CHAPTER 1 PHILOSOPHICAL PERSPECTIVE OF EDUCATION

MEANING, SCOPE & FUNCTIONS OF

PHILOSOPHY OF EDUCATION

Meaning of Philosophy
The word philosophy is derived from two Greek words i.e. 'phileo' (love) and 'Sophia' (wisdom), literally means
love of wisdom. According to Socrates it begins with wonder but in modern times it begins with doubt. Philosophy is a
comprehensive system of ideas about human nature and the nature of the reality we live in. It is a guide for living. Hence
we can say that all the aspects of human life are influenced and governed by the philosophical consideration. As a field of
study philosophy is one of the oldest disciplines. It is considered as a mother of all the sciences. In fact it is at the root of
all knowledge. Education has also drawn its material from different philosophical bases.
There are different schools of philosophy depending on the answers they seek to the question of reality. It is the
search for understanding of man, nature and the universe. There are different branches of philosophy-Epistemology,
Metaphysics, etc. There are different fields of philosophy such as educational philosophy, social philosophy, political
philosophy, economic philosophy etc. There are also different philosophical approaches such as idealism, naturalism,
pragmatism, materialism, and so on.

Branches of Philosophy
Philosophy of education is one of the areas of applied philosophy. There are three branches of philosophy namely
'metaphysics, epistemology and axiology.
1; Metaphysics Meta means beyond and physics means reality, it is the branch of philosophy that investigates principles
of reality. Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, and what they
are like. Do you think human beings are basically good or evil? what is soul? What is man?
2; Axiology is the branch of philosophical enquiry that explores:
Aesthetics: the study of basic philosophical questions about art and beauty. What is beauty, what is ugliness?
Ethics: the study of what makes actions right or wrong, and of how theories of right action can be applied to special moral
problems. What values should be taught in character education?
3; Epistemology is the branch of philosophy that study of the origin, nature and limits of human knowledge. The name is
derived from the Greek words episteme (knowledge) and logos (reason). It attempts to answer the basic question: what
distinguishes true knowledge from false knowledge? How do we know what a child knows? What are the sources of
knowledge? Epistemology also asks questions like: "What is knowledge?", "How is knowledge acquired?", "What do
people know?", "What are the necessary and sufficient conditions of knowledge?", "What is its structure, and what are its
limits?", "What makes justified beliefs justified?", "How we are to understand the concept of justification?", "Is justification
internal or external to one's own mind?"
Traditionally, there are two approaches to epistemology: rationalism, which says we gain knowledge through
reasoning, (deductive reasoning from general to specific and inductive reasoning from specific to general) and
empiricism, which says we gain knowledge through sensory experience.
One another debate in epistemology is nature (we born with capabilities and potentialities) vs nurture (we
influenced through environment). Major theories of epistemology are prennialism, progressivism, naturalism ,
essentialism etc.

Meaning of Education
Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring
out", "bring forth what is within", "bring out potential" and educere, "to lead". Education in the largest sense is any act or
experience that has a positive effect on individual behaviour. In its technical sense, education is the process by which
society transmits its knowledge, skills and values from one generation to another. The purpose of education is to develop
the knowledge, skill, or character of students.
In ancient Greece, Socrates argued that education was about drawing out what was already within the student.
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Socrates; education is the means that helps in searching the truth. Truth is hidden in the minds of human being and they
should be aware of it.

Plato; Education is the thing that helps in developing human being’s physical and mental qualities in such a way that his
potentialities can be realized.
Aristotle; education is a process necessary for the creation of a sound mind in a sound body.
Pestalozzi; education is the natural, harmonious and progressive development of man’s innate power.
John Dewey; education is a process of living through a continuous reconstruction of experience and it is the development
of all those capacities in the individual which enable him to control his environment and fulfill his responsibilities.
Rousseau; education is the development of human nature in a free environment.
Imam Ghazali (RA); education is a process which enables an individual to distinguish between the true and false, the
good and the bad, the right conduct and the evil doing.
Types of education
There are three main types of education
1; FORMAL EDUCATION; this type of education is consciously planned and imparted through the process of formal
institution.
2; INFORMAL EDUCATION; if a person is unaware of what he is going to learn and if the learning does not take place
in a formal institution. This type of education is received in the social and physical soundings of the person.
3. NONFORMAL EDUCATION; Positive change in behavior which is due to correspondence, messages or e. mail etc is
called non formal education.

