Western philosophies of education

1. WELCOME
WESTERN PHILOSOPHY
A SEMINAR
ON
TO
By
S.Kiruba Malar

2. Things around her are faded.
Things far away are seen.
Separated from this worldly life,
thinking about the divine.
Not with the help of senses, but with
mind and soul.
IDEALISM

3. Full of materials
Can be identified through senses
Believes in the materials around
REALISM

4. Reality is nature around
us.(matter)
Can learn many things
from nature.
NATURALISM

5. Full of scientific inventions
Emphasized creativity
 Old truth changes after new inventions
PRAGMATISM
Father of Pragmatism – Charles sanders

6. Extentialism
Became alien to his own world.
Realisation of his presence in this world –
Self conscious.
Father of Extentialism – Soren Kierkegaard

7. MARXISM
Emerged to uplift labour class
Brain washes to create classless society
Father of Marxism – Karl Marx

8. EDUCATIONAL IMPLICATIONS OF
WESTERN PHILOSOPHY

10. Spiritual development (Conversion of inborn
nature into spiritual nature)
Self realization or exhaltation of personality.
Realization of truth, beauty and goodness.
Conservation, promotion and transmission of
cultural heritage
Preparation for a holy life.
Development of intelligence and rationality.

11. Realism
Preparing the child for a happy life
Preparing the child for a real life
Making the child useful for society
Through this developing both self and society
Developing the physical and mental powers of
child
Developing and training of senses
Acquainting the child with nature and social
environment
Imparting vocational education
Teaching truth rather than beauty
No sense of making a child a god, has to be
trained to become a man

12. Naturalism
Perfect the human Machines
Preparation for a struggle of
existence
Adaptation to environment
Importance of Racial gains
Natural Development
Autonomous Development (no
bookish knowledge)
Child centre of Education

13. Pragmatism (Instrumentalism/
Experimentalism)
Aims of education are not predetermined
Educational aims change according to times
places and circumstances (Adaptation to
environment)
More education and continued growth
Creation of new values for unknown future
Social adjustment and harmonious development
Social efficiency
Development of democracy
Foster competence in children
Child centre of education

14. Existentialism
Realisation of inner truth (subjective
knowledge)
Knowledge of self-existence
Due to contemporary mechanical and
industrial life, man is full of anxieties,
fears, frustration and guilt. He should
realize his subjective consciousness
Humanitarian and humanist (total
development of personality)
Importance of environment

15. Marxism
To strengthen the state and building up of a classless
society – social training
Development of knowledge in academic area
Knowledge has a social purpose namely the service of the
state – Economic and military development
Encouraging competence in vocational fields – specially in
scientific technology and in agriculture and technical trades
Development of good health habits – physical and mental
development
Respect for public property
Development of habits of industriousness and persistence
in learning
Development of initiative and courage

16. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Holy life
Happy & Real life
Struggle for Existence
No fixed aim
Self - Evaluation
Service to State

17. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Truth, beauty, goodness
Truth
Matter
Truth changes
Inner truth
Equality

18. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Spiritual Development
Development of senses
Natural/Autonomous
development
Development of
democracy
Development of
Introspection
Development of
Initiative & Courage

19. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Making a perfect
human

20. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Emphasize Scientific
development

21. CURRICULUM

22. IDEALISM
Idealistic curriculum is developed
according to ideals and eternal values
Humanistic subjects are emphasized
Main subjects of Idealistic curriculum
are,
 Religious studies
 History & Geography
 Ethics
 Language
 Sociology
 Literature
 Fine arts & music etc

23. Realism
 Realistic curriculum is developed according to
utility and needs
 Subjects concerning day to day activities are
included in curriculum
 Main subjects of realistic curriculum are, Natural
sciences, physical science, Health culture,
physical Exercise, Maths, Geography, History,
Astronomy, sports etc, Architecture, Agriculture
 Emphasized vocational Education
 Extensive curriculum

24. Naturalism
Naturalistic curriculum is constructed according
to basic instincts, aptitudes and tendencies of
children
In such curriculum scientific subjects occupy
main place. Humanities occupy subsidiary
position.
Main subjects of Naturalistic curriculum are,
Games & Sports, Physical science & Physiology,
Health culture, Material science & Biological
science etc
Stress on subject that are helpful in Self-
preservation
Physical & Health education

