UNIT 1 : INTRODUCTION AND

THEORETICAL FOUNDTIONS
Prepared by:
Mrs. Akila.a, M.Sc (N); M.Sc(PSY)
Associate Professor
 MEANING OF EDUCATION
• The word ‘ education’ is derived from latin
word- educatum- meaning is to educate.
• Educatum also made up of two words:
E – From within
Duco - To lead out or to push forward
In this way education means to develop the
inner powers outwardly.
• Educere- to develop or to bring out
• Educare- To bring forth , to bring out or to
develop
 DEFINITION OF EDUCATION
• Education means bringing out the ideas of
universal validity which are latent in the
mind of every man- Socrates
• Education is the manifestation of
perfection already present in man.
• Education is the development of all those
capacities in the individual which will
enable him to control his environment and
fulfil his possibilities- John Dewey
CHARACTERISTICS OF EDUCATION

• The Process of education seen in the

following points:
- Education is the purposive and conscious
process
- Education is the Bipolar process
- Education is the tripolar process
- Life long process
- Process of Adjustment
- Education is a developmental process
- Education is the all-round development of
inner Powers
- Meaning of education is not only limited to
school earned knowledge
 MEANING AND DEFINITION OF
EDUCATIONAL TECHNOLOGY
• ‘Educational Technology’ word is made up of two words
—one is ‘Education’ and another is Technology’.
• Technology or Technological Science is a synonym of
an English word ‘Technology’. Technology means—
Methods of using scientific knowledge in daily
life. According to Prof. Golbraith, There are
• two major characteristics of Technology—
• (1) Systematic application of scientific or other
organized knowledge to practical tasks.
• (2) Forming the division and sub-division of any such
task into its component parts.
• Jacquetta Bloomer defined Technology
in 1973 as follows—“Technology is the
application of scientific theory to
practical ends”.
• So it can be said that the scientific
mechanisms and experimental
techniques as well as technical or
technological sciences.
• “Educational Technology is the application
of scientific knowledge about learning to
practical learning situations.” -Jacquetta
Bloomer (1973)
• (2) Educational Technology is concerned
to provide appropriately designing learning
situations, holding in view the objectives of
the teaching or training, bring or bear the
best means of instruction. Richmand
1970”
 APPROACHES OF EDUCATIONAL
TECHNOLOGY
• Lumsdeine(1964) – 3 Distinct
Approaches:
1. ET-I or Hardware approach
2. ET-II or Software approach
3. ET-III or Systems approach
 ET-I OR HARDWARE APPROACH

• Initiated in physical sciences &

engineering and its concept is that using
technology in education.
• Computerized world
• Using microphone, charts, models, film
strips,audio casettes, radio, TV, projectors,
computers.
• Increased benefit and cost effective
ET-II OR SOFT WARE APPROACH
• Originated from behavioural sciences and
Psychology of learning.
• It is referred as instructional technology or
teaching technology or behavioural tecchnology.
• Focuses on behavioral changes.
• Programmed materials, teaching strategies,
Tools of evaluation are examples
• It softens and smoothens the task of teaching
and learning.
 ET-III OR SYSTEMS
APPROACH(latest concept)
• Originated from computer science.
• Aims to organise the educational system
effectively and cost effectively.
• Educational technology stands for a
systemic way to design, carry out and
evaluate the total process of education
based on its specific objectives.
• System approach receives education as a
system having a set of inputs, which are
subjected to a process designed to produce
certain system.
• Unified entity with goals where
interconnected components operate within
the limitations of the current context.
• Ongoing evaluation & Compares the function
of humans, machines and media.
• Instructional design and strategies- goals
met
• Objectives are not met- revise the system.
 SCOPE OF EDUCATIONAL
TECHNOLOGY
• It’s a integration of education and
technology.
1.Selection of Teaching- Learning
Strategies:
- Provide a thought of what is teaching.
- Determine the essential features of
teaching process & their relations.
- Point out the changeable & flexible factors
of teaching.
• Analyze the possible changes that should
occur in teaching.
• Analyze the level of teaching, theories of
teaching, principles of teaching, the
concept of learning, how the theories of
learning connected with actual activity of
learning, the involvement of teacher & the
learner.
• Produce a large unit of theories and
principles of teaching –learning for
achieving the optimum educational goal.
• 2.Finding out clearly the educational
Aims & Objectives:
- It identifies resources available in that
society for the completion of these aims &
objectives.
- It tries to clearly find out the broad
educational objectives & investigate in
terms of the specific classroom objectives
of teaching and learning.
• 3.Development of the Curriculum:
- appropriate for attaining the objectives.
- It attempts to get out techniques & means
for the selection of suitable learning
experiences or contents to meet
objectives.
- It finds out suitable framework so that
successful instruction can be given
according to the planned curriculum.
 4.Production & Development of the
Teaching-Learning Material
• After designing the curriculum, Suitable
teaching-learning are prepared in view of
the specific objectives.
• ET tries to produce & develop new
preparing software material & instructional
material, Computer assisted learning
material, preparation of the lesson plan
which stimulates the teaching-learning
situation.
 5.Training of the teacher
• Teacher Plays vital role in implementation
of educational technology.
• Preparation of teachers to face the
responsibilities of teaching with perfectly
trained knowledge.
• Training imparted to the teacher through
various technological media.
 6.Development & Selection of
Teaching –Learning Strategies
• It attempts to pave the ways & means for
developing, selecting & devising suitable policy
& procedure of teaching considering optimum
learning outcomes.
• Attention must be given to teaching –learning
materials available, appropriate devices &
models of teaching.
• It tries to select the appropriate strategy from
all these strategies to get the maximum
benefit.
7.Teaching Learning Process can be Made More
Effective through the Use of Audio Visual aids

