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P H I LO S O P H Y O F
VA R I O U S T H I N K E R S
O N E D U C AT I O N
CONTENT
• Below mentioned points are covered for each philosopher/educationist.
1
• Personal details and Life journey
2
• Aims/objectives on Education
3
• Curriculum
4
• Methods ofTeaching
5
• Teacher and Taught relationship
6
• Evaluation learning/outcome
Rabindranath Tagore
Mohandas Karamchand Gandhi
Sri Aurobindo Ghosh
Gijubhai Badheka
Jiddu Krishnamurti
Eastern
Philosophers/Educationists
Jean-Jacques Rousseau
John Dewey
Maria Montessori
Western
Philosophers/Educationists
RABINDRANATH TAGORE
Born: 7th may 1861 in Kolkata, West Bengal.
Son of Debendranath Tagore and Sarada Devi.
In 1884, he was married to Mrinalini and within a span of 19 years he
lost his wife and never remarried.
His sister’s in-law committed suicide at the age of 25 for unknown
reason.
Dedicated his poems and books to his sisters in-law before his
marriages and after her death.
As a humanist, Universalist, internationalist he denounced the British
Raj and advocated independence from Britain.
His novel, books, stories, songs, dance-dramas and essays spoke to
topics, political and personal.
Life Journey
Born in 1816 and home schooled all his young life.
Also known as GURUDEV (1861-1941).
Released his 1st poem “BHANUSIMHA" at the age of 16.
Sent to England to receive formal education at the age of 17.
Published his historical verse play “RUDRACHAKRA” in 1822.
In 1901 started ASHRAM SCHOOL at Shantiniketan.
Awarded Nobel Prize in 1913, for his great literary (GITANJALI) contribution to the west.
In 1915, knighted by British Government but resigned soon due to protest against them.
Tagore renounced his knighthood in response to the Jallianwala Bagh massacre in 1919.
Awarded an honorary doctorate in 1940 by Oxford University.
Conquered in the field of literature with his numerous forms of poems, stories, dramas and songs.
Brought about many changes in the society.
Came closer to humanity and explored his interest in social reforms.
Implemented his Upanishads ideal to education.
Died: 7 August 1941, Jorasanko Thakurbari, Kolkata.
Life Journey
Aims/Objectives on Education
Love for Nature
Self Realization
Love for
Humanity
Social
development
Physical
development
Intellectual
Development
Moral and
spiritual
development
Mother tongue as a
medium of
interaction
Correlation of
objects
Curriculum
Deeply rooted in one's surrounding and connected to different cultures of world.
Teaching and learning should be connected to nature with classes in open air.
Children sat on hand-woven mats beneath the tress.
Students were encouraged to follow the life cycle of insects, birds and plants.
Class schedules were made flexible to allow for shifts in the weather or special attention to nature
phenomenon and seasonal festivals.
Curriculum
Educate children by providing an environment of freedom.
Number of students in the classes should be very small
Provided well equipped library.
Teach crafts like sewing, book binding etc.
Provide adequate opportunities to students for choosing their hobbies and occupations.
Methods of Teaching
TAGORE EMPHASIZED THE FOLLOWING METHODS OF TEACHING THEIR STRATEGIES,
APPROACHES, WAYS AND TECHNIQUES .
Teaching through Tours
and Trips
Tagore believed that the subjects like history, geography, economics and other social sciences
can be effectively taught through excursions and tours to important spots.
Learning by
activities
Rabindranath Tagore said that for the development of child’s body and mind, learning through
activity is essential. For ex - climbing tree, drama dance, plucking fruits etc.
Narration-cum-
discussion and debate
method
Narration-cum-discussion and debating activities were organized in Tagore’s education Centre
to develop oratory abilities of the students.
Heuristic Method
In this method first, the students, are asked questions to clarify their doubts on topics and
teachers try to satisfy them by their correct answers.
Teacher And Taught Relationship
Teachers should be dedicated to their profession.
Teachers should be embodiment of moral, mental and spiritual values.
Teachers should always remain learners.
Teachers should have feeling of brotherhood and fatherhood.
Teachers should make all possible efforts for the creation of an
Environment in which their pupils have no difficulty in receiving education.
Teachers should make special efforts to make students creative learners.
Teachers should make efforts to inculcate a scientific temper in students.
Presence of infusion of traditionalism, modernization, Orientation as well as western thoughts.
Evaluation Learning/Outcome
His aim of education is the development of power to form social judgements. It may establish true spirit and
temper of democracy.
Practice work in education leads physical development.
Emphasized moral training and development of character.
His teaching is informal and creates love for the nature.
The aim of his education is harmonious development of individual faculties which helps to develop self-
employment opportunities, develop proper value system which can kill social evils like dishonesty
corruption and terrorism.
The method of teaching and learning was based on productive work which helps in overall development of
child.
Children may be encouraged to lead a community life and recognize the need for organizing a good
society.
Freedom is the mere sense of independence which helps students to chose topics of their interest.
MOHANDAS
KARAMCHAND GANDHI
Born: 2 October 1869, Porbandar
He was born into a Gujarati Modh Bania family of the Vaishya varna
in Porbandar (also known as Sudamapuri), a coastal town on the
Kathiawar Peninsula and then part of the small princely state of
Porbandar in the Kathiawar Agency of the Indian Empire.
Parents: Karamchand Uttamchand Gandhi, Putlibai Gandhi
Assassinated: 30 January 1948, New Delhi
Life Journey
Works written: Hind Swaraj or Indian Home Rule.
An Autobiography: The story of My experiment with truth..
Born and raised in a Hindu family in coastal Gujarat, western India, Gandhi trained in law at the Inner
Temple, London, and was called to the bar at age 22 in June 1891.
After two uncertain years in India, where he was unable to start a successful law practice, he moved to
South Africa in 1893 to represent an Indian merchant in a lawsuit. He went on to stay for 21 years.
It was in South Africa that Gandhi raised a family, and first employed nonviolent resistance in a campaign
for civil rights. In 1915, aged 45, he returned to India.
Life Journey
He set about organizing peasants, farmers, and urban laborers to protest against excessive land-tax and
discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide
campaigns for easing poverty, expanding women's rights, building religious and ethnic amity, ending
untouchability, and above all for achieving Swaraj or self-rule.
The same year Gandhi adopted the Indian loincloth, or short dhoti and, in the winter, a shawl, both woven
with yarn hand-spun on a traditional Indian spinning wheel, or charkha, as a mark of identification with
India's rural poor.
Life Journey
Thereafter, he lived modestly in a self-sufficient residential community, ate simple vegetarian food, and
undertook long fasts as a means of self-purification and political protest.
Bringing anti-colonial nationalism to the common Indians, Gandhi led them in challenging the British-
imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to
Quit India in 1942.
He was imprisoned for many years, upon many occasions, in both South Africa and India.
Gandhi was assassinated on 30 January 1948 by firing three bullets into his chest.
Aims/Objectives on Education
According To Him Education Meant
To Bring Out The Best In The Child
And Man Body's Mind And Spirit.
Claimed That Self Realisation Is the
Ultimate Goal of Education
Considered Education as 3 Hs
• HEAD HAND AND HEART
Suggested Schools to Act as
Community Centres
He Emphasized On Free, Universal
and Compulsory Education
Education Must Inculcate Feelings
of Love, Sympathy, Righteousness,
Integrity, Self-Resistant and Purity
of Character
Aims/Objectives on Education
Gandhi's vision of an independent India based on religious pluralism was challenged in the early 1940s by a
new Muslim nationalism which was demanding a separate Muslim homeland carved out of India.
In August 1947, Britain granted independence, but the British Indian Empire [10] was partitioned into two
dominions, a Hindu-majority India and Muslim-majority Pakistan.
As many displaced Hindus, Muslims, and Sikhs made their way to their new lands, religious violence broke
out, especially in the Punjab and Bengal.
Eschewing the official celebration of independence in Delhi, Gandhi visited the affected areas, attempting to
provide solace. In the months following, he undertook several fasts unto death to stop religious violence.
The last of these, undertaken on 12 January 1948 when he was 78,[12] also had the indirect goal of
pressuring India to pay out some cash assets owed to Pakistan.
Some Indians thought Gandhi was too accommodating.
Curriculum
Gandhi's
curriculum was
activity centred
and craft centred
Advised uniform
education for
both girls and
boys
Stressed on
development of
good
handwriting
Introduced
Technique of
Correlation
Encouraged self-
activity instead of
role memory
Proposed Life
centred and
activity centred
curriculum
Methods of Teaching
Education was subject centred
Wished local craft as a medium of education
Focused education to develop mind, body and soul
His Basic Methods Were
To achieve mental development, training of senses and parts of the body should be given.
Reading should precede the teaching of writing.
Before teaching of alphabets, art training should be given.
More opportunities should be given for learning by doing.
Encouragement should be given to learning by experience.
Methods of Teaching
Correlation should be established in the teaching methods and learning experiences.
Mother tongue to be the medium of instruction.
Productive craft as the basic of all education.
Teaching through creative and productive activities.
Teaching through creative and productive activities.
Learning by living, service and participation, self – experience.
Lecture, questioning and discussion method.
Oral instruction to personal study.
All syllabi should be woven around vocational training.
Teacher And Taught Relationship
Wanted Teachers to Be A model of behaviour an image of society a compendium of virtues.
Wanted Teachers to teach with examples than precept. Also opposed corporal punishment.
Wanted Teachers to be trained, proficient, and full of faith and devotion.
Held teachers to be responsible for carving students character.
Wanted teachers a symbol of values, well disciplined, a unique personality, cultured and having a good mentality.
According to him a teacher's serenity and magnanimity should be outstanding and shining.
A teacher should be polite, pious, and having sea of knowledge. Should be polite, pious, and having sea of
knowledge.
Should be a guide, mentor, and guru for imparting knowledge to the students – the valuable pearls.
Evaluation Learning/Outcome
By emphasising craft and manual work in the scheme of education, a child's personality is improved.
It involves planning, experimenting, coordinating and evaluation which helps in intellectual and physical
development of a child.
Learning by doing is immensely conductive in the coordination development of a child.
Vital principle of Correlation will promote a well-integrated and well balanced education.
