questions and helps

plan and implement courses of studyhas command of several disciplines

Inquiry method, problem solving, integrated curriculum

Existentialism and Phenomenology

Kierkegaard, Buber, Jaspers, Sartre, Maxine Greeneexistentialists

Husserl, Heidegger, Merleau-Pontyphenomenologists

How do ones concerns affect the lives of an individualthe phenomena of consciousness,

perception and meaning in an individuals experience

Existentialists and Phenomenologists

Based on the earth alone, must make sense of the chaos one encounters

Existence precedes essence. People must create themselves and create their own

meaningdone through the choices people make in their lives, in a state of constant

becomingan individual can make a difference in a seemingly absurd world

Existentialists

Education should focus on the needs of individuals, include the nonrational as well as rational,

the notion of possibility

Teachers should understand their own lived world and help students to understand their

world

The need to be wide awakethe role of the teacher is intensely personal

Neo-Marxism

Radical critique of capitalism

The role of education should be to give students the insight to demystify capitalism and become

agents of radical change


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Marx believed the history of civilization was defined by class struggle

General conflict theorythe teacher is a transformative intellectual

ISLAMIC PHILOSOPHY OF EDUCATION

4.0 OBJECTIVES

After reading this unit you will be able to :

1) Define the basic tenets of Islam

2) Identify the major features of Islam

3) Understand the Islamic education in relation to components of

education

4) Understand the educational Implications of Islamic thought.

4.1 INTRODUCTION

Islam is a religion for all mankind and is relevant for both spiritual

and mundane life. Islam does not recognize the differences on the basis of

caste, creed, wealth, language , race, region etc. Islam contains just

economic system, a well-balanced social system, codes of civil, criminal,

international law and a philosophical outlook on the mission of life. Islam

essentially stands for deep religious life and at the same time defines a

good living for the mankind.

4.2 BASIC TENETS OF ISLAMIC WORLD VIEW

Man is the creation of God who can choose to conform to his

ordinates

Man has intelligence, will and speech. But man is also weak and

forgetful. Through revelations guidance he can seek to overcome

his imperfections.

Conformity with Gods will determines a mans destiny in this life

and the next.

The right way to live is according to Gods will, which he has

revealed through the prophets.

Islam is a restatement of what god has to say to man as a set of

beliefs

Law is prescribed in Islam for every sphere of life

Islam has provided the social framework for a great culture for

more than a thousand years.

The Muslim world is one unit.

Islam is not only to be apprised of, even carefully acquainted with,

its pattern, institutions and history but also to apprehend what these

mean to those who have the faith.

FEATURES OF ISLAM

Islam is universal : The Islamic system is such that it makes all

men as one community and does not make any distinction on the

basis of language , race, colour , culture or history.

Islam is comprehensive : It provides a complete code of conduct


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for living . It is not merely for individuals but nation as well.

Islam is eternal : From the beginning of the universe , Islam has

been the only true religion . Islam is not a novel religion that

appeared in Arabia four centuries ago, preached by the Prophet

Muhammad. It is the religion God made known on the day when

man first appeared on the earth.

Islam is dynamic : Islam is not a static RELIGION. Its principles

are not confined to any one particular period of history or

particular set of circumstances, Islamic principles cannot be

outdated. They are capable of meeting the demands of the modern

age.

Islam is rational : Several verses quoted from Holy Quran and

sayings from Prophet clearly ask human beings to observe, to

think, to analyse and to judge. All these are symptoms of

rationalism and reasoning.

Islam is realistic : Islam is a religion which does not make

discrimination between theory and practice. It does prohibit from

such action which is difficult to do. Islam knows the characteristics

and nature of human beings.

Islam does not make any distinction on the basis of colour :

Islam considers all human beings on the same footing and does not

discriminate on the score of colour.

Islam promotes harmony between the individual and the society,

faith and science, the material and the spiritual

Islam is misunderstood : It has been the misfortune of Islam that

it has been misunderstood by various religions and their followers.

The causes of misunderstanding are improper interpretations old

Jihad, the alleged use of sword in spreading Islam, imposition of

Jizya, polygamy, divorce etc. if non- Muslim try to understand

how misgivings have arisen about these terms then Islam can be

properly understand.

