Concepts and Aims of Education

(8500)

Maria Bibi
INTRODUCTION
 The word education is derived from the Latin word “educare”
which means to bring up. Another Latin word “educere”, means to bring
forth. They say 'e' means out of and duco means to lead' i.e. to educate
means to lead forth or “to extract out”.
 Plato believed that attainting knowledge was for the interest of the society
and the individual. Therefore, it was virtue by itself. Aristotle believed that
the purpose of education was to attain knowledge and also happiness and the
only way to attain virtue is through happiness
 Education is the process of facilitating learning, or the acquisition of 
Knowledge, Skills, values, beliefs and habits.
Cont…

 Education is an Attempt to develop the man.

 Education means the modification of the behavior.
 Education is an Act of Training.
 Education is Direction.
 Education is integrated Growth and Development.
 Education is continues Re-organization and Integration of Activities and
Experiences.
 Education is Emancipation from ignorance.
 Education is Influence (The wider meaning and the narrow meaning)
Aims of Education in Global Perspectives

 Global education aims at opening a global dimension and a

holistic perspective in education in order to help people understand the
complex realities and processes of today's world and develop values,
attitudes, knowledge and skills that will enable them to face the challenges
of an interconnected world.
 Plato regards education as a means to achieve justice, both individual justice
and social justice. According to Plato, individual justice can be obtained
when each individual develops his or her ability to the fullest. In this sense,
justice means excellence.
 Global perspectives of education are important at every grade level, in every
curricular subject area, and for all children and adults(Tye & Tye, 1992).
The Idealistic Way

 In idealism, the aim of education is to discover and develop each individual's

abilities and full moral excellence in order to better serve society.
 The curricular emphasis is subject matter of mind: literature, history,
philosophy, and religion.
 Teaching methods focus on handling ideas through lecture, discussion, and
Socratic dialogue (a method of teaching that uses questioning to help
students discover and clarify knowledge).
 Introspection, intuition, insight, and whole-part logic are used to bring to
consciousness the forms or concepts which are latent in the mind. Character
is developed through imitating examples and heroes
The Realistic Way
 Educational realism is the belief that we should study logic, critical thinking, and the
scientific method to teach students to perceive and understand reality.
 As you might imagine, there is a heavy emphasis on math and science, though the humanities
can also be influenced by educational realism.
  The Realist curriculum emphasizes the subject matter of the physical world, particularly
science and mathematics. The teacher organizes and presents content systematically within a
discipline, demonstrating use of criteria in making decisions.
 Teaching methods focus on mastery of facts and basic skills through demonstration and
recitation. Students must also demonstrate the ability to think critically and scientifically, using
observation and experimentation.
 Curriculum should be scientifically approached, standardized, and distinct-discipline based.
Character is developed through training in the rules of conduct.
Education for Vocation

 Responsible for the Primary need of the individual.

 Industrialization.
 Vocationalisation of education argues for introducing practical subjects in
Secondary schools to lead the general education related to productivity and
to make attitudinal adjustments in students to enter into the world of work.
 UNESCO in its 1974 recommendation defined vocational education as “a
comprehensive term embracing those aspects of the educational process
involving, in addition to general education, the study of technologies and
related sciences and the acquisition of practical skills, attitudes, undertaking
and knowledge relating to occupations in the various in the various sectors of
economic and social life.
Education for Knowledge

 Education is a process of learning and one comes to know various facts, ideas and
theories. While on other hand knowledge is the application of these facts and theories.
 Knowledge is related to facts whereas education is related to learning, critical thinking
and knowing oneself.
 Education is a formal process of gaining knowledge whereas knowledge is informally
acquired through experiences.
 Education needs institutions for learning while knowledge has no boundaries.
 Education has a defined set of rules and curriculum whereas knowledge has no such
limitations.
 Education is learned from books and grows with age while knowledge is free to be
acquired from surroundings and has no age limit.
Cont…

 Knowledge is power.
 Welfare of humanity.
 Individual development.
 Self efficiency.
 Economic development.
Education for culture

 Education plays a major role in transmission of culture, this is achieved when

preservation is done form one generation to another.
 Education here is a tool used to transmit social values and ideas to the young
and upcoming generations.
 Preservation of Culture
 Transmission of Culture
 Promotion of Culture
 Equips Man to Adapt to Changing Cultural Patterns.
 A cultured person is expected to appreciate ideas, have broad human
interest, social acceptable behavior, and understand the best thoughts of
community.
Aims of Education

 Education for Character

 Education for Leisure
 Education for individual Development
 Education for Social Efficiency
 Education for Character complete living
Aims of Education in a Muslim society

 Growth of the individual

Education ought to be concerned with the development of personality
characteristics such as flexibility, creativity, openness to experience.
 Growth of the Society
Development is the result of society's capacity to organize resources to
meet challenges and opportunities. Society passes through well-defined stages
in the course of its development. They are nomadic hunting and gathering,
rural agrarian, urban, commercial, industrial, and post- industrial societies.