8609 All Slides

• OBJECTIVES OF THE COURSE
• After completion of the course, the trainee teachers will

be able to:
• 1. Describe the scope of philosophy and branches of
philosophy.
• 2. Analyze the relationship of education and
philosophy.
• 3. Evaluate the role of philosophy in educational policy
and practice.
• 4. Discuss the main tenets of idealism and realism.
• 5. Define naturalism, pragmatism and existentialism.
• 6. Identify the similarities and differences among
naturalism, pragmatism and existentialism.
• 7. Differentiate between different sources of knowledge.
• 8. Explain the dialectical method of Socrates.
• 9. Evaluate Plato’s theory of education and point out its
contribution to the field of education.
• 10. Analyze Aristotle’ curriculum of education.
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• 11. Describe John Lock’ theory of knowledge.
• 12. Evaluate John Dewey’s philosophy of education.
• 13. Describe principles of curriculum formation.
• 14. Analyze Herbart’s Theory of Ideas.
• 15. Discuss Imam Al-Ghazali’s view about teaching.
• 16. Explain role of contemporary philosophies in
education.
• 17. Compare different philosophies for curriculum
development
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Unit # 1
Introduction to Philosophy
Objectives
• After reading this unit, you will be able to:

1. Define philosophy
2. Describe the scope of philosophy
3. Discuss the branches of philosophy
4. Analyze the relationship of education and philosophy
5. Evaluate the role of philosophy in educational policy and practice
And Define Idealism
Philosophy
• The term philosophy has been derived from the two Greek words,
• Philosophy = Philos + Sophia
• Philos means “Love for”
• Sophia means “Wisdom or knowledge”
• So, philosophy means “love for wisdom”
• A search for the wisdom of life
• An attempt to understand the universe as a whole
• An examination of our moral responsibility and our social obligations

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Definitions of Philosophy
• According to Greek Philosopher Plato,

– “Philosophy aims at a knowledge of the eternal nature of things”
• According to Aristotle,
– Philosophy is a science which investigates the nature of being as it is in itself.
• Herbert Spencer said

– "Philosophy is concerned with everything as a universal science."
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Meaning of Education
• The word Education has been derived from the Latin words
‘educare’ meaning to bring up‟; ‘educere’ meaning draw out and
‘education’ meaning the act of teaching or training.
• According to Aristotle, Education is the creation of a sound mind in
a sound body.
• According to Islamic point of view:
“Education is the process of preparing individuals as vicegerent to Allah (SWT) in
society on earth.”
Philosophy of Education
• Philosophy of Education is concerned with the aims of

education and the basic philosophical problems arising in
the field of education.
• It may be defined as the application of philosophy in the

field of education to solve various educational issues.
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Cont…s
• Educational philosophy provides answers of educational

issues,
• Why to educate (aim)
• Whom to educate (child)
• Who to educate (teacher)
• What to educate (curriculum)
• How to educate (methods) etc.
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Scope of Philosophy
(1) Field of Philosophical Sciences
– The scope of philosophy includes different philosophical sciences such as;
– Metaphysics, epistemology, logic, philosophy of science, axiology, aesthetics, ethics,
– Philosophy of Religion, Philosophy of Education, Philosophy of History etc.
(2) Field of Philosophy as Comprehensive Science
– Philosophy is the science of sciences, the mother of all sciences.
– Its scope includes the criticism and synthesis of the hypothesises and conclusions of
the physical and social sciences.
(3) Subject Matter of Philosophy:
– The scope of philosophy clarifies its subject matter. Its subject matter includes
the conclusions and postulates of all the physical and social sciences besides
their general problems.
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Branches of Philosophy
1. Epistemology. Philosophy 4. Philosophy of Sciences.

is the search for 5. Philosophy of social
knowledge Sciences.
2. Metaphysics a. Philosophies of Education
a. Cosmogony. b. Social Philosophy
b. Cosmology
c. Ontology c. Political Philosophy
d. Philosophy of self d. Philosophy of History
e. Eschatology.
e. Philosophy of economics
3. Axiology
a. Ethics
b.
c.
Aesthetics
Logic studies truth.
6. Semantics.
Relationship of Education and Philosophy
• Philosophy plays an important role in;
– Providing direction to education
– Providing a theory of knowledge for education
• According to Soltis (1988) has three dimensions:
1. Personal dimension: having a set of personal beliefs about what is
good, right, and worthwhile in education.
2. Public dimension: aimed at guiding and directing the practice of
many
3. Professional dimension: Provides specific guidelines for the
practice of teaching
Cont…
• Philosophy and Education are closely interrelated.

• It is the application of philosophy to study of the problems of
education that is known as philosophy of education.
• According to Ross,
– “Philosophy and education are like the two sides of a coin”.
• This indicates the fact that plant of education draws its
nourishment from the soil of philosophy.
• Philosophy answers all the ultimate questions of Education.
Role of Philosophy in Educational Policy and Practice
• Philosophy Determines the Real Destination towards Which Education has to
Go
• Philosophy Determines the Various Aspects of Education Some scholars
believe that philosophy is concerned with abstract items and conceptions
only, while education deals with practical, concrete things and processes.
• Great Philosophers have been Great Educationists Also History bears
eloquent testimony to the fact that great philosophers have been great
educationists also of their times.
• Both philosophy and education are interdependent.
• All great philosophers have employed education to translate their philosophical ideas
into practice.
• Education is the Dynamic Side of Philosophy
• Education is a Means to Achieve the Goals 14
Scope of Philosophy of Education
• Philosophy and Aims of Education

• Philosophy and Curriculum
• Philosophy and Text Books
• Philosophy and Methods of Teaching
• Philosophy and Discipline
• Philosophy and Teacher
• Philosophy and Evaluation
15
General Philosophies
At the metaphysical level, there are four broad philosophical

schools of thought that apply to education today.
1) Idealism
2) Realism
3) Pragmatism
4) Existentialism
Learning Panel (03127644396) 16

Idealism
• Father of Idealism great Greece philosopher Plato (Teacher of
Mathematics)
• His famous book, The Republic
• Idealism is reflection of ideas of mind because “Mind is
absolute reality”
• World is eternal, permanent, and universal
• The soul is fully formed prior to birth and is perfect
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• Father of Realism great Greece philosopher and Physician
Aristotle (student of Plato)
• The ultimate reality is the world of physical objects, focus is
on the body.
• Believe in logic, reasoning and rational thoughts.
• The Realist curriculum emphasizes the subjects of the physical
world, particularly science mathematics and medical sciences.
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Pragmatism
• Word “Pragma” means action and practice
• Late 19th centaury American philosophy also known as
Experimentalism, Instrumentalism.
• Focuses on the reality of experience and constant change.
• Charles Peirce (1839-1914) and John Dewey (1859-1952) are
famous Pragmatists.
• Teaching methods hands-on problem solving, experimenting,
projects and students work in groups.
Existentialism
• A life centered philosophy

• Reality is subjective and lies within the individual because every
person is unique in this world.
• The focus is on freedom, the development of authentic individuals.
• Existence comes before any definition of what we are,
• Because there is nothing before the birth and will be nothing after the
death.
• Existentialists suggest classrooms should be a matter of personal
choice.
• They start with the student, rather than curriculum content 20
Educational Philosophies
These educational philosophical approaches are currently used in

classrooms the world over.
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Perennialism
• Perennial means “principle”

• Life is set of some basic unchangeable and unchallengeable
everlasting principles.
• Humans are rational beings, and their minds need to be
developed.
• Curriculum focuses on cultural literacy, stressing students'
growth in enduring disciplines.
• Study of “Great Books” by Robert Maynard Hutchins is
mandatory.
Essentialism
• Study of essential knowledge, skills and values

• Promotes Core Curriculum
• Teacher and subject centered education
• Training students to read, write, speak, and compute clearly
and logically
• Students should be taught hard work, respect for authority,
and discipline
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Progressivism
• John Dewey s’ Child centered educational philosophy

• Progressivists believe that education should focus on the whole
child, rather than on the content or the teacher.
• Learner s’ Individual experiences in the physical and cultural
context.
• Believe in learning by doing
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Reconstructionism
• Philosophy of educational and Social Reforms

• Focuses on change, future and democracy
• Critical thinking and use of technology
• A revolutionary theory
• Curriculum focuses on student experience and taking social
action on real problems
• Community-based learning and bringing the world into the
classroom are also strategies (Cohn, 1999)
• 1. Analyze the objectives of any textbook for class 10th in
the perspective of idealism and prepare a report on it.
• 2. Make a list of teaching methods being used in our
classrooms. Identify their relationship with educational
philosophies

