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2. 2

3. The term education has its origin in the Latin words
educo, educare & educatum.
Etymologically, the word education is derived from th
Latin words educo where e means ‘out of’ duco mean
lead.’
• Accorsing to this view, education means ‘I lead o
darkness into brightness’.
3

4. Education means the training for the country &
love for the nation.
- Chanakya
Education is realization of self
- Shankaracharya
Education is an all-round drawing out of the
best in child & man-body, mind & spirit.
-Mahatma Gandhi
Education is the natural, harmonious &
progressive development of man’s innate
power.
- Pestalozzi
4

5. Nursing education is a professional education
which is consciously & systematically planned &
implemented through instruction & discipline &
aims the harmonious development of the
physical, intellectual, social, emotional, spiritual
& aesthetic powers or abilities of the students in
order to tender professional nursing care to
people of all ages, in all phases of health &
illness, in a variety of setting, in the best or
highest possible manner.
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6. Aims of
education
Individual
aim
Social
aim
Spiritua
l aim
Vocatio
nal aim
Cultural
aim
Moral
aim
Intellectu
al aim
Aims
given by
different
commissi
ons
6

7.  Individual aim:
 Development as an individual of a human being.
 Moral & spiritual development.
 Cultural development.
 Harmonious development
 Promote positive physical development
 Development of a right personality
 Development of good citizenship
 Development of good leadership
 Emotional & mental development
 Character building, etc.
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8.  Social aim:
 Through
education the
individual child
should be
provided with the
require
assistance to
become a useful
member of the
society,
irrespective of
the socio-
economic status.
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 Vocational
aim:
 Education
should
prepare the
child to earn
his livelihood
so that he can
lead a
productive life
in the society.
 Intellectual
aim:
 Development
of intelligence
through
education will
enable the
child to lead an
independent
life with
confidence.

9.  Cultural aim:
 By undergoing
education child
becomes cultured
& civilized.
 Cultural
development is
through
development of
aesthetic sense &
respect for
others’ culture
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 Moral aim:
 Moral values
like honesty,
loyalty,
tolerance,
justice, self
control &
sincerity
promote the
social
efficiency of
an individual
 Citizenship
 Education
enable the
children to
grow as
productive
citizens by
following the
social & moral
standards set
by the society.

10.  Physical
health & well
being:
 Education
prepare the
child to lead a
healthy life
through
providing the
knowledge
required for a
healthy living.
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 Character
development:
 Education assist
the child to
develop certain
human values,
attitudes & habits
which are
essential for
building a
desirable
character.
 Education for
leisure:
 Education
prepares the
child to use his
leisure time for
doing
something
useful.

11.  Aims of education as stated by Secondary
Education Commission
 Development of democratic citizenship
 Improvement of vocational efficiency
 Development of personality
 Development of qualities leadership
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12. • Harmonious
development
• Inculcating right
attitude
• Knowledge & skill
aim
• Emphasis on high-
tech-high-touch
approach
• Prepare students to
take up a proactive
role in nursing
• Professional
development
• Assist to build a
promising career
• Social aim
• citizenship
• To prepare global
nurses
• Leadership aim
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13. Individual
functions
13
National functions
Social functions

14. Growth & development of individual
Direction & guidance
Preparation for adult life
Conservation of traditional knowledge
Transmission of culture
Progressive development
Achievement of self-sufficiency
Holistic personality development
Moral & character development
Develop vocational efficiency
Awareness of past & present & preparing for future
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15. Ensuring
national
development
Promoting
national
integrity
Continuous
supply of
skilled
workforce
Developing
leaders for
nation
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16. Improving
social
efficiency
Civilization
& cultural
security
Preparing
good
citizens
Reform &
progress
of society
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17. 17

