The document discusses the philosophical foundation of idealism and its implications for education. It defines idealism as the belief that ideas rather than material objects constitute reality. The key principles of idealism are that spiritual ideas are more important than physical objects, and that the goal of education is self-realization and the development of moral and spiritual values. An idealist approach sees the teacher's role as guiding students towards truth and character formation. The curriculum in idealism focuses on subjects that develop the mind, like literature, history, and philosophy.

1. Philosophical Foundations
of Education
BY
DR.KHALID RASHID

2. Foundations of Education
I. PHILOSOPHICAL FOUNDATION
II. SOCIOLOGICAL FOUNDATION
III. PSYCHOLOGICAL FOUNDATION

3. Philosophical Foundation
THE PHILOSOPHICAL FOUNDATION OF
CURRICULUM HELPS DETERMINE THE DRIVING PURPOSE
OF EDUCATION,
AS WELL AS THE ROLES OF THE VARIOUS PARTICIPANTS.
WHILE ALL FOUNDATIONS PROPOSE TO SET GOALS
OF CURRICULUM,
PHILOSOPHY PRESENTS THE MANNER OF THINKING
FROM WHICH THOSE GOALS ARE CREATED.

4. Major Philosophies:
Idealism
Realism
pragmatism

5. Idealism
Idealism is believing in or pursuing some
perfect vision or belief.
An example of idealism is the belief of people
who think they can save the world.

6. Idealism & Curriculum
Idealism is a philosophy developed by Plato.
One of the many tenets of idealism is that truth can
be found through reasoning, intuition, and divine
revelation.
There is such as thing as absolute truth and the
world is composed of ideas primarily.

7. Understanding idealism
 Idealism is a philosophical approach that has as its central tenet
that ideas are the only true reality, the only thing worth knowing.
In a search for truth, beauty, and justice that is enduring and
everlasting, the focus is on conscious reasoning in the mind.
 Idealism is the metaphysical view that associates reality to ideas in
the mind rather than to material objects. It lays emphasis on the
mental or spiritual components of experience, and renounces
the notion of material existence.

8. Definitions of idealism
 The definition of idealism is believing in or pursuing some perfect
vision or belief.
 An example of idealism is the belief of people who think they can save
the world.
 The act or practice of envisioning things in an ideal and often
impractical form.
 Pursuit of one's ideals, often without regard to practical ends.
 Any of various theories which hold that: Things exist only as ideas in
the mind rather than as material objects independent of the mind.

9. Definitions of Idealism
 Things in the material world are actually manifestations of an
independent realm of unchanging, immaterial models or forms.
 Idealized treatment of a subject in literature or art.
 A striving to achieve one's ideals.
 Imaginative treatment in art that seeks to show the artist's or author's
conception of perfection; representation of imagined types, or ideals.
 The property of a person of having high ideals that are
usually unrealizable or at odds with practical life.
 The property of a person of having high ideals that are
usually unrealizable or at odds with practical life.

10. Idealism as a driving force
 Idealism is the metaphysical view that associates reality to ideas in the mind
rather than to material objects. It lays emphasis on the mental or spiritual
components of experience, and renounces the notion of material existence.
Aim of Education in realism
 In idealism, the aim of education is to discover and develop each individual's
abilities and full moral excellence in order to better serve society. The curricular
emphasis is subject matter of mind: literature, history, philosophy, and religion.

11. Role of student in idealism
 idealism is traditional philosophy of education in which
teacher has central role who has to be role model so that
the students adopt him as model to become good citizen.
...
 Students answer the asked questions,
 Teacher provides the feedback and students improve
themselves according to the teacher's feedback.

12. How do we use Idealism in education
 Methods of Teaching in Idealism
 We make objectives/select content for teaching/select the
methods of teaching and evaluation as well
 Methods may be;
 Lecture and discussion method.
 Questioning method.
 Self study method.
 Imitation method.
 Meditation and concentration method.

13. Principles of education
6 Most Important Fundamental Principles of Idealism
 Idealism Believes in the Universal Mind: ...
 Idealism Regards Man as a Spiritual Being: ...
 The World of Ideas and Values is more important than the
world of Matter:
 Real knowledge is perceived in mind: ...
 Stress on the Principle of Unity of Diversity: ...
 Importance of Personality Development:

14. Role of teacher in Idealism
 In idealist educational philosophy, which expresses a teacher
centered approach, the teacher is required to reveal the
embedded knowledge in students' subconscious and be a
good role model both as morally and culturally.
 The subjects are in a hierarchical order and Socratic Method
is adopted.

15. What is an idealist teacher
 An idealist teacher encourages his/her pupils to think and
ask more questions in an environment that is conducive for
learning.
 Young learners nowadays are very inquisitive and curious;
and with the help of an idealist teacher, he/she can make
the pupils to discover new learning through asking questions.

16. What is an idealist teacher
 To answer questions in the “Idealist” way of thinking, the teacher plays a
vital role in a child’s education especially in character formation because
the pupils imitate the teacher.
 The teacher remains a role model for pupils and exhibit the “ideal”
behaviour that is well-accepted by the society.
 An idealist teacher encourages his/her pupils to think and ask more
questions in an environment that is conducive for learning.
 Young learners nowadays are very inquisitive and curious; and with the
help of an idealist teacher, he/she can the pupils in to discover new
learning through asking questions.

17. What is an idealist teacher
 However, the method of teaching in the Idealism philosophy follows a teacher-
centerer approach wherein the teacher selects the topic to be discussed and asks
questions after the discussion, which is very typical in the Philippine setting.
Students on the other hand, answer the questions then the teacher would provide
feedback that would help the students improve themselves. With this, the
students will be guided to be on the right track and come up with an answer that
satisfies the teacher.

