This document provides an overview of naturalism as a philosophy of education. It discusses the meaning and key features of naturalism, including its view that nature is the ultimate reality and that the material world is governed by natural laws. It outlines the forms of naturalism, including physical and biological naturalism. The document also discusses the basic principles of naturalism, its implications for education including aims, curriculum and teaching methods, and its emphasis on freedom, spontaneity, and learning from experience and nature rather than formal schooling.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
Man Making Education in the light of Swami Vivekananda by Santosh Kumar BeheraSantosh Behera
This document discusses Swami Vivekananda's philosophy of "Man-Making Education". It provides context on Vivekananda's views and contributions as an educationist and philosopher. The key aspects of Man-Making Education according to Vivekananda are character development, mental and rational development, and developing a spirit of social service. The role of teachers is also discussed as being crucial in implementing this educational approach through personal contact with students and acting as friends, philosophers and guides. The conclusion reiterates that Vivekananda's ideas on Man-Making Education remain highly relevant for developing individuals and society.
Samkhya Philosophy : Basic Concepts and Characteristics Sahin Sahari
1. Basic info about “ Samkhya Philosophy ”
It is propounded by -Maharshi Kapila
The Word Samkhya is derived from the word ‘Sankhya’ which means number.
Samkhya is the philosophy of the numbers, because it deals with 25 categories.
Samkhya means the philosophy of right knowledge. Right knowledge about Purusa and Prakrti.
It is a Dualism Philosophy (Purusha + Prakrati)
Samkhya Don’t believe in GOD (Atheist-Nastika)
But Samkhya believe in VEDA (Orthodox-Astika)
It is a Philosophy of ‘Pancha-Bingshati’ (25 Tatva)
Samkhya believe in ‘Satkaryabad’ (Theory of Causation)
It is a Pluralistic Spiritualism and an Atheistic Realism and Uncompromising Dualism.
Others Exponents are:
Iswarkrishna , Guadapada, Vachaspati Misra, Vijyanabikshu
Source Books of Samkhya
[Sutra] - Main Source Book Kapila’s - Samkhya-Sutra
[Bhasya] - Iswarkrishna’s - Samkhyakarika
[Bhasya] - Guadapada’s - Samkhy Karikabhasya
[Bhasya] -Vijyanabikshu’s - Samkhyapravachana Bhasya
[Tika] - Vachaspati Misra’s - SamkhyaTattva-Kaumudi
Educational implications of idealism (unfinished)Jann Corona
Idealism holds that material things do not exist independently in the physical world but only in the mind. For education, idealism aims to search for truth, promote self-realization and character development. The school's role is to acquaint students with cultural heritage and develop logical thinking through lectures and discussions. The idealist curriculum focuses on humanity's experiences through integrated subjects like science, humanities, philosophy, history and literature to preserve and advance culture.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Sankhya philosophy was founded by Sage Kapil around 3000BC. It teaches that there is an eternal interaction between spirit (Purusha) and matter (Prakriti). Prakriti consists of three gunas - sattva, rajas, and tamas. Sankhya philosophy believes in dualism between Purusha and Prakriti, with Purusha being the first principle that is uncaused, eternal, transcendent, absolute, and independent, while Prakriti is the second principle that is caused, not eternal, not transcendent, not absolute, and dependent. The goals of Sankhya philosophy include attaining perfection of Purusha through discrimination and
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
Man Making Education in the light of Swami Vivekananda by Santosh Kumar BeheraSantosh Behera
This document discusses Swami Vivekananda's philosophy of "Man-Making Education". It provides context on Vivekananda's views and contributions as an educationist and philosopher. The key aspects of Man-Making Education according to Vivekananda are character development, mental and rational development, and developing a spirit of social service. The role of teachers is also discussed as being crucial in implementing this educational approach through personal contact with students and acting as friends, philosophers and guides. The conclusion reiterates that Vivekananda's ideas on Man-Making Education remain highly relevant for developing individuals and society.
Samkhya Philosophy : Basic Concepts and Characteristics Sahin Sahari
1. Basic info about “ Samkhya Philosophy ”
It is propounded by -Maharshi Kapila
The Word Samkhya is derived from the word ‘Sankhya’ which means number.
Samkhya is the philosophy of the numbers, because it deals with 25 categories.
Samkhya means the philosophy of right knowledge. Right knowledge about Purusa and Prakrti.
It is a Dualism Philosophy (Purusha + Prakrati)
Samkhya Don’t believe in GOD (Atheist-Nastika)
But Samkhya believe in VEDA (Orthodox-Astika)
It is a Philosophy of ‘Pancha-Bingshati’ (25 Tatva)
Samkhya believe in ‘Satkaryabad’ (Theory of Causation)
It is a Pluralistic Spiritualism and an Atheistic Realism and Uncompromising Dualism.
Others Exponents are:
Iswarkrishna , Guadapada, Vachaspati Misra, Vijyanabikshu
Source Books of Samkhya
[Sutra] - Main Source Book Kapila’s - Samkhya-Sutra
[Bhasya] - Iswarkrishna’s - Samkhyakarika
[Bhasya] - Guadapada’s - Samkhy Karikabhasya
[Bhasya] -Vijyanabikshu’s - Samkhyapravachana Bhasya
[Tika] - Vachaspati Misra’s - SamkhyaTattva-Kaumudi
Educational implications of idealism (unfinished)Jann Corona
Idealism holds that material things do not exist independently in the physical world but only in the mind. For education, idealism aims to search for truth, promote self-realization and character development. The school's role is to acquaint students with cultural heritage and develop logical thinking through lectures and discussions. The idealist curriculum focuses on humanity's experiences through integrated subjects like science, humanities, philosophy, history and literature to preserve and advance culture.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Sankhya philosophy was founded by Sage Kapil around 3000BC. It teaches that there is an eternal interaction between spirit (Purusha) and matter (Prakriti). Prakriti consists of three gunas - sattva, rajas, and tamas. Sankhya philosophy believes in dualism between Purusha and Prakriti, with Purusha being the first principle that is uncaused, eternal, transcendent, absolute, and independent, while Prakriti is the second principle that is caused, not eternal, not transcendent, not absolute, and dependent. The goals of Sankhya philosophy include attaining perfection of Purusha through discrimination and
The Upanishads form an integral part of the Vedic literature and discuss themes like the universal soul (Brahman), the individual self, and their union. They were transmitted orally for over 1500 years. The number of Upanishads is disputed but Sankara commented on ten principal Upanishads. According to the Upanishads, a teacher is a self-realized person who imparts the wisdom of the Vedas and removes the bonds from students' eyes. The highest aim of Upanishadic education was liberation through spiritual enlightenment and realization of the self as all-embracing love.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.
