Psycho Social & Philoso bases of Edu.pptx

E.co-lead, E.ce- Impro, E.
car-to bring

MEANING
• The act or process of imparting or acquiring general
knowledge, developing the powers of reasoning and judgment,
and generally of preparing oneself or others intellectually for
mature life.
• The act or process of imparting or acquiring particular
knowledge or skills, as for a profession.
• (https://www.dictionary.com/browse/education)

Con…
• Education is a purposeful activity directed at achieving
certain aims, such as transmitting knowledge or
fostering skills and character traits.(Wiki pedia)
• The process of teaching or learning, especially in
a school or college, or the knowledge that you get from
this:
• As a child he received most of his education at home.
• It's a country that places great importance on education.
• She lectures in education (= the study of education) at
the teacher training college.
• It's important for children to get a good education.
• (https://dictionary.cambridge.org/dictionary/english/education)

Con…
• The action or process of educating or of being educated
also : a stage of such a process
• The knowledge and development resulting from the process
of being educated.
• (https://www.merriamwebster.com/dictionary/education)
• Education, discipline that is concerned with methods
of teaching and learning in schools or school-
like environments as opposed to various non formal and
informal means of socialization.
• (https://www.britannica.com/topic/education)

Con…
• 1.Mahatma Gandhi : “By Education I mean an all-round drawing
out of the best in man – body, mind and spirit.”
• 2. Rabindranath Tagore : “Education enables the mind to find out
the ultimate truth, which gives us the wealth of inner light and
love and gives significance to life.”
• 3. Dr. Zakir Husain : “Education is the process of the individual
mind, getting to its full possible development.”
• 4. Swami Vivekananda : “Education is the manifestation of
divine perfection already existing in man.”
• 5. Aristotle: “Education is the creation of sound mind in a sound
body.”
• 6. Rousseau: “Education is the child’s development from
within.”
• 7. Herbert Spencer : “Education is complete living.”

Con…
• 8. Plato : “Education is the capacity to feel pleasure and pain at
the right moment.”
• 9. Pestalozzi : “Education is natural, harmonious and progressive
development of man’s innate powers.”
• 10. Froebel : “Education is enfoldment of what is already enfolded
in the germ.”
• 11. T.P. Nunn : “Education is the complete development of the
individuality of the child.”
• 12. John Dewey : “Education is the process of living through a
continuous reconstruction of experiences.”
• 13. Indira Gandhi : “Education is a liberating force and in our age
it is also a democratizing force, cutting across the barriers of caste
and class, smoothing out inequalities imposed by birth and other
circumstances.”
• https://www.inderdo.com/meaning-and-nature-of-education/

CHARACTERISTICS
1. Purposeful Activity
Education is an activity that has purpose all the time, irrespective of
formal, informal, or non formal nature. The purpose may vary according
to the need of the educant or the need of the society.
2. Deliberate(thoughtful) Process
Education is a deliberately planned process, which guides the student
throughout and helps in attaining knowledge, attitude and skills using the
available resources.
3. Planned Activity Based on Objectives
Educational activity is based on objectives. It is a carefully planned process
with short-term and long-term objectives. Well-framed objectives make the
education process to move in the right direction.

Con…
4. Education is Influenced by Society
Education and society go hand in hand. Societal
changes can influence education at the same time
education leads to the changes in the society.
Success of any education system lies in
understanding this reciprocating relationship
between education and society.
5. Education is Influenced by Technological
Advancements
Use of technology makes wider availability of
education and also improves the quality of
education. Development in technology brings
about changes and shift in educational goals, which
in turn stimulates the emergence of newer
techniques.

AIMS
• 1. They must, on the other hand, facilitate the creation of vital
links between children’s experiences at home and in the
community and what the school offers them.
• 2. Education must be a continuous process of self-discovery,
of learning the truth about oneself.
• 3. Value education cannot be imparted as a separate bit of
education; the whole of education has to be value education.
Here, we need powerful reminders, in a variety of ways, of the
Gandhian ideas of ahimsa, peace, and harmony

Con…
• 4. Cultural diversity is one of our greatest gifts. To respect and do
justice to others is also to respect and do justice to their respective
cultures or communities. As for education, its implication is that
ways of life other than one’s own must be imaginatively and
effectively presented as deserving of as much respect as one’s own.
• 5. Education must therefore promote and nourish(feed) as wide a
range of capacities and skills in our children as possible.
• 6. Literary and artistic creativity is as much part man’s epistemic
enterprise as is seeking knowledge through laboratory experiments
or deductive reasoning. The former frequently enables us to see the
truth in a way that the paradigmatic scientific quest cannot.

Con…
• 7. The process of education must therefore free itself from the
shackles(chains) of all kinds of exploitation and injustice
(e.g., poverty, gender discrimination, caste and communal
bias), which prevent our children from being part of the
process.
• 8. It is also essential that children take an active part in
creating such an environment for themselves.
• 9. It is of course equally important to see that children’s pride
in their own nation does not negate their pride in the great
achievements of humanity as a whole.
• https://ncert.nic.in/pdf/focus-group/aims_of_education.pdf

Con…
• Functions towards Individuals
• A. To provide growth and development-in biologically and
all-round development
• B. To direct, to guide, to control the innate capacities of the
child in to the channels approved by the society. i.e to
provide internal and external direction to them.
• C. To prepare the individual for the responsibilities and
privileges of adult life-the child will be able to face the
challenges that come across in life.

