INTRODUCTION:

Education in its broadest, general sense is the means through which the aims and habits of a group
of people sustain from one generation to the next. Generally it occur through any experience that
has a formative effect on the individual specially on the neurological structural, affecting the way
one feels, thinks, or act. In its narrow technical sense, education is the process by which information
is deliberately transmitted from accumulated knowledge, skills, customs, ideas and values directly
from people or from the form of technically stored information such as books and internet.

CONCEPTS OF EDUCATION:- The unique function of the nurse is to assist the individual
, sick or well, in performance of those activities contributing to health or its recovery or to peaceful
death thus he would perform unaided, if he had the necessary strengths, will or knowledge and to do
so in such a way as to help him to gain independence as rapidly as possible.

The concept of nursing education according to Virginia Hendersons (1958) is

that the essential components of professional nursing practice according to American Nurses
Association include; care, cure, coordination. Nursing is based on the 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 and the family to achieve their potential for self direction. Education brings
changes in behaviour of the individual in a desirable manner. Its aims at all-round development of
an individual to become mature, self sufficient, intellectually, culturally refined, socially efficient
and spiritual advanced. Nursing education brings changes in the behaviour of the student nurse so as
to prepare her to play her roles effectively as an individual and as a good responsible citizen.

DEFINITION OF EDUCATION:
Education is the capacity to fill pleasure and pain at the right moment. It develops in the body and
in the soul of the pupil all the beauty and all the perfection which he is capable of- Plato

Education is the creation of a sound mind in a sound body. It develops mans faculty, especially his
mind , so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty of
which perfect happiness is essentially consist. - Vanto

Education is conscious and a deliberate process in which one personality acts upon another in
order to modify the development of that other by the communication by manipulation of
knowledge.- Adams

Education is conscious control process whereby changes in behaviour are produce in the person
and the person within the group.- Brown

Education is natural, harmonious and progressive development of mans a need power. - Pestalozzi

Education is unfoldment of what is already enfold in the germ. It is the process which the child
makes internal and external.- Froebel

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Education is the influence of the environment on the individual with a view to produce aparmanent
change in hid habits, behaviour of thought and of attitude. Thompson

Education is the complete development of the child’s individuality, so that he/ she can make an
original contribution to human life according to the best of his capacity. TP Nunn

Education is the process of development from infancy to maturity, the process by which he/she
adopts himself/ herself gradually in various ways he/she physical, social and spiritual
environment.TP Raymont

Be education we mean an all around drawing out of the best in the child and man- body, mind and
spirit. Ghandhiji

AIMS OF EDUCATION: Aims is a predetermined goal, which inspire the individual to

attain it through appropriate activities. As education is planned and a purposeful activity, the aims
are necessary in giving direction to the education.

General aims of education-

 VOCATIONAL EFFICENCY- education should prepare the child to earn his livelihood and
make him self- sufficient and efficient economically and socially. Knowledge aim of
education. The theoretical knowledge will never meet our basic needs of life. We need bread
and butter to fill up our belly. We can get it if education is vocationalised. Ghandhiji
realized when he introduced basic education. It reduces mental tension after completion of
education.
 KNOWLEDGE- it is essential for intellectual growth, good interpersonal relationship,
healthy adjustment in life, modification of behaviour, self awareness. It links with the
teacher and taught with social situation. It helps with certain skills to live in society as
human being and civilized one. Philosophers and the educationists of the world believe in
knowledge. It is the valuable assets of life, which helps the individual to overcome misery
and problems of life.
 COMPLETE LIVING- education acquaints the person with activities of complete living and
also with the laws and ways of complete living. Complete living implies living once life to
the full in its various aspects. An individual personality has it innumerable aspects, which
clamour for development and expression. Every aspects of once personality should fond
expression through various type of activity and experience, e.g. performance of social and
political responsibilities.
 SELF REALISATION- it is an essence of humanism and education helps a person based on
his potentials what he is going to become. Manifestation depends upon the self realisation
and spiritual knowledge of individual
 CULTURAL DEVELOPMENT- every individual has to become cultured and civilized
through education. It is keeping with the human nature or personality and human nature is
defined in the terms of intelligency

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  CITIZENSHIP- the child has to b educated to become a good citizen of his country. A
citizen has to perform multifarious civic duties and responsibilities. Children should be so
trained by education that they can successfully discharge their various civic duties and
responsibilities. The Secondary Education Commission in India (1951-1952) has greatly
emphasized citizenship training in schools. Such training includes the development of
certain qualities to character such as clear thinking, clearness in speech and writing, art of
community living, co-operation, toleration, sense of patriotism and sense of world
citizenship.
 LEISURE- it is the part of the human life, where enjoyment and recreation occurs. Educate
the child to utilize his leisure in creative and useful manner. Free and unoccupied time” of
an individual is generally known as leisure. It is a time when we can use it in a creative way.
During leisure we can pursue an activity for own sake and not for earning a living, which is
dull and monotonous. During leisure we can also regain our lost energy and enthusiasm.
Leisure can make our life dynamic and charming.
 DEVLOPMENT OF LEADERSHIP- education should train the youth to assume leadership
responsibilities in various field like social, political, industrial, and cultural field. To achieve
success in this work, the qualities of justice, courage, discipline, tolerance, wisdom,
sacrifice, initiative, understanding of social issues, civic as well as vocational efficiency
should be developed in the young men and women of our country.
 TO INCREASE THE PRODUCTIVITY- education should help the individual to satisfy this
need through the production of manpower i.e. technical ability. The resources must be
exploited and education must be related to productivity to increase the national income.
 SOCIAL AND NATIONAL INTEDRATION- Education should inculcate the feeling of
oneness and belongingness. Unity and harmony among these groups is the basis of the social
and national integration
 MORDERNISATION- education should produce the people who are able to think and judge
independently and effectively, intellectually efficient and technically competent persons
must be prepared.
 INITIATING THE STUDENTS THE ART OF LIVING- education should enable the
person to acquire the necessary interpersonal skills and adjustment abilities for successful
and happy living together.

