Nursing Education Final

Specific Teaching Learning A.
V
S.No. Time Content Evaluation
Objectives Activities Activities Aids
1 1min To Introduce Introduction of Philosophy:- Discussion Listening What do you
the topic. mean by
Philosophy?
The term “philosophy” is derives from Greek word Philosophia
which is Made up of two words viz., Phileo and Sophia. Phileo
mean ‘Love’ and Sophia means ‘wisdom’. Therefore , the literal
meaning of word philosophy is Love of Knowledge and Wisdom.
It is concerned with search for eternal truth.
In the history of mankind civilization didn’t bring happiness to

his life. In his search for happiness perfection and truth , he was
forced to find answers to certain vital questions related to his
existence in nature, value of life and universe. This attempt by
man to solve his worries through seeking solutions to many
unaddressed issues led to the development of a new discipline
namely Philosophy.
2 2 min To explain the Meaning:- Discussion Listening
meaning of
philosophy Philosophy is the study of the principles of being of all that is
God , the World, and man himself, and also it is the study which
helps answer all the questions by investigating the causes and
reasons for all things in the universe.
Coleridge
- Philosophy is the science of knowledge.
Fitche
- Philosophy is the mother of all art and the true medicine of
mind.
Cicero
Plato said , ‘ He who has a taste for every sort of knowledge and
who is curious to learn and never satisfied may be just termed as
philosopher. Philosophy like other studies, aims primarily at
knowledge said by Bertrand Russell.
Specific Teaching Learning A.V
3 3min. To Define the Definition of Philosophy :- Expalination Listening Chart What is the
Philosophy. definition of
philiosophy?
Philosophy is a search for a comprehensive view of nature, an
attempt at a universe explanation of nature of things.
Henderson
Philosophy is an unceasing effort to discern the general truth lies
behind the particular facts (i.e. , the reality that lies behind the
appreances.)
Raymond
Philosophy is a persistent attempt to give insight into the nature

of the world and of ourselves by means of systematic reflection.
RW Sellars
Philosophy is an attempt to thing truly about human experiences
or to make out whole experience intelligible.
Bright Man
Philosophy is a science which discovers the real nature of super
natural elements.
Aristotle
4 5min To explain the Major Branches of Philosophy :- Expalination Listening Chart What are the
major major
branches of The main division in philosophy are:- branches of
philosophy. Philosophy?
1. Metaphysics or discussion about the reality and the cosmos.
2. Epistemology or the theory of knowledge.
3. Axiology
The sub-division of axiology are:-
a.Ethics or the theroy of morality
b.Aesthetics or the discussion
1.Metaphysics :- [ What is real ]

Metaphysics is the record of the exploration of the human mind

into the ultimate nature of man & of the world. It is the result of
an attempt to answer the question. " What is really real ?"
For Ex. One of the questions for which no one has been able to
find a universally convincing answer is ' Does man possess a soul
apart from his body ?
Philosopher belonging to the idealist school declares that man is

essentially a soul and they accord rthe visible body only a
insignaficant status
Realists, another school of philosopher givre equal status to the

body and mind of man.
Naturalists look uopon the mind as a by product of matter and

give primacy to the body.
It is obivious that no specifics empirical science like physiology

or psyschology can undertake to inquire into the matters.
If they could, we would have got an unambiguous answer long

ago. For these emperical sciences investigate hypotheses on the
basis of objective, impartial evidence which commands universal
agreement. Unfortunately, no one has as yet been able to design
an experimental method for answering in an objective way as to
whether man posses a soul apart form his body.
Until such as experiment is designed the answer given to the
question will be purely speculative.
Thus, metaphysics begins where postiive emperical science ends.

Metaphysics is concerned with the hidden assumptions behind
the scientist's work.
2.Epistemology :- [What is truth]
Where as metaphysics is concerned with the nature of reality, as

such epistemology focuses on our knowledge of this reality. The
epistemologist tries to answer questions like ' what is the
difference between knowing and believing ?' , 'What can we
know beyound the information provided by our sense organs ?','
What is relation between the act of knowing and the object of
knowledge?' and 'what is guarantee that what we know is true?'
thus the major concerns of epistimology are knowledge and truth.
3.Axiology :- [ What is good]
Axiology is the branch of philosoy concerned with the general

problem of values , i.e the nature, origin and permanence of
values. It is an attempt ' to discover and recommend principles
for deciding what actions and qualities are most worthwhile and
why they should be so'
Axiology has two major sub- divisions

Ethics
Aesthetics
●Ethics :- The branch of philosophy that is concerned with
morals - good & bad, right & wrong, approval & disapproval,
and virtue and vice.
●Aesthetics :- It is the branch of science that is concerned with

the prblems and beauty and art.
Metaphysics
Philosophy
Fig : Main division of Philosophy
5 5min To enumerate Relationship between Philosphy & education Expalination Listening Chart Expalin the
the relationship
relationship All the aspects of education are influenced by philosophy and between
between there is a direct bearing between education and philosophy. philosophy
philisophy and and
education education?
●Philosophy points out the way to be followedd by

education:-
relationship between
between philosophy
philisophy and and
education education?

Education is the modification of child's behaviour, where as
philosophy shows the way to be followed by education in the
modification of child's behaviour. Education is a laboratory in
which the philosophic theories and speculations are testedd thus
education will be sais as- " applied philosophy". philosophy is
wisdom, edducation transmits wisdom from one generation to the
another.
●Education is the best mean for the propagation of

philosophy:-
A philosopher arrives at the truth after a geat deal of

comtemptation on a real nature of the universe,man,his destiny
and lays down aims,ideals and values and then he tries to live in
accordance with them. He wants other to be converted his beliefs
and live according to them, thus it can be achieved through
edducation , which is the best mean for the propagation of his
philosophy. Education becomes more prominent than philosophy
as action speaks louder than words or beliefs. Beliefs
(Philosophy) are vital, thus it results in a prominent educational
efforts.
●Philosophy determines the broad aspects of education:-
Philosophy provides aims of education, it detemines the

curriculum (course of study) methods of teaching,school
disciplone,role of teachers,school problems e.t.c. Philosophy will
continuously influences and determines both the matter and the
methods of education. thus philosophy contributes to the
development of the educational theory and practice.
●All great philosophers are great educators:-

Philosophers reflected their views in their educational schemes.

