The bad teacher’s words fall on his pupils like harsh rain; the good

teacher’s, as gently as dew. Talmud: Ta’anith 7b

Interdependence of philosophy and education is an essentially for human
development .both represents two side of a coin, both are equally important.
PHILOSOPHY DETEMINES THE VIEW OF LIFE WHILE EDUCATION DETERMINES
THE WAY OF LIFE. They are so interlocked that without the one the existence of the
other is beyond comprehension.
In the words of Ross “philosophy is the contemplative side while education is
the active side”. Philosophy deals with the ends while education deals with the means
and techniques of achieving those means.
Furthermore no theory is fully expressed until it is expressed in practice. Not being an
end in itself, theory becomes the evident enjoyment of the dilettante when pursued
without responsible reference to practice. It might be said that there can be no practice
without thinking ,  practice always merges into action and action emerges out of
thought.

Education and philosophy are inseparable because the ends of education

are the ends of philosophy i.e., wisdom; and the means of philosophy is the
means of education i.e. inquiry, which alone can lead to wisdom. Any
separation of philosophy and education inhibits inquiry and frustrates
wisdom.
The chief task of philosophy is to determine what constitutes good life
whereas the main task of education is how to make life worth living. So
philosophy and education are mutually re-constructive. They give and take from each
other. Philosophy deals with the goals and essentials of good life while education
provides the means to achieve those goals of good life. In this sense philosophy of
education is a distinct but not a separate discipline. It takes its contents from education
and its methods from philosophy.
Instructional methodology, depends quite directly upon the nature of knowledge, which
depends quite directly upon the nature of man. The aims of education, the role of
teacher, The concept of student, the curriculum, the concept of discipline, importance
and involvement of social agencies ,etc have determining influence of Philosophy .

If different areas of education are observed In relation to philosophy we

will conclude that philosophy is an essentiality for a productive and
progressive outlook on education Rusk had rightly commented’ from every
angle of educational problem comes thus the demand for a philosophical
basis of the subject….There is no escape from a philosophy of life and of
education.
Instructional methodology describe the teaching process; most decisions a teacher
makes are on these procedures. Proper management of this component results in those
changes in student behaviour which we call learning or achievement. As the means of
reaching predetermined ends methods form the most important link in the total
teaching learning chain. It is the middle link connecting the objectives with its value.
Generally instructional procedures describe procedures for teaching skills, language,
concepts, principles, and problem solving.

Instructional Methodology of Idealism

Plato’s idealism suggested moving from opinion to true knowledge in the form of critical
discussions, or the dialectic.  All thinking begins with a thesis. The dialectic looks at all
points of view. At the end of the discussion, the ideas or opinions will begin to
synthesize as they work closer to truth. Knowledge is a process of discovery that can be
attained through skillful questioning.Idealist education involves depth of learning, a
holistic approach that involves teaching the whole rather than its parts. The best method
of learning for Plato was the dialectic, a process where ideas are put into battle against
each other, with the most significant idea winning the battle.  Knowledge was not
important just for the material needs that it met.  Idealists would feel that much of the
great literature of the past would be useful in the solving many of today’s problems. The
idealist is not concerned with turning out students with technical skills so much as
having students with a broad view and understanding of the world in which they live.
Idealism emphasizes the role of the teacher, a skillful questioner, who should be a model
for the person we want children to become. While the lecture method is still important
in an idealist’s education system, it is considered more of a way to convey information
and to help students comprehend ideas.  Self realization and self education are very
important in idealism.  While teachers cannot always be present when learning occurs,
they must attempt to stimulate students so that learning occurs even when they are not
present.  Project based learning is on example of a self directed learning activity where
learning can occur without a teacher’s presence

As the curricular emphasis is subject matter of mind: literature, history, philosophy, and
religion. Teaching methods focus on handling ideas through lecture, discussion, and
Socratic dialogue (a method of teaching that uses questioning to help students discover
and clarify knowledge). Introspection, intuition, insight, and whole-part logic are used
to bring to consciousness the forms or concepts which are latent in the mind. Character
is developed through imitating examples and heroes

The classroom structure and atmosphere should provide the learners with opportunities
to think, and to apply the criteria of moral evaluation to concrete within the context of
the subjects. The teaching methods must encourage the acquisition of facts, as well as
skill in reflecting on these facts. It is not sufficient to teach pupils how to think. It is very
important that what pupils think about be factual; otherwise, they will simply
compound their ignorance. Teaching methods should encourage learners to enlarge
their horizons; stimulate reflective thinking; encourage personal moral choices; provide
skills in logical thinking; provide opportunities to apply knowledge to moral and social
problems; stimulate interest in the subject content; and encourage learners to accept the
values of human civilization.

The methods preferred by the idealists are the logical outgrowth of their acceptance of
the doctrine of the primacy of ideas. If experience, as he have seen, is an inferior of the
primacy of ideas. If experience, as we have seen, is an inferior reflection of Reality, the
only purpose experience has for the idealist is to distort the Truth. Since the Truth can
be reached through the abstract activities of the mind, it is in these that method must
lie.

Methodology, for the idealists then, consist for the most part of lectures, discussion, and
imitation. Learning is an exercise in stretching the mind to its fullest so that it can
absorb and handle ideas. Imitation should be of some exemplary person or persons who
by their behavior give evidence that they are close to the nature of reality.

All three methods employed by the idealists are open to criticism. All rely on ideas that
are already know and allow little or no opportunity for the student to explore new ideas
and new areas of interest. Because of this there is a tendency to reinforce the cultural lag
between education and the society.