Concept of Philosophy of Education

it is obvious that children are born illiterate and ignorant of the norms and cultural achievements of the community or
society into which they have been thrust; but with the help of professional teachers and the dedicated persons in their
families and with the help of media within a few years they can read, write, calculate, and act in culturally-appropriate
ways. It is not surprising that such an important social field has attracted the attention of philosophers for thousands of
years, especially as there are complex issues in great quantities that have great philosophical interest. Philosophy helps
teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated?
What is the good life? What is knowledge? What is the nature of learning? And what is teaching? Philosophers think
about the meaning of things and interpretation of that meaning. Your educational philosophy is your beliefs about why,
what and how you teach, whom you teach, and about the nature of learning. It is a set of principles that guides
professional action through the events and issues teachers face daily. Sources for your educational philosophy are your life
experiences, your values, the environment in which you live, interactions with others and awareness of philosophical
approaches. Philosophy of education plays an important role in providing direction to education on the different issues as
well as providing a theory of knowledge or education to work upon.

Scope and Functions of Philosophy of Education

Philosophy of education performs various functions. They area discussed below:
1. Determining the aims of education
Different views of educational philosopher helps in providing education according to the need of society.
2. Harmonizing old and new traditions in the field of education
In the process of social development the old traditions become outdated for the people. They are replaced by the new
traditions. But this process of replacement is not always smooth. It is faced with lots of opposition from certain groups of
the society. At the same time it must be kept in mind that every 'old' is not outdated and every 'new' is not perfect
Therefore, there is a need of co-coordinating the two in order to maintain the agreement between both. This function can
be performed by philosophy of education.
3. Providing the educational planners, administrators and educators with the progressive vision to achieve
educational development:-

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Spencer has rightly pointed that only a true philosopher can give a practical shape to education. Philosophy of education
provides the educational planners, administrators and educators with the right vision which guides them to attain the
educational goals efficiently.
4. Preparing the young generation to face the challenges of the modern time:-
5. Philosophy provides the teacher guideline;
Philosophy guides the process of education by providing answers of the four basic questions to the teacher that guide the
teaching learning process. They are: What is the nature of the learner? What is the nature of subject matter?
How should one use the subject matter to guide students towards meaningful learning activities?
Relationship between philosophy and education; - Gerald Gutek, in Philosophical and Ideological Perspectives on
Education, writes that “theory without practice is insufficient; practice unguided by theory is aimless” The purpose of
studying philosophical perspectives in education is to give aim to the numerous of “practices” that are being proposed in
our current era of educational reform. When we talk about “philosophy” we are talking about how one views the world.
“Education” refers to the process of transmission and preservation of culture. This Transmission and preservation happens
informally in the society through the family, mosque, church, media, government, and peers. It also occurs more formally
in the school setting. Therefore, philosophers have long recognized the importance of the interaction between human
beings and society. Education, then, is the transmission of values. The powerful philosophies that have performed this
duty will investigate how reality is taught, how truth is taught, why schools exist, what should be taught (the curriculum),
the role of the teacher, the role of the student, and the school’s attitude toward change.
Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing and
evaluating curriculum in school. It helps in answering what schools are for, what subjects are important, how students
should learn and what materials and methods should be used. In decision-making, philosophy provides the starting point
and will be used for the succeeding decision-making.
The philosophy of education is the study of the purpose, process, nature and ideals of education. As a matter of
daily practice, educators formulate goals, discuss values, and set priorities. Anyone who gets involved in dealing with
goals, values and priorities soon realizes that in a modern society such as ours there are many competing choices. Some
are incompatible with others. Hard decisions have to be made. Here, for example, are some everyday dilemmas that
educators confront: How do we treat a specific student's needs, yet deal fairly with a class of students as a whole? When,
if ever, should we bend the rules? Should a teacher ever emphasize good behavior over subject skills? It is in trying to
resolve such questions that the discussion becomes philosophical, even though it may not be recognized as such. And it is
philosophy that can help us make better choices among goals, values and priorities
Philosophy deals with a theory of knowledge whereas education deals with transmission of that knowledge. Philosophy is
a guide to educational practice. The Educator is not able to seek proper answer without philosophers’ expert view.
Philosophy and Education both deals with values. There is a deep relationship between value theory and educational
objectives. Socrates says that philosophy begins with wonder. Therefore philosophy is the mother of all knowledge and all
sciences. Sir John Adams says, “Education is the dynamic side of philosophy”. James Ross defines the relationship
between philosophy and education by saying, “philosophy and education are like two sides of a coin, the former is the
contemplative side, while the latter is the active side”. it means that philosophy provides theoretical bases for education.
Therefore we can say both are interdependent, practice without theory is incomplete because it will be without guideline
and theory without practice is also incomplete.
Major Theories of Epistemology
Idealism
Idealism is a philosophical approach that has as its central principle that ideas are the only true reality, the only thing
worth knowing. In a search for truth, beauty, and justice that is permanent and unending. Plato, father of Idealism,
presented this view about 400 years BC, in his famous book, The Republic. Plato believed that there are two worlds. The
first is the spiritual or mental world, which is never-ending, permanent, orderly, regular, and universal. There is also the
world of exterior, the world experienced through sight, touch, smell, taste, and sound that is changing imperfect, and
disorderly. To understand truth, beauty, and justice one must pursue knowledge and identify with the Absolute Mind. Plato
also believed that the soul is fully formed prior to birth and is perfect and at one with the Universal Being. The birth