Educational aims in relation to time and space- educational aims cannot be fixed for all the time
and all places. This is because of many reasons.

 Human nature is multisided, with multiple needs. The teacher cannot cater one side
alone to the neglect of the other side cannot attend to the body only and ignore the mind
and the spirit.
 Educational aims are “correlative to ideals of life”. But the ideals of life changes from
age to age and country to country, according to changes in social and physical
conditions. It also changes according to the religion, political, economic, or scientific,
that influence and capture the mind of the community at the particular time and age.

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  Education is not a single aim activity. Different aims represent different ways to look at
the same thing. When aims are formulated, keeping in view the immediate needs of the
situation and they are called as immediate aims.
 The different type of education, such as general, technical, nursing, medical,
commercial, etc have separate aims for themselves.

Individual and social aims of education- these are the ultimate aims of education- individual and
social, because the remaining aims of education stress either the one or the other of these two. The
task of the education is to develop the inborn potentialities and natural endowment which take place
through the co-operation and working together for the welfare of the group or society.

Individual aims of education-education should aim at the training and development of the individual
so that he may understand his right i.e. in society and in community. So, individual aim of
education is stressed on the following grounds: biological, naturalistic, psychological, spiritual, and
progressive stand points.

Social aims of education- as against the individual aims, there is the social aim of education, which
in its extreme shape. An individual seems everywhere and always to be caught up in an intricate
web of social relations. The individual cannot develop in isolation from society and it include; state
socialism and willing obedience to authority.

 State socialism- the state has to mould and shape the individual so as to suit its own purpose
and progress and education is the best way to prepare the individual for role play in society
and must have to follow the authority dictate.
 Willing obedience to authority- it is the state which determines the field where the service.

Vocational aims of education - In past the social life was so simple that the son usually adopt the
profession of his father and therefore, there was seldom need of any specialized training, outside
home. In modern times, with great advancement in the field of technology and industrialization,
parents are so busy in their offices, factories, or field that don’t get time to impart their knowledge
to their children. The result is that the educational institutions have to perform this function along
with general education. So, there is some importance of vocational aims such as:

 It makes one economically self- sufficient which is the great source of satisfaction, self
confidence, mental freedom, and moral strengths and is thus, conductive to the success
for working of democracy.
 It give purpose to educational activity as it give the simple principle of psychology that
a child learns more efficiently when he is engaged in the purposeful activity which
appeals to his instinct and interest, stimulate his observation and arouses his thoughts
and feelings.
 It is essential in bridging the gap in the society i.e. the education of the upper classes
has been purely literary and that of lower classes mainly vocational. The former
regarded their literary education far superior and, therefore, began to look down that of
later. So, vocational education helps in the development of mind, body, and spirit if
done through intelligency in an excellent way.
 It is the only hope of the children with lower intelligence which give them self
respecting place in the community.
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 Cultural aims of education- cultural means something cultivated and ripened as against the
raw, crude and unrefined nature of mans. EB Taylors defines cultural as that complete whole
which in include knowledge, belief, art, morals, law, customs, and many other capabilities and
habits acquired by a man as a member of society. So education of the culture aims at giving
such knowledge and characteristics to man as add beauty and grace to his life.

PHILOSOPHIES OF EDUCATION AND ITS IMPLICATION- The philosophy of

nursing education includes beliefs and values with regard to man in general and specifically man as
learner, teacher, nurse and the client and the belief about the health, illness, society, nursing and
learning. There are certain philosophies of nursing education are

a) TRADITIONAL PHILOSOPHY OF EDUCATION

 Naturalism.
 Idealism.
 Realism.
 Pragmatism.

b) MODERN PHILOSOPHY OF EDUCATION

 Existentialism.
 Progressivism
 Behaviourism.
 Humanism.
 Experimentalism
 NEclecticism.
 Reconstructionalism.

TRADITIONAL PHILOSOPHY OF EDUCATION

1) NATUARALISM- it is a doctrine that separate nature from god, subordinates spirit to matters
and setup unchangeable laws as supreme. According to naturalists, human life is the part of nature,
it is a self-sufficient entity having its own natural matter, natural force and natural laws. It
emphasizes on matters and the physical world. It does not believe in spirituality and
supernaturalism. It has its three distinct forms

 Physical naturalism- human life is wholly controlled and influenced by the eternal laws of
nature, and it governs the human life, since it is moulded by the by natural laws. Reality
does not exist within the individual. It is rather outside him, in the natural universe. Tagore
calls ‘nature’ as the manuscript of god since human life in moulded and controlled by the
external nature, it should be in accordance with the natural laws.
 Mechanical naturalism- there is no spirit or soul in the man’s body it is just made up of
atoms, empty space and motion. It regard man as machines, governed by mechanical laws,
he has no creative capacity, purpose or direction. This philosophy aim at training man as a
good machine and keeping it in good working condition

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  Biological naturalism- based on Darwin, Herbert Spencer’s view the process of growth and
development man was energist identifying reality as a force of energy. Man’s natural
endowments (emotional and temperament) are the real springs of his behaviour. If our
behaviour is according to our instinct then we feel happy, if not then unhappy or disappointed.
Education should try to sublimate these natural impulses for socially desirable ends.

