Western Schools of Philosophy and Education and thier Educational implications

1. Western Schools
of
Philosophy and Education
By
M.VIJAYALAKSHMI
Assistant Professor

2. UNIT II
Western Schools of Philosophy
and Education
By
M.VIJAYALAKSHMI

3. UNIT II : Western Schools of
Philosophy and Education
• Western Schools of Philosophy
and Education: Educational
implications of Idealism,
Naturalism, Pragmatism, Realism,
Eclecticism and Constructivism.

4. IDEALISM
• Monistic concept
• Plato
• Chief Exponents
Socrates, Plato, Tagore,
Gandhiji, Sri Arabindo,
Vivekanada

5. BASIC PRINCIPLES
• Ultimate reality is mind and spirit
• Ideas are final
• Believes in God and Spiritual Values
• Values are predetermined, absolute and
unchanging . Faith in Eternal Values
• Belief in “Apriori” knowledge
• Truth is Subjective
• Knowledge and Truth are different

6. PRINCIPLES OF EDUCATION
• Stress on spiritual environment
• Education is based on spiritualism
• Self-realisation is the aim of education
• Emphasises mental capacities
• Teacher and curriculum are the central aspects of
education. Relatively unimportant place for the child
• Development of the child in accordance with adult
standards
• Emphasises book learning
• Both individual and society are valued
• Definite and specific ideaology maintained
• Stress on discipilining the child

7. AIMS OF EDUCATION
• Self-realisation
• Spiritual development
• Realization of Truth, Goodness and Beauty
• Conservation, promotion and transmission of
cultural heritage
• Preparation for a holy life
• Development of intelligence and rationality
• Exaltation of Human Personality
• Universal education
• Development of Inventive and Creative Powers

8. CURRICULUM
• Curriculum developed according to ideals and
eternal values
• Humanistic subjects emphasised
• Main subjects – Religious studies, Spiritual
studies, Ethics, Language, Literature, History,
Fine Arts, Music, etc.,
• Books are considered as Treasure house of
Knowledge

9. METHODOLOGY OF TEACHING
• Learning through reading
• Lecture, dialogue, discussion
• Sravana, manana, nididyasana
to be attempted
• Study of books encouraged

10. DISCIPLINE
• Emphasises inner discipline
• Discipline comes through
moral and religious instruction
• Restraint on freedom

11. ROLE OF TEACHERS
• Teachers’ role is supreme and
important. He is a spiritual
guide for the child
• Teacher provides model to be
imitated

12. Relevance of Idealism in Education in
the Emerging Indian Society
• Lofty Aims of Education
• Preservation of Cultural Heritage
• Position of the Teacher
• Self-discipline
• Emphasis on Moral Development
• Integrated Curriculum

13. CRITICISMS AGAINST IDEALISM
• Neglects psychological nature of the child
• More inclined towards Spiritualism
• Does not contribute much to the field of Method
of Teaching
• Too much of importance - Teacher
• Too much of importance – Humaities
• Science and Technology are neglected
• Rigid restrictions
• Unobtainable goals
• Too much oriented to the past

14. NATURALISM
• Monistic Concept
• Rousseau
• Chief Exponents
Aristotle, Comte, Herbart Spencer,
Bernard Shaw, Rousseau

15. NATURALISM
• Meaning
• Hocking –
“Naturalism is metaphysics which
considers nature as a whole of
reality. It excludes what is
supernatural or the other world”

16. BASIC PRINCIPLES
• Nature is the final reality
• Believes in matter and importance of the
material world
• Values are created in terms of specific needs
• No Faith in Soul or Spirit
• Development of Human Personality is due to
the Interaction of Heredity and environment
• Innate Goodness of Children
• Everything Natural is Beautiful and Valuable
• Superiority of Empirical Knowledge

17. PRINCIPLES OF EDUCATION
• Stress on Physical Environment
• Education is based on Psychology and ethics
• Self-expression is the aim of education
• Emphasizes basic instincts, interests and
tendencies
• Child is the central aspect of education
• Education is accordance with the nature of the
child
• Insignificant place for bookish knowledge
• Individual alone is considered and valued
• Progressive and dynamic ideology maintained
• Stress on the freedom for the child

18. AIMS OF EDUCATION
• Self-expression
• Attainment of present and future happiness
• Preparation for the struggle of existence
• Adaptation to environment
• Natural development
• Autonomous development of individuality
• Sensory training
• Redirection and sublimation of natural instincts

19. CURRICULUM
• Curriculum according to basic instincts,
aptitudes and tendencies of children, nature
forms the main source
• Scientific subjects occupy comparatively more
significance
• Main subjects – Games and Sports, Physical
Science, Physiology, Health and Culture, Natural
Science and Biological Science
• Senses are the gateways of knowledge
• Study of Past Experience

20. METHODS OF TEACHING
• Learning by doing and interaction with Nature
• Observation, Play way, Dalton Plan
• Heuristic, Montessori, Kindergarten methods
• Observations of nature encouraged
• Based on principles –
a) Principle of growth
b) Principle of Pupil-activity and
c) Principle of Individualization
• Negative Education