Instructional Methodology as per Naturalism

Methods of instruction should be inductive. This follows from Nature’s advice that
teaching make fullest use of the self-activity of the pupil, telling him as little as possible
and encouraging him to discover as much as possible for himself. To tell a child this and
to show him that only make him a recipient of another’s observations. If the learning
intellect is to be guided to its appropriate food, children must master the art of
independent observation and direct acquaintance.

The educational  implications of the naturalistic theory holds that good education is
pleasurable, thus, methods of teaching should be based upon the belief that the child is
not averse to learning, but enjoys it. Teaching methods and materials will appeals to
student’s natural inclination to learn. Difficult tasks are not to be excluded, however, for
even they can be made pleasant

It is the area of methodology, perhaps, that naturalism has had the greatest effect on
education. Since this philosophy constitutes both a reaction against traditional
educational methods and a proposal for substituting “natural” methods in their place
.The natural mode of self expression is Play and learning should be done through
cheerful spontaneous and creativity of play. The process of discovery is given
importance. The activities like excursions, fieldtrips and practical experiments are
recommended to enhance learning

Education’s methodology perhaps exemplifies this shift from traditionalism most

clearly. All of Rousseau’s recommendations on “how to teach” is based on the belief that
experience is the only teacher. Spencer, the scientific naturalist, enthroned
experimentation, the usual method of empirical sciences, as the only valid method of
teaching.

In the first place, the naturalist is opposed to the formalized teacher-centered methods
of the medieval and Renaissance scholars, many of which persist to this day. In such
methods the teacher was viewed as the teaching-learning process, whereas the student
was presumed to be the recipient of the Knowledge presented to him. In their worst
form such approaches made of the pupil’s role a very passive one indeed. His only
activity was “giving back” to the teacher that which he had learned from the teacher or
from books.

This pupil activity usually took the form of recitation or written and oral examinations.
It might be argued that such passivity on the pupil’s part a characteristic of all
traditional teaching methods. Another characteristic was the repression of the pupil’s
natural instincts and desires. In some instances educators such as Cotton Mather
believed that education’s most important task was to “drive the devil out” of the pupil.
Therefore, the naturalist objected to all harsh methods of discipline; he opposed the
view that Children should be seen and not heard Originally applied specifically to
(young) women. Hyt ys an old Englysch sawe [saying]: ‘A mayde schuld be seen,

Naturalism maintains that all teaching methods should be based on experience. Since
they relies on the inductive method, they  insists that the first criterion for judging the
value of a teaching method should be based on self-activity of the pupil finding the
answers for himself. The pupil himself must observe nature in order to find facts and
discover answer to his problems. To tell the pupil all the facts, to show him the
procedures, to give this the answers, merely makes him a recipient of reports of others’
experiences. The child has not learned but merely memorized or “absorbed” what he has
been told. Thus all teaching methods should be characterized by pupil activity involving
direct or at least vicarious experience; the pupil must educate himself.

A second characteristic of naturalistic teaching learning methods is found in their

conformity to the natural development of the pupils. It means readiness of the organism
for any given learning. Negatively stated, this principle means that it is not the teacher
or society that determines what the child should learn, but his own developmental level.
Positively stated, it means that when the organism is ready for a certain type of learning
activity it will seek in naturally, that is, without being forced by the teacher or by adult
society. Thus the pupil will learn about his physical environment when his interests and
instincts lead him to such learning; boy-girl relationships will be developed when
children reach the age for such relationships; pupils will learn to read when they are
ready.

A third characteristic of naturalistic methodology is that all educational activities should

be enjoyable to the child. The tasks assigned by traditionalist teachers were designed to
discipline the student and therefore were considered unpleasant by the student, but the
naturalist felt that any task that went “against the grain” for the pupil should be avoided.
Note how quickly and easily children (or adults) learn what they enjoy. Number games,
word games (Scrabble), reading interesting stories, studying plants or animals in their
natural habitats, the skills of wood wording, household arts, dramatics, and the like,
constitute real enjoyment for the learner.. Thus any teaching-learning methods which
make the material distasteful to the pupils should be avoided.
Rousseau advocates negative education – which is typical of naturalistic philosophy –
the subordination of the child to natural order and his freedom from the social order. He
defines negative education as one that tends to perfect the organs that are the
instruments of knowledge before giving them this knowledge directly. The child should
be left free to develop his body and senses. He attaches great importance to sense
training as he believes senses are the gate ways of knowledge

Instructional Methodology as per Pragmatism

To discuss the methods of teaching employed by the pragmatist is to open up a veritable
Pandora’s box. The widest variety of techniques have been justified in the mane of
pragmatic philosophy, ranging from the almost complete laissez-faire to the relatively
structured. Probably the most common method employed by those most in line with the
Thinking of the pragmatists is the project method. Classroom discussion in a free and
open atmosphere is encouraged, as well as individual problem solving research. All of
this may well involve a tremendous amount of reading, studying, and traditional subject
matter mastery.

The methods of educating are unique to each individual. This philosophy believes that
not all children learn the same way, so it is important to vary educational methods. This
philosophy supports large print text, small desk, and things that move easily. The
classroom would be a functional atmosphere with the interest of the children at hand.
Problem solving, themes, experiments are all parts of the pragmatic philosophy. The
curriculum for the pragmatic philosophy supports a connection between knowledge and
experience. It is important for children to connect the two so learning can become
meaningful. According to Dewey, children must be interested in the subject matter to
gain meaning. Subjects that are difficult and cause children to struggle should be
organized and designed to build motivation about the topics. Children should enjoy
learning and leave with a sense of accomplishment.

