INTRODUCTION TO PHILOSOSPHY EDUCATION

NUML B.ED -1
TEACHER NAME :SIR AUN RAZA YAWAR 9/22/2013

PHILOSOPHY noun (plural philosophies)

1 [mass noun] the study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline. See also NATURAL PHILOSOPHY.

[count noun] a particular system of philosophical thought:the philosophies of Plato and Aristotle the study of the theoretical basis of a particular branch of knowledge or experience:the philosophy of science
2a theory or attitude that acts as a guiding principle for behaviour:dont expect anything and you wont be disappointed, thats my philosophy

EDUCATION noun
[mass noun]

1the process of receiving or giving systematic instruction, especially at a school or university:a course of

education

the theory and practice of teaching:colleges of education [count noun] a body of knowledge acquired while being educated:his education is encyclopedic and eclectic information about or training in a particular subject:health education

Philosophy of Education
Educational Philosophy / Teaching Philosophy

It is the mark of an educated mind to be able to entertain a thought without accepting it. (Aristotle) Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. (de Montaigne, On teaching Philosophy of Education) Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we

need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education. (Jean Jacques Rousseau, Emile, On Philosophy of Education) This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellowmen in place of the glorification of power and success in our present society. (Albert Einstein, 1949, On Education)

Albert Einstein on Knowledge & Philosophy of Education

The only thing that interferes with my learning is my education. (Albert Einstein)
Knowledge of the history and evolution of our ideas is absolutely vital for wise understanding. It is also important to read the original source (not a later interpretation which often leads to misrepresentation and error) and that these original quotes should give confidence to the truth of what we say. As Albert Einstein astutely remarks;

Somebody who only reads newspapers and at best books of contemporary authors looks to me like an extremely near-sighted person who scorns eyeglasses. He is completely dependent on the prejudices and fashions of his times, since he never gets to see or hear anything else. And what a person thinks on his own without being stimulated by the thoughts and experiences of other people is even in the best case rather paltry and monotonous. There are only a few enlightened people with a lucid mind and style and with good taste within a century. What has been preserved of their work belongs among the most precious possessions of mankind. We owe it to a few writers of antiquity

(Plato, Aristotle, etc.) that the people in the Middle Ages could slowly extricate themselves from the superstitions and ignorance that had darkened life for more than half a millennium. Nothing is more needed to overcome the modernist's snobbishness. (Einstein, 1954)
As Philosophers, Scientists and Educators we have a responsibility to maintain great knowledge from the past, for as Einstein beautifully writes;

... knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong. (Einstein, On Education, 1950) When, after several hours reading, I came to myself again, I asked myself what it was that had so fascinated me. The answer is simple. The results were not presented as ready-made, but scientific curiosity was first aroused by presenting contrasting possibilities of conceiving matter. Only then the attempt was made to clarify the issue by thorough argument. The intellectual honesty of the author makes us share the inner struggle in his mind. It is this which is the mark of the born teacher. Knowledge exists in two forms - lifeless, stored in books, and alive, in the consciousness of men. The second form of existence is after all the essential one; the first, indispensable as it may be, occupies only an inferior position. (Einstein, 1954) My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children. Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages. (Albert Einstein talking to a group of school children. 1934) I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of

mutual human considerations by a 'matter-of-fact' habit of thought which has come to lie like a killing frost upon human relations. Without 'ethical culture' there is no salvation for humanity. (Einstein, 1953)

Albert Einstein On Academic Freedom

Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young people who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few. We all know that, so why complain? Was it not always thus and will it not always thus remain? Certainly, and one must take what nature gives as one finds it. But there is also such a thing as a spirit of the times, an attitude of mind characteristic of a particular generation, which is passed on from individual to individual and gives its distinctive mark to a society. Each of us has to his little bit toward transforming this spirit of the times. (Einstein, 1954)

Albert Einstein On Freedom of Thought

The development of science and of the creative activities of the spirit in general requires still another kind of freedom, which may be characterised as inward freedom. It is this freedom of spirit which consists in the independence of thought from the restrictions of authoritarian and social prejudices as well as from unphilosophical routinizing and habit in general. This inward freedom is an infrequent gift of nature and a worthy objective for the individual. ..schools may favor such freedom by encouraging independent thought. Only if outward and inner freedom are constantly and consciously pursued is there a possibility of spiritual development and perfection and thus of improving man's outward and inner life. (Einstein, 1954)

Albert Einstein on Philosophy of Education in Schools

The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of the economic life, the family as bearer of tradition and education has been weakened. The continuance and health of human society is therefore in a still higher degree dependent on the school than formerly. Sometimes one sees in the school simply the instrument for transferring a certain

maximum quantity of knowledge to the growing generation. But that is not right. Knowledge is dead; the school however, serves the living. It should develop in the young individuals those qualities and capabilities which are of value for the welfare of the commonwealth. But that does not mean that individuality should be destroyed and the individual become a mere tool of the community, like a bee or an ant. For a community of standardised individuals without personal originality and personal aims would be a poor community without possibilities for development. On the contrary, the aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. To me the worst thing seems to be for a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity, and the self-confidence of the pupil. It produces the submissive subject. it is no wonder that such schools are the rule in Germany and Russia. ..the desire for the approval of one's fellow-man certainly is one of the most important binding powers of society. In this complex of feelings, constructive and destructive forces lie closely together. Desire for approval and recognition is a healthy motive; but the desire to be acknowledged as better, stronger, or more intelligent than a fellow being or scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community. Therefore the school and the teacher must guard against employing the easy method of creating individual ambition, in order to induce the pupils to diligent work. (Einstein) It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little planet, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be prompted by means of coercion and a sense of duty. On the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food handed out under such coercion were to be selected accordingly. (Albert Einstein on Education)

Plato, Quotations on Education

..for the object of education is to teach us to love beauty. (Plato) 'And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.'(Plato) '... It is in education that bad discipline can most easily creep in unobserved,' he replied. 'Yes,' I agreed, ' because people don't treat it seriously there, and think no harm can come of it.' 'It only does harm,' he said, 'because it makes itself at home and gradually undermines morals and manners; from them it invades business dealings generally, and then spreads into the laws and constitution without any restraint, until it has made complete havoc of private and public life.' 'And when men who aren't fit to be educated get an education they don't deserve, are not the thoughts and opinions they produce fairly called sophistry, without a legitimate idea or any trace of true wisdom among them?' 'Certainly'. 'The first thing our artist must do,' I replied, ' - and it's not easy - is to take human society and human habits and wipe them clean out, to give himself a clean canvas. For our philosophic artist differs from all others in being unwilling to start work on an individual or a city, or draw out laws, until he is given, or has made himself, a clean canvas.' 'Because a free man ought not to learn anything under duress. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks to the mind.' 'True' 'Then don't use compulsion,' I said to him, ' but let your children's lessons take the form of play. You will learn more about their natural abilities that way.' (Plato)

The metaphysics of education can be understood from the various perspectives of epistemology -- a branch of philosophy that explores the nature of knowledge. This includes the way knowledge is acquired, as well as the thoroughness and limitations of knowledge. The study of epistemology can be applied to the metaphysics of educational instruction .

Metaphysics is a branch of philosophy that investigates principles of reality transcending those of any particular science. It is concerned with explaining the fundamental nature of being and the world. Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, and what they are like. They reason about such things as whether or not people have free will, in what sense abstract objects can be said to exist, and how it is that brains are able to generate minds. Philosophy of education is the criticism of the general theory of education. 2] It consist of critical evaluation and systematic reflection upon general theories. 3] It is a synthesis of educational facts with educational values.In brief, it is a philosophical process of solving educational problems through philosophical method, from a philosophical attitude to arrive at philosophical conclusions and results. Thus, it aims at achieving general as well as comprehensive results.

SCOPE OF PHILOSOPHY OF EDUCATION The scope of philosophy of education is

confined to the field of education. Thus, it is philosophy in the field of education. The scope of philosophy of education is concerned with the problems of education. These problems mainly include - interpretation of human nature, the world and the universe and their relation with man, interpretation of aims and ideals of education, the relationship of various components of the system of education, relationship of education and various areas of national life [economic system, political order, social progress, cultural reconstructions etc.], educational values, theory of knowledge and its relationship to education. The above mentioned problems constitute the scope of philosophy of education and explain its nature. Thus, the scope of philosophy of education includes following. a] Aims and Ideals of Education Philosophy Education critically evaluates the different aims and ideals of education. These aims and ideals have been prorogated by various philosophers in different times. They are character building, man making, harmonious human development, preparation for adult life, -development of citizenship, -utilization of leisure, training for civic life, training for international living, achieving social and national integration, -scientific and technological development, education for all, equalizing educational opportunities, strengthening democratic political order and human source development. 8