Most of the educational movements of the world own their origin
of the philosophical schools of different philosophers. When as
philosophers wishes to spread his ideals,beliefs,he formulates a
scheme of education based on his philosphy. eg:- Plato,Aristotle
etc. The great thinker and philosophers of India are
Buddha,Tagore,Gandhi.
Philosophy
1.It sets the ideals,principles,goal,standards,values thus it is in
reality and truth.
2. It is the theory and speculative.
3.It is the contemplative side.
4.It deals with abstract ideas and ends the situation process.
5. It is the art.
6.Philosophy formulates the medthods.
Education:
1. Education works out those values.
2.It explains how to achieve the goals through man's educational
efforts.
3.It is the practice.
4.It is the active side (dynamic). It deals with concrete and
means.It is the applied philosophy.
5.It is the science.
6.It deals with the process of methods.
6 4min To explain the Explaination Listening Flash How

influence of ◊Influence of philosophy on different aspects of education:- Card Philosophy
philosophy. influence on
different
●Philosophy and Aims of education:- aspects pf
education?
To explain the How
influence of Philosophy
philosophy. influence on
Specific Teaching Learning A.V different
Objectives Activities Activities Aids aspects pf
education?
Philosophy is the determining force in laying down the aims of

education. Aims of
education(moral,vocational,intellectual,spiritual)are based on
views and ideals,beliefs,values,standards of philosopher. The
philisopher struggles hard with the mysteries of life and arrives
at his solutions after mature reflection and thinking. He will
suggest the ways and means of dealing with them through
educational efforts. The eduactors selects the material for
instruction,determines the methods of procedure for the
attainment of goals. thus the entire educational system proceeds
with its foundation on sound philosophy.
eg:- Idealism believes in self- enhancement
Naturalism prefers self- preservation
●Philosophy and curriculum:-
Curriculum is the sum total of all the activities and experiences

provided by the school to its pupil to achieve the aims of
education.The philosophy determines the content and discipline
that subject will promote curriculum. Its is not fixed at all times,
it changes in accordance with philosophy. thus curriculum
differes with different schools of philosophy according to their
own beliefs. thus education needs leaders,who hold a sound
comprehensive philosophy through whivh they can convince
others and who can direct its consistent application to the
formation to function of appropriate curriculum
The content of curriculum varies according to the philosophy it
follows eg:-
Idealist emphasise higher values of life and prescribes the study
of religion,ethics,logic,literature,art and humanities.
Pregmatists advocate the study of functional subjects and social

sciences,practical arithemetic,art and crafts in their curriculum.
Naturalists are mainly concernedd with physical sciencess and

direct experiences. The subjects are selected according to the
aptitude and ability of the child.
●Philosophy and textbooks:-
The textbooks must reflects the prevailing values of life fixed by

philosophy,an appropriate textbook must be in accordance with
norms of knowledge which the children are expected to know
and acceped ideals of the society and the prevailing philosophy
of education and the nation as a whole. then only it will serve the
desired purpose. the persons who select the textbooks must have
standard of judgement, which shpuld enable them to select the
right type of books based an standards,supplied by philosophy.
Through tectbooks the aims of education are realised. it will meet
needs of ideals and principles.
●Philosophy and methods of teaching:-
Every system of education has its own methods of teaching based

on its own philosophical background. Methods is the procedure
through which aims of education are realised. Thus different
schools of philisophyhave laid down their own methods of
teaching. eg:-
Idealism:- advocates question,answer,lecture and discussion
methods.
Naturalism:- emphasises child centered methods of learning by

doing and direct experience.
Pragmatisms:-recommends project methods,problem solving

methods and socialized techniques.
●Philosophy and discipline:-
Philosophy dtetrmines the nature and forms of discipline.

Philosophy and education are inseparably linked, they exists
together,philosophy leads and education follows the path shown
by philosophy. Discipline is mainly governed by aims of
education,
●Philosophy and the teacher:-
Teacher is the backbone of the entire process of education.A

teacher needs the study of philosophy as a person and as a
teacher.A teacher is also havinghis/her own beliefs and ideas.
Teacher influences the personality of the child and instills in him
a new outlook and a new way of life.
eg:- Idealistic teacher is a person of high ideals,ethics and moral,
he is a role model for the pupil.
Naturalism sees the teacher as the stagesetter and works behinf
the screen.
In Pragmatism teacher is a friend and guide of the pupil,
facilitating the process of the growth of individual.
●Philosophy and evaluation:-

Evaluation is the pivot of ducation system. It determines the

extent to which aims and objectives are being attained, but also
helps to bring about an improvement in the techniques and
procedures of education. Therefore evaluation programme is in
conformity with the philosophy that has deterrmined the aims
and objectives of education, its curriculum and its methodology.
7 5min To explain the ●General impact of modern philosophies on education:- Explaination Listening Chart What are the
general impact general
of Common elements in all modern philosophies:- impact of
philosophies →Education has been psychologised, instructions are based on mordern
child centered, individual differences have been recongnised. philosophies
on
education?
→The principles of activity i.e. learning by doing is the common
watchword.
→Social discipline is a petent factor of educatonal development,
the child is to be trained for community life.
→Democracy has been developed and it is the guiding factor of
educational practices.
→There is a scientific outlook on all matters of life.
→The concept of discipline in education has undergone a radical
change.
8 5 min To listout the ●Importance of educational philosophy to a teacher:- Discussion Answering Flip What are the
importance of Book importance
educational →To understand and accept the prevailing values of the society. of
philosophies to educational
a teacher philosophies
→It results in intellectual development of the teacher. to a teacher?
→It helps to improve the standards of his life,
→It guides and improves the state properly.
importance
of
educational
philosophies
to a teacher?
→It helps to bring about a change in various aspects of
education.
→It reforms the society.
9 5min To describe ◊Traditional and Major philosophies of Education:- Description Listening Chart/ What are the
the major Slide major or
philosophies traditional
of education 1.Naturalism:- philosophies
of
Introduction
education?
It is a philosophical position adopted by naturalists, who
approach philosophy from purely scientific point of view. They
believe that nature alone represents the entire reality. There is
nothing beyond/behind and other than nature.
Definition
It is a system whose salient characteristic is the exclusion of

whatever is spiritual or indeed, whatever is
transcendental(supernatural)of experiences from our philosophy
of nature and man.
George Hayward Joyce.
It is the doctrine that seperates nature from God, subordinates

spirit to matter and sets up unchangeable laws as supreme.
James Ward.
It is a philosophical generalisation of science;the application of
the theories of science to the problems of philosophy.
Ralph Barton Perry

Meaning
Naturalism is a doctrine that seperates nature from God,

subordinates spirit to matter and setup unchangeable laws as
supreme. According to naturalists, human life is a part of nature,
it is a self -suffiecient entity having its own natural matter natural
force and natural laws. It emphasises , on matter and the physical
world. It does not believe in spirituality and supernaturalism.
Forms of Naturalism
Naturalisn , as a philosophical doctrine has three distinct forms:
Physical Naturalism
Nature is the reality, human life is wholly controllled and

influenced by the eternal laws of nature, and it governs the
human life, since it is moulded by natural laws. Reality doesnot
exixts within the individual. It is rather outside him, in the
natural universe. Tagore calls, ' Nature' as the 'Manuscript of
God' since human life is moulded and controlled by external
nature, it should be in accordance with the natural laws.
Mechanical Naturalism
There is no spirit or soul, only matter is everything. Man is also

matter, which is made up of atoms, empty space and motion. It
regards man is merely a machine, governed by mechanical
laws,he has no creative capacity,purpose or direction. The
philosophy aiims at training man as a good machine and keeping
it in good working condition.
Thomas Hobbs, an English man described nature as an aggregate

to things outside our mind which is moving in space.
Biological Naturalism
Based on Darwin, Herbert Spencer's view, by the process of

