Philosophical Foundations of Education

CONTENTS:-
1. 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
1.6 Western Concept of Education

Concept of Education 7
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 Curriculumn

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. RELATIONSHIP OF PHILOSOPHY AND 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 Branches of Philosophy
3.4.1 Metaphysics
3.4.2 Epistemology
3.4.3 Axiology
3.5 Education and Philosophy
3.5.1 Educational Philosophy and Philosophy of Education
3.5.2 Difference between Educational Philosophy and Philosophy of Education
3.5.3 Relationship between Philosophy and Education
61 3.5.4 Philosophy and Education are Interdependent
3.5.5 Philosophy is dependent on Education
3.5.6 Education is Dependent on Philosophy
3.5.7 Contribution of Philosophy in the Field of Education
3.5.8 Aims of Education and Educational Philosophy
3.5.9 Curriculum of Education and Educational Philosophy
3.5.10 Methods of Teaching and Educational Philosophy
3.5.11 Discipline and Educational Philosophy
3.5.12 Teacher and Educational Philosophy
3.5.13 Learner and Educational Philosophy
3.5.14 Textbooks and Educational Philosophy
3.5.15 Institution and Educational Philosophy

4. INDIAN PERSPECTIVE OF PHILOSOPHY THROUGH VEDAS AND GITA
4.1 Indian Philosophy
4.2 Indian Philosophical Schools
43 Vedas-The Oldest Scriptures
4.3.1 Texts of Vedas
4.3.2 Philosophy of Vedas
4.3.3 Philosophical Perspectives of Vedas
4.4 Gita-Philosophy and Perspectives 4.4.1 Philosophical Perspective of Gita

5. EDUCATION AS A LIBERAL DISCIPLINE AND ITS INTERDISCIPLINARY NATURE
5.1 Liberal Discipline
5.2 Inter-Disciplinary Nature of Education

6. BASIC CONCEPTS IN PHILOSOPHY OF EDUCATION: TEACHING, TRAINING, LEARNING, INQUIRY,
INDOCTRINATION W.R.T. CHILD
6.1 introduction
6.1.1 Education and Learning
6.1.2 Learning Process: Main Steps
6.1.3 Features of Learning
6.2 Education and Teaching
6.3 Education and Training
6.4 Education and Inquiry
6.4.1 Features
6.4.2 Inquiry in relation to child entails
6.5 Education and Indoctrination
6.6. Comparative Study of Basic Concept in Philosophy of Education

7. MEANING OF KNOWLEDGE, REASON, BELIEF

7.1 Meaning of Knowledge

7.1.1 Need of Knowledge
7.1.2 Nature of Knowledge
7.2 Reason
7.2.1 Characteristics of Reason
7.3 Belief
7.3.1 Characteristics of Beliefs

8. SOURCES OF KNOWLEDGE
8.1 Empirical Knowledge
8.2 Rational Knowledge
8.21 Characteristics of Rational Knowledge

8.3 Authentication of Knowledge
8.4 Experience
8.5 Values and ideals

9. VALIDATION OF KNOWLEDGE
-Indian Perspective: Pratyaksha, Praman,
Anuman, Upman and Shabad
-Western Perspective: Perception. Inference, Comparison and Testing
9.1 Validation of Knowledge-Meaning & Definition
9.2 Indian Perspective on Validation of Knowledge
9.3 Western Perspective on Validation of Knowledge
93.1 Validation of Knowledge
10. RELATIONSHIP BETWEEN SCHOOL & EDUCATION
AND KNOWLEDGE & SUBJECTS
10.1 Meaning of Education
10.2 Meaning of School
10.3 Importance of School 10.4 Relation between School and Education
10.5 Essential Functions of School as an Agency of Education
10.6 Suggestions to make School an Effective Agency of Education
10.7 Difference Between Education and School
10.8 Relation between School Education. Knowledge and Subjects
11. ASSUMPTIONS ABOUT HUMAN NATURE
11.1 Meaning of Human Nature 112 Characteristics of Human Nature
11.3 Assumptions about Human Nature 11.3.1 Human Beings are Religious by Nature
11.3.2 Human Beings are Social by Nature
11.3.3 Human Beings are Conflictual by Nature 138
12 WESTER SCHOOL OF PHILOSOPHY-II (IDEALISM) 142-157 12.1 Idealism as a Philosophy of Education
12.2 Various Forms of Idealism 123 Features/Principles of Idealism
12.4 Educational Implication of Idealism
12.4.1 Idealism and Aims of Education
12.4.2 Idealism and Content or Curriculum
12.4.3 Idealism and Methods of Education
12.4.4 Idealism and Discipline
12.4.5 Idealism and Teacher
12.4.6 Idealism and School
12.5 Critical Evaluation of Idealism

