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Table of Contents
1. Introduction.............................................................................................................................................3
2. Philosophical Fundamentals....................................................................................................................3
3. Sociological Fundamentals......................................................................................................................4
4. Psychological Fundamentals...................................................................................................................5
4.1 Cognitive Development Theory.........................................................................................................5
4.2 Multiple Intelligences Theory............................................................................................................6
4.3 Information- processing Theory........................................................................................................8
4.4 Operant conditioning Theory.............................................................................................................9
4.5 Bi-lingual language..........................................................................................................................10
4.6 Psychoanalysis Theory....................................................................................................................11
4.7 Psychosocial Theory........................................................................................................................12
5. Conclusion.............................................................................................................................................14
6. References.............................................................................................................................................15

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1. Introduction

Education is considered as the process of inculcating values and knowledge

through continuous learning and teaching. Most of the people confuse education with
schooling in which they believe the presence of a physical education institute facilitates
learning. According to Aristotle, “education is the process of training man to fulfill his aim
by exercising all the faculties to the fullest extent as a member of society”. Thus, the
fundamentals of education can be discussed using various disciplines as history,
philosophy, sociology and psychology. The history of education can be discussed by
tracing the evolution of teaching and learning from prehistoric and ancient times to the
present. The pre-literate era which was from 7000 BC- 5000 BC majorly focused on
developing the skills of surviving. The curriculum consisted lessons on hunting, fishing
and poetry. Children learnt by imitating their adults, as the education was on transmission
of skills. It is believed that schools existed in China almost 4000 years ago. By adopting
Chinese form of writing, Japanese developed a written language and became the first to
both read and write. However, their main intention was to prepare elites to govern the
empire.

The Egyptians developed a highly civilized society. The outstanding contribution

of Egyptian education were geometrical measurements and surveying. Around 500 BC,
Athens approached education with the goal of promoting body and mind. Ancient Greek
philosophers such as Socrates, Pluto and Aristotle made a profound influence on modern
education. According to them, the purpose of education was to serve humankind. Roman
education appeared next in the time line with the influence on organization, management
and administration. Accordingly education evolved throughout the dark ages, renaissance
and industrialization respectively. Then, Europe, America and Russia pioneered in the 20th
Century education making education a life-long process. It is clear that the education
systems were subjected to changes over time making the 21st Century education to play a
decisive role in the world. Hence, the focus on philosophical, sociological and
psychological foundations of education is also important.

2. Philosophical Fundamentals

As Siegel (2010) states, “philosophy of education is that branch of philosophy that

addresses philosophical questions concerning the nature, aims, and problems of education”

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(p.4). The two words: philosophy and education are intertwined. In fact “the reality is that
we cannot have education without philosophy” (Kumar et al, 2015, p.4). Therefore, the
philosophical fundamentals of education can be discussed by using five major philosophies
on education: idealism, realism, pragmatism, existentialism and postmodernism. Idealism
is considered as one of the oldest educational philosophies. Idealists argue that “the aim of
education is to develop the individual capacity of students by helping them to broad their
ideas” (Tan, 2010, p.22). Therefore, school is considered as an intellectual institution
which allows students to explore reality and the teacher is requested to teach key concepts
using a variety of teaching methods. Realism explains that reality is found in the physical
world and knowledge should be gained through reason and experience. The realists’
schools focus on developing students’ abilities in reasoning, observation and
experimentation. Also, the teachers are seen as experts in disciplines where they practice
learners to gain knowledge through physical world.

In addition, pragmatists view reality as something that changes and it is dependent

on what we observe and experience. Thus, pragmatists promote knowledge to achieve
desired outcomes rather than searching for universal truths. The teacher acts as a facilitator
that helps learners to develop their skills and interaction through activities. Existentialism
is another educational philosophy which is specifically related to one’s existence. They
believe that reality is constructed by the individual. Therefore, the existentialists expect the
students to develop their own moral stand and teachers were encouraged to respect
student’s freedom. Postmodernism can be interpreted as a view point rather than a
philosophy. Postmodernists argue that rejection of universal truth creates cultural and
situational relativism. Thus, teachers are expected to create a student-centered learning
environment in order to facilitate building individual identities. The above philosophies
imply that education can be viewed under many perspectives.

