PHILOSOPHICAL AND SOCIOLOGICAL BASES OF EDUCATION Different Meaning of Philosophy :

Unit 1 Philosophical foundation of education  Knowledge of philosophy is fundamental not only to an understanding of
education as a whole but also to decide or select the techniques of teaching
Education and Philosophy: Concept and Definition and their effective use.
 Philosophy is born out of specific experiences, special circumstances and
Education and philosophy are two interconnected fields that explore situations. Therefore, different persons have adopted different philosophies of
fundamental questions about human existence, knowledge, values, and the life in accordance with the specific circumstances and situation wherein they
nature of reality. While they have distinct focuses, they often intersect in spent their lives.
discussions about the purpose and methods of education.  One of the main features of philosophy is that it comes out of specific
Education: Education is the process of facilitating learning, acquisition of experiences, special circumstances and situations.
knowledge, skills, values, and beliefs in individuals through various formal and  Human being undergoes with various kinds of experiences throughout their
informal methods. It involves the transmission of information, development of life, from birth to death, these experiences provide them with new knowledge
critical thinking, and cultivation of personal and social growth. Education is and this search of knowledge makes the individual a philosopher.
not limited to schools; it occurs throughout one's life and can take place in Key Concepts in Philosophy:
various settings, including families, communities, and workplaces.
 Metaphysics: Investigates the fundamental nature of reality, exploring
Key Concepts in Education: questions about existence, time, space, and causality.
 Pedagogy: Refers to the strategies, techniques, and methods used to teach  Epistemology: Examines the nature, sources, and limits of knowledge, as
and facilitate learning. well as the criteria for determining what counts as knowledge.
 Curriculum: The planned content and structure of what is taught, including  Ethics: Explores questions about morality, values, and principles of right and
subjects, materials, and learning objectives. wrong conduct.
 Learning Styles: Different approaches individuals use to learn, such as  Logic: Studies the principles of valid reasoning and argumentation.
visual, auditory, kinesthetic, or social learning.  Aesthetics: Deals with questions of beauty, art, and the nature of aesthetic
 Assessment and Evaluation: Processes to measure and gauge students' experiences.
progress and understanding. Nature of Education and Philosophy
 Inclusivity: Ensuring that education is accessible and effective for diverse
learners, regardless of their background, abilities, or needs. The nature of education and philosophy encompasses their fundamental
 Philosophy: Philosophy is the study of fundamental questions about characteristics, principles, and roles in shaping human understanding,
existence, knowledge, ethics, logic, and the nature of reality. It involves development, and society.
rigorous inquiry, critical thinking, and systematic analysis to understand the Nature of Education:
underlying principles that govern various aspects of human experience and
thought. Philosophy seeks to explore abstract concepts and principles that 1. Dynamic and Evolving: Education is a dynamic process that adapts to
shape human understanding and behavior. changes in society, technology, and knowledge. It evolves to meet the evolving
needs of individuals and the broader community.
The word philosophy is derived from the Greek words "Philos (love)" and
"Sophia" (of wisdom), it means "love of wisdom". Wisdom is not the same as 2. Lifelong Learning: Education is not limited to formal schooling but is a
knowledge but much more than that. It is closely related to experience and lifelong endeavor. It continues throughout one's life and takes place in various
worth bearing a sense of knowledge.
contexts, including formal education institutions, workplaces, and personal 4. Open-ended and Reflective: Philosophical discussions are often open-
experiences. ended and encourage reflection. Philosophers engage in contemplation and
thought experiments to explore various possibilities and implications.
3. Transformational: Education has the power to transform individuals and
societies by imparting knowledge, fostering critical thinking, promoting 5. Interdisciplinary: Philosophy interacts with and influences various fields of
personal growth, and shaping cultural norms and values. knowledge, including science, ethics, politics, and art. It provides a foundation
for ethical reasoning and guides decision-making in these domains.
4. Cultural and Social Context: Education is deeply influenced by cultural
and social contexts. It reflects societal norms, values, and aspirations and 6. Ethical Considerations: Philosophy addresses ethical dilemmas, guiding
contributes to the transmission of cultural heritage. individuals and societies in understanding moral values, principles, and ethical
frameworks that shape behavior and decisions.
5. Holistic Development: Education aims to foster holistic development by
addressing intellectual, emotional, social, and physical aspects of individuals. It 7. Historical and Cultural Variability: Philosophical ideas have evolved over
seeks to nurture well-rounded individuals capable of contributing positively to time and across cultures. Different philosophical traditions offer unique
society. perspectives on fundamental questions.
