Monday, 23 July 2018

PROFESSIONALISM IN TEACHING 8612 pdf

Professionalism in Teaching is a board area which aims to examine theoretical and practical ethical roles, issues and challenges in teaching. Professional aspect of teaching has always been prime focus for teacher training and holds a fundamental status in teaching profession. Keeping this in view, the course “Professionalism in Teaching” has been introduced for B.Ed Program. The course will equip the prospective teachers with knowledge and practical applications and implications of professionalism in teaching.
Professionalism has become a subject of interest to academics, prospective professional groups and the common man. It has also got attention of policy makers, administrators, teachers, educationists and researchers. Recently drastic changes have occurred in social, political and technological fields which have challenged traditional concepts of professions and professional conduct. Teaching is also questioned to be viewed as profession by some educationists; nevertheless, professionalism is teaching is commonly discussed on ideological, sociological and educational bases. In this respect, professional standards have been developed in different countries in their own perspective and some standards are developed as global/international professional standards for teachers.
The fundamental purpose of the course is to make students fully comprehend professional code of conduct and enhance their ability to practice professional standards effectively inside and outside the classroom.
A number of various aspects of professionalization have been discussed in the book. The course describes changing role of teachers in 21st century scenario and how teachers can utilize technology with pedagogy. It also explains attributes of a professional teacher who should be living exemplars of certain virtues or values or attitude embedded in socio-cultural context of the society.
Moreover, the course examines the ethical issues in teaching. There has been a debate over morality of teacher and moral issues in educational institutions. This debate got tremendous attention of the academic circles because of fast growing phenomenon of multicultural and multiethnic population of the society from where children come to the schools. These trends of 21st century education make teacher education institutions rethink of requirements and expectations about professional development of prospective teachers. The future teachers will have to be well prepared for moral applications and implications of professionalism and tackle the issues and challenges of ethics in all its manifestations. The course professionalism in teaching discusses and examines moral dimensions of teaching profession and will hopefully prove beneficial for making them professionally well prepared.
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PROFESSIONALISM IN TEACHING 8612 pdf

EDUCATIONAL ASSESSMENT AND EVALUATION 8602 pdf

Classroom tests play a central role in the assessment of student learning. Teachers use tests to assess the progress of the students learning. Tests provide relevant measures of many important learning outcomes and indirect evidence concerning others. They make expected learning outcomes explicit to students and parents and show what types of performance are valued. In order to ensure and enhance the effectiveness of teaching-learning process teachers need to get information regarding students’ performance. Based upon this information teachers make critical instructional decisions for example whether to use a certain teaching method or not, whether the progress of students towards attainment of educational goals is satisfactory or not, what if a student is having learning deficiency, how to motivate a student etc. Classroom assessment primarily aims to yield the information regarding students’ performance in order to help the teacher and/or stakeholders to determine a certain degree, to which a learner has acquired particular knowledge, has understood particular concepts or has mastered certain skill.
The competency of the teachers to develop, administer, score and interpret the results is the prime consideration of the tomorrow’s classrooms. Therefore, it is necessary to enhance the knowledge and skills of the prospective teachers towards the development and use of assessment tools. This particular course comprised of nine units. The concept of measurement, assessment and evaluation is elaborated in the first unit, the test items are developed in-line with the objectives/learning outcomes, so objectives are discussed in unit two. The third and fourth units of the textbook are about different types of tests and techniques used by the teachers. The characteristics of assessment tools such as validity and reliability are explained in the sixth and seventh units. The 8th and 9th units of textbook are about the interpretation and reporting of the test scores. The text includes relevant examples for the elaboration of the concepts and the activities are placed for the hands on works, which consequently, help to develop the attitude and the skills of the prospective teachers.
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EDUCATIONAL ASSESSMENT AND EVALUATION 8602 pdf

EDUCATIONAL STATISTICS 8614 pdf

Statistics is of vital importance in vast variety of fields. Particularly it is invaluable for the field of research. In research and particularly in educational research following questions cannot be answered without the use of proper statistical techniques.
 What kind and how much data we need to collect?
 How should we organize and summarize the data?
 How can we analyze the data and draw conclusion from it?
 How can we assess the strength of the conclusion and evaluate their uncertainty?
Owing to the importance, this course is included for prospective B Ed. graduates. The very first unit of the course introduces, its characteristics, functions, its importance and limitations and its application in educational research. Basic overview of descriptive and inferential statistics, variables and its types, scientific method and notation used in the subject is also given in this unit. Unit 2 explains some basic concepts like variable, data, population sample. Unit 3 elaborate graphical representation or exploratory data analysis techniques. Unit 4 highlights some basic techniques of measures of dispersion like range, mean deviation, variance and standard deviation, and measures of shape like skewness and kurtosis. Measures of central tendency like mean, median and mode are described in unit 5. Unit 6 deals with inferential statistics, its logic and importance in educational research. Hypothesis testing, its logic, errors in hypothesis testing and t-test and its types are also discussed in this unit. Correlation along with Pearson and Spearman correlation method and regression and its types are discussed in unit 7. Unit 8 deals with ANOVA, logic behind using ANOVA, F-distribution, one-way ANOVA and multiple comparison procedures. Chi-square (χ2) distribution, its uses and types are discussed in unit 9.
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EDUCATIONAL STATISTICS 8601 pdf

PHILOSOPHY OF EDUCATION 8609 pdf

This course is an introduction to the philosophy of education. It examines the foundations of educational philosophy and it will also attempt to understand the historical context from which our educational discourse derives. More specifically, the course will discuss topics in the areas of idealism, realism, pragmatism, existentialism and post modernism. An understanding of these areas will give the trainee teachers further insight into educational theories such as essentialism, perennialism, progressivism and social reconstructionism, and how these theories impact the classroom teacher. The unit 1 of the course is about the introduction of Philosophy. Unit 2 and 3 discusses the Classical and Modern Philosophical Perspectives on Education. Unit 4 of the course explains the sources of knowledge, while Unit 5 describes Greek Philosophers’ Perspective on Education. Unit 6 and 7 highlighted the western philosophers and Muslim philosopher’s perspective on education. The unit 8 of the course is about the Contemporary Philosophies and Curriculum Development and Unit 9 explained the thinks’ viewpoints in education.
After completion of the course, the trainee teachers will be able to:
1. Describe the scope of philosophy and branches of philosophy.
2. Analyze the relationship of education and philosophy.
3. Evaluate the role of philosophy in educational policy and practice.
4. Discuss the main tenets of idealism and realism.
5. Define naturalism, pragmatism and existentialism.
6. Identify the similarities and differences among naturalism, pragmatism and existentialism.
7. Differentiate between different sources of knowledge.
8. Explain the dialectical method of Socrates.
9. Evaluate Plato’s theory of education and point out its contribution to the field of education.
10. Analyze Aristotle’ curriculum of education.
11. Describe John Lock’ theory of knowledge.
12. Evaluate John Dewey’s philosophy of education.
13. Describe principles of curriculum formation.
14. Analyze Herbart’s Theory of Ideas.
15. Discuss Imam Al-Ghazali’s view about teaching.
16. Explain role of contemporary philosophies in education.
17. Compare different philosophies for curriculum development.
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PHILOSOPHY OF EDUCATION 8609 pdf

Human development and learning 8610 pdf

Human development is the stages of physical, social, mental and linguistic growth that occur from birth through age eight. The teachers need to know knowledge and understanding of young children characteristics and needs. Thus knowledge of child development is fundamental for all early age teachers and teacher educators. It enables teacher to implement developmentally appropriate practices with all children. This requires multiple areas of children’s development and learning including physical, cognitive, social, emotional, language and aesthetic domains. The course has been designed to include all these areas. Efforts were made to highlight all the important aspects of human development.

Unit-1 provides an overview of growth and development. It further clarifies that how the educational psychology has relevance for the classroom teacher in a number of ways. Unit-2 related to the information regarding human development. Unit-3 highlights different aspects of intellectual development. Social development discussed in unit 4. While unit 5 deals with emotional development. Moral development is also an important area of human development and this has been discussed in unit 6.
Language development is also very important in child development and unit 7 of the course dealt with in detail. Human learning and classroom environment discussed in unit 8. Areas of individual differences, causes of individual difference and measurement of individual differences discussed in Unit 9 of the course.
After successful completion of the course, the students will be able to:
1. Differentiate between growth and development
2. Explain different stages of growth and development
3. Explain the process of human development
4. Describe theories of intellectual development
5. Highlight different factors affecting emotional development of child
6. Explain different theories of moral development
7. Describe stages of language development
8. Create an classroom environment that promotes learning
9. Highlight the role of individual differences in learning and teaching.
Human development and learning 8610 pdf

Educational leadership and management 8605 pdf

It has become the dire need for society that everyone must have a specialization in every field of life due to rapid expansion of knowledge. Education modifies the behaviour of a person, thus education can perform this duty well if the system of education runs effectively. For making, developing and establishing the education system administration, management and supervision to play an important role as well as in all other aspects of society. In Pakistan the existing system of educational management and supervision is considered as defective system which does not cope the national, and local level needs of education system. There are so many reasons. One reason is that we cannot yet established a firm administrative structure for education system. It is always uncertain and wavering. So it is the need of our educational institution to prepare those personnel at higher level who are highly skilled professional trained and capable in their field particularly in school management and leadership. So the present course of educational management and supervision observes and envisages the promotion of educational leadership management and supervision.
The primary purpose of the educational leadership management and supervision is the development and improvement of knowledge, understanding and skill in leadership, administration management and supervision. It focuses on important elements of educational management supervision.

