1.2, MEANING OF PHILOSOPHY & EDUCATION Meaning of Philosophy The word philosophy literally means love of wisdom; It is derived from two Greek words ice. 'phileo’ (love) and ‘Sophia’ (wisdom). This tells us something about the nature of philosophy, but not much, because many disciplines seek wisdom. Since times immemorial there have been various pursuits for unfolding the mystery of the universe, birth and death, sorrow and joy. Various ages have produced different thoughts throwing light upon the mystic region. The ultimate truth is yet to be found out. This eternal quest for truth lends the origin of philosophy. A love of wisdom is the essence for any philosophy investigation, On the standard way of telling the story, humanity's first systematic inquiries took place within a mythological or religious framework: wisdom ultimately was to be derived from sacred traditions and from individuals thought to possess privileged access to a supernatural realm, whose own access to wisdom, in tum, generally was not questioned. However, starting in the sixth century BCE, there appeared in ancient Greece a series of thinkers whose inquiries were comparatively secular (see "The Milesians and the Origin of Philosophy"). Presumably, these thinkers conducted their inquiries through reason and observation, rather than through tradition or revelation. These thinkers were the first philosophers. Although this picture is admittedly simplistic, the basic distinction has stuck: philosophy in its most primeval form is considered nothing Jess than secular inquiry itself. The subject of philosophical inquiry is the reality itself. There are ifferent schools of philosophy depending on the answers they seek to the question of reality. It is the search for understanding of man, nature and the universe. There are different branches of philosophy-Epistemology, Metaphysics, etc. There are different fields of philosophy such as educational philosophy, social philosophy, political philosophy, economic philosophy etc. There are also different philosophical approaches such as idealism, naturalism, pragmatism, materialism, and so on. Meaning of Education Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out”, "bring forth what is within”, "bring out potential” and ducere, "to lead”. Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, cducation is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.4 Webster defines education as the process of educating or teaching (now that's really useful, isn't i?) Educate is further defined as "to develop the knowledge, skill, or character of...” Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. In ancient Greece, Socrates argued that education was about drawing out what was already within the student, (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to ive students the necessary knowledge and skills to gain positions with the city-state. Thus we see that there are different views and understandings of the meaning of the term education. In the modern times it has acquired two different shades of meaning namely: (1) an institutional instruction, given to students in school colleges formally ;and (2) apedagogical science, studied by the student of education. The words of Adam education is the dynamic side of philosophy. Philosophy takes into its orbit, all the dimensions of human life. Similarly education also reflects the multifaceted nature of human life, Therefore, education is closely related to various aspects of human life and environment. Hence, the term education has a wide connotation. It difficult to define education by single definition. Philosophers and thinkers from Socrates to Dewey in west and a host of Indian philosophers have attempted to define education. However education can be understood as the deliberate and systematic influence exerted by a mature through instruction, and discipline. It means the harmonions development of all the powers of the human being: physical social, intellectual, aesthetic and spiritual, The essential clements in the educative process are a creative mind, a well integrated self, socially useful puzposes and experience related to the interests of the individual, needs and abilities of the individual as a of a social group. Im the historical development of man, education has been the right of a privileged few. It is only in recent centuries that education has come to be recognized as a human right. All have equal right to be educated as education has become sine qua non of civilization, Our discussion of the concept of education and the concept of philosophy form the basis of arriving at the definition of philosophy of education5 13 _ CONCEPT OF PHILOSOPHY OF EDUCATION, Al human societies, past and present, have had a vested interest in education; and some wits have claimed that teaching (at its best an educational activity) is the second oldest profession. While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality —and for good reasons, For one thing, itis obvious that children are born illiterate and innumerate, and ignormt of the nomns and cultural achievements of the community or society into which they have been thrust; but with the help of professional teachers and the dedicated amateurs in their families and immediate environs (and with the aid, too, of educational resources made available through the media and nowadays the internet), within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways. Some learn these skills with more facility than others, and so education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual. Put more abstractly, at its best education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens. Equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens. But this is to cast matters in very individualistic terms, and it is fruitful also to take a societal perspective, where the picture changes somewhat. It emerges that in pluralistic societies such as the Western democracies there are some groups that do not wholeheartedly support the development of autonomous individuals, for such folk can weaken a group from within by thinking for themselves and challenging communal noms and beliefs; from the point of view of groups whose survival is thus thueatened, formal, stete-provided education is not necessarily a good thing. But in other ways even these groups depend for their continuing survival on educational processes, as do the larger societies and nation- states of which they are part; for as John Dewey put it in the opening chapter of his classic work Democracy and Education (1916), in its broadest sense education