The document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, and perennialism. It provides definitions and key concepts of philosophy and education. Some key points made are: - Philosophy means the love of wisdom and is concerned with fundamental beliefs and convictions. Education involves the harmonious development of a person's innate powers and abilities. - Philosophy and education are interdependent - philosophy provides the theoretical framework while education is the practical application. Educational aims, curriculum, teaching methods, and other aspects are influenced by the underlying philosophy. - Different philosophies propose different views on the organization of education, curriculum, teaching methods, the role of the teacher, and discipline.

1. GOVERNMENT COLLEGE OF NURSING,
JODHPUR (RAJ.)
Subject-NURSING EDUCATION
Assignment on- PHILOSOPHIES OF EDUCATION
SUBMITTED TO - SUBMITTED BY-
Mrs. NISHA KHICHI DHEERAJ VYAS
NURSING LECTURER M.Sc. Nursing Pre. (2020)
G.C.O.N, Jodhpur G.C.O.N, Jodhpur
DATE OF SUBMISSION-

2. PHILOSOPHY OF EDUCATION
“Education without philosophy is blind and philosophy without education is invalid”
INTRODUCTION:
In the history of mankind, civilization didn’t bring happiness to his life. In his search for
happiness perfection and truth, he was forced to find answers to certain vital questions related
to his existence in nature, value of life and universe. This attempt by man to solve his worries
through seeking solutions to many undressed issues led to development of a new discipline
namely philosophy.
MEANING OF PHILOSOPHY:
The word philosophy is derived from the Greek words
“philos” means “loving”
&
“Sophia” means “wisdom”
And means love of knowledge and wisdom. However, as it is used today “philosophy” means
fundamental beliefs and convictions. Thus philosophy means love of wisdom.
The Sanskrit word “jignyasa” represents the ‘eternal quest and darshan’ represents philosophy,
which means vision of truth.
DEFINITION OF PHILOSOPHY:
 Philosophy is a science of knowledge.
─Fitch
 Philosophy is the science of sciences.
─Coleridge
 Philosophy is critical reviewing of just those familiar things.
─John Dewey
 Philosophy is a search for comprehensive view of nature and attempt to a universal
explanation of nature of things. ─Henderson
 Philosophy is unceasing effort to discern the general truth that lies behind the particular
facts, discern also the reality that lies behind appearances.
─Raymond

3. DEFINITION AND MEANING OF EDUCATION:
 The term “education” has its origin in the latin words ‘educo’, ‘educere’, ‘educare’ and
‘educatam’.
EDUCO means I LEAD OUT
EDUCERE means TO LEAD OUT OR TO DRAW OUT
EDUCARE means TO BRING UP, TO NOURISH
EDUCATAM means AN ACT OF TEACHING AND LEARNING
 Education is “an all-round drawing out of the best in child and man, body-mind and
spirits.
─Mahatma Gandhi
 Education is the natural, harmonious and progressive development of man’s innate
powers.
─Pestalozzi
PHILOSOPHY, EDUCATION AND THEIR INTERDEPENDENCE:
 Philosophy and education are closely interrelated. Education is application of
philosophy or philosophy of education is applied philosophy. It is the application of
philosophy to study of the problems of education that is known as philosophy of
education. Education is the strongest instrument for the realization of the ideals of life
and a civilized attempt to bring about the desired development of human personality.
This indicates the fact that plant of education draws its nourishment from the soil of
philosophy. Philosophy answers all the ultimate questions of education.
 Philosophy and education are interdependent in nature. As ROSS stated that philosophy
is the contemplative side while education is the active side. It can be concluded that
philosophy is theory while education is the practice. Practice unguided by theory is
aimless and inconsistent just as theory cannot be translated into practice is useless and
confusing.
 The chief task of philosophy is to state the aspects of good life whereas for education
the chief task is how to make life worth living. So, philosophy and education are
mutually reconstructive, i.e. they function with a mutual give or take.

