This document discusses the philosophies of education and nursing education. It defines philosophy and outlines several traditional philosophies of education including idealism, naturalism, pragmatism, realism, and theistic realism. It also discusses modern philosophies like perennialism, essentialism, existentialism, reconstructionism, and progressivism. The document then examines the philosophy of nursing education and factors influencing it like beliefs, values, developments in nursing and medicine. It concludes by discussing the impact of Indian philosophy on nursing education.

1. Presented By
Praseedha.S
1st Year Msc Nursing
EMS College Of Nursing

2. DEFINITION
1. philosophy is an attempt to think truly about
human experience or to make out whole
experience intelligible. (Bright man)
2. philosophy is a search for comprehensive view of
nature, an attempt at a universal explanation of
nature of things. ( Henderson)
3. Philosophy is the source of knowledge- Fitche
4. Philosophy is the science of all sciences-
Coleridge

3. 5. philosophy is unceasing effort to discern the
general truth that lies behind the particular facts,
discern also the reality that lies behind
appearances.
- Raymond

4. TRADITIONAL PHILOSOPHIES OF
EDUCATION
1. IDEALISM
Plato- father of idealism
PRINCIPLES OF IDEALISM:
1. Presence of universal mind.
2. Regards man as a spiritual being.
3. The world of ideas and values are superior than
the materialistic world.
4. The Real knowledge is perceived in mind.

5. IDEALISM & AIMS OF EDUCATION
1. Self-realization
2. Exaltation of personality through self-realization
3. Universal education
4. Development of inventive and creative powers

6. 5.Conservation, promotion and transmission of
cultural heritages
6. Bringing out or the enrichment of the cultural
environment
7. Development of moral sense
8. Cultivation of spiritual values.

7. 2.NATURALISM
 ROUSSEAU & ARISTOTLE
 Definition:
According to Hayward Joyce, naturalism is a
system of which the salient characteristic is the
exclusion of whatever is spiritual or indeed,
whatever trancedental of experience is.

8. PRINCIPLES
1. Child centered education
2. Education as the natural development of the
child’s power and capacities
3. Negative education in early childhood
4. Education should be based on child's psychology
5. The role of teacher should be that of a guide

9. 1. Learning by doing
2.Play way method
3. Observation and experimentation
4. Self education or self-effort
Naturalism and Methods of Teaching

10. 3.PRAGMATISM
Proponents :
 Charles Saunders pierce
 William James
 John Dewey
 Definition
According to Ross, pragmatism is
essentially a humanistic philosophy maintaining
that man creates his own values in course of
activity, that reality is still, in making and awaits
its part of completion from the future

11.  Principles of Pragmatism
(a) Man is considered as essentially a
biological and social organism.
(b) Knowledge should be experimentally verified
and it should be useful to the learner.
(c) Pragmatism has faith in man's capacity to shape
his destiny.
(d) There are no absolute values, all values are
relative. What works as useful becomes a value.
(e) Only those theories which can work in practical
situations are true.

12. (f) Pragmatist is more concerned with the present
and immediate future.
(g) Pragmatism accepts only the knowledge which
is empirical, i.e., which can be experienced at
sensory level.
(h) Only those ideas which can be realized in life are
real.

13.  Pragmatism and Aims of Education
1. Harmonious development of the individual
2. Continuous experience
3. Social efficiency
 Pragmatism and Methods of Teaching
1. Principle of progressive learning
2. Principle of learning by doing
3. Principle of integration

14. 4. REALISM
 Aristotle
 Modified By Gemore, Russel, John Wild.
 Things we see and perceive are real and knowledge
acquired through senses only is true.
 Definition
In J.S. Ross's opinion, "the doctrine of realism asserts
that there is a real world of things behind and
corresponding to the objects of our perception".

15.  According to Butter, "realism is the reinforcement
of our common acceptance of this world as it
appears to us".
 Realism and Aims of Education
(a) Prepare the child for a real life.
(b) Prepare the child for a happy and successful life.
(c) Fosters mental and physical powers of child.
(d) Developing and training of senses.
(e) Providing vocational education.
(f) Make the child familiar with the nature and
social environment

16. 5.THEISTIC REALISM
 Supernaturalism
 Christian philosophy
 God is the creature of nature and man

17. MODERN CONTEMPORARY
PHILOSOPHIES
1.PERENNIALISM
 Oldest and conservative
 Rooted in realism
 Relies on the past
Perennialism and curriculum
• Subject centered
• Liberal education
• Only one common curriculum
Perennialism and education
 Robert Hutchins: To Improve Man.