is the means of the “social continuity of life” (Dewey, 1916, 3). Dewey pointed out that the “primary ineluetable facts of the birth and death of each one of the constituent members in a social group” make education a necessity, for despite this biological inevitability “the life of the group goes on” (Dewey, 3). The grcat social importance of education is underscored, too, by the fact that when a society is shaken by crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.6 Tt is not surprising that such an important social domain has attracted the attention of philosophers for thousands of years, especially as there are complex issues aplenty that have great philosophical interest. abstractly, at its best education equips individuals with the skills and substantive knowledge that allows them fo define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens. But this is to cast matters in very individualistic terms, and it is fruitful also to take a societal perspective, where the pictur: changes somewhat. It emerges that in pluralistic societies such as the Western democracies there are some groups that do not wholeheartedly support the development of autonomous individuals, for such folk can weaken a group from within by thinking for themselves and challenging communal norms and beliefs; from the point of view of groups whose survival is thus threatened, formal, state-provided education is not necessarily a. good thing. But in other ways even these groups depend for their continuing survival on educational processes, as do the larger societies and nation- states of which they are part; for as John Dewey put it in the opening chapter of his classic work Democracy and Education (1916), in its broadest sense education is the means of the “social continuity of life” (Dewey, 1916, 3). Dewey pointed out that the “primary ineluetable facts of the birth and death of each one of the constituent members in a social group” make education a necessity, for despite this biological inevitability “the life of the group gocs on” (Dewey, 3). The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats. Tt is not surprising that such an important social domain has attracted the attention of philosophers for thousands of years, especially as there are complex issues aplenty that have great philosophical interest. The following are some issues that philosophers have deeply thought about and philosophy is still in the process of answering these questions. Ts Education as transmission of knowledge versus education as the fostering of inguizy and reasoning skills that are conducive to the development of autonomy (which, roughly, is the tension between education as conservative and education as progressive, and also is closely related to differing views about human “perfectibility’—issues that historically have been raised in the debate over the aims of education); the question of what this knowledge, and what these skills, ought to be—part of the domain of philosophy of the curriculum; the questions of how earning is possible, and what is it to have leamed something —two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated; the tension between liberal education and vocational education, and the overlapping issue of which should be given7 priority—education for personal development or education for citizenship {and the issue of whether or not this is a false dichotomy): the differences (if any) between education and enculturation; the distinction between educating versus teaching versus training versus indoctrination; the relation between education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can— justly—be given educational programs that differ in content or in aims; the ise of whether the rights of children, parents, and socio-cultural or ethnic groups, conflict—and if they do, the question of whose rights should be dominant; the question as to whether or not all children have a right to state-provided education, and if so, should this education respect the beliefs and customs of all groups and how on earth would this be accomplished; and a set of complex issues about the relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, ze) agent of social change. It is here that that philosophy of education plays an important role in providing direction to education on the following issues as well as providing a theory of knowledge tfor education to work upon. Philosophy of education is essentially a method of approaching educational experience rather than a body of conclusions. It is the specific method which makes it philosophical. Philosophical method is critical, comprehensive and synthetic. Therefore, 1] Philosophy of education is the criticism of the general theory of education. 2] It consists 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. 14 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 concemed with the problems of education.These problems mainly include - + interpretation of human nature, the wodd 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 ete.], + 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 becn promogated 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 nonnative, sciences. The philosophical picture, therefore, is more broad as compared to the picture of man drawn by biology, sociology, psychology, economies and anthropology and other human science. 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9 world, view and their outlook on the purpose of human life. Therefore, a serutiny 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 nation: 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 ete. These problems have led to the evaluation of different philosophies of edueation, The criteria of judgment everywhere are determined by philosophy, therefore, philosophy of education provides the criteria for critical evaluation and judgment in these fields, .