The document discusses various philosophies of education including naturalism, idealism, pragmatism, and realism. Naturalism views education as developing the child through direct experiences with nature. Idealism sees education as developing the mind through intellectual, aesthetic, and moral disciplines. Pragmatism advocates for activity-based and project-based learning tailored to students' interests and abilities. Realism prepares students for useful and meaningful lives through vocational skills. The document also examines the aims, curriculum, teaching methods, roles of teachers, and discipline approaches associated with each educational philosophy.
The document discusses various educational philosophies including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and reconstructionism. It provides an overview of each philosophy's key proponents and concepts, as well as their perspectives on the aims, organization, curriculum, teaching methods, the role of the teacher, and discipline in education. The philosophies are compared based on their differing views of these aspects of education and their goals of developing the individual and society.
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy and outlines their views on the aims, organization, curriculum, teaching methods, role of the teacher, and discipline in education. Naturalism focuses on educating students about nature through direct experiences. Idealism aims to develop intellectual, aesthetic, and moral values. Pragmatism emphasizes learning through cooperative activities and problem solving. Realism prepares students for a meaningful life through vocational skills. Essentialism transmits a core body of knowledge in a disciplined way. Existentialism develops student awareness of freedom of choice. Progressiv
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and progressivism. For each philosophy, it outlines the key proponents, core concepts, aims and organization of education, curriculum, teaching methods, the role of the teacher, and approach to discipline. The philosophies differ in their views on the goals of education and how the teaching-learning process should be structured and delivered to best achieve those goals.
PRINCIPLES OF EDUCATION & TEACHING LEARNING PROCESSVipin Chandran
This document discusses various educational philosophies including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and reconstructionism. It provides an overview of each philosophy's key proponents, concepts, aims and organization of education, curriculum, teaching methods, the role of the teacher, and approach to discipline. For example, it states that naturalism believes education should occur through direct experiences with nature, while idealism focuses on developing students' intellectual, aesthetic, and moral values through formal classroom teaching.
The document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy's key concepts and views on the organization and aims of education, curriculum, teaching methods, the role of teachers, and discipline. Naturalism emphasizes educating through direct experiences with nature. Idealism focuses on developing intellectual, aesthetic, and moral values. Pragmatism promotes problem-solving and activity-based learning. Realism prepares students for meaningful lives and careers.
Principles & philosophies of Education SMVDCoN ,J&K
Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
The document discusses various educational philosophies including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and reconstructionism. It provides an overview of each philosophy's key proponents and concepts, as well as their perspectives on the aims, organization, curriculum, teaching methods, the role of the teacher, and discipline in education. The philosophies are compared based on their differing views of these aspects of education and their goals of developing the individual and society.
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy and outlines their views on the aims, organization, curriculum, teaching methods, role of the teacher, and discipline in education. Naturalism focuses on educating students about nature through direct experiences. Idealism aims to develop intellectual, aesthetic, and moral values. Pragmatism emphasizes learning through cooperative activities and problem solving. Realism prepares students for a meaningful life through vocational skills. Essentialism transmits a core body of knowledge in a disciplined way. Existentialism develops student awareness of freedom of choice. Progressiv
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and progressivism. For each philosophy, it outlines the key proponents, core concepts, aims and organization of education, curriculum, teaching methods, the role of the teacher, and approach to discipline. The philosophies differ in their views on the goals of education and how the teaching-learning process should be structured and delivered to best achieve those goals.
PRINCIPLES OF EDUCATION & TEACHING LEARNING PROCESSVipin Chandran
This document discusses various educational philosophies including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and reconstructionism. It provides an overview of each philosophy's key proponents, concepts, aims and organization of education, curriculum, teaching methods, the role of the teacher, and approach to discipline. For example, it states that naturalism believes education should occur through direct experiences with nature, while idealism focuses on developing students' intellectual, aesthetic, and moral values through formal classroom teaching.