• AV aids must have significance to the

Particular teaching learning situation.
• Based on the difficulties, Manipulation of
AV aids are recommended
 8.Effective Utilization of hardware &
mass media
• Sophisticated Instruments, equipments,
gadgets, Communication devices.
• ET tries to finds the specific of these
devices.
• Effective use of mass medias can be
achieved in both individual and large scale
situations in formal & informal education.
• Helps in teaching learning process.
 9.To work for Effective utilization of
Subsystem of Education
• System is incorporating various subsystems.
• In order to apply technology, we require topic
details, its theory & principles, the process of
education, its different subsystems, their
operations & process in terms of input & output,
the needed development, output & functional
ability of the system, the organization &
management of the system in an effective way by
specifying the respective roles of humans,
machine & media in relation to the purpose of
teaching & learning.
 10. To provide essential feedback &
control through Evaluation
• ET controls the teaching learning process
• It plans & devices the suitable tools for
continuous evaluations of the process &
products of the teaching learning activities.
• Appropriate feedback to the learners as
well as teachers.
• Can be done in prior to the implementation
 Scope of ET
• Online Learning & E learning- Virtual
classes, video lectures, interactive
simulations & digital text books.
• Gamification: involving game elements to
increase engagement & motivation.
• Virtual & Augmented reality: Virtual field
trips, Simulations, interactive 3D models
• Artificial Intelligence: automated
assessments, intelligent tutoring systems,
data driven insights.
• Data analytics: can collect & analyze data
on student performance, engagement &
behaviour.
• Language learning & translation tools:
- interactive learning sessions,
pronunciation guides & translation
services.
 LATEST APPROACHES TO
EDUCATION
• TRANSFORMATIONAL EDUCATION
• RELATIONSHIP BASED EDUCATION
• COMPETENCY BASED EDUCATION
 TRANSFORMATIONAL EDUCATION

• Teacher transmits knowledge to gain skills

& competence.
• Develops adult learners.
• Independent thinking students- Productive
individuals.
• Helps in development of own sense of
meaning for complete participation in
society & for ethical decision making.
• It extends the real relationship between
teacher & learner.
• The teacher makes a difference in the
student life as well as own life.
• Allows the student to use the environment
of their formal learning to build &
reconstruct personal meaning.
• Joins the workforce after completing their
education.
 DIFFERENCE BETWEEN TRADITIONAL &
TRANSFORMATIONAL EDUCATION