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. + Metaphysies 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 naturc 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. ‘+ Axiology: the branch of philosophical enquiry that explores: © Aesthetics: the study of basic philosophical questions about art and beauty. Sometimes philosophy of artis uscd to describe only questions about art, with "aesthetics" the more general tem. Likewise "aesthetics" sometimes applied even more broadly than to "philosophy of beauty" :to the "sublime," to humour, to the frightening—to any of the responses we might expect works of art or entertainment to elicit. © Ethics: the study of what makes actions right or wrong, and of how theories of right action can be applied to special moral problems, Sub disciplines include meta-ethies, value theory, theory of conduct, and applied ethies.10 Epistemology is the branch of philosophy that studies knowledge. It attempts to answer the basic question: what distinguishes true (adequate) ‘knowledge from false (inadequate) knowledge? Practically, this question translates into issues of scientific methodology: how can one develop theories or models that are better than competing theories? It also forms one of the pillars of the new sciences of cognition, which developed from the information processing approach to psychology, and from artificial intelligence, as an attempt to develop computer programs that mimic a Jnuman's capacity to use knowledge in an intelligent way. When we look at the history of epistemology, we can discern a clear trend, in spite of the confusion of many seemingly contradictory positions. The first theories of knowledge stressed its absolute, permanent character, whereas the later theories put the emphasis on its relativity or situation-dependence, its continuous development or evolution, and its active interference with the world and its subjects and objects. The whole trend moves from a static, passive view of knowledge towards a more and more adaptive and active one. As you can tell, the different branches of philosophy overlap one another. A philosopher considering whether people ought to give excess wealth to the poor is asking an ethical question, However, his investigations might lead him to wonder whether or not standards of right and wrong are built into the fabric of the universe, which is a metaphysical question. If he claims that people are justified in taking a particular stance on that question, he is making at least a tacit epistemological claim. At every step in his reasoning, he will want to employ logic to minimize the chance of being led into error by the great complexity and obseurity of the questions. He may very well look to some of the ethical, metaphysical, and epistemological writings of past philosophers to see how his brightest predecessors reasoned about the matter. Aspects of each branch of philosophy can be studied in isolation, but philosophical questions have a way of leading to other philosophical questions, to the point that a full investigation of any particular problem is likely eventually to involve almost the whole of the philosophical enterprise. One view on education believes or subscribes to the view that philosophy of education comes under the umbrella of axiology. As a branch of philosophy it utilizes philosophical methods for the solution of philosophical problems with a philosophical attitude to arrive at philosophical conclusion. In this comprehensive process it includes facts concerning education and synthesizes them with values. The other school of thought helieves that education as a discipline utilizes or needs to incorporate all modes of philosophical inquiry; metaphysical, axiological and epistemological. As individuals involved in the process of education right from the aims, purpose, functions and building theory we need to look at any body of knowledge or generate new knowledge based on the three modes of philosophical inquiry.Philosophies of Education INTRODUCTION It is a scientific, systemic inquiry about the ultimate reality in the universe; it is the basis for understanding man. Etymologically, the term, ‘Philosophy’ ha$ been derived from two Greek words: Philos means love, Sophia means wisdom. It is the loving and searching for wisdom and truth. - Philosophy is the science of knowledge. -Fitche © Philosophy is the science of alll sciences. - Coleridge © Philosophy is the mother of all arts. -Cicero. Definitions 1. Philosophy is a search for a comprehensive view of nature, an attempt at a universal explanation of nature of things. - Henderson, 2. Philosophy is an unceasing effort to discern the general truth that lies behind the particular facts (i.e., the reality that lies behind the appearances). Meaning of Philosophy © It is a search for a comprehensive view of nature, an attempt at a universal explanation of nature of things. © It isa living force, a way of life, an attitude towards life and a search for truth and reality. © It isa speculation about the nature and value of things. It is a search for deeper and finer values of life. * Philosophy refers to a certain way of thinking. It arises out of an attempt:a) To arrive at the solution of a problem through the use of human reasoning and experience. b) To find the deeper meanings of the problems. Fach individual should have a philosophy of life i.c., a set of standards, ideals which are based on the principles that he has chosen as being acceptable to him. Philosophy is the study of the general principles and understanding all ie., God, the world, and man himself, of origin, nature and the activities that come in the range of human experience, It is a comprehensive view of nature, Through philosophy man tries to understand himself and the world in which he lives. It answers the inevitable questions. It is an inquiry into the wholesome of things. - It is what we believe and the principle which governs our life. It is acting like a guide to have a concrete outlook on the world, life, human conduct, and actions. Philosophy is the earliest and the most original intellectual discipline. Plato said, he who has a taste for every sort of knowledge and who is curious to learn and never satisfied’ may be just termed as philosopher. Questions of philosophical enquiry: co What is life? o What is man? © What is man's origin? © What is man’s destiny or goal? Philosophers try to answer these questions according to their own mature reflection and thinking.These difference answers lead to different philosophies lives of grate men prove that philosophy results in a certain way of life, beliefs, values and ideals formulated in terms of experiences and background of the person, who expresses them. It is mostly an idea of what is possible and not a record of accomplished facts, Hence, it is hypothetical (it mayor may not be proved true). There is no finality, it defines the difficulties and suggesting ways and means of dealing with them. Thus philosophy is described as generalised thinking’, Philosophy influences the Daily life of every individual, it is particular way of looking at things, e.g. everybody will have their own philosophy of life Le., some are pessimists, some are optimists, me are realists, some are materialists, some believe in destiny; some are atheists don't believe