Gandhi believed education should develop students holistically - physically, mentally, and spiritually. He emphasized character development and learning practical skills. Gandhi's educational philosophy was based on principles of non-violence and truth. He advocated for basic education - free, compulsory schooling using local languages and integrated with vocational training through crafts. While aiming to make education more socially useful and democratic, the system struggled with an over-emphasis on vocations and public perception that it was inferior.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
Educational Philosophy , nature and its function.. M.A pptx.pptxButtomTp
This document discusses the relationship between philosophy and education. It defines philosophy as the pursuit of wisdom and truth through rational thinking and examination of life's fundamental questions. Educational philosophy applies philosophical principles to education processes. It helps determine educational aims, curriculum, teaching methods, roles of teachers and students, and other aspects. The document explores different philosophies' influences on these educational factors, such as naturalism prioritizing learning by doing while idealism supports strict discipline. Overall, the document examines how philosophy guides and gives purpose to educational practices and decision-making.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
1. Rabindranath Tagore was a renowned Indian philosopher and poet who established an experimental school called Visva-Bharati in 1921 based on his philosophy of education.
2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
Metaphysics of Samkhya Philosophy
Samkhya don’t accept the concept of GOD (Atheist).
There is No Maya, this World is Real (Realism)
There is a Cause/Reason in every Effect/Work/Result. (Satkaryabad)
Two fundamental elements are the cause of this universe creation- Prakruti (nature) & Purusha (Soul)
There are 23 Deformities of Prakruti, thus there are Total 25 Elements with Purusha.
Total element of Universe in Samkhya Philosophy
Purusha- 1
Prakriti- 1
Mahat/Buddhi- 1
Ahankar- 1
Mind- 1
Pancha-Karmendriya- 5
Pancha-Gyanendriya- 5
Pancha-Tanmatra- 5
Pancha-Mahabhuta- 5
Total = 25
Purusha:
Purusha (soul) is Concious but Inactive.
It is the Cause for the Evaluation in Prakrati.
It does not have any pattern, its Nirguna (without properties).
Sankhya believes that there is an entity of independent soul (Purusha) in each living organism.
Prakrati:
It is Active but Unconcious and
Main cause of Universe Creation.
There are 3 Qualities of Prakrati-
Satvas, Rajas and Tamas.
Entity of Prakruti and Purusha is An Axiom (Swat: Sudhya: Nitya)
Mahat (Sence) :
Mahat was Created First by Combination of Prakruti and Purusha.
Meaning of Mahat in Sankhya is - Cosmic Intelligence.
Ahamkar (Ego) :
It is the First bikriti/Parinam of Mahat.
Ahamkaara is Base of Diversity of this Universe,
There are 3 Types Ahamkar-
Satvas Ahamkar, Rajas Ahamkar and Tamas Ahamkar
Pancha-Karmendriya:
Combination of Ahamkaara and Satvas (Satvas Ahamkara).
5 Sensory Organs (Eye, Ear, Nose, Tongue and Skin)
Pancha-Gyanendriya:
5 Execute Organs (Hand, Leg, Speech, Anus and Genital)
Pancha-Tanmatra:
It is originated by Combination of Ahamkaara and Tamas (Tamas Ahamkar).
Shabda(Words), Sparsha (touch), Roopa (appearance), Rasa(delight) and Gandha (Smell).
Pancha-Mahabhuta:
It is originated by Pancha-Tanmatra.
Cosmic Elements- Akash (Space), Vayu (Air) ,Agni (Fire), Jala (Water) & Pruthvi (Earth).
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
Mahatma Gandhi life history and educational contributionMajjarib Khan
Gandhi's concept of education has two aims: immediate and ultimate. The immediate aims are vocational, cultural, character development, and liberation. The ultimate aim is self-realization and spiritual freedom. Gandhi advocated for education through creative and productive activities, learning by doing, and mother tongue instruction. His basic scheme of education included subjects like crafts, arithmetic, social studies, science, music, art, and games. Gandhi stressed the importance of the right type of teacher who has knowledge, skills, enthusiasm, strong character, and inspires students through non-violence and truth.
Jainism is an ancient Indian religion founded in the 6th century BC by Vardhamana Mahavira. It believes in a plurality of souls and that liberation can be obtained through nonviolence, truthfulness, non-stealing, chastity, and non-possessiveness. Jainism emphasizes individualism and achieving enlightenment through ascetic practices and detachment from worldly pleasures to be free of karma and attain nirvana. It rejects the idea of a creator god and believes reality is complex, with many perspectives.
In ancient India, teaching was considered a holy duty performed without expectation of payment. Education aimed for moksha (self-realization) rather than worldly goals. It sought to instill piety, morality, and the all-round development of personality through self-restraint, confidence, respect, and judgment. Teachers occupied a pivotal role as parent surrogates, facilitators of learning, exemplars, character builders, and spiritual guides in a relationship with students regarded as filial. Learning was transmitted orally and involved recitation, explanation, questioning, and reflection on texts. Self-control and discipline were emphasized through corporal punishment when needed.
This document contains a summary of Sri Aurobindo Ghosh's views on education. It outlines his goals for education, which include the physical, mental, moral, and spiritual development of students. It describes his recommended curriculum at different levels, emphasizing subjects like the mother tongue, English, French, literature, and sciences. It also notes his views on the role of teachers as guides who suggest rather than impose and help remove ignorance in students. The document was submitted by Riddhi S. Jani for their 1st semester paper on Indian Writing in English at M.K. Bhavnagar University.
Jiddu Krishnamurthy was a philosopher, speaker and writer. he always focus on child centered education.Krishnamurti was born in south India in what is now the modern day Madanapalle of Andhra Pradesh.In early adolescence, he met occultist and theosophist Charles Webster Leadbeater on the grounds of the Theosophical Society headquarters at Adyar in Madras. He was subsequently raised under the tutelage of Annie Besant and Leadbeater, leaders of the Society at the time, who believed him to be a 'vehicle' for an expected World Teacher. As a young man, he disavowed this idea and dissolved the Order of the Star in the East, an organisation that had been established to support it.According to Jiddu Krishnamurthy,
Freedom in learning means that the learner has got capacity to independently observe everything around him and examine all idea without any pressure or compulsion.We should not teach the student ‘what to think’ or ‘how to think’. allow him freedom to think himself.
