Educational phiosophies

                              Educational philosophies

Classification of educational philosophy

A.    Traditional philosophies

ü  Naturalism

ü  Idealism

ü  Pragmatism

ü  Realism

B.     Modern contemporary philosophies

ü  Perennialism

ü  Essentialism

ü  Existentialism

ü  Reconstructionism

ü  Progressivism

Traditional philosophies

Naturalism

Chief proponents: Rabindranath Tagore, Jean Jacques Rousseau, Johann Heinrich }

Concept: Educating the human generation about & in the nature rather than artificial environment by keeping in mind the individuality of each child. Development of power and ability for struggle for life. Enable to live a natural life.

Methods of teaching 

According to naturalism method of teaching is

Ø  Education by sense organs sensation is the basic of our knowledge of reality

Ø  Learning by own experience

Ø  Back to nature

Ø  Freedom in education

Ø  Education should be imparted to child according to his interest, aptitude, ability and needs.

Ø  Knowledge is not permanent

Ø  Learning  by doing

Ø  Observation , experimentation, self-effort and self-government

Discipline

·         Extreme discipline is not desirable

·         No punishment

         Curriculum

·         No fixed curriculum

·         Child cantered

·         The school to the naturalist is no way different from the home

·         Every is given the right to determine hid soul curriculum

Role of the teacher

·         Spectator / observer

·         Nature is the supreme teacher

·         Teacher cannot dictate the pupils what they have to do

·         Should behave sympathetically and affectionately toward the child

School

·         Should be completely free flexible without any rigidity

·         No fixed time table

·         No burden of examination etc.

Idealism

Chief proponents: Dr. Radhakrishan, Sir Auurobindo, Plato, Ross & Socrates }

Concept: It believes that the act of knowing takes place within the mind for three values, i.e. intellectual, aesthetic & moral values & the purpose of education is the development of the student’s mind & self

Method of teaching

·         Idealism did not adopt any specific and definite method  of teaching

·         Questions- answer

·         Conversion

·         Lecture

·         Argumentation

·         Book study

·         Discussion

Role of teacher

·         Supreme and important place of teacher

·         Spiritual guide , role model

·         The teacher as gardener knows best as to how to care and develop a child like a plant

·         Accept the ideas of students

·         Encourages the students to share their own idea

·         Teacher is friend, philosopher and guide

·         The teacher should possess good personality, morality honesty , wisdom etc. so that the students would follow them

·         Teacher should  encourage students to understand and solve problems by the method of analysis and synthesis

Discipline

·         Idealism advocates discipline at all cost

·         Gives special emphasis on discipline

·         Restraint on freedom

·         Freedom is to be restricted by ideals

School

·         According to idealism school is the only place for regular and effective education

·         School is an ideal place of pleasing and joyful activities for children

·         School is a place where ideas are tested , implemented and restructured

·         Development of mind

·         Character development etc.

Curriculum

·         Teacher cantered

·         Curriculum developed according to ideals and external values

·         Humanistic subjects are emphasized

·         Intellectual linguistic, literature art and science subjects

·         Aesthetic­  religion and poetry

·         Moral religion and ethics 

Pragmatism

Chief proponents: Williams James, John Dewey, Charles Sanders Pierce }

Concept: It considers self-activity as the basis of all teaching-learning processes in context of cooperative activity; to create optimistic men, who are the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities. And to help the pupil to make adjustment with his or herself and the society

Curriculum

·         Pragmatism do not advocate a fixed curriculum in advance only an outline of the activities may be kept in mind at the start of the programme

·         Curriculum should be involved according to the requirement of situation

Method of teaching

·         Learning by doing

·         Education is not teaching but to encourage learning through self rffort and creative activities

·         The learner is given a real and purposeful activities  to carry out

Principles

·         Pragmatism promotes social discipline through participation in cooperative activities in the school

·         Thus the learner imbibes virtues like tolerate, mutual respect sympathy initiative and service of humanity 

·         Emphasis on group activity and group problem solving so that the student the students the learn through cooperative learning strategies

Role of Teacher

·         The  main function of a pragmatic teacher is to create a real lif situation in which some problems may emerge and guide the child  in solving the problems

·         The teacher is a friend and a helper and person who provide opportunities for experimentation

Realism   

Chief proponents: Aristotle, Johann Friedrich Herbart, Herbert Spencer  Bacon }

Concept: Realism makes the human being understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life of a man useful; where a man can enjoy his activities & comfort in reality. Education should equip individuals to a best possible meaningful life through vocational skills.

