A.I.O.U M.Ed. Semester 1 by Hafiz Sultan Yousaf who is the coordinator of this course.... I does not own this course..... for educational purpose only...

1. Foundations of Education
(831)
Unit 1: Islamic Foundations of Education
HAFIZ SULTAN YOUSAF
VICE,PRINCIPAL
QAED GAKHAR,GUJRANWALA.

2. Objectives of the Course
explain the important features of foundations of education;
specify the role of educational thinker in education;
appreciate the philosophical, psychological, foundations of education;
discuss the modes of education;
discuss historical development of education in Pakistan;
evaluate the issues and problems of education.

3. Objectives of the Unit
• Explain the concept and nature of the Islamic foundations of education.
• Discuss the following
• Quran
• Hadith
• Fiqah
• Qayas
• Specify role of the above in educational process
• Identify the important features of Islamic foundations of education.

4. Holy Quran:
• The first and the most authentic source of knowledge About
Allah’s commands is Allah’s Book i.e. The Holy Quran. The Holy
Quran is the last divine book of Allah Almighty which was
revealed upon the last Holy Prophet Hazrat Muhammad (S.A.W)
during the period of 23 years gradually and according to needs
and demands arising time to time. This is very noble and sacred
book containing a message of guidance covering all aspect of
human life. It is preserved in its complete and comprehensive
form. Being the students of commerce and business
management this Holy Book provides us, basic principles of over
worships and transactions.

5. Holy Quran:
• For example: the basic guiding principles laid down in the Holy Quran:
• Permission to use lawful things and prohibited of unlawful things.
• Moderate spending.
• All transaction must be put into writing.
• Proscription of usury and gambling.
• Trade with mutual consent on contractual basic is lawful.
• Obligation to pay Zakat (poor’s due).
• The law of inheritance and several other rules are discus in The Holy Quran.
• These basic principles are unalterable and absolute.

6. Hadith:
Hadith derives its authority and validity from Holy Quran. Quran says “Obey
God and Obey the Messenger” (4:59). Thus, Hadith offers best explanation
or interpretation to Quran.
Ahadith are not only explanatory to the Quranic text but also
complementary to it. In the words of Quran “Prophet (PBUH) never spoke
of his own will unless it was a revelation revealed to him” (53: 3-4).
These verses declare Prophet (PBUH) as a teacher appointed by Allah who
not only teaches the Book and Philosophy but purifies the soul as well.

7. TYPES OF SUNNAH
• A. Qawli (verbal): consists of the sayings of the Prophet (SAW) on any subject.
Example: “He who
• cheats is not one of us”.
• B. Taqiri (Approval): consists of the approval of the Prophet (SAW). If something was done
in front of him (SAW) and he (SAW) didn’t approve of it, then it is considered an approval.
As an example, the Prophet (SAW) approved the way women prayed in the mosque, separate
from the men, but in the same room.
• C. Faili (Actions) consists of the Prophet (SAW)’s deeds and practices, such as the way he
(SAW) used to pray or perform Hajj. The following paragraphs address the actions of the
Prophet (SAW) and their legislative impact.

8. TYPES OF SUNNAH
• Messenger (SAW) can be divided into three parts. The first section
consists of those actions which were natural to him as a human
being, secondly, actions which were specific to him as a Prophet
(SAW), and thirdly, actions which carry legislative impact.

9. Fiqh
• Linguistically, Fiqh implies having knowledge in depth. As a juristic term,
Fiqh has two meanings:
• A. Having the knowledge of the rulings of Shariah (Islamic Law) which are extracted
from the legislative sources. As an example, a Faqih would know the ruling for the issue
of abortion; in addition, he would know how and from where this ruling was extracted.
• B. All the Islamic laws. This definition is synonymous to the term Shariah.

10. The Sources of Islamic Law ( Fiqh)
• Adopting specific sources to derive laws is a major subject in Usul al Fiqh.
The Qur’an, Sunnah, Ijma as Sahabah (consensus of the Companions) and
Qiyas (analogical deduction) are four sources in Islam which are accepted by
almost all of the scholars. However, there are other additional sources such
as Maslaha al Mursalah (benefit) or Ijma al Ummah (consensus of the
Ummah) which are not widely accepted.