These and other aims of education presented by educational thinkers in different times and climes are scrutinized and evaluated. Thus, philosophy of education critically evaluates different aims and ideals of education to arrive at. b] Interpretation of Human Nature:- A philosophical picture of human nature is a result of the synthesis of the facts borrowed from all the human science with the values discussed in different normative, sciences. The philosophical picture, therefore, is more broad as compared to the picture of man drawn by biology, sociology, psychology, economics and anthropology and other human science. c)Educational Values:- Value is typically a philosophical subject since it is more abstract, integral and universal. Philosophy-of education not only critically evaluates the values but also systematizes them in a hierarchy. Educational values are' determined by philosophical values. Educational values propagated by different philosophers have been derived from their own world, view and their outlook on the purpose of human life. Therefore, a scrutiny of the world views, outlook, beliefs is the specific function of philosophy and it is necessary for the philosophical treatment of the values. d] Theory of Knowledge:- Education is related to knowledge. It is determined by the source, limits, criteria and means of knowledge. The discussion of all these falls within the jurisdiction of epistemology, one of the branches of philosophy, therefore, an important area of the functioning of philosophy of education is related to theory of knowledge. e] Relationship of education and various area of national life and various components of the system of education:- One of the most important contributions of the philosophy of education to the cause of education is the provision of criteria for deciding the relationship of state and education, economic system and education, curriculum, school organization and management, discipline etc. These problems have led to the evaluation of different philosophies of education. The criteria of judgment everywhere are determined by philosophy, therefore, philosophy of education provides the criteria for critical evaluation and judgment in these fields. 1.1.6 Nature of Philosophy of Education Philosophy of education is one of the areas of applied philosophy. There are three branches of philosophy namely 'metaphysics, epistemology and axiology. 9

Metaphysics is a branch of philosophy that investigates principles of reality transcending those of any particular science. It is concerned with explaining the fundamental nature of being and the world. Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, and what they are like. They reason about such things as whether or not people have free will, in what sense abstract objects can be said to exist, and how it is that brains are able to generate minds. The scope of philosophy of education is confined to the field of education. Thus, it is philosophy in the field of education. The scope of philosophy of education is concerned with the problems of education. These problems mainly include - interpretation of human nature, the world and the universe and their relation with man, interpretation of aims and ideals of education, the relationship of various components of the system of education, relationship of education and various areas of national life [economic system, political order, social progress, cultural reconstructions etc.], educational values, theory of knowledge and its relationship to education. a] Aims and Ideals of Education Philosophy Education critically evaluates the different aims and ideals of education. These aims and ideals have been prorogated by various philosophers in different times. They are character building, man making, harmonious human development, preparation for adult life, -development of citizenship, -utilization of leisure, training for civic life, training for international living, achieving social and national integration, -scientific and technological development, education for all, equalizing educational opportunities, strengthening democratic political order and human source development. These and other aims of education presented by educational thinkers in different times and climes are scrutinized and evaluated. Thus, philosophy of education critically evaluates different aims and ideals of education to arrive at. b] Interpretation of Human Nature:- A philosophical picture of human nature is a result of the synthesis of the facts borrowed from all the human science with the values discussed in different normative, sciences. The philosophical picture, therefore, is more broad as compared to the picture of man drawn by biology, sociology, psychology, economics and anthropology and other human science. c)Educational Values:- Value is typically a philosophical subject since it is more abstract, integral and universal. Philosophy-of education not only critically evaluates the values but also systematizes them in a hierarchy. Educational values are' determined by philosophical values. Educational values propagated by different philosophers have been derived from their own world, view and their outlook on the purpose of human life. Therefore, a scrutiny of the world views, outlook, beliefs is the specific function of philosophy and it is necessary for the philosophical treatment of the values. d] Theory of Knowledge:- Education is related to knowledge. It is determined by the source, limits, criteria and means of knowledge. The discussion of all these falls within the jurisdiction of epistemology, one of the branches of philosophy, therefore, an important area of the functioning of philosophy of education is related to theory of knowledge.

e] Relationship of education and various area of national life and various components of the system of education:- One of the most important contributions of the philosophy of education to the cause of education is the provision of criteria for deciding the relationship of state and education, economic system and education, curriculum, school organization and management, discipline etc. These problems have led to the evaluation of different philosophies of education. The criteria of judgment everywhere are determined by philosophy, therefore, philosophy of education provides the criteria for critical evaluation and judgment in these fields.
PLATO S EDUCATIONAL PHILOSOPHY

PLATOS ACADEMY
It was, in effect, a university of higher learning, which included physical science, astronomy, and mathematics, as well as philosophy. In addition to presiding over the Academy, Plato delivered lectures, which were never published. The site of the academy was sacred to Athena and other immortals and contained a sacred grove of olive trees. Plato possessed a small garden there in which he opened a school for those interested in receiving his instruction. Details of the organization of the academy are unknown, but it appears to have employed a method of teaching based on lectures, dialogue, and seminars

THE WORKS RELATED TO EDUCATION Republic is a dialogue which discusses the education
necessary to produce such a society. It is an education of a strange sort he called it paideia. Nearly impossible to translate into modern idiom, paideia refers to the process whereby the physical, mental and spiritual development of the individual is of paramount importance. It is the education of the total individual. He discusses early education mainly in the Republic, written about 385 B.C.E., and in the Laws, his last work, on which he was still at work at the end of his life.

PLATOS METAPHYSICS Plato argued that reality is known only through the mind. There is a
higher world, independent of the world we may experience through our senses. Because the senses may deceive us, it is necessary that this higher world exist, a world of Ideas or Forms -- of what is unchanging, absolute and universal. In other words, although there may be something from the phenomenal world which we consider beautiful or good or just, Plato postulates that there is a higher unchanging reality of the beautiful, goodness or justice. The task of education is to live in accordance with these universal standards -- to grasp the Forms is to grasp ultimate truth

EDUCATION ACCORDING TO CLASSES :

Faced with the problem of determining the class of each individual, Plato suggested various kinds of tests to be conducted at different age levels. In the first place, primary education will be given to all between the ages of seven and twenty, following which a test shall be administered to everyone. Those who fail the test are to be sent to labour in the various occupations and productive trades.

The successful candidates will be sent to the armed forces where training will be imparted to them for the next ten years. This will again be followed by a test, the failures will be compelled to remain in the armed forces while the successful ones will be sent to join the government. Then this governing class will be subjected to further education in science. Later on, one from among the governing class will be elected as the philosopher administrator whose task will be to look after government and education of the state. This individual will occupy the highest position in the land, his word will be the law of the land. Apart from this supreme individual, all other members of the governing class will continue to receive education throughout their lives, most of this education consisting of teachings in philosophy. It is thus evident that Plato was granted highest place PLATONIC SYSTEM OF SCHOOLS AGE Birth to 3years SCHOOL SPECIAL DEVELOPMENT OR STUDIES Infancy Bodily growth, sensory life, no fear, child reacts to pleasure and pain Nursery Play, fairy tales, nursery rhymes, myths, get rid of self-will Elementary school Play, poetry, reading, writing ,singing, dancing, religion, manners, numbers, geometry Instrumental Music Play the cithara, religious hymns, memorize poetry (esp religious and patriotic), arithmetic (theory) Gymnastics and the Formal gymnastics and military military training. No intellectual training. Sciences Coordination of reason and habits; interrelating the physical sciences Dialectic Philosophy, Psychology, Sociology, government, law , education Service to State Philosophers Higher Philosophy

4 to 6 years

6 to 13 years

13 to 16 years

16 to 20 years

20 TO 30 years

30 to 35 years

35 t0 50 years 50 to end

ORGANIZATION AND CURRICULUM :

a. Elementary. All boys and girls would be educated together. They would study mathematics, literature, poetry, and music until they were eighteen years of age. b. Military Training. The next two years of the youth's life would be devoted to physical education alone. Thereafter, the best youths would be selected for the higher education given to future guardians of the state. 137 c. Higher Education. Between the ages of twenty and thirty-five, the future guardian would receive a higher education to prepare him for ruling the state. His studies would include mathematics, music, and literature. At the age of thirty he would have enough maturity to begin his study of philosophy. At thirty-five, his formal education would cease and he would enter upon a minor administrative position, prior to undertaking more important governing position.

TEACHING METHODS :
Plato recommended play method at elementary level; student should learn by doing. And when he/she reaches the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wanted motivation and interest in learning. He was against the use of force in education."Knowledge which is acquired under compulsion obtains no hold on the mind." According to Plato "Do not then train youths by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each." Plato wanted a place where children love to go and stay there and they play with things which enhance their education by playing. Plato gave importance to nursery education, as nursery education plays a vital role in the education of man and it helps to build his moral character and state of mind "The most important part of education is proper training in the nursery." The Socratic method is a dialectic method of teaching, named after the Greek philosopher Socrates, in which the teacher uses questions to get the student to think about what he/she already knows and to realize what they do not know. This question and answer session stimulates the brain, engages the learner, and can bring new ideas to life. Both the Didactic and Dialectic methods are necessary for teaching. There are many times when telling the student what he/she needs to know is the only way to impart information. However, the dialectic method is essential for engaging students in interactive learning, in giving them some ownership of discovery in the learning process. The dialectic method can provide an opportunity for debate of issues, exploration of ideas and use of higher thinking skills. Since the object of learning is to be able to discern and make decisions based on knowledge, the dialectic method is critical for growth of the knowledge 138

