MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION

8/13/2019 MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION

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MEANING, SCOPE & FUNCTIONS OF

PHILOSOPHY OF EDUCATION

Contents

1.0 Objectives

1.1 Introduction

1.2 Meaning of the Philosophy and Education

1.3 Concept of Philosophy of Education

1.4 Scope of Philosophy of Education

1. Nature of Philosophy of Education

Modes of Philosophical Inquiry

1.! unctions of Philosophy of Education

1." !elationship bet"een Philosophy of #eaching and #eaching Styles


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1.0 O#$ECTI%ES

$fter reading this unit you "ill be able to%

& 'iscuss the (eaning of philosophy of education)

& e*plain the unli(ited scope of philosophy of education+

& enu(erate the various functions of philosophy of education+

State the various (ethods of Philosophical inquiry

& describe the relationship bet"een philosophy of teaching and teaching

styles+

1.1 INTODUCTION

Philosophy is a search for a general understanding of values andreality by chiefly speculative rather than observational (eans+ It signifies

a natural and necessary urge in hu(an beings to ,no" the(selves and the

"orld in "hich they live and (ove and have their being+ -esternphilosophy re(ained (ore or less true to the ety(ological (eaning of

philosophy in being essentially an intellectual quest for truth+ .indu

philosophy is intensely spiritual and has al"ays e(phasi/ed the need forpractical reali/ation of #ruth+ Philosophy is a co(prehensive syste( of

ideas about hu(an nature and the nature of the reality "e live in+ It is a

guide for living) because the issues it addresses are basic and pervasive)deter(ining the course "e ta,e in life and ho" "e treat other people+.ence "e can say that all the aspects of hu(an life are influenced and

governed by the philosophical consideration+ $s a field of study

philosophy is one of the oldest disciplines+ It is considered as a (other ofall the sciences+ In fact it is at the root of all ,no"ledge+ Education has

also dra"n its (aterial fro( different philosophical bases+

Education) li,e philosophy is also closely related to hu(an life+

#herefore) being an i(portant life activity education is also greatly

influenced by philosophy+ 0arious fields of philosophy li,e the political

philosophy) social philosophy and econo(ic philosophy have greatinfluence on the various aspects of education li,e educational procedures)

processes) policies) planning and its i(ple(entation) fro( both the

theoretical and practical aspects+

In order to understand the concept of Philosophy of education it is

necessary to first understand the (eaning of the t"o ter(s Philosophyand Education+

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1.2 MEANING OF PHILOSOPHY & EDUCATION

Me'n(n) o* P+(oso-+

#he "ordphilosophyliterally (eans love of wisdom It is derivedfro( t"o 2ree, "ords i+e+ 3phileo3 4love5 and 3Sophia3 4"isdo(5+ #his tells

us so(ething about the nature of philosophy) but not (uch) because (any

disciplines see, "isdo(+ Since ti(es i((e(orial there have been variouspursuits for unfolding the (ystery of the universe) birth and death) sorro"

and joy+ 0arious ages have produced different thoughts thro"ing light

upon the (ystic region+ #he ulti(ate truth is yet to be found out+ #hiseternal quest for truth 3lends the origin of philosophy+ $ love of "isdo( is

the essence for any philosophy investigation+

On the standard "ay of telling the story) hu(anity3s first

syste(atic inquiries too, place "ithin a (ythological or religiousfra(e"or,% "isdo( ulti(ately "as to be derived fro( sacred traditions

and fro( individuals thought to possess privileged access to a supernatural

real() "hose o"n access to "isdo() in turn) generally "as notquestioned+ .o"ever) starting in the si*th century 6CE) there appeared in

ancient 2reece a series of thin,ers "hose inquiries "ere co(paratively

secular 4see 7#he Milesians and the Origin of Philosophy75+ Presu(ably)

these thin,ers conducted their inquiries through reason and observation)rather than through tradition or revelation+ #hese thin,ers "ere the first

philosophers+ $lthough this picture is ad(ittedly si(plistic) the basic

distinction has stuc,% philosophy in its (ost pri(eval for( is considerednothing less than secular inquiry itself+

