Educational Philosophy Educational thinkers John Dewey one of

Educational Philosophy Educational thinkers

John Dewey, one of the most distinguished educators, philosophers, practioners and thinkers, was born in October 1859 at Vermont in New England. After graduating from the University of Vermont in 1879, he started his career as a school teacher. After leaving his job of a school teacher, Dewey joined John Hopkins University and obtained his Ph. D. degree in philosophy in 1884. Thereafter for several years he worked as a professor of philosophy at the universities of Minnesota, Michigan and Chicago. His last assignment was his professorship of education and philosophy at university of Columbia, New York.

Dewey’s publications • • • My pedagogic creed Psychology and philosophic method Democracy and education Reconstruction in philosophy How we think Philosophy and education The school and society Schools of tomorrow Education today Philosophy and civilization

Educational Philosophy of Dewey • • • Education is life and life is education Education is a process of growth Education should combine theory and practice Education as social efficiency Education is experience

Aims of Education According to John Dewey, aims of education may be classified under two categories : (i) Proximate Aims (ii) Ultimate Aims • Proximate aims: According to Dewey, education should enable the child to understand master the social events and affairs and help him in making adjustments and manipulating the environment. The aim of education is to produce social efficient individuals. • Ultimate aim: To John Dewey, the ultimate aim of all education is growth and more growth. Education means, “The enterprise of supplying the conditions which ensure growth of adequacy of life. ”

Principles of Curriculum • • Principle of utility: curriculum must include those subjects and experiences which have some utility and serve some useful purposes. It should help to develop the desire to talk and exchange ideas for discovery, creation, and artistic expression. It must help in solving human problems. Principle of Flexibility: curriculum must be flexible and not predetermined and rigid. It must be flexible and grow out of pupil’s interest, impulses and experiences. The curriculum should be capable of accommodating the changing needs of the child and the society. Dewey asserted that curriculum at the elementary school should be based on five-fold needs and interests of the child which are: (1) Conservation (2) Communication (3) Enquiry and finding out things (4) Construction (5) Artistic expression. Principle of Integration: Dewey advocated that subjects, activities and experiences should be integrated into one whole. Compartmentalization should be avoided and the mind of the child should be treated as complete unity. Principle of Experimentation: curriculum should foster the habit of self-experience and experimentation in the child. It should present problematic situations before the child and should make the child capable of finding solutions to these problems through activities and experimentation.

Method of Teaching • Project Method: Dewey recommended projects to be used as teaching techniques. A project is a purposeful activity proceeding in a social environment. This method lays emphasis on the pupils purpose, needs, interest, self activity and participation in the entire process of teaching. • Problem solving Method: Dewey suggested that problematic situations should be provided to children in the classroom as well as outside the classroom. The subjects of curriculum should be divided into smaller units and should be presented to the child as if these are his own problems. • Experimental Method: Dewey emphasizes the fact that all learning must come as the by-product of experimentation. He wants to test everything before finally accepting it. • Direct Experience and Activity Method: Dewey emphasized learning by doing and learning through participation. Direct experience is the basis of all the techniques of teaching. • Integrated Method: Dewey stressed on integration between the child’s life, his activities and the subjects he studies. The subjects taught to the child should be arranged around his activities to which he is accustomed.

Discipline Dewey opposes the traditional system of strict discipline. He advocates free discipline, self discipline and social discipline. The main purpose of social discipline is the cultivation of social attitudes, habits and ideals of conduct in the pupil through the conjoint activities of the school which has been organized as a community. This type of discipline can be created out of free, purposeful and creative activities which reflect a democratic society.

Role of Teacher Dewey assigns considerable importance to the educators in teaching activities. He assigns a very responsible job to a teacher. The teacher has to observe, plan and encourage the activities of the pupils and provide natural environment and experiences. In this way, the teacher is a guide, a friend a philosopher. A teacher holds a great responsibility of guiding the pupils not only in the habits of democratic cooperation but also towards the highest intellectual pursuits and the fullest aesthetic experiences. He should not impose his will or authority on the pupils. He should pay constant attention to the individual differences, and allow them freedom to think and develop their natural impulses.

