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| 008 | 220204b ||||| |||| 00| 0 eng d | ||
| 040 | _cIK | ||
| 082 | _a370.089 914 11 NAN | ||
| 100 | _aNandra, Inderdev Singh | ||
| 245 | _aPhilosophical Foundations of Education | ||
| 250 | _a2nd Revised Edition | ||
| 260 |
_aPatiala _bTwenty First Century _c2022 |
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| 506 | _2CONTENTS:- 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 | ||
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| 700 | _aYadav, Sapna | ||
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