3. Sociological Fundamentals

Because a person born in this society is unable to learn anything on his own, he
must engage with external factors that influence him while also influencing others. The
educational sociology looks at how the society facilitates education. According to
Pattanaik (n.d), sociology can be “roughly defined as a systematic study of the individual
and society in an inter-learning relationship with each other”. Since, the prime concern of

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sociology is to build socialized individuals, the curriculum is designed to achieve social
aims. Therefore, the teacher should be committed to society and try to facilitate social
relationships among students through education. It is clear that the above discussed
fundamentals are interconnected with education and education cannot be isolated.

4. Psychological Fundamentals

Psychological fundamentals of education can be emphasized as one of the major

fundamentals of education. Thus, psychological fundamentals of education can be
explained in details under several psychological theories as listed below.

4.1 Cognitive Development Theory

The cognitive development theory focuses on the interplay between the innate
ability of children which comes from their birth. The cognitive psychologists state that
there is a connection between learning an environment. When a child matures, he becomes
capable of making different responses. For example, the child identifies his parents, try to
make connections between words, identify numbers and imitate what others do. As a child
develops and constantly interact with other people, knowledge is invented through
experience. Thus, the cognitive development theory highlights that learners construct
knowledge for them individually as he/she learns. Jean Piaget (1936) explains the learning
process through schema, assimilation and accommodation. According to Thamaraasari
(2016), “schema” proposed by Piaget refers to “the cognitive structure or the pattern of
behavior used by the individuals when dealing with objects or situations in the
environment”. This schema can be discussed under four categories as: physical schema
(ideas about a physical object), social schema (schema developed through social
interactions), physiological schema (bodily related schema) and language schema
(language related schema). Accordingly, the child has the ability to activate any kind of
schemata to solve a problem or identify a situation. For example, a small child may
develop his/her schemata for a dog. Then he/she studies that the dog is a four legged
animal with fur and a tail. However, when she/he initially met with a cat he/she may call it
a dog. When it is corrected by an adult, the child tries to update his/her existing schemata
and pictures two different structures for dog and cat. Thereafter, the child uses his/her
previously acquired knowledge which is also called as schemata to differentiate the two
animals. As Piaget states, the processes of assimilation and accommodation help learners

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to balance with the environment by modifying ideas with a view to adopt the new
experience.

In addition, Piaget (1936) highlights four stages of cognitive development. The first
stage is the sensory motor stage which is between 0-2 years. At this stage the child will be
engaging in acquiring his/her sensory skills. At the pre-operational period (2-7 years), the
child is ego-centric and not logical enough to identify a relationship. During the concrete
operational period (7-11 years), the child develops logical operations where he/she is able
to do mathematical calculations. At the third stage: formal operational stage (11 years), the
child shows development in problem solving. Piaget’s cognitive development theory
implies the educators to design the curriculum in a way that facilitates children’s
intellectual growth. Further this theory suggests that the educators should provide a
learning environment where children can develop their internal consistency.

4.2 Multiple Intelligences Theory

The multiple intelligences theory developed by Howard Gardner claims that

“human beings have evolved to be able to carry out at least seven separate forms of
analysis” (Gardner, 1991, p.2). Further, Gardner (1999) believes that students possess
eight categories of intelligences, and the difference is in their strength of these
intelligences. A classroom being a collection of different individuals, the teaching
approach followed by the teacher may be not convenient for every student. Gardner (1999)
lists eight different intelligences rather than considering intelligence as a single ability. The
intelligences are: Verbal-linguistic, Logical-mathematical, Visual-spatial, Bodily-
kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalistic. According to Gardner
(1983), verbal-linguistic intelligence involves the knowing of forms of language. The
students who fall into this category understand meaning in both words and speech with
their regular interaction with books, newspapers and other reading materials. It can be
further stated that, this type of intelligence is common in the society may be because of the
present education system. For instance, a student who does not like to read books can
develop vocabulary by using word games. Also, if there is a student who is poor in logical
calculations where he/she is not comfortable in computing numbers, the student has the
ability to solve the Math problem by writing on a paper or with peer interaction. It is
because the way each student learn is different from one to another.