Con…
• Functions towards Society
• A. To make continuity of physical and social life- to make
physical life continue be reproduction & to make social life
continue by practicing and advancing current customs,
tradition, values and occupation of the community etc..
• B. To conserve social heritage and culture-it is important as
it transmit knowledge to man’s way of life.
• C. Progress of civilization-to re organize, reconstruct and
improve human experience to improve society.
• (https://www.yogiraj.co.in/functions-of-education)

FUNCTIONS
FUNCTIONS OF EDUCATION
The following are the functions of Education:
1) To complete the socialization process:
One of the main social objective of education is to complete the socialization process. With the
emergence of nuclear families, the role of school and other institutions in the socialization process
has increased considerably. The school trains the child to develop honesty, consideration for
others and ability to distinguish between right and wrong. Socialization process also enables the
child to co-operate with others and to grow as a good citizen by respecting the laws framed by the
society. Socialization is achieved through textbooks and learning experiences intended to develop
social skills.
2) To transmit the cultural heritage:
All societies are proud to uphold or highlight their cultural heritage and ascertain that the culture
is preserved and transmitted through social organization to future generation. All types of
education and all agencies of education have to carry out the function of cultural transmission in
an earnest way by teaching the elements of culture like literature, history, art, philosophy, etc.

3) Formation of social personality:
Personality of individual members in a society shares some
common features of the culture. Along with the process of
transmitting culture, education also contributes to the formation
of social personality. Formation of social personality helps man
to adjust with his environment and flourish himself in co-
operation with others.

• 4) Reformation of attitude:
• In the developmental process, child may have incorporated some
undesirable attitudes, beliefs and disbelief, localities, prejudices,
jealousy, hatred, etc. It is the duty of the education to reform the
undesirable attitudes and other negative aspects by means of
removing the wrong beliefs, illogical prejudices and unreasoned
localities from the child's mind. A collective effort by the school
and home will bring out spectacular results in the matter of
reforming attitudes.
• 5) Education for occupational placement-an instrument of
livelihood:
• Now a day, this is regarded as the first and foremost function of
education by a large section of people. This function is related to
the practical aim of education and receiving more attention due to
the diversified needs of the society. Education should prepare
students not only to foresee the future occupational position but
also enable them to attain it in an impressive way. The relevance
of this function is evident from the importance we are giving to

• 6) Conferring of status:
• It is understood that an individual's status in the society is determined by
the amount and type or kind of education he has received. In the current
situation, the kind of knowledge one is gaining is important than the amount.
For example, a graduate nurse or a diploma nurse can flourish anywhere in
the world compared to a person holding Ph.D. in a traditional subject.
• 7) Education encourages the spirit of competition:
• Healthy competition is essential for the growth of a democratic society.
Healthy competition can be manifested in the form of quality products and
services. From the school level itself students should realize the need for
engaging in healthy competition in order to lead a better life. Unfortunately,
our present education system is fostering unhealthy competition.
• 8) Education trains in skills that are required by the economy:
• Economy and education always enjoy a bilateral relationship for
example. The number of well-functioning hospitals is directly related to the
number of qualified and competent nurses passing out from the nursing
institutes. More patients will be admitted to a hospital which is providing
quality nursing care. This will lead to more money transactions and
ultimately results in the economic development of the nearby areas of the
hospital.

• 9) Foster participant democracy:
• In participant democracy, ordinary citizen is aware about his rights and
duties and participates actively in the democratic process. Literacy is
essential to nurture participant democracy and literature is the product of
education. Thus, education fosters participant democracy.
• 10) Education imparts values:
• Education help the students to realize the role of values in leading a good life
as a social being. Through various activities education imparts values such as
co-operation, team spirit, obedience, etc.
• 11) Education acts as an integrative force:
• Education acts as an integrative force in society by communicating values
that unite different sections of society. By and large students learn social
skills from the educational institutions. In India, through education we are
teaching the concept of 'unity in diversity' as a part of developing this
integrative force.
• 12) Values and orientation which are specific to certain professions are also
provided by education:
• This function deals mainly with the professional education. For example, in
nursing institutes, nursing students are educated in a particular way to meet
the health needs of the society.

Scope of Education
• Scope of education means range of view, outlook, field or
opportunity of activity, operation and application of education.
Education has a wider meaning and application.
• 1. Educational Philosophy
• Philosophy of education covers aims of education, nature of
education, importance of education, function of education its very
old and essential part of education.
• 2. Educational Psychology
• Main aim of education is the development of child. Psychology
helps to understand the child better and development of child with
respect of physical, mental, emotional, social adjustment, individual
difference, personality, thinking, reasoning, problem solving.

