Philosophical and Sociological Foundations of Education

424 Pages·2013·2.4 MB·English

by  Munna Bhai

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Edited by:
Dr. Kulwinder Pal
PHILOSOPHICAL AND
SOCIOLOGICAL FOUNDATIONS OF
EDUCATION

Edited By

Dr. Kulwinder Pal
Printed by
LAXMI PUBLICATIONS (P) LTD.
113, Golden House, Daryaganj,
New Delhi-110002
for
Lovely Professional University
Phagwara
SYLLABUS

Philosophical and Sociological Foundations of Education
Objectives:

 To understand the importance of various philosophical bases of education.
 To understand the impact of social theories on education.
 To relate the trends of social changes, cultural changes and their impact on education.
 To understand the application of modern science and technological development on social reconstruction.
Sr. No. Description
1 Education & Philosophy: Meaning, Relationship, Nature and Scope. Significance of
studying Philosophy in Education. Aims of Education: Individual and Social Aims of
Education. Functions of Education: Individual, Social, Moral and Aesthetic.
2 School of Philosophical Thoughts: Idealism. School of Philosophical Thoughts:
Naturalism. School of philosophical thoughts: Pragmatism. School of philosophical
thoughts: Humanism.
3 Indian philosophical thoughts: Sankhya. Indian philosophical thoughts: Vedanta.
Indian philosophical thoughts: Buddhism. Indian philosophical thoughts: Jainism.
Indian philosophical thoughts: Islam
4 Contribution of Indian thinkers to Educational Thoughts: Mahatma Gandhi and
Vivekananda. Contribution of Indian thinkers to Educational Thoughts – Aurobindo
and Radhakrishnan
5 Sociology and Education: Concept of Educational Sociology and Sociology of
Education. Socio-economic factors and their impact on education. Socialisation
Process, Implications in Education
6 Social Change: Meaning, Nature and Causes. Constraints of social change (caste,
ethnicity, class, language, religion, regionalism). Education as an agent of Social and
Economic change, and HRD.
7 Education for social stratification and social mobility. Democracy and Education
8 Social theories: Marxism and Integral Humanism. Theories of functionalist: Emile
Durkheim and Talcott Parsons
9 Women Education and Gender Equity. Globalization: Concept and its Relevance in
Contemporary Situation. Human Rights and Education with Special reference to
Rights of Children. Consumer Rights and Right to Education
10 Education for Peace. Values: concept, need, sources. National Integration and
International understanding: Meaning, need, role of teacher and Educational
Institutions in developing national integrity
CONTENT
Unit 1: Relation between Education and Philosophy and Philosophy of Education 1
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Unit 2: Significance of Studying Philosophy in Education 23
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Unit 3: Functions of Education 43
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Unit 4: Idealism and Education 55
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Unit 5: Naturalism and Education 69
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Unit 6: Pragmatism and Education 83
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Unit 7: Humanism and Education 94
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Unit 8: Sankhya Philosophy and Education 104
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Unit 9: Vedanta Philosophy and Education 116
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Unit 10: Buddhism and Education 129
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Unit 11: Jainism and Education 143
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Unit 12: Philosophy and Traditions of Islamic Religion and Education 156
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Unit 13: Philosophical and Educational Thought of Mahatma Gandhi 169
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Unit 14: Philosophical and Educational Thought of Swami Vivekananda 186
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Unit 15: Philosophical and Educational Thought of Shri Aurobinda and Radhakrishnan 201
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Unit 16: Sociological Basis of Education 222
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Unit 17: Socio-Economic Factors and Their Impact on Education 243
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Unit 18: Socialization of the Child 252
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Unit 19: Social Change and Education 260
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Unit 20: Social Change in India and its Factors 271
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Unit 21: Education as Mode of Social and Economic Change and HRD 277
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Unit 22: Education : Social Stratification and Social Mobility 293
Dinesh Kumar, Lovely Professional University