ISLAMIC EDUCATION IN RELATION TO

DIFFERENT COMPONENTS OF EDUCATION

Education system was essentially religious in character. It was

patronised by the Muslim rulers. The sole aim of Muslim education

became spread of Islam, perpetuation and preservation of Muslim culture.

The Muslim rulers and beneficiaries established Maktabs and

Madarsas where the study of Holy Quran became a prominent featu re.

The Islamic laws, opinions, customs and doctrines were subjects of study

and all students were required to master them.

The object of Muslim education was attainment of worldly

prosperity and social distinction. The main aim of education is to


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understand the relation of man with God as revealed in the Holy Quran.

Aims and Objectives

To provide the teachings of Holy Quran as first step of education

To provide experiences which are based on fundamentals of Islam.

To provide experiences in the form of knowledge and skills with

clear understanding that these experiences are likely to be changed

in the light of changes in society.

To develop understanding that knowledge without the basis in faith

and religion is incomplete education

To develop commitment towards the basic values which have been

prescribed in religion and scripture.

To develop sense of accountability towards Almighty creator so

that man passes his life like a faithful servant

To encourage international brotherhood irrespective of differences

in generations, occupations and social class.

To foster great consciousness of the Divine presence in the

universe

To bring man nearer to an understanding of God and of the relation

in which man stands to his Creator

To develop piety and faith amongst the followers

To produce man who has faith as well as knowledge in spiritual

development

To develop such qualities of a good man which are universally

accepted by the societies which have faith in religion

Nature of Elementary & Higher Education

Maktaba & Primary education :

Maktaba is a Arabic word which means a place where writing is

taught. Thus Maktaba is a place where pupils learn reading & writing.

Here pupils are made to learn Ayats & verses of Quran Like the vedic

Upanayana and Buddhists pabajja in the Islamic education a ceremony

called Bismillah was performed when the child attained the age of 4

years, 4 months & 4 days .

Curriculum :

The child was taught the letters of alphabets of Urdu, persian and

Arabic languages. Recitation sutras or chapters of Quran. Stories of

muslim fakirs and the poems of persian poets were also taught. For

character building, the books Gulistan and Bostan written by sheikhsaddi

were taught. Grammar and literature, history of laws of Islam, logic,

philosophy, Law, Astrology, History, Geography, Agriculture, Unani

system of medicine,

Teaching Methods

Recitation ,learning kalama & collective repitition.


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Writing, reading and oral methods and also Monitor methods in

Maktabs and madarsas.

Madarsas and Higher Education:

The word Madarsa is derived from Arabic word dars which

means a lecture. Thus Madarsasas mean a place where lectures are

delivered. Madarsa was an educational institution for imparting Islamic

education and higher learning in which students sought admission after

completing Maktab education.

Lecture method was supplemented by discussions.

Duration of education in Madarsas was 10 to 20 years.

Curriculum was divided into two categories:

(Religious education & Secular education).

Religious education: The contents of religious curriculum included

intensive and critical analysis of the Quran, intensive study of

Islamic Law, suffism and the heritage of Mohammad Sahib.

Secular education: The contents of secular education included the

teaching of languages and literatures of Arabic and persian, logic,

History, Geography, Astronomy, Astrology, Arithmetic,

Agriculture, Medicine, Economics, Ethics, Philosophy,

Teaching Methods : Lecture method, self study, practical method

in subjects like music architecture.

Teaching Methods : Lecture method, self study, practical method

in subjects like music architecture.

Discipline

Education was not imparted on psychological line. Students were

forced to maintain strict discipline by giving them severe corporal

punishments. Truants and deliquents were severely caned on palms. Good

and intelligent students were rewarded.

Teacher- Pupil Relationship

The relationship between teachers and studens in Muslim period

was as cordial as it was during Vedantic and Buddhist period. Students

and teachers showed genuine kind of feeling of love and respect. There

was constant and intimate relationship between teacher & student.

EDUCATIONAL IMPLICATIONS OF ISLAMIC

EDUCATION

Practical and useful Education : Education was for preparation

for the practical life . Education achieved more objectivity

Free- Education: education in Maktabs and Madarsas was free

and compulsory upto elementary level for all muslim children.

Boarding and lodging in Madarsas was also free.

Individual Contact: Education was considered a personal

process, the teacher had to live with his pupils.


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Monitorial System : Monitorial system was also more commonly

used.