• 3. Educational Sociology
• A child lives in the society so it is important for him to know about the
society the nature of society, type of society, interdependence between
culture and society.
• 4. History of Education
• It is also important to know background, origin, development, growth and
aspect of the subjects. And also education system method of teaching during
ancient period, medieval period, British period and modern period.
• 5. Economics of Education
• For the growth of business and market the world class economical education
is important for each and important.
• 6. Method of Teaching
• In ancient time the pupil were passive listeners but now they actively
participate with the teacher in the process of education. So the skill and
proficiency of difference teaching methods needs to be developed

• 7. Educational Administration and Supervision
• The educational institution and the system has to be supervised and
administrated smoothly so that the process of education goes well. Regulation
of fund, democratic administration, autonomy, personnel management etc.
• 8. Problems of Education
• This scope of education includes problems of teaching management of
education and also suggestion and remedies for it.
• 9. Population Education
• Viewing at the undesirable growth of population, an awareness is created
through population education.
• 10. Environmental Education
• Ecological in balances have drown the attentions of intelligence today. So
looking at the environmental problems study of environment education has
great
importance.https://educarepk.com/scopefeducation.html#:~:text=Scope%20of
%20education%20means%20range,a%20wider%20meaning%20and%20appli
cation.

3 Types of Education
• Formal Education
• Informal Education
• Non-formal Education

Formal Education
• This is also known as formal learning which usually takes place
within the premises(buildings) of the school. It refers to the basic
academic knowledge that a child learns in a formal manner.
• This continues from an elementary school to secondary school
and further on to colleges. Such an education is provided by
specially qualified teachers who are efficient enough with the art
of instruction.
• The student and the teacher are both aware of the facts and engage
themselves through a process of education. Some of the examples of
formal education are classroom learning, Institute
grading/certification, or planned education of different subjects
with a proper syllabus acquired by attending an institution.

Informal Education
• This is the type of education wherein a parent is teaching a
child things that are beyond academics like preparing a meal
or riding a bicycle.
• People can also get informal education through books or
educational websites. This is an education that is not derived
in schools through a proper learning method. It is not pre-
planned nor deliberate.
• It is an experience that an individual garners(gathers) by
undergoing regular practice and observing others. Some of
the examples may be teaching a child with some basic
personality traits, learning a mother tongue, performing
certain extracurricular activities, etc.

• It refers to adult basic education, adult literacy education,
or skill development. It can take different forms of learning,
which is consistently (constantly)and systematically
provided in order to develop a particular skill or ability in
an individual.
• This type of education is highly flexible and includes a wide
range of activities. Some of the examples may be fitness
programs, community-based adult education courses, and
free courses on different platforms, etc.

EDUCATION AS
SCIENCE
• Science is defined as “the intellectual and practical activity
that encompasses the systematic study of the structure and
behavior of the physical and natural world through
observation and experiment”. Science relies on the
accumulation of previously acquired knowledge. Scientists
collaborate and learn from one another. They observe, test and
experiment so that new knowledge can be obtained.
• Now contrast that with Education. When it comes to
Education, dogma (doctrine) trumps(wins) evidence and
strongly held beliefs win over testing, experimentation and
innovation. Whereas in Science they tinker(repair),
tweak(twist) and fix(hit), in Education we prefer to say “if
aren't broke, don’t fix it”.

Con…
• As a result, it is very sad to think that whilst(while) Science is
taking us on a marvelous and unceasing (unending)voyage
of knowledge and discovery, Education remains
stuck(trapped) somewhere in the 1940s.
• In my view, Education needs to take a leaf from Science’s
book: we need to encourage research and experimentation so
evidence can be obtained on which to base our practice. There
really ought to be no room for dogma or belief, however
strongly held. We can do better than this. We have to do better
than this.

Con…
• https://www.josepicardo.com/education/education-as-a-
science/
• Education sciences include many topics, such
as pedagogy, andragogy, curriculum, learning and
education policy organization and leadership. Educational
thought is informed by many disciplines, such
as history, philosophy, sociology, and psychology.

Normative theories of education
• Normative theories of education provide the norms, goals, and standards
of education.
• Educational philosophies
• 1. Basic normative premises about what is good or right; 2. Basic
factual premises about humanity and the world; 3. Conclusions, based
on these two kinds of premises, about the dispositions education should
foster; 4. Further factual premises about such things as the psychology of
learning and methods of teaching; and 5. Further conclusions about such
things as the methods that education should use.“
• Curriculum theory
• Normative theories of curriculum aim to "describe, or set norms, for
conditions surrounding many of the concepts and constructs" that
define curriculum. These normative propositions differ from those above in
that normative curriculum theory is not necessarily untestable

Feminist educational theory
• Feminist educational theory derives from the feminist
movement, particularly that of the early 1970s, which
prominent feminist bell hooks describes as, “a movement to
end sexism, sexist exploitation, and oppression”

Descriptive theories of education
Descriptie theories of education provide descriptions or explanations of the
processes of education.
• Curriculum theory
• Descriptive theories of curriculum explain how curricula "benefit or
harm all publics it touches". The term hidden curriculum describes that
which is learned simply by being in a learning environment. For example,
a student in a teacher-led classroom is learning submission. The hidden
curriculum is not necessarily intentional.
• Instructional theory
• Instructional theories focus on the methods of instruction for
teaching curricula. Theories include the methods of: autonomous
learning, coyote(present) teaching, inquiry-based
instruction, lecture, maturations, Socratic method, outcome-based
education, taking children seriously, transformative learning.

