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 Education Unit -1 THEORY

S. N. TOPIC PAGE NO.

Unit 1: Educational Studies
1.
Contribution of Indian Schools of philosophy
(Sankhya Yoga, Vedanta, Buddhism, Jainism)
3-69
with special reference to Vidya, Dayanand
Darshan; and Islamic traditions towards
educational aims and methods of acquiring
valid knowledge
2. Contribution of Western schools of thoughts
(Idealism, Realism, Naturalism, Pragmatism, 70-137
Marxism, Existentialism) and their
contribution to Education with special
reference to information, knowledge and
wisdom
3. Approaches to Sociology of Education
(symbolic Interaction, Structural 137-
Functionalism and Conflict Theory). Concept 222
and types of social Institutions and their
functions (family, school and society),
Concept of Social Movements, Theories of
Social Movements (Relative Deprivation,
Resource Mobilization, Political Process
Theory and New Social Movement Theory)
4.
Socialization and education- education and
culture; Contribution of thinkers (Swami
222-
Vivekananda, Rabindranath Tagore, 253
Mahatma Gandhi, Aurobindo,

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 Education Unit -1 THEORY

J.Krishnamurthy, Paulo Freire,

Wollstonecraft, Nel Noddings and Savitribai
Phule) to the development of educational
thought for social change, National Values as
enshrined in the Indian Constitution -
Socialism, Secularism, justice, liberty,
democracy, equality, freedom with special
reference to education

Educational Studies
The educational studies major provides students with the opportunity
to study the discipline of education as it relates to other liberal arts
disciplines. Educational studies fosters within students a deep
understanding of the complexity of education and schooling as well as
an ability to think critically about the ways in which education
intersects with a broad range of social, cultural, political and economic
forces.

Using multiple lenses to study the psychological and social foundations

of education in both contemporary and historical contexts, educational
studies majors are prepared to participate in the decision making
required as stakeholders in the educational processes within our
society.

EDUCATIONAL STUDIES CONCENTRATIONS

CONCENTRATION IN TEACHING AND LEARNING

This concentration prepares students for:

teaching in private schools

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 Education Unit -1 THEORY

teaching in non-school settings such as museums, child care centers,

environmental centers
post-baccalaureate or graduate teacher certification programs
graduate studies in fields such as educational psychology, school
psychology, guidance counseling

CONCENTRATION IN EDUCATION AND SOCIETY

This concentration provides a foundation for those with career or

graduate studies interests in areas related to:
educational policy
educational funding
school law

Indian Philosophy: Orthodox and Heterodox Schools

Indian Philosophy or Hindu Philosophy is generally classified into 6

orthodox schools (āstika) and 3 heterodox (nāstika) schools.

Difference between Astik schools and Nastik schools

The basic difference between the two branches of Hindu Philosophy

schools is said to be based on the recognition of Vedas. Orthodox
schools recognize the authority of Vedas while heterodox schools don’t
believe in the authority of Vedas.
Out of these nine systems, eight are atheistic as there is no place for
God in them. Only Uttara Mimansa, which is also called Vedanta, has a
place for God in it. The 6 classical schools (shatdarshan) are Sankhya,
Yoga, Nyaya, Vaisheshik, Purva Mimansa and Uttar Mimansa (Vedanta).
Almost all Indian schools of thought accepted the theory of karma and
rebirth, and the ideal of moksha is conceived as liberation from the
cycle of births and deaths. Moksha/liberation is considered as the
highest goal of human struggle.
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 Education Unit -1 THEORY

Sankhya Philosophy
Sankhya is the oldest philosphy. It was put forward by Kapila.
Sankhya philosophy provided the materialistic ontology for Nyaya and
Vaisheshik, but there is very little original literature in Sankhya.

It is generally believed that Sankhya Philosophy is dualistic and not

monistic because it has two entities, purush (spirit) and prakriti (nature)
in it. Samkhya emphasizes the attainment of knowledge of self by
means of concentration and meditation.
Sankhya holds that it is the self-knowledge that leads to liberation and
not any exterior influence or agent. Samkhya forms the philosophical
basis for Yoga. In Samkhya, the necessity of God is not felt for
epistemological clarity about the interrelationship between higher Self,
individual self, and the universe around us.
Purush vs Prakriti: In the beginning, the philosophy was materialistic as
it talked only about Prakrithi, but later the element of purush was also
added to it. While Purusha is posited as the only sentient being, ever
existent, and immaterial, Prakriti is said to be the material basis of this
universe, composed of three basic elements (Gunas) – namely Tamas,
Rajas, and Sattva.

