PRINCIPLES OF EDUCATION AND TEACHING LEARNING PROCESS- I

Prof. Mrs. K.Punithalakshmi

Principal,JIETCON

Objectives

• General Objectives
• Specific Objectives

Education

• The term education has its origin in the Latin words educo, educare & educatum.
• Etymologically, the word education is derived from the Latin words educo where e means ‘out of’ duco means ‘I lead.’
• According to this view, education means ‘I lead out darkness into brightness’

Definition

• Education means the training for the country & love for the nation. -Chanakya
• Education is realization of self -Shankaracharya
• Education is an all-round drawing out of the best in child & man-body, mind & spirit. -Mahatma Gandhi
• Education is the natural, harmonious & progressive development of man’s innate power. - Pestalozzi

Nursing Education

• Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.

Individual aim

• Development as an individual of a human being.
• Moral & spiritual development.
• Cultural development.
• Harmonious development
• Promote positive physical development
• Development of a right personality
• Development of good citizenship
• Development of good leadership
• Emotional & mental development
• Character building, etc.

• Social aim: Through education the individual child should be provided with the require assistance to become a useful member of the society, irrespective of the socioeconomic status.
• Vocational aim: Education should prepare the child to earn his livelihood so that he can lead a productive life in the society.
• Intellectual aim: Development of intelligence through education will enable the child to lead an independent life with confidence.

• Cultural aim: By undergoing education child becomes cultured & civilized. Cultural development is through development of aesthetic sense & respect for others’ culture
• Moral aim: Moral values like honesty, loyalty, tolerance, justice, self control & sincerity promote the social efficiency of an individual
• Citizenship: Education enable the children to grow as productive citizens by following the social & moral standards set by the society

• Physical health & well being: Education prepare the child to lead a healthy life through providing the knowledge required for a healthy living.
• Character development: Education assist the child to develop certain human values, attitudes & habits which are essential for building a desirable character.
• Education for leisure: Education prepares the child to use his leisure time for doing something useful.

Aims of education as stated by Secondary Education Commission

• Development of democratic citizenship
• Improvement of vocational efficiency
• Development of personality Development of qualities leadership

Aims Of Education

Harmonious development • Inculcating right attitude • Knowledge & skill aim

Emphasis on high tech-high-touch approach

• Prepare students to take up a proactive role in nursing

• Professional development

Assist to build a promising career

• Social aim

• citizenship

• To prepare global nurses

• Leadership aim

Functions of Education

Individual functions

National functions

Social functions

Individual Function

• Growth & development of individual
• Direction & guidance
• Preparation for adult life
• Conservation of traditional knowledge Transmission of culture
• Progressive development
• Achievement of self-sufficiency
• Holistic personality development
• Moral & character development
• Develop vocational efficiency
• Awareness of past & present & preparing for future

National Functions

Ensuring national development

Promoting national integrity

Continuous supply of skilled workforce

Developing leaders for nation

Social Functions

Improving social efficiency

Civilization & cultural security

Preparing good citizens

Reform & progress of society

Philosophy of Education

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• The term philosophy has a Greek origin, i.e. philosophia, which is made up of two words, viz. phileo & Sophia.
• Phileo means ‘love & sophia means ‘wisdom’.
• The literal meaning of philosophy is ‘love of wisdom’ or ‘passion of learning’.

Definitions of Philosophy

• Philosophy is the science of knowledge. - Fitch
• Philosophy is the science of sciences. - Coleridge
• Philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of the nature of things. - Alfred Weber

Educational philosophies

• Two types – 1)Traditional philosophies
• Naturalism
• Idealism
• Pragmatism
• Realism

Cont….

• 2)Modern contemporary philosophies
• Perennialism
• Essentialism
• Existentialism
• Reconstructionism
• Progressivism

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Naturalism

• Chief proponents: Rabindranath Tagore, Jean Jacques Rousseau, Johann Heinrich
• Concept: Educating the human generation about & in the nature rather than artificial environment by keeping in mind the individuality of each child.
• Organization & Aims of education: Nature is considered the classroom. Emphasis on open air schools to teach through direct experience with nature.

• Curriculum: Basis of curriculum development was child’s nature, interest & needs. Stressed on subjects dealing with nature such as physics, chemistry, biology, language & mathematics. Tagore also stressed on teaching spiritual values of nature.
• Methods of Education: As natural as possible considering individual differences. Noble efforts for planned living with nature. Direct experience of nature through observation, excursion, experimentation, play-way.