13. REALISM
13.1 Meaning and Definitions of Realism
13.2 Fundamental Postulates
13.3 Main Tenets of Realism
13.4 Basic Concepts of Realism
13.5 Realism and Education
13.6 Some Basic Principles of Educational Realism
13.7 Impact of Realism on Different Aspects of Education
13.7.1 Realism and Aims of Education
13.7.2 Realism and Curriculum)
13.7.3 Realism and Methods of Teaching
13.7.4 Realism and Discipline
13.7.5 Realism and Teacher
13.7.6 Realism and The Child
13.7.7 Realism and School Organization
13.8 Critical Evaluation
14. NATURALISM
14.1 Meaning and Definitions
14.2 Types of Naturalism
14.3 Main Characteristics of Naturalism
14.4 Basic Feature/Principles of Naturalism
14.5 Naturalism in Education
14.6 Characteristics/Principles Underlying Naturalistic Education
14.7 Educational Implications of Naturalism
14.7.1 Naturalism and Aims of Education
14.7.2 Naturalism and Curriculum
14.7.3 Naturalism and Methods of Teaching
14.7.4 Naturalism and Discipline
14.7.5 Naturalism and Teacher
14.7.6 Naturalism and Women Education
14.8 Evaluation/Criticism of Naturalism

15. PRAGMATISM
15.1 Meaning and Definition of 'Pragmatism'
15.2 Features/Principles/Characteristics of Pragmatism
15.3 Types/Forms of Pragmatism
15.4 Pragmatism and Education
15.5 Educational Implications of Pragmatism in Education
15.5.1 Educational Airs of Pragmatism
15.5.2 Pragmatism and Curriculum/Content
15.5.3 Pragmatic Methods of Education
15.5.4 Pragmatism and Discipline
15.5.5 Pragmatism and Teacher
15.6 Evaluation/Criticism of Pragmatism
15.7 Contributions/Merits of Pragmatism
16. EXISTENTIALISM
16.1 Meaning and Definitions of Existentialism
16.2 Existentialism in philosophy
16.2.1 Existentialism and Metaphysics
16.2.2 Existentialism and Epistemology
16.2.3 Existentialism and Axiology
16.3 Principles/Features/Postulates of Existentialism Education and Existentialism
16.5 Educational Implications of Existentialism
16.5.1 Existentialism and Aims of Education
16.5.2 Existentialism and Content (Curriculum)
16.5.3 Existentialism and Methods of Teaching
16.5.4 Existentialism and Discipline
16.5.5 Existentialism and Role of Teacher
16.5.6 Existentialism and School
16.6 Evaluation/Criticism/Contributions of Existentialism
16.6.1 Contribution/Merits of Existentialism
17. HUMANISM
17.1 Introduction
17.2 Meaning and Definitions of Humanism
17.2.1 Meaning of Humanism
17.2.2 Definition of Humanism
17.3 Characteristics of Humanism
174 Fundamental Principles of Humanism
17.5 Humanism in Education
17.5.1 Humanism and Aims of Education
17.5.2 Humanism and Curriculum
17:53 Humanism and Role of Teacher
17.5.4 Humanism and Methods of Teaching
17.5.5 Humanism and Role of Student
17.5.6 Humanism and Discipline
17.6 Educational Implications of Humanism
18 INDIAN SCHOOL OF PHILOSOPHY -I (SANKHYA YOG)
18.1 Indian Schools of Philosophy
18.2 Sankhya Yog Philosophy
18.3 Meaning of Sankhya Philosophy
18.4 Fundamentals Principles/Postulates/Characteristics of Sankhya Philosophy
18.5 Educational Implications of Sankhya Philosophy
18.5.1 Concept of Education
18.5.2 Sankhya and Aims of Education
18.5.3 Sankhya and Curriculum
18.5.4 Sankhya and Methods of Teaching
18.5.5 Sankhya and Role of Teacher
18.5.6 Sankhya and Discipline
18.5.7 Sankhya and Place of Student
18.5.8 Religious and Moral Education
18.6 Evaluation/Criticism/Contribution Philosophy of Sankhya


