KNOWLEDGE AND CURRICULUM

LANGUAGE ACROSS THE

CURRICULUM
Ms. Gulnaaz M. Engineer
Schools of Indian philosophy

● Schools of Indian philosophy are a part of Hindu philosophy and have a

long history originating in ancient India with several scholars intrigued by
the mysteries of life and death, metaphysics, purpose of existence, and
belief in God.
● Almost all Indian schools of thought accepted the theory of karma and
rebirth, and the ideal of moksha is conceived as liberation from the cycle of
births and deaths.
● Moksha/liberation is considered the highest goal of human struggle.
The difference between these two schools of Indian philosophy is based on the recognition of Vedas.
Orthodox schools recognize the authority of Vedas while heterodox schools don’t believe in the authority
of Vedas.
Samkhya

● Samkhya is the oldest school of philosophy.

● It was put forward by Kapila who wrote Samkhya Sutras. Samkhya or Sankhya
means count.
● This school stressed the acquisition of knowledge and a scientific inquiry system. It
holds that self-knowledge leads to liberation and not any exterior influence or
agent.
● It also believes in dualism and postulates that everything stems from purusha (self,
soul, or mind) and Prakriti (matter, creative agency, energy). It also forms the
philosophical basis for Yoga school.
Yoga

● The Yoga school was expounded by Patanjali in the 2nd Century B.C.
● Yoga Sutras. It accepts the Samkhya psychology and presents yogic
techniques as a method of physical and mental discipline.
● It presents a path that combines meditation and yoga for the realization of
the self whereas the Samkhya school emphasizes the attainment of
knowledge of self solely by means of concentration and meditation.
● The physical postures of Yoga are referred to as asanas and the breathing
techniques are known as pranayama.
Nyaya

● Founded by Sage Gautam and propounded in Nyaya Sutras.

● It believes in logical thinking to achieve salvation and that nothing is
acceptable unless it is in accordance with reason and experience
(scientific approach).
● It relies on several pramanas i.e. means of obtaining true knowledge
which are derived from the Samkhya school.
1. Pratyaksha pramana (Perception obtained through the 5 senses)
2. Anumana (Inference, through which we can obtain true knowledge)
3. Shabda pramana (Statement of an expert)
Vaisheshika

● Founded by Kanada and deals with the physicality of the universe.

● It also propounded the atomic theory stating that all material
objects are made up of atoms.
● They also argue that everything in nature was created by the five
main elements i.e. Fire, Air, Water, Earth, and Sky.
● Some of their concepts were closely intertwined with the
philosophy of the Nyaya school.
Purva mimamsa (Mimansa)
● The word Mimamsa means to analyze, reason, and understand thoroughly.
● The main objective is to interpret and establish the authority of the Vedas.
● It requires unquestionable faith in the Vedas and the regular performance of
the Vedic fire-sacrifices to sustain all the activity of the universe.
● It lays emphasis on the performance of the rituals and yagya as prescribed
by the Vedas for attaining salvation.
● It relies on the Brahmana and Samhita part of the Vedas.
● The Mimamsa accept the logical and philosophical teachings of the other
schools, they insist that salvation can only be attained by acting in
accordance with the prescriptions of the Vedas.
Vedanta
● Vedanta literally means end of the Vedas.
● It is inspired by the philosophy propounded in the Upanishads (mystic or spiritual
contemplations within the Vedas .
● Vedanta says that the world is unreal or Maya.
● It focus on meditation, self-discipline and spiritual connectivity, more than traditional
ritualism.
● The school later separated into six sub-schools, each interpreting the texts in its own way
and producing its own series of sub-commentaries:
● Shankaracharya propounded the theory of Advaita (which holds that the soul and
Brahma are one and the same and that the Brahma has no attributes).
● Ramanuan on the other hand believed that Brahma has certain attributes. This school
also gave the concept of Karma and rebirth or Punarjanama.
● Sri Ramakrishna, a modern-day saint and his student Swami
Vivekananda, who brought Vedanta to the Western world, emphasized
the use of a mantra-based meditation technique and symbolic images of
the divine.
● According to the Vedanta teachings there are four paths we can follow
to achieve the goal of understanding our divine nature.
● These paths are known as the Four Yogas.
● We can choose a path based on our personality or inclination, or follow
the practices of the paths in any combination.
 Bhakti Yoga Jnana Yoga

Path of love and Path of knowledge.

devotion. In this path, the seeker
The devotee approaches uses reason and
God through a loving discernment to discover
relationship. the divine nature within
This path emphasizes by casting off all that is
practices such as prayer, false, or unreal.
chanting, and meditation This practice shows us
on God as a loving that the Supreme Reality
presence in our lives. resides within.
 Karma Yoga Raja Yoga

Path of selfless work. Path of meditation.