The problems around which education is centered must be the real problems of the
students, not problems from text books, or even problems thought up by the teachers
which have a neat solution that can be revealed at the end of the exercise. True learning
in no way resembles the magician’s trick of pulling rabbits or pigeons out of top hats.
Pragmatic method is rooted in the psychological needs of the students rather than in the
logical order of the subject matter. Thus, method is nothing more than the helping of the
students to use intelligence and the scientific method in the solution of problems that
are meaningful to the child.

The process involved in the mediation of experience and which is required to first
transform the experience to knowledge an second to aid in the determination of new
direction has been variously called the experimental method, the five-step though
process, and the scientific method. What it amounts to are the following five steps. First
is the vague uneasiness that lets us know we have a problem that has upset our
equilibrium.

Second is the refinement of the problem. This is the detailing of the problem, the
bringing it into the light to take a look at it and the focusing out of irrelevant and
extraneous matters.

Third is the forming of hypotheses or tentative solutions to the problem.

Fourth is the considering of the consequence of various activities, and the mental testing
of alternative solutions. This is one of the most important steps since it is here that the
fifth step  in the process will be decided upon.

The fifth step is the actual testing our solution under so – called field conditions. This is
where the result of our intelligence are applied. In many cases it will not matter if we
have made a mistake. It will simply mean “back to the drawing board,” and it is for this
reason that many people underrate the importance of the fourth step in this process

.In the actual process of teaching there are a number of things that need to be kept in
mind. First, we must start where the learner is. As William Heard Kilpatrick has pointed
out, Kilpatrick goes on to suggest that the teacher discuss with the students the interests
of the class and the types of things they would like to study. Interest is not enough. It is
necessary, but not a sufficient, condition for selecting an area of concern. It should also
offer a challenge and significant educational value. It is important that the subject
selected by the students be one to which they are committed as wholeheartedly as
possible. For if the topic has their commitment, then the value of self direction may be
implemented. the teacher will from start to finish encourage in the pupils as high a
degree of self-directed responsible acting on thinking as it is possible to get. To feel one’s
self acting responsibly and so helping to create what is being done, and to do this in a
way to deserve respect from others, is one of the very keenest of satisfactions. Thus, the
method is primarily one of guidance

Finally, Kilpatrick gives some practical suggestions which deal with methodology. As the
man whose entire academic career at Teachers College, Columbia University, was
dedicated to putting into educational practice the theories arrived at by John Dewey,
they may be said to represent the best thinking on the subject of education method done
by a pragmatist.

The teacher will as well as possible help the learners at each stage of the effort: (i) to
initiate the activity (to form or choose the purpose); (ii) to plan how to carry the activity
forward, (iii) to execute to plan: (iv) to evaluate progress during the activity and the
result at the end. While all this is going forward the teacher will also (v) encourage the
learners to think up and note suggestions or new leads for other and further work; (vi)
help them to formulate these suggestions both for clarification of thinking and for later
recall and possible use (perhaps writing them in a book or on the board for future
reference); (vii) help pupils criticize their thinking en route or at the close, as may seen
wise; and finally (viii) look back over the whole process to pick up and fix important
kinds of learning as well as draw lessons for the future from both successes and failures.

Instructional Methodology as per Humanism

Even though some scholars of the Renaissance discussed the problems of methodology,
the teachers in the lower schools failed to make any significant changes in their
approach to teaching. As we mentioned above, the Renaissance scholar clamored for
freedom and creativity – for himself, but not for school boys. Instead they demanded
perfect imitation, on the part of students, of the classical style of the ancients. Teachers
even employed the exact methods of the ancient educationists, especially Quintilian’s

Later on, the Jesuits, develop a new teaching method.. This method, called the
prelection, was devised by experienced classroom teachers At the highest level, where
the teacher sought to perfect style and eloquence, the teacher explained a selection
chosen from the classics until he was quite certain his students understood it. He then
analyzed the selection for its artistic structure, pointing up the basic principles or art,
narration, and persuasion. If the passage contained any material of an ethical,
theological, or historical nature, it was brought up at this time. Finally ,the teacher
analyzed each word or phrase and pointed out its grammatical and syntactical structure,
its beauty, variety, and rhythm in the context of the whole passage. At this level, the
method proceeded from the general to the specific – from an entries selection to each
word in it.

At the next level down the educational ladder the teacher spent more time on etymology,
the beauty and forcefulness of Latin style, and the many variations possible in writing
and speaking Latin. Attention was given to explaining the historical context of such
writers as Caesar, Livy, and Tacitus. All of these teacher activities were considered
necessary so that the student imitated the style of the classical author.

At the lower levels the technique was reversed. The analysis proceeded from individual
words to the whole passage. This approach was considered essential since, at he lower
level, the purpose of the lesson was mastery of grammar. Thus the teaches would first
translate each world and sentence, explaining subjects, predicates, and modifiers. Exact
meanings of words, proper word sequence in sentences, correct placement of modifiers
were “drilled into” the students. Students were expected to copy the teacher’s 
explanation and assigned themes based on the most beautiful passages in the material
translated. When this procedure was completed the teacher culminated the lesson by
translating the whole passage. If need be the teacher would repeat the entire lesson one
or more times until the student had mastered the material.

Several other points about this method, especially at lower levels, are worth noting. The
method was mainly teacher centered. The teacher introduced each new passage : the
student not permitted to go ahead on his own lest he make mistakes. The teacher
conducted the many vocabulary and grammar drills. Students were to write only the
items in their notebooks which the teacher dictated. Students were expected to repeat
verbatim what the teacher had given in the lesson. This approach, it was believed, would
provide the student with the mental discipline imposed by the subject matter itself
(grammar and syntax) coupled with that of the teacher’s logical analysis of the material.

