PHILOSOPHIES OF EDUCATION

Platos work
Charmides, Cratylus Critias Crito Euthydemus Euthyphro Gorgias Ion Laches, or Courage Laws Lysis, or Friendship Meno Parmenides Protagoras The Repu lic The !e"ent

Aristotles work
Physics Generation and Corruption #e Caelo $%n the &ea"ens' Metaphysics #e (nima )#(* $%n the !oul' Par"a +aturalia &istory o, (nimals Meteorology Progression o, (nimals Eudemian Ethics Magna Moralia Politics Categories #e Interpretatione Prior (nalytics Posterior (nalytics Topics !ophistical Re,utations

Rousseaus work
The Con,essions o, -ean. -ac/ues Rousseau #iscourse %n the %rigin o, Ine/uality Emile, or %n Education Essays The !ocial Contract 0asic Political 1ritings Re"eries o, the !olitary 1al2er -ulie, or the +ew &eloise

John Deweys work

3 #emocracy and Education )1415* 3 &ow 1e Thin2, 6nd Edition )1477* 3 E8perience and Education )1479* My Pedagogic Creed (rt as E8perience The !chool and !ociety:The Child and the Curriculum The Pu lic and its Pro lems Reconstruction in Philosophy ( Common Faith &uman +ature and Conduct

Submitted to; Sir. Salman Shah Submitted by; Shumaila Hafeez Ghouri
Idealism Aims And Objective Of Education Stages of education Education According to Metaphysic Epistemologic Axiologic Idealism al Aspect al Aspect al Aspect Curriculum

PHILOSOPHIES OF EDUCATION
#e"elop each indi"idual;s a ilities and ,ull moral e8cellence in order to etter ser"e society< 1.!el, reali=ation 6.!piritual de"elopment< 7.Transmission and promotion o, cultural heritage< >.Culti"ation o, moral ?alues< The philosophical position o, idealism is thatB

!tress on Children should stay with The "iew spiritual their mothers Instruction that material en"ironment< 1...@ ,or oth oys and girls< things owe an Pre. Children should e taught their in"estigation Education through music, play e8istence to into the nature physical wor2, geometrical minds< o, unchanging e8ercises o Aects< @...1@ Elementary !chool 1@ ...6C Military Training

?alues are The idealist a solute concentrates on the and mental de"elopment unchangin o, the learner< g<

1< Reality is essentially mental and spiritual and not physical<

6< +othing is real e8cept that which e8ists in the mind<

6C... 7C &igher Education

7< Eltimate reality lies in a realm transcending phenomena<

7C ... 7F Fi,th !tage

( discussion !upreme Gymnastics , literature, o, how these Man is not The curriculum power is the music elementary o Aects can e the creator emphasi=es the study source o, all mathematics< 2nown through o, ?alues< o, the humanities< 2nowledge< reason< physical The proper study o, Cadetship and is related to o Aects and DlearningD it is man2ind, history, and physical and military physical actually Aust literature are the training e"ents are Drecalling<D< center o, the idealist DshadowsD< curriculum< s2ills in literature, mathematics and Pure mathematics is philosophy< #uring this also included in the stage, indi"iduals should curriculum< also spend ,i"e years studying dialectic< !tudy in The teacher occupies dialectic,especially a out a crucial position in ultimate principles o, the idealist school< reality

PHILOSOPHIES OF EDUCATION
Indi"iduals were 7F ...FC /uali,ied to per,orm their !i8th !tage ci"ic duties and ecome rulers or philosophers< (n indi"idual should start FC...onward applying what they learned into practical situations ealism Aims And Stages of Education According Metaphysical Epistemological Axiological Objective Of Curriculum education to ealism Aspect Aspect Aspect Education The asic purpose o, Child should let ,ree< education, in Realist Children should e educational theory, taught through through The world is Gnowledge is ?alues are is to pro"ide the stories di"ine entities< made o, real, It should e su Aect. 1 to F deri"ed through a solute and learner with the Children should e su stantial centered< sense e8perience< unchanging< essential 2nowledge taught through music, material entities< re/uired ,or sur"i"al play in the natural world< physical wor2 In material nature +o interaction with there are natural sla"es and la or< laws which The o Aecti"e o, li,e Child should lean % Aects e8ist Things has and Curriculum emphasi=es determine and is to li"e a happy F to @ manner and good independent o, aesthetic the su Aect matter o, regulate the li,e< traits< one;s mind< ?alue< physical world< e8istence o, Physical e8ercise ,or e"ery entity in the physical de"elopment< world o, nature Curriculum should emphasis the higher "alues li2e truth eauty and goodness<