The word ‘administration’, as the Latin root ‘minister’ suggests, means services, i.e., worked dedicated to the good of others. The main objective of administration, therefore, is to secure for an individual or society, or the nation, such environment which may lead to their fullest growth and development.
Today more than five thousand men and women are entrusted with the responsibility of administering education in the country. While majority of them are of professional background, a few have been natured in the school of experience. The total look towards educational administration has undergone rapid changes during the recent years.

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Educational leadership and management 8605 pdf

Curriculum development 8603 pdf

Etymologically, the term curriculum is derived from the Latin word “currere”
which means run or run-way or a running course. Thus curriculum means a
course to be run for reaching a certain goal. Arthur J. Lewis and Mid Alice
(1972) defined curriculum as “a set of intentions about opportunities for
engagement of persons to be educated with other persons and with things (all
bearers of information process, techniques and values) in certain arrangements
of time and space.”
A curriculum means, the total situation (all situations) selected and organized
by the institution and made available to the teacher to operate and to translate
the ultimate aim of education into reality.
In the words of Cunningham, curriculum is a tool in the hands of the artist (the
teacher) to mould his material (the pupil) according to his ideal (objective) in
his studio (the school). The material is highly self active, self-determining
human being who reacts and responds consciously.
Curriculum may be defined as the “social environmental in motion”. It is the
sum total of all the activities and experiences provided by the schools to the
learners for achieving the desired objectives. The courses of studies are merely
a suggestion for curriculum activities and procedures, a guide for teaching to
follow.
Curriculum is one of the most important items in the educative process. The
curriculum, in fact, is the fundamental problem which determines the ‘warp’
and ‘woof’ of the process of education. What to do and how to do is the very
essence of curriculum.
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Curriculum development 8603 pdf




Sunday, 22 July 2018

GENERAL METHODS OF TEACHING 8601 pdf

Teaching is giving information. It is often defined as imparting new information to pupils. There are a number of concepts in the field of teaching which cannot be understood by the students unless they are explained through different means and methods. The ways teachers impart knowledge directly affect the learning process. Students learn those things easily which are presented properly. A number of teaching techniques have been identified uptill now which relate particularly to the material and to the comprehension level of the learners. Knowledge of teaching methods equipped the teachers with skills that made the teachers professional and successful in their field. This course describes the concepts of effective teaching methods and professional qualities of good teachers in an interactive way. The main focus is to enhance the knowledge on teaching skills.
The students have their own way of understanding and demonstrating the acquired knowledge. Students comprehend the presented information at their own pace. The teaching adds the distinctive process of acquiring the knowledge. The teachers teach a course of study or a practical skill to the pupils. Teachers use different techniques in order to enhance the students’ learning. Students respond differently to different methods of teaching. There are many teaching methods for children like questioning, modeling, demonstrating, collaborating and explaining. Apart from these defined methods, nowadays many other teaching methods in education are being applied for quality learning. The methods like role-play, story or games, seminars, presentations, workshops, conferences, brainstorming, case study, educational trips and modern audio-visual aids like documentary films, computers, internet, etc have been introduced in education. These new technologies have increased the pace of learning and understanding. The new technologies have also enhanced the capabilities of the students to research and logically think for a given problem.
There are many different ways to teach and help students to learn. A teacher considers students' background knowledge, environment, and their learning goals when going to decide what teaching method should be used. Beside this the knowledge of teaching methodologies is also important for the teachers in planning to involve students in new concepts of content. Knowledge of teaching methodologies helps teachers in facilitating learning and retention of the content. Therefore teachers must understand the basic concepts of teaching as well as the effective teaching.

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CITIZENSHIP EDUCATION AND COMMUNITY ENGAGEMENT 8606 pdf

Education modifies the behaviour of person, thus education can perform this duty well if the system of education runs effectively. For making the education system successful teachers play an important role for implementing the different components of education. It has become the dire need of the society to make teachers well conversant about the requirements of the society. It is clear that teacher makes a tremendous contribution to our society.
 A teacher is the one who shapes the personality and entire life of children. It is one of the noble professions as it contributes in building the future of the country and overall society. Teachers play a significant and valuable role as they influence the lives of children who are the future. Students get influenced by the teacher’s character, his/her affection and commitment, his/her competence and his/her morals and ethics. So it is important that only the best and the intelligent human beings are allowed to become teachers so that a safe future is ensured. The role of a teacher in education system is pivotal. He is the implementer of society and the yardstick that decides the quality of education system. Successful teachers enjoy working with children, managing and motivating people, working well with the community.
 The course emphasized how to experience the social contact with the community, and how to mobilize community for the development of the school. The course includes wider issues including culture, gender, special needs, equity and equality and collaborative working condition within the school and community. This course will provide an orientation for the process of socialization and social development. It also emphasize on social factors which may affect education. This course has not only a theoretical perspective but some practical aspects as well, like community work, improving social interaction activities, and promotion of healthy environment.
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CITIZENSHIP EDUCATION AND COMMUNITY ENGAGEMENT 8606 pdf

Teaching of commerce.PDF

The explosion of information in science and technology has influenced every area of life,including business and commerce.the increasing complexity of business and  commerce organisations in the present day world would make it obligatory for students to be conversant with modern principles and practices of management and accounting.The use of computers and the management techniques of the behavioral sciences have completely revolutionized the running of modern business and commercial enterprises.
Commerce education is directly concerned with the day to day life of the students.Even then it is necessary to define commerce education.according to Herrick"commerce education is that form of  instruction that both directly and indirectly  prepares the businessman for his calling".

IN 1922 Lyod defined commerce education as "any education which a businessman has which makes him a better businessman is for him a commerce,no matter whether it was obtained in the walls of a school or not."

Following are the important areas for the teaching of commerce education.

1) Commerce and its associated subjects.
2) Planning
3) Aquiring of teaching skills and professional development.
4) Curriculum of Commerce
5) Instructional methods
6) Educational technology
7) commerce department and community resources

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TEAChING OF COMMERCE PDF









Saturday, 21 July 2018

Fundamentals of business education PDF

The increasing demand for commerce/business education is due to
a) Rapid industrialisation;
 b) Expansion of Banking and Insurance Industries;
 c) Phenomenal growth of public sector;
 d) Growth of demand for scientific approach to management through the absorption of qualified and trained people; and
e) A shift in the attitude of businessmen.

a. The general aim and objectives of business education curriculum as stated by Osuala (1989) are as follows:
 b. To make available to all students opportunities to explore and learn the world of business and the possible interest and potential careers it has to offer.
1. To develop in all students the ability to choose discriminately and to use wisely the goods and services that business is to offer.
 2. To assist in developing, on the part of the students, interest in of the various occupations to be found in the world of business.
 3. To develop in all students the practical way of understanding,appreciating the actual functioning of our economic system.
 4. To enable students to acquire basic skills in business occupations as beginners who expect to follow business as a career.
5. To prepare students to enter and succeed in business occupations as beginners who expect to follow business as a career.
 6. To prepare students to perform business activities common to many professional, industrial, agricultural services and home-making careers; and
7. To prepare students for more effective study in the fields of business and education beyond the secondary school education level.

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Fundamentals of business education PDF

Friday, 13 July 2018

Cool Cat Teacher Blog: Teach This! Teaching with lesson plans and ideas t...

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Wednesday, 11 July 2018

HISTORY OF HIGHER EDUCATION


A basic character of education is that it informs a person and it enlightens her / him
about things she / he does not know and thus initiates her / him into asking all sorts
of questions about nature, about life, about society and its organizations. One is made
capable of thinking for herself and finding answers to the questions which one considers
important or significant for one's life. In this sense, education is said to be a 'liberating'
force. It makes the individual free and capable of ordering his I her life according to
one's own choice or playing a more active role in society either to preserve it or to
change it. This basic feature of education has led, througbut history, to education being
used as an instrument of struggle, for liberation or for suppression both by the
individual and by the society.

