Philosophy of Education recommended for nursing personnel, Nursing Education

1. BY:
AMIT NEWTON
MSC PSYCHIATRIC NSG.

2. Etymologically the word “Philosophy” is derived from
two Greek words:
“Philos” means “love”
“Sophia” means “wisdom”
It is the loving and searching for wisdom and
truth.

3.  “ Philosophy is the science of knowledge - Fitch
 “ Philosophy is a search for a comprehensive view of
nature, an attempt at a universal explanation of nature
of things” - Henderson

4.  It is a living force, a way of life, an attitude towards life
and a search for truth and reality. It is a speculation
about nature and value of things. It is a search for
deeper and finer values of life.
 It is an inquiry into wholesome of things.
Every human being has its own philosophy some are
optimists, some are pessimists, some believe in God and
believe in destiny.

5. Branches
Of philosophy
Epistemology
Theory of knowledge
Ethics
Discussion of beauty
Logic
Study of ideal methods of
thought and reasoning
Metaphysics
Discussion about reality

6.  It is the branch of philosophy that examines the problems of
ultimate reality. It has five parts:
 a. Theology: deals with study about existence of God, his nature,
monotheism or polytheism and so on.
 b. Metaphysics regarding soul: This part deals with problems of
existence of life, existence of soul, freedom or dependence of
their existence and mutual relationship with body.
 c. Science of universe: This part deals with knowledge of universe
its mortal and immortal elements, mutual relationship of
different elements.
 d. Science of creation: This part deals with common problems of
connected with development of universe.
 e. Cosmology: This part deals with problems related with origin
and imposition of creation.

7.  It is part of philosophy which according to ancient
definition was called the original philosophy. It
attempts to answer the basic question: what
distinguishes true (adequate) knowledge from false
(inadequate) knowledge?

8.  This part deals with different problems connected with
conduct of man such as good and bad actions,
courtesy- discourtesy, their characteristics and so on

9.  It occupies an important place in philosophy for
reason that through logic nature of real is determined.
It is logic that gives an understanding of scientific
method of inquiry through its inductive and deductive
methods.

11. 2. Harmonizing old and new
traditions in field of Education

12. 4.Preparing young generation to
face challenges of modern time

14. Philosophy Education
It sets ideals, principles,
goals, values thus it is in
reality and truth
Education works on values
It is theory and speculative It explains how to achieve
the goals through man’s
educational efforts
It is the contemplative side It is the practice
It deals with abstract ideas
and ends the situation
process
It is the active side
It is the applied philosophy
It deals with concrete and
means
It is the art It is the science
It formulate the method It deals with process of
method

16.  Philosophy is the determining force in laying down the
aims of education. Aims of education (moral,
vocational, intellectual, spiritual) are based on views,
ideals, beliefs, values, standards of philosopher. The
educator select the material for instruction, determine
the methods of procedures for attainment of goals. So
the entire educational system proceeds with its
foundation on sound philosophy, e.g. naturalism
prefer self- preservation.

17.  Curriculum is the sum total of all activities and
experiences provided by the school to its pupil to
achieve the aims of education. The philosophy
determines the content and discipline that will
promote curriculum. Thus curriculum is different
with different school of philosophy according to
their own belief

18.  An appropriate textbook must be in accordance
with norms of knowledge which the children are
expected to know and accepted ideals of the
society and the prevailing philosophy of education
and the nation as a whole. Then only it will serve
desired purpose.

19.  Method is the process of establishing and
maintaining contact between the pupil and the
subject matter. Every system of education has its
own method of teaching based on its own
philosophical background. For example
Idealism: advocates question, answer, lectures and
discussion method.
Method is a procedure through which aim of
education is realized.

20.  Philosophy determines the nature and forms of
discipline. Discipline is nothing but the conduct of
the pupil. Discipline is mainly governed by the aim
of education. In the past, perfect order and silence
prevailed in the educational institutions, now we
insist on self- government of students and free
discipline.

21.  Teacher is the backbone of entire process of education.
A teacher needs the study of philosophy as a person
and as a teacher. Teacher influences the personality of
the child and instills in him a new outlook and way of
life. For example: Idealistic teacher is a person of high
ideals, ethics and morals, he/she is role- model for the
group of students.

