Concept, Meaning, Scope, and Importance of Education ‘The word “Education” is derived from three Latin words: Educare (to nourish, to bring up, to raise up), Educere (1o lead out, to draw out), and Educatum (teaching method or teaching style). __Meaning of education from the point of view of past thinkers Socrates defined as “Education means the bringing out of the ideas of universal validity which are latent in the mind of every man*, Plato described that “Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and soul of the pupil, and the beauty and all the perfection which he is capable. Aristotle stated that “Education is a creation of a sound mind in a sound body. Meaning of education from the point of view of Modern thinkers John Dewy defined as “Education is the development of all those capacities in the individual which will ‘enable him to control his environment and fulfil his responsibilities”. According to Pestalazzi “education is the natural, harmonious, and progressive development of man’s innate powers”, Narrow meaning of education ‘© Inits narrow sense, education is confined to teaching, and instruction acts inside schools, ‘* Education is limited to schooling only. * Starts with students’ entry in school and ends with instruction completion, ‘© The aim of education imparts limited knowledge in specific subjects. ‘© Iis confined with classtoom leaching in which text books be all and end of instructions. © Contents includes only academic subjects traditionally taught in the schools, Broader meaning of education Education is a lifelong process. Education goes beyond schooling and instruction. It starts from birth and goes throughout life. Education is more delimited to specific attainments and become general sense. Experiences are the touchstone of education in wider activities. ‘© Contents encompasses whole life. © Contents are based on overall learning experiences of students. © It focuses on overall development of students. Scope of Education (the range, the breadth) 1, Educational psychology: Main aim of education is the development of child. Psychology helps to understand the child better and development of child with respect of physical, mental, emotional, social adjustment, individual difference, personality, thinking, reasoning, problem solving. 2, Methods of teaching: In ancient time the pupil were passive listeners but now they actively participate ‘with the teacher in the process of education. So, the skill and proficiency of difference teaching methods needs tobe developed. 3. Philasophy of education: Philosophy of education covers sims of education, nature of education, importance of education, function of education its very old and essential part of education, 4, Educational Sociology: A child lives in the society so itis important for him to know about the society the nature of society, type of society. interdependence between culture and society. FOUNDATION OF EDUCAITON BY HINA JALAL (PHD SCHOLAR GCUF) 20285. Problems & issues of edueation: This scope inchides problems of teaching management of education and suggestion and remedies for it. 6. Edueationa! sdministration and supervision: The educational institution and the system must be supervised and administrated smoothly so that the process of education goes well. Regulation of fund, democratic administration, autonomy. personnel management etc. 7. History of Education: It is also important to know background, origin, development. growth, and aspect of the subjects. It includes various methods and technics that apply during instruction, 8. Economics of education: For the growth of business and market the world class economical education is important for each and important 9, Environmental education: Ecological in balances have drown the attentions of intelligence today. So, looking at the environmental problems study of environment education has great importance. 10, Educational technology: It is very recent branch that has come under the scope of education, It makes education a technical and systematic subject through application of technology in teaching-learning process. ‘Types of education ‘There are three types of education as: 1-Formal, 2-Informal, and 3-Non-formal 1+ Formal education Formal education or formal learning usually takes place in the premises of school, where a person may lam basic, academic, of trade skills. Itis associated with a specific or stage and is provided under the certain set of rules and regulations. The formal education is given by specially qualified teachers they are supposed to be efficient in the art of instruction. It also observes strict discipline. The student and the teacher both are aware of the facts and engage themselves in the process of education. Characteristics of formal education Formal education is structured hierarchically, is planned and deliberate, Scheduled fees are paid regularly. Ithas achronological grading system. Ithas asyllabus and subject oriented. ‘The syllabus must be covered within a specific time. ‘The child is tanght by the trained teachers. we eeeee 2+ Informal Informal education may be a parent leaching a child how to prepare a meal or ride a bicycle. Informal education is when you are not studying in a school and do not use any leaming method, In this type of education, conscious efforts are not involved, It is neither pre-planned nor deliberate. It may be leamed at some marketplace, streets, or athhome, Informal education consists of experiences and living in the family or Characteristics of Informal Education tis independent of boundary