Dr Rahim Khan

Dr Rahim Khan (Asstt. Manager AFAQ)

Ph.D Edu Psy (Srilanka Colombo)
Website: www.afaq.edu.pk
Email: dr_rahim43yahoo.com

Contact: 0332-9182568
Ph: 091-5892472 Ex:73,74
After attending this session the Participants will be able to;
1. Inculcate Philosophy of Education
2. Define Education
3. Classify kinds of Education
4. Identify various approaches to Education
5. Comprehend levels of Education
6. Discuss major Areas of Education
 PHILOSOPHY OF EDUCATION
Is a study of questions such as:

What is education?
What is the purpose of education?
What does it mean to know something?
What is the relationship between education and society?
What values determine the development of civil society?
What are the needs of children?
 Philosophy of Education In Pakistan

"Education in Pakistan is an on-going effort towards further

developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonic,
based on a firm belief in and devotion to God.

Such an effort is designed to produce Pakistani citizens who are

knowledgeable and competent, who possess high moral standards
and who are responsible and capable of achieving high level of
personal well-being as well as being able to contribute to the
harmony and betterment of the family, the society and the nation at
large"
 The Role of Philosophy
• Philosophy enable us to
what
explain what, where, who,
why, when and how of How where
curriculum
curriculum

When Who

Why
EDUCATIONAL PHILOSOPHIES
Multiple Philosophies/ Multiple Experts
• While the experts can’t agree on the exact number of teaching
philosophies; the numbers range between as few as two and upwards
to as many as eight. Most agree, however that there are two basic
categories under which all these philosophies fall- Teacher centered
instruction or Student centered instruction. Below are eight
frequently accepted philosophies and the category under which they
fall.
Teacher Centered Instruction:
Perennialism Positivism Behaviorism Essentialism

Student Centered Instruction:

Progressivism Reconstructionism Constructivism
Humanism/Existentialism
 Comparison of Traditional and
Progressive Education Models
A brief overview of the many diverse educational philosophies
will assist the novice teacher in determining where they are
on the educational philosophy continuum.

Perennialists are instructors who feel that the knowledge

that has been passed through the ages should be
continued as the basis of the curriculum; like the classic
works of Plato and Einstein. Perennialist instructors
teach based on reason, logic, and analytical thought.
Only information that has stood the test of time is
relevant. They do not illicit student input. The classes
most likely to be considered under this approach would
be history, science, math, and religion classes
(Educational Philosophies in the Classroom, pg.1).
• The instructors whose teaching philosophies
are based on documented facts and tangible
truths are normally those that would be in
the math and science departments. These
teachers do not feel that the supernatural
and religion should be part of the thinking
process. The idea of uncertainty and the
unknown is considered illogical
(Educational Philosophies in the Classroom,
pg.1).
• Behaviorists believe in rewards and
punishments as an approach to controlling
the teaching environment due to their belief
in the intrinsic nature of humans to react to
internal or external stimuli. This teacher
centered system allows the students to be
ultimately controlled by the educator who
makes the environment pleasant or
unpleasant dependent on the student’s
behavior (Foundations of Education, pg.1).
• Essentialists believe that there is a universal pool of
knowledge needed by all students. The fundamentals of
teaching are the basis of the curriculum; math, science,
history, foreign language, and English. Vocational classes
are not seen as a necessary part of educational training.
Classrooms are formal, teacher centered and students are
passive learners. Evaluations are predominately through
testing there are few if any projects or portfolios. These
instructors easily accept the No Child Left-Behind Act
because test scores are the main form of evaluation
(Foundations of Education, pg. 1).
• This is a student centered form of instruction where
students follow the scientific method of questioning
and searching for the answer. Evaluations include
projects and portfolios. Current events are used to
keep students interested in the required subject
matter. Students are active learners as opposed to
passive learners. The teacher is a facilitator rather
than the center of the educational process. Student
input is encouraged and Students are asked to find
their interpretation of the answer (Educational
Philosophies in the classroom, pg.1).
• This student centered philosophy strives to instill a desire
to make the world a better place. It places a focus on
controversial world issues and uses current events as a
springboard for the thinking process. These students are
taught the importance of working together to bring about
change. These teachers incorporate what is happening in
the world with what they are learning in the classroom
(Educational Philosophies in the Classroom, pg.1).
• Active participation is the key to this teaching
style. Students are free to explore their own ideas
and share concepts with one another in
untraditional ways. “Hands on activity …is the
most effective way of learning and is considered
true learning” (Educational Philosophies in the
Classroom, pg.1).
Also a student centered philosophy this educational
method is based on the idea that the students
should be presented with choices about the
learning process. The student is engaged in all
aspects of learning and works together with the
teacher and their peers to develop a curriculum
and evaluation system that allows for individual
interests and abilities (Educational philosophies
in the Classroom, pg.1).
 Personalizing the Educational
Philosophy (making it your own)
• The most important part of developing an educational
philosophy is to be true to your heart. Take the time to
truly search your deepest feelings about learning and
teaching. Take a chance and try to incorporate the
philosophies that are closest to your personal beliefs,
reflect often and honestly about the effectiveness of your
philosophy in the subject area and grade level you are
teaching and make the needed modifications, remember
it is a dynamic process so, allow your philosophy to grow
as you do.
In