In the earliest human societies, what mattered most for the primitive man was survival.
. In such a situation, education was not a separate component of human activity and it
was a means of handing over racial experience from the older to the younger generation.
But as social production increased and activities became differentiated in the sense that
some people hunted, others engaged in production of crops and still others actively
fought tribal wars, etc., education became a distinct activity. This was the stage in
society when the most important question was whether to educate or not to educate
individuals, and if they were to be educated to what limited or broad purpose were
they to be educated. Those who came to rule over such societies were naturally afraid
that education would liberate the individual and he or she would be in a position to
challenge their authority. Societies are known to have had laws to deny education to
large sections of their population because education would cause disaffection. This is
the reason why for thousands of years, in recent human history, vast numbers were
kept illiterate and uneducated. The idea of universal education or education for all, is
part and parcel of recent socio-political ideas of recognizing that all men and women
are equal before the law or that every member of the society has .a vote and possesses
other basic human rights.
We thus see that education is on the one hand, a liberating force for'the individual but
on the other hand, for this very reason it has been used for suppressing the individual
in all societies; and for the same reason in the developing countries which have attained
Independence, it would be tremendous social force for economic, social and cultural
advancement.
With this general understanding, we can examine in some more detail how 'education
of the individual' has undergone changes, and how ideas about 'transmission of
knowledge' and 'education and progress of society' have evolved.

Education and higher education


The term 'education' is used in a variety of contexts and with different shades of
meaning. In its broadest sense, any act or experience that has a formative effect on
the mind, character or physical ability of an individual can be called as educational.
It is in this sense that travelling, reading, conversation or even living with someone
can be an education. The famous author Maxim Gorky has written an autobiographical
book describing his experiences of people, situations, family and social relationships
from which he learnt a lot about life, and he has called the book. 'My Universities'.
In the same sense, it is not surprising that an assessment of learning by children has
revealed that the school contributes only a limited share in the education of children;
the other part comes from family, life, society, playmates and readingiof books and
magazines - in modem times, from radio, television or the computer. Education is thus
a very broad term,as far as individual is concerned.

However, education may also connote a system of institutions organized by society to
deliberately transmit its cultural heritage - its accumulated knowledge, values and skills
- from one generation to another. The educational system of a society would,
accordingly, comprise institutions such as schools, colleges, universities including
teachers, administrators, curricula and courses, examination and certification procedure,
and so on.

Formal arrangements for the education of individuals in present day societies are
conceived in terms of stages arranged in a hierarchy. Our own educational ladder
starting at six years of age, comprises the elementary, secondary, higher secondary and
higher education stages. Since 1968, when the Parliament approved a National Policy
on Education, we are committed to a structure symbolically called "10+2+3". This
means ten years high school education including five years of primary, three years of
upper primary and two years of secondary education. The structure of higher education
consists of three years of education (after 12 years of school education) leading to a
Bachelor's degree in Arts and Science and four years in professional fields like
Engineering and Medicine. This is followed by two years of study for a Masters degree;
and three years at least beyond the Masters degree for a Ph. D degree which generally
takes longer. The new National Policy on Education, 1986, reaffirms the same structure
adopted by most Indian States.

Higher education
Higher education refers to education in post higher secondary institutions, colleges and
universities. It is higher education, firstly, because it constitutes the topmost stage of
formal education and more importantly, because it is concerned with processes in the
more advanced phases of human learning. The entrants are about eighteen years of age
and, therefore, they are mentally mature and capable of performing at the abstract level.
They can analyse, synthesise and grasp concepts and ideas of all kinds. Their creative
faculties are also developed adequately. Consequently the content, methods of interaction
and organization of work have to be very different from what they are at the school.
Three aspects of higher education are of relatively recent origin. One of them is that
social, ecoilomic and industrial development have created a pressure towards greater
specialization. Whereas two centuries ago, students could study Philosophy,
Mathematics and Medicine in their university's programmes, today these subjects are
studied usually by different students in different faculties or institutions. Because of
specialization today's student in higher education knows more and more about less andless and sometimes special efforts are necessary to create a broader understanding of
subjects and disciplines.
The second aspect is that as societies grew more comblex, more selective and efficient
means of cultural transmission evolved. The result Es the formal, institutionalized
system of education. The curriculum, due to specialization and paucity of time has
crystallized into clear-cut 'papers' or courses. Formalism both in structure and content
have crept in. The need of producing students of comparable base of knowledge and
standard of achievement by a large number of institutions, has led to formalism in,
evaluating or examining of students.
Thirdly, research has emerged as one of the most significant dimensions of higher
education today. Creation of knowledge is a tangible output of the educational system .
because of which the Universities have acquired a new social status, particularly, in
the developed countries. In fact, there exists a symbiotic relation between research and
specialization of knowledge and skills. Much research is a team effort of collaborative
nature in which the combined intelligence of large numbers is brought to bear on the
solution of a problem.

Tuesday, 10 July 2018

EDUCATIONAL BLOG: CLASSIFICATION OF CURRICULUM

EDUCATIONAL BLOG: CLASSIFICATION OF CURRICULUM: Curriculum  can broadly be classified into three main categories. These are: i) Overt or Explicit Curriculum ii) Hidden or Implicit Curri...

Principles of Dalton Plan


There are two principles of Dalton Plan.
1. The principle of freedom: It fosters independence and creativity, beginning with the individual's interests.
2. Different students all have different ways of thinking and performing tasks. Providing ample time for learning and keeping to the pace of how the individual student proceeds nurtures students’ motivation and approach to learning, as well as their ability to persevere.
3. The principle of cooperation: It enables children to master social skills and collaboration through exchanges with a variety of people.
4. Different students all have different ways of thinking and performing tasks. Providing ample time for learning and keeping to the pace of how the individual student proceeds nurtures students’ motivation and approach to learning, as well as their ability to persevere.
Freedom and co-operation reveal themselves through experience. Accordingly, the Dalton Plan is structured to provide the student with real experience in daily classroom life. Parkhurst's objective— what she believed to be the ultimate aim of education— is to produce through individual and social experience, "fearless human beings," like those rare men and women who are able to engage the world with the full range of ability, attention, and energy with which they are endowed. She hoped to enable students to gain self-confidence through practice and to free them from dependence on adult "spoon feeding." Students under the Dalton Plan would develop into individuals "who can look ahead and plan who know how."

HELEN PARKHURST (1887-1973) (DOLTON PLAN)

 Helen Parkhurst, originator of the Dalton Plan and founder of the Dalton School in New York, was internationally acclaimed and honored for her contributions to education. Parkhurst was Montessori's associate; she knew Kilpatrick, Burk, Washburne, Dewey, Bode, and Tyler.
The Dalton School, founded by Helen Parkhurst in New York City in 1919, was one of the important Progressive schools created in the early part of the twentieth century and the home of the internationally famous Dalton Plan. In the early twenty-first century it is a competitive, elite, coeducational K–12 independent day school located on Manhattan's Upper East Side. From 1922 to 1932, its period of greatest influence, the Dalton Plan was adopted in many countries, notably England, Japan, and Holland.
In 1942 Parkhurst resigned. By the time she did so, the Dalton Plan was firmly established from the nursery school through the high school. In addition, the Dalton Plan was internationally accepted as an important model for schooling and Parkhurst's ideas had been implemented in such places as Japan, the former Soviet Union, and the Netherlands.
Aiming to achieve a balance between each child's talents and the needs of the growing American community, Helen Parkhurst created an educational model that captured the progressive spirit of the age. Specifically, she had these objectives:
 To tailor each student's program to his or her needs, interests, and abilities;
 To promote both independence and dependability; and
 To enhance the student's social skills and sense of responsibility toward others.
Students at Dalton begin using the Dalton Plan from a very young age. At the First Program, children are presented with opportunities to make educational choices about their learning and in the process discover how to identify their interests and take responsibility for pursuing them. Over the years, Dalton students learn how to take responsibility for their own education. Dalton graduates frequently comment on how well prepared they were for college because the Dalton Plan taught them how to budget their time, seek out faculty, and take control of their own educational.



Frobel’s Kindergarten


Froebel, however, attached great importance to education in the child’s early life. He thought that if the education of pre-school years was not properly reformed, no tangible improvement could be made in school education. This led him to establish a school for small children between the ages of three and seven. The chief characteristics of the kindergarten are:
Self Activity
Self-activity is spontaneous in which the child carries out his own impulses and motives. Such activity directs the growth of the child along the lines of racial development. So it merges the individual spirit with the spirit of humanity. Self-activity, in fact, is self-realization through which the child comes to know of his own nature as well as the life around him. Thus, self-activity not only fills the gap between knowledge and action but also gives joy, freedom, contentment and peace of mind. Self-activity is promoted through song, movements and construction.