19. INDIAN SCHOOL OF PHILOSOPHY-1 (ADVAITA) 243-250
19.1 Brief Life Sketch of Sankara Acharya
19.2 Sankara's Philosophy: Advaitvad
19.2.1 Advaita and Metaphysics
19.2.2 Advaita and Epistemology
19.3 Evaluation of Sankara's Philosophy
19.4 Educational implications of Advaitvad
20 RELEVANCE OF ETHICS AND VALUES FOR TEACHERS, STUDENT AND TEACHER-STUDENT RELATIONSHIP
20.1 Ethics and Values in Teaching
20.2 Relevance of Ethics and Values for Teachers and Students

20.3 Teacher-Students Relationship in Light of Ethics and Values
20.3.1 The Code of Ethics for Teachers
20.3.2 Positive Teacher-Students Relationships 20.3.3 Promotion of Healthy Relationships
21. RELEVANCE OF EDUCATIONAL THOUGHTS OF INDIAN AND WESTERN THINKERS
21.1 Educational thoughts of Indian Thinkers
21.2 Indian Thinkers and Airns of Education
21.3 Indian Thinkers and Pedagogical Practices in the Classroom
21.4 Indian Thinkers and Role of Teacher
21.5 Educational thoughts of Western Thinkers
21.6 Western Thinkers and Aims of Education
21.7 The Aims of Education according to Western Thinkers
21.8 Western Thinkers and Pedagogical Practices in the Classroom
21.9 Westem Thinkers and Role of Teacher
22. CONTRIBUTION OF M.K. GANDHI TO EDUCATIONAL THOUGHT AND PRACTICE
22.1 Introduction 22.2 A Brief Life-Sketch of Mahatma Gandhi
22.3 Gandhi's Philosophy of Life 22.3.1 His Religious Philosophy
22.3.2 His Social Philosophy
22.3.3 His Cultural Philosophy
22.3.4 His Political Philosophy
22.4 Blending of Major Philosophies of Education
22.5 Educational Philosophy of Mahatma Gandhi
22.5.1 His Theoretical Postulates
22.5.2 His Educational Doctrinaire/Philosophy
22.6 Meaning of Education
22.6.1 22.6.2 Gandhi ji and Curriculum Aims of Education
22.6.3 Methods of Teaching
22.6.4 Concept of Discipline
22.6.5 Views About Teacher
22.6.6 Views About Women's Education
22.6.7 Place of Religion in Education
22.7 Basic Education-Meaning
22.7.1 Features of Basic Education
22.7.2 Philosophy Behind Basic Education

22.7.3 Craft-As the Centre of Education
2.7.4 Criticism
22.8 Contribution of Mahatma Gandhi to Education
22.9 Contribution of Gandhian Educational Philosophy (Its Relevance)

