The document discusses the concept, aims, functions, and philosophies of education, highlighting its origins, development, and various definitions from notable educators. It outlines the objectives of education, such as intellectual, moral, social, and cultural development, and the ways education influences self-realization and character building. It also explores different philosophical perspectives on education, including idealism, naturalism, and pragmatism, emphasizing their implications for curriculum, teaching methods, and the role of the teacher.

1. EDUCATION

2. CONCEPT OF EDUCATION
 The word education is derived from the latin word
‘educare’ which means to ‘lead out’. This
derivation connotes ‘growth from the within’.
 The term education is derived from the latin word
‘educare’ meaning to ‘bringup’, to ‘train’ or to
‘mould’. According to this derivation, education is
the bringing up of the child in a desirable manner
 Some educationist believe that the word education
has been derived from the words ‘e’ and ‘duco’,
‘e’means ‘out off’ and ‘duco’ means ‘to lead’

3.  ‘Pedagogy’ is another term which is commonly
used for mentioning education. This is derived
from two Greek words namely ‘pedo’(child) and
logos(discussion) which means “science of
instruction for the purpose of leading pupils”.
 The idea of education is not merely to impart
knowledge to the pupil in some subjects but to
develop in him those habits and attitudes with
which he may successfully face the future.
 Broadly speaking, education refers to any act or
experience that is intended to modify the
behavior of an individual

4. DEFINITION
 According to Pestalozzi,”education is the
natural, harmonious and progressive
development of man’s innate powers.”
 According to John Dewey,”Education is the
development of all those capacities in the
individual which will enable him to control his
environment and fulfill his possibilities”.
 According to Mahatma Gandhi, “ education is
the all-round drawing out of the best in child
and man-body and spirit”.

5. AIMS OF EDUCATION
Utilitarian Vocational
Intellectual
Moral
development
Citizenship Cultural
Physical health leisure
and well being Self-realisation
Character Mental & emotional
development Autonomous
Self –education Harmonious
International
understanding
Aims of
education

6.  Utilitarian : it is concerned with providing knowledge
and skill required by the child for leading his day to
day life. To enhance or update the knowledge, students
should be given enough opportunities for widening and
deepening their knowledge through exploitation.
 Vocational aim: education should prepare the child to
earn his livelihood so that he can lead a productive life
in the society.

7.  Social aim: every individuals is considered as a productive
member of the society. Through education the individual
child should be provided with the required assistance to
become a useful member of the society, irrespective of the
socio-economic status.
 Intellectual aim: intelligence is essential for acquiring
knowledge, thinking, reasoning, judgement and
generalisation. Education provides enough opportunities to
develop the innate intellectual capacity of the students.

8.  Citizenship: education enable the children to grow as
productive citizens by following the social and moral standards
set by the society
 Physical health and well being: education prepare the child to
lead a healthy life through providing the knowledge required
for a healthy living and helping him to develop a positive
attitude towards health.
 Character development: education assists the child to develop
certain human values, attitudes and habits which are
essential for building a desirable character.

9.  Moral development: moral values like honesty, justice,
truthfulness, goodness, purity, courage, reverence,
dutifulness, punctuality, self-confidence, discrimination
between good and bad, observation of rules, belief in
systematic organization etc are inculcated through
education.
 Cultural development: by undergoing education child
becomes cultured and civilized.
 Education for leisure: education prepares the child to use his
leisure time for doing something useful.

10.  Self-realization: self-realization also helps the child to realize
his strengths, weakness, opportunities and threats so that he
can exert a good over his life by strengthening the weakness.
 Mental and emotional development: education should train
the child by giving adequate opportunities for mental and
emotional development.
 Autonomous development: An individual child has to develop
in total by seeking assistance and direction extended by the
education

11.  International understanding: education is a universal
process and it helps in creating universal
understanding.
 Harmonious development: harmonious development
will enable the child to deal effectively with the
problems and uncertainties of life.
 Self-education aim: education has to properly harness
the natural curiosity and urge present in the child while
imparting knowledge.

12. FUNCTIONS OF EDUCATION
 To complete the socialization process
 To transmit the cultural heritage
 Formation of social personality
 Reformation of attitude
 Education for occupational placement-an
instrument of livelihood
 Conferring of status
 Education encourages the spirit of competition

13.  Education train in skills that are required by the
economy
 Fosters participants democracy
 Education imparts values
 Education act as an integrative force
 Values and orientation which are specific to
certain profession are also provided by education

14. PHILOSOPHY OF EDUCATION
Meaning : the word “philosophy” has been derived from two
Greek words :philos” and “ Sophia”.
 “Philos “=love, “Sophia”=Wisdom
 Philosophy means love of wisdom.
 Philosophy is search for wisdom and truth.
 Definition :
 According to Brightman, “philosophy is an attempt to think
truly about human experience or to make out whole
experience intelligible”.