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process checks this perfection, so education requires bringing hidden ideas to consciousness. Idealism believes in superior
wisdom. It is based on the view that reality is a world within a person's mind. As a result, schools exist to sharpen the
mind and intellectual processes. Students are taught the wisdom of past heroes. 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). Character is developed through imitating examples of heroes.
Realism
Realism believes in the world as it is. It is based on the view that reality is what we observe. It believes that truth is what
we sense and observe and that goodness is found in the order of the laws of nature. The ultimate reality is the world of
physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato
who broke with his teacher’s idealist philosophy, is called the father of both Realism and the scientific method. Aristotle
believed that to understand an object, its ultimate form had to be understood, which does not change. As a result, schools
exist to reveal the order of the world and universe. Students are taught accurate information. The Realist curriculum
emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and
presents content systematically. 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 and standardized. Character is developed through
training in the rules of conduct.
Pragmatism /Empiricism (Experientialism)
Pragmatism /Empiricism /Experimentalism believe that things are constantly changing. It is based on the view that reality
is what you experience. It believes that truth is what works right now and that goodness comes from group decisions. As a
result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.
John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. For Pragmatists, teaching methods
focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Pragmatists
believe that learners should apply their knowledge to real situations through experimental inquiry. This prepares students
for citizenship, daily living, and future careers.
Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual. Existentialism believes in the personal
interpretation of the world. It is based on the view that the individual defines reality, truth and goodness. We define
ourselves in relationship to that existence by the choices we make. We should not accept anyone else's predetermined
philosophical system; rather, we must take responsibility for deciding who we are. The focus is on freedom, the
development of authentic individuals, as we make meaning of our lives. Soren Kierkegaard (1813-1855), a Danish
minister and philosopher, is considered to be the founder of existentialism. Related to education, schools exist to aid
children in knowing themselves and their place in society. Students learn what they want and discuss subjects freely. The
subject matter of existentialist classrooms should be a matter of personal choice. Real answers come from within the
individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning
experiences.