Study the child thoroughly and employ such method that suits best.
Student should be treated as an equal partner.
Problem solving and explorative methods should be encourage.
Repetition encourage the mind of the child to be sluggish.
Jainism is an ancient Indian religion founded by Lord Mahavira in the 6th century BC. It teaches non-violence and respect for all living beings. Lord Mahavira was the 24th and last Tirthankara, who attained perfect enlightenment and nirvana. He spread the message of Jain philosophy for 30 years after achieving kevala jnana at age 42. The core teachings of Jainism are non-violence, truthfulness, non-stealing, chastity, and non-attachment through the observation of five main vows. Jain philosophy considers the soul to be eternal and believes the path to liberation and enlightenment is through disciplined non-violence
Naturalism is a philosophical doctrine. It is opposed to idealism in its interpretation of reality.
Naturalism is concerned with “natural self” or “real self”. It contends that the ultimate reality is matter, and not mind or spirit.
Naturalism does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values.
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
The Upanishads form an integral part of the Vedic literature and discuss themes like the universal soul (Brahman), the individual self, and their union. They were transmitted orally for over 1500 years. The number of Upanishads is disputed but Sankara commented on ten principal Upanishads. According to the Upanishads, a teacher is a self-realized person who imparts the wisdom of the Vedas and removes the bonds from students' eyes. The highest aim of Upanishadic education was liberation through spiritual enlightenment and realization of the self as all-embracing love.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.
Gandhi believed education should develop students holistically - physically, mentally, and spiritually. He emphasized character development and learning practical skills. Gandhi's educational philosophy was based on principles of non-violence and truth. He advocated for basic education - free, compulsory schooling using local languages and integrated with vocational training through crafts. While aiming to make education more socially useful and democratic, the system struggled with an over-emphasis on vocations and public perception that it was inferior.
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
Educational Philosophy , nature and its function.. M.A pptx.pptxButtomTp
This document discusses the relationship between philosophy and education. It defines philosophy as the pursuit of wisdom and truth through rational thinking and examination of life's fundamental questions. Educational philosophy applies philosophical principles to education processes. It helps determine educational aims, curriculum, teaching methods, roles of teachers and students, and other aspects. The document explores different philosophies' influences on these educational factors, such as naturalism prioritizing learning by doing while idealism supports strict discipline. Overall, the document examines how philosophy guides and gives purpose to educational practices and decision-making.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
1. Rabindranath Tagore was a renowned Indian philosopher and poet who established an experimental school called Visva-Bharati in 1921 based on his philosophy of education.
2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
Metaphysics of Samkhya Philosophy
Samkhya don’t accept the concept of GOD (Atheist).
There is No Maya, this World is Real (Realism)
There is a Cause/Reason in every Effect/Work/Result. (Satkaryabad)
Two fundamental elements are the cause of this universe creation- Prakruti (nature) & Purusha (Soul)
There are 23 Deformities of Prakruti, thus there are Total 25 Elements with Purusha.
Total element of Universe in Samkhya Philosophy
Purusha- 1
Prakriti- 1
Mahat/Buddhi- 1
Ahankar- 1
Mind- 1
Pancha-Karmendriya- 5
Pancha-Gyanendriya- 5
Pancha-Tanmatra- 5
Pancha-Mahabhuta- 5
Total = 25
Purusha:
Purusha (soul) is Concious but Inactive.
It is the Cause for the Evaluation in Prakrati.
It does not have any pattern, its Nirguna (without properties).
Sankhya believes that there is an entity of independent soul (Purusha) in each living organism.
Prakrati:
It is Active but Unconcious and
Main cause of Universe Creation.
There are 3 Qualities of Prakrati-
Satvas, Rajas and Tamas.
Entity of Prakruti and Purusha is An Axiom (Swat: Sudhya: Nitya)
Mahat (Sence) :
Mahat was Created First by Combination of Prakruti and Purusha.
Meaning of Mahat in Sankhya is - Cosmic Intelligence.
Ahamkar (Ego) :
It is the First bikriti/Parinam of Mahat.
Ahamkaara is Base of Diversity of this Universe,
There are 3 Types Ahamkar-
Satvas Ahamkar, Rajas Ahamkar and Tamas Ahamkar
Pancha-Karmendriya:
Combination of Ahamkaara and Satvas (Satvas Ahamkara).
5 Sensory Organs (Eye, Ear, Nose, Tongue and Skin)
Pancha-Gyanendriya:
5 Execute Organs (Hand, Leg, Speech, Anus and Genital)
Pancha-Tanmatra:
It is originated by Combination of Ahamkaara and Tamas (Tamas Ahamkar).
Shabda(Words), Sparsha (touch), Roopa (appearance), Rasa(delight) and Gandha (Smell).
Pancha-Mahabhuta:
It is originated by Pancha-Tanmatra.
Cosmic Elements- Akash (Space), Vayu (Air) ,Agni (Fire), Jala (Water) & Pruthvi (Earth).
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
Mahatma Gandhi life history and educational contributionMajjarib Khan
Gandhi's concept of education has two aims: immediate and ultimate. The immediate aims are vocational, cultural, character development, and liberation. The ultimate aim is self-realization and spiritual freedom. Gandhi advocated for education through creative and productive activities, learning by doing, and mother tongue instruction. His basic scheme of education included subjects like crafts, arithmetic, social studies, science, music, art, and games. Gandhi stressed the importance of the right type of teacher who has knowledge, skills, enthusiasm, strong character, and inspires students through non-violence and truth.
Jainism is an ancient Indian religion founded in the 6th century BC by Vardhamana Mahavira. It believes in a plurality of souls and that liberation can be obtained through nonviolence, truthfulness, non-stealing, chastity, and non-possessiveness. Jainism emphasizes individualism and achieving enlightenment through ascetic practices and detachment from worldly pleasures to be free of karma and attain nirvana. It rejects the idea of a creator god and believes reality is complex, with many perspectives.
In ancient India, teaching was considered a holy duty performed without expectation of payment. Education aimed for moksha (self-realization) rather than worldly goals. It sought to instill piety, morality, and the all-round development of personality through self-restraint, confidence, respect, and judgment. Teachers occupied a pivotal role as parent surrogates, facilitators of learning, exemplars, character builders, and spiritual guides in a relationship with students regarded as filial. Learning was transmitted orally and involved recitation, explanation, questioning, and reflection on texts. Self-control and discipline were emphasized through corporal punishment when needed.