Yoga Philosophy
Yoga presents a method of physical and mental discipline.
The Yoga presents a practical path for the realization of the self
whereas the Samkhya emphasizes the attainment of knowledge of self
by means of concentration and meditation. Releasing Purush from
Prakriti by means of physical and mental discipline is the concept of
Yoga.
Founder of Yoga is Pathanjai. Yoga does not require belief in God,
although such a belief is accepted as help in the initial stage of mental
concentration and control of the mind.

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 Education Unit -1 THEORY

Nyaya Philosophy
Nyaya Philosophy states that nothing is acceptable unless it is in
accordance with reason and experience (scientific approach). Founder
of this philosophy isGautam and the principles are mentioned in Nyaya
Sutras. Nyaya says that the world is real and the philosophy does not
follow a monist view.

Nyaya philosophy relies on several pramanas i.e. means of obtaining

true knowledge as its epistemology. According to it, the pradhan
pramana or principal means of obtaining knowledge is pratyaksha
pramana i.e. the knowledge obtained through the 5 senses. There are
also other pramanas like anumana (inference, through which we can
obtain true knowledge) and shabda pramana (a statement of an
expert).

NB: Subsequent philosophers who claimed to be Nyayiks, e.g.

Vatsyayan (who wrote Nyaya Bhashya), Udayan (who wrote
Kusumanjali) etc. distorted the Nyaya philosophy by introducing
theological elements in it. Navya Nyaya scholars like Gangesh resorted
to gymnasics in logic.

Vaisheshik Philosophy
The classical Indian philosophy Vaisheshik was the physics of ancient
times. It propounded the atomic theory of its founder Kannada. At one
time Vaisheshik was regarded as part of the Nyaya philosophy since
physics is part of science. But since physics is the most fundamental of
all sciences, Vaisheshik was later separated from Nyaya and put forth as
a separate philosophy. To make it short, Vaisheshik is a realistic and
objective philosophy of the universe.

Purva mimansa (mimansa)

The word Mimamsa means to analyze and understand thoroughly.
Purva Mimamsa examines the teachings of the Veda in the light of
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 Education Unit -1 THEORY

karma-kanda rituals, ie karma-mimamsa system is called purva-

mimamsa. Purva mimansa (or briefly mimansa) lays emphasis on the
performance of the yagya for attaining various spiritual and worldly
benefits. Hence this philosophy relies on the Brahmana (and samhita)
part of the Vedas.

Uttara Mimamsa (Vedanda)

Vedanta says that the world is unreal, Maya. Vedanta is monistic, in

other words, it says that there is only one reality, Brahman. Vedanta
lays emphasis on brahmagyan, hence relies on the Upanishad part of
the Vedas. Vedanda has its roots in Sankya Philosophy.
There are three sub-branhces for Vedanda :
1. Absolute Monism of Shankara
2. Vishishtha Advaita or qualified monism of Ramanuja
3. Dvaita of Madhva

PS: A close examination shows that the first 4 classical systems are not
entirely based on Vedas. But last two, the Purva Mimansa and the Uttar
Mimansa, certainly rely on the VedasThree Heterodox Schools of Indian
Philosophy
Schools that do not accept the authority of vedas are by definition
unorthodox (nastika) systems. The following schools belong to
heterodox schools of Indian Philosophy.

Carvaka
It is characterised as a materialistic and aesthetic school of thought.
Accepted direct perception as the surest method to prove the truth of
anything. Insists on joyful living.