According to Plato it will be hard to discover a better method of education than that which the experience of so many ages has already discovered, and this may be summed up as consisting in gymnastics for the body, and music for the soul... For this reason is a musical education so essential; since it causes Rhythm and Harmony to penetrate most intimately into the soul, taking the strongest hold upon it, filling it with beauty and making the man beautiful-minded. The above quotation of Plato show, how he sees education, he wants the total development of a man, mind, body and soul by using every possible mean. Storytelling and literature: In Platos view, Storytelling is the main tool for the formation of character. Stories should provide models for children to imitate, and as ideas taken in at an early age become indelibly fixed, the creation of fables and legends for children, true or fictional, is to be strictly supervised. Mothers and nurses are not to scare young children with stories of lamentations, monsters, and the horrors of hell, to avoid making cowards of them. (Republic, bk. 2, 377-383). Play: In Platos view child's character will be formed while he or she plays. One should resort to DISCIPLINE, but not such as to humiliate the child. There should be neither a single-minded pursuit of pleasure nor an absolute avoidance of painnot for children and not for expectant mothers (Laws, bk. 7, 792). Luxury makes a child bad-tempered and irritable; unduly savage repression drives children into subserviency and puts them at odds with the world. Children and adults should not imitate base characters when playing or acting, for fear of forming a habit that will become second nature (Republic, bk. 3, 395). Those being educated are to be restricted from wrong thought and action, until such time as they are able to understand why it is favourable to be in harmony with the good. At that time, they will be able to understand why corruption is an evil. According to Plato Self discipline is essential, whereby a man should be temperate and master of himself, and ruler of his own pleasures and passions. Teachers must provide children with miniature tools of the different trades, so that they can use the children's games to channel their pleasures and desires toward the activities they will engage in when they are adults (Laws, bk. 1, 643). Children are to be brought together for games. The sexes are to be separated at the age of six, but girls too should attend lessons in riding, archery, and all other subjects, like boys. Similarly, both boys and girls should engage in dancing (for developing grace) and wrestling (for developing strength and endurance). Plato attached much importance to 139 children's games: "No one in the state has really grasped that children's games affect legislation so crucially as to determine whether the laws that are passed will survive or not." Change, he maintained, except in something evil, is extremely dangerous, even in such a seemingly inconsequential matter as children's games (Laws, bk. 7, 795-797). Physical education: "Physical training may take two or three years, during which nothing else can be done; for weariness and sleep are unfavorable to study. At the same time, these exercises will provide not the least important test of character" (Republic, bk. 7, 537). Children who are sturdy enough should go to war as spectators, if one can contrive that they shall do so in safety, so that they can learn, by watching, what they will have to do themselves when they grow up (Republic, bk. 5, 466; bk. 7, 537). Girls should be trained in the same way and learn horseback riding, athletics, and fighting in armor, if only to ensure that if it ever proves necessary the women will be able to defend the children and the rest of the population left behind (Laws, bk. 7, 804-805,813). Reading and writing, music, arithmetic: In Plato's educational system, a child, beginning at the age of ten, will spend three years on reading, writing, the poets and another three learning the lyre, and will study elementary mathematics up to the age of seventeen or eighteen, all with as little compulsion as possible, in order to learn "enough to fight a war and run a house and administer a state" (Republic, bk. 7, 535-541). Enforced exercise does no harm to the body, but enforced learning will not stay in the mind (Laws, bk. 7, 536). Special stress is next placed on the study of the four disciplines that prepare the student for philosophy: arithmetic, geometry, astronomy and harmony. These disciplines lift the soul to the level of the immutable.

Relationship between Education and Philosophy in the modern world

Education and philosophy, the two disciplines, are very closely related and in some areas they overlap each other. It is quite often said that, 'Philosophy and Education are two sides of the same coin'. 'Education is the dynamic side of philosophy'. To elaborate further, 'Philosophy and Education are the two flowers of one stem, the two sides of one coin. One can never be thought of without the other. The presence of one is incomplete without the other. The art of education cannot be completed without philosophy and philosophy cannot convert others to its aims and values without education. There is a close interaction between the two; one without the other is unserviceable.' Education is practical in nature and philosophy is theory. It is not vague to say that theory and practical are identical. The educator, who has to deal with the real facts of life, is different from the arm chair theorist who is busy in speculation. But a close observation of the various interpretations of philosophy will prove that these two are nothing but the one and same thing seen from different angles. Philosophy is the study of the realities, the pursuit of wisdom. It is not mere theorizing but something which comes naturally to every individual. A person who goes deep into the reason and nature of things and tries to arrive at certain general principles with a view to apply them in his daily life, is a philosopher. Philosophy is a way of life. In a wider sense philosophy is a way of looking at life, nature and truth. It sets up the ideals for an individual to achieve them in his life time. Education on the other hand is the dynamic side of philosophy. It is the active aspect and the practical means of realising the ideals of life. Education is a sacred necessity of life, both from the biological and sociological point of view. It is true that education works like a catalyst for a better life, a social desirable life. As a pot is made out of clay and a finished product comes out of raw material, so also from the immature child comes out the civilized man through education. Education renews and re-builds the social structure in the pattern of philosophical ideals. Human being, who is born and grows up with inherited propensities, determines the basic trails of man, but education paves a long way for his success in life. Education according to Indian tradition is not merely a means to earn living, nor is it only a nursery of thought or a school for a citizenship. Rather, it is the initiation into the life of spirit, a training of human souls in pursuit of truth and the practice of virtue. The basic relationship between philosophy and education can be analysed as follows. It is philosophy, that provides the purpose or the aim and it is education which makes it practical. Philosophy shows the way and education moves on in that direction. When we define education as the modification or behaviour, the direction in which, modification to be carried out is determined by philosophy.

Thus philosophy deals with the end and education with the means. In fact, we can observe that the great philosophers of all times have been also great educators. For example, Socretes and Plato, the great philosophers, were also famous educators. A teacher is not a teacher, in true sense of the term, if he/she is not able to discover the relationship between philosophy and education. According to Thomson, every teacher should realize the importance of philosophy in education. Good philosophy thus would not only conceive the type of society which is needed in the society. It is philosophy which would give to the teachers a sense of adventure. A true teacher should have knowledge of the subject he/she teaches the pupils and the society. He/she should also have the moralistic sense which comes from philosophy. The choice of students must cater to the principles and purposes of philosophy. Choice of curriculum needs philosophers or leaders of thought. With the change of time and circumstances, the curricula also changes and this change can be brought out by philosophers alone. The necessary conditions should be fulfilled so that the child is allowed to go in a free atmosphere with the ultimate aim of becoming a happy and a rightly adjusted person of the society. The learning process is an active way of doing things; hence the curriculum for the child should concern itself with the realities of life. As far as the methods of teaching are concerned, it can be said that the child is influenced; to give a particular shape to his life by the way he is taught. The philosophy of the teacher is reflected in the child by his method of teaching. So the course of life of the child is definitely influenced by philosophy. Here comes the utility of philosophy. The Education- philosophy relationship may be further pointed out as given below: According to Alfred Weber "Philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of the nature of things a person who searches into the reason and nature of things, who tries to arrive at a general principle, and who attempts to apply those principles to daily conduct of life, acts like a true philosopher. According to John Dewey, philosophy is "critical reviewing of just those familiar things." Raymont argues, ' Philosophy is an unceasing? To discover the general truth that lies behind the particular facts, to discern also the reality that lies behind appearances. " What is life? What is man's origin? What is man's destiny or goal? These are some of the questions of philosophical enquiry. Different philosophers try to answer these questions according to their own mature reflection and thinking. These different answers lead to different philosophies. The Major Branches of Philosophy are: (a) Metaphysics or the discussion about the nature of ultimate reality and the cosmos, (b) Epistomology or the theory of knowledge, (c) Ethics, the theory of morality, (d) Aesthetics or the discussion of beauty, (e) Logic or the study of ideal method of thought and reasoning. Philosophy influences even the daily life of every individual. An educator not only holds certain beliefs and ideals of life, he also tries to convert his pupils to his own views and his own way of life.

The influence of a person, holding a vital belief, brought to bear upon another person with the object of making him also to hold that belief, is education. Thus education means to lead out, through the modification of the native behaviour of the child. Education is a laboratory where philosophic theories and speculations are tested and made concrete. Education may, therefore, be rightly called applied philosophy. Philosophy is wisdom; education transmits that wisdom from one generation to the other. Philosophy is in reality the theory of education. In other words, education is the dynamic side of philosophy, or application of the fundamental principles of philosophy. Philosophy formulates the method, education its process. Philosophy gives ideals, values and principles, those ideals, values and principles. A philosopher tries to live in accordance with those aims and values and also wants others to be converted to his beliefs and live according to them. This he can achieve through education which is the best means for the propagation of his philosophy. Neo-Darwinism gave rise to the Prominence of the principles of struggle for existence, cut-throat competition, gradual process of adaptation of the purposiveness of life (or elanvital), intellectualism and man's faith in reason. Emphasis on knowledge received universal acceptance. In 20th century, the two world wars, and the consequent mass destruction wrought by the application of science, gave rise to less of faith in mere intellect. Humanism, faith in higher principles and values of life, character development and emotional integration gained greater impetus. CONTRIBUTION OF PHILOSOPHY TO EDUCATION Education and philosophy are closely tied together; both are associated with teaching, learning, and discovering. Philosophy is more of an all-encompassing part of life, though, whereas education is a more specific form of it. Due to the contributions of philosophers over the centuries, education has developed into the powerful tool that it is today. Without philosophy, education would essentially not exist. That said, the importance of philosophy in education is the fact that it is the foundation in which all academic teaching and intellectual learning is built off.