#he subject of philosophical inquiry is the reality itself+ #here are

different schools of philosophy depending on the ans"ers they see, to the

question of reality+ It is the search for understanding of (an) nature andthe universe+ #here are different branches of philosophy8Episte(ology)

Metaphysics) etc+ #here are different fields of philosophy such as

educational philosophy) social philosophy) political philosophy) econo(icphilosophy etc+ #here are also different philosophical approaches such as

idealis() naturalis() prag(atis() (aterialis() and so on+

Me'n(n) o* E/'t(on

Ety(ologically) the "ord education is derived fro( educare

49atin5 7bring up7) "hich is related to educere7bring out7) 7bring forth"hat is "ithin7) 7bring out potential7 and ducere) 7to lead7+E/'t(onin

the largest sense is any act or e*perience that has a for(ative effect on the

(ind) characteror physical ability of an individual+ In its technical sense)education is the process by "hich society deliberately trans(its its

accu(ulated ,no"ledge)s,illsand valuesfro( one generation to another+

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http://www.vuletic.com/hume/ph/milesians.htmlhttp://en.wikipedia.org/wiki/Mindhttp://en.wikipedia.org/wiki/Moral_characterhttp://en.wikipedia.org/wiki/Moral_characterhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://www.vuletic.com/hume/ph/milesians.htmlhttp://en.wikipedia.org/wiki/Mindhttp://en.wikipedia.org/wiki/Moral_characterhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)


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-ebster defines educationas the process of educating or teaching

4no" that3s really useful) isn3t it:5Educateis further defined as 7to develop

the ,no"ledge) s,ill) or character of+++7 #hus) fro( these definitions) "e

(ight assu(e that the purpose of education is to develop the ,no"ledge)

s,ill) or character of students+

In ancient 2reece) Socrates argued that education "as aboutdra"ing out "hat "as already "ithin the student+ 4$s (any of you ,no")

the "ord educationco(es fro( the 9atin e-ducere(eaning 7to lead out+75

$t the sa(e ti(e) the Sophists) a group of itinerant teachers) pro(ised togive students the necessary ,no"ledge and s,ills to gain positions "ith the

city8state+ #hus "e see that there are different vie"s and understandings of

the (eaning of the ter( education+ In the (odern ti(es it has acquiredt"o different shades of (eaning na(ely%

415 an institutional instruction) given to students in school colleges

for(ally and

4;5 a pedagogical science) studied by the student of education+

#he "ords of $da( education is the dyna(ic side of philosophy+

Philosophy ta,es into its orbit) all the di(ensions of hu(an life+ Si(ilarly

education also reflects the (ultifaceted nature of hu(an life+ #herefore)education is closely related to various aspects of hu(an life and

environ(ent+ .ence) the ter( education has a "ide connotation+ It is

difficult to define education by single definition+ Philosophers and thin,ers

fro( Socrates to 'e"ey in "est and a host of Indian philosophers have

atte(pted to define education+ .o"ever education can be understood asthe deliberate and syste(atic influence e*erted by a (ature through

instruction) and discipline+ It (eans the har(onious develop(ent of all thepo"ers of the hu(an being physical social) intellectual) aesthetic and

spiritual+ #he essential ele(ents in the educative process are a creative

(ind) a "ell integrated self) socially useful purposes and e*periencerelated to the interests of the individual) needs and abilities of the

individual as a of a social group+

In the historical develop(ent of (an) education has been the rightof a privileged fe"+ It is only in recent centuries that education has co(e

to be recogni/ed as a hu(an right+ $ll have equal right to be educated aseducation has beco(e sine qua non of civili/ation+

Our discussion of the concept of education and the concept of

philosophy for( the basis of arriving at the definition of philosophy ofeducation+

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1.3 CONCEPT OF PHILOSOPHY OF EDUCATION