Unit 23: Democracy and Education 300
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Unit 24: Marxism and Integral Humanism 311
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Unit 25: Theories of Durkheim and Parsons 323
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Unit 26: Women Education 331
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Unit 27: Globalization : Concept and its Relevance in Contemporary Situation 342
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Unit 28: Human Rights and Education 353
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Unit 29: Consumer Rights and Right to Education 365
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Unit 30: Peace Education 373
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Unit 31: Meaning and Needs of Value Education 379
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Unit 32: Education for Nation Integration 403
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Kulwinder Pal, Lovely Professional University Unit 1: Relation between Education and Philosophy and Philosophy of Education
Notes
Unit 1: Relation between Education and Philosophy
and Philosophy of Education
CONTENTS
Objectives
Introduction
1.1 Meaning and Defi nition of Education
1.2 Wider and Narrower Meaning of Education
1.3 Nature and Characteristics of Education
1.4 Meaning and Defi nition of Philosophy
1.5 Difference between Indian and Western Philosophies
1.6 Nature and Characteristics of Philosophy
1.7 Scope and Subject Matter of Philosophy
1.8 Relation between Philosophy and Education
1.9 Meaning and Defi nition of Philosophy of Education
1.10 Nature and Characteristics of Philosophy of Education
1.11 Scope and Subject Matter of Philosophy of Education
1.12 Functions of Philosophy of Education
1.13 Need, Utility and Importance of Philosophy of Education
1.14 Summary
1.15 Keywords
1.16 Review Questions
1.17 Further Readings
Objectives
After going through this unit, the students will be able to—
•
Know the meaning of Education
•
Know the meaning of Philosophy
•
Understand the difference between Indian and western Philosophy
•
Understand the nature and meaning of Philosophy of Education
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Philosophical and Sociological Foundations of Education
Notes Introduction
Word education is made by adding suffi x “a” in the Sanskrit stem Shiksh. Meaning of Shiksh is to learn
and teach. Hence, meaning of Shiksha is process of learning and teaching. If we consider English word
of education for Shiksha, then it also means the same. Education word is made of Latin word Educatum,
which is made of same language words a (E) and Duco. A means internal and Duco means to progress,
hence education means to improve internal ability of children externally.
1.1 Meaning and Defi nition of Education
Education is the basic tool of human development. Development of innate abilities, increment in
knowledge & arts and behavioral changes are brought about in humans by education only and he
is made a civilized, cultured and able citizen. This work starts at the birth of a child only. Soon after
birth, parents start teaching him hearing and speaking. When child grows little, then he is taught to sit,
move, eat and social behavioral norms. At the age of 3–4 years, child starts to read and at this very age,
he is sent to school. In school, his education goes on in organized way. Apart from school, he also learns
at home and in community and the process of learning and teaching keeps going even after school and
for the whole life. If we watch in detail, then in any society this process keeps functioning always. In its
real sense, the permanent process of learning and teaching in any society is called education.
If we look at it from application point of view, then it has two applications- one is in the form of process
and second is the result of that process. When we say that his education is going on fi ne, then education
means process here. When we say that he has received higher education, then it is the result. But modern
academicians accept education as a process only. They are of the view that in any process, result is inherent.
At present, result of education process is expressed in the form of knowledge, ability and behavioral change.
Basic role in the education process to explain the format of the philosophers, sociologist, politician,
philosophers, economists, psychologists and scientists have played and everyone saw their approaches
to education-at the end and defi ned. Here we present a brief description of all of these approaches piece
by understanding the nature of education based on facts and will attempt to defi ne it.
Philosophical Concept of Education
Centre of thought of philosophers is human. They try to know the actual nature of humans and fi nd fi nal
objective of human life. To defi ne the path of last destination of human life also is the interest area of
philosophers and they consider education to be essential for the knowledge and development for all this.
Thus, education is the tool of attaining fi nal objective of human life. Since, there are different views amongst
philosophers about fi nal objective of human life, there are differences in the defi nition of education too.
Spiritual philosophers give more importance to super natural life to physical life. Vedanta followers
want to get rid of this physical life forever. They call it salvation. As per Jagatguru Shankaracharya—
Education is That Which Gets Salvation.
(Sah: Vidya Ya Vimuktye- Shankaracharya)
Education is the basic tool of human development. It means-learning and teaching.
Indian intellectual Swami Vivekananda considered human as complete from birth and emphasized on
letting him realize this totality with help of education. In his words—
Education is manifestation of perfection inherent in human. —Swami Vivekananda
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Unit 1: Relation between Education and Philosophy and Philosophy of Education
Epoch personality Mahatma Gandhi has given equal importance to body, mind and soul. In his words— Notes
By education I mean an all round drawing out of the best in child and man-body, mind and spirit.
—Mahatma Gandhi
Greek philosopher Plato also accepted the importance of body and soul. As per him—
Education consists in giving to the body and soul all the perfection to which they are susceptible.
—Plato
Disciple of Plato, Aristotle stressed on the physical and mental development of human. He believed that
only with right development of body and mind, one can feel the soul. He defi ned education as following—
Education is the creation of a sound mind in a sound body—Aristotle
Materialistic philosophers only consider physical life as truth. As per them, fi nal objective of human life
is to lead a happy life and it is imperative that human should be healthy from body and mind and be
equipped with resources of organic consumption. They want to perform this job by education. As per
materialistic philosophers—
Education is that which enables human to lead a happy and content life.
Naturalistic philosophers of western world too are in favor of attaining materialistic happiness. As per