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 Logical- Mathematical intelligence deals with numbers, logic and patterns. As
Armstrong (1993) states, the students who belong to this category are excellent in
reasoning and in conceptual thinking. These type of learners like to conduct experiments,
solve puzzles and they will always have a logical rationale or an argument for what they
are thinking about. These students are usually supposed to be scientists, accountants and
computer programmers. The next type of intelligence is visual-spatial intelligence in which
the students learn and think in images, shapes, patterns and pictures. Thus, these students
enjoy learning by reading maps and diagrams. For instance, if a teacher is going to teach a
history lesson using a text book, these type of students may easily get distracted from the
lesson as they are not used to learn using letters. If the teacher can identify this situation
and help the students to study the lesson by observing a map, by telling a story or by
showing a video, the students may feel secure and comfortable in the classroom.

Bodily-kinesthetic intelligence is the fourth kind of the theory of multiple

intelligences. The students of this category enjoy “learning by doing”. According to Tirri
and Nokelainen (2001), “bodily-kinesthetic includes measuring people’s views of their
abilities to work with hands and coordinating their bodies” (p. 3). Thus, these students may
easily get bored if they are not actively engage in an activity in the classroom. When
working with such students, the teacher should structure the class accordingly where the
students are given games, group work, speeches and drama to use their body movements.
Musical intelligence is another kind which is related to listening to music, composing,
appreciating music and performing. These students learn being sensitive to the
environment.

Interpersonal intelligence includes the ability to understand other’s motivations,

intensions and desires to work along with other students. Basically, these students learn
through peer interactions. Thus, an interpersonally intelligent individual has the ability to
guide others and learn through experience. The next kind of intelligence is intrapersonal
intelligence in which the students practice self-understanding and guide their life to be a
better individual (Armstrong, 1993). When there is a student with more intrapersonal
intelligence where he/she tries to study alone and keep things to herself/himself, that
student may feel really uncomfortable if he/she is asked to work in a group. Hence, the
role of a teacher emerges here as the teacher has the responsibility to develop the
respective students’ weakness by helping him/her to work with peers.

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 The last type of intelligence discussed on this theory is naturalistic intelligence.
These students possess naturalistic intelligence which involves the knowledge of natural
world. Hence, this type of students are more sensitive towards nature and its creatures.
These intelligences proposed by Gardner (1999) indicate that each multiple intelligence
theory has ways to be smart in each category enabling learners to be smart in their
convenient kind of intelligence. As Gardner (1993) states, each intelligence does not work
by itself and it should be interacted with another to cope with real life situations. In the
same manner, each student is a combination of intelligences. Therefore, educators have to
design different classroom activities that has the ability to activate more than one of the
multiple intelligences.

4.3 Information- processing Theory

Information-processing theory was developed by American psychologists in

1950’s. According to Hatague and Nabua (2019), “it is a cognitive theory that focusses on
how information is encoded into our memory. This theory discusses how our brains filter
information and what get stored in our short-term memory and long-term memory.
Eliasmith (as cited in Lutz and Huitt, 2018) defined memory as the “general ability, or
faculty that enables us to interpret the perceptual world to help organize responses to
changes that take place in the world” (p.25). George A. Miller (1956), proposed two
theoretical fundamentals on cognitive psychology and the information-processing
framework. This framework is described under two concepts: chunking and information
processing. Miller (1956) states that short-term memory could hold only 5-9 chunks of
information where one chunk is regarded as a unit of meaningful information. Initially
learners acquire several chunks as digits, words or people’s faces which will store in their
short-term memory. The second concept which is regarded as information processing
refers human being to a computer. According to this concept, human mind acts as a
computer which first takes information, performs operations, stores information and
generate necessary responses. Based on this view, Miler (1956) highlights the presence of
three kinds of memory: sensory registers, short-term memory and long-term memory.

Sensory memory represents the initial stage of stimuli. “It is associated with the
senses, and there seems to be a separate section for each type of sensual perception, each
with own limitations and devices” (Lutz and Huitt, 2018, p.28). At this stage, the memory
is temporary and decays soon if it is not transferred to the next stage. Thus, attention and

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automaticity act as the major factors in this stage. Therefore, the students who focus on the
lesson will be able to transfer their sensory memory to the next stage which is short-term
or working memory. The process of information takes place at this stage is often viewed as
the active memory where new information is received while processing the existing
knowledge. Short-term memory can last only for 15-30 seconds unless another action is
made. Thus, the teachers should provide information in the manner that students can work
on it and store in the memory structure. The third type is long-term memory which stores
all previously acquired knowledge of an individual. This possesses an unlimited capacity
to store information permanently. The concepts proposed by Miller (1956) imply that
learning through chunks of information makes much easier to remember. Based on the
received information, the students have the ability to process and generate the necessary
output. The information-processing theory discusses a general form of how memory is
structured, irrespective of the subject that students learn.