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• Unit–2: CLASSICAL & MODERN PHILOSOPHICAL
PERSPECTIVES ON EDUCATION I
Idealism is a philosophical approach that has as its central

tenet that ideas are the only true reality, the only thing
worth knowing. In a search for truth, beauty, and justice
that is enduring and everlasting; the focus is on conscious
reasoning in the mind. Plato, father of Idealism, espoused
this view about 400 years BC, in his famous book, The
Republic.
• OBJECTIVES
After reading this unit, you will be able to:
1. Define Idealism and Realism.
2. Compare Idealism and Realism.
3. Analyze curriculum on the basis of Idealism and Realism.
4. Discuss the main tenets of Idealism and Realism.
5. Evaluate the Role of Realism in the History of Education.
28
Idealism
PRINCIPLES OF IDEALISM
1. Presence of universal mind.
2. Regards man as a spiritual being.
Plato- father of Idealism
3. The world of ideas and values are superior than the
materialistic world.
4. The Real knowledge is perceived in mind.
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Chief Characteristics of Idealism
• Universe exists within the spirit or mind.
• Mechanistic explanation of universe is inadequate.
• Teleological explanation of universe.
• Synthesis between Man and Nature.
• Man is central to the universe.
• Special attention to the normative and social sciences.
• Evaluative explanation of the universe.
• Conceptualists.
• Universe is knowledge.
• Emphasis on the mental or spiritual aspect of universe.
Types of Idealism
• Subjective Idealism
– Only minds and mental contents exist.
– Associated with immaterialism (material things do not exist)
• Phenomenalism
– Physical objects cannot justifiably be said to exist in themselves,
– but only as perceptual phenomena or sensory stimuli situated in time and in space.
– Reduce talk about physical objects in the external world to talk about bundles of sense-data
• Objective Idealism
– Idealistic metaphysics that postulates that there is in an important sense only one perceiver,
and that this perceiver is one with that which is perceived.
Idealism in Education
Aims and Ideals of Education
1. Self-realization
2. Exaltation of personality through self-realization
3. Universal education
4. Development of inventive and creative powers
5.Conservation, promotion and transmission of cultural heritages
6. Bringing out or the enrichment of the cultural environment
7. Development of moral sense
8. Cultivation of spiritual values.
9. Prepare for adulthood
33
Idealism and Curriculum
• Liberal arts Humanities
• The trivium
• Cognitive Knowledge
• Skills with words
• Structured
• Rigid curriculum
• Pre-existent reality
• Finite (Fixed)
• Revealed
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Idealism and the Educator
• Model of morality and scholarship Mentor

• Charismatic
• Traditional
• Adults know, children do not Exemplar of the ideal
• High teacher control
• Teacher-centered
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Idealism and Educational Methods
• Lecture
• Recitation
• Essays
• Word dependent
36
Idealism and Educational Methods
• Instruction
• Activity
• Experience
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Idealism and Discipline
• Obedience
• Mental discipline Rules
• Punishments
• Extrinsic
• Discipline models
– “Spare the rod, spoil the child”
– Reward/punishment
– “Tough love” Corporal punishment
Idealism in Contemporary Education
• Wider and higher aims.

• The ideal teacher.
• Integrated and multisided curriculum.
• Moral education.
• Self-discipline.
• Psychological methods.
• Visit a secondary school and observe a classroom
environment. Evaluate teaching learning process in the
perspective of Idealism and make a report of it.
40
41
Unit # 2 and 3
Classical and Modern Philosophical
Perspectives on Education-I & II
One touch of
“
nature makes the

whole world
kin.” –William
Shakespeare
Learning Panel 03127644396
Objectives
 After reading this unit, you will be able to:
1. Define Idealism and Realism.
2. Compare Idealism and Realism.
3. Analyze curriculum on the basis of Idealism and Realism.
4. Discuss the main tenets of Idealism and Realism.
5. Evaluate the Role of Realism in the History of Education.
6. define naturalism, pragmatism and existentialism.
7. Identify similarities and differences among naturalism,
pragmatism and existentialism.
8. Analyse teaching learning process to the basis of naturalism,
pragmatism and existentialism.
9. Discuss the main tents of naturalism, pragmatism and
existentialism.
10. Evaluate the role of modern philosophies in education
Realism
 Modified By Gemore, Russel, John Wild.
 Things we see and perceive are real and
knowledge acquired through senses only is true.Aristotle- father of Rea
Definition
 In J.S. Ross's opinion, "the doctrine of realism
asserts that there is a real world of things behind
and corresponding to the objects of our
perception".
 According to Butter, "realism is the
reinforcement of our common acceptance of this
world as it appears to us".
Realism and Aims of Education
 (a) Prepare the child for a real life.
 (b) Prepare the child for a happy and successful life.
 (c) Fosters mental and physical powers of child.
 (d) Developing and training of senses.
 (e) Providing vocational education.
 (f) Make the child familiar with the nature and social
environment

The Chief Tenets of Realism
 Existence of objects is independent of knowledge.
 Qualities are inherent in known objects.
 Knowledge does not affect the object or its qualities.
 Knowledge of objects is direct.
 Objects are common.
 Relation between object and thought.

Types of Realism
 The main types of realism are the following:
1. Naive realism.
2. Representationism
3. Neo-Realism
4. critical-Realism
Comparison of Idealism
and Realism
 Difference in epistemology. Idealism and realism differ in the following
respects on the various questions of epistemology:
(i) According to idealism objects have no existence apart from their ideas,
while according to realism, objects have an existence independent of
any knowledge of them.
(ii) Idealism maintains that qualities are imposed on the object by the
mind while realism holds that qualities are a part of the object.
(iii) The idealistic tenet is mat knowledge influences the object and its
qualities while the realist theory is that objects cannot be affected in
this way.
(iv) According to idealism objects are known indirectly through the
medium of their ideas but realism holds that objects are known
directly.
(v) In idealism it is believed that different objects appear differently to
different people but in realism it is believed that objects are universal.
 2. According to idealism objects are not what they appear to be since
their knowledge is indirect but realism maintains that objects are
precisely what they appear to be.
 (i) According to idealism objects have no existence apart from their
ideas, while according to realism, objects have an existence
independent of any knowledge of them.
 (ii) Idealism maintains that qualities are imposed on the object by the
 (iii) The idealistic tenet is mat knowledge influences the object and its
this way.
 (iv) According to idealism objects are known indirectly through the
directly.
 (v) In idealism it is believed that different objects appear differently to
 3. According to idealism objects are not what they appear to be since
precisely what they appear to be.
 (I) According to idealism objects have no existence apart from their
ideas, while according to realism, objects have an existence
independent of any knowledge of them.
 (ii) Idealism maintains that qualities are imposed on the object by the
 (iii) The idealistic tenet is mat knowledge influences the object and its
this way.
 (iv) According to idealism objects are known indirectly through the
directly.
 (v) In idealism it is believed that different objects appear differently to
 (vi) According to idealism objects are not what they appear to be since
precisely what they appear to be
 4. Metaphysical Differences. From the metaphysical
standpoint realism and idealism differ in the following
respects:
 (i) According to the idealists the universe exists within
the mind while the realists are of the opinion that the
natural world is independent of the mind.
 (ii) The idealists believe in some kind of synthesis
between man and nature while the realists deny the
existence of any such synthesis.
 (iii) Idealism states that man is the centre of the
universe while realism does not attach the same
importance to man with reference to universe.
 (iv) Idealists are idealistic while the realists are
realistic
 5. Difference on cosmology. Realism and idealism differ in the
following respects on questions regarding cosmology:
 (i) According to idealism the mechanistic explanation of the
universe is not adequate while realists propound this
mechanistic explanation.
 (ii) Idealism holds that creation of the universe is teleological
while the realists do not believe in there being any purpose in
creation.
 (iii) In explaining creation the idealists lay the stress on
normative and social sciences while the realists rely more heavily
on the natural sciences in their explanation of creation.
 (iv) Idealism puts forth a value judgment of the creation while
realism is more factual in this analysis.
 (v) According to the idealists the world is known through the
mind while realists do not attach so much importance to the
mind in understanding the universe.
 (vi) Idealism stresses the mental and spiritual in its explanation
of the world and realism the material and physical.
Realism in Education
 The following may be considered landmarks in the field of
realistic thinking in education:
1. Erasmus (1446-1537)
2. Rabelais (1483-1533).
3. John Milton (1608-1674).
4. Michael de Montaigne (1533-1592)
5. Richard Mulcaster (1531-1621).
6. Francis Bacon (1561-1626)
7. Ratke (1571-1635).
8. Comenius (1592-1670).
9. Johann Friedrich Herbart (1776-1841)
10. Herbert Spencer (1820-1903).
Aims of Education
1. Activities concerned with language
2. Activities concerned with hygiene
3. Citizenship activities
4. Ordinary social activities
5. Leisure activities
6. Activities of mental health
7. Religious activities
8. Activities concerning race-preservation
9. Vocational behaviour activities,
10. Vocational activities.
Curriculum
 The child should be allowed to choose subjects according to his
ability from detailed curriculum.
 He should be taught what is useful in his life.
 Learning according to one's abilities.
 Subjects should be planned according to the needs of the
society.
 Education should enable the student to adjust to changing
social circumstances.
 The curriculum should have utility.
 The curriculum should lay emphasis upon science subjects—
physics, chemistry, biology, astrology, etc.
Methods of Teaching
 Lecture
 Recitation Labs/audio-visual
 Words and things
Contribution of Realism to
Education
 Like other systems of philosophy of education realism has its
advantages and disadvantages.
 Its impact can be seen everywhere.
 The realist philosophers influence practical education.
 In seventeenth century academies for the teaching of natural
sciences developed everywhere in Europe and later on in
America in eighteenth century.
 Technical and vocational education has become a common
feature of education everywhere.
 Thus, the following may be considered to be the contribution of
realism to education.
Cont…
 Education in Technical and Vocational Subject
 Practical Bias
 Practical Aims.
 Widening of Scope
 Scientific Teaching Methods
 Objective Attitude
 Sense Training
 Realistic School Organiation
 Too Much Emphasis on Objectivity
 Too Much Emphasis on Facts
 Positivism and Meliorism