Historical Foundations of Education Historical Lenses Celebrationist historianssee the brighter side of historical events Liberal historiansfocus on conflict, stress, inconsistencies Revisionist historianslearn more by studying what has been wrong than what has been right Postmodernist historianssee history through the unique lenses of social class, race, ethnicity, gender, age Learning Outcomes

 List important early educators in the world Detail major educational accomplishments of the early Eastern societies Analyze the life of the colonial school teacher Articulate the roles government played in colonial America Analyze how an understanding of early American history informs todays teacher The beginnings of Education Informal educationall peoples have cared for their children and prepared them for life Hindu and Hebrew educationhow to live a good life Chinese educationLao-tszu and Confucius Egyptian educationeducation provided for privileged males Eastern civilizations developed education prior to Western civilizations, for the most part Western Education The Age of Pericles (455-431bce), city states in Greece Sparta, from 8 to 18, boys were wards of the Stateeducation to develop courage, patriotism, obedience, cunning, and physical strength (little intellectual content) Athens, heavily stressed intellectual and aesthetic objectives Western worlds first great philosophers Socratesthe Socratic method: a way of teaching that centers on the use of questions by the teacher to lead students to certain conclusionsSocrates fundamental principle, Knowledge is virtue. PlatoRepublic recommendations for the ideal societythree classes of people: artisans, soldiers, philosophers Greek philosophers Plato A good education is that which gives to the body and to the soul all the beauty and all the perfection of which they are capable. Aristotlea persons most important purpose in life is to serve and improve humankindAristotle was scientific, practical, and objectivehad the greatest influence on thinking through the Middle Ages

 Females and slaves did not possess the intelligence to be educated. (Plato and Aristotle) All paid employment absorbs and degrades the mind. (Aristotle) Western EducationThe Romans In 146 BCE the Romans conquered Greece, many of the advances of the Roman Empire inspired by the enslaved Greeks Between 50 BCE and 200 CE, an entire system of schools developed Quintilian (35-95 CE) described current practice and recommended the type of system needed in Romevery humanistic Education in the Middle Ages (476-1300) Roman Catholic Church the greatest power in government and education (by 476, the fall of the Roman Empire) The Dark Agesearthly life as nothing more than a way to a better life hereafter Charlemagne (742-814) valued education, and found Alcuin (735-804) and focused on the seven liberal arts (trivium and quadrivium) The Revival of Learning Thomas Aquinas (1225-1274) more than any other person helped to change the churchs views on learningrooted in the ideas of Aristotle, led to the medieval universities, formalized scholasticism (the logical and philosophical study of the beliefs of the church) The East had no dark ages. Mohammed (569-632) led a group of Arabs from northern Africa into southern Spainspread slowly throughout Europe, significant advances in science and mathematics Education in Transition (1300-1700) Renaissance and Reformation Renaissance represented the protest against the dogmatic authority of the church over social and intellectual liferevival of classical learning called humanism Reformation represented a reaction against corruption in the church which kept most people in ignorance The Reformation

 Formal beginning in 1517ninety-five theses of Martin Lutherhis disagreements with the Church The Church believed its duty was to pass on the correct interpretation of the Bible to the laityLuther thought each should interpret for self, and thus individual education was importantto attain salvation Luthers coworker in education, Philipp Melanchthon, stressed universal elementary educationeducation should be provided for all regardless of class, compulsory for both sexesstate controlled and state supported Education in Transition Ignatius Loyola(1491-1556), to combat the Reformation, began the Jesuits in 1540established schools to further the goals of the Catholic Church, were involved with teacher training from early on 1`Comenius (1592-1670),wrote many texts, first to use illustrations, writings based on science John Locke(1632-1704) tabula rasa Modern Period (1700 to present) Descartes(1596-1650), laid the foundations for the modern period and rationalism Reason is supreme, the laws of nature are invariable, truth can be verified empirically Frederick the Great (1712-1786), leader of Prussia, friend of Voltaire, interested in better training for teachers Emergence of the Common Man A period during which developed the idea that common people should receive at least a basic education as a means to a better life Rousseaumost important educational work,Emile (1762) about the liberal education of youthnaturalism, education must be natural not artificial we ascribe too much importance to words. With our babbling education we make only babblers. Children are born good but corrupted by society The Emergence of Common Man Pestalozzi (1746-1827) Swiss educator who put Rousseaus theories into practice educators from all over the world came to view his schoolsunlike most teachers of his time, he felt students should be treated with love and kindness

 Herbart (1776-1841) studied under Pestalozzi, organized the educational psychologypreparation, presentation, association, generalization, application Froebel (1782-1852), kindergarten, social development, cultivation of creativity, learning by doingwomen best suited to teach young children Colonial Education Southern Coloniesin 1619, twelve years after the founding of Jamestown, slaves brought to the South for cheap labortwo distinct classes of people emerged, a few wealthy land owners and many poor workers, mostly slaveslandowners hired tutors to teach their children Middle Colonies Various national and religious backgrounds, so they did not agree on a common school systemeach established their own religious schools, many received education through apprenticeship Northern Colonies Settled mainly by the Puritans People lived close to one another, shipping ports established, industrial economy developed Old Deluder Satan Act(1647)required towns to provide for the education of youththe Massachusetts laws of 1642 and 1647 became the model for other colonies Types of Colonial Schools Dame schools, writing schools, charity schools Colonial colleges: Harvard (1636), William and Mary (1693), Yale (1701), Princeton(1746), Kings College (1754), College of Philadelphia (1755), Brown (1764), Dartmouth (1769), Queens College (1770)heavy emphasis on theology and the classics Toward Universal Elementary Education Monitorial schools (1805), in New York City, economical way to teach the massesone lead teacher with lots of helpers among the older and better studentsclosed by 1840 because seen as not worth the cost Horace Mann (1796-1859), leading proponent of common elementary schools, the forefather of the contemporary public school Massachusetts in 1852 passed compulsory attendance lawsby 1900, 32 other states did likewise Secondary Schools

 Latin Grammar Schoolsstrictly college preparatory, must know Latin and Greek for college admittance American Academies Benjamin Franklin in Philadelphia among the first to prepare young men for employment through practical studiesan also enrolled women High Schoolsreplaced the academies, were financially more in the reach of the masses Federal Involvement in Education Northwest Ordinance (1785 and 1787) encouraged the establishment of schools, set aside the sixteenth section of each township to be used for educational purposes Morrill Land Grant (1862)to provide the vocational educated that was needed Smith-Hughes Act (1917)high school vocational education Particular Philosophies of Education Idealism, the first systematic philosophy in Western thoughtSocrates and Plato, the Socratic method was dialogue Generic notions: Philosophers often pose abstract questions that are not easily answered but are concerned with the search for truth World of matter in constant state of flux, senses are not to be trusted, continually deceive us Truth is perfect and eternal, but not found in the world of matter, only through the mind Idealism The only constant for Plato was mathematics, unchangeable and eternal Platos method of dialogue engaged in systematic, logical examination of all points of viewultimately leading to agreement and a synthesis of ideasthis approach known as the dialectic. Idealism Plato believed education helped move individuals collectively toward achieving the good. The State should be involved in education, moving brighter students toward abstract ideas and the less able toward collecting dataa gender free tracking system Those who were brighter should rule, others should assume roles to maintain the state The philosopher-king would lead the State to the ultimate good Idealism Evil comes through ignorance, education will lead to the obliteration of evil More modern idealists: St. Augustine, Descartes, Kant, Hegel Goal of Education: interested in the search for truth through ideaswith truth comes responsibility to enlighten others, education is transformation: Ideas can change lives. Idealism Role of the Teacher: to analyze and discuss ideas with students so that students can move to new levels of awareness so that they can ultimately be transformed, abstractions dealt with through the dialectic, but should aim to connect analysis with action

 Role of the teacher is to bring out what is already in students mind: reminiscence Methods of Instruction Lecture from time to time, but primary method of teaching is the dialecticdiscuss, analyze, synthesize, and apply what they have read to contemporary society Curriculumimportance of the study of the classicsmany support a back to the basics approach to education Realism Aristotle was the leading proponent of realism, started the Lyceum, the first philosopher to develop a systematic theory of logic Generic Notionsonly through studying the material world is it possible to clarify or develop ideasmatter is real independent of ideas Aristotles Systematic Theory of Logic Begin with empirical research, speculate or use dialectic reasoning, and culminate in a syllogism A syllogism is a system of logic that consists of three parts: (1) a major premise, (2) a minor premise, and (3) a conclusion For a syllogism to work, all the parts must be correct Philosophers Concerns What is the good life? What is the importance of reason? Moderation in all thingsbalance in leading ones life: reason is the instrument to help individuals achieve balance and moderation Realists Neo-ThomismAquinas affected a synthesis of pagan ideas and Christian beliefsreason is the means of ascertaining or understanding truth, God could be understood through reasoning based on the material worldno conflict between science and religion The world of faith with the world of reason, contemporary Catholic schools Modern Realism From the Renaissance, Francis Bacon developed induction, the scientific methodbased on Aristotle, developed a method starting with observations, culminating in generalization, tested in specific instances for the purpose of verification John Locke and tabula rasa, things known from experience ordered sense data and then reflected on them Contemporary Realists Tend to focus on philosophy and scienceAlfred North Whitehead, concerned with the search for universal patterns Bertrand Russell with Whitehead, Principia Mathematicauniversal patterns could be verified and classified through mathematics Goal of Education for Realists Notions of the good life, truth, beauty could be answered through the study of ideas, using the dialectical methodfor contemporary realists, the goal of education is to help individuals understand and apply the principles of science to help solve the problems plaguing the modern world