4.4 Operant conditioning Theory

Operant conditioning theory introduced by B.F. Skinner (1938) reflects how

children’s behavior is affected by the environment. According to this theory, human action
is dependent on previous actions and it has a relatively permanent changing behavior.
Thus, B.F. Skinner (1938) highlights the changing of behavior by the use of reinforcement
given at each situation. As behaviorism is a stimulus- response paradigm, Skinner
identified three types of responses that can follow behavior. They are neutral operants
which discuss about the responses that neither increase nor decrease the repetition of
behavior, reinforcers which facilitate behavior being repeated and punishers which
decrease the probability of repeating that particular behavior. Positive reinforcements
come as praise or successful communication. For instance, if a young child shares food
with his his/her friends at school, the consequence is he/she is getting used to do it when
he/she has the crowd. Then the child is positively reinforced or rewarded. In such
situations the child is likely to repeat that action due to positive reinforcement. In addition
the situation is similar if the child practices to steal from friends. The moment his/her
friends reward his/her action, the child tend to repeat that action irrespective of considering
it as a bad habit. Thus, “positive reinforcement strengthens a behavior by providing a
consequence an individual finds rewarding” (MacLeod, 2015, p.3).

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 Further, the removal of an unpleasant reinforcer can strengthen one’s behavior.
This is referred to negative reinforcement where an adverse stimulus is removed. For
example, if a child is asked to give his/her favorite toy if he/she tells a lie again, the child
will not tell lies again as he/she has to give her favorite toy. In this manner an averse
stimuli can be rejected by strengthening the action of not telling lies. The third kind of
response is punishment which is regarded as the opposite of reinforcement that has the
ability to weaken child’s behavior. As (MacLeod, 2015) states, “punishment can work
either by directly applying an unpleasant stimulus like shock after a response by removing
a potentially rewarding stimulus” (p.4). However, punishments can cause aggression,
suppression and development of the negative behavior. The theory of operant conditioning
arises in classroom and student management. The teacher should praise, compliment and
encourage the learners irrespective of their behavior. Thus, the teacher can recreate child’s
behavior choosing the appropriate form of reinforcement.

4.5 Bi-lingual language

Bi-lingual language is another theory related to education. Bi- lingual language use
can be interpreted as the ability to use two languages for communication and the ability to
code-switch in appropriate situations. “Bilingualism is complex and is influenced by
multiple factors such as the age of acquisition of the second language, continued exposure
to the first language (L1), relative skill in each language and the circumstances under
which each language is learned” (Gottardo and Grant, 2014, p.1). The researchers predict
that a bilingual child being native-like proficient in both languages is rare. Most precisely,
bilinguals learn their first language (L1) from home and their second language (L2) from
school or the community. However, some children are exposed to both their L1 and L2
since birth as a result of parents being speakers of two different native languages. This
situation is called as double acquisition of language. Many researchers have made attempts
in determining that how language is organized in brain and whether the language transfer
creates positive or negative impact. It is believed that bilinguals are more active than
monolinguals who speak only one language. Accordingly, bilinguals are strong in
understanding concepts, thinking skills, using logic and most importantly learning other
languages. Also, as Kokturk et al. (2016) states, “the bilingual brain both language systems
are active even when only one language is used” (p.79). The instance where the brain is

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challenged as to which language should be used, is believed as a mind-training workout for
cognitive muscles.

However, research studies have identified several problems related to bilingualism.

A bilingual child is practiced to use a mix of languages. This may be problematic if the
child had not fully learnt his/her L1. Then the acquisition of L2 becomes rather difficult.
Therefore, age and development of an individual impacts the level of acquisition. The
conditions of acquiring L1 and L2 can be different from one individual to another. Thus,
children with self- motivation, attitude and positive personal factors can overcome this
situation. Moreover, the bilinguals code-switch as a result of using two languages. When
these speakers try to communicate using two languages, they unintentionally create words
that are from another language which is called as the interlanguage. It is assumed that the
speaker uses a language that is neither his/her L1 nor L2. Therefore. It creates arguments
of a bilingual being a competent bilingual speaker. Accordingly bilingual education should
start from pre-school or even before at home. In addition, the bilingual schools should
provide different subjects in learners’ second language and at the same time the second
language should be the language of instruction in the school.