11. QIYAS
• The linguistic meaning of Qiyas is measurement. As a juristic
term Qiyas is the extension of a Sharia ruling from an original
case to a new case because of the equivalence of the causes
underlying them (Illa).

12. Steps to Strengthen the Islamic Foundations of
Education
• Substantial material on Islam and ideology of Pakistan in
different programmes, courses and subjects
• Status of Islamiyat as compulsory subject
• 20 marks awarded to Hafiz e Quran students on merit
• Inclusion of this foundation in the national professional
standards for teachers as standard No. 3 i.e. knowledge of Islamic
ethical values and social life skills

13. 3-A:Knowledge and Understanding
Teachers know and understand:
• The Islamic code of conduct (beliefs, prayers, and ethics) in light
of Quran and Sunnah.
• The values which are globally accepted and are being promoted.
• The present need of national/ global peace, and the factors
affecting peace and resulting in decline of the values and ethics.
• Essential principles of Islamic values in the textbooks.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

14. 3-B: Dispositions
Teachers give value and are committed to:
• Bring awareness among people that ‘Quran’ and ‘Sunna’ are the only
valid sources for knowing about Islamic values in true sense.
• Tolerance and celebration of diversity.
• Dialogue as a means to conflict resolution.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

15. 3-C: Performance and Skills
Teachers engage in activities to:
• Create a safe and secure learning environment.
• Practice Islamic code of conduct by their own behaviors and
guiding through a convincing dialogue with learners to value and
practice the ethical and Islamic values.
• Practice Islamic teachings in classrooms and schools to prevent the
misunderstandings that can lead to the mischaracterization and
even demonization of Islam and other faiths.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

16. 3-C: Performance and Skills
Teachers engage in activities to:
• Create a safe and secure learning environment.
• Practice Islamic code of conduct by their own behaviors and
guiding through a convincing dialogue with learners to value and
practice the ethical and Islamic values.
• Practice Islamic teachings in classrooms and schools to prevent the
misunderstandings that can lead to the mischaracterization and
even demonization of Islam and other faiths.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

17. Foundations of Education
(831)
Unit 2: Philosophical
Foundations of
Education

18. Objectives of the Course
explain the important features of foundations of education;
specify the role of educational thinker in education;
appreciate the philosophical, psychological, foundations of
education;
discuss the modes of education;
discuss historical development of education in Pakistan;
evaluate the issues and problems of education.

19. Objectives of the Unit
Discuss the basic concept, nature and scope of philosophy.
Identify the need of educational philosophy.

20. Discuss the following philosophical
thoughts
• Idealism
• Realism
• Naturalism
• Pragmatism
• Essentialism
• Progressivism
• Reconstructionism

21. • Analyse the relevance of the above mentioned philosophical thoughts
with:
• Religious and moral development
• Intellectual development
• Social and civil obligations

22. Philosophy
• The word philosophy comes from a combination of two Greek
words- “philos” meaning “love” and “sophi” meaning “wisdom.”
Thus, philosophy means the love of wisdom.
• Philosophy is a logical inquiry into the nature of reality
• Philosophy is systematic enquiry about the ultimate reality of the
universe

23. Philosophy
• An unceasing effort to discover the general truth that lies behind
the particular facts, to discern also the reality that lies behind the
appearance.
• philosophy is persistent attempt to gain insight into the nature of
the world and of ourselves by means of systematic reflections”.

24. Philosophy and Education
• Philosophy and education are two sides of a coin
• Philosophy determines the real destination towards which
education has to go.
• Philosophy determines the various aspects of education
• Aims, Curriculum. Teaching strategies, assessment and
administration and discipline
• Great Philosophers have been great educationists also:
• Education is the dynamic side of philosophy

25. Objectives of Studying Educational Philosophy
1. To find out the solution for various educational issues.
2. The purpose of studying educational philosophy is to make education
according to the need based life and society.
3. To determine the aim of human life, aim of survival.
4. To produce better citizen by fostering democratic attitude in behavior.
5. To make teaching learning process more effective and attractive according
to the need, interest and ability of child.