His educational philosophy was fully in accordance with non- violence and Democratic social order.
It is naturalistic in setting, idealistic in aim and pragmatic in its methods and work.
It helps in psychological and sociological development of a child.
SRI AUROBINDO GHOSH
Born: 15 August 1872, Kolkata
Father: Krishnadhan, Mother: Swamlata
He married to Mrinalini Devi
He was an Indian philosopher, yogi, guru, poet, and
nationalist.
Introduced his visions on human progress and spiritual
evolution.
Died: 5 December 1950, Puducherry
Life Journey
He was born on 15 August 1872 in Kolkata, West Bengal, India (Present day).
Father's Name: Dr. K.D Ghose. Mother's Name: Swarnalata Devi. Spouse: Mrinalini Devi.
At the age of 5 years , sent to Loretto convent School (Darjeeling), At 7, he was sent to
England for completing his schooling, At 18 years he got admission in Cambridge University
and also qualified I.C.S exam in 1890 but failed to qualify the horse riding examination.
During 1893 - 1903, He studies Sanskrit, Philosophy, Bengali, and Political Science
Life Journey
Literary
works:
- The Divine Life his major works includes Essays on the Gita (1922).
- Collected Poems and Plays (1942)
- The Synthesis of Yoga (1948)
- The Human Cycle (1949)
- The ideal of Human Unity (1949)
- Savitri: A Legend and a Symbol (1950)
- On the Veda (1956)
Life Journey
He spent his rest of his life in Ashram established by him. (Sri Aurobindo International Center of
Education)
Philosophy: Integral Yoga, Involution, Evolution, Integral psychology, Intermediate Zone,
Supermind.
He died on 5 December 1950 in Puducherry, India.
Aims/Objectives on Education
To train all the senses - hearing , speaking , listening , touching , smelling and tasting.
He emphasized that education should in accordance with the needs of our real modern life.
Physical development and holiness are the chief aims , he not only emphasized physical development but
also physical purity.
Heart of a child should be developed as to show extreme love, sympathy and consideration for all living
things.
This is the real moral development.
Education should create dynamic citizens so that they are able to meet needs of modern complex life.
Education which will offer the tools where by one can live for the divine, for the country, for oneself and for
others and this must be the ideal of every school which calls itself national.
Aims/Objectives on Education
Sri Aurobindo highlighted integral education which is the manifestation of Beauty, Power, Knowledge and
Love.
"Beauty" includes a physical education program designed to build a body that is beautiful in form,
harmonious in posture and powerful in function.
"Power" means the control of sensations.
"Knowledge" means developing an active, alert mind. "Love" involves creating desirable emotions and
feelings that should aim for the selfless good of others and communion with the Divine.
Curriculum
Sri Aurobindo includes the four basic values, physical, vital, mental and psychic in his curriculum.
The child is not molded according to the desire of his parents or teachers. Therefore he
emphasizes flexible, interest-related and environment-based curriculum.
Yoga, physical exercise through games, sports etc. Intellectual cultivation through reading, writing,
learning, teaching and so on. Spiritual values are also emphasized by him.
Curriculum
Aurobindo
describes curriculum for
different stages of
education–
Mother tongue, English,
French, literature, national
history, art, painting, general
science, social studies and
arithmetic should be taught
at primary stage.
Mother tongue, English,
French, literature, arithmetic,
art, chemistry, physics,
botany, physiology, health
education, social studies
at secondary stage.
Indian and western
philosophy, history of
civilization, English literature,
French, sociology, psychology,
history, chemistry, physics,
botany at university level.
Art, painting, photography,
sculptural, drawing, type,
cottage-industries,
mechanical and electrical
engineering, nursing etc
at vocational level
Methods of Teaching
Love and Sympathy for the
child and Education
through the mother tongue
Education according to
the interests of the child
Education through self
experience
Emphasis on learning by
doing
Education through co-
operation of teacher and
students in the education
process
Education according to
the nature of child, while
considering the divinity
in the child and latent
gifts of mind and spirit
Freedom of Child. An
environment free to gain
more knowledge through
his own efforts
Teacher And Taught Relationship
Aurobindo enunciates certain sound principles of good teaching, which have to be kept in mind when
actually engaged in the process of learning.
According to him, the first principle of true teaching is “that nothing can be taught.” He explains that the
knowledge is already dormant within the child and for this reason.
The teacher is not an instructor or task-master; “he is a helper and a guide.” The role of the teacher “is to
suggest and not to impose”.
He does not actually train the pupil’s mind, he only shows him how to perfect the instruments of knowledge
and helps him and encourages him in the process.
He does not impart knowledge to him; he shows him how to acquire knowledge for himself.
He does not call forth the knowledge that is within; he only shows him where it lies and how it can be
habituated to rise to the surface.
Evaluation Learning/Outcome
The goal of Sri Aurobindo was not merely the liberation of the individual from the chain that fetters
him and realization of the self, but to work out the will of the Divine in the world, to effect a spiritual
transformation and to bring down the divine nature and a divine life into the mental, vital and
physical nature and life of humanity.
GIJUBHAI BADHEKA
Born: 15 November 1885, Saurashtra
Known for: Education, Reforms, Children's Education,
Dakshinamurti. Also known as Moochali Maa
Books: Divāsvapna, Divasvapna: An Educator's Reverie
Awards: Ranjitram Suvarna Chandrak
Died: 23 June 1939, Bhavnagar
Life Journey
Badheka was born in Chittal in the gujrat region of western India. His given (first) name was
"Girijashankar". Badheka grew up in Bhavanagar, a city in the western Indian state of Gujrat.
He had his early education in primary school at later pass matriculation in Bhavnagar in 1905. He joined
the Shamlals College, but did not complete his studies.
He is referred to as "Moochhali Maa" ("mother with whiskers"). In the first instance, Badheka was a high
court lawyer. In 1907, he moved to East Africa and later, Bombay for work.
He started his practice as district pleader in 1911 and in 1912 he enrolled as a high court pleader.
Solicitude for the education of his first son, Narendrabhai (February 1913), led Gijubhai to see the child
education classes conducted under the guidance of Motibhai Amin at Vaso, Gujarat, where he was
presented a Gujrati book describing the Montessori method of education. That first attracted him to
organize child education on similar lines.
Life Journey
In 1915 he assisted in drafting the construction of the Dakshinamurti, then started as a hostel at
Bhavnager. In 1916 he left legal practice and joined the Dakashinamurti as Assistant Superintendent. He
drew the attention of the Superintendent, Nanabhai Bhatt, to the fact that the boarders had to study in
oldfashioned schools.
Simultaneously Gijubhai trained his son according to the Montessori system. This convinced him about the
need to the begin at the very beginning, and the Dakshinamurti ,Balmandir, a pre-primary school, came into
being August 1920.
In 1925 the first Pre-Primary Teachers Training College (Adhyapak Mandir) was started at Dakshinamurti to
meet the need for qualified teachers.
In 1936 Gijubhai left the Dakshinamurti due to a difference of opinion and started the Adhyapak Mandir at
Rajkot. Constant overwork had ruined his health, and he died on 23 June 1939.
Life Journey
Badheka’s philosophy of education is unique. He gave utmost importance to a child’s happiness, health,
pleasure and peace rather than mechanical learning using ‘heaven’ as a base. Badheka outlined his ideas
in the following manner:
Heaven is in the happiness of children
Heaven is the health of children
Heaven is a pleasure
Heaven is the playful innocence of children
Heaven lies in the songs and playful humming of child
Life Journey
Gijubhai basically adopted a humanistic approach. Humanism is mainly rooted in the self-concept of a
child. According to him, a child should feel good about himself/herself first. If a child has a positive
understanding of self, it will certainly improve its capacities. A child also tries to understand its weaknesses
and try to improve. He advocated that learning is not an end by itself; it is a means to achieve the zenith of
self-development. This particular concept is called ‘self-actualization’.
According to Gijubhai Badekha, intrinsic rewards are more powerful and effective than extrinsic rewards. A
child should feel the need of education. The child should be self-motivated rather than being lured by
prizes, medals, stars, ranks or positions.
Aims/Objectives on Education
He was a great thinker from Gujarat. He emphasized on child-centered education. His novel ideas about
education are given in his book “Divasapna” which is an imaginary story of a teacher who rejected the
orthodox system of education.
He actually was a teacher who later became head master of a school but he did not like education system.
So, he resigned and started a school on experimental basis.
He wanted school to be a place children love to be in. he advocated an atmosphere of independence and
self-reliance.
He suggested learners must be given freedom to have their own ideas. He must be given an opportunity to
learn by doing as per their age and interest.
He took school as Mandir and accordingly named his institutions as Bal Mandir, Kishore Mandir, Vinery
Mandir to clarify that no physical or mental torture should take place in a school.
Curriculum
Mutual
understanding
and
cooperation.
Locally made
inexpensive
learning
materials.
Sharing activity
with children.
Understanding
teacher
Observing
nature of
schools
activities.
Freedom
without fear
Methods of Teaching
Gijubhai provide “Montessori” approach to Indian schools.
The Montessori approach focuses on natural development of the human being. Through Montessori
education a child transforms into a complete human being and creates a comfortable zone for
himself/herself, for society as well as for the entire humanity.
The principle on which the Montessori mode of education is based is that children who are not interested in
and bored or stressed out by the education that is being imparted are a liability to society and they
contribute to their own mental illness as well as that of society.
Montessori education begins with the understanding that the role of an adult or a teacher is only to help
unfold the hidden and inborn developmental powers of the child. From the earliest moments of life children
are possessed with great constructive energies that guide the formation of their mind and the coordination
of their bodies.
The Montessori approach believes that the child must be guided in the path of reaching adulthood.
Teacher And Taught Relationship
Teachers’ attitude towards children is of great importance because students come from diverse
socioeconomic backgrounds. Teachers should have a humanistic and empathic attitude towards children.
Teachers should be facilitators and not authoritative. Teacher should be liked and respected by students.
Children should not have the fear to approach their teachers. They should love and appreciate their
teachers’ attitude and enjoy the experience of learning.
Evaluation Learning/Outcome
Education is a lifelong process. However, formative education is the foundation for further learning and
lifelong learning. Freedom in the learning space is the point that Badheka stressed.