Creativeness
Child is creative by nature. If he is given some material, he will at once try to create new forms and combinations with that material. Froebel also believes that every man’s mind, soul and hand are inseparable, although they are independent parts of him. Mind and soul express themselves through physical activity and expression. It is, therefore, that thinking must express itself in doing, otherwise education will remain unproductive.
Social Participation
Froebel believes that man is essentially a social animal by nature. It is the primary instinct of man to live in the company of other persons. So unlike Rousseau, he emphasized the social aspect of education and advocated that home, school, church, vocation and the state, should all provide opportunities to children for social participation. By participating in co-operative activities, the child not only receives physical training but also intellectual, social and moral education.

Frobel’s Concept and Aims of Education

 To Froebel, education is growth from within. It is a development by which an individual realizes that he is one unit of the all-encompassing unity.
As regards the aims of education, Froebel wants all-round development of the individual, so that he may be able to express the spiritual, the Divine that slumbers in him. Like Rousseau, Froebel education should lead to moral improvement, religious uplift and spiritual insight. Then the child will be able to realize that he is component of all-pervading spirit, which is Absolute Unity. Finally, education should enable the child to enter sympathetically into all activities of society and participate freely in its achievements and aspirations.

FRIEDRICH FROEBEL (1852-1982 THE BIRTH OF KINDERGARTEN

 Friedrich Froebel was a German educationalist, who laid the foundations for modern education systems based on the recognition that children have unique needs and capabilities. Between 1808 and 1810 he attended the training institute run by John Pestalozzi, accepting the basic principles of Pestalozzi’s theory including permissive school atmospheres as the ideal environment for learning, emphasis on nature and the object lesson. However, Frobel was a strong idealist whose view of education was closely linked to religion. He felt that Pestalozzi’s theory lacked the spiritual means that, according to Frobel was the foundation of early learning.
His famous books include “The Education of Man”, “Pedagogies of Kindergarten”, “Mother Plays and Nursery Songs” and “Education by Development”. These books mainly deal with the education of children, below the age of seven years.Frobel’s Philosophy Froebel’s philosophy is of absolute idealism. He mainly pressed two great things, namely, his ‘idea of unity in diversity’ and his ‘theory of development’. With regard to the former, he viewed this whole universe as a unity from God-the Absolute. In his book, “The Education of Man”, he remarked, “The whole world-the All, the Universe-is a single great organism in which an eternal uniformity manifests itself. This principle of uniformity expresses itself as much in external nature as in spirit. Life is the union of the spiritual with the material. Without mind of spirit, matter is lifeless, it remains formless, and it is mere chaos.Regarding his theory of development, he said that there is an absolute goal towards which all things are growing. This absolute goal is realized through the presentation of symbols, representing the various aspects of the Absolute. These symbols are called “gifts” which we shall discuss later. Development can be produced only by the exercise or use of faculty; physical, mental or spiritual. If mind is to be developed, it should be exercised and so is with the development of the body. Effective development is possible only if the exercise arises from the thing’s own activity. “Each individual must develop from within, self-active and free, in accordance with the eternal law, because full development comes only by spontaneous self-activity”. Froebel advocates balanced and unified development of body, mind and soul. His philosophy of education was based on four major principles: free self expression, creativity, social participation and motor expression. He began to focus on the needs of children just prior to entering school. Froebel envisioned a place where 4 to 6 year old children would be nurtured and protected from outside influences. Before implementing these in the kindergarten, he originally devised these concepts for the child in the family. However, these became linked with a demand for the provision of care and development of children outside of the home. In 1840 Frobel created the word kindergarten (infant garden) for the Play and Activity Institute he had founded in 1837 with its emphasis on play as well as featuring games, songs, stories, and arts and crafts to stimulate the child’s imagination and develop physical and motor skills. He considered the purpose of education to be to encourage and guide man as a conscious, thinking and perceiving being in a way that becomes a pure and perfect representation of the divine inner law through his own personal choice. Education must show him the meanings of attaining that goal. The emphasis of the early years setting was on practical work and the direct use of materials. Through exploring the environment, the child’s understanding of the world unfolds. Frobel believed in the importance of play in a child’s learning as a creative activity. To Froebel, play provided the means for a child’s intellectual, social, emotional and physical development. Froebel believed that the education of a child began at birth, and that parents and teachers played a crucial role in helping children in this activity. “Play is a mirror of life”, he wrote, leading to self discipline and respect for law and order. He developed a series of materials known as ‘gifts’ and a series of recommended activities ‘occupations’ and movement activities. Gifts were objects that were fixed inform such as blocks. The purpose was that in playing with the object the child would learn the underlying concept represented by the object. Occupations allowed more freedom and consisted of things that children could shape and manipulate such as clay, sand, beads, string etc. There was an underlying symbolic meaning in all that was done. Froebel’s educational ideas provided the major direction of kindergarten curriculum during the last half of the nineteenth century. Many of his ideas can still be observed in kindergarten today including learning through play, group games, and goal orientated activities, and outdoor time. Froebel respected children as individuals with rights and responsibilities according to their ages and abilities, and his philosophy has profoundly affected educational policy and practice around the world. Some of the early educational pioneers, most famously Maria Montessori, were influenced by the educational philosophy of Frobel.
Educators of the future will continue to look to philosophers of the past for assistance in striving to attain the common goal of being jointly responsible for nurturing, educating, and cultivating each child toward his or her maximum potential through the educational process.

Curriculum According to Herbart

Herbart strongly emphasised the development of varied interests to develop a strong moral character of child. According to him, this will be possible only when various subjects are taught to children. Hence, he emphasised the inclusion of as many subjects in the curriculum as possible. Herbart divided the curriculum into two categories namely— (1) Historical and (2) Scientific. He put in the first category History, Language and Literature and in the second he put in Physical Sciences, Arithmetic together with industrial and vocational subjects.
Herbart laid his main emphasis on History and literature and assigned a subsidiary position to scientific subjects. It should be remembered that Herbart believed in the unity of mind. He came to the conclusion that all teaching should be done round a central subject. For this, he assigned to History the central position and advocated that all other subjects should be taught around this pivot.
Process of Instruction
The great educationist Herbart prescribed a general method of teaching for all subjects. This general method includes four steps as given below:
(1) Clearness. Clearness means that subject matter of learning should be presented in a clear way.
(2) Association. Association means to establish close connection between the old and the new knowledge.
(3) System. It is the logical linking of knowledge in a systematic way.
(4) Method. It connotes the use of learnt knowledge in practice.
Herbart's famous follower Ziller divides the first step of clearness into two stages namely
(1) Preparation and (2) Presentation. Another disciple of Herbart named Pyne added another intermediary step between the above two, which he named as "Statement of Aim". These five steps are known as Herbartian five formal steps. They are given below:
(a) Preparation. Preparation or introduction is the first step of teaching method. Herein some questions are put to test the previous knowledge of children so that they become motivated to learn new knowledge.
(b) Statement of aim. This step is a part of the previous one. Here the topic is made known to children and the teacher writes it on the blackboard.
(2) Presentation. In this step the specific lesson is developed step by step with the active cooperation of the students. In other words, their mental activity is stimulated to achieve all learning by their own efforts and experiences. The teacher tries to search out and develop various points of the lesson by the active co-operation of students so that the new ideas are integrated with the old mass already stored in the mind.
(3) Comparison and association. Herbart named this step as association. Here the various incidents, facts and experiments are inter-related and integrated by means of a process of comparison and contrast so that children gain clear understanding and insight of the matter taught to them. Hence, the teacher should try to correlate the teaching of one subject with another, the topic of one subject with the topic of other subjects. This will fix the new knowledge solidly in the minds of children.
(4) Generalisation. Herbart called this step as system. Here in opportunities are provided to students to think out and understand the new knowledge gained by them in the background of a broad perspective. After that some specific principles are deduced which may be applied in future activities and experiences.
(5) Application. Application is the last step of this method. Herein, it is examined whether the knowledge gained can be successfully applied in new situations or not. This can be tested by the teacher by putting some recapitulatory questions or he can provide new circumstances and experiences to children to apply the knowledge gained. This will make the knowledge acquired permanent and testify to the veracity to the principles deduced.