26. Objectives of Studying Educational Philosophy
6. To discern the different philosophies and choose any one of them to lead a fruitful life in
the society.
7. To expand our knowledge and experiences and implement them in the educational
practices.
8. To bring out all round personality development in child and prepare him to stand on his
own feet.
9. To make education flexible in order to achieve the goals of a country-national integration,
international understanding and globalization.
10. To develop education as a powerful instrument to bring about social, cultural, political and
economical change in society.

27. Idealism
•Idealism

28. Meaning of Realism
• The term realism come from the Latin “realists” who is
to be really, really real.
• Realism refers to the things exist whether or not the
human mind perceives them.

29. Meaning of Realism
• Aristotle was the leading proponent of realism and the
first philosopher to develop a systematic theory of logic.
• In a more deeper meaning of realism, it is a philosophy
that assumes that there is a real external world that can be
recognized.

30. Values in Realism
• External world is the reality.
• Man will discover reality with the use of science and
common sense through education or learning.
• Mind is functioning & is geared towards creativity.
• Reality can be proved by observation, experience,
experiment and scientific reasoning.
• Values must be studied to be applied in the actual
setting.

31. Realism
• Realism Physical World alone is Objective
• Knowledge acquired through senses only is real
• Universe is independent of ideas
• Things exist whether or not the human mind perceives them.
• Objects are characterized by their properties, such as:
• Size
• Weight
• Color
• Shape

32. Principles of Education
• Based on science only
• Emphasizes on behaviour and experiment
• Child and his present life are the centres of education
• It opposes book learning
• Both the individual and the society are valued

33. Realism and Aims of Education
• Preparing the child for happy and successful life
• Preparing the child for a real life
• Developing the physical and mental powers of the child
• Developing and training of senses
• Acquainting the child with nature and social environment
• Imparting vocational education

34. Realism and Curriculum
• Developed according to Utility and needs
• Subjects concerning day to day activities
• Main subjects are – natural science, physical science, health
culture, physical exercise, maths, geography, history, astronomy

35. Method of Teaching
• Scientific and objective method
• Informal method
• Self experience and research
• Experimental method
• Heuristic method
• Correlation method

36. Aim of Education
• Preparing the child for a happy and successful life.
• Developing the physical and mental powers of child.
• Imparting vocational education.
• Developing and training of senses.
• Preparing the child for a real life.
• Character development.

37. Methods of Education
• • Herbart developed a five-step method as follows:
– Preparation, Presentation, Association, Generalization, Application
• Emphasis on critical reasoning through observation.
• Supports formal ways of teaching. • Children should be given positive
rewards (Locke).
• Scientific research and development.
• Precision and order: ringing bells, time periods, daily lesson plans, and
prepackaged curriculum materials.

38. Chief Characteristics of Naturalism
1. Nature alone is the source of all knowledge.
2. Mind is subordinate to nature.
3. Material world is the real world.
4. There is nothing like ‘supernatural’
5. All values exist in nature.
6. Scientific knowledge is final.
7. Values are created in terms of specific needs.
8. In the nature order all human being are equal.
9. Everything lays in the hands of nature, human being degrades it.
10. Man creates societies to meet some of his needs.

39. Principles of Education according to
Naturalism
• Naturalism accords an important place to the educative process.
• Naturalism advocates education in accordance with the nature of the child.
• Naturalism considers natural environment as an important source of education.
• Naturalism gives important to present life of the child.
• Naturalism states that adequate freedom should be given to the child in the
education.
• Naturalism has an insignificant place for acquiring knowledge from the books.

40. Naturalism and Aims of Education
• It is generally says that naturalism has very little to offers regards to the aims of
education.
1. Developing the child in accordance with the nature.
2. Naturalism give permission to children what they want to do.
3. It allow children to live in harmony and unity.
4. It allow children to live in surrounding environment.
5. Naturalism stresses on autonomous development of child.
6. It give strength to children to fight against struggle.