The nature of the learner and of learning
Philosophical anthropology
• Philosophical anthropology is the philosophical study of human
nature. In terms of learning, examples of descriptive theories of the
learner are: a mind, soul, and spirit capable of emulating the
Absolute Mind (Idealism); an orderly, sensing, and rational being
capable of understanding the world of things (Realism), a
rational being with a soul modeled after God and who comes to
know God through reason and revelation (Neo-Thomism), an
evolving and active being capable of interacting with the
environment (Pragmatism), a fundamentally free and individual
being who is capable of being authentic through the making of
and taking responsibility for choices (Existentialism).
• Educational psychology
• Educational psychology is an empirical science that provides
descriptive theories of how people learn. Examples of theories of
education in psychology
are: constructivism, behaviorism, cognitivism, and motivational
theory.

Con…
• Educational neuroscience
• Educational neuroscience is an emerging field that brings together
researchers in diverse disciplines to explore the interactions between
biological processes and education.
• Sociology of education
• The sociology of education is the study of how
public institutions and individual experiences
affect education and its outcomes. It is most concerned with the
public schooling systems of modern industrial societies, including
the expansion of higher, further, adult,
and continuing education. Examples of theories of education from
sociology include: functionalism, conflict theory, social efficiency,
and social mobility.

Con..
• Educational anthropology
• Educational anthropology is a sub-field of anthropology and is
widely associated with the pioneering work of George
Spindler. As the name would suggest, the focus of educational
anthropology is obviously on education, although an
anthropological approach to education tends to focus on the
cultural aspects of education, including informal as well as
formal education. As education involves understandings of
who we are. Accordingly, thus it is also not surprising that
educational anthropology has become increasingly focused on
ethnic(cultural) identity and ethnic change.
• https://en.wikipedia.org/wiki/Education_sciences

EDUCATION AS A SOCIAL PROCESS
• Social Functions of Education:
• Education as social institution, plays a vital role in our
society. The function of education is multi dimensional within
the school system and outside it. It performs the function of
socialising the individual for a variety of social roles and
development of personality. It is also an important part of the
control mechanisms of society. Education is a necessity right
from the simple society to modern complex industrial
society

Con…
• Education is the social process by which individual learns the
things necessary to fit him to the social life of his society.
Thus, education is both acquisition of knowledge or art of
teaching and learning of values, norms and skills.
Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, beliefs, and habits.
Educational methods include teaching, training,
storytelling, discussion and directed research.

1. Socialization & 2.Development of Personality
• 1. Socialisation:
The most important function of education is socialisation. The people
have no knowledge about the culture of their society. They must learn
them and they must learn the way which their society is functioning.
Hence, the children as they grow up must be introduced into the culture
which they are going to face.
• 2. Development of Personality:
Education plays an important role in the development of personality. The
object of education, as said Durkheim “is to awaken and develop in the
child those physical, intellectual and moral states which are required of
him both by his society as a whole and by the milieu for which he is
specially designed”. Education helps the development of the qualities of an
individual, such as physical, mental and emotional make-up as well as
his temperament and character.

Con…
• The self, the core of personality, develops out of the child’s
interaction with other. Subsequently, the habits, traits,
attitudes and ideals of an individual is patterned by the
process of education. A learner’s personality is also
developed indirectly when he is encouraged to form his own
attitudes and values by studying outstanding people in
history and literature. Moreover, a learner is also influenced
by the outlook and attitudes of fellow students and teachers.

3. Social Control
• 3. Social Control:
Education plays a vital role in regulating individual behaviour
through transmitting a way of life and communicating ideas
and values to the new generations.
One way that education contributes to the regulations of social
conduct, says Bottomore, “is in the early socialisation of the
child”. In order to transmit its social heritage and survive
as a social order all societies develop educational systems
to train its younger generations. The young must be
consciously trained for their adult roles to maintain the
society. Through the
process of education society regulates the behaviour of its
members and enforces conformity to its norms. The new
generations are instructed to observe the social norms, the
violation of which may invite punishment.

4. Social Integration & 5. Determination of
Status
• 4. Social Integration:
Education, by imparting values, also integrates people into the
broader society. The curriculum of the school, its ‘extra-curricular’
activities and the informal relationship among students and teachers
communicate certain values and social skills such as cooperation or
team-spirit, obedience, fair play.
5. Determination of Status:
Determination of status of an individual is an important function of
education. Amount of education is a good indicator of socio-
economic status, from lower working class to upper class, education
leads to economic opportunity. It is through education young people
secure higher status jobs than their parents. With higher incomes
they come to associate with the persons of higher status. Thus,
education provides the channel to better socio-economic status.

6. Provides Route for Social Mobility
• 6. Provides Route for Social Mobility:
Educational qualifications increasingly form the basis for the
allocation of individuals to social statuses and social mobility.
There has been steady move from one status to other due to
educational attainment. An industrial society like United
States or Great Britain places increasing emphasis on the
attainment of both of the skills acquired in elementary,
secondary and higher education and of the educational
credentials that a person has acquired the skills for a job.
The educational system whether industrial societies or in
developing societies like India tend to create and maintain a
broad division between elites and masses, between
education for intellectual and for manual occupations.
Such differentiation within the educational system is closely
linked to the system of social stratification(division in diff

7. Social Development
• 7. Social Development:
Skills and values learned in education are directly related to the way
to which the economy and the occupational structure operate.
Education trains the individuals in skills that are required by the
economy. In modern planned economy the output of skilled people
must be consciously geared to the economic and social priorities of
the society.
• What Everyone Must Know About Education Is A Social Process
As education and enlightenment spread and life came to be more
complex the nation of tribal life began to appear as primitive and
irrational. Man realised the necessity of having a wider conception
of society. Gradually, therefore, the idea of nationalism as opposed
to tribalism and feudalism, took birth. All this happened towards the
end of the Middle Ages in Europe, and by the beginning of the 16th
century, nationalism became the accepted creed in every country
and powerful nation-states came into being.