6. Individual and Collective: Education serves both individual and collective 8. Speculative and Practical: While philosophy can involve speculative and
purposes. It equips individuals with skills and knowledge while also abstract discussions, it also has practical implications. Philosophical insights
contributing to the development of an informed and skilled workforce and contribute to the formulation of laws, policies, and ethical guidelines. In
citizenry. essence, education and philosophy are both multifaceted fields that play
essential roles in human intellectual, moral, and societal development.
7. Pedagogical Diversity: Education employs a variety of pedagogical
methods and approaches to accommodate diverse learning styles, abilities, and Education provides the means for transmitting knowledge and fostering
needs. These methods can include lectures, discussions, experiential learning, growth, while philosophy engages in deep inquiry to explore the foundational
and online resources. principles that underlie human understanding and action. Together, they
contribute to the enrichment of human thought and the advancement of
Nature of Philosophy: societies.
1. Inquiry and Exploration: Philosophy is characterized by a spirit of inquiry
Need of Philosophical Foundations of Education:
and exploration. It involves asking fundamental questions, challenging
assumptions, and seeking deeper understanding of concepts and principles. The philosophical foundations of education play a crucial role in shaping the
goals, methods, and values of educational systems. They provide a deeper
2. Abstract and Conceptual: Philosophy often deals with abstract concepts
understanding of the fundamental principles that guide educational practices
and ideas that may not have concrete, empirical manifestations. It delves into
and help educators make informed decisions about curriculum, pedagogy, and
the nature of reality, existence, and knowledge that go beyond immediate
the overall learning experience.
sensory experiences.
Here are some key reasons highlighting the need for philosophical foundations
3. Critical Analysis: Philosophy emphasizes critical thinking and logical
in education:
reasoning. Philosophical inquiry involves careful analysis of arguments,
examination of evidence, and evaluation of competing viewpoints. 1. Clarity of Purpose: Philosophical foundations help clarify the purpose of
education. They provide a framework for defining what education aims to
achieve whether it is to foster critical thinking, promote moral development, The relationship between philosophy and education is intricate and profound,
prepare individuals for the workforce, or cultivate well-rounded citizens. as both fields are closely intertwined in their pursuit of understanding
fundamental questions about knowledge, existence, values, and the nature of
2. Guidance in Decision-Making: Philosophical insights guide educators and reality.
policymakers in making decisions about curriculum design, teaching methods,
and assessment strategies. They offer a principled approach to navigate 1. Philosophy of Education:
complex educational issues and dilemmas.
Definition: Philosophy of education is a branch of philosophy that examines
3. Coherence and Consistency: A solid philosophical foundation ensures the nature, purpose, methods, and goals of education. It seeks to answer
coherence and consistency in educational practices. When educators share a questions about the role of education in shaping individuals and society, the
common understanding of the underlying principles, it becomes easier to aims of teaching, and the principles that guide educational practices.
develop a unified approach to teaching and learning.
Connection: Philosophy provides the conceptual framework for thinking
4. Ethical Considerations: Philosophical foundations help address ethical deeply about educational concepts and practices. It addresses questions like:
questions in education, such as what values to promote, how to handle sensitive What is the purpose of education? What knowledge is worth transmitting?
topics, and how to create an inclusive and respectful learning environment. What are the best methods for teaching and learning?
5. Adaptation to Change: Educational systems need to adapt to changing 2. Educational Philosophies:
societal, technological, and cultural contexts. Philosophical foundations
provide a flexible yet principled basis for adapting educational practices while Definition: Different educational philosophies are rooted in various
staying true to overarching goals. philosophical perspectives and guide educational approaches. These
philosophies influence curriculum design, teaching methods, and the overall
6. Reflection and Critical Thinking: Philosophical foundations encourage educational experience.
educators to reflect on their methods, assumptions, and beliefs. This reflection
fosters critical thinking and self-awareness, leading to continuous improvement Connection: Philosophical ideas shape the underlying principles of
in teaching and learning. educational philosophies. For instance, progressivism emphasizes experiential
learning and student autonomy, aligning with certain philosophical ideas about
7. Educational Relevance: Philosophical foundations help connect education learning and individual growth.
to broader societal goals and individual aspirations. By aligning educational
practices with philosophical principles, education becomes more relevant and 3. Critical Thinking and Inquiry:
meaningful to students and society. Connection: Philosophy encourages critical thinking, logical reasoning, and
8. Resilience to Trends: Educational trends come and go, but a solid rigorous inquiry - skills that are essential for effective teaching and learning.
philosophical foundation provides a stable anchor that helps educators evaluate Educators who integrate philosophical methods foster students' ability to
the merits of new approaches and innovations. analyze, evaluate, and construct well-reasoned arguments.