This document contains a summary of Sri Aurobindo Ghosh's views on education. It outlines his goals for education, which include the physical, mental, moral, and spiritual development of students. It describes his recommended curriculum at different levels, emphasizing subjects like the mother tongue, English, French, literature, and sciences. It also notes his views on the role of teachers as guides who suggest rather than impose and help remove ignorance in students. The document was submitted by Riddhi S. Jani for their 1st semester paper on Indian Writing in English at M.K. Bhavnagar University.
Jiddu Krishnamurthy was a philosopher, speaker and writer. he always focus on child centered education.Krishnamurti was born in south India in what is now the modern day Madanapalle of Andhra Pradesh.In early adolescence, he met occultist and theosophist Charles Webster Leadbeater on the grounds of the Theosophical Society headquarters at Adyar in Madras. He was subsequently raised under the tutelage of Annie Besant and Leadbeater, leaders of the Society at the time, who believed him to be a 'vehicle' for an expected World Teacher. As a young man, he disavowed this idea and dissolved the Order of the Star in the East, an organisation that had been established to support it.According to Jiddu Krishnamurthy,
Freedom in learning means that the learner has got capacity to independently observe everything around him and examine all idea without any pressure or compulsion.We should not teach the student ‘what to think’ or ‘how to think’. allow him freedom to think himself.
Study the child thoroughly and employ such method that suits best.
Student should be treated as an equal partner.
Problem solving and explorative methods should be encourage.
Repetition encourage the mind of the child to be sluggish.
Jainism is an ancient Indian religion founded by Lord Mahavira in the 6th century BC. It teaches non-violence and respect for all living beings. Lord Mahavira was the 24th and last Tirthankara, who attained perfect enlightenment and nirvana. He spread the message of Jain philosophy for 30 years after achieving kevala jnana at age 42. The core teachings of Jainism are non-violence, truthfulness, non-stealing, chastity, and non-attachment through the observation of five main vows. Jain philosophy considers the soul to be eternal and believes the path to liberation and enlightenment is through disciplined non-violence
Naturalism is a philosophical doctrine. It is opposed to idealism in its interpretation of reality.
Naturalism is concerned with “natural self” or “real self”. It contends that the ultimate reality is matter, and not mind or spirit.
Naturalism does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values.
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
Naturalism is a philosophical position that approaches education from a purely scientific viewpoint. It believes that nature alone represents all of reality, without anything supernatural. Naturalism views human life as wholly part of nature, governed by natural laws and forces. There are three main forms of naturalism - physical, mechanical, and biological. Naturalism emphasizes allowing children's natural development to take place freely according to their instincts and nature, without interference from teachers, textbooks, or rigid curriculum. The teacher's role is simply to observe children and provide a supportive environment for their natural growth. Naturalism aims to develop children's self-realization, expression, preservation and adjustment to their environment through free exploration and experiences in nature.
Jean-Jacques Rousseau is considered the father of naturalism, developing the philosophy in the 18th century. Naturalism emphasizes that only natural laws operate in the universe and subordinates mind to matter. There are three forms of naturalism: physical naturalism which sees human life as governed by external nature, mechanical naturalism which views humans as machines, and biological naturalism which believes humans are driven by instincts and self-preservation. In education, naturalism means allowing children complete freedom to learn from nature without interference, following their natural tendencies and interests. The teacher takes a backseat role as observer and facilitator rather than direct instructor.
Naturalism is one of the oldest philosophies originating from the idea that nature, not God, is the center of everything. There are three types of naturalism: physical, which believes human life is governed by physical laws; mechanical, which views humans as machines; and biological, which believes humans evolved from lower forms of life. Naturalism holds that nature is the ultimate reality, the laws of nature are unchangeable, and scientific knowledge is the only truth. It does not believe in concepts like the soul or spirit.
Realism is a philosophy that believes objective reality exists independently of the mind. It emphasizes that knowledge comes from experience of the material world, which can be studied scientifically. According to realism in education, the curriculum should focus on practical subjects that prepare students for real life, teaching should be direct, and assessment should objectively measure what students have learned. Both advantages and disadvantages exist, such as a focus on results but also pressure on teachers and students.
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
This document discusses the philosophy of naturalism in education. Some key points:
- Naturalism believes that nature is the ultimate reality and everything arises from natural laws. Education should be in accordance with the nature and development of the child.
- Major exponents were Herbert Spencer, Jean Jacques Rousseau, and Thomas Hobbes. Basic principles include that the universe is governed by unchanging natural laws and reality can only be understood through science.
- The aims of education are self-expression, self-preservation, and fullest development of the child. The curriculum focuses on science, nature study, and physical activities rather than traditional subjects.
- Teaching methods emphasize direct experience, learning by doing
Influence of environment and nature on educationAlexander Decker
This document discusses the influence of environment and nature on education. It argues that education has lost its way by focusing too much on advanced science and technology instead of moral values. Nature originally provided the basic education humans needed through qualities of love, peace and brotherhood. While technology has benefits, it has also increased selfishness and destroyed moral values. The ultimate goal of education should be developing well-rounded personalities and enabling social growth, maturity, and ability to maintain relationships. Education is shaped by one's environment, and ancient humans brought up in nature's lap were very different than modern humans.
11.influence of environment and nature on educationAlexander Decker
This document discusses the influence of environment and nature on education. It argues that education has lost its way by focusing too much on advanced science and technology instead of moral values. Nature originally provided the basic education humans needed through qualities of love, peace and brotherhood. While technology has benefits, it has also increased selfishness and destroyed moral values. The ultimate goal of education should be developing well-rounded personalities and enabling social growth, maturity, and ability to maintain relationships. Education is shaped by one's environment, and ancient humans brought up in nature's lap were very different than modern humans.
This document discusses traditional philosophies of education, including idealism and realism. Idealism believes that ideas are the true reality and education should focus on self-realization, cultural preservation, and developing morality. Realism views the physical world as reality and believes education should equip students with skills to understand and master their environment through subjects that teach about the world. Both philosophies discuss their views on the aims, roles of teachers/students, curriculum, and methods of education.