Con…
• Education is a social process, because it cannot be limited to some books
and speeches. Education contain all about life experience. The concept of
human civilisation is highly complex and does not lend itself to a precise
definition. Nevertheless, it will be readily conceded that one of its essential
elements is man’s constant endeavour for broadening his outlook and
interest. Biologically, man is a self-centred creature, anxious for the
fulfilment of his physical needs like thirst hunger, rest, mating and
procreation, etc.
But since man is rational animal, his reason teaches him not to give a free
play to his animal instincts. Consequently, man has been endeavouring,
through ages, to sublimate his primitive instincts and learn to living
organised society and appreciate his rights and duties therein.
• https://www.academia.edu/49362698/DISCUSS_EDUCATION_AS_A_SO
CIAL_PROCESS

EDUCATION FOR HUMAN RESOURCE
DEVELOPMENT
Development of human resources is essential for any organization
that would like to be dynamic and growth-oriented. Unlike other
resources, human resources have rather unlimited potential
capabilities. The potential can be used only by creating a
climate that can continuously identify, bring to surface,
nurture and use the capabilities of people. Human Resource
Development (HRD) system aims at creating such a climate

DEFINITION
• According to Leonard Nadler, "Human resource development
is a series of organized activities, conducted within a
specialized time and designed to produce behavioral changes."

Con…
• Education of women: The national policy on education, 1986
emphasizes education for females so that women can achieve equality. This
obviously developed new values and society has started respecting women
altogether. This was made to remove woman’s illiteracy and removing
obstacles so that they can access education easily. Women now can take
part in vocational, technical, and professional courses without any kind
of hindrance.
• Education of backward classes: Education is surely related to the
development of the community as well as the individual. In India,
education has played a vital role for centuries now. The best part about the
evolvement is that now weaker sections have access to higher education.
The rate of illiteracy and social backwardness has decreased over the
years. However, we should not forget history where they have been
exploited and harassed due to lack of education.

Con…
• Role of Education in Human Resource
Development: Education shapes our present actions,
influences our future plans as well as has an impact on our past
history. It is important so that individuals can reach their goals
and achievements. Education and Human Development are co-
related.

Con…
• The role of education in human capital formation: An
educated society will obviously crave for development while
an illiterate one will be satisfied with whatever they have.
Education boosts productivity and prosperity. It plays a
huge role in developing a society and providing cultural
richness.
• https://www.pitcs.in/role-of-education-in-human-resource-
development/#:~:text=The%20role%20of%20education%20in,
been%20proved%20time%20and%20again

 The term "philosophy" means, "love of wisdom." In a
broad sense, philosophy is an activity people undertake
when they seek to understand fundamental truths about
themselves, the world in which they live, and their
relationships to the world and to each other. As an
academic discipline philosophy is much the same.
Those who study philosophy are perpetually engaged in
asking, answering, and arguing for their answers to
lifeâ€™s most basic questions.
 https://philosophy.fsu.edu/undergraduate-study/why-
philosophy/What-is-Philosophy

 Philosophy (from Greek: φιλοσοφία, philosophia, 'love of wisdom‘)is
the processing of general and fundamental questions, such as those
about existence, reason, knowledge, values, mind, and language. Some
sources claim the term was coined by Pythagoras (c. 570 – c. 495 BCE),
although this theory is disputed by some. Philosophical
methods include questioning, critical discussion, rational argument and
systematic presentation.
 Historically, philosophy encompassed all bodies of knowledge and a
practitioner was known as a philosopher. "Natural philosophy," which
began as a discipline in ancient India and Ancient Greece,
encompasses astronomy, medicine, and physics. For example, Isaac
Newton's 1687 Mathematical Principles of Natural Philosophy later
became classified as a book of physics.

 In the 19th century, the growth of modern research universities led
academic philosophy and other disciplines to professionalize and
specialize. Since then, various areas of investigation that were
traditionally part of philosophy have become separate academic
disciplines, and namely the social sciences such
as psychology, sociology, linguistics, and economics.
 Today, major subfields of academic philosophy include metaphysics,
which is concerned with the fundamental nature
of existence and reality; epistemology, which studies the nature
of knowledge and belief; ethics, which is concerned with moral value;
and logic, which studies the rules of inference that allow one to
derive conclusions from true premises. Other notable subfields
include philosophy of religion, philosophy of science, political
philosophy, aesthetics, philosophy of language, and philosophy of
mind.