21. DISCIPLINE
• Supporting emancipatory discipline
• Discipline by Natural Consequences
• Maximum freedom to the child

22. ROLE OF TEACHER
• Teacher’s role is subsidiary where as chilld’s
position is central
• Nature is the supreme teacher
• Teacher sets the stage for child and retires
behind the curtain
• Teacher as an observer
• One who understands child psychology

23. CONTRIBUTIONS OF
NATURALISM TO EDUCATION
Psychologising the Educational Practices
Paedocentric Education
Learning by doing and learning through observation.
Guided discovery approach called Heuristic Method
Freedom in learning situations
Teachers’ Interference and dominance are
marginalized
Holistic Tendency in the Curriculum offered
Advocacy of Residential Schools and Co-education

24. CRITICISMS AGAINST NATURALISM
• It denies the existence of anything beyond
nature, behind nature and other than nature
• Man – any other living organisms
• Superiority not considered
• Uncontrolled freedom - not helpful for total
personality development
• Negative Education – fail to develop positive
ideas and values in children
• Discipline by natural consequences is very
dangerous

25. PRAGMATISM
• Pluralistic Concept
• John Dewey
• Chief Exponents
C.S.Pearce, William James,
John Dewey, Kilpatrick

26. MEANING
• Greek word – Pragma – To do, To
make and To accomplish
• Action or Practice or Activity
• Instrumentalism
• Humanistic Pragmatism
• Experimentalism

27. BASIC PRINCIPLES
• Upholds the power of man as supreme
• Does not believe in God or spiritual values
• Values are not predetermined
• They are in the making
• Change is the essence of this universe
• Human experience is alone is real
• Actions are more important than thoughts
• Aesthetic value is to be viewed in terms of ‘Social
Goodness’
• Should be concerned with the ‘present’
• Truth is that which works

28. Educational Philosophy of Pragmatism
“Knowledge is not for the sake of
knowledge, but to help the
educand to meet his needs in a
biological and social
environment, so as to achieve
better personal and social
adjustment”

29. MEANING OF EDUCATION
WHY of Education
• It is a natural necessity
• It is a social necessity
WHAT of Education
• Self-expression
• Growth

30. PRINCIPLES OF EDUCATION
• Stress on social and physical environment
• Education is based on psychology and
science
• Social-efficiency is the aim of education
• Emphasises experimentation and
practices in a natural setting
• Child is the central aspect of all
education activities

31. • Life situations and activity helpful to
meet a need are the bases of education
• Experience and experiments leading to
problem solving are the bases of learning
• Sociability along is emphasised
• Progressive, dynamic and changeable
ideology maintained
• Stress on the freedom for the child

32. AIMS OF EDUCATION
• Social efficiency
• Educational aims change according to time
and circumstances
• Creation of new values
• More and more education and continuous
growth
• Social adjustment and harmonious
development
• Development of personality

33. CURRICULUM
• Curriculum based on subjects of utility
value
• Project form the basis for curriculum
• Social subjects form the main body and
others are only subsidiary
• Main subjects – Health, Hygiene, Physical
Science, Culture, History, Geography,
Maths, Home Science and Agriculture

34. Governed by the four principles
• Principle of Utility
• Principle of Natural Interests
• Principle of Experience
Curriculum
• Principle of Integration

35. METHODS OF TEACHING
• Learning through experience
• Purposive activities in a natural
setting correlation and
integration
• Project Method
• Problem solving encouraged

36. DISCIPLINE
• Stresses social discipline
• Discipline comes through
purposive and co-operative
activities
• Given freedom to frame their
own roles

37. ROLE OF TEACHERS
• Teachers’ role is that of a friend,
motivator, philosopher and guide
• Experimentalist
• Counsellor
• Teacher provides the child scope for
active participation so that he learns
to create new values for future

38. CONTRIBUTIONS OF
PRAGMATISM TO EDUCATION
• Fused both psychological and sociological
aspects of education
• Importance to child-centred education
• Social discipline
• Project Method
• Develop problem – solving mind
• Flexible broad based curriculum
• Teacher as a guide and companion to pupils
• Principle of Utility and Social Goodness

39. LIMITATIONS OF PRAGMATISM
• Soft education – without fundamental subjects
• It fails to solve the riddle of the universe-its
origin, nature, purpose and destiny
• It is difficult to provide an organised body of
knowledge – project method
• Advocates a utilitarian approach
• Contributes much to the Methods of Education,
fails to present laudable aims to education
• Ignores the spiritual side of man

40. Relevance of Pragmatism in Education
in the Emerging Indian Society
• Emphasis on Practical Utility
• Emphasis on Democratic Values
• Emphasis on Learning by Doing
• Emphasis on Education of the Whole
Child
• The Project Method of Teaching
• Emphasis on Universal Education
• Pragmatism does not Banish the Teacher

41. REALISM
• Pluralistic Concept
• Aristotle – Father of Realism
• Chief Exponents –
Milton, Commenius, John
Locke, Whitehead, Russel,
Aristotle