15. CONTINUED…..
 Henderson says that philosophy is a search for
comprehensive view of nature, an attempt at a universal
explanation of nature of things. This focuses on reality and
truth.
 Raymond’s says that philosophy is unceasing effort to discern
also the reality that lies behind appearances

16. BRANCHES OF PHILOSOPHY
 Epistemology : it deals with the origin and sources of
knowledge.
 Logic: it concerned with the systematic study of knowledge
and its inter-relationships.
 Metaphysics: it deals with the ultimate true nature of
things.
 Aesthetics: it studies about the beauty and harmony in
life.
 Axiology: it is concerned with the nature of morality and
value.

17. RELATIONSHIP BETWEEN
PHILOSOPHY AND EDUCATION
Sl. No. Philosophy Education
1. Science of knowledge Planned and purposeful activity
with several aims
2. Mother of all arts, provides the
prerequisites required to formulate
the objectives of education
Behavioural modification of the
learners
3. Philosophy directs education Always directed by predtermined
objectives,
4. Philosophy without education is
meaningless
Education without philosophy is
blind
5. Two sides of a coin Two sides of a coin
6. Deals with abstract action of life Deals with active action of life
7. Closely related each other Guide by philosophy
8. Philosophy of education is applied Education is the application of

18. EDUCATIONAL PHILOSOPHY
 A sound philosophy of education is based on an
adequate philosophy of life. Philosophy serves as the
source of objectives required by education. Education
and philosophy reciprocate each other.
 Influence of philosophy in the cardinal areas of
education like:
A. philosophy and aims of education
B. philosophy and curriculum

19. C. philosophy and methods of teaching
D. philosophy and teacher
E. philosophy and discipline

20. TYPES OF EDUCATIONAL
PHILOSOPHIES
 Idealism
 Naturalism
 Pragmatism
 Realism
 Theistic realism
 Modern philosophies of education:
A. existentialism
B. progressivism
C. behaviourism
D. Eclectism
E. humanism

21. CONTINUED …
F. experimentalism
G. re-constructionalism

22. IDEALISM
 Idealism is the oldest philosophy.
 The word ideals is derived from the Greek word “ Iden”
which means “ to see”.
 Plato is the father of idealism.
 Idealism believe that man is a combination of spiritual and
material aspects, of which the spiritual aspect is more real
and important.
 According to an idealist, spiritual nature is the essence of life
and physical gives more importance to mind and self rather
than matter and body.

23.  As a spiritual being , man is the most beautiful
and superior creation by God.
 The goal of learning and living is to transform
the natural man into an ideal man by attaining
physical, intellectual, emotional, moral and
spiritual perfection.

24. PRINCIPLES OF IDEALISM
Presence of
universal mind
Regards man as a
spiritual being
The world of ideas The real knowledge is
and values are superior perceived in mind
than the materialistic world

25. CONTINUED
Presence of universal mind:
 idealist believes that there is a universal mind and
symbolize this universal mind as God.
 All knowledge and human life originated from this
universal mind or God.
 Being a beautiful creation by God, ultimate aim of
human life is the realisation of God or universal mind.

26. Regards man as a spiritual being:
 According to idealism man is a combination of
spiritual and material aspects, of which spiritual
or mental aspect is more real and important.
 Idealism believe that mind or spirit is not merely
brain and its activity but it is a real thing with a
separate entity.

27. CONTINUED
The world of ideas and values are superior than the
materialistic world:
 Idealism believe in the worth of ideals or higher
values. Higher values which makes the human
life more meaningful are not created by man.

28. CONTINUED
The real knowledge is perceived in mind:
 According to idealists, knowledge attained
through activity and creativity of mind is valid
than the knowledge acquired through senses.
 Modern educationists consider critical thinking
as an integral part of problem solving and
problem solving is the most widely accepted
method of learning especially in nursing.