TRADITIONAL TRANFORMATIONA
EDUCATION L EDUCATION
FOR EMPLOYMENT RESPONSIBLE
CITIZENSHIP
INFORMATION INFORMATION MINING
TRANSFER / ANALYSIS
PASSIVE ACTIVE
TEXT BOOK AUTHENTIC
WITHIN THE COMMUNITY
CLASSROOM
 RELATIONSHIP BASED EDUCATION

• Being familiar with children; knowing

psychological, emotional, social/ physical,
spiritual nature of the student.
• Focuses on relationship.
• Helps to know about the students strength,
weakness, passion, identification of needs.
• Works to meet those needs.
• Giving for without giving, none authentically
function.
Essential elements of relationship:
• Trust, Forgiveness
• Integrity, hope & compassion
Third Path Educational theory:(supports
the students well being & academic
achievement)
1. Safety 2. Regulation 3. Belonging
4. Positivity 5. Engagement 6.Identity
7.Mastery 8. Meaning
COMPETENCY BASED EDUCATION

• Focuses on the competencies (knowledge, skill

& abilities)
• Instructional system in which a performance
based learning process is used.
• The learner demonstrates his / her level of
attainment on subject area.
• Focuses on outcomes of learning
• CBE- what the students are expected to do
rather than on what they are expected to learn
about.
• Receives Practical training, guidance &
support from faculty.
• Students get credentials by demonstrating
mastery through multiple forms of
assessment, often a personalized pace.
• Permits the students to have mastery
based on their ability to advance a skill or
competency at their own pace regardless
of environment.
• More efficient outcomes
• Students are allowed to make significant
decisions about their learning experiences.
• Students will create & apply knowledge , will
demonstrate their learning.
• Assessment is meaningful, positive &
empowering learning experiences.
• Timely support
• Progress based on assessment of mastery.
• Impartiality.
• Potential for the learner is clear, lucid,
measurable & transferable.
 Difference between traditional
education & Competency based
education
TRADITIONAL COMPETENCY BASED
EDUCATION EDUCATION
BASED ON CONTACT SKILL BASED
HOURS
INSTRUCTION COACHING
SEAT TIME SELF PACED & ONLINE
MORE EXPENSIVE LES S EXPENSIVE
END OF TERM STUDENTS FINISH AS
THEY ARE ABLE TO DO
 EDUCATIONAL PHILOSOPHIES
DEFINITION OF EDUCATION
“ Education is the all round drawing out of the best in child and
man – body, mind and spirit”. (Mahatma Gandhi )
MEANING OF PHILOSOPHY
• The word “ philosophy” has been derived from the Greek
words “philos” and “Sophia”. Philos means “love of” and
Sophia means “wisdom”.

• Thus philosophy means love of wisdom

• Philosophy is fundamental beliefs and convictions, principles

that guide the approach to teaching, learning and educational
practices.
 EDUCATIONAL PHILOSOPHIES
TRADITIONAL MODERN CONTEMPORARY
PHILOSOPHIES PHILOSOPHIES
NATURALISM PERENNIALISM
IDEALISM ESSENTIALISM
PRAGMATISM EXISTENTIALISM
REALISM RECONSTRUCTIONALISM
PROGRESSIVISM
 NATURALISM (MATERIALISM)
• Naturalism is concerned with the “Natural
self” or the “real self”
• Naturalism separates nature from god
and allot no place for supernaturalism and
spiritualism.”
Chief proponants – Roussea , Aristotle
and Tagore
• Material world is real world, it is the reality.
• It is governed by natural laws which are
created by the man.
• Does not believe in spiritualism.
• Nature is an independent creature.
• Only nature is all nothing, nothing is before
and beyond it.
• Definition: “only nature, including humans
and our creations, is real; that God does
not exist; and the science alone can give us
complete and reliable knowledge of reality”
 CHARACTERISTICS OF NATURALISM

• Follows nature
• Child centered education
• Opposition of bookish knowledge
• Emphasis on training of senses
• Signifies on the freedom of the child
• Signifies on the capacities & interests of
the child
• Progressive
• Negative education
NATURALISM AND AIMS OF EDUCATION
• Self expression
• To prepare man for the struggle
• To facilitate to adjust with the environment
• Natural development
• Development of culture
• To perfect human machine
• Attainment of present & future happiness
• Autonomous development of personality
• Redirection of human instincts
• Proper utilization of leisure time
 NATURALISM & METHODS OF
EDUCATION
• Learning by doing
• Learning by playing
• Learning by direct experience
• Activity method
• Freedom in the child
• Negative method
 NATURALISM AND TEACHER