18. What is an idealist teacher
 Being and idealist teacher has its strengths too, such as: encouraging thinking and
cognition and providing character formation for students. Teachers are valuable in the
learning process as they provide a systematic and holistic approach to learning.
 On a personal note, one thing that I didn’t quite like about Idealism is the fact that it is
“teacher-centered”. Since I am teaching young children, I would be playing an
important role in my pupil’s learning. If all I do is dictate and be in-charge of their own
learning, they wouldn’t progress and would only learn just what I think is ideal. There’s
not much interaction between the student and the teacher and not much discovery
learning, which are very essential in a child’s learning.
 As a parent, I think it would be good if the teacher of my child would guide him/her in
building his/her moral character that would be useful for him/her to succeed in life.

19. Types of Idealism
 a) ABSOLUTE IDEALISM
 It is the one type which has found its way into educational philosophy. This
lays down that the heart of reality is to be found in thought or reason.
Reason is absolute; in fact it is the absolute. Being absolute, it is also one
i.e., monistic. Everything, thus, is interrelated and all contradictions
reconciled. Furthermore the complete cause of any single occurrence
involves the whole of reality. The cosmos is great thought process, and the
absolute is god thinking. Everything happens as a result of the self-willed
idea i. e. absolute. The absolute is already complete, and self-realized.

20. Absolute Idealism
 Nature is the medium through which the absolute progressively reveals itself in
external form. Mind of man however, is a part of the absolute whole. The absolute
being the whole and education being a part thereof, it may be that study of the
fragment may reveal important facts of the totality.

21. The centralistic idealism
 The centralistic approach to idealism on the whole has committed this educational
philosophy to the prominent importance of consciousness. Mind is ultimately spiritual,
not materialistic. Human nature is to be viewed, as more than a behaving organism,
responding to the stimuli of its environment. Man is too atomistic. Idealism stresses
certain wholeness. Nothing happens in any part of the system that does not affect the
rest.
 On religious and moral education, the definition of the absolute is unmistakably of
theistic characteristics. Since the aim of education is the increasing realization of the
absolute, all education appears tinged with religious significance. This includes moral
education. Reason being the absolute, the universe is one of law and order. So too
there is a oral law in the universe backed by the authority of the absolute. Thus lays an
inescapable moral imperative on education.

22. b) MODERN IDEALISM
 It has given a different tune to educational philosophy. In this concept idealism
more to do this idea as metal state. n this idealism might be called a philosophy
of idealism. The `I` of idealism being interested for euphony. The knowledge one
has of his environment is idea of it. The environment in itself cannot be known
through intermediate idea of it. The environments in itself cannot be known
directly.
 It can only be known through intermediate idea of human knower. From which
the learner’s knowledge takes, therefore, is bound to be in part the product of
his human way of apprehending it. Such concepts are supplied by the mind of
human learning.

23. FUNDAMENTAL PRINCIPLES OF
IDEALISM
 The fundamental principles of idealism are:
 (1) TWO FORMS OF THE WHOLE WORLD
 Idealism believes in two forms of the world- Spiritual world and Material world, Idealists gives
more importance to spiritual world in comparison to the material world. They believe that
spiritual world is real and the ultimate truth whereas the material world is transitory and moral.
According to Horne- “Idealism holds that the order of the world is due to the manifestation in
space and time of an eternal and spiritual reality.”
 (2) IDEAS ARE MORE IMPORTANT THAN OBJECTS
 According to Idealists, knowledge of mind and soul can be obtained through ideas only. Hence,
they have given more importance to ideas over the objects and material or later. In the words of
Plato “Ideas are of the ultimate cosmic significance. They are rather the essences or archetypes
which give form to cosmos. These ideas are eternal and unchanging.”

24. FUNDAMENTAL PRINCIPLES OF
IDEALISM
 (3)IMPORTANCE OF MAN OVER NATURE
 To Idealists, man is more important than material nature. It is because man can think and
experience about material objects and material phenomena. Hence, the thinker or the one who
experiences is more important than the object or the phenomena experienced. Man is endowed
with intelligence and a sense of discrimination. Thus, he is not a slave of the environment as
animals are but the moulds and transforms the environment for his own good and welfare of the
society. In short, he creates his own world of virtue and his creativity achieves higher and higher
levels of art in many areas.
 (4)FAITH IN SPIRITUAL VALUES
 According to Idealists, prime aim of life is to achieve spiritual values-Truth, beauty and goodness.
These spiritual values are undying and permanent. The realization of these values is the
realization of god. In the pursuit of these absolute values man rises higher and higher in the
moral plane till he attains divinity. For the achievement of these spiritual values all the capacities
of man are to be harnessed to the full. These capacities are- knowing, feeling and willing.

25. FUNDAMENTAL PRINCIPLES OF
IDEALISM
 (5)IMPORTANCE OF PERSONALITY DEVELOPMENT
 Idealists give much importance to the ‘self’ of the individual. Hence they insist upon
the fullest development of the personality of an individual. According to them the
development of personality means achievement of ‘perfection’. Plato rightly speaks
that each individual has an ideal self. He tries to develop that ideal ‘self’ more and
more.
 This self-realization is the true sense of the term. It may be noted that self-realization
means knowledge of the ‘self’ or soul. This self-realization can only be achieved in
society. Hence, development of social qualities is very essential for self-realization as
it expresses itself in the form of love, sympathy, fellow-feeling and co-operation for
the good of all and discrimination among human beings on any basis of caste, creed,
sex, race or status etc. It clears the fact that Idealism advocates the concept of
universal education. In short Idealism believes in the welfare of whole human
community.

26. FUNDAMENTAL PRINCIPLES OF
IDEALISM
 (6)FULL SUPPORT TO THE PRINCIPLE OF UNITY IN DIVERSITY
 Idealists give full support to the principle of Unity in Diversity. They believe that
is of spiritual nature. This may be called Universal Consciousness or Divinity. This
underlying divine force maintains the existence and working of all entities.
Idealists call this power as God, the Supreme Force which is omnipotent and
omnipresent.