He criticized conventional methods of education which were constricted by bureaucratic hurdles. He
rejected a system of education that did not give freedom to children to learn in a ‘free’ and ‘natural’
environment, especially in the formative years. He was impressed by the Montessori system of education
and took the bold step of experimentation with alternate ways of knowledge transmission.
Through the special institutions he created Badheka carried forward his initiatives, overcoming resistance
from educational administration and colleges.
Badheka’s writings both in Gujarati and Hindi contained his views which were simple, practical and straight
forward. The entire focus of his learning process was on experimentation which involved games, stories
and other cultural activities as the means of transmitting knowledge.
He oppose the system of determing capacities by ranks and examinations, Badheka emphasised on
creating an environment in the classroom that encouraged students to ‘explore’ rather than meekly
following what the teacher said. Gijubhai’s book Divaswapna contained the tenets of his approaches to
education and even today stands as a testimony to alternate paradigms in educational theory and practice.
JIDDU KRISHNAMURTI
Born: 11 May 1895, Madanapalle
He was an Indian philosopher, speaker and writer.
Education: Paris-Sorbonne University
Organizations founded: Krishnamurthy Foundation,
Died: 17 February 1986, Ojai, California, United States
Life Journey
Affectionately referred to as Krishnamurthy.
Born on 12th May, 1895 at Madanapalle, Andhra Pradesh.
He was a writer and speaker on philosophical and spiritual issues.
Is a great scholar, philosopher and a genuine thinker of India.
Belongs to a Hindu family, he lost his mother at age 10
At age 14, he joined his father- actively involved in the functioning of theosophical society at
Adayar, Chennai.
He was educated in theosophy by the British social reformer Annie Besant
Madam Besant bring him up.
He knew English, Spanish, French and Italian.
Died: 17 February 1986, Ojai, California, United States
Life Journey
Krishnamurthy and his brother Nitya were tutored by the theosophists Charles Lead Beater
Annie Besant.
His subject matter included psychological revolution, nature of the mind, meditation,
human relationships, and bringing positive social change.
His 1st book was Education as Service" (1912)
He was a writer and speaker on philosophical and spiritual issues.
His scholarship was vast and thinking was original having deep philosophy.
At age 16 he authored the book "At the feet of Guru"
Life Journey
Few works of Krishnamurthy:
1. Freedom from the known
2. The book of life
Was a great orator and also a writer.
Was unhappy with the system of education
Few official Krishnamurthy Schools are:
1. USA-Oak Grove School
2. UK-Brockwood Park School
3. India-Rishi Valley Education Centre
Aims/Objectives on Education
Regards
Education as of
prime
significance in
communication.
To discover the
true values
which come
with unbiased
investigation and
self-awareness.
Self - knowledge
can bring
Tranquillity and
happiness to
man.
To create human
beings integrated
and intelligent.
Concerned for
good society.
Emphasized
relation between
Education and
society.
Curriculum
It should develop the work efficiency.
Encourage the development of patriotisms in
students.
Encouraged the interest for research and
development in students.
Develop the self -expressing ability in students.
Subject matter should be transacted through
discussion method.
Encourage National integrity and harmony in
the students.
Encourage curiosity in the students.
Methods of Teaching
The point of Education: Education is essentially the art of learning, not only from books, but
from observation of the world about you without theories, prejudices and values.
Principle of Method: Learning a style without inward experience can only lead to superficiality...
Likewise, people who are experiencing, and therefore teaching, are the only real teachers, &
they too will create their own technique.
Schooling without competition and comparison: Goodness cannot flower where there is any
kind of competitiveness.
Learning through Observation: Learning is pure observation- Observation from moment to
moment- not only of the things outside you but also of that which is happening inwardly.
Freedom and order: Clarity of perception is freedom from the self, flowering of goodness in all
our relationship is possible only in.
Teacher And Taught Relationship
According to Krishnamurthy, teacher study the child to employ the methods which suits him
best.
Subject matter should be transacted through discussion method or process.
Motive is to develop the self-expression ability in the student.
Problem solving method was used.
Exploratory method.
Allow children freedom to think for themselves.
Teacher And Taught Relationship
A TEACHER MUST
INCULCATE THESE
VALUES:
Total human being Integrated man
Affectionate behaviour
towards children
As a guide and friend
to students
Keen observer
Evaluation Learning/Outcome
Contemporary
thought may
have a lot to
learn the
scientific study
of mind and
consciousness.
Awareness of
self is an
essentiality for
a free mind.
Society can be
organized or
organic.
Religiosity and
Orthodox
thought is
often the
result of
conditioning
from an early
age.
One must
cultivate an
investigative
and scientific
mind.
One must
uncover the
mind, layer
over layer to
achieve
complete
growth.
Living in
totality, not in
segments is
must.
JEAN-JACQUES
ROUSSEAU
Born: 28 June 1712, Geneva, Switzerland
Famous Western philosophers of the 18th century.
His political philosophy influenced the progress of the
Enlightenment throughout Europe.
Also aspects of the French Revolution and the development
of modern political, economic and educational thought.
Died: 2 July 1778, Ermenonville, France
Life Journey
Jean- Jacques Rousseau was born on 28 June 1712 in Geneva, Switzerland in the house of a
poor watch maker.
His father could not afford a proper education for him so he received informal education from
his father.
His mother died shortly after birth. From the age of twelve to twenty four he travelled to many
places and developed sympathy for poor people.
In 1735 he was given the job of tutoring the two sons of M. De Malby.
From here his interest in education began and he prepared his first treatise “Project for the
education of M. De Sainte-Maria”. In 1756 he was provided a hermitage by a lady on her
estate.
Here he studied the letters she wrote to her nine year old son and he advised her about how it
was not natural for a child of this age to be educated. He wrote “Emile” in 1762 in which he
used and the imaginary description of the education of a boy named Emile and described how
the education should be imparted starting from infancy up to manhood. He died on 17 July
1778.
Life Journey
Rousseau is one of the famous Western philosophers of the eighteenth century.
During the seventeenth and the eighteenth centuries reason ruled as a god , and people like
Voltaire revolted against it.
Rousseau also led the revolt against reason and he made nature the sole authority over human
affairs.
Rousseau saw a great divide between the society and the nature and so led the second revolt
Which was called as the naturalistic movement. He had a great emotion and sympathy for the
common man.
Aims/Objectives on Education
Rousseau found that the prevailing system of education was un-naturalistic and useless.
He identified the following as the chief aims of education:
He said that the chief aim of education was the attainment of fullest natural growth of the
individual, leading to balanced, harmonious, useful and natural life.
The real aim of education is to help the child to lead an enjoyable, useful and natural life. He
says, “To live is not merely to breathe. It is to act, to make use of our organs, senses, our
faculties and of all those parts of ourselves, which give us the feeling of our existence.”
Education aims at making an individual a ‘man’ first, for a man is sure of success in multifarious
fields of life.
Aims/Objectives on Education
Physical development is another aim of education which means helping the child develops a
strong physique-a necessity for operation of mind.
It is another aim of education to train bodily sense organs which are the gateways to
knowledge.
Intellectual development is another important aim of education according to Rousseau.
Rousseau says that education should aim at development of social, moral and spiritual aspects
of the child. Therefore, education should aim at cultivation of social, moral and spiritual values
in the child.
Another aim of education is to prepare a child for meeting contingencies and challenges in
future life.
Curriculum
His curriculum spreads through the contour of developmental stages of children. Curriculum at the first
stage (i.e. infancy) from birth to 5 years would be pointed to the growth of physical strength. No artificial
and positive education should be provided at this stage.
Perfect freedom should be given. The principle is “let him not be pampered, nor be subdued”. In short, at
this stage, he suggested to provide physical education in an atmosphere of perfect liberty.
Curriculum at the second stage (i.e. childhood) from 5 to 12 years is essentially negative in nature. It
consists in the free development of one’s organs and in the exercises of the senses. Child should be
allowed to get his experience according to his own wishes and interest. No verbal lessons are given. He will
not be instructed in language, history and geography. ‘Emile’ is to learn from his own experience.
There is no seed to learn by heart. He has to learn by activity and experience. He should be given freedom
of complete physical movement, simple diet and light clothing. Training of senses should be given primacy
as these are the highways to the development of judgement and reasoning.
Curriculum at the third stage (i.e. Pre-adolescence) from 12-15 years centres round curiosity i.e. urge for
knowledge. Education is related to development of intellect and includes instruction, labour and study. The
subjects of study will be natural science, physical science, language, mathematics, history, geography,
manual and industrial training, trade, banking, transportation etc.
Curriculum
The only book, he suggested at this stage, is ‘Robinson Crusoe’-a study of life according to nature. This
period is very short but it makes ‘Emile’ very industrious, temperate, patient and firm of courage. In short, it
is a period of intellectual education which is useful and shows the way for the next period.
Curriculum at the fourth stage (i.e. adolescence) from 15- 20 years emphasizes training of heart because,
body, senses, mind and heart constitute the whole man. Hence, moral, religious and social education is
recommended for control of passions. Further, for development of morality, spirituality and aesthetic sense,
study of language, religion, philosophy, literature and arts should be taught.
Besides, he recommended study of biographies to impress upon the tender minds. Physical training is
recommended for keeping ‘Emile busy, diligent and hard at work. The study of society, politics, economics,
history, travel would be included for preparing youth to decipher complex web of relationships.
He emphasized sex education which consists of direct moral exhortation on chastity and an explanation of
mystery of creations in the world in a dispassionate manner. Unlike childhood stage, this stage conforms to
positive education
Methods of Teaching
Since Rousseau was a champion of naturalistic education, he put premium on direct experience of
the learners and castigated verbal lessons and bookish education. He condemned the methods
which stunt natural tendencies of the child.
The following methods are suggested by Rousseau:
Learning by
Doing
Direct
Experiences
of the Child
Play-way
Method
Heuristic
Method
Teaching
Morality by
Example
Learning
Social
Relations by
Social
Participation
Teaching
through
Concrete
Objects or
Things
Methods of Teaching
Learning by Doing: Rousseau favoured learning by doing as the best method of teaching. He says, “Teach by
doing whenever you can and only fall back upon words when doing is out of question.” He lambasted the use
of any book at the childhood stage of Emile’s schooling, for knowledge gained through books would stifle the
urge of the child for creativity.