in God and so on. Major Branches of Philosophy © Metaphysics or discussion about the reality and the cosmos. « Epistemology or the theory of knowledge. © Ethics or the theory of morality. * Aesthetics or the discussion of beauty. © Logic or the study of ideal method of thought and reasoning. A well-marked attitude takes the shape of a particular school of philosophy or an ‘ism’. There are different philosophical approaches, e.g. idealism, pragmatism, naturalism, realism, humanism etc. Philosophy, life and education are intimately linked with one another, Infact philosophy and education are like the two sides of the coin. While philosophy is the contemplative side, education represents the dynamic side,All philosophers were also great educators. Thus philosophy is a major concern of education and there is, infact, an intimate relationship between philosophy and education. The truths and principles established by philosophy are applied in education. The arch of education will never attain complete clearness without philosophy. All the aspects of education are influenced by philosophy and there is a direct bearing between education and philosophy. Philosophy Points out the Way to be Followed by Education Education is the modification of child's behaviour, whereas philosophy shows the way to be followed by educators in the modification of child's behaviour. Education is a laboratory in which the philosophic theories and speculations are tested, thus education will be said as, ‘applied philosophy’. Philosophy is wisdom, education transmits wisdom from one generation to the another. Education is the Best Mean for the Propagation of Philosophy A philosopher arrives at the truth after a great deal of contemplation on the real nature of the universe, man, his destiny and lays down aims, Relationship between Philosophy and EducationRelationship between Philosophy and Education Philosophy Education 1.It sets the ideals, principles, goals, | 1. Education works out those values. standards, values thus it is in reality) 2. It explains how to achieve the goals and truth. through man's educational efforts, 2, Itis the theory and speculative, 3. Itis the practice. 3. It is the contemplative side. 4, Itis the active side (dynamic) 4, It deals with abstract ideas and ends] — Itis the applied philosophy. the situations process. It deals with concrete and means. 5. Itis the art, 5. Itis the science. 6. Philosophy formulates the method, 6, It deals with the process of method, ideals and values and then he tries to live in accordance with them, He wants others to be converted his beliefs and live according to them, thus it can be achieved through education, which is the best mean for the propagation of his philosophy. Education becomes more prominent than philosophy as action speaks louder than words or beliefs. Beliefs (philosophy) are vital, thus it results in a prominent educational efforts. All Great Philosophers are Great, Educators Philosophers reflected their views in their educational schemes, Most of the educational movements of the world own their origin to the philosophical schools of different philosophers. When a philosopher wishes to spread his ideals, belief’, he formulates a scheme of education based on his philosophy, e.g. Socrates, Plato, Aristotle, etc., European philosophers like Locke, Rousseau, Spencer etc., were great educators. The great thinkers and philosophers of India are Buddha, Tagore and GandhiPhilosophy Determines the Broad Aspects of Education Philosophy provides aims of education, it determines the curriculum (course of study) methods of teaching, school discipline, role of teacher, school problems etc., philosophy will continuously influences and determines both the matter and the method of education. Thus philosophy contributes to the development of the educational theory and practice, INFLUENCE OF PHILOSOPHY ON DIFFERENT ASPECTS OF EDUCATION Philosophy and Aims of Education Philosophy is the determining force in laying down the aims of education. Aims of education (moral, vocational, intellectual and spiritual) are based on views and ideals, beliefs, values, standards of philosopher. The philosopher struggles hard with the mysteries of life and arrives at his solution after mature reflection and thinking. He will suggest the ways and means of dealing with them through educational efforts. The educator selects the material for instruction, determines the methods of procedures for the attainment of goals. Thus the entire educational system proceeds with its foundation on sound philosophy, c.g. © Idealism believes in selfenhancement. Naturalism prefers self-preservation. Philosophy and Curriculum Curriculum is the sum total of all the activities and experiences provided by the school to its pupil to achieve the aims of education. The philosophy determines the content and discipline that subject will promote curriculum. It is not fixed at all times, it changes in accordance with philosophy. Thus curriculum differs withdifferent schools of philosophy according to their own beliefs. Thus education needs leaders, who hold a sound comprehensive philosophy through which they can convince others and who ean direct its consistent application to the formation to the function of appropriate curriculum. The content of curriculum varies according to the philosophy it follows, e.g.: Idealists emphasise higher values of life and prescribe the study of religion, ethics, logic, literature, arts and humanities. Pragmatists advocate the study of functional subjects and social sciences, practical arithmetic, arts and crafls in their curriculum. . Naturalists are mainly concerned with physical sciences and direct experiences. The subjects are selected according to the aptitude and ability of the child. Philosophy and Textbooks The textbooks must reflect the prevailing values of life fixed by philosophy, an appropriate textbook must be in accordance with norms of knowledge which the children are expected to know and accepted ideals of the society and the prevailing philosophy of education and the nation as a whole. Then only it will serve the desired purpose. The persons who select the textbooks must have standard of judgment, which should enable them to select the right type of books based on standard, supplied by philosophy. Through textbooks the aims of education are realised. It will meet needs of ideals and principles. Philosophy and Method of Teaching Philosophy is a way of thinking and a way of working. Method is the process of establishing and maintaining contact between the pupil and the subjectmatter. Every