Herbart's Psychology of Education

Herbart was the first person who combined Ethics with Psychology and gave rise to a new educational science. With the help of Ethics, he formulated the aims of education and with the aid of Psychology; he laid stress upon the methods of teaching. Herbart condemned the prevalent Faculty Psychology and, developing new psychological ideology, employed it in the educational process.
According to Faculty Psychology mind is made up of various unrelated faculties. Opposing this belief, Herbart had established that mind is made up of three parts namely— (1) Knowing, (2) Feeling, and (3) Willing. These three parts have no independent existence of their own. They exist together and cannot be separated.
Thus, Herbart has emphasised that mental activity is one whole and not a combination of three separate faculties. Herbart has discussed these parts of mind as under:
(1) Knowing. At the time of birth, an infant has only the capacity to adjust itself with the environment. When his mind comes in contact with the external objects, then new ideas are born which enter the field of consciousness first of all. After crossing the limits of consciousness, they enter the area of unconsciousness. There they lie stared up till they are needed. But when a new idea which has a similarity with the pre-stored ideas, is born, the pre-stored ideas rush up to the consciousness and assimilate the new one and go back to the unconsciousness again.
In this way, in our normal behaviour many new ideas come to the consciousness and after being assimilated by the pre- stored ones, go back to the unconsciousness. We think that we have forgotten them, but this is not so. They remain stored up in the unconsciousness and rush to the consciousness as they when any new or similar idea enters our consciousness and after the assimilation ofthe new one, the whole mass goes back to the unconsciousness again. This process of assimilation of new ideas with the pre-stored ideas goes on. Herbart has called this process as "Apperceptive Mass".
Pestalozzi had called this process of assimilation as "From known to unknown". It may be noted that this mental activity is of great importance in the educational development of a child. Hence, the teacher should present the new ideas or knowledge before a child in such a way that the new one integrates itself with the pre-stored ones and the whole becomes one unit—One Apperceptive mass.
(2) Feeling. Feeling is another attribute of mental activity. It means to discipline and control the previously gained ideas when they enter the conscious field. When the old mass is not able to integrate the new idea, then there is a great mental tension. On the contrary, if the assimilation takes place as desired, then there is a feeling of joy and contentment.
In other words, ideas struggle to enter the field of consciousness and remain there. If they are assimilated, then one feels pleasure and if not then pain.
Hence, the teacher should organize his teaching in such a way that the old and the new ideas integrate and synthesize smoothly. This will motivate children to learn more and more joyfully with interest and consequent attention.
(3) Willing. Willing or activity is closely related to knowing and feeling in the normal life of a human being. As a matter of fact, activity is the outward expression of inner ideas and feelings.
Thus, the teacher should be very conscious while presenting new ideas before children, because ideas have a tendency of rush to action or behaviour. As are the ideas, so are the actions. This mean that children will respond in action according to the ideas they receive and accept.

HERBART


Herbart was born in 1776 at Oldenburg in Germany. His parents were educated. Hence, early education of Herbart was accomplished by his mother. This so much inspired child Herbart that he began to write about spiritual subjects from his early childhood. For higher education, he joined the Jena University where he was powerfully influenced by the ideology of neohumanism which pervaded the whole Idealistic atmosphere of the University.
Here, Herbart imbibed firm belief that it was only through education that spiritual values could be inculcated in the human beings. He completed his university education up to 1799 after which for three years he engaged himself as a tutor to the children of the Governor of Switzerland.
During this period, he gained valuable experience about individual difference, mental development together with principles of educational psychology. Later on, these experiences formed the basis of his educational theory.
Upto 1802, Herbart remained engaged, delivering lectures at Gottiangen University on philosophy and educational theory. In 1809 he became a Professor at Kunishburg University. Here, up to 1835 Herbart tried to modify and mould his education and psychological principles for the purpose of translating them into practice. While working in Kunisburg University, he wrote two famous books namely— (1) Science of Pedagogy and (2) Outlines of Pedagogical Theory. He also opened a school where he conducted various experiments on education and trained some teachers in the art of teaching. He died in 1841.
Herbart's Theory of Ideas
Man has certain mental sensations if he confronts certain objects. He becomes conscious of them and acts in the most appropriate way towards them. To Herbart these simple elements of consciousness are ideas. When man resists in face of destructive forces, ideas take root in his mind. These ideas do not disappear easily. They struggle to be uppermost in the consciousness.
Herbart classifies ideas in three divisions, viz., similar, disparate and contrary. If a new idea happens to be similar to the ideas already in the uppermost consciousness that idea loses its independent entity and fuses with the old ones making up a homogeneous whole. When more than one idea group together in this way they become more magnetic to attract similar ideas.On the contrary, if the new idea is dissimilar or disparate to an already existing idea in the mind it also combines but does not make a homogeneous whole. Two similar ideas mix together, but two dissimilar ideas combine together in a distinguishable manner.
Sounds coming from various instruments of an orchestra fuse together and appear to be one because they are similar notes. Similarity of the notes presents a homogenous whole and it becomes almost impossible to distinguish the notes coming from different instruments.The colour of the floor, the musician and the sound of the musical instrument are three dissimilar ideas. Yet they form a complex whole and they are an object of perception to us as a whole, though the idea of each of them will ever remain separate.
According to Herbart each new idea is accepted, modified or rejected in the above manner according to its being similar, dissimilar or contrary. Thus the fate of every new idea depends upon the harmony or conflict with the previously existing idea. This mental phenomenon goes on whenever something is presented to our consciousness. The accepting, rejecting or modifying of ideas in our minds is called apperception.
The theory of apperception and education. Herbart tries to convince us that apperception occupies a very important place in education. He clearly shows the place of old knowledge in the process of acquiring the new. Stout agrees with Herbart when he says. "The main principle which psychology lends to the theory of education as its starting point is the need that all communication of new knowledge should be a development of previous knowledge."
Carlyle says, "The eye sees only what it brings the power to see," and Browning, "his she taught already that profit by teaching." According to Herbart everyone has his own world even in the same environment. First of all, we estimate the degree of apperception in the minds of the pupils and then try to adjust the instruction accordingly. Instruction is the means by which the ends of education are attained. Instruction will be most successful if it is manipulated to harmonize with the already existing ideas in the minds of the pupils.
Herbart attributed the failure of education of his time to the lack of a sound psychology. His predecessors wrongly attached too much importance to mental faculties missing the significance of ideas already existing in the mind.
They tried to produce many virtues in the pupils by disciplinary methods without thinking that the pupil does not grasp a thing if it is not related to what he has already learnt. Thus Herbart proved to us that if something is to be taught to the child it must be connected with the previous knowledge possessed by the child, otherwise all our efforts will fall like drops of water on stone.
Absorption and Assimilation. From the above explanation it is clear that the teacher should arrange his material in a systematic order. He must be very methodical in his procedure. He must know the order in which he should present ideas before the children one by one.
While learning anything new the child mind reacts in two ways. First of all it attempts to acquire new ideas and then it tries to seek the relation between his newly acquired ideas and the ideas he already possesses.
Herbart calls the first process as absorption and the next as assimilation. The teacher should see that he is able to establish a harmonious relation between the absorptive and assimilative processes of the child mind otherwise his efforts will bear no fruit.Formal Steps of Herbart. Herbart divides absorptions into clearness and association, and assimilation into system and method. The above four sub-divisions, are known as the formal steps of Herbart. By 'clearness' is meant a clear presentation of ideas to the pupils consciousness unless the ideas are clearly presented the child cannot assimilate them.
The process which unites the new idea with the already existing ideas is known as association which apparently involves both absorption and assimilation. As a matter of fact the Appreciative process begins with association. As orderly arrangement in the mind of what has been associated may be termed as 'system'. This process is not active.
Herein comes assimilation or reflection. The mind is deeply engrossed with notices which are beyond the particular ideas just received or previously existing. In the method process the mind attempts to form an organic whole as a result of the above three processes. Language may play a very active part here in giving expression to the harmonised wholes formed in the mind.
It is from the above four steps of Herbart that the five formal steps of instruction have been devised. They are 'preparation', 'presentation', "comparison and abstraction", 'generalisation' and 'application'. Herbart is not dogmatic about his formal steps. He only prescribes them only as an aid to instruction. He does not regard them as indispensable. He gives full discretion to the teacher in applying his own systematic method.

