The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.

2. Idealism derived from “Ideal” an “idea”
Idealism is a philosophy which adheres to the
view that nothing exists except an idea in the
mind of a man.
Idealism asserts that reality consists of ideas,
thoughts, minds or selves rather than material
objects and force.

3. Naturalism is opposed to
idealism. It subordinated
mind to matter and holds
that ultimate reality is
physical not spiritual

4. Pragmatism is derived from Greek word
“pragma” which means “action”.
Pragmatism is a philosophy which
recognizes truth only according to its
practical results.
Brightman- It is a theory which tests truth
according to practical results. An idea or
theory can be considered true only if its
results are satisfactory and useful.

5. REALISM
Realism regards the physical world as
real and this real, factual and practical
life is more important than any other
things.

6. NATURALISM PRAGMATISM IDEALISM REALISM
Democritus
Aristotle
Huxley
Darwin
Irwin
Lamarck
Spencer
Rousseau
Bacon
Hobbs
Pierce
W. James
Dewey
Kilpatrick
Russel
Socrates
Berkeley
Ross
Plato
Kant
Fichte
Hegal
Gandhi
Vivekanand
Ghosh
Aristotle
Aquinas
Locke
Karl Marx

7. Metaphysics
• Naturalism-
Nature is ultimate
reality.
• Pragmatism-
reality is still in
process
• Idealism-
• Mind idea and
spirit are true
• Realism- Real
world is the world
of Nature
Epistemology
• Senses are the
gateways of
knowledge.
• Knowledge is
experience based.
• Mind is treasure of
knowledge
• Knowledge
obtained through
senses is real.
Axiology
• No belief in values
• Values are being
changed
• Values are eternal
• Values are
permanent and
fundamental
values don’t
change.

9. NATURALISM PRAGMATISM IDEALISM REALISM
Nature alone is
reality and it is
readymade.
Reality lies in
process. It is still in
process and not
readymade.
Mind and thought
are real.
Every reality is
proved by
observation,
experience,
experiment and
scientific reasoning
The outlook is
materialistic.
Social outlook spiritual outlook Intelligence is
significant to
formulate concepts
Essence of Human
life is animality
Essence of human
life is practicability
Essence of human
life is spiritual
Essence of human
life is experiences
Ultimate reality is
physical
Ultimate reality is
utility
Ultimate reality is
spiritual
Ultimate reality is
physical

10. NATURALISM PRAGMATISM IDEALISM REALISM
Do not believe in the
existence of God.
Believe in the
existence of God to
some extent.
Full belief in God.
Soul and God do not
exist
Do not believe in
values, soul, religion
or divine spirit.
Physical and natural
laws are universe.
Universe is created
by nature
Values are
changeable and
created by men.
They change with
time, place and
circumstances.
No law is universal
Universe is created
by man
Values are eternal
and they never
change. Truth,
goodness and
beauty are eternal
values.
Spiritual laws are
universal
Universe is created
by God
Values are
permanent and
objective. Right and
wrong should be
taught
Physical and natural
laws are universal
Physical universe is
operated by natural
laws.

12. NATURALISM PRAGMATISM IDEALISM REALISM
Nature is the
base . The
slogan is
“Follow the
nature”
Society is the
base.
Emphasis is
on physical
and social
environment
Spiritualism is
base of
education.
Emphasis is
on spiritual
and moral
environment
Preparation
for complete
and real life
Chid-centred
education
Experience
centered/
child centered
Teacher
centred
education
Child
centered
Opposes
bookish
knowledge
Experiences
and
experimentati
ons
Emphasis
bookish
knowledge
Vocational
and technical
education

13. NATURALISM PRAGMATISM IDEALISM REALISM
Believes in
negative
education
Believes in
education based
on experiences
Believes in
positive
education
Self experience
Emphasis on
uncontrolled
freedom of
child
Emphasis on
restricted
freedom
Emphasis on
strict discipline
Emphasis on
good discipline
to follow rules
and regulations
of school

15. NATURALISM PRAGMATISM IDEALISM REALISM
Individual
development
Dynamic
development
Character
development
Personality
Development
Sensory
Development
Social development Development of
will power
Development of
insight and
scientific attitude
Sublimation of
instincts
Creation of
new values
Development
of inventive
sense
Self thinking
and decision
making
Attainment of
present and
future life
Development
of resourceful
mind
Simple living
high thinking
Socialistic
feelings