27. Idealism and Aims of Education
 IDEALISM AND AIMS OF EDUCATION
 Idealism prescribes certain fundamental aims of education which are directly influenced by the aims and principles of life. In this
context Ross puts forth the view, “The function of education is to help us in our exploration of the ultimate universal values so that
truth of the universe may become our truth and give power to our life.’’ Some of the important aims of education as laid down by
idealists are given below
 (1) SELF REALIZATION.
 According to idealism man is the most beautiful creation of god-His grandest work. It lays great stress on the exaltation of human
personality it is self-realization The aim of education is to develop the self of the individuals higher till self-realization is achieved It
is in fact making actual or real the highest potentialities of the self.
 (2) UNIVERSAL EDUCATION.
 Education according to idealism should be universal in nature. The universe is regarded as a thought process. Education should be
based on the teaching of Universal truth from the stand-point of rationality of the Universe
 (3) SPIRITUAL DEVELOPMENT.
 Idealists give greater importance to spiritual values in comparison with material attainments. According to Rusk, “Education must
enable Mankind through its culture to enter more and more fully into the spiritual realm, and also enter more and more fully into the
spiritual realm, and also enlarge the boundaries of spiritual realm”.

28. Idealism and Aims of education
 (4)TRANSMISSION AND PROMOTION OF CULTURAL HERITAGE
 The aim of idealistic education is the preservation ; enrichment and transmission of culture, Education must contribute to the
development of culture .It should help in enlarging the boundaries of spiritual realm
 (5)CULTIVATION OF MORAL VALUES
 According to idealism, man is essentially a moral being. Therefore, moral, intellectual and aesthetic aspects of his personality
should be promoted. According to Dr.Prem Nath “The process of education must lead to the deepest spiritual insight and to the
highest moral and spiritual insight and to the highest moral and spiritual insight and to the highest moral and spiritual conduct .”
 (6) PREPARATION FOR A HOLY LIFE
 Idealism prepares an individual for a holy life. Froebel says.”The object of education is the realization of a faithful, pure, inviolable and
hence holy life.’’
 (7) DEVELOPMENT OF INTELLIGENCE AND RATIONALITY
 Idealism wishes that education should develop the mind fully. It makes a person rational as well. Only the highly developed mind can
understand the all pervading force. The idealists believe that education must help in the full evolution of mind , the
emancipation of spirit, self realization and the realization of higher values of life and to train the whole
man completely and fully for manhood and not some part of man.

29. IDEALISM AND CURRICULUM
 While developing curriculum, idealists give more importance to thought, feelings,
ideals and values than to the child and his activities. They firmly hold that
curriculum should be concerned with the whole humanity and its experiences. It must
consist of humanities.
 The curriculum should give good mental experience of all types.
So cognition (knowing) affecting (feeling) and conation (striving) should find d
ue place. Sciences and art should be taught as fully integrated. Since
the main aim of education according to the philosophy of idealism is
to preserve and advance the culture of human race ,so subjects like Religion
, Ethics, philosophy, History,
Literature etc, should be provided in the curriculum.
 Healthy mind is found in healthy baby only. So health, hygiene, games and sports
should find an important place in the curriculum.

30. IDEALISM AND METHODS OF
TEACHING
 Idealism has not prescribed specific methods of teaching. According to
idealism, class-room is a temple of spiritual learning, a meeting place of human
minds- a place for self education. For this no particular method has been
suggested.However, the following methods have been advocated by different
idealists:
 · Learning through reading
 · Learning through lecturing
 · Learning through discussion
 · Learning through imitation
 · Descrates employed the device of simple to complex

31. IDEALISM AND DISCIPLINE
 Naturalism provides unrestricted freedom to the child whereas Idealism wants
to keep the child under discipline. Idealists believe that there can be no spiritual
development of the child without discipline. This leads to inner discipline. “The
discipline is not to be imposed on pupils. The teacher has only to help them to
develop self discipline and through that self knowledge”
 Self-insight and self analysis are the main disciplinary factors. The main task of
education is the cultivation of higher values of life through moral and religious
education. It requires the teacher to present a good example and exercise
lasting impact upon the pupil’s mind. A teacher is an ideal person to be
emulated by this pupil.

32. IDEALISM AND TEACHER
 Idealism assigns a special role to the teacher. It considers teacher as a spiritual guide for the child. The teacher serves as a living
model for the student. He sets the environment in which education takes place. He carries the child from darkness to light. He is to
guide the student towards utmost possible perfection
 Idealism regards the teacher as the priest of man’s spiritual heritage. He is a co-worker with God in perfecting man. An idealist
teacher is a philosopher, friend and guide. According to Gentle- A teacher is “a spiritual symbol of right conduct.” He is thus, an
indispensable necessity.
 According to Froebel, the school is a garden, the teacher is a cautious gardener and the child is a tender plant. The plant can grow,
no doubt, without help but the good gardener sees that the plant grows to the finest possible perfection. Through teacher’s
guidance the child can make his natural development into a process leading to perfection and beauty.
 CONTRIBUTIONS OF IDEALISM TO EDUCATION
 Idealistic philosophy in education emphasizes ‘the exaltation of personality’, which is the result of self-realization, achieved by
spiritual knowledge, self-discipline and dignified teacher. Idealism assigns a very important place to the teacher who is respected as
a guide, and philosopher. They emphasize the importance of moral and spiritual education and points out the values of humanities,
social sciences, art and literature. It emphasizes man’s perfection in various facets of life-physical, spiritual, intellectual, moral,
esthetic and social.
 EVALUATION OF IDEALISM

33. Evaluation in idealism
 (1)The common criticism regarding Idealism is that it is an abstract and vague doctrine. It avoids the present realities and prepares the child for the
next world.
 (2) Idealism is concerned with the ultimate end of life. It avoids the real problems day to day living. Education should be such as to make individuals
capable to solve the problems that confront them from time to time able to lead a happy and contented life.
 (3) Idealism lays more emphasis on thinking and mental activities. This increases the importance of intellectualism unnecessarily.
 (4) Idealistic education gives more importance to teacher in relation to the child. Modern psychology emphasizes the prime and central importance
of child.
 (5) Idealistic methods of teaching emphasize cramming and rote memory. In modern education, these methods are given little importance.
CONCLUSION
 Idealism may be considered to be outmoded in the prevailing scientific world view. Idealistic concepts like ‘spirit’, ‘mind’, ‘soul’, and ‘the cosmos’
have little relevance in the class-room teaching. There is too much emphasis on good manners and modesty which may be mistaken. It neglects
child’s psychological nature. Idealism does not contribute to methods of teaching. It sets unobtainable goals. Idealistic scheme of education, by and
large, pays attention to physical, industrial, social and electronic environment of today. It neglects social aspects of life. It over emphasizes humanity
and under rates science and technology. In all, we can say that idealistic approach to education has its own merits and shortcomings. It should,
therefore, be supplemented by other philosophy or philosophies of education.