growth and development man was energist identifying reality as
aforce of energy. Man's natural endowments (emotional and
temperament) are the real springs of his behaviour. If our
behaviour is according to our instincts,we feel happy,if not we
feel unhappy and disappointed. Education should try to sublimate
these natural impulses for socially desirable ends.
Development of Naturalism
Natural surroundings and freedom are the important factors for
the growth and development of the child.
Thomas Hobbs,in 17th century describesnature as an aggregate
of things moving from one place to another.
JJ Rousseau in his Emile describes the education of a child is
close to nature. Nature yields all kinds of good things, but the
society of man grasps them perverts them to evil ends.
Herbert Spencer (19th century)used the word 'force' to describe
'reality'.
Naturalism and Education
Human nature develops according to the laws obeyed by

heavenly bodies,as they move in their orbits. The duty of
edducation is to learn, what these laws are and how to use those
laws. Educational materials should be the facts and phenomenon
of nature. Education makes the individual , a natural man.
Herbert Spencer's views, the educational objectives are:self
preservation,securing the necessities of life, raising
children,citizenship and education for leisure.
Naturalism gives maximum freedom and central position to the

child. Watch words in naturalism are:' follow nature','Back to
nature','Maximum happiness' and 'utmost freedom to children',
'Instinct are basis of education' , 'Senses are the gate ways of
knowledge'. Naturalism beleives that education should be
according to the nature of the child, it advocates creation of
conditions in which the natural development of the child can take
place in a natural way. Textbooks,timetable,syllabus, and even
teachers are not so important as the child, who is to be taught.
According to Rousseau,there are three sources of education i.e.,

nature,men and things. The natue consists of natural development
of organs and faculties,education from nature is to prepare a
natural man.
Man is governed and directed bt the laws of his own nature rather
than those of social institutions. Thus , naturalism is a revolt
against the stereotyped system of education.
Naturalism and Education process
●Education must confirm to the natural process of growth and

mental development. Pupil will be given freedom to determine
the form of the learning process, e.g. inductive methods of
learning.
●Education should be a pleasurable activity for children and it
engages the spontaneous self-activity of the child.
●Acquisition of knowledge is an important aspect of education

related to body and mind. Punishment should be based on the
consequences of wrong deeds,but with sympathy its frequency
will be reduced.
Naturalism and Aims of Education

●Self-realization.
●Self expression
●Self preservation
●Habits formation related to action and thought which are
appropriate to the age.
●Cultivation of self-restraint and sense of value (Herbert
Spencer-biological school of naturalism.)
●Pleasure and pain are instincts of man are real guiding forces
which are basis of the conduct of the child(MC Daugall's view)
●To make the child to adjust himself both physically and
mentally to his environment and to the changing circumstances
in life.(Lamarck's view)
●Equip the individual to dtruggle for existence and ensure his
survival(Darwin's view)
●Evolution of a better humanity through the transmission of not
only physical traits, but also for the cultural ones.
●Education of the man as the 'back of God's creation'. Education

should aim at the evolution of a better humanity through the
transmission of not only physical traits, but also for the cultural
ones.(Bernard Shaw's view)
●Education is universal spirit,according to the nature of the
child.(Rousseau's view)
●Development of individuality(Sir Percy Nussy's view)
●Struggle for existenxe and survival of the fittest.(Herbert
Spencer's view)
●Education should be according to the nature of the child's

tenderness,capacities,instincts,likes and dislikes. It should aim at
providing full opportunity for the development of natural
endowments of the child.
●Perfect development of individuality, develop the child into a

joyous,rational,balanced,useful and mature person.
Thus naturalism ignores the spiritual side of the child's peronality

by omitting the development of his will,conscience and morality.
Naturalism and curriculum
●No fixed curriculum
● Every child is given the right to determine his own curriculum.

● The child is expected to learn directly from nature through
personal experiences.
● Naturalists give prominence to subjects like

gardening,agriculture,nature study,art,crafts,botany,geography
and astronomy etc as they are directly related to the nature of the
child.
● The subjects should be correlated with the play activity of the
child and with the life around him.
Naturalism and Method of Teaching

●Naturalists are not in favour of direct training through teacher
or textbooks
●In the place of textbooks, they emphasise the value of 'concrete
objects'.
●They advocate the direct experience of things and believe in the
principles of 'learning by doing', e.g. observation and
experimental methods.
●Direct methods are advised as to ensure the vocabulary of a
students.
●In the training of science and mathematics"Heruistic method" is

emphasised in the place of 'chalk and talk procedure'.
●Geography is through pratical exercises,actual excursion and
observation.
●Play-way method is used to develop spirit of joyful,sponteneous
and creative activity.
●Dalton plan method is suggested, which gives freedom to the

pupil to choose his own schedule of work. They learn through
observation and experiment, self-government and self-effort.
●Naturalists emphasises 'open air schools' self-government in
schools and establishment of co-education institutions.
Thus the center of naturalism to the field of modern methodology

of education is most outstanding and most abiding.
Naturalism and the Teacher
Teacher can neither interfere with the activities of children nor

can impose his oen ideas and ideals,will power upon them or a
moulder of character formation. His place is 'behind the scene'.
He is a 'spectator' or an 'observer'of the child's development. He
cannot impose any activity,restrictions and limitations for the
learner. He will allow the child, provided opportunity for free
development of their own motives, growth and development in
an atmosphere of non-intervention and freedom. He does not
expect undue respect from his pupils nor does he pose as
superior. He tries to understand the pupils and approves their
behaviour. Teacher cannot dictate to pupils, what they have to
do.
According to naturalists concept, a teacher is only a setter of a

stage, a supplier of materilas and opportunities. Teacher is a
provider of an ideal environment and creator of conducive
conditions to the natural development of the pupils.
Naturalism and Discipline

●Extreme discipline is not desirable, as it stands in the way of
child's natural development.
●Free discipline may be applicable, as naturalists give utmost

freedom to the child to do and learn whatever he likes, they do
not advocate any sort of punishment for the child except that he
is allowed to suppor the natural consequences of his actions.
For regulating the conduct of students, naturalists have evolved
the concept of students self-government in tune with the demand
of a democrative society.
Weakness Of Naturalism in Education

●The simplicity of naturalistic educational practices may not be
possible in urban areas.
●High order of discipline may not be possible as textbooks and
teachers are not playing crucial role and leisure pace of learning
through experience is taking place.
●The physical nature alone is not the power which can be used to
control and direct education or any other human endeavour.
Nature alone cannot find peace or beauty,there is something
higher, which can direct man's purpose, striving towards positive
ends.
●Lacks ideals,no place for spiritual values.
●No constructive suggestions to offer regarding a goal for
educative effort thus it doesnot point to a higher end in the
educational process.
Conclusion
Education is based on psychology of the child and in accordance

with his nature. Naturalists keep the child in the forefront in the
entire process of education. The teacher school, curriculum,
methods of training are not so important as the child, who is to
be educated. Naturalists want the school, to provide an
environment, which is conducive to the free development of the
growing child.
2.IDEALISM
Introduction and Meaning
The word, 'idealism' has been derived from 'ideal' or ideas'.