25. Pragmatism (Instrumentalism /
Experimentalism)
Pragmatic curriculum is based on subject of utility
(utilitarian curriculum)
Social subjects form the main body and others
subsidiary.
Main subjects of pragmatic curriculums are, Health,
hygiene & science, physical culture, History, Geography,
Maths, Home science & Agriculture
Chief basis of pragmatic curriculum construction is
integration (integrated curriculum) ie., Diff subjects
should be correlated with other subjects
Experience graded curriculum (Activity curriculum) –
no cramming
Dynamic, stress on subject and studies like physical
training, hygiene, social science, Maths, Science

26. Existentialism
Insists individuals freedom, do not advocate
any rigid curriculum
Diverse curriculum – suiting the needs,
abilities and aptitudes of individual
Main curriculum is humanities, ethics, religion
(Contemporary engineering colleges have
included some philosophy, ethics, social studies
in their curriculum)
Science is not ignored besides science,
humanity was also taught
Self examination and social obedience is the
first lesson

27. Marxism
Doctrines of Marxism should be studied at all
levels of education (school, university...)
Political economy, political education are very
important subjects
1st 15 years – Geo, Bio, Geology, Astronomy,
languages and literature
Next 3 years of education –scientific,
vocational and professional edn. are
emphasized (agri, industries, management,
health services & technology)
Education is given according to job
requirements
After sec. Edn. – job – Hr. Edn. – screening test
& approval of communist party.

28. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Ethics

29. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Science, Health &
Hygene

30. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Denied Religious and
Moral Studies

31. METHODS OF TEACHING

32. IDEALISM
Idealistic have not adopted any specific and
definite method of teaching
They advocate many methods. Thus they
think themselves as creators of methods and
not the slave of any particular method
Idealists prescribe the following methods of
teaching - Q & A, Conversation, Dialogue,
Discussion, Lecture, Argumentation,
Intersection, Book study etc

33. Realism
(Sense organs are gateway of knowledge)
 Realists Emphasize scientific and objective methods of
teaching (inductive method)
 It emphasizes informal methods of teaching - walking
being the main
 Realists emphasize the following methods of teaching-
 Self- experience and research
 Experimental method
 Heuristic method
 Questioning & understanding and
 correlation method.
 Different teaching method for different age group
 Vernacular medium of instruction

34. Naturalism
 Learning by doing
 Learning by experience
 Learning by play
 Modern method of teaching
 Observation method
 Play way method
 Heuristic method
 Dalton plan
 Montesori method
 Other experimental methods

35. Pragmatism (Instrumentalism /
Experimentalism)
 Purposive process of learning
 Learning by doing and by experience
 Correlation and integration. On the basis of
these principles Kilpatric has given birth to
project method, a method which is widely
accepted and used in the field of education.
•Experimental method, project method,
manual training

36. Existentialism
Opposed collective teaching
Learning by Self-experience
Socrate’s method

37. Marxism
Mass education
Emphasizes activity, collaboration and
critique rather than passive, absorption
of knowledge
Lecture and text book method
Tutorial method and seminars
Project and problem solving methods
Student – centred rather than teacher –
centred
Sports, drama, music are taught only
for cooperation and not for competition

38. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
By
Self-experience

39. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
No Particular Method
Inductive Method
Heuristic Method
Experimental & Project
Method
Socrate’s Method
Multiple Methods

40. EXISTENTIALISM
Opposes
Mass
Education
REALISM
Vernacular
Language

41. TEACHER

42. IDEALISM
Supreme and important place
to teacher
Teacher as a gardener knows
best as how to care and develop
a child like a plant

43. Realism
Supreme – as he brings the child in
touch with the external realities of life
Full knowledge of content and needs
of child
Imparts scientific knowledge and tells
about Scientific discoveries, researches
and inventions
Trained properly before engaging in
the profession
Inspires and encourages
sympathetically

44. Naturalism
Nature is the only supreme teacher
Human teacher is a guide, observer
and felicitator
Teacher is subsidiary, child is central
Sets stage for child and retires
behind the curtain
Creates proper environment to learn

45. Pragmatism (Instrumentalism /
Experimentalism)
A friend, philosopher and guide
Puts the child in such a position so
that he learns to create new values for
future
Capacity to come into close contacts
of children to know their interest and
Full understanding regarding the
conditions and situations of changing
society.