Status of Teacher : Teacher had high status, they commanded

respect in society. Were man of high moral character.

Patronage of Education : Enjoyed state patronage. Almost all

muslim rulers set up maktabs & Madarsa and showed their

generosity, favour and love for education. Even learned persons,

literary people, poets etc got patronage and encouragement from

states and royal families.

Promotion of cultural Unity : No restriction of caste and religion

to get admission in Maktabs & Madarsas

Encouragement to persian language & Science: Persian

Language was the media of education, so special emphasis was

given on the teaching of Arabic and Persian language, and the

study of science subject was emphasized.

Development of Literature and History : Great attention was

given to the growth of History and art of writing History, infact

tradition of writing history had its root in this period. Various

forms of Literature also underwent significant growth.

TO SUM UP :

The stream of Islamic education continued to flow in India for a

period of almost 500 years. Its system passed through the hands and reign

of many rulers. This process inevitably left an indelible mark on Indian

life.

In this period a synthesis between wordly or materialistic and

religious education began, and consequently a tendency toward

professionalisation or vocationalisation emerged. During this period, great

attention was paid to the growth of history and the art of writing history.

PERENNIAlism

Aims to develop students intellectual and moral qualities.

They emphasize that students should not be taught information that may soon be outdated or

found to be incorrect.

PERENNIALISm

Classrooms are centered on teachers.

It ensures that students acquire understandings about the great ideas of Western civilization.


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PERENNIALISm

Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge.

Aimed at teaching students ways of thinking that will secure individual freedoms, human rights,

and responsibilities through the nature.

All teachers have a personal philosophy that colors the way they teach

Engaging in philosophy helps clarify what they do or intend to do, justify or explain why they do

what they do in a logical, systematic manner

Understanding two important notions

Who they are or intend to be

Why they do or propose to do what they do

Eric Bernes three important questions:

Who am I?

Why am I here?

Who are all these other people, and what do they want of me?

The meaning of Philosophical Inquiry

Whatever people choose to embrace, if their choices are made in a logical, rational manner,

they are engaged in the process of doing philosophy.

Three specific areas of philosophical inquiry: metaphysics concerned with questions about the

nature of reality; epistemology concerned with the nature of knowledge; axiology concerned

with the nature of values

WHY IS IT CALLED TEACHER-CENTERED?

Emphasize the importance of transferring knowledge, information and skills from the older

generation to the younger one.

The teacher is not concern at the students interest.

WHY IS IT CALLED TEACHER-CENTERED?

More focus on the curriculum and nature need.

The teacher set everything based on the syllabus.

TEACHER-CENTERED PHILOSOPHIES


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the great ideas in western civilization are:

History

Religion

Works of literature and art

The laws and principles of Science

the great ideas in western civilization are:

These ideas have the potential for solving problems in any era.

THE FOCUS

Is to teach ideas that are everlasting.

To seek enduring truths which are constant (not changing), as the natural and human worlds at

their most essential level, do not change.

curriculum

Focuses on attaining cultural literacy, stressing students growth in enduring disciplines.

curriculum

They recommend that students learn from reading and analyzing the works by historys

finest thinkers and writers.

(Perennialists think it is important that individuals think deeply, analytically, flexibly and

imaginatively.)

curriculum

Perennialists believe that reading is to be supplemented with mutual investigations

(between the teacher and the student) and minimally-directed discussions through the Socratic

method in order to develop a historically oriented understanding of concepts.

curriculum

A skilled teacher would keep discussions on topic and correct errors in reasoning, but it

would be the class, not the teacher, who would reach the conclusions.

The advocates

ROBERT MAYNARD HUTCHINS

Developed a Great Books program in 1963.

The advocates

MORTIMER J. ADLER

[1902-2001]


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JACQUES MARITAIN

[1882-1973]

ADLER STATES

our political democracy depends upon the reconstruction of our schools. Our schools are not

turning out young people prepared for the high office and the duties of citizenship in a

democratic republic. Our political institutions cannot thrive, they may not even survive, if we do

not produce a greater number of thinking citizens, from

ADLER STATES

whom some statesmen of the type we had in the 18th century might eventually emerge. We

are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from

impending disasterwhatever the pricethe price we will pay for not doing it will be much

greater.