41. Naturalism and Curriculum
• Curriculum should be arranged as the attitude, aptitude, interest and needs of the
child.
• Curriculum should be prepared in such a way that we can see the overall
developmental stages of child.
• Curriculum is based on the nature of the child and his interest.
• It should stresses on science, geometry, English, and all other subjects.
• It should give importance to physical and health science.
• The skill of vocation should develop.

42. Naturalism
• Naturalism is a concept that firmly believes that ultimate reality
lies in the nature of the matter.
• Matter is considered to be supreme and mind is the functioning
of the brain that is made up of matter.
• The whole universe is governed by laws of nature and they are
changeable.

43. Contents Roots of Naturalism
1. Life and Works of Philosophers
2. Based on the Division of Philosophy
3. Strengths & Weakness of Naturalism
4. Naturalism in Education

44. Progressivism
• Progressivism is a theory of education that is concerned with
“learning by doing “that children learn best when pursuing their
own interests and satisfying their own needs.
• Progressivists believe that people learn best from what they
consider most relevant to their lives. Progressivists center
curriculum on their needs, experience, interest and abilities of
student. Provoke curiosity in students.

45. Characteristics of Progressivism
• Emphasis on learning by doing
• hands-on projects
• experiential learning
• Integrated curriculum focused on thematic units
• Strong emphasis on problem solving and critical thinking
• Group work and development of social skills
• Understanding and action as the goals of learning as opposed to
rote knowledge
• Collaborative and cooperative learning projects
• Education for social responsibility and democracy

46. Aims of Education
• To develop the personality of an individual through providing a
democratic environment in the educational institutions.
• An all-round development of child.
• Cooperative behavior and social participation.
• Education of the whole man, or whole personality, which includes
the physical, emotional, social and intellectual aspects of the
individual.

47. Progressivism and Curriculum
• It should be based on the actual giving environment to the child. It must reflect his daily life.
• 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 students’ interests, involves the application of human problems and
affairs.
• It uses the life experience approach to fit the students for future social action.
• Curriculum is based on a specific group of students.

48. Progressivism and Method of Teaching
• Project method – active participation of the pupils in learning.
• Socialized method – to bring all the individual into a group system of interaction.
• Conferences
• Demonstration
• Group work
• Role play
• Debates
• Inquiry
• Discussion
• Planning and participation in the activities.

49. Pragmatism
• Derived from Greek word ‘pragma’ which means work, practice,
action or activity.
• It is the philosophy of practical experience.
• It is a typical American Philosophy practical in appraoch.

50. Basic Principles
• Gives importance to action.
• Gives importance to experience.
• Believes in change.
• No belief in permanent values.
• Gives emphasis on experimentation.
• A practical philosophy.
• A humanistic philosophy.
• Pragmatists believe on present.
• Believe that growth and development takes place through interaction and environment.
• Deep faith in democracy.
• Emphasis on means not on ‘end’.

51. PRAGMATISM IS A PRACTICAL
PHILOSOPHY
• It aims at developing efficiency of the pupil through activities and
experience.
• Education should enable the child to solve his daily problems and
lead a better life.
• It is a work philosophy.
• Activities lie at the centre of all educative process.

52. AIMS OF EDUCATION
• Does not believe in setting predetermined fixed, ultimate and general aims of
education.
• The only aim is more and more growth and creation of new values. One can
create values through activities and experience.
• Aims of education given by John Dewey in his ‘Democracy and education’:
• --Natural development.
• --Development of social efficiency.

53. PRAGMATISM AND CURRICULUM
• Pragmatic curriculum is framed according to the following principles:
• Principles of dynamism and flexibility.
• Principle of utility – subjects like language, literature, physical education, hygiene,
history, geography, civics, sociology, psychology etc. Priority is given to social
sciences to make the students good, cooperative and useful citizens. Natural
sciences come next.
• Principle of activity and experience, agriculture, wood craft and industrial sciences.
• Principles of integration.