Those who follow this path do
work as an offering to God Meditation is an
and expect nothing personal important practice in all
in return. of the paths as it allows
It teaches us to practice us to experience higher
detachment and equanimity in states of consciousness
our work, and to understand
that the results of any actions where we achieve a
are beyond our control. deeper understanding
of our divine nature.
Heterodox Schools of Indian Philosophy: Carvaka

● The term Carvaka was first recorded in the 7th Century by the
philosopher Purandara, and in the 8th Century by Kamalasila and
Haribhadra.
● Also known as Lokayata, Carvaka is a materialistic school of thought
and is aimed at common people.
● It is characterized as a materialistic and aesthetic school of thought.
● It accepted direct perception as the surest method to prove the truth
of anything and rejected the theory of Brahmana and God.
 Buddhist
● It is a system of beliefs based on the
teachings of Siddhartha Gautama.
● Buddhism is a non-theistic philosophy
whose tenets are not especially
concerned with the existence or non-
existence of God.
● The question of God is largely irrelevant
in Buddhism, and it is mainly founded on
the rejection of certain orthodox Hindu
philosophical concepts (althought it does
share some philosophical views with
Hinduism, such as belief in karma).
Jainism
● Already in existence by 6th century B.C, it was revived by Mahavira, the 24th Jain
Tirthankara.
● According to Jainism, Nirvana or liberation is obtained through three jewels:
● Right Philosophy, Right Knowledge and Right Conduct (Tri-ratna).
● Right conduct implies 5 absinences: not to lie, not to steal, not to strive for luxury and not to
strive for possessions, not to be unchaste and not to injure (Ahimsa).
● The central tenets of Jain philosophy were established by Mahavira in the 6th Century B.C.,
although Jainism as a religion is much older.
● A basic principle is anekantavada, the idea that reality is perceived differently from different
points of view, and that no single point of view is completely true (similar to the Western
philosophical doctrine of Subjectivism). According to Jainism, only Kevalis, those who have
infinite knowledge, can know the true answer, and that all others would only know a part of
the answer.
 Indian
philosophers
Swami Vivekananda

● Born in 1863, a renowned social

reformer in the 19th and 20th
century, Swami Vivekananda is
often credited with the revival of
Hinduism in India in its purest form.
● He wished to capture the essence of
Hinduism and spread it in the world
and also founded the Ramakrishna
Mission dedicated to propagating
the philosophies of Vedanta and
yogic ideals of Jnana, Bhakti, Karma,
and Raja Yoga.
Be Courageous in the Face of Troubles “If you ever feel afraid of anything, always turn
around and face it. Never think of running away.”

Importance of Being Persistent “Arise, awake, and stop not till the goal is reached.”

Believe in Yourself “All the powers in the universe are already ours. It
is we who have put our hands before our eyes and
cry that it is dark.”

You Need to Struggle to Grow “In a day, when you don’t come across any
problems – you can be sure that you are travelling
on a wrong path.”