Direct Experiences of the Child: Rousseau stressed on direct experiences of the child. Child should learn
from experience and observation. He said, “Give your scholar no verbal lesson. He should be taught by
experience alone.” Experience would provide first-hand knowledge and give permanence to knowledge.
Therefore, he prompted Emile to learn everything from his own experience.
Play-way Method: Rousseau believed that the child learns better through a play-way method, for it provides a
sense of joy to the child. He writes, “Let the senses be the guides. Let there be no books but the world and no
other instruction than facts. The child who reads, does not think, he merely reads. He is not receiving
instruction but learning words.” Work or plays are all one to him, his games are his work, he knows no
differences.
Methods of Teaching
Heuristic Method: In heuristic method the child is to be put in the cockpit of a discoverer and he would learn
everything in a curious way. Emile would learn science with self-made and self-invented apparatus by
conducting a number of experiments. In this way, he would learn mathematics, history, geography social
relations and morality.
Teaching Morality by Example: Rousseau emphasized teaching of morality by example; not by precept.
There, is no use lecturing or morality to ‘Emile’, he should be provided every opportunity to practice virtue,
remarks, “Practice of virtue is to count far more than lectures on ethics.”
Learning Social Relations by Social Participation: Rousseau says, ‘Emile’ will learn about social relations
not by being attended to good sermons but by his actual visits to the places where people are engaged in
different sorts of activities.,
Teaching through Concrete Objects or Things: He dis-favoured cramming method of acquiring knowledge.
He rather favoured teaching through concrete objects. He said, “In general, never substitute the sign for the
thing itself, save when is impossible to show the thing: for signs absorb the attention of the child and make him
forget the thing represent.”
Teacher And Taught Relationship
Rousseau said that teacher should protect the child from mental conflicts, repressions, and
mental disorders of all kinds.
He believed that teacher should not interfere with the activities of the children.
The teacher duty is that he should see that the education of the students is the free
development of their interests and motives.
Rousseau has not given the higher place to the teacher.
Evaluation Learning/Outcome
Rousseau was a great philosopher of his times. His philosophy has extended a great influence
on education. Many of the modern methods of teaching like the Heuristic Method, Sensory
Training, etc., are products of his philosophy.
The view of the child as a specific being, never as a “miniature adult”.
Rousseau was limited by the time when he lived, but his contribution to education in the west
was crucial.
The focus of the educational process on the student; The value of manual work; The idea of
education women.
Opened the way for new approaches on childhood.
JOHN DEWEY
Born: 20 October 1859, Burlington, Vermont, United States
Influenced: Émile Durkheim, Jürgen Habermas, Richard
Rorty.
Education: Johns Hopkins University (1884), University of
Vermont (1879)
Died: 1 June 1952, New York, New York, United States
Life Journey
Born on 20 October, 1859 in Burlington, Vermont.
His father was a merchant and proprietor of a tobacco shop and his mother was a daughter of a
wealthy farmer. He originally had three brothers but one died as an infant.
He got married two times and had 6 children.
He was in a public schools in Burlington and excelled as a student, at the age of 15 he enrolled
at a University of Vermont.
He took an interest in philosophy while attending college. He was dear to his Prof. Torrey.
Life Journey
He graduated from Vermont University in 1879. After independently studying philosophy, he
entered Johns Hopkins University to get his Ph.D. in philosophy.
He was at a faculty position at University of Michigan from 1884 to 1894.
After that in 1894 he joined the University of Chicago where he emerged his Pragmatic
Philosophy.
Aims/Objectives on Education
Cultural aim
Social efficiency
Development of child innate power and
abilities
Enables individuals to control their
environment
Instilled democratic values and ideals
Creation of values
Maximum growth
Curriculum
Four Principles
Utility
• Curriculum must have some utility. Including teaching of reading, writing, science and music.
Flexibility
• Curriculum change according to the interest of the child.
Child experiences
• Teaching of subjects should be related to the context of child.
Integration
• Integration between child’s life, activity and his subjects.
Methods of Teaching
Methods
Learning by
doing
Project
Problem
solving
Experimental
Activity
Direct
experience
Teacher And Taught Relationship
Dewey stresses the sensitivity of education towards learner’s needs and their individual differences.
Dewey was most concerned about the development of the individuality of child.
Learning processes should be planned considering the aptitude, learners’ former experiences, and their
present experiences.
A teacher is engaged with the learners through interaction, which is a social process.
The teacher should observe the interest of the students, observe the directions they naturally take, and
then help them develop problem-solving skills.
A teachers’ primary purpose is to increase freedom of the children to enable them to explore their
environments.
Dewey was specifically concerned about the rights of child as an individual, his right to exercise his
decisions, choices in learning and education, and his participation in a democratic learning process.
Evaluation Learning/Outcome
Although Dewey’s innumerable works and contributions are in education, politics, humanism,
logic, and aesthetics.
In his long satisfying career in education, Dewey brought about revolutionary reformations in
educational philosophy, approaches, and pedagogies.
Essentially, with the child as the centre of education, Dewey’s philosophical creed focuses on
the development of child who is a valuable member of society; society which believes in equity
and freedom.
Evaluation Learning/Outcome
There have been pedagogical and practical challenges faced by the practitioners in applying
Dewey’ approach to education.
The most important criticism is his lack of clarity as to how to set up systems that can see
through the inception of ideas to the conclusion of the experiences, to gauge the growth and
development, and plan curriculum clearly.
John Dewey remains one of the pioneering figures of contemporary educationists, who left a
rich trail of researchers and educationists, who continually study the methods and theories of
education presented by him and add invaluably to his body of knowledge.
MARIA MONTESSORI
Born: 31 August 1870, Chiaravalle, Italy
Education: Sapienza University of Rome (1893–1896),
Children: Mario Montessori Sr
Died: 6 May 1952, Noordwijk, Netherlands
Life Journey
Early education
She entered an elementary school at age of 6 in 1876 at Rome.
She gets certificated for good behaviour in 1st grade and for Lavori donneschi or Women work in next year.
Secondary Education-In 1884, she entered a secondary technical school.
Graduated in 1886 with good results.
At 20, in 1890 she graduated in physics and maths and decided to study medicine.
University of Rome (Medical school)-She appealed to Guido Baccelli, the professor of university but
discouraged.
Degree along with Italian and Latin qualified her for medical entrance.
She graduated in 1896 as a doctor of medicine.
Her thesis was published in 1897 in journal POLICLINICO.
Life Journey
1896-1901 (EARLY CARRIER)
She worked with and research so called "Phernasthenic" and Children in modern terms.
That is children experiencing some form of cognitive delay, illness or disabilities.
WORK WITH MENTALLY DISABLED CHILDREN
After graduation in 1896, she work in University Psychiatric Clinic.
She visited 'Asylums' in Rome and observed children with mental disabilities.
PUBLIC ADVOCACY
In 1898, she wrote articles and spoke again at first pedagogical conference of Turin.
In 1899,she was appointed as a councilor to National League for protection of retard children.
Life Journey
ORTHOPHRENIC SCHOOLS-
In 1900, the National League opened the schools and pedagogical institutes for disabled Childs. She was
appointed as co-director.
1901-1906
In 1901, she left Orthophrenic School. In 1902, she enrolled in the philosophy degree course in University
of Rome.
She worked developing what she would later call 'Scientific Pedagogy'. Her lectures were printed as a titled
‘Pedagogical Anthropology' in 1910.
1906-1911
Casa dei Bambini and the spread of Montessori's ideas.
1st casein 1906 was invented to see the care and education in San Lorenzo in Rome.
2nd casawas opened on April7,1907.
Aims/Objectives on Education
Development
of innate
powers of the
child.
Mental
development
of child.
Education
prepare
children for
social
adjustment.
Moral
development
Prepare
children for
future life.
Make child
independent
and confident.
Curriculum
It is a child centered learning framework based on self-directed activities, hands-on learning
and collaborative play.
It makes creative choice in their learning & teaching to guide the process.
She made this system for children up to 6 years, consists of allowing to them to learn in
environment where the child's learning process is through self directed activities with the
teacher only to remove obstacles.
Curriculum
Montessori
preschools
advantages:
Focus on
key
development
stage.
Encourage
cooperative
play.
Learning is
child
centered.
Naturally
learn self
discipline.
Learning
methods
inspires
creativity.
Methods of Teaching
Method for young children that stress the development of a child’s own initiative and natural
abilities through practical play.
Provide children a method to develop at their own pace.
Meaningful development age group are
In the first to groups ages children are encouraged to use their senses to explore and
manipulated.
In third group they deals with abstract concept. It attempts to develop the child physically,
socially, emotionally and cognitively.
2 to 2.5 years 2.5 to 6 years 6 to 12 years
Methods of Teaching
Principles of
Montessori
Method/Education
Respect for child Absorbent mind Sensitive period
Prepared
environment
Auto education
Teacher And Taught Relationship
In Montessori education teachers operate very differently.
Their role is to observe each child and present lessons to them when they are ready.
In this environment each child receives what they need when they need it.
Montessori teachers are moving about the classroom observing the students, helping children choose
work, presenting lessons, and posing provocative questions that promote thinking.
Very little time is spent managing classroom behaviour because the children are actively engaged in
activities of their choice.
Montessori students tend not to act out due to restlessness or boredom because they are absorbed in their
work.
The Montessori teacher controls the environment, not the children. This unique role allows the Montessori
teacher to be a trusted guide and mentor.
Teacher And Taught Relationship
Areas of
Montessori
classroom
Practical life
Sensorial
Language
Cultural
Mathematics
Evaluation Learning/Outcome
Balanced structure of freedom & responsibilities in classroom.
Free to follow their inspirations with work.
Provide Motivation, Confidence and Capability of Competence.
Atmosphere of cooperation, team work and peer teaching.
Task lead children in the development of self discipline.