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• Role of teacher: Teacher is an observe & facilitator of the child to develop in nature; teacher facilitates best possible natural environment for prompt learning.
• Discipline: No emphasis on external rigid discipline; recommended free discipline to child in nature for optimum desired learning.

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Idealism

• Chief proponents: Dr. Radhakrishan, Sir Auurobindo, Plato, Ross & Socrates
• Concept: It believes that the act of knowing takes place within the mind for three values, i.e. intellectual, aesthetic & moral values & the purpose of education is the development of the student’s mind & self.
• Organization & Aims of Education: Well-planned formal classrooms or formal place of teaching learning activity is recommended.

• Curriculum: The basis of curriculum is inculcating intellectual, aesthetic & moral values or discipline. The intellectual value is represented by subjects such as language, literature, science, mathematics, history & geography; aesthetic through arts & poetry & moral through religion, ethics. Dr. Radhakrishan also advocated for physical education.

• Methods of Education: Idealism recommended formal classroom teaching methods such as lecture, discussion, presentation, & group interaction. Knowledge is transferred from the more mature person (teacher) to less mature person (pupil) through formal & well-planned teaching-learning methods.

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• Role of teacher: Teacher is considered as centre of education where pupil catches fire from teacher who is himself a flame teacher must be ideal & a role model for the child both intellectually & morally. The teacher should exercise great creative skills in providing opportunity for the pupil’s mind to discover, analyze, unify, synthesize & creative application of knowledge to life.

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• Discipline: Idealism believes in interconnection of discipline & interest. Advocates discipline for self realization of individual. It does not favor rigid discipline but advocates spontaneous & self discipline.

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Pragmatism

• Chief proponents: Williams James, John Dewey, Charles Sanders Pierce
• Concept: It considers self-activity as the basis of all teaching-learning processes in context of cooperative activity; to create optimistic men, who are the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities; where he is respected & education is planned to cater to his inclinations & capacities

• Organization & Aims of Education: Aims of education is to teach one how to think so that one can adjust to an ever-changing society. In order to produce creative resourceful & adaptable children we should have conditions in the school which are conducive to the creation of these qualities of mind. Recommends formal schools to have activity oriented learning based on the needs, interest, aptitude & capabilities of the individual student.

• Curriculum: Pragmatists believe in a broad & diversified curriculum, which is composed of both content & process & subjects ranging from humanities to geography & science.
• Methods of education: Teaching-learning process is a social process where the sharing of experiences between the teacher & the student takes place. Preferred methods are project method & activity oriented learning.

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• Role of teacher: Role of a teacher is not that of a dictator or a task master but as a leader of group activities. Teacher acts as catalyst where he suggests a problem to students & stimulates them to find a solution. Teacher is a mentor with resources to guide the students
• Discipline: Pragmatism does not believe in traditional firm discipline. It advocates for freedom of self-discipline in a free & conducive teaching-learning environment.

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Realism

• Chief proponents: Aristotle, Johann Friedrich Herbart, Herbert Spencer
• Concept: Realism makes the human being understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life of a man useful; where a man can enjoy his activities & comfort in reality. Education should equip individuals to a best possible meaningful life through vocational skills.

• Organization & Aims of Education: Realism emphasizes on scientific attitude based on realistic principles, where the child can extend his knowledge, which he learns through books. It has given due emphasis on formal schools, which provides adequate opportunity for learners to learn the vocational skills through observation, experimentations & examinations.
• Curriculum: Selection of the curriculum for the students must based on their abilities, interest & capabilities so that education helps the student to adjust to changing circumstances of the society. It also emphasis on subject matter of real-life use such as science, mathematics, hygiene & vocational subjects.

• Methods of Education: Realism believe in objectivity, knowledge of scientific evidences & reality.
• Methods of teaching should be according to needs, interest & capabilities of students. Vocational education should equip the individual with capacities to earn livelihood such as experimentation, examination & observation, etc.
• Role of Teacher: Teacher must focus on the development of vocational skills in the learners, so that they can be equipped with qualities of race preservation & vocational behavior activities. Teacher acts as a mentor, & must be a role model & skilled to demonstrate vocational skills to the learners
• Discipline: Realism believes in an optimum level of discipline without imposing undue stress on the learners

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Perennialism

• Chief proponents: Thomas Aquinas, Robert Hutchins & Mortimer Adler
• Concept: Education ensures that students acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level.
• Organization & Aims of Education: The aim of education is to develop the rational person, who has intellectual abilities to uncover universal truth. Character training is also important for moral & spiritual development of an individual

• Curriculum: Accepts little flexibility in the curriculum that emphasizes on language, literature, mathematics, arts & sciences. Common curriculum for all the students with minimal opportunities for elective subjects. Teaching-learning process must create liberalism, tolerance & discretion among learners.
• Methods of Education: Perennialism portages for the educational methods, which promotes constant teacher-taught interaction such as oral exposition, lecture & explication. Emphasis is placed on teacher guided seminars, where students & teachers engage in mutual inquiry sessions. Students may also learn directly from reading & analyzing the great books.