Real Happiness Comes from Being Selfless “The great secret of true success, of true
happiness, is this: the man or woman who asks for
no return, the perfectly unselfish person, is the
most successful.”
Be the Best Version of Yourself “The great secret of true success, of true
happiness, is this: the man or woman
who asks for no return, the perfectly
unselfish person, is the most successful.”
Be the Best Version of Yourself “Learn Everything that is Good from
Others, but bring it in, and in your own
way absorb it; do not become others.”
The Importance of Self-introspection “Talk to yourself once in a day,
otherwise you may miss meeting an
intelligent person in this world.”
Honesty is the Best Policy “Everything can be sacrificed for truth,
but truth cannot be sacrificed for
anything.”
All Creations of God are Born Equal “Soul has no sex, it is neither male nor
female. It is only in the body that sex
exists, and the man who desires to
reach the spirit cannot at the same time
hold sex distinctions.”
• September 5th is celebrated as Teachers’ Day in
India. The day commemorates the birth
Dr S. Radhakrishnan
anniversary of Dr. Sarvepalli Radhakrishnan.
• Born on September 5, 1888, he served as 2nd
President of India from 1962 to 1967 and 1st Vice
President of India from 1952 to 1962.
• He was born in a Telugu Brahmin family.
• He was also a renowned scholar, philosopher, and
Bharat Ratna awardee.
• Radhakrishnan's philosophy was grounded in
Advaita Vedanta.
• He also authored the book ‘The Philosophy of
Rabindranath Tagore’ in 1917.
 Dr S. Radhakrishnan
• His other works include Indian Philosophy, (1923-
27), The Philosophy of the Upanishads (1924), An
Idealist View of Life (1932), Eastern Religions and
Western Thought (1939), and East and West:
Some Reflections (1955).
• He was awarded the Bharat Ratna, India’s highest
civilian award, in 1954.
• "The end-product of education should be a free
creative man, who can battle against historical
circumstances and adversities of nature." Quite
true. And, it is teachers who impart life skills to
children to wage such battles.
Mahatma Gandhi
● Mahatma Gandhi attained his early education
from Ahmedabad. He was a dedicated
student.
● He went to South Africa to pursue law from
University College London’s Faculty of Law
and realized the importance of education in
life.
● He believed that education is the basic
necessity of everybody.
● Gandhiji felt that children learn the utmost
when they are taught in their mother tongue
instead of English to promote national
language.
● He believed that children should be taught in such a way
that it should not only broaden this horizon of thoughts
but also draw them closer to their culture and tradition.
● He advocated that education is purposeful when it is
taught by the heart.
● Gandhiji encouraged vocational education to be adopted
by the national system of education.
● He strongly advocated that the democracy of the
country does not function on knowledge. It is the right
to education for all that makes a country democratic.
● He prescribed that education should penetrate to every
corner of the villages of India to build a robust nation.
● He felt that education is nothing but eagerness
to question and the power of inquisitiveness.
● Gandhiji acknowledged that a country’s success
lies in the rate of literacy of the fellow
countrymen.
● He believed that nothing is, or can be more
powerful than a man with an education.
● Gandhiji wanted to promote education as one
of the most basic necessities of a country. A
country is bound to get profitable returns if the
investment is made in the education sector.
 Rabindranath Tagore

● Born on 7th May, 1861 in an educated rich and respected

family of Bengal.
● His father taught him in Sanskrit education as well as in
Indian philosophy and astronomy (astrology).
● In 1877, he was sent to England for reading the law, but he
was not satisfied and returned to India without a degree of
education.
● He was educated mostly at home through home education
and self - study.
● From his childhood he wrote in Bengali journals and started
writing among the people.
The principles of Tagore's philosophy of
education
● 1. The child should be educated through his mother
tongue.
● 2. While learning, the child should get freedom.
● 3. To develop the child 's creative instincts, an
opportunity should be given for self - publishing.
● 4. The child should be educated in nature away from the
city.
● 5. Education should bring about a harmonious
development of all the powers of the child.
● 6. The child should have the opportunity to learn freely
in the environment of nature.
Aim of Education

● 1. Objective of physical development

● 2. Objective of mental development
● 3. To adjust education and life
● 4. Developing a spiritual culture
● 5. To develop as former human being
● 6. To maintain truth and unity.
Sri Aurobindo Ghosh

● Born on August 15, 1872, in Kolkata.

● He is a famous sage, poet, patriot, philosopher, and
educationist and is known by the name Aurobindo which
means ‘Lotus’ in Sanskrit.
● He is one of the most renowned contemporary Indian
philosophers of education. He possessed a wide knowledge of
East and West, ancient and modern systems of education.
● He has presented an integral philosophy of education through
his ‘ashram’ at Pondicherry.
● In this ashram, experiments are conducted to evolve a new
educational system that may be adopted for the
reconstruction of Indian education.
● He considers the law of life to be the fulfillment of Swadharma and wants that every
individual in a nation should fulfill his Swadharma.
● According to him, the purpose of education must be to prepare the individual to serve
their nation and humanity.
● His philosophy of education emerges directly from his philosophy of life which is based
on spiritual penance, the practice of yoga, and brahmacharya.
● According to him, any education involving all three factors can develop man to the fullest
extent. In his life, he harmonized the two important ends of existence, that is, spirit and
matter.
● He strived to translate these ideas into a system of education through his Pondicherry
ashram school which has now grown into Auroville-a city of universal culture
Basic Principles of Sri Aurobindo’s Education

● Education must be child-centered.