NATURALISM AND EDUCATION- human nature develops according to the laws obeyed by
heavenly bodies, as they move in their orbits. The duty of education is to learn, what these laws are
and how to use those laws. Educational materials should be the facts and the phenomenon of nature
and it help to make the man as a natural man.

Hebert Spencer‘s views the educational objectives are self preservation, securing the necessities of
life, raising the child, citizenship and education for leisure. Naturalism gives the maximum freedom
and central position to child, and it believe that education should be according to the nature of the
child, it advocates the natural condition in which the development of the child can take place in a
natural way.

According to Rousseau, there are three source of education i.e. nature, men and things. The nature
development of organs and the faculties, education from the nature is to prepare a natural man.

NATURALISM AND EDUCATION PROCESS-

 Education must confirm the natural process of growth and development.

 Education should be pleasurable activity for children and is engages the spontaneous self
activity of the child.
 Acquisition of the knowledge is an important aspect of education related to body and mind

NATURALISM AND AIMS OF EDUCATION-

-To make the child to adjust himself both physically and mentally to his environment and to
changing circumstances in life.

- Struggle for the existence and survival for the fittest.

- Education should be according to the nature, instinct, capacities, likes and dislikes of the child.

- Perfect development of individuality.

- Self-realization.

- Self-expression.

- Self-preservation.

- Habit formation related to actions and thoughts related to appropriate age.

NATURALISM AND CURRICULUM-

 No fixed curriculum.
 Every child is given the right to determine his own curriculum.
 The child is allowed to learn through nature by personal experience.
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  Naturalists give prominence to subjects like gardening, agriculture, art craft, botany,
geology etc, as they are directly related to the nature of the child.
 The subjects should be correlated with the play activity of the child and the life around
them.

NATURALISM AND THE METHODS OF TEACHING-

 Naturalists are not in the favour of direct training through teacher or textbooks.
 In the place of textbook they emphasise on the value of concrete objects.
 They advocate the direct experience of things and believe in the principle of ‘learning by
doing’ e.g. observation by experiments.
 Direct methods are advised to ensure the vocabulary of a student.
 In the training of maths and science is emphasised in the place of ‘chalks and talk
procedure’.
 Play way is the method used to develop spirit of joyful, spontaneous and creative activity.
 Dalton plan method is suggested, which gives freedom to the pupil to choose his own
schedule of work. They learn through self- government, self- efforts.

NATURALISM AND THE TEACHER- Teacher can neither interfere with the activities of children
nor can impose his own ideas and ideals, will power upon them or a moulder of the character
information. He cannot impose any activity, restrictions or limitation for the learner. He will allow
the child, provided opportunity for the free development of their own motives, growth and
development in an atmosphere of non intervention and freedom.

According to the naturalistic concept, a teacher is only a setter of the

stage, a supplier of material and opportunities. The teacher is the provider of an ideal environment
and creator of the conductive condition.

NATURALISM AND THE DISCIPLINE-

 Extreme discipline is not desirable, as it stand in the way of the child’s natural
development.
 Free discipline may be applicable, as naturalistic give utmost freedom to the children to do
and learn whatever he likes.

WEAKNESS OF NATURALISM IN EDUCATION-

 It is not possible in the urban areas.

 Higher order of discipline is not possible as textbook and teachers are not playing the
crucial role of learning through experience.
 The physical nature alone is not the power which can be used to control and direct
education or any other human endeavour.
 Lack ideals, no place for spiritual values.
 No constructive suggestions to offer regarding a goal for effort thus it does not point to a
higher end in the educational process.

CONCLUSION- Education is based on psychology of the child and in accordance with his nature.
The naturalists keep the child in the forefront in the entire process of education. The teacher, school,
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curriculum methods of training is not so important, as the child who is to be educated. Naturalist
provide an environment, which is conductive to the free development of the growing child.

2) IDEALISM- The word idealism has been derived from ‘ideal’ or ‘ideas’. Ideas or higher values
are much more important in human life than anything else. This philosophy seeks to explain man
and universe in terms of spirit or mind and this thought is originated by the Greek philosophers,
Scorates and Plato. Plato in his diaglogues indicates the importance of mind and reason in the
experience of man. Idealism’s idiolize ‘mind and spirit’.

CHIEF ASSERTION OF IDEALISM-

 It believes in the universe mind or God. He is the creator and he creates the entire world.
 It regards the human as ‘spiritual being’ superior to animals. Reality is found in mind of
man and n the external world.
 Main aim of the human life is to achieve spiritual values i.e. truth, beauty, and goodness.
These values are absolute, undying and permanent with these terms, man rises higher and
higher.
 God is the source of knowledge and reals knowledge is perceived in mind and it is more
important than the education gained by senses.
 Idealism have full faith in eternal values which never change, they can neither be created nor
be destroyed.
 Man expresses his spiritual aspiration through mortality and religion. Man can express
himself in language and communicate through various forms of art and culture.
 Man can change and manipulate the physical environment and shaping it according to his
needs.