34. Pragmatism
 The term pragmatism derives its origin from a Greek word meaning to do, to
make, to accomplish. So the use of words likes ‘action’ or ‘practice’ or ‘activity’.
Action gets priority over thought. Experience is at the centre of the universe.
Everyone is tested on the touch-stone of experience. Beliefs and ideas are true if
they are workable and profitable otherwise false. Will Durant sums up
pragmatism as the doctrine that truth is the practical efficiency of an idea. It
follows there from that pragmatism is not a philosophy but a method–the
method of experimentation. As a basis for school practice pragmatism opposes
pre-determined and pre-ordained objectives and curriculums. The past of the
pragmatist is dead.
 Values are instrumental only. There are no final or fixed values. They are evolved
and are not true for all times and for all situations. According to an undeviating
standard of worth, pragmatism tends to be individualistic, selfish; has no values;
has no ethics and is thus superficial.

35. FORMS OF PRAGMATISM
 1. HUMANISTIC PRAGMATISM-
 This type of pragmatism is particularly found in social sciences. According to it the satisfaction of human nature is the criterion of
utility. In philosophy, in religion and even in science man is the aim of all thinking and everything else is a means to achieve human
satisfaction.
 2. EXPERIMENTAL PRAGMATISM-
 Modern science is based upon experimental method. The fact that can be ascertained by experiment is true. No truth is final, truth
is known only to the extent it is useful in practice. The pragmatists use this criterion of truth in every field of life. The human
problems can be solved only through experiment.
 3. NOMINALISTIC PRAGMATISM-
 When we make any experiment we attend to the result. Our aim is examination of the material. Some hypothesis about the results
invariably precedes every experiment. According to nominalistic pragmatism, the results of an experiment are always particular and
concrete, never general and abstract.
 4. BIOLOGICAL PRAGMATISM-
 Experimentalism of John Dewey is based upon this biological pragmatism according to which the ultimate aim of all knowledge is
harmony of the man with the environment. Education develops social skill which facilitates one’s life. The school is a miniature
society which prepares the child for future life.

36. PRINCIPLES OF PRAGMATISM
 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.
 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.

37. Principles of Pragmatism
 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.
 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.

38. PRAGMATISM AND EDUCATIVE
PROCESS
 Activity lies at the centre of all educative process. The basis of all teaching is the
activity of the child, says Foster. Every continuous- experience or activity is
educative and all education, is fact, resides in having such experience. But
continuous growth in experience is not the whole education. Education is
something more. It is a constant reorganizing or reconstructing of experience.
Pragmatism approaches the problems of education from the ‘progressivits’ view
point “progress implies change. Change further implies novelty”, so education
cannot be conceived of as acquired once for all. Problem solving is at the core
of all education. The educative process thus becomes empirical, experimental,
and piecemeal: in a word pragmatic.

39. Educational Implications
 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. They want to conserve the worthwhile culture of the
past, think out the solutions to meet the new situations and then integrate the two. Real knowledge can be gained only
be activity, experiments and real life experiences.
 2. EDUCATION AS GROWTH-
Thus education will be useful if it brings about the growth and development of the individual as well as the society in which
he lives. Education is meant for the child and child is not meant for education and child is not empty bottle to be filled up by
outside knowledge. 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-
To pragmatism, man is a social being. He gains more and more knowledge through personal experiences than he gets from
books. According to pragmatism, the education of the child should be through the medium of society so that develops in him
socially desirable qualities which promote his welfare and happiness. John Dewey rightly speaks out – Education is the social
continuity of life.

40. Educational Implications
 4. EDUCATION A CONTINUOUS RESTRUCTURING OF EXPERIENCE-
Education is a process of development. Knowledge is gained by experiences and
experiments, conducted by the learner himself. One exercise leads to another and
so on and the area of knowledge is widened by the child. The process of
reconstruction of experience goes on and leads to adjustment and development of
personality. For pragmatists educational process has no end beyond itself. In
addition to the individual it is continuous reorganizing restructuring and
integrating the experience and activities of the race.
 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. The refusal of
the state to do so may not lead the nation to suffering. It is for the state to
make the child capable and confident to meet the problems and challenges of
life successfully.

41. Aims and Pragmatism
 AIMS AND PRAGMATISM
 Pragmatists do not believe in any pre-conceived aims of education. Aims cannot be
conceived of as final, fixed and immutable. Aims arise out of the ongoing experience and
should lie wholly within the child’s experience. Living as we do, in a changing world with an
uncertain and shifting future, human experience is prone to change.
 And so the need to reshape our aims to meet the needs of such a dynamic environment as
ours has become where the invention of every machine means a new social revolution. So it
has been said that education has no aims. “Continuing education “, says a UNESCO booklet,
“has become a necessity in almost every field of life from housekeeping to atomics”.
 Education is a lifelong process and not as something to discipline the recalcitrant person in
to conformity with the pre-existing truth. The pupil should be able to, as they say, ’thing
through’ the problems. Education for Dewey is a process of individual growth and
development. But “growth itself“, says Brubacher “has no end beyond further growth”. In
other words, he goes on to say “education is its own end”. Education means more
education.