system of education has its own method of teaching based on its own philosophical background. Method is the procedure through which aims of education are realised. Thus different schools of philosophy have laid down their own methods of teaching, e.g, © Idealism: advocates question, answer, lecture and discussion methods, © Naturalism: emphasises child-centred methods of leaming by doing and direct experience. © Pragmatism: recommends project methods, problem-solving method and socialized techniques. Philosophy and Discipline Philosophy determines the nature and forms of discipline. Discipline is nothing but the conduct of the pupil. Internal discipline concemed with inner code of conduct of the individuals sustain a nation. Philosophy and education are inseparably linked, they exist together, philosophy leads and education follows the path shown by philosophy. Discipline is mainly govemed by the aim of education. Spare the rod and spoil the child’ was the maxim for the guidance of teachers. In the past, perfect order and silence ‘prevailed in the educational institutions, now we insist on self government of students and free discipline. Philosophy and the Teacher Teacher is the backbone of the entire process of education. Philosophy of life should be in perfect consonance with the philosophy; the educational system is based on successful teachers, A teacher needs the study of philosophy as a person and as a teacher. A teacher is also having his/her own ideas and beliefs. Teacherinfluences the personality of the child and instills in him a new outlook and a new way of life, e.g. * Idealistic teacher is a person of high ideals, ethics and morals, he is role- model for the pupil. © Naturalism sees the teacher as the stagesetter and works behind the screen. © In pragmatism teacher is a friend and guide of the pupil, facilitating the process of the growth of individual. Philosophy and Evaluation Evaluation is the pivot of education system. It determines the extent to which aims and objectives are being attained, but also helps to bring about an improvement in the techniques and procedures of education. There is a close relationship between objectives, learning experiences and evaluation. It is therefore legitimate to ascertain how far our evaluation programme is in conformity with the philosophy that has determined the aims and objectives of education, its curriculum and its methodology. Evaluation takes into account the growth of the child as a whole individual and in his total environment. Philosophical analysis, which is responsible for the movement of objectivity in the field of relationship between philosophy and environment, General Impact of Modern Philosophies on Education Common elements in all modern philosophies: * Education has been psychologised, instructions are based on child centred, individual differences have been recognized. * The principle of activity i.e., learning by doing is the common watchword. * Social discipline is a patent factor of educational development, the child is to be trained for community life.* Democracy has been developed and it is the guiding factor of educational practices. © There is a scientific outlook on all matters of life. * The concept of discipline in education has undergone a radical change. Importance of Educational Philosophy to a Teacher © To understand and accept the prevailing values of the society. © Itresults in intellectual development of the teacher. © Ithelps to improve the standard of his life. © It guides and improves the state properly. © Ithelps to bring about changes in various aspects of education. © Itreforms the society. NURSING EDUCATION Philosophy of Nursing Education A philosophy of nursing education includes belicfs and values with regard to man in general and specifically man as the leamer, teacher, nurse and the client and the beliefs about health, illness, society, nursing, and learning etc. Traditionally nursing education had adopted ‘children philosophy’ which was based on 'supernaturalism', According to it, God is creator, redeemer and provider of man and the universe. The maxims of Christian philosophy are ‘love of god’ and ‘love thy neighbour, Every phase of nursing education will be influenced by the philosophy upon which it is based. Christian philosophy considers man to be dualistic in nature i.e., man was created by God as a unit, (a composite made up of a body and a soul, possessing intellect and the likeness of god) and he was created for the purpose of serving himin heaven, Education based on this philosophy takes in all aspects of human life with the view in regulating and perfecting life in accordance with life of Christ, by which man may attain the etemal end for which he was created. It affects all aspects of the nursing student's life i... spiritual, moral, intellectual, emotional, physical and social as they relate to the preparation of a Christian nurse motivated by supernatural motives. According to Christian philosophy, nursing is considered as, ‘profession of charity’. Spiritual Religion should serve as the primary integrating factor in the development of the curriculum in a school of nursing. The principles of religion and morality are unchanging. By this stable truth, the nurse will be able to meet intelligently the changing conditions of modern social living. Religion provides the motives for the nurse influenced by religious principles. Moral Through understanding of moral principles governing man's conduct and action leading to the nurses to study 'ethies' (it is the philosophic science of haman acts) from the point of the view of the order they should have regarding one another and man's ultimate destiny which they ought to help him achieve and it also teaches the individual how to judge accurately the moral goodness or badness of any action. Nurse has to apply right conduct, in various situations of her daily life based on a sound moral character, adequate understanding and habitual application of proper moral standards. Nurse has to develop right conscience.Intellectual To provide a systematic development and training of the intellect, so that it may be enlightened, disciplined and disposed to function in accordance with the purpose for which it was created. For the fulfillment of nursing functions, nursing education should give training in: . Memory. Direction of imagination Strengthening and expansion of the capacity for association. Cultivation and training of the intellect. Judge wisely. Reason soundly. Acquire prudence, wisdom and intellectual virtues. Imparts knowledge. Provide opportunity for the student to analyse nursing care situations and problems, to apply various theoretical knowledge and skills in the field of clinical situation. Development of communication skills to express their thoughts. Emotional Needs Nurse must be able to function as a mature, self dependent and responsible individual and must be able to relate well to other people. It shows emotional matl rity where by all her emotional needs were met. The primary emotional needs are: Affection and love. A feeling of belongingness. Achievement or status i.