● Education must help to achieve the physical purification of the
child.
● There must be liberty for the child.
● Education must be according to the mental aptitudes and
psychological needs of the child.
● Education must be related to the life of the child.
● Education must be imparted through the medium of the mother
tongue.
● Education must bring out the latent powers of the child.
Major Schools
of Philosophy
Idealism and Education
● The word “Idealism” has been derived from ‘Ideal’. Plato conceived of ideas
as the basis of his philosophy.
● It adheres to the view that nothing exists except an idea in the mind of man.
Idea or higher nature is essence. They are of ultimate cosmic significance.
Idealism idolizes ‘mind and self’. An idealist shifts the emphasis from the
natural or scientific facts of life to the spiritual aspects of human
experiences.
● Idealism seeks to offer an explanation of the man and the universe in terms
of spirit or mind. Idealism is in fact spiritualism. Man’s spiritual nature is
considered to be the very essence of his being. It asserts that reality is to be
found in man’s mind rather than in material nature.
CHIEF ASSERTIONS OF IDEALISM

● Spirit and mind constitute reality.

● Man being spiritual is a supreme creation.
● Universal mind.
● Faith in spiritual values.
● Real knowledge is perceived in mind.
Aims of Education

Self – realization or exaltation of human personality.

Universal education

Spiritual Development

Transmission & promotion of cultural heritage.

Cultivation of moral values.

Development of intelligence and rationality.

CURRICULUM

● While developing curriculum, idealist give more importance to thought,

feelings, ideals and values than to the child and his activities. They hold that
curriculum should be concerned with the whole humanity and experiences.
Human activities may be classified as :
● 1. Intellectual.
● 2. Aesthetics.
● 3. Moral.
● 4. Physical.
● Great importance is given to humanities, culture, art, history, philosophy,
literature and religion. Idealism does not ignore physical activities for with
health and fitness the pursuit of spiritual values is seriously hampered.
METHODS OF TEACHING

● Learning through reading.

● Learning through lecturing.
● Learning through discussion.
● Learning through imitation.
● Learning through questioning.
● Descartes employed the device of simple to complex. Herbert
advocated Instruction Method while as Froebel insisted upon play
– way Method.
Role of teacher

● The teacher personifies reality for the pupil. The pupil

understands and learns about the universe through his teacher.
● The teacher has to be a specialist in the knowledge of each one
of his pupils.
● A good teacher commands the respect of the pupils by virtue of
his own high standards of behavior and conduct.
● The teacher should be a personal friend of the individual.
● He provides standards of imitation.
Idealism and Discipline

● Idealist attaches importance to impressionistic discipline in comparison

with repressionistic discipline.
● They assert that the teacher should first gain respect from the child
through his affectionate and sympathetic behavior and then motivate
him to learn by his praiseworthy ideals.
● He has to sublimate his basic instincts.
He has to maintain such an environment so as to control his
undesirable activities and develop desirable qualities of head and heart
in such a way that he begins to exercise and maintain self–discipline.
● The student should realize that this self–discipline is for his own good
and development.
Naturalism

● Nature is everything, there is nothing beyond it.

● Nature is also termed as materialism.
● Man should investigate the truth of nature by scientific methods with
all his capacities and resourcefulness.
● It doesn’t believe in sentimentalism, spiritualism, and supernaturalism.
● It emphasizes the nature of every field of education.
● It does not believe in the existence of God.
● It gave importance to matter and the physical world.
● It is a philosophy that considers nature as everything and denies the
existence of spirit.
 Forms of
Naturalism

Atomistic Scientific Mechanical Historical

Naturalism Naturalism Naturalism Naturalism

Physical Biological
Naturalism Naturalism
Aims of Education

● The aim of education is according to Herbert Spencer, to enable the

individual to lead a complete life.
● It is the general aim, which comprises of five specific objectives.
● The objectives are as follows:
1) Self-preservation
2) Securing the necessities of life
3) Upbringing children
4) Maintain of social and political relations
5) Enjoyment of leisure
 Self-Preservation:
Self-expression: Self-
Education should help
expression, not self-
the child in self-
realization is an
preservation. It includes
important aims of
self health along with
naturalistic education.
healthy environment.

Survival of the individual:

Fullest Development:
Naturalism believes that
Naturalism believes that
the fittest alone should
the chief aim of
survive. Education must
education is the fullest
equipe the child to
development of the child.
struggle to exist.
Naturalism and Curriculum

● Naturalist do not advocate a fixed curriculum.