23. SRI AUROBINDO GHOSE (1872-1950)
23.1 Brief Life Sketch of Sri Aurobindo
23.2 Most Prominent Features of Aurobindo's Philosophy
23.3 Sri Aurobindo's Main Ideas On Education National System of Education
23.4 23.5 Contribution of Sri Aurobindo to Education
23.6 Select Quotes of Sri Aurobindo on Education
23.7 Meaning of Integral Education
23.8 Two-fold Bases of Integrated Education
24.9 Task of Integral Education
23.10 Measures for Achieving the Ends of Integral Education
24. EDUCATIONAL THOUGHT OF VIVEKANANDA 305-321
24.1 Introduction
24.2 A Brief Life Sketch
24.3 His Philosophy of Life
24.4 Swami Vivekananda's Educational Philosophy
24.4.1 Meaning of Education
24.4.2 Main Ingredients of Education
24.4.3 Aims of Education

24.4.4 Views About Curriculumn
24.4.5 Methods of Teaching
24.4.6 Role/Place of Teacher
24.4.7 Religious Education
24.4.8 Views About Women's Education
24.4.9 Universal Education-Mass Education
24.4.10 Place of Child
24.5 Swami Vivekananda: Man Making Education
24.6 Contribution of Vivekananda In the Field of Education
25. SWAMI DAYANANDA SARASWATI
25.1 Brief Life Sketch
25.2 Philosophical thought of Swami Dayananda
25.3 Educational Thought of Swami Dayananda
25.3.1 Aims of Education
25.3.2 Curriculum
25.3.3 Methodology of Teaching
25.3.4 Teacher-Student Relationship
25.3.5 Discipline
25.3.6 Women Education
25.4 Contribution of Swami Dayananda
26. CONTRIBUTION OF RABINDRANATH TAGORE TO EDUCATIONAL THOUGHT AND PRACTICE
26.1 Introduction
26.2 Brief Life-Sketch
26.3 Tagore's Philosophy of Life
26.4 Basic Principles of His Educational Philosophy
26.5 Tagore's Contribution to Education
26.5.1 Meaning of Education
26.5.2 Aims of Education
26.5.3 Contents of Education (Curriculum)
26.5.4 Methods of Teaching
26.5.5 Concept of Discipline
26.5.6 Role of Teacher
26.6 Tagore's Great Experiment: Shantiniketan
26.6.1 Aims
26.6.2 Constituents of the University
26.6.3 Department of Rural Reconstruction
26.6.4 Characteristics/Features of Shantiniketan
26.7 A Comparative Study Gandhi and Tagore as Educationists
26.7.1 26.7.2 Similarities Dis-similarities
27. EDUCATIONAL THOUGHT OF JIDDU KRISHNAMURTI (1895-1986)
27.1 Introduction
27.2 life Profile of J. Krishnamurti
27.3 J. Krishnamurti's Philosophy of Life
27.4 J. Krishnamurti's Philosophy of Education
27.4.1 Aims of Education
27.4.2 Critical Appraisal of J. Krishnamureti's Philosophy of Education
28. PLATO (427 B.C.-347 B.C.)
28.1 Introduction
28.2 Brief Life Sketch
28.3 Contact with Socrates
28.4 Plato's Visits to Different Countries
28.5 Plato's Academy
28.6 Plato's General Philosophy
28.7 Contribution of Plato to Educational thought and Practice
28.8 Functions of Education
28.9 Aims of Education
28.10 Curriculum
28.11 Methods of teaching
28.12 Discipline
28.13 Role of Teacher
28.14 Summary of Plato's Outstanding contribution to Education
28.15 Shortcomings of Plato's Educational Philosophy
29. CONTRIBUTION OF JEAN JACQUES ROUSSEAU TO EDUCATIONAL THOUGHT AND PRACTICE
29.1 Introduction
29.2 A Brief Life Sketch
29.3 His Philosophy of Life
29.4 Naturalism of Rousseau and Education
(Implications/Contribution to Educational Thought)
29.5 Criticism of Rousseau's Education
29.6 Rousseau's Theory of Negative Education
29.7 Rousseau's Emile and its Importance
29.8 Its Importance
29.9 Rousseau's Contribution to the Field of Education