them, it is possible when human establishes synergy between internal and external environment. As
per Herbert Spencer—
Education means establishment of synergy between inherent powers and external life
—Herbert Spencer.
There is dominance of philosophers in western world, who look at human life in the same perspective,
in which it appears. Followers of Objectivity consider humans as a social creature and believe that
humans should try to bring in appropriate changes in the society and power to construct the future of
the society though education.
In words of philosopher John Dewey-education is the development of all those capabilities in the
individual which enables it to control its environment and fulfi ll it desires— John Dewey
Sociological Concept of Education
Centre of thoughts of sociologists is society. They look and understand human in the context and
perspective of its society. They consider education as the means of development of individual and
society. They have expressed following views for process of education—
1. Education is a Social Process—sociologists have clarifi ed that when there is social interaction
between two or more people, then they get infl uenced by each other’s language, thought process and
behavior. This process is called learning and when this is done with certain predefi ned objectives,
then it is called education. We know that humans are innate with some qualities, in the social and
natural environments, these qualities grow and as a result, his behavior changes. For example, system
of sound pronunciation is there by birth, but with this system he learns language of those, in the
company of which he lives and exchanges thoughts. Entire civilization and culture of humans is the
result of social process only. This is also true that after development of work and knowledge organs,
he independently observes, examines, meditates and concentrates and learns thus. But for this,
required work and knowledge organs, language and thought processes are developed in the social
environment only. In the absence, neither we can learn language nor can we learn to think. Children
learn about objects, language and activities by being in society only. Sociologists have clarifi ed that
education is the means of fulfi llment of social goals and objectives. Society has the ambitions and
education of same nature, the way it is built up. In fact, education is related with past, present and
future, all three. With this, knowledge of past, fulfi llment of present and future building is done.
Education is social process from this perspective also.
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Philosophical and Sociological Foundations of Education
Notes 2. Education is a Continuous Process—second fact as expressed by sociologists is that, education keeps
on happening in the society. Soon after birth, human being start receiving education and keeps going
on till his last. If we see in detail, then member of society (individual) peril, but system of education
keeps moving forward generations after generations. It never takes rest. Hence, continuity is it’s
another characteristic.
3. Education is a Bi-polar Process- as per sociologists, in the process of education, when side affects and
another gets affected. Hence, it is clear that education is a bi-polar process. As per them, education
has two poles-one which affects (teacher) and another which gets affected (student). American
academician john Dewey also accepts it-one psychological and another social. By psychological, he
means the interest, inclination and ability of the learner and by social organ, they mean its social
environment. But as per our experience, not only social environment but natural environment also
affects the process of learning. In the context of planned education, teachers, objectives of education,
academic discussions and method of education too are infl uential element. Learning and teaching
all these things are called situation. It would be proper to say that process of education happens
between situations of learner and teacher.
4. Education is the process of Development—innate human behavior is like animals. With education,
his behavior is modifi ed and refi ned. If we look into detail then we fi nd that humans keep this
experience safe with the medium of language and hands it over to next generation. Coming generation
moves even ahead with this knowledge and adds its own knowledge and experience. This is how,
development of any society’s civilization and culture takes place. It is not possible in the absence of
education. It is clear that education is the process of development. We should understand one thing
here that every creature of the world learns to move, eat and speak by living and emulating within its
own species. Consider life of animals and birds. Soon after their birth, they start to learn the ways of
eating, moving and fl ying like their species, but this act of theirs is confi ned only to the synergy with
environment for self defense mechanism, but in case of humans, education not only teaches them to
have synergy with environment, but also develops their ability to develop conducive environment
as suitable for them. By education, there is a constant change in the lifestyle, eating & thoughts and
in the methods and tools of making an easy and comfortable life for humans. Another name for this
development is education. Thus, it is clear that human education is the process of development, not
of animals.
5. Education is a Dynamic Process—with help of education, humans keep developing its civilization
and culture. For this development, one generation hands over its knowledge and skill sets to another.
For this transfer, each society plans for the social academic education. Hence, objectives, syllabus
and method of education are defi ned for any particular time period. But as society keeps changing,
education keeps accepting those changes and moves forward. Thus, its objective, syllabus and
method of education keep changing as per requirement. This is its dynamism. Had education not
been dynamic, we would not have developed and grown.
Some academicians have defi ned education on the basis of above facts only. In the words of Indian
thinker Bhairav Nath Jha—
Education is a process, a social function carried on and by the society for its own sake. —B.N. Jha
Famous academic Sociologist Ottoway has defi ned education as following by incorporating both nature
and function of education—
The whole process of education is the interaction between individuals and social groups, with
certain ends in view for the development of the individual —A.K.C. Ottoway
As per academic sociologists, humans bring in appropriate changes in society with education only.
T. Raymond has defi ned education by keeping across this view point-
Education is the process of development, which consists of passage of human being from infancy to
maturity, the process by which he adapts himself gradually in various ways to his physical, social
and spiritual environment. —T. Raymond
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