¢., prestige or self esteem.© Approval from the group and from the authority figures. These needs must be met, if the student is to mature into a well integrated personality and who can use mature judgment and make the decisions in professional life. Physical To promote the harmonious development physical needs also has to be met, to preserve her body and the essentials of her health, Nurse should have knowledge of how to guide the others, who need assistance in learning, how to keep well or how to improve health. Social Nurse is a social being, who must pass her life in society in relation to which, she has both privileges and obligations, Nursing is linked with social culture, in which nursing activities are carried out. The nursing student should be taught, to use her will power in gaining control of her own impulses. To acquire self-mastery and to be a virtuous member of a social group nurse practices democratic principles. Nursing is a service to individual, families and to the society. It is based upon art and science, which mold the attitudes, intellectual competence and teaching skills of the individual nurse, to help the people sick or well, to meet their health needs in medical direction. Nursing is a social institution where, © An organised group of people working together toward a common goal directly concemed with the welfare of the people.* A way of acting, specific to the group for the accomplishment of a common goal. The responsibility of nursing includes: © Prevention of illness. * Promotion of health. © Direct supportive and therapeutic care. * Rehabilitation. © Body-mind-spirit unity. During the course of time, changes have taken place in the field of education, health care, sociocultural aspects, science and technology. There was need for change in the existing value systems and beliefs; changes had taken place in the field of nursing and nursing education also. It is not advisable to adhere to only one type of philosophy so, the nursing also is following the path of electism iie., to draw the best and useful aspects from various educational philosophies and make one’s own philosophy. Nursing is concerned with human welfare, it acknowledges the uniqueness of each individual, It considers health as a fundamental human right. Nursing is a service to individual, people or community without any distinction between caste, creed, sex or color, rich/poor, age or religion. Hence nursing is concerned with a philosophical outlook i.c., ‘the individual has intrinsic value and there is worth inherent in human life’. Nursing requires critical thinking, logic and judgment; it is a problem- solving and decision making process, nurse has to use a rational activity, Nurse is legally and morally accountable person. The learning experiences should equip the leamer with skills in problem- solving, decision making and critical thinking.Nursing actions are based on scientific principles, which are drawn from bio-psycho-social sciences. Nursing curriculum should include physical sciences, biological sciences, anatomy, physiology, microbiology and other relevant subjects. Nurse will have active voice as a democratic citizen has some control over and responsibility for the political. legal, and social milieu related to health care matters, in which she lives. Nurse is a socializing agent, consumer advocate and protector. She has to play active role in bringing social change. Nursing is a process to attain an end. It includes: a) Inherent purpose: The optimum level of wellness of health of the individual. b) Internal organisation: The series of actions to attain the aim of optimum level of wellness of health of the individual. c) Infinite creativity: The dynamics of evolving unique, effective, efficient nursing activities for the achievement of the goal of optimum health. Nursing is a crucial component of multidisciplinary healthcare system, it reflects the independent, dependent and collaborative positions of the nurse involving respective functions. Nursing evolves as a holistic process with central and common philosophy, purposes, knowledge and functions. Nursing is a profession and nursing practice must reflect professionalism, professional adjustment and research. Nursing roles in the order of priority are: Educative, Preventive, Promotive, Rehabilitative, Therapeutic, Supportive.Democratic processes include in nursing role are: Authority by mutual consent, individual accountability, group activities, leadership and organizational set-up. The requirements for professional nursing care includes: Clinical knowledge, judgment, technical competency, health knowledge, teaching skills, realisation of professional responsibilities. Philosophy will determine the selection of students, preparation of faculty, development of curriculum, attitudes towards client and community, personal life and professional growth of students and faculty, It must be specific about the specialised functional roles and responsibilities, within a profession and society. The purpose of nursing education is to prepare a person who can fulfill the role, functions and responsibilities of professional nurse within the society. The philosophy is developed by cach faculty of individual school of nursing together with nurse leaders and nurse administrators. It should be clearly stated and directly related to the aims. Concept and Meaning of Nursing Education “The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery or to peaceful death thus he would perform unaided, if he had the necessary strength, will or knowledge and to do this in such a way as to help him to gain independence as rapidly as possible". + The concept of nursing, according to Virginia Henderson(1958). The essential components of professional nursing practice (according to American Nurses Association) include; care, cure and coordination. Nursing isbased on scientific principles (systematized knowledge) and an art i.e., composed. of skills that require expertisedness and proficiency for their execution. Nursing is a dynamic, therapeutic ‘and educative