Teachers should be steeped in the basic academic disciplines Pragmatism An American philosophy from the 19th centuryPeirce, James, Dewey By their fruits, ye shall know them. Pragmatism encourages people to find processes that work in order to achieve their desired endsaction oriented, experientially grounded Rousseau back to nature, environment and experienceEmile, little regard for the education of women other than to be Emiles companion John Dewey Intellectual heir to Charles Darwin, constant interaction between organism and environment, dynamic and developing worldchild centered progressivism and social reconstructionism Instrumentalism and experimentalism, pragmatic relationship between school and society and applying ideas of education on an experimental basis John Deweys Philosophy Education starts with the needs and interests of the child, allows the child to participate in planning her course of study, employ project method or group learning, depend heavily or experiential learning Children are active, organic beingsneeding both freedom and responsibility Ideas are not separate from social conditions, philosophy has a responsibility to society Deweys Role for the Teacher Not the authoritarian but the facilitatorencourages, offers suggestions, questions and helps plan and implement courses of studyhas command of several disciplines Inquiry method, problem solving, integrated curriculum Existentialism and Phenomenology Kierkegaard, Buber, Jaspers, Sartre, Maxine Greeneexistentialists Husserl, Heidegger, Merleau-Pontyphenomenologists How do ones concerns affect the lives of an individualthe phenomena of consciousness, perception and meaning in an individuals experience Existentialists and Phenomenologists Based on the earth alone, must make sense of the chaos one encounters Existence precedes essence. People must create themselves and create their own meaningdone through the choices people make in their lives, in a state of constant becomingan individual can make a difference in a seemingly absurd world Existentialists Education should focus on the needs of individuals, include the nonrational as well as rational, the notion of possibility Teachers should understand their own lived world and help students to understand their world The need to be wide awakethe role of the teacher is intensely personal Neo-Marxism Radical critique of capitalism The role of education should be to give students the insight to demystify capitalism and become agents of radical change

Marx believed the history of civilization was defined by class struggle General conflict theorythe teacher is a transformative intellectual ISLAMIC PHILOSOPHY OF EDUCATION 4.0 OBJECTIVES After reading this unit you will be able to : 1) Define the basic tenets of Islam 2) Identify the major features of Islam 3) Understand the Islamic education in relation to components of education 4) Understand the educational Implications of Islamic thought. 4.1 INTRODUCTION Islam is a religion for all mankind and is relevant for both spiritual and mundane life. Islam does not recognize the differences on the basis of caste, creed, wealth, language , race, region etc. Islam contains just economic system, a well-balanced social system, codes of civil, criminal, international law and a philosophical outlook on the mission of life. Islam essentially stands for deep religious life and at the same time defines a good living for the mankind. 4.2 BASIC TENETS OF ISLAMIC WORLD VIEW Man is the creation of God who can choose to conform to his ordinates Man has intelligence, will and speech. But man is also weak and forgetful. Through revelations guidance he can seek to overcome his imperfections. Conformity with Gods will determines a mans destiny in this life and the next. The right way to live is according to Gods will, which he has revealed through the prophets. Islam is a restatement of what god has to say to man as a set of beliefs Law is prescribed in Islam for every sphere of life Islam has provided the social framework for a great culture for more than a thousand years. The Muslim world is one unit. Islam is not only to be apprised of, even carefully acquainted with, its pattern, institutions and history but also to apprehend what these mean to those who have the faith. FEATURES OF ISLAM Islam is universal : The Islamic system is such that it makes all men as one community and does not make any distinction on the basis of language , race, colour , culture or history. Islam is comprehensive : It provides a complete code of conduct

for living . It is not merely for individuals but nation as well. Islam is eternal : From the beginning of the universe , Islam has been the only true religion . Islam is not a novel religion that appeared in Arabia four centuries ago, preached by the Prophet Muhammad. It is the religion God made known on the day when man first appeared on the earth. Islam is dynamic : Islam is not a static RELIGION. Its principles are not confined to any one particular period of history or particular set of circumstances, Islamic principles cannot be outdated. They are capable of meeting the demands of the modern age. Islam is rational : Several verses quoted from Holy Quran and sayings from Prophet clearly ask human beings to observe, to think, to analyse and to judge. All these are symptoms of rationalism and reasoning. Islam is realistic : Islam is a religion which does not make discrimination between theory and practice. It does prohibit from such action which is difficult to do. Islam knows the characteristics and nature of human beings. Islam does not make any distinction on the basis of colour : Islam considers all human beings on the same footing and does not discriminate on the score of colour. Islam promotes harmony between the individual and the society, faith and science, the material and the spiritual Islam is misunderstood : It has been the misfortune of Islam that it has been misunderstood by various religions and their followers. The causes of misunderstanding are improper interpretations old Jihad, the alleged use of sword in spreading Islam, imposition of Jizya, polygamy, divorce etc. if non- Muslim try to understand how misgivings have arisen about these terms then Islam can be properly understand. ISLAMIC EDUCATION IN RELATION TO DIFFERENT COMPONENTS OF EDUCATION Education system was essentially religious in character. It was patronised by the Muslim rulers. The sole aim of Muslim education became spread of Islam, perpetuation and preservation of Muslim culture. The Muslim rulers and beneficiaries established Maktabs and Madarsas where the study of Holy Quran became a prominent feature. The Islamic laws, opinions, customs and doctrines were subjects of study and all students were required to master them. The object of Muslim education was attainment of worldly prosperity and social distinction. The main aim of education is to

understand the relation of man with God as revealed in the Holy Quran. Aims and Objectives To provide the teachings of Holy Quran as first step of education To provide experiences which are based on fundamentals of Islam. To provide experiences in the form of knowledge and skills with clear understanding that these experiences are likely to be changed in the light of changes in society. To develop understanding that knowledge without the basis in faith and religion is incomplete education To develop commitment towards the basic values which have been prescribed in religion and scripture. To develop sense of accountability towards Almighty creator so that man passes his life like a faithful servant To encourage international brotherhood irrespective of differences in generations, occupations and social class. To foster great consciousness of the Divine presence in the universe To bring man nearer to an understanding of God and of the relation in which man stands to his Creator To develop piety and faith amongst the followers To produce man who has faith as well as knowledge in spiritual development To develop such qualities of a good man which are universally accepted by the societies which have faith in religion Nature of Elementary & Higher Education Maktaba & Primary education : Maktaba is a Arabic word which means a place where writing is taught. Thus Maktaba is a place where pupils learn reading & writing. Here pupils are made to learn Ayats & verses of Quran Like the vedic Upanayana and Buddhists pabajja in the Islamic education a ceremony called Bismillah was performed when the child attained the age of 4 years, 4 months & 4 days . Curriculum : The child was taught the letters of alphabets of Urdu, persian and Arabic languages. Recitation sutras or chapters of Quran. Stories of muslim fakirs and the poems of persian poets were also taught. For character building, the books Gulistan and Bostan written by sheikhsaddi were taught. Grammar and literature, history of laws of Islam, logic, philosophy, Law, Astrology, History, Geography, Agriculture, Unani system of medicine, Teaching Methods Recitation ,learning kalama & collective repitition.

Writing, reading and oral methods and also Monitor methods in Maktabs and madarsas. Madarsas and Higher Education: The word Madarsa is derived from Arabic word dars which means a lecture. Thus Madarsasas mean a place where lectures are delivered. Madarsa was an educational institution for imparting Islamic education and higher learning in which students sought admission after completing Maktab education. Lecture method was supplemented by discussions. Duration of education in Madarsas was 10 to 20 years. Curriculum was divided into two categories: (Religious education & Secular education). Religious education: The contents of religious curriculum included intensive and critical analysis of the Quran, intensive study of Islamic Law, suffism and the heritage of Mohammad Sahib. Secular education: The contents of secular education included the teaching of languages and literatures of Arabic and persian, logic, History, Geography, Astronomy, Astrology, Arithmetic, Agriculture, Medicine, Economics, Ethics, Philosophy, Teaching Methods : Lecture method, self study, practical method in subjects like music architecture. Teaching Methods : Lecture method, self study, practical method in subjects like music architecture. Discipline Education was not imparted on psychological line. Students were forced to maintain strict discipline by giving them severe corporal punishments. Truants and deliquents were severely caned on palms. Good and intelligent students were rewarded. Teacher- Pupil Relationship The relationship between teachers and studens in Muslim period was as cordial as it was during Vedantic and Buddhist period. Students and teachers showed genuine kind of feeling of love and respect. There was constant and intimate relationship between teacher & student. EDUCATIONAL IMPLICATIONS OF ISLAMIC EDUCATION Practical and useful Education : Education was for preparation for the practical life . Education achieved more objectivity Free- Education: education in Maktabs and Madarsas was free and compulsory upto elementary level for all muslim children. Boarding and lodging in Madarsas was also free. Individual Contact: Education was considered a personal process, the teacher had to live with his pupils.

Monitorial System : Monitorial system was also more commonly used. Status of Teacher : Teacher had high status, they commanded respect in society. Were man of high moral character. Patronage of Education : Enjoyed state patronage. Almost all muslim rulers set up maktabs & Madarsa and showed their generosity, favour and love for education. Even learned persons, literary people, poets etc got patronage and encouragement from states and royal families. Promotion of cultural Unity : No restriction of caste and religion to get admission in Maktabs & Madarsas Encouragement to persian language & Science: Persian Language was the media of education, so special emphasis was given on the teaching of Arabic and Persian language, and the study of science subject was emphasized. Development of Literature and History : Great attention was given to the growth of History and art of writing History, infact tradition of writing history had its root in this period. Various forms of Literature also underwent significant growth. TO SUM UP : The stream of Islamic education continued to flow in India for a period of almost 500 years. Its system passed through the hands and reign of many rulers. This process inevitably left an indelible mark on Indian life. In this period a synthesis between wordly or materialistic and religious education began, and consequently a tendency toward professionalisation or vocationalisation emerged. During this period, great attention was paid to the growth of history and the art of writing history. PERENNIAlism

Aims to develop students intellectual and moral qualities. They emphasize that students should not be taught information that may soon be outdated or found to be incorrect.

PERENNIALISm Classrooms are centered on teachers. It ensures that students acquire understandings about the great ideas of Western civilization.