4.  Philosophy handles goals while education provides the means to achieve these goals.
In this sense, philosophy of education is a distinct but not a separate discipline. The
process of philosophizing about education requires an understanding of education of
education and its problems.
PHILOSOPHY OF NURSING AND NURSING EDUCATION:
 Since all education is the outgrowth of philosophical beliefs, a philosophy of nursing
education is the application of these fundamental beliefs to the field of nursing
education.
 Every phase of nursing education will be influenced by the philosophy on which it is
based.
 This philosophy will determine the selection of students, the preparation of faculty, the
development of curriculum, attitudes toward patient and community and the personal
life and the professional growth of every member of the student body and the faculty.
 Henle, in an excellent statement on the teacher’s philosophy points out that, ‘We cannot
take a set of general principles, whether theological or philosophical, and simply
deduce a philosophy which will be the general and basic view of any kind of education’.
PHILOSOPHY
 Theory
 Contemplative
 Deals with ends
 Determines what
constitutes good life
EDUCATION
 Practice
 An activeside
 Deals with means and
techniques
 How to make lifeworth
living

5.  Therefore, a philosophy of nursing education must be specific about the specialized
functional roles and responsibilities of the professional nurse within and to society.
FUNCTIONS OF EDUCATIONAL PHILOSOPHY:
Philosophy of education performs various functions.
A] Determining the aspects of education:
1. Aims of education
2. Curriculum
3. Methods of teaching
4. Discipline
5. Teacher & Student
6. Administration
B] Harmonizing old and new traditions in the field of education.
C] Providing the educational planners, administrators and educators with the progressive
vision to achieve educational development
D] Preparing the young generation to face the challenges of the modern time
A. DETERMINING THE ASPECTS OF EDUCATION
Aims of education:
 Philosophy of education provides original ideas regarding all aspects of education
particularly educational aims, method of teaching, curriculum, teacher, students etc.
 It guides the process of education by suggesting suitable aims from the diversities of
life and selecting the means accordingly.
Curriculum:
 It helps curriculum designer to construct curriculum according to the need, ability and
interest of the learner.
Methods of teaching:

6.  Educational philosophy is very much helpful to adopt suitable methods of teaching.
 We get the knowledge of different methods of teaching, i.e. ‘Learning by doing’ in
naturalism, ‘lecture method’ in idealism and ‘experimental method’ in pragmatism.
 It helps us to choose the suitable methods of teaching according to the nature of the
subject and school environment
Discipline:
 Discipline reflects the philosophy of life.
 Idealism advocates street discipline and self-control whereas naturalism emphasis
freedom and natural discipline, and pragmatism stressed social discipline.
 These disciplines are known from the study of different educational philosophies.
 The knowledge of educational philosophy is essential to follow a desirable discipline.
Teacher & Student:
 Educational philosophy determines the role and quality of teacher as well as the student
in diversified society.
 With the help of educational philosophy, we get knowledge pertaining to the role of
the teacher as well as student in the school and relationship with each other.
Administration:
 The knowledge of what kind of administration we should adopt for an educational
institute is determined by educational philosophy.
B. HARMONIZING OLD AND NEW TRADITIONS IN THE FIELD OF EDUCATION
 In the process of social development the old traditions become outdated for the people.
They are replaced by the new traditions.
 This process of replacement is not always smooth. It is faced with lots of opposition
from certain orthodox sections of the society.
 It must be kept in mind that every ‘old’ is not outdated and every ‘new’ is not perfect,
Therefore, there is a need of co-coordinating the two in order to maintain the harmony
between both.

7.  This function can be performed by philosophy of education
C. PROVIDING THE EDUCATIONAL PLANNERS, ADMINISTRATORS AND
EDUCATORS WITH THE PROGRESSIVE VISION TO ACHIEVE EDUCATIONAL
DEVELOPMENT
 Philosophy of education provides the educational planners, administrators and
educators with the right vision which guides them to attain the educational goals
efficiently.
 It is very much useful to educational practitioner for his work and its place in the
general scheme of life.
 Educational philosophy helps teacher, administrator or students to interpret his
professional experiences with that of acquired theoretical knowledge and vice versa.
D. PREPARING THE YOUNG GENERATION TO FACE THE CHALLENGES OF
THE MODERN TIME
 Society is not static; it changes its value, tradition, custom, culture etc. from time to
time. Philosophy of education is a guiding, steering and liberating force that helps
young people to and society at large to face the challenges of the modern time. It helps
the individual to understand the relationship between his goal and day to day routine
work and develop critical attitude towards life in diverse society