22.  Evaluation is the pivot of education system. It
determines the extent to which aims and objectives are
being attained, but also brings improvement in
techniques and procedure of education. It is therefore
legitimate to ascertain how far our evaluation program
is in conformity with the philosophy that has
determined the aims and objectives of education, its
curriculum and its methodology.

23.  Traditional Philosophy
 Modern Contemporary Philosophy

24.  Naturalism
 Idealism
 Pragmatism
 Realism

25.  Perennialism(believes that the focus of education should
be the ideas that have lasted over centuries. They believe the
ideas are as relevant and meaningful today as when they were
written. They recommend that students learn from reading and
analyzing the works by history's finest thinkers and writers )
 Essentialism(tries to instill all students with the most
essential or basic academic knowledge and skills and character
development. It believe that teachers should try to embed
traditional moral values and virtues such as respect for authority,
consideration for others, and practicality and intellectual
knowledge that students need to become model citizens.

26.  Existentialism: the doctrine that man forms his
essence in the course of the life resulting from his
personal choices.
 Reconstructive: Social reconstructivism is a
philosophy that emphasizes the addressing of social
questions and a quest to create a better society and
worldwide democracy. Reconstructionist educators
focus on a curriculum that highlights social reform as
the aim of education

27.  Progressivism : Progressivists believe that education
should focus on the whole child, rather than on the
content or the teacher. This educational philosophy
stresses that students should test ideas by active
experimentation. Learning is rooted in the questions
of learners that arise through experiencing the world.
It is active, not passive. The learner is a problem solver
and thinker who makes meaning through his or her
individual experience in the physical and cultural
context. Effective teachers provide experiences so that
students can learn by doing

29.  Naturalism is the idea or beliefs that only natural law
and forces operate in the world; idea or belief that
nothing exists beyond natural world. Naturalists
believe that nature represents the entire reality. There
is nothing beyond/behind and other than nature

30.  Naturalism is the system of which the salient feature is
the exclusion of whatever is spiritual or indeed,
whatever is transcendental of experience.
- Hayward Joyee
 It is an philosophical generalization of science; the
application of the theories of science to the problems
of philosophy - Ralph Barton Perry

31.  Naturalism is the doctrine that separate nature from
God. Naturalism came as an opposition of traditional
method of teaching or idealism. According to
naturalists, human life is a part of nature it is a self-
sufficient entity having its own natural matter natural
force and natural laws. It emphasizes on “physical
world”. It does not believe in supernaturalism.

32.  Rabindranath Tagore
 Herbert Spencer
 Bacon
 James ward

33.  1. Physical Naturalism
 2. Biological Naturalism
 3. Mechanical Naturalism

34.  It believes that laws of physical nature govern the law
of human life and adherence to natural laws is
essential for human existence

35.  Biological Naturalism strongly agree with theory of
evolution and according to this philosophy, man being
the descendent of ape possess animal nature and is
devoid of any element of supernaturalism.

36.  It regards man is merely a machine, having no creative
capacity, purpose or direction. This philosophy aims at
training man as a good machine and keeping it in good
working condition

38.  1. Child centered education
 2. Education as the natural development of child’s
power and capacity
 3. Negative education in early childhood
 4. Education should be based on child’s psychology
 5. The role of teacher should be that of guide

39.  In naturalistic point of view prime importance is given
to the child. This is major contribution of naturalism
to the educational system. Today teacher role is
limited to facilitator of learning

40.  Education pattern should coincide with natural
development and learning capacities of child. To
achieve this education has to plan according to laws of
growth and development.

41.  In early childhood, simple persuasion is enough to
initiate learning instead of forcing the child to learn.

42.  This principle advocates the need for considering
individual differences among students. Individual
difference in intelligence, temperament and emotion
among students should be identified and taken into
account while implementing the educative process.
This principle is very much appreciated by modern
educationalists

43.  Instead of passively transferring of knowledge the
teacher as to arrange an environment with necessary
opportunities and material required for personal
development of child and guide the child as and when
needed. Quality such as love, sympathy and
understanding for child are very essential for good
teaching. In short child takes a center stage in
teaching/ learning process.

44.  Self- realization
 Self- preservation
 Self- expression
 Struggle for existence

45.  The function of education is to enable the individual
to enable this unity with himself and to establish a
harmony between the nature and ultimate nature of
universe. In short, we can say that naturalism aim at
the full and complete training of man for manhood a
not development of some parts of man.