 PERENNIALISm Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge. Aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities through the nature. All teachers have a personal philosophy that colors the way they teach Engaging in philosophy helps clarify what they do or intend to do, justify or explain why they do what they do in a logical, systematic manner Understanding two important notions Who they are or intend to be Why they do or propose to do what they do Eric Bernes three important questions: Who am I? Why am I here? Who are all these other people, and what do they want of me? The meaning of Philosophical Inquiry Whatever people choose to embrace, if their choices are made in a logical, rational manner, they are engaged in the process of doing philosophy. Three specific areas of philosophical inquiry: metaphysics concerned with questions about the nature of reality; epistemology concerned with the nature of knowledge; axiology concerned with the nature of values WHY IS IT CALLED TEACHER-CENTERED? Emphasize the importance of transferring knowledge, information and skills from the older generation to the younger one. The teacher is not concern at the students interest.

WHY IS IT CALLED TEACHER-CENTERED? More focus on the curriculum and nature need. The teacher set everything based on the syllabus. TEACHER-CENTERED PHILOSOPHIES

 the great ideas in western civilization are: History Religion Works of literature and art The laws and principles of Science

the great ideas in western civilization are:

These ideas have the potential for solving problems in any era. THE FOCUS

Is to teach ideas that are everlasting. To seek enduring truths which are constant (not changing), as the natural and human worlds at their most essential level, do not change. curriculum Focuses on attaining cultural literacy, stressing students growth in enduring disciplines. curriculum They recommend that students learn from reading and analyzing the works by historys finest thinkers and writers. (Perennialists think it is important that individuals think deeply, analytically, flexibly and imaginatively.) curriculum Perennialists believe that reading is to be supplemented with mutual investigations (between the teacher and the student) and minimally-directed discussions through the Socratic method in order to develop a historically oriented understanding of concepts. curriculum A skilled teacher would keep discussions on topic and correct errors in reasoning, but it would be the class, not the teacher, who would reach the conclusions. The advocates ROBERT MAYNARD HUTCHINS Developed a Great Books program in 1963. The advocates MORTIMER J. ADLER [1902-2001]

 JACQUES MARITAIN [1882-1973] ADLER STATES our political democracy depends upon the reconstruction of our schools. Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive, they may not even survive, if we do not produce a greater number of thinking citizens, from ADLER STATES whom some statesmen of the type we had in the 18th century might eventually emerge. We are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from impending disasterwhatever the pricethe price we will pay for not doing it will be much greater. Hutchins point of view new books have been written that have won their place in the list. Books once thought entitled to belong to it have been superseded; and this process of change will continue as long as men can think and write. It is the task of every generation to reassess the tradition in which it lives, to discard what it cannot use, and to bring into context with Hutchins point of view the distant and intermediate past the most recent contributions to the Great conversationthe West needs to recapture and reemphasize and bring to bear upon its present problems the wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried on. Perennialists think Perennialism believed it was a solution proposed in response to what was considered by many to be a failing educational system.

A Brief History of Educational Goals The development of educational goals and objectives began in WWII as a way of conceptualizing instruction and training programs in the military. Educational psychologists and educators jumped on the concept!

1956 Benjamin Bloom and his colleagues published a taxonomy of learner behaviors which was taken into the public schools and eventually adopted in the health profession schools . It has influenced

curriculum development and driven the movement towards competency based instruction for health professionals.

TodayEducational goals and objectives are widely used and required for the development of continuing professional education activities that award continuing education credit. Blooms original work has been revised and updated.

Educational Objectives are also called: Learning Objectives Outcomes Terminal Objectives Enabling Objectives Performance Objectives Aims Competencies Instructional Objectives Behavioral Objectives GOALS /OBJECTIVES

Broad statements General intentions Intangible Abstract Generally hard to measure

Specific Precise Tangible Concrete Measureable EDUCATIONAL OBJECTIVES/ LEARNING OBJECTIVES. Education is a process, the chief goal of which is to bring about change in human behavior. Every individual should have access to a type of education that permits maximum development of his potential and capabilities. Every task is done for particular purpose, it becomes easy to achieve it when we know its objectives or goal as well. In any educational programme to be effective the purposes and objectives are to be clearly stated

So that it is easy to select the right subject matter, the clinical experience and the right method to be evaluate the student's performance and the teaching learning process. Entire society, philosophy, values, circumstances under which students are going to perform should be taken into account comprehensively before planning educational objectives. Thus the objectives are desirable outcomes of intended actions through the mode of education. Definition: The result sought by the learner at the end of the educational program, ie what the students should be able to do at the end of a learning period, that they could not do beforehand -- J J Guilbert. It is learner centered or behavior centered and subject centered. Importance and Meaning. The educational objectives are expressions of what a teacher hopes his/her students can accomplish as a result of his/her teaching.

Educational objectives are policy statements of direction and provides foundation of the entire educative structure. These are the statement, which express specifically and in measurable terms, an attitude that will be developed cognitive or psychomotor skills that the students would be able to do as a result of prescribed treatment method or mode of instruction. Types: A) According to type of objectives: 1.Institutional 2.Departmental (Intermediate). 3.Specific instructional/ behavioral. B) According to domain: 1. Cognitive domain 2. Affective domain 3. Psychomotor domain. C) According to person: 1.Teacher centered. 2. Student centered. Characteristics: Relevant: confirm to the needs of the learner and institutional objectives. logical Unequivocal: clear action verbs to be used. Feasible: be within the time limit and resources available. Observable: able to see the action performed e.g. Writing, spoken, performed. Measurable: able to evaluate, check and recheck e.g. rating, grading, marking etc. Data Sources: Health needs, demands and resources of the society. National health policies. Services to the community.

Services to the patient. The health professionals. The teachers and learners. Scientific progress in knowledge, methods and skill. Educational philosophy. Future demands in terms of advanced technology. Purposes: Preparing teaching/ learning program: Facilitates course planning. Communicates desirable emphasis of treatment. Provides for selective approach. Helps in curriculum design. Facilitates evaluation. Facilitates learning. Types of educational objectives:

Institutional/ general objective: A set of statements identifying the major skills that all the graduates of the program should posses at the completion of their studies. Departmental objectives: A set of statements identifying the skills to be acquired by all students who are taught within a particular school/ department/division, of a nursing college. These skills must be consistent with the institutional objective. Types of educational objectives:

Instructional objectives: Basic instructional objective (BIO): A brief, clear statement of basic skill/ competence which is to be demonstrated at the conclusion of a unit instruction. Specific instructional objective (SIO): A brief, clear statement of a single skill, directly related to BIO and stated in terms of observable student behavior.

Elements of specific objectives: Activity- appropriate action verb to be used. Content- what is to be implemented or performed. Condition- with or without help of equipments, books, specimens reports etc. Criteria- minimum level of performance. Taxonomy of objectives A Taxonomy is a hierarchical classification in a given field. It provide a classification of various instructional objectives at suitable levels and in given spheres. A systematic organization of objectives into three domains to help the teachers in precise formulation and evaluates the result of a system of education, helps students to prepare for examinations to obtain the desired end results. Advantages of taxonomy: To help teachers formulate the educational objectives clearly. To give clear cut guidelines to avoid ambiguity in statement of objective. To enable educators to communicate among each others goals. Evaluation of the result of system of education. Collective work is made possible. To solve problems regarding a practicability. To construct test items in examination. As research tool in education and evaluation. Cognitive domain Mc Guire (1963) described the levels in cognitive domain. Recall of facts: remembering the facts, principles, processes, patterns, methods necessary for efficient performance of a professional task. Interpretation of data: The process of application or use of ideas, principles, methods to deal with a new phenomenon or situation. Problem solving: Relating to diagnosis, treatment, organization etc it includes finding solutions for problem arising from new situations. It will serve as a guide.

Blooms categories in cognitive domain (1956) Knowledge: The remembering of previously learned material. Recall of specifics and universals and of methods and processes, remembering of a pattern structure or setting, memorization of facts, principles etc. Includes Recall, Recognize. Comprehension: Grasping communication accurately, able to put it in different form of presentation, reorganizing material in summary with the central meaning and points. Includes Translation, interpretation, extrapolation, see relationship, cite example, discriminate, classify, interest, verify, generalize.

Application: The ability to use learned material in new situation, it may be general ideas, principals or methods. Includes, reason, formulate, establish, inference, predict. Analysis: The ability to breakdown material into its component parts so that its organizational structure. Requires an understanding of both the content and the structural form of the material. Synthesis: It is the ability to put together to form a new whole learning outcomes in the area and stress to creates behavior, with major emphasis on the formulation of new patterns or structures. E.g. preparing codes, developing nursing process, derive abstract relations.

Evaluation: The ability to judge the value of material for a given purpose, it is based on use of criteria, standards, it may be quantitative or qualitative. Action verbs: compare, contrast, identify, distinguish, explain, list, enumerate, describe, select, specify, relate, interpreat. Conative or psychomotor skills or domain or practical skill This deals with the routine actions carried out by the student, able to perform practical with high degree of precision and efficiency having effective control over the practical skill. Imitation: The student exposed to an observable action makes an attempt to copy it step by step, guided by an impulse to imitate, needs a model. Control: The student is able to demonstrate a skill according to instructions and not merely on the basis of observation. Begins to differentiate between one set of skills and another and to be able to choose one required, starts to adapt at handling instruments.

Automatism: A high degree of proficiency is attained in using the skill, which now requires only a minimum of energy. Manipulation: Ability to do an act according to instruction not by observation alone. E.g. following direction, selection, fixation. Precision: high level of performance with refinement. E.g. reproduction, control. Articulation: coordination of series of acts in sequence with internal consistency. E. g. sequence, harmony. Naturalization: Highest proficiency in performance with minimum expenditure of energy. E.g. automatism, interiorization.

