Define philosophy of education and What is the relationship between philosophy and education or Discuss the role of philosophy in education
Philosophy of education is such an applied branch of philosophy as is concerned with the solution of problems within the educational settings.
- When general philosophy generates bonds with the educational activities, it turns i into philosophy of education.
- Philosophy of education comes into being when philosophy extends its Services in solving the educational problems.
- Philosophy of education refers to the practical use of the general principles of philosophy field of education.
- Philosophy of education is an applied philosophy which provides ideological and conceptual guidance to all the elements of education.
- The application of general principles of philosophy for the solution of educational problems is called philosophy of education.
- Philosophy of education refers to interpretation of those findings Which influence the educative process.
- Philosophy of education is a coin consists of two sides. The one side is called ‘philosophy’ while the other side is called ‘education’. The former is the contemplative side while the latter is the active side of the coin.
Now let us sees the relationship between philosophy and education. It can be discussed under the following headings :-
Philosophy and objectives of education :A system of education is based on a particular philosophy. This philosophy makes the nation acquainted with the national ideology of life. A system of education is developed for the acquisition of particular objectives. This is the function of philosophy to determine the objectives of education corresponding to the national values and traditions. Education is just a course of action to attain the objectives set by the philosophy. To me, philosophy is the ideological foundation of a system of education and objectives of education are decided in the light of this ideological and philosophical foundation.
Philosophy and classification of educational objectives :Philosophy not only determines the objectives of education but also classifies, modifies and categorizes them according to the conditions and needs of the time. Education is a social act. When the social needs change it leads to the changes in the objectives of education. The classification and modification is conducted in the light of national philosophy of life.
This is the duty of philosophy to decide :
Which aim is of foremost importance?
When an objective is to be achieved?
And which objectives will be useless after a particular period?
Philosophy and sources of knowledge :The question of sources of knowledge is significant in a system of education. No system of education can become meaningful without decision of the selection of sources of knowledge. Philosophy of education decides the sources of knowledge in the light of national life ideology. No secular society will recommend revelation in place of reason and sensations as a source of knowledge. Sources of knowledge are directly connected with the philosophy of education. Determination of sources of knowledge in the light of life philosophy is a significant concern of education. This is the function of philosophy of education to determine the sources of knowledge in the light of national values and traditions and absorb them into the system of education.
Philosophy and curriculum :When the aims of education are decided by philosophy, a new question arises how to realize these aims. Curriculum development is also the function of philosophy. Philosophy extends valuable services in this regard. Curriculum development for different level of schooling is not possible without the application of the general principles of philosophy of education. The objectives of education cannot be realized without the curriculum development.
Philosophy of education provides the guiding principles for deciding the content of curriculum. This is obligatory to philosophy to decide the content in the light of life ideology of a nation. In this way, the process of curriculum development can be a means of realization of the objectives of education. Philosophy of education can only determines the objectives of education but also determines the content of education. So to say, philosophy decides the activities and experiences which are supposed to meet the emerging demands of the society. These particular demands are softly termed as the objectives of education.
Philosophy and methods of teaching :To me, effective teaching is essential for effective instruction. By means of effective teaching, the curricular content may be transmitted to the student and thereby ensure the acquisition of the objectives of education. A teacher employs various methods of teaching to make his/her teaching effective and durable. Philosophy guides the educative process in connection with the methods of teaching. The methods of teaching are decided and selected in the light of philosophy of education. The democratic societies recommend those methods of teaching, in the educative process, which promote the individual abilities of the students. The non-democratic societies do not recommend project method of teaching and discussion method of teaching in the educative process. Education becomes palatable only if it conforms to the developmental and psychological needs of the students. We already know that aims of education seek guidance from the philosophy of education. The methods of teachings are the means through which the aims of education can be realized. For this reason, philosophy of education and methods of teachings are Closely related and depend on each other.
Philosophy and educational administration :This is the responsibility of philosophy of education to provide fundamental principles for maintaining discipline in the educational institutions. In the democratic societies, the school administration would follow the democratic attitudes and conducts. On the other hand, there would be a dictatorial style of school administration in the non-democratic societies. A teacher has to face various problems of discipline in the educational settings. Regarding the nature of discipline, the philosophers differ in their views. The conservative are of the opinion that human nature has evil tendencies. Therefore, strict discipline in schools
is essential to assist the child to become disciplined. The liberals reject the traditional notion of authority. They hold that the teacher is not an absolute authority. He is an integral part of the educative process. He possesses rich experiences but he has no right to control the creativity of the students.
Philosophy and the role of teacher :A teacher enjoys a pivotal status in a system of education. This is the philosophy of education which explains the role of teacher. Some systems of education declare the central Status of the teacher. On contrary, some others hold that learner is the pivot of the educative process.
What is the status of a teacher and a student in the educative process?
This question is concerned with the philosophy of education. This is the function of philosophy to determine the status of a teacher in the system of education. According to the democratic ideology of life, learner is the focus of the system of education whereas teacher is a central figure and spiritual father in the system of education.
Philosophy and evaluation :Evaluation is a device through which a teacher can get an exact idea of what the students achieve from their learning experiences. There is a visible controversy about testing and grading of the students in the educative
process. The thinkers, who support the conservative views on evaluation are of the opinion that the intellectual development of the students can only be judged in terms of their mastery of the curricular content. The liberal thinkers, lay emphasis on development of the overall personality of the child. They are not concerned only with the academic development of the student. They take the help of the varieties of methods of techniques to measure the personality of the students. In this sense, evaluation becomes a problem of philosophical analysis which must be conducted under careful and controlled conditions.