42. PRAGMATISM AND CURRICULUM
 In the field of curriculum development, the following principles have been prescribed by
pragmatists.
 1. PRINCIPLE OF UTILITY-
 According to this principle, only those subjects, activities and experiences should be included in
the curriculum which are useful to the present needs of the child and also meet the future
expectations of adult life as well. As such Language, physical well-being, physical training,
Geography, History, Science, Agriculture and Home science for girls should be included in the
curriculum.
 2. PRINCIPLE OF INTEREST-
 According to this principle, only those activities and experiences where in the child takes interest
should be included in the curriculum. According to John Dewey these interests are of four
varieties namely- (1) interest in conversation, (2) interest in investigation, (3) interest in
construction and (4) interest in creative expression. Keeping these varieties of interests in view, at
the primary stage, the curriculum should included Reading, Writing, Counting, Art, Craft-work,
Natural science and other practical work of simple nature.

43. PRAGMATISM AND 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. The curriculum should
consist of such varieties of learning experiences which promote original thinking and
freedom to develop social and purposeful attitudes.
 4. PRINCIPLE OF INTEGRATION-
Pragmatic curriculum deals with the integration of subjects and activities.
According to pragmatism knowledge is one unit. Pragmatists want to construct
flexible, dynamic and integrated curriculum which aids the developing child and the
changing society more and more as the needs, demands and situation require.

44. PRAGMATISM AND METHODS OF
TEACHING
 The whole emphasis of method of teaching in pragmatism is on child, not the book, or the
teacher or the subject. The dominant interest of the child is “to do and to make”. The method
should be flexible and dynamic. It must be adaptable and Modifiable to suit the nature of the
subject matter and potentiality of the students. The pragmatist’s curriculum provides for creative
and purposeful activities in the teaching- learning process. Pragmatists regard school is a’
miniature of society’ where child gets real experiences to act and behave according to his
interests, aptitudes and capacities.
 Project method is a contribution of pragmatist philosophy in education. According to
Kilpatrick “a project is a whole hearted purposeful activity carried out in a social environment”.
The child learns by doing says John Dewey. All learning must come as a product of action.
Learning by doing makes a person creative, confident and co-operative. They also emphasize
the discovery and enquiry methods. The method like problem solving, play-way, experimental
and laboratory techniques which follow the principle of learning by doing can be used
according to pragmatic view.

45. TEACHER
 Pragmatism regards teacher as a helper, guide and philosopher. The chief function of pragmatic
teacher is to suggest problems to his pupils and to stimulate them to find by themselves, the
solutions, which will work. The teacher must provide opportunities for the natural development
of innate qualities of children. His main task is to suggest problems to his pupils and to guide
them to find out solutions.
 DISCIPLINE
 To utilize the interest of the pupil is the basis of discipline here. The teacher and pupils attack a
problem jointly. Teacher’s role is that of a guide and a director; it is the pupil who acts, learning
this becomes a cooperative venture- a joint enterprise. Pursuit of common purposes enforces it
own order. Education becomes a social process of sharing between the members of the various
groups and all are equal partners in the process. That is no rewards also there are no placing for
the martinet so any punishments. The discipline proceeds from the life of the school as a whole.

46. CONTRIBUTIONS OF PRAGMATISM TO
EDUCATION
 Pragmatism provides definite aims of education. The student is prepared to live in society and
learn skills and attitudes. Which are required of him to live as a useful member of society?
 The teaching methods are based on learning by doing. The project method is the contribution
of pragmatism to modern education.
 Pragmatism encourages a democratic way of learning
through purposeful and cooperative projects and activities.
 Utility in the educative process is the first criterion. The school is expected to provide learning
and experiences that are useful.
 Education is not bound to tradition. Pragmatic philosophers advise us to test everything
through our own experience.
 The teacher has to play a very challenging role in the educative process under pragmatism and
he has to be very alert and watchful.

47. DEMERITS OF PRAGMATISM
 1. OPPOSITION TO ETERNAL TRUTHS
 Pragmatism is opposed to pre-determined truth. According to it, truth changes according to a change in
circumstances, times and places and is created by the consequences of our actions and experiences. Pragmatists hold
that if the results of an activity are satisfying, then it is true otherwise not.
 2. OPPOSITION OF PRE-DETERMINED IDEAS AND VALUES-
 This emphasizes that ideals and values are man-made and change according to changes in circumstances, times and
places. But all noble things have entered into this human world by the efforts of those great persons who were inspired
by the great ideals namely- truth, beauty and goodness.
 3. NO PRE-DETERMINED AIMS OF EDUCATION
 There are no set and pre determined aims of education as well. In the absence of definite aims of education, all
educational plans and efforts may go astray and achieve nothing.
 4. NEGATIONS OF SPIRITUAL VALUES-
 Pragmatists deny the existence of spiritual values. Negligence of spiritual value is a great blunder. Without developing
spiritual values achieving human welfare, peace and satisfaction is simply to cry for the moon.

48. MERITS OF PRAGMATISM
 1. CONSTRUCTION OF PROJECT METHOD
In the field of methods of teaching, pragmatism has given birth to project method. This method, a child indulging in various creative
activities, is able to solve many problems which cater to his natural progress and development.
 2. IMPORTANCE OF CHILD-
Opposing bookish knowledge and formal education, pragmatism lays great stress upon the development of child’s individuality by his
own efforts.
 3. EMPHASIS ON ACTIVITY
Pragmatism emphasizes upon activity. The principle of learning by doing is the main contribution of pragmatism
 4. FAITH IN APPLIED LIFE-
Pragmatism emphasizes the practical life of child. Pragmatic education prepares the child for future life in a very effective manner.
 5. SOCIAL AND DEMOCRATIC EDUCATION-
Pragmatism develops in the child love for democratic values and social efficiency which bring harmonious adjustment and development
of personality.
 6. INFUSION OF NEW LIFE IN EDUCATION-
Pragmatism has revolutionized the process of education to a very great extent. This has infused a new life and zest in education.