SUBMITTED TO:
Mrs Monika Choudhry,
Assistant Professor,
Prarambh State Institute of Advanced Studies in Teacher
Education, Jhajjar, Haryana, India
SUBMITTED BY:
Group 5 (Grp. Rep. – Vaibhav Verma)
(members mentioned in next slide)
G R O U P 5 M E M B E R S
Members acc. to their stream and roll nos
B.Sc. B.Ed. B.A. B.Ed.
(18053) Priya (18122) Fiza
(18054) Shivam Bhardwaj (18124) Katyani Bhardwaj
(18055) Dheeraj (18126) Vaibhav Verma (Group Leader)
(18056) Babita (18127) Akshita Ray
(18057) Aman Kumar (18136) Shweta Kumari
(18058) Akshay Sahrawat
(18059) Priya Choudhary
(18060) Mandeep Bhardwaj
(18062) Pandit Khamendra Bihari
(18063) Piyush Bhardwaj
(18065) Kajal Sisodia
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Philosophy of Various Thinkers on Education

  • 1. P H I LO S O P H Y O F VA R I O U S T H I N K E R S O N E D U C AT I O N
  • 2. CONTENT • Below mentioned points are covered for each philosopher/educationist. 1 • Personal details and Life journey 2 • Aims/objectives on Education 3 • Curriculum 4 • Methods ofTeaching 5 • Teacher and Taught relationship 6 • Evaluation learning/outcome
  • 3. Rabindranath Tagore Mohandas Karamchand Gandhi Sri Aurobindo Ghosh Gijubhai Badheka Jiddu Krishnamurti Eastern Philosophers/Educationists
  • 4. Jean-Jacques Rousseau John Dewey Maria Montessori Western Philosophers/Educationists
  • 5. RABINDRANATH TAGORE Born: 7th may 1861 in Kolkata, West Bengal. Son of Debendranath Tagore and Sarada Devi. In 1884, he was married to Mrinalini and within a span of 19 years he lost his wife and never remarried. His sister’s in-law committed suicide at the age of 25 for unknown reason. Dedicated his poems and books to his sisters in-law before his marriages and after her death. As a humanist, Universalist, internationalist he denounced the British Raj and advocated independence from Britain. His novel, books, stories, songs, dance-dramas and essays spoke to topics, political and personal.
  • 6. Life Journey Born in 1816 and home schooled all his young life. Also known as GURUDEV (1861-1941). Released his 1st poem “BHANUSIMHA" at the age of 16. Sent to England to receive formal education at the age of 17. Published his historical verse play “RUDRACHAKRA” in 1822. In 1901 started ASHRAM SCHOOL at Shantiniketan. Awarded Nobel Prize in 1913, for his great literary (GITANJALI) contribution to the west.
  • 7. In 1915, knighted by British Government but resigned soon due to protest against them. Tagore renounced his knighthood in response to the Jallianwala Bagh massacre in 1919. Awarded an honorary doctorate in 1940 by Oxford University. Conquered in the field of literature with his numerous forms of poems, stories, dramas and songs. Brought about many changes in the society. Came closer to humanity and explored his interest in social reforms. Implemented his Upanishads ideal to education. Died: 7 August 1941, Jorasanko Thakurbari, Kolkata. Life Journey
  • 8. Aims/Objectives on Education Love for Nature Self Realization Love for Humanity Social development Physical development Intellectual Development Moral and spiritual development Mother tongue as a medium of interaction Correlation of objects
  • 9. Curriculum Deeply rooted in one's surrounding and connected to different cultures of world. Teaching and learning should be connected to nature with classes in open air. Children sat on hand-woven mats beneath the tress. Students were encouraged to follow the life cycle of insects, birds and plants. Class schedules were made flexible to allow for shifts in the weather or special attention to nature phenomenon and seasonal festivals.
  • 10. Curriculum Educate children by providing an environment of freedom. Number of students in the classes should be very small Provided well equipped library. Teach crafts like sewing, book binding etc. Provide adequate opportunities to students for choosing their hobbies and occupations.
  • 11. Methods of Teaching TAGORE EMPHASIZED THE FOLLOWING METHODS OF TEACHING THEIR STRATEGIES, APPROACHES, WAYS AND TECHNIQUES . Teaching through Tours and Trips Tagore believed that the subjects like history, geography, economics and other social sciences can be effectively taught through excursions and tours to important spots. Learning by activities Rabindranath Tagore said that for the development of child’s body and mind, learning through activity is essential. For ex - climbing tree, drama dance, plucking fruits etc. Narration-cum- discussion and debate method Narration-cum-discussion and debating activities were organized in Tagore’s education Centre to develop oratory abilities of the students. Heuristic Method In this method first, the students, are asked questions to clarify their doubts on topics and teachers try to satisfy them by their correct answers.
  • 12. Teacher And Taught Relationship Teachers should be dedicated to their profession. Teachers should be embodiment of moral, mental and spiritual values. Teachers should always remain learners. Teachers should have feeling of brotherhood and fatherhood. Teachers should make all possible efforts for the creation of an Environment in which their pupils have no difficulty in receiving education. Teachers should make special efforts to make students creative learners. Teachers should make efforts to inculcate a scientific temper in students. Presence of infusion of traditionalism, modernization, Orientation as well as western thoughts.
  • 13. Evaluation Learning/Outcome His aim of education is the development of power to form social judgements. It may establish true spirit and temper of democracy. Practice work in education leads physical development. Emphasized moral training and development of character. His teaching is informal and creates love for the nature. The aim of his education is harmonious development of individual faculties which helps to develop self- employment opportunities, develop proper value system which can kill social evils like dishonesty corruption and terrorism. The method of teaching and learning was based on productive work which helps in overall development of child. Children may be encouraged to lead a community life and recognize the need for organizing a good society. Freedom is the mere sense of independence which helps students to chose topics of their interest.
  • 14. MOHANDAS KARAMCHAND GANDHI Born: 2 October 1869, Porbandar He was born into a Gujarati Modh Bania family of the Vaishya varna in Porbandar (also known as Sudamapuri), a coastal town on the Kathiawar Peninsula and then part of the small princely state of Porbandar in the Kathiawar Agency of the Indian Empire. Parents: Karamchand Uttamchand Gandhi, Putlibai Gandhi Assassinated: 30 January 1948, New Delhi
  • 15. Life Journey Works written: Hind Swaraj or Indian Home Rule. An Autobiography: The story of My experiment with truth.. Born and raised in a Hindu family in coastal Gujarat, western India, Gandhi trained in law at the Inner Temple, London, and was called to the bar at age 22 in June 1891. After two uncertain years in India, where he was unable to start a successful law practice, he moved to South Africa in 1893 to represent an Indian merchant in a lawsuit. He went on to stay for 21 years. It was in South Africa that Gandhi raised a family, and first employed nonviolent resistance in a campaign for civil rights. In 1915, aged 45, he returned to India.
  • 16. Life Journey He set about organizing peasants, farmers, and urban laborers to protest against excessive land-tax and discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women's rights, building religious and ethnic amity, ending untouchability, and above all for achieving Swaraj or self-rule. The same year Gandhi adopted the Indian loincloth, or short dhoti and, in the winter, a shawl, both woven with yarn hand-spun on a traditional Indian spinning wheel, or charkha, as a mark of identification with India's rural poor.
  • 17. Life Journey Thereafter, he lived modestly in a self-sufficient residential community, ate simple vegetarian food, and undertook long fasts as a means of self-purification and political protest. Bringing anti-colonial nationalism to the common Indians, Gandhi led them in challenging the British- imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both South Africa and India. Gandhi was assassinated on 30 January 1948 by firing three bullets into his chest.
  • 18. Aims/Objectives on Education According To Him Education Meant To Bring Out The Best In The Child And Man Body's Mind And Spirit. Claimed That Self Realisation Is the Ultimate Goal of Education Considered Education as 3 Hs • HEAD HAND AND HEART Suggested Schools to Act as Community Centres He Emphasized On Free, Universal and Compulsory Education Education Must Inculcate Feelings of Love, Sympathy, Righteousness, Integrity, Self-Resistant and Purity of Character
  • 19. Aims/Objectives on Education Gandhi's vision of an independent India based on religious pluralism was challenged in the early 1940s by a new Muslim nationalism which was demanding a separate Muslim homeland carved out of India. In August 1947, Britain granted independence, but the British Indian Empire [10] was partitioned into two dominions, a Hindu-majority India and Muslim-majority Pakistan. As many displaced Hindus, Muslims, and Sikhs made their way to their new lands, religious violence broke out, especially in the Punjab and Bengal. Eschewing the official celebration of independence in Delhi, Gandhi visited the affected areas, attempting to provide solace. In the months following, he undertook several fasts unto death to stop religious violence. The last of these, undertaken on 12 January 1948 when he was 78,[12] also had the indirect goal of pressuring India to pay out some cash assets owed to Pakistan. Some Indians thought Gandhi was too accommodating.
  • 20. Curriculum Gandhi's curriculum was activity centred and craft centred Advised uniform education for both girls and boys Stressed on development of good handwriting Introduced Technique of Correlation Encouraged self- activity instead of role memory Proposed Life centred and activity centred curriculum
  • 21. Methods of Teaching Education was subject centred Wished local craft as a medium of education Focused education to develop mind, body and soul His Basic Methods Were To achieve mental development, training of senses and parts of the body should be given. Reading should precede the teaching of writing. Before teaching of alphabets, art training should be given. More opportunities should be given for learning by doing. Encouragement should be given to learning by experience.
  • 22. Methods of Teaching Correlation should be established in the teaching methods and learning experiences. Mother tongue to be the medium of instruction. Productive craft as the basic of all education. Teaching through creative and productive activities. Teaching through creative and productive activities. Learning by living, service and participation, self – experience. Lecture, questioning and discussion method. Oral instruction to personal study. All syllabi should be woven around vocational training.
  • 23. Teacher And Taught Relationship Wanted Teachers to Be A model of behaviour an image of society a compendium of virtues. Wanted Teachers to teach with examples than precept. Also opposed corporal punishment. Wanted Teachers to be trained, proficient, and full of faith and devotion. Held teachers to be responsible for carving students character. Wanted teachers a symbol of values, well disciplined, a unique personality, cultured and having a good mentality. According to him a teacher's serenity and magnanimity should be outstanding and shining. A teacher should be polite, pious, and having sea of knowledge. Should be polite, pious, and having sea of knowledge. Should be a guide, mentor, and guru for imparting knowledge to the students – the valuable pearls.