18. Perennialism and Aims of Education
•To develop the rational person and to uncover
universal truths by carefully training the intellect.
• Character training is also important.
Perennialism and Teacher
Teacher is viewed as:
•An authority in the field whose knowledge is
unquestionable.
•A master of the subject and discipline and must be
able to guide discussion.
Perennialism and Method of Teaching.
Socratic Method: oral exposition, lecture and
explication.

19. 2. ESSENTIALISM
 Rooted in both idealism and realism.
 Surfaced in 1930s and developed into a major
position during Cold war and Sputnik era of the
1950s and early 1960s.
 formulated by William Bagley and later developed
by Arthur Bestor and Admiral Hyman Rickover.

20.  Believe that there is a common core of knowledge
that needs to be transmitted to students in a
systematic and disciplined way.
Essentialism and Curriculum
 Not rooted in the past
 Reject subjects such as art, music, physical
education
 Concerned with facts and knowledge.
 All students offered the some common
curriculum.
Essentialism and Aims of Education
 To promote the intellectual growth of the
individual.
 To educate the competent person.

21. Essentialism and Discipline
 Tough discipline
 Home work and serious studies permeate the
curriculum.
Essentialism and Teacher
 The teacher is considered as:
 Master of a particular subject and a model worthy
of emulation.
 An authority because of the knowledge and high
standards he or she holds.
 A person who holds control over the classroom
with minimal student input.

22. 3.EXISTENTIALISM
• European philosophy
• Popular after world war 2nd
• Exponents: Maxine Greene, George Keller, Van
Cleve Morris
• Principle: existence precedes essence
• No inborn human nature
• Centre of existence is man rather than truths, laws
• Man is the maker & master of the culture
• Man imposes a meaning on his or her universe.
• We are born and exist & then we ourselves freely
determines our essence.

23. Existentialism and Curriculum
 The curriculum would avoid systematic
knowledge on structured disciplines
 students are free to select from many available
learning situations.
 The learners choose the knowledge they wish to
possess.
 Existentialism and Education
 choices that each person has to make and that
education is a process of developing consciousness
about the freedom to choose and the meaning of
and responsibility for one's choices.

24. Existentialism and Teacher
 Teacher cultivates personal choice and individual
self-definition.
Existentialism and Methods of Teaching
 Self-expressive activities
 Experimentation
 Methods and media that illustrate emotions,
feeling and insights

25. 4.RECONSTRUCTIONISM
 based on early socialistic and utopian ideas of the
19th century.
 It is society-centered philosophy.
 Exponents: Theodore Brameld is often considered
the originator of the term reconstructionism in
1950.
 Concept: crisis philosophy appropriate for a
society in crisis
 Reconstructionism and Education
The reconstructionists seek a curriculum that
emphasizes cultural pluralism, equality and
futurism.

26. The program of education :
 Critically examines the cultural heritage of a society
as well as entire civilization.
 Is not afraid to examine controversial issues.
 Is deliberately committed to bring about social and
constructive change.
 Cultivate a future planning attitude that considers
the realities of the world.
 Enlists students and teachers in a definite program
to enhance cultural renewal and interculturalism.

27. Reconstructionism and Curriculum
 curriculum should coincide with a new socio-
economic- political education.
 analysis, interpretation and evaluation of
problems are insufficient; commitment and action
by students and teachers are needed.
 Society is always changing and they emphasize
the curriculum should also be changing in
accordance to it.
Reconstructionism and Aims of Education
 Strengthen control of the schools

28. Reconstructionism and Teacher
 Teachers should measure up to their social
responsibilities.
 Brameld remarked: students and teachers must only
take positions; they must also become change agents
to improve society.

29. 5.PROGRESSIVISM
 developed from pragmatic philosophy
Concept of progressivism
 contemporary reform movement in educational,
social, and political affairs.
 Dewey viewed the school as a miniature
democratic society in which students could learn
and practice the skills and tools necessary for
democratic living.

30. Progressivism and Education
 the skills and tools of learning include problem solving
methods and scientific inquiry.
 Learning experiences include cooperative behaviours
and self-discipline
 schools can transmit the culture of society while it
prepares students in the changing world.
 This philosophy places emphasis on how to think and
nor what to think.

31.  Progressive education focused on the child as the
learner rather than on subject, emphasized
activities and experiences rather than verbal and
literary skills and encouraged cooperative group
learning activities rather than competitive
individualized lesson planning.
Progressivism and Aim of Education:
 To promote democratic social living.