Mahatma Gandhi, the father of nation, was born on 2 nd October 1869 at porbander in the State of Kathiawar (Gujarat). His full name was Mohan Das Karam Chand Gandhi. His father was the Prime to Kasturba. After passing his Matriculation examination, he went to England on Sept. 1887, for studying law. He came back to India in 1891. He tried to start his practice in Bombay, but could not be successful there. Then he went to South Africa to look after the legal matter of a rich Indian firm. He remained there for a few years and it was there that he evolved the ideals of Truth and Non-Violence. After his return from South Africa, he started taking leading part in the freedom struggle of the country. It really great irony that Gandhiji, the apostle of Truth and Non-Violence was shot dead on 30 January, 1948 by Nathu Ram Godse.

Gandhi’s philosophy of life • Faith in God: - To Gandhiji, “God is the all pervasive reality, immanent in man and also in the world which he considers as his manifestation and Creation. ” Like all idealists Gandhiji had firm faith in God. He is ultimate Realityand Supreme ruler. He is “Truth and Love”. Ethics and Morality, Source of ‘Light and Life. ’ Accoding to Gandhiji, God is Truth and Truth is God. The ultimate aim of life should be the realization of God. The Only way to realize God is the service of humanity. ” My Creed”, says Gandhiji, “is the service of God & therefore, of humanity. ” • Belief in Ahimsa (Non-Violence): - According to Gandhiji, the ultimate goal of life is the realization of Truth which God and Ahimsa (Non. Violence) and love is the means attain that goal of life – the realization of God. Ahimsa as advocated by Gandhiji includes love, non-violence, purity of heart and freedom of word and action. It inspires us to love all creatures. Ahimsa also means resistance against evil through love, self suffering and self-sacrifice, this is termed as Satyagraha. Hate & Violence are to be defeated by Love & Non-Violence.

Gandhi’s Educational Philosophy Gandhiji thoughts on education form the dynamic side of his general philosophy of life. Education according to him is a potent force for Social reconstruction. It is through education that social, moral, political & economic reconstruction and development can be brought about. According to Gandhiji literacy in self is no education. It is neither the beginning nor the end of education. It is one of the means through which men & women can be educated. The Mahatma Gandhi education means an all round drawing out of the best in child and man. His conception of education is best expressed by him in his won words, “By education, I mean an all round drawing out of the best in child and man – body, mind and spirit”.

Aims of Education According to Gandhiji, educational aims can be divided into two Categories as follows: Immediate Aims of Education: It is also known as Self-supporting aim of education. Gandhiji wanted that each child should be able to learn a productive craft to meet his Future needs of life & become Self-supporting said, “Education ought to be for them (Children) a kind of insurance, against unemployment. But we must not forget the fact that Gandhiji never wants the child to be only a bread barner. He wants the child to earn while he learns. Ultimate Aims of Education: Self realization or summum Bonum is the ultimate aim of life as well as of education according to Gandhian concept of education. There should be total Spiritual freedom. God could be realized through self realization, self restraint, self insight and self analysis.

Curriculum • • • Education through Craft: - Gandhiji prescribed that education should be given through some productive craft like agriculture, spinning, weaving, wood work, pottery etc. But, the craft selected should be in conformity with the local conditions. All education is to be woven round the craft. Gandhiji says, “the core of my suggestions is that handicrafts are to be taught not merely for the production work, but for developing the intellect of the pupils”. 2) Mother tongue: - Gandhiji suggested that the mother tongue is to be used as the medium of instruction in the institutions as it facilities expression & communication of ideas. 3) General sciences : - This includes the teaching of nature study, botany, zoology, chemistry, physics, hygiene, physical education. This will promote intelligent & scientific outlook among the students. Domestic Science should be added for the girls in the fourth & fifth grades. 4) Social studies : - This includes the teaching of history, civic, geography. Teaching of history, civic & geography is essential for developing social & individual virtues. 5) Music & drawing : - Should be included in the curriculum. These will create in boys & girls a real interest in education.

Concept of Discpline Gandhiji had no faith in imposed discipline. He advocated discipline through self control. He was a profounder of ‘Self discipline’ or ‘Voluntary discipline’ that springs from within through non-violent conduct of life.