process in meeting the health needs of the society. Assisting the individual or family to achieve their potential for self-direction. Education brings change in behaviour of the individual in a desirable manner, It aims at allround development of an individual to become mature, self sufficient, intellectually, culturally refined, socially efficient and spiritually advanced. Nursing education brings changes in the behaviour of student nurse so as to prepare her to play her roles effectively as an individual and as a good responsible citizen, Strategies Three phases are included in nursing education. Pre-nursing Education Spread information of nursing to the prospective candidates, publicity and guidance about nursing education, nursing services, working conditions of nurses, career development, job avenues, opportunities and responsibilities of nurses has to be given, Booklets or brouchers can be developed like ‘nursing as a career’ ‘profile of a nurse’. The prospective students can introspect, think and make a right decision. Careful intelligent planning is required to develop personal and professional satisfaction.Nurse Education Nurse educators have to take care to produce skilled and efficient nurses in order to provide qualitative care, select the candidate who is having interest for admission into nursing is the first step. Nurse educators monitor continuously; implement the curriculum which consists of theoretical and practical hours of training in a critical manner, give equal weightage to develop the right attitudes, social and moral values, human relations, skills, ethics, civic sense, professional etiquette to have perfect background in nursing. Along with the technical skills, the personal qualities of the students also have to be promoted, Evaluation of students’ performance is essential. Post-nursing Education After completion of the nursing training, nurse has to register their names in professional organization, The nurse still needs to be educated either in the form of in-service or continuing education. The teacher has to develop teaching material and conduct of research to improve the standards of nursing. Post-nursing education consists of orientation, supervision, in-service education, evaluation and re-registration. New graduates need to have a well-planned and organised orientation to the area of their posting. They must be oriented to the staff, equipment, working conditions and clients with whom they have to work. They need guidance and supervision in achicving professional standards, Nurses on the job must be evaluated periodically in-terms of knowledge and performance and inservice education needs to be planned on the basis of their needs. Steps for improving nursing education are: © Development of educational material. © Conduct of research.Historical Development of Nursing Education in India . In 1871, training for midwives were given for a period of six months with supervised nursing practice. In 1918, first Lady Health Visitors course was started in Lady: Reading Health School, Mumbai. Later diploma in General Nursing and Midwifery course was started with 3 years 9 months and later it was condensed to 3 years duration. In 1946, 4 years basic nursing training programme started at RAK College, New Delhi and CMC Vellore, In 1953, post basic degree programme was started in Thiruvananthapuram. In 1959, the first master's programme in nursing was started at RAK College of Nursing, New Delhi. In 1986, M Phil at RAK College of nursing, New Delhi was started. In 1991, the first doctoral programme in nursing was established in Institute ‘of Nursing sciences, MV Shetty Memorial College Mangalore. ' Pattern of nursing training programmes in India are: Vocational nursing (at 10+2 level)in 1.6 FUNCTIONS OF PHILOSOPHY OF EDUCATION Philosophy of education performs various functions. They area discussed below: a] Determining the aims of education Philosophy of cducation provides original ideas regarding all aspects of education particularly educational aims. It is said that educational philosophy gives different views, but this situation is not harmful, rather it helps in providing education according to the need of society. The difference in view of philosophy of education reflects the multiplicity and diversities of human life. Philosophy of education guides the process of education by suggesting suitable aims from the diversities of life and selecting the means accordingly. b] Harmonizing old and new traditions in the field of education- In_ the process of social development the old traditions become outdated for the people. They are replaced by the now traditions. But this process of replacement is not always smooth. It is faced with lots of opposition from certain orthodox sections of the society. At the same time it must be kept in mind that every ‘old! is not outdated and every ‘new’ is not perfect Therefore, there is a need of co-coordinating the two in order to maintain the harmony hetween both. This fimction can be performed by philosophy of education. ¢] Providing the educational planners, administrators and educators with the progressive vision to achieve educational deyelopment:- Spencer has rightly pointed that only a true philosopher can give a practical shape to education. Philosophy of education provides the educational planners, administrators and educators with the right which guides them to attain the educational goals efficiently. | Preparing the young generation to face the challenges of the modern time: Social commentators have given many labels to the present period of history for some it is the information age and for others it is post modernity, later modemity, high modemity or even the age of uncertainty. One more addition to this list may be that ‘present age is an age of Globalization as a phenomenon arrived on the economic scene in the 1990 in India. This watchword has had its implications in the social political, economic fabric of the country of which education is a part. Philosophy of education is a guiding, stecring and liberating force that helps young people to and society at large to face the challenges of the modern time. 1.7 RELATIONSHIP BETWEEN PHILOSOPHY OF TEACHING AND TEACHING STYLES:12 Philosophy guides the process of education in different ways. A teacher approaching education philosophically needs to answer four basic questions that guide the teaching learning process. They are: What is the nature of the learner? What is the nature of subject matter? How should one use the subject matter to guide students towards ‘meaningful learning activities? What