IDEALISM IN EDUCATION-

It believes that man is born with spiritual self. He can realise his spirituality and understand its true
nature only through the agency of education and it focus on two situations:

 Intellectual training- the world is base on natural laws that are eternal and unchanging,
logical consequences, physical laws are based on reasons must be taught, as nature as
simply the outer expression of an inner logical order.
 Unique nature of man- it is the nature of man to understand the logics by reasoning and self
disciplined. It is provided by the family and school, acquire an effort of mind and will.

IDEALISM AND AIMS OF EDUCATION-

Idealism plays proper stress on the glory and grandeur human life, which is the best creation of god
and provide the human life as with very high aims.

EXALTATION OF HUMAN PERSONALITY-

Education leads to the perfection in the individual. Human personality is of supreme value and
constitutes the noblest work of god. The aims of education should be exaltation of the self, which
implies self-realisation.

IDEALISM AND CURRICULUM-

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In idealism curriculum is selected on the bases of the ideas and the ideals. It aims to develop a true
sense of the appreciation of truth, goodness and beauty, by which spiritual perfection will result.
The three act are inspired by the three corresponding desires i.e. knowledge(gyan); feeling( bhakti);
and effort(karma) and hence provide the training and cultivation of the intellectual, moral, aesthetic
acts for intellectual advancement of the child. Curriculum includes languages, literature, science,
social studies, and mathematics. For aesthetic and moral development fine arts, poetry, ethics and
religion are provided. It also insists on the creation of the sound mind in the sound body. Therefore
physical exercise, hygiene, gymnastic and athletics are also included in the curriculum.

IDEALISM AND THE METHODS OF TEACHING-

 Self activity, project method, play way method can be adopted to gain knowledge.
 Froebel developed ‘kindergarden methods’.
 Questioning, discussion, lecture methods, single and group project, etc are included in the
technique of idealism.

IDEALISM AND DISCIPLINE-

 Strict discipline is essential for the self realization.

 Teacher guidance is also necessary at each step.
 As an ideal freedom is not a means it is an end.

IDAELISM AND TEACHER-

 Idealist teacher has attained self realization. His personality is the source of inspiration for
his pupil, to follow, and to learn the acts like friend, a philosopher, and guide.
 The students learn and understand through his teachers.
 The teacher has to be specialist in his knowledge in view of his pupils.
 Good teacher commands the respect of pupil by virtue of his own high standards of
behaviour and conduct.
 Teacher initiates the pupil into the life of intellect, but provides the standards of attitudes,
imitation.

WEAKNESS OF IDEALISM IN EDUCATION-

 Scientific research study does not support the idealistic view of a spiritual universe.
 Ideals cannot be simplified.
 The social order today discourages imitation of ideas, ideals, and the behaviour and the
standards that governed the lives of people of the older generation.
 The emphasis is on good manners, polite, behaviour, docility, modesty are out of tone due to
frankness or outspokeness.
 Overloaded information- selectivity in the readiness and learning has become necessity.

3) REALISM- Realism is an outcome of scientific development. By observation, experimentation

examination if it is found to be true can be considered as real. Realism provides education, which is
useful for life where man can enjoy his activities and comforts in reality. There are some of the
supporters of the realism and they gave the educational ideas on principles of realism and

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development of many sided interest among the children. They explained, scientific effort has to be
made by the teachers, which interest is for better welfare of the child and society.

Herbert Spencer- according to Herbert, education has to teach man to lead a complete life and live
full happy life. The learner has to engage in the following acts in a desired manner.

 Self preservation (care of health)

 Earning a living (preparation for vocation)
 Fulfilling responsibilities related to race preservation.
 Fulfilling citizen responsibilities.
 Utilization of leisure time.

Franklin Bobit (American educationalist)-education should be provided according to the reality should be
provided according to the reality of life. Human responsibilities and obligations which are necessary to lead a
happy life are:

 Acts concerned with language and hygiene.

 Citizenship acts, ordinary social acts, leisure acts, religious acts.
 Acts of mental acts.

NATURE OF EDUCATION- scientific attitude based on realistic principle where the learner can extends his
knowledge which he learnt through books can be developed. Spiritual need has not considered as a real need
of education.

AIMS OF EDUCATION-

 Through education man leads to happy and comfortable life.

 It enables the man to capable of earning by means of vocational forms.
 To develop the memory of child and to strengthen the wisdom and the power of decision
making.
 To create the capacity against struggles with adverse situations arising while earning a
living.
 To meet the felt needs of individual/ related to materialistic.
 To make the man as ‘utilitarian’ with the usage of mother tongue, experiments,
demonstration and tours etc.
 Education will be provided according to the reality of life.
 To develop the child capacity for the success in the struggles of future life.

REALISM AND CURRICULUM- Science, mathematics, hygiene, vocational activities etc, have
been given prominence in the curriculum.

4) PRAGMATISM-It is derived from the Greek word, ‘pragmatism’ which means ‘practice or
action; ‘active and efficient’. Pragmatism lives in the world of facts rather than ideas or ideals and
hence it believes in practical and utilitarian philosophy. Pragmatism is an Americans philosophy.
Americans experimented upon many new ideas and adopted those which proved useful for them in
solving their day to day problems.

