Table of Contents
Click Here for Unit-I: Education in Philosophical Perspective
Clik Here for Unit-II: Western Schools of Philosophy and Educational Implications
Clik Here for Unit-III: Indian Schools of Philosophy and Educational Implications
Unit-IV: Contributions of Great Educational
Thinkers
4.1 Western Thinkers
4.1.1 Plato (428-348 BCE)
Philosophical
Orientation: Idealism, belief in eternal ideas and forms
|
Aspect |
Plato's Contribution |
|
Aims of Education |
- Development of justice in the soul - Preparation for ideal citizenship - Self-realisation through knowledge |
|
Method of Teaching |
- Dialectical method - Question and answer - Discourse and discussion |
|
Role of the Teacher |
- Midwife of ideas - Guide to truth - Model of virtue |
|
Curriculum |
- Elementary: Music,
gymnastics - Secondary:
Mathematics, astronomy - Higher: Philosophy,
dialectics |
Key Educational Ideas:
· Theory of Ideas: Education helps the
soul remember eternal truths
· Philosopher Kings: Rulers should be
educated philosophers
· Equal Education: Women should
receive the same education as men
· State Control: Education should be
controlled by the state
4.1.2 Aristotle (384-322 BCE)
Philosophical
Orientation: Realism, empirical approach to knowledge
|
Aspect |
Aristotle's Contribution |
|
Aims of Education |
- Development of virtuous character - Preparation for good citizenship - Cultivation of reason |
|
Method of Teaching |
- Inductive-deductive method - Observation and experimentation - Logical reasoning |
|
Role of the Teacher |
- Guide and facilitator - Model of rational thinking - Cultivator of habits |
|
Curriculum |
- Liberal arts - Practical subjects - Physical education - Music and poetry |
Key Educational Ideas:
· Habit Formation: Virtue is developed
through practice
· Three Types of Knowledge: Theoretical,
practical, and productive
· Balance in Education: Intellectual,
moral, and physical development
· Individual Differences: Education should
suit individual capacities
4.1.3 Jean-Jacques Rousseau (1712-1778)
Philosophical
Orientation: Naturalism, belief in natural goodness
|
Aspect |
Rousseau's Contribution |
|
Aims of Education |
- Natural development - Preservation of goodness - Freedom and happiness |
|
Method of Teaching |
- Negative education - Learning by experience - Nature as teacher |
|
Role of the Teacher |
- Passive observer - Stage-setter - Protector from corruption |
|
Curriculum |
- Based on the child's development - Practical subjects - No books until adolescence |
Key Educational Ideas:
· Emile: Famous educational
treatise outlining natural education
· Stages of Development: Different education
for different ages
· Child-Centred Education: Education should
follow the child's nature
· Negative Education: Protect the child
from vice rather than teach virtue
4.1.4 John Dewey (1859-1952)
Philosophical
Orientation: Pragmatism, experimentalism
|
Aspect |
Dewey's Contribution |
|
Aims of Education |
- Social efficiency - Democratic citizenship - Problem-solving ability |
|
Method of Teaching |
- Project method - Learning by doing - Problem-solving approach |
|
Role of the Teacher |
- Democratic leader - Co-investigator - Social engineer |
|
Curriculum |
- Experience-centered - Integrated subjects - Social activities |
Key Educational Ideas:
· School as Society: School should be a miniature
society
· Learning by Doing: Active
participation in learning
· Reflexive Thinking: Five-step thought
process
· Progressive Education: Education should
progress with society
4.2 Critical Pedagogues
4.2.1 Paulo Freire (1921-1997)
Philosophical
Orientation: Critical pedagogy, liberation through education
Background:
· Brazilian educator
and philosopher
· Worked with
illiterate adults in Brazil
· Exiled for 30 years
due to political activities
· Author of
"Pedagogy of the Oppressed"
|
Aspect |
Freire's Contribution |
|
Philosophical
Orientation |
- Critical consciousness (conscientização) - Education as practice of freedom - Dialogue-based learning |
|
Aims of Education |
- Liberation from oppression - Critical consciousness - Social transformation - Humanization |
|
Method of Teaching |
- Problem-posing education - Dialogue method - Codification and decodification - Praxis (reflection + action) |
|
Role of the Teacher |