9. Personal and Social Development: Philosophical foundations contribute to 4. Ethical Considerations:

the holistic development of individuals by emphasizing not only academic Connection: Philosophical discussions on ethics and morality influence
skills but also moral, social, and emotional growth. educational decisions and practices. Questions about what is right and just
often come into play when determining curriculum content, disciplinary
Relationship between Education and Philosophy :
approaches and interactions within the educational environment.
5. Cultural and Social Context:  Philosophy provides the principles and theories of learning whereas
education implements those principles and theories in the process of
Connection: Philosophical ideas, which often reflect cultural and societal
teaching and learning.
values, shape educational systems. Education is a means of transmitting
 True education is practicable only by a true philosophy (Spencer).
cultural heritage, and philosophical perspectives can influence the content and
methods used to achieve this transmission.  Philosophy determines various aspects of education like the teaching
methods, principles of teaching, curriculum, and the role of the teachers
6. Personal and Societal Development: and learners as well.
 Philosophy and education are like the two sides of a coin, present different
Connection: Philosophy contributes to the development of individuals as
views of the same thing, and that one is implied by the other.
reflective, informed, and responsible members of society. Education, guided
by philosophical insights, aims to cultivate not only academic skills but also  Great philosophers are great educationists at all the times like, Plato,
qualities like empathy, critical citizenship, and a sense of social responsibility. Dewey, Rousseau, Gandhi, and Aurobindo.
 Education is the dynamic side of the philosophy' (John Adams) as because
7. Curriculum Development: education translates the ideas of philosophy into action and practice.
 Philosophy determines the aims of life whereas education is a means to
Connection: Philosophical considerations play a role in determining what
achieve the goal.
subjects are included in the curriculum and how they are presented. Decisions
about which knowledge is most valuable and relevant are rooted in Unit 2: Schools of Philosophy
philosophical perspectives.
CHIEF EXPONENTS
8. Educational Aims:
✓ Idealism: Mahatma Gandhi, Rabindra Nath Tagore, Dayanand, Swami
Connection: Philosophical inquiries into the purpose of life, human nature, Vivekanand, Aurobindo, Shankaracharya, Socrates, Plato, Descartes, Spinoza,
and values influence the broader goals of education. Is education primarily Barkley, Kant, Fichte, Green, Hegel, Gentile, Schopenhauer and Schilling.
for personal enlightenment, workforce preparation, moral development, or
societal progress? These questions have philosophical dimensions. ✓Naturalism: Rabindra Nath Tagore (Tagore is an idealist as well as a
naturalist), Aristotle, Comte, Hobbes, Rousseau Francis Bacon, Darwin,
9. Educational Policies and Practices: Lamarck, Huxley, Herbert Spencer, Bernard Shaw and Samuel Butler.
Connection: Philosophical ideas inform educational policies, teaching ✓ Pragmatism: Charles S. Peirce, John Dewey, Kilpatrick, William James,
methods, and assessment practices. Decisions about standardized testing, Schiller and Margaret H. Mead.
grading systems, and classroom management are often guided by
philosophical considerations. MEANING OF EDUCATION
Establishing relationship between Philosophy and Education, Saxena ✓ Idealism: It considers education to be the spiritual need.
(2009), in his book 'Principles of Education' has highlighted the following
✓ Naturalism: According to naturalism, education is a biological need.
points:
✓ Pragmatism: To the pragmatists, education is a social need.
 Philosophy determines the real destination towards which education aims
at. FUNDAMENTAL PRINCIPLES
 Philosophy determines the goal of life and also provides suitable and
effective guidance and supervision for education to achieve the goal.
✓Idealism. Believes in God. Spiritual perfection is a must to reach Him. ✓ Pragmatism: Aims of education are not predetermined. They change with
Trust in the spiritual world. Spiritual values are supreme and universal. Values the time and needs of the society. Getting more education, creation of new
are predetermined. It is a monistic concept. Spiritual world is real world. values, social development, and harmonious development are the tentative
aims of education.