Instructional Methodology as per Realism

The method of the realists involves teaching for the mastery of facts in order to develop
an understanding of natural law. This can be done by teaching both the materials and
their application. In fact, real knowledge comes only when the organism can organize
the data of experience. The realist prefers to use inductive logic, going from the
particular facts of sensory experience to the more general laws deducible from these
data. These general laws are seen as universal natural law.

When only one response is repeated for one stimulus, it conditioned by that stimulus.
Now wherever that situation comes, response will be the same; this is the fact.

For Herbart, education was applied psychology. The five-step method he

developed was as follows:
Preparation: An attempt is made to have the student recall earlier materials to which
the new knowledge might be related. The purpose of the lesson is explained and an
attempt to interest the learner is made.
Presentation: The new facts and materials are set forth and explained.
Association: A definite attempt is made to show similarities and differences and to
draw comparisons between the new materials and those already learned and absorbed
into the apperceptive mass.
Generalization: The drawing of inferences from the materials and an attempt to find a
general rule, principal, or law.
Application: In general this meant the working of academic exercises and problems
based on both the new information and the relevant related information in the
appreciative mass.
“(There are and can be only two ways for investigation and discovery of truth. One flies
from senses and particulars, to the most general axioms and from these principles and
infallible truth determines and discovers intermediate axioms….the other constructs
axioms from the senses and particulars by ascending continually and gradually, so as to
teach most general axioms last of all.)” – Bacon.
In their method, the realist depends on motivation the student. But this is not difficult
since many realists view the interests of the learner as fundamental urges toward an
understanding of natural law rooted in our common sense. The understanding of
natural law comes through the organizing of data through insight. The realist in their
method approves anything which involves learning through sensory experience whether
it be direct or indirect. Not only are field trips considered valuable, but the realist
advocates the use of films, filmstrips, records, television, radio, and any other
audiovisual aids which might serve in the place of direct sensory experience when such
experience is not readily available. This does not mean that the realist denies the validity
of symbolic knowledge. Rather it implies that the symbol has no special existential
status but is viewed simply as a means of communicating about, or representing, the
real world.

A teacher should always keep in mind-

 Education should proceed from simple to complex and from concrete to abstract.
 Students to be taught to analyze rather than to construct.
 Vernacular to be the medium of instruction.
 Individual’s experience and spirit of inquiry is more important than authority.
 No unintelligent cramming. More emphasis on questioning and understanding.
 Re-capitulation is necessary to make the knowledge permanent.
 One subject  should be taught at one time.
 No pressure or coercion be brought upon the child.
 The uniformity should be the basic principle in all things.
 Things should be introduced first and then the words.
 The entire knowledge should be gained after experience.
 There should be a co-relation between utility in daily life and education.
 The simple rules should be defined.
 To find out the interest of the child and to teach accordingly.
Instructional Methodology as per Existentialism
Existentialist methods focus on the individual. Learning is self-paced, self directed, and
includes a great deal of individual contact with the teacher, who relates to each student
openly and honestly. In reality, the way in which subject matter is handled seems to be
more important to the existentialist than the subject matter itself

To recognize the ‘individual differences’ and wish to have diverse curricula suiting the
needs, abilities and aptitudes of the individual. Existentialist methods focus on the
individual. Learning is self-paced, self directed, and includes a great deal of individual
contact with the teacher, who relates to each student openly and honestly.

Perhaps the most significant assumption or underlying belief regarding educational

methodology is that any teaching method must place the responsibility for choosing
what to learn tend actually learning it upon the individual. This assumption is entirely in
harmony with the existentialist’s insistence upon the absolute freedom of the individual.
Obviously, on self-respecting existentialist would employ the traditional lecture-recite-
assign-test method. He would reject with equal zeal the problem-solving method of
instrumentalism because of its social emphasis. Any method which fosters group
thinking or group action would be alien to the existentialist,

Perhaps, then, the only criterion for method is that the teacher show by his example that
education is a concentration on personal freedom – one which encourages the student
to accept the facts and beliefs which have relevance for him. Nietzsche states this
position very vigorously in criticizing the traditional method (historic-scholastic
method) of teaching the mother tongue: The historical method has become so universal
in our time, that the living body of language is sacrificed for the sake of anatomical study
…. The historical method may certainly be a considerable easier and more comfortable
one for the teacher. It also seems to be compatible with a much lower grade of ability
and, general, with a smaller display of energy and will on his part. But we shall find that
this observation holds well in every department of pedagogical life. .

Similarly, a science should be considered a personal, human activity in which the

student relives the great moment of discovery in the history of science. It should not be
taught as an exercise in laboratory technique nor as a cold lifeless body of content to be
mastered. The existential way to teach science is to have the students live it. This
approach to teaching proposed by Kneller seems to be the same as that which Nietzsche
implied in his criticism of traditional methods

Existentialists favor the Socratic Approach to teaching, “The existentialist favors the
Socratic method, not so much because it involves ‘induction’ or the collection and
analysis of all available evidence, nor because of its complementary process of
‘definition’, whereby general values are reached from particular instances; but chiefly
because it is a method that tests the inner-life-as a stethoscope sounds the
heart.” Socratic ‘Problem Method’ should be accepted if the problem originates in the
life of the one who has to work out the solutions. But it is unacceptable if the problem is
derived from the needs of the society. Like Socrates, ‘personal reading’ should be
stressed.