  • 24. Evaluation Learning/Outcome By emphasising craft and manual work in the scheme of education, a child's personality is improved. It involves planning, experimenting, coordinating and evaluation which helps in intellectual and physical development of a child. Learning by doing is immensely conductive in the coordination development of a child. Vital principle of Correlation will promote a well-integrated and well balanced education. His educational philosophy was fully in accordance with non- violence and Democratic social order. It is naturalistic in setting, idealistic in aim and pragmatic in its methods and work. It helps in psychological and sociological development of a child.
  • 25. SRI AUROBINDO GHOSH Born: 15 August 1872, Kolkata Father: Krishnadhan, Mother: Swamlata He married to Mrinalini Devi He was an Indian philosopher, yogi, guru, poet, and nationalist. Introduced his visions on human progress and spiritual evolution. Died: 5 December 1950, Puducherry
  • 26. Life Journey He was born on 15 August 1872 in Kolkata, West Bengal, India (Present day). Father's Name: Dr. K.D Ghose. Mother's Name: Swarnalata Devi. Spouse: Mrinalini Devi. At the age of 5 years , sent to Loretto convent School (Darjeeling), At 7, he was sent to England for completing his schooling, At 18 years he got admission in Cambridge University and also qualified I.C.S exam in 1890 but failed to qualify the horse riding examination. During 1893 - 1903, He studies Sanskrit, Philosophy, Bengali, and Political Science
  • 27. Life Journey Literary works: - The Divine Life his major works includes Essays on the Gita (1922). - Collected Poems and Plays (1942) - The Synthesis of Yoga (1948) - The Human Cycle (1949) - The ideal of Human Unity (1949) - Savitri: A Legend and a Symbol (1950) - On the Veda (1956)
  • 28. Life Journey He spent his rest of his life in Ashram established by him. (Sri Aurobindo International Center of Education) Philosophy: Integral Yoga, Involution, Evolution, Integral psychology, Intermediate Zone, Supermind. He died on 5 December 1950 in Puducherry, India.
  • 29. Aims/Objectives on Education To train all the senses - hearing , speaking , listening , touching , smelling and tasting. He emphasized that education should in accordance with the needs of our real modern life. Physical development and holiness are the chief aims , he not only emphasized physical development but also physical purity. Heart of a child should be developed as to show extreme love, sympathy and consideration for all living things. This is the real moral development. Education should create dynamic citizens so that they are able to meet needs of modern complex life. Education which will offer the tools where by one can live for the divine, for the country, for oneself and for others and this must be the ideal of every school which calls itself national.
  • 30. Aims/Objectives on Education Sri Aurobindo highlighted integral education which is the manifestation of Beauty, Power, Knowledge and Love. "Beauty" includes a physical education program designed to build a body that is beautiful in form, harmonious in posture and powerful in function. "Power" means the control of sensations. "Knowledge" means developing an active, alert mind. "Love" involves creating desirable emotions and feelings that should aim for the selfless good of others and communion with the Divine.
  • 31. Curriculum Sri Aurobindo includes the four basic values, physical, vital, mental and psychic in his curriculum. The child is not molded according to the desire of his parents or teachers. Therefore he emphasizes flexible, interest-related and environment-based curriculum. Yoga, physical exercise through games, sports etc. Intellectual cultivation through reading, writing, learning, teaching and so on. Spiritual values are also emphasized by him.
  • 32. Curriculum Aurobindo describes curriculum for different stages of education– Mother tongue, English, French, literature, national history, art, painting, general science, social studies and arithmetic should be taught at primary stage. Mother tongue, English, French, literature, arithmetic, art, chemistry, physics, botany, physiology, health education, social studies at secondary stage. Indian and western philosophy, history of civilization, English literature, French, sociology, psychology, history, chemistry, physics, botany at university level. Art, painting, photography, sculptural, drawing, type, cottage-industries, mechanical and electrical engineering, nursing etc at vocational level
  • 33. Methods of Teaching Love and Sympathy for the child and Education through the mother tongue Education according to the interests of the child Education through self experience Emphasis on learning by doing Education through co- operation of teacher and students in the education process Education according to the nature of child, while considering the divinity in the child and latent gifts of mind and spirit Freedom of Child. An environment free to gain more knowledge through his own efforts
  • 34. Teacher And Taught Relationship Aurobindo enunciates certain sound principles of good teaching, which have to be kept in mind when actually engaged in the process of learning. According to him, the first principle of true teaching is “that nothing can be taught.” He explains that the knowledge is already dormant within the child and for this reason. The teacher is not an instructor or task-master; “he is a helper and a guide.” The role of the teacher “is to suggest and not to impose”. He does not actually train the pupil’s mind, he only shows him how to perfect the instruments of knowledge and helps him and encourages him in the process. He does not impart knowledge to him; he shows him how to acquire knowledge for himself. He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface.
  • 35. Evaluation Learning/Outcome The goal of Sri Aurobindo was not merely the liberation of the individual from the chain that fetters him and realization of the self, but to work out the will of the Divine in the world, to effect a spiritual transformation and to bring down the divine nature and a divine life into the mental, vital and physical nature and life of humanity.
  • 36. GIJUBHAI BADHEKA Born: 15 November 1885, Saurashtra Known for: Education, Reforms, Children's Education, Dakshinamurti. Also known as Moochali Maa Books: Divāsvapna, Divasvapna: An Educator's Reverie Awards: Ranjitram Suvarna Chandrak Died: 23 June 1939, Bhavnagar
  • 37. Life Journey Badheka was born in Chittal in the gujrat region of western India. His given (first) name was "Girijashankar". Badheka grew up in Bhavanagar, a city in the western Indian state of Gujrat. He had his early education in primary school at later pass matriculation in Bhavnagar in 1905. He joined the Shamlals College, but did not complete his studies. He is referred to as "Moochhali Maa" ("mother with whiskers"). In the first instance, Badheka was a high court lawyer. In 1907, he moved to East Africa and later, Bombay for work. He started his practice as district pleader in 1911 and in 1912 he enrolled as a high court pleader. Solicitude for the education of his first son, Narendrabhai (February 1913), led Gijubhai to see the child education classes conducted under the guidance of Motibhai Amin at Vaso, Gujarat, where he was presented a Gujrati book describing the Montessori method of education. That first attracted him to organize child education on similar lines.
  • 38. Life Journey In 1915 he assisted in drafting the construction of the Dakshinamurti, then started as a hostel at Bhavnager. In 1916 he left legal practice and joined the Dakashinamurti as Assistant Superintendent. He drew the attention of the Superintendent, Nanabhai Bhatt, to the fact that the boarders had to study in oldfashioned schools. Simultaneously Gijubhai trained his son according to the Montessori system. This convinced him about the need to the begin at the very beginning, and the Dakshinamurti ,Balmandir, a pre-primary school, came into being August 1920. In 1925 the first Pre-Primary Teachers Training College (Adhyapak Mandir) was started at Dakshinamurti to meet the need for qualified teachers. In 1936 Gijubhai left the Dakshinamurti due to a difference of opinion and started the Adhyapak Mandir at Rajkot. Constant overwork had ruined his health, and he died on 23 June 1939.
  • 39. Life Journey Badheka’s philosophy of education is unique. He gave utmost importance to a child’s happiness, health, pleasure and peace rather than mechanical learning using ‘heaven’ as a base. Badheka outlined his ideas in the following manner: Heaven is in the happiness of children Heaven is the health of children Heaven is a pleasure Heaven is the playful innocence of children Heaven lies in the songs and playful humming of child
  • 40. Life Journey Gijubhai basically adopted a humanistic approach. Humanism is mainly rooted in the self-concept of a child. According to him, a child should feel good about himself/herself first. If a child has a positive understanding of self, it will certainly improve its capacities. A child also tries to understand its weaknesses and try to improve. He advocated that learning is not an end by itself; it is a means to achieve the zenith of self-development. This particular concept is called ‘self-actualization’. According to Gijubhai Badekha, intrinsic rewards are more powerful and effective than extrinsic rewards. A child should feel the need of education. The child should be self-motivated rather than being lured by prizes, medals, stars, ranks or positions.
  • 41. Aims/Objectives on Education He was a great thinker from Gujarat. He emphasized on child-centered education. His novel ideas about education are given in his book “Divasapna” which is an imaginary story of a teacher who rejected the orthodox system of education. He actually was a teacher who later became head master of a school but he did not like education system. So, he resigned and started a school on experimental basis. He wanted school to be a place children love to be in. he advocated an atmosphere of independence and self-reliance. He suggested learners must be given freedom to have their own ideas. He must be given an opportunity to learn by doing as per their age and interest. He took school as Mandir and accordingly named his institutions as Bal Mandir, Kishore Mandir, Vinery Mandir to clarify that no physical or mental torture should take place in a school.
  • 42. Curriculum Mutual understanding and cooperation. Locally made inexpensive learning materials. Sharing activity with children. Understanding teacher Observing nature of schools activities. Freedom without fear
  • 43. Methods of Teaching Gijubhai provide “Montessori” approach to Indian schools. The Montessori approach focuses on natural development of the human being. Through Montessori education a child transforms into a complete human being and creates a comfortable zone for himself/herself, for society as well as for the entire humanity. The principle on which the Montessori mode of education is based is that children who are not interested in and bored or stressed out by the education that is being imparted are a liability to society and they contribute to their own mental illness as well as that of society. Montessori education begins with the understanding that the role of an adult or a teacher is only to help unfold the hidden and inborn developmental powers of the child. From the earliest moments of life children are possessed with great constructive energies that guide the formation of their mind and the coordination of their bodies. The Montessori approach believes that the child must be guided in the path of reaching adulthood.
  • 44. Teacher And Taught Relationship Teachers’ attitude towards children is of great importance because students come from diverse socioeconomic backgrounds. Teachers should have a humanistic and empathic attitude towards children. Teachers should be facilitators and not authoritative. Teacher should be liked and respected by students. Children should not have the fear to approach their teachers. They should love and appreciate their teachers’ attitude and enjoy the experience of learning.