         Principles

·         Realism believes in individual and social development

·         Scientific attitude

·         Emphasis on experiment etc.

Curriculum

·         Curriculum development according to utility and needs

·         Subjects concerning day to day activities are included in the curriculum

·         Curriculum should be scientifically approached, standardized and distinct  discipline based

Method of teaching  

·         Scientific and object method teaching

·         Demonstration and recitation

·         Audio visual aids   

   Role of teacher

·         Teacher pole is supreme b/c he brings the child in touch with the external realities of life

·         To teach students that they need survive

·         to give accurate information to the students

Discipline

·         This universal made of matter

·         Education is based on science only

·         Vocational development

School

·         School is a socially well planned institution

·         It’s a mirror of society

Modern contemporary philosophies

Perennialism

Chief proponents: Thomas Aquinas, Robert Hutchins & Mortimer Adler }

Concept: Education ensures that students acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level.

    Curriculum

·         Universal curriculum

·         Focus on great books

·         Teaching everlasting and enduring things

·         Vocational and industrial types of education be included

Principles

·         Permanence is more real than change

·         Human nature remains essentially the same no matter the culture

·         Education that men and women  receive should remain essentially the same  

Role of teacher

·         Teacher is authority and source of knowledge

·         Teacher is prominent and dominant throughout the class room

·         Teacher is a role model

Discipline

·         Discipline plays a pivotal role in the class

·         Very strict discipline

·         Harsh

·         Noisy class is unacceptable

·         Respect for authority

Teaching method

·         Students participate in the discussion but finally it will be concluded by the teacher

   Essentialism

Chief proponents: William Bagley, Arthur Bestor, Admiral Hyman Rickover, James D. Koermer }

Concept: Essentialism believes that there is common core of knowledge that needs to transmit to students in a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society

  Curriculum

·        Curriculum can change slowly

·         Essentialist school mission is instinctual training

·         The core objectives is for the students to learn the essential subjects which can change overtime

·         Teacher and administrator will determine what is essential for the students tolearn without considering their interest , and learning styles

    Discipline

·        The philosophy believes in tough discipline and training and good deal of homework etc.

 Principles

·         Knowledge comes from hard work

·         Emphasis on useful culture and skills

·         Focus on teaching of essential information and essential values of past etc.

Teacher’s role

·         The teacher teaches discipline and hard work

·         The teacher is an expert  of content knowledge

·         The teacher is accountable for student learning 

Teaching methods

·         Emphasis on traditional methods like direct instruction, memorization etc.

    Existentialism

  Chief proponents: Soren Kierkegaard, Friedrich Nietzsche, Maxine Greene }

 Concept: This philosophy believes that education must develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self. Education must equip the individual for better choices

      Curriculum

·         Learning self-paced self-directed

·         Students are given a wide variety of options from which to choose

·         Composed of fine art drama creative expression, literature etc.

Method of teaching

·         Focus is on the individual

·         There should be private and open space in the classroom to facilitate dialogues , small group discussions

·         Criticism to any individual work is less important

·        Role of teachers

·         To create an environment in which they freely choose their own preferred way

·         To relates with each student openly and honestly

 Reconstructionist

Chief proponents: Theodore Brameld, George Counts & Paulo Freire

Concept: This philosophy of education believes on reorganizing & restructuring the process of education to being about social & cultural contrastive changes in community, society & country, where emphasis is placed on cultural pluralism, equality, futurism, national interest oriented education  Organization & Aims of Education: This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstruction of the society.

    Curriculum

·         Based on ethics in improving quality of life

·         More focus on community building

·         Emphasis on civic education

·         Critically examines  the cultural and heritage of society as well as entire civilization

Principles

·         Education serves as means for change  individuals and improve human conditions

·         Never settle on what is but what might be

Methods of teaching

·         Cooperation learning

·         Problem solving

·         Critical thinking

·        Experiential

      Role of teacher

·         Social change activist

·         A resource person

·       Facilitator

     Progressivism

 Chief proponents: Horace Mann, Henry Barnard & Johan Dewey }

Concept: Progressivism believe that learning must be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world.