32. Progressivism and Curriculum
 The curriculum is interdisciplinary in nature.
 Books and subject matter were part of the
learning process rather than sources of ultimate
knowledge.
 Curriculum is based on student's interests,
involves the application of human problems and
affairs.

33. ECLECTISM
 pooling all the good and relevant features from
different educational philosophies
Salient Features of Eclectism
(a) Aim of education is to prepare good citizens.
(b) Recommends broad and flexible curriculum.
(c) Emphasis co-ordination of various subjects.
(d) Importance to co-curricular activities
(e) Ensuring availability of subject experts and
better teachers.
(f) Suggest scientific teaching methods based on the
principles of learning by doing, learning by play
and learning by observation.

34. (g) Consider education as a tool for social control.
(h) Recommends professional status for teaching
job.
(I) Importance to self-discipline.
(j) Highlight responsibility of governments in
providing education, especially in the primary
level and for handicapped children.
(k) Emphasis on adult and social education.
(1) Harmonious relationship among school, home
and society.

35. PHILOSOPHY OF NURSING EDUCATION
 philosophy of nursing education is the written
statement of the believes, values, attitudes and
ideas which the faculty as a group agreed upon in
relation to the nursing educational programme
such as health, disease, nursing, nurse, nursing as
a profession, education, learner, society, patient,
nursing education and preparation of nurses.

36.  Philosophy of nursing education is a perfect
combination of philosophy of nursing and
philosophy of education.
 In the philosophy of education, importance is
given to the student.
 In the philosophy of nursing, emphasis is placed
on the patients.
 The philosophy of a nursing institute should be
enriched with value statements regarding the
practice of nursing and teaching of nursing.

37.  The philosophy will decide the nature of student
selection process, objectives of the educational
programme, curriculum development, and type of
practical experiences provided to the students,
selection and placement of staff, teaching methods
and evaluation system
 In the beginning, nursing and nursing education
was solely under the influence of super naturalism

38.  the changes in the education system, socio-
economic condition, scientific and technological
advancements, and innovations in the health care
sector and knowledge explosion motivated the
nursing education to consider other philosophies
also
 Following an eclectic tendency by adopting the
good features of various philosophies is also
common now.

39. FACTORS INFLUENCING OF NURSING
EDUCATION
 Philosophy of nursing education is influenced
by the following factors:
(a) Beliefs and values of faculty members regarding
God, man, life, health, disease, nursing, etc.
(b) The philosophical values and believes of the
institution.
(c) The environment where the education takes
place.
(d) The student and the life activities.
(e) Health needs of the society.
(f) The culture and background of the people.

40. (g) Developments in nursing, medicine and allied
fields.
(h) Philosophy of nursing service administration.
(I) The goals and objectives of the health care
delivery system.
(j) The disease pattern, the health awareness and
health facilities available.
(k) The available resources in terms of man, money
and materials

41. IMPACT OF INDIAN PHILOSOPHY
Integral aim of Education
 all round development of all the educands without
distinction of caste, creed, race, sex, social or
economic status etc
Integral Psychology
 These thinkers (the traditionalists) accept that
man has a soul, a body, a mind and an intellect and
therefore, education must provide opportunities
and facilities for the fullest development of all
these different aspects of man.

42. Wide based curriculum
 There should be teaching of science, arts,
literature, and technology, along with moral
religious and spiritual teaching
Mother Tongue as medium of instruction
 The best medium of the early and even secondary
education should be through the mother tongue.
 Education through the mother tongue help the
students understands better way and can develop
originality.

43. Three language formula
 They have also emphasized the need of the growth
of national language. They also supported the view
that one can learn an international language
Democratic Culture
 The student and the teacher will participate in all
the aspects of school management, like the
method of teaching which is suitable,
extracurricular activities etc.
 The educational institutions must be absolutely
democratic, so that the students may develop
democratic values.

44. Nationalism and Internationalism
 The synthesis of the National and International
ideals should be developed through educational
institutions

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edition. New Delhi: Jaypee Brothers Medical
Publishers (p) Ltd; 2009. PAGE NO:126-154
2. Neeraja K P. Textbook Of Communication And
Education Technology For Nurses.1ST edition.
New Delhi: Jaypee Brothers Medical Publishers
(P) Ltd; 2011. PAGE NO: 25-44
3. Sankaranarayanan B. Learning & Teaching
Nursing. Calicut: Brain fill Publications;2003
PAGE NO: 24-44
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