29. EDUCATIONAL IMPLICATIONS OF
IDEALISM
 Idealism and aims of education :
1. self-realization:Self-realization or development of self-
image is facilitated by attaining full knowledge about the
self. Education should help the child to develop the self-
image or self-realisation.it is the duty of the education to
assist the child to identify and nature these innate hidden
potentials to the maximum level. Self-realization help us to
find a place to settle and flourish in this world

30. 2. Exaltation of personality through self-
realization: Education aims to build a healthy
personality, which is very adjusting with our
immediate surroundings.
3. Universal education: According to idealism,
human race is one and every individual in the
society need to be educated irrespective of the
caste, creed, colour and social status.

31. 4. Development of inventive and creative powers:
According to idealism education must nurture
the inventive and creative powers of man.
Idealism encourage man to change or modify the
environment according to his needs and mould
nature to suit his purposes through his inventive
and creative skills.

32. 5. Conservation, promotion and transmission of cultural
heritages: Education helps the child to become aware about
the culture and feel proud of it.
6. Bringing out or the enrichment of the cultural environment:
Idealism believe that man is responsible for the environment,
especially for his immediate environment. The child can grow
only if the environment is suitable for his growth.

33. 7. Development of moral sense: The development of
moral sense will help the child to lead a healthy
life and to differentiate between right and wrong,
good and evil.
8. Cultivation of spiritual values: Idealism believe
that man is essentially a spiritual being and
gives prime importance for cultivating spiritual
values through education.

34.  Idealism and curriculum: Overall development of child is
the aim of idealistic curriculum. To achieve this overall
development, subjects which assist the child to develop
morally, aesthetically, intellectually and physically are
included in the curriculum.

35.  Idealism and methods of teaching: According to
ldealists, classroom is a spiritual setting where
human minds interact and unite and students
develop spiritually. Questioning, discussion and
lecture method are used.

36.  Idealism and discipline: According to idealism , self-
realization is the prime aim of education and recommend
strict discipline for the attainment of self-realization.
Teacher has to impose strict discipline. Idealist believes that
a disciplined mind only can attain the highest values of life
namely truth, goodness and beauty.

37.  Idealism and teacher: Idealism reserves a high place for
the teacher and recognise teacher as a philosopher, friend
and guide. An idealistic teacher has to guide the student
for achieving the all-round development.

38. NATURA
LISM

39. INTRODUCTION
 Rousseau and aristotle have been the proponants of
naturalism.
 Naturalism is concerned with natural self- and believes that
reality and nature are identical and beyond nature there is
no reality.
 For naturalists, nature is everything and nothing exists
superior than nature so they separates nature from God and
allot no place for supernaturalism and spiritulism.

40. DEFINITION :
 According to hayward Joycee, naturalism is a system of
which the salient characteristic is the the exclusion of
whatever is spiritual or indeed, whatever is trancedental
of experience. ( denies spiritual and supernatural)

41. DIFFERENT FORMS OF
NATURALISM:
 Physical naturalism
 Biological naturalism
 Mechanical naturalism

42.  Physical naturalism: Laws of physical nature
govern the laws of human life
 Biological naturalism: Believe on theory of
evolution
 Mechanical naturalism: Man as a mere machine
devoid of spirit and soul and aims at training
man as a good machine

43. PRINCIPLES OF NATURALISM
 Child centered education: Given prime importance to child-
centered neither teacher-centered nor subject-centered.
 Education as the natural development of the child’s power
and capacities: Education pattern should coincide with the
natural development and learning capacity of the child.
 Negative education in early childhood: In early life of a child,
simple persuasion is enough to initiate learning instead of
forcing him to learn.

44.  Education should be based on child psychology: Considering
individual difference among students.
 The role of teacher should be that of a guide: Child should
take an active role in the teaching-learning process than the
teacher. The teacher has to arrange an environment with
necessary opportunities and materials required for the
personal development of the child and guide the child as and
when needed.

45. EDUCATIONAL IMPLICATIONS OF
NATURALISM
Naturalism and aims of education:
1. Self-expression: Naturalist believe that
children should be provided with an opportunity
to express their ideas and talents.
2.Self-preservation: Self-preservation is the
power to be ourselves and education should
enable the child to develop these qualities.

46. 3. redirection of human instincts: Naturalist believes
that each child is born with certain instints, which are
the guiding force behind all human conduct.
4. struggle for existence: Naturalist believe that
individual child may have to face several painful and
stress laden situations in the physical world.

47. 5.Education according to nature: while educating
the child, his whole nature, i.e tenderness,
developmental status, capacities, instincts, likes
and dislikes should be considered.
6.Perfect development of individuality: education
should aim at developing the child into joyous,
rational, balanced, useful and mature person.