Ideals or higher values are much more significant in human life
than anything else. This philosophy seeks to explain man and
universe in terms of spirit or mind. This philosophical thought, is
originated by the great Greek philosophers, Socrates and Plato.
They conceived ideas as the basis of their philosophy. Plato in
his dialogues indicated the importance of mind and reason in the
experience of man. Idealism idolizes 'mind and self'; it explains
man and the universe in terms of 'spirit' or 'mind. Man's spiritual
nature is considered to be the very essence of his being.
Chief Assertions of Idealism
●Idealism believes in the 'universal mind' or 'God'. He is the

creator and he creates entire world. It is the source of all human
values. The goal of all human activities is the realization of
'universal mind' in his own self. ●It regards
man as a 'spiritual being', superior to animals. Reality is found in
the mind of man and in the external world.
●Main aim of human life is to achieve spiritual values ie, truth,
beauty and goodness.
These values are absolute, undying and permanent, with these

terms, man rises higher and higher in the moral plane, till he
becomes one with the 'universal mind'. These are all attributes of
god.
● God is the source of all knowledge and real knowledge is

perceived in mind. According to idealists, knowledge gained
through mind is more important than knowledge gained through
the senses.
●The world of ideas and values is more important than the world
of matter. Idealism has full faith in eternal values which never
change. They can neither be created nor destroyed.
●Man can express himself in language and communicate through

various forms of art and culture. Man expresses his spiritual
aspirations through morality and religion. ●Idealists
maintain the distinctiveness and superiority of man's nature, not
only from his spiritual capacities but also seen in his power and
control over the environment. .
●Man can change and manipulate the physical environment and

shaping it according to his needs, he has also the power of
controlling the spiritual and cultural environment and values, it
can be represented by communi- cation through art, culture,
knowledge, morality and religion.
●Reality is spiritual. It exists in ideas, purposes, intangible
values and internal truths.
Idealism in Education
Educational idealists believe that man is born with spiritual self.

He can realise his spirituality and understand its true nature only
through the agency of education. Education is expected to
enlarge the boundaries of the spiritual realm. Ideals of race and
its cultural pattern are preser- ved, transmitted and modified
subsequently in the light of new situations.
Intellectual Training
The world is based on natural laws that are eternal and

unchanging logical consequences physical laws are based on
reason must be taught as nature is simply the outer expression of
an inner logical order.
Unique Nature of Man
In nature, man alone can understand logic order in existence

through the power of his mind by reasoning and self-discipline. It
is provided by the family and school, acquires an effort of mind
and will.
Social habits can be formulated with the process of rational
development.
Idealism and Aims in Education
Idealism lays proper stress on the glory and gran- deur of human
life, which is the best creation of god. It has provided human life
with very high aims.
Exaltation of Human Personality
Education should lead to perfection in the individual, Human

personality is of supreme value and constitutes the noblest work
of god. The aim of education should be the exaltation of the self,
which implies self-realisation. It is the one ie, specially
associated with idealism, since man is a spiritual being, the
divine in man should be unified and brought to his consciousness
by means of education.
Self-realisation
●Duties to self.
Cleanliness, neatness, moderation, satisfac tion of all desires,
self-control, self-sacrifice, punctuality, regularity, avoidance of
obsce nity, profanity and immoral language.
●The function of education is to enable the Individual to realise

this unity within him and to establish a harmony between his
nature and the ultimate nature of universe. Indian idealism
practices liberation, mukti or nirvana as the ultimate aim of life.
Swami Vivekananda Explained theFourfold Path
●Gyana (wisdom)
●Bhakti (devotion)
●Karma (action)
●Yajna (meditation)
Idealists aim at the full and complete training of man for
manhood and not the development of some parts of man.
Acquisition and Enrichment of Culture Environment
Man himself is the creator of cultural environ ment. It is a

product of man's creative activity. Idealists therefore, emphasise
that each child should enter into the cultural heritage of mankind
which is free from the limitations of the material environment.
Man has to preserve the culture, what he has inherited, and also
make to contribute the enrichment of that culture, so that the
boundaries of spiritual realm will be enlarged. Education must
help the individual in this contribution. Education should aim at
providing the mean of acquainting the student with great
achievements in art, literature, mathematics and sciences. Man
should be able to invent, create, produce new and beautiful ideas
and objects of community and society. Education should
emphasise, encourage invention and creation as a part of culture.
Development of Moral Sense: Powers and Rationality
Intellectual development requires training in logical

understanding and perception. When the child develops moral
sense, he is able to distinguish between right and wrong.
Education should also develop the will power of the child, so that
he may be able to follow the good and reject the evil. This power
of truth, beauty and goodness which are the higher moral values.
Self-culture
The pupil has to learn:
●Good manners.
●Self-control.
●Polite Behaviour
Industriousness
●Reliability
●Sincerity
●Perseverance
Duties to Others
●The virtues of modest.
●Respect for the opinions of others.
●Cooperativeness.
●Liberality and generosity.
●Religious education.
Universal Education
Since all human beings are equally, the children of god. In
idealistic society education should be universal without any
distinction of caste, creed, color or social status.
Development of Inventive and Creative Powers
Man should not accept his physical environment as

unchangeable. He should modify the environment according to
his needs and mould it according to his own purposes through his
inventive and creative skill. Education must foster those
inventive power of man to ensure his mastery over the material
given to him.
Idealism and Curriculum
In idealism, the curriculum will be selected based upon ideas and

ideals. It aims to develop a true sense of appreciation of truth,
goodness and beauty by which spiritual perfection will result.
Spiritual act consists of moral, intellectual and aesthetic events,
The three acts are inspired by the three cor- responding desires of
the spirit i.e., knowledge (gyan); feeling (bhakthi); and effort
(karma); therefore the idealistic curriculum provides the training
and cultivation of the intellectual, moral, aesthetic acts for
intellectual advancement of the child.
Languages, literature, science, social studies and mathematics are

included in the curriculum. For aesthetic and moral development:
fine arts, poetry, ethics and religion are provided.
Idealistic philosophy and education also insists on the creation of

sound mind in a sound body. Therefore, physical exercises,
hygiene, gymnastic and athletics are also included in the
curriculum
Thus the idealistic curriculum comprises of physical, intellectual

and spiritual acts which will enable a man to develop completely.
Idealism and Methods of Teaching
Self activity, project method, play way methods can be adopted

to gain knowledge. Questioning, discussion, lecture method,
single and group projects, imitation etc., also included as
techniques of idealism.
Idealism and Discipline
●Strict discipline is essential for self-realization.
●Teacher's guidance is necessary at every step.
●As far as idealists are considered, freedom is not a means but it
is an end.
Idealism and Teacher
●Idealist teacher has attained self-realization. He is a practical

man based on ideal and virtuous life. He should live a life of
content- Iment contemplation, poverty and detach- ment. His
personality is a source of inspiration for his pupils to follow and
to learn the acts like a friend, a philosopher and guide.
●The teacher personifies reality for the pupil. The student

understands and learns about the universe through his teacher.
●The teacher has to be a specialist in the knowledge in view of
his pupils.
●Good teacher commands the respect of pupils by virtue of his
own, high standards of behaviour and conduct.
●Teacher initiates the pupil into the life of the intellect, but he
provides standards of attitudes, imitation. The social atmosphere
of the school, pattern of speech, conduct and appearance
encouraged in the school provide attitude for limitation by the
student.
Weakness of Idealism in Education
●Scientific research study does not support the idealistic view of
a spiritual universe.
●Ideals cannot be simplified.
●The social order today discourages imitation of ideas, ideals,
behaviours and the standards that governed the lives of people
of the older generation.
●The emphasis on good manners, polite behaviour, docility,

