Naturalism (Report)

8/12/2019 Naturalism (Report)

1/32

NATURALISM


2/32

Is a concept that firmly believes thatultimate reality lies in the nature of the

matter. Matter is considered to be supremeand mind is the functioning of the brain thatis made up of matter.

A term loosely applied in educationaltheory to systems of training that are notdependent on schools and books but on

manipulation of the actual life.A type of literature that attempts to apply

scientific principles of objectivity and

detachment to its study of human beings.


3/32


4/32

AIMSComplete livingis the general aim .

This impression is borne out of the

following objectives:


5/32

Self-preservationis the first of the five

objectives. In order to livecompletely, as man has first of all to

live, he has to continue his own

existence. While instinct is the chiefguarantee of this objective,

education may also help by

acquainting the learner with the lawsof health and enabling him to earn a

living.


6/32

Securing the necessities of life.It is

especially in the realm ofdeveloping economic efficiency

that education helps in preserving

life. Money is not life, but it is anecessity in maintaining life.

Education should train directly for

success in this important function.


7/32

Raising children. The most

important function of men andwomen are being parent.Therefore education should deal

unashamedly both with the careof children in the nursery and thediscipline of them as growing boys

and girls.


8/32

Maintenance of social and

political relations. Beyond thehome in the far-reaching social

structure, man must have some

understanding and mastery ofsocial and political processes if

living is to be complete. He must

be a wise citizen who is equippedfor effective social and political

action.


9/32

Enjoyment of leisure. Life is not all

serious struggles, keepingphysically strong, earning a living,

being a responsible parent and an

earnest citizen. Complete livingalso includes freedom fromstruggle some of the time for

gratification of the tastes andfeelings.


10/32

METHODSMethods of instruction should be

inductive.

This follows from Natures advice thatteaching make fullest use of the self-

activity of the pupil, telling him as little

as possible and encouraging him todiscover as much as possible for

himself.


11/32

To tell a child this and to show him

that only make him a recipient ofanothers observations. If the

learning intellect is to be guided to

its appropriate food, children mustmaster the art of independent

observation and direct

acquaintance.


12/32

The educational implications of the

naturalistic theory holds that good

education is pleasurable, thus,methods of teaching should be based

upon the belief that the child is not

averse to learning, but enjoys it.Teaching methods and materials will

appeals to students natural inclinationto learn.


13/32

Naturalism maintains that all

teaching methods should be

based on experience.


14/32

THE LEARNERSThe pupil is to the teacher what

man is to the philosopher.


15/32

For man who is interpreted by the

philosopher also has variouspractical engagements, one of

which is being a pupil at school in

his formative years, may be astudent in institutions of advanced

learning during his more mature

years, and we hope a learnerthroughout life.


16/32

If a philosopher is also a teacher

and at the same time is consistentin both though and practice, he

will view man as a pupil in theclassroom in the same way he

thinks of him when philosophizing.

So the doctrine of the pupil isvirtually the doctrine of man in the

classroom.


17/32

THE TEACHERThe teachers role is to remain in

background

The natural development of child should

be stimulated. Since, Nature isconsidered to be best educator.

The teacher is the observer and

facilitator of the childs developmentrather than a giver of information, ideas,ideals and will power or a molder of

character.


18/32

Is a person who is completely in tune

with nature .He has a profound faith inthe original goodness of humannature.

Teacher should not be in a hurry tomake the child learn. Instead heshould be patient, permissive and non-intrusive.


19/32

SCHOOLIts most important job as an

educational agency is to see to it thatthe child learns how to preserve his ownphysical health and well-being.


20/32

While Rousseau, proposes that formal

schooling is both unnecessary andharmful to education according tonature other naturalists believed thatalthough the parents role is veryimportant in the childs education, oneshould have formalized institutionswhose very existence is rooted in

nature.


21/32

PROPONENTJean-Jacques Rousseau (1712-1778)Was a major Genevois philosopher,

writer and composer of the 16thcentury.

His political philosophy heavilyinfluenced French revolution.


22/32

His novel Emily, is a seminal treatise on

the education of the whole person. Heconsidered it as the most important ofall his writings.

Tackles how education can best servea person through a developmentalprocess and discusses how man can

retain his innate human goodness in acorrupting society


23/32

PHILOSOPHERS


24/32


25/32

German mathematician and

philosopher. He occupies aprominent place in the history of

mathematics and the history of

philosophy.

Developed the infinitesimalcalculus independently of Isaac

Newton, and Leibniz'smathematical notation has beenwidely used ever since it was

published.


26/32

One of the most prolific inventorsin the field of mechanical

calculators.

Refined the binary numbersystem, which is at the foundationof virtually all digital computers.


27/32

In philosophy, Leibniz is most

noted for his optimism His conclusion that our Universe is,

in a restricted sense, the best

possible one that God could have

created.

One of the three great 17thcentury advocates of rationalism


28/32

The work of Leibniz anticipated

modern logic and analyticphilosophy, but his philosophy also

looks back to the scholastic

tradition, in which conclusions areproduced by applying reason to

first principles or prior definitionsrather than to empirical evidence.


29/32


30/32


31/32

Locke's theory of mind is often

cited as the origin of modernconceptions of identity and the

self, figuring prominently in thework of later philosophers such asHume, Rousseau, and Kant.


32/32

Locke was the first to define the self

through a continuity of consciousness.He postulated that, at birth, the mindwas a blank slate or tabula rasa.Contrary to Cartesian philosophybased on pre-existing concepts, hemaintained that we are born withoutinnate ideas, and that knowledge is

instead determined only byexperience derived from senseperception

Documents

Naturalism (Report)