$ll hu(an societies) past and present) have had a vested interest in

education and so(e "its have clai(ed that teaching 4at its best an

educational activity5 is the second oldest profession+ -hile not all

societies channel sufficient resources into support for educationalactivities and institutions) all at the very least ac,no"ledge their centrality


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It is not surprising that such an i(portant social do(ain has

attracted the attention of philosophers for thousands of years) especially as

there are co(ple* issues aplenty that have great philosophical interest+abstractly) at its best education equips individuals "ith the s,ills and

substantive ,no"ledge that allo"s the( to define and to pursue their o"n

goals) and also allo"s the( to participate in the life of their co((unity as

full8fledged) autono(ous citi/ens+

6ut this is to cast (atters in very individualistic ter(s) and it is

fruitful also to ta,e a societal perspective) "here the picture changes

so(e"hat+ It e(erges that in pluralistic societies such as the -esternde(ocracies there are so(e groups that do not "holeheartedly support the

develop(ent of autono(ous individuals) for such fol, can "ea,en a group

fro( "ithin by thin,ing for the(selves and challenging co((unal nor(sand beliefs fro( the point of vie" of groups "hose survival is thus

threatened) for(al) state8provided education is not necessarily a good

thing+ 6ut in other "ays even these groups depend for their continuing

survival on educational processes) as do the larger societies and nation8states of "hich they are part for as =ohn 'e"ey put it in the opening

chapter of his classic "or, Democracy and Education 41>1?5) in its

broadest sense education is the (eans of the @social continuity of lifeA4'e"ey) 1>1?) B5+ 'e"ey pointed out that the @pri(ary ineluctable facts

of the birth and death of each one of the constituent (e(bers in a social

groupA (a,e education a necessity) for despite this biological inevitability@the life of the group goes onA 4'e"ey) B5+ #he great social i(portance of

education is underscored) too) by the fact that "hen a society is sha,en by

a crisis) this often is ta,en as a sign of educational brea,do"n education)

and educators) beco(e scapegoats+

It is not surprising that such an i(portant social do(ain has

attracted the attention of philosophers for thousands of years) especially as

there are co(ple* issues aplenty that have great philosophical interest+

#he follo"ing are so(e issues that philosophers have deeply thoughtabout and philosophy is still in the process of ans"ering these questions+

Is Education as trans(ission of ,no"ledge versus education as the

fostering of inquiry and reasoning s,ills that are conducive to thedevelop(ent of autono(y 4"hich) roughly) is the tension bet"een

education as conservative and education as progressive) and also is closely

related to differing vie"s about hu(an @perfectibilityA


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priority


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T+ese -oes '(n (n/e 5

& interpretation of hu(an nature) the "orld and the universe and their

relation "ith (an)

& interpretation of ai(s and ideals of education)

& the relationship of various co(ponents of the syste( of education)

& relationship of education and various areas of national life Decono(icsyste() political order) social progress) cultural reconstructions etc+)

& educational values)

& theory of ,no"ledge and its relationship to education+

#he above (entioned proble(s constitute the scope of philosophy

of education and e*plain its nature+ #hus) the scope of philosophy of

education includes follo"ing+

'6 A(s 'n/ I/e's o* E/'t(on P+(oso-+

Education critically evaluates the different ai(s and ideals of

education+ #hese ai(s and ideals have been prorogated by variousphilosophers in different ti(es+ #hey are character building) (an (a,ing)

har(onious hu(an develop(ent) preparation for adult life) 5develop(ent

of citi/enship) 5utili/ation of leisure) training for civic life) training forinternational living) achieving social and national integration) 8scientific

and technological develop(ent) education for all) equali/ing educational

opportunities) strengthening de(ocratic political order and hu(an sourcedevelop(ent+

#hese and other ai(s of education presented by educationalthin,ers in different ti(es and cli(es are scrutini/ed and evaluated+ #hus)

philosophy of education critically evaluates different ai(s and ideals ofeducation to arrive at+