• Guide
• Observer
• Protector
• Organizer
 Merits of Naturalism
• It affords an uplifting & humanistic approach
in teaching & learning.
• Adults and children are equal.
• Individuality is respected
• Discipline comes in the self
• It avoids regular correction or harsh
approach.
• Children share freedom.
• Children take responsibility with children
 Demerits of naturalism
- It pays no attention to the spirituality.
- Implemented irrespective of their
individual difference.
- Difficult to apply in practical settings &
urban areas.
- Not appropriate for a huge amount of
learning
- It is difficult to apply without books.
 IDEALISM
• Idealism is the oldest philosophy and Plato
is the father of Idealism.
MEANING
• The word idealism is derived from the
Greek word “ide+as” which means “ to see”.
• Idealism believes that man is a combination
of spiritual and material aspects of which
the spiritual aspect is more important.
• Idealism defines education as “an all-round
drawing out of the best in man and child”.
• Idea means true and testified knowledge.
• The main subject of this philosophy is
idea- the reality of everything that lies in
ideas, thoughts and mind not in material
things.
• Idealism is representation of things in an
ideal form, imaginative treatment, system
of thought in which the object of external
perception is held to consist of ideas.
CHARACTRISTICS OF IDEALISM
• The universe exists in spirit
• Mechanical clarification of universe is
inadequate.
• Man is central in creation
• Stress on normative and social sciences
• Conceptualism
• Universe is knowable
• Importance is given to the mental or spiritual
aspect
 IDEALISM AND TEACHER
• Significant role; it affords spirituality in
teaching and learning.
• Self knowledge or self dynamism
• Peaches essential qualities of spiritualism
• Guide and philosopher
• Teaches cultural heritages
• Teaches spiritual values of the society.
 IDEALISM AND STUDENT
• Focuses on intellectual growth
• Development of character & values
• Emphasis on critical thinking
• Individual potentials
• Lifelong learning
 MERITS OF IDEALISM IN
EDUCATION
• Signal contribution
• Promotes universal education
• Stresses on instill of values(truth, beauty)
• Teacher plays vital role
• Growth of the self
• Values the personality & encourages
creativity
• The school has grown into vital in society
because of idealism
 DEMERITS OF IDEALISM IN
EDUCATION
• It is an abstract & vague doctrine.
• Avoids the realities
• It avoids the day to day life problem.
• Sets importance on thinking & mental
activities.
• Boosts intellectualization unnecessarily
• Study and memory are the method of teaching
• Humanities are given importance to develop
spirituality
 PRAGMATISM
• Pragmatism is a philosophical movement
that originated in the United States in the
late 19th century. It's characterized by the
idea that the usefulness or practicality of
an idea is the best way to measure its
merit. Pragmatists believe that language
and thought are tools for problem solving,
prediction, and action, rather than for
describing reality.
Biological pragmatism
PRINCIPLES OF PRAGMATISM
• Truth is ever changing
• Trust is formed by its result
• Problems are the motives of the truth
• Emphasis on social and democratic values
• Opposition to fixed ideals and values
• Emphasis on principles of utility
• Importance of man power
• Importance of present, past & future
• Opposition to social customs and
traditions
• Trust in pluralism
• Reality in making
• Faith in flexibility
 PRAGMATISM & METHODS OF
TEACHING
• Practical oriented
• Activity based method
• Preparation for practical life
• Learning by doing creates creativity,
develops confidence & cooperation.
• Teacher is experimental
• The student is required to find the truth.
• Stimulates interest
• Books & teachers not important
• Project method is the primary focus,
practical oriented.
 PRAGMATISM & TEACHER
• Assistant; direct & philosopher
• Purpose of teaching is to suggest
problems
• Stimulate them to find out the solutions
• Natural development of inborn qualities
 PRAGMATISM AND STUDENTS
• Learning through experience
• Problem solving skills
• Relevance to life
• Learning from mistakes
• Preparation for practical life
• Life-long learning attitude
 MERITS OF PRAGMATISM
• Creation of project method
• Significance to child
• Emphasis on activity
• Faith in applied life
• Social and democratic education
• Infusion of new life in education
DEMERITS OF PRAGMATISM
• Opposition to unchanging truth
• Opposition of prearranged ideas and
values
• No prearranged aims of education
• Denial of spirituality
• Opposition of intellectuality
• Denial of post
 REALISM
• Realists think that the study of ideas can
be improved by the study of material
things.
• Knowledge is power & obtaining
knowledge persons to solve problems and
to face life successfully.
• If the mind is empty slate, then knowledge
comes from things gained sensation and
reflection.
 REALISM AND METHODS OF
TEACHING
• Critical reasoning through observation.
• Supports accountability and performance
based teaching.
• Scientific research & development
• Recitation, demonstration,
experimentation, drills, exercises are the
procedures
• Simple to complex; concrete to abstract
• Enhanced learning in the course of direct
or indirect experiences.
• Field trips, lectures, films, TV, audio –
visual aids, computer technology are the
observable education.
• Fact’s analysis & questioning
• Medium of instruction is vernacular
• Curricular materials are ringing bells, time
periods, daily lesson plans
• Positive rewards can be given to children.
 REALISM AND TEACHER
• Simple to complex
• Teacher should be skilled
• Role model
• Helps in vocational skills
• Individual’s experience & spirit of inquiry is
more important
• Recapitulation is necessary
• One subject should be taught at one time.
• No pressure or compulsion to students
• Uniformity among children
• Things should be introduced first, then the
words.
• Entire knowledge should be gained after
experience.
• Correlation between utility in daily life &
education.
• The simple rules should be defined.
 REALISM AND STUDENT
• Should analyze rather than to construct.
• Find out the interest and teach
 MERITS OF REALISM
• Relies on practical knowledge
• Intends in development of a dynamic and
adoptable mind.
• Due importance to science & technology.
• Inductive & deductive method of teaching
• Not as authority , it emphasis on
objectivity.
• Development of proper attitude.
• Instructions are based on uniform scientific
method.
• Focuses on vocational education, adapts
the modern conditions, aspirations of
society.
 DEMERITS OF REALISM
• Emphasis on immediate reality.
• No importance to the emotions
• No place for intuition and meditation
• Importance given only for scientific
subjects.
• No faith in never ending values & ideals of
life.
CONTEMPORARY PHILOSOPHIES
• PERENNIALISM
• ESSENTIALISM
• EXISTENTIALISM
• RECONSTRUCTIONISM
• PROGRESSIVISM
 PERENNIALISM