Hutchins point of view

new books have been written that have won their place in the list. Books once thought

entitled to belong to it have been superseded; and this process of change will continue as long

as men can think and write. It is the task of every generation to reassess the tradition in which it

lives, to discard what it cannot use, and to bring into context with

Hutchins point of view

the distant and intermediate past the most recent contributions to the Great conversationthe

West needs to recapture and reemphasize and bring to bear upon its present problems the

wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried

on.

Perennialists think

Perennialism believed it was a solution proposed in response to what was

considered by many to be a failing educational system.

A Brief History of Educational Goals

The development of educational goals and objectives began in WWII as a way of conceptualizing

instruction and training programs in the military.

Educational psychologists and educators jumped on the concept!

1956

Benjamin Bloom and his colleagues published a taxonomy of learner behaviors which was taken into

the public schools and eventually adopted in the health profession schools . It has influenced


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curriculum development and driven the movement towards competency based instruction for health

professionals.

Today-

Educational goals and objectives are widely used and required for the development of continuing

professional education activities that award continuing education credit.

Blooms original work has been revised and updated.

Educational Objectives are also called:

Learning Objectives

Outcomes

Terminal Objectives

Enabling Objectives

Performance Objectives

Aims

Competencies

Instructional Objectives

Behavioral Objectives

GOALS /OBJECTIVES

Broad statements

General intentions

Intangible

Abstract

Generally hard to measure


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Specific

Precise

Tangible

Concrete

Measureable

E D U C A T I O N A L O B J E C T I V E S / L E A R N I N G O B J E C T I V E S .

Education is a process, the chief goal of which is to bring about change in human behavior. Every

individual should have access to a type of education that permits maximum development of his

potential and capabilities.

Every task is done for particular purpose, it becomes easy to achieve it when we know its objectives or

goal as well.

In any educational programme to be effective the purposes and objectives are to be clearly stated

So that it is easy to select the right subject matter, the clinical experience and the right method to be

evaluate the student's performance and the teaching learning process.

Entire society, philosophy, values, circumstances under which students are going to perform should be

taken into account comprehensively before planning educational objectives.

Thus the objectives are desirable outcomes of intended actions through the mode of education.

Definition:

The result sought by the learner at the end of the educational program, ie what the students should be

able to do at the end of a learning period, that they could not do beforehand

-- J J Guilbert.

It is learner centered or behavior centered and subject centered.

Importance and Meaning.

The educational objectives are expressions of what a teacher hopes his/her students can accomplish

as a result of his/her teaching.


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Educational objectives are policy statements of direction and provides foundation of the entire

educative structure. These are the statement, which express specifically and in measurable terms, an

attitude that will be developed cognitive or psychomotor skills that the students would be able to do

as a result of prescribed treatment method or mode of instruction.

Types:

A) According to type of objectives:

1.Institutional

2.Departmental (Intermediate).

3.Specific instructional/ behavioral.

B) According to domain:

1. Cognitive domain

2. Affective domain

3. Psychomotor domain.

C) According to person:

1.Teacher centered.

2. Student centered.

Characteristics:

Relevant: confirm to the needs of the learner and institutional objectives.

logical

Unequivocal: clear action verbs to be used.

Feasible: be within the time limit and resources available.

Observable: able to see the action performed e.g. Writing, spoken, performed.

Measurable: able to evaluate, check and recheck e.g. rating, grading, marking etc.

Data Sources:

Health needs, demands and resources of the society.

National health policies.

Services to the community.


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Services to the patient.

The health professionals.

The teachers and learners.

Scientific progress in knowledge, methods and skill.

Educational philosophy.

Future demands in terms of advanced technology.

Purposes:

Preparing teaching/ learning program:

Facilitates course planning.

Communicates desirable emphasis of treatment.

Provides for selective approach.

Helps in curriculum design.

Facilitates evaluation.

Facilitates learning.

Types of educational objectives:

Institutional/ general objective: A set of statements identifying the major skills that all the graduates

of the program should posses at the completion of their studies.

Departmental objectives: A set of statements identifying the skills to be acquired by all students who

are taught within a particular school/ department/division, of a nursing college. These skills must be

consistent with the institutional objective.

Types of educational objectives:

Instructional objectives:

Basic instructional objective (BIO): A brief, clear statement of basic skill/ competence which is to be

demonstrated at the conclusion of a unit instruction.