30. CONTRIBUTION OF JOHN DEWEY IN EDUCATION
30.1 John Dewey's Brief Life Sketch 30.2 Dewey as a Prolific Writer
30.3 Dewey's General Philosophy
30.4 Dewey's Educational Philosophy
30.5 John Dewey on Education
30.6 Contribution of John Dewey to the Educational Thought and Practice
30.7 Comparison of the Educational Philosophies of Gandhi ji and John Dewey
31. PAULO FREIRE (1921-1997): PEDAGOGY OF THE OPPRESSED
31.1 Brief Biography
31.2 Writings and Works
31.3 Summary of the Text
31.4 Criticism of the Book-Pedagogy of the Oppression
31.5 Educational Philosophy of Paulo Freire
31.6 Contribution/Significance/Merits of Paulo Freire's Philosophy of Education
31.7 Relevance of Paulo Freire's Views on Education to Indian Context
31.8 Limitations of Freire's Educational Ideas
28.12 Discipline
28.13 Role of Teacher
28.14 Summary of Plato's Outstanding contribution to Education
28.15 Shortcomings of Plato's Educational Philosophy
29. CONTRIBUTION OF JEAN JACQUES ROUSSEAU TO EDUCATIONAL THOUGHT AND PRACTICE
29.1 Introduction
29.2 A Brief Life Sketch
29.3 His Philosophy of Life
29.4 Naturalism of Rousseau and Education(Implications/Contribution to Educational Thought)
29.5 Criticism of Rousseau's Education
29.6 Rousseau's Theory of Negative Education
29.7 Rousseau's Emile and its Importance
29.8 Its Importance
29.9 Rousseau's Contribution to the Field of Education
30. CONTRIBUTION OF JOHN DEWEY IN EDUCATION
30.1 John Dewey's Brief Life Sketch
30.2 Dewey as a Prolific Writer
30.3 Dewey's General Philosophy
30.4 Dewey's Educational Philosophy
30.5 John Dewey on Education
30.6 Contribution of John Dewey to the Educational Thought and Practice
30.7 Comparison of the Educational Philosophies of Gandhi ji and John Dewey
31. PAULO FREIRE (1921-1997): PEDAGOGY OF THE OPPRESSED
31.1 Brief Biography
31.2 Writings and Works
31.3 Summary of the Text
31.4 Criticism of the Book-Pedagogy of the Oppression
31.5 Educational Philosophy of Paulo Freire
31.6 Contribution/Significance/Merits of Paulo Freire's Philosophy of Education
31.7 Relevance of Paulo Freire's Views on Education to Indian Context
31.8 Limitations of Freire's Educational Ideas


32. FROEBAL (1782-1852)
32.1 Philosophy of Froebel
32.2 Educational Philosophy of Froebel
32.2.1 Aims of Education
32.2.2 Curriculum
32.2.3 Methods of Teaching
32.2.4 Kindergarten Characteristics
32.2.5 Methods to Teaching in the Kindergarten
32.2.6 Role of the Teacher
32.2.7 Discipline
32.2.8 Student
32.2.9 School
32.3 Contribution of Froebel on Educational Theory and Practice
33. MARIA MONTESSORI (1870-1952): THE SECRET OFCHILDHOOD
33.1 Book's Description
33.2 Maria Montessori's Educational Philosophy
33.3 Educational System of Montessori
33.4 Montessori Methods of Teaching Children
33.5 Principles of Didactic Apparatus
33.6 Types of Didactic Apparatus
33.7 Procedure of the Use of Material
33.8 Children's Home-Meaning and Significance
34. CRITIQUE OF THE CONCEPT OF BEHAVIOURISM & ITS ALTERNATIVES: DIALOGUE, ACTIVITY AND DISCOVERY
34.1 Behaviourism-A Behavioural Psychology
34.2 Two Types of Conditioning
34.3 Criticism of Behaviourism
34.4 Alternatives to Behaviourism in Teaching-Learning Process
34.4.1 Dialogue-An Alternative to Behaviourism
34.4.2 Activity-An Alternative to Behaviourism
34.4.3 Discovery-An Alternative to Behaviourism