- Existentialism is a philosophy focused on free will, choice, and personal responsibility in finding meaning and purpose through self-determination. It emphasizes subjective experience and rejects the idea that humans are defined by external forces.
- According to existentialist educational philosophy, the aim of education is self-realization. It seeks to help students understand themselves and strengthen their sense of being through a child-centered approach tailored to individual needs and abilities.
- While acknowledging the importance of science education, existentialism argues the curriculum should also include humanities, ethics, and religion to foster character development and help students find inner truth and peace beyond what can be gained through objective knowledge alone.
Realism is a philosophy that believes that objects exist independently of the mind. It assumes there is a real external world that can be observed and understood. Key aspects of realism in education include focusing on subjects about the physical world, using observation and experimentation, and preparing students for life in the real world. Realist teachers impart scientific knowledge and guide students to understand universal laws and principles through hands-on learning. While realism emphasizes practical skills, it is also criticized for neglecting ideals, values, imagination and emotion.
Iqbal was not strictly an educationist but made important contributions to educational ideology in Pakistan. While he did not propose specific techniques or methods, he emphasized fundamental principles of education like developing an active personality through interaction with the concrete environment. Iqbal's philosophy combined the best aspects of materialism and spiritualism, stressing the development of intellectual, aesthetic, and social values alongside physical fitness. He believed education should be religious, moral, intellectual and aesthetic to produce a balanced personality. Iqbal was influenced by pragmatism and humanism in advocating experimental and creative learning through problem-solving rather than the rote memorization of dead knowledge from books.
“The fundamentals of science of living may be defined as” the body of knowledge consisting of certain principles which define the style of life, show the problems and solutions and present the path for the betterment of way of life. The modern and contemporary culture is having an impact on education. Education is more understood to be a training for getting some skills to earn and live luxuriously than to improve knowledge and inculcate culture to have a journey for truth. When the education and training are endowed with the value s then the system becomes more a path for perfection. Such education backed by training can make the man to observe, analyse, synthesise and interpret the actions of his bodymind complex and make him potential enough to do a thing, pragmatic enough to be efficient and wise enough to have a hunt for peace and bliss. In his hunt for peace and bliss he finds out the first hurdle in his mind.
Power Point Literature Review Nature Vs. Nurturelatanyabass
This document discusses the long-standing debate around whether nature (genetics) or nurture (environmental factors) has a greater influence on human development. It reviews perspectives from fields like psychology, criminology, philosophy and studies on topics like intelligence and the effects of family and peer relationships. While many experts have argued for either nature or nurture as the dominant factor, most modern psychologists view both as important influences that interact in shaping human development, with neither being solely responsible. The question of the relative impact of each remains an active area of research.
This document discusses perspectives in education and educational philosophy. It begins by defining philosophy and explaining how philosophers think about meaning and interpretation. It then outlines four major educational philosophies: Perennialism, which focuses on teaching enduring ideas and cultivating the intellect; Essentialism, which emphasizes transmitting a core body of knowledge; Progressivism, which emphasizes learning through experience and the interests of the student; and Reconstructionism/Critical Theory, which focuses on social reform and addressing real problems. The document also discusses related theories of learning, including Information Processing, Behaviorism, Constructivism, and Humanism. Each provides a different perspective on how learning occurs.
The document discusses the domains of teaching competence, including educational foundations. It covers the anthropological, philosophical, psychological, and moral foundations of education.
For the anthropological foundation, it discusses how anthropology studies humans and influences education. The philosophical foundation examines different philosophies like idealism, realism, and essentialism that impact education.
The psychological foundation outlines several influential psychologists and their theories. It also discusses theories of motivation such as instinct, drive-reduction, and cognitive theories.
Finally, the moral foundation presents important philosophers from history and their perspectives on morality, including Confucius, Buddha, Socrates, Aristotle, Jesus Christ, and Muhammad. It examines concepts like virtue, good, duty
Chap-1 INTRODUCTION TO PSYCHOLOGY FALL 2021.pptFarhan455681
Here are the key steps in conducting a correlational study:
1. Select variables to study - These should be measurable on continuous scales.
2. Collect data on the variables from a sample - This involves measuring both variables for each participant.
3. Calculate a correlation coefficient - This quantifies the strength and direction of the relationship between the variables. Common coefficients include Pearson's r and Spearman's rho.
4. Interpret the correlation - A positive correlation means high scores on one variable are associated with high scores on the other. A negative correlation means high scores on one variable are associated with low scores on the other. No correlation means the variables are unrelated.
5. Consider threats to validity - Correl
Philosophies of Education (Group 6).pptxJoyAnnAlicer
This document outlines several educational philosophies:
1. Perennialism focuses on universal truths and a classical curriculum to develop intellect.
2. Idealism sees education as spiritual development of the mind and soul.
3. Realism believes education should prepare students for the real world through organized subject matter.
4. Experimentalism emphasizes experiential learning and problem-solving to adapt to societal changes.
5. Existentialism views education as cultivating awareness of individual freedom and responsibility.
6. Naturalism advocates learning directly from nature without rigid discipline.
7. Socialism and communism incorporate aspects of naturalism but emphasize societal roles and class struggles.
8. Fascism stresses strength
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. 1
INDEX
INTRODUCTION 2
MEANING AND FEATURES OF NATURALISM 3-4
FORMS OF NATURALISM 5-7
PRINCIPLES 8-9
EDUCATIONAL IMPLICATIONS 10-16
LIMITATIONS 17
CONTRIBUTIONS 18-19
CONCLUSION 20
REFERENCE 21
3. 2
INTRODUCTION
Naturalism means belief in Nature. It advocates return to Nature.
According to W.E. Hocking, “Naturalism is a type of metaphysics which takes
Nature as the whole of reality”. The philosophy of Naturalism excludes
whatever is supernatural or other worldly. Even human life is a part of the
scheme of nature. This philosophy believes that “everything comes from nature
and returns to nature.”
Naturalism appeared on the educational scene as a revolt against
formalism and stereotyped system of education. In the words of Adams,
“naturalism is a term loosely applied in educational theory, to systems of
training that are not dependent on schools and books but on the manipulation of
the actual life of the educand.”
4. 3
NATURALISM : MEANING , FEATURES AND
PRINCIPLES
Naturalism is a philosophical doctrine. It is opposed to idealism in its
interpretation of reality. Naturalism is concerned with “natural self” or “real
self”. It contends that the ultimate reality is matter, and not mind or spirit.