JOHN DEWEY

John Dewey, greatest of the pragmatists and generally recognized as the most outstanding philosopher his country has yet produced, made significant contributions to virtually every field of philosophy as well as to such other areas of inquiry as education and psychology. Active for 70 years as a scholar, he was a prolific writer publishing approximately fifty books and more than eight hundred articles. Many of these have been translated into various foreign languages. New volumes are still coming out with more Dewey material, mainly correspondence, and books and articles on him are appearing at a rapidly increasing rate.
Philosophy of Education
1. Analysis of reflective inquiry. Perhaps the most important single emphasis of John Dewey is his insistence upon applying reflective or critical inquiry to problems or indeterminate situations. What is involved in problem solving or thinking through a problem? What is critical inquiry? How does one apply intelligence to human affairs? Dewey's answer to these questions is set forth in its simplest terms in How We Think, and a more sophisticated version is given in Logic; The Theory of Inquiry. In a sense the phases or steps in a complete act of reflective thinking afford an outline for each of his major works, and he had a lifelong concern with what is involved in reflective thinking.
2. View of experience. Experience is one of the central concepts in Dewey's thought, occurring and recurring throughout his writing. Though he finally concluded that he might have done better to use another term, many of his most important works are concerned with clarifying it—for example, his Casus Lectures: Experience and Nature or his Art as Experience or Experience and Education. For him experience constitutes the entire range of men's relations to, or transactions with the universe. We experience nature and things interacting in certain ways made up of experience.
3. View of Knowledge. Dewey rejects the traditional epistemology which sets up a knower outside the world and then asks about the possibility, extent and validity of knowledge in general. He laughingly suggests that we might equally well have a problem of digestion in general—its possibility, extent, and genuineness—by assuming that the stomach and the food-materials were inhabitants of differentworlds. The significant problem is not how such a knower is somehow to mirror the antecedently real but rather one how one set of experienced events is to be used as signs of what we shall experience under another set of conditions. The important distinction, moreover, is not between the knower as subject and the world known as object. Instead it is between different ways of being in the movement of things, between an unreflective physical way and a purposive, intelligent one.
On Dewey's view knowledge needs to be placed in the context of the problematic or indeterminate situation and reflective inquiry. Knowledge is more than immediate awareness or the presence of a set of sense data. Having qualities before us does not constitute knowing. Knowledge is always inferential, and the problem is how the processes of inference are to be guided to trustworthy or warranted conclusions. It involves operations of controlled observation, testing, and experimentation. It is a product of inquiry—the steps in a complete act of reflective thinking. Dewey liked Bacon's idea that knowledge is power and it may be tested by the promotion of social progress.
4. Conception of philosophy. In "The Need for a Recovery of Philosophy" Dewey declares that philosophy must cease to be "a device for dealing with the problems of philosophy" and become "a method, cultivated by philosophers for dealing with the problems of men". But the problems of man as he sees them cover a range broad enough to include in one way or another most of the traditional problems as well as many others. The method involves treating philosophy as vision, imagination and reflection; and though the clarifying process may show that certain epistemological problems are pseudo- problems, the fact that they are raised may point to genuine cultural crises. If action at all levels needs to be informed with vision, imagination and reflection to bring clearly to mind future possibilities with reference to attaining the better and averting the worse, there is more than enough for philosophy to do.
5. Biologism. What is sometimes referred to as Dewey's biologism reflects:
(a) His emphasis on the genetic point of view, and
(b) His conviction that inquiry has a biological matrix.
He was interested in how ideas originate and become more complex, in the parallels between human responses and lower levels, and in the continuity of different species of organic life from the lowest forms to man. To understand the present situation, he held, we inquire into its specific conditions as well into its probable consequences.
6. Experimentalism. Dewey's experimentalism relates to his analysis of reflective inquiry for which hypotheses, prediction and experimentation are central. An experiment is a programme of action to determine consequences. It is a way of introducing intelligence into a situation. It is an intelligently guided procedure for discovering what adjustments an organism must make to its environment to ward off ill or secure goods. Experimentation for Dewey is relevant not merely on the individual biological level, but wherever planned reconstruction of a situation may help effect desired transformation, for example, in social planning or in education. The more important the issue at stake, the more clearly is experimentation seen to be preferable to such alternatives as authoritarianism, simple guesswork or merely waiting for events to run their course.7. Instrumentalism. Dewey's instrumentalism also stems from his analysis of reflective inquiry. Ideas are not copies, images or visions of external objects but rather tools or instruments to facilitate an organism's behaviour. They are instruments for operating on things or on stimuli. Things or objects are what we can do with them, and we can distinguish among them by the behaviour reactions they make possible.
Truth, accordingly, is adverbial. It is a way ideas work out in practice. It is a matter of whether hypotheses lead to predicted consequences, an affair of verified predictions of warranted assertions.
Dewey's instrumentalism encourages a new respect for instruments or means. The more we value ends or goals, on his view, the greater is our attention to the means which may bring them about. The separation of goods into natural and moral or into instrumental and intrinsic may have the harmful consequence of making moral and intrinsic goods more remote from daily living besides encouraging us to think that we can have the intrinsic without having to concern ourselves with the instrumental. Viewing any good as merely instrumental, moreover, is fairly sure not to do it justice.
8. Relativism. Dewey's relativism is to be opposed to absolutism and is a way of stressing the importance of context, situation, relationships. To take things out of relations is to deprive them of value and meaning. Absolutes are ruled out on his view, and unqualified generalisations are likely to be misleading. An economic policy or a plan of action is a good relative to a specific situation which makes it desirable. A knife may be good for sharpening pencil and bad for cutting a rope; but to speak of it without qualifications as good or bad is quite misleading.
9. Meliorism. In ethics, according to Dewey's account in Reconstruction in Philosophy, the emphasis should be placed on improving or bettering our present situation rather than upon good or bad in some absolute sense. The good, if one is to speak of the good rather than the better, is what will enable us to solve the problem or difficulty. Thus what is usually referred to as a moral end or standard becomes on this view a hypothesis as to how to overcome a moral problem. Since every problematic situation is unique, values are also unique; but if one is to specify an end, then growth, education, or problem solving would be that end. Instead of treating acquisition of skill and attainment of culture as ends, we should see them as marks of growth and means to its continuing difficulties or furthering growth.
10. Humanism. Dewey's humanism stems from his acceptance of the Baconian view that knowledge is tested by promotion of human intelligence based in good part on the experience of modern science for the sake of bettering the human situation.
Supernaturalism and the usual dogmas of revealed religion have no place in Dewey's view. As he tells us in A Common Faith, the things of greatest value in civilization exist by the grace of the continuous human community in which we are a link and we have the responsibility of conserving, transmitting, rectifying and expanding our heritage of values in order that those who come after us may share it more generously and more securely. Our common faith draws its main stand from our attempt to carry out this responsibility.
11. Education and experience. Most of the major theses in Dewey's general philosophy find expression in his philosophy of education. Reflective inquiry is as central for education, on his view, as for any other phase of life or experience. Indeed, for himeducation is a problem solving process, and we learn by doing, by having an opportunity to react in real life situation. In education not indoctrination, but inquiry is focal. Not simply amassing facts but learning to apply intelligence to problem solving has top priority. Education must be experimental without being simply improvisation.
The reconstructive purpose is as much at work in education as anywhere else in experience. As he says in Democracy and Education, "Education is a constant reorganizing and reconstructing of experience". Present experiences must be so guided as to make future experiences more meaningful and worthwhile. Though the value and the knowledge of the past are transmitted, this must be done in such a fashion as to broaden, deepen and otherwise improve them. Criticism and not simply passive acceptance is demanded.
Dewey equates education and growth. As teachers we start with the child where he now is, with his present stock of interests and knowledge and seek to help him expand and enrich both his interests and his knowledge and grow as a person in his community and his society. He learns to work responsibly for his own development and for social conditions which will encourage a similar development for all other members of his society. Education must not be simply a means to something else. It should not be merely preparation for the future. As a process of growth it should have its own enjoyable and intrinsically rewarding features at the same time that it helps further continued education, and, on Dewey's view, the test of our social institutions may be found in their effect in furthering continued education or growth.
Dewey himself had considerable reservations over some features of "progressive education", but he continued to emphasize some of the strengths of the newer education as compared with the traditional outlook. His humanism and meliorism are richly exemplified in his account of the theory and practice of education. His philosophy of education stresses the social nature of education, its intimate and multiple relations to democracy, and its cultural significance.

