The document outlines various educational philosophies including idealism, naturalism, pragmatism, realism, theistic realism, perennialism, essentialism, existentialism, reconstructionism, and progressivism, highlighting their key principles, aims of education, and teaching methods. Each philosophy addresses the core aspects of education, the role of the teacher, and the curriculum, while also considering factors influencing nursing education and the impact of Indian philosophy on education. It emphasizes an eclectic approach, suggesting a blend of relevant features from different philosophies to better prepare individuals for societal needs.

1. EDUCATIONAL
PHILOSOPHIES

2. 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.

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

4. 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.

5. 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.

6. 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

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

8. 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

9. • 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.

10. (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.

11. • 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

12. 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".

13. • 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

14. 5.THEISTIC REALISM
• Supernaturalism
• Christian philosophy
• God is the creature of nature and man

15. 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.

16. 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.

17. 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.

18. • 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.

19. 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.

20. 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.

21. 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.

22. 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

23. 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.

24. 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.

25. 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

26. 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.

27. 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.

28. 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.

29. • 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.

30. 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.

31. 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.

32. (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.

33. 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.

34. • 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.

35. • 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

36. • 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.

37. 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.

38. (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

39. 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.

40. 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.

41. 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.

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