- Co-investigator - Cultural worker - Problem-poser - Facilitator of critical thinking |
|
Role of the Student |
- Co-investigator - Critical thinker - Agent of change - Problem-solver |
Key Educational Concepts:
1. Banking Education vs. Problem-Posing Education
|
Banking Education |
Problem-Posing Education |
|
The teacher deposits knowledge. |
The teacher and students investigate together. |
|
Students receive passively |
Students participate actively |
|
Knowledge is static |
Knowledge is dynamic |
|
Dehumanizing |
Humanizing |
2. Critical Consciousness (Conscientização)
· Awareness of social,
political, and economic contradictions
· Ability to take
action against oppressive elements
· Development from
naive to critical consciousness
3. Praxis
· Unity of reflection
and action
· Critical reflection
on experience
· Informed action for
social change
4.2.2 Ivan Illich (1926-2002)
Philosophical
Orientation: Deschooling, institutional critique
Background:
· Austrian-American
priest and philosopher
· Critic of
institutional education
· Author of
"Deschooling Society"
· Advocate for
self-directed learning
|
Aspect |
Illich's Contribution |
|
Philosophical
Orientation |
- Critique of institutionalisation - Self-directed learning - Convivial tools concept |
|
Aims of Education |
- Liberation from institutional control - Self-directed learning - Creative development - Social transformation |
|
Method of Teaching |
- Learning webs - Peer matching - Skill exchanges - Self-directed inquiry |
|
Role of the Teacher |
- Resource person - Skill instructor - Peer educator - Learning facilitator |
|
Role of the Student |
- Self-directed learner - Active participant - Peer educator - Independent thinker |
Key Educational Concepts:
1. Deschooling Society
· Schools limit
learning and create dependency
· Institutional
education reproduces social inequality
· Need to dismantle the
formal schooling system
2. Learning Webs
· Networks for sharing
skills and knowledge
· Peer-to-peer learning
arrangements
· Technology-supported
learning connections
3. Four Learning Networks:
· Reference Services: Access to learning
resources
· Skill Exchanges: People teaching
specific skills
· Peer Matching: Connecting learners
with similar interests
· Educational Leaders: Wise counsellors
and guides
4. Convivial Tools
· Tools that enhance
human creativity
· Technology that
serves human purposes
· Alternatives to
industrial institutions
Comparison: Freire
vs. Illich
|
Aspect |
Paulo Freire |
Ivan Illich |
|
Focus |
Social liberation through education |
Individual liberation from institutions |
|
Approach |
Reform education for critical consciousness |
Abolish the formal education system |
|
Method |
Dialogue and problem-posing |
Self-directed learning networks |
|
Goal |
Social transformation |
Personal autonomy and creativity |
|
Context |
Working within educational institutions |
Working outside the institutional framework |
Comparative Tables and Figures
Comparison of Western Philosophical Schools
|
Philosophy |
Reality |
Knowledge |
Values |
Education Focus |
|
Idealism |
Mental/Spiritual |
Reason/Intuition |
Absolute/Eternal |
Character/Spirituality |
|
Naturalism |
Physical/Material |
Senses/Experience |
Relative/Changing |
Natural Development |
|
Pragmatism |
Experience |
Experimentation |
Practical/Useful |
Social Efficiency |
|
Existentialism |
Individual Existence |
Personal Experience |
Individual Choice |
Authenticity/Freedom |
Comparison of Educational Approaches
|
Aspect |
Traditional |
Progressive |
Critical |
|
Teacher Role |
Authority/Expert |
Facilitator/Guide |
Co-investigator |
|
Student Role |
Passive Recipient |
Active Learner |
Critical Thinker |
|
Knowledge |
Fixed/Given |
Constructed |
Socially Created |
|
Method |
Transmission |
Discovery |
Dialogue |
|
Goal |
Conformity |
Growth |
Liberation |
Indian vs. Western Philosophy in Education
|
Aspect |
Indian Philosophy |
Western Philosophy |
|
Ultimate Goal |
Liberation (Moksha) |
Self-realization/Social efficiency |
|
Approach |
Synthetic |
Analytical |
|
Teacher-Student |
Guru-Shishya |
Democratic partnership |
|
Knowledge Source |
Revelation + Reason |
Reason/Experience |
|
Curriculum |
Spiritual + Secular |
Secular emphasis |
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