Major Theories of Educational Philosophy

Within the epistemological frame that focuses on the nature of knowledge and how we come to know, there are four major
educational philosophies, each related to one or more of the general or world philosophies. These educational
philosophical approaches are currently used in classrooms the world over. They are Perennialism, Essentialism,
Progressivism, and Reconstructionism. These educational philosophies focus heavily on what we should teach the
curriculum aspect.
Perennialism
Perennialism means everlasting. For Perennialists, the aim of education is to ensure that students acquire understandings
about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is

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to teach ideas that are unending, to seek permanent truths which are constant, not changing, as the natural and human
worlds at their most essential level, do not change. Humans’ minds need to be developed. Thus, development of the mind
is the highest priority in a meaningful education. This is a very old-fashioned and inflexible philosophy of education. It is
based on the view that reality comes from fundamental fixed truths-especially related to God. It believes that people find
truth through interpretation and revelation and that goodness is found in balanced thinking. As a result, schools exist to
teach motivation and God's will. Students are taught to motivation through structured lessons and drills.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic,
disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should
teach. The core of the curriculum is essential knowledge and skills. Although this educational philosophy is similar in
some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. It should focus on facts training students to read,
write, speak, and compute clearly and logically. Students should be taught hard work, respect for authority, and discipline.
Teachers are to help students.
Progressivism
Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This
educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver
and thinker who make meaning through his or her individual experience in the physical and cultural context. Effective
teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and
questions. The scientific method is used by Progressivists educators The Progressive education philosophy was
established in America from the mid 1920s through the mid 1950s. John Dewey was its primary supporter.
Reconstructionism/Critical Theory
Social Reconstructionism is a philosophy that emphasizes the addressing of social questions and a mission to create a
better society and universal democracy. Reconstructionists educators focus on a curriculum that highlights social reform
as the aim of education. Theodore Brameld (1904-1987) was the founder of social Reconstructionism, in reaction against
the realities of World War II. For social Reconstructionists and critical theorists, curriculum focuses on student experience
and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality.
Nature Vs Nurture

Definition of nature; Nature is that which is inherited / genetic

Some philosophers who are the supporters of nature, such as Plato and Descartes suggested that certain things are inborn,
or that they simply occur naturally regardless of environmental influences. The nature argument states that everything a
person will ever become, their physical appearance, personality etc., is already decided since their developmental
information is in their genes. Genes are activated at appropriate times during development and are the basis for protein
production. Proteins include a wide range of molecules, such as hormones and enzymes that act in the body as signaling
and structural molecules to direct development.

Definition of nurture; Nurture refers to all environmental influences after conception, i.e. experience.
The nurture argument, on the other hand, argues that although inherited genes make up the person, they do not limit the
potential a person can achieve if the right environment is provided. The well-known thinkers such as John Locke who is
the supporter of nurture, believed that mind is just like tabula rasa, which suggests that the mind begins as a blank slate.
According to this notion, everything that we are and all of our knowledge is determined by our experience.
For example, when a person achieves tremendous academic success, did they do so because they are genetically
predisposed to be successful or is it a result of an enriched environment? Today, the majority of experts believe that
behavior and development are influenced by both nature and nurture. In human development both play an important role.
We cannot deny the role of anyone.