Consequently they built up a ‘Pragmatism’, based on their own life experiences

and experiments. These experiences and experiments will be helpful are for the learner and helps for direct
training and for the occupational training.
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PRINCIPLE OF PRAGMATISM-

 Man creates his own values during the course of act. There are not fixed value at all times.
 Every truth is man-made product. There is nothing like absolute truth.
 Pragmatism laid special stress on the value of experimentation. It stands for testing every statement
by finding out its practical implications; if the implications are desirable then the statement are
accepted otherwise it is rejected.
 True pragmatism helps in the solution of practical problems of life.
 It should be practical and useful in influencing the conduct of life and not a passive enquiry or
contemplation.
 The growth of the human personality is through interaction and adjustment with the environment,
also he moulds the environment according to his needs and desires.
 Pragmatism has deep faith in democracy, and through democracy only individual can realise the
maximum development of his personality, and individual development leads to development of the
society.

FORMS OF PRAGMATISM-

 Humanistic pragmatism- truth satisfies human nature and welfare as whole. Whatever
fulfils one’s purpose, desire and develops one’s life is true
 Experimental pragmatism- which can be verified or whatever work is the true.
 Biological pragmatism- it stresses the human ability of adaptation to the environment and
that of adapting the environment to the human needs.

PRAGMATISM IN EDUCATION- it is the utilitarian and practical school of pragmatism; it believes

in imparting education with reference to the human needs. It enables the child to solve his daily
problems and also lead a better life by creating new values. Education therefore must have its
intellectual, moral, aesthetic, social and physical aspects. Pragmatism is the product of education
i.e. is outcome of educational experiments.

Pragmatism stands for progressive trends in education. According to

pragmatism, activity lies at the centre of all educative process, which is progressive and flexible. As
it work on the principle of democracy and education is a social necessity also it affect the various
aspects of education. Educated persons should be in command of skills and knowledge to meet and
master the new problem that comes in their life. So it helps:

 It helps the child to grow and help him to learn certain activities by practicing.
 The pupil actively participates in planning the activity with the teacher where teacher act as
a guide.
 Cultivate the interest among the child, intelligent co-operative interest is necessary.

PRAGMATISM AND AIMS OF EDUCATION-

 Creation of new values-the main task of the education is to put the education into a position
of developing values for himself. The child must learns which values will fulfil and satisfy
his needs and wants in the environments.
 Activity and experience-for the creation of the values activity and experience are essential.
Education should therefore provide physical, intellectual, social, moral, and aesthetic act as

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 media for the creation of values, and for the development and selection of what child wants
to learn to satisfy his own needs for present as well as future.
 Personal and social adjustment- all the aspect are developed for meeting the individual and
the social needs of man, this will help him to cope with the varied problems and situation in
life successfully.
 Reconstruction of experience- pragmatist provide social settings for the development of
cooperative and correlated learning in the school, also it emphasis on the adaptation to
environment.
 All around development- the learner through pragmatism will develop physically, mentally,
socially, morally, and aesthetically.

PAGMATISM AND CURRICULUM-

Activity curriculum- pragmatist will not fix the curriculum in advance or in the beginning itself.
Only the outline of the act id kept in view in the beginning and the curriculum can be eveolve
according to the requirement. While deciding it nature of the child is kept in mind like his
occupation and activities.

Utilitarian curriculum- it includes the subjects, which will impart knowledge and various types of
skills, which the child needs in present and the future life. The curriculum is governed by the child’s
natural interest. At elementary stage reading, writing, arithmetic, nature study, drawing books and
handworks are provided.

At s later stage, practical subjects like languages, social studies,

physical science, mathematics, and hygiene are included. Agricultural for boys and home science is
provided to the girls.

PRAGMATISM AND THE METHODS OF TEACHING-

1. Project method and oriented ( learning by doing): according to pragmatism this methods of
teaching is devised by the teacher in the light of real life situation. Education is not the part
of training or to impart the knowledge, but to encourage training through self efforts and
creative activity and knowledge is not only obtained from the books, but also actually doing
things.
2. Provision of real life situation and touching and handling of objects, tools, and making
things- project methods are carried out in real life situation by giving task to the child and
the child gain knowledge and skills by completing the given task.
Psychologically also these methods are effective because the
child is always interested in doing things with his own hands. The school, curriculum and
the subject matter all are considered from the child’s point of view. Six stages in this method
are:
 Providing the real life situation.
 Selection of the projects.
 Planning.
 Execution of plan
 The evaluation.
 Judgements of its utility.
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 3. Discussion, questioning and inquiry: methods are also considered in philosophy of
pragmatism.

PRAGMATISM AND DISCIPLINE-

 Purposeful and cooperative acts are carried in a free and happy environment are conductive
to good discipline.
 Self discipline is not exposed control by an external authority.
 Pragmatism also emphasis on social discipline through participation in cooperative acts in
the school society.
 Social discipline enables the child to have the virtue like toleration, mutual respect,
sympathy, self control, initiative, service of humanity and originality.

PAGMATISM AND THE TEACHER-

 The teacher will create real life situation in which some problems may emerge and child is
interested in the solution of those problems.
 The teacher will keep the pupil in the position of a discoverer and experimenter.
 Teacher will not impose anything in the child and the child will decide his own goals, aims
and purpose independently.

WEAKNESSESS OF PRAGMATISM-

 It does not give raise the question behind the ultimate reality behind the things.
 Artificially in situation.
 Problem solving activity may be pleasurable and challenging for the pupils, but may have
little or no relationship with the problems that occur in real life situations.
 Many gaps and deficiencies in the learning approach has been observed.

