INTRODUCTION

Philosophy is a scientific, systematic inquiry about the ultimate reality in the universe; it is, the
basis for understanding man. Etymologically, the word philosophy has been derived from the
Greek words: 'Philos' means 'Love', 'Sophia' means 'Wisdom'. It is the loving and searching for
wisdom and truth. The etymological meaning of the word 'Philosophy' is 'love of learning'. It
signifies a natural and a necessary urge in human beings to know themselves and the world in
which they 'live and move and have their being. It is impossible for man to live without a
philosophy.

MEANING OF PHILOSOPHY:-

The word philosophy is derived from the Greek words "Philos", (loving) and "Sophia" (wisdom)
and means "love of knowledge and wisdom" However, as it is used today "Philosophy" means
fundamental beliefs and convictions. Thus philosophy means love of wisdom. Philosophy is
search for wisdom and truth. Knowledge is a constituent of wisdom and wisdom helps us to
analyze the facts in the process of finding relationships.

 It is a living force, a way of life, an attitude towards life, or search for truth and reality.
 It is a search for deeper and finer values of life.A It is a search for a comprehensive view
of nature.
 Philosophy refers to a certain way of thinking. It arises out of an attempt.
 To arrive at the solution of the problem through the use of human reasoning and
experience.
 To find the deeper meaning of the problems.
 Philosophy is the study of the general principles and understanding all, i.e. God, the
World.
 Each individual should have a philosophy of life, i.e. a set of standards, ideals which are
based on the principles that have been chosen as being acceptable to him.
 It is what we believe and the principle which governs our life.
 It is acting like a guide to have a concrete outlook on the world, life, human conduct and
actions.
  Philosophy is the most earliest and original intellectual discipline.

DEFINITION:-

 Philosophy is the science of knowledge……….Fitchi

 Philosophy is a search for a comprehensive view of nature, an attempt at a universal
explanation of the nature of things…………………. –Henderson

BRANCHES OF PHILOSOPHY:-

The main divisions in philosophy are

1. Metaphysics

2. Epistemology

3. Axiology

BRANCHES EDUCATIONAL EXAMPLES

Metaphysics Do you think human beings are basically good or evil?
What is a conservative or liberal belief?
Epistemology How would an anthropologist look at this classroom? no
A political scientist? A biologist?
How do we know what a child knows?
Axiology Is morality defined by our actions, or by what is in our hearts? What
values should be taught in character education?

1. Epistemology: Deals with the origin and sources of knowledge, where as metaphysics is
concerned with the nature of reality, as such epistemology focuses on own knowledge of his
reality. The major concerns of epistemology are knowledge and truth. Epistemological analysis
is usually in terms of the subject, the object and the process of acquisition of knowledge

2. Metaphysics: Deals with the ultimate true nature of things. It is the record of the explorations
of the human mind in to the ultimate nature of the man and of the world. It is the result of an
attempt to answer the questions. What is really real?".
3. Axiology: Is concerned with the nature of morality and value. It is that branch of philosophy
which is concerned with values. Axiology has 2 major subdivisions; ethics and aesthetics Ethics
is concerned with good and bad, right and wrong, approval and disapproval and virtue and vice
Anesthetics is inquiring in to the nature of the beatify and the ugly

EDUCATION:-

1. Education. Vivekananda believed education is the manifestation of perfection already in men.

He thought it is a pity that the existing system of education did not enable a person to stand on
his own feet, nor did it teach him self-confidence and self-respect.-Swami Vivekananda

2. "Education is the all-round drawing out of the best in child and man- body, mind and spirit".
Mahatma Gandhi

MEANING OF EDUCATION

For a systematic understanding of education, study of following meanings is essential

1. Education as acquisition of knowledge

2. Education as a tool to discipline the intellect

3. Education as a preparation for life.

4. Education as direction...

5. Education as growth

6. Education as transmission of culture,

NEED FOR PHILOSOPHY OF EDUCATION

Philosophy gives direction to education by providing certain guidelines. It attempts to establish

coherent meaning within the whole domain of thought. It is only with a philosophy of education
that the school officials, teachers and even parents can co-ordinate their efforts towards
achieving an aim. When this co-ordination untie, this renders education meaningless and a
haphazard activity. Philosophy is basis of all education. Without philosophy of education we get
no where at all. All our efforts prove useless. There is an enormous loss of time, energy and
finance. Moreover, there is an immense waste of human resources. Practice, unguided by theory,
is aimless, inconsistent and inefficient, Education is essentially a philosophic enterprise.
Philosophizing' is the main business of philosophy. Therefore, there is a need for a philosophy of
education. Philosophy is fundamentally a belief or an opinion. There should, therefore, be a
consensus among different beliefs. This consensus will lead to co-ordination and to evolving a
desirable philosophy of education based upon certain criteria. Thus, philosophy of education is
the living and unifying force behind the educational aims and activities..

RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION:-

Philosophy is the science of knowledge and knowledge is the antidote to ignorance. Philosophy
as the science of sciences, Philosophy as the mother of all arts, provides the pre required to
formulate the objectives of education. Education without Philosophy is blind and Philosophy
without education is meaningless.

Philosophy and education are closely inter-related.

Education is the application of philosophy or philosophy of education is applied philosophy. It is

the application of philosophy to the study of the problems of education that is known as
philosophy of education.

John Dewey believed that philosophy is both a method of identifying problems and a source of
suggestions about ways to handle these problems. This view increases the importance of
philosophy to education. Generally, the relationship between philosophy and education may be
approached in this way.

The values or standards of life are prescribed by philosophers in two areas such as ethics and
aesthetics. The theories of knowledge determine the methods of teaching or learning. The
ontological and metaphysical point of view of philosophy forms the base for actual content or
curriculum of education.

View of Ross: 'Philosophy and education are the two sides of the same coin; the former is the
contemplative while the latter is the active side'.

Following points explain the relationship between education and Philosophy:

PHILOSOPHY POINTS OUT THE WAY TO BE FOLLOWED BY EDUCATION

Education is the modification of the child's behaviour, whereas philosophy shows the way to be
followed by educators in the modification of the child's behaviour. Education is a laboratory in
which the philosophical theories are tested, thus education will be said as, 'applied philosophy'.
Philosophy is wisdom; Education transmits wisdom from one generation to the other.

EDUCATION IS THE BEST MEANS FOR THE PROPAGATION OF PHILOSOPHY

A philosopher arrives at the truth after a great deal of emphasis on the 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 others to convert his beliefs and live according to them, thus it can be
achieved through education, which is the best means for propagation of his philosophy.
Education becomes more prominent than philosophy as action speaks louder than words.

ALL GREAT PHILOSOPHERS ARE GREAT EDUCATORS

Philosophers reflected their views in their educational schemes. When the Philosopher wishes to
spread his ideals, beliefs, he formulates a scheme of education based on his philosophy, e.g.
Socrates, Buddha, Tagore, Gandhi, etc. were great philosophers and thinkers as well as great
educators.

PHILOSOPHY DETERMINES BROAD ASPECTS OF EDUCATION

Philosophy provides aims of education, it determines the curriculum (Course of Study), methods
of teaching, school discipline, role of teacher, school problems, etc; Philosophy influences and
determines both the matter and the method of education. Thus, philosophy contributes to the
educational theory and practice.
SL NO PHILOSOPHY EDUCATION
1. It sets the ideals, principles, Education works out those
goals, standards, values thus it values.
is e in reality and truth.

2. It is theory based. It explains how to achieve the

goals through man's
educational efforts by practical
application of MOTAQUE
theory.
3. It is contemplative and tally’s It denotes practically walking
way of life on that path
4. It deals with abstract ideas It deals with concrete ideas
5. Philosophy formulates the It deals with the use of this
method method
6. Philosophy is wisdom Education transmits that
wisdom from one generation to
the other.
7. It is the art It is the science
8. Philosophic theories and Education is a laboratory.
speculations are tested and Education may be rightly called
made concrete. applied philosophy.

USES OF PHILOSOPHY IN EDUCATION:-

Brameld (1953) lists four distinct roles for the philosopher of education.

1. As a resource person in curriculum development in particular subjects.

2. As a inter disciplinarian- the philosopher of education is concerned not only with the
relationship of all fields of education with one another but also with the relationships of these
fields to the wider world of arts, science, religion, politics and society.

3. As co- researcher the educational philosopher collates and synthesizes the findings of various
projects in different fields which convergent answer a single, fundamental question.