6 Inte-et't(on o* H'n N'te75

A -+(oso-+(' picture of hu(an nature is a result of the

synthesis of the facts borro"ed fro( all the hu(an science "ith the values

discussed in different nor(ative) sciences+ #he philosophical picture)therefore) is (ore broad as co(pared to the picture of (an dra"n by

biology) sociology) psychology) econo(ics and anthropology and other

hu(an science+

6E/'t(on' %'es75

0alue is typically a philosophical subject since it is (ore abstract)

integral and universal+ Philosophy8of education not only critically

evaluates the values but also syste(ati/es the( in a hierarchy+ Educationalvalues are3 deter(ined by philosophical values+ Educational values

propagated by different philosophers have been derived fro( their o"n

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"orld) vie" and their outloo, on the purpose of hu(an life+ #herefore) a

scrutiny of the "orld vie"s) outloo,) beliefs is the specific function of

philosophy and it is necessary for the philosophical treat(ent of thevalues+

/6 T+eo o* 9no:e/)e75

Education is related to ,no"ledge+ It is deter(ined by the source)li(its) criteria and (eans of ,no"ledge+ #he discussion of all these falls

"ithin the jurisdiction of episte(ology) one of the branches of philosophy)

therefore) an i(portant area of the functioning of philosophy of educationis related to theory of ,no"ledge+

e6 e't(ons+(- o* e/'t(on 'n/ ;'(os 'e' o* n't(on' (*e 'n/

;'(os o-onents o* t+e sste o* e/'t(on75

One of the (ost i(portant contributions of the philosophy of

education to the cause of education is the provision of criteria for decidingthe relationship of state and education) econo(ic syste( and education)

curriculu() school organi/ation and (anage(ent) discipline etc+ #heseproble(s have led to the evaluation of different philosophies of education+

#he criteria of judg(ent every"here are deter(ined by philosophy)therefore) philosophy of education provides the criteria for critical

evaluation and judg(ent in these fields+

1.1.! N'te o* P+(oso-+ o* E/'t(on

Philosophy of education is one of the areas of applied philosophy+ #hereare three branches of philosophy na(ely 3(etaphysics) episte(ology and

a*iology+

Met'-+s(sis a branch ofphilosophythat investigates principles of

reality transcending those of any particular science+ It is concerned"ith e*plaining the funda(ental nature of being and the "orld+

Metaphysicsis the study of the nature of things+ Metaphysicians as,

"hat ,inds of things e*ist) and "hat they are li,e+ #hey reason aboutsuch things as "hether or not people have free "ill) in "hat sense

abstract objects can be said to e*ist) and ho" it is that brains are able

to generate (inds+

$*iology% the branch of philosophical enquiry that e*plores%

o $esthetics% the study of basic philosophical questions about art

andbeauty+ So(eti(esphilosophy of artis used to describe onlyquestions about art) "ith 7aesthetics7 the (ore general ter(+9i,e"ise 7aesthetics7 so(eti(es applied even (ore broadly than

to 7philosophy of beauty7 %to the 7subli(e)7 to hu(our) to the

frightening88to any of the responses "e (ight e*pect "or,s of art

or entertain(ent to elicit+o Ethics% the study of "hat (a,es actions right or "rong) and of

ho" theories of right action can be applied to special (oral

proble(s+ Sub disciplines include (eta8ethics) value theory)theory of conduct) and applied ethics+


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Episte(ology is the branch ofphilosophythat studies ,no"ledge+

It atte(pts to ans"er the basic question% "hat distinguishes true 4adequate5

,no"ledge fro( false 4inadequate5 ,no"ledge: Practically) this questiontranslates into issues of scientific (ethodology% ho" can one develop

theories or (odels that are better than co(peting theories: It also for(s

one of the pillars of the ne" sciences of cognition) "hich developed fro(

the infor(ation processing approach to psychology) and fro( artificialintelligence) as an atte(pt to develop co(puter progra(s that (i(ic a

hu(an3s capacity to use ,no"ledge in an intelligent "ay+ -hen "e loo, at

the history of episte(ology) "e can discern a clear trend) in spite of theconfusion of (any see(ingly contradictory positions+ #he first theories of