Naturalism does not believe in spiritualism. It denies the existence of a spiritual
universe — the universe of ideas and values.
According to naturalism, the material world is the only real world. It is
the only reality. This material world is being governed by a system of natural
laws and the man, who is the creation of the material world, must submit to
them. The naturalists have regard for actual facts, actual situations and realities.
For them nature is everything. It is the whole reality.
Behind everything there is Nature. It denies the existence of anything
beyond nature. Naturalism believes that everything comes from nature and
returns to nature. Nature, according to naturalism, is a self-sufficient entity. It is
self-determined and governed by its own laws.
The naturalists see things as they are. They apprehend reality as it is in its
own nature. They do not believe that there are any spiritual values or absolute
truths. Naturalism takes recourse to such concepts as appetites, emotions,
instincts and evolution. According to naturalists, instincts are responsible for all
our activities — biological, psychological or social. To them there is no
absolute good or evil in the world. Values of life, according to naturalism, are
created by the human needs. Man creates them when he reacts to — or interacts
with — his environment. He must adapt himself to the environment.
5. 4
According to the naturalists there is inherent goodness in man. In man
there is an innate capacity for morality. Man is born rational. The naturalists,
thus, have idolized man. Nature, according to the naturalists, is complete in
itself, having its own laws. It does not, therefore, require us to have insight or
intuition to understand Nature.
Naturalism believes that mind is an accident in the process of evolution
and it can be explained in terms of nature. Mind is a function of the brain which
is material in nature. Mind is not the source of knowledge; all knowledge is
acquired from without, and senses are the gateways of all knowledge.
The personality of the child, according to the naturalists, is fashioned by:
(a) Endowment and
(b) Environment.
Environment is of two types:
1. The material or physical environment
2. The mental or psycho-social environment.
According to the naturalists, society is meant for the individual and not
the individual for society as they believe that man is born good. He is corrupted
by the society. Man must remain away from the society if he wants to remain
pure and unadulterated.
6. 5
FORMS OF NATURALISM
Naturalism exists in different forms.
From an educational point of view naturalists may be grouped in two
forms:
1. Physical Naturalists (Instinctivists):
It is also known as material naturalism. This type of naturalism lays
emphasis purely on physical nature. It believes only in the reality of material
objects and the laws of mass and motion. Man is only one of the objects of
physical nature, a creature of mass and motion.
According to this form of naturalism, mind has no existence apart from
the body. This universe is governed by natural laws. Physical naturalists also
assert that man is also governed by these laws. They also believe that not only
the external world but also human conduct is governed by scientific laws. Thus
emphasis is laid on the external nature.
The inner or spiritual nature of man is less emphasised. But education is a
mental activity rather than a physical one. Hence physical naturalism has little
impact on educational theory and practice. The naturalists advocate the
development of child without any restriction. Instincts must have their own
way. The development of the child should be from within and not from without.
Let the child learn by himself in the lap of nature. The nature is a great book to
him.
The interests and aptitudes of children should determine the educational
programmes. Rousseau’s Emile was to be educated according to the laws of
nature, away from society. Children should learn from their sensory experiences
because the senses are the gateways of knowledge. Let them learn by their own
experiences.
7. 6
2. Biological Naturalists (Darwinians):
Darwin (1809-1882) and Lamarck (1744-1829) are the greatest exponents
of ‘biological naturalism’. It derives its data and first principles from the
biological rather than the physical sciences. With a great faith in biological
evolution, it accepts man as the highest form of living organism in the
evolutionary process.
Henri Bergson (1859-1951), the Noble Laureate French philosopher,
developed this idea to a higher dimension. Bergson holds that man is endowed
with life-force, elan vital, will-to-power, will-to-live, a ‘creative impulse’. The
biological nature of man consists’ of impulses, instincts and emotions,
tendencies and propensities. This he shares with animals. This is his true nature.
It unfolds and develops spontaneously from within.
The basic standpoints of biological naturalism are two:
(1) Each creature has an urge to live and
(2) He struggles to exist.
In the struggle for existence those that are fit, survive, and those that are
not, die. The theory is best known as the ‘survival of the fittest’ — a term
coined by Herbert Spencer (1820-1903).
According to biological naturalism self-preservation is the first law of
nature. Life, according to the biological naturalists, is dynamic, ever-changing
and ever-developing phenomenon. Man, therefore, must adjust himself to the
changing life. Education should be for change rather than for stability. Such an
education should be systematic, evolutionary and inter-related.
The biological naturalists have raised a very pertinent question: Is a man
shaped by Iris environmental forces or by inherited equipment’s? The answer is
8. 7
‘by both’. Both environment and heredity have their role in shaping human
beings. Man is the product of inter-play of both the forces. In short, man is a
“compromised personality”.
The biological school of naturalism lays great stress on “intelligence”.
Intelligence is very helpful in dealing with experiences of life. It helps in
solving the problems of life and in adjusting the individual to the environment.
This form of naturalism has a great impact on the theory and practice of
education It maintains that real education lies in the modification and training of
man’s instincts and emotions. This view is generally acceptable to the modern
educators.
9. 8
BASIC PRINCIPLES OF NATURALISM
1. Nature is the final reality. All things originated from matter, all are ultimately
to be reduced to matter. Matter takes different forms.
2. Mind is the brain functioning and brain is matter.
3. All types of mental activities – imagination, thinking, reasoning etc. are the
functions of the brain.
4. The entire universe is governed by the laws of nature which are unchangeable
Science reveals the mysteries of nature; hence only that knowledge is true that is
derived from science.
5. There is no God or Spirit. Therefore, there is no religion. There are no higher
or eternal values. There is no spiritual goal or ideal of human life. Man himself
creates values in interaction with the environment in which he is placed.
6. “Follow Nature” is the greatest slogan of naturalism in education. Natural
development of the child, the naturalists believe, takes place in the natural
environment rather than in artificially designed atmosphere of the school. In the
field of education “Nature” is used in two senses – one conveying the physical
nature and second the “nature of the child” i.e., tendencies, impulses, instincts
of the child with which he is born.
The first is the outer nature; the second is the inner nature. In educating the
child, his whole nature should be taken into consideration. “The child’s nature is
not static, it grows and develops.” It is dynamic education which has to help the
growth and development of the child.
7. The child occupies the central position in the educative process. The child
should be educated according to his nature. “It is the child himself rather than
10. 9
the educator, the school the book or the subjects of study that should be in the
foreground of the educational picture.” Unnecessary interference on the part of
parents or teachers should be avoided.