TYPES OF PHILOSOPHY

TRADITIONAL PHILOSOPHIES MODERN COTEMPORARY PHILOSOPHIES

IDILISM PERENNIALISM
REALISM ESSENTIALISM
NATURILISM EXISTENTIALISM
PREGMATISM RECONSTRUCTIONISM
EXISTENLIALISM PROGRESSIVISM

A.IDEALISM

The word "Idealism" may be derived from "ideals" or "ideas". So according to Idealism, Idealism
or higher values are much more to explain man and universe in terms of spirit or mind. This
philosophical thought is originated by the Greek Philosophers, Socrates and Plato. They
conceived ideas as the basis of the philosophy.

IDEALISM & AIMS 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.

EDUCATIONAL IMPLICATION OF IDEALISM

An idealistic philosophy of education, according to Horne, is an account of man finding himself

as an integral part a spiritual universe

The first and foremost aim of education, then is to enable the educand to move towards spiritual
self-realization Idealism considers student as an individual with inner potentialities. Education
should help the student to realize these potentialities. Curriculum should consists of those
knowledge and experiences which help the student to attain development. The child should be
taught the ways and means to acquire and verify knowledge. The teacher should impact
essentials of knowledge and assist to develop moral and aesthetic values in the child. As said
earlier, Idealism stresses more on the spiritual development of the child.

B.REALISM

According to Butter, "Realism is the reinforcement of our common acceptance of this world as it
appears to us."

"The doctrine of realism asserts that there is a real world of things behind and corresponding to
the objects of our perception" (J.S Ross)

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 EDUCATIONAL IMPLICATIONS

Aims of education

The major aims of education according to realism are as follows

1. To discern the truth about things as they really are

2. To extend and integrate such truth as is known

3. To gain such practical knowledge of life in general and of professional functions in particular
as can be theoretically grounded and justified

4. To transmit this a coherent and convincing way both to the young and to the old throughout
the human community

5. Fosters mental and physical powers of child.

6. Developing and training of senses.

Realism considers the child as a dynamic and growing entity to face the realities of life. The aim
of education is to prepare the child to face the realities of life and to solve problems. The
knowledge and experiences given in the school should be appropriate to achieve this aim. Hence
the realists suggests that the curriculum should be broad based and include varieties of subjects,
especially science subjects.

C.NATURALISM-
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.

From the solemn gloom of the temple children run out to sit in the dust, God watches them play
and forgets the priest' -Rabindranath Tagore

NATURALIST AIMS AND OBJECTIVES OF EDUCATION

Self-preservation is the first of the five objectives. In order to live completely, as man has first of
all to live, he has to continue his own existence. While instinct is the chief guarantee of this
objective, this education may also help by acquainting the learner who with the laws of health
and enabling him to earn a living.

Securing the necessities of life: It is especially in the realm of developing economic efficiency
that education helps in preserving life. Money is not life, but it is a necessity in maintaining life.
Education should train directly for success in this important function.

Raising children: According to Spencer, the most important function that most men and women
have to perform is that of being parents. Therefore, education should deal unashamedly both with
the care of children in the nursery and the discipline of them as growing boys and girls.

Maintenance of social and political relations: Beyond the home in the far-reaching social
structure, man must have some understanding and mastery of social and political processes if
living is to be complete. He must be a wise citizen who is equipped for effective social and
political action.

Enjoyment of leisure: Life is not all serious struggles, keeping physically strong, earning a
living, being a responsible parent and an earnest citizen. Complete living also includes freedom
from struggle, some of the time for 'gratification of the tastes and feelings.'

NATURALISM AND METHODS OF TEACHING

1. Learning by doing

2.Play way method

3. Observation and experimentation

4. Self education or self-effort

FUNDAMENTAL PRINCIPLES OF NATURALISM

According to naturalism:

 The material world is the real world.

 The mind is subordinate to matter. Nature alone is the source of all knowledge.
 Values are created in terms of specific needs.
 All real values exist in nature in living close to nature.
 There is no possibility of any 'supernatural being. The individual is always given
precedence.
 Man creates societies is always given precedence.
 Man creates societies only to meet some of his needs.
 Nature alone represents the entire reality. There is nothing beyond nature, behind
nature and, other than nature.
 Human life is a part of the scheme of nature. It is a self-sufficient entity, having its
own natural laws to the entire human experiences, material, rational or spiritual.