54. METHODS OF TEACHING
• Against out dated, lifeless and rigidly traditional methods of teaching.
• Methods to be formulated on the basis of following principles:
• -Principles of purposive process of learning.
• -Principle of learning by doing.
• -Principle of integration.
• Project method by kilpatric.
• Experimental method.
It also encourages: Discussion as a method-laboratory work. Personal reference in the
library. Educational tows and excursions.

55. Pragmatism
• Derived from Greek word ‘pragma’ which means work, practice,
action or activity.
• The philosophy that encourages people to find processes that
work in order to achieve their desired ends.
• Pragmatists believe that reality is constantly changing and that we
learn best through applying our experiences and thoughts to
problems, as they arise.

56. Principles
1. PLURALISM- Philosophically, the pragmatists are pluralists.
According to them there are as many words as human
beings. The ultimate reality is not one but many. Everyone
searches truth and aim of life according to his experiences.
2. EMPHASIS ON CHANGE- The pragmatists emphasize
change. The world is a process, a constant flux. Truth is
always in the making. The world is ever progressing and
evolving. Therefore, everything here is changing.

57. Principles
• 3. UTILITARIANISM- Pragmatists are utility is the test of all truth and
reality. A useful principle is true. Utility means fulfillment of human
purposes. The results decide the good and evil of anything, idea, beliefs and
acts. Utility means satisfaction of human needs.

58. Principles
4. CHANGING AIM AND VALUES- The aim and values of
life change in different times and climes. The old aims and
values, therefore, cannot be accepted as they are. Human life
and the world is a laboratory in which the aims and values are
developed.
5. INDIVIDUALISM- Pragmatists are individualists. They put
maximum premium upon freedom in human life. Liberty
goes with equality and fraternity. Everyone should adjust to
his environment.

59. Principles
6. EMPHASIS ON SOCIAL ASPECTS- Since man is a social animal
therefore, he develops in social circumstances. His success is success in society.
The aim of education is to make him successful by developing his social
personality.
7. EXPERIMENTALISM- Pragmatists are experimentalists. They give more
importance to action than ideas. Activity is the means to attain the end of
knowledge. Therefore, one should learn by doing constant experimentation
which is required in every field of life.

60. EDUCATIONAL IMPLICATIONS
1. EDUCATION AS LIFE Pragmatists firmly believe that old and traditional education is dead and lifeless.
Education is a continuous re-organizing, reconstructing and integrating the experience and activities of race.
Real knowledge can be gained only be activity, experiments and real life experiences.
2. EDUCATION AS GROWTH Each child is born with inherent capacities, tendencies and aptitudes which are
drawn out and developed by education. One of the aims of education is to develop all the inherent capacities of
the child to the fullest extent.
3. EDUCATION AS A SOCIAL PROCESS Man gains more knowledge through personal experiences than he
gets from books.
4. EDUCATION A CONTINUOUS RESTRUCTURING OF EXPERIENCE Knowledge is gained by
experiences and experiments, conducted by the learner himself. Educational process has no end beyond itself.
5. EDUCATION THE RESPONSIBILITY OF STATE Education is the birth right of each individual and may
not be within the right of the individual, so the state should shoulder the responsibility.

61. PRAGMATISM AND CURRICULUM
Activity Centered Curriculum
1. PRINCIPLE OF UTILITY Subjects, activities and experiences which are useful to the
present needs of the child are included in the curriculum, such as: Language, physical well-
being, physical training, Geography, History, Science, Agriculture and Home science.
2. PRINCIPLE OF INTEREST Only the activities and experiences that interests the child
should be included in the curriculum. It comes with four varieties namely- (1) interest in
conversation (2) interest in investigation (3) interest in construction (4) interest in creative
expression
Keeping these varieties of interests the curriculum should include Reading, Writing,
Counting, Art, Craft-work, Natural science and other practical work of simple nature.

62. Activity Centered Curriculum
3. PRINCIPLE OF EXPERIENCE The third principle of pragmatic
curriculum is the child’s activity, vocation and experience. All these three
should be closely integrated.
4. PRINCIPLE OF INTEGRATION Deals with the integration of
subjects and activities. Knowledge is one unit. Pragmatists want to
construct flexible, dynamic and integrated curriculum.