Naturalism
 Naturalism is the philosophy that separates nature from
God,
 Subordinates spirit to matter and set up unchangeable laws
as supreme.
 In naturalism efforts are made to develop personality of a
child in order to make him a natural man.
 According to naturalism, the personality of the child
disintegrates in the attempt for making it cultured and
civilized.
 It is like destroying the useful elements of food in the
attempt of making it delicious.
Analyze National Educational Policy 2009 on the basis
of Idealism.
 2. Visit a secondary school and observe a classroom
environment. Evaluate teaching learning process in
the perspective of Realism and make a report of it

Unit–3: CLASSICAL & MODERN PHILOSOPHICAL
PERSPECTIVES ON EDUCATION II
OBJECTIVES
1. Define Naturalism, Pragmatism and Existentialism.
2. Identify the similarities and differences among Naturalism,
Pragmatism and Existentialism.
3. Analyze teaching learning process on the basis of
Naturalism, Pragmatism and Existentialism.
4. Discuss the main tenets of Naturalism, Pragmatism and
Existentialism.
5. Evaluate the Role of modern philosophies in education.

Naturalism
 Rousseau, in his book ‘Emile’, advises to follow the
nature.
 According to him , the teaching process should not be
difficult , rather it should be made easy as far as possible
and children should get opportunities for contact with
nature, experience reality directly and discover the process
of learning themselves, instead of making them dependent
on written word.

Naturalism
According to Naturalism there are two types of nature that
is
 (i) Physical Nature and
 (ii) Psychology of the Child. They believes that when
psychology of the child corresponds with physical nature
than only learning happens.

Principles of Naturalism
 Nature is the ultimate reality. So the child should be
encouraged to learn with the nature.
 It gives full freedom to the child so that they can learn
whatever they want.
 According to this philosophy senses are the gateway of
knowledge.
 They encourages negative education and discourages
traditional teachings.
 In addition they believe in child centered education and
opposes bookish knowledge.
 They supports science education and has no faith on soul.

Aim of Education in Naturalism
 Education should aim at perfect development of
individuality.
 It serves as a mean to attain present as well as future
happiness.
 Indeed education should enable a child to adapt with their
environment.
 In particular education prepares the child for future
struggles of life.
 To enhance self expression of the child.
 It should aims at natural development of the child.

Curriculum Framing Principles
of Naturalism
 Principle of child centered education that means curriculum should be
framed according to the needs, interest, aptitude of students.
 Principle of flexibility that seeks a flexible curriculum according to
the need.
 The principle of activity and play or activity based curriculum.
 Principle of life centeredness that means curriculum should relate
with the life of the people.
 The principle of scientific study.
 Principle of broad based curriculum with equal emphasis on past,
present and future.
 Moreover, gives importance to the subjects like Nature study,
Agriculture, Gardening, Art, Craft, Botany, Geology, Geography etc.
Method of Teaching in Naturalism
 Learning by doing method in order to ensure active involvement
of students in the teaching learning process.
 Play way method.
 Learning by experience or activity method.
 Self government and self effort of students to learn by
themselves.
 Observation method where students observes their surrounding
environment, peoples, things and learn from his observation.
 They follow different methods of teaching according to the
interests, capacities and aptitude of the child.
 OTHERS: Apart from this method naturalists adopt Dalton Plan,
Kindergarten, Excursion method, Montessori method,
Experimentation method etc
Role Of Teachers in Naturalism
 Teacher must be a friend of the child.
 Also teacher should behave sympathetically and affectionately
towards the children.
 Particularly, nature is the Supreme teacher.
 The teacher should understand about the child, his needs,
interests etc.
 Teacher is called to be a stage setter who gives the stage to
students to learn by themselves.
 Teacher should create and facilitate learning situations or
environment so that students learns themselves.

Discipline in Naturalism:
 Naturalist gives full freedom to the child to perform as
well as learn whatever he likes.
 There is full freedom, free society as well as no
punishment.
 Moreover, naturalists assumes that the child has no
knowledge of good and bad, but he suffers pain when he
makes a mistake, and pleasure when he does something
right.
 Thus he gets reward or punishment for his actions.

Contribution of Naturalism to
Education
 Like other systems of philosophy of education, naturalism
has also made important contribution to education.
 It made education
1. paidocentric,
2. psychological,
3. free, self dependent,
4. related to nature and society,
5. based upon developmental psychology,
6. democratic,
7. multisided and natural to the stages of development.
8. Play way of education
9. Development of the child according to its nature.
10. Importance of developmental psychology
11. Comprehensive curriculum
12. Development of democratic qualities.
13. Development of child psychology
14. Support of residential schools.
15. Revolution in all fields of education.

Merits of Naturalism
 It gives the child a very important place in the educational
process.
 It treats a child as child, and not as a adult. The child is good and
pure at the time of birth.
 Further, it considers nature as the best teacher in whose company
the child learns better because society is full of evils.
 It considers individual interests, aptitudes, inclination, needs and
capacities while structuring the curriculum.
 It prepares and encourages the child to engage in
experimentation, discoveries and inventions.
 It motivates the child to acquire more knowledge in natural
environment.
Demerits of Naturalism
 Nature centered study makes the child unsocial with no feeling
of social service.
 Naturalism ignores the spiritual world and considers the
material world only.
 Naturalism lays stress on solution for the present needs and
problems and neglects his future needs and problems.
 As a result it has failed to prepare the child for future life.
 Naturalism advocates unrestricted freedom for the child which
is undesirable and harmful for the child.
 It minimizes the role of the teacher in the educative process.
 Therefore the teacher is merely an observer, sympathetic guide
and helps in structuring experience for the child.
Fundamental Principles of Pragmatism
1. Pluralism
2. Emphasis on change
3. Utilitarianism.
4. Changing aims and values.
5. Individualism
6. Emphasis on social aspects
7. Experientalism

Forms of Pragmatism
1. Humanistic pragmatism.
2. Experimental pragmatism
3. Nominalistic pragmatism
4. Biological pragmatism

Pragmatism in Education
 Importance of human effort
 Faith in the future
 Empiricism
 Experimentation
 Dualism
 Stress on practical success.
 Humanitarianism
 Democracy
 Emphasis on human personality
 Social function of education
 Comprehensive education.

curriculum
 Principle of utility
 Principle of child's interest
 Principle of child's experience
 Principle of integration
Discipline in Pragmatism
All that the educator has to do to create discipline is to evoke a sense of
social responsibility in the child, not to compel the child to submit to
external pressure.
Social responsibility helps the educand to become disciplined and this
discipline helps him in successfully performing all personal and social
tasks. This is the psychological justification of discipline

EXISTENTIALISM
Existentialism in the broader sense is a 20th century
philosophy that is centered upon the analysis of
existence and of the way humans find themselves
existing in the world.
The notion is that humans exist first and then each
individual spends a lifetime changing their essence or
nature.

The Chief Characteristics of Existentialism
1. Criticism of Idealism.
2. Criticism of naturalism
3. Criticism of scientific philosophy
4. Born of despair
5. Value of human personality
6. Importance of subjectivity
7. No construction of philosophical system.
8. Emphasis on the problem of the relation of
individual and world
9. Emphasis on the problem of inner conflict.
The Aim of Education
 The aim of education, according to existentialism, is
the realization of inner truth.
 Existential education is childcentred.
 Existentialist's approach to education is almost an
inversion of the realist approach. In the field of
curriculum while the realists exclusively emphasize
science, the existentialists find out that science and
objective education serves our relation with ourselves

Contribution to Education
 Total development.
 Subjective knowledge
 Importance of environment

1. Analyze National educational policy 1998 on the
basis of Pragmatism, prepare a report and discuss in
the workshop.
2. Visit a secondary school and observe a classroom
environment. Evaluate teaching learning process in
the perspective of Naturalism and make a report of
it.