16. NATURALISM t PRAGMATISM IDEALISM REALISM
Autonomous
development
Social development Spiritual
development
Personality
Development
Perfection of
human machine
Creation of new
values and ideals
development of
moral sense
Socialistic values
Self expression Social efficiency Self realisation Art of living for
complete life
Adaptation to
environment
Adjustment with
present and to
change the present
Preservation and
development of
culture
Insight for self
thinking and
decision making
Preparation for
struggle of
existence
Rich present life Based on moral,
spiritual and
intellectual values
Vocational and
technical skills to
earn his livelihood

18. NATURALISM PRAGMATISM IDEALISM REALISM
Learning by
doing,
Observation
method
Learning by
activity
Project method
Questioning
method, story
telling, dramatics
Inductive-Deductive
Logic, going from
the particular facts
of sensory
experience to the
more general laws
Play-way method Learning by
experiences
Conversation
method
Observation
Direct method
Heuristic method
Method of
integration
Inductive method
Lecture method,
debate
discussion
Analysis Synthesis
Insight

20. NATURALISM PRAGMATISM IDEALISM REALISM
Uncontrolled
freedom
Restricted
freedom
Regulated
freedom
Good
Discipline
Discipline
through
natural
consequence
Social
discipline
Self discipline Social
Discipline

22. NATURALISM PRAGMATISM IDEALISM REALISM
Teachers place
behind the
scene
Teacher has an
importance
place
Place of a
teacher is very
high
Teacher must be
educated and well
versed with the
customs of beliefs
and right and
duties of people
and the trends of
all ages and places
Teacher is not to
interfere with
pupil’s activity
Teacher puts the
pupil’s in the
position of
discover
Teacher guides,
directs, suggests
and control the
nature of child
Guidance of hard
realities of life,
must be able to
expose problems
of life and world

24. NATURALISM PRAGMATISM IDEALISM REALISM
Emphasis on
science
Emphasis on
practical
Emphasis on
ethics
Science
Emphasis on
Physical sciences
Higher place to
science not to
culture
Important
place to
scientific
important
place to study
Vocational
Subjects
Related to
interest,
abilities,
aptitudes and
nature of child
Based on
utility,
integration,
child’s natural
interest and
experiences
Based on
humanistic,
moral, spiritual
and
intellectual
values
Emphasis on
mother tongue
Subjects
according to
ability and
interest

25. NATURALISM PRAGMATISM IDEALISM REALISM
Broad based
curriculum
Games
Physical education
Physical & Life
Sciences
Mathematics
Social Sciences
Literature
Music
Sculpturing
Painting
Language
Health Sciences,
Physical Education
Social sciences
Mathematics
Agriculture
Languages
Arts
Social sciences
Ethics
Literature
Sciences
Physical Education
Vocational subjects
Mother tongue
Social Sciences

27. NATURALISM PRAGMATISM IDEALISM REALISM
Child centred New concept of school
Child centred
Teacher centred Objective attitude
Individual development Practical subjects Morality based
Wider and higher aims
Practical aims
Curriculum according to
nature and capabilities
of students
Utility based subjects
Based on needs of
technology
Based on ideas and
ideals
Realistic school
organisation
Humanistic Attitude
towards learning
Complete development Universal education Technical and
vocational subjects
Emphasis upon
psychology
Democratic outlook Restored dignity to
man
Sense training
Emphasis upon free
choice
Progressive attitude Self discipline Scientific teaching
methods

29. NATURALISM PRAGMATISM IDEALISM REALISM
Too much freedom Do not believe in
eternal values
Ideals and aims can
neither be achieved
Too much emphasis
on objectivity
Too much emphasis
on present
Opposition to spiritual
values
Neglects science and
technology
Emphasis on Sciences
Ignores text books No pre determined
goals
Teacher centred
approach
Too much emphasis
on facts
No importance to
teachers
Negation of past Theoretical methods No place for intuition
and meditation
Not clear cut aims Negation of
Humanities
Undue importance to
teacher
No faith in eternal
values and high ideals
of life
Focus on natural
consequences
Anti intellectual
Main concern is
market place of daily
life
Difficult concepts Ignorance of emotions
and imagination which
are equally important
in life
Negative education Overloading teachers Neglects social
aspects of life
Ignorance of spiritual
aims

30. Nandra, I.S. & Kaur, P. (2015). Philosophical Perspective
in Education. Twentyfirst Century Patiala
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