✓ Naturalism: No faith in God and spiritual world. Nature is everything.
Material world is the real world. No supreme values other than matter. CURRICULUM:
Physical world is supreme and universal. It is also a monistic concept.
✓ Idealism: Idealistic curriculum is constructed and developed according to
✓ Pragmatism: Believes in man. The power of man is supreme. Spiritual ideals and eternal values. Humanistic subjects like social science are
principles are not universal. They change according to the changing emphasised. The subjects included in the curriculum are religious and
conditions of time and circumstances. Values are man-made and they are not spiritual studies, ethics, language literature, sociology, geography, history,
predetermined. This is based on psychological principles. It is a pluralistic music and fine arts.
concept.
✓ Naturalism: Naturalistic curriculum is formulated on the basis of basic
PRINCIPLES OF EDUCATION instincts, aptitudes and tendencies of the children. Science subjects take
precedence over humanities. The subjects included in the curriculum are
✓Idealism: Principles of education are entirely based on spiritualism and
games and sports, physical science, physiology, health, culture, material
ethics. Importance is given to mental development. Teacher and curriculum-
sciences and biological sciences.
centred education. Book learning and rote method are emphasised. Individual
and society are valued. ✓ Pragmatism: Pragmatic curriculum is based on the subjects of utility.
Social subjects form the main body while others are secondary. The main
✓ Naturalism: Principles of education are based on psychology. It
subjects emphasised are health, hygiene and science, physical culture, history,
emphasises the basic instincts, interests and tendencies of the child. It is a
geography, mathematics, home science, science and agriculture.
child-centred education. It is against book learning. The individual is
considered and valued. It is a progressive and a dynamic ideology. METHODS OF TEACHING:
✓ Pragmatism: Principles of education are based on psychology and science. ✓ Idealism: No fixed method of teaching. Different idealists have adopted
It assigns importance to experiment and practice. Child is the centre of all different methods of teaching. Since, education is teacher-centred, they
educational activities. It neglects book learning. Sociability is emphasised and advocate various methods according to their interest and the nature of
valued. It is a progressive, dynamic and changeable ideology. curriculum. They follow question answer method, conversation, discussion,
lecture, book study and argumentation.
AIMS OF EDUCATION
✓ Naturalism: Naturalists emphasise learning by doing, learning by Self-
✓ Idealism: Self-realisation or personality exaltation. Spiritual development.
experience and learning by play. They adopt the following methods of
Realisation of Truth, Beauty and Goodness. Preservation and transmission of
teaching-observation, play- way, dalton plan, heuristic, montessori and
culture. Conversion of inborn nature into spiritual nature. Preparing the child
kindergarten methods.
for a holy life and develop his intelligence and rationality.
✓ Pragmatism: Pragmatists have emphasised the principles of purposive
✓ Naturalism: To perfect the human machines. To attain present and future
process of learning, learning by doing and by experience, project method,
happiness. Preparation for the struggle of existence. Adaptation to
experimental method and method of integration.
environment. Improvement Of racial gains. Natural and autonomous
development.
DECIPLINE: ✓ Idealism: Freedom is restricted. Idealism gives support to ✓ Pragmatism: For the pragmatists the school is a laboratory for
self-discipline at all costs. experiments to be done by children. They consider the school to be a mini
society where the social efficiency of the child is developed.
✓ Naturalism: Freedom is the slogan of naturalism. It is in favour of
establishing discipline through natural consequences. In spite of the many similarities and dissimilarities among these schools of
thought, they are complementary to one another and guide us to make the
✓ Pragmatism: Pragmatists develop self-discipline through group activities.
educational system effective and relevant. Therefore, we can conclude with
They advocate social discipline with limited freedom.
the words of Swami Vivekananda, "The end of all education, all training
STUDENTS: ✓ Idealism: It provides only secondary position to the child in should be man making".
the educational process.
Idealism
✓Naturalism: It gives the child primary importance in the educational This is an old philosophical thoughts, it is derived from the Greek word 'idein'
process. It says child is the "hero" in the drama of education. meaning 'to see'. The word "Idealism" has been derived from 'Ideal'. The
✓ Pragmatism: Pragmatists bestow equal importance on both the teacher concept of the reality of everything lies in ideas, thought and mind not in
and the students material thing.

TEACHER: In the western philosophy it was born from Socrates, Aristotle and Plato
conceived of ideas as the basis of his philosophy.