48.  Naturalism and curriculum: Naturalist believe
that subjects like physics, chemestry, botony,
zoolozy, geography, history and mathematics
should be taught to children with special
importance to experience
Naturalism and methods of teaching:
 Learning by doing
 Play way method
 Observation and experimentation
 Self education or self-report

49.  Naturalism and discipline: Naturalist believe
that child should be allowed to face the natural
consequences of his actions and this exposure to
consequences will naturally result I n the
development of self-discipline
 Naturalism and teacher: Teacher has to arrange
an environment or stage with necessary
opportunities.

50. PRAGMATIS
M

51.  The word pragmatism is derived from the greek
word “ pragma” means action.
 Pragmatism is otherwise known as
instrmentlism or funtionalism
 Defintion: Accoding to Ross, pragmatism is
essentially a humanistic philosophy maitaining
that man creates his own values in course of
activity, that reality is still in making and awaits
its part of completion from the future

52. FORMS OF PRAGMATISM
 Humanistic pragmatism: according to this
ideology, that which satisfies the needs,
requirements, aspirations, objectives of the
human beings and cater to the welfare of
mankind only can be considered as true and real
 Expermental pragmatism: whatever can be
experimentaaly verified is true or what worked is
true

53.  Bilogical pragmatism: power and capacity
possessed by human beings is valuable and
enables him to adjust with his environment or
change the environment according to his needs.

54. PRINCIPLES OF PRAGMATISM
 Man is considered as essentially a biological and social
organism
 Knowledge should be experimentally verified and it should
be useful to the learner
 Pragmatism has faith in man’s capacity to shape his destiny
 All values are relatives

55.  Pragmatist is more concerned with the present and
immediate future
 Pragmatism accepts only the knowledge which is
emperical i.e experienced at sensory level
 Only those ideas which can be realised in life are real

56. EDUCATIONAL IMPLICATIONS OF
PRAGMATISM
 Pragmatism and aims of education:
 Harmonious development of the individual: various growth
oriented experiences and different learning situations are
essential
 Continuous experience: pragmatist recommends continuous
and varied experiments to children in a graded way
enhancing the competency.
 Social efficiency: appropriate education helps the child to
lead a productive life in the democratic society

57.  Pragmatism and curriculum:
1. principle of utility
2. principle of interest
3. principle of experience
4. principle of integration
 Pragmatism and methods of teaching: participatory
approach is recommended.
1. principle of progressive learning
2. principle of learning by doing
3. principle of integration

58.  Pragmatism and discipline: pragmatism does not
believe in strict and rigid discipline. They believe
in social discipline.
 Pragmatism and teacher: pragmatism consider
teacher as a friend, philosopher and guide to the
children.

59. REALIS
M

60.  Definition: According to Butter, “ realism is the
reinforcement of our common acceptance of this world as it
appears to us”.
 Forms of realism:
1. Humanistic realism: Only education can bring out human
welfare and success.
2. social realism: Propose to promote the working efficiency
of individuals.
3. Sense realism: Sense realism believe that knowledge
primarily comes through the senses and not from words.

61. 4. Neorealism: This ideology is more inclined towards science
than education.
 Principles of realism:
1. worldly realities of everyday life are true.
2. it does not believe in the existence of any absolute truth.
3. it accepts only sensory experiences of the external world as
real
4. it looks at man like a physical being controlled by rules
and laws

62. 5. real knowledge is obtained by analysing and
experiencing senations.
6. it advocates the methods and principles of
physical science for acquiring knowledge.

63. EDUCATIONAL IMPLICATIONS OF
REALISM
 Realism and aims of education:
1. prepare the child for a real life
2. prepare the child for a happy and succesful life
3. fosters mental and physical powers of child
4. developing and training of senses
5. providing vocational education
6. make the child familiar with the nature and
social environment

64.  Realism and curriculum: Prefers subjects and activities
which can prepare children for day to day living.
 Realism and methods of teaching: Justifies the use of
appropriate a.v.aids in teaching.
 Realism and discipline: Believe in self-education
 Realism and teacher: A realist teacher is well versed in
content and aware about the needs of the children

65. REALISM OR
SUPERNATURA
LISM

66.  Theistic realism originated as a christian philosophy.
Education is regarded as an active social process and
can take place in family , school, and church.