● Curriculum must be child-centered.
● It gives place for skills and other useful educational activities.
● It lay stress on physical education and health training and home
science also.
● It considers literacy subjects as useless and gives no place in the
curriculum.
● Curriculum should contain games, sports, physical culture,
biology, physics, nature study, language, history, geography, and
other allied subjects.
Curriculum

● Herbert Spencer classifies all human activities into five

and assigns a place to each of them in the curriculum.
The five activities in order of priority are
i) Activities of self-preservation
ii) Activities of a Vocation
iii) Activities of a worthy citizenship
iv) Activities of a worthy home membership
v) Activities of the leisure time
Naturalism and Method of Teaching

● Naturalism is a result against the old, traditional, bookish system of education.

● Direct experience with nature, things, and men is the keynote of instruction
according to naturalists.
● They follow different method of teaching according to the interests, capacities,
and aptitude of the child
● Learning by doing
● Heuristic Method
● Direct method
● Observation and excursion
● Play way method
● Learning through senses
● Learning through participation
● Other methods: Naturalists adopt Dalton plan, Kindergarten, Excursion method,
Montessori Method, Experimentation so as to bring about a natural development
Teacher

● Teacher should behave sympathitically and

affectionately forwards the children.
● Nature- supreme Teacher
● Teacher the observer
● Understand about child
● Teacher the stage setter
● Teacher the gardener
Discipline

● Naturalist gives full freedom to the child to perform and learn whatever he likes.
● No punishment
● Full freedom
● Free society
● Naturalists assume that the child has no knowledge of good and bad, but suffers
pain when he makes a mistake, and pleasure when he does something right. Thus
he gets reward or punishment for his actions.
● They disapprove of punishment to children.
● Punishment should be determined by natural consequences of wrong deeds.
● If the child breaks the windowpane of his room, he should not be punished
physically as Rosseau did imagine for Emile.
PRAGMATISM

● The term ‘Pragmatism’ derives its origin from a Greek word ‘Pragma’
meaning ‘Activity’ or ‘Practice’ or ‘Action’.
● As action gets priority over thought, Pragmatism is also known as
‘Expenditure’ which believes in ‘practicability’ or ‘utility’ depending upon
the truth, reality, goodness or badness which are all relative terms and
are not predetermined or absolute.
● It tends to hold the idea that the truth/fact of yesterday needs to be
experienced truly, today and tomorrow. It idealizes the activity on the
basis of its consequence over time frame.
● In short, it conceptualizes an inference on the basis of changed or
changing needs, circumstances and places.
PRAGMATISM AND AIMS OF EDUCATION

● To create new values

● To enable pupils to gather experience through activity
● To help the pupil to adjust with him and the society
● To help the pupil to reconstruct his experience
● To make all round development of the pupil
PRAGMATISM AND CURRICULUM
• Those subjects, activities and experiences should be included in the
curriculum which are useful to the present needs of the child and also
meet the future expectations of adult life as well.
• The subjects are such as Language, Physical well being, Physical
Principle of training, Geography, History, Science, Agriculture and Home Science for
Utility girls.

• Only those activities and experiences where the child takes interest are of
four varieties namely (i) Interest in conversation (ii) Interest in investigation
(iii) Interest in construction and (iv) Interest in creative expression.
Keeping these varieties of interest in view at the primary stage, the
Principle of curriculum should include writing, counting, art, craft-work, natural science
Interest and other practical work of simple nature.
PRAGMATISM AND CURRICULUM
• The child’s activity, vocation and experience. All these three should be
closely integrated.
• The curriculum should consist of such varieties of learning experiences
Principle of which promote original thinking and freedom to develop social and
purposeful attitudes.
Experience

• Pragmatic curriculum deals with the integration of subjects and activities.

• Pragmatists want to construct flexible, dynamic and integrated curriculum
which aids the developing child and the changing society more and more
Principle of as he/she needs, demands and situation requires
Integration
PRAGMATISM AND METHOD OF TEACHING

● Teaching-learning process is social and bi-polar process.