The document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy's key concepts and views on the organization and aims of education, curriculum, teaching methods, the role of teachers, and discipline. Naturalism emphasizes educating through direct experiences with nature. Idealism focuses on developing intellectual, aesthetic, and moral values. Pragmatism promotes problem-solving and activity-based learning. Realism prepares students for meaningful lives and careers.
Principles & philosophies of Education SMVDCoN ,J&K
Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
This document discusses the definitions, aims, and philosophies of education. It defines education as coming from the Latin word "educare" meaning to nourish or bring up. The aims of education include individual development as well as social, vocational, intellectual, cultural, and moral aims. The philosophies of education discussed are naturalism, idealism, pragmatism, and realism. Naturalism views education occurring through direct experiences with nature. Idealism focuses on developing the mind through intellectual, aesthetic, and moral values. Pragmatism sees education as experimental and activity-based. Realism aims to equip individuals with vocational skills for a meaningful life.
This document discusses the definitions, aims, and philosophies of education. It defines education as the act of teaching or training based on its Latin roots. The aims of education include individual development as well as social, vocational, intellectual, cultural, moral, and citizenship aims. The philosophies of education discussed are naturalism, idealism, pragmatism, and realism. Naturalism views education occurring through direct experiences with nature. Idealism focuses on developing the mind through intellectual, aesthetic, and moral values. Pragmatism sees education as experimentation and experience-sharing. Realism aims to equip individuals with useful life skills.
Principles of education and teaching learning processNursing Path
The document discusses the origins, definitions, aims, and philosophies of education. It traces the term "education" to its Latin roots meaning "to lead out." Several quotes provide definitions of education from different historical figures. The aims of education are discussed according to different commissions and include intellectual, individual, social, moral, spiritual, and vocational aims. Specific philosophies of education mentioned include naturalism, idealism, and pragmatism.
Principle of Education and Teaching Prosess KULDEEP VYAS
The document discusses principles of education and the teaching-learning process. It begins by defining education and providing etymologies of the term from Latin words. It then shares definitions of education from different thinkers like Chanakya, Shankaracharya, Gandhi, and Pestalozzi. Nursing education is defined as aiming for the harmonious development of students. The various aims of education are discussed including individual, social, spiritual, vocational, cultural, moral, and intellectual aims. Educational philosophies like naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and reconstructionism are briefly introduced.
Principles of education and teaching learning processNursing Path
The document discusses several educational philosophies including naturalism, idealism, pragmatism, and realism. Naturalism views nature as the classroom and emphasizes direct experiences with nature. Idealism believes education should develop the mind through intellectual, aesthetic, and moral values using formal teaching methods. Pragmatism sees education as adjusting to society through thinking skills and cooperative, experience-based learning tailored to students' interests. Realism focuses on objective knowledge accessed through senses and reason.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
This document discusses principles of education and the teaching-learning process. It begins by defining key terms like education, philosophy, and educational philosophies. It then examines several philosophies of education in detail, including naturalism, idealism, realism, and pragmatism. For each philosophy, it outlines the chief proponents, basic concepts, aims and principles of education, organization of education, curriculum, teaching methods, discipline approaches, and the role of the teacher. The document provides an overview of major educational philosophies to help understand principles that guide the teaching and learning process.
Implication of Idealism and Naturalism to Philippine EducationViel Navarro
The document discusses the educational implications of idealism and naturalism in Philippine schools. For idealism, the goals are truth, self-realization, and character development. The curriculum focuses on humanities and cultivating values through lectures and memorization. Teachers are seen as authority figures. For naturalism, the goals are to develop individuals according to natural laws through play and discovery. The curriculum is child-centered focusing on interests, abilities and experiences. Teachers take a background role to allow natural development.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
This document discusses the principles of education and the teaching-learning process. It begins by defining education and exploring its aims from various perspectives. It then defines nursing education and outlines the individual, social, and vocational aims of education. The document also examines the functions of education at the individual, national, and social levels and discusses various philosophies of education including naturalism, idealism, pragmatism, realism, and existentialism.