walls. It has no definite syllabus. tis not pre-planned and has no timetable. No fees are required as we get the informal education through daily experience and by learning new things. Iisa lifelong process in a natural way. ‘The certificates/degrees are not involved. ‘One has no stress for leaning the new things. ‘You can get from any source such as media, life experiences, friends, family etc. FOUNDATION OF EDUCAITON BY HINA JALAL (PHO SCHOLAR GCUF) 20183+ Non-formal education Non-formal education includes adult basic education, adult literacy education or school equivalency preparation, In non-formal education, someone (who is not in school) can leam literacy, other basic skills, or job skills. Home education, individualized instruction (such as programmed learning). distance learning and computer-assisted instruction are other possibilities, (Characteristics of Non-Formal Education Comparison of Formal, informal, and non-formal education ‘The non-formal education is planned and takes place apart from the school system. ‘The timetable and syllabus can be adjustable. Unlike the theoretical formal education, itis practical and vocational education, Non-formal education has no age limit, Fees are certificates may or may not be necessary. It may be full time or part-time leaning and ane can eam and leam together. involves learning of professional skills. Formal Informal Now-forma Specific period (from school to | Life long process ‘Continwes process university) ‘Soope is limited Vast Vast Institutional Athome Structured organization i Practicing ‘Ail over development Preplanned Unplanned Pre-planned Cuniculum and co-curicular | No-curiculum Need: based-subjects Unreal (heories) Natural ‘Combination of both Fixed teaching methods ‘no fixed teaching method Pre-determined in writien form Tmparted By professionals Unprofessional Correspondence ‘Smdents assessment and | Evaluation through observation | Evaluation for centfication ‘evaluation for certification (no certification Discipline is strict and well | Social discipline Self-disciplined planned Rigid entry and exit rules and | Free Flexible regulations Dees not ulllize all human | Human resources Based on maximum human potential Elements of Education ‘The teaching and leaning process in education is largely based on following elements: Aims, Curriculum, Pedagogy. Evaluation FOUNDATION OF EDUCAITON BY HINA JALAL (PHD SCHOLAR GCUF) 2018.1 Aims The sim of education is over all intellectual, moral physical, social, spiriwal, aesthetical, and ethical development of individual. Aims are influenced by the political, economic. social, and religious factors. Some sims are very general and defined in broader sense, while some aims are very specific. The following includes: ~ Knowledge of subjects. disciplines, and environment ete. as aim of education — Development of Physical, emotional, psychological, intellectual, social, spiritual, aesthetical, ethical, ‘and personal. — Preservation of culture, valuing cultural heritage, and transmission of experiences from ‘generation to generation. ~ Country's economic, social, political, and moral progress, and utilizing sources. ~ Education as for citizenship with individual's self-discipline, honesty, responsible. co-operative ~ Social efficiency through Leam skill for adjustment in society = Vocational aim of education to transmit know ledge of industries, technology, skills etc. Curriculum vy In education, a curriculum is broadly defined as the wtality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educstor's or schoo!’ instructional goals. The aim of education achieved through curriculum. It includes curricular and co-curricular activities for the overall development of students. 3. Pedagogy Pedagogy comes from Greck which means “to lead the child, In Latin, pedagogy means good learning style. Pedagogy (most commonly understood as the approach to teaching) refers more broadly to the theory and Practice of education, and how this influences the growth of leamers. It concerns with teaching methods. To [resent the curriculum to the students, different methods are required. There arc varieties of aching strategics ‘0 present the curriculum to the leamers to achieve educational aims, 4. Evaluation Educational evaluations the evaluation process of characterizing and appraising some aspects of an educational process. It concems with judgment and knowing the value of anything. In education different things are evaluated ¢.g. contents, leaching methods, and students performance. The evaluation is administered to examine whether the educational aims and objectives achieved or not.PRINCIPLES OF EDUCATION AND TEACHING LEARNING PROCESS aning of Education: v The term education has its origin in the Latin words educo, educare & educatum. ¥ Etymologically, the word education is derived from the Latin words educo where e means ‘out of’ duco means ‘ lead.’ ¥ According to this view, education means ‘I lead out darkness into brightness’. Definition of Education: v Education means the training for the country & love for the nation. - Chanakya ¥ Education is realization of self Shankaracharya ¥ Education is an all-round drawing out of the best in child & man- body, mind & spirit. -Mahatma Gandhi ¥ Education is the natural, harmonious & progressive development of man’s innate power. - Pestalozzi Definition of Nursing Education: Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner. Aims of Education: || AIMS OF EDUCATION maIndividual aim: ¥ Development as an individual of a human being. v Moral & spiritual development. ¥ Cultural development. Harmonious development Promote positive physical development Development ofa right personality v v v ¥ Development of good citizenship ¥ Development of good leadership ¥ Emotional & mental development ¥ Character building, etc. Social aim: ¥ Through education the individual child shouldbe provided with the require assistance to become a useful member of the society, irrespective of the socio- economic status. Vocational aim: ¥ Education should prepare the child to earn his livelihood so that he can lead a productive life in the society. Intellectual aim: ¥ Development of intelligence through education will enable the child to lead an independent life with confidence. Cultural aim: ¥ By undergoing education child becomes cultured & civilized. < Cultural development is through development of aesthetic sense & respect for others’ culture Moral aim: v Moral values like honesty, loyalty, tolerance, justice, self-control & sincerity promote the social efficiency of an individuala A KK Citizenship Education enable the children to grow as productive citizens by following the social & moral standards set by the society. Physical health & well-being: Education prepare the child to lead a healthy life through providing the knowledge required for a healthy living. Character development: Education assists the child to develop certain human values, attitudes & habits which are essential for building a desirable character. Education for leisure: Education prepares the child to use his leisure time for doing something useful. Aims of education as stated by Secondary Education Commission Development of democratic citizenship Improvement of vocational efficiency Development of personality Development of qualities leadership AIMS OF NURSING EDUCATION: Harmonious development Inculcating right attitude Knowledge & skill aim Emphasis on high- tech-high-touch approach Prepare students to take up a proactive role in nursing Professional development Assist to build a promising career* Social aim + Citizenship + To prepare global nurses + Leadership aim FUNCTION OF EDUCATION: Individual functions National functions Social functions INDIVIDUAL FUNCTION: Y Growth & development of individual ¥ Direction & guidance ~ Preparation for adult life ¥ Conservation of traditional knowledge ¥ Transmission of culture ¥ Progressive development ¥ Achievement of self-sufficiency ¥ Holistic personality developmentY Moral & character development ¥ Develop vocational efficiency ¥ Awareness of past & present & preparing for future NATIONAL FUNCTION: ¥v Ensuring national development ¥ Promoting national integrity ¥ Continuous supply of skilled workforce ¥ Developing leaders for nation SOCIAL FUNCTION: ¥ Improving social efficiency Y Civilization & cultural security ¥ Preparing good citizens Y Reform & progress of society PHILOSOPHY OF EDUCATION: The term philosophy has a Greek origin, i.e. philosophia, which is made up of two words, viz. phileo & Sophia. + Phileo means love & sophia means ‘wisdom’. The literal meaningof philosophy is ‘ove of wisdom’ or ‘passion of learning’. Definition of Philosophy: & Philosophy is the science of knowledge. - Fitch & Philosophy is the science of sciences. - Coleridge % Philosophy isa search for comprehensive view of nature, an attempt at a universal explanation of the nature of things. - Alfred Weber Classification of Philosophy:Traditional Philosophy: Naturalism Chief proponents: Rabindranath Tagore, Jean Jacques Rousseau, Johann Heinrich Concept: Educating the human generation about & in the nature rather than artificial environment by keeping in mind the individuality of each child. Organization & Aims of education: Nature is considered the classroom. Emphasis on open air schools to teach through direct experience with nature. Curriculum: Basis of curriculum development was child's nature, interest & needs. Stressed on subjects dealing with nature such as physics, chemistry, biology, language & mathematics. Tagore also stressed on teaching spiritual values of nature. Methods of Education: As natural as possible considering individual differences. Noble efforts for planned living with nature. Direct experience of nature through observation, excursion, experimentation, play-way. Role of teacher: Teacher is an observe & facilitator of the child to develop in nature; teacher facilitates best possible natural environment for prompt learning.Discipline: No emphasis on external rigid discipline; recommended free discipline to child in nature for optimum desired learning. Idealism Chief proponents: Dr. Radhakrishan, Sir Auurobindo, Plato, Ross & Socrates Concept: It believes that the act of knowing takes place within the mind for three values, i.e. Intellectual, aesthetic & moral values & the purpose of education is the development of the student's mind & self Organization & Aims of Education: Well-planned formal classrooms or formal place of teaching- leaning activity is recommended. Curriculum: The basis of curriculum is inculcating intellectual, aesthetic & moral values or discipline. The intellectual value is represented by subjects such as language, literature, science, mathematics, history & geography; aesthetic through arts & poetry & moral through religion, ethics. Dr. Radhakrishan also advocated for physical education. Methods of Education: |dealism recommended formal classroom teaching methods such as lecture, discussion, presentation, & group interaction. Knowledgeis transferred from the more mature person (teacher) to less mature person (pupil) through formal & well-planned teaching-learning methods. Role of teacher: Teacher is considered as center of education where pupil catches fire from teacher who is himselfa flame teacher must be ideal & a role model for the child both intellectually & morally. The teacher should exercise great creative skills in providing opportunity for the pupil's mind to discover, analyze, unify, synthesize & creative application of knowledge to life. Discipline: Idealism believes in interconnection of discipline & interest. Advocates discipline for self-realization of individual. It does not favor rigid discipline but advocates spontaneous & self-discipline. Pragmatism Chief proponents: Williams James, John Dewey, Charles Sanders Pierce Concept: It considers self-activity as the basis of all teaching-leamning processes in context of cooperative activity; to create optimistic men, whoare the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities; where he is respected & education is planned to cater to his inclinations & capacities. Organization & Aims of Education: Aims of education is to teach one how to think so that one can adjust to an ever-changing society. In order to produce creative resourceful & adaptable children we should have conditions in the school which are conducive to the creation of these qualities of mind. Recommends formal schools to have learning based on the needs, interest, aptitude & capabil individual student. ‘Curriculum: Pragmatists believein a broad & diversified curriculum, which is composed of both content & process & subjects ranging from humanities to geography & science. Methods of education: Teaching-leaming process is a social process where the sharing of experiences between the teacher & the student takes place. Preferred methods are project method & activity oriented learning. Role of teacher: Role of a teacher is not that of a dictator or a task master but as a leader of group activities. Teacher acts as catalyst where he suggests a problem to students & stimulates them to finda solution. Teacheris a mentor with resources to guide the students Discipline: Pragmatism does not believe in traditional firm discipline. It advocates for freedom of self-disciplinein a free & conducive teaching- learning environment. Realism Chief proponents: Aristotle, Johann Friedrich Herbart, Herbert Spencer Concept: Realism makes the human being understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life ofa man useful; where a man can enjoy his activities & comfort in reality. Education should equip individuals to a best possible meaningful life through vocational skills. Organization & Aims of Education: Realism emphasizes on scientific attitude based on realistic principles, where the child can extend his knowledge, which he learns through books. It has given due emphasis on formal schools, which provides adequate opportunity for learners to learnthe vocational skills through observation, experimentations & examinations. Curriculum: Selection of the curriculum for the students must base on their abilities, interest & capabilities so that education helps the student to adjust to changing circumstances of the society. It also emphasis on subject matter of real-lifeuse such as science, mathematics, hygiene & vocational subjects. Methods of Education: Realism believe in objectivity, knowledge of scientific evidences & reality. Methods of teaching should be accordingto needs, interest & capabilities of students. Vocational education should equip the individual with capacities toeam livelihood such as experimentation, examination & observation, etc. Role of Teacher:Teacher must focus on the developmentof vocational skills in the leamers, so that they can be equipped with qualities of race preservation & vocational behavior activities. Teacher acts as a mentor, & must be a role model & skilledto demonstrate vocational skills to the learners Discipline: Realism believesin an optimum level of discipline without imposing undue stress on the learners Modern Contemporary Educational Philosophies... Perennialism Chief proponents: Thomas Aquinas, Robert Hutchins & Mortimer Adler Concept: Education ensures that students acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level. Organization & Aims of Education:The aim of education is to develop the rational person, who has intellectual abilities to uncover universal truth, Character trainingis also important for moral & spiritual development of an individualCurriculum: Accepts little flexibility in the curriculum that emphasizes on language, literature, mathematics, arts & sciences. Common curriculum for all the students with minimal opportunities for elective subjects. ‘Teaching-learning process must create liberalism, tolerance & discretion among learners. Methods of Education: Perennialism portages for the educational methods, which promotes constant teacher-taught interaction such as oral exposition, lecture & explication. Emphasisis placed on teacher- guided seminars, where students & teachers engage in mutual inquiry sessions. Students may also leam directly from reading & analyzing the great books. Role of teacher:Teacher must be competent & master of his subject so that he can help their students to develop the power to think deeply, analytically, flexibly & imaginatively. Teacher is also authoritative & a guide of the students. Discipline: Education should be organized & conducted in a manner that problem of indiscipline does not arise at all. Essentialism Chief proponents: William Bagley, Arthur Bestor, Admiral Hyman Rickover, James