8. CLASSIFICATION OF EDUCATIONAL PHILOSOPHIES:
 There are various schools of educational philosophies. Some of the main traditional
and modern contemporary educational philosophies are discussed below:
EDUCATIONAL PHILOSOPHIES
TRADITIONAL PHILOSOPHIES MODERN CONTEMPORARY PHILOSOPHIES
NATURALISM
IDEALISM
PRAGMATISM
REALISM
PERRENIALISM
ESSENTALISM
EXISTENTIALISM
RECONSTRUCTIONISM
PROGRESSIVISM

9. NATURALISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF
TEACHER
DISCIPLINE
 Rabindranath
Tagore
 Jean Jacques
Rousseau
 Johann
Heinrich
 Pestalozzi
 Herbert
Spencer
Education the
human generations
about and in the
nature rather than
artificial
environment by
keeping in mind
the individuality of
each child.
Nature is considered
classroom. Emphasis
on open air schools to
teach through direct
experience with nature.
Basis of curriculum
development was
child’s nature,
interest and needs.
Stressed on subjects
dealing with nature
such as physics,
chemistry, biology,
language and
mathematics. Tagore
also stressed on
teaching spiritual
values of nature.
As natural as
possible
considering
individual
differences. Noble
efforts for planned
living. Direct
experience of
nature through
observation,
excursion,
experimentation
and play-way.
Teacher is an
observer and
facilitator of
the child to
develop in
nature: teacher
facilitates best
possible
natural
environment
for prompt
learning.
No emphasis
on external
rigid
discipline:
recommended
free discipline
to child in
nature for
optimum
desired
learning.

10. IDEALISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Dr.
Radhakrishnan
 Sir
Aurobindo
 Plato
 Ross
 Socrates
It believes that the
act of knowing
takes place within
the mind for three
values, i.e.
intellectual,
aesthetic and moral
values and the
purpose of
education is the
development of the
student’s mind and
self.
Well planned formal
classrooms or formal
place of teaching-
learning activity is
recommended.
Basis of curriculum
is inculcating
intellectual,
aesthetic and moral
values or
discipline. The
intellectual value is
represented by
subjects such as
language,
literature, science,
mathematics,
history and
geography:
aesthetic through
arts and poetry and
moral through
religion ethics and
metaphysics. And
also physical
education
Formal classroom
teaching methods
such as lecture,
discussion,
presentation and
group interaction.
Knowledge is
transferred from the
more mature person
(teacher) to the pupil
through formal and
well-planned
teaching-learning
methods.
Teacher is
considered center
of education.
Teacher must be
the ideal and a
role model for the
child both
intellectually and
morally. The
teacher should be
creative to
provide
opportunity to
child’s mind to
discover, analyze,
unify, synthesize
and creative
application of
knowledge to life.
Idealism
believes in
interconnectio
n of discipline
and interest.
Advocates
discipline for
self-realization
of individual.
It does not
favor rigid
discipline but
advocates
spontaneous
and self-
discipline.

11. PRAGMATISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 William
James
 John Dewey
 Charles
Sanders
Pierce
 S Kill Patrick
 Margaret H
It considers self-
activity as the basis
of all teaching-
learning processes
in context of
cooperative
activity. Education
should be
according to
child’s aptitudes
and abilities, where
he is respected and
education is
planned to cater to
his inclinations and
capacities; however
he develops in
social context.
Aims of education is
how to teach one
how to think so that
one can adjust to an
ever- changing
society. In order to
produce creative,
resourceful and
adaptable children
we should have
conditions in the
school which are
conducive to the
creation of these
qualities of mind.
Recommends formal
schools to have
activity-oriented
learning based on
the needs, interests,
aptitude of student.
Pragmatists believe
in a broad and
diversified
curriculum, which
is composed of
both content and
process and
subjects ranging
from humanities to
geography and
sciences.
Teaching-learning
process is a social
process where the
sharing of
experiences between
the teacher and the
student takes place.
Preferred methods
are project method
and activity-oriented
learning.
Role of teacher is
not that of a
dictator or a task
master but as a
leader of group
activities. Teacher
acts as catalyst
where he suggests
a problem to
students and
stimulates them to
find a solution.
Teacher is a
mentor with
resources to guide
the students.
Pragmatism
does not
believe in
traditional firm
discipline,
however it
advocates for
freedom of
self-discipline
in a free and
conducive
teaching-
learning
environment.