Unit # Unit # 4 & 5
Sources of Knowledge,
GREEK PHILOSOPHERS’
PERSPECTIVE ON EDUCATION
Online Workshop for B.Ed. (1.5) 2020

AIOU Islamabad
Learning Panel (03127644396)

OBJECTIVES
1. Describe significance of different sources of
knowledge
2. Differentiate between different sources of

knowledge
3. Identify the reliable source of knowledge

introduction
 Knowledge seems to be something we gain as we live.
Knowledge is the awareness and understanding of
particular aspects of reality.
 It is the clear, logical information gained through the
process of reason applied to reality.
 Throughout the history of philosophy, it received a
number of solutions.
 This unit is focused about such solutions. It will
describe in detail different sources of knowledge
acquisition.
Revealed
 This sort of knowledge is based upon revelation from some
supernatural celestial beings
 Something to relate with religion
 Basis for phenomenal properties, as well as the belief in God
 Knowledge that exists independent of human conception
 A knowledge that God has disclosed to man
 God inspired certain man to write down the truth that He revealed
to them
 Who profess this knowledge totally surrendered oneself to the
source of such revelation
 Supernatural being, is eternally superior and cannot be said to lie
or make a mistake

Cont…
 In the Islamic tradition, the Quran is held to be an
authoritative and revealed source of knowledge.
 In the Christian fold dreams, visions and even the Bible
have come to be accepted as forms of revealed knowledge
 Revealed knowledge is associated with interpretation of
messages
 It is not suitable for classroom situations as teacher cannot
impact objectives knowledge based on revelation.

Cont…
 There is a metaphysical aspect and a physical in revealed
knowledge.
 The metaphysical teaches the nature of the Divine Unity.
 The physical provides a code of behavior.
 Revealed knowledge comes from a supernatural entity.
 According to Islamic belief, Allah created man and provided
him with the tools for acquiring knowledge, namely hearing,
sight, and wisdom. Allah says:
 “And Allah has brought you out from the wombs of your mothers
while you know nothing. And He gave you hearing, sight, and
hearts that you might give thanks (to Allâh)[al-Nahl 16:78]
Intuition
 “Acquiring knowledge that is based on subjective feelings,
 Interpreting random events as non-random events, or
believing in magical events
 For example, you may have heard someone say “Bad things
happen in threes.”
 Where does this idea come from?
 Intuitive Knowledge is the ability to utilize and acquire
knowledge without the use of reason.
 It is the most personal way of knowing.
 It is immediate cognition or sharp insight.
Cont…
 Intuitive knowledge is based on intuition, faith, beliefs
etc.
 Human feelings plays greater role in intuitive
knowledge compared to reliance on facts.
 Intuitive knowledge involves direct and immediate
recognition of the agreement or disagreement.
 It yields perfect certainty, but is only rarely available to
us.
 Intuition as a mode of knowledge develops on the basis
of immediate apprehension.
Cont…
 Bertrand Russel (1912) claimed that all our knowledge of
truth depends upon our intuitive knowledge.
 According to Ezewu
 “This simply means that intuition is a way of knowing something
that one cannot really explain because it transcends ordinary sense
experience or reason. Intuition may occur as a sudden arrival of
solution to one’s problem or puzzle, having worked for some hours
or days without arriving at such solution.”
 Intuitive knowledge cannot be verified by the senses or the
intellect.
 The true knowledge that comes from beyond the intellect
and that is the intuitive knowledge.

Authority
 Authoritarian knowledge relies on information
that has been obtained from books, research
papers, experts, supreme powers etc.
 Authoritative knowledge comes from the
experts.
 It is only as valid as the assumptions on which
it stands
 A source of information have limitations
Rational
 Rationalists believe that knowledge can be arrived at through the use of reason
or deductive reasoning.
 The view that reasoning or logic is the central factor in knowledge is known as
rationalism.
 Reason plays a role in observation, and so that the mind is more fundamental
than the senses in the process of knowledge-acquisition.
 Someone who views the world through the lens of revealed knowledge has a
belief, and then attempts to force all of the evidence to support the conclusion.
 If it does not support the conclusion, is it either discounted or discarded.
 Someone who views the world through the lens of rational knowledge would
look at the evidence and either admits he didn’t know

Cont…
 Theorize on the most probable likelihood, accepting the
possibility that he might be incorrect.
 Rational Knowledge = Evidence in search of a conclusion
 Rationalists proposed an active mind that acts on information
from the senses and gives it meaning
 For rationalists, there are rational reasons some acts or
thoughts are more desirable than others
 Rationalists emphasize reasons for behavior

Empirical
 The empirical knowledge is an attempt to discover a basis for
our knowledge in sense experience.
 It finds recourse or confirmed by the evidence of sensory
experience.
 It is thus derived from the use of five senses.
 It is the evidence of the senses that gives meaning to empirical
knowledge.
 There can be no knowledge outside sense experience.
 It is fundamentally rooted on sense experience.
 It stands to reason that observation and experimentation will
also be basic to empirical knowledge.

Cont….
 Empirical evidence—rooted in objective reality and
gathered directly or indirectly through the senses rather
than through personal beliefs or hunches
 Empiricists describe a somewhat passive mind which acts
in mechanical way
 Empiricists proposed that experience, memory,
associations, and hedonism determine not only how a
person thinks and acts but also his or her morality.
 Empiricists emphasize mechanical causes of behaviour.

1. Make a list of examples of empirical knowledge.
2. When and how do you use rational knowledge in
your life?
3. List down examples of authoritative knowledge from
your own experience.
4. List down some examples of intuitive knowledge
from your own life.
5. List down some examples in which shows that
revealed knowledge helps human beings.

Unit # 5
GREEK PHILOSOPHERS’
PERSPECTIVE ON EDUCATION
OBJECTIVES
1. Explain the dialectical method of Socrates.
2. Describe the fundamental principles of Socratic wisdom.
3. Critically evaluate Plato's idea of education according to
classes.
4. Evaluate Plato's theory of education and point out its
contribution to the field of
education.
5. Discuss Aristotle’ aim of education
6. Analyze Aristotle’ curriculum of education

Philosophers
Socrates, 469-399
Believed that one arrives at the truth by questioning the
assumptions on which all things are based
Plato, 428-347
Student of Socrates
Aristotle, 384-322
Student of Plato

Greek Philosophy & Its Origins
Philosophy =love of wisdom
Egyptians contemplated how the
natural world around them
worked
Early Greeks used mythological
stories to explain the natural
world
7th Century BCE –Greeks looked
for new, more practical
explanations

Socrates (469-399 BCE)
What little we know comes from his student, Plato and
his enemy, Aristophanes
Humble birth
Wrote nothing down
Founded no formal school
Believed material things would not bring happiness
Died for his principles

THE SOPHIST PREDECESSORS
 About the fourth or the third century before the

Christian era, a new school of teaching came into
being in Greece. The enlargement of the intellectual
horizon resulting from the unrest that ensued
demanded a class of men who could impart quickly
every kind of knowledge. All sorts of conditions were
pressed into the service of education and classed
under the general title 'Sophist' to satisfy this demand.

OBJECTIVES OF GREEK EDUCATION
 The prejudice against the sophists was intensified by
the fact that they degraded knowledge by making its
aim direct utility. Education was with the Greeks
training for leisure, not for a livelihood. It was asked
the Protagoras, 'Why may you not learn of him in the
same way that you learned the arts of grammarian or
musician or trainer, not with the view of making any of
them a profession,

Socratic Method
Method of rigorous questioning technique
Designed to “sting” people into realizing their own

ignorance
Provoke genuine intellectual curiosity
True knowledge gained only by constantly
questioning assumptions that underly all we do
To achieve truth is to engage in a permanent state of
critical thinking

THE DIALECTICAL METHOD
• Socrates did not wish to convince others about the validity
and correctness of his views.
• Rather he wanted that everybody should be;
• His own philosopher
• Should be critical and think for himself
• He was convinced that every person had in him the germ for
rational thought
• He wanted to draw attention of others to the crucial
significance of philosophy for the life
• The approach of Socrates is summed up in two words—
Dialectical Method.

Cont…
• According to Socrates, “Knowledge is virtue".
• Knowledge is vision of universal truths.
• To discover this knowledge Socrates used dialectical method.
• He has nowhere given a systematic description of this
method.
• His style of developing philosophical ideas was unique.
• He would direct the course of conversation.
• This method was dialectical because to all proposed
meanings and definitions of concepts, Socrates would bring
out the defects in people and thus persuade his debater to
modify his definition to rectify the defects pointed.
• At the end a really satisfactory definition was found.

SALIENT FEATURES OF DIALECTICAL
METHOD
 Dialectical method as employed by Socrates
clearly displays the characteristics of
1. Methodological doubt;
2. Intellectual dialogue;
3. Deductive and inductive determination of truth
4. Theory of knowledge
5. Theory of concepts
6. Reason and definition in knowledge
7. Knowledge and virtue

THEORY OF KNOWLEDGE
 The chief problem which engaged concentrated attention of Socrates
was the challenge posed by the Sophists to objective truth and morality.
 Sophist means a wise man; and Sophists indeed were learned men who
offered to teach against suitable payment the art of rhetoric’s and
argumentation.
 They believed that there was no objective truth and morality and that
each view was no more than one opinion of a particular person.
 Therefore, superiority of an opinion is not to be proved by its inherent
character but by the manner and force of an argument.
 Accordingly, they placed utmost emphasis on the art and science of
argumentation.
 In order to reach the truth, man must indeed be sceptical about all
sorts of opinions entering his head.