✓ Idealism: Idealists consider that the teachers are the co-workers of God.
They give top priority to the teachers in the educational process. Teacher as a In Indian Philosophy, it was born from Vedas, Upanishad, Puranas and
gardener knows best as to how to care and develop a child like a plant. exponents are Rabindranath Tagore, Swami Dayananda Saraswati, Aurobindo
Ghosh, etc.
✓ Naturalism: Naturalists regard that nature is the best teacher. They give
secondary importance to the teacher. The place of the teacher is behind the Philosophical Meaning
curtains. He has to set the stage for the child.  Idealism seeks to offer an explanation of the man and the universe in terms
✓ Pragmatism: Pragmatists give importance to the teachers. Teachers are of spirit or mind, Idealism is in fact spiritualism.
considered as friends, philosophers and guides. They are social engineers or  God is the source of all kinds of knowledge.
agents of social change. They are the creators of social environment so that  Man's spiritual nature is considered to be the very core of his being. It
the child learns to create new values for the future. states that reality is to be found in man's mind rather than in material
nature.
SCHOOL: ✓ Idealism: Idealists hold that school is the only place for regular  Idealism aim of education is to discover and develop each individual's
and effective education. The school is based on the principle of "simple living abilities and full moral excellence in order to better serve society.
and high thinking". It is an ideal form of pleasing and joyful activities for  Idealists believes that human nature is spiritual and divine. It can be
children. realised through education.
✓ Naturalism: Naturalists recommend a school in the lap of nature far away Contribution of Philosophers:
from the hue and cry of the cities. The school should have a natural and free
environment for the child so that he can develop himself naturally. A. M.K.Gandhi:
 Meaning of education: According to him education means, "all round  Subjects like history, geography, mathematics, physical education, social
development of individuals" in Gandhi ji words, "By education I mean all sciences, civics. All these subjects should be introduced in connection with
round drawing out of the best in child and man body, mind and spirit." life.
 Music and drawing
Gandhi Ji conception of education stands for harmonious development of all
aspects of human personality with relation to its: physical, intellectual and  Place for Hindustani
spiritual. The national language should be teached in the school curriculum.
 He emphasized learning of physical science for the self defence and
Gandhiji's Philosophy good will of health.
 Gandhi ji planned learning of home science for the girls.
 Human Unity: He emphasized on human unity and unity in diversity.
 Belief in God: For Gandhi ji God is everything god is reality. God is truth Gandhi ji's Teaching System
and love.
He also taught his children for sometimes and realise that following points a
 Non-Violence or Ahimsa: As we all know he emphasised on Ahimsa or
teacher should have and teaching be done in following manner:
non-violence and peace.
 Universal Love: He said that the true religion of human is love and one of  Medium of instruction should be mother tongue
the core Gandhian philosophy.  Learning by doing or activity based learning
 Brotherhood of Man: He had the faith in brotherhood and society free  Lecture and questioning method✓✓
from caste, religion, colour, creed, wealth and power.  Teaching through creative and productive activities
 Satyagrah: Truth is also core or supreme principle of Gandhian Philosophy.  He also emphasised on free and compulsory education of children from 7 to
 Fearlessness: It means freedom and no fear of anybody or external fear and 14 years for age.
he believed that only fearless person can achieve ahimsa and practise of
truth. Teacher as per Gandhi Ji
Aims of Gandhi Ji Education  Gandhi Ji emphasized that the only right type of teacher can help the student
in achieving the aims and objectives of education.
 Bread and butter aim  The teacher should have knowledge, enthusiasm, skills, patriotism, strong
 Cultivation of higher values in life character and special training. He should behave like a friend, guide and
 Cultural aim philosopher.
 Character aim  He should walk on the way of ahimsa and truth.
 Perfect development aim  The teacher should be a nationalist and of high character.
Curriculum as Per Gandhi Ji B. Rabindranath Tagore
 He is also called as Gurudev and he was born on May 6, 1861 at Calcutta.
 Basic craft: He emphasized activity based learning. Activity like weaving, His family was very reputed. He was mostly raised by servants because he
paper designing, Carpentry, Fruit and flower cultivation, Poultry, Handloom, lost his mother in early age.
metal works, agricultural works, etc. should be included in the syllabus.  In 1877, he was sent to England to study the law for becoming a barrister
 Mother tongue: These should be the basic language for the communication but he soon returned to India.
and instruction at basic level.  He got more famous when he won Nobel prize in 1913 (first non-European
to won) for his collection of poems "Gitanjali".