 Definitions of Philosophy
 Philosophy is a critical(serious) approach to the human
life, all objective events and to all scientific knowledge,
which is the essence of all knowledge, sciences and the
human life. Here are some definition of philosophy given
by famous philosophers:
 Philosophy is t]hat which grasps its own era in thought.”
— [ Hegel]
 Philosophy is a]n interpretation of the world in order to
change it.” — [ Karl Marx]
 “… [philosophy] is the acquisition of knowledge.” —
[Plato]

 Philosophy is the science which investigates the nature of
being, as it is in itself.— [Aristotle]
 Philosophy is a science of sciences.— [Comte]
 Philosophy is the science and criticism of cognition.—
[Immanuel Kant]
 Philosophy in full sense is only man’s thinking.—
[William James]” (Pure rational-conceptual thought
regarding different aspects of human life or a critical
thought over such kind of thoughts may be called as
philosophy.)
 https://philgcg11chd.wordpress.com/category/meaning-and-
definition-of-philosophy/

 Career/Scope of Philosophy
◦ Teacher
◦ Paralegal
◦ Marketing Consultant
◦ Research Consultant
◦ Data Analyst
◦ Professor
◦ Lawyer
◦ Health Services Administrator
◦ Journalist
◦ Psychologist

 Some of the best career options after Philosophy
include the following.
 Teacher
 Teachers are responsible for creating a curriculum,
facilitating class discussions, coaching students,
and marking exams. They’re also in charge of
encouraging pupils to express themselves freely
and introducing them to concepts like ethics, logic,
and metaphysics.

 Paralegal
 Philosophy is linked to the law in many ways, so students
interested in pursuing a career in the legal system may study
philosophy in college. Some philosophy majors work as
paralegals before or instead of entering law school. Paralegals
typically work in law firms, assisting lawyers with research,
drafting, and organising legal papers. They are also known as
legal assistants in other cases. To work as a paralegal,
candidates must have at least an associate’s degree and, in some
situations, a paralegal certificate.

 Marketing Consultant
 Companies use marketing consultants to figure out how to best
advertise their products or services by understanding and
analyzing consumer behavior. They make strategies to boost
sales and boost profits. They may also work on promotional
initiatives directly and develop marketing content for a range of
mediums, such as print, web, and television. Marketing
consultants usually have excellent communication skills as well
as the ability to comprehend and interpret human behavior.

 Research Consultant
 Companies hire research consultants to conduct
particular industry-related research and assess the
results. It is their responsibility to find answers to a
company’s or a client’s questions or problems. They
must collect, evaluate, and display information or data in
a clear and understandable manner. From technology to
medical, research consultants can operate in practically any
field.

 Data Analyst
 Data analysts collect statistics and information for
businesses, analyze it, and display it in a clear and
intelligible manner. The idea is to improve a
company’s plans and judgments using this data.
Data analysts should be great problem solvers and
communicators who can spot patterns and trends.

 Professor
 Professors may teach college courses in addition to
conducting research and writing scholarly books
and papers. In their area of expertise, they prepare
lectures, seminars, and coursework for
undergraduate and graduate students.
 .

 Lawyer
 Lawyers provide legal counsel and represent individuals
and businesses in court. They may focus on a particular area
of law, such as criminal, civil(public/political), or
corporate law. Lawyers must be committed to justice and
have a full understanding of legal institutions and laws.
They should be able to communicate effectively and
analyze data, as well as construct meaningful and
persuasive (convincing)arguments

 Health Services Administrator
 Hospital managers oversee the day-to-day operations of hospitals and
other healthcare organizations. They could be in charge of the company’s
policy, communications, administration, budgeting, or human
resources. They may be in charge of a large facility or a single department.
Administrators in the healthcare field should have strong problem-solving
and communication abilities, as well as an understanding of human
behavior and societal challenges.
 Journalist
 Journalists gather information and convey facts to the public for news
organizations, research firms, industry journals, and other
organizations. To be able to express details in simple terms, they must have
good writing, communication, and analytical skills. A journalist may write
for print newspapers, the internet, radio programmes, or television shows.

 Psychologist
 Individuals, families, and groups collaborate
with psychologists to solve mental, emotional and other
personal challenges. They meet with clients in private and
assist with the diagnosis and treatment of mental and behavioral
illnesses. Psychologists must have strong listening,
communication, and analytical abilities, as well as the ability
to comprehend problems from several angles.
https://leverageedu.com/blog/scope-of-
philosophy/#:~:text=There%20are%207%20branches%20of,Epis
temology%2C%20Ethics%20and%20Political%20Philosophy.

 1. Both Education and Philosophy are dynamic: This
means that both are not static and are always changing.
Education on one hand develops a person according to
the changing conditions and it impacts knowledge
tailored towards the changing needs of the society.
Philosophy on the same hand deals with ideas, ever
changing opinions of philosophers, the varying
philosophical views and a dialectical(logical
discussion) process of analyzing the various
Philosophical ideas.

 Con…
2. Education is the dynamic side of Philosophy: This means
that Education is the practical side of Philosophy as every
Philosophical thoughts is put into practice by education and
these findings of knowledge, belief and wisdom by
Philosophers are transmitted to younger generations through
education.
3. Philosophers are Educationists as both Philosophy and
Education are two sides of the same coin which is based on
Wisdom, Ideology and Critical enquiry. Thus, people who
are Philosophers naturally becomes an Educationist.

 4. Education is dependent on Philosophy as Philosophy
influences how we feel towards Education and Education is
also the practical means of expressing a Philosophical idea.
 5. Philosophy is incorporated(combined) into Education
as in all Educational curriculum in the world, Philosophy is
being taught either directly or indirectly, and Philosophy has
now even become a special study on its own; known as
Philosophy of Education or Educational Philosophy. This
Study is an applied or practical Philosophy which
investigates into the nature of education, aims of education
and Philosophical problems arising from Educational
theories and practices.