CONCLUSION-

 Pragmatism emphasis on the child’s individual, his needs, interests and aptitudes. Principles
of learning by doing, activity and experience, it stresses on the integeration of knowledge
and training the curriculum to real life situation, project methods.
 The teacher has to provide opportunities for act and have the experience both in school and
play ground.
 The teacher is a friend and a helper.
 The teacher should be alert, well informed and able to discuss the facts, subject matter with
students.

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 MORDERN CONTEMPORARY PHILOSOPHY OF EDUCATION
1) EXISTENTIALISM- A modern philosophy which is primarily built upon the work of the
contemporary scholars of 20th century. The philosophy views man as, participating in a world of
things and event, human existence is the nature of man to exist, to stand out of reality, to participate
in being, to be present to all. According to Soren Kierkergaar (founder of existentialism), the
ultimate aim of life is to be that which truly, man must accept the existence of god , is by faith, nor
by reasoning.

ASSUMPTIONS-

 The centre of exixtence is man rather than truth, laws, principles or essence- the recognition
of individual existence, man makes him-self through choices among many alternatives in the
environment and is characterized by decisions, will and choice.
 The uniqueness and mystery of man- the uniqueness of man comes from his emotions
feelings, perception, and thinking.
 Man is not alone in the world- man is a social being, he is gregariuosness in nature, and he
cannot live in a state of anarchy. Man’s is more important than his essence.
 Man cannot accept the ready-made concepts of existence force upon him- man is free agent
capable of shaping his own destiny. We cannot treat people as machines.
 Self-knowledge- is the key to all truth and knowledge, ‘know thyself’ is the basic premise of
this philosophy.
 Freedom and responsibility-on this basis man can create his own values.
 Man is not complete- man has to meet the challenges in the changing society. He has to
accomplish all tasks and activities.

EXIXTENTIALISM AND EDUCATION-

 Trainers have to provide healthy atmosphere and environment for the children to find
sense of securing encouragement, trust and acceptance.
 Self evaluation the end result of learning process. Education has to make the child to have
free growing environment, fearless, understanding individual.
 The teacher should facilitate development of originality and creativity by providing
necessary equipments and materials.
 Classroom atmosphere has to prepare young people to become active, trust worthy and
responsible.
 All school subjects should present situations for the development of human beings.
 The teacher is very active and welcomes challenges to his ideas from the students.
 Concern and respect for the individual should be the main concern of the school.

EXISTENIALISM AND CURRICULUM-

The following ideas about curriculum and existentialism has been advocated by Ralph Harper, thry
are
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  Everybody must be taught certain things like readings, writing, arithmetic, history etc and so
forth.
 The pupil is not the one to decide what he should learn, this the teacher prerogative. It is not
injurious to be made to learn arithmetic or read the Bible or the Odyssey.
 The human mind always works in certain ways and therefore it is essential for the man to
learn logic, for it leads to truth.

EXISTENTIALISM AND METHODS OF TEACHING-

The methods of teaching advocated by existentialism is of asking question, refining answer, asking
more question and pushing the issue with some until some acceptable conclusion was reached.
Existentialist favoured the Socratic approach to teaching, as it was inductive proceeding from the
immediate and particular to the abstract and universal. In thus the knowledge and wisdom is gained
by the personal relationship between the teacher and the students

LIMITATION IN EXISTENTIALISM-

 Educational methods applied are said to be impractical, anti-intellectual and romantic

because they appear to be inapplicable in the industrial society.
 Time and efforts consuming.
 The concepts like ‘being’ ‘meaning’ ‘existence’ ‘person’ are ambigious and not clear.

2) PROGRES SIVISM- education is centred around the present life itself. The development of the
individual and the society is only possible, when education facilitates the growth of every phase of
the child.

AIMS OF EDUCATION -To develops the personality of an individual through providing a

democratic environment in the educational institutions.

PROGRESSIVISM AND CURICULUM-

It should based on the actual giving environment of the child. It must reflect his daily life. It include
moral, social, vocational intellectual, mathematics, general science, languages integration of
experience.

PROGESSIVISM AND METHODS OF TEACHING-

1. Project methods-active participation of the pupils in learning.

2. Socialized methods- to bring all the individuals into a group system of ineraction.
3. Conferences.
4. Consultation.
5. Planning and participation in the activities.

PROGESSIVISM AND THE TEACHER-

The human elements, human beings are given more importance. The teacher has to meet the needs
of the pupil as good human being. The teacher, who is vital in education process and having richer,
superior experience and can analyse the present situation and the teacher will act as the stage setter,
guide and coordinator but not having the total authority, he just guides the situation.

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PROGESSIVISM AND THE SCHOOL-

School is a cooperative enterprise, it provide conductive environment for democratic growth of the
child.

3) BEHAVIOURISM- Persons behaviour is the result of environmental conditioning. Man is a

passive recipient, who reacts to external stimuli, he has no will of decision of its own or the capacity
to take spontaneous action.

PRINCIPLES-

According to the skinner, each individual is having an ego/ mind centre of consciousness which
enables him to choose any course of action, that he wanted to do. Individual actions are
predetermined by his heredity or immediate surroundings.

 Man is separated from his surrounding environment.

 Human behaviour is controlled with creativity.
 Reflexes and other patterns of behaviour evolve and change as they increases the chances of
survival of the species.

TECHNIQUES OR METHODS OF TEACHING-

 Laws of effects
 Reinforcement.
 Rewards.
 Shaping.
 Modelling.
 Programmed behaviour.
 Desensitization.
 Cognitive learning.
 Flooding.
 Punishments.

