Philosophical Foundations of Education
Nandra,Inderdev Singh
Philosophical Foundations of Education - Patiala Twenty First 2019 - 384p
CONTENTS
EDUCATION: CONCEPT, MEANING AND
TYPES OF EDUCATION
1.1 Various Concepts of Education
1.2 Meaning of Education
1.3 Synonyms of Education
1.4 Indian Concept of Education
1.4.1 Criticism/Analysis
1.5 Explanation of Mahatma Gandhi’s Concept of Education
1.6 Western Concept of Education
1.7 Redden’s Definition of Education
1.7.1 Criticism/Analysis
1.8 Nature/Characteristics of the Concept of Education
(Descriptive Approach)
1.9 Scope of Education
1.10 Types of Education
1.10.1 Three Main Types of Education
1.10.2 Difference Between Formal and
Informal Education
1.10.3 Difference Between Informal and
Non-formal Education
1.10.4 Difference Between Formal and
Non-Formal Education
1.10.5 Forms or Other Types of Education
2 AIMS AND DETERMINANTS OF EDUCATION
2.1 Determinants of Aims, Curriculum and Methods of Education
2.2 Aims and Determinations of Education with Reference
to Curriculum and Pedagogy
2.2.1 Curriculum
2.2.2 Pedagogy
2.3 Nature of Teaching Methods
2.4 Development of Teaching Methodology
2.5 Determination of Aims of Education with
Reference to Curriculum
2.5.1 Philosophical Determines of Curriculum
2.5.2 Sociological Determinants of Curriculum
2.6 Determinants of the Aims of Education in with
Reference to Pedagogy
2.6.1 Philosophical Determinants of the Pedagogy
(Methods of Teaching)
2.6.2 The Individualised Method
2.7 Philosophical Aims of Education with Reference to
Pedagogy (Methods of Teaching)
2.7.1 Sociological Determinants of Methods of Teaching
2.7.2 Characteristics of Methods of Education
2.7.3 Some Sociological Methods of Education
2.8 Sociological Aims of Education with Reference to Pedagogy
3 PHILOSOPHY AND ITS RELATION TO EDUCATION
3.1 Meaning of Philosophy
3.1.1 Western Approach to Philosophy
3.1.2 Indian Approach to Philosophy
3.2 Nature of Philosophy
3.3 Areas or Scope of Philosophy
3.4 Metaphysics
3.4.1 Meaning and Definition
3.4.2 Sub-branches/Scope of Metaphysics
3.4.3 Problems of Metaphysics
3.4.4 Sub-branches
3.4.5 Criticism of Metaphysics
3.4.6 Metaphysics and Education
3.4.7 Explanation
3.5 Epistemology
3.5.1 Meaning and Definition
3.5.2 Basic Theories of Epistemology
3.5.3 Types of Knowledge
3.5.4 Epistemology and Education
3.6 Axiology
3.6.1 Branches of Axiology
3.6.2 Basic Theories of Axiology
3.6.3 Detailed Study of Branches of Axiology
3.7 Education and Philosophy
3.7.1 Educational Philosophy and Philosophy of Education
3.7.2 Difference between Educational Philosophy
and Philosophy of Education
3.7.3 Relationship between Philosophy and Education
3.7.4 Philosophy and Education are Interdependent
3.7.5 Philosophy is dependent on Education
3.7.6 Education is dependent on Philosophy
3.7.7 Contribution of Philosophy in the field of Education
3.7.8 Aims of Education and Educational Philosophy
3.7.9 Curriculum of Education and Educational Philosophy
3.7.10 Methods of Teaching and Educational Philosophy
3.7.11 Discipline and Educational Philosophy
3.7.12 Teacher and Educational Philosophy
3.7.13 Learner and Educational Philosophy
3.7.14 Textbooks and Educational Philosophy
3.7.15 Institution and Educational Philosophy
4 EDUCATION AS A LIBERAL DISCIPLINE
AND ITS INTERDISCIPLINARY NATURE