&
Is
 Attitude

Behaviour
 KINDS OF EDUCATION

1. Formal Education
2. Non-formal Education
3. Informal Education
 1. Formal Education
A. Is learning typically provided by an education or training institution, structured (in
terms of learning objectives, learning time or learning support) and leading to
certification. It is intentional from the learner's perspective.

B. The hierarchically structured, chronologically graded 'education system', running from

primary school through the university and including, in addition to general academic
studies, a variety of specialized programs and institutions for full-time technical and
professional training.

• Time and Routine

• Structured Education System
• State supported (Private)
• State operated
• Specified Curriculum
• Permanent Building
• Permanent Teaching staff
• Planned Examination System
• Certification at course completion

Examples: Schools, colleges, universities

 2. Non-formal Education
A. Learning that is not provided by an education or training
institution and typically does not lead to certification. It is,
however, structured (in terms of learning objectives, learning
time or learning support).

A. Is any organized educational activity outside the established

formal system - whether operating separately or as an important
feature of some broader activity - that is intended to serve
identifiable learning clienteles and learning objectives.

Examples: Virtual University, AIOU

 3. Informal Education
A. Is learning resulting from daily life activities related to work,
family or leisure. It is not structured (in terms of learning
objectives, learning time or learning support) and typically does
not lead to certification.

A. The truly lifelong process whereby every individual acquires

attitudes, values, skills and knowledge from daily experience and
the educative influences and resources in his or her environment
- from family and neighbors, from work and play, from the
market place, the library and the mass media.

Examples: Mosque, Community centre etc

Tea Break
 Approaches to Education

A. Personalized Education
B. Individualized Education
C. Challenging Education
 A. Personalized Education
Teaching according to individual differences

“No one has yet realized the wealth of sympathy,

the kindness and generosity hidden in the soul of
a child. The effort of every true education should
be to unlock that treasure.” ~Emma-Goldman

“The central job of schools is to maximize the

capacity of each student.” ~Carol Ann Tomlinson
 B. Individualized Education
• Exploiting various means to ends in the classroom
• Various teaching strategies
• Different teaching skills
 C. Challenging Education
• Teaching according to the timely
occurrences
• Preparing for the challenges of time
• Education learners in latest
development
 Levels of Education
• Pre-primary Education
• Primary Education
• Post primary Education
• Secondary Education
• Higher Secondary Education
• Degree Education
• Post Degree Education
• Pre-scholar Education
• Doctoral Education
• Post-Doctoral Education
 Major Areas of Education
• Academic Education
Science Education
Arts Education
• Professional Education
Vocational Education
Technical Education
 Key Sources of Education

Schools

Colleges

Universities

Institutions
Thank You