They reject the group method, because in-group dynamic, the superiority of the group
decision over individual decision is prominent. There is a danger of losing unique
individualism and free choice. Methods of teaching must develop the creative abilities in
children. The world and man reveal themselves by their undertakings
Instructional Methodology as per Analytic Philosophy
Problems about instructional methodology have also been tackled by the analytic
philosophers. Boxberger distinguished a performance sense of explaining from a text
book sense. Brown has argued that a student can learn testing should concern both.
Green has distinguished among a family intelligent performance. Of course some of
those who in effect make linguistic analysis of educational problems do not accept the
basic premises of Analytic philosophy.

Since the resolution of semantic differences is itself a method. One may presume that
the analyst would recommend it to the classroom teacher. For example the elementary
teacher whose charges readily understand the assignment? “Write a story with 500
words” might stimulate thought by asking them “What is a word?” Like most notions
which seem plain and uncomplicated, this one dissolves into mistakes of obscurity at
some point. Is a word a sound which means something? It so then why is not a scream a
word, since it warns of danger? Also what about written language? It a word is a
constituent part of a sentence, then why is not a subject together with an appositive
(“Ram, my best friend”) a word. What about the “word from our sponsor” that lasts for
five minutes.

Instructional Methodology as per Marxism

Marx made no specific recommendations for teaching school children. Nor did the early
leaders of the revolution concern themselves with such matters. During the educational
chaos, which followed the revolution, educators tried all kinds of methods, exerting
special care to avoid using methods in vogue prior to the “people’s liberation.” For a
time they eve gave serious thought to adapting progressive method to the schools. But
this experiment was short-lived since progressive methods granted too much freedom to
pupils failed to “discipline them” in obedience and conformity.

Instructors in polytechnic institutes use a great variety of methods (even the lecture-
recitation method is still employed); both group and individual techniques are used. In
the industrial arts classes – which they try to keep to fifteen students – the teacher
states the aim of he course, lectures to the students o the theory of the machine, etc., and
demonstrates the processes involve. When the students begin working on the machines
the class is divided into smaller groups and their work is closely supervised by the
instructor. The teachers use audio-visual aids and texts when available. Whenever
possible individual instruction is used (and this method seems to be the most popular
among polytechnic instructor). The teacher explains and demonstrates the process to
each student and then observes the student’s work. This procedure is repeated until the
student masters the skill. As standard manual serves as a guide for both teacher and
student. In most respect the methods and materials of Soviet polytechnic education are
quite similar to those used in this country.

At the university level, the lecture method is used almost exclusively. Of course,  in the
sciences, laboratory work plays an important role in the teaching-learning process.

Underlying the externals of the methods described above, one finds the theoretical basis
for all methodology in Communist schools, namely discipline., Discipline ranks high in
the family of values which make up Communist morality. It seems correct to say that
Communist educators are not overly concerned with teaching methods or techniques.
Any method or techniques is acceptable so long as it contributes to the general aim of
producing a disciplined member of the collective

One final theoretical consideration in connection with teaching methods is the

relationship that exists between method and habit formation. The building of good
habits which will make the student an effective member of the collective appears to be a
primary goal of all teaching methods. Early in his school career the pupil must from
habits that will enable him to perform most actions without having to ponder over them.
By so doing he will “free himself” for more significant tasks. But a person who has been
properly adjusted to life in the collective must be able to put aside old habits and acquire
new one when those in authority or the situation call for a change. Thus a university
student will have to abandon some habits he acquired in the university collective when
he becomes a member of the armed forces. This change will call for a relatively quick
removal of some habits and a rapid acquisition of new habits. “Adjustment to the
collective” is a habit which all good Communists should possess.

The educators insist that creative potentialities in children be developed from their early
school days. Group games and socially useful activities are considered excellent means
of developing initiative. Teachers are encouraged to be alert for suggestions from
children regarding excursions, holiday plans, assemblies, and club organizations. All of
these will develop creative abilities and leadership qualities in youth.
 Secondary school pupils do a few individual projects in the sciences and in the applied
sciences such as agriculture and technology. It appears that the greatest opportunity for
self-expression and activities related to pupil interests is afforded by the extensive
programs outside school. Such extracurricular activities are under the direction of
experienced teachers and often result in spectacular creative works by the pupils..
Rewards, such as certificates of merits and medals, are awarded to those students who
produce outstanding work in extracurricular and class activities. Teachers encourage
students to go beyond the basic requirements set down for all pupils.

Even the best curriculum and the most perfect syllabus remains dead
unless quickened into life by the right method of teaching and the right kind
of teachers.
 

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Sep. 18th - Oct. 18th

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Dr. V.K. Maheshwari, Ph.D
Teaching Philosophy and Methodology
 Teaching Philosophy
We make a living by what we get; we make a life by what we give.
 – Winston Churchill
One of the most rewarding activities in life is the ability to give back to others the knowledge,
wisdom, or experience that one has acquired. My teaching philosophy is based on the principle that
we are each given gifts; it is my personal obligation to share my gift of teaching with students. My
motivation is the intrinsic satisfaction of seeing others grasp information, learn new skills, and build
knowledge foundations. I desire to be a role model for students as many of my professors were for
me. The specifics of my teaching philosophy can be summarized in three areas: (1) teaching
beliefs, (2) teaching evidence and examples, and (3) thoughts on education.