49. CONCLUSION
 The foregoing discussion shows that pupil’s immediate experiences, felt needs and purposes
play a prominent part in the determination of educational programmes and policies. This
confirms the faith in the worth and improvability of individuals.
 Pragmatism puts emphasis on free flow of ideas, spirit of inquiry of investigation and discussion.
Pragmatism upholds the supreme value of man and prescribes freedom of thinking,
experimenting and experiencing for him. Not only this, it lays emphasis upon flexibility, utility
and adjustment in all fields of human activity promoting the continuous development of
individual and society to the fullest extent.
 Pragmatic philosophy is a practical philosophy, having no fixed or absolute standards. Man
always creates new values and education should help him in doing so.
 Being practical and utilitarian school of philosophy, pragmatism has influenced education to the
maximum extent. It has tried overcoming the limitations of other schools like idealism and
naturalism and has influenced world in a great deal

50.  5. OPPOSITION OF INTELLECTUALITY-
Pragmatists believe that a man’s intelligence is subservient to his innate tendencies. This makes him only
an animal.
 6. NEGATION OF POST
Agmatists, emphasizing only the present and future, and neglects the past. Without the knowledge of past
one cannot understand the present and without knowing the present thoroughly nothing can be predicted for the
future.
 7. DIFFICULTY IN THE CONSTRUCTION OF CURRICULUM
Pragmatism emphasize that all knowledge is to be gained from experiences of life. Selecting a project and
construction of curriculum to gain all knowledge from life experiences is very difficult.
 8. PRAGMATISM IS A METHOD ONLY
Unlike other philosophical doctrines, pragmatism does not lay down any aims, ideals and values of life to be
pursued by human beings. Hence, pragmatism cannot be termed as a philosophy of life.

51. Realism defined
 Realism, in philosophy, the viewpoint which accords to things which are known or
perceived an existence or nature which is independent of whether anyone is thinking
about or perceiving them. ...
 Realism is an approach to the study and practice of international politics. It
emphasizes the role of the nation-state and makes a broad assumption that all nation-
states are motivated by national interests, or, at best, national interests disguised as
moral concerns.
 Rather than applying filters or fantasy to your fictional world, realism is based on “real”
everyday life. ... For example, a work of realism might chronicle the life of an average
farmer. Rather than fun metaphors or imagery, a realistic writer would show you the
undramatized life and dialect of the area.

52. Realism

Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical
objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato
who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method.
In this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny
of all observable data." Aristotle believed that to understand an object, its ultimate form had to be understood,
which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the
mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers
(its form), although one rose may be red and another peach colored. Aristotle also was the first to teach logic
as a formal discipline in order to be able to reason about physical events and aspects. The exercise of rational
thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter
of the physical world, particularly science and mathematics. The teacher organizes and presents content
systematically within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on
mastery of facts and basic skills through demonstration and recitation. Students must also demonstrate the
ability to think critically and scientifically, using observation and experimentation. Curriculum should be
scientifically approached, standardized, and distinct-discipline based. Character is developed through training
in the rules of conduct.
 Pragmatism (Experientialism)

53. Realism
 For pragmatists, only those things that are experienced or observed are real. In
this late 19th century American philosophy, the focus is on the reality of
experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is
constantly changing and that we learn best through applying our experiences
and thoughts to problems, as they arise. The universe is dynamic and evolving, a
"becoming" view of the world. There is no absolute and unchanging truth, but
rather, truth is what works. Pragmatism is derived from the teaching of Charles
Sanders Peirce (1839-1914), who believed that thought must produce action,
rather than linger in the mind and lead to indecisiveness.

54. Realism
 John Dewey (1859-1952) applied pragmatist philosophy in his progressive
approaches. He believed that learners must adapt to each other and to their
environment. Schools should emphasize the subject matter of social experience.
 All learning is dependent on the context of place, time, and circumstance.
Different cultural and ethnic groups learn to work cooperatively and contribute to
a democratic society. The ultimate purpose is the creation of a new social order.
Character development is based on making group decisions in light of
consequences.

55. Realism
 For Pragmatists, teaching methods focus on hands-on problem solving,
experimenting, and projects, often having students work in groups. Curriculum
should bring the disciplines together to focus on solving problems in an
interdisciplinary way.
 Rather than passing down organized bodies of knowledge to new learners,
Pragmatists believe that learners should apply their knowledge to real situations
through experimental inquiry. This prepares students for citizenship, daily living,
and future careers.

56. Existentialism
 The nature of reality for Existentialists is subjective, and lies within the individual.
The physical world has no inherent meaning outside of human existence.
Individual choice and individual standards rather than external standards are
central. Existence comes before any definition of what we are.
 We define ourselves in relationship to that existence by the choices we make.
We should not accept anyone else's predetermined philosophical system; rather,
we must take responsibility for deciding who we are. The focus is on freedom,
the development of authentic individuals, as we make meaning of our lives.

57. Existentialism
 There are several different orientations within the existentialist philosophy. Soren
Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the
founder of existentialism. His was a Christian orientation. Another group of
existentialists, largely European, believes that we must recognize the finiteness of our
lives on this small and fragile planet, rather than believing in salvation through God.
Our existence is not guaranteed in an after life, so there is tension about life and the
certainty of death, of hope or despair.
 Unlike the more austere European approaches where the universe is seen as
meaningless when faced with the certainty of the end of existence, American
existentialists have focused more on human potential and the quest for personal
meaning. Values clarification is an outgrowth of this movement. Following the bleak
period of World War II, the French philosopher, Jean Paul Sartre, suggested that for
youth, the existential moment arises when young persons realize for the first time
that choice is theirs, that they are responsible for themselves. Their question becomes
"Who am I and what should I do?

58. Existentialism
 Related to education, the subject matter of existentialist classrooms should be a
matter of personal choice. Teachers view the individual as an entity within a social
context in which the learner must confront others' views to clarify his or her own.
 Character development emphasizes individual responsibility for decisions. Real
answers come from within the individual, not from outside authority.
 Examining life through authentic thinking involves students in genuine learning
experiences. Existentialists are opposed to thinking about students as objects to be
measured, tracked, or standardized.
 Such educators want the educational experience to focus on creating opportunities
for self-direction and self actualization. They start with the student, rather than on
curriculum content.