Role of Teacher In the Gandhian scheme/concept of education the teacher has to be a friend, philosopher & guide. He should possess knowledge, skill, enthusiasm, patriotism & other such qualities. He should be able to establish heart to heart contact with the students. He should be inspired with the Social attitudes & ideals of Ahimsa and Truth.

Methods of Teaching • • Education to be imparted through craft: - Gandhiji emphasized that education should be, given through the medium of some craft or production work. It is around this craft that all other subjects in the school will be taught. He regarded craft not only as a source of recreation but also a source of character formation. By means of craft-centered education he wanted to give manual training to children. Emphasis on activity methods: - Gandhiji also introduced ‘learning by doing’ and ‘learning through self activity’ as the methods of teaching & learning. He emphasized that ‘learning by doing & learning through self activity are very effective. . Mother tongue as medium of instruction: - Gandhiji wanted that all education must be given through the medium of mother tongue. Lecture & questioning method: - Gandhiji accepted the use of lecture method as well as of questioning method.

Gandhi’s view on Women Education • Gandhiji felt strongly for the emancipation of women. He said, “My greatest hope is in women. They want a helping hand to lift them out of the hole in which they have been kept”. Thus, Gandhiji felt strongly for the emancipation of women. Education should be given to them according to their particular aptitude & life demands. • In the wardha scheme of education, Gandhiji made no differentiate between boys & girls. He was in favor of coeducation at least upon the age of eight.

Religious education according to Gandhi Religion was an essential element in both Gandhi’s life and his system of education. He said, “life without religion is life without principle, and life without principle is like a ship without a rudder”. Just as a ship without a rudder will never reach its destination so will a man without religion never reach his destined goal. So, Gandhiji wanted religious education to be imparted to the children. But by religious education he does not mean dogmas or rituals. He wanted moral basis of religion. He believes in teachings of Universal religion

Basic scheme of education Basic Scheme of education was formulated by Gandhiji at a place called Wardha in Maharastra. Therefore, it is called a wardha Scheme and also a scheme of Nai-Talim but it popularly known as a Basic Education. Basic stands for Fundamentals. It means that this scheme of education was based on the national culture and civilization of India.

Rabindranath Tagore R. TAGORE is known as Gurudev was a Bengali poet Braman religionist visual artist, playwright , novelist and composer whose works reshaped Bengali literature and music in the late 19 th A. D early 20 th century. R. T was born on 6 may , 1861 at kolkata. He belonged to a family of brahmo samajists. His father Maharashi Tagore was a great brahmo samaj leader. Tagore received his early education at his home at the hands of private tutors. At thre age of 16 (1877)he was sent to ENGLAND, to study law. he returned home without completing the course as he had noliking for it. Tagore had a great writing for poetry. Tagore was awarded noble prize for literature on 14 november 1913 for his work GITANJALI the university og kolkata conferred upon him the honorable digree of D. LITTHOOD from the british crown but he renounced the title as a mark of rebuke to the rulers post jallianwala bagh massacre.

Tagore’s philosophy of life Brahma {god} is all powerful and pervades in everything of this universe the entire Tagore as vedantist : Tagore had a firm believe in the phil of Vedas. He believed that the supreme being universe is the manifestation of brahma. There is a supreme bond between man and god. Tagore as individualist: Tagore was an individualist. He believed in giving right type of freedom to the individual. No two individuals are alike. each individual is unique. every individual differs in potentialities. Every individual, are to tagore has a right to give a direction to his own way. Tagore as idealist: like most of the Indian rishish, Tagore believed that man should live for the ultimate truth which liberates us from the cycle of birth and death and makes us one with the creator. tagore said , ” let us find a god, let us live for the ultimate truth which emancipates us from the bondage of dust and gives you wealth not of things but of inner light, not of power but of love. ”

Tagore’s educational philosophy According to tagore, “education means enabling to mind to findout that ultimate truth that emancipates us from the bondage of the dust and gives us wealth not of things but of inner light, not of power but of love, making the truth its own and giving expression to it. He further says that the highest education is that which doesn't merely give us information but makes our life in harmony with all. Education as such is the process of dev of human personality , development of complete manhood for enlightment of self realization.