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
Islamic and Philosophical Foundation of EducationUmiie MaLik
This document discusses realism, idealism, and Islamic philosophy of education. It provides an overview of the key principles of each perspective, including their views on the aims of education, curriculum, teaching methods, roles of teachers and learners, and the contribution of philosophy to education. Realism believes that objects exist independently of the mind and knowledge comes from the senses. Idealism holds that reality is constructed by the mind and consists of ideas. Islamic philosophy aims to guide students to live virtuous, just, and peaceful lives in accordance with Allah's commands through an education based on the Quran and hadith.
The document discusses several educational philosophies including:
- Idealism (Plato) which focuses on developing moral excellence and serving society through ideas.
- Naturalism (Rousseau) which emphasizes self-expression and satisfying natural impulses.
- Reconstructionism (Brameld) which aims to create social change and address social issues.
- Existentialism (Kierkegaard) which focuses on individual responsibility and helping students define their own essence.
- Perennialism (Hutchins) which teaches enduring truths and great ideas of Western civilization.
- Essentialism (Bagley) which emphasizes mastering basic skills and subjects.
- Progressivism (Dew
This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
1) The document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, and existentialism.
2) Naturalism views education as the natural development of a child's capacities through experiences in nature. Pragmatism sees education as preparing students for real life problems and utility. Realism believes that knowledge comes from sensory experiences of the real world.
3) Existentialism focuses on self-knowledge, freedom, and developing one's potential while eclecticism draws from multiple philosophies to create a flexible education system focused on citizenship.
This document discusses 7 philosophies of education: Constructivism, Essentialism, Progressivism, Perennialism, Existentialism, Behaviorism, and Linguistic Philosophy. For each philosophy, it provides a brief overview of why teachers teach according to that philosophy, what they teach, and how they teach. The philosophies represent different views on the purpose of education and how students learn best. Overall, the document outlines some major educational philosophies and approaches to teaching.
The document discusses the historical, anthropological, philosophical, psychological, and sociological foundations of education. It describes how educational philosophies have been influenced over time by different thinkers from ancient Greece and Rome to modern times. Some of the major educational philosophies discussed include essentialism, progressivism, perennialism, and reconstructionism. It also outlines different psychological orientations like information processing, behaviorism, cognitivism/constructivism, and humanism that relate to educational philosophies. Finally, it emphasizes that the environment children live in shapes how they learn and develop.
The document summarizes a presentation given by Dr. Jabaar Saheed Olanrewaju at Northwest University in Kano, Nigeria. The presentation aimed to expose philosophical ideas that have shaped teaching methods, highlight the importance of linking theory to practice in teaching, and offer suggestions for developing a teaching philosophy. It analyzed key concepts like teaching and philosophy and examined philosophical orientations such as idealism, realism, pragmatism, and existentialism that have influenced how teachers approach their work. The presentation suggested that teachers develop an eclectic educational philosophy that borrows best practices from various philosophical traditions to suit their learners, subject matter, and available resources.
Housing ppt for nursing students..........shaila55
This document discusses housing standards and their relationship to health. It defines housing as including both physical shelter and surrounding community services. Proper housing is important for physical and mental health. Standards recommend adequate space per person, ventilation, access to water and sanitation, and protection from disease vectors. Overcrowding can spread respiratory infections and limit hygiene. Governments should implement social housing programs and financial support for low-income families to access adequate housing. Meeting standards helps prevent illness while also providing comfort, social well-being, and participation in community life.
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This document discusses the definitions, aims, and philosophies of education. It defines education as coming from the Latin word "educare" meaning to nourish or bring up. The aims of education include individual development as well as social, vocational, intellectual, cultural, and moral aims. The philosophies of education discussed are naturalism, idealism, pragmatism, and realism. Naturalism views education occurring through direct experiences with nature. Idealism focuses on developing the mind through intellectual, aesthetic, and moral values. Pragmatism sees education as experimental and activity-based. Realism aims to equip individuals with vocational skills for a meaningful life.