67. EDUCATIONAL IMPLICATIONS OF
THEISTIC REALISM
 Theistic realism and aims of education:
 1. social development
 2. economic competency
 3. moral development
 4. spiritual perfection
 5. physical development
 Theistic realism and curriculum: high ranking is
given to spiritual and moral values, social
sciences, behavioural sciences and bilogical
sciences

68.  Theistic realism and methods of teaching: prefer
discussion method, lecture method, practical
experiences
 Theistic realism and discipline: theistic realism
is against rigid discipline and favours self-
discipline.
 Theistic realism and teacher: theistic realism
believes that guidance is essential for all – round
development of the child and consider teacher as
a guide.

69. HUMANISTIC
EXISTENTIALISM

70.  It is the youngest philosophy.
 Main assumptions are:
1. Man’s existence: believes that man is most important, has
inherent dignity and is worthy of respect and care simply
because he exists. He is free agent capable of shaping his
own life and choosing his own destiny.
2.self-knowledge: man has an inherent drive towards higher
and more positive levels of existence and self-actualization

71. 3. Freedom and responsibility: individual
uniqueness and personal accountability for one’s
action are the ultimate products of existentialist
philosophy.
4. Man is not complete: because he has to face
many challenges in the process of becoming a
complete man.

72. ECLECTI
SM

73. SALIENT FEATURES OF ECLECTISM
 Aim of education is to prepare good citizens
 Recommends broad and flexible curriculum
 Emphasis co-ordination of various subjects
 Importance to co-curricular activities
 Ensuring availability of subject experts and
better teachers
 Suggest scietific teaching methods based on the
principles of learning by doing, learning by
playing and learning by observation
 Consider education as a tool for social control

74.  Recommends status for teaching job
 Importance to self discipline
 Highlights responsibility od governments in
providing education in the primary level and for
handicapped children
 Emphasis on adult and social education
 Harmonious relationship among school, home
and society.

75. EDUCATIONAL OBJECTIVES

76. DEFINITION
 Educational objectives are the statements of
those desired changes in behaviour as a result of
specific teaching learning activity or specific
teacher-learner activities.
 Educational objectives depict what the students
should be able to do at the end of a learning
activity that they could not do beforehand.

77. CLASSIFICATION
 Educational objectives are classified differently.
 I. Educational objectives categorized as
 institutional or general objectives
 Intermediate objectives
 Instructional objectives
 II. Educational objectives categorized as
 Central objectives
 Contributory objectives
 Indirect objectives

78.  1. Institutional objectives: These objectives are generally
followed by all institutions offering the same educational
programme. Institutional objective is usually formulated in
consensus with the general curriculum objectives of the
educational programme by the curriculum committee of the
institute.
 For example: students acquire knowledge and able to provide
comprehensive care to the clients in institution and
community in health and sickness.

79.  2.Intermediate objectives: intermediate
objectives are the derivatives of institutional
objectives related to a particular learning
experience or subject matter
 For example: students acquire knowledge and
able to provide comprehensive care to the
patients with eye, ear and nose conditions or
disease.

80.  3. Instructional objectives: Instructional objectives are
 Specific
 Precise
 Attainable
 Measurable
 Corresponding to each specific teaching-learning activity
 Formulated by the teacher at institutional level

81. CONTINUE…..
 For example: instructional or specific objectives for a class on
peptic ulcer can be formulated as follows. Student will be
able to
o Define peptic ulcer
o List down the etiology of peptic ulcer
o Explains the medical management of peptic ulcer
o List down the nursing diagnosis of a patient with peptic ulcer
o Perform nursing care of a patient with peptic ulcer
o List down the complications of peptic ulcer.

82. CONTINUE….
 4. Central objective: central objective is written for every
topic or lesson.
 For example: On the lesson of lecture method,
 By the end of the class
 Students acquire knowledge regarding lecturing techniques
 Discriminate the merits and demerits of lecture
 Able to practice it in an effective way by minimizing the
demerits.

83.  5. Contributory objectives: Contributory objectives are
synonymous with specific objectives. They are derivatives of
central objective.
 For example: On the lesson of lecture method,
 By the end of the class students will be able to
 Define lecture method
 List down the merits of lecture method
 List down demerits of lecture method

84.  4. Indirect objective: Indirect or concomittent
objectives are the byproducts of the attainment of
other objectives.
 For example: Appreciate the value of lecturer
method.

