it tells the relation between education and philosophy types

1. Presented by =Aiman zahid
B.Ed. sec-C weekend
Topic=philosophy of naturalism and education

2. Naturalism and it’s roots
 Naturalism is a concept that firmly believes that ultimate reality lies in the
nature of the matter. Matter is considered to be supreme and mind is the
functioning of the brain that is made up of matter.
 The whole universe is governed by laws of nature and they are changeable
 The oldest philosophy Ionian pre-Socratic philosophers Thales in 6th century
B.C . - father of science These early philosophers subscribed to principles of
empirical investigation that strikingly anticipate naturalism

4. Based on Division of Philosophy
 Have three types
 Metaphysics
 Epistemology
 Axiology

5. Naturalism based on Metaphysics
 A worldview which holds that there is nothing but natural elements,
principles, and relations of the kind studied by the natural sciences
 deals with existence
 rejects the supernatural concepts and explanations

6. Naturalism based on Epistemology
 According to naturalism, reality and nature are identical and beyond nature
there is no reality.
 Then how this theory of reality can be proved true?
 This leads us to the naturalist theory of knowledge ; by perception, sensory
knowledge, observation.

7. Naturalism based on Axiology
 Life’s values
 Two general principles i. General character of values embedded in nature ii.
The most desirable values realized in proportion to our harmonizing life with
nature
 Greatest peace ; Pleasure and Satisfaction

9. Learner
 Individual is to be given unrestricted freedom and only then his harmonious
development will take place.
 The checks on the child are also to be natural.
 The naturalists advocate discipline by natural consequences.
 A danger that the child may harm himself and cause worry to the parents.

10. Teacher
 Extreme naturalists ignore teacher; because teacher will interfere with the
development of a child.
 If the teacher is to be there, let him design situations which help in the
inculcation of right type of habits in the children.
 As a director of activity, the teacher should not overdo his role or overact his
role.

11. Curriculum
 Child centered according to the present and future needs of the child
 Curriculum divided under two stages i. Earlier stage : Sensory training ii.
Later stage : Subjects are include in the curriculum through activities and
occupations like physical sciences, language, mathematics, manual work,
trade, moral education, etc.

12. Aims
 Rousseau says that . . . education aims at the inner faculties, capacities and
powers of the child aim of education is not preparation for life, but
participation in it Each stage through which a child passes has a specific aim
of education

14. Strengths
 Clear formation of the psychological and scientific conception of education
Freedom for child from tyranny and rigidity, interference and strict
discipline
Spontaneous self-activity of the child new psychological methods in
educations
 Self-expression, follow nature, auto education, plays way, self-discipline and
non-interference, etc.
 The great strength of Naturalism is its simplicity. It does not complicate the
perception of existence by using abstract concepts.

15. Weaknesses
 It is based on one- sided psychology. Irrespective of their individual
differences, capacities and temperament Direct experiences cannot be
provided all the time; expensive and something impossible
 It gives no place to the spiritual values.
 Some of the principles envisaged by naturalism are not possible to be
practiced in the existing situations.
 Ross rightly opines ‘it is in educational ideals, not in methods that
naturalism fails to satisfy.’