Educational Philosophies.pptx
- 1. Presented By Mr. Veereshkumar M Topalakatti Asst. Lecturer, KLES’ Inst. Of Nursing Sciences,Hubballi
- 2. DEFINITION 1. philosophy isanattempttothink trulyabout human experience or to make out whole experience intelligible. (Brightman) 2. philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of natureof things. ( Henderson) 3. Philosophy is thesourceof knowledge-Fitche 4. Philosophy is the science of allsciences- Coleridge
- 3. 5. philosophy is unceasing effort to discern the general truth that lies behind the particularfacts, discern also the reality that lies behind appearances. - Raymond
- 4. TRADITIONAL PHILOSOPHIES OF EDUCATION 1. IDEALISM Plato- father of idealism PRINCIPLES OF IDEALISM: 1. Presence of universalmind. 2. Regards man as a spiritual being. 3. Theworld of ideasand valuesaresuperiorthan the materialisticworld. 4. The Real knowledge is perceived inmind.
- 5. IDEALISM & AIMS OF EDUCATION 1. Self-realization 2. Exaltationof personalitythroughself-realization 3. Universal education 4. Development of inventive andcreativepowers
- 6. 5.Conservation, promotion and transmissionof cultural heritages 6. Bringing outortheenrichmentof thecultural environment 7. Development of moralsense 8. Cultivation of spiritualvalues.
- 7. 2.NATURALISM ROUSSEAU & ARISTOTLE Definition: According to Hayward Joyce, naturalism is a systemof which thesalientcharacteristic is the exclusion of whatever is spiritual or indeed, whatevertrancedental of experienceis.
- 8. PRINCIPLES 1. Child centerededucation 2.Education as the natural developmentofthe child’spowerandcapacities 3. Negative education inearlychildhood 4. Education should be based onchild'spsychology 5. Theroleof teachershould bethatof aguide
- 9. 1. Learning bydoing 2.Play waymethod 3. Observation andexperimentation 4. Self educationorself-effort Naturalism and Methods of Teaching
- 10. 3.PRAGMATISM Proponents : Charles Saunderspierce William James John Dewey Definition According to Ross, pragmatism is essentiallya humanistic philosophymaintaining that man creates his own values in course of activity, that reality is still, in making and awaits its part of completion fromthefuture
- 11. Principles of Pragmatism (a)Man is considered asessentiallya biological and socialorganism. (b)Knowledge should beexperimentallyverified and it should be useful tothelearner. (c)Pragmatism has faith in man's capacitytoshape hisdestiny. (d)There are no absolute values, all values are relative. Whatworksas useful becomesavalue. (e)Onlythosetheorieswhichcanwork inpractical situations aretrue.
- 12. (f)Pragmatist is more concerned withthepresent and immediatefuture. (g)Pragmatism accepts only theknowledgewhich is empirical, i.e., which can be experienced at sensory level. (h)Onlythose ideaswhichcan berealized in lifeare real.
- 13. Pragmatism and Aims ofEducation 1. Harmoniousdevelopmentof theindividual 2. Continuousexperience 3. Socialefficiency Pragmatism and Methods ofTeaching 1. Principle of progressivelearning 2. Principle of learning bydoing 3. Principle of integration
- 14. 4. REALISM Aristotle Modified By Gemore, Russel, JohnWild. Thingsweseeand perceivearereal and knowledge acquired through sensesonly istrue. Definition In J.S. Ross's opinion, "the doctrineof realismasserts that there is a real world of things behind and corresponding to the objects ofourperception".
- 15. According to Butter, "realism isthereinforcement of our common acceptance of this world as it appears tous". Realism and Aims ofEducation (a) Preparethechild fora reallife. (b) Preparethechild fora happyand successful life. (c) Fosters mental and physical powersofchild. (d) Developing and training ofsenses. (e) Providing vocationaleducation. (f)Makethechild familiarwith the natureand social environment
- 16. 5.THEISTIC REALISM Supernaturalism Christian philosophy God is thecreatureof nature andman
- 17. MODERN CONTEMPORARY PHILOSOPHIES 1.PERENNIALISM Oldest andconservative Rooted inrealism Relieson thepast Perennialism andcurriculum • Subjectcentered • Liberal education • Only onecommoncurriculum Perennialismand education Robert Hutchins: ToImproveMan.
- 18. Perennialism and Aims ofEducation •T o develop the rational person and to uncover universal truths by carefully trainingtheintellect. • Charactertraining is alsoimportant. Perennialism andTeacher Teacherisviewedas: •An authority in the field whose knowledge is unquestionable. •A masterof the subjectand disciplineand must be able toguidediscussion. Perennialism and Method ofTeaching. Socratic Method: oral exposition, lecture and explication.
- 19. 2. ESSENTIALISM Rooted in both idealism andrealism. Surfaced in 1930s and developed into a major position during Cold warand Sputnikeraofthe 1950s and early1960s. formulated by William Bagley andlaterdeveloped byArthur Bestorand Admiral HymanRickover.
- 20. Believethatthere isacommoncoreof knowledge that needs to be transmitted tostudents in a systematicand disciplinedway. Essentialism andCurriculum Not rooted inthepast Reject subjectssuch as art, music,physical education Concerned with facts andknowledge. All students offered thesomecommon curriculum. Essentialism and Aims ofEducation Topromote the intellectual growthof the individual. Toeducate thecompetentperson.
- 21. Essentialism andDiscipline Toughdiscipline Homeworkand serious studies permeatethe curriculum. Essentialism andTeacher The teacher isconsideredas: Masterof aparticularsubjectand a model worthy of emulation. An authority becauseof the knowledge andhigh standards he orsheholds. A personwho holdscontrol overtheclassroom with minimal studentinput.
- 22. 3.EXISTENTIALISM • Europeanphilosophy • Popular after worldwar2nd • Exponents: Maxine Greene, George Keller,Van CleveMorris • Principle: existenceprecedesessence • No inborn humannature • Centreof existence is man ratherthan truths,laws • Man is the maker & masterof theculture • Man imposesa meaningon hisorheruniverse. •Weare born and exist &thenwe ourselvesfreely determines ouressence.
- 23. Existentialism and Curriculum The curriculum wouldavoidsystematic knowledge on structureddisciplines studentsarefreetoselectfrom manyavailable learning situations. The learnerschoosethe knowledge theywish to possess. Existentialism and Education choices that each person has to make and that education is a process ofdevelopingconsciousness about the freedom to choose and the meaning of and responsibility forone'schoices.
- 24. Existentialism andTeacher Teachercultivatespersonal choiceandindividual self-definition. Existentialism and Methods ofTeaching Self-expressiveactivities Experimentation Methods and media thatillustrateemotions, feeling and insights
- 25. 4.RECONSTRUCTIONISM based on earlysocialisticand utopian ideasof the 19thcentury. It is society-centeredphilosophy. Exponents: Theodore Brameld is oftenconsidered the originator of the term reconstructionism in 1950. Concept: crisis philosophy appropriatefora society incrisis Reconstructionism and Education The reconstructionists seek a curriculum that emphasizes cultural pluralism, equality and futurism.
- 26. The program of education: Critically examines the cultural heritage ofasociety as well asentirecivilization. Is notafraid toexaminecontroversialissues. Isdeliberatelycommitted to bring aboutsocial and constructivechange. Cultivatea futureplanning attitude thatconsiders the realities of theworld. Enlistsstudentsand teachers inadefiniteprogram toenhancecultural renewal andinterculturalism.
- 27. Reconstructionism andCurriculum curriculumshould coincidewitha newsocio- economic- politicaleducation. analysis, interpretation and evaluation of problems are insufficient; commitmentandaction by students and teachersareneeded. Society is alwayschanging and theyemphasize the curriculum should also be changing in accordance toit. Reconstructionism and Aims ofEducation Strengthen control of theschools
- 28. Reconstructionism andTeacher Teachersshould measureuptotheirsocial responsibilities. Brameld remarked: students and teachers must only take positions; they must also become change agents to improvesociety.
- 29. 5.PROGRESSIVISM developed from pragmaticphilosophy Concept of progressivism contemporaryreform movement ineducational, social, and politicalaffairs. Dewey viewed the school as a miniature democratic society in which students couldlearn and practice the skills and tools necessary for democratic living.
- 30. Progressivism andEducation theskillsand toolsof learning includeproblemsolving methods and scientificinquiry. Learning experiences includecooperativebehaviours and self-discipline schoolscan transmitthecultureof societywhile it prepares students in thechangingworld. Thisphilosophyplacesemphasison howtothinkand nor whattothink.
- 31. Progressiveeducation focusedon thechild as the learner rather than on subject, emphasized activitiesand experiences ratherthan verbal and literary skills and encouraged cooperative group learning activities rather than competitive individualized lesson planning. Progressivism and Aim of Education: Topromotedemocratic socialliving.