BEHAVIOURISM AND CURRICULUM-

 Liberate both students and faculty for authoritarian restraints models.

 Acknowledge students as equal partners in educational enterprise.
 Define curriculum as an interaction between students and teachers with the internet that
learning is to take place.
 Facilitate structuring of learning so that the dominance of lecture is abandoned.
 Acknowledge students as equal partner in educational enterprise.
 Faculty not restrict creativity, individuality and style are encouraged.
 Eliminate education based caste system.

BEHAVIOURISM AND TEACHER-

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It means monitoring pupil’s performance against targets or objectives; using steps in learning and
teaching; teacher giving feedback for improvement; teachers learning about children’s learning;
children taking some control of their own learning and assessment and turning assessment into
learning events. Conceptions of assessment include assessment as measurements and assessment as
inquiry. These conception are related to two conception of learning: learning as attaining objectives
and learning as attaining construction of knowledge.

EDUCATIONAL APPLICATIONS-

Systematic application of principles of learning aims at changing maladaptive behaviour with

adaptive learning. Learning is governed by man’s action and reaction to various media(oral, written,
machine). Learning occurs as a personal achievement through interaction between the learner and
environment.

ADVANTAGES-

 Man try to understand, predict, influence, and control human behaviour with rapidly
 Individualized instruction.
 Auto instruction.
 Self corrective.
 Reinforcement provided by correct answers is a source of encouragement to the slow
learners.

LIMITATIONS-

 It requires technical proficiency.

 Goals are not kept in mind, in controlling human behaviour.
 The concepts of freedom, capacity to choose, worthness of individual will be completely
lost.

4) HUMANISM- The human emphasis is on literature. He has to overcome the conflict of his own
life.

DIRECTIONS-

 Respect for language.

 Ancient cultures
 Intellectual for literary scholarship.

HUMANISM IS REFLECTED IN CERATIN VALUE SYSTEMS-

 Values are of the highest quality, benefit will occur.

 Fall/ decline in moral, aesthetic standards, values results in violence and barbarism
(undisciplined behaviour, crude tastes and rude manner.
 Values are intellectual abstraction, eternal and unchanging.
 Values are the fundamental measures of human experience.

THE ROLE OF EDUCATION IN HUMANISM-

 Children must taught to respect language, sense of language perfection.

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  Children must be trained in modern literary standard of academics.

CURRICULUM- professionals as well as parents will find here an arguments and models for
implementing humanistic education in public schools at all levels music, literature, central concerns
is respect for the intellectual values and traditions. The models direct the reader’s attention first to
the working of attitudes and values and then to practical instructional procedure and which aid the
teacher in diagnosing the student interest and in teaching traditional materials on such basis.

TEACHER-

The teacher is expected to be well-read, well trained, in humanities, subjects and superior
attainment.

HUMANISM AND NURSING EDUCATION-

Nurse educator will keep sincere efforts of the promotion of linguistics development among the
learners. Nurses have to work in varied community settings, deal with people and their problems.
The learner has to understand the language, which the patient is speaking, so only inclusion of
languages are the curriculum has given the weightage such that the learners will be able to
understand the client’s problem; identify the needs, implements the nursing process and meets the
needs or clients in a systematic way by utilizing the theoretical knowledge and practical skills
comprehensively. The teacher act as role models and supporter for learners.

5) EXPERIMENTALISIM- It rejects the laissez-faire individualism and permissiveness. They

accept a naturalistic point of view, but they want to control and utilisation of nature-not submission
to nature. It accepts the perspective of evolution.

IDEAS OF SOCIOLOGY ADAPTED BY EXPERIMENTALISTS (according to John Dewey)-

 Man is a social being and product of his environment.

 Learning depends on environment.
 Experimentalists ask people of the world, to appreciate and respect one another culture and
to recognize that differences merely reflect environment circumstances.
 Technology means progress in social advances.
 The goal of man is not only to survive but also to live a good life, economic well being
which motivate for psychosocial and social behaviour.

EXPERIMENTALISM AN NURSING EDUCATION-

Nurse educator will utilize scientific, systematic enquiry in meeting the felt need and demand needs
of the client. They will promote skill among learners, e.g. scientific skills, interaction and
interpersonal skills. In community health practice, nurses will utilizes the resources in community
and implement promotive, preventive, curative and educative activities will be implemented.
Experimentalism philosophy, principles will be adapted both hospital and community clinical
settings.

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6) ECLECTICISM- The synthesis of the blend of the diverse philosophies of education. It is the
process of pulling out and putting together of the useful and essential aspects of various
philosophies of education.

MEANING

 The fusion or synthesis of different philosophies of education.

 The harmonization of principles underlying various tendencies and rationalization of
educational practices.
 The process f putting together the common views of different philosophies into
comprehensive whole.

NEEDS-

 No philosophy is complete in itself. It cannot be applied successfully in all situations.

 To find unity in diversity through eclectic approach.
 To meet the changing needs and demands in the world and cultivate change in behaviour, no
need for the learners to stick to one philosophy.
 Indian philosophers always try to resolve the difficulties through peaceful and consistence
means. So in Indian culture, we find deep rooted eclectism and fusion.
 The abilities and the talents are properly channelized and utilized, the eclectism tendency is
needed.
 To promote good citizenship, equality of opportunity, universality in education, eclectism
tendency is needed.