>< The essential nature o, reality lies in consciousness or reason< F< (ctions should attempt to appro8imate some pree8istent idea o, right conduct<

PHILOSOPHIES OF EDUCATION
#e"elopment o, all part o, personality< Eltimate reality &ighest good !u Aects must include )i* is world o, is to e ,ound !cience and Mathematics physical o Aect< human )ii* &umanities and happiness< !ocial !ciencesH and )iii* ?alues< Gnowledge % ser"ation and can only e e8perimentation< ac/uired ,rom scrutiny o, o ser"a le data<

Gymnastics , literature, music, e8ercise @ to 1> elementary mathematics< Geometry, astronomy, law, general, science, politics, philosophy, 1> to 61 ethics mathematics and oration should e taught< Physics, iology, logic 61 onward and metaphysical aspect o, philosophy<

#e"elopment o, good ha it is a crucial part o, education<

+aturalism Stages Aims And Objective of Of Education educati on Education According to !aturalism Metaphysical Aspect Epistemological Aspect Axiological Aspect Curriculum

>

PHILOSOPHIES OF EDUCATION
Education should e ,ree ,rom the +othing e8ists eyond ondage o, rigid the natural world< discipline under which children were tortured +atural laws are the rules that go"ern the structure and eha"ior o, the natural uni"erse< Education is not a ,ormal training ut a natural iological process o, children< It is ased on the nature o, child, ( child will gather e8perience ,rom nature according to his own demand< It lays stress on su Aect that are help,ul in sel,. preser"ation< Plan instruction that can e implemented naturally in daily ,amily routines<

!el,.e8pression<

E8ercise and 0irth to physical F de"elopment< E8perience and o ser"ation< F to 16 E8ercise and physical de"elopment<

?alues are eternal,"alue is that which is natural<

+ature is good and goodness (utonomous will e ,ound de"elopment o, y li"ing in indi"iduality< harmony with nature< !ystematic There is no education< imper,ection in mathematics, nature< %pposition o, The changing uni"erse general science, Education should e E"erything 0oo2ish 2nowledge< 16 to 1F at e"ery stage is a painting music, within nature< created y +egati"e Education< product o, these laws< wood wor2s, social nature is good li,e and pro,essional and inherit no training< e"il< Metaphysical here ?alues arise ,rom #o not teach Emphasis on the !ocial and moral re,ers to the 1F to 6C human eings inter goodness, only training o, senses< de"elopment< philosophical study o, with nature< sa"e ,rom e"il< the nature o, reality< +aturalism is the doctrine which separates nature ,rom Preparation ,or the God, su ordinates struggle ,or e8istence< spirit to matter and sets up unchangea le laws as supreme<

Emphasi=e s2ills that are ,unctional now and in the ,uture< It stresses asic science<(naly=ing, with sense e8perience<

PHILOSOPHIES OF EDUCATION
It emphasi=es physical and health education<

"ragmatism Aims And Objective Of Education Stages of educati on Education According to "ragmatism
Impulsi"e Curiosity, Play

Metaphysi Epistemolo Axiological cal gy Aspect Aspect Aspect

Curriculum

IPragmaJ which means acti"ity or the wor2 done<

period,learns reading, > to 9 writing and geography and a out social occupations< 9 to 16 attention, solution o, practical<
(naly=e and incorporate, period o, spontaneous

+egation o, Condemnati %pposition curriculum should e spiritual on o, ,ormal o, eternal ased "ales< education< truth<< on principle o, utility The curriculum should %pposition incorporate the o, pre. necessary acti"ities, determined "ocation and "alues< e8periences< Encourages original Truths are thin2ing and ,reedom to many< de"elop social and purpose,ul attitude< ProAect method o, teaching<

+o pre.determined aim o, education<

DEducation is not preparation ,or li,eH education is li,e itsel,<D K-ohn #ewey

Learning y doing< Educational process should promote human wel,are<

Period o, re,lecti"e 16 attention, raise new onward pro lems and ,ind out their solutions<

PHILOSOPHIES OF EDUCATION
The teacher act as guide or instructor<

Principles o, pragmatismB Changing nature o, truth< Truth is ,ormed y its result< Pro lems as the moti"es o, truth< Emphasis on social and democratic "alues< Emphasis on the principle o, utility< %pposition to ,i8ed ideals and "alues< Importance o, man power< Importance o, acti"ity< Faith in present and ,uture< %pposition to social customs and traditions<