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The document discusses several educational philosophies including naturalism, idealism, pragmatism, and realism. Naturalism views nature as the classroom and emphasizes direct experiences with nature. Idealism believes education should develop the mind through intellectual, aesthetic, and moral values using formal teaching methods. Pragmatism sees education as adjusting to society through thinking skills and cooperative, experience-based learning tailored to students' interests. Realism focuses on objective knowledge accessed through senses and reason.
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- Perennialism (Hutchins) which teaches enduring truths and great ideas of Western civilization.
- Essentialism (Bagley) which emphasizes mastering basic skills and subjects.
- Progressivism (Dew
This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.
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This document discusses several social problems in India including poverty, housing, illiteracy, food supplies, prostitution, rights of women and children, the elderly, and the handicapped. It provides details on the causes and extent of each issue, as well as government programs and legislation aimed at addressing these problems. Key points include that poverty, illiteracy, malnutrition and lack of access to healthcare negatively impact many vulnerable groups in India, and the government has implemented various welfare programs to help with issues like food security, education, women's rights, child development, and support for the elderly and disabled.
This document discusses shock, its causes, signs and symptoms, and types. Shock occurs when there is insufficient blood flow and oxygen transport in the body. It can be caused by factors like injury, illness, dehydration, or infection. Signs include low blood pressure, pale skin, rapid breathing and pulse. Types of shock include hypovolemic, cardiogenic, septic, and anaphylactic shock. Immediate management of shock focuses on maintaining normal body temperature, elevating the legs if possible, stopping external bleeding, and providing reassurance while not giving anything by mouth.
This document discusses health information management systems. It defines key terms like health information systems and health management information systems. It describes how hospitals, medical professionals, and other healthcare providers use health information management systems. It outlines the roles of health information professionals and discusses electronic medical record systems, their advantages, and disadvantages. It also describes hospital management information systems, clinical information systems, and nursing information systems. Overall, the document provides an overview of how health information is managed and stored through various information systems to support patient care and healthcare administration.
Social groups can be primary or secondary. Primary groups are small and intimate, like families, while secondary groups are larger and more impersonal, like workplaces. Both types of groups serve important functions - primary groups help with socialization and identity formation, while secondary groups provide structure, opportunities, and help broaden perspectives. Groups influence health through child-rearing, social support, health behaviors, and access to healthcare services. Overall, social groups are essential to human development and well-being.
This document classifies and describes anemia. It is divided into several sections. Anemia can be nutritional, due to deficiencies like iron, vitamin B6, folic acid, or vitamin C. It can also be aplastic, where the bone marrow fails to produce blood cells. Anemia is classified by severity as severe, moderate, or mild based on hemoglobin levels. Causes of anemia include preterm birth, malnutrition, infection, and parasitic diseases like malaria. Clinical features include pallor, fatigue, poor growth, and infections. Diagnosis involves history, physical exam, and blood tests. Treatment involves oral or injected iron supplementation, a nutritious diet rich in iron-containing foods, and blood transfusions
This document contains 3 problem statements presented by Ms. Shaila Panchal. The first is a comparative study on the effect of a teaching package on the quality of life of perimenopausal women in rural and urban areas of Dehradun. The second is a comparative study identifying psychosocial problems and coping strategies of preadolescent girls with early puberty onset in rural and urban schools in Dehradun. The third is a study on the workload, performance and perceptions of ANMs in implementing the Mother & Child Tracking system in Dehradun.
The document summarizes the history of health planning and policy in India from 1946 to the early 2000s. Some key points discussed include:
1) Major committees that shaped health policy including the Bhore Committee (1946), Mudaliar Committee (1962), Jungalwalla Committee (1967), and Bajaj Committee (1986).
2) The evolution of primary health centers and emphasis on integration of health services over time.
3) Changing priorities between communicable disease control programs and strengthening primary healthcare.