4.6 Psychoanalysis Theory

According to Lipner et al. (2017), “psychoanalysis is a generic term for both a set
of psychological theories and a group of techniques, each of which emphasizes the
unconscious as an essential factor in human adaptation and behavior” (p.2). The
psychoanalysis theory developed by Sigmund Freud (1885) discusses human behavior as a
result of interaction of three components of mind: id, ego and super ego. Id in mind is
controlled by the pleasure principle which cares only about immediate gratification. For
example, if a person feels to watch a film, he/she immediately wants to watch the film
without any hesitation. The second component which is called as ego focusses on the
reality by developing strategies to help id to urge satisfaction. The superego plays the role
of a judge by considering values and morals of the society. Freud explains this interaction
using the ice berg model. Accordingly, the conscious mind is represented by the tip of the
ice berg which refers to everything that an individual is aware of while the unconscious
mind is hidden below the surface of water with the difficulty to bring it to conscious
awareness.

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 Based on this theory, Freud explains five stages of personality development.
During the oral stage, the mouth is regarded as the source of pleasure in which children
enjoy stimulation through tasting and sucking. The oral personality can be further
discussed under two categories as oral passive and oral aggressive which creates a
dependent individual who can become manipulative in fulfilling his/her needs. In the anal
stage, children learn to control his/her bodily needs. Thus, the focus is on controlling
bladder and bowel movements. Accordingly, “a libido fixated at this stage leads to a
personality style in which the person seeks order, control, and precision” (Psychoanalysis
in Theory and Practice, 2008, p. 113).

The third stage of personality development proposed by Freud is phallic

personality. At this stage children begin to discover the difference of male and female
becoming aware of sexuality. The fixations at this point of development is believed to have
an impact on child’s future. The latency stage is the fourth stage of development which a
child experiences between 6-12 years. Children at this stage focusses on group activities,
learning and socialization with peers. They try to achieve more intellectual relationships.
The last stage proposed by Freud is the genital stage where individuals develop sexual
interest. This stage starts from the age of puberty and lasts throughout the lifespan. The
individuals who have undergone the other stages smoothly, are now enjoying a balanced
life. The overall stages of the psychoanalysis theory assist in acquiring knowledge as it is
based on the behavior. In a classroom, through the behavior of each student, educators can
identify the development level of the students. Hence, Freud’s psychoanalysis theory
assists in understanding mal adaptive behaviors.

4.7 Psychosocial Theory

Erik Erikson’s psychosocial theory is considered as the most influential lifespan

theory of development. Erikson’s theory is a modification of Freud’s controversial theory
of psychosexual development. This theory focusses on developing attitudes, skills and
ideas at each stage of development of an individual. Freud’s focus was limited only to
childhood whereas Erik developed it into a lifespan theory. Erikson’s psychosocial theory
can be discussed under eight stages of development which expands from infancy to late
adulthood. The first stage is Trust vs. Mistrust which discusses the tension in infancy.
Infants are dependents upon adults and the caregiver who responds to the infant’s needs

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directly helps the baby to develop trust in that person. The moment the infant finds that
his/her needs are not met, he/she develops mistrust with the caregiver. Thus, at this stage
the infants may identify the world as unpredictable.

The next stage that Erikson points out is the stage of Autonomy vs. Shame and
doubt. At this stage the toddler thrives to rise as an individual developing his/her
autonomy. Therefore, children begin to show their preferences on food and clothes
indicating a sense of independence. However, if such opportunities are denied he/she could
doubt his/her abilities and will lower the self-esteem. Initiative vs Guilt stage refers to the
stage of pre-schooling where “children learn to take greater risks in separating from their
caregiver, actively engaging with their environments on their own terms” (Syed and
McLean, n.d, p.4). The learners who are unsuccessful in this stage due to excessive
parental interference may develop feelings of guilt.