18. The term philosophy has a Greek
origin, i.e. philosophia, which is
made up of two words, viz. phileo &
.
Phileo means ‘love & sophia means
‘wisdom’.
The literal meaning of philosophy is
‘love of wisdom’ or ‘passion of
learning’.
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19. Philosophy is the science of knowledge.
- Fitch
Philosophy is the science of sciences.
- Coleridge
Philosophy is a search for
comprehensive view of nature, an
attempt at a universal explanation of the
nature of things.
- Alfred Weber
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20. Educational philosophies
Traditional philosophies
Naturalism
Idealism
Pragmatism
Realism
• Modern contemporary
philosophies
•Perennialism
Essentialism
Existentialism
• Reconstructionism
Progressivism
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21. Naturalism
Chief proponents: Rabindranath Tagore, Jean
Jacques Rousseau, Johann Heinrich
Concept: Educating the human generation about
& in the nature rather than artificial environment
by keeping in mind the individuality of each
child.
Organization & Aims of education: Nature is
considered the classroom. Emphasis on open air
schools to teach through direct experience with
nature.
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22. Curriculum: Basis of curriculum development
was child’s nature, interest & needs.
Stressed on subjects dealing with nature
such as physics, chemistry, biology,
language & mathematics. Tagore also
stressed on teaching spiritual values of
nature.
Methods of Education: As natural as possible
considering individual differences. Noble
efforts for planned living with nature. Direct
experience of nature through observation,
excursion, experimentation, play-way.
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23. Role of teacher: Teacher is an observe &
facilitator of the child to develop in
nature; teacher facilitates best possible
natural environment for prompt
learning.
Discipline: No emphasis on external
rigid discipline; recommended free
discipline to child in nature for
optimum desired learning.
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24. Idealism
Chief proponents: Dr. Radhakrishan, Sir
Auurobindo, Plato, Ross & Socrates
Concept: It believes that the act of knowing takes
place within the mind for three values, i.e.
intellectual, aesthetic & moral values & the purpose
of education is the development of the
student’s mind & self
Organization & Aims of Education: Well-planned
formal classrooms or formal place of teaching-
learning activity is recommended.
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25. Curriculum: The basis of curriculum is inculcating
intellectual, aesthetic & moral values or discipline.
The intellectual value is represented by subjects
such as language, literature, science,
mathematics, history & geography; aesthetic
through arts & poetry & moral through religion,
ethics. Dr. Radhakrishan also advocated for
physical education.
Methods of Education: Idealism recommended
formal classroom teaching methods such as
lecture, discussion, presentation, & group
interaction. Knowledge is transferred from the
more mature person (teacher) to less mature
person (pupil) through formal & well-planned
teaching-learning methods.
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26. Role of teacher: Teacher is considered as centre of
education where pupil catches fire from teacher
who is himself a flame teacher must be ideal & a
role model for the child both intellectually &
morally. The teacher should exercise great creative
skills in providing opportunity for the pupil’s mind
to discover, analyze, unify, synthesize & creative
application of knowledge to life.
Discipline: Idealism believes in interconnection of
discipline & interest. Advocates discipline for self-
realization of individual. It does not favor rigid
discipline but advocates spontaneous & self
discipline.
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27. Pragmatism
Chief proponents: Williams James, John
Dewey, Charles Sanders Pierce
Concept: It considers self-activity as the basis of
all teaching-learning processes in context of
cooperative activity; to create optimistic men,
who are the architects of their own fate by the
process of their efforts. Education
should be according to the child’s aptitudes &
abilities; where he is respected & education is
planned to cater to his inclinations &
capacities.
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28. Organization & Aims of Education: Aims of
education is to teach one how to think so that
one can adjust to an ever-changing society. In
order to produce creative resourceful &
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, interest, aptitude & capabilities of
the individual student.
Curriculum: Pragmatists believe in a broad &
diversified curriculum, which is composed of
both content & process & subjects ranging from
humanities to geography & science.
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29. Methods of education: Teaching-learning process
is a social process where the sharing of
experiences between the teacher & the student
takes place. Preferred methods are project
method & activity oriented learning.
Role of teacher: Role of a 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 & stimulates
them to find a solution. Teacher is a mentor with
resources to guide the students
Discipline: Pragmatism does not believe in
traditional firm discipline. It advocates for
freedom of self-discipline in a free & conducive
teaching-learning environment.
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30. Realism
Chief proponents: Aristotle, Johann Friedrich
Herbart, Herbert Spencer
Concept: Realism makes the human being
understand & 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 a man useful; where a man can enjoy his
activities & comfort in reality.
Education should equip individuals to a best
possible meaningful life through vocational
skills.
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31. Organization & Aims of Education: Realism
emphasizes on scientific attitude based on realistic
principles, where the child can extend 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 & examinations.
Curriculum: Selection of the curriculum for the
students must based on their abilities, interest &
capabilities so that education helps the student to
adjust to changing circumstances of the society. It
also emphasis on subject matter of real-life use
such as science, mathematics, hygiene & vocational
subjects.
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32. Methods of Education: Realism believe in objectivity,
knowledge of scientific evidences & reality. Methods of
teaching should be according to needs, interest &
capabilities of students. Vocational education should
equip the individual with capacities to earn livelihood
such as experimentation, examination & observation,
etc.
Role of Teacher: Teacher must focus on the
development of vocational skills in the learners, so that
they can be equipped with qualities of race
preservation & vocational behavior activities. Teacher