85. BLOOM’S
TAXONOMY OF
EDUCATIONAL
OBJECTIVES

86.  Bloom and his associates developed a system of
classification of objectives called the taxonomy of
educational objectives.
 Taxonomy of educational objectives classifies
objectives into three main domains and each of
these is further categorized according to level of
behaviour, progressing from the most simple to
highly complex.

88.  cognitive domain : which is concerned with
knowledge and intellectual abilities. It is
presented by Bloom.
 Affective domain: which is concerned with
attitudes, values, interests and appreciation. It is
given by Karath.
 Psychomotor domain: which is concerned with
motor skills. It is developed by Harrow.

89. COGNITIVE DOMAIN
 Level I. Knowledge: knowledge is defined as recall of
specifies and universals, recall of methods and processes or
the recall of a pattern, structure or setting.
 Knowledge of specific includes:
1. knowledge of conventions
2. knowledge of trends and sequence
3. knowledge of classification & categories
4. knowledge of criteria
5. Knowledge of methodology

90.  Knowledge of the universals and abstractions in a field
include:
1. knowledge of principles & generalizations
2. knowledge of theories & structures
 Verbs used include: define, state, list, name, outline, write,
recall, recognise, label, underline, select, measure, describe,
identify etc
 For example: defines immunity, states the four steps in
curriculum development, describes the healing process

91.  Level II. Comprehension: Typical verbs used at
this level are: identify, justify, select, measure,
describe, identify etc
 For example: classifies chirrosis of liver based on
the etiology, identifies the importance of good
nutrition during the antenatal period, explains
the role pulse polio in eradicating poliomyelitis

92.  Level 3. Application: This is the ability to use learned material
such as rules, principles, concepts etc to new and real
situations.
 Verbs used are predict, select, assess, explain, choose, find,
show, demonstrate, construct, compute, use, perform, discover,
prepare, produce, relate
 For example: demonstrate correct use of pulse oximeter,
applies the guidelines for the selection and practice of suitable
teaching methods.formulates diet plan for for patients with
DM.

93.  Level 4. Analysis: This refers to the ability to breakdown
information into its component parts, which may be elements
of information, relationships between elements or
organization and structure of information
 Verbs used are analyse, identify, conclude, differentiates,
discriminates, distinguishes etc
 For example: distinguishes between marasmus and
kwashiorker, identifies the warning signs of MI,
differentiates the pain of MI from that of angina pectoris

94.  Level 5. Synthesis: At this level learner is expected to
combine various parts to form a new whole.
 Verbs used are combine, restate, summarize, precise, argue,
discuss, organize, derive, select, relate, generalize, conclude,
compile, compose, create, plan etc
 For example: derives a care plan for a patient wit MI, derives
a solution for the hospital waste problem

95.  Level 6. Evaluation: This level is concerned with
the ability to judge the value of material for a
given purpose.
 Verbs used are judge, evaluate, determine,
recognize, support, defend, criticise, identify,
avoid, select, choose, compare, contrast, justify,
appraise etc
 For example: compare and contrast any two
difinitions of education.

96. AFFECTIVE DOMAIN
 It consists of 5 level:
 Level 1. Receiving (attending): at this level learner is
sensitive to the existence of something and progresses
from awareness to controlled or selected attention.
Verbs used are asks, choose, selects, replies, etc
 For example: asks right questions by honouring the
dignity of the patient during history collection.

97.  Level 2. Responding: this is concerned with
active response by the learner, although
commitment is yet to demonstrate. Verbs used
are assists, complies, conforms, helps, etc.
 For example: assists the patient in carrying out
activities of daily living

98.  Level 3. Valuing: objectives at this level indicates
acceptance and internalisation of the values or
attitudes. Verbs used are initiates, invites joins,
justifies, etc
 For example: initiates the bonding of IPR with
patients during clinical postings.

99.  Level 4. Organization: this level is concerned with the
ability to organize values and to arrange them in
appropriate order. Verbs used are alerts, arranges,
combines, modifies etc.
 For example: combines various interaction skills to
nurture IPR with patients.

100.  Level 5. Characterization: this is the highest level and
having attained this level the learner has an internalized
value system which has become their philosophy of life.
 For example: displays confidence while caring patients with
MI.
 So, affective domain not only guides in the inculcation of
new attitudes but also assists in modifying the students’
existing attitudes in a way favourable to the nursing
profession.