MEETING ALL GROUND OF ALL PHILOSOPHIES-

a. Respect for child’s personality- dignity and respect the child’s personality. Child is the
centre of educative process, the philosophies will moulds the child to their own view point.
b. Powerful force of mind- mind is powerful force in the life of man. The mind and spirit
together form reality- naturalists believe in the impact of environment. The external world
within the environment influences the mind and the intellect.
c. Free discipline- discipline is only a means and not the ends in it-self. Self-government is
acceptable of all, as a powerful means of including discipline.
d. Individual and social development- social efficiency and individual development are
important aim of education.

Health; commands of fundamental process; worthy home

membership; vocation citizenship; worthy use of leisure; ethical character; enjoyments in
freedom; integrating personality.

e. Curriculum- unity of mind and heart of people among divergent traditions of the country.
Humanities, language skills, mathematics, arts, practical arts and crafts, history, geography,
science, logic, grammar, essential skills, desirable attitudes and social virtues are included in
various curricula.

METHODS OF TEACHING-

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  Play way method
 Learning by doing.
 Direct experience through projects problems solving etc.

Teacher need to be prepared carefully for their role through courses of instruction and practical
application. The educator seeks to find harmony among the various philosophical positions and a
practical method for application of the finest principles needed in his educational work. Teacher
puts all together and creates an educational philosophy and practice of his own to suit the prevalent
environment in which his institution exists.

AIMS OF EDUCATION-

 Education should give a child, a command of the basic processes of learning.

 The child should become an efficient member of society.
 The development of moral character.
 Promotion of good health
 Skilful training.
 To prepare the persons to take his place in life and able him to think, reason and to adapt
himself to his environment.
 Interest and motivation of the child has to be improved so as to develop skill and
knowledge.

CONCLUSION- we can easily find out, where a particular philosophy has succeeded and wher it
has failed and in this way, we can gain the good points of all of them. Infact all the philosophy are
complementary and are not contradictory. To establish new ideals and standards, there s a necessity
to formulate a holistic philosophy, where all the best means of developments of child take place.

ELECTISM AND NURSING EDUCATION-

Holistic philosophy of education, where he knowledge of all philosophy will be used by the nurse
educator according to the learning of situations and requirements of the learners, the course
objectives will be attained by comprehensive, cooperative, coordinated efforts, of all teaching
faculty. Varied knowledge will be incorporated in implementing nursing activities. The total
development of learners will be attained, they will become, skilful and efficient nurses.

7) RECONSTRUCTIONALISM- It is understood in two forms; first is total change and second is

desirable change. The present education system does not represent the Indian cultural and tradition
so it should be changed totally and reformed gradually also the attitudes of all persons related to
education, students, teachers and administration should also be change.

MAIN ELEMENTS OF RECONSTRUCTION-

1. National cultural and philosophy of life- in educational reconstruction first of all we shall
have to give freedom to our culture, customs, civilization, literature and history. For an all
round development a person should be acquainted with his national culture and philosophy.
2. National education- in our education we have to include national policy means narrow but
broader nationalism and our ideas should be so ambitious that it develop our national
feelings and promote our cultural, personality, mind, development.

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 3. Duty of government- educational reconstruct is a difficult task so it need the help of the
government by providing money in its budgets. The government has to pay attention on
primary, secondary, higher, technical and vocational education. Only then it is called as real
national education.
4. Duty of countryman- along with government the countrymen too have some duties in the
educational reconstruction because government alone cannot do his work alone if citizen are
different.

AIMS OF EDUCATION-

Its aim is to development of personality which includes physical, mental, moral, and spiritual
development. Along with it reasoning, thinking and intelligence should also be developed.

CURRICULUM-

Will be based on the age, capacity, social status¸ environment and geographical conditions.

FREE EDUCATION-

Upto to a stage, the education should be free and expenditure should be done by the state. It would
be better if education is free up to secondary stage. General, technical, and vocational education
should be provided and desirable changes should be made in primary, secondary and higher
education.

TEACHING METHODS-

In this methods, the aim should not be aonly to pass examination but to develop necessary qualities
and abilities so it should be activity centred.

DISCIPLINE-

Education should be so organise and conducted that the problem of indiscipline may not arise at all,
in the educational institutional. For this, qualities like liberalism, tolerance and discretion may be
developed in students.

COMPETENT TEACHER-

Education cannot be possible without the competent teachers. So, proper arrangements for the
training of teachers should be made so that necessary changes can be done.

EXAMINATION-

There should be adequate changes in the examination system so that proper evaluation can be done.

GUARDIANS-

The cooperation of teacher and guardians is necessary for the reconstruction of the education so that
child passes his time in the company of both.

HEALTH ENVIRONMENT-

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The work of educational reconstruction becomes easy if the school are establishes in healthy
environment.

RECONSTRUCTIONALISM AND NURSING EDUCATION-

Nursing curriculum includes national education policy in general education and community health
nursing. So that the learner will be aware of the policy and its measure for implementation ability of
the students will be tested by practical examinantion by skill assessment. The teacher will be
function as supervisor and counsellors. Demonstration project methods, lecture methods will be
used to enhanced the theoretical knowledge and practicals

REFERENCES:-
 Neerja K P’s, “Textbook of communication and education technologies for nurses”; 1st
edition; published by J P Medical publishers.
 Basvanthapa BT’s, “Nuursing Education”; 1st edition; published by Jay Pee publishers.
 Vimal G Thakar “Nursing and nursing education”; 2nd edition; published by Vora Medical
publication.

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