modesty sums out of tune with the present day world, where
aggressi- veness reiteration of demands, outspoken- ness and
frankness are regarded as essential qualities in a competitive
society.
●A polite, restrained manner may be mistaken for snobbery.
●Docility and modesty would be dubbed as evidence of
diffidence.
●Overloaded information-selectivity in read-ing and learning has
become a necessity.
3.REALISM
Introduction
What is true and real in daily life is admissible: whose reality is
not felt and unreal is inadmissible
This doctrine is against spiritualism and opposes to idealism.
Meaning and Importance
●Realism is an outcome of scientific development.
●By observation, experimentation and examination if it is
found to be true can be considered as real.
●Realism is directly related to man and society • Through
realism, man is able to enjoy the comforts of society, after
getting all the joys of life.
●Through realism, man is able to enjoy the comforts of society,
after getting all the joys of life.
●Realism provides education, which is useful for life where man
can enjoy his activities and comforts in reality.
Supporters of Realism
J Friedrich Herbart. He gave educational ideas on principles of

realism and development of many-sided interests among the
children. He explained, scientific effort has to be made by the
teachers, which interest is for better welfare of the child and
society. After identifying this analysis, interests among the
children should be developed in the context of different
circumstances of life.
Herbert Spencer: According to Herbert, education has to teach

man to lead a complete life and live full happy life. The learner
has to engage in the following acts in a desired manner.
●Self-preservation (care of
health).
●Earning a living (preparation for vocation).
●Fulfilling responsibilities related to race preservation.
●Fulfilling citizen responsibilities.
●Utilization of leisure time.
Franklin Bobit (American educationalist): Education should be

provided according to the reality of life. Human responsibilities
and obligations which are necessary to lead a happy life are:
●Acts concerned with language.
●Acts concerned with hygiene.
●Citizenship acts.
● Ordinary social acts.
●Leisure acts.
●Acts of mental health.
●Religious act.
●Acts concerning race preservation.
●Vocational behaviour activities.
Nature of Education
Scientific attitude based on realistic principle, where the learner

can extends his knowledge, which he learnt through books can be
developed. Spiritual need has not considered as a real need of
education.
Aims of Education
● Through education man leads a happy and comfortable life.
●It enables the man to capable of earning by vocational form.
●To develop the memory of the child.
●To strengthen wisdom and power of decision making.
●To create the capacity against struggles with adverse situations
arising while earning a living.
●To meet the felt needs of individual/related to materialistic.
●To make the man as 'utilitarian' with the usage of mother
tongue, experiments. demonstration and tours etc.
●Education will be provided according to the reality of life.
● To develop the child capacity for success in the struggles of
future life...
Realism and Curriculum
Science, mathematics, hygiene, vocational activities etc., have
been given prominence in the curriculum.
4.PRAGMATISM
Introduction
It is derived from Greek word, 'pragmatism' which means

'practice or action; active and efficient. A pragmatist lives in the
world of facts rather than ideas or ideals. In American
philosophy, 'pragmatism' means 'utility'. For them whatever
useful is good end, whatever good is useful.
William James is the founder and father of this philosophy.
Meaning
Pragmatism is a matter of fact, treatment of things based solely

on their practical utility. It is the element of utility that has the
greatest appeal for a pragmatist. For him, utility is truth and truth
is utility. Pragmatism believes in practical and utilitarian
philosophy.
Pragmatism is a typical American philosophy. Americans

experimented upon many new ideas and adopted those which
proved useful for them in solving their day-to-day problems.
Consequently they built up a Pragmatism of life, based on their
own experiments and experiences. This is the pragmatic
philosophy of life.
Man as a natural biological organism, schools become secular,

scientific, practical and techni- cal, scholarly pursuits became an
extension of problem solving. The experiences which ing helpful
for the learner and help for direct training. It will be helpful for
occupational activities.
Principles of Pragmatism
●Man creates his own values during the course of act. There are
no fixed values for all times.
●Every truth is man-made product. There is nothing like absolute
truth.
●Pragmatism laid special stress on the value of experimentation.

It stands for testing every statement by finding out its practical
implications. If these implications are desirable, the statement
is accepted, otherwise it is rejected.
●True pragmatism is one, that helps in the solution of practical
problems of life.
●Pragmatism should have meaning and utility in the solution of
human problems (John Dewey).
●Pragmatism should be practical and useful in influencing the
conduct of life and not a passive enquiry or contemplation.
●The growth of human personality takes place because of

interaction with the environment. Man tries to adjust himself to
his environment and this results in his growth. During the
process of adjustment, man adopts himself to his environment
but he also tries to mould the environment according to his
needs, purposes and desires.
●Pragmatism has deep faith in democracy, it is a Government by

the people, of the people and for the people. Through democracy
only individual can realise the maximum development of his
personality. This development is possible only in social context.
●Individual development also leads to the development of
society.
Revolt against Traditionalism and Absolutism
Reality or truth works out in a practical situation whatever fulfils
one's purpose and develops one's life is true.
●Movement in education is preoccupied with change.
●Man shares his fundamental drives with other living creatures.
●Moral values, eg. truth, goodness, beauty etc., have evolved
through social processes.
●Man has biologically unique features; the phenomenon of
language gives him the power to reflect upon experiences to
identify criticize, evaluate and judge them.
●Man and his universal are natural; Man is an organism

struggling to satisfy his need and to perpetuate himself in a
natural world. The methods he has used in conserving life and
satisfying his needs are scientific or empirical.
●A new logic and concept of the nature of thought and enquiry.
Forms of Pragmatism
a. Humanistic pragmatism: Truth satisfies human nature and
welfare as a whole. Whatever fulfils one's purpose, desires and
develops one's life is true .
b. Experimental pragmatism: Which can be verified or whatever
work is the true
c. Biological pragmatism: It stresses the human ability of
adaptation to the environment to human needs
Pragmatism in Education
It is practical and utilitarian school of pragmatism;It believes in

imparting education with reference to human needs. Its enables
the child to solve his daily problems and also to lead a better and
happy life by creating new values.
Education therefore must have its

intellectual,moral,aesthetic,social and physical aspects.
Pragmatism is the product of education , i.e. is outcome of
educational experiments.
Educational Application
● The school becomes child centered,education help the child to
grow.
● Education is centered in the experimence of the children and
this sense of need experienced by the children should be
fullfilled.
● In the school, the childs learns the activities by practicing it, so

the school has to provide conducive environment for the
children. The child will learn most of the life things within the
school. The teacher will act as a guide or councellor. The pupil
actively participates in the planning of activities with the teacher.
● Cultivate creative interest among the child, intelligent
cooperative effort is necessary.
● Child centered education is to build a future centered society.