4) Growing privatization and emphasis on specialized/superspecialized care in recent decades.
5) The National Health Policy was finally adopted in 1983 and a draft revised policy
This document discusses nursing management and administration. It defines administration as the organization and direction of human and material resources to achieve desired ends. It also discusses the key functions of administration according to Luther Gullick, known as POSDCORB: Planning, Organizing, Staffing, Directing, Coordinating, Reporting, and Budgeting. The document also compares administration and management, outlines principles of administration according to Finer, and provides definitions of management from several perspectives.
Child abuse can take several forms including physical, emotional, and sexual abuse as well as physical and emotional neglect. Physical abuse may result in injuries like bruises, fractures, and burns. Emotional abuse and neglect can impact development and cause withdrawal, aggression, or developmental delays. Sexual abuse involves any sexual activity with a child and may have physical signs or cause behavioral changes. Treatment requires a multidisciplinary approach including medical care, child protective services, and counseling or therapy for the child and family. Preventing abuse requires education, addressing risk factors, and promoting healthy child development and parenting.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
3. The term education has its origin in the Latin words
educo, educare & educatum.
Etymologically, the word education is derived from th
Latin words educo where e means ‘out of’ duco mean
lead.’
• Accorsing to this view, education means ‘I lead o
darkness into brightness’.
3
4. Education means the training for the country &
love for the nation.
- Chanakya
Education is realization of self
- Shankaracharya
Education is an all-round drawing out of the
best in child & man-body, mind & spirit.
-Mahatma Gandhi
Education is the natural, harmonious &
progressive development of man’s innate
power.
- Pestalozzi
4
5. Nursing education is a professional education
which is consciously & systematically planned &
implemented through instruction & discipline &
aims the harmonious development of the
physical, intellectual, social, emotional, spiritual
& aesthetic powers or abilities of the students in
order to tender professional nursing care to
people of all ages, in all phases of health &
illness, in a variety of setting, in the best or
highest possible manner.
5
7. Individual aim:
Development as an individual of a human being.
Moral & spiritual development.
Cultural development.
Harmonious development
Promote positive physical development
Development of a right personality
Development of good citizenship
Development of good leadership
Emotional & mental development
Character building, etc.
7
8. Social aim:
Through
education the
individual child
should be
provided with the
require
assistance to
become a useful
member of the
society,
irrespective of
the socio-
economic status.
8
Vocational
aim:
Education
should
prepare the
child to earn
his livelihood
so that he can
lead a
productive life
in the society.
Intellectual
aim:
Development
of intelligence
through
education will
enable the
child to lead an
independent
life with
confidence.
9. Cultural aim:
By undergoing
education child
becomes cultured
& civilized.
Cultural
development is
through
development of
aesthetic sense &
respect for
others’ culture
9
Moral aim:
Moral values
like honesty,
loyalty,
tolerance,
justice, self
control &
sincerity
promote the
social
efficiency of
an individual
Citizenship
Education
enable the
children to
grow as
productive
citizens by
following the
social & moral
standards set
by the society.
10. Physical
health & well
being:
Education
prepare the
child to lead a
healthy life
through
providing the
knowledge
required for a
healthy living.
10
Character
development:
Education assist
the child to
develop certain
human values,
attitudes & habits
which are
essential for
building a
desirable
character.
Education for
leisure:
Education
prepares the
child to use his
leisure time for
doing
something
useful.
11. Aims of education as stated by Secondary
Education Commission
Development of democratic citizenship
Improvement of vocational efficiency
Development of personality
Development of qualities leadership
11
12. • Harmonious
development
• Inculcating right
attitude
• Knowledge & skill
aim
• Emphasis on high-
tech-high-touch
approach
• Prepare students to
take up a proactive
role in nursing
• Professional
development
• Assist to build a
promising career
• Social aim
• citizenship
• To prepare global
nurses
• Leadership aim
12
14. Growth & development of individual
Direction & guidance
Preparation for adult life
Conservation of traditional knowledge
Transmission of culture
Progressive development
Achievement of self-sufficiency
Holistic personality development
Moral & character development
Develop vocational efficiency
Awareness of past & present & preparing for future
14
18. The term philosophy has a Greek
origin, i.e. philosophia, which is
made up of two words, viz. phileo &
.