Children should be treated as children and not as small adults. Instead of
imposing adult ideas on them, let them have the opportunity of formulating their
ideas through personal experiences. Modern education is pedo-centric.
8. The naturalists advocate freedom in education. Only under freedom, the
naturalists believe, the child can grow in his natural way. Freedom should be the
pivot round which the educational program should revolve. “Child is a good,
not an evil being; being born good he remains good when all opportunity to
fear and hate is abolished.”
9. Instincts should be the main instruments of education. They must be
exploited fully to modify the behaviour of man from “animal behaviour ‘to’
human behaviour.”
10. Senses are the gateways of knowledge. Real knowledge comes through the
senses and, therefore, the sensory experiences should be provided for effective
learning.
11. 10
EDUCATIONAL IMPLICATIONS
Naturalism as a philosophy of education has exercised a great influence
on the theory and practice of education. “It decries all external restraint in
education and it condemns all unnecessary formalities in education.
In the naturalistic system of education there is no place for class-room,
textbooks, time-table, formal lessons, curricula or examination. The ‘chalk and
talk’ method has no scope. The teacher has no significant role to play. External
discipline has no place in naturalistic system of education.
The only discipline applied in this system is the discipline of natural
consequences. Naturalism has no faith in formal education. To the naturalists,
formal education is artificial and vicious. Good education can be had only by a
direct contact with nature.
Naturalism in education stands for the doctrine of “follow nature” in
education. It wants all education to be in strict conformity with the nature of the
child. It stands for complete freedom to be given to the child in learning. He is
to be left alone, absolutely free. Let him learn from the pages of nature without
interference from any quarter. He is to be thrown into Nature as an explorer and
discoverer.
Naturalism emphasises free and spontaneous self-expression of the child.
Its watchword is “Back to Nature” as expounded by Rousseau and Gandhiji.
Thus, the whole of the child’s learning will come from his own experiences and
their natural consequences. His whole education will be according to the natural
laws of human development. Much of the Naturalistic movement finds its root
in the pages of Rousseau. He brought the child into the foreground of the
12. 11
educational arena and pleaded that educational material should be the facts and
phenomena of nature.
Naturalism and Aims of Education
1. Naturalists differ with regard to the aim of education. Under the naturalistic
school of philosophy the aim of education is self-expression. Some naturalists
consider man as a machine and they opine that the aim of education is to make
the human machine as perfect and efficient as possible.
2. According to Spencer, self-preservation and self-satisfaction constitute the
highest good in life and, hence, the primitive instincts and natural impulses
should be used in such a way that this highest good can be achieved.
3. McDougall (1871-1938), the famous exponent of the Naturalistic school of
psychology, does not accept the theory of pleasure. He holds that our instincts
are to be directed towards certain natural goals. Hence the aim to education,
according to him, is the sublimation of the native instincts and energies of the
individual — the redirection, coordination and harmonious working of the
native impulses.
4. According to the Darwinian school of naturalists, the aim of education should
be to “equip the individual for struggle for existence and thus to ensure his
survival.” According to the Lamarckians, education should enable the
individual to adjust himselfto the environment. The individual must be “in
harmony with and well-adapted to his surroundings.”
5. T. P. Nunu considers “harmonious, natural and autonomous development of
the individual in natural setting” as the central aim of education. Thus he
regards the development of individuality as the supreme aim of education.
In support of this he says “the proper goal of human life is perfection of the
individual.” But, at the same time, he considers that this development of
13. 12
individuality should not be at the cost of social interests. Every individual has a
social self. Individuality develops in and through society. Hence individual and
social interests can be compromised by the recognition of universal values in
man.
6. Rousseau’s statement of naturalistic aim of education is the most
comprehensive and lucid. Education, he holds, should aim at the development
of the child in conformity with his nature.
Naturalism and Curriculum:
The naturalistic aims of education are reflected in its curriculum. The
naturalists strongly advocate inclusion of natural sciences — such as physics,
chemistry, zoology, botany — in the curriculum. As regards language and
mathematics they opine that only such knowledge of these subjects should be
acquired as is essential for scientific studies. They also want that the pupil
should not be plunged into poetry and literature.
The naturalists not only emphasise the present but also the past and the
future. They are in favour of inclusion of history in the curriculum as it deals
with the cultural heritage of the race. History helps to understand the present in
the light of the past and leads to the future.
Naturalism does not attach much importance to spiritualism or religion in
the curriculum. At the same time it does not include music and painting in the
curriculum.
The naturalists differ in their opinion in respect of curriculum. Comenius
wanted that all subjects should be taught to all men. But Locke did not agree
with this view, and said it is not possible to teach all subjects to all. Hence only
those subjects should be taught which are necessary. Spencer advocates that
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only those subjects should be included in the curriculum which minister to self-
preservation as it is the first law of life.
He gives a very high place to science. He attaches no importance to
cultural subjects. T. H. Huxley does not agree with Spencer, for giving undue
importance to science. He wants that literary and cultural subjects be imparted
to children. Rousseau pleaded negative education for children and was not in
favour of formal text-books. The naturalists, in general, contend that the child’s
present experiences, interests and activities should determine the choice of
studies.
Naturalism and Methods of Teaching:
In methods of teaching, naturalism is a revolt against the old, traditional
and bookish system of education. It, therefore, attaches no importance to formal
schools and textbooks as these hinder the natural development of children. It
condemns note- learning and encourages learning by doing. They emphasise
auto-education and self- development, and learning through personal experience
of the child.
The creed of the naturalists is “follow nature” as it supplies all laws of
learning. The naturalist method is to gather direct experience from nature, men
and things. Rousseau’s advice was: “Give your scholar no verbal lessons, he
should be taught by experience alone.” All knowledge must emerge out of
actual life situation and experience.
According to the naturalists the proper method of imparting scientific
knowledge is through observation and experimentation. They decry “chalk and
talk method”. Let the child discover the truth. This was the advice of the
naturalists. They advocated a heuristic method. Pedocentricism was the key-
note of the naturalistic method.
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The naturalists say that there are two methods of teaching — the positive
and the negative. When systematic and sustained efforts are made to impose
knowledge on the child without considering his interests and aptitudes, it is
called positive method of teaching.
In the words of Rousseau positive education is “one that tends to form the
mind prematurely and instructs the child in the duties that belong to man. It is
negative education when the child is left free to develop his body and senses.