acts as a mentor, & must be a role model & skilled to
demonstrate vocational skills to the learners
Discipline: Realism believes in an optimum level of
discipline without imposing undue stress on the
learners
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33. Perennialism
Chief proponents: Thomas Aquinas, Robert
Hutchins & Mortimer Adler
Concept: 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 ensuring truths
which are constant, as the natural & human
worlds at their most essential level.
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34. develop the rational person, who has intellectual abilities to
uncover universal truth. Character training is also important fo
moral & spiritual development of an individual
Curriculum: Accepts little flexibility in the curriculum
that emphasizes on language, literature, mathematics, arts
& sciences.
Common curriculum for all the students with
minimal opportunities for elective subjects.
Teaching-learning process must create
liberalism, tolerance & discretion among
learners.
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35. Methods of Education: Perennialism portages for the
educational methods, which promotes constant
teacher-taught interaction such as oral exposition,
lecture & explication. Emphasis is placed on teacher-
guided seminars, where students & teachers engage in
mutual inquiry sessions. Students may also learn
directly from reading & analyzing the great books.
Role of teacher: Teacher must be competent & master
of his subject so that he can help their students to
develop the power to think deeply, analytically,
flexibly & imaginatively. Teacher is also authoritative
& a guide of the students.
Discipline: Education should be organized &
conducted in a manner that problem of indiscipline
does not arise at all.
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36. Essentialism
Chief proponents: William Bagley, Arthur Bestor,
Admiral Hyman Rickover, James D. Koermer
Concept: Essentialism believe that there is
common core of knowledge that needs to e
transmitted to students in a systematic,
disciplined way. The emphasis placed on
intellectual & moral standards that schools
should teach & preparing students to become
valuable members of society.
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37. Organization & Aims of Education: Essentialism
has recommended for the formal schools or
teaching-learning places. The aims of education
is to promote intellectual growth & academic
competitiveness of the individual to become a
model citizen.
Curriculum: This philosophy recommended
intellectual content with quality & capacity of the
learner. The recommended subjects are English,
mathematics, natural science, history & foreign
languages.
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38. Methods of Education: Essentialism recommended formal &
well-planned classroom teaching methods such as lectures,
discussions, presentations & group interaction
Role of Teacher: Teacher must be a master of
subject matter & role model for learners with
high level of authority & control over
teaching-learning process & learner.
Discipline: Essentialism believes in rigid
discipline & devoted hard work of learners in
his studies.
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39. Existentialism
Chief proponents: Soren Kierkegaard, Friedrich
Nietzsche, Maxine Greene
Concept: 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
Organization & Aims of Education: The ultimate aim of
education is to develop child’s knowledge about
human conditions & the choices that person has to
make for self. Therefore organization of education
must be formal with sufficient opportunities of choices
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40. Curriculum: Curriculum must be that which provides
the free opportunities for children to select from
many available learning situations & choosing the
subjects that learner wish to learn. Humanities are
commonly given tremendous emphasis, which helps
the student to unleash their own creativity & self-
expression.
Methods of Education: Existentialism promotes the
methods of education which emphasizes on self-
activity of the learner such as self-expressive
activities, experimentation, methods & media that
illustrate emotions feelings & insight
Role of Teacher: Teacher must promote freedom for
a learner to make personal choices & individual self-
definition
Discipline: Existentialism believe in self-discipline
but not in the strict discipline. Teacher creates an
environment in which students may freely choose
their own preferred way
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41. Reconstructionism
Chief proponents: Theodore Brameld, George Counts &
Paulo Freire
Concept: This philosophy of education believes on
reorganizing & restructuring the process of education
to being about social & cultural contrastive changes in
community, society & country, where emphasis is
placed on cultural pluralism, equality, futurism,
national interest oriented education
Organization & Aims of Education: This philosophy
recommended 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.
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42. Curriculum: Curriculum should be conceived with a
new socioeconomic & political interest. The subject
content must be oriented towards aspects of new
changes expected social, economic & political
discipline such as sociology, economics, science &
technology, etc.
Methods of Education: This 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 & abilities
Role of Teacher: The role of a teacher is to take the
social responsibilities & along with students must
become the agent to improve society.
Discipline: This philosophy of education propagates
about optimum level of discipline but not a rigid
discipline
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43. Progressivism
Chief proponents: Horace Mann, Henry Barnard &
Johan Dewey
Concept: Progressivism believe that learning
must be through problem solving & scientific
inquiry in a cooperative & self-discipline way,
which promote democratic living & transmits the
culture of society while preparing students to
adapt in changing world
Organization & Aims of Education: Progressivism
recommended democratic school procedures,
which promote the community & social reforms.
The aim of education is to promote the
democratic social living
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44. Curriculum: Progressivism recommended
curriculum, which is interdisciplinary in nature,
which promotes written textbooks subject content
that are the part & process of learning rather than
ultimate source of knowledge. Further curriculum
is based on child’s interest, problems & life affairs
Methods of Education: Child is considered as
learner rather than subject, who primarily learned
through cooperative group activities &
experiences
Role of Teacher: Teacher must act as guide for
problem solving, leader for group activities &
partner in planning the learning activities
Discipline: Has not recommended any sort of
specific formal discipline
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45. Thank
you