59. Cont.
For curriculum, idealist concepts come through when people believe
that learning is mostly an intellectual process. Teaching connects ideas
together when teaching the students. The education is highly structured
and one of the best examples of this is the liberal arts education. The
humanities are viewed as the most important subjects because these
fields deal with ideas. The sciences are lower on the scale because they
deal with observation
Many famous educators supported idealism. Among them includes
William Harris, Fredrich Froebel, and William Bennett. A more detailed
analysis of idealism and teaching is available here.

60. Realism
Realists believe that reality exists independent of the human mind. The
ultimate reality is the world of physical objects. The focus is on the
body/objects. Truth is objective-what can be observed. Aristotle, a
student of Plato who broke with his mentor's idealist philosophy, is
called the father of both Realism and the scientific method.
In this metaphysical view, the aim is to understand objective reality
through "the diligent and unsparing scrutiny of all observable data."
Aristotle believed that to understand an object, its ultimate form had to
be understood, which does not change.
For example, a rose exists whether or not a person is aware of it. A rose
can exist in the mind without being physically present, but ultimately,
the rose shares properties with all other roses and flowers (its form),
although one rose may be red and another peach colored.

61. Cont.
Aristotle also was the first to teach logic as a formal discipline in order to be
able to reason about physical events and aspects. The exercise of rational
thought is viewed as the ultimate purpose for humankind. The Realist
curriculum emphasizes the subject matter of the physical world, particularly
science and mathematics.
The teacher organizes and presents content systematically within a
discipline, demonstrating use of criteria in making decisions. Teaching
methods focus on mastery of facts and basic skills through demonstration
and recitation.
Students must also demonstrate the ability to think critically and
scientifically, using observation and experimentation. Curriculum should be
scientifically approached, standardized, and distinct-discipline based.
Character is developed through training in the rules of conduct.

62. Realism & Curriculum
Within education, realism can be seen through proponents of
experimentalism which emphasizes students have various experiences
as part of their education. These experiences can be something as
simple as a field trip.
Hands on activities in the classroom is another outgrowth of realist
thinking. Science is above the liberal arts because of its engagement
with the real world in a concrete manner.
The goal of realism in education is to encourage active learning through
engaging as many senses as possible. Through the avenues of the senses
learning takes place.

63. Pragmatism:
For pragmatists, only those things that are experienced or observed are
real. In this late 19th century American philosophy, the focus is on the
reality of experience.
Unlike the Realists and Rationalists, Pragmatists believe that reality is
constantly changing and that we learn best through applying our
experiences and thoughts to problems, as they arise. The universe is
dynamic and evolving, a "becoming" view of the world. There is no
absolute and unchanging truth, but rather, truth is what works.
Pragmatism is derived from the teaching of Charles Sanders Peirce
(1839-1914), who believed that thought must produce action, rather
than linger in the mind and lead to indecisiveness.

64. Cont.
John Dewey (1859-1952) applied pragmatist philosophy in his
progressive approaches. He believed that learners must adapt to each
other and to their environment. Schools should emphasize the subject
matter of social experience.
All learning is dependent on the context of place, time, and
circumstance. Different cultural and ethnic groups learn to work
cooperatively and contribute to a democratic society. The ultimate
purpose is the creation of a new social order. Character development is
based on making group decisions in light of consequences.

65. cont.
For Pragmatists, teaching methods focus on hands-on problem solving,
experimenting, and projects, often having students work in groups.
Curriculum should bring the disciplines together to focus on solving
problems in an interdisciplinary way. Rather than passing down
organized bodies of knowledge to new learners, Pragmatists believe
that learners should apply their knowledge to real situations through
experimental inquiry.
This prepares students for citizenship, daily living, and future careers.

66. Pragmatism and curriculum:
The curriculum should be framed on the basis of certain basic principles. The
principle of curriculum construction in pragmatism are:
 Activity based Principle which says that curriculum should be activity based
where each student can do the activity and learn from his own perception.
 Principle of utility that means the curriculum should be useful for future life.
 Principle of child centeredness.
 The principle of experience which means learning from senses and from own
perceptions.
 Principle of integration which integrates the child activities and needs on
one hand, and the needs of the present democracy on the other hand.

67. Cont.
 Principal of flexibility which says that curriculum should not be rigid and
fixed for all time rather it should be flexible in accordance with the time and
need of students.
 According to pragmatism learning must be based on the child’s experiences
as well as occupations and activities. Besides school subjects, free purposive
and socialized activities should be in the curriculum.
 The subjects included in pragmatic curriculum are- Language, Hygiene,
History, Geography, Physics, Mathematics, Science, Domestic science for
Girls, Agriculture for boys, Psychology Sociology.

68. Sociological Foundation
THE SOCIOLOGICAL FOUNDATION - ISSUES FROM SOCIETY INCLUDING
GROUPS AND INSTITUTIONS IN THE CULTURE AND THEIR CONTRIBUTION TO
EDUCATION - REFERS TO ISSUES FROM SOCIETY THAT HAVE AN INFLUENCE
ON CURRICULUM. THERE ARE MANY ASPECTS OF THE SOCIETY THAT NEED
CONSIDERATION IN CURRICULUM MAKING.