  • 45. Evaluation Learning/Outcome Education is a lifelong process. However, formative education is the foundation for further learning and lifelong learning. Freedom in the learning space is the point that Badheka stressed. He criticized conventional methods of education which were constricted by bureaucratic hurdles. He rejected a system of education that did not give freedom to children to learn in a ‘free’ and ‘natural’ environment, especially in the formative years. He was impressed by the Montessori system of education and took the bold step of experimentation with alternate ways of knowledge transmission. Through the special institutions he created Badheka carried forward his initiatives, overcoming resistance from educational administration and colleges. Badheka’s writings both in Gujarati and Hindi contained his views which were simple, practical and straight forward. The entire focus of his learning process was on experimentation which involved games, stories and other cultural activities as the means of transmitting knowledge. He oppose the system of determing capacities by ranks and examinations, Badheka emphasised on creating an environment in the classroom that encouraged students to ‘explore’ rather than meekly following what the teacher said. Gijubhai’s book Divaswapna contained the tenets of his approaches to education and even today stands as a testimony to alternate paradigms in educational theory and practice.
  • 46. JIDDU KRISHNAMURTI Born: 11 May 1895, Madanapalle He was an Indian philosopher, speaker and writer. Education: Paris-Sorbonne University Organizations founded: Krishnamurthy Foundation, Died: 17 February 1986, Ojai, California, United States
  • 47. Life Journey Affectionately referred to as Krishnamurthy. Born on 12th May, 1895 at Madanapalle, Andhra Pradesh. He was a writer and speaker on philosophical and spiritual issues. Is a great scholar, philosopher and a genuine thinker of India. Belongs to a Hindu family, he lost his mother at age 10 At age 14, he joined his father- actively involved in the functioning of theosophical society at Adayar, Chennai. He was educated in theosophy by the British social reformer Annie Besant Madam Besant bring him up. He knew English, Spanish, French and Italian. Died: 17 February 1986, Ojai, California, United States
  • 48. Life Journey Krishnamurthy and his brother Nitya were tutored by the theosophists Charles Lead Beater Annie Besant. His subject matter included psychological revolution, nature of the mind, meditation, human relationships, and bringing positive social change. His 1st book was Education as Service" (1912) He was a writer and speaker on philosophical and spiritual issues. His scholarship was vast and thinking was original having deep philosophy. At age 16 he authored the book "At the feet of Guru"
  • 49. Life Journey Few works of Krishnamurthy: 1. Freedom from the known 2. The book of life Was a great orator and also a writer. Was unhappy with the system of education Few official Krishnamurthy Schools are: 1. USA-Oak Grove School 2. UK-Brockwood Park School 3. India-Rishi Valley Education Centre
  • 50. Aims/Objectives on Education Regards Education as of prime significance in communication. To discover the true values which come with unbiased investigation and self-awareness. Self - knowledge can bring Tranquillity and happiness to man. To create human beings integrated and intelligent. Concerned for good society. Emphasized relation between Education and society.
  • 51. Curriculum It should develop the work efficiency. Encourage the development of patriotisms in students. Encouraged the interest for research and development in students. Develop the self -expressing ability in students. Subject matter should be transacted through discussion method. Encourage National integrity and harmony in the students. Encourage curiosity in the students.
  • 52. Methods of Teaching The point of Education: Education is essentially the art of learning, not only from books, but from observation of the world about you without theories, prejudices and values. Principle of Method: Learning a style without inward experience can only lead to superficiality... Likewise, people who are experiencing, and therefore teaching, are the only real teachers, & they too will create their own technique. Schooling without competition and comparison: Goodness cannot flower where there is any kind of competitiveness. Learning through Observation: Learning is pure observation- Observation from moment to moment- not only of the things outside you but also of that which is happening inwardly. Freedom and order: Clarity of perception is freedom from the self, flowering of goodness in all our relationship is possible only in.
  • 53. Teacher And Taught Relationship According to Krishnamurthy, teacher study the child to employ the methods which suits him best. Subject matter should be transacted through discussion method or process. Motive is to develop the self-expression ability in the student. Problem solving method was used. Exploratory method. Allow children freedom to think for themselves.
  • 54. Teacher And Taught Relationship A TEACHER MUST INCULCATE THESE VALUES: Total human being Integrated man Affectionate behaviour towards children As a guide and friend to students Keen observer
  • 55. Evaluation Learning/Outcome Contemporary thought may have a lot to learn the scientific study of mind and consciousness. Awareness of self is an essentiality for a free mind. Society can be organized or organic. Religiosity and Orthodox thought is often the result of conditioning from an early age. One must cultivate an investigative and scientific mind. One must uncover the mind, layer over layer to achieve complete growth. Living in totality, not in segments is must.
  • 56. JEAN-JACQUES ROUSSEAU Born: 28 June 1712, Geneva, Switzerland Famous Western philosophers of the 18th century. His political philosophy influenced the progress of the Enlightenment throughout Europe. Also aspects of the French Revolution and the development of modern political, economic and educational thought. Died: 2 July 1778, Ermenonville, France
  • 57. Life Journey Jean- Jacques Rousseau was born on 28 June 1712 in Geneva, Switzerland in the house of a poor watch maker. His father could not afford a proper education for him so he received informal education from his father. His mother died shortly after birth. From the age of twelve to twenty four he travelled to many places and developed sympathy for poor people. In 1735 he was given the job of tutoring the two sons of M. De Malby. From here his interest in education began and he prepared his first treatise “Project for the education of M. De Sainte-Maria”. In 1756 he was provided a hermitage by a lady on her estate. Here he studied the letters she wrote to her nine year old son and he advised her about how it was not natural for a child of this age to be educated. He wrote “Emile” in 1762 in which he used and the imaginary description of the education of a boy named Emile and described how the education should be imparted starting from infancy up to manhood. He died on 17 July 1778.
  • 58. Life Journey Rousseau is one of the famous Western philosophers of the eighteenth century. During the seventeenth and the eighteenth centuries reason ruled as a god , and people like Voltaire revolted against it. Rousseau also led the revolt against reason and he made nature the sole authority over human affairs. Rousseau saw a great divide between the society and the nature and so led the second revolt Which was called as the naturalistic movement. He had a great emotion and sympathy for the common man.
  • 59. Aims/Objectives on Education Rousseau found that the prevailing system of education was un-naturalistic and useless. He identified the following as the chief aims of education: He said that the chief aim of education was the attainment of fullest natural growth of the individual, leading to balanced, harmonious, useful and natural life. The real aim of education is to help the child to lead an enjoyable, useful and natural life. He says, “To live is not merely to breathe. It is to act, to make use of our organs, senses, our faculties and of all those parts of ourselves, which give us the feeling of our existence.” Education aims at making an individual a ‘man’ first, for a man is sure of success in multifarious fields of life.
  • 60. Aims/Objectives on Education Physical development is another aim of education which means helping the child develops a strong physique-a necessity for operation of mind. It is another aim of education to train bodily sense organs which are the gateways to knowledge. Intellectual development is another important aim of education according to Rousseau. Rousseau says that education should aim at development of social, moral and spiritual aspects of the child. Therefore, education should aim at cultivation of social, moral and spiritual values in the child. Another aim of education is to prepare a child for meeting contingencies and challenges in future life.
  • 61. Curriculum His curriculum spreads through the contour of developmental stages of children. Curriculum at the first stage (i.e. infancy) from birth to 5 years would be pointed to the growth of physical strength. No artificial and positive education should be provided at this stage. Perfect freedom should be given. The principle is “let him not be pampered, nor be subdued”. In short, at this stage, he suggested to provide physical education in an atmosphere of perfect liberty. Curriculum at the second stage (i.e. childhood) from 5 to 12 years is essentially negative in nature. It consists in the free development of one’s organs and in the exercises of the senses. Child should be allowed to get his experience according to his own wishes and interest. No verbal lessons are given. He will not be instructed in language, history and geography. ‘Emile’ is to learn from his own experience. There is no seed to learn by heart. He has to learn by activity and experience. He should be given freedom of complete physical movement, simple diet and light clothing. Training of senses should be given primacy as these are the highways to the development of judgement and reasoning. Curriculum at the third stage (i.e. Pre-adolescence) from 12-15 years centres round curiosity i.e. urge for knowledge. Education is related to development of intellect and includes instruction, labour and study. The subjects of study will be natural science, physical science, language, mathematics, history, geography, manual and industrial training, trade, banking, transportation etc.
  • 62. Curriculum The only book, he suggested at this stage, is ‘Robinson Crusoe’-a study of life according to nature. This period is very short but it makes ‘Emile’ very industrious, temperate, patient and firm of courage. In short, it is a period of intellectual education which is useful and shows the way for the next period. Curriculum at the fourth stage (i.e. adolescence) from 15- 20 years emphasizes training of heart because, body, senses, mind and heart constitute the whole man. Hence, moral, religious and social education is recommended for control of passions. Further, for development of morality, spirituality and aesthetic sense, study of language, religion, philosophy, literature and arts should be taught. Besides, he recommended study of biographies to impress upon the tender minds. Physical training is recommended for keeping ‘Emile busy, diligent and hard at work. The study of society, politics, economics, history, travel would be included for preparing youth to decipher complex web of relationships. He emphasized sex education which consists of direct moral exhortation on chastity and an explanation of mystery of creations in the world in a dispassionate manner. Unlike childhood stage, this stage conforms to positive education
  • 63. Methods of Teaching Since Rousseau was a champion of naturalistic education, he put premium on direct experience of the learners and castigated verbal lessons and bookish education. He condemned the methods which stunt natural tendencies of the child. The following methods are suggested by Rousseau: Learning by Doing Direct Experiences of the Child Play-way Method Heuristic Method Teaching Morality by Example Learning Social Relations by Social Participation Teaching through Concrete Objects or Things
  • 64. Methods of Teaching Learning by Doing: Rousseau favoured learning by doing as the best method of teaching. He says, “Teach by doing whenever you can and only fall back upon words when doing is out of question.” He lambasted the use of any book at the childhood stage of Emile’s schooling, for knowledge gained through books would stifle the urge of the child for creativity. Direct Experiences of the Child: Rousseau stressed on direct experiences of the child. Child should learn from experience and observation. He said, “Give your scholar no verbal lesson. He should be taught by experience alone.” Experience would provide first-hand knowledge and give permanence to knowledge. Therefore, he prompted Emile to learn everything from his own experience. Play-way Method: Rousseau believed that the child learns better through a play-way method, for it provides a sense of joy to the child. He writes, “Let the senses be the guides. Let there be no books but the world and no other instruction than facts. The child who reads, does not think, he merely reads. He is not receiving instruction but learning words.” Work or plays are all one to him, his games are his work, he knows no differences.