4.1 Liberal Discipline
4.2 Inter-Disciplinary Nature of Education
5 BASIC CONCEPTS IN PHILOSOPHY OF
EDUCATION: TEACHING, TRAINING, LEARNING,
INQUIRY, INDOCTRINATION W.R.T. CHILD
5.1 Introduction
5.1.1 Education and Learning
5.1.2 Learning Process: Main Steps
5.1.3 Features of Learning
5.2 Education and Teaching
5.3 Education and Training
5.4 Education and Inquiry
5.4.1 Features
5.4.2 Inquiry in relation to Child Entails
5.5 Education and Indoctrination
5.6 Comparative Study of basic concept in Philosophy of Education
6 ASSUMPTIONS ABOUT HUMAN NATURE
6.1 Meaning of Human Nature
6.2 Characteristics of Human Nature
6.3 Assumptions about Human Nature
6.3.1 Human Beings are Religious by Nature
6.3.2 Human Beings are Social by Nature
6.3.3 Human Beings are Conflictual by Nature
7 WESTERN SCHOOLS OF PHILOSOPHY-I (IDEALISM)
7.1 Idealism as a Philosophy of Education
7.2 Various forms of Idealism
7.3 Features/Principles of Idealism
7.4 Educational Implication of Idealism
7.4.1 Idealism and Aims of Education
7.4.2 Idealism and Content or Curriculum
7.4.3 Idealism and Methods of Education
7.4.4 Idealism and Discipline
7.4.5 Idealism and Teacher
7.4.6 Idealism and School
Critical Evaluation of Idealism
8 WESTERN SCHOOLS OF PHILOSOPHY-I (REALISM)
8.1 Meaning and Definitions of Realism
8.2 Fundamental Postulates
8.3 Main Tenets of Realism
8.4 Basic Concepts of Realism
8.5 Realism and Education
8.6 Some Basic Principles of Educational Realism
8.7 Impact of Realism on Different Aspects of Education
8.7.1 Realism and Aims of Education
8.7.2 Realism and Curriculum
8.7.3 Realism and Methods of Teaching
8.7.4 Realism and Discipline
8.7.5 Realism and Teacher
8.7.6 Realism and The Child
8.7.7 Realism and School Organization
8.8 Critical Evaluation
9 WESTERN SCHOOLS OF PHILOSOPHY-I (NATURALISM) 129-145
9.1 Meaning and Definitions
9.2 Types of Naturalism
9.3 Main Characteristics of Naturalism
9.4 Basic Feature/Principles of Naturalism
9.5 Naturalism in Education
9.6 Characteristics/Principles Underlying Naturalistic Education
9.7 Educational Implications of Naturalism
9.7.1 Naturalism and Aims of Education
9.7.2 Naturalism and Curriculum
9.7.3 Naturalism and Methods of Teaching
9.7.4 Naturalism and Discipline
9.7.5 Naturalism and Teacher
9.7.6 Naturalism and Women Education
9.8 Evaluation/Criticism of Naturalism
10 WESTERN SCHOOL OF PHILOSOPHY - II
(PRAGMATISM)
10.1 Meaning and Definition of ‘Pragmatism’
10.2 Features/Principles/Characteristics of Pragmatism
10.3 Types/Forms of Pragmatism
10.4 Pragmatism and Education
10.5 Educational Implications of Pragmatism in Education
10.5.1 Educational Aims of Pragmatism
10.5.2 Pragmatism and Curriculum/Content
10.5.3 Pragmatic Methods of Education
10.5.4 Pragmatism and Discipline
10.5.5 Pragmatism and Teacher
10.6 Evaluation/Criticism of Pragmatism
10.7 Contributions/Merits of Pragmatism
11 WESTERN SCHOOL OF PHILOSOPHY - II
(EXISTENTIALISM)
11.1 Meaning and Definitions of Existentialism
11.2 Existentialism in philosophy
11.2.1 Existentialism and Metaphysics
11.2.2 Existentialism and Epistemology
11.2.3 Existentialism and Axiology
11.3 Principles/Features/Postulates of Existentialism
11.4 Education and Existentialism
11.5 Educational Implications of Existentialism
11.5.1 Existentialism and Aims of Education