  Tagore founded the Visva-Bharati University on December 22, 1921: an  Education through mother tongue
international university to being about understanding between eastern and  Education should be linked with society
western cultures.
He was a great artist, educationist, a poet, a patriot, a philosopher and social Tagore's view of about teaching methods
reformer and that's why he has deep impression on several aspects of life.  Teaching while travelling (excursion method)
Tagore's educational philosophy  Debate and discussion method
 Activity method
 Principle of harmonious relations: He believed in harmonious relationship  Heuristic method (problem-solving method
with all. The harmony should be with nature, with human surroundings and
with international relations. Views on Teachers
 Principle of freedom: For the proper growth and development an  The teacher should act as a guide and show the direction to children to
individual or children should have freedom. naturally walk on their ways.
 Principle of creative self expression: he believed that children should be  In teaching, the guiding spirit should be personal love based on human
encouraged to enhance their creative skills with help of subjects like craft, relations. In education the teacher is more important than the method.
drawing, music, drama, etc.
 Tagore pointed out, "A teacher can never truly teach unless he is learning
 Principle of active communication with nature and man: education himself. A lamp can never light another lamp unless it continues to burn its
should be that which enhance the involvement with nature and an individual own flame."
should realise that he is a part of the nature.
 Principle of internationalism: he encouraged synthesis between the East Concept of Discipline
and the West.
 He was against strict and harsh discipline.
Tagore's Views On Education  He wanted a child to be free in his mind and learn at fullest by generous
joy we should treat children as grown up adult.
a. Self Realization f. Co-relation of Objects
 He advocated about self discipline.
b. Freedom g. Mother tongue as medium of instruction
c. Intellectual Development h. Moral and spiritual Development  As per him living ideals cannot be set into clock-work arrangement.
d. Physical Development i. Social Development Tagore wrote, "I never said to them. Don't do this, or don't do that I never
e. Love for Humanities punished them".
C. John Dewey (1859-1952)
Curriculum
"Education is not preparation for life; education is life itself. Education,
He recommended a curriculum to fulfil the man's spiritual, the creative, the therefore, is a process of living and not a preparation for future living."- John
aesthetic and the vocational aims of education. His curriculum was far ahead Dewey
of that time and nowadays followed.
He was born on 20th October 1859 in Burlington, Vermont. He was Married
 He emphasized on the inclusion of subject like English, History, Literature, twice and had six children.
Nature Study, Science, Music, Art, etc.
He graduated from the University of Vermont in 1879. He studied philosophy
 He also emphasised on activity like dancing, music, art, gardening, painting,
independently and entered the graduate program in philosophy at Johns
hand work, etc.
Hopkins University to receive his Ph.D.
 Physical and social science
He had a faculty position from 1884 to 1894 at the University of Michigan. ✓ He was in favour of integrated active curriculum instead of divided into
He joined the University of Chicago in 1894 where he emerged his Pragmatic subject- matter segments.
Philosophy.
✓ Should be flexible and changeable as per the interest of the child.
He was the most revolutionary American Philosopher and educationist of the
20th century. His educational writings and thoughts gave a new directions to ✓ The curriculum should reflect social life, social activities and issues.
the education. The Teacher's Role:
He has huge impact and immense contributions in the fields of education, ✓ He believed that the teacher's should act like a facilitator and guide the
humanism, politics, aesthetics and logic students in right direction. The teacher should becomes a companion in the
learning process who leads students to independently discover meaning
Some important books written by John Dewey
within the subject area.
My Pedagogic Creed (1897), The School and Society (1900)
✓ The teacher should notice and observe the interests of the students and
The Child and the Curriculum (1902), How We Think (1910) observe the directions they naturally take and then help them to develop
problem-solving skills.
Democracy and Education (1916), A Common Faith (1934)
✓ Environment of the learner and past knowledge should be taken into
Experience and Education (1938) account to enhance the learning teaching process.
Aims of Education ✓ He was in favour of interdisciplinary approach of learning involving
✓ Social Efficiency ✓ Education is Life multiple subjects and point of view.

✓ Promotions for democratic values ✓ Cultural development ✓ Teachers should understand that one size fit for all is not applicable on
every students. So that the learning processes should be planned considering
✓ Education is Experience ✓ Training for problem solving the aptitude, learners' former experiences and their present experiences.
✓ Education should combine theory and practice Methods of Teaching
Role of Curriculum: Dewey said that the teacher should facilitate the student activity as ministry
✓ His curriculum theory was based on psychological, anthropological, and of instruction.
social- philosophical (political) perspectives that treat the child as an ✓ Student centered ✓ Project method
organism and this organism is searching for stimuli in order to grow
✓ Problem solving ✓ Learning by doing
✓ He was pragmatist and believed in experimental hands-on learning for the
children. ✓ Group work ✓ Demonstration

✓ Dewey advocated for an educational structure that makes a balance D. Jean Jacques Rousseau
between the child and the curriculum, that is to say, delivering knowledge
✓ He was born on the 28th of June in 1712 in Geneva, Switzerland and died
while also taking into account the interests and experiences of the student.
on 2nd of July, 1778 in Erance.
✓ He also rejected curriculum-centered view of education rather than student
centered education. ✓ His father was Isaac Rousseau.
✓ He was a philosopher, great writer and political theorist/philosopher. ✓ His educational aims were to let the children follow their natural innate
instincts and they can modify their experiences as per the stimulus and
✓ His first philosophy work was, "A Discourse on the Sciences and Arts". experiences of nature.
✓ The idea of education is visible in his famous novel named Emile. ✓ In his view, the children should be free from institution or schools.
✓ His philosophical concepts were "Natural state" which means that, "Natural ✓ Education should make the life of an individual to be harmonious,
man and Natural Civilization." enjoyable, useful and balanced.
✓ He used to say that man would be happier if they been living in the ✓ He said that the senses should be the guide, there should not be any books
primitive age. and no other instructions.
✓ His views were that let the child alone and let it be free from civilisation ✓ His views were that a child should be taught through experience or
and let them follow their natural interests. emphasised on concrete teaching not only by verbal lessons.
✓ He said that "God makes all things good; man meddles with them and they ✓ He was in favour of the play-way method to be accepted.
become evil."
Teaching and Teachers as per Rousseau
✓ He also said that God provides everything good but human degenerates
everything. ✓ Rousseau view was that a teacher should be the guide, not the instructor.
Meaning of nature as per Rousseau: ✓ The teacher should motivate the natural interest of the children.
(1) He wanted the child should be isolated from society. ✓ A teacher should not ignore the natural nature of their pupil.
(2) He was in favour that innate capabilities are better than the social gained ✓ Observing every child is very important to recognise their natural potential
experience. and capabilities or simply recognise individual differences.
(3) He said that the child should be in contact with the natural environment ✓ Teaching should also be done as per the sex of individuals, for example: for
such as rivers, trees, hills, plants, woods, birds and animals, etc. so that a boys should be trained worldwide interest and for girls should be trained in
child can be a natural beings motherhood and wifehood.
Aims and Methods of Education as per Rousseau ✓ The teaching should be done as per the age of the child:
✓ The education should be child-centered. ✓ Infancy Stage from birth to 5 years: in this stage, the child starts to learn
from their environment and senses and should be physically active.
✓ He was against the way the education which is provided to children in
which forcibly children are taught the concept of adults. ✓ Childhood stage from 5-12 years, the child start to recognise the pain and
enjoyment through their activities.
✓ In his novel Emile, he wrote about the child's depravity theory: that treat
children as lazy and undisciplined and we have to make them disciplined ✓ Boyhood stage from 12-15 years: in this stage children can be taught the
through verbal, physical, mental instruction. following subjects: Natural science, Geography, Manual trades, Carpentry,
can make the connection between physical and mental.
✓ From 15-20 years (Manhood or Adolescence stage), at this stage they 3. Values are must central to the care of a person
can be taught in socialisation and morality, politics, business, and the 4. Values may be specific
individual will learn from the environment through direct experiences. 5. Values change as a experience change
6. Values are personal
✓ Now, the individual has the attractions toward opposite sex so to control it Sources of values:
moral and religious education should be there. Sources of values are a comprehensive guide to financial decision making
What is discipline as per Rousseau? suitable for beginners as well as experienced practitioners
1. Family factors: a. Child raising factors adopted by the parents
✓ As per him, children should be free to follow their natural interests. b. The learning of social behaviour, values & norms come through these
✓ The teacher should make him free but with proper guidance should be there practices
from time to time to make the child follow his natural ideas. 2. Social factors: of the societal factors, schools has a major role to play in
the development values. Through decipline in school, interaction with the
✓ There should be not mental and physical or corporal punishment. teachers, classmates and other staff has tremendous effect on child's
psychology and value system.
