Analytical
Study of Researches in Philosophy of
Education in India
DR. GEETA SINGH
READER
FACULTY OF EDUCATION
HARISH CHANDRA P.G. COLLEGE
VARANASI
UTTAR PRADESH
INDIA
INDEX
1.
2.
3.
4.
5.
ABSTRACT
INTRODUCTION
IMPORTANCE
OBJECTIVES
REASONS FOR POOR
CONDITIONS OF RESEARCHES
6. CLASSIFICATION
7. DECADE WISE STUDIES
8. INTERPRETATIONS
9. PIE CHART
10. LINE GRAPH
11. CONCLUSION
12. REFERENCES
ABSTRACT
In the recent year philosophy of education in India has been
passing through difficult times due to lack of methodological
rigor and poor quality of researches. Undue influence of the low
market value seems to have affected philosophy too. The
outcome has been that philosophy has to fight for its survival.
This subject also has been neglected by the general
philosophers. However, this situation of negligence should not
continue anymore. This definitely calls for rethinking to check its
downfall and to visualize the rich opportunities this field
provides. Recent developments of innovative technologies have
provided new possibilities to researches. One should aim to
restore the position of quantity and quality of researches in
philosophy of education to its right place. A normative paradigm
is proposed to describe the characteristics of philosophy of
educational research in a national control. This paper explores
the orientations of researches conducted in India in the field of
philosophy of education.
INTRODUCTION
 India has a very long and varied tradition of
philosophical thinking.
 Indian Philosophy basically represents “a
way of life” and approaches to the “view of
life”.
 It leads to a" correct way of thinking” as well
as “a right way of life”.
 Education has strong roots in the
philosophy.
 Educational research should uncover and
explore the Indian Philosophy to help man to
overcome the shortcomings in life.
 In this ICT age the world should be benefited
by the Indian Philosophy.
 Currently, technology acts as a facilitator of
quality education.
IMPORTANCE
 No civilization can stand unless it has
a philosophy.
 If the world is floundering, it is
because it has no philosophy.
 We need educational philosophy to
explore the ultimate limits of our
consciousness, creativity and
compassion.
 Only Indian education can give the
world that philosophy.
 By using technology we can explore
the Indian philosophy.
OBJECTIVES
The following are the objectives of this
study :-
 To explore the uncovered and




minimally viewed areas of Indian
researches in Educational Philosophy
To examine critically the different areas
of Indian researches in Educational
Philosophy.
To study decade-wise growth of Indian
researches in Educational Philosophy.
To analyze the trends, defects and
weaknesses of the researches in
Educational Philosophy in India.
To encourage Technology integration
among the post graduate courses in
teacher education and researchers.
REASONS FOR POOR CONDITIONS OF
RESEARCHES
 Negligence of general
philosophy/educators
 Low market value.
 Lack of methodological rigor
and poor quality of
researches.
 Inadequate use of
technological advances.
CLASSIFICATION
One hundred and eighty seven(187) studies are reviewed
here in Educational Philosophy at the doctoral level in the
Indian Universities. For the sake of convenience of
analysis the research studies are classified into eight
categories according to the theme of researches in
Educational Philosophy-
1.
2.
3.
4.
5.
6.
7.
8.
Ancient Thoughts
Modern Thinkers
Western Thinkers
Indian Languages
Values
Comparative Studies
Schools of Philosophy
Miscellaneous
DECADEWISE STUDIES
S.N.
Categories
Upto1970
19711980
19811990
19912000
20012005
Total
1.
Ancient
Thoughts
3
7
12
4
1
27
2.
Modern
Thinkers
5
14
30
16
7
72
3.
Western
Thinkers
-
3
4
1
-
8
4.
Indian
Language
2
3
1
2
3
11
5.
Values
1
2
2
2
3
10
6.
Comparative
Studies
4
5
9
5
-
23
7.
Schools of
Philosophy
1
3
-
4
-
8
8.
Miscellaneous
2
8
16
1
1
28
TOTAL
18
45
74
35
15
187
INTERPRETATIONS
 The first doctoral thesis was formulated in 1944 on
the comparative studies of Freud, Adler and Jung’s
education.
 Up to 1970, a total of 18 research works were done
out of which the maximally explored area was
researches related to modern Indian thinkers and the
least explored was researches by western thinkers.
 The number of researches were more than double in
the next decade showing increased inclination
towards exploration of philosophy of education. But
gradually the numbers decreased in nineties and
twenties.
 There is very much repetition of studies such as
fifteen studies on educational philosophy of
Maharshi Aurobindo, ten on Tagore, twelve on
Mahatma Gandhi’s educational thought etc.
 There is minimal research work on Vedic education,
language, philosophical problems among society.
PIE CHART
Schools of
Philosophy
4%
Miscellaneous
15%
Ancient
Thoughts
7%
Comparative
Studies
6%
Ancient
Thoughts
Modern
Thinkers
Western
Thinkers
Indian
Language
Values
Comparative
Studies
Values
5%
Indian
Language
3%
Western
Thinkers
2%
Modern
Thinkers
19%
Schools of
Philosophy
Miscellaneous
LINE GRAPH
80
74
70
60
50
45
40
35
30
20
18
15
10
0
upto 60-70
71-80
81-90
91-2000
2001-2005
CONCLUSION
 The research scenario in the country is grim.
 There is need for the development of innovative researches in
philosophy of education.
 Hardly any researcher has taken up the problems related to the Indian
classroom, schools and society.
 Researches are mostly at an information level or repetitive without
describing the new contribution.
 Researches are unable to influence educational policy, programmes and
practices.
 Today the world is floundering because
it is devoid of Indian Philosophy.
 Through ICT Indian Philosophy can be
rediscovered and explored globally.
 ICT will be very fruitful and useful in the
flow of knowledge, resources can be
available at the click of mouse or button.
 Through ICT, researches on Yoga, Vedanta and
Upanishads can gradually explore the ultimate
limits of our consciousness, creativity and compassion.
REFERENCES







Das Manoj(1986),Philosophy of Education: A Trend Report. Third Survey of Research in
Education.
Manual N.V.(1974),Philosophy of Education: A Survey of Research in Education, Centre
of Advanced Study in Education, M.S. University, Baroda, India.
Pandey K.P.(2005),Fundamentals of Educational Research, Vishwavidyalaya Prakashan,
Varanasi, India.
Yadav M.S.&Menon M.B.(1979),Educational Research: A Perspective,
Second Survey of Research in Education, SERD, Baroda, India.
Seshadri C.(1991),Researches in Philosophy of Education: A Trend Report, Fourth
Survey of Research in Education, NCERT, New Delhi, India.
Seshadri C.(1997),Philosophy OF Education, vth Survey of Research in Education,
NCERT, New Delhi, India.
Seshadri C. (2006), Philosophy of Education, Sixth Survey of Research in Education,
NCERT, New Delhi, India.