THEORY OF CONCEPTS
 Socrates believed that knowledge was gained through
the medium of concepts.
 A concept is an idea representing the characteristics
common to all members of a class.
 A concept is opposed to a percept. A percept is an idea
based on the observation of a particular thing, whereas
a concept is an abstraction intellectually derived by
considering the common features in a class of things.

KNOWLEDGE AND VIRTUE
 Socrates firmly believed that right knowledge is the
key to right conduct. As a matter of fact he held that
no one ever committed any wrong knowingly, that vice
was bred by ignorance about the nature of things
rather than from the defect of the will.

Fundamental Principles of Socratic
Education
1. Knowledge is the Goal of Life.
2. Virtue can be taught.
3. Virtue is one.
4. Virtue is Bliss.

Legacy
Socrates used the claim of wisdom as his moral basis
Chief goodness consists in the caring of the soul
concerned with moral truth and understanding
“Wealth does not bring goodness, but goodness brings
wealth and every other blessing, both to the individual and
to the state”
“Life without examination (dialogue) is not worth
living”
“I am a citizen of the world”
“I know nothing except the fact of my ignorance”
He would want you to evaluate society and your own life
regularly!

Plato (429-347 BCE)
The “idealist” or “dreamer”
Born into a wealthy family
Name means “high forehead”

Student of Socrates
Left Athens when Socrates died but
returned to open a school called theAcademy in
385 BCE
Wrote 20 books, many in the dialectic style (a
story which attempts to teach a specific
concept) with Socrates as the main character

Plato’s Ideas
Idealist, believes in order and harmony, morality and self-
denial
Immortality of the soul
Virtue as knowledge
Theory of Forms –the highest function of the human soul
is to achieve the vision of the form of thegood

Aim of Education
• According to Plato, man's mind is always active.
• Man is attracted towards the things all around.
• The educator should take advantage of this tendency in
the child and educate him.
• He should pay attention to the objects which surround
the child.
• The process of education advances through this
constant interaction.
• Human individual requires positive environment not
only in infancy but through his entire life.

Cont…
• According to Plato, the process of education is never
complete.
• Plato has laid the greatest stress on mental development
in education.
• Education aims not merely at providing information
but at training the individual in his duties and rights as
a citizen.
• In Plato's opinion, the aim of education is human
perfection
• He suggests a curriculum which comprehends all
subjects.

Curriculum of Education
1. Bodily Development.
2. Educational Impressions.
3. Training in Music.

Role of Educator
• Educator is like the torch bearer who leads a man.
• His task is to bring the educand out of the darkness of the
cave into the light of the day.
• Plato believes that the child learns a great deal through
imitation.
• He will acquire the behaviour of the people among whom he
is make to live.
• Keeping in mind the status of the child, he should be made to
live among people from whom he can learn good habits and
avoid bad ones.
Education According to Classes
• Plato does not envisage uniform education for one and all.
• He accepted the concept of social stratification
• He believes in individual differences
• Plato suggested various kinds of tests to be conducted at different

age levels.
• The successful individual will occupy the highest position in the

land, his word will be the law of the land.
• It is evident that Plato granted the highest place to philosophy in

his educational scheme.
Aristotle (384-322 BCE)
• Born in BC 384
• Joined the famous ‘ACADEMY’ of the
greatest philosopher Plato at the age of
17 year.
• In BC 347 left ACADEMY.
• In BC 342 became the tutor of
Alexander the Great.
• In BC 335 ESTABLISHED
‘LYCEUM’.
• Died in BC 322
ARISTOTLES’S PHILOSOPHY
1. Direct observation of Nature 9. Education of Magistrates
2. Gave importance to Historical Consciousness.
10. Uniform System of Education
3. Society as Educator
11. Curriculum of Child Education
4. Value of Education in the State
5. Education of the Child

12. Physical education
6. No Education up-to Five Years 13. Education in Music

7. Imitation theory of play
14. Difference in Learning and Playing
8. Home education
15. Music for Harmony

AIM OF EDUCATION
• “The aim of education was not only the attainment of
knowledge but also the attainment of happiness or
goodness in life’’
• “The aim of education was the welfare of the

individual. so as to bring happiness in their lives’’.
• Education is essential for the complete realization of

man.

ARISTOTLE’S SCHEME OF
EDUCATION
• The early education is the responsibility of parents.

• Further education is the responsibility of the state.
• At the same time parents are responsible for the moral
development.

ARISTOTLE’S THEORY OF EDUCATION
• Aristotle agrees with Plato on the division of Greek education into
stages corresponding with level and years of schooling .
• He disapproves with Plato’s communism in education .
• In the communism system every individual is moulded in a single
pattern .
• Aristotle is of the opinion that any individual in the state , should
be given opportunity to develop his talents to the full , without any
impediment to his progress without censorship on the type of
books he reads or the opinion he holds.
• Aristotle believed that since state is a organic unit and since the
state is to be ruled by men who have been brought , through
education to a vision of the true form of highest goodness.

ARISTOTLE’S METHOD OF TEACHING
 Aristotle suggested two types of method
1. Deductive Method
2. Inductive Method

Legacy of Greek Philosophers
Taught us how to think
Provided a great deal of insight into the natural world
Provided many of the most profound and meaningful
answers to the great philosophical questions that have
befuddled humans since the dawn of civilization
Provided a comprehensive, valid, and reliable method
by which we could test whether or not a given idea is
true

1. Analyze National ECE Curriculum 2007 on the basis of
Aristotle’ aim of education.
2. Compare the role of teacher described by Plato and
Aristotle. Make a report of it and discuss in workshop.

AIOU Islamabad
 Western Philosophers are dividing into the following categories:
 Ancient Philosophers
 Medieval Philosophers
 Modern Philosophers
 Contemporary Philosophers
Ancient philosophy is that of the Greco-Roman world from the 6th

century BC to the 6th century AD. Those Philosophers are
usually divided into three time periods including the pre-
Socratic period, the Socratic with Plato and Aristotle and finally
the postAristotelian (or Hellenistic) period.
 Medieval philosophy is the philosophy of Western Europe
during the Middle Ages, roughly extending from the
Christianization of the Roman Empire until the Renaissance.
 Modern philosophers include those between the 17 century and
19 century, known as the age of reason as a lot of the text
published was based on science.
 That period is also known as the Renaissance, a French word
that can be translated to being born again. While the
Contemporary Philosophers are the most recent philosophers,
mainly from the 20th century.
 After reading this unit, you will be able to:
 1. Describe John Lock’ theory of knowledge
 2. Discuss the role of parents in education of children
 3. Evaluate John Dewey’ philosophy of education
 4. Describe principles of curriculum formation
 5. Describe the impact of John Dewey’ philosophy on modern
education
 6. Analyse Herbart's theory of ideas
 7. Discuss the Herbart's process of instruction
 John Locke was born on 29 August 1632 in the south-west of
England.
 His father was a lawyer and small landowner.
 Little is known about John Locke’s early education.
 Locke’s studies at were centred upon the classical languages of
Latin and Greek, and he also began to study Hebrew.
 He also got two major scholarships at both Oxford and
Cambridge.
 Locke’s formal course at Oxford would have included classics,
rhetoric, logic, morals and geometry, and he completed his
Bachelor of Arts in 1656.
 This was followed by further with Master of Arts in June 1658.
 Other subjects of concern:
 Mathematics, Astronomy, History, Hebrew, Arabic, Natural Philosophy,
Botany, Chemistry and Medicine.
 All Locke’s published works, including those that had been
issued anonymously, were equeathed to the Bodleian Library,
Oxford.
1. Essay Concerning Human Understanding (1690)
2. Two Treatises Of Government (1690)
3. Some Thoughts Concerning Education
 For Locke, all knowledge comes exclusively through experience.
 He argues that at birth the mind is a blank slate,
 Humans fill with ideas as they experience the world through the five
senses.
 He began by rejecting the doctrine of innate ideas, associated with
Plato.
 Differences in the ideas of people not because of individual
differences and their abilities to perceive, but the differences in
their experiences.
 The question is:
 How then was knowledge acquired?
 How might men come to universal agreement?
 Answer to this question, in one word, from Experience.
 But experience itself, gained via the senses, was not sufficient of
itself for knowledge.
 That also required the active agency of the mind upon such
experience.
 He acknowledged the possible existence of certain eternal
verities
—God, morality, the laws of nature
—Whose essence might be confirmed, rather than discovered by
experience.
 He also admitted the existence of some innate powers or qualities
 In spite of these qualifications, Locke inclined towards nurture
rather than nature.
 Categorized as the Founder of Empiricism.
 From the body Locke turned to the mind.
 He believed that parents should personally exercise firm and
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 Believed in the importance of observing children
 Tailoring education to children needs and capacities
 Food for children:
 should be plain and wholesome, with sugar, salt and spices
 favor of fruit—apples, pears, strawberries, cherries, gooseberries
 less keen on melons, peaches, plums and grapes
 Clothes should not be too tight, neither for boys nor girls

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 Beds should not be excessively comfortable
 Mealtimes not necessarily regular
 Advised parents and tutors to study their children and to note their
dispositions and dislikes
 Toys should be simple and strong, rather than expensive and fragile
 A good tutor, or indeed a good parent, would be able to
encourage and to satisfy the questions of children

 EDUCATION MAKES THEMAN
 Locke posits an "empty" mind—a blank slate—
that is "filled" by experience.
 Locke's emphasis on the role of experience in
the formation of the mind
 His concern with false associations of ideas has
led that one to passive rather than active
nourishment of mind.