In addition, the stage of Industry vs Inferiority begins in the elementary schooling

where the students start comparing themselves with peers. Accordingly, a group of
students may feel accomplished in studies, sports, skills, and social activities whereas
another group may feel inferior. If the students are not motivated, inferiority complex may
develop into their adulthood. Erikson considers Identity vs Role confusion as the next
stage of lifespan development. According to Erikson, the central concept of this stage is
identity. In other words, it can be interpreted as the “identity crisis” where the students try
to find who they really are. Thus, the teenagers usually struggle in this phase of
development.

Intimacy vs Isolation is presented as the sixth stage of development. This stage

refers to early adulthood where people search for a person to share their life with. It
includes romantic and platonic relations. As Syed and McLean (n.d) states, “once
individuals develop a reasonable sense of identity, they are then prepared to share that
identity with others in order to develop successful intimate relations (p.4). Tension in the
adulthood is discussed under the stage of Generativity vs Stagnation. “Generativity
involves finding your life’s work and contributing to the development of others through
activities such as volunteering, mentoring, and raising children”. Hence, their focus is
more on future generations.

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 The last stage is considered as Intergrity vs. Despair where adults reflect on their
life. At this point, people look back on their life and feel either a sense of satisfaction or a
sense of regret thinking about the chances they missed. Thus, they spend the rest of their
life thinking about the things they “should have” done. The above eight stages of
development proposed by Erikson is universal as it covers a lifespan of an individual.
Accordingly, it is clear that acquisition of knowledge is a continuous process which is not
limited only to school education. Through these stages of development, Erikson discusses
the balance of tension in each stage of development. It is visible that every stage consists
of two opposing poles “positive” and “negative. An individual should psychologically
create a sense of balance in each stage without reaching extreme ends in order to lead a
successful life.

5. Conclusion

With regard to the above discussed facts it is clear how a child starts his/her
development and acquire knowledge in different psychological dimensions. Children
undergo different stages of development throughout their life in which they realize the
world and acquire knowledge. Hence, education is not only about learning from books,
going to schools and institutions. It is an action that we master since our birth. Further, the
above facts imply that education is interconnected with the fundamentals of history,
philosophy, sociology and psychology. So that, education cannot be isolated. An
individual’s perspective or the way he/she looks at education will be based on his/her
philosophical and psychological foundations. All in all, it is evident that education is a
continuous process which is regarded as the most important human activity.

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6. References
1. Armstrong, T. (1993). 7 kinds of smart: Identifying and developing your multiple
intelligences. New York: Penguin Putnam.
2. Chapter 5: Psychoanalysis in theory and practice (2018).
https://us.sagepub.com/sites/default/files/upm-
assets/23240_book_item_23240.pdf
3. Gardner, H. (1991). Intelligence in Seven Steps. New Horizons for Learning.
4. Gardner, H. (1993). Frames of Mind. New York: Basic Books.
5. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for 21st century.
New York: Basic Books.
6. Gottardo, A., & Grant, A. (2008). Defining bilingualism. Encyclopedia on
Language and Literacy Development, 1-7.
7. Hatague, A. Q., & Nabua, E.B. (2019). Information-processing theory: Implication
to mathematics education.

https://www.researchgate.net/publication/338132660_INFORMATION-

PROCESSING_THEORY_IMPLICATION_TO_MATHEMATICS_EDUCATIO
N
8. Kokturk, S., Odacioglu, M.C., & Uysal, N.M.(2016). Bilingualism and bilingual
education, bilingualism and transitional action. International Journal of
Linguistics, 8(3), 72-89.
9. Kumar, H., Pandey, S.K., & Gupta, A. (2015). Philosophical foundation of
education. VIKAS PUBLISHING HOUSE pvt.ltd.

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 10. Lipner, L.M., Mendelsohn, R., & Muran, J.C. (2017). Psychoanalysis. The SAGE
Encyclopedia of Abnormal and Clinical Psychology.
11. Lutz, S.T. & Huitt, W.G. (2018). Information processing and memory: Theory and
applications. In W. Huitt (Ed.), Becoming a Brilliant Star: Twelve core ideas
supporting holistic education. 25-43.
12. MacLeod, S. (2015). Skinner- operant conditioning.
https://www.academia.edu/23759303/Skinner_Operant_Conditioning
13. Pattanaik, S. (n.d). Sociological foundation in education.
https://ddceutkal.ac.in/Syllabus/MA_Education/Paper-2.pdf
14. Siegel, H. (2010). Introduction: Philosophy of education and philosophy.

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