EDUCATIONAL IMPLICATION

Education must confirm to the natural process of growth and mental development. Pupil will be
given freedom to determine the form of learning process.

Education should be a pleasurable activity for children and it engages the spontaneous self
activity of the children.

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.

D.PRAGMATISM IN EDUCATION
What we want and need is education: Pure and simple, and we shall make surer and faster
progress when we devote ourselves to finding out just what education is and what conditions
have to be satisfied in order that education may be a reality and not a name or a slogan.
Education is the most powerful weapon which you can use to change the world.

• PRINCIPLES OF PRAGMATISM

(a) Man is considered as essentially a biological and social organism.

(b) Knowledge should be experimentally verified and it should be useful to the learner.

(c) Pragmatism has faith in man's capacity to shape his destiny.

(d) There are no absolute values, all values are relative. What works as useful becomes a value.

(e) Only those theories which can work in practical situations are true.

(f) Pragmatist is more concerned with the present and immediate future.

(g) Pragmatism accepts only the knowledge which is empirical, i.e., which can be experienced at
sensory level.

(h) Only those ideas which can be realized in life are real.

PRAGMATISM AND AIMS OF EDUCATION

1.Harmonious development of the individual

2.Continuous experience

3. Social efficiency

PRAGMATISM AND METHODS OF TEACHING

1. Principle of progressive learning

2. Principle of learning by doing

3. Principle of integration

PRAGMATISM AND EDUCATION

Activity of curriculum: Pragmatism is not in favour for fixing curriculum in advance. An outline
of the activities may be kept in view in the beginning and a 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 activities of life must be taken into
consideration.

Utilitarian curriculum: Pragmatic curriculum is utilitarian. Only those experiences are provided
which give as much knowledge and skills to the child, as he requires for his present and future
life. 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 science
for girls is prescribed. Training in some craft or vocation is also advocated.

Principle of integration: While deciding the subjects of curriculum, the principle of integration is
kept in view. Instead of working at separate subjects, the pupil should be encouraged to draw
freely upon all knowledge that is relevant to the activity in which he happens to be engaged.

It neglects useful subjects as poetry and art.

EDUCATIONAL APPLICATION

The school becomes child centered, education will help the child to grow.

Education is centered in the experience of the children and the sense of need experienced by the
children should be fulfilled.

In the school, the child 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 counselor.

The pupil will actively participates in the planning of activities with the teacher.

Cultivate creative interest among the child, intelligent co-operative effort is necessary.
Child centered education is to build a future centered society.

MODERN CONTEMPORARY PHILOSOPHY:-

A.SUPERNATURALISM

This philosophy originated in the Christian philosophy and according to this philosophy, 'there
is a personal God. God is the author and creator of nature and man. God has created this universe
and placed man in the universe as His child. God helps His children to attain the eternal destiny
that is union with God.

B. HUMANISTIC EXISTENTIALISM

It is the youngest philosophy, described as modern 20th century philosophy, however a wide
general recognition in educational field is not yet received.

Existentialism is at once a terrifying and fascinating philosophy. One may be an existentialist

without knowing it.

There are two major wings within existentialism the theistic and the atheistic. As you know,
theists believe in God and atheists don't.

Soren Kirkegard, Karl Jaspers, Gabriel Marcel and martin Buber are notable among the theistic
existentialistic.

Friedrick Nietasche, Martin Heidegger and jean-Paul Saster are well known atheistic
existentialists.

MEANING

This philosophy views man as, participating in a world of things and events, human existence in
the nature of man to exist, to stand out into reality, to participate in being, to be present to all.

Educational implication of existentialism Aims of education The first and foremost aim in any
existentialist scheme of education is the development of authenticity
Authenticity can be interpreted in terms of 3 dimensions

1. Undistorted awareness of one's judgement

2. Ones own self as the basis of ones judgement

3. Congruence between one's awareness, judjement and action

That is an individual must have as accurate an awareness of his condition as is possible. This
awareness in turn has three dimensions; the universal elements in the human condition in general
like guilt, tragedy, suffering and death those elements of the cultural and socio-historical context
and those elements that are congenital to a particular individual.

C. PROGRESSIVISM

It is an American philosophy, which is a revolt against the 'formal / conventional / traditional'

system of education. It became popular, In 1929 the economic depression of USA adversely
affected the educational system of the country.Education is centered on 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.