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In a simple example we can describe it that if we leave the polish (nurture) of pure leather (nature), it will be lost its
identity as leather. In the same case we cannot change a plastic to leather by polishing but by a proper cleaning we make it
an attractive.
Education and Culture
Culture; - culture is the way of life. It consists of the beliefs, behaviors, objects, and other characteristics common to the
members of a particular group or society. Through culture, people and groups define themselves, obey the rules to
society's shared values, and contribute to society. Thus, culture includes many societal aspects: language, customs, values,
norms, mores, rules, tools, technologies, products, organizations, and institutions. Culture encompasses all the mental,
spiritual and physical activities of a nation.
Teachers are the builders of a nation, they have to look after the students overall development. Teachers are the ultimate
builders of a nation, while a nation without a culture cannot be differentiated from other nations because every country has
its own culture. The needs of the society, whether religious, social, cultural or psychological all are only fulfilled by
education. One of the main functions of education is to transmit the culture of a nation to the young generation. , therefore
the educational system of a nation and its culture are closely inter-related, interdependent and have a profound influence
on each other.
DIFFERENCE BETWEEN INDOCTRINATION,TRAINING AND EDUCATION
Indoctrination
The dictionary definition of ‘indoctrination’ is ‘teach (a person or group) to accept a set of beliefs uncritically
Indoctrination is the process of inculcating ideas, attitudes, cognitive strategies or a professional methodology by rote
memorizing without critically thinking. It is often distinguished from education by the fact that the indoctrinated person is
expected not to question or critically examine the rule they have learned. Indoctrination tells students what to think and
believe. In the process of indoctrination, an individual has no choice. He is not allowed to participate effectively or
actively in the process. He remains a passive recipient of the content.
Training
Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical
skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability,
capacity, productivity and performance. Main difference between education and training is that in education we learn
about what and why to do, in training we learn how to do. Training means practice, exercise, repetition, training in
education will be provided in the formation of good habits, good manners, useful skills and democratic living and healthy
attitude. Training tells students what to do and how to do it. Its focus is on the mastery of skills previously polished by
innovators and experts. Pilots who train in a flight simulator are not expected to develop new methods for landing an
aircraft in an emergency; they are expected to master previously perfected methods. Indoctrination and training both have
an important role in the formation of responsible and capable persons. Every sustainable human community has a core set
of shared beliefs and commitments. Part of entering into any community is absorbing and assenting to those core beliefs.
One common characteristic feature common to all forms of training is that they involve regular exercising, constant
repetition and definite end and purpose.
What is Education? Education could be defined as a process, a product and a discipline. As a process education means a
set of activities selected for the transmission of knowledge, skills, attitudes and beliefs to the next generation. As a product
education is measured by the qualities and traits displayed by the educated person, an educated person is supposed to be
well knowledgeable and cultured having well personality and a self realized. As a discipline, education is defined in terms
of the branches to which students are exposed in schools, colleges and in universities, e.g. Urdu, English, science,
philosophy, psychology etc.
Three basic criteria that education must involve is content of education (knowledge), active mental process and voluntary
participation of the learners. Therefore education is categorically different from indoctrination and training. In education
you are neither told simply what to think nor what to do. Rather, education cultivates habits of mind and heart. Education
does require the transmission of information and skills.

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 Andragogy vs. Pedagogy
Pedagogy (pèd-e-go´jê) literally means the art and science of educating children and often is used as a synonym for
teaching. More accurately, pedagogy embodies teacher-focused education.
In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be
learned, and when it will be learned. Teachers direct learning.
Andragogy;-Andragogy(and-rè-go´jê) , initially defined as "the art and science of helping adults learn," has taken on a
broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-
focused education for people of all ages.

Pedagogical Andragogical

The Learner The learner is dependent upon the instructor for The learner is responsible for his/her own learning
all learning Self-evaluation is
The teacher/instructor characteristic of this approach
assumes full responsibility for what is taught
and how it is learned
The teacher/instructor evaluates learning

Role of the The learner comes to the activity with little The learner brings a greater volume and quality of
Learner’s experience experience
Experience The experience of the instructor is most The learners get more benefits from one another
influential Experience.
Readiness to Students are promoted to the next level after There is no specific series of levels for the learners.
Learn mastery of the present level. They can go in any level as the levels come in their
life.

course of Learning is a process of acquiring prescribed Learners want to perform a task, solve a problem,
Learning subject matter live in a more satisfying way
Content units are sequenced according to the Learning must have relevance to real-life tasks
logic of the subject matter Learning is organized around life/work situations
rather than subject matter units
Motivation for Primarily motivated by external pressures, Internal motivators: self esteem, recognition, better
Learning competition for grades, and the consequences of quality of life, self confidence, self-actualization
failure

PREPARED BY SHAH JEHAN (Subject Specialist)

CONT 0345 4060680 ------0332 4060680