11.5.2 Existentialism and Content (Curriculum)
11.5.3 Existentialism and Methods of Teaching
11.5.4 Existentialism and Discipline
11.5.5 Existentialism and Role of Teacher
11.5.6 Existentialism and School
11.6 Evaluation/Criticism/Contributions of Existentialism
11.6.1 Contribution/Merits of Existentialism
12 NATURE AND PLACE OF DIALOGUE, ACTIVITY,
DISCOVERY IN THE PROCESS OF EDUCATION
12.1 Objectives of Good Teaching Methods
12.2 Activity Method
12.2.1 Nature of Activity Method
12.2.2 Place of Activity Method in the Process
of Education
12.2.3 Role of Teacher
12.2.4 Merits
12.2.5 Limitations
12.3 Discovery Method
12.3.1 Nature of Discovery method
12.3.2 Place of Discovery Method in the Process of Education190
12.3.3 Role of teacher
12.3.4 Merits
12.3.5 Limitations
12.4 Dialogue Method
12.4.1 Nature of Dialogue Method
12.4.2 Place of Dialogue Method in the Process
of Education
12.4.3 Role of a Teacher
12.4.4 Merits
12.4.5 Demerits
13 MEANING OF KNOWLEDGE, REASON, BELIEF 204-209
13.1 Meaning of Knowledge
13.1.1 Need of Knowledge
13.1.2 Nature of Knowledge
13.2 Reason
13.2.1 Characteristics of Reason
13.3 Belief
13.3.1 Characteristics of Beliefs
14 SOURCES OF KNOWLEDGE
14.1 Empirical Knowledge
14.2 Rational Knowledge
14.2.1 Characteristics of Rational Knowledge
14.3 Authentication of Knowledge
14.4 Experience
14.5 Values and Ideals
15 RELATIONSHIP BETWEEN SCHOOL AND
EDUCATION, KNOWLEDGE AND SUBJECTS
15.1 Meaning of Education
15.2 Meaning of School
15.3 Importance of School
15.4 Relation between School and Education
15.5 Essential Functions of School as an Agency of Education
15.6 Suggestions to make School an Effective Agency of Education
15.7 Difference Between Education and School
15.8 Relation between School Education, Knowledge and Subjects
16 CONSTRUCTIVISM, SCIENTIFIC METHODS,
REFLECTIVE JOURNALS/JUDGEMENT
16.1 Forms of Constructivism
16.1.1 Key Features of Constructivism
16.1.2 Teachers Strategies
16.1.3 Evaluation Techniques
16.2 Scientific Method
16.2.1 Steps involved in Scientific Method
16.3 Reflective Journal/judgement
17 RELEVANCE OF EDUCATIONAL THOUGHTS
OF INDIAN AND WESTERN THINKERS
17.1 Educational thoughts of Indian Thinkers
17.2 Indian Thinkers and Aims of Education
17.3 Indian Thinkers and Pedagogical Practices in the Classroom
17.4 Indian Thinkers and Role of Teacher
17.5 Educational thoughts of Western Thinkers
17.6 Western Thinkers and Aims of Education
17.7 The Aims of Education according to Western Thinkers
17.8 Western Thinkers and Pedagogical Practices in the Classroom
17.9 Western Thinkers and Role of Teacher
18 CONTRIBUTION OF M.K. GANDHI TO
EDUCATIONAL THOUGHT AND PRACTICE
18.1 Introduction
18.2 A Brief Life-Sketch of Mahatma Gandhi
18.3 Gandhi’s Philosophy of Life
18.3.1 His Religious Philosophy
18.3.2 His Social Philosophy
18.3.3 His Cultural Philosophy
18.3.4 His Political Philosophy
18.4 Blending of Major Philosophies of Education
18.5 Educational Philosophy of Mahatma Gandhi
18.5.1 His Theoretical Postulates
18.5.2 His Educational Doctrinaire/Philosophy
18.6 Meaning of Education
18.6.1 Aims of Education
18.6.2 Gandhi ji and Curriculum
18.6.3 Methods of Teaching
18.6.4 Concept of Discipline
18.6.5 Views About Teacher
18.6.6 Views About Women’s Education
18.6.7 Place of Religion in Education
18.7 Basic Education — Meaning
18.7.1 Features of Basic Education
18.7.2 Philosophy Behind Basic Education
18.7.3 Craft— As the Centre of Education
18.7.4 Criticism
18.8 Contribution of Mahatma Gandhi to Education
18.9 Contribution of Gandhian Educational Philosophy
(Its Relevance)
19 CONTRIBUTION OF RABINDRANATH TAGORE
TO EDUCATIONAL THOUGHT AND PRACTICE
19.1 Introduction
19.2 Brief Life-Sketch
19.3 Tagore’s Philosophy of Life
19.4 Basic Principles of His Educational Philosophy
19.5 Tagore’s Contribution to Education
19.5.1 Meaning of Education
19.5.2 Aims of Education
19.5.3 Contents of Education (Curriculum)
19.5.4 Methods of Teaching
19.5.5 Concept of Discipline
19.5.6 Role of Teacher
19.6 Tagore’s Great Experiment: Shantiniketan
19.6.1 Aims
19.6.2 Constituents of the University
19.6.3 Department of Rural Reconstruction
19.6.4 Characteristics/Features of Shantiniketan
19.7 A Comparative Study Gandhi and Tagore as Educationists
19.7.1 Similarities
19.7.2 Dis-similarities
20 EDUCATIONAL THOUGHT OF
JIDDU KRISHNAMURTI (1895-1986)
20.1 Introduction
20.2 Life Profile of J. Krishnamurti
20.3 J. Krishnamurti’s Philosophy of Life
20.4 J. Krishnamurti’s Philosophy of Education
20.4.1 Aims of Education
20.4.2 Critical Appraisal of J. Krishnamurti’s
Philosophy of Education
21 DR. B.R. AMBEDKAR (1891-1956)
21.1 Introduction
21.2 Brief life sketch
21.3 His Works
21.4 Educational Philosophy
21.5 Meaning of Education
21.6 Importance of Education
21.7 Aims of Education
21.8 Curriculum
21.9 Methods of Teaching
21.10 Role of Teacher
21.11 Dr. Babasaheb Ambedkar, a Realist/Pragmatic
Rather than Idealist
22 PLATO (427 B.C.-347 B.C.)
22.1 Introduction
22.2 Brief Life Sketch
22.3 Contact with Socrates
22.4 Plato’s Visits to Different Countries
22.5 Plato’s Academy
22.6 Plato’s General Philosophy
22.7 Contribution of Plato to Educational thought and Practice
22.8 Functions of Education
22.9 Aims of Education
22.10 Curriculum
22.11 Methods of teaching
22.12 Discipline
22.13 Role of Teacher
22.14 Summary of Plato’s Outstanding contribution to Education
22.15 Shortcomings of Plato’s Educational Philosophy
23 CONTRIBUTION OF JEAN JACQUES ROUSSEAU
TO EDUCATIONAL THOUGHT AND PRACTICE
23.1 Introduction
23.2 A Brief Life Sketch
23.3 His Philosophy of Life
23.4 Naturalism of Rousseau and Education
(Implications/Contribution to Educational Thought)
23.5 Criticism of Rousseau’s Education
23.6 Rousseau’s Theory of Negative Education
23.7 Rousseau’s Emile and its Importance
23.8 Its Importance
23.9 Rousseau’s Contribution to the Field of Education
24 CONTRIBUTION OF JOHN DEWEY IN EDUCATION
24.1 John Dewey’s Brief Life Sketch
24.2 Dewey as a Prolific Writer
24.3 Dewey’s General Philosophy
24.4 Dewey’s Educational Philosophy
24.5 John Dewey on Education
24.6 Contribution of John Dewey to the Educational
Thought and Practice
24.7 Comparison of the Educational Philosophies of
Gandhi ji and John Dewey
25 PAULO FREIRE (1921-1997) : PEDAGOGY OF
THE OPPRESSED
25.1 Brief Biography
25.2 Writings and Works
25.3 Summary of the Text
25.4 Criticism of the Book — Pedagogy of the Oppression
25.5 Educational Philosophy of Paulo Freire
25.6 Contribution/Significance/Merits of Paulo Freire’s
Philosophy of Education
25.7 Relevance of Paulo Freire’s Views on Education
to Indian Context
25.8 Limitations of Freire’s Educational Ideas
9788193425046
370.089 914 11 NAN
Philosophical Foundations of Education - Patiala Twenty First 2019 - 384p
CONTENTS
EDUCATION: CONCEPT, MEANING AND
TYPES OF EDUCATION
1.1 Various Concepts of Education
1.2 Meaning of Education
1.3 Synonyms of Education
1.4 Indian Concept of Education
1.4.1 Criticism/Analysis
1.5 Explanation of Mahatma Gandhi’s Concept of Education
1.6 Western Concept of Education
1.7 Redden’s Definition of Education
1.7.1 Criticism/Analysis
1.8 Nature/Characteristics of the Concept of Education
(Descriptive Approach)
1.9 Scope of Education
1.10 Types of Education
1.10.1 Three Main Types of Education
1.10.2 Difference Between Formal and
Informal Education
1.10.3 Difference Between Informal and
Non-formal Education
1.10.4 Difference Between Formal and
Non-Formal Education
1.10.5 Forms or Other Types of Education
2 AIMS AND DETERMINANTS OF EDUCATION
2.1 Determinants of Aims, Curriculum and Methods of Education
2.2 Aims and Determinations of Education with Reference
to Curriculum and Pedagogy
2.2.1 Curriculum
2.2.2 Pedagogy
2.3 Nature of Teaching Methods
2.4 Development of Teaching Methodology
2.5 Determination of Aims of Education with
Reference to Curriculum
2.5.1 Philosophical Determines of Curriculum
2.5.2 Sociological Determinants of Curriculum
2.6 Determinants of the Aims of Education in with
Reference to Pedagogy
2.6.1 Philosophical Determinants of the Pedagogy
(Methods of Teaching)
2.6.2 The Individualised Method
2.7 Philosophical Aims of Education with Reference to
Pedagogy (Methods of Teaching)
2.7.1 Sociological Determinants of Methods of Teaching
2.7.2 Characteristics of Methods of Education
2.7.3 Some Sociological Methods of Education
2.8 Sociological Aims of Education with Reference to Pedagogy
3 PHILOSOPHY AND ITS RELATION TO EDUCATION
3.1 Meaning of Philosophy
3.1.1 Western Approach to Philosophy
3.1.2 Indian Approach to Philosophy
3.2 Nature of Philosophy
3.3 Areas or Scope of Philosophy
3.4 Metaphysics
3.4.1 Meaning and Definition
3.4.2 Sub-branches/Scope of Metaphysics
3.4.3 Problems of Metaphysics
3.4.4 Sub-branches
3.4.5 Criticism of Metaphysics
3.4.6 Metaphysics and Education
3.4.7 Explanation
3.5 Epistemology
3.5.1 Meaning and Definition
3.5.2 Basic Theories of Epistemology
3.5.3 Types of Knowledge
3.5.4 Epistemology and Education
3.6 Axiology
3.6.1 Branches of Axiology
3.6.2 Basic Theories of Axiology
3.6.3 Detailed Study of Branches of Axiology
3.7 Education and Philosophy
3.7.1 Educational Philosophy and Philosophy of Education
3.7.2 Difference between Educational Philosophy
and Philosophy of Education
3.7.3 Relationship between Philosophy and Education
3.7.4 Philosophy and Education are Interdependent
3.7.5 Philosophy is dependent on Education
3.7.6 Education is dependent on Philosophy
3.7.7 Contribution of Philosophy in the field of Education
3.7.8 Aims of Education and Educational Philosophy
3.7.9 Curriculum of Education and Educational Philosophy
3.7.10 Methods of Teaching and Educational Philosophy
3.7.11 Discipline and Educational Philosophy
3.7.12 Teacher and Educational Philosophy
3.7.13 Learner and Educational Philosophy
3.7.14 Textbooks and Educational Philosophy
3.7.15 Institution and Educational Philosophy
4 EDUCATION AS A LIBERAL DISCIPLINE
AND ITS INTERDISCIPLINARY NATURE
4.1 Liberal Discipline
4.2 Inter-Disciplinary Nature of Education
5 BASIC CONCEPTS IN PHILOSOPHY OF
EDUCATION: TEACHING, TRAINING, LEARNING,
INQUIRY, INDOCTRINATION W.R.T. CHILD
5.1 Introduction
5.1.1 Education and Learning
5.1.2 Learning Process: Main Steps
5.1.3 Features of Learning
5.2 Education and Teaching
5.3 Education and Training
5.4 Education and Inquiry
5.4.1 Features
5.4.2 Inquiry in relation to Child Entails
5.5 Education and Indoctrination
5.6 Comparative Study of basic concept in Philosophy of Education
6 ASSUMPTIONS ABOUT HUMAN NATURE
6.1 Meaning of Human Nature
6.2 Characteristics of Human Nature
6.3 Assumptions about Human Nature
6.3.1 Human Beings are Religious by Nature
6.3.2 Human Beings are Social by Nature
6.3.3 Human Beings are Conflictual by Nature
7 WESTERN SCHOOLS OF PHILOSOPHY-I (IDEALISM)
7.1 Idealism as a Philosophy of Education
7.2 Various forms of Idealism
7.3 Features/Principles of Idealism
7.4 Educational Implication of Idealism
7.4.1 Idealism and Aims of Education
7.4.2 Idealism and Content or Curriculum
7.4.3 Idealism and Methods of Education
7.4.4 Idealism and Discipline
7.4.5 Idealism and Teacher
7.4.6 Idealism and School
Critical Evaluation of Idealism
8 WESTERN SCHOOLS OF PHILOSOPHY-I (REALISM)
8.1 Meaning and Definitions of Realism
8.2 Fundamental Postulates
8.3 Main Tenets of Realism
8.4 Basic Concepts of Realism
8.5 Realism and Education
8.6 Some Basic Principles of Educational Realism
8.7 Impact of Realism on Different Aspects of Education
8.7.1 Realism and Aims of Education
8.7.2 Realism and Curriculum
8.7.3 Realism and Methods of Teaching
8.7.4 Realism and Discipline
8.7.5 Realism and Teacher
8.7.6 Realism and The Child
8.7.7 Realism and School Organization
8.8 Critical Evaluation
9 WESTERN SCHOOLS OF PHILOSOPHY-I (NATURALISM) 129-145
9.1 Meaning and Definitions
9.2 Types of Naturalism
9.3 Main Characteristics of Naturalism
9.4 Basic Feature/Principles of Naturalism
9.5 Naturalism in Education
9.6 Characteristics/Principles Underlying Naturalistic Education
9.7 Educational Implications of Naturalism
9.7.1 Naturalism and Aims of Education
9.7.2 Naturalism and Curriculum
9.7.3 Naturalism and Methods of Teaching
9.7.4 Naturalism and Discipline
9.7.5 Naturalism and Teacher
9.7.6 Naturalism and Women Education
9.8 Evaluation/Criticism of Naturalism
10 WESTERN SCHOOL OF PHILOSOPHY - II
(PRAGMATISM)
10.1 Meaning and Definition of ‘Pragmatism’
10.2 Features/Principles/Characteristics of Pragmatism
10.3 Types/Forms of Pragmatism
10.4 Pragmatism and Education
10.5 Educational Implications of Pragmatism in Education
10.5.1 Educational Aims of Pragmatism
10.5.2 Pragmatism and Curriculum/Content
10.5.3 Pragmatic Methods of Education
10.5.4 Pragmatism and Discipline
10.5.5 Pragmatism and Teacher
10.6 Evaluation/Criticism of Pragmatism
10.7 Contributions/Merits of Pragmatism
11 WESTERN SCHOOL OF PHILOSOPHY - II
(EXISTENTIALISM)
11.1 Meaning and Definitions of Existentialism
11.2 Existentialism in philosophy
11.2.1 Existentialism and Metaphysics
11.2.2 Existentialism and Epistemology
11.2.3 Existentialism and Axiology
11.3 Principles/Features/Postulates of Existentialism
11.4 Education and Existentialism
11.5 Educational Implications of Existentialism
11.5.1 Existentialism and Aims of Education
11.5.2 Existentialism and Content (Curriculum)
11.5.3 Existentialism and Methods of Teaching
11.5.4 Existentialism and Discipline
11.5.5 Existentialism and Role of Teacher
11.5.6 Existentialism and School
11.6 Evaluation/Criticism/Contributions of Existentialism
11.6.1 Contribution/Merits of Existentialism
12 NATURE AND PLACE OF DIALOGUE, ACTIVITY,
DISCOVERY IN THE PROCESS OF EDUCATION
12.1 Objectives of Good Teaching Methods
12.2 Activity Method
12.2.1 Nature of Activity Method
12.2.2 Place of Activity Method in the Process
of Education
12.2.3 Role of Teacher
12.2.4 Merits
12.2.5 Limitations
12.3 Discovery Method
12.3.1 Nature of Discovery method
12.3.2 Place of Discovery Method in the Process of Education190
12.3.3 Role of teacher
12.3.4 Merits
12.3.5 Limitations
12.4 Dialogue Method
12.4.1 Nature of Dialogue Method
12.4.2 Place of Dialogue Method in the Process
of Education
12.4.3 Role of a Teacher
12.4.4 Merits
12.4.5 Demerits
13 MEANING OF KNOWLEDGE, REASON, BELIEF 204-209
13.1 Meaning of Knowledge
13.1.1 Need of Knowledge
13.1.2 Nature of Knowledge
13.2 Reason
13.2.1 Characteristics of Reason
13.3 Belief
13.3.1 Characteristics of Beliefs
14 SOURCES OF KNOWLEDGE
14.1 Empirical Knowledge
14.2 Rational Knowledge
14.2.1 Characteristics of Rational Knowledge
14.3 Authentication of Knowledge
14.4 Experience
14.5 Values and Ideals
15 RELATIONSHIP BETWEEN SCHOOL AND
EDUCATION, KNOWLEDGE AND SUBJECTS
15.1 Meaning of Education
15.2 Meaning of School
15.3 Importance of School
15.4 Relation between School and Education
15.5 Essential Functions of School as an Agency of Education
15.6 Suggestions to make School an Effective Agency of Education
15.7 Difference Between Education and School
15.8 Relation between School Education, Knowledge and Subjects
16 CONSTRUCTIVISM, SCIENTIFIC METHODS,
REFLECTIVE JOURNALS/JUDGEMENT
16.1 Forms of Constructivism
16.1.1 Key Features of Constructivism
16.1.2 Teachers Strategies
16.1.3 Evaluation Techniques
16.2 Scientific Method
16.2.1 Steps involved in Scientific Method
16.3 Reflective Journal/judgement
17 RELEVANCE OF EDUCATIONAL THOUGHTS
OF INDIAN AND WESTERN THINKERS
17.1 Educational thoughts of Indian Thinkers
17.2 Indian Thinkers and Aims of Education
17.3 Indian Thinkers and Pedagogical Practices in the Classroom
17.4 Indian Thinkers and Role of Teacher
17.5 Educational thoughts of Western Thinkers
17.6 Western Thinkers and Aims of Education
17.7 The Aims of Education according to Western Thinkers
17.8 Western Thinkers and Pedagogical Practices in the Classroom
17.9 Western Thinkers and Role of Teacher
18 CONTRIBUTION OF M.K. GANDHI TO
EDUCATIONAL THOUGHT AND PRACTICE
18.1 Introduction
18.2 A Brief Life-Sketch of Mahatma Gandhi
18.3 Gandhi’s Philosophy of Life
18.3.1 His Religious Philosophy
18.3.2 His Social Philosophy
18.3.3 His Cultural Philosophy
18.3.4 His Political Philosophy
18.4 Blending of Major Philosophies of Education
18.5 Educational Philosophy of Mahatma Gandhi
18.5.1 His Theoretical Postulates
18.5.2 His Educational Doctrinaire/Philosophy
18.6 Meaning of Education
18.6.1 Aims of Education
18.6.2 Gandhi ji and Curriculum
18.6.3 Methods of Teaching
18.6.4 Concept of Discipline
18.6.5 Views About Teacher
18.6.6 Views About Women’s Education
18.6.7 Place of Religion in Education
18.7 Basic Education — Meaning
18.7.1 Features of Basic Education