Specific instructional objective (SIO): A brief, clear statement of a single skill, directly related to BIO

and stated in terms of observable student behavior.


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Elements of specific objectives:

Activity- appropriate action verb to be used.

Content- what is to be implemented or performed.

Condition- with or without help of equipments, books, specimens reports etc.

Criteria- minimum level of performance.

T a x o n o m y o f o b j e c t i v e s

A Taxonomy is a hierarchical classification in a given field. It provide a classification of various

instructional objectives at suitable levels and in given spheres.

A systematic organization of objectives into three domains to help the teachers in precise formulation

and evaluates the result of a system of education, helps students to prepare for examinations to

obtain the desired end results.

Advantages of taxonomy:

To help teachers formulate the educational objectives clearly.

To give clear cut guidelines to avoid ambiguity in statement of objective.

To enable educators to communicate among each others goals.

Evaluation of the result of system of education.

Collective work is made possible.

To solve problems regarding a practicability.

To construct test items in examination.

As research tool in education and evaluation.

Cognitive domain

Mc Guire (1963) described the levels in cognitive domain.

Recall of facts: remembering the facts, principles, processes, patterns, methods necessary for efficientperformance of a professional task.

Interpretation of data: The process of application or use of ideas, principles, methods to deal with a

new phenomenon or situation.

Problem solving: Relating to diagnosis, treatment, organization etc it includes finding solutions for

problem arising from new situations. It will serve as a guide.


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Blooms categories in cognitive domain (1956)

Knowledge: The remembering of previously learned material. Recall of specifics and universals and of

methods and processes, remembering of a pattern structure or setting, memorization of facts,

principles etc. Includes Recall, Recognize.

Comprehension: Grasping communication accurately, able to put it in different form of presentation,

reorganizing material in summary with the central meaning and points. Includes Translation,

interpretation, extrapolation, see relationship, cite example, discriminate, classify, interest, verify,

generalize.

Application: The ability to use learned material in new situation, it may be general ideas, principals or

methods. Includes, reason, formulate, establish, inference, predict.

Analysis: The ability to breakdown material into its component parts so that its organizational

structure. Requires an understanding of both the content and the structural form of the material.

Synthesis: It is the ability to put together to form a new whole learning outcomes in the area and

stress to creates behavior, with major emphasis on the formulation of new patterns or structures. E.g.

preparing codes, developing nursing process, derive abstract relations.

Evaluation: The ability to judge the value of material for a given purpose, it is based on use of criteria,

standards, it may be quantitative or qualitative.

Action verbs: compare, contrast, identify, distinguish, explain, list, enumerate, describe, select, specify,

relate, interpreat.

Conative or psychomotor skills or domain or practical skill

This deals with the routine actions carried out by the student, able to perform practical with high

degree of precision and efficiency having effective control over the practical skill.

Imitation: The student exposed to an observable action makes an attempt to copy it step by step,

guided by an impulse to imitate, needs a model.

Control: The student is able to demonstrate a skill according to instructions and not merely on thebasis of observation. Begins to differentiate between one set of skills and another and to be able to

choose one required, starts to adapt at handling instruments.


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Automatism: A high degree of proficiency is attained in using the skill, which now requires only a

minimum of energy.

Manipulation: Ability to do an act according to instruction not by observation alone. E.g. following

direction, selection, fixation.

Precision: high level of performance with refinement. E.g. reproduction, control.

Articulation: coordination of series of acts in sequence with internal consistency. E. g. sequence,

harmony.

Naturalization: Highest proficiency in performance with minimum expenditure of energy. E.g.

automatism, interiorization.

Action verbs: dissect, palpate, perform, inject insert, operate, osculate, identify, prepare, remove.

Domain of attitude or affective domain (communication skill)

Behavior representative of feelings or conviction. An objective dealings with emotions or feelings

indicated by words, e.g. interest, appreciation, enthusiasm, motivation and attitudes. These are

reflective of the values.

A persistent disposition to act either positively or negatively towards a person, group, object, value or

situation. It refers to interpersonal relations. Three levels are identified:

Receiving or attending: willingness to receive/ attention. E.g. awareness, willingness to receive,

controlled or selected attention.

Responding: Learner is sufficiently involved in an activity that he seeks it out and gain satisfaction

wor

Yawar Introduction to Philosophy of Education

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