This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.

1. FRANK KEVIN A. ROBEDISO
MAEd – Social Science

2. Education
Etymology
ORIGIN OF
EDUCATION
“Educere”
(to draw out, to lead out)
“Educo”
(to lead)
“Educare”
(to raise, to nourish, to bring up)
“Educatum”
(to train)
According to the second view,
Education implies growth from
within. Then, Education involves
leading out the inborn powers of
the child through knowledge and
experience.

3. By Education, we mean the natural, harmonious and
progressive development of man’s innate powers by
drawing out the best in his body, mind and spirit so as to
produce an individual who is Culturally Refined,
Emotionally Stable, Ethically Sound, Mentally Alert,
Morally Upright, Physically Strong, Socially Efficient,
Spiritually Enlightened, Vocationally Self-sufficient
and Internationally Liberal.

4. There are a number of synonyms of the term ‘Education’
• Pedagogy - is the science of instruction for the purpose
of ‘leading’ the pupils.
• Shiksha - implying ‘to discipline’, ‘to control’, ‘to
instruct’ or ‘to teach’.
• Vidya - refers to knowledge. All these imply disciplining
the mind and imparting knowledge.

5. Education in the largest sense is any act or experience that has a
formative effect on the mind, character or physical ability of an individual.
In its technical sense, education is the process by which society
deliberately transmits its accumulated knowledge, skills and values from
one generation to another.
Webster defines education As The Process Of Educating Or
Teaching
Education is further defined as "to develop the knowledge, skill, or
character of..." Thus, from these definitions, we might assume that the
purpose of education is to develop the knowledge, skill, or character of
students.

6. Concepts of Education as defined by Western Philosophers.
1. Socrates: "Education means the bringing out of the ideas of universal validity
which are latent in the mind of every man".
2. Plato: "Education is the capacity to feel pleasure and pain at the right moment. It
develops in the body and in the soul of the pupil all the beauty and all the
perfection which he is capable of.“
3. Aristotle: "Education is the creation of a sound mind in a sound body. It
develops man's faculty, especially his mind so that he may be able to enjoy the
contemplation of supreme truth, goodness and beauty of which perfect
happiness essentially consists.
4. Rousseau: "Education of man commences at his birth; before he can speak,
before he can understand he is already instructed. Experience is the forerunner
of the perfect".
5. Herbert Spencer: "Education is complete living".
6. Heinrich Pestalozzi: "Education is natural harmonious and progressive
development of man's innate powers".
7. Friedrich Willian Froebel: "Education is unfoldment of what is already enfolded
in the germ. It is the process through which the child makes internal external".

7. In the Broader sense, Education is a lifelong
process. It starts with conception and ends with death. It
is from ‘the womb to the tomb.’ It includes all influences,
which act upon the individual throughout his life.
Education is then not limited to schooling, institution or
training. It is not confined to classroom teaching alone. It
is the sum total of life experiences. Then Education is
life and life is education. It is preparation for life through
various experiences. Whatever broadens our
horizon, deepens our insight, refines our reactions and
stimulates thought and feelings, educates us.
Broader and Narrower Meaning of Education:

8. In the Narrower sense, Education is confin
ed toschool instruction. Then education starts
when a child enters school and is over when he
completes a course of studies. Education then
refers to schooling, instruction or training. School,
then, is a specialized agency to provide education.
Such education is given in a formal way, under set
and controlled conditions and environment. It is
pre-planned and given by teachers in the
classroom. It is formal.
Broader and Narrower Meaning of Education:

9. Education must include knowledge and skills along with factors
necessary for modification of child’s behavior and development of
his personality. So for Education to be complete, it must be
humane, and must include not only training of the intellect but
also refinement of the heart and discipline of the spirit.
Thus Education is a dynamic and lifelong process. Every
individual has certain inborn talents. Education aims at
developing these talents, the development of different aspects of
personality should take place in a balanced way. It must be all-
round, wholesome and integrated.