,no"ledge stressed its absolute) per(anent character) "hereas the later

theories put the e(phasis on its relativity or situation8dependence) itscontinuous develop(ent or evolution) and its active interference "ith the

"orld and its subjects and objects+ #he "hole trend (oves fro( a static)

passive vie" of ,no"ledge to"ards a (ore and (ore adaptive and activeone+

$s you can tell) the different branches of philosophy overlap one

another+ $ philosopher considering "hether people ought to give e*cess

"ealth to the poor is as,ing an ethical question+ .o"ever) hisinvestigations (ight lead hi( to "onder "hether or not standards of right

and "rong are built into the fabric of the universe) "hich is a (etaphysical

question+ If he clai(s that people are justified in ta,ing a particular stanceon that question) he is (a,ing at least a tacit episte(ological clai(+ $t

every step in his reasoning) he "ill "ant to e(ploy logic to (ini(i/e the

chance of being led into error by the great co(ple*ity and obscurity of the

questions+ .e (ay very "ell loo, to so(e of the ethical) (etaphysical)

and episte(ological "ritings of past philosophers to see ho" his brightestpredecessors reasoned about the (atter+

$spects of each branch of philosophy can be studied in isolation)

but philosophical questions have a "ay of leading to other philosophicalquestions) to the point that a full investigation of any particular proble( is

li,ely eventually to involve al(ost the "hole of the philosophical

enterprise+

One vie" on education believes or subscribes to the vie" that

philosophy of education co(es under the u(brella of a*iology+ $s a

branch of philosophy it utili/es philosophical (ethods for the solution ofphilosophical proble(s "ith a philosophical attitude to arrive atphilosophical conclusion+ In this co(prehensive process it includes facts

concerning education and synthesi/es the( "ith values+ #he other school

of thought believes that education as a discipline utili/es or needs toincorporate all (odes of philosophical inquiry (etaphysical) a*iological

and episte(ological+ $s individuals involved in the process of education

right fro( the ai(s) purpose) functions and building theory "e need toloo, at any body of ,no"ledge or generate ne" ,no"ledge based on the

three (odes of philosophical inquiry+

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1.! FUNCTIONS OF PHILOSOPHY OF EDUCATION

Philosophy of education perfor(s various functions+ #hey areadiscussed belo"%

'= Dete(n(n) t+e '(s o* e/'t(on

Philosophy of education provides original ideas regarding all

aspects of education particularly educational ai(s+ It is said that

educational philosophy gives different vie"s) but this situation is not

har(ful) rather it helps in providing education according to the need ofsociety+ #he difference in vie" of philosophy of education reflects the

(ultiplicity and diversities of hu(an life+ Philosophy of education guides

the process of education by suggesting suitable ai(s fro( the diversitiesof life and selecting the (eans accordingly+

= H'on(>(n) o/ 'n/ ne: t'/(t(ons (n t+e *(e/ o* e/'t(on5In the process of social develop(ent the old traditions beco(e

outdated for the people+ #hey are replaced by the ne" traditions+ 6ut this

process of replace(ent is not al"ays s(ooth+ It is faced "ith lots ofopposition fro( certain orthodo* sections of the society+ $t the sa(e ti(e

it (ust be ,ept in (ind that every 3old3 is not outdated and every 3ne"3 is

not perfect #herefore) there is a need of co8coordinating the t"o in order

to (aintain the har(ony bet"een both+ #his function can be perfor(ed byphilosophy of education+

= Po;(/(n) t+e e/'t(on' -'nnes, '/(n(st'tos 'n/ e/'tos

:(t+ t+e -o)ess(;e ;(s(on to '+(e;e e/'t(on' /e;eo-ent75

Spencer has rightly pointed that only a true philosopher can give a

practical shape to education+ Philosophy of education provides the

educational planners) ad(inistrators and educators "ith the right vision"hich guides the( to attain the educational goals efficiently+

