Philosophy of Education role of teacher in the philosophy of idealism and Which teaching methods is used by an idealistic teacher
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Course
Philosophy of Education 8609
Institution
Allama Iqbal Open University
Different educational philosophies. Which philosophy is dominant in our present curriculum. Comparison the teaching practices demanded by pragmatism and naturalism. The authoritative knowledge is not objective and logical! Role of philosophy in education policy and practice. Philosophy and Ai...
Semester: Spring, 2022
Tutor Name: Sir M.
Student Name: Munawar Hussain
Roll No: CE5488
Registration No. 2PD8758
Course Title: Philosophy of Education
Course Code: 8609
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Assignment No. 01
,Q.No.1: Discuss the ways in which philosophy
provides guidelines to education?
Answer:
Introduction:
Progress of human civilization is the product of education, but the answer to every educational
question is ultimately influenced by our philosophy of life. Philosophy wants to understand
man in relation to the whole universe nature and God.
Philosophy deals with the nature of human mind and
personality, and with the ways in which man and his
institutions can be under stood. It endeavors to understand all
that comes with in the bound of human experience. It aims set
fundamental understanding of things the problem of human
conduct, the assumptions that under lie religious or scientific
beliefs, the tool sand methods of thinking, or any issue that
arises in any field of human activity. Thus, philosophy seeks
to provide a complete account of the man’s world. It is
reflective and critical in nature. It is concerned with critical
examination of the fund a mental notion and assumptions of
any field that falls within human experience. From the above
we may conclude that philosophy is a" search for a
comprehensive view of nature, an attempt at universal explanation of the nature of things."
Role of philosophy in education policy and
practice:
Both philosophy and education are integrally and interdependently related to each other. We
are discussing below this interdependency in some greater details. Education is dependent of
Philosophy due to following reasons:
1. Philosophy Determines the Real Destination towards Which Education has to Go
Education is a conscious dynamic process which needs proper guidance and
supervision. Without proper guidance and supervision, it cannot achieve its goal.
Philosophy determines the goal of life and also provides suitable and effective guidance
and supervision for education to achieve that goal. Without the help of philosopher,
education cannot be a successful process of development and achievement. Spencer has
rightly remarked—"True education is practicable only by a true philosophy".
2. Philosophy Determines the Various Aspects of Education Some scholars believe that
philosophy is concerned with abstract items and conceptions only, while education
deals with practical, concrete things and processes. Hence, the two are different and
there exists no relation between them. But this is a wrong belief. Both philosophy and
education are intimately and integrally connected with each other.
Separation between the two is not possible on any account. It is the philosophy, we must
know, that has been influencing all aspects of education since the very beginning and
will go on influencing education for all times to come. Once again it will be better to
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, recollect the slaying of Ross that "Philosophy and education are like the sides of the
same coin, present different views of the same thing, and that one is implied by the
other."
3. Great Philosophers have been Great Educationists Also History bears eloquent
testimony to the fact that great philosophers have been great educationists also of their
times. Plato, Socrates, Locke, Comenius, Rousseau, Froebel, Dewey, and others who
were great philosophers of their times have also talked about education. Their
philosophical treatises have been important guide books for educational planning and
determination of educational aims for children of the world. In other words, all great
philosophers have employed education as a means to translate their philosophical ideas
into practice for the people to follow and develop themselves.
Philosophy is dependent on education due to following reasons:
(i) Education is the Dynamic Side of Philosophy: Two
things are essential for completing any task (1) Thought or plan and (2) Application or
practicability. Philosophy is the thought or plan side and education is the application or
practical side. Philosophy determines the aim of life and by analysis lays down the principles
to be followed for achieving the set aims. Education translates these principles and ideas into
practice, because the purpose of education is to mould human behaviour. Thus, Adams has
rightly said “Education is the dynamic side of philosophy."