101. PSYCHOMOTOR DOMAIN
 According to Francis. M.Quinn, these seven levels can be
explained as follows:
 Level 1 Perception : This basic level is concerned with the
perception of sensory cues that guide actions and ranges
from awareness of stimuli to translation into action. Verbs
used are chooses, differentiates, distinguishes, identifies,
detects, etc
 For example: detects the early signs of deccubitus ulcer .

102.  Level 2 Set: This is concerned with the cognitive, affective and
psychomotor readiness to act. Verbs are begins, moves, reacts,
shows, starts etc. for example: reacts promptly to emergency
situations during trauma care postings.
 Level 3 Guided response: These objectives refer to the early
stages in skill acquisition where skills are performed following
demonstration by the teacher. Verbs used are carries out,
makes, performs, calculates etc. for example : performs bed
making correctly as demonstrated by the teacher.

103.  Level 4 Mechanism: At this level, the performance has
become habitual, but the movements are not so complex as
the next higher level. For example: calculates the volume of
fluid required in the first day for a patient admitted with
sixty percentage burns and weighing 50kgs
 Level 5 Complex overt response: This level typifies the
skilled performance and involves economy of effort ,
smoothness of action, accuracy and efficiency. For example:
performs endotracheal intubation correctly

104.  Level 6 Adaptation: Here, the skills are internalized to
such an extent that the students can adapt them to cater
for special circumstances. Verbs are adapts, alerts,
modifies, recognizes etc. for example: modifies
sterilization techniques according to the article to be
sterilized.
 Level 7 Organization: This is the highest level and
concerns the origination of new movement patterns to suit
particular circumstances.

105.  For example: designs a splint to restrain the
forearm of a child who is on IV infusion.

106. BLOOM’S TAXONOMY AND CENTRAL
OBJECTIVE
 Teacher has to keep this in mind and extreme care should be
taken to incorporate cognitive, affective and psychomotor.
 For example: by the end of the class, students acquire in-
depth knowledge( cognitive domain) regarding the nursing
management of MI , appreciate the role of nursing care
( affective domain)in the management of MI and able to
perform nursing care meticulously as demanded by the
patient’s condition ( psychomotor domain)

107. QUALITIES OF AN EDUCATIONAL
OBJECTIVE
 Relevant
 Feasible and achievable
 Measurable
 Observable
 Unequivocal
 Logical

108. MEANINGFUL STATEMENT OF
OBJECTIVES
 Teacher centered objectives: These objectives are
written- down in relation to the teacher activity,
which enables the teacher to bring about
desirable changes in the behaviour of students.
For example: teacher lists down the predisposing
factors of MI and students recognise them

109.  Subject centered objectives: Subject centered
objectives are the objectives which are written –
down by giving significance to the subject matter
with an intention to produce some behavioural
modifications among students. For example:
identifies the symptomatology of MI.

110.  Learner centered approach: Learner centered
objectives can be stated either in terms of activity
performed by students or outcomes attained by
the learner as a result of the teaching-learning
activity. For example: students prepare care
plan.

111.  Behaviour centered objective: Objective stated in
terms of behaviour modification expected is
called behavioural objective or behaviour
centered objectives.

112. COMPONENTS OF BEHAVIOURAL
OBJECTIVES
 Condition of performance: for example: after
attending the demonstration on intramuscular
injection, students will be able to perform
intramuscular injection correctly.
 Student behaviour: students will be able to
perform intramuscular injection
 Performance criteria or standard

113. ADVANTAGES OF WRITING
BEHAVIOURAL OBJECTIVES
 Provides an opportunity for the teacher to examine the
content which she is going to teach and motivates her to
present the content in a student friendly manner
 Helps the teacher to determine whether or not he had
actually taught what is intended to teach.
 The use of behaviourally stated objectives motivates the
teacher to consistently and evaluate a student’s
performance

114.  Justifies the selection of content, learning
experiences and teaching-learning methods.
 Behavioural objectives can be written for
cognitive, affective, psychomotor domains

115. LESSON PLANNING

116. MEANING AND DEFINITION
OF LESSON PLANNING
 Lesson plan is a plan prepared by a teacher to teach a lesson in an
organized manner.
 It is a plan of action and calls for an understanding on the teacher’s
part, about the students, knowledge and expertise about the topic
being taught and her ability to use effective methods.
 Thus, lesson plan is the title given to a statement of the achievements
to be realised and the specific means by which these are to be
attained as a result of the activities engaged during the period of 45
minutes or one hour

117. PURPOSES OF LESSON PLANNING
 It demands adequate consideration of goals and
objectives, the selection of subject matter, the selection of
teaching-learning methods, the planning of activities and
the planning of evaluation devices
 Ensures steady progress and a definite outcome of
teaching and learning procedures
 It helps the teacher in effective teaching.
 It prevents waste.
 It provides confidence and self-reliance.
 It serves as a check on unplanned curriculum.