Phileo means ‘love & sophia means
‘wisdom’.
The literal meaning of philosophy is
‘love of wisdom’ or ‘passion of
learning’.
18
19. Philosophy is the science of knowledge.
- Fitch
Philosophy is the science of sciences.
- Coleridge
Philosophy is a search for
comprehensive view of nature, an
attempt at a universal explanation of the
nature of things.
- Alfred Weber
19
21. Naturalism
Chief proponents: Rabindranath Tagore, Jean
Jacques Rousseau, Johann Heinrich
Concept: Educating the human generation about
& in the nature rather than artificial environment
by keeping in mind the individuality of each
child.
Organization & Aims of education: Nature is
considered the classroom. Emphasis on open air
schools to teach through direct experience with
nature.
21
22. Curriculum: Basis of curriculum development
was child’s nature, interest & needs.
Stressed on subjects dealing with nature
such as physics, chemistry, biology,
language & mathematics. Tagore also
stressed on teaching spiritual values of
nature.
Methods of Education: As natural as possible
considering individual differences. Noble
efforts for planned living with nature. Direct
experience of nature through observation,
excursion, experimentation, play-way.
22
23. Role of teacher: Teacher is an observe &
facilitator of the child to develop in
nature; teacher facilitates best possible
natural environment for prompt
learning.
Discipline: No emphasis on external
rigid discipline; recommended free
discipline to child in nature for
optimum desired learning.
23
24. Idealism
Chief proponents: Dr. Radhakrishan, Sir
Auurobindo, Plato, Ross & Socrates
Concept: It believes that the act of knowing takes
place within the mind for three values, i.e.
intellectual, aesthetic & moral values & the purpose
of education is the development of the
student’s mind & self
Organization & Aims of Education: Well-planned
formal classrooms or formal place of teaching-
learning activity is recommended.
24
25. Curriculum: The basis of curriculum is inculcating
intellectual, aesthetic & moral values or discipline.
The intellectual value is represented by subjects
such as language, literature, science,
mathematics, history & geography; aesthetic
through arts & poetry & moral through religion,
ethics. Dr. Radhakrishan also advocated for
physical education.
Methods of Education: Idealism recommended
formal classroom teaching methods such as
lecture, discussion, presentation, & group
interaction. Knowledge is transferred from the
more mature person (teacher) to less mature
person (pupil) through formal & well-planned
teaching-learning methods.
25
26. Role of teacher: Teacher is considered as centre of
education where pupil catches fire from teacher
who is himself a flame teacher must be ideal & a
role model for the child both intellectually &
morally. The teacher should exercise great creative
skills in providing opportunity for the pupil’s mind
to discover, analyze, unify, synthesize & creative
application of knowledge to life.
Discipline: Idealism believes in interconnection of
discipline & interest. Advocates discipline for self-
realization of individual. It does not favor rigid
discipline but advocates spontaneous & self
discipline.
26
27. Pragmatism
Chief proponents: Williams James, John
Dewey, Charles Sanders Pierce
Concept: It considers self-activity as the basis of
all teaching-learning processes in context of
cooperative activity; to create optimistic men,
who are the architects of their own fate by the
process of their efforts. Education
should be according to the child’s aptitudes &
abilities; where he is respected & education is
planned to cater to his inclinations &
capacities.
27
28. Organization & Aims of Education: Aims of
education is to teach one how to think so that
one can adjust to an ever-changing society. In
order to produce creative resourceful &
adaptable children we should have conditions in
the school which are conducive to the creation
of these qualities of mind. Recommends formal
schools to have activity oriented learning based
on the needs, interest, aptitude & capabilities of
the individual student.