behavior trend should one exhibit in order to carry out one’s philosophical position? The answers to these questions only will help the teacher to identify a series of preferences, as opposed to a sct of behavior that belong to mutually exclusive categories for the following questions. An attempt to answer these questions is nothing but philosophy of teaching Philosophy and various philosophical view points inform us that each of these questions have different philosophical perspectives that can be considered as extremes in a continuum. © Nature of the Learner For the question about the nature of Leamer, It will be defined in terms of extremes of the continuum by using the terms “Lockean” (passive) and “Platonic” (active) “Lockean” is a position because it was John Locke, in his Essay Conceming Human Understanding, who first wrote about mind, is a tabula rasa. He envisioned the operation of the mind as similar to a blank wax tablet on which data taken in through the senses would make “impressions”. Sensory data which a learner absorbed formed the true source of knowledge. Any complex mental operations involving association, interpretation, or evaluation of secondary data led to the formulation of increasingly complex knowledge. “Platonic” Image is that of a teacher who has so much respect. for what the leamer can contribute to the learning environment that he or she definitely does not want them to “absorb” prescribed subject matter, as the teacher sees the subject matter. Under such circumstances learners are viewed as the most important ingredient of the classroom environment because they teach each other and their teacher about problems which are meaningful to them. Itis almost that leamers have the knowledge which is locked inside them which is released through interaction, Platonic concept believes in the doctrine of Reminiscence © Nature of Subject Matter The terms “Amorphous” or “Structured” are used to delineate extremes on the continuum of teacher's view on the nature of subject13 matter. The term ‘amorphous label has been reserved for rote learning, which emphasizes that each item to be learned is equal in importance to every other item to be learned ; hence youngsters are not encouraged to find relationships among items to be leamed and no item is seen to be ‘more important than the other. The other extreme “structured” we may expect to find a position represented by those who have a quite realistic view of what the subject matter can never accomplish. The term “Structured” as used in this conteat, is from Bruner’s understanding that any subject matter should be viewed as having a natural structure which can help to explain relationships among its components and which ean be used to find new information. © How should Subject matter guide students learning activities? The two end points of the continuum is “cognitive” and “affective”. These concepts are not mutually exclusive categories, but rather matters of emphasis and preferences. In order to illuminate factors involved in any teacher's decision to emphasize cognitive or affective learning activities itis useful to consider the following addendum. Cognitive Domain ~ fact, concept and generalization Affective Domain- belief and value Evidence abounds that students bring into the classroom attitudes which influence the way they perceive facts, concepts and generalizations, Sometimes teachers are fortunate to have students who bring with them positive attitudes towards the subject matter at hand. Most often we have students who bring with them not very positive attitudes. In such situations the teachers’ role will be to help students think critically by transforming generalization, beliefs and values into hypotheses that can be tested. Then the teacher resorts to the affective domain, © Behavior trend in order to carry out one’s Philosophical Position The terms authoritarian and non-authoritarian are two extremes of the continuum, but should be understood as not merely being ‘strict’ or ‘permissive’. These words should go beyond the aspect of classroom management as it is more inclusive approach to classroom management. It is an over view of the student and the subject matter which this indicator thas been designed to examine. For instance, suppose some teachers encourage students to view subject matter only as experts in that field might view it; hence these teachers habitually accept for each major question under examination only one right answer which all students are excepted to adopt and understand. We can thus say that these teachers are said to encourage convergent thinking and hence in this context we can term them as ‘authoritarian’ teachers.14 ‘The converse can be said of ‘non authoritarian teachers’ Teacher need to be aware of the ‘Philosophical Positions’ that they take and have taken while they enter into classrooms or plan to enter into classrooms Philosophical positions affect the way they interact with students and facilitate leaning in learners individually or collectively. ‘Thus we see that the way we answer the questions of nature of Jeamer, subject matter etc. definitely affects our teaching style. Whether a teacher is authoritative or non authoritarian, whether teaching methods are constructivist or lecture method are influenced based on the philosophical position that they hold Background for approaching the educational problems effectively. ‘Therefore, it is essential for the educators to have the deep insight into the philosophy of education References 1] Chandra S. S., R, Sharma, Rejendra K (2002) " Philosophy of Education.” New Delhi, Allantic publishers. 2] Chakraborty A. K.(2003)." Principles and Practices of Education." Meerut, Lal Book Depot. 3] Gupta S. (2005). " Education in Emerging India, Teachers role in Society.” New Delhi, Shipra Publication. 4] Sectharamu, A. 5. (1989). Philosophy of Education. New Delhi, * Ashish Publishing House. 5] Taneja, V. R. (2000). " Educational Thought and Practice." New Delhi, Sterling. References: On-line Sources: a. Encyclopedia of Philosophy of Ed.: b. The Center for Dewey Studies: i ©. Stanford Encyclopedia of Philosophy: ssw plato stanford edu’ 4. hup/swuow objectivisicenterory/cth-400-FAQ Philasophy.aspx.Bibliography: 1 vos KP. Neeraja “Text book of Nursing Education” I" edition Jaypee brother medical publishers Pvt Ltd. New Delhi Pg No. 182-185 Basavantappa “Text book of Nursing Education” kornak publisher New Delhi Pg No. 156-161 . Shankar Narayana “Text book of Nursing Education” 3“ edition Brain Brain Fill publishers calicutt pg No. 111-114 www.google.com . Wwww.pubmed.com