Pragmatism And Aims of Education
Creation of new values
The pragmatist does not start with any fixed aims or scheme of
values. The main task of theeducation is to put the education into
a position of developing values for himself. The man has to
create the values in the light of his own experience and felt
needs. The child must learn, which values will fulfill and satisfy
his needs and wants in the environment, he has to create such
environment for the child.
Activity and Experience
For the creation of new values, activity and experience are
essential. Education should therefore provide physical,
intellectual, social, moral and aesthetic acts as the media for the
creation of values, and for the development and selection of what
the child wants to learn to satisfy his own needs for the present as
well as for the future
Personal and Social Adjustment
All the aspects are developed for meeting the individual and
social needs of man, this will help him to cope with the varied
problems and situations in life successfully. Direct the impulses,
interests and abilities towards the satisfaction of the felt needs of
the child in the environment.
Reconstruction of Experience
Pragmatists will provide a social setting for the development of

cooperative and correlated learning in the school Pragmatism
emphasises adaptation to environment construction and
reconstruction of experience and development of capacities to
control the environment.
All-round Development
The learner through pragmatism will develop physically,
mentally, socially, morally and aesthetically.
Pragmatism and Curriculum
Activity Curriculum
Pragmatists will not fix the curriculum in advance or in the

beginning itself. Only an outline of the acts may be kept in view
in the beginning and curriculum can be evolved according to the
requirement of the situations. Thus, it will be a flexible and
changing curriculum. While deciding it, the nature of the child
and the multiple acts of life must be taken into consideration
The curriculum should be based on child's occupations and

activities, his own experiences learnt by doing the activities. The
principle of integration and correlated activities should guide in
curriculum construction.
Utilitarian Curriculum
It includes the subjects, which will impart know ledge and

various types of skills, which the child needs in his present as
well as future life. The curriculum is to be governed by the
child's natural interests and felt needs during the successive
stages of development. The experiences are provided which give
knowledge and skills to the child. At the elementary stage
reading, writing. arithmetic, nature study, drawing and handwork
are provided.
At a later stage, practical subjects like languages, social studies,

physical sciences, mathematics and hygiene are included in the
curriculum. Agriculture for boys and home sciences for girls is
prescribed. Training in some craft or vocation also advocated.
Principle of Integration
While deciding the subjects of curriculum, the principle of

integration is kept in view. Instead of dividing knowledge into
various subject fields, integrated knowledge around various
problems of life is preferred. Pragmatism emphasises only the
utilitarian aspect, so it will neglect useful subjects like art and
poetry.
Pragmatism and Methods of Teaching
1. Project method and practical oriented (learning by doing):
According to pragmatists, the method of teaching are devised

by the teacher in the light of real life situations. Education is not
training or imparting knowledge, but to encourage training
through self effort and creative activity. Knowledge is not only
obtained from books, but also actually doing things.
II.Provision of real life situation and touching and handling of
objects, tools and making things:
Project methods are carried out in natural settings. The child is

given a real and purposeful task to carry out. Thus the child gets
knowledge and skills from the experience gained in
accomplishment of that task.
Psychologically also these methods are effective because the

child is always interested in doing things with his own hands
The school, the curriculum and the subject matter all are
considered from the child's point of view .
Six stages in this method:
●Providing a real situation.
●Selection of the project.
●Planning
●Execution of plan.
●The evaluation.
●Judgment of its utility.
III. Discussion, questioning and inquiry: Met- hods also
considered in philosophy of pragmatism.
Pragmatism and Discipline
●Purposeful and cooperative acts carried in a free and happy

environment are conducive to good discipline. Thus they, go a
long way in the training of character and the establishment of
self-discipline
●Self discipline is not exposed control by an external authority.
●Pragmatism' also emphasises on social discipline through
participation in cooperative acts in the school society.
●Social discipline enables the child to have the virtues like

toleration, mutual respect, • sympathy, self-control, initiative,
service of humanity and originality.
Pragmatism and the Teacher
●The teacher will create real life situation in which some
problems may emerge and the Conclusion child is interested in
the solution of those problems.
●The teacher will keep the pupil in the position of a discoverer
and experimenter.
●Teacher will not impose anything in the child, the child will
decide his own goals,aims, and purpose independently.
Strengths of Pragmatism in Education
●The student will learn the skills and meet his needs, prepared
himself to live in society.
●The student will try to meet the immediate felt needs.
●The child learns the activities by doing. He will develop his
qualities, abilities, thinking. reasoning, judgment based on either
individual or social behaviour.
●Both teacher and student should explore in the adventure of
seeking knowledge.
●The pragmatic approach is based upon recognition of
technological and industrialized felt needs.
Weaknesses of Pragmatism
●It does not give raise the question of the ultimate reality behind
the things.
●Artificiality in situation.
●Problem-solving activity may be pleasurable and challenging
for the pupils, but it may have little or no relationship with
problems that occur in real life situations.
●The teacher may be unable to cope with the demands of
teaching.
●Humanities, cultural acts have no place.
●Teacher will act as information officer only. No faith in eternal
truth, which is a stable body of knowledge.
●Many gaps and deficiencies in the learning approach has been
observed.
●Denial of spiritual, cultural values are unpalatable.
●Less practiced in Indian settings.
Conclusion
●Pragmatism emphasises on child's individuality,his

needs,interest and aptitudes.Principles of learning by doing,
activity and experience, it stresses on integration of knowledge
and relating the curriculum to real life situation, project method.
●The teacher has to provide opportunities for act and to have the
experience both in school and play ground.
●The teacher is a friend and a helper.
●The teacher should be alert, well informed and able to discuss
the facts, subject matter with students.
10 5min To describe MODERN CONTEMPORARY PHILOSOPHIES OF Description Listening Chart/ Explain

the modern EDUCATION Slide what are the
contemporary modern
philosophies Introduction contemporar
of education y
The world and its values are continuously changing, the philosophies
educational system also changes from time to time. Each one of
philosophy has its own contributions and limitations; no one education?
philosophy is complete in itself and can be applied successfully
in all situations. Education has to be flexible and dynamic. It has
to adopt, to the changing conditions and environment through out
the ages.
1.EXISTENTIALISM
Introduction
It is the youngest philosophy, described as modern 20th century
philosophy, however a wide general recognition in educational
field is not yet received.
Definition
A modern philosophy which is primarily built upon the work of
the contemporary scholars of the 20th century.
Meaning
This philosophy views man as, participating in a world of things

and events, human existence is the nature of man to exist, to
stand out into reality,to participate in being, to be present to all.
Assumptions
1. The centre of existence is man rather than truth, laws,

principles or essence: The recognition of the individual
existence, man makes himself through choices among many
alternatives in the environment.
Man is characterized by decisions, will and choice; certain
uniqueness and mastery about the human person.
2. The uniqueness and mystery of man: The uniqueness of man

comes from his emotions, feelings, perception and thinking. Man
is the maker and master of culture. Man imposes a meaning on
his universe.
3. Man is not alone in the world:Man is a social being, he is

gregariousness in nature, and he cannot live in a state of anarchy.
Life is seen as a gift and mystery. Man is free to choose
commitments in life, he is the product of the choices. Man's
existence is more important than his essence.
4.Man cannot accept the ready-made concepts of existence