Curriculum: Pragmatists believe in a broad &
diversified curriculum, which is composed of
both content & process & subjects ranging from
humanities to geography & science.
28
29. Methods of education: Teaching-learning process
is a social process where the sharing of
experiences between the teacher & the student
takes place. Preferred methods are project
method & activity oriented learning.
Role of teacher: Role of a teacher is not that of a
dictator or a task master but as a leader of group
activities. Teacher acts as catalyst where he
suggests a problem to students & stimulates
them to find a solution. Teacher is a mentor with
resources to guide the students
Discipline: Pragmatism does not believe in
traditional firm discipline. It advocates for
freedom of self-discipline in a free & conducive
teaching-learning environment.
29
30. Realism
Chief proponents: Aristotle, Johann Friedrich
Herbart, Herbert Spencer
Concept: Realism makes the human being
understand & enjoy society in the true sense by
getting the multidimensional real joy of life in
reality. It also aims for education to make the
life of a man useful; where a man can enjoy his
activities & comfort in reality.
Education should equip individuals to a best
possible meaningful life through vocational
skills.
30
31. Organization & Aims of Education: Realism
emphasizes on scientific attitude based on realistic
principles, where the child can extend his
knowledge, which he learns through books. It has
given due emphasis on formal schools, which
provides adequate opportunity for learners to learn
the vocational skills through observation,
experimentations & examinations.
Curriculum: Selection of the curriculum for the
students must based on their abilities, interest &
capabilities so that education helps the student to
adjust to changing circumstances of the society. It
also emphasis on subject matter of real-life use
such as science, mathematics, hygiene & vocational
subjects.
31
32. Methods of Education: Realism believe in objectivity,
knowledge of scientific evidences & reality. Methods of
teaching should be according to needs, interest &
capabilities of students. Vocational education should
equip the individual with capacities to earn livelihood
such as experimentation, examination & observation,
etc.
Role of Teacher: Teacher must focus on the
development of vocational skills in the learners, so that
they can be equipped with qualities of race
preservation & vocational behavior activities. Teacher
acts as a mentor, & must be a role model & skilled to
demonstrate vocational skills to the learners
Discipline: Realism believes in an optimum level of
discipline without imposing undue stress on the
learners
32
33. Perennialism
Chief proponents: Thomas Aquinas, Robert
Hutchins & Mortimer Adler
Concept: Education ensures that students acquire
an understanding about the great ideas of
civilization. These ideas have the potential for
solving problems in any era. The focus is to teach
ideas that are everlasting to seek ensuring truths
which are constant, as the natural & human
worlds at their most essential level.
33
34. develop the rational person, who has intellectual abilities to
uncover universal truth. Character training is also important fo
moral & spiritual development of an individual
Curriculum: Accepts little flexibility in the curriculum
that emphasizes on language, literature, mathematics, arts
& sciences.
Common curriculum for all the students with
minimal opportunities for elective subjects.
Teaching-learning process must create
liberalism, tolerance & discretion among
learners.
34
35. Methods of Education: Perennialism portages for the
educational methods, which promotes constant
teacher-taught interaction such as oral exposition,
lecture & explication. Emphasis is placed on teacher-
guided seminars, where students & teachers engage in
mutual inquiry sessions. Students may also learn
directly from reading & analyzing the great books.
Role of teacher: Teacher must be competent & master
of his subject so that he can help their students to
develop the power to think deeply, analytically,
flexibly & imaginatively. Teacher is also authoritative
& a guide of the students.
Discipline: Education should be organized &
conducted in a manner that problem of indiscipline
does not arise at all.
35
36. Essentialism
Chief proponents: William Bagley, Arthur Bestor,
Admiral Hyman Rickover, James D. Koermer
Concept: Essentialism believe that there is
common core of knowledge that needs to e
transmitted to students in a systematic,
disciplined way. The emphasis placed on
intellectual & moral standards that schools
should teach & preparing students to become
valuable members of society.