 Locke advises parents to carefully nurture
their children's physical "habits" before
pursuing their academic education.
 This seemingly simple generic innovation has
proven to be one of Locke's most enduring
legacies.

 He defines virtue as a combination of self-denial and
rationality:
 "that a man is able to deny himself his own desires, cross
his own inclinations, and purely follow what reason
directs as best, though the appetite lean the other way“
 Locke was convinced that children could reason early in
life and that parents should address them as reasoning
beings.

 Education is about instilling virtue and what Western
educators would now call critical-thinking skills.
 Locke maintains that parents or teachers must first
teach children how to learn and to enjoy learning
 Locke's curricular recommendations reflect the break
from scholastic humanism and the emergence of a new
kind of education—
 One emphasising not only science but also practical
professional training.

 Locke examines the nature of the human
mind and the process by which it knows
the world.
 Rejecting the traditional doctrine of innate
ideas, Locke believed that the mind is born
blank, a 'tabula rasa' upon which the world
describes itself through the experience of
the five senses.
 Locke’s hierarchy of values in the education of a gentleman’s son was contained in
four elements: virtue, wisdom, breeding and learning.
 Virtue was placed first in the education of a gentleman by Locke as ‘absolutely
requisite to make him valued and beloved by others, acceptable or tolerable to
himself’
 Wisdom was to be of a practical kind: ‘a man’s managing his business ably and
with foresight in this world’. It did not mean being crafty or cunning, but rather to
be open, fair and wise.
 Good breeding was a subject upon which Locke had much to say. A well-bred
person would exhibit goodwill and regard for all people and forgo the habits of
roughness, contempt,
 criticize and contradiction. Not that children should be encouraged.
 Finally, Locke came to learning. Locke wanted all sons of gentlemen to acquire the
basics of learning—to read, to write, to express themselves clearly and to count.
 Johann Friedrich Herbart (4 May 1776 – 14 August 1841) was
a German philosopher, psychologist and founder of pedagogy as
an academic discipline.
 Early education of Herbart was accomplished by his mother.
 He began to write about spiritual subjects from his early
childhood.
 For higher education, he joined the Jena University where he was
powerfully influenced by the ‘ideology of neohumanism’.
 He inclined that only through education that spiritual values could
be inculcated in the human beings.
 Man has certain mental sensations if he confronts certain objects.
 He becomes conscious of them and acts in the most appropriate way towards them.
 These simple elements of consciousness are ideas.
 When man resists in face of destructive forces, ideas take root in his mind.
 These ideas do not disappear easily. They struggle to be uppermost in the
consciousness.
 All communication of new knowledge should be a development of previous
knowledge

 Herbart classifies ideas in three divisions:
Similar
Disparate
Contrary
 Each new idea is accepted, modified or rejected according to its being similar, dissimilar or
contrary.
 The fate of every new idea depends upon the harmony or conflict with the previously
existing idea.
 This mental phenomenon goes on whenever something is presented to our consciousness.
 The accepting, rejecting or modifying of ideas in our minds is called apperception.

 Absorption and Assimilation
 Formal Steps of Herbart
 Absorptions into clearness and association
 Assimilation into system and method

 First person who combined Ethics with Psychology and gave rise
to a new educational science
 With the help of Ethics, he formulated the aims of education
 With the aid of Psychology; he laid stress upon the methods of
teaching
 Mind is made up of three parts:
 Knowing
 Feeling
 Willing
 Herbart's pedagogical method was divided into discrete steps:
 Preparation,
 Presentation,
 Association,
 Generalization,
 Application.
 In preparation, teachers introduce new material in relation to the

students' existing knowledge or interests, so as to instill an interest in
the new material.

 He desires that the pupils must be so educated as to possess strong
moral character
 Teacher can successfully help his pupils to form high ideals according
to his theory of ideas
 Virtue
 Inner Freedom
 Creation of interest

 Historical
 History
 Language
 Literature
 Scientific
 Physical Sciences
 Arithmetic together with industrial
 vocational subjects

 Herbart laid stress upon both, freedom and discipline
 He was against harsh and rigid discipline
 In favour of freedom of child in learning
 He preferred training on discipline

 1. Compare the teaching methods proposed by John Dewey and
Herbart. Make a chart and display in the classroom.
 2. Visit a secondary school and observe teaching methods being

applied in the light of Herbart's Process of Instruction.

CONTEMPORARY PHILOSOPHIES
AND CURRICULUM
DEVELOPMENT
AIOU Islamabad
INTRODUCTION
 There are enormous contributions of Muslim
philosophers in the field of education
 Muslim philosophers emphasized on logic, reality,
freedom of will, sources of knowledge and many
more.
 Muslim Philosophers tried to answer the enduring
questions of philosophy
 The nature of reality, the functions, and limits of
the human reason, truth, freedom, ethics and in
essence,
 How we should live are fundamental questions that
have never left the stage of philosophy.
OBJECTIVES
1. Discuss Imam Al-Ghazali’s views about teaching
2. Describe Ibn-e-Khaldun’s view about education of
young children
3. Elaborate Ibn-e-Miskawayh’s contributions to the
moral development of learner
4. Explain reasons of Al Farabi’s emphasis on the
scientific disciplines
5. Appreciate Allama Muhammad Iqbal’s educational
philosophy for the Muslims
IMAM GHAZALI (1058-1111)
 One of the most important scholars of Islamic
thought
 A philosopher, a legal scholar, a theologian and a
mystical thinker
 Expert in the field of fiqh al-Syafii’
 Imam Ghazali was a teacher at University of
Nidzamiyah, Baghdad
 Based upon Islamic perspective on education
Aims of Education
 To nurture human beings so that they abide by the
teachings of religion and henceforward will be
rewarded in the life hereafter.
 Children learn from society and the surrounding
environment
 Development of their behaviors and personality
 Responsibility for children's education rests on the
parents shared by the teachers
 Character building
Thoughts about education
 It is necessary to understand the significant
characteristics of the children so that children can
be dealt in a sound and effective manner
 Emphasized on early childhood education
 Parents should observe their children’s education
since birth
 Children are the responsibilities of their parents
 Recitation of Quran, understand Hadith, and listen
to the stories and life history of pious
 People so that children could take them as examples
Cont…
 Attention must also be paid on their company as it
affects their character
 Stressed that education is not limited to train or
fill the mind, instead it involves all aspects of
learner such as religious, intellectual, physical and
moral
 Teachers must concentrate on the religious education
 Teachers should consider the differences in ability and
character among students, and deal with everyone
appropriately
 The teachers should not force the students beyond their
capability
Classifications of Sciences
 Al-Ghazali has described following classifications of sciences
according to ‘nature’:
 Theoretical (Religious and Theological)
 Practical (Politics, Home Economics and Ethics)

 Classification according to their ‘origin’:
 Revealed Sciences, taken from the prophets (exegesis, unity of God,

customs, rites, morality)
 Rational Sciences, produced by human thinking and reason (natural

sciences, mathematics, theology, etc.)
 For Al-Ghazali the revealed and the rational sciences complement
each other.
Cont…
 Classification according to their “purpose or aim”:
 Science of transaction (governing the behavior and actions of human

beings — the sciences of customs and rites)
 Science of unveiling (essence of things and pertaining to the

apprehension of the reality)
 Al-Ghazali divides the philosophical sciences into six categories:
i. logic
ii. Mathematics,
iii. Natural sciences,
iv. Politics
v. Metaphysics, and
vi. Ethics.
IBNE-KHALDUN (1332-1406 AD)
 Ibne Khaldun was a philosopher of history and the first

social scientist
 Three most significant contributions to social
sciences
 Keenly interested in tradition, grammar, poetry,
language and law
 He also studied Philosophy, theology, logic, and
other Islamic subjects
 Ibn e Khaldun was an expert in fiqh, nahu, hadith,
rhetoric, poetry and philosophy
Educational Thoughts
 Ibne Khaldun had described the educational process in the
perspective of the development of society
 Focused his attention on the education from a religious and
ethical point of view
 Views on the aspects of state, society and education
 Attainment of knowledge was the natural urge of human
beings because of their reasoning and thinking abilities
 Reality should be known by revelation instead of intellectual
effort as believed by philosophers
 First condition for knowing the reality is the Quran and the
Prophet Muhammad (P.B.U.H)
Cont…
 Thinking ability is special gift of God
 Reflective thinking is the source of knowledge
 It distinguishes man from animals
 It is of three types:
 Discerning/sharp intelligence
 It enables man to understand the order of things
 Experimental intelligence
 It enables man to be receptive to opinions and teaches him rules of
conduct
 Speculative/rough intelligence
 It gives insight about the general idea of things existing according to
species, classes and their primary and secondary causes
Aims of Education
 To make Muslims firm believers in God through
the study of Quran and religious sciences
 Knowledge of God and faith in Islamic laws will
make Muslims know the reality
 Lead to good action
 Possession of good character
Curriculum
 Ulum Naqliyyai-e
 The Quran, interpretations of Quran, tradition, jurisprudence and
speculative theology
 Emphasized on Ulum Aqliyyai-e philosophy and physical sciences
 Methods of teaching:
 Drill Method and teaching aids must be used to make children learn
 Concepts must be taught from the easiest to the most difficult in stages
 Children must not burden with things beyond their capability
 Discussed the concepts of motivation, learning willingness and
reinforcement
AHMAD IBN MUHAMMAD IBNYA`QUB -
IBNMISKAWAYH (C.940-1030)
 He is recognized as well-known theistic thinkers,