/= Pe-'(n) t+e on) )ene't(on to *'e t+e +'en)es o* t+e

o/en t(e75

Social co((entators have given (any labels to the present period

of history for so(e it is the infor(ation age and for others it is post

(odernity) later (odernity) high (odernity or even the age of uncertainty+One (ore addition to this list (ay be that 3present age is an age of

2lobali/ation as a pheno(enon arrived on the econo(ic scene in the 1>>

in India+ #his "atch"ord has had its i(plications in the social political)econo(ic fabric of the country of "hich education is a part+ Philosophy of

education is a guiding) steering and liberating force that helps young

people to and society at large to face the challenges of the (odern ti(e+

1." ELATIONSHIP #ET?EEN PHILOSOPHY OF

TEACHING AND TEACHING STYLES

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Philosophy guides the process of education in different "ays+

$ teacher approaching education philosophically needs to ans"er four

basic questions that guide the teaching learning process+ #hey are%

-hat is the nature of the learner:

-hat is the nature of subject (atter:

.o" should one use the subject (atter to guide students to"ards

(eaningful learning activities:

-hat behavior trend should one e*hibit in order to carry out oneFs

philosophical position:

#he ans"ers to these questions only "ill help the teacher to

identify a series of preferences) as opposed to a set of behavior that belong

to (utually e*clusive categories for the follo"ing questions+ $n atte(pt to

ans"er these questions is nothing but philosophy of teaching+

Philosophy and various philosophical vie" points infor( us that each of

these questions have different philosophical perspectives that can beconsidered as e*tre(es in a continuu(+

o N'te o* t+e Le'ne

or the question about the nature of 9earner) It "ill be defined inter(s of e*tre(es of the continuu( by using the ter(s @9oc,eanA

4passive5 and @PlatonicA 4active5

@9oc,eanA is a position because it "as =ohn 9oc,e) in his Essay

Concerning .u(an Gnderstanding) "ho first "rote about (ind) is atabula rasa+ .e envisioned the operation of the (ind as si(ilar to a blan,"a* tablet on "hich data ta,en in through the senses "ould (a,e

@i(pressionsA+ Sensory data "hich a learner absorbed for(ed the true

source of ,no"ledge+ $ny co(ple* (ental operations involvingassociation) interpretation) or evaluation of secondary data led to the

for(ulation of increasingly co(ple* ,no"ledge+

@PlatonicA I(age is that of a teacher "ho has so (uch respect for "hatthe learner can contribute to the learning environ(ent that he or she

definitely does not "ant the( to @absorbA prescribed subject (atter) as the

teacher sees the subject (atter+ Gnder such circu(stances learners arevie"ed as the (ost i(portant ingredient of the classroo( environ(ent

because they teach each other and their teacher about proble(s "hich are

(eaningful to the(+ It is al(ost that learners have the ,no"ledge "hich isloc,ed inside the( "hich is released through interaction+ Platonic concept

believes in the doctrine of !e(iniscence+

o N'te o* S@et M'tte

#he ter(s @$(orphousA or @StructuredA are used to delineate

e*tre(es on the continuu( of teacherFs vie" on the nature of subject

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(atter+ #he ter( Ha(orphous label has been reserved for rote learning)

"hich e(phasi/es that each ite( to be learned is equal in i(portance to

every other ite( to be learned hence youngsters are not encouraged tofind relationships a(ong ite(s to be learned and no ite( is seen to be

(ore i(portant than the other+

#he other e*tre(e @structuredA "e (ay e*pect to find a positionrepresented by those "ho have a quite realistic vie" of "hat the subject

(atter can never acco(plish+ #he ter( @StructuredA as used in this

conte*t) is fro( 6runerFs understanding that any subject (atter should bevie"ed as having a natural structure "hich can help to e*plain

relationships a(ong its co(ponents and "hich can be used to find ne"

infor(ation+

o Ho: s+o/ S@et 'tte )(/e st/ents e'n(n) 't(;(t(es

#he t"o end points of the continuu( is @cognitiveA and @affectiveA+

#hese concepts are not (utually e*clusive categories) but rather(atters of e(phasis and preferences+ In order to illu(inate factors

involved in any teacherFs decision to e(phasi/e cognitive or affectivelearning activities it is useful to consider the follo"ing addendu(+