 6. Philosophy greatly influences the choice of educational materials or textbook
as most of these textbooks contains Philosophical enquires, report of a
finding and all. Additionally, these Academic materials mirrors the Philosophy
of people. For instance, a textbook may contain contents about Culture, ideals of
democracy, and more which reflects the nature, way of life, belief and
Philosophical ideology of people.
 7. Both Education and Philosophy involves Theory and Philosophy makes a
student smarter, broad-minded and hungry for knowledge.
 8. Philosophy determines various aspects of education such as Educational
curriculum, discipline, textbooks, materials, et cetera.
 9. Philosophy gives ideas and Education works out these ideas given by
Philosophy.
 10. Education cannot effectively function without Philosophy and vice versa.
Both Education and Philosophy therefore depends on each other.
https://bscholarly.com/relationship-between-philosophy-and-education/

WESTERN
PHILOSOPIES
BY
Dr.S.JERSLIN

IDEALISM
.
Exponents
Socrates, Plato, Descartes, Spinoza, Barkley, Kant, Fitche, Schelling,
Hegel, Schopenhauer, T.H. Green, Gentile, Froebel Swami Dayanand,
R.N. Tagore, Gandhi, Aurobindo and Vivekananda.
Fundamental
Principles:
1. Mind and thought are real
2. The outlook is spiritual.
3. Believe in the existence of God.
4. Ultimate reality is spiritual.
5. Universe is created by God.
6. Eternal values like truth, goodness and beauty are
perennial(Constant) and not subject to change.
7. Spiritual laws are universal.
8. Values are predetermined.
9. It is a monistic(only one thing) concept.
10. It is psycho-centric (mind is at the centre of reality.)

Educational Principles:
1. Spiritual is at the base of education.
Emphasis is on the spiritual and moral
environment.
2. Teacher and curriculum are the centres of
education.
3. Emphasizes book learning.
4. Attaches emphasis on discipline of the child.
5. Emphasizes on thinking and reasoning.
6. Believes in positive education.
7. Education is the dynamic side of
philosophy.

D. Aims of Education
1. The aim of education is self-realization.
2. Aims at spiritual development.
3. Development of moral sense.
4. Development of creative power.
5. Development of complete man.
6. Preservation and enrichment of cultural
environment.
7. Realization of Truth, Beauty and Goodness.

E. Curriculum:
1. Emphasis is on Ethics and study of
humanities.
2. Based on moral, spiritual and
intellectual values.
3. Important subjects are religion. Ethics,
Art, Language, Literature, music.,
philosophy, History etc.

• F. Methods of
Teaching:
• 1. Advocating a lot
of methods. Not
advocated a single
method.
• 2. Questioning,
conversation,
Dialogue,
Discussion,
Lecture, Inductive
and Deductive,
Play-way, Story-
telling, Exercise
or practice,
Argumentation,
Book study etc..
• G. Discipline:
• 1. Unrestrained
freedom is not
allowed.
• 2. Emphasizes
regulated
freedom.
• 3. Emphasizes
impres-
sionistic(sugge
stive)
discipline.
• 4. Self-
discipline.

• H. Teacher:
• 1. Teacher’s
position is very
high.
• 2. He guides,
directs, suggests
and controls the
situation. He is
like a gardener
whose function
is to carefully
tend the little
plants under his
disposition.(char
acter)
• I. School:
• 1. It is the only
place for
regular and
effective
education.
• 2. It is a place
for carrying
pleasant and
joyful
activities.

NATURALISM
• A. Exponents:
• Aristotle, August
Comte, Hobbes,
Bacon, Darwin,
Lamarck, Huxley,
Spencer, G.B. Shaw,
Pestalozzi, J.J.
Rousseau, Samuel
Butler.
• B. Fundamental Principles:
• 1. Nature alone is entire reality, it is
ready-made.
• 2. The outlook is materialistic.
• 3. Do not believe in existence of
God.
• 4. Ultimate reality is physical.
• 5. Universe is the natural creation.
• 6. There is no spiritual values.
• 7. Do not believe in value, soul, God,
religion and divine spirit.
• 8. Physical and natural laws are
universal.
• 9. It is a monistic concept.
• 10. It is nature-centric (nature is at
the centre).

• C. Educational Principles:
• 1. Based on psychology. Child is the center
of education.
• 2. It emphasizes basic instincts, interests
and tendencies.
• 3. Nature is the base. “Follow Nature” is the
slogan.
• 4. Puts emphasis on unrestrained freedom.
• 5. Opposes bookish knowledge.
• 6. Believes in negative education.
• 7. Education is the dynamic side of
philosophy.
• D. Aims of Education:
• 1. The aim of education is self-expression.
• 2. Emphasizes the autonomous development of
personality.
• 3. Adjustment to environment.
• 4. Preparation for struggle of existence.
• 5. Attainment of present and future
happiness.