46. Existentialism
Creates educational situation
Assists children in becoming what
they want to become
Requires existential approach
Possesses an experience of self
realisation
Establishes sentimental relationship
with children to learn all that what they
want

47. Marxism
Less importance to teacher
Teacher is only a worker of the state

48. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Supreme Power
Friend, Guide,
Felicitator
Worker of state

49. DISCIPLINE

50. IDEALISM
Advocates discipline at all costs
Freedom is to be restricted by
ideals
Emphasizes impressionistic
discipline

51. Realism
Limited freedom of child
Emphasizes moral and religious education
Synthetic form of impressionistic and
emancipatory discipline according to
natural and social procedures
Feels like a lap of mother, full of affection,
love and sympathy

52. Naturalism
Slogan of naturalism is Freedom
Supports emancipator discipline
Emphasizes discipline according to
natural consequences
No fixed timetable

53. Pragmatism (Instrumentalism /
Experimentalism)
Full of freedom and social
responsibility
Emphasizes limited emancipator
or social discipline
Believes discipline comes through
purposive and cooperative
activities

54. Existentialism
Freedom to children – freedom to
become what they want to become
Emphasizes religious and moral
education
Religious education shows the path
of self realisation
Moral education closely related to
religious education

55. Marxism
Discipline is the most important
virtue – permanent possession
Authoritarian discipline
Self-discipline is insisted
Limited freedom is given

56. IDEALISM
REALISM
NATURALISM
PRAGMATISM
EXISTENTIALISM
MARXISM
Limited Freedom
Full Freedom with
some responsibilities
Complete Freedom
Limited Freedom

57. IDEALISM
Impressionist
ic Discipline
Emancipatory
Discipline
REALISM
PRAGMATISM
NATURALISM
REALISM
EXISTENTIALISM
MARXISM
PRAGMATISM

58. PRAGMATISM
EXISTENTIALISM
MARXISM
Self Disicpline
Comes through Purposive &
Co-operative activities

59. SCHOOL

60. IDEALISM
School is the only place for regular
and effective education
School is a form of pleasing and
joyful activities for children

61. Realism
School is a mirror of society
Provides vocational education
Different kinds of school for different
kinds of children
Opening Science class is must

62. Naturalism
Nature’s vast campus is the real
school
School should be a natural and
spontaneous field of free activities
for children
Truth remains in child not to be
educated

63. Pragmatism (Instrumentalism /
Experimentalism)
School is a society in miniature
It is a representative of the society
School is a laboratory for experiment
to be done by the child

64. Existentialism
Aids the children in knowing
themselves and in their place in
society
Schools should be free from any
types of binding

65. Marxism
The state is the sole agency of education
Nursery schools assume the
responsibility of the family
No decentralisation of school
administration or educational planning
Free and compulsory education for all
levels

66. REALISM
NATURALISM
EXISTENTIALISMNO NEED OF SCHOOL
MIRROR OF SOCIETYREALISM PRAGMATISM

67. MARXISM EXISTENTIALISMEDUCATION FOR ALL

68. IDEALISM PRAGMATISM
•Based on spiritualism,
metaphysics & eternal truth
•Truth is only one
•Spiritual world is real
•Reality is fixed
•Morality & ethics are fixed
•Mind, ideal behaviour &
theoretical knowledge are
the basis for culture
•Idealism is stationary &
rigid
•Negates spiritualism
•Truth changes based ob
different experiments
•Physical world is real
•Knowledge & reality
change
•Morality & ethics change
•Environment, feeling,
human activities form
culture
•Pragmatism is progressive

69. NATURALISM PRAGMATISM
•Negates ideals & beliefs
•No importance for
feelings
•Importance to mechanical
ideas
•Individual aim is
emphasized (develop child
according to his nature)
•Negative approach
•Recognises ideals &
beliefs on the basis of
experiments
•Feelings are given more
importance
•Useful ideas based on
experiments
•No aims of education
•Positive approach

70. REALISM EXISTENTIALISM
PRAGMATISM
•No cramming
•Utility
curriculum
•Opposes Mass
education
•Impressionistic
discipline
•Limited freedom
•Supreme power
to teacher
•Negates
religious studies
•No cramming
•Integrated, Utility
curriculum
•Supports Mass
education
•Impressionistic
discipline
•Full freedom
•Teacher is a
felicitator
•Negates religious
studies
•No cramming
•No rigid
curriculum
•Opposes Mass
education
•Impressionistic
discipline
•Full freedom
•Teacher is a
felicitator
•Supports religious
studies

71.  Each Philosophy has its own Merits and Demerits
 Impossible to stick on to any particular philosophy
 It doesn’t mean that all the philosophies should be completely
ignored
 Can adopt any philosophical idea that is suitable for particular
situation
 All philosophies emphasized Maths, Science, Health and
Hygene
All the philosophies are overlapped.
Some principles like No corporal punishment, Free education,
compulsory education, Children centred education are insisted in
this present generation too
 As taking salt from sea water, good principles can be extracted
from old philosophies to mould the future
 Always old is gold

72. THANK YOU