Philosophical perspective in education solved shorts question answer
Name- Alka
2020BED081
Q1. Give nature of Philosophy
Ans. Nature has two inter-related meanings in philosophy. On the one hand, it means the set of all things which are natural, or subject to the normal working of the laws of nature. On the other hand, it means the essential properties and causes of individual things.
How to understand the meaning and significance of nature has been a consistent theme of discussion within the history of Western Civilization, in the philosophical fields of metaphysics and epistemology, as well as in theology and science. The study of natural things and the regular laws which seem to govern them, as opposed to discussion about what it means to be natural, is the area of natural science.
The word "nature" derives from Latin nātūra, a philosophical term derived from the verb for birth, which was used as a translation for the earlier (pre-Socratic) Greek term phusis, derived from the verb for natural growth. Already in classical times, philosophical use of these words combined two related meanings which have in common that they refer to the way in which things happen by themselves, "naturally", without "interference" from human deliberation, divine intervention, or anything outside what is considered normal for the natural things being considered.
Understandings of nature depend on the subject and age of the work where they appear. For example, Aristotle's explanation of natural properties differs from what is meant by natural properties in modern philosophical and scientific works, which can also differ from other scientific and conventional usage. Stoicism encourages practitioners to live in accordance with nature. Pyrrhonism encourages practitioners to use the guidance of nature in decision making.
Q2. Briefly describe the scope of Philosophy.
Ans. The Scope of philosophy of education is unlimited. The formulation of aims and the objectives of education is the main responsibility of educational philosophy. For achieving the set objectives, specific curriculum and specific methods are needed. For example, if the object of education is the development of the personality of the learner, such methods should be applied which help in the attainment of this goal. If it is agreed that the aim of education is ‘the progress in agriculture and industry’, courses related to these fields must be included in the curriculum. Thus the plans and policies of education, the choice of subjects for a suitable curriculum, the textbooks the employment of methods of teaching, and the tone of discipline required are all influenced by the philosophy of education. Philosophy of education occupies a central place in the philosophical thoughts.
Q3. Give the influence of Philosophy on curriculum framing.
Ans. Philosophy refers to the beliefs that make up the society and constitute the meaning of educational
philosophy. It points out to the society what they aspire to be achieved through education. Education is an act or
experience that has a formative effect on the mind, character or physical ability of an individual. It is also the
process by which society deliberately transmits its accumulated knowledge, skills and values from one
generation to another through institution.
The term curriculum is from a Latin word for ‘race-course’ referring to the course of deeds and
experiences through which children grow to become mature. Curriculum is all the selected activities done in the
society which are used in the learning process. It is a race experience, planned learning and instruction which
requires a learner to know things taught in class producing and understanding language used, solving problems
and making their own decisions.
According to John Franklin Bobbit (1918), a curriculum constitutes various deeds and experiences
which are intentioned and directed or otherwise that a child undergoes as he develops to an adult in a society. For
him, curriculum is a social engineering arena. He realized that curricular formation must have two important
notable features. First, the curriculum must be tailored in such away that it constitutes deed- experiences that a
student ought to have to become the adult he or she ought to become. Second, those who design the curriculum
must have knowledge of the desirable qualities in an adult society. This knowledge of the good in the society is
rightly estimated by philosophy. This makes curriculum to have intimate relation with philosophy. It is
philosophy that discovers and unfolds the good that all men should aspire and project in all their purposeful
education.
Q4. Give aims of education as endorsed by Idealists.
Ans. Idealist philosophers advocate that education should be religious, moral, intellectual, aesthetic and physical. Emphasis should be given on physical health i.e. sound health through spiritual values. Education should aim at developing child into a complete man with full mental, intellectual, moral and cultural uplift.
The term metaphysics literally means "beyond the physical." This area of philosophy focuses on the nature of reality. Metaphysics attempts to find unity across the domains of experience and thought. At the metaphysical level, there are four broad philosophical schools of thought that apply to education today. They are idealism, realism, pragmatism (sometimes called experientialism), and existentialism. Each will be explained shortly. These four general frameworks provide the root or base from which the various educational philosophies are derived.
Two of these general or world philosophies, idealism and realism, are derived from the ancient Greek philosophers, Plato and Aristotle. Two are more contemporary, pragmatism and existentialism. However, educators who share one of these distinct sets of beliefs about the nature of reality presently apply each of these world philosophies in successful classrooms. Let us explore each of these metaphysical schools of thought.
Q5. Give the methods of teaching as endorsed by Pragmatists.
Ans. Pragmatism is not in favour of old and worn- out methods of teaching. It believes in experimenting with new methods. These methods are devised by the teacher in the light of real life situations. Education is not teaching or imparting knowledge but to encourage learning through self-effort and creative activity.
3 Main Methods of Teaching in Pragmatism are described below:
1. Learning by doing:
Pragmatism is not in favour of old and worn- out methods of teaching. It believes in experimenting with new methods. These methods are devised by the teacher in the light of real life situations.
Education is not teaching or imparting knowledge but to encourage learning through self-effort and creative activity. Knowledge is not obtained from books but by actually doing things.