Action verbs: dissect, palpate, perform, inject insert, operate, osculate, identify, prepare, remove. Domain of attitude or affective domain (communication skill) Behavior representative of feelings or conviction. An objective dealings with emotions or feelings indicated by words, e.g. interest, appreciation, enthusiasm, motivation and attitudes. These are reflective of the values. A persistent disposition to act either positively or negatively towards a person, group, object, value or situation. It refers to interpersonal relations. Three levels are identified:

Receiving or attending: willingness to receive/ attention. E.g. awareness, willingness to receive, controlled or selected attention. Responding: Learner is sufficiently involved in an activity that he seeks it out and gain satisfaction working with it. E.g. agree or accept, willingness to respond, satisfaction in response. Valuing: The behavior is now consistent and stable not only accepted but is valued. E.g. acceptance of a value, preference of value, commitment/ conviction.

Organization: The level at which the learner constructs a value system which guides his/ her behavior. E.g. conceptualization of a value, organization of value system. Characterization by a value or value complex? internalization: The values have a place in the persons value hierarchy and organized. E.g. generalized set, characterization. Internalization: Perception of phenomenon affecting values. This enables you to adapt your attitude to the other person as if you were experiencing the same phenomenon yourself. e.g. attitude shown to

grieving family gives impact of being concern and care towards them and readiness to help them to get over it.

Action verbs: Respond, receive, cooperate, participate, display, permit, react, contribute. Steps for stating objectives: 1. Start with an action verb or operative verb, that describes a specific behavior or activity by the learner ie what does he do? e.g. enumerate, perform, explain, describe etc. 2. Follow the action verb with content reference that describes the subject being tested e.g. performs what? Enumerate the articles displayed in general trolley set up. Perform back care. 3. End with the performance standard/ criteria that indicated the minimum acceptable accomplishment in measurable terms.

e.g. Enumerate the bones in human hand with an accuracy of at least 90%. Perform I.M. injection procedure for five consecutive cases, by following scientific principals, with minimum discomfort to client. 4.Specify the main conditions under which actions is to take place ie resources supplied or restrictions applied. Eg. With an electron microscope, with signomenometer, with oral thermometer etc.

DEFINITION E D U C A T I O N A L O B J E C T I V E S ( E O ) are the statement of those desired changes in behavior as a result of specific teaching learning activity or specific teacher learner activities. Behavior What a student should know or be able to do after the teacher learner activity?

BEHAVIORS Knowledge Ability Skill

Attitude Appreciation Interest

EO spell out what should a learner be able to do or do better, after the successful completion of a educational programme, that he or she was unable to do or could not do so well before. As EO is focused more on learners performance, it is also known as Learners Objective

INSITUTIONAL / GENERAL Followed by all institutions running the same educational programmes. Formulated by general consensus with general curriculum objectives of the educational program by the curriculum committee. These objectives are formed for the attainment of the of overall aim of particular educational program. Broad and focuses on what an institution aims at. Example: Students acquire knowledge and able to provide comprehensive care to the clients in the institution and community in health and sickness.

INTERMEDIATE OBJECTIVES Derived from institutional objectives. Related to particular learning experience or subject.

Formulated by curriculum committee. Example: Students acquire knowledge and able to provide comprehensive care to the clients with eye, ear and nose conditions or diseases. INSTRUCTIONAL OBJECTIVE These are precise, specific, attainable, measurable and corresponding to each specific teaching learning activity. Formulated by teacher at instructional level. Example: Instructional Objective for Peptic Ulcer Class are Students will be able to Defines peptic ulcer Lists down the etiology of peptic ulcer Explains the pathophysiology of peptic ulcer List down the nursing diagnoses of patient with peptic ulcer. Performs nursing care for patients with peptic ulcer. BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

Blooms and his associates developed a system of classification of educational objectives called as Blooms Taxonomy.

COGNITIVE DOMAINS Knowledge and Intellectual abilities. AFFECTIVE DOMAINS Attitude, Values, Interests and Appreciation. PSYCHOMOTOR DOMAINS Motor skills COGNITIVE DOMAIN It consists of six levels of objectives, each of which is divided into subcategories. Level -1: Knowledge

Level 2: Comprehension Level 3: Application Level 4: Analysis Level 5: Synthesis Level 6: Evaluation

Level 1 {KNOWLEDGE} Description: Recall, or recognition of terms, ideas, procedure, theories, etc. Example: When is the first day of Spring? Define Immunity. States the five steps in Nursing process. Describe the healing process. Level 2 {COMPREHENSION} Description: Translate, interpret, extrapolate, but not see full implications or transfer to other situations, closer to literal translation. Theories, etc. Verbs Used: Identify, Justify, Select, Indicate, Illustrate, Name, Represent, Formulate, Explain, Judge, Classify, Contrast, Paraphrase etc. Example Classify Mental Retardation. Identify the factors influencing quality assurance in hospital. Explain the role of Advanced Practice Nurse. Level 3 {APPLICATION}

Description: Apply abstractions, general principles, or methods to specific concrete situations. Verbs Used: Predict, Select, Choose, Assess, Explain, Find, Show, Construct, Demonstrate, Compute, Use, Perform, Discover, Prepare, Produce etc. Example Demonstrate correct use of pulse oxymeter. Applies the guidelines for the selection and practice of suitable teaching methods. Formulates the diet plan for the patient with DM. Level 4 {ANALYSIS} Description: Separation of a complex idea into its constituent parts and an understanding of organization and relationship between the parts. Includes realizing the distinction between hypothesis and fact as well as between relevant and extraneous variables. Verbs Used: Analyse, Identify, Conclude, Differentiate, Separate, Compare, Justify, Discriminate, Distinguish etc. Example Distinguish between mood and affect. Identify the warning signs of pregnancy Differentiate the pain of myocardial infarction with pain of angina pectoris. Level 5 {SYNTHESIS} Description: Creative, mental construction of ideas and concepts from multiple sources to form complex ideas into a new, integrated, and meaningful pattern subject to given constraints. Verbs Used: Combine, Restate, Precise, Summarize, Argue, Discuss, Organize, Drive, Select, Generalize, Conclude, Compile, Plan etc. Example Plan a nursing care plan for a patient with schizophrenia.

Derive a solution for a hospital waste problem. Summarize the impact of consumer protection act in the nurse patient relationship. Level 6 {EVALUATION} Description: To make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations. Verbs Used: Judge, Evaluate, Determine, Recognize, Support, Criticize, Identify, Select, Choose, Compare, Justify etc. Example: * Compare and contrast any two definitions of education. Bloom's Taxonomy of Educational Objectives for Affective Goals AFFECTIVE DOMAIN It consists of five levels of objectives Francis. M. Quinin describes affective domain. Level 1: Receiving (Attending) Level 2: Responding Level 3: Valuing Level 4; Organization Level 5: Characterization

PSYCHOMOTOR DOMAIN

It consists of Seven Levels, According to Francis M. Quinin seven levels are as follows Perception

Set Guided Response Mechanism Complex overt Response Adaptation Organization

PERCEPTION It is concerned with perception of the sensory cues that guides actions and ranges from awareness of stimuli to translation into action. Action Verbs: Differentiates, Distinguishes, Identifies, Detects etc. Example: Detects the early signs of Decubitus Ulcer. Set Concerned with cognitive, Affective and Psychomotor readiness to act. Action Verbs: Begins, Moves, Starts, Reacts etc. Example: Reacts promptly to emergency situations during trauma care postings.

GUIDED RESPONSE It represents early level of skill acquisition. Here skills are performed following the demonstration of teachers. Action Verbs: Carries out, Makes, Performs, Calculate etc. Example: Performs bed making correctly as demonstrated by the teacher.

MECHANISM At this level the performance has become habitual. Verbs used here are similar to those similar to that of level 3.

Example: Calculates the volume of fluid required in the first day for a patient admitted with 60 percentage burns and weighing 50 Kg.

COMPLEX OVERT RESPONSE This level denotes the skilled performance and involves the economy of action, smoothness, effort, accuracy and efficiency etc. Action Verb: Similar to level 3. Example: Performs endotrachial intubation correctly. ADAPTATION In this level the learned skill are internalized to an extend the student can adapt to cater for special circumstances. Action Verbs: Adapts, Alters, Modifies, Reorganizes etc. Example: Modifies sterilization techniques according to the methods available. ORIGINATION This is the highest level. Concerns with the development of new movements to suit particular circumstances. Action Verbs: Creates, Designs, Composes, Originates etc. Example: Designs a splint to restrain the forearm of a child who is on IV infusion. QUALITIES OF AN EDUCATIONAL OBJECTIVES Relevant EO based on the needs of the learner. Feasible and Achievable Students must be able to do what is said in EO, within the alloted period of time. Measurable Provision to evaluate the end result. Observable There must be a means to observe the progress towards the achievement of desired behavioral modification. Unequivocal Equivocal (Words bearing more than one meanings)

Logical EO must be agreeable or reasonable in relation to the teaching learning activities. MEANING FUL STATEMENT OF OBJECTIVES EO can be stated in four different ways Teacher Centered Objectives: Written in relation to the teachers activity. Subject Centered Objectives: Written by giving significant importance to subject matter. Learner Centered Objectives: Stated in terms of activities performed by the learners as a result of teacher learner activity. Behavior Centered Objectives: Objectives stated in terms of expected behavior change.