- 32. Progressivism and Curriculum Thecurriculum is interdisciplinary innature. Books and subject matter were part of the learning process ratherthan sourcesof ultimate knowledge. Curriculum is based on student's interests, involves the application of humanproblemsand affairs.
- 33. ECLECTISM pooling all the good and relevantfeaturesfrom different educationalphilosophies Salient Features of Eclectism (a) Aim of education is topreparegoodcitizens. (b) Recommends broad and flexiblecurriculum. (c) Emphasis co-ordination ofvarioussubjects. (d)Importance to co-curricularactivities (e)Ensuring availability of subjectexpertsand betterteachers. (f)Suggest scientific teaching methods basedonthe principles of learning by doing, learning by play and learning byobservation.
- 34. (g)Considereducationasa tool forsocial control. (h)Recommends professional status forteaching job. (I) Importance to self-discipline. (j)Highlight responsibility of governmentsin providing education, especially intheprimary level and for handicappedchildren. (k) Emphasis on adult andsocialeducation. (1)Harmonious relationshipamong school,home and society.
- 35. PHILOSOPHY OF NURSING EDUCATION philosophy of nursing education is the written statement of the believes, values, attitudes and ideaswhich the facultyas a groupagreed upon in relation to the nursing educational programme such as health, disease, nursing, nurse, nursingas a profession, education, learner, society, patient, nursing education and preparationof nurses.
- 36. Philosophy of nursing education isaperfect combination of philosophy of nursing and philosophy of education. In the philosophy of education,importanceis given tothestudent. In the philosophy of nursing, emphasisisplaced on thepatients. The philosophy of a nursing instituteshouldbe enriched with value statements regarding the practice of nursing and teaching of nursing.
- 37. 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, selectionand placement of staff, teachingmethods and evaluationsystem In the beginning, nursing and nursing education wassolely underthe influenceof supernaturalism
- 38. the changes in the education system, socio- economic condition, scientific and technological advancements, and innovations in thehealthcare sector and knowledge explosion motivated the nursing education toconsiderotherphilosophies also Following an eclectictendency byadoptingthe good features of various philosophies is also common now.
- 39. FACTORS INFLUENCING OF NURSING EDUCATION Philosophy of nursing education isinfluenced by the followingfactors: (a)Beliefs and values of facultymembersregarding God, man, life, health, disease, nursing,etc. (b)The philosophical values and believesofthe institution. (c)Theenvironmentwheretheeducationtakes place. (d) The student and thelifeactivities. (e) Health needs of thesociety. (f) The culture and background ofthepeople.
- 40. (g)Developments in nursing, medicineandallied fields. (h) Philosophy of nursing serviceadministration. (I) Thegoals and objectivesof the healthcare deliverysystem. (j)Thediseasepattern, the healthawarenessand health facilitiesavailable. (k)Theavailableresources in terms of man,money and materials
- 41. IMPACT OF INDIAN PHILOSOPHY Integral aim of Education all round development of all theeducandswithout distinction of caste, creed, race, sex, social or economic statusetc Integral Psychology These thinkers (the traditionalists) accept that man hasasoul, a body,a mind and an intellectand therefore, education must provide opportunities and facilities for the fullest development of all thesedifferentaspectsof man.
- 42. Wide basedcurriculum There should be teaching of science, arts, literature, and technology,along withmoral religious and spiritualteaching MotherTongueas medium of instruction The best mediumof theearlyand evensecondary education should be through themothertongue. Education through the mother tongue help the students understands betterwayand candevelop originality.
- 43. Three languageformula They have also emphasized the need of the growth of national language. They also supported the view thatonecan learn an internationallanguage Democratic Culture Thestudentand theteacherwill participate inall the aspects of school management, like the method of teaching which is suitable, extracurricularactivitiesetc. The educational institutions mustbeabsolutely democratic, so that the students may develop democraticvalues.
- 44. Nationalism and Internationalism The synthesis of the National and International ideals should be developed through educational institutions
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- 46. 4. Pramilaa R. Nursing communication and educational technology. 1st edition. New Delhi: Jaypee brothers medical publishers (p) Ltd;2010. PAGE NO: 142-156 5.En.wikipedia.org/wiki/philosophy of education 6.OnlineLibrary.wiley.com/journal/10.1111/(ISSN) 1467-9752 7.www.ncbi.nlm.nih.gov.pubmed