PERSPECTIVES ON
EDUCATION
Dr Noushad.P.P
PERSPECTIVES ON
EDUCATION
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Module I - Education preliminary
considerations
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Module 2 – Aims of Education
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Module 3 – Landmarks in the Modern
Indian Education
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Module 4 – Philosophical perspectives
on Education
Module –I
Education – Preliminary
Considerations
Defining Education
Considerable amount of Confusion
 Different Perspectives
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◦ Objective - educationalists
◦ Subjective – layman
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Why Different Definitions
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Complex nature of human personality
Changing Environment
Different Philosophies of Life
Different Educational theories and Practice
Meaning of Education
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Etymological
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Educare = To bring up.
Educere = To lead out.
Educatum = Act of teaching.
Educo = To lead forth.
Broad Meaning
◦ Life/ womb to tomb
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Narrow Meaning
◦ Schooling/instruction
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Common meaning
◦ Tripolar – educator, educand and social forces
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Synonyms to Education
◦ Pedagogy,Vidya, Jnana
Definitions
By education, I mean an all round drawing out of
the best in the child and man, body, mind and
spirit – Gandhiji.
 Education is the Manifestation of Devine
perfection already in man – Vivekananda.
 Education is the creation of sound mind in a
sound body – Aristotle
 Education is the natural, harmonious and
progressive development of man’s innate powers
– Pestalozzi.
 Education is the process of living through a
continuous reconstruction of experiences – John
Dewey.
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Classification of Definitions
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Spiritual
◦ Education is to realize the divinity in the
Individual
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Developmental
◦ Development of the individual – Biological
definitions
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Social
◦ Training of Individual to participate in society
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Operational
◦ Situation specific
Functions of Education
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Towards individual
◦ Development of Natural abilities
◦ Integrated growth
◦ Character building
◦ Direction
◦ Preparation for adult life
◦ Control of Instinct
◦ Synthesize knowledge
◦ Adjustment
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Towards Society
◦ Socialization
◦ Familiarize Social processes
◦ Conservation
◦ Reconstruction
◦ National development
◦ Encourage social welfare
Meaning - Functions - Aims
Meaning – what education is?
 Function – what education does?
 Aims – what education should do?
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Nature of education as a
discipline
Dispute among academics
 A discipline is a branch of knowledge that
is taught and researched at university
level
 Its own methodology
 Co-evolved with professions
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Why education is a discipline?
Well defined functions
 Scope is defined
 A discipline at university level
 Sub disciplines
 Co-evolved with a profession
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Characteristics of education
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Education is purposive
Drawing out or bringing up process
Knowledge as well as experience
For the good of the individual and the welfare of the
society
Liberal and vocational
Stabilizer, conservator and reconstruction
Education is deliberate
Education is planned
Education is life long
Education is influence exerted
Education is bipolar and tripolar
Education is psychological and social
Education is growth
Origin and Development of the
discipline
Emerged only in the 19th Century
 Rousseau
 Progressivism
 Dewey
 CTC
 Teacher education colleges and
Departments
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Development of the Discipline
education in India
1917 – Dept. of Education in University of
Calcutta
 1936 – Bombay University started M.Ed
Course
 1943 – first Ph.D in education from
Bombay University
 1946 –CIE
 1961 – NCERT
 A number of Institutions
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Educational theory
Something that guides, explains or
describes educational practice
 Normative theories
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Prescriptive
Provides goals, norms and standards
What education ought to be
Philosophical theories and curriculum
theories
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Descriptive Theories of Education
◦ Provides descriptions about how the goals
suggested by normative theories can be
achieved
◦ Curriculum theories
◦ Instructional theory
◦ Learning theory
◦ Socio-cultural theory
Educational Practice
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Policy making
◦ Theories guide to formulate policies
◦ Constructivism and NCF (2005)
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Eclectism
◦ Integration of different approaches
◦ To perform as a useful member
◦ Practical principles
Interdisciplinary Nature of
Education
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Efforts to make education a science
No solid success
Education experienced a crisis
Now it is more good than harm
Transform form ‘colony’ to ‘empire’
Relationship with
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Philosophy
Sociology
Psychology
Economics
History
Politics
anthropology
Scope of Education
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Levels of Education
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Pre primary Education
Primary Education
Secondary education
Higher education
Special education
Adult education
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Aspects of education
◦ Aims of education
 Individual and social
◦ Curriculum
 Science, humanities, social sciences etc.
◦ Methods
 Lecture, question answer, project
◦ Teacher
 Roles, qualities etc
◦ Discipline
 Impressionistic, reppressionistic, emancipatory
Types of Education
FORMAL
 Systematic Education from schools and
colleges
 INFORMAL
 Education from Home, neighbourhood,
Church and society
 NON FORMAL
 Systematic Education outside the frame
work of Formal educational institutions
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Considerations in education
Philosophical
 Socio cultural
 Psychological
 Economical
 Political
 Historical
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Philosophical factors
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Aim of education related to aim of life
Aim of life is determined by philosophy
Content is determined by values of life
Political philosophy determines the discipline
of a country
Ideologies provide background for education
Indian philosophy gives a theoretical frame
work for every aspects of education
Socio-cultural factors
Educational system is different in different
societies
 Educational system is closely inter related
with other sub systems of the society
 Cultural pattern of a country determines its
educational pattern
 Materialist society aims material values
 Indian tradition reflects in Indian education
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Psychological Factors
Child is the centre
 Consider needs, interests, attitudes and
other psychological factors
 Principles of curriculum construction
 Effectiveness of teaching methods
 Teachers role
 Classroom discipline
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Module II
Aims of Education
Aims of Education
Acquisition of knowledge
 Self preservation
 Harmonious development
 Complete living
 Humanization
 Highest degree of individual excellence
 Social efficiency
 Vocational efficiency
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Individual & Social Aims
Rousseau, Spencer, Percy Nunn etc
emphasized Individual Aims
 They advocated the development of
innate potentialities
 Dewey emphasized social aims
 A process of socialization
 Individual for society and society for
individual – a reconciliation of individual
and social aims
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Aims of Education in Ancient India
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Purusharthas
◦ A value which an individual seeks for
the realization of a desire
◦ Dharma – righteousness – moral value
◦ Artha – wealth or material things
◦ Kama – enjoyment of physical and
psychological pleasure
◦ Moksha – absence of all pains –
Liberation or salvation
Constitutional Goals
Democracy – the representatives of the
people governs the country
 Socialism – a society based on equality
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State ownership
Social equality
Economic equality
Equality of opportunity
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Secularism
◦ Treats all religions equally
◦ Indian and western concepts are different
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Equality of Opportunity
◦ Provision of equal chances to all according to
the tastes, interests and abilities of students
without any discrimination based on gender,
caste, class, creed, religion etc.
Preparing for the duties and rights
of the Indian citizens
 Preamble of Indian constitution
◦ We the people of India having solemnly
resolved to constitute India in to a
sovereign socialist secular democratic
republic and to secure all its citizen….
Fundamental Rights of Indian Citizen
Right to equality
 Right to freedom
 Right against exploitation
 Right to freedom of religion
 Cultural and educational rights
 Right to constitutional remedies
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Fundamental duties of Indian
Citizens
In Article
51A of the Indian Constitution.
Respect the National Flag and the National Anthem
To defend the country and render national service
To develop the scientific temper and spirit of inquiry
To follow the ideals of national struggle for freedom
To promote harmony and common brotherhood
To strive towards excellence in all spheres
To safeguard public property and to abjure violence
To protect and improve the natural environment
To provide education to children between 6-14 age
Articles pertaining to Education
 Article
28 – religious education
 Article 29 – protection of minorities
 Article 30 – minorities rights to establish
educational institutions
 Article 45 – ECCE
 Article 46 – SC ST and weaker sections
 Article 337 – provisions for Anglo Indians
 Article 350 a – instruction in mother tongue
 Article 21a – Education as fundamental right
 Article 51a – Duty of the parents
Education for National
Integration
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Feeling that binds the citizens of a country
Obstacles before national integration
◦ Historical background
◦ Different religion
◦ Different castes
◦ Linguistic status
◦ Different parties
◦ Lack of good leadership
◦ Cultural differences
◦ Favourism in public service
◦ Corruption
Education for national
integration
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Recommendations of Sampoornananda committee
1961
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Reorientation of curriculum
Importance to co-curricular activities
Reorient text books
Singing of national anthem
Reverence for national flag
special talks
taking pledge
open-air dramas
exchange and tour programmes
hand books for teachers
education and travel documentation
International understanding
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Feeling that a person is not only the citizen
of a country but also a citizen of the world.
obstacles
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physical barriers
economic barriers
political barriers
religious barriers
linguistic barriers
psychological barriers
◦ educational barriers
Fostering International
Understanding
 Curricular
Programme
◦ world history
◦ world geography
◦ scientifically technical education
◦ arts, psychology, philosophy
◦ study of other lands
◦ international organizations
Co-curricular Activities
Cultural conferences
 Visit places of calamity
 Pen and e friendships
 Celebration of international days
 Student exchange
 Coin, stamp, scrap collections
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Education for a Knowledge Society
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What is a knowledge society
◦ A society which integrate all its members and
promote new forms of solidarity involving
both present and future generations
◦ Emphasis on role of knowledge
◦ Human development and empowerment
◦ Link between knowledge and development
Principles of a knowledge society
Freedom of expression
 Access to quality education
 Respect for cultural and linguistic
diversities
 Universal access to information and
knowledge
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The four Pillars of Education
UNESCO Report in 1996
 ‘Learning the treasure within’
 Delor's Report
 Learning to know
 Learning to do
 Learning to be
 Learning to live together
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The Millennium Development Goals
Eradicating poverty
 Universal primary education
 Gender equality
 Reducing child mortality
 Improving maternal health
 Protection against diseases
 Environmental sustainability
 Global partnership for development
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Module III
Landmarks in the Modern
Indian Education
Education during British period
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Charter act – 1813
Charter act – 1833
Macaulay's minutes – 1835
Wood’s despatch – 1854
Hunter commission – 1882
University commission – 1902
Calcutta university commission – 1917
Hartog committee – 1929
Abbot wood report – 1937
Sargent report – 1944
Macaulay's Minutes
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Macaulay was the law member of governor
generals council
Chairman of the society of public instruction
His observations
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English is the key to modern language
English is eminent among western languages
English is the language of ruling class
English will help to bring renaissance
Natives desirous of learning English
Important to education of higher classes
Downward filtration theory
Charles Wood’s Despatch
 President
of companies board of
control
 His recommendations
◦ Office of DPI to be set up
◦ Spread of public education
◦ Grand in aid to schools
◦ Technical training institutions
◦ Women education
◦ Encourage oriental aspects
◦ Universities and professional institutions
 Magna
carta of Indian education
Merits of British education
 Touch
of western knowledge
 New means of spread of education
 Scientific development
 Development of Indian art
 Inspired culture and literary consciousness
 Social and political awareness
 Establishment of new social and political
institutions
 Growth of National feeling
Demerits of British Education
Guided by colonialism
 Destroyed national culture
 Neglected local education
 Downward filtration
 English medium
 Lacked a clear plan
 Encouraged communal feeling
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University education
commission(1949)
Dr S Radhakrishnan was the chairman
 Recommendations
◦ University education should aim at
training for democracy, preservation of
heritage etc
◦ Teaching staff - Professors, Readers,
lecturers, Instructors
◦ 180 working days
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-Religious education
-UGC
-Three language
-Fellowships and scholarships
-rural universities
-Examination reforms
Secondary education
commission(1952-53)
Dr L S Muthaliar was the chairman
 His recommendations
◦ Aims of secondary education
 Democratic citizenship
 Vocational efficiency
 Development of personality
 Promote leadership
 Preserve and transmit culture
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Three Language Formula
 Diversification of course
 Flexible Curriculum
 Multipurpose Schools
 Pre- service and In-service Courses
 Project and Problem Solving Method
 Guidance and Counseling in School
 Internal tests and cumulative records
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KOTHARI COMMISSION
1964-66
 Covers
the entire levels of education
 Aims of Education
◦ Education for productivity
◦ National integration
◦ Modernization
◦ Cultivation of values
RECOMMENDATIONS
10+2+3 Pattern
 Work experience
 Neighborhood concept of school
 Book banks
 Scholarship
 Three language formula
 Indian education service
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School complex
 Co – curricular activities
 Continuous evaluation
 Residential facilities
 Backward class education
 Moral and religious education
 Common schools
 Correspondence courses
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NEP - 1986
National system of education
 Operation blackboard
 Navodaya Vidyalayas
 De linking degrees from jobs
 De-centralized management
 National testing service
 Raising of resources
 Vocational education
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NEP Review
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Ramamoorthy Committee 1990
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Common school system
Removing disparities
Revisited of navodaya
ECCE, Women education etc
6% of GDP
CABE Committee ( Janardhana Reddy)1992
◦ In addition to Ramamoorthi review, UEE, Adult education,
vocational education, management education
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Yashpal Committee (1993)
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Reduce academic burden
Treat text book as school property
No home work in primary level
Teacher pupil ratio 1:30
NCF (2005) – Major Principles
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Connect Knowledge with life outside
School
Abandon rote methods
Provide overall development rather than
text book centric
Make evaluation more flexible
Education for a more democratic
inclusive society
Critical pedagogy can provide an
opportunity to reflect critically on issues
in terms of their political, social,
economic and moral aspects
Right to Education Act - 2009
Consequential legislation after 86th
Amendment, 2002
 Article 21A, Article 45, Article 51A
 Right of children to free and compulsory
education
 non-admitted child to be admitted to an
age appropriate class
 specifies the duties and responsibilities of
appropriate Governments, local authority
and parents
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Pupil Teacher Ratios (PTRs), buildings and
infrastructure, school-working days, teacherworking hours
It provides for appointment of appropriately
trained teachers
It prohibits
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Physical punishment and mental harassment;
Screening procedures for admission of children
Capitation fee
Private tuition by teachers
Running of schools without recognition
a system of child friendly and child centred
learning
Module IV
Philosophical perspectives on
Education
Meaning and Definition of
Philosophy
 Philos
(Love) Sophia (wisdom)
 Definition
◦ Science of science-Colridge
◦ Critical exposition of reality - Dr S
Radhakrishnan
◦ Science discuss with the real nature of
super natural power - Aristotle
Branches of Philosophy
Axiology
 Metaphysics
 Epistemology
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:Theory of Values
:Theory of Reality
:Theory of Knowledge
Types of knowledge
Intuitive
 Revealed
 Rational
 Empirical
 Authoritative
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Relationship Between Education and
Philosophy
Philosophy is the general theory of education
- John Dewy
 Education is the Dynamic side of Philosophy –
John Adams
 Education is a new branch which discuss
educational problems from Philosophical point
of view – Bertrand Russell
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All philosophers were Educationalists.
 Philosophy determines Aims, Methods,
Curriculum and discipline.
 Philosophy determines the role of teacher.
 Education is rootless without Philosophy and
philosophy is fruitless without education.
 Education and philosophy are two sides of
same coin.
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Plato (427 to 347 BC)
Idealist philosopher of Greek
 Opened a school called academy
 The republic is the famous book
 Three classes in a state
 Administrators, soldiers and farmers
 Provide education only for higher classes
 Emphasized truth beauty and goodness
 Maths, geometry, astronomy, philosophy, etc
in academy
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Jean Jacques Rousseau (1712-1778)
Born in Geneva
 Exponent of naturalism
 Everything is good in nature, but man
degenerates it
 ‘Emile’ and ‘contract de social’ were the
books
 Emile – a novel – story of young Emile from
child hood to youth
 Sophie – female character in the novel
 Women is made specially to please man
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Negative Education
Child should be free from social order and
subject to natural order
 Do not teach qualities
 No book learning
 No formal lessons
 No habit formation
 No moral education
 Back to nature
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John Dewey (1859 – 1952)
American philosopher
 Pragmatic philosophy of education
 Education as a psychological and
sociological process
 Education is a process of living
 Social efficiency is the aim of education
 Problem method and project method
 School is a social institution
 Education is the art living together
 Discipline by social and co-operative way
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Paulo Freire (1921 – 1997)
Born at Recife in Brazil
 Pedagogy of oppressed – the famous book
 Scientific revolutionary humanism
 Education as a banking system – teacher
assumes major role
 Culture of silence – poor class kept locked
in a silence
 Culture of freedom by education
 Emphasized a pedagogy which promote
democratic values
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M.K.Gandhi
Philosophy of truth, non violence and
sathyagraha
 Philosophy of sarvodaya
 Wardha scheme of basic education – 1937
 Education is the all round drawing out of the
best in child and man, body, mind and spirit
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Features of Basic Education
Free and compulsory education
 Craft is the basis
 Self supporting
 Idea of co-operative community
 Education through mother tongue
 Democratic ideals
 Moral and spiritual aims
 Education for lively hood
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Rabindranath Tagore (1861 – 1941)
Poet and patriot for Bengal
 Social and religious reformer
 Nobel prize for Gitanjali in 1913
 Humanistic philosophy
 Advocated the synthesis of cultures
 Education is the fullest growth and freedom of
soul
 True education is possible from nature
 Established Viswabharathi at Santhinikethan
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An international university to synthesis east
and west
Swami Vivekananda (1863 – 1902)
Disciple of Sree Ramakrishnaparamahamsa
 Chicago address in 1893
 Education is the manifestation of perfection
already in man
 Character building is the most important aim
 Education to be coupled with western science
and Vedantha
 You will be nearer to heaven through football
than through the study of Gita
 Emphasized education of masses
 Ardent champion of women education
 Education for man making
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Idealism
Mind or spirit is essential world stuff
 Plato in the west and Vedas in the east
 Philosophical aspects
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◦ Metaphysics – reality is spiritual
◦ Epistemology – knowledge is one coherent
◦ Axiology – values are absolute
 Forms of Idealism
◦ Subjective Idealism
◦ Objective Idealism
◦ Personal Idealism
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Exponents
◦ Plato, Comenius, Pestalozzi, Frobel
Basic Principles of Idealism
Two forms of the world
 Ideas are more important than objects
 Importance of man over nature
 Faith in spiritual values
 Importance to personality development
 Principle of unity in diversity
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Educational Implications
 Aims
of Education
◦ Spirituality
◦ Cultivate truth beauty and goodness
◦ Conservation, promotion and
transmission of culture
◦ Preparation for a holy life
◦ Development of intelligence and
rationality
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Methods of Teaching
◦ Lecture, question answer, discussion
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Curriculum
◦ Emphasized humanities subjects
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Teacher
◦ Important place to teacher
◦ Role of a gardener
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Discipline
◦ Impressionistic discipline
Pragmatism
Pragmatico = utility
 Stands for practical approach
 Modern American philosophy
 Instrumentalism and experimentalism
 Philosophical Aspects
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◦ Metaphysics – plural nature of reality
◦ Epistemology – empirical and rational
knowledge
◦ Axiology – values are relative
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Forms of Pragmatism
◦ Experimental Pragmatism
◦ Humanistic Pragmatism
◦ Biological Pragmatism
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Exponents
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Dewey
William James
Kilpatrick
Charles pierce
Basic Principles
Values are not pre determined
 Spiritual principles are not universal
 Principle of utility
 Principle of social utility and experience
 Emphasis on purpose
 Emphasis on practice
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Educational Implications
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Aims of Education
◦ No pre-determined aims
◦ Social adjustment
◦ Harmonious development
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Methods of Teaching
◦ Learning by doing
◦ Project method
◦ Problems solving method
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Curriculum
◦ Based on utility
◦ Important to social sciences
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Teacher
◦ Friend philosopher and guide
◦ Put child into problem situations
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Discipline
◦ Emancipatory Discipline
◦ Social Discipline
Realism
Physical world alone is objective
 Worldly realities of everyday life is true
 Universe does not depend up on ideas
 Philosophical Aspects
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◦ Metaphysics – reality is physical and objects
◦ Epistemology – Man should create knowledge
through observation and experimentations –
should act according to knowledge
◦ Axiology - man creates values
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Exponents
◦ Aristotle
◦ Thomas Aquinas
◦ John Locke
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Forms of Realism
◦ Scholastic realism
◦ Scientific realism
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Basic Principles
◦ Education is preparation for life
◦ Truth has to be discovered with the help of
scientific method
◦ All knowledge is derived from experiences
Educational Implications
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Aims of Education
◦ Equip students to mater their physical world
◦ Enable students to adjust with realities
◦ Adjust with approved patterns of adult
behaviours
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Methods of Teaching
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One thing is to be taught at a time
Socratic method
Use of audio visual aids
Senses are the gateways of knowledge
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Curriculum
◦ Emphasized science subjects
◦ Choose according to the ability of the child
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Teacher
◦ Not much importance to teacher
◦ Guide students towards realities
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Discipline
◦ Self discipline
◦ Adjustment with the environment and
realities
Ivan Illich (1926-2002) – De-schooling
Society
Schooling creates new elites with
consumerist attitudes
 Training for obedience
 Poor found new form of discrimination
from schools
 Schooling is just like a retualization
 Forcing to follow schooling
 Even life long learning is institutionalized
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Learning webs
◦ Skilled teacher and student
◦ People themselves
◦ A master practitioner and a student
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Critical of institutionalized cultures
Everett Reimer and School is Dead
Reimer was a supporter of Illich
 Man becomes a slave of technology
 Education should develop ability to
master technology
 Inefficiency of modern schools
 Considerable number of children are out
of schools
 Free education from mechanical schools
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Grundtvig – Folk School Movement
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Reaction against massive technological and
economical changes in Denmark
To legitimize folk culture and break the grip
of foreign cultural invasion
Danish government’s supports
Spread across north eastern Europe
Schools closely interwoven with life of local
community
Against formal and Institutional approaches
Krishnamurthi and Rishi Valley
Schools

Education towards fullest development
◦ Educating the whole person (All parts)
◦ Educating the person as whole (Not as an
assembly of parts)
◦ Educating the person within a whole (within
nature, humanity)

Aims of Education
◦
◦
◦
◦
To become religious human beings
Enlightenment of man
Bring freedom and love
Learning a self centered way of life
Physical environment of a school is
important
 Calmness, beauty and peace
 Rishy valley school in AP in chittoor, AP
 Now declared as a bird sanctuary

Alternative schools in Kerala

Kanav
◦ Nadavayal – Wayanadu
◦ Bu K J Baby
◦ Very unconventional

Sarang
◦ Attappadi in Palakkad
◦ Gopalakrishnan
THANKS
Dr Noushad PP
Assistant Professor
Farook Training College
Calicut
9447675755
noushadftc@gmail.com
https://sites.google.com/site/noushadftc/