69. Cont.
Thus, the purpose of Social Foundations study is to draw upon these
humanities and social science disciplines to develop students’
interpretive, normative, and critical perspectives on education, both
inside and outside of schools (Council for Social Foundations of
Education, 1996, 2004).
The development of such perspectives helps educators to “exercise
sensitive judgments amidst competing cultural and education values
and beliefs”

70. Cont.
Rather than reducing education to a formula for best practice, courses
in the Social Foundations of Education challenge students to think
deeply about the relationships between education (formal and
informal) and society(ies) at large.
Social Foundations encourages educators to use “critical judgment to
question educational assumptions and arrangements and to identify
contradictions and inconsistencies among social and educational values,
policies, and practices”

71. Cont.
Education and Society Schools exist within, not apart from, social context Schools emerges
within society.
SOCIOLOGICAL BASIS
 AIMS OF EDUCATION
 Development of social feelings and qualities
 Development of a socially efficient individual
 Improvement of vocational efficiency
 Use of leisure time and development of healthy recreational pursuits
 Transmission of social heritage
 diffusion of more and more knowledge
 Development of constructive and creative outlook of the individual
 Education for social service, social efficiency, emotional integration, national unity and patriotism

72. cont.
CURRICULUM
 Based on conditions, problems and needs of society
 An agent for transmission of basic values of culture
 Prepare the child for global/world society
 Flexible and changeable for the effective realization of socially determined
objectives
 Lead to the development of genuine ‘we feeling’ i.e. of a group having a
spirit of social interaction

73. Cont.
 METHODS OF TEACHING
 Enable child to acquire skills and knowledge needed
 Develop a capacity for social adjustment
 Develop problem solving and constructive thinking
 Socialized techniques; project and group methods

74. The school and curriculum:
THE SCHOOL
 DISCIPLINE
 Reflect and epitomize the larger society outside its walls
 Balance, purify and simplify the activities of the society in its environment
 Should come through participation in group activities and social service activities
Curriculum
Basic skills:
-Apprenticeship -Didactic teaching Curriculum: -Factory model -Compartments -Didactic
teaching Curriculum: -Factory model -Compartments -Didactic teaching Agrarian Society
Agrarian Society Information Society Information Society Industrial Society Industrial
Society

75. Psychological Foundations
of Curriculum
Development.
PSYCHOLOGY PROVIDES THOSE ELEMENTS WHICH UNIFY LEARNING PROCESS.
SOME PHILOSOPHERS HAVE SIMPLY SAID THAT TEACHER SIMPLY GIVES
INFORMATION. IT BECOMES LEARNING ACCORDING TO CHILD’S PSYCHOLOGY.
HENCE, IT IS VERY IMPORTANT TO UNDERSTAND BASIC PSYCHOLOGICAL NEEDS
OF THE LEARNERS AND REFLECTING ON HOW THESE NEEDS CAN BE
TRANSLATED INTO CURRICULUM.

76. Learning Theories and Curriculum.
We shall consider three learning theories:
 Behaviorism: It deals with various aspects of S-R and
reinforcement.
 Cognitivism: It studies how the learner relates himself to the
total environment.
 Humanism: It emphasizes on affective domain of learning.

77. Behaviorism:
The first theory which studied how learning occurs was named as
behaviourism. Behaviorism claimed and proved that behaviour can be
modified by changing the environment, In other words, a learner responds
differently to different stimlus. Accordingly, it suggested to intentionally
provide a stimulus to create desirable response. It says that:
 Behavior is result of conditions in which learning takes place.
 If proper stimuli are provided, behaviour can be moulded.
 It ispossible to control learning experiences to create desired learning
outcomes.
 It is important to reinforce positive behaviour to ensure its repetition.

78. CONT.
Many principles of behaviorism are used in curriculum development.
 Remediation of behaviour, acquiring of skills and considerations.
 Defining short-term and long-term objectives.
 Suitable media and materials to suit the learners needs, and abilities.
 Positive reinforcement of positive behaviour.
 Understanding learner’s needs better and developing activities and
tasks according to that.
 Behaviorism has gained popularity not only in educational field, but
also in business and industry, government and allied, health
professions, or to say, wherever human beings are involved.

79. Unlike behaviorists, cognitive school claims that
learning is cognitive in nature. It explains that a man
goes through different style of development from
birth to maturity. Piaget gave following states of
cognitive development from birth to maturity:
Cognitive School of Thought.

80. CONT.
 Sensorimotor stage: 0-2 years Age, Development: The child learns
sensorimotor activities. He begins to establish simple relations between
objects.
 Preoperational stage: 2-7 years Age, Development: Learns to take a
symbolic meaning, but can consider only one dimension.
 Concrete operational stage: 7-11 years Age, Development: Learns to
organize data into logical relationships and can learn concepts in problem
solving situations.
 Formal operational stage: 11 on-wards Age, Development: Can think
about abstract ideas, formulate hypotheses and deduce possible
conclusions from them.

81. Humanistic
Humanistic psychology has been taken as a “third force” learning
theory by many observers.
First and, second being cognitive development and behaviorism
psychologists are always concerned with the betterment of the
society and the people.
Humanistic approach suggests that-our behaviour is dependent on
our concept of ourselves.
Human beings understand ‘wholeness’ of the problem and react to
it in an organized pattern.

82. Constructivism
Constructivism learning theory is a philosophy which enhances students' logical
and conceptual growth. The underlying concept within the constructivism learning
theory is the role which experiences-or connections with the adjoining atmosphere-
play in student education.

83. Cont.
The constructivism learning theory argues that people produce
knowledge and form meaning based upon their experiences. Two of the
key concepts within the constructivism learning theory which create the
construction of an individual's new knowledge are accommodation and
assimilation.
Assimilating causes an individual to incorporate new experiences into
the old experiences. This causes the individual to develop new outlooks,
rethink what were once misunderstandings, and evaluate what is
important, ultimately altering their perceptions. Accommodation, on
the other hand, is reframing the world and new experiences into the
mental capacity already present. Individuals conceive a particular
fashion in which the world operates. When things do not operate within
that context, they must accommodate and reframing the expectations

84. Cont.
The constructivism learning theory will allow children to, at an early age
or a late age, develop the skills and confidence to analyze the world
around them, create solutions or support for developing issues, and
then justify their words and actions, while encouraging those around
them to do the same and respecting the differences in opinions for the
contributions that they can make to the whole of the situation.
Classroom applications of constructivism support the philosophy of
learning which build a students' and teachers' understanding.