ADVANTAGES OF BEHAVIORAL OBJECTIVES Opportunity for the teacher to examine the content of teaching. Helps the teacher to determine whether the intended contents are taught. Helps the teacher to consistently evaluate the students performance. Justifies the selection of teaching-learning methods, content and selection of experiences. EDUCATION FOR HUMANITY Humanity is facing nearly insurmountable challenges, risks, and crises. Resource depletion, global pollution of the entire biosphere, and climate change due to our excessive and uncontrollably growing human population may be the most difficult long-term problems that urgently need to be solved. However, the current influenza pandemic and other unforeseen but inevitable health emergencies including hunger, poverty, and a lack of universal public health infrastructure in the absence of stable country governments are common occurrences in our present world, and they will be increasingly problematic as our populations grow in a resource-depleted world. Conflicts including wars and terrorism, and a lack of reliable national and international leadership abetted by religious intolerance and corruption in governmental and religious institutions will contribute to the expected widespread failure of educational systems. Here, we shall address the causes and consequences of educational system failures, from elementary schools to universities.

Public support and governmental programs must provide the essential resources for scholarly and successful schools, starting with K-12 and continuing up to our top universities. When education and research are not adequately supported by government funding, difficulties arise in all sectors of society, simply because knowledgeable people are not available to understand and interpret complex

matters dealing with a community, a country, or the world. In fact, decision making that relies on irrational beliefs rather than knowledgeable understanding has a bleak future. Only education can provide logical assistance when formulating life's many strategies. The lack of it has arguably led to more personal and national disasters than any other source.

Most individuals in a society do not have the means to obtain a sufficient education so they can attempt to understand and contribute optimally to the world in which we live. If public support is lacking, only the rich can afford it, and 99% of the citizens, who are among those most likely to have the greatest problem-solving potential, will not receive it. Even for the wealthy, no educational system can achieve its maximal potential when it is under-resourced. Moreover, proper operation requires excellence in instructors, infrastructure, modern technologies/equipment, and enrolled students.

Educational institutions also require leadership, not just low-level administrative management. While numerous managers consider themselves leaders, those whom they manage know that this is too often simply wishful thinking. Individuals must assume responsibility when and where it is appropriate, but no further, in order to avoid poor educational performance resulting from excessive restrictions and inadequate training.

Educational excellence must be a primary objective if humanity is ever to meet the many challenges that do and will continue to confront us. Our national and global problems demand highly knowledgeable people with advanced degrees in the humanities, science, medicine, agriculture, engineering, computing, business, and law. Strategies for solving challenges and identifying appropriate technologies must be correctly chosen and implemented by the most competent people or costly mistakes will result. An educated humanity is the key for teaching other people, including the next generation, how to understand the world we live in. Without it, there will be too many individuals who find themselves in a world they cannot understand. They will not even know how to gain knowledge and learning skills! They will lack the ability to peel back the complex layers of information to obtain the answers they need.

Let us use a current example to illustrate the importance of education. We are in the midst of the H1N1 influenza pandemic. How many countries have the capacity to produce vaccines and antiviral drugs to be administered to their citizens? Even the developed countries are finding it impossible to meet their goals. Yet, many developing countries do not have the capacityor the fundsrequired to develop or obtain the vaccine and drugs. They are dependent on companies, countries, and the World Health Organization (WHO) who can provide these public health resources. Some countries, perhaps rightly, have other serious economic, political, human rights, and technological problems that hinder

operation of a successful vaccine facility. Only with an educated populous, could such a country develop the means to deal with the unexpected.

Think of the thousands of other examples that require basic and advanced education. Knowledge that results from the achievement of advanced degrees is required for most other areas of human activities including agriculture, medicine, public health, communication, transportation, pollution control, birth control, financial regulation, international trade, diplomacy, conflict resolution, construction, manufacturing, alternative energy, and conservation. The list is endless. All countries need to recognize and accept the fact that education must be a priority and a human right. It is much more important than destructive religious conflicts and resource wars which can be avoided only through education.

Countries need to educate their citizens while providing basic human rights and the basic necessities of life. Education, free from religious dogma, will allow people to control and reduce the human population in a humane, strategic manner. Education will allow countries to develop the skills, expertise, and infrastructure to provide basic and more advanced needs for all humans. No modernized, industrialized country can function without a properly resourced educational system. Education is the basis for a successfully evolving humanity. An adequate educational system would allow individuals to consider the evolution of a modern, stable democratic state that contributes to humanity by assisting in dealing with major crises.

There are countries that have contributed little or nothing to humanity for centuries. They lack a stable form of governance, and basic human rights are violated regularly. An invitation might be extended on a continuous basis to their governmental leaders, offering them the opportunity to join humanity. Many will refuse, as they believe their way of governance is best. They are on the dark side, partly because they are not acting in a humane, democratic manner, but more often, because of their inadequate understanding. They do not provide educational opportunities because they themselves have not been educated. They do not understand its importance. They may never emerge from the dark ages.

Such so-called leaders will not succeed if they allow themselves to be governed by ancient and corrupt religious precepts, or if they operate as unprincipled self-serving dictators. In spite of occasional transient successes, they and their countrymen and women will not contribute appreciably to science, technology, or the humanities. They simply do not understand the world in which we live; they have not learned to identify with the greater good of humanity.

Education is the vehicle that can make the world a humane place for everyone. Education has as a priority objective the establishment and evolution of modern democracies. It can prevent one of the greatest of human tragedies. For satisfaction and happiness, we need to live in a world we can understand and contribute to. Ignorance may seem like bliss, but only for a very short period of time.

EDUCATION FOR INTERNATIONAL UNDERSTANDING can be considered as the macro-social side of peace education. It looks at peace at the world level, armed conflicts, and relations among peoples. Global education provides basic tools to critically evaluate global relations and dynamics. Education for international understanding focuses most heavily on positive peace and armed conflict, that is, on understanding the causes and consequences of armed conflict and analyzing issues which affect the entire world, such as the arms trade, refugees displaced by war, and the role of the media. Study of these needs to be linked to the multiple ways that peacebuilding is possible in and among peoples. Education for international understanding also highlights the importance of the international legal system, including international public law, international human rights law, and International Humanitarian Law, the foundations of international relations. It emphasizes the importance of international players such as the United Nations, the chief arbiter of peaceful and violent relations in the world. In terms of relations among peoples, global education attempts to understand why dominant groups construct deformed enemy imagesand what can be done to deconstruct them.

Games and activities by the Escola de Cultura de Pau

The role of international actors

Human Rights Bingo UANGA - United Animal Nations General Assembly

Intergalactic Declaration

Image of the enemy

A Story like Many Others Zoo

International legal system

Human Rights Bingo Intergalactic Declaration Right and wrong UANGA - United Animal Nations General Assembly

Education for media

Funding values Gender in Advertising Interviewing Real Heroes Peaceparazzi Photojournalists Presentation Day Primetime Remembering Conflict

EDUCATION FOR INTERNATIONAL UNDERSTANDING One of the compelling challenges faced by developing countries today is preparing their societies and governments for globalization and the information and communication revolution. The policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy. However, in persuade of economic growth, we at times fail to look back to our common goals of building up a happy society of people with good human values. Children in schools are entrusted to the teachers for

their education. They are a sacred trust teachers receive. Parents and teachers therefore should not develop them toward some abstract ideal, but welcome them and midwife their entry into earthly life. The learning process should open up new possibilities for peace and justice in human relations, therefore the means used must be compatible with the end. It should permit horizontal interaction in which both teachers and students participate from a position of equality.

Education for International Understanding (EIU) is a value based approach to education where the children grow up with the values of culturing peace, respecting the essence of sustainable development, globalization, human right and cultural diversity. The world has become a global village and we all are mere global citizens today.Therefore, it becomes important to teach our younger kids in schools, the values of Learning to live together. The Culture of Peace is a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations. It is, therefore important to prepare our children for their future of vast diversity in respect to culture, religion, race and ethnicity.

EIU aims to instill a culture of peace that encompasses individuals, communities, nations, global systems and a sustainable relationship between humanity and nature. EIU is grounded by the four pillars of learning Learning to be, Learning to know, Learning to do, and Learning to live together. APCEIU emphasizes a pedagogical approach to EIU that integrates knowledge and understanding with the development of values and attitudes underpinning a culture of peace. EIU holds the conviction that education can make an impact on the minds, especially of young school children, about cultural knowledge and sensitivity. And it is only through cultivating knowledge and sympathy that we can begin to envision peace and tolerance

As our world becomes more interdependent and the problems we confront more global, it is critical that our young people gain knowledge, skills and attitudes that prepare them to enjoy the benefits and accept the responsibilities of global citizenship. To do so, they must interact with and learn from their international peers; just as, as adults, they will live and work with people from different cultures in both local and global settings Global Classrooms

According to UNESCO, the Culture of Peace involves a set of values, attitudes and behaviors which can be taught, developed and improved upon to enhance mutual understanding and conflict resolution

and to attain it, requires transformation of institutional practices, as well as individual values and behaviors. Education system today, therefore, would play an ultimate role in the very process of building of Culture of Peace. EIU makes an effort to cater to these essential needs in every individual in order to bring happiness and culture of peace in the world.

We envision a world where everyone has the opportunity to benefit from education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation UNESCO

This page is mainly developed for creating a platform for teachers of Yebilaptsa MSS and all other fellow teacher-colleagues around the country to explore more about the education systems around the world and learn more about how education can bring positive changes in the life of our youth. Hope the ideas and insights gained through this page would be able to motivate teachers in having more global exposure on education. All the links which are given below are authentic and reliable to learn more on Education for International Understanding. The world today is greatly in need of a generation who will embrace the world with care by Learning to Live Together and it is we the teachers who are responsible for preparing our youth for making them a conscious global citizen.