12. REALISM
PERENNIALISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Aristotle
 Johann
Friedrich
Herbart
 Herbert
Spencer
 John Locke
 Franklin
Bobbitt
Realism makes the
human being
understand and
enjoy society in the
true sense by
getting the
multidimensional
real joy of life in
reality. It also aims
for education to
make the life of
man useful, where
a man can enjoy
his activities and
comfort in realities.
Realism emphasizes
on scientific attitude
based on realistic
principles, where the
child cam extends
his knowledge,
which he learns
through books. It has
given due emphasis
on formal schools,
which provides
adequate
opportunity for
learners to learn the
vocational skills
through observation,
experimentations
and examinations.
Selection of
curriculum for the
students must be
based on their
abilities, interest
and capabilities so
that education
helps the students
to adjust to
changing
circumstances of
society. It also
emphasizes on
subject matters of
real-life use such as
science,
mathematics,
hygiene and
vocational content
Realism believes in
objectivity,
knowledge of
scientific evidences
and reality. Method
of teaching should
be according to
needs, interests and
capabilities of
students. Vocational
education should
equip the individual
with capacities to
earn livelihood such
as experimentation,
examination and
observation.
Teachers must
focus on the
development of
vocational skills
in the learners, so
that they can be
equipped with the
qualities of race
preservation and
vocational
behaviour
activities. Teacher
acts as a mentor,
and must be a role
model and skilled
to demonstrate
vocational skills
to the learners.
Realism
believes in an
optimum level
of discipline
without
imposing
undue stress
on the learners.

13. ESSENTIALISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Thomas
Aquinas
 Robert
Hutchins
 Mortimer
Adler
Education ensures
that students
acquire an
understanding
about the great
ideas of
civilization. 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,
as the natural and
human worlds at
their most essential
level.
The aim of
education is to
develop the rational
person, who has
intellectual abilities
to uncover universal
truth. Character
training is also
important for moral
and spiritual
development of an
individual.
Accepts little
flexibility in the
curriculum that
emphasizes on
language,
literature,
mathematics, arts
and sciences.
Common
curriculum for all
the students with
minimal
opportunities for
elective subjects.
Teaching-learning
process must create
liberalism,
tolerance and
discretion among
learners.
Perennialism
portages for the
educational methods,
which promotes
constant teacher-
taught interaction
such as oral
exposition, lecture
and explication.
Emphasis is placed
on teacher-guided
seminars, where
students and teachers
engage in mutual
inquiry sessions.
Students may also
learn directly from
reading and
analysing the great
books.
Teacher must be
competent and
master of his
subject so that he
can help their
students to
develop the
power to think
deeply,
analytically,
flexibly and
imaginatively.
Teacher is also
authoritative and
a guide of the
students.
Education
should be
organized and
conducted in a
manner that
problem of
indiscipline
does not arise
at all.
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 William
Bagley
 Arthur
Bestor
 Admiral
Hyman
Rickover
 James D.
Koerner
 Paul
Copperman
 Theodore
Sizer
Essentialists
believe that there is
a common core of
knowledge that
needs to be
transmitted to
students in a
systematic,
disciplined way.
The emphasis
placed on
intellectual and
moral standards
that schools should
teach and preparing
students to become
valuable members
of society.
Essentialism has
recommended for
the formal schools
or teaching-learning
places. The aims of
education is to
promote intellectual
growth and
academic
competitiveness of
the individual to
become a model
citizen.
The philosophy
recommended
intellectual content
with quality and
capacity of the
learner. The
recommended
subjects are
English,
mathematics,
natural science,
history and foreign
languages.
Essentialism
recommended
formal and well-
planned classroom
teaching methods
such as lectures,
discussions,
presentations and
group interaction.
Teacher must be a
master of subject
matter and role
model for learners
with high level of
authority and
control over
teaching-learning
process and
learner.
Essentialism
believes in
rigid discipline
and devoted
hard work of
learners in his
studies.

15. EXISTENTIALISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Soren
Kierkegaard
 Friedrich
Nietzsche
 Maxine
Greene
 George
Keller
 Van Cleve
Morris
This philosophy
believes that
education must
develop the
consciousness
about the freedom
of choices among
learners because a
man becomes what
he chooses for his
self. Education
must equip the
individual for
better choices.
The ultimate aim of
education is to
develop child’s
knowledge about
human conditions
and the choices that
person has to make
for self. Therefore
organization of
education must be
formal with
sufficient
opportunities of
choices.
Curriculum must
be that which
provides the free
opportunities for
children to select
from many
available learning
situations and
choosing the
subjects that
learner wish to
learn. Humanities
are commonly
given tremendous
emphasis, which
helps the student to
unleash their own
creativity and self-
expression.
Existentialism
promotes the
methods of
education which
emphasizes on self-
activity of the
learner such as self-
expressive activities,
experimentation,
methods and media
that illustrate
emotions, feelings
and insight.
Teacher must
promote freedom
for a learner to
make personal
choices and
individual self-
definition.
Existentialism
believes in
self-discipline
but not in the
strict
discipline.
Teacher
creates an
environment in
which students
may freely
choose their
own preferred
way.

16. RECONSTRUCTIONISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Theodore
Brameld
 George
Counts
 Paulo Freire
This philosophy of
education believes
on reorganizing
and restructuring
the process of
education to being
about social and
cultural contrastive
changes in
community, society
and country, where
emphasis is placed
on cultural
pluralism, equality,
futurism, national
interest-oriented
education.
Reconstructionism
recommends for
formal as well as
informal ways of
organizing the
education so that
desired aim of
education can be
achieved to bring the
reconstruction of the
society.
Curriculum should
be conceived with
a new socio-
economic and
political interest.
Therefore, the
subject content
must be oriented
towards aspects of
new changes
expected social,
economic and
political discipline
such as sociology,
economics and
science and
technology.
The philosophy of
education believes
that teaching
methods must be
organized in manner
that student become
self-reliant,
education must be
activity oriented to
develop necessary
activities and
abilities.
The role of
teacher is to take
the social
responsibilities
and along with
students must
become the agent
to improve
society.
This
philosophy of
education
propagates
about optimum
level of
discipline but
not a rigid
discipline.

17. PROGRESSIVISM
PHILOSOPHY OF
EDUCATION
AND ITS CHIEF
PROPONENTS
CONCEPT OF
PHILOSOPHY
ORGANIZATION
AND AIMS OF
EDUCATION
CURRICULUM
METHODS OF
EDUCATION
ROLE
OF TEACHER DISCIPLINE
 Horace Mann
 Henry
Barnard
 Johan Dewey
Progressivism
believe that
learning must be
through problem
solving and
scientific inquiry in
a cooperative and
self-discipline way,
which promote the
democratic living
and transmits the
culture of society
while preparing
students to adapt in
changing world.
Progressivism
recommended
democratic school
procedures, which
promote the
community and
social reforms. The
aims of education
are to promote the
democratic social
living.
Progressivism
recommended
curriculum, which
is interdisciplinary
in nature, which
promotes written
textbooks and
subject content that
are the part and
process of learning
rather than ultimate
source of
knowledge.
Further, curriculum
is based on child’s
interest, problems
and life affairs.
Child is considered
as learner rather than
subject, who
primarily learned
through cooperative
group activities and
experiences.
Teacher must act
as guide for
problem solving,
leader for group
activities and
partner in
planning the
learning
activities.
Has not
recommended
any sort of
specific formal
discipline.

18. SUMMARY
Philosophy means “love of wisdom.” It is made up of two Greek words, Philo, meaning love,
and Sophos, meaning wisdom. Philosophy and education are closely interrelated. Education is
application of philosophy or philosophy of education is applied philosophy. It is the application
of philosophy to study of the problems of education that is known as philosophy of education.
Philosophies of education, both traditional and modern, are studied in several aspects as aims
of education, curriculum, methods of education, role of teacher and disciplines.
CONCLUSION
Philosophy helps teachers to reflect on key issues and concepts in education, usually through
such questions as What is being educated? What is the good life? What is knowledge? What
is the nature of learning? And What is teaching? Philosophers think about the meaning of
things and interpretation of that meaning. The philosophy of education may be either the
philosophy of the process of education or the philosophy of the discipline of education. That
is, it may be part of the discipline in the sense of being concerned with the aims, forms,
methods, or results of the process of educating or being educated.

19. BIBLIOGRAPHY
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page no.: 2-15
2. Suresh K Sharma, Reena Sharma, “Communication and Educational Technology”,
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3. Kp Neerja, “Textbook of Nursing Education”, Jaypee Brother’s publications, 2009,
page no.-1-39
4. BT Basavanthappa, Nursing education, 2nd edition, Jaypee brother’s medical
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5. Mukesh Chandra Sharma, Nursing Education, 1st Edition, Jaypee brother’s
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