118. PRINCIPLES OF LESSON PLANNING
 The teacher should prepare a careful but flexible plan.
 The teacher must have mastery of an adequate training in the
topic.
 The teacher must be fully conversant with new methods and
techniques of teaching nursing.
 The teacher must know his students thoroughly and organize
the materials in a psychological rather than merely a logical
fashion.
 The teacher must ensure active student participation.
 Different teaching-learning methods must be used. Since
monotony is defect.

119. STEPS IN LESSON PLANNING
 Planning: This step is concerned with the formulation of objectives,
selection of the content, organization of the content, selection of
teaching-learning methods, selection of audio-visual aids.etc
 Preparation or introduction: This brief step is concerned
with introducing the lesson to the students in an interesting manner and
thereby preparing them to receive new knowledge.
 Presentation: During the presentation step teacher and students
actively engage in the teaching-learning process.
 Recapitulation or closing stage: This is the last step of the
lesson and concerned with planned repetition, giving assignments,
evaluating pupils progress and diagnosing pupil learning difficulties
and taking remedial measures.

120. PROFORMA FOR A LESSON PLAN
 Name of Teacher/ Student
 Class/ Batch
 Year
 No. of students/group of students
 Duration
 Venue
 Subject
 Unit
 Date & time
 Topic
 Previous knowledge of students
 Methods of teaching

121.  Central / General objectives
 Specific objectives

122. HIGHLY STRUCTURED LESSON
 Reference :
 Remarks
Sl.
No
Tim
e
Specific
objectiv
es
Content Teaching
and
learning
activity
Av
aids
Evaluatio
n

123. LOOSELY STRUCTURED LESSON
PLAN
 Reference :
 Remarks
Time Specific
objectives
Content Teacher-
learner
activity

124. MAXIMS OF
TEACHING

125.  Maxims of teaching are accepted truth or general rule of
conduct or the laws which are essentially to be followed
by the teacher while teaching. Maxims include:
 Proceed from known to unknown: Teacher has to start
with something which is known to the student and then
proceed to unknown.
 Proceed from concrete to abstract: It is quite natural
that students learn first the things which are seen and
handled by them.
 Proceed from simple to complex: It is always better to
teach the most simple lessons first and then the
complex one.

126.  Proceed from easy to more difficult: This is self-
explanatory. For example: when planning to teach
nursing management of cirrhosis of liver, the teacher
has to arrange the different aspects of the disease
condition in an increasing order of difficulty like
definition, classification, etiology, pathology,
pathogenesis etc.
 Proceed inductively: In inductive teaching, teaching
is made effective with the help of a suitable example.
 Proceed from general to specific: General rules are
explained first and from that specificity is arisen.

127.  Proceed from specific to general: First the teacher has
to present the specific facts to the students before the
facts are taught to them in general
 Proceeds from indefinite to definite: The ideas of
students in the initial stages are indefinite and vague.
These ideas are to be made definite,clear,precise and
systematic by adopting effective teaching methods.
 Proceed from empirical to rational; empirical
knowledgee is gained through observation and
experience .Teacher has to proceed from this
empirical knowledge to rational knowedge by
explaining the scientific aspects to the students.


128.  Proceed from whole to parts : The whole approach helps
the student to understand the relationship between
different parts and the resulting correlation makes
learning more easier and meaningful.
 Proceed from parts to whole; It can be done by providing
information in a meaningful way.
 Proceed from analysis to synthesis: Analysis means
breaking a problem into component parts and synthesis is
the reverse, ie, putting together this separate parts into a
complete whole.
 Proceed from overview to details; Eg. If teacher want to
explain the instruments used in the caesarean section she
has to explain first about all the instruments and its uses
and it handings.

129.  From observation to reasoning; The teacher has
to provide an opportunity for the student to see
and notice the factor involved in a particular
topics or content before explaining the reasons
associated with it .
 Proceed from psychological to logical; This is the
fundamental approach in teaching. Psychological
aspect is student centered and concerned with
the receptiveness of students, reaction of the
student ,recalling ability of student, listening to
student’s need,etc.Logical aspects is teacher
centered and deals with the systematic
arrangement of the content,decision regarding
when to teach, etc