The document discusses the philosophy of extension education. It provides definitions of philosophy and discusses key thinkers in the philosophy of extension education. Kelsey and Hearne believed extension education should teach people how to think, not what to think. Ensimger's concept was that extension is an educational process that causes behavioral changes and helps people help themselves through learning by doing. Dahama's concept was that extension is based on self-help, seeing people as the greatest resource, cooperation, democracy, two-way knowledge sharing, interest through seeing and doing, voluntary participation, persuasion, attitudes and values of people, and is an ongoing process. The conclusion is that extension philosophy is based on the importance of individuals and cooperation to help rural

1. Philosophy of Extension Education
Dr. Debashis Dash
Ph.D. (Agricultural Extension and Communication)
e-Content Developer
IDP-NAHEP, GBPUA&T, PANTNAGAR

2. PHILOSOPHY
• Greek Word: “Philos” (Knowledge) and “Sophia” (Manner)
Philosophy, basically is the manner to achieve the knowledge.
• Philosophy is the pursuit of wisdom which consists of answers to the
questions after critical investigation of both theoretical and partial causes.
• Hence, Philosophy is a body of general principles or laws in a particular field
of knowledge.

3. Philosophy of Extension
Education
• Kelsey and Hearne (1967): The basic
philosophy of extension education is
to teach people how to think, not
what to think.
• Extension’s specific job:
Providing specific advice, technical
information, counselling help,
furnishing inspiration without directly
helping them to find out the solutions.
Philosophy of extension education
would furnish the principles or
guidelines of extension in order to
mould the programmes or activities
related to this.

4. Principles describing
Philosophy of extension
• The individual is supreme in democracy,
• The home is the fundamental unit of
civilization,
• The family is the first training group of
the human race, and
• The foundation of any permanent
civilization must rest on the partnership
of man and land.
Mildred Horton (1952)

5. Philosophy of Extension Education
Hypothesis
Rural people are capable,
intelligent and willing to change
their situation
Practical Implication
Furnish the extension
principles or guidelines so that the
rural people are capable of
changing their current situation.

6. Ensimger (1962)’s Concept of Extension Philosophy
• Extension is an educational
process. The changes occur in the
behavioral components of the
people,
• Helping people to help themselves.
• It is “learning by doing” and
“seeing is believing”
• It is development of individuals and their society.
• Extension is a two way process
• It is basically working in harmony with culture of people.
• Extension is education for all the farmers, farm women, youth
and villagers as a whole.
• Extension is a continuous educational process in which both
learner and teacher contribute and receive.

7. Dahama (1965) Concept of Extension Philosophy
• Self-help
• People are the greatest resources
• It is a cooperative effort
• It has its foundation in democracy
• It involves a two-way channel of
knowledge and experience
• It is based on creating interest by seeing and doing
• Voluntary, co-operative participation in programmes
• Persuasion and education of the people
• The programme is based on the attitude and values of
the people
• It is a never ending process

8. CONCLUSION
The philosophy of extension work is based on the
importance of an individual in the promotion of progress for
rural people and for the nation. Extension Educators should
cooperate with people to help them, develop themselves and
achieve superior well-being.

9. Thank You