1. My teaching beliefs are equally focused on theory and practice. I feel that it is essential for
students to build a core foundation of knowledge about a given subject area and increase
the retention of that material through real-world examples and assignments. In order to gain
the fundamentals, it is important to focus on all three modes of learning: visual, auditory, and
kinetic. Some students learn best visually, others by hearing, and still others by doing. A
teaching approach that incorporates sufficient amounts of all three methods is likely to
produce the greatest value to a classroom of students.To accomplish course learning
objectives, I use a variety of in-class and outside-of-class activities for an integration of
knowledge with previous student learnings and life examples. Second, I incorporate my
relevant current research in class discussions, showing my commitment to current trends
and knowledge contribution to the area of marketing. Finally, I believe in learning student
names as soon as possible to facilitate class participation and accountability.
2. Examples and evidence of my teaching are focused on a combination of instructor-
delivered and student-delivered presentations, application exercises, and real-world
assignments that enable students to grasp business concepts. Instructor-given lecture
presentations ensure that learning objectives are completely addressed and appropriate in-
class exercises are designed to move the material covered from short to long-term
memory.When properly implemented and guided, student presentations permit presenters to
learn the ability to speak in front of groups, gain a richer and deeper understanding of the
material, and receive structured feedback. The class benefits from hearing from a variety of
individuals, and from learning from different perspectives and presentation styles. I vary the
number and amount of time given to student presentations based on the overall level of
knowledge, the skill of the students, the complexity of the material, and the size of the class.
Student presenters are encouraged to add relevant examples, videos, and exercises to
increase the absorption of the information. It is clearly an effective method of engaging and
empowering students.Next, I believe in individual and small group exercises and role plays
that relate course material to realistic business scenarios and business case studies. More
involved, out-of-class assignments are always centered on one or more key learning
objectives and often involve direct contact with business professionals. In addition, the use of
self-critiques and peer evaluations improve student analytical skills and internal motivation.
My favorite assignments include case discussions, job shadowing sharing sessions, and
student presentations.
3. In summarizing my thoughts on education, I feel it is a privilege to be a student and
instructor throughout your life, gathering and disseminating knowledge. With a firm
commitment to life-long learning, I am constantly searching and researching new and cutting-
edge ideas in the areas that I instruct as well as the most advanced teaching methods to
use. I believe in going well beyond textbook information to incorporate the most current
trends into course material. Technology is critical; I leverage the use of online course
management, instructor web pages for students, online examination via centralized testing
 center, and online form submission for peer evaluation to enable students to remain
completely informed and frequently updated on course information and their performance.
Finally, teamwork is critical; I volunteer to teach courses for my peers when their schedule
requires absence from their class. On average, I teach three course sessions each semester
for other instructors.

Teaching Methodology
In order to execute my teaching philosophy, a systematic method of planning and continuous
improvement is employed. I summarize my teaching methodology in four subtopics: (1) teaching
specifics, (2) course structure and content, (3) self-evaluation and improvement, and (4)
technology.

1. The first step for developing teaching specifics for a course is to thoroughly understand the
purpose of the course and the desired outcome for the students. By understanding the
reasons for including the course in the curriculum, the proper approach to creating learning
objectives is achieved. My syllabi are comprehensive in nature and are available online prior
to course start, enabling students to review the information prior to making a permanent
decision to select the course.
2. In structuring my courses, my aim is introduce all course material in the first 80% of the
course time frame. This reserves the last several class periods for assimilation and
integration of the material as well as proper comprehensive evaluation. I believe in the
incorporation of at least one research project or external case study that will require
synthesis of the material covered in the course and organization of that material in a
polished, professional manner. Further, the requirement of summarizing this research
material into a 10-minute class presentation is another critical component of class learning,
knowledge retention, and speaking skills development. Students are taught to evaluate each
other in a positive constructive manner and to value the receipt of personalized feedback
regarding their performance.Students are graded based on their performance on at least two
written examinations conducted in the testing center to ensure fairness, efficient use of class
time, partially automated grading, and mastery of basic course information. Meaningful
course participation, role play exercises, student-guided instruction, and other writing
assignments also contribute to a student’s final grade calculation. I believe that students
should receive detailed, frequent, and timely feedback on assignments to facilitate  maximum
development and refinement during the semester.
3. Self-evaluation and improvement are critical in all professions, but are especially valuable
for instructors. I seriously review and incorporate the feedback from course evaluations to
revise and improve my methods of instruction and modes of student evaluation.I request
formal written feedback midway through the semester in essentially the same format as the
end of the course evaluations. This has two key advantages. First, it demonstrates to current
students that you care and they can have input to make modifications to the course material
or instruction method prior to completing the course. Second, it enables the incorporation of
important suggestions for the following semester, since it is often several weeks into the
following semester before school-administered survey results are available for
review.Students are encouraged to provide the instructor with feedback throughout the
course by fostering an environment of open communication and emphasis on the value of
feedback. I have  attended multiple workshops and always gain new insights to incorporate
into the classroom. Further, I see the importance of attending other classes and watching
highly experienced, well-rated instructors for continuous self-improvement and refinement.
4. There are several advantages to using the latest technology in the classroom environment.
First, I leverage course web pages to continuously inform students of course assignments
and activities as well as efficiently make any schedule changes. All handouts and
presentations are online so students can easily download information prior to class and
 following presentations, instead of copying information from boards or slides. Second, the
use of the centralized college testing center for scheduled quizzes and examinations is an
efficient means of assessing students performance, ensuring that no cheating occurs and
enables students to receive their results in a very short amount of time. Finally, I incorporate
video and examples from the Internet in classroom discussions to make lectures more
interesting, dynamic, and relevant. I am familiar with the use of classroom response devices
and have experienced the value that they can add to the right classroom setting.