Cognitive 'o(ain fact) concept and generali/ation

$ffective 'o(ain8 belief and value

Evidence abounds that students bring into the classroo( attitudes

"hich influence the "ay they perceive facts) concepts and generali/ations+So(eti(es teachers are fortunate to have students "ho bring "ith the(

positive attitudes to"ards the subject (atter at hand+ Most often "e have

students "ho bring "ith the( not very positive attitudes+ In such situationsthe teachersF role "ill be to help students thin, critically by transfor(ing

generali/ation) beliefs and values into hypotheses that can be tested+ #hen

the teacher resorts to the affective do(ain+

o #e+';(o ten/ (n o/e to ' ot oneBs P+(oso-+(' Pos(t(on

#he ter(s authoritarian and non8authoritarian are t"o e*tre(es of

the continuu() but should be understood as not (erely being HstrictF orHper(issiveF+ #hese "ords should go beyond the aspect of classroo(

(anage(ent as it is (ore inclusive approach to classroo( (anage(ent+ It

is an over vie" of the student and the subject (atter "hich this indicatorhas been designed to e*a(ine+

or instance) suppose so(e teachers encourage students to vie"subject (atter only as e*perts in that field (ight vie" it hence these

teachers habitually accept for each (ajor question under e*a(ination only

one right ans"er "hich all students are e*cepted to adopt and understand+

-e can thus say that these teachers are said to encourage convergentthin,ing and hence in this conte*t "e can ter( the( as HauthoritarianF

teachers+

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T+e on;ese 'n e s'(/ o* non 't+o(t'('n te'+esB

#eacher need to be a"are of the HPhilosophical PositionsF that theyta,e and have ta,en "hile they enter into classroo(s or plan to enter into

classroo(s Philosophical positions affect the "ay they interact "ith

students and facilitate learning in learners individually or collectively+

#hus "e see that the "ay "e ans"er the questions of nature of

learner) subject (atter etc+ definitely affects our teaching style+ -hether a

teacher is authoritative or non authoritarian) "hether teaching (ethods areconstructivist or lecture (ethod are influenced based on the philosophical

position that they hold+

6ac,ground for approaching the educational proble(s effectively+

#herefore) it is essential for the educators to have the deep insight into thephilosophy of education+

e*eenes

1 Chandra S+ S+) !+ Shar(a) !ejendra J 4;;5 7 Philosophy of

Education+7 Ne" 'elhi) $llantic publishers+

; Cha,raborty $+ J+4;B5+7 Principles and Practices of Education+7

Meerut) 9al 6oo, 'epot+

B 2upta S+ 4;K5+ 7 Education in E(erging India+ #eachers role in

Society+7 Ne" 'elhi) Shipra Publication+

L Seethara(u) $+ S+ 41>>5+ Philosophy of Education+ Ne" 'elhi) 3

$shish Publishing .ouse+

K #aneja) 0+ !+ 4;5+ 7 Educational #hought and Practice+7 Ne" 'elhi)

Sterling+

e*eenes%On8line Sources%

a+ Encyclopedia of Philosophy of Ed+%

"""+educao+pro+brlin,s+ht(

b+ #he Center for 'e"ey Studies%"""+siu+edude"yctr

c+ Stanford Encyclopedia of Philosophy% """+plato+stanford+edud+ http%"""+objectivistcenter+orgcth88L>8$QPhilosophy+asp*

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http://www.educao.pro.br/;links.htmhttp://www.siu.edu/~dewyctr/http://www.plato.stanford.edu/http://www.objectivistcenter.org/cth--409-FAQ_Philosophy.aspxhttp://www.educao.pro.br/;links.htmhttp://www.siu.edu/~dewyctr/http://www.plato.stanford.edu/http://www.objectivistcenter.org/cth--409-FAQ_Philosophy.aspx

Documents

MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION