Idealism derived from “Ideal” an “idea”
Idealism is a philosophy which adheres to the
view that nothing exists except an idea in the
mind of a man.
Idealism asserts that reality consists of ideas,
thoughts, minds or selves rather than material
objects and force.
Naturalism is opposed to
idealism. It subordinated
mind to matter and holds
that ultimate reality is
physical not spiritual
Pragmatism is derived from Greek word
“pragma” which means “action”.
Pragmatism is a philosophy which
recognizes truth only according to its
practical results.
Brightman- It is a theory which tests truth
according to practical results. An idea or
theory can be considered true only if its
results are satisfactory and useful.
REALISM
Realism regards the physical world as
real and this real, factual and practical
life is more important than any other
things.
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Democritus
Aristotle
Huxley
Darwin
Irwin
Lamarck
Spencer
Rousseau
Bacon
Hobbs
Pierce
W. James
Dewey
Kilpatrick
Russel
Socrates
Berkeley
Ross
Plato
Kant
Fichte
Hegal
Gandhi
Vivekanand
Ghosh
Aristotle
Aquinas
Locke
Karl Marx
Metaphysics
Epistemology
Axiology
• NaturalismNature is ultimate
reality.
• Pragmatismreality is still in
process
• Idealism• Mind idea and
spirit are true
• Realism- Real
world is the world
of Nature
• Senses are the
gateways of
knowledge.
• Knowledge is
experience based.
• No belief in values
• Mind is treasure of
knowledge
• Values are eternal
• Knowledge
obtained through
senses is real.
• Values are
permanent and
fundamental
values don’t
change.
• Values are being
changed
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Nature alone is
reality and it is
readymade.
Reality lies in
process. It is still in
process and not
readymade.
Mind and thought
are real.
Every reality is
proved by
observation,
experience,
experiment and
scientific reasoning
The outlook is
materialistic.
Social outlook
spiritual outlook
Intelligence is
significant to
formulate concepts
Essence of Human
life is animality
Essence of human
life is practicability
Essence of human
life is spiritual
Essence of human
life is experiences
Ultimate reality is
physical
Ultimate reality is
utility
Ultimate reality is
spiritual
Ultimate reality is
physical
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Do not believe in the Believe in the
existence of God.
existence of God to
some extent.
Full belief in God.
Do not believe in
values, soul, religion
or divine spirit.
Values are
changeable and
created by men.
They change with
time, place and
circumstances.
No law is universal
Values are eternal
and they never
change. Truth,
goodness and
beauty are eternal
values.
Spiritual laws are
universal
Values are
permanent and
objective. Right and
wrong should be
taught
Universe is created
by man
Universe is created
by God
Physical universe is
operated by natural
laws.
Physical and natural
laws are universe.
Universe is created
by nature
Soul and God do not
exist
Physical and natural
laws are universal
NATURALISM
PRAGMATISM IDEALISM
REALISM
Nature is the
base . The
slogan is
“Follow the
nature”
Society is the
base.
Emphasis is
on physical
and social
environment
Preparation
for complete
and real life
Chid-centred
education
Experience
Teacher
centered/
centred
child centered education
Child
centered
Opposes
bookish
knowledge
Experiences
Emphasis
and
bookish
experimentati knowledge
ons
Vocational
and technical
education
Spiritualism is
base of
education.
Emphasis is
on spiritual
and moral
environment
NATURALISM
PRAGMATISM
IDEALISM
Believes in
negative
education
Believes in
Believes in
education based positive
on experiences education
Self experience
Emphasis on
uncontrolled
freedom of
child
Emphasis on
restricted
freedom
Emphasis on
good discipline
to follow rules
and regulations
of school
Emphasis on
strict discipline
REALISM
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Individual
development
Dynamic
development
Character
development
Personality
Development
Sensory
Development
Social development Development of
will power
Development of
insight and
scientific attitude
Sublimation of
instincts
Creation of
new values
Development
of inventive
sense
Self thinking
and decision
making
Attainment of
present and
future life
Development
of resourceful
mind
Simple living
high thinking
Socialistic
feelings
NATURALISM t
PRAGMATISM
IDEALISM
REALISM
Autonomous
development
Social development
Spiritual
development
Personality
Development
Perfection of
human machine
Creation of new
values and ideals
development of
moral sense
Socialistic values
Self expression
Social efficiency
Self realisation
Art of living for
complete life
Adaptation to
environment
Adjustment with
present and to
change the present
Preservation and
development of
culture
Insight for self
thinking and
decision making
Preparation for
struggle of
existence
Rich present life
Based on moral,
spiritual and
intellectual values
Vocational and
technical skills to
earn his livelihood
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Learning by
doing,
Observation
method
Learning by
activity
Project method
Questioning
method, story
telling, dramatics
Inductive-Deductive
Logic, going from
the particular facts
of sensory
experience to the
more general laws
Play-way method
Learning by
experiences
Conversation
method
Observation
Direct method
Heuristic method
Method of
Lecture method,
integration
debate
Inductive method discussion
Analysis Synthesis
Insight
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Uncontrolled
freedom
Restricted
freedom
Regulated
freedom
Good
Discipline
Discipline
through
natural
consequence
Social
discipline
Self discipline Social
Discipline
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Teachers place
behind the
scene
Teacher has an
importance
place
Place of a
teacher is very
high
Teacher must be
educated and well
versed with the
customs of beliefs
and right and
duties of people
and the trends of
all ages and places
Teacher guides,
directs, suggests
and control the
nature of child
Guidance of hard
realities of life,
must be able to
expose problems
of life and world
Teacher is not to Teacher puts the
interfere with
pupil’s in the
pupil’s activity
position of
discover
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Emphasis on
science
Emphasis on
practical
Emphasis on
ethics
Science
Emphasis on
Physical sciences
Higher place to
science not to
culture
Important
place to
scientific
important
place to study
Vocational
Subjects
Related to
interest,
abilities,
aptitudes and
nature of child
Based on
utility,
integration,
child’s natural
interest and
experiences
Based on
humanistic,
moral, spiritual
and
intellectual
values
Emphasis on
mother tongue
Subjects
according to
ability and
interest
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Broad based
curriculum
Games
Physical education
Physical & Life
Sciences
Mathematics
Social Sciences
Literature
Music
Sculpturing
Painting
Language
Health Sciences,
Physical Education
Social sciences
Mathematics
Agriculture
Languages
Arts
Social sciences
Ethics
Literature
Sciences
Physical Education
Vocational subjects
Mother tongue
Social Sciences
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Child centred
New concept of school
Child centred
Teacher centred
Objective attitude
Individual development
Practical subjects
Morality based
Practical aims
Wider and higher aims
Curriculum according to
nature and capabilities
of students
Utility based subjects
Based on needs of
technology
Based on ideas and
ideals
Realistic school
organisation
Humanistic Attitude
towards learning
Complete development
Universal education
Technical and
vocational subjects
Emphasis upon
psychology
Democratic outlook
Restored dignity to
man
Sense training
Emphasis upon free
choice
Progressive attitude
Self discipline
Scientific teaching
methods
NATURALISM
PRAGMATISM
IDEALISM
REALISM
Too much freedom
Do not believe in
eternal values
Ideals and aims can
neither be achieved
Too much emphasis
on objectivity
Too much emphasis
on present
Opposition to spiritual
values
Neglects science and
technology
Emphasis on Sciences
Ignores text books
No pre determined
goals
Teacher centred
approach
Too much emphasis
on facts
No importance to
teachers
Negation of past
Theoretical methods
No place for intuition
and meditation
Not clear cut aims
Negation of
Humanities
Undue importance to
teacher
No faith in eternal
values and high ideals
of life
Focus on natural
consequences
Anti intellectual
Main concern is
market place of daily
life
Difficult concepts
Ignorance of emotions
and imagination which
are equally important
in life
Negative education
Overloading teachers
Neglects social
aspects of life
Ignorance of spiritual
aims
Nandra, I.S. & Kaur, P. (2015). Philosophical Perspective
in Education. Twentyfirst Century Patiala
https://onlinenotebank.wordpress.com
https://wandofknowledge.com