• Teacher centered philosophy

• Focuses on eternal ideas & universal truth
• Written ideas are relevant and meaningful
and transfer the knowledge to another
generation.
• Aims to develop the students intellectually
and to prepare moral qualities.
• Emphasizes critical thinking skills in their
search for individual freedoms, human
rights & responsibilities through nature
 METHOD OF TEACHING IN
PERENNIALISM
• It focuses on core curriculum & natural
world.
• Syllabus based on cultural literacy
• Stresses on student’s growth in continuing
disciplines.
• Less importance on vocational & technical
education.
• More importance to humanities
ROLE OF TEACHER IN PERENNIALISM

• Less worried on student’s interest.

• More concerned on transferring knowledge.
• Conveys knowledge from one generation to
next generation.
• Reading is the only focus of the teacher
 MERITS & DEMERITS OF
PERENNIALISM
MERITS DEMERITS
Enhances thought& its May be boring due to traditional
all about reasoning & teaching methods
thinking
Improves understanding; May loss enthusiasm to study
required to memorize
facts
It strengthens the mind
due to philosophical
inquiry
 ESSENTIALISM
• Provides self assurance to the students with
the essentials of academic knowledge &
character development.
• It was popular by william bagley-American
educator.
• Identification of immature student by a well
educated teacher & will guide in caring &
cultural manner.
• Classroom is important in transferring the
knowledge.
• Contents are math, writing, reading
literature, natural science, history makes
the curriculum.
• Pass or fail system followed.
• Must pass in particular before going to the
next class.
• Standardized assessment is must to
assess the student’s mastery of the
content.
 ESSENTIALISM & TEACHER
• Role of the teacher is leader.
• Strict & corrective.
• Teacher is accountable.
• Teacher should be well qualified & control the
students with rewards & penalties.
• Teaches classroom procedures & gives
knowledge.
• Process of teaching & learning are separated with
lot of small steps.
• Direct teaching structured lesson.
 MERITS OF ESSENTIALISM
MERITS
Spins around the teacher spreading exact information to students in
an organized way
Teacher has responsibility in expose students to important subjects &
students interests would eventually follow.
Produces a academically educated students
Strong academic foundations classrooms where they can build basic
skills.