36
37. Organization & Aims of Education: Essentialism
has recommended for the formal schools or
teaching-learning places. The aims of education
is to promote intellectual growth & academic
competitiveness of the individual to become a
model citizen.
Curriculum: This philosophy recommended
intellectual content with quality & capacity of the
learner. The recommended subjects are English,
mathematics, natural science, history & foreign
languages.
37
38. Methods of Education: Essentialism recommended formal &
well-planned classroom teaching methods such as lectures,
discussions, presentations & group interaction
Role of Teacher: Teacher must be a master of
subject matter & role model for learners with
high level of authority & control over
teaching-learning process & learner.
Discipline: Essentialism believes in rigid
discipline & devoted hard work of learners in
his studies.
38
39. Existentialism
Chief proponents: Soren Kierkegaard, Friedrich
Nietzsche, Maxine Greene
Concept: This philosophy believes that education must
develop the consciousness about the freedom of
choices among learners because a man becomes what
he chooses for his self. Education must equip the
individual for better choices
Organization & Aims of Education: The ultimate aim of
education is to develop child’s knowledge about
human conditions & the choices that person has to
make for self. Therefore organization of education
must be formal with sufficient opportunities of choices
39
40. Curriculum: Curriculum must be that which provides
the free opportunities for children to select from
many available learning situations & choosing the
subjects that learner wish to learn. Humanities are
commonly given tremendous emphasis, which helps
the student to unleash their own creativity & self-
expression.
Methods of Education: Existentialism promotes the
methods of education which emphasizes on self-
activity of the learner such as self-expressive
activities, experimentation, methods & media that
illustrate emotions feelings & insight
Role of Teacher: Teacher must promote freedom for
a learner to make personal choices & individual self-
definition
Discipline: Existentialism believe in self-discipline
but not in the strict discipline. Teacher creates an
environment in which students may freely choose
their own preferred way
40
41. Reconstructionism
Chief proponents: Theodore Brameld, George Counts &
Paulo Freire
Concept: This philosophy of education believes on
reorganizing & restructuring the process of education
to being about social & cultural contrastive changes in
community, society & country, where emphasis is
placed on cultural pluralism, equality, futurism,
national interest oriented education
Organization & Aims of Education: This philosophy
recommended for formal as well as informal ways of
organizing the education so that desired aim of
education can be achieved to bring the reconstruction
of the society.
41
42. Curriculum: Curriculum should be conceived with a
new socioeconomic & political interest. The subject
content must be oriented towards aspects of new
changes expected social, economic & political
discipline such as sociology, economics, science &
technology, etc.
Methods of Education: This philosophy of education
believes that teaching methods must be organized in
manner that student become self-reliant, education
must be activity oriented to develop necessary
activities & abilities
Role of Teacher: The role of a teacher is to take the
social responsibilities & along with students must
become the agent to improve society.
Discipline: This philosophy of education propagates
about optimum level of discipline but not a rigid
discipline
42
43. Progressivism
Chief proponents: Horace Mann, Henry Barnard &
Johan Dewey
Concept: Progressivism believe that learning
must be through problem solving & scientific
inquiry in a cooperative & self-discipline way,
which promote democratic living & transmits the
culture of society while preparing students to
adapt in changing world
Organization & Aims of Education: Progressivism
recommended democratic school procedures,
which promote the community & social reforms.
The aim of education is to promote the
democratic social living
43
44. Curriculum: Progressivism recommended
curriculum, which is interdisciplinary in nature,
which promotes written textbooks subject content
that are the part & process of learning rather than
ultimate source of knowledge. Further curriculum
is based on child’s interest, problems & life affairs
Methods of Education: Child is considered as
learner rather than subject, who primarily learned
through cooperative group activities &
experiences
Role of Teacher: Teacher must act as guide for
problem solving, leader for group activities &
partner in planning the learning activities
Discipline: Has not recommended any sort of
specific formal discipline
44