Rousseau defines negative education as “one that tends to perfect the
organs that are the instruments of knowledge. A negative education does not
mean a time of idleness; far from it. It does not give virtue, it protects from vice;
it does not inculcate truth; it protects from error. It disposes the child to take the
path that will lead him to truth.”
The naturalists do not want to superimpose anything on the children.
They want the children to acquire everything with their own efforts. “The
naturalistic educator allows the child to follow the lines of his natural interests
and to have free choice of activity, with no interference or thwarting.”
The naturalists want an “ideal environment of freedom for the
development of the growing child.” Coercive methods are not permitted for
imparting knowledge. The way of the naturalist is “auto-education or self-
education.” They do not advocate much teaching but emphasise much learning
experience of the pupils. They attach great importance to creative activities and
self-expression.
The greatest attraction of the child is play. The naturalists, therefore, have
given a prominent place to the play-way method. It is play which helps the child
to express himself fully. It is in his free play that the child most clearly reveals
his nature and the lines of his natural development.
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Play is nature’s mode of education. The principal aim of education should
be anintegrated growth of the child. This is possible if each child is permitted
freedom to grow at his own pace and according to his own nature.
Naturalism and the Teacher:
The educator should not interfere in the natural development of the child.
He should not impose ideals or ideas on him. He is only to help the child in the
discovery of truth. He should a have critical and scientific bent of mind and
supreme reverence for truth. The educator must see that the child develops
freely. He should not make an artificial effort to educate the child.
He has to provide suitable opportunities and create conditions which are
conducive to the natural development of the child. The place of the educator is
not primary but secondary. He is an observer of the child’s development rather
than a giver of information. The child’s education is the free development of his
interests and motives.
The role of the educator is that of a friend, philosopher and guide. Such a
role of the teacher is advocated by all the modern educators and in all the
modern methods of teaching. Rousseau, Fichte, Montessori and Ross are in
favour of non-intervention of the teacher in the education of the child.
They contend that the child’s nature is essentially good, and any
intervention is, therefore, harmful. Ross is of the opinion that the teacher has
only “to set the stage, supply the materials and opportunities provide an ideal
environment and create conditions conducive to natural development”, and then
he is to “recede in the background.”
Naturalism and Discipline:
For harmonious development of the child, he should be given freedom to
plan his own activities. But this freedom means individual freedom and not
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social freedom. To regulate the school society, government is required, but it
must be self-government. Naturalists have no faith in discipline based on
external force. They condemn corporal punishment as it represses the impulses
and instincts of the children.
Naturalism stands for a “hands-off’ policy in education. The only
discipline to be applied is the discipline of natural consequences. The child
should be left perfectly free to act in any way he likes and then face the
consequences of his actions.
If the consequences of his action turn out to be pleasant and favourable, it
would be repeated and, therefore, learnt. On the contrary, if the consequences of
an action are found to be unpleasant, it shall be given up. Thus, the forces of
pleasure and pain will effectively teach discipline to the child.
Rousseau is of the opinion that children should never be punished for
their wrong deeds. Nature spares none. Every action is inevitably followed by
its natural consequences. All immoral or undesirable actions will result in
unpleasant consequences and these unfavorable results will make the individual
avoid the repetition of such actions in future. Herbert Spencer also supports the
doctrine of natural discipline.
He wishes that children should be left to suffer the natural unpleasant
consequences of their wrong actions and learn from them. But Spencer does not
wish to apply this principle during infancy. He says, “A three-year-old urchin,
playing with an open razor, cannot be allowed to learn by this discipline of
natural consequences, for the consequences may be too serious.”
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LIMITATIONS OF NATURALISM
1. Naturalism has its own limitations and disadvantages. It altogether ignores
the spiritual and moral aspects of human nature. It totally neglects the moral
development of the child.
2. Naturalism takes into account only the present needs of the child and ignores
his future needs and the ultimate goals and purposes of man’s life.
3. Naturalism leaves the child purely to the discipline of natural consequences
which, often, involves grave risks.
4. Naturalism throws the teacher with superior knowledge and experience into
the background. He takes secondary position in the educative process.
5. Naturalism allows complete freedom to the child from the very start of his
life, even when he has no yet learnt the right use of freedom. This is no doubt a
very risky experiment inasmuch as sometimes absolute freedom degenerates
into licence. In the early state of life some guidance is necessary.
6. Naturalism attaches too much importance to the animal nature of man — his
instincts, impulses and emotions, and completely ignores the spiritual and
cultural values of life.
7. Naturalism gives too much emphasis on the heredity of the child and neglects
the influence of environment on “raw” nature.
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CONTRIBUTION OF NATURALISM
Naturalism has tremendously influenced the modern educational theories
and practices. Its permanent contributions in the field of education may be
summed up:
1. “Follow nature” is the watch-word of naturalism. The innate nature of the
child should be developed in natural environment and not in the artificial
atmosphere of the school.
2. Instincts, impulses and emotions should form the basis of all education of the
child. According to the naturalists, instincts should be the main instrument of
education.
3. Pedocentricism is another important contribution of the naturalists in the field
of education. In the educative process the child takes the pivotal position. “It is
the child himself rather than the educator, the school, the book or the subjects of
study that should be in the foreground of the educational picture.” Children
should be treated as children and not as adults in miniature.
4. The freedom of the child is another important feature of naturalistic
education. The child should grow freely according to his own nature and pace
without interference from the educator or the parents. True education takes
place when the nature, powers and inclinations of the child are allowed to
develop freely with a minimum of guidance. The naturalists strongly advocate
freedom for the child.
5. Senses are the gateways of knowledge. Education is very much effective
when it comes through sensory channels. As such, naturalists consider the
training of senses very important.
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In conclusion we can say that naturalism has secured freedom for the
child and has further succeeded in freeing the child from many a tyranny of
rigidity, interference and strict discipline. Naturalism has given an impetus to
new psychological methods in education.
Self- expression, follow nature, auto-education, play-way,
Pedocentricism, sense-training, self- discipline and learning by doing are some
of the main characteristics of modern education.
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CONCLUSION
The essence of naturalistic philosophy of education lies in providing
natural environment to the child. It is in this setting that proper development of
the child can take place.
Naturalism gives central position to the child. Accordingly, the teacher
should understand child psychology and guide the educand according to his
needs and attitudes. Children should be treated as children and not as miniature
adults.