42. Meaning of Realism
• ROSS –
“The doctrine of realism asserts
that there is a word of things
beyond and corresponding to the
object of our perception”

43. BASIC PRINCIPLES
• Physical world is real and Independent of man
• Objects rule our perception
• Nature’s laws are true and pre-existent
• Sensory are gateways of knowledge
• Truths are discovered through observation and
experimentation
• Values are determined by one’s own experiences
• As objects have permanent properties, values
also remain unchanged
• Morals and standards are those which prove to
be good for man

44. PRINCIPLES OF EDUCATION
• Education is based on Science only
• It emphasizes on behaviour and experiment
• Child and his presents life are the centres of
education
• It opposes book learning
• Both the individual and the society are valued
• It is liable to change according to a change in
life

45. AIMS OF EDUCATIION
• Equip the individual with skills
and knowledge to mater the
physical environment
• Adjust with realities of the world
and adult approved behaviour
• Promote rational thinking

46. CURRICULUM
• Diversification of courses but related to life
• Preference for the study of Sciences
• Vocational training
• Place for travel and field trips
• Subjects concerning day to day activities are
included in curriculum
• Main subjects are – Natural Sciences,
Biological Sciences, Physical Sciences, Health
Culture, Physical exercises, Math, Geography,
History, Astronomy, Sports, etc.,

47. METHODS OF TEACHING
• Subjective & Objective Method of
Teaching
• Critical Observation
• Exploration
• Experimentation
• Self-study & Practical work
• Inductive Method
• Correlation Method

48. ROLE OF TEACHER
• Teacher role is Supreme because he
brings the child to learn with the external
realities of life
• Imparts scientific knowledge to the child
in as easy and effective way
• Helps for the objective learning of pupils
• Is a man with scientific temper

49. STUDENT DISCIPLINE
• Discipline by limitation and
evaluation of consequences
• Morality is taught by consequences
of behaviour
• Emancipatory discipline

50. ECLECTICISM
• The useful and acceptable
features of different philosophies
and tendencies in education are
harmoniously blended.
• Calls for consensus

51. ALL THE EDUCATIONAL PHILOSPHIES
AGREE ON THE FOLLOWING
• Dignity of the individual and respect for human
personality
• Mind is a powerful force and significant in the life
of man
• Education should develop social efficiency
• Curriculum should be highly flexible and core
curriculum should include all the subjects
• Emphasising play method, learning by doing and
experimental method for imparting instruction
• Discipline is a means and not an end in itself

52. • Eclecticism is not adopted in Modern
Indian Education
• Lead to the creation of educational
pockets of conflicts and confusion
• Ultimately endangering national and
emotional integration

53. Constructivism
 Theory about the Nature of
Learning
Chief Exponents
 John Dewey
 Maria Montessori
 David Kolb

54. Based on experimental learning through real
life experience to construct and
conditionalize knowledge
The type of learner is self-directed, creative,
and innovative.
The learning goal is the highest order of
learning: heuristic problem solving,
metacognitive knowledge, creativity, and
originality that may modify existing
knowledge and allow for creation of new
knowledge

55. Characteristics of Constructivist Teaching
One of the primary goals of using constructivist
teaching is that students learn how to learn by
giving them the training to take initiative for
their own learning experiences.
According to Audrey Gray, the characteristics of
a constructivist classroom are as follows:
the learners are actively involved
the environment is democratic
the activities are interactive and student-
centered
the teacher facilitates a process of learning in
which students are encouraged to be
responsible and autonomous

56. Jonassen (1994) - eight characteristics that
differentiate constructivist learning environments
1. Provide multiple representations of reality.
2. Multiple representations avoid oversimplification and represent
the complexity of the real world.
3. Emphasize knowledge construction inserted of knowledge
reproduction.
4. Emphasize authentic tasks in a meaningful context rather than
abstract instruction out of context.
5. Provide learning environments such as real-world settings or
case-based learning instead of predetermined sequences of
instruction.
6. Encourage thoughtful reflection on experience.
7. “Enable context- and content- dependent knowledge
construction."
8. Support "collaborative construction of knowledge through
social negotiation, not competition among learners for
recognition."

57. The Traditional Classroom
o Begins with parts of the whole–Emphasizes
basic skills
o Strict adherence to fixed curriculum
o Textbooks and workbooks
o Instructor gives/students receive
o Instructor assumes directive, authoritative
role
o Assessment via testing / correct answers
o Knowledge is inert
o Students work individually

58. The constructivist Classroom
Begin with the whole – expanding to parts
Pursuit of student questions / interests
Primary Sources / manipulative materials
Learning is interaction – building on what
students already know
Instructor interacts / negotiates with students
Assessment via student works, observations,
points of view, tests. Process is as important as
product
Knowledge is dynamic / change with
experiences
Students work in groups Source

59. Specific Approaches
Constructionism
Guided Instruction
Problem-Based Learning
Inquiry-Based Learning
Anchored Instruction
Cooperative Learning
Reciprocal Peer Teaching

60. Constructivist Activities
Experimentation
Research projects
Field trips
Films
Class discussions

61. Role of teachers
Modeling
Coaching
Scaffolding