63. Roles
Teacher and Administrators
• Teacher works as a friend and guide to the children. Teacher knows students
interest and understanding regarding the conditions of changing society
• The teacher puts problems in front of students which are interesting and students
are expected to solve it.
• Acts as a facilitator and helps guide students in the right direction.
• pragmatism believes in social discipline based on child’s interest, activities and sense
of social responsibility. It condemns enforced discipline.

64. Roles
Students
• Want experiences to make the learning real for the students.
• Pragmatists believe that learners should apply their knowledge to real
situations through experimental inquiry
• This prepares students for citizenship, daily living, and future careers.

65. Roles
Schools
• Schools philosophy is having students gain real experiences of actual life
which develop social sense and sense of duty towards society and the nation.
• It is not only a sense of education but a sense of community.
• Preparing students to be better citizens

66. Essentialism
• Essentialists hope that when students leave school, they will
possess not only basic skills and an extensive body of knowledge,
but also disciplined, practical minds, capable of applying
schoolhouse lessons in the real world. (William Bagley)

67. What is Essentialism?
• Essentialism is the educational theory and educational philosophy, whose followers
believe that students should learn traditional basic subjects thoroughly.
• For essentialists, education involves the learning of basic skills, arts and science.
• After the learning of these skills and subjects students can function as a member of
civilized society.
• Essentialists argue that classrooms should be teacher-oriented. The teacher should
serve as an intellectual and moral role model for the students.

68. Essentialists Beliefs
• Essentialism tries to instill all students with the most basic knowledge, skills
and character development.
• Essentialists believe that students should be taught to be a model citizen.
• Essentialists believe that teachers should teach traditional moral values and
virtues.
• Essentialists believe in mastery learning.

69. Purpose of Schooling
• Prepare students to be productive, contributing members of society.
• For essentialist, the aim of education is to teach the young the essentials they
need to live well in the modern world.
• Essentialists teach the basic subjects.

70. Curriculum of Essentialism
Curriculum of
Essentialism
Mathematics
Natural Science
History
Foreign
Language
Literature

71. Reconstructionism
Premises of Reconstructionism
• The two major premises of reconstructionism
• Society is in need of constant reconstruction or change
• Such social change involves a reconstruction of education and the use of
education in reconstructing the society background.

72. Social Reconstructionism
• Is a philosophy that emphasizes the addressing of social
questions and a quest to create a better society and
worldwide democracy. Typically a reconstructionist
focuses on a curriculum that highlights social reform.

73. Background of Reconstructionism
• Emphasizes the addressing of social questions
• A quest to create a better society and worldwide democracy
• Reconstructionist educators focus on a curriculum that highlights
social reform as the aim of education

74. Reconstructionism as Critical Theory
• Curriculum focuses on student experience and taking social
action on real problems:
• Violence
• Hunger
• International terrorism
• Inflation
• Inequality

75. • Strategies for dealing with controversial issues, inquiry, dialogue,
and multiple perspectives are the focus
• Community-based learning and bringing the world into the
classroom are also strategies.

76. Educational Theory
• Sees things the same way as the progressive
• Through experience, students learn more, remember it
longer, and apply it to new situations, rather than through
being told something.
• Doesn’t believe in a predetermined curriculum

77. Educational Theory
• Use the subject matter from any or all disciplines when needed to
solve a problem
• Deal more with the subject matter of social experience in solving
problems
• Do not favor any type of ability grouping but students should be
grouped only upon the basis of common interests

78. Description
Goal of Education Use education to help solve significant social problems to
create a more effective democratic society
Nature of Curriculum Learner-centered curriculum
Role of Teachers Facilitator, guide
Role of Students Problem-solvers/ critical thinkers, socially oriented
Teaching Method Problem-based learning, cooperative learning, community-
based learning, dialogue/ debate
Subject Taught Politics, Economics, Religion, History (controversial issues)