historian, moralists and historians of Persia
 Three important books of Miskawayh on ethics are;
 Tartib al-Sa`adah )‫(ترتیب السعاۃ‬
 Tahdhib al-Akhlaq (‫)تهذيب األخالق‬
 Jawidan Khirad )‫(جاويدان خرد‬
 Objectives and theory of education were based on
Aristotelian theory
 Specified intellectual, moral and physical education
Cont…
 Miskawayh divided philosophy into two parts:
 Theoretical part
 Practical part
According to Miskawayh , each part complete

the other. He distinguished between philosophy
and religion. He also distinguished between reason
and faith.
Cont…
 Described some methods for the training of soul
 Miskawayh determined seven types of wisdom:
 Acuteness/depth of intelligence
 Quickness of intellect
 Clearness of understanding
 Facility of acquirement
 Precision of discrimination
 Retention
 Recollection
Methods for the Training of Soul
 Praise the boy for the good things

 Encouragement
 Generous characteristics
 Punishment
AL- FARABI
 One of the greatest philosophers of the world

 Contributed to mathematics, philosophy, metaphysics
and music
 In the history of Islamic philosophical thought, Al-
Farabi was the true first founder of epistemology
which depend on demonstration and ‘universal reason‘
 Established logic within Islamic culture
Aims of Education
 First aim of knowledge was knowledge of God and his
attributes
 Knowledge which has a deep effect on the moral
conduct of human beings
 Helps human beings in finding the way to the ultimate
aim of their existence
 Attainment of Wisdom
 Unity of society
 Unity of wisdom, thought, and religion
 Produce good leaders
 Proficiency in the arts
Educational Thoughts
 Religion and philosophy were simply two expressions
of a single truth
 Philosophy explains religion
 Education is one of the most important social
phenomena
 Prepared to become a member of society
 Perfect human being is the one who has acquired
theoretical virtue
 Complete his/her intellectual knowledge
 Attainment of practical moral virtues—
 Becoming perfect in his/her moral behaviour
Cont…
 Combine learning with practical action
 It is the duty of a state to assign a budget for education,
taking a portion from the donations tax (zakat) and land
tax
 Used various technical terms to describe the
concept of education
 correction/assessment
 Discipline
 Guidance
 Training
 exercise or learning
 instruction
 upbringing or education
Cont…
 Al-Farabi described two methods:
 Method of argument
 Method of discourse
 There are two aspects of instruction
 Way of learning based on speech
 Way of imitation which is based on observing other
people's actions
 Making something understood by establishing its
meaning in the mind
 Repetitive method is appropriate for teaching ethics
and practical arts
Cont…
 Another method: “learning by heart “
 learning words and expressions
 Write the meanings of these expressions in the
listener's soul
 According to Al-Farabi, the student should possess
the following qualities:
 Able to grasp concepts and understand their meaning
 Accept the existence of what he has grasped or
understood
 Able to describe what he has grasped and accepted
Cont…
 Farabi divides mathematics into seven parts:
 Numbers (arithmetic)
 Geometry
 Science of perspectives
 Scientific astronomy (contrasted with astrology)
 Music
 Dynamics
 Science of machines
ALLAMA MUHAMMAD IQBAL
(1877-1938)
 AllamaIqbal, was a poet, philosopher, and
politician, as well as an academic, barrister and
scholar
 "Spiritual father of Pakistan“
 Iqbal emphasized much on the education and
educational system
 Education is the only way through which
nations can be successful
 Individuality, and “Khudi” are the most
important
Cont…
 Iqbal has formulated eleven principles of psychology to
be kept in view while imparting education:
 A child is keen for activity
 Children cannot attend to a thing for long
 Children take interest in observing and touching things
 Children are attracted to bright colors
 Children imitate elders
 The power of imagination and thinking
 Habit of being sympathetic
 Children have wonderful memory
 Low judgment and discrimination power
 Power of logic is not very strong
 Given them comparative situation
 Teacher should create situations of morality in the activities
Principles for a Purposeful Curriculum
 Text books should be a combination of ancient and

modern contentions of thought
 Novel experiences
 New changes and experiences in language
 Text book material should be genuine
 Preparing the student to confront each and every
challenge of life
 Morality is the true essence of ideal life
 Develop genuine patriotism
 Develop academic interest
Unit#8
Contemporary Philosophies and
Curriculum Development
 OBJECTIVES
 After reading this unit, students will be able to:
 1. Explain role of contemporary philosophies in
education
 2. Identify the suitable philosophy for a particular
curriculum
 3. Compare different philosophies for curriculum
development
 4. Develop their own philosophy for particular
discipline
What is Philosophy and Curriculum?
 Curriculum is “what” is taught each day in classrooms, and the
reasons why it is done.
 Curriculum is a roadmap and a journey towards a destination
 However, philosophy is the driving force behind curriculum
 Philosophy give more importance to “how” rather than “what”
 Philosophy is also what educators believe about themselves, either
positively or negatively
 They bring these beliefs into the classrooms leads towards outcomes
 The U.S. Educational System influenced by Four Major
Philosophies
 Two Traditional Philosophies: Idealism and Realism
 Two Contemporary Philosophies: Pragmatism and Existentialism
Educational Philosophies
 Four major philosophies
 Four educational philosophies
1. Perennialism
2. Essentialism
3. Progressivism
4. Deconstructionism
5. Reconstructionism
 Each of these philosophies is birthed from

one of the major philosophies
What is Perennialism?
 Credited to Socrates
• Prominent from colonial period to 1990’s
• Based in Realism, Oldest and conservative
philosophy, Traditional values are important
• Builds character and morality
• Esteems virtues such as truth and human
nature, Focuses on subject content such as
Literature, Math and Science
Teacher Centered
Philosophy
Focus on
curriculum
Educational Sample
leaders classroom
activity
Goals for Role of

students teacher
Curriculum
• Literature
• Philosophy
• Theology
• History
•Social Sciences
• Mathematics
• Music
Essentialism
 Based in Idealism and Realism
 Founded in Western Philosophy
 Supports individual growth and maturity,
Promotes mastery of the basic core
subjects such as the three R’s (Reading,
Riting, and Rithmetic)
 Classic Example: No Child Left Behind
Act , Teacher is influenced by traditional
values
Curriculum
 Basic skills in elementary schools
 Disciplined knowledge and scholastic achievement
in secondary schools.
 There should be a common core curriculum that is
taught to all students.
 English, Math, Science, History, Foreign
languages.
 Focus on content rather then process
Role of Teacher
 The teacher teaches disciple and hard work
 The teacher is an expert of content knowledge
 The teacher is accountable for student learning
 Use verified instructional strategies such as:
Lecture method and Memorization
Progressivism
 John Dewey(1920) is the most notable philosopher
of progressivism.
 Emphasize of learning by doing
 Promotes student interest
 Focuses on social democracy
Curriculum
 Focuses on Relevant and Humanistic
Curriculum
 Group work is emphasized
 Assessment by evaluation of child’s projects
and productions
 Students should test ideas by Active
Experimentation
 Experimentation should done under the
supervision of Teacher
Role of Teacher
 Teachers are facilitators of learning
 Encourage students to use a wide variety of activities
to learn
 Progressive teachers encourage students to learn by
discovery
Pragmatism
 Credited to Dewey
 Also called experimentalism
 Based upon change, process and relativity within
one’s environment
 Based upon critical thinking
 Focuses on problem-solving
 Focuses more on exploration than explanation
Curriculum
 Pragmatic curriculum deals with the integration of
subjects and activities.
 Pragmatists want to construct flexible, dynamic and
integrated curriculum
 Develop child according to the changing needs and
demands of society
Role of Teacher
 Teacher is a friend, philosopher and guide for
students.
 Have knowledge of students interest
 Provide them social environment.
 Believe in democratic values
Existentialism
 Credited to Greene, Kneller and Morris
 Based on self-choice
 Based upon individual perception
 Focuses on the human condition
Freedom to choose
 Opposes standard norms and order even it is wrong. it
is basic human right
 Adheres to the freedom of personal options