  • 65. Methods of Teaching Heuristic Method: In heuristic method the child is to be put in the cockpit of a discoverer and he would learn everything in a curious way. Emile would learn science with self-made and self-invented apparatus by conducting a number of experiments. In this way, he would learn mathematics, history, geography social relations and morality. Teaching Morality by Example: Rousseau emphasized teaching of morality by example; not by precept. There, is no use lecturing or morality to ‘Emile’, he should be provided every opportunity to practice virtue, remarks, “Practice of virtue is to count far more than lectures on ethics.” Learning Social Relations by Social Participation: Rousseau says, ‘Emile’ will learn about social relations not by being attended to good sermons but by his actual visits to the places where people are engaged in different sorts of activities., Teaching through Concrete Objects or Things: He dis-favoured cramming method of acquiring knowledge. He rather favoured teaching through concrete objects. He said, “In general, never substitute the sign for the thing itself, save when is impossible to show the thing: for signs absorb the attention of the child and make him forget the thing represent.”
  • 66. Teacher And Taught Relationship Rousseau said that teacher should protect the child from mental conflicts, repressions, and mental disorders of all kinds. He believed that teacher should not interfere with the activities of the children. The teacher duty is that he should see that the education of the students is the free development of their interests and motives. Rousseau has not given the higher place to the teacher.
  • 67. Evaluation Learning/Outcome Rousseau was a great philosopher of his times. His philosophy has extended a great influence on education. Many of the modern methods of teaching like the Heuristic Method, Sensory Training, etc., are products of his philosophy. The view of the child as a specific being, never as a “miniature adult”. Rousseau was limited by the time when he lived, but his contribution to education in the west was crucial. The focus of the educational process on the student; The value of manual work; The idea of education women. Opened the way for new approaches on childhood.
  • 68. JOHN DEWEY Born: 20 October 1859, Burlington, Vermont, United States Influenced: Émile Durkheim, Jürgen Habermas, Richard Rorty. Education: Johns Hopkins University (1884), University of Vermont (1879) Died: 1 June 1952, New York, New York, United States
  • 69. Life Journey Born on 20 October, 1859 in Burlington, Vermont. His father was a merchant and proprietor of a tobacco shop and his mother was a daughter of a wealthy farmer. He originally had three brothers but one died as an infant. He got married two times and had 6 children. He was in a public schools in Burlington and excelled as a student, at the age of 15 he enrolled at a University of Vermont. He took an interest in philosophy while attending college. He was dear to his Prof. Torrey.
  • 70. Life Journey He graduated from Vermont University in 1879. After independently studying philosophy, he entered Johns Hopkins University to get his Ph.D. in philosophy. He was at a faculty position at University of Michigan from 1884 to 1894. After that in 1894 he joined the University of Chicago where he emerged his Pragmatic Philosophy.
  • 71. Aims/Objectives on Education Cultural aim Social efficiency Development of child innate power and abilities Enables individuals to control their environment Instilled democratic values and ideals Creation of values Maximum growth
  • 72. Curriculum Four Principles Utility • Curriculum must have some utility. Including teaching of reading, writing, science and music. Flexibility • Curriculum change according to the interest of the child. Child experiences • Teaching of subjects should be related to the context of child. Integration • Integration between child’s life, activity and his subjects.
  • 73. Methods of Teaching Methods Learning by doing Project Problem solving Experimental Activity Direct experience
  • 74. Teacher And Taught Relationship Dewey stresses the sensitivity of education towards learner’s needs and their individual differences. Dewey was most concerned about the development of the individuality of child. Learning processes should be planned considering the aptitude, learners’ former experiences, and their present experiences. A teacher is engaged with the learners through interaction, which is a social process. The teacher should observe the interest of the students, observe the directions they naturally take, and then help them develop problem-solving skills. A teachers’ primary purpose is to increase freedom of the children to enable them to explore their environments. Dewey was specifically concerned about the rights of child as an individual, his right to exercise his decisions, choices in learning and education, and his participation in a democratic learning process.
  • 75. Evaluation Learning/Outcome Although Dewey’s innumerable works and contributions are in education, politics, humanism, logic, and aesthetics. In his long satisfying career in education, Dewey brought about revolutionary reformations in educational philosophy, approaches, and pedagogies. Essentially, with the child as the centre of education, Dewey’s philosophical creed focuses on the development of child who is a valuable member of society; society which believes in equity and freedom.
  • 76. Evaluation Learning/Outcome There have been pedagogical and practical challenges faced by the practitioners in applying Dewey’ approach to education. The most important criticism is his lack of clarity as to how to set up systems that can see through the inception of ideas to the conclusion of the experiences, to gauge the growth and development, and plan curriculum clearly. John Dewey remains one of the pioneering figures of contemporary educationists, who left a rich trail of researchers and educationists, who continually study the methods and theories of education presented by him and add invaluably to his body of knowledge.
  • 77. MARIA MONTESSORI Born: 31 August 1870, Chiaravalle, Italy Education: Sapienza University of Rome (1893–1896), Children: Mario Montessori Sr Died: 6 May 1952, Noordwijk, Netherlands
  • 78. Life Journey Early education She entered an elementary school at age of 6 in 1876 at Rome. She gets certificated for good behaviour in 1st grade and for Lavori donneschi or Women work in next year. Secondary Education-In 1884, she entered a secondary technical school. Graduated in 1886 with good results. At 20, in 1890 she graduated in physics and maths and decided to study medicine. University of Rome (Medical school)-She appealed to Guido Baccelli, the professor of university but discouraged. Degree along with Italian and Latin qualified her for medical entrance. She graduated in 1896 as a doctor of medicine. Her thesis was published in 1897 in journal POLICLINICO.
  • 79. Life Journey 1896-1901 (EARLY CARRIER) She worked with and research so called "Phernasthenic" and Children in modern terms. That is children experiencing some form of cognitive delay, illness or disabilities. WORK WITH MENTALLY DISABLED CHILDREN After graduation in 1896, she work in University Psychiatric Clinic. She visited 'Asylums' in Rome and observed children with mental disabilities. PUBLIC ADVOCACY In 1898, she wrote articles and spoke again at first pedagogical conference of Turin. In 1899,she was appointed as a councilor to National League for protection of retard children.
  • 80. Life Journey ORTHOPHRENIC SCHOOLS- In 1900, the National League opened the schools and pedagogical institutes for disabled Childs. She was appointed as co-director. 1901-1906 In 1901, she left Orthophrenic School. In 1902, she enrolled in the philosophy degree course in University of Rome. She worked developing what she would later call 'Scientific Pedagogy'. Her lectures were printed as a titled ‘Pedagogical Anthropology' in 1910. 1906-1911 Casa dei Bambini and the spread of Montessori's ideas. 1st casein 1906 was invented to see the care and education in San Lorenzo in Rome. 2nd casawas opened on April7,1907.
  • 81. Aims/Objectives on Education Development of innate powers of the child. Mental development of child. Education prepare children for social adjustment. Moral development Prepare children for future life. Make child independent and confident.
  • 82. Curriculum It is a child centered learning framework based on self-directed activities, hands-on learning and collaborative play. It makes creative choice in their learning & teaching to guide the process. She made this system for children up to 6 years, consists of allowing to them to learn in environment where the child's learning process is through self directed activities with the teacher only to remove obstacles.
  • 84. Methods of Teaching Method for young children that stress the development of a child’s own initiative and natural abilities through practical play. Provide children a method to develop at their own pace. Meaningful development age group are In the first to groups ages children are encouraged to use their senses to explore and manipulated. In third group they deals with abstract concept. It attempts to develop the child physically, socially, emotionally and cognitively. 2 to 2.5 years 2.5 to 6 years 6 to 12 years
  • 85. Methods of Teaching Principles of Montessori Method/Education Respect for child Absorbent mind Sensitive period Prepared environment Auto education
  • 86. Teacher And Taught Relationship In Montessori education teachers operate very differently. Their role is to observe each child and present lessons to them when they are ready. In this environment each child receives what they need when they need it. Montessori teachers are moving about the classroom observing the students, helping children choose work, presenting lessons, and posing provocative questions that promote thinking. Very little time is spent managing classroom behaviour because the children are actively engaged in activities of their choice. Montessori students tend not to act out due to restlessness or boredom because they are absorbed in their work. The Montessori teacher controls the environment, not the children. This unique role allows the Montessori teacher to be a trusted guide and mentor.
  • 87. Teacher And Taught Relationship Areas of Montessori classroom Practical life Sensorial Language Cultural Mathematics
  • 88. Evaluation Learning/Outcome Balanced structure of freedom & responsibilities in classroom. Free to follow their inspirations with work. Provide Motivation, Confidence and Capability of Competence. Atmosphere of cooperation, team work and peer teaching. Task lead children in the development of self discipline.
  • 89. SUBMITTED TO: Mrs Monika Choudhry, Assistant Professor, Prarambh State Institute of Advanced Studies in Teacher Education, Jhajjar, Haryana, India SUBMITTED BY: Group 5 (Grp. Rep. – Vaibhav Verma) (members mentioned in next slide)
  • 90. G R O U P 5 M E M B E R S Members acc. to their stream and roll nos B.Sc. B.Ed. B.A. B.Ed. (18053) Priya (18122) Fiza (18054) Shivam Bhardwaj (18124) Katyani Bhardwaj (18055) Dheeraj (18126) Vaibhav Verma (Group Leader) (18056) Babita (18127) Akshita Ray (18057) Aman Kumar (18136) Shweta Kumari (18058) Akshay Sahrawat (18059) Priya Choudhary (18060) Mandeep Bhardwaj (18062) Pandit Khamendra Bihari (18063) Piyush Bhardwaj (18065) Kajal Sisodia