  Curriculum

·         Should be based on daily life

·         Should be based on students interest learning by doing

Method of teaching

·         Conference

·         Debates group work

·         Teacher exposes students to many new scientific and technological etc.

Teacher methods

Stimulate direct learning process

A facilitator or guide focus on student’s interest

Learning  Contents:

-   Meaning of learning: three domains of learning (cognitive, psychomotor & affective)

-   How learning takes place

-   Factors affecting learning (readiness, motivation, forgetting and remembering etc.)   Introduction

-   Learning is basic to our understanding of human behaviour. It is involved all aspects of life, e.g. As young infants, we learn to hold up ourselves up right to walk, and use our hands. Later on we learn to run, play and use our hand. Then, we learn to read, write and memorize information to help them pass examination etc.

 Define learning” what is learning?

-   Learning is a relatively permanent change in behaviour which comes as a result of practice of an activity. It is to have an experience that can be remembered. This definition regards learning as a product.

-   Learning can be also defined as a process by which we acquire knowledge, and attitudes and develop skills that cannot be attributed to inherited behaviour patterns or physical growth.

       Learning is categorized in three major domains according Bloom’s taxonomy:

1-      Cognitive domain

2-      Psychomotor domain

3-      Affective domain.

O   Cognitive learning domain: involves mental operations or thinking. It can take in the form of recall, comprehension, application, analysis, synthesis and evaluation.

O   Psychomotor learning domain:  refers to a form of learning that requires the coordination of muscles and the brain. Example: physical activities, writing skills. It occurs at the levels of observing, imitating practicing, adapting, etc.

O   Affecting   learning domain:  refers to a form of learning whereby an individual’s feelings attitudes and values are changed. It is at the level of receiving, responding, valuing, etc.      

Factors affecting learning

A)  Maturation

How maturation affects learning?

Maturation is when the development results from the natural growth of the physiological system it is called maturation .maturation may be physical or mental

-   Certain behaviours are made possible by the maturation of the organ responsible for such behaviour,

-   Children of the same age may be at different levels of maturation. Thus, one child will be able to learn a given task, while another child of similar age will not do so.

-   Do not force the child to read and write in KG class as the child may not be mature enough and hence may not be ready to do the activities.

-   But if we try teaching a child a given skill before he is mature enough to learn, the result is harmful. The child will make so little progress and he will begin to hate the subjects.

B)   Readiness.

    What is meant by “readiness” in learning?

-   While maturation means the gradual development of inherited behaviour patterns or potentials, readiness implies prepared-ness. It dependent upon appropriate maturation to have taken place in a child’s physical and mental parts to enable him to learn a specific skill. This is the stage in which the individual has the required conditions available to learn new tasks.

-   How the teacher can tell when a pupil is ready to learn a new task?

-   The teacher must test for readiness based on pre-requisite on performing

-   Example, in learning to read, he/she should measure pupils knowledge of language, too.

-   Careful observation should be made to the pupil’s home environment, and to his past experience.

-   The teacher must know the activities of that child which may encourage his interest and develop the child’s understanding.

 

          C) Motivation

               What is motivation?

Motivation is that condition which causes or encourages us to act in a certain way. Motivation is abroad term that encompasses, needs, drives, motivates, urges, purposes and other determinants of behaviour. Motivation is a roused by stimuli outside the individual “(extrinsic motivation) or stimuli within the individual (intrinsic motivation).

D) Forgetting 

What is forgetting­­? What causes behind forgetting­?

Forgetting is the apparent loss or modification of information already encoded and stored in an individual’s long term memory. When we are not able to remember a lesson learnt or an event experienced, we say it is due to forgetting. Our inability to recall the learned materials, when we need it most is called forgetting. Most of us are plagued at one time or another with failing memory. we forget because what we have learnt is not retained in our memory. Thus remembering and forgetting are two sides of the same coin. We remember what we have not forgotten and what we forgot, we do not remember  

Causes behind forgetting

Ø  Interference

Ø  Faulty memory process

Ø  Loss of interest

Ø  Amnesia

Ø  Retrieval problems

Ø  Lack of motivation

Ø  Physical damages

Ø  Genetic factor

Ø  Lack of readiness of recall