46.  In naturalistic point of view self- preservation and self-
security is unavoidable aspect of life. Self- preservation
is a power to be our self, self- respect and values. It
provides definite direction in life.

47.  Naturalist believes that the children should be
provided with opportunities to express their ideas and
talent

48.  Physical world is full of pain and suffering. Hence
child has to educated in such a way that they will be
able to struggle for their existence and able to adjust
themselves with environment. Equipping the child to
struggle for existence and ensuring his survival by
making him the fittest

50.  According to naturalists, the children should be
educated in an atmosphere of freedom: freedom from
superimposed restriction and interferences. They
emphasis on activity or learning by doing. They
attempts to liberate education from four walls of the
classroom and wishes it be given in a wider sphere of
the natural surroundings of a child.

52.  1. Learning by doing
 2. Observation and experimentation
 3. Play way method
 4. Education through self-effort

53.  Naturalism not believes in traditional methods of
teaching through lecture, notes or textbooks. It
believes that a child learns best if he is allowed to do a
particular task by his/ her own method. They believe
that this leads to innovations.

54.  Observation is regarded as direct experience and
productive method when employed by a talented
teacher. Observation simplifies the learning process
and helps the student in retaining the learned skills
and facts. As naturalism believes in conducting
experiments, the children have to be provided with
practical experience.

55.  The naturalists advocate play-way as another
important method of imparting education. Its
underlying principle is that all learning should take
place in the spirit and by the method of play-way. It is,
therefore, regarded as the most natural and
outstanding method of creative education. It creates
the spirit of joyful, spontaneous and creative activity.

56.  This is a classical contribution of naturalism. The
naturalism recommends different kinds of
assignments and activities for attending all round
development through self-education. Naturalism
focuses on self-effort and self-interest of student in
education process as it does not follow any curriculum.

58.  Naturalists emphasize the study of sciences dealing with
nature such as physics, chemistry, biology, zoology, botany.
 They also give importance to the study of language and
mathematics.
 Naturalists give prominence to subjects like gardening,
agriculture, art, crafts, astronomy, geography as they are
directly related to the nature of the child.
 Naturalism does not follow any curriculum, every child is
expected to learn directly from nature through personal
experience, every child is given the right to determine his
own curriculum, the subjects should be correlated with the
play activity of the child and with life around him.

59.  In the naturalism teacher place is ‘behind the scene’
he/she is ‘observer’ of the child’s development.
Teacher can neither interfere with the activities of
children nor can impose his/ her ideals and ideas on
students. Here teacher takes the place of friend, guide
and philosopher and his duty is not to dictate a child
but to observe and suggest a child regarding various
action and modification. According to naturalists
teacher is only ‘ setter of stage’, a supplier of materials
and opportunities for the development of the child

60.  Extreme discipline is not desirable, as it stands in the
way of the child’s natural development.
 Naturalism believes that any wrong action done by
child is only his natural reaction towards some
situation and to punish anyone for any natural
reaction is utterly wrong.
 For regulating the conduct of the students, naturalists
have evolved the concept of student self-government
in tune the demand of a democratic society

62.  Nurse educator can choose the teaching methods like
project method, demonstration, field trip etc. Teacher
has to give liberty for the learner to select the problem
and work on it: teacher can facilitate total personality
development of learner. Teacher will assist student to
utilize the leisure time in productive manner in the
form of extracurricular and co-curricular activities like
sports, games, participating in competitions tec. Thus
education’s facilitates learner’s growth and
development i.e. “sound mind in a sound body”.

63.  1) Higher order of discipline may not be possible as
textbooks and teachers are not playing crucial role.
 2) Lacks of ideals, no place for spiritual values.
 3) No constructive suggestions to offer regarding a goal
for educative effort thus does not point to higher end
in educational process

64.  1. Definition and meaning of Philosophy
 2. Major branches and functions of Philosophy
 3. Relationship between philosophy
 4. Influence of philosophy on different aspects of
education
 5. Classification of educational philosophy
 6. Definition and meaning of naturalism
 7. Supporters and forms of naturalism
 8. Principles of naturalism

65.  9. Naturalism and aims of education
 10.Naturalism and organization of education and
method of teaching
 11. Implication of naturalism in nursing education
 12. Weakness of naturalism