18.7.2 Philosophy Behind Basic Education
18.7.3 Craft— As the Centre of Education
18.7.4 Criticism
18.8 Contribution of Mahatma Gandhi to Education
18.9 Contribution of Gandhian Educational Philosophy
(Its Relevance)
19 CONTRIBUTION OF RABINDRANATH TAGORE
TO EDUCATIONAL THOUGHT AND PRACTICE
19.1 Introduction
19.2 Brief Life-Sketch
19.3 Tagore’s Philosophy of Life
19.4 Basic Principles of His Educational Philosophy
19.5 Tagore’s Contribution to Education
19.5.1 Meaning of Education
19.5.2 Aims of Education
19.5.3 Contents of Education (Curriculum)
19.5.4 Methods of Teaching
19.5.5 Concept of Discipline
19.5.6 Role of Teacher
19.6 Tagore’s Great Experiment: Shantiniketan
19.6.1 Aims
19.6.2 Constituents of the University
19.6.3 Department of Rural Reconstruction
19.6.4 Characteristics/Features of Shantiniketan
19.7 A Comparative Study Gandhi and Tagore as Educationists
19.7.1 Similarities
19.7.2 Dis-similarities
20 EDUCATIONAL THOUGHT OF
JIDDU KRISHNAMURTI (1895-1986)
20.1 Introduction
20.2 Life Profile of J. Krishnamurti
20.3 J. Krishnamurti’s Philosophy of Life
20.4 J. Krishnamurti’s Philosophy of Education
20.4.1 Aims of Education
20.4.2 Critical Appraisal of J. Krishnamurti’s
Philosophy of Education
21 DR. B.R. AMBEDKAR (1891-1956)
21.1 Introduction
21.2 Brief life sketch
21.3 His Works
21.4 Educational Philosophy
21.5 Meaning of Education
21.6 Importance of Education
21.7 Aims of Education
21.8 Curriculum
21.9 Methods of Teaching
21.10 Role of Teacher
21.11 Dr. Babasaheb Ambedkar, a Realist/Pragmatic
Rather than Idealist
22 PLATO (427 B.C.-347 B.C.)
22.1 Introduction
22.2 Brief Life Sketch
22.3 Contact with Socrates
22.4 Plato’s Visits to Different Countries
22.5 Plato’s Academy
22.6 Plato’s General Philosophy
22.7 Contribution of Plato to Educational thought and Practice
22.8 Functions of Education
22.9 Aims of Education
22.10 Curriculum
22.11 Methods of teaching
22.12 Discipline
22.13 Role of Teacher
22.14 Summary of Plato’s Outstanding contribution to Education
22.15 Shortcomings of Plato’s Educational Philosophy
23 CONTRIBUTION OF JEAN JACQUES ROUSSEAU
TO EDUCATIONAL THOUGHT AND PRACTICE
23.1 Introduction
23.2 A Brief Life Sketch
23.3 His Philosophy of Life
23.4 Naturalism of Rousseau and Education
(Implications/Contribution to Educational Thought)
23.5 Criticism of Rousseau’s Education
23.6 Rousseau’s Theory of Negative Education
23.7 Rousseau’s Emile and its Importance
23.8 Its Importance
23.9 Rousseau’s Contribution to the Field of Education
24 CONTRIBUTION OF JOHN DEWEY IN EDUCATION
24.1 John Dewey’s Brief Life Sketch
24.2 Dewey as a Prolific Writer
24.3 Dewey’s General Philosophy
24.4 Dewey’s Educational Philosophy
24.5 John Dewey on Education
24.6 Contribution of John Dewey to the Educational
Thought and Practice
24.7 Comparison of the Educational Philosophies of
Gandhi ji and John Dewey
25 PAULO FREIRE (1921-1997) : PEDAGOGY OF
THE OPPRESSED
25.1 Brief Biography
25.2 Writings and Works
25.3 Summary of the Text
25.4 Criticism of the Book — Pedagogy of the Oppression
25.5 Educational Philosophy of Paulo Freire
25.6 Contribution/Significance/Merits of Paulo Freire’s
Philosophy of Education
25.7 Relevance of Paulo Freire’s Views on Education
to Indian Context
25.8 Limitations of Freire’s Educational Ideas
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