Students must work hard always.

Maintenance of discipline is Primary.
 DEMERITS OF ESSENTIALISM

• Student interests will not be considered.

• Teacher seems like a manager outside the
class
• Too much emphasis on specific knowledge
& not on other purposes of schooling.
• Over emphasis on core curriculum
 EXISTENTIALISM
• Focuses on the student’s freedom & agency to
choose the future.
• There is no GOD or higher power guiding the
students.
• All students should exercise their personal
agency & create their own meaning for life.
• Existentialists hold that human have no pregiven
purpose or essence laid out for them by GOD or
by nature; it is up to each one of us decide who &
what we are go through our own actions.
 CHARECTERISTICS OF
EXISTENTIALISM
• Commitment
• Personal Concern
• Concreteness of experience
• Uniqueness of the individual
VALUES OF EXISTENTIALISM
• Creative effort
• Personal love
• Individual dignity
• Freedom of choice
 METHODS OF TEACHING
• Focuses on individual
• Actions of historical individuals focused as
models
• Clarification strategy
• Teacher remains non judgmental and not to
impose their values.
• Encourages creativity & imagination more
than copying & imitating established
models.
 EXISTENTIALISM AND STUDENTS

• To relate with each student openly &

honestly.
• To create an environment in which they
freely choose their own preferred way.
• Help the students to define their own
essence by exposing them to various
paths
 EXISTENTIALISM AND TEACHERS

• Helps in identification & knowing of themselves

• Assisting in the process of becoming intelligent,
sensitive, choosing & active person in knowing
their obligations & responsibility of freedom.
• Identifies the learner’s challenges to become
fully existent.
• Define own existence
• Freely choosing their subjects which they want
to study.
 MERITS AND DEMERITS OF
EXISTENTIALISM
MERITS DEMERITS
1. Positive, speaks the 1. Difficult to conduct
principle of action
2. Stresses on liberty, 2.Observation takes
accountability ,choices more time & effort
3. Exerted on increasing 3. Concepts are not
request to the educator clear; Vague.
4.Focuses on human
existence & behaviour.
 RECONSTRUCTIONISM
• First time, it was used by John Dewey.
• Otherwise known as social reconstructionism.
• Educationists tasks are altering instrument &
social designer.
• Student centered philosophy; argumentative
world issues & uses current events as a
facilitator for the thinking process.
• Students are taught the significance of
working together to bring about change.
 PRINCIPLES OF
RECONSTRUCTIONISM
• Society & education needs regular
reconstruction.
• Interdisciplinary programmes
• Concentrates on social order & educate
persons in to a new population behavioral
roles.
• Educated person direct the process of social &
conscious evolution toward progressive goals
• Must be oriented on globalist & futuristic.
RECONSTRUCTIONISM & STUDENT

• Feel realize in the study.

• Seek the experience with oneself.
• Students role as agents of change.
• Students should know the problems & have
to create solutions.
• Students are hope, Problem solvers.
• Students should study their own culture, find
the causes for the problem & solving it.
 RECONSTRUCTIONISM AND
TEACHER
• Helps in the necessity of creating social
connections.
• Teachers will not tell what is right or wrong
in society, students should explore it.
• Teachers can present alternative view
points & facilitates students analysis of the
issue.
 MERITS & DEMERITS OF
RECONSTRUCTIONISM
MERITS DEMERITS