forced upon him: Man is free agent capable of shaping his own
life and choosing his own destiny. We cannot treat people as
machines.
5.Self-knowledge:Self-Knowledge is the key to all truth and

knowledge .'know thyself' is the basic premise of this philosophy.
6 Freedom and responsibility: Based on freedom and
responsibility, man can create his own values.
7. Man is not complete:Man has to meet the challenges in the

changing society. He has to accomplish all tasks and activities
Educational Implications
●Becoming a human being, as one who lives and makes

decisions about what he will do. Human existence and the value
includes knowing oneself, social relationship and biological
development etc.
●Trainers have to provide healthy atmosphere and environment

for the children to find sense of securing encouragement, trust
worthiness and acceptance.
●Children have to receive from emotional stress, eg intense
competition, harsh discipline, fear of failure.
●Each individual has to grow to understand his own needs and

values and take charge of the experiences for changing them.
●Self-evaluation is the end of learning process. Education has to
make the child to have free growing environment, fearless,
understanding individuals.
●Classroom atmosphere has to prepare young people to become

active, trust worthy and responsible.
●All school subjects should present situations for the
development off human beings.
●The teacher should facilitate development of originality and

creativity by providing necessary material and equipment.
●The teacher is in a position to foster individual growth and he is
the foreground and is the centre of attention.
●The teacher is very active and welcomes challenges to his ideas
from the students.
●The democratic ideals must pervade the school environment in

which the students has to grow.
●Concern and respect for the individual student should be the
main concern of the school
●Mechanizaton and impersonality are to be counteracted in
schools.
Limitations in Existentialism
●Educational methods applied are said to be impractical,anti-
intellectual and romantic because they appear to be inapplicable
in the industrial society.
●Time and effort consuming.
●The concepts like 'being' 'meaning' 'existence' 'person' are
ambiguous and not clear.
2.PROGRESSIVISM
Meaninng
Education is centred around for the present life itself. The

development of an individual and the society is only possible,
when education facilitates the growth of every phase of the child.
Aims of Education
To develop the personality of an individual through providing a
democratic environment in the educational institutions.
Progressivism and Curriculum
It should be based on the actual giving environment of the child.
It must reflect his daily life.
Curriculum Includes
Political: Moral, Social; Vocational; Intellectual; Mathematics:
General science, Languages: Integration of experiences.
Progressivism and Methods of Teaching
●Project method-active participation of the pupils in learning.
●Socialized methods-to bring all the individuals into a group
system of interaction.
●Conferences.
●Consultation.
●Planning and participation in the activities.
Progressivism and the Teacher
The human elements, human beings are given more importance.

The teacher has to meet the needs of pupil as good human being.
The teacher, who is vital in education process and having richer,

superior experience and can analyse the present situation.
Teacher will act as a stage setter, guide and coordinator but he is
not total authority, just he guides the situation.
Progressivism and the School
School is a cooperative enterprise, it provide conducive
environment for democratic growth of the child.
BEHAVIOURISM
Introduction
Person's behaviour is the result of environmental conditioning.

Man is a passive recipient, who reacts to external stimuli, he has
no will or decision of his own or the capacity to take sponta-
neous action,
Techniques/Methods of Teaching
●Law of effect.
●Reinforcement
●Reward
●Shaping
●Modeling
●Programmed Behaviour
●Token economy
●Classical conditioning
●Extinction
●Reciprocal inhibition
●Desensitization
●Cognitive learning
●Flooding
●Avertion
●Response prevenion and restraint.
●Self-control technique
●Contigency management
●Assertiveness training
●Negative practice
●Contact
●Time-out
●Punishment
●Satiation
●Relaxation technique
●Operant conditioning
Educational Applications
Systematic applications of principles of learning aims at

changing maladaptive behaviour with adaptive behaviour.
Learning is governed by man's action and reaction to various

media (oral, written, machine). Learning occurs as a personal
achievement through interaction between the learner and
environment.
Advantages
●Man tries to understand ,predict,influence, and control human
behaviour with rapidity.
●Individulaized instruction
●Auto instruction
●Self corrective
●Reinforcement provided by correct answers is a source of
encouragement to the slow learners.
4.HUMANISM
4.HUMANISM
Man is an end, not a mean.

Principles
The humanist emphasis is on literature.
He has to overcome the conflicts of his own time.
Directions
●Respect for language
●Ancient culture
●Intellectuals for literacy scholarship.
Humanism Attitude is Reflected in Certain Value Systems
●Values are of the highest quality, benefit will occur.
●Fall/decline in moral, esthetic standards, values results in
violence and barbarism (undisciplined behaviour, crude tastes
and rude manners)
●Values are intellectual abstractions, eternal and unchanging.

●Values are fundamental measures of human experience.
●Human problems are problems of values
●Literature portrays man in historical circumstances and
reflects moral decisions, civilized behaviour.
●Absolute and eternal values are inexpres- sable.
The Role of Education in Humanism
●Children must be taught to respect language a sense of language
perfection.
●Children must be trained in modern literary standards of
academics
Curriculum
Music,Literature,central concern is respect for intellectual values
and traditions.
Teacher
The teacher is expected to be well-read, well- trained in
humanities subjects and superior attainment.
5.EXPERIMENTALISM
Experimentalists reject the laissez-faire individualism and

permissiveness. They accept a naturalistic point of view, but they
want the control and utilization of nature-not submission to
nature. It accepts the perspective of evolution,
Ideas of Sociology Adapted by Experimentalists (according to

John Dewey)
Man is a social being and product of his environment.
Learning depends on environment.
Experimentalists ask people of the world, to appreciate and
respect one another culture and to recognize that differences
merely reflect environment circumstances.
Technology means progress in social development and social
advance.
The goal of man is not only to survive but also to live a good life,
economic well-being which is a motive for psychological and
social behaviour. The school is social institution, democratic
philosophy of education has to be represented.
6.ECLECTICISM
Definition
The synthesis or harmonious blend of the diverse philosophies of

education. It is the process of pulling out and putting together of
the useful and essential aspects of various philosophies of
education.
Meaning
The fusion or synthesis of different philosophies of education.
Need
●No philosophy is complete in itself. It cannot be applied
successfully in all situations
●To find unity in diversity through eclectic approach
●To meet the changing needs and demands in the world and
cultivate change in behaviour, no need for the leamers to stick to
one dogma, ideology or philosophy.
●Uniform tendency or holistic approach is needed for Indian
culture and its civilization.
●To promote good citizenship, equality of opportunity,
universality in education, eclectic tendency is essential.
Methods of Teaching
●Play way method.
●Learning by doing
●Direct experiences through projects and problem solving etc.
Aims of Education
●Education should give a child, a command of the basic
processes of learning.
●The child should become an efficient member of society.
●The development of moral character
●Promotion of good health.
●Skillful training.
●To prepare the person to take his place in life.
●To be able to think, reason and to adapt himself to his
environment.
●Interests and motivation of the child has to be improved.
●The child should be educated in favourable, congenial

environment. Education has to promote or encourage the child to
develop skills and knowledge.
7.RECONSTRUCTIONALISM
Meaning
It may be understood in two forms: First,total change. Second,
Desirable change.
Hereby educational recontruction,we mean both the types of