2. Provision of real life situation: Pragmatism thus, “Stresses-action rather than reflection.” The child should be put in real situation so that he may himself solve the problems practically, which arise out of those situations. He must be engaged in purposeful creative activity, and problematic acts.
3. Project Method:
But most important contribution of pragmatism to educational practice is the Project Method, which is “a problematic act carried to completion in its natural setting.” The child is given a real and purposeful task to carry out. While doing so, he experiences the need of certain principles, skills and methods which he acquires, not formally but incidently.
Thus, the child gets knowledge and skills from the experiences gained in the accomplishment of that task. Psychologically also, this method is sound because the child is always interested in doing things with his own hands. In such a method, the school, the curriculum and the subject-matter, are all considered from the child’s points of view.
Q6. Aims of education as given by R.N. Tagore.
Ans. There are four fundamental principles in Tagore’s educational philosophy; naturalism, humanism, internationalism and idealism. Shantiniketan and Visva Bharathi are both based on these very principles.
He insisted that education should be imparted in a natural surroundings. He believed in giving children the freedom of expression. He said, “Children have their active subconscious mind which like a tree has the power to gather its food from the surrounding atmosphere”. He also said that an educational institution should not be “ a dead cage in which living minds are fed with food that’s artificially prepared. Hand work and arts are the spontaneous over flow of our deeper nature and spiritual significance”.
According to him, “Education means enabling the mind to find out that ultimate truth which emancipates us from the bondage of dust and gives us wealth not of things but of inner light, not of power but of love. It is a process of enlightenment. It is divine wealth. It helps in realization of truth”.
Q7. Concept of education as given by Swami Vivekananda.
Ans. Our history and mythology taught us of excellent value education. But the importance of providing value
education is felt necessary today because the present system of education cannot contribute much to the individual and social development. To conclude it can be stated that Vivekananda has foreseen that mankind is passing through a crisis. Conflicts of ideals, manners and habits are pervading the atmosphere. Disrespect for everything old is the fashion of the day. Many years will pass, many generations will come and go, Vivekananda and his time will become the distant past, but never will there fade the memory of the man who all his life dreamed of a better future for the people, who did so much to awaken his compatriots and move India forward, to defend his much suffering people from injustice and brutality. From the analysis of Vivekananda’s thought of education, it is clear that the uplift of masses is possible only through proper education.
Vivekananda was a great educationist and he revolutionised almost the entire field of education. His educational views were immensely influenced by the eternal truths of Vedanta. He inspired millions of Indian Youths by his revolutionary ideas of education. He infused a new sprit in the national blood. He strongly advocated national education on national lines and based on national cultural tradition. Vivekananda’s practical-oriented approach to education is highly suitable for the modern age of Science and Computer Science, Technology and Information
Technology.
Q8. Write a short note on Operation Blackboard.
Ans. Operation Blackboard is a centrally sponsored programme which was started in 1987 immediately after the Rajiv Gandhi National Policy on Education of 1986 was released to supply the bare minimum crucial facilities to all primary schools in the country. The objective of the scheme is providing students studying in primary settings with the necessary institutional equipment and instructional material to facilitate their education.
Q9. Define Values.
Ans. Values are standards or ideals with which we evaluate actions, people, things, or situations. Beauty, honesty, justice, peace, generosity are all examples of values that many people endorse. In thinking about values it is useful to distinguish them into three kinds:
Personal values: values endorsed by an individual. For example, some people regard family as their most important values, and structure their lives so that they can spend more time with their family. Other people might value success instead, and give less time to their families in order to achieve their goals.
Moral values: values that help determine what is morally right or wrong, e.g. freedom, fairness, equality, etc, well-being. Those which are used to evaluate social institutions are sometimes also known as political values.
Aesthetic values: values associated with the evaluation of artwork or beauty.
Q10. Give hierarchy of Values.
Ans. First, the longer the value lasts, the higher it is. For example, while the value of pleasure lasts for the duration of the feeling of pleasure, the mental value remains after the disappearance of the circumstances. (timelessness);
Second, the harder it is to reduce the quality of the value as its carrier (Werttrager) divides or the harder it is to increase the quality of the value as its carrier enlarges, the higher the value is. For example, while the value of material goods reduces as the goods divide, the value of mental goods is indivisible and not related to the number of people concerned. (indivisiblity);
Third, the higher value becomes the base for the lower value. The fewer other values the value has as its base, the higher it is.(independence);
Fourth, there is an intrinsic relationship between the rank of the value and the depth of satisfaction from its realization. In other words, the deeper the satisfaction connected to the value is, the higher the value is. For example, the physical satisfaction is strong but shallow. On the contrary, the satisfaction from artistic meditation is a deep experience. The depth of satisfaction is not related to its strength. (depth of satisfaction);
Fifth, the less the sense of the value is related to the existence of its carrier, the higher the value is. For example, the value of pleasure has significance in relation to the sense of sensuality. The value of life exists for those with the sense of life, but the moral value exists absolutely and independently from those who feel it.
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