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Methods of instruction[edit]
Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories.
The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung,
focus on understanding how people's personality affects the way they interact personally, and how
this affects the way individuals respond to each other within the learning environment.

Lecturing[edit]
Main article: Lecture

The lecture method is just one of several teaching methods, though in schools it's usually considered

the primary one. The lecture method is convenient for the institution and cost-efficient, especially
with larger classroom sizes. This is why lecturing is the standard for most college courses, when
there can be several hundred students in the classroom at once; lecturing lets professors address
the most people at once, in the most general manner, while still conveying the information that they
feel is most important, according to the lesson plan. [3] While the lecture method gives the instructor or
teacher chances to expose students to unpublished or not readily available material, the students
plays a passive role which may hinder learning. While this method facilitates large-class
communication, the lecturer must make constant and conscious effort to become aware of student
problems and engage the students to give verbal feedback. It can be used to arouse interest in a
subject provided the instructor has effective writing and speaking skills. [4]

Demonstrating[edit]
Main article: Demonstration (teaching)

Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method,
[5]
 is the process of teaching through examples or experiments.[6] The framework mixes the
instructional strategies of information imparting and showing how.[5] For example, a science teacher
may teach an idea by performing an experiment for students. A demonstration may be used to prove
a fact through a combination of visual evidence and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow students to
personally relate to the presented information. Memorization of a list of facts is a detached and
impersonal experience, whereas the same information, conveyed through demonstration, becomes
personally relatable. Demonstrations help to raise student interest and reinforce memory retention
because they provide connections between facts and real-world applications of those facts.
Lectures, on the other hand, are often geared more towards factual presentation than connective
learning.
One of the advantages of the demonstration method involves the capability to include different
formats and instruction materials to make the learning process engaging. [7] This leads to the
activation of several of the learners' senses, creating more opportunities for learning. [8] The approach
is also beneficial on the part of the teacher because it is adaptable to both group and individual
teaching.[9] While demonstration teaching, however, can be effective in teaching Math, Science, and
Art, it can prove ineffective in a classroom setting that calls for the accommodation of the learners'
individual needs.[6]

Collaborating[edit]
Main article: Collaboration

Collaboration allows student to actively participate in the learning process by talking with each other
and listening to others opinions. Collaboration establishes a personal connection between students
and the topic of study and it helps students think in a less personally biased way. Group projects and
discussions are examples of this teaching method. Teachers may employ collaboration to assess
student's abilities to work as a team, leadership skills, or presentation abilities. [10]
Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some
preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the
teacher only giving short feedback at the end or in the following lesson.
Some examples of collaborative learning tips and strategies for teachers are build trust, establish
group interactions,keeps in mind the critics, include different types of learning, use real-world
problems, consider assessment, create a pre-test and post-test, use different strategies,help
students use inquiry and use technology for easier learning.
Classroom discussion[edit]
The most common type of collaborative method of teaching in a class is classroom discussion. It is
also a democratic way of handling a class, where each student is given equal opportunity to interact
and put forth their views. A discussion taking place in a classroom can be either facilitated by a
teacher or by a student. A discussion could also follow a presentation or a demonstration. Class
discussions can enhance student understanding, add context to academic content, broaden student
perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support
community in learning. The opportunities for meaningful and engaging in-class discussion may vary
widely, depending on the subject matter and format of the course. Motivations for holding planned
classroom discussion, however, remain consistent. [11] An effective classroom discussion can be
achieved by probing more questions among the students, paraphrasing the information received,
using questions to develop critical thinking with questions like "Can we take this one step further?;"
"What solutions do you think might solve this problem?;" "How does this relate to what we have
learned about..?;" "What are the differences between ... ?;" "How does this relate to your own
experience?;" "What do you think causes .... ?;" "What are the implications of .... ?"[12]
It is clear from "the impact of teaching strategies on learning strategies in first-year higher education
cannot be overlooked nor over interpreted, due to the importance of students' personality and
academic motivation which also partly explain why students learn the way they do" [13] that Donche
agrees with the previous points made in the above headings but he also believes that student's
personalities contribute to their learning style.
Debriefing[edit]
Main article: Debriefing

The term "debriefing" refers to conversational sessions that revolve around the sharing and
examining of information after a specific event has taken place. Depending on the situation,
debriefing can serve a variety of purposes.[14] It takes into consideration the experiences and
facilitates reflection and feedback. Debriefing may involve feedback to the students or among the
students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their
experience and progress toward change or transformation. The intent is to help them come to terms
with their experience. This process involves a cognizance of cycle that students may have to be
guided to completely debrief. Teachers should not be overly critical of relapses in behaviour. Once
the experience is completely integrated, the students will exit this cycle and get on with the next. [12]
Debriefing is a daily exercise in most professions. It might be in psychology, healthcare, politics or
business. This is also accepted as an everyday necessity.
Classroom Action Research[edit]
Classroom Action Research is a method of finding out what works best in your own classroom so
that you can improve student learning. We know a great deal about good teaching in general (e.g.
McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is
unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles,
and many other factors. To maximize student learning, a teacher must find out what works best in a
particular situation.[15] Each teaching and research method, model and family is essential to the
practice of technology studies. Teachers have their strengths and weaknesses, and adopt particular
models to complement strengths and contradict weaknesses. Here, the teacher is well aware of the
type of knowledge to be constructed. At other times, teachers equip their students with a research
method to challenge them to construct new meanings and knowledge. In schools, the research
methods are simplified, allowing the students to access the methods at their own levels. [12]
44
: a concise summary of essential points, statements, or facts

What is the important of philosophy of education?