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• Role of teacher: Teacher must be competent & master of his subject so that he can help their students to develop the power to think deeply, analytically, flexibly & imaginatively. Teacher is also authoritative & a guide of the students. Discipline: Education should be organized & conducted in a manner that problem of indiscipline does not arise at all.

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Essentialism

• Chief proponents: William Bagley, Arthur Bestor, Admiral Hyman Rickover, James D. Koermer
• Concept: Essentialism believe that there is common core of knowledge that needs to e transmitted to students in a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society.
• Organization & Aims of Education: Essentialism has recommended for the formal schools or teaching-learning places. The aims of education is to promote intellectual growth & academic competitiveness of the individual to become a model citizen.

• Curriculum: This philosophy recommended intellectual content with quality & capacity of the learner. The recommended subjects are English, mathematics, natural science, history & foreign languages.
• Methods of Education: Essentialism recommended formal & well-planned classroom teaching methods such as lectures, discussions, presentations & group interaction

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• Role of Teacher: Teacher must be a master of subject matter & role model for learners with high level of authority & control over teaching-learning process & learner.
• Discipline: Essentialism believes in rigid discipline & devoted hard work of learners in his studies.

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Existentialism

• Chief proponents: Soren Kierkegaard, Friedrich Nietzsche, Maxine Greene
• Concept: This philosophy believes that education must develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self. Education must equip the individual for better choices
• Organization & Aims of Education: The ultimate aim of education is to develop child’s knowledge about human conditions & the choices that person has to make for self. Therefore organization of education must be formal with sufficient opportunities of choices

• Curriculum: Curriculum must be that which provides the free opportunities for children to select from many available learning situations & choosing the subjects that learner wish to learn. Humanities are commonly given tremendous emphasis, which helps the student to unleash their own creativity & self expression.
• Methods of Education: Existentialism promotes the methods of education which emphasizes on self activity of the learner such as self-expressive activities, experimentation, methods & media that illustrate emotions feelings & insight

• Role of Teacher: Teacher must promote freedom for a learner to make personal choices & individual self definition
• Discipline: Existentialism believe in self-discipline but not in the strict discipline. Teacher creates an environment in which students may freely choose their own preferred way

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Reconstructionism

• Chief proponents: Theodore Brameld, George Counts & Paulo Freire
• Concept: This philosophy of education believes on reorganizing & restructuring the process of education to being about social & cultural contrastive changes in community, society & country, where emphasis is placed on cultural pluralism, equality, futurism, national interest oriented education
• Organization & Aims of Education: This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstruction of the society.

• Curriculum: Curriculum should be conceived with a new socioeconomic & political interest. The subject content must be oriented towards aspects of new changes expected social, economic & political discipline such as sociology, economics, science & technology, etc.
• Methods of Education: This philosophy of education believes that teaching methods must be organized in manner that student become self-reliant, education must be activity oriented to develop necessary activities & abilities

• Role of Teacher: The role of a teacher is to take the social responsibilities & along with students must become the agent to improve society.
• Discipline: This philosophy of education propagates about optimum level of discipline but not a rigid discipline

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Progressivism

• Chief proponents: Horace Mann, Henry Barnard & Johan Dewey
• Concept: Progressivism believe that learning must be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world
• Organization & Aims of Education: Progressivism recommended democratic school procedures, which promote the community & social reforms. The aim of education is to promote the democratic social living

• Curriculum: Progressivism recommended curriculum, which is interdisciplinary in nature, which promotes written textbooks subject content that are the part & process of learning rather than ultimate source of knowledge. Further curriculum is based on child’s interest, problems & life affairs
• Methods of Education: Child is considered as learner rather than subject, who primarily learned through cooperative group activities & experiences

• Role of Teacher: Teacher must act as guide for problem solving, leader for group activities & partner in planning the learning activities
• Discipline: Has not recommended any sort of specific formal discipline

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