BASIC PRINCIPLES OF PROGRESSIVISM

 Emphasis on learning by doing-hands-on projects experimental.

 Strong emphasis on problem-solving and critical thinking.
 Makes students involve in group work and development of social skills. Emphasis on
practice rather than knowledge.
 Education for social responsibility and democracy. Integration of community service and
learning projects into the daily curriculum.
 Selection of subject content by looking forward to ask what skills will be needed in future
society.
 De-emphasis on textbooks.
 Emphasis on life-long learning and social skills. Assessment by evaluation of child's
projects and productions.
Aims of Education

 To develop the personality of an individual by providing a democratic environment in the

educational institutions.

Progressivism and Curriculum

 It should be based on the actual environment of 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.

D. BEHAVIORISM

Person's behavior 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
spontaneous action.

Principles

1. Man is not separate from his surrounding environment.

2. Human behavior is controlled with creativity.

3. Reflexes and other pattern of behavior evolve and change as they increases the chances of
survival of the species.

Educational Applications

 Systematic applications of principles of learning aims at changing maladaptive behavior

with adaptive behavior.
  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.

E. HUMANISM

Man is an end, not a means.

Principles

1. The humanist emphasis is on literature.

2. He has to overcome the conflicts of his own life time.

HUMANISM AND AIMS OF EDUCATION

 As described by Gage and Berliner (1991), there are five basic objectives of the
humanistic view of education:
 According to humanism, teacher is expected to be well read, well trained in humanities,
and all subjects.
 Promote positive self-direction and independence (development of the regulatory
system).
 Develop the ability to take responsibility for what is learned (regulatory and affective
systems).
 Develop creativity (divergent thinking aspect of vicognition)
 Curiosity (exploratory behaviour, a function of imbalance or dissonance in any of the
systems).
 An interest in the arts (primarily to develop the affective/emotional system).
ROLE OF EDUCATION

Children must be taught to respect language, a sense of language perfection.

Children must be trained in modern literacy standards of academics.

Curriculum

Music, literature, central concern is respect for intellectual values and traditions.

Teacher

The is expected to be well read, well - trained in humanistic subjects and superior attainment.

Experimentalism

Experimentalists reject the laissez-faire individualism and permissiveness. They accept a

naturalistic point of view, but they want to control and utilization of nature - not submission to
nature. It accepts the perspective of evaluation.

F. RE-CONSTRUCTIONALISM

Brameld (1971), the major proponent of Reconstructionaism in, education, views

Reconstructionaism as a complement to progressivism

Re-constructionism like many other lines of thinking in western philosophy, has its orgins in

Plato

Re-constructionism derives from what may be called the utopian tradition in western thought.
Thomas more, Karl Marx, Bernard Shaw, Pitrim Sorokin and Karl Mannheim are
reconstructoinists who belong to the more recent past. Theodore Brameld is a major proponent of
re-constructionism in education. There are strong elements of reconstructionist thinking in Paulo
- Fyeire's educational philosophy.
EDUCATIONAL IMPLICATIONS OF RECONSTRUCTIONISM

 Aims of education
 The kind of social order the reconstructionist wants to build provides the rationale for
education as a social institution. Brameld believes that it is to emerge out of the
biological, the social and the human sciences.
 The primary aim of education is an all round development of personality, to develop faith
in democratic principles, improvement of mental abilities.

Curriculum

The reconstructionist would make the direct, primary and experimental awareness of the
individual the basis of learning

The reconstructionist would also encourage a problem centered curriculum as does the
pragmatist. The reconstructionist goes on better than the pregmatistist in providing a sharper
criterion for the choice of problem.

The reconstructionist wants to complement the problem centerd and essentially cognitive
learning of the pragmatist with affective modes of learning which promote the values of
awareness and creativity.

Methods of teaching

The problem of communication leads us on to the methods of teaching. The methods of teaching
have a special significance in the context of consensual validation.

Evaluation

The reconstructionist programme of evaluation will be very much like that of the pragmatist. In
as much as he includes affective dimensional and commitment to a consensually validated
ideology in his goal.
G. ELECTISM

To familiarize with different philosophies, draw the best and essential points inspiration from all
of them and make into one harmonious whole and build one's own personality of education,
which is known as the 'eclectic tendency' in education.