1. Students gain first hand 1.Lack of proper structure &

experience in studying real organization
social problems&
controversial issues.
2.Curriculum is based on Confusion & frustration to
democratic ideals & the students.
emphasis civic education.
3. Helps the student to think
in critical terms & expose
their assumptions &
practices.
 PROGRESSIVISM
• Collective term used in historiography to
characterize historical phases to think
about the progress.
• Started by john dewey; students learn by
their own experiences.
• Revolves around students needs; including
teaching students as good citizens.
• Focusing on the whole child concept.
• Collective term, used in historiography to
characterize historical phases in which
particular ways to think about the progress
are detectable.
• Ideas of progress are by john .B.Bury “
synthesis of the past” with a “ prophecy of
the future”, focuses less on the
interpretation of the advancement of the
past to the present& more on its “ bearing
on the future”.
 STEPS TO BUILD A REMARKABLE
STUDENT CENTERED CLASSROOM
1. Create ongoing projects to promote
mastery.
2. Integrate technology.
3. Replace homework with engaging in class
activities.
4. Eliminate rules & consequences.
5. Involve students in evaluation.
PROGRESSIVISM AND TEACHER
• The teacher who is vital in education process
& having richer, superior experience & she
will analyze the current situation.
• Teacher will act as a stage setter, guider &
coordinator.
• Teacher will act as a stage setter, guide &
coordinator.
• Involves in curriculum development.
• Determine student interest.
• As a facilitator or guide.
• Human elements, human beings are given
more importance.
• The teacher has to meet the needs of
pupil as good being.
 MERITS & DEMERITS OF
PROGRESSIVISM
MERITS DEMERITS
1. Students are active 1.Teacher is not total
learner & it allows students authority
to develop into uncovered to
real world.
2. Progressivism aid a 2.Students in the
student to have master in progressive classroom lack
skills needed after in the discipline.
completion of their careers
3. Promotes an enthusiasm
for learning new things
 PHILOSOPHY OF NURSING
EDUCATION
• Philosophy of nursing is a statement that
outlines a nurse’s values, ethics & beliefs, as
well as their motivation for being part of the
profession.
• A philosophy of nursing helps the beliefs &
theories that shape the choices make on the
job every day.
• Florence Nightingale developed a foundational
philosophy of nursing that is still in place today.
• Philosophy of nursing education is the
written statement of the believes, values,
attitudes & ideas which the faculty as a
group agreed upon in relation to the
nursing educational programme, such as
health, disease, nursing, nurse, nursing
profession, education, learner, society,
patient nursing education & preparation of
nurses.
- Traditionally nursing education focused
which was focused on supernaturalism.
- Love of God Or love of neighbor.
- After that changes were taken place.
- It was not advisable to adhere one type of
philosophy.
- Then decided to follow path of eclecticism;
to draw the best & useful aspects of
various educational philosophy.
EM OLIVIA-PHILOSOPHICAL POINTS

• The individual has intrinsic value and there

is worth inherent in human value.
• Nursing is traditional activity.
• Nursing’s uniqueness is in the way the basic,
social& biological sciences are synthesized
in functions that promote health.
• The individual nurse-citizen has some
control over & responsibility for the practical
& social milieu in which he /she lives
• Nursing is a process with a central subjective
purpose, an inherent organization or system &
dynamic creativity.
• Nursing functions are independent,
interdependent & collaborative.
• Nursing is a profession & nursing practice must
reflect professionalism.
• Nursing roles in the order of priority.
• The democratic mode of operation & the
implications of that democratic mode are a key
stone of nursing roles, organization & structure.
 ELEMENTS OF PHILOSOPHY OF
NURSING EDUCATION
• Holistic care
• Patient centered approach
• Ethical & moral values
• Evidence based practice.
• Cultural competence
• Critical thinking & clinical judgment
• Interdisciplinary collaboration
• life long learning
• Communication skills
• Promotion of health & wellness
• Adoptability & resilience
• Humanitarian values
• Reflective practice
 CONCLUSION
• Philosophy of nursing education should
contain guidelines for the nursing practice
as well as education.
• Should be developed by nurse leaders.
• Philosophy should be clearly stated &
directly related to the aims, objectives,
curriculum & other aspects of nursing
education.
THANK YOU