10. According to John Adams, Education is a Bi-polar
process in which two (2) persons - the Educator
(The Teacher) and the Educant (The Student) are
involved.
Education then is a conscious and deliberate
process in which one personality acts upon another
to modify the development of the other through
communication and manipulation of knowledge.

11. According to the modern concept propagated by John Dewey,
Education is a three dimensional or tri-polar process. All education
takes place in a social setting. The teacher consciously designs and plans
educational experience in the light of the social environment. Education
should cater to individual needs as well as social needs. The child’s
instincts, urges, impulses and tendencies have to be directed towards
socially desirable channels.
This is possible when there is interaction between him and his
environment. So the process involves 3 factors - The teacher, the taught
and his environment. The teacher is fully aware of the social factors that
influence the child’s personality. Society provides directions, channels,
goals and material to educational activities. In return, it expects teachers
and students to contribute to its progressive development. Then society
becomes an active participant in the process of education.

12. According to John Dewey, ‘Education is the process of living through continuous reconstruction
of experiences’. Then the nature of education is as follows:
1. Education is a complex process.
2. Education is often equated with acquiring knowledge, information, skills, attitudes and values.
3. It is modification of behavior towards socially desirable directions.
4. Education is a life-long process.
5. Education is need-based - providing manpower for national development.
6. It elevates the quality of life.
7. Education is not synonymous to mere schooling, training or information gathering. It goes far
beyond these.
8. Education is both a process and a product.
9. Education enables an individual to acquire cognitive and non-cognitive competencies.
10. Education is not co-terminus with institutional education.
11. Education brings about integrated development of the individual.
12. Education is a transmitter and preserver of culture.
13. Education brings about integrated development of the individual.
NATURE OF EDUCATION

13. Scope of Education: is very vast. It includes the philosophy of education,
educational psychology, educational sociology, the history of education,
the economics of education, educational guidance, vocational guidance,
comparative education, environmental education, educational
administration and management, population education, methodology of
education, special education, audio visual education, educational
technology, art and aesthetic education and so on.
Education is a wide and vast subject with its roots in many disciplines and
extending widely to cover and contributes to many fields. So the scope of
education is multifaceted and multidisciplinary blending into one
enterprise to achieve the individual and national development.

14. The facets of the Scope of Education are as follows:
 Relation with other disciplines
 Areas of Education
 Types of Education

15. Relation with other disciplines:
o Philosophy: Philosophy is an integral part of our life. Philosophy provides the
fundamental principles. Education implements these principles.
o Psychology: Psychology is a study of human behavior in relation to his environment.
Education uses the principles and theories of psychology to make the educational
process learner centered
o Sociology: School is a miniature society. The teacher is a social engineer who attempts
to bring about social change through her students and their parents with whom she has
constant relationship and interaction.
o Biology: The fundamental biological laws of rest and fatigue are the basic principles of
planning a good educational program. The principles of genetic engineering enable
teachers and educationists to identify biological problems in children and adopt
appropriate remedial measures.
o Political system: Political systems have influenced the theory and prac- tice of education
from the very beginning. The influence of Politics has been instrumental in educating the
people to fight against exploitation, injustice and to protect their human rights as an
individual and as a consumer.

16. Areas of Education
The following areas of education have been discussed earlier.
a) Educational Philosophy
b) Educational Psychology
c) Educational Sociology
d) Economics of Education
e) Politics of Education

17. The other Areas of Education
• History of Education: It records the stages in the development of education in
relation with different aspects.
• Comparative Education: It is the study of the educational systems of various
countries for comparing the structure, operation, aims, and methods practices of
different countries.
• Educational Management: This is one of the major areas which deter- mine the
effectiveness of the entire educational system. The quality of education depends
on the fundamental principles and the dynamic nature of its components, human
resource management/development, monitoring and evaluation of the
organizational climate.
• Educational Technology: It is the pivot of the cost effectiveness of education. The
process of teaching opens a number of avenues for diversity of learning
experience, effective stimulus variation, teaching learning strategies, use of
appropriate audio-visual aids , effective use of hardware and software, systems
approach, interactivity, connectivity and creativity of innovative techniques in
education.