Also known as Lokayata, Carvaka is a materialistic school of thought. Its

founder was Carvaka, author of the Barhaspatya Sutras in the final
centuries B.C.
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 Education Unit -1 THEORY

The original texts have been lost and our understanding of them is
based largely on criticism of the ideas by other schools. As early as the
5th Century, Saddaniti and Buddhaghosa connected the Lokayatas with
the Vitandas (or Sophists), and the term Carvaka was first recorded in
the 7th Century by the philosopher Purandara, and in the 8th Century
by Kamalasila and Haribhadra. It is a system of beliefs based on the
teachings of Siddhartha Gautma. Buddhism is a non-theistic philosophy
whose tenets are not especially concerned with the existence or non-
existence of God.
Four Noble Truths in Buddhism are the following.
1. There is suffering
2. There is a cause of suffering

3. There is a cessation of suffering

4. There is a way to the cessation of suffering
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Education Unit -1
Question Answer
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 Education Unit -1 Question Answer

1. The statement by the then (1) Neurology

Prime Minister Rajiv Gandhi (2) Epistemology
that a new education would (3) Beyond Philosophy
made so as to “Prepare Indians (4) None of the above
for the 21st Century in the year Answer: (2)
(1) 1990 (2) 1985
(3) 1987 (4) 1991 5. All levels of education are
Answer: (2) provided from the nursery to
the University stage in
2. Who had observed that the (1) Ashram at Pondicherry
art of education would never (2) Brahmo Samaj
attain clearness in itself without (3) Shantiniketan
philosophy? He was (4) Arya Samaj
(1) M.K. Gandhi Answer: (1)
(2) Fichte
(3) John Dewey 6. In today’s society school
(4) Gautam Buddha should give
Answer: (2) (1) Ornamental base
(2) Vocational base
3. The opinion that “our aim (3) Both a & b
should be to produce men who (4) None of the above
possess both culture and expect Answer: (2)
knowledge” given by
(1) Prof. A.H. Whitehead 7. Following attributes would
(2) Montessori correctly define learning
(3) Froebel (1) Understanding, imagination
(4) All of the above and workmanship
Answer: (1) (2) Change of behaviour,
practice and experience
4.How do we get knowledge (3) Belief, creativity, and
and how can we be sure it is endurance
true and not error? This area of (4) Intution, intelligence and
philosophy is called memorisation
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 Education Unit -1 Question Answer

Answer: (3) Answer: (4)

8. The 1968 national policy 10. Swami Vivekanand was

teacher education adopted by famous for speaking on
the Indian Government laid (1) Vedas
stress on the following aspects (2) Medicians
of teacher’s education (3) Gita
(1) Adequate emoluments and (4) Vedanta
academic freedom for teachers. Answer: (3)
(2) Travel allowance and family
(3) In-service training and 11. Article 45 under the
correspondence education for Directive Principles of State
teachers. policy in the Indian
(4) Promotion and retirement Constitution, provides for
facilities for teachers. (1) Rights of minorities to
Answer: (1) establish educational institutions
(2) Free and compulsory primary
9. If we believe in the dualistic education
theory of the mind versus body (3) Education for weaker
nature of man, have to arrive at sections of the country
the econsequence that (4) Giving financial assistance to
(1) Education is mechanisation in less advanced states
process and theoretical in Answer: (2)
development
(2) Learning is purely a matter of 12. Vivekanand was a
material changes in the (1) Religious guru nsions for te
behaviour of man (2) Poet
(3) Learning an education should (3) Philosopher
cater to observable behaviour of (4) All of the above
man Answer: (4)
(4) Education is purely a matter
of mental training and
development of the self.
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 Education Unit -1 Question Answer

13. The National Educational (2) Early nineteenth century

Policy of 1979, recommended (3) Early twentieenth century
also about the public schools achers
(1) their uniquencies and (4) End twentieenth century
traditions have to preserved the Answer: (1)
interests of the best talents of
the country 16. In ancient India religions and
(2) they should be brought under moral aims were dominated by
laws and regulations of the (1) Brahmnic system of
government public education education
system (2) Kshatriya system of
(3) they must be allowed the education
autonomy that was bestowed on (3) Both a & b
them by the past system of (4) None of the above
education Answer: (3)
(4) suitable ratio has to be
maintained for admission of 17. The concept of totalitarian
middle class and poor student education in the West was in
also. favour of
Answer: (4) (1) Treating education as a
binding factor of international
14. Rama Krishna Mission was understanding
founded by (2) The education of the
(1) Swami Dayanand individual for development of his
(2) Swami Vivekanand total personality
(3) Raja Ram Mohan Roy (3) Making the education of the
(4) Guru Nanak Dev individual as an instrument for
Answer: (2) realising the ends of the state
(4) Making the state responsible
15. Annie Besant inspired the to evolve education as a means
opening of schools in many of satisfying individual’s needs
cities in and interests.
(1) End of nineteenth century Answer: (3)
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