Aims of education • • Physical development: Tagore gives due significance ton health full living and physical development, development of imagination , free thimking , constant curiosity and alertness of mind. he was however against bookish education and supports free thinking. he stressed moral training , power of self determination , development of character , development of inner freedom and attainment of enlightment. education should led to the satisfaction of mind and the peace of soul Harmonious development: according to Tagore education should aim at harmonios development of all human faculties physical, intellectual, moral and spiritual. this refers to the attainment of complete manhood Utilitarian aim: Tagore did not ignore the utilitarian aim of education. According to him education should aim to solve our day to day problems. it should be releated to our economic life and wants. Harmony between individual and social aim: Tagore stands for the harmony between the individual and society. He believed that self realization can be achieved in communication with others and not in isolation.

Curriculum • Languages and literature , mother tongue , other Indian languages and other foreign languages like German, French etc • Mathematics should be included in curriculam • Natural sciences like physics , chemistry , botany , zoology • Social science like history, civics , sociology • Agriculture and techniqal subjects • Arts , music and dance

Methods of Teaching • Teaching while walking : Tagore opined teaching while walking is the best method. he believed that sociology, geography , could be best taught through frequent excursions and tours. During excursions and tours students gain knowledge through experience. • Debates and discussions : Another method recommended by Tagore is debate and discussion methods students should be encouraged to solve various problems through discussion. • Activity method: Tagore believed that activity is essential for the body and mind. he talked activities like jumping , m climbing , are important means of learning

Discipline Tagore was against the so called traditional school of discipline. he did not like strict and harsh discipline. He had great sympathy for the child. He believed that the child should not be suppressed by authority. He was in favour of giving maximum amount of freedom to children in his school. He says “ the object of education is the freedom of mind which can only be achieved through the path of freedom “.

ROLE OF TEACHER Tagore assigned an important place to the teacher is a” guru”. He is a guide and stimulates the student. he is to keep them on right track. he should have the ability to understand the child i. e his emotions, instincts, sentiments. He should have symphathetic attitude. Tagore remarked, ”a teacher can never truly teach unless he is still learning himself”, a lamp can never light another lamp unless it continues to burn its own flame. he should have receptive and learning attitude.

WOMEN ATTITUDE Rabindranath Tagore was the greatest champion of women education. he was greatly shocked to see the deterioting condition of the women folk in the Indian society. In order to improve this condition he advocated for the women education. in the field of education there should be no difference between men and women, girls and boys. In 1908 he established a department of women education in shantiniketan. In 1922 a Nari bhawan was established. In his department girls used to get the same type of education as the boys. . Tagore believed that the music for girls is essential and hence there was no provision for the teaching of music

SHANTINEKATAN OR VISHVABHARTI Tagore was not the tourist alone. he was a great educational practioner too. This can be seen from the excfellent experiment he had made at the Shantineketan {abode of peace}. when he was 40 he found his own school Shantineketan ashram in bengal because the traditional school to him was like a prison house. The basis of shantiketan are his experiences at school. He remarked, “the school was completely isolated from the surrounding life and beauty. ”it was suffocating where no attempt was made to attract the boyish heart the whole being was depressed.

CHIEF CHARACTERISTICS OF SHANTINEKATAN • It is situated in the natural surrounding • It is a community school where there is no distinction of caste , creed , color , sex • There is a scope for adequate individual attention and self expression • It is a co-educational and residential institute • Classes are held in the open places under the green wood trees • It is a self governing institution • Mother tongue is the medium of institution • The noble ideas of simple living and high thinking pervade institution • Teaching of crafts and fine arts like music , drawing etc are the integral part of the curriculum • There is a close personal contact between the teacher and the students

Allama Iqbal Dr. Mohammad Iqbal was a renowned philosopher, poet and a famous politician and committed patriot of renascent india. He was born on November 9, 1877. His English education begin in his own town where he got Syed Mir Hassan, a complete teacher who had his own colour and intellectual interest which had great impact on Iqbal. He completed his matriculation in 1893 and intermediate in 1895 from the Scottish mission school and college of Sialkot. He did his B. A. in 1897 and M. A. (philosophy) in 1899 from government college Lahore and won the first position in the Punjab University, Lahore. He was honored with a gold medal. In his student days he acquired reputation of being a good poet. His poetry depicted his patriotism and the natural scenes, sounds and colours of nature in india. He was the poet of Muslim awakening and India awakening.