Curriculum
Primary aim of the curriculum is to help learners
 Develop their own values and understand
themselves within their own cultural context
 Existential curriculum includes activities that will
help learners explore and express their own values
and identities.
Role of Teacher
 The teacher provides opportunity for the
student for self-directed learning
 Important role of the teacher is to draw out the
personal definitions of the students to aid them
in making their own choices
Free Free Student

will choice
Deconstructionism
Based in Pragmatism
 Prominent in the late 19th and early 20th century ,
Popular during the Great Depression

 Focuses on social reform of both present and future ,
Teachers support change and equality
 Students have global awareness of social problems,
Schools should be the primary place to work on the
reconstruction of society
 Emphasizes the addressing of social questions

Curriculum
Focuses on student experience and taking social
action on real problems, such as violence, hunger,
international terrorism, inflation, and inequality.
 Reflect democratic ideals and emphasize civic
education
 Opportunity for students to study real social
problems and controversial issues
Role of Teacher
Teacher role is facilitator and focus on:
 Cooperative learning, problem solving, critical
thinking
 Focus on active learning and activities outside of
school
Thinkers in
Education
AIOU Islamabad
MARIA MONTESSORI (1870-
1952)
• Maria Montessori’s name is famous all over the
world as an originator of a new system of pre
primary education for young children.
(Montessori method)
• She believed that children should be free to
find out things for themselves and to develop
through individual activity.
The Montessori method
• It is a child centered alternative educational system

developed by Maria Montessori.
• The Montessori method is based on the fact that children
learn directly from their environment & relatively little
from listening to a teacher talking to a class.
• The Montessori method provide a stimulating child
oriented environment in which children can explore, touch
and learn without fear.
Prepared Environment
The adult environment is not suitable for children, their should be an
environment specially prepared for them.
Six Principles of the Montessori Prepared Environment:
1. Freedom
2. Structure and Order
3. Beauty
4. Nature and Reality
5. Social Environment
6. Intellectual Environment
i. Areas of Curriculum
ii. Practical Life, Sensorial, Language, Mathematics, and Cultural subjects

Freedom in the Montessori
Environment
Freedom of Choice
• Fundamental to the Montessori approach
• Choice allows children to discover their needs, interests and
abilities.
Freedom of Time
• Allows children to work with the same material for as long
as they like
Freedom to Repeat
• The three-hour work cycle gives students the opportunity to
work with materials and achieve success through practice. .
Freedom to Communicate
• Montessori encourages communication in the classroom.
Children learn to discuss activities, solve problems and
develop their social skills.
Freedom to Make Mistakes
• Encourages children to discover the outcome of the
activity by themselves.
• Each material is designed with a visual control of error.
• This guides the child to understand the outcome of the
activity through hands-on learning experiences.
Froebel's Kindergarten System
• Friedrich Froebel (1782-1852) The German educator,
psychologist and best known founder of the kindergarten
system.
• Froebel’s first kindergarten was started in 1837 in
Blakenburg, Germany.
WORKS OF FROBEL
• Froebel is author of many books.
1)Autobiography
2)Education of Development
3)The Education of Man
4)Mother play
5)Pedagogies of Kindergarten
PHILOSOPHICAL VIEWS OF FROBEL
• Law of Unity
• Froebel was a spiritual idealist. For him all things of the world
have originated from God.
• All the objects, though appear different, are essentially the
same.
• This law of Unity is operating in the whole Universe.
• Law of Development
• The second characteristic of his philosophy is the Law of
Development.
• According to him this Law of Development is applicable of
both, the spiritual as well as the physical world in the same
way.
FROEBEL'S EDUCATIONAL
PRINCIPALS
• The Aim of Education: Enable the child to realize the Unity
Principles
• The Method of Education: Self- activity
• The Method of Play: The play way: Education to Children
• Principle of Freedom: Free and Natural Development Of Children
• Principle of Social Atmosphere: Should be developed through self-
activity in a social atmosphere
• Purpose of Education: Unfold the innate powers of children to
order to them to attain spiritual union with God.
CURRICULUM ACCORDING TO
FROEBEL
Should give importance to:
• Religious instruction
• Nature study
• Arithmetic
• Language
• Arts
• Handicrafts
METHOD OF TEACHING ACCORDING TO FROEBEL
1. Principles of Self- Activity
2. Principle of hearing by Play
3. Principle of Sociability
4. Principle of Freedom
THE ESSENTIAL CHARACTERISTICS OF
KINDERGARTEN
• The kindergarten is like a miniature, society, where the
children discover their individualities in relation to others.
• The social aspect of development is given emphasis in these
schools.
• There will be an atmosphere of freedom and lot of scope for
self- expression in the form of songs, movements and
construction.
MERITS OF FROEBEL'S KINDERGARTEN
• Froebel laid emphasis on pre-school or necessary education.
• Froebel stressed the necessity of the study of child's nature,
his instincts and impulses.
PERMANENT CONTRIBUTIONS
TO EDUCATION
• Inner self- activity directs the development.

• Early education should be organized around play.
CONCLUSION
• Froebel was the first educational evolutionist.
• Education to him was the process by which the race
and the individual evolves to higher and higher
levels.
Helen Parkhurst (Dalton-plan)
It is an educational concept created by Helen Parkhurst (1887-1973)
• Was introduced in 1914 in New York City.
• Name – School in Dalton, Massachusets, the USA.
• The idea was to give pupils the freedom and opportunity.
• To develop initiative and self-reliance
• Based on individual clearing
How does it work:
• Is it a method of education by which pupils work at their own pace
* Students are encouraged to help each other with their work
* Students receive individual help from the teacher when necessary
* Students draw up timetables and are responsible for finishing the work
Two Principles of the Dalton Plan:
1. Principle of Freedom
• Fosters independence and creativity
• This fosters the ability to think and act by oneself
• Heightens interest and concern
2. Principle of Cooperation
• Enables children to master social skills and collaboration
through exchanges with a variety of people
• Instills optimal attitudes from a social standpoint.
• Nourishes the quality of consideration.
• Fosters collectivity and cooperativeness.
Paula Freire (1921-1997) Critical
Pedagogy
FREIRE’S PHILOSOPHY
• Friere’s philosophy which he prefers to be known as ‘Scientific
Revolutionary Humanism’.
“Leaders who work for the people are not leaders, but who
work with the people as their servants”
• Philosophy involving techniques of adult and non formal education,
though the message is applicable to any form of education.
The following are the important constructs of Friere’s Educational
views:
• Education is a cultural tool for liberation from oppression.
• Education is a tools for the learners to be creators of their own
reality
• Knowledge is not a set commodity that is passed from the teachers to the
students
• Learning begins with action, a process where knowledge is presented to
learner
• Teachers should know that students have life experiences that is key in
shaping their education and learning.
• Education is a phenomenon in which educator and educatee educate each
other through the act of education.
• Education is a critical understanding of reality.
• The method of education must starts from the situation and reality of
people.
• Educational practice is not an extension but a communication
• Communication involves mutual dialogue whereas extension involves
transplanting knowledge
FREIRE’S CONTRIBUTIONS TO EDUCATION
• Freire viewed education as a deep political project towards the
transformation of society.
• His work has exercised considerable influence among progressive
educators all over the world, especially in critical pedagogy and
social constructivism.
• Education should promote love
• Freire’s pedagogy allowed intellectuals to make useful contribution
to the people’s who struggle for social change.
• Freire proposed dialogue and horizontal relationship between
teachers and learners, and Encouraged Active Learning
• Liberating Education, that involves a process of humanizing
people who have been oppressed.
CRITICAL PEDAGOGY
• Critical pedagogy is an educational approach for developing critical
consciousness or critical awareness in the learner.
• Critical consciousness is ability to Critically perceive the causes of
social, political and economic oppression and to take Action
Against the Oppressive elements of society.
• Critical pedagogy enables student to question and Challenge
Domination
• Critical pedagogy takes as a central concern the issue of power in
the teaching and learning context.

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• OBJECTIVES OF THE COURSE

• After completion of the course, the trainee teachers will

• After reading this unit, you will be able to:

• Philosophy = Philos + Sophia

• Philos means “Love for”

• Sophia means “Wisdom or knowledge”

• So, philosophy means “love for wisdom”

• A search for the wisdom of life

• An attempt to understand the universe as a whole

• An examination of our moral responsibility and our social obligations

• According to Greek Philosopher Plato,

• Herbert Spencer said

• Philosophy of Education is concerned with the aims of

• It may be defined as the application of philosophy in the

• Educational philosophy provides answers of educational

1. Epistemology. Philosophy 4. Philosophy of Sciences.

• Philosophy and Education are closely interrelated.

• Philosophy and Aims of Education

At the metaphysical level, there are four broad philosophical

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• A life centered philosophy

These educational philosophical approaches are currently used in

• Perennial means “principle”

• Study of essential knowledge, skills and values

• John Dewey s’ Child centered educational philosophy

• Philosophy of educational and Social Reforms

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Idealism is a philosophical approach that has as its central

• Model of morality and scholarship Mentor

• Wider and higher aims.

nature makes the

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Online Workshop for B.Ed. (1.5) 2020

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2. Differentiate between different sources of

3. Identify the reliable source of knowledge

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