• E. Curriculum:
• 1. Emphasis on Science
• 2. It is based on need, ability,
aptitude and the nature of
the child
• 3. Humanities occupy
subsidiary place in the
curriculum.
• 4. Main subjects are Games
and Sports, Physical
sciences, Physiology,
Hygiene, Physics,
Chemistry, Biology,
Sociology, Domestic science.
• F. Methods of Teaching:
• 1. Learning by doing, learning
through experience, play-way
method, observation, Dalton Plan,
Direct method, Heuristic,
Montessori. Kindergarten
methods.
• G. Discipline:
• 1. Unrestrained(not controlled)
freedom, discipline through
natural consequences(values).
• 2. Emphasizes emancipatory (social
freedom)discipline

• H. Teacher:
• 1. Teacher is behind
the scene.
• 2. He is hot to
interfere in the
child’s activities
• 3. His role is
subsidiary.
• 4. He is a stage-
setter, setting the
stage.
• I. School:
• 1. Nature is the
best school.
• 2. School should
be a natural and
spontaneous field
for undertaking
free activities by
children.

Realism
• A. Exponentsno of
times)
• Aristotle, Iramus,
Rebellias, Milton,
Lord Montaigne,
Locke, Bacon,
Commenius, White-
head, Bertrand
Russell Mulcaster,
Ratke.
• 1. Physical world is real.
• 2. Importance on material world which is
real.
• 3. Cause-effect relationship is universal
and universally accepted.
• 4. Fully scientific attitude.
• 5. Do not believe in the existence of God.
• 6. Matter is the centre of reality, (matter-
centric).
• 7. Believe in material prosperity and
comfortable living.
• 8. It is a pluralistic concept
• 9. Physical laws are universal.
• 10. It is reality-centred.

• 1. Based on science only
material world is the base.
• 2. Emphasises child- centered
education. Education is to be
imparted in accordance with
the interests of the child.
• 3. Emphasises observation,
experimentation, and
experience.
• 4. Opposes bookish learning.
• 5. It is liable to change
according to a change in life.
• 6. Attaches due importance to
discipline.
• 7. Philosophy is developed
from education.
• D. Aims of
Education:
• 1. Preparing the child
for a real life.
• 2. Development of
physical and mental
powers of the child.
• 3. Development and
training of senses.
• 4. Development of a
complete man.
• 5. Adjustment with
physical and social
environment.
• 6. Imparting
vocational
education.

• E. Curriculum:
• 1. Subjects concerning day-to-
day life are included.
• 2. Emphasis on practical and
utilitarian subjects.
• 3. Main subjects are Natural
science, Biological science,
Physical sciences, Health,
Culture, Math’s, Geography,
History, Astronomy, Sports
and Vocational education.
• F. Methods of Teaching:
• 1. Inductive method,
objective methods, learning
by walking and by
experience, correlation
teaching, experimental
method and heuristic
method etc..

• G. Discipline:
• 1. Restricted freedom.
• 2. Self-discipline.
• 3. Emphasises a synthetic type of
impressionistic(un focused) and
emancipating (freeing)discipline.
• H. Teacher:
• 1. Teacher’s role is supreme.
• 2. He should present facts in the real
form in an intelligent way. He should
not add any thing of his own.
• 3. He should provide opportunities for
observation and experimentation.
• I. School:
• 1. It is a
socially well-
planned
institution.
• 2. It is a
mirror of
society.

PRAGMATISM
• A. Exponents:
• William James,
Charles Pierce,
Schiller, John j
Dewey,
Kilpatrick.
• 1. Reality is in process, it is still in making
and not read-made.
• 2. The outlook is social.
• 3. Believe in the existence of God to an
extent.
• 4. Ultimate reality is utility.
• 5. Universe has been created by man.
• 6. Values are changeable which are created
by man.
• 7.It is anthropos-centric. Human experience
at the centre of reality.
• 8. It is pluralistic.
• 9. No law is universal. Society is the base.
• 10. It is anthropo-centric.

• 1. Emphasises on social and physical
environment.
• 2. Attaches importance on experimentation,
experience and utility.
• 3. Child is at the centre of all educational
activities.
• 4. Opposes bookish learning.
• 5. Philosophy is developed from education.
• 6. Supports restricted freedom of the child.
• 7. Education is a dynamic and active process.
• D. Aims of Education:
• 1. The aim of education is
dynamic in nature.
• 2. Aims at social efficiency
• 3. Adjustment with
present and to change the
present.
• 4. Aim is more education.
• 5. Creation of new values.
• 6. Educational aims
change according to
times, places and
circumstances.
• 7. No pre-determined or
fixed aims.

• E. Curriculum:
• 1. Emphasis on practical and utilitarian
subjects.
• 2. Based on the principle of utility,
integration and child’s natural interests,
and experience.
• 3. Important place to scientific and social
subjects.
• 4. Important subjects are Health and Hygiene,
Physiology, Sociology, History, Geography,
Agriculture, Home Science, Mathematics.
• F. Methods of
Teaching:
• 1. Learning by
activity.
• 2. Learning
through
experience.
• 3. Project
method.
• 4. Experimental
method.
• 5. Integration
method
• 6. Correlation

G. Discipline:
1. Restricted freedom.
2. Social discipline
• H. Teacher:
• 1. Teacher occupies an
important place in education.
• 2. He puts the pupil in the
position of a discoverer or
experimenter.
• 3. He is not to impose anything
on the child.
• 4. He is a friend, philosopher
and guide.
• 5.He helps the child to solve
his problems himself.
• I. School:
• 1. School is a
laboratory for
experimentation.
• 2. It is society in
miniature
• https://www.yourarti
clelibrary.com/educat
ion/idealism-
naturalism-realism-
and-
pragmatism/76829

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