Definition

The synthesis of 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.

NEED FOR ELECTISM IN EDUCATION

Education is always driven by societal needs and these needs are changing from time to time. An
efficient education system promptly foresee the future needs of the society and reprioritize its
aims accordingly. This reprioritization helps the education system to meet the demands of the
society. Electism is helpful in solving various problems related to present day education system,
it is graded as the best philosophical approach.
PHILOSOPHY OF NURSING EDUCATION:-

 philosophy of nursing education is the written statement of the believes, values, attitudes
and ideas which the faculty as a group agreed upon in relation to the nursing educational
programme such as health, disease, nursing, nurse, nursing as a profession, education,
learner, society, patient, nursing education and preparation of nurses.
 Philosophy of nursing education is a perfect combination of philosophy of nursing and
philosophy of education.
 In the philosophy of education, importance is given to the student.
 In the philosophy of nursing, emphasis is placed on the patients.
 The philosophy of a nursing institute should be enriched with value statements regarding
the practice of nursing and teaching of nursing.
 The philosophy will decide the nature of student selection process, objectives of the
educational programme, curriculum development, and type of practical experiences
provided to the students, selection and placement of staff, teaching methods and
evaluation system
 In the beginning, nursing and nursing education was solely under the influence of super
naturalism
 The changes in the education system, socio- economic condition, scientific and
technological advancements, and innovations in the health care sector and knowledge
explosion motivated the nursing education to consider other philosophies also
 Following an eclectic tendency by adopting the good features of various philosophies is
also common now.

TRADITIONAL INDIAN PHILOSOPHY

Most of the systems of traditional Indian philosophy viewed the world itself as a school for the
soul and life as an educative travel through this world towards Moksha or liberation.
Classification of the schools of Traditional Indian Philosophy

The basis for classifying the schools of traditional Indian Philosophy is their relationship to the
Vedas. Schools which accept the authority of the Vedas are called the orthodox schools; schools
which reject Vedic authority are the heterodox ones.

1. THE CARVAKA PHILOSOPHY

The carvara is the school of Indian materialism. Brushaspati is considered to be the founder of
the carvaka school

There are two opinion about the name of this school of Indian materialism. One of that the
school derives its name from the first discipline of Brushaspati who was called carvaka. The
other opinion is that the name of the school derives from caru and veka meaning 'sweet 'and
'pleasant' respectively.

2. JAINISM

Jainism derives its name from the word 'Jina' which means one who has conquered his passion
and achieved mastery over his self. Jainism is said to have its origin in prehistoric times Jainism
has been characterized as realistic ,pluralistic and relativistic

3. BUDDHISM

The story of Siddhartha or Goutama Buddha, the founder of Buddhism is too well known to
require recounting here. He lived in the sixth century B.C.

The Tripitakes ("there baskets")- vinayapitaka, suddapitaka and abhidhammapitaka are records
of the Buddha's views as reported by his intimate disciples. They are the basic source material on
the Buddha's teachings.

4. VEDANTA

Vedanta literally means culmination of the speculation of the Vedas. The Upanishads, the
Bhagavad Gita and the Brahma sutra are called the 'Prastana-Traya' the triple foundation of
Vedanta. There are two major traditions within vedanda namely theistic and the non- theistic.
The theistic traditions which believe in a personal God take a cosmic view of the nature of the
ultimate reality where as the non-theistic tradition of advaita has an a cosmic view of the nature
of ultimate reality.

SUMMARY:

In summary, philosophy in education aspires to raise people's quality of life, advance

humanity, and enhance the education of future generations.

In my topic discussed meaning of philosophy, definition ,branches of philosophy, meaning of

education, relation between philosophy and education, Types of philosophy, different kinds of
Philosophy used in education The term can be used to describe the fundamental philosophical
analysis of these themes and analysis of practical pedagogical approaches.

CONCLUTION:-

Knowledge of philosophy of education would benefit not only teachers, administrators, and
policy makers at all levels but also students, parents, and citizens generally. Societies that value
education and desire that it be conducted in a thoughtful and informed way ignore the philosophy
of education at their peril.
BIBLIOGRAPHY:-

1. BhaskarNilima & Bhaskar Raj D.Elakkuvana, “Text Book of Nursing Education”,2 nd

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