18. Types of Education:

19. Functions of Education
Education has to perform a three-fold function – towards the individual, towards the
society and towards the nation.
Education should bring about an integrated growth of an individual. It should be a
preparation for adult life, to make an individual capable of independent thinking and
accountable for his actions.
Education maintains continuity of life in society. It conserves culture, enriches it and
transmits it to each new generation thus bringing about progress of civilization. It meets the
needs of the individual and society. It provides self- sufficiency and material prosperity to
individuals leading to better social life. It inculcates social competencies and civic
responsibilities. It cultivates social values and virtues. It socializes an individual through
concrete life experiences. It molds and modifies the environment for better living in society.
It accelerates the process of modernization. It fosters co-operation between the individual
and society. It brings about social change and social control through peaceful means.
Education plays a role in the life of a nation too. It inculcates civic and social values, gives
training for leadership, social and national service and aims at bringing about emotional
integration of the people.

20. Philosophy of Education
Serves as the Alpha Omega or the beginning and the end of Teaching and Learning.
o Considered with what ought to be in Educational Practice.
o Suggests the necessity for all educational disciplines to follow direction and
philosophy to be effective and meaningful..
o Gives direction and points of destination to the teachers, administrators, and
supervisors in formulation their educational aims and objectives to be
achieved, in selecting and organizing subject matters to be taught, in selecting
methods of teaching and techniques to be used and evaluate the results of
teaching and learning.

21. Aims of Educational Philosophy
EDUCATION critically evaluates the different aims and ideals of
education. These aims and ideals have been prorogated by various
philosophers in different times.
The aims of the philosophy of education are synthesized in the
multifaceted development of personality. Most of modern and
contemporary philosophers of education in both the East and the West
accepted the aim of education as to be the all round development of
personality. All round development consists of all the aspects –
physical, mental, moral, social, emotional and spiritual.

22. Influence of Educational
Philosophy in the
TEACHING AND LEARNING
PROCESS

23. Philosophy of Education Influence the Aims of
Education
The aims and ideals of Education are determined by the
philosophy of education a country believes in.
A country that tends to believe in the Philosophy of Idealism
will stress on creating a spiritual environment in the school as that
pupils/students develop spiritual values to attain self-realization.
Naturalism will like to see that the child is made to learn from
nature in a natural way and realizes his potentials.
Pragmatism does NOT accept any universal or eternal and
preconceived aim of education. Like that aims of education are
necessarily influenced by the philosophy of education.

24. Philosophy of Education Influences the Curriculum
What should be taught in schools is also influenced by the kind of
philosophy in education a society supports. Various philosophies of
education advocate differing views on Curriculum Naturalism.
For example: Lays stress on subjects that help self expression
and self-preservation. It advocates teaching basic sciences, physical and
health education.
Idealism emphasizes teaching of higher values through ethics,
religion, art and subjects of humanities.
Pragmatism focus on child-centered curriculum consisting of
activities and based on child’s experience.

25. Philosophy of Education Influences Teaching
Methods
Methods of teaching are influenced by the philosophy of
education a society adopts.
A system of education based on Naturalism stresses learning by
doing, learning through experience and learning through observation.
Societies which tends towards Idealism prefer to have a system
of education which prescribes rigid methods of teaching such as lecturing
and prefer learning through imitation, memorization and discussion.
Pragmatism stresses problem solving and project methods of
teaching.

26. The concept of discipline and its practice also are influenced by
the philosophy of education.
To Naturalist discipline is to be learnt by natural consequences.
The child enjoys maximum freedom. Self-discipline is preferred to external
control.
Philosophy of Education Influences Theory and Practice of
Discipline
The Idealist on the other hand wish to enforce discipline through
cultivation of higher values, moral and religious teachings and strict
control over the child.
In the scheme of the Pragmatist, there is no place for
punishment and discipline is learnt through moral training which is based
on child’s experience gained through various kinds of school activities and
programmers.

27. In the same way several to other
aspects, such as the place of the child in
education, the importance of the teacher,
preparation of textbooks, etc. are influenced
by the philosophy of education adopted by a
system of education.

28. THANK
YOU!