"Children should never receive punishment as such; it should always come as
3. Personal factors: personal attributes such as intelligence, ability,
natural consequence of their fault."
appearance and educational level of the person determine his development
Curriculum as per Rousseau values
4. Cultural factors: Include everything that is learnt and passed from one
✓ The curriculum should be play-way method. generation to another. An individual is participate in social culture, group
✓ Real experience should used. culture organisation level of the person.
5. Religious factors: religion comprises of a set of values which are passed
✓ Subjects should be designed in a way which enhances the curiosity of the on from generation to generation.
children. 6. Life experience: a man learns from this own experience. Sometimes man
✓ No space for the traditional subjects. can learn from the experience of other
Significance of importance of values:
✓ He was in favour of Physical and health training should be given. 1. Values lays the foundation for the understanding of attitudes and
motivation of the people
Values:
2. Value system influence the perception of individual
Values that are important to people tend to affect the types of decision they
3. Also influence the managers perception of different situations
make, how they perceive their environment and their actual behaviours.
4. Influence's a mangers decison
Two types of value:
5. Values influence the behaviour and attitude
1. Terminal value: leads ends to be achieved like comfortable life l, family,
6. Values influence the behaviour what ought to be or what ought not be
security etc.
7. It contains interpretations of right or wrong
2. Instrumental values: refers to the means for achieving desired ends like
National values as mentioned in the Indian Constitution:
ambitions etc
Features of values: National Values- Moral or standard values of what is good or bad related to a
1. It contains a judgemental element nation.
2. It carries individual or group ideas regarding which is good or bad, which
is preferable
 Socialism: Social and economic inequalities have been inherent in the  As a form of government it derives its authority from the will of the
Indian traditional society. Which is why, socialism has been made a people.
constitutional value aimed at promoting social change and transformation  The people elect the rulers of the country and the elected representatives
to end all forms of inequalities. It directs to prevent concentration of remain accountable to the people.
wealth and power in a few hands.  The people of India elect them to be part of the government at different
 Secularism implies that our country is not guided by any one religion or levels by a system of universal adult franchise, popularly known as 'one
any religious considerations. man one vote'.
 The Indian state is not against religions.  Democracy contributes to stability, continuous progress in the society and
 It allows all its citizens to profess, preach and practice any religion they it secures peaceful political change.
follow.  It is based on the principles of rule of law, inalienable rights of citizens,
 At the same time, it ensures that the state does not have any religion of its independence of judiciary, free and fair elections and freedom of the press.
own.  Equality is as significant constitutional value as any other.
 Constitution strictly prohibits any discrimination on the ground of religion  The Constitution ensures equality of status and opportunity to every citizen
 Article 25 to 28- freedom of religion for the development of the best in him/her.
 Article 30 grant for institutions of education for all religions  As a human being everybody has a dignified self and to ensure its full
 Article 36= minority school rights enjoyment, inequality in any form present in our country and society has
 Article 25 freedom to religion been prohibited.
 Article 26 establish any institution  Equality reflected specifically in the Preamble is therefore held as an
 Article 27= no tax on religion important value
 Article 28 (1) govt school will not give any religious education Article-14 to 18
 Article 28 (3) private schools may give religious education
 Justice- The constitution-makers have included social, economic and 14= right to equality 15= no discrimination
political justice as constitutional values. 16= equal opportunities
 This is because the political freedom granted to Indian citizens has to be
instrumental in the creation of a new social order, based on socio- 17, 18 no discrimination on caste, gender, untouchabililty
economic justice.
The value of liberty in Indian constitution implies that :
 Justice must be availed to every citizen.
 This ideal of a just and egalitarian society remains as one of the foremost (1) A teacher will advocate full liberty and freedom.
values of the Indian Constitution.
(2) A teacher should help students to be free from influence of dogmas and
 The Preamble prescribes liberty of thought, expression, belief, faith and fears in life.
worship as one of the core values.
 These have to be assured to every member of all the communities. (3) A teacher can teach anything, even outside the syllabus.
 It has been done so, because the ideals of democracy can not be attained
(4) A teacher should inspire his students to feel good.
without the presence of certain minimal rights which are essential for a
free and civilized existence of individuals
 The Preamble reflects democracy as a value.