JOHN LOCK

John Locke was born on 29 August 1632 at Wrington in the county of Somerset in the south-west of England. His father was a lawyer and small landowner. Little is known about John Locke’s early education. However, at the age of 15 in 1647, he was sent to Westminster School in London. Locke’s studies at Westminster were centred upon the classical languages of Latin and Greek, and he also began to study Hebrew. He was a hardworking boy and in 1650 was elected to a King’s scholarship. This gave him the right to free lodgings within the school, and also access to major scholarships at both Oxford and Cambridge. In 1652 Locke’s diligence was rewarded when he was elected to a £20 scholarship to Christ Church, Oxford.
Locke’s formal course at Oxford would have included classics, rhetoric, logic, morals and geometry, and he took his Bachelor of Arts degree in 1656. This was followed by further study for the Master of Arts degree, taken two years later, in June 1658. Other subjects of study with which he was concerned were mathematics, astronomy, history, Hebrew, Arabic, natural philosophy, botany, chemistry and medicine. In 1667, at the age of 35, Locke left the University of Oxford to take up a post in the household of the Earl of Shaftesbury at Exeter House in London.
All Locke’s published works, including those that had been issued anonymously, were bequeathed to the Bodleian Library, Oxford. His work in the field of education is an essay concerning human understanding (1690), two treatises of government (1690), and some thoughts concerning education (hereafter referred to as Thoughts).
A Theory of Knowledge
Although the Thoughts was most immediately concerned with education, by far the most important of Locke’s writings, and one which had great significance for education, was the Essay concerning human understanding (hereafter referred to as the Essay).
The Essay originated in 1671 when, a group of five or six friends met to discuss a point in philosophy. Locke’s purpose was to examine the nature and extent of human knowledge and the degree of assent which should be given to any proposition. He began by rejecting the doctrine of innate ideas, associated with Plato, and also in his own day with Descartes; indeed, the first book of the Essay was largely devoted to accomplishing this task. Unfortunately, Locke’s alternative image of the mind as a ‘white paper void of all characters’ (Essay, 2.1.2) has often been interpreted as meaning that all human beings start as equals. Locke did not believe this; on the contrary, he was conscious that the differing personalities and mental and physical capabilities of individuals were to some extent a product of nature rather than of nurture.
Locke’s rejection of innate ideas even extended to moral principles. Justice and faith were not universal, nor was the idea of God. Differences in the ideas of people stemmed not from differences in their abilities to perceive or release their innate ideas, but from differences in their experiences.
How then was knowledge acquired? How might men come to universal agreement? ‘To this I answer, in one word, from experience’ (Essay, 2. 1. 2). But experience itself, gained via the senses, was not sufficient of itself for knowledge. That also required the active agency of the mind upon such experience.Locke, however, was neither a dogmatist nor a builder of systems. He acknowledged the possible existence of certain eternal verities—God, morality, the laws of nature—whose essence might be confirmed, rather than discovered by experience and reason. He also admitted the existence of some innate powers or qualities, recognizing that some children seem to be from birth innately more adept than others in certain respects. Nevertheless, in spite of these qualifications, Locke inclined towards nurture rather than nature and may be categorized as the founder of empiricism, a tradition that has predominated in English philosophical and educational thought until this day.

ARISTOTALE


Born in 384 B.C., in Stagira, a city of Greece, Aristotle had a silver spoon in his mouth right from his childhood. His father, Nicomachus, was the court physician of Philip of Macedon. Aristotle entered the famous Academy of the great philosopher Plato at the early age of 17 years. He stayed there for almost 20 years as a student and a teacher. In 347 B.C. after the death of his master Plato, Aristotle left the academy and started travelling. He went to Assos in Mysia and from there to Mitylene. He was called by the king Philip to look after the education of his son Alexander the Great, in 342 B.C. For seven years he was the tutor of Alexander after which he returned to Athens to establish the School known as Lyceum. It was also known as Peripatetic school because of the habit of Aristotle of walking while lecturing. His method of teaching was not only through lectures but also through dialogues. After the death of Alexander, the Great he was accused of sacrilege. He left Athens for Euboea where he died in 322 B.C.
Aristotle was master of dialectic. He was a great observer, a voracious reader and a specialist both in natural sciences as well as in philosophy. Among his writings one finds not only on metaphysics and logic but also on human sciences like psychology and ethics and politics as well as upon natural sciences (Hummel, 1993).
Society as Educator
In an early dialogue of Plato’s, the Protagoras, Socrates asks Protagoras why it is not as easy to find teachers of virtue as it is to find teachers of swordsmanship, riding or any other art. Protagoras' answer is that there are no special teachers of virtue, because virtue is taught by the whole community. Plato and Aristotle both accept the view of moral education implied in this answer. In a passage of the Republic (492 b) Plato repudiates the notion that the sophists have a corrupting moral influence upon young men. The public themselves, he says, are the real sophists and the most complete and thorough educators. No private education can hold out against the irresistible force of public opinion and the ordinary moral standards of society. But that makes it all the more essential that public opinion and social environment should not be left to grow up at haphazard as they ordinarily do, but should be made by the wise legislator the expression of the good and be informed in all their details by his knowledge. The legislator is the only possible teacher of virtue.
Value of Education in the State
Aristotle assigns the paramount political importance to education. It is the great instrument by which the legislator can ensure that the future citizens of his state will share those common beliefs which make the state possible. The Greeks with their small states had a far clearer apprehension than we can have of the dependence of a constitution upon the people who have to work it.
If the state is the organisation of men seeking a common good, power and political position must be given to those who can forward this end. This is the principle expressed in Aristotle's account of political justice, the principle of "tools to those who can use them." As the aim of the state is differently conceived, the qualifications for government will vary. In the ideal state power will be given to the man with most knowledge of the good; in other states to the men who are most truly capable of achieving that end which the citizens have set themselves to pursue. The justness distribution of political power is that in which there is least waste of political ability.
According to Aristotle the virtue of a good citizen and good governor is the same as of a good man; and that everyone before he commands should have first obeyed, it is the business of the legislator to consider how his citizens may be good men, what education is necessary to that purpose, and what is the final object of a good life.
Now life is divided into labour and rest, war and peace; and of what we do the objects are partly necessary and useful, partly noble; and we should give the same preference to these that we do to the different parts of the soul and its actions, as war to procure peace; labour, rest; and the useful, the noble. The politician, therefore, who composes a body of laws ought to extend his views to everything; the different parts of the soul and their actions; more particularly to those things which are of a superior nature and ends; and, in the same manner, to the lives of men and their different actions. They ought to be fitted both for labour and war, but rather for rest and peace; and also to do what is necessary and useful, but rather what is fair and noble. It is to those objects that the education of the children ought to tend, and of all the youths who want instruction (Sharma, 2002).

PLATO


Plato was born in 427 B.C., the son of noble parents. He first studied music, poetry, painting, and philosophy with other masters and became a pupil of Socrates in 407 B.C., remaining with him until the latter's death (399 B.C.) when he accompanied Socrates to Megara. He founded a school in the groves of Academus, the Academy, where he taught mathematics and the different branches of philosophy, by means of connected lectures and the dialogue. His death occurred in 347 B.C.
The life of Plato can be divided into three ages. In the first age he received the education from his great master Socrates besides some other minor teachers. He lived with Socrates for eight years and received instruction and ideas in different fields of human thought. After the death of Socrates, perturbed as he was Plato went on his journey through Egypt, Cyrene, Italy and Cicley etc. For ten years he was roaming in different countries, observing their ways of life, social and political structures and institutions and discussing with scholars of different countries. It was in this age that he planned his important dialogues. During this period Plato's thinking was generally centred around ideas, the universals. The dialogues written during this period do not exhibit much literary excellence. The important dialogues written during this period were Gorgias, Theatetus, Sophistes, Statesman and Parmenides.
After ten years of journey in different countries Plato's mind was almost settled. He now returned to Athens and started third and the most important age of his life. He established an institution known as Academy of Gymnasium. Here he started to live as a teacher, a mathematician and a philosopher. For 40 years he educated hundreds of illustrious disciples and created dozens of dialogues up to his death at the age of 82 (Hummel, 1993).

The Chief Characteristics of Existentialism

It is clear from the above account that in existentialism, human person and his freedom are given great importance. In it the ancient personal value stressed by Stoics and Epicureans and exemplified in Socrates’ hemlock drinking has been reinterpreted. According to existentialism personal growth and development can take place through individual's own efforts and none can help him in this regard. Thus the practical problems of living are attached great value and importance. Briefly, the chief characteristics of existentialism are the following:
1. Criticism of Idealism. Existentialism has emerged and developed as a reaction against idealism. Existentialist philosophers are highly critical of idealism andconceptualism. According to idealism human person is essentially an expression of some underlying spiritual or psychic element which is of universal character: that is all men are fundamentally same and share with each other the universal character. It is this common character which truly defines the man. Therefore, the human freedom is subject to the good of humanity in general. There is no arbitrariness or individual will accounting for human freedom. But the existentialists criticize idealist's contention about universal element and man's good being subject to general good. They regard the search for essence a mistaken pursuit and according to them it is not the essence but existence which is real.
2. Criticism of naturalism. The existentialist philosophers are also critical of the philosophy of Naturalism. According to naturalists, life is subject to physico-biochemical laws, which, in turn, are subject to the universal law of causation. According to the law of causation whatever happens is due to antecedent causes and there is no event which can appear suddenly without some or the other cause. Thus, if the law of causation is universally operative there can be no human freedom of action. Human acts are as mechanical as the actions of an animal. This, however, is anathema to the existentialists and they stoutly defend the freedom of man. As a matter of fact, man is so free, according to J.P. Sartre, that he is fearful of his freedom.
3. Criticism of the scientific philosophy. Besides being critical of idealism and naturalism, the existentialist philosophers are also critical of scientific conceptualism. Science abstracts from the immediate data and brings them under some universal law or general rule, whereas, according to existentialists, all abstraction is false, reality is in the immediate data only. Furthermore, with the tremendous progress in science and technology, rapid industrialization and urbanization have taken place. This has given rise to crowded towns in which an individual is lost. Everything is done or happens on a large- scale and all personal values, individual likes and dislikes are altogether lost sight of. Today it is not the individual who chooses his end; rather all decisions are made by computers or statistical laws and data. Thus, science has made the value of man negligible. This is why the existentialists are opposed to scientific philosophy and culture. Indeed, the appeal of existentialist philosophy for artists and litteratures is due mainly to the stout opposition to science by existentialism. It is the basic belief of existentialism that any true philosophy must be grounded in axiology or theory of values and not in epistemology or theory of knowledge.
4. Born of despair. As has been indicated above, on account of an unparalleled progress of science and technology, huge, industrial complexes and townships have sprung. Everywhere man is losing touch of nature. In big towns the problems and inner conflicts of man have multiplied phenomenally. The two world wars have completely shaken man's faith in world's future and philosophy. With the growing application of technology and consequent increase in the mechanisation of life, there is a growing despair in the minds and hearts of men. The worth of human efforts is decreasing and the life is becoming like a raft on the open sea which is carried hither and thither without any definite direction. Under these circumstances a sensitive mind finds himself lost and forlorn. The existentialists try to analyzeand describe these human predicaments and find a way out of these. The existentialist is attacked on this count as indulging in gross exaggeration and raising false alarms. While it is very true that modern life is infested with hydra-headed problems and that intricacies of life overwhelm the spirit of man, giving up struggle in despair and cry in stiflement is no sensible solution of the current human predicament. Rather, any intensification of the feeling of despair and hopelessness would further complicate the matters. What is needed is an intelligent and sensible compromise with the hard and harsh facts of life. If man allows himself to be overwhelmed by misery, pain and apparent hopelessness of the situation, he would sink into apathy and cynicism. Thus he would not be able to improve his situation, on the contrary, every hope of any possible way out will recede. Psychologically, such an attitude is symptomatic of hypersensitiveness and hypochondria. Moreover, by advising man to feel fully unremittingly responsible for his life-situation, the sense of responsibility becomes abnormal and pathological. Such a man feels so intensely that he is led to commit suicide for small acts of omission and commission. As it is true elsewhere, it is true in this context that too much of anything is bad. The sense of responsibility and duty and the respect for human person are good things; but an exaggerated version of these can produce abnormal and pathological personality.and describe these human predicaments and find a way out of these. The existentialist is attacked on this count as indulging in gross exaggeration and raising false alarms. While it is very true that modern life is infested with hydra-headed problems and that intricacies of life overwhelm the spirit of man, giving up struggle in despair and cry in stiflement is no sensible solution of the current human predicament. Rather, any intensification of the feeling of despair and hopelessness would further complicate the matters. What is needed is an intelligent and sensible compromise with the hard and harsh facts of life. If man allows himself to be overwhelmed by misery, pain and apparent hopelessness of the situation, he would sink into apathy and cynicism. Thus he would not be able to improve his situation, on the contrary, every hope of any possible way out will recede. Psychologically, such an attitude is symptomatic of hypersensitiveness and hypochondria. Moreover, by advising man to feel fully unremittingly responsible for his life-situation, the sense of responsibility becomes abnormal and pathological. Such a man feels so intensely that he is led to commit suicide for small acts of omission and commission. As it is true elsewhere, it is true in this context that too much of anything is bad. The sense of responsibility and duty and the respect for human person are good things; but an exaggerated version of these can produce abnormal and pathological personality.
5. Value of human personality. From the observations made above about existentialism, it is obvious that existentialism recognizes the paramountcy of the human personality. As a matter of fact, for an existentialist "man" is the centre of the universe and nothing else is equal to it. Even Brahman, God, universe, etc., are subsidiary to "man". The basic feature of human person is his freedom—unfettered and unrestrained. Society and social institutions are for the sake of man and not vice versa, as is believed by idealists and others. There is no "general will" to which the "individual will" is subject. If any social law or principle is restrictive of human freedom it is invalid and unjust. Anything which obstructs the growth and development of the individual must be discarded. With this aim in view, existentialist writers, artists and thinkers have expressed their views uncompromisingly and waged great battles for securing these freedoms for man.
6. Importance of subjectivity. The Danish philosopher S. Kierkegaard has said that truth is subjective, truth is subjectivity: objectivity and abstraction are hallucinations. While scientists lay so exclusive a stress on the objectivity and consider any intrusions by subjective elements as wholly unwarranted and vicious, the existentialists are extremists who believe that only the immediate feeling or apprehension reveals the truth and that abstraction in any form or manners vitiates the truth and reality. The immediate experience or feeling about which existentialists talk is the direct experience by individuals of things like conflict, divisiveness, pain, anguish, anxiety, suffocation, etc. It is these conflicts and pains that tell a person the quality of his life and the business of philosophy is to analyze and describe these conflicts and trace their causes. Usually these conflicts are moral in nature and are indicative of inauthentic existence. The various existentialists have tried to describe in minute details the experiences like spiritual crisis, sexual crisis, marital crisis, etc. The existentialist thinking is beyond thinking andreasoning and is rooted in direct experiences and their ungarbled descriptions. A biographical account, if honest, sincere and frank, usually helps in appreciating and understanding the truth of one's own situation. For example, a marital discord may be due to lack of respect for the other spouse and too much expectation of him or her. An honest account of such an experience may help relieve tensions in many perusers of this account by providing them insight into their own problems. Everyone by probing into the depths of one's subjectivity can discover the truth of one's being and discover his authentic role in life. This is a creative process which gives rise to fresh insights. The man, when he encounters his existence first hand, stands alone. It is only when one is alone that one comes to grips with his true self. This ability to be alone, to stand by oneself, is the true freedom and this again is the basis of all morality. According to existentialists the origin of values is hot in the social situation but in the personal insight.
7. No construction of philosophical system. From the ancient times philosophers have cogitated and pondered over problems of God, Soul, Space, Time, physical world, its origin and evolution, etc. They have tried to present philosophies which embraced all these problems and developed a theoretical system. However, the existentialists distrust system making and theorization. According to them, the true aim of philosophy is action and not theory. Therefore, they do not cogitate over traditional problems.
8. Emphasis on the problem of the relation of individual and world. Lastly, a problem which is thought to be crucial by the existentialists is the relation between individual and world. The traditional explanations to this problem are not satisfactory according to existentialists. If we, after Hegel, believe in the one universal element called Absolute whose manifestation everything is, the individual has no value per se and is not free. According to Hegel the acceptance of necessity is the true freedom. This robs individual of all freedom and. his unique quality. Such a view is repugnant to the existentialists; they, therefore, are consistently and consensusly anti-Hegelian. According to existentialists man cannot be considered subject to any law, rule or principle, be it a universal natural, social or political law. They are uncompromising free-willists and are extremely wary of any external encroachment upon human freedom. The rule does not verify and authenticate the case; on the contrary, the case does verify the rule. The validity of art is in the artistic impulse and expression and not in any aesthetic theory. The worth of man is underivable from any universal element. The existentialist's account of man is neither mystical nor philosophical. Man and world both are unbound and free. Briefly, the existentialists consider man to be the centre of all value and activity. That is why their view is also called anthropocentrism.
9. Emphasis on the problem of inner conflict. The central problem of the modern highly complex world is not ideological but practical. It is neither relevant nor important today to win followers for a particular ideology or theory but to inspire in men a sense of responsibility and freedom. If there is this sense, the process of communication is facilitated. The world peace cannot be accomplished by raising slogans. We require for this purpose individuals who are free, who communicate freely and, above all, who respect theirs as well as other's personalities. A fortiorithe peace is possible if and only if there is peace in each heart; if each man is free from inner conflicts, if each can be free from the desire to subject others to his will. That is why existentialists attach so great importance to the problem of inner conflict. The traditional philosophies do not consider these problems philosophically worthwhile; but for existentialists these are extremely crucial and fundamental. The source of modern philosophical issues is the feeling of alienation from world, society as well as self. If we regard the existence and thought disparate, the problems arising out of this severance between reason and existence cannot be rationally solved. These can be resolved in practice only.
A true harmony is not a harmony of ideas or thoughts but a harmony of desires. A true philosophy is not a philosophy of substance but rather a philosophy of existents, a philosophy of immediate experiences. The true nature of this philosophy is not thinking about the being but participating in its movement, that is, commitment. The existentialist philosophy does not have any definite aim because, life being movement and flow which is not mere mechanical change but a creative advance, it is not possible to tie down life to any particular aim. Life cannot be aimless or having an aim but only inauthentic and authentic. An authentic existence is the only aim that life has but this is not some future state but a present quality of life. An authentic life can be personal only (Shivendra, 2006).

EDUCATION

PHILOSPHY AND EDUCATION

The word philosophy is derived from the Greek words philia (Loving) and sophia (Wisdom) and means" the love of wisdom".Philosophy...