(ii) Education is a Means to Achieve the Goal: As said above
it is philosophy which determines the aims of life. Through analysis and classification these
are divided into goals to be achieved by the process of education. Herbart holds the same
opinion—"Education has no time to make holiday till all the philosophical questions are once
for all cleared up." At times educationists and educators put before philosophers such problems
which face them and defy solutions. In this way, education contributes to new thinking and
new philosophy may born out of his thinking and analyzing. So close are these two, the
philosophy and the education, that it will be better to discuss this relation in greater details as
Philosophy and Aims of Education, Philosophy and Curriculum, Philosophy and Methods of
teaching, Philosophy and Disciplines, Philosophy and Textbooks and so on.
Philosophy and Aims of Education:
The answer to every educational question is ultimately influenced by our philosophy of life.
Although few formulate it, every system of education must have an aim, and the aim of
education is relative to the aim of life. Philosophy formulates what it conceives to be the end
of life; education offers suggestions how this end is to be achieved. Philosophy acquaints us
with values in life and education tells us how these values can be realized. That is why so much
emphasis is placed on value in life while considering the nature of the school curriculum, the
method of school discipline, and techniques of instruction and school organization.
These values are nothing but a philosophy of education which in the ultimate analysis is a
philosophy of life. Philosophy gives meaning to all that is done in an educational process.
Philosophy is the main guide towards which we have to look at points of conflicts in the
educational endeavor. We must have an aim of education for giving direction to various
educative efforts. The aim of education is related with the aim of life, and the aim of life is
always dependent on the philosophy that the individual has at a particular time. Thus, we cannot
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, do without a philosophical foundation of education.
In the following lines more light is being thrown on this close relationship as borne by
history:
(1) Ancient Period. First of all, let us take the example of Sparta state in ancient
Greece. It should be remembered that Sparta was under a constant attack by the enemies.
Hence, the state needed resolute commanders and brave soldiers to defend its freedom and
integrity. Hence, the aim of philosophy of ancient Sparta came to be a constant struggle against
the enemy. To achieve this aim, the system of education tried to inculcate in children virtues
of patriotism, courage, fearlessness, bodily power, strict discipline and a spirit of self-sacrifice
at the call of the state. Weakness of body was condemned as vice and death in the service of
the state was considered as the highest virtue. After Sparta; let us come to Rome, Athens and
India. Romans were very conscious of their rights and duties and as such Roman education
catered to the needs of fullest development of children in all spheres of human activity. In
Athens, the aim of life was to have beauty of physique, beauty of character and a sense of
appreciation for the objects of beauty. Hence, the aim of education
was the development of wholesome character and inculcation of
qualities which enable children to lead their lives comfortably.
Thus, children were given full freedom and ample opportunities to
develop themselves physically, mentally and emotionally. One can
note here that with a change in the philosophy of life aims of
education in Athens were quite different to those of Rome and
Sparta, in ancient India, religion was regarded as most essential. The aim of life was to perform
all worldly duties and then achieve salvation from worldly ties of rebirth. Hence, education,
during those days, was organized to attain happiness, bliss and in the end salvation.
(2) Medieval Period. Philosophy of life during medieval times saw great ups
and downs. Aims of life changed from time to time and so the aims of education also changed
accordingly. In these days Islam and Christianity were busy with proselytization programmes
in a very aggressive manner. Hence, religion entered the precincts of education also.
The chief aims of Muslim education in India were:
1) Propagation of Islam,
2) Spread of education among Muslims,
3) Extension of Islamic kingdoms,
4) Development of morality,
5) Achievement of material wellbeing,
6) Propagation of Shariyat, and
7) Building of character.
In Europe Reformation and Renaissance criticized the infallibility of Catholism. People
asserted their right to know the truth themselves and did not believe blindly in the rituals and
ceremonies. Thus, aims of education changed again. Education was to develop critical insight
and reasonableness in all beliefs and activities. It was expected of education to demolish all
blind beliefs and mechanical rituals.
(3) Modern Period. Philosophy of life again changed in modem period. As a
result, revolutionary changes began transforming education also. Philosophy of Locke fell from
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