D. Koermer Concept: Essentialism believe that there is common core of knowledge that needs toe transmitted to studentsin a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society. Organization & Aims of Education: Essentialism has recommended for the formal schools or teaching-learning places. The aims of education isto promote intellectual growth & academic competitiveness of the individual to becomea model citizen. Curriculum: This philosophy recommended intellectual content with quality & capacity ofthe learmer. The recommended subjects are English, mathematics, natural science, history & foreign languages.Methods of Education: Essentialism recommended formal & well-planned classroom teaching methods such as lectures, discussions, presentations & group interaction Role of Teacher:Teacher must be a master of subject matter & role model for learners with high level of authority & control over teaching-leaming process & learner. Discipline: Essentialism believes in rigid discipline & devoted hard work of learners in his studies. Existentialism Chief proponents: Soren Kierkegaard, Friedrich Nietzsche, Maxine Greene Concept: This philosophy believes that education must develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self, Education must equip the individual for better choices Organization & Aims of Education:The ultimate aim of education is to develop child’s knowledge about human conditions & the choices that person has to make for self. Therefore organization of education must be formal with sufficient opportunities of choices Curriculum: Curriculum must be that which provides the free opportunities for children to select from many available learning situations & choosing the subjects that learner wish to learn. Humanities are commonly given tremendous emphasis, which helps the student to unleash their own creativity & self- expression. Methods of Education: Existentialism promotes the methods of education which emphasizes on self- activity of the learner such as self-expressive activities, experimentation, methods & media that illustrate emotions feelings & insight Role of Teacher: Teacher must promote freedom for a leamer to make personal choices & individual self- definition Discipline: Existentialism believe in self-discipline but not in the strict discipline. Teachercreates an environment in which students may freely choose theirown preferred way ReconstructionismChief proponents: Theodore Brameld, George Counts & Paulo Freire Concept: This philosophy of education believes on reorganizing & restructuring the process of education to being about social & cultural contrastivechangesin community, society & country, where emphasis is. placed on cultural pluralism, equality, futurism, national interest oriented education Organization & Aims of Education:This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstruction of the society. Curriculum: Curriculum should be conceived with a new socioeconomic & political interest. The subject content must be oriented towards aspects of new changes expected social, economic & political discipline such as sociology, economics, science & technology, etc. Methods of Education: This philosophy of education believes that teaching methods must be organized in manner that student become self- reliant, education must be activity oriented to develop necessary activities & abilities Role of Teacher:The role of a teacheris to take the social responsibilities & along with students must become the agent to improve society. Discipline: This philosophy of education propagates about optimum level of discipline but nota rigid discipline Progressivism Chief proponents: Horace Mann, Henry Bamard & Johan Dewey Concept: Progressivism believe that learning must be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world Organization & Aims of Education: Progressivism recommended democratic school procedures, which promote the community & social reforms. The aim of education is to promote the democratic social living Curriculum: Progressivism recommended curriculum, which is interdisciplinary in nature, which promotes written textbooks subject content thatare the part & process of leamingrather than ultimate source 2of knowledge. Further curriculum is based on child’s interest, problems & life affairs Methods of Education: Childis considered as learner rather than subject, who primarily learned through cooperative group activities & experiences Role of Teacher: Teacher must act as guide for problem solving, leader for group activities & partner in planning the leaming activities Discipline: Has not recommended any sort of ‘specific formal discipline LEARNING: DEFINITION: Any activity can be called learning so far as it develops the individual & makes his/her behavior & experiences differentfrom what that would otherwise have been. -Woodworth R. S. Learning is a process that result in the modification of behavior. -J. F. ‘Travers NATURE OF LEARNING: O Behaviorist view: Leaming is a change in behavior as a result of experience. Men & other living beingreact to the environment. O Gestalt view: According to this, learning depends on gestalt or configuration (wholeness of the situation), Learningisa total reaction to the total situation. QO Hormic view: This view was developed by McDougall. It stresses on the purposeful nature of learning, i.e. learning is a goral-directed activity. QO Trail & error view: This view was put forward by Thorndike. He conducted many experiments on dogs, cats & fish & concluded that most learning takes place by trial & error.