Dr Iqbal has authored work in three different languages as: • • • Works in Persian: 1. Asrar-i-Khudi (secrets of the self) 2. Ramuzi-i-Bekhudi (mysteries of self-denial) 3. Payam-i-Mashriq (message of east) 4. Zabur-i-Azam (testament of Iran) 5. Javeed Name (Persian poetry). • • • Works in Urdu: 1. Armamgani Hizaz (the gift of Hijza) 2. bal-i-jabreel 3. bang-i-dara 4. Zarb-i-kaleem Works in English. 1. Development of metaphysics in Persia 2. Reconstruction of religious thought in islam

Philosophy of Dr. Iqbal’s philosophy is essentially a philosophy of religion. He inherited a sensitive soul, a penetrating intelligence, rich emotions and a strong will. He was deeply pained at the sad conditions of the Muslims of his time. He realized that the revival of man both as an individual and as a member of social group can only come from the ultimate control of the principle of his being, namely the self or ego.

Educational philosophy of Iqbal’s philosophy of education is to evaluate man to a sublime position in the scheme of creation next only to God and to harmonies man’s spiritual progress with his accomplishment in the material sphere. According to him “Desire enriches life, give meaning to life and discipline the powers and actions of the individual. Desire is the sole capital with which the individual builds up the self, his culture and the institutions.

Iqbal and Aims of Education 1. Development of individuality: According to Iqbal, the supreme purpose of education is the development of every person’s individuality. Dr. Iqbal states, “Exalt self – perfection, so high that God himself will consult three before determining the destiny. ” As of man become sharpened and well defined. 2. Self-Realization: This is the important aim of education as propounded by Dr. Iqbal considers education as the vital factor in molding the ‘Man’. He had an in-flinching faith that man’s personality is some thin real, has creative impulse to grow, wish to enjoy freedom and attain highest perfection. He stressed that education should “strengthen the individuality of students so that they may realize their potentialities to the highest perfection. ” 3. Development of creativity: Another most important aim of education is the development of creativity. Education is to ignite the creative process of man. Iqbal wanted every child to be given the right and the opportunity for free expression development of creativity. He called man both creator and creative in the analogy of God. 4. Social Development: Iqbal states that education should also aim at the social development of the pupils. Education should enable them to have adjustment with process of the society. 5. Development of cultural values: Education should aim at developing the cultural values among the pupils. It should enable the pupils to appreciate the cultural values of the community and to adhere to the highest of its cultural values and traditions. Any form of education which ignores this fundamental task is utterly superficial and futile. ”

Dr. Iqbal suggested the following type of curriculum: • Broad-based Curriculum: Dr. Iqbal advocated system of education rich in its implication with broad- based curriculum so as to uphold national self-respect and international understanding is essential both for the development of a harmonious national pattern of living and ensuring peace and understanding in the world. • Life Centered and Realistic Curriculum: Dr. Iqbal emphasized life –centered and realistic curriculum related to the needs and aspiration of the individuals and also reflecting the values, norms and demands of the society.

Iqbal advocated the following principles and techniques of teaching. • • • • Principle of freedom Principle of Experience Principle of Activity Principle of Direct contact Utilization of memorization Principle of variety Utilization of Imagination Developing power of judgment and Discrimination Developing power of reasoning Developing morality Providing good modal Utilization of sympathy Developing Colour Sense Principle of Exercise.

Iqbal’s View on Role of the teacher: • Teacher should guide, help and direct the learners with the aim to develop in them a sense of responsibility for their actions. • Teacher should make them realize the significance of self education. • Teacher should do his / her best in the provision of measures of freedom and self-determination. • Teacher should help to assimilate cultural heritage and enrich it further. • Teacher should help them to grow through work and knowledge.

Iqbal’s Concept of discipline: The system of education according to him should lead to the development of individuality and this can be achieved only if child is treated with love and affection. He should be given certain degree of respect of his individual self and ample opportunities for self-expression. Education should pupil centered giving him all possible opportunities to develop his creative faculties and inherent talents and aptitudes. The teacher should guide him and help him in the pursuit of the development of personality.