Philosophy is about thinking deeply about something. ... Thus, the topics
of philosophy: reason, ethics, epistemology should be taught so all students learn to
think deeply and relevantly about them, and use their understanding to inform all of their
beliefs and actions.

The word philosophy is derived from two Greek words. The first word, philo, means “love.” The
second, sophy, means “wisdom.” Literally, then, philosophy means “love of wisdom” (Power,
1982).  Each individual has an attitude toward life, children, politics, learning, and previous
personal experiences that informs and shapes their set of beliefs. Although you may not be
conscious of it, this set of beliefs, or personal philosophy, informs how you live, work, and
interact with others. What you believe is directly reflected in both your teaching and learning
processes. This article explores the various philosophical views influence the teaching
profession.

It is important to understand how philosophy and education are interrelated. In order to

become the most effective teacher you can be, you must understand your own beliefs, while at
the same time empathizing with others. In this chapter we will examine the study of philosophy,
the major branches of philosophy, and the major philosophical schools of thought in education.
You will have a chance to examine how these schools of thought can help you define your
personal educational philosophy. Developing your own educational philosophy is a key part of
your journey to becoming a teacher. In this article, we will discuss the 5 things that educators
should know about the philosophy of education.

What are the major branches of philosophy? The four main branches of philosophy are
metaphysics, epistemology, axiology, and logic. Metaphysics considers questions about the
physical universe and the nature of ultimate reality. Epistemology examines how people come
to learn what they know. Axiology is the study of fundamental principles or values. Logic
pursues the organization of the reasoning process. Logic can be divided into two main
components: deductive reasoning, which takes general principles and relates them to a specific
case; and inductive reasoning, which builds up an argument based on specific examples.

What are the major schools of thought in philosophy? Idealism can be divided into three
categories: classical, religious, and modern. Classical idealism, the philosophy of the Greeks
Socrates and Plato, searches for an absolute truth. Religious idealism tries to reconcile God and
humanity. Modern idealism, stemming from the ideas of Descartes, links perception and
existence.
Realism, the school of thought founded by Aristotle, believes that the world of matter is
separate from human perceptions. Modern realist thought has led to the “blank slate” notion of
human capabilities. Pragmatism believes that we should select the ideas, actions, and
consequences with the most desirable outcome, as well as learning from previous experiences
to achieve desirable consequences. John Dewey’s Experimentalism brought the scientific
method of inductive reasoning to the educational sphere.

Postmodernism and existentialism focus on intricate readings of texts and social and political
conventions, examining existing structures for flaws. Essentially, they focus heavily on the
present, and on understanding life as we know it. Jacques Derrida’s deconstruction methods of
reading texts suggests that universal rationality is not found in objective reality, but in the text.
Michel Foucault, another postmodern philosopher, examined the relationship between truth
and power.

What are the major philosophies of education? The major philosophies of education can be
broken down into three main types: teacher-centered philosophies, student-centered
philosophies, and society-centered philosophies. These include Essentialism, Perennialism,
Progressivism, Social Reconstructionism, Existentialism, Behaviorism, Constructivism,
Conservatism, and Humanism.

Essentialism and Perennialism are the two types of teacher-centered philosophies of education.
Essentialism is currently the leading style of public education in the United States. It is the
teaching of basic skills that have been proven over time to be needed in society. Perennialism
focuses on the teaching of great works.

There are three types of student-centered philosophies of education. Progressivism focuses on

developing the student’s moral compass. Humanism is about fostering each student to his or
her fullest potential. Constructivism focuses on using education to shape a student’s world
view.

There are two types of socially-centered philosophies of education. Reconstructionism is the

perspective that education is the means to solve social problems. Behaviorism focuses on
cultivating behaviors that are beneficial to society.

What additional ideologies of educational philosophy exist? Other notable ideologies of

educational philosophy include Nationalism, American Exceptionalism, Ethno-nationalism,
Liberalism, Conservatism, and Marxism. Nationalism is a national spirit, or love of country, that
ties the interests of a nation to the symbols that represent it. American Exceptionalism is a form
of Nationalism that implies that the United States is a special country that is privileged to have a
manifest destiny. Ethno-nationalism is similar to nationalism, but rather than the loyalty lying
with one’s nation, it lies with one’s ethnic or racial group. Liberalism is the ideology that people
should enjoy the greatest possible individual freedoms and that it should be guaranteed by due
process of law. The opposite of liberalism is conservatism. Conservatism is the belief that
institutions should function according to their intended original purpose and any concepts that
have not been maintained should be restored. Finally, Marxism is an ideological and political
movement that focuses on the class system as a form of conflict within the social, political, and
educational realms.

How is an educator’s educational philosophy determined? It is important to identify your

own philosophy of education in order to understand your own system of values and beliefs so
that you are easily able to describe your teaching style to potential employers.

While writing your own personal philosophy of education statement, it is vital to address
several key components: How do I think? What is the purpose of education? What is the role of
the teacher? How should the teacher teach? What is the role of the student? What should be
taught? Additionally, make sure that you be yourself and are clear and concise. Do some
research about the school you are applying for and address their missions and goals in your
statement. Remember that education is about the students and also remember to focus on
your discipline. Think of the great teachers you have had in your life. Remember to get
feedback. Additionally, don’t make it long and don’t ramble. Don’t rehash your resume, be a
know-it-all, or use strong statements.

Did we miss anything?

Click here to read all of the articles from this series.