reforms. The present educational system undoubtedly doec not
represent Indian culture and traditions. So it should be changed
totally or reformed gradually.
Total change is a difficult task and it requires deep
thinking,money and research.
Main Elements of Recontruction
1.National culture and Philosophy of life:-The aim of which shall
be to acquaint our students with our
culture,customs,civilization,literature and history.
2.National education:-In our education we have to include

national education policy means narrow but broader nationalism.
Our idea of national education should be so ambitious that it
develops our national feelings and promotes our cultural
development and all other types of advancement for the
prosperity of the nation. which may give rise to the feelings of
self control, self regard,human love and sympathy in man.
3.Duty of Government:-Educational recontruction is a difficult

task. For that help and interest of the government is necessary.
Education takes the nation to the path of progress. So the
Government has a great responsibility in this regard. The
Government has to come forward in educational reconstruction
and it has to provide money in its budget.
4. Duty of countryman:-Along with Government,the countrymen

too have some duties in the educational recontruction because if
the citizens are indifferent, Government alone cannot do this
work. The leaders in the field of social,political and educational
activities will have to take the lead and participation in
educational reconstruction.
Aims of Education
The primary aim of education is an all round development of

personality. It mainly includes physical,mental,moral,and
spiritual development. Along with it, reasoning,thinking and
intelligence should be developed.
The aim of education is to develop faith in democratic principles.

Curriculum
The curriculum will be based on the age,capacity,social
status,environment and geographical conditions.
Teaching methods
In the teaching methods, the aim should not be only to pass

examination but to develop necessary qualities and abilities
also;so education should be activity centered. Teaching should be
so organised that the student may become self reliant.
Competent Teacher
Education cannot be beneficial in the absence of competent

teachers. So proper arrangements for the training of teachers
should be made. For this work, necessary changes are needed in
the outlook of training institution.
Discipline
Education should be so organized and conducted that the

problem of indiscipline may not arise at all,in the eduactional
institution. For this , qualities like liberalism, tolerance and
discretion may be developed in students.
Examination
The examination should be based on the work of the entire
session.
Guardians
The cooperation of teachers and guardians is needed in the

reconstruction of education because the child passes his time in
the company of both. So the education of guardians is also
needed in this regard to fullfill their duties.
Healthy Environment
The work of educational reconstruction becomes easy if the
schools are establishes in healthy environment.
11 5min To listout the →OBJECTIVES OF NURSING EDUCATION Discussion Answering chart/ Enumerate
objectives of /Listeing slide the
nursing objectives of
●To prepare nurses who will give expert bed side nursing care in
education nursing
the hospital and home.
education?
●To provide integration of health and social aspects;theory and
practice in generalized public health nursing.
●To provide an adequate, sound scientific foundation, intelligent
nursing to understand the functioning of body and mind in health
and disease
●To prepare nurses who will be able to work cooperatively with

team members who are engaged in health and welfare work.
●To provide opportunities through curricular and extra-
curricular activities for the full development of the personality of
each individual students.
●To ensure opportunities for initiative and resourcefulness, sense
of responsibility for oneself and others and broad professional
and cultural interest.
●Increased number of Nursing Leaders with advance nursing
education.
12 3min To summarize SUMMARY Discussion Listening
the topic
Philosophy is the science of seciences. All educational
philosophies will be unique to the particular society and
individual whom it serves. All teaching stff should participate in
the formation of philosophy.
If we are unclear about philosophy of education our curriculum

plans and teaching procedures will tend to be inconsistent and
confused. Further , we need to be constantly open to new ideas
and insights that may lead to a revision or refinement of our
philosophies. Branches of philosophy related to curriculum are-
Prennialism,extentialism,progressivism,reconstructionalism.
Major philosophical positions are Idealism,
pregmatism,realism,extentialism. Teaching philosophy has been
defines as the map, which provides directions to move ahead.
Philosophy of education also teaches the concept of not
prejudging the personality of each students.
CONCLUSION
At the end of my teaching practice, students of M.Sc. Nursing 1st

year will be able to get information about the formulation of
philosphy and the objectives of Nursing education and able to
answers following questions:-
Define Philosophy
What are the major branches of philosophy?
Enlist the importance of philosophy in education?
How does Philosophy influence in education system?
List out the objectives of Nursing Education.

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Specific Teaching Learning A.

In the history of mankind civilization didn’t bring happiness to

Philosophy is a persistent attempt to give insight into the nature

1.Metaphysics :- [ What is real ]

Metaphysics is the record of the exploration of the human mind

Philosopher belonging to the idealist school declares that man is

Realists, another school of philosopher givre equal status to the

Naturalists look uopon the mind as a by product of matter and

It is obivious that no specifics empirical science like physiology

If they could, we would have got an unambiguous answer long

Thus, metaphysics begins where postiive emperical science ends.

2.Epistemology :- [What is truth]

Where as metaphysics is concerned with the nature of reality, as

3.Axiology :- [ What is good]

Axiology is the branch of philosoy concerned with the general

Axiology has two major sub- divisions

●Aesthetics :- It is the branch of science that is concerned with

Fig : Main division of Philosophy

●Philosophy points out the way to be followedd by

Specific Teaching Learning A.V

●Education is the best mean for the propagation of

A philosopher arrives at the truth after a geat deal of

●Philosophy determines the broad aspects of education:-

Philosophy provides aims of education, it detemines the

●All great philosophers are great educators:-

Philosophers reflected their views in their educational schemes.

6 4min To explain the Explaination Listening Flash How

Philosophy is the determining force in laying down the aims of

●Philosophy and curriculum:-

Curriculum is the sum total of all the activities and experiences

Pregmatists advocate the study of functional subjects and social

Naturalists are mainly concernedd with physical sciencess and

●Philosophy and textbooks:-

The textbooks must reflects the prevailing values of life fixed by

●Philosophy and methods of teaching:-

Every system of education has its own methods of teaching based

Naturalism:- emphasises child centered methods of learning by

Pragmatisms:-recommends project methods,problem solving

●Philosophy and discipline:-

Philosophy dtetrmines the nature and forms of discipline.

●Philosophy and the teacher:-

Teacher is the backbone of the entire process of education.A

●Philosophy and evaluation:-

Evaluation is the pivot of ducation system. It determines the

It is a system whose salient characteristic is the exclusion of

George Hayward Joyce.

It is the doctrine that seperates nature from God, subordinates

Ralph Barton Perry

Naturalism is a doctrine that seperates nature from God,

Naturalisn , as a philosophical doctrine has three distinct forms:

Nature is the reality, human life is wholly controllled and

There is no spirit or soul, only matter is everything. Man is also

Thomas Hobbs, an English man described nature as an aggregate

Based on Darwin, Herbert Spencer's view, by the process of

Naturalism and Education

Human nature develops according to the laws obeyed by

Naturalism gives maximum freedom and central position to the

According to Rousseau,there are three sources of education i.e.,

Naturalism and Education process

●Education must confirm to the natural process of growth and

●Acquisition of knowledge is an important aspect of education

Naturalism and Aims of Education

●Education of the man as the 'back of God's creation'. Education

●Education should be according to the nature of the child's