● Learning takes place as an interaction between the teacher and the taught.
● Similarly, between the thought and action, it gives priority to action.
● They prefer practical over theory based teaching–learning process.
● The whole emphasis of method of teaching in pragmatism is on child, not the
book of the teacher or the subject.
● Learning by doing and the project methods have an important place in the
methods of teaching proposed by the pragmatists.
● All learning must come as a product of action. Learning by doing makes a
person creative, confident and co-operative.
● They also put on emphasis on the discovery and enquiry method.
● The techniques which follow the principle of learning by doing can be used
according to pragmatists view.
PRAGMATISM AND TEACHER

● In the opinion of pragmatists the duty of the teacher is to create such

an environment in the school where pupils will have to face different
problems relating to real life and will take interest in the solution of
those problems.
● Helper, guide and philosopher.
● Suggest problems to his pupil and to stimulate them to find by
themselves the solution which will work.
● Provide opportunities for the natural development of innate qualities if
the children.
● To suggest problem to his student/pupils and to guide them to find out
he solutions.
PRAGMATISM AND DISCIPLINE

● Pragmatists have opposed against the imposition of rules and

regulations to pupils. They believes in social and personal discipline, In
their opinion if we give them opportunities to participate in different
types of collective activities spontaneous discipline will grow in them.
● Play and work should be combined and this combination will perform a
mental attitude and discipline. By taking part in such activities the
qualities like tolerance, sympathy, mutual respect, attitude of service
will be developed in them.
● Discipline cannot be maintained through force and domination.
Children should be left free in order to develop freely and
harmoniously.
● Rewards and punishment are of no significance in the process of
learning.
● They believed that no moral standard of values are already established.
● The philosophy believes in discipline, but the discipline should not be
the outcome of external force it should be backed by freedom and joy.
It advocates on discipline based on the principles of child’s activities
and interests.
● It upholds discipline based on social and mutual understanding. It
believes in engaging the children free and real activities of human life.
Realism

● About a thing' or 'Concerning some object.' Hence, it is an angle of

vision according to which things as we see and perceive are
realities. Realists firmly hold that knowledge acquired through
senses only is true. Hence, what we perceive and see by our own
senses is real in nature and the only true entity of the world.
 Realism and Realism and
Naturalism Pragmatism
Both Naturalism and Realism believe Both Realism and Pragmatism emphasize the
in the truth and reality of the importance of experience.
material world. Like Pragmatism Realism also firmly holds that
The difference between the two is real knowledge cannot be gained without
mainly that while Naturalism experience.
emphasizes the ultimate truth and The difference is that Realism believes in
reality of the matter and material traditions and facts with which the true and
objects, Realism does not bother real knowledge is linked up, while
about the ultimateness of the Pragmatism is a dynamic process and gains
reality of material objects. true knowledge of the material world by
It is concerned with them as they are activity and consequent experience.
in existence.
 Humanistic
Realism.

Forms
Neo- Social
Realism. of Realism.
Realism

Sense
Realism.
Fundamental Principles of Realism

● Phenomenal World is True:- Realists believe in the truth and reality of the matter. To
them, there is no world beyond this.
● Senses are the Doors of Knowledge:- Realism believes that senses are the doors or
gateways of knowledge. The impressions and sensations that result from our contact
with external world through our senses result in knowledge that is true and real.
● Theory of Organism:- According to Realists conscious and unconscious things form an
organism.
● Opposition of Idealism:- There is no place for imagination in Realism at all. Thus, it
asserts that there are no such entities as God, Soul, or the other world. They are mere
figments of human imagination. Hence, having no faith in the existence of God, Soul,
and their interrelationship, Realists assert that the scientific realities of matter and its
attributes are true and real.
 Based on
Science

Opposition Emphasis on
of Bookish Characteristics Present Life
Knowledge of Child

Emphasis on
Experiment
and Applied
Life
 Developing the
Imparting
Aims of Physical and
Vocational
Education Mental Powers of
Education
Child

Preparing the
Developing and
Child for a Happy
Training of
and Successful
Senses
Life

Acquainting the
Preparing the
Child with Nature
Child for a Real
and Social
Life
Environment
Realism and Curriculum

● Realists insisted that only those subjects and activities should be included in the
curriculum that prepare children for actual day-to-day living. Accordingly,
considering the real situations, conditions, and circumstances of the present-day
life of human beings, realists emphasize giving a prime place to Nature, Science,
and vocational subjects with a secondary place to Arts, Literature, and Languages.
● It is to be noted that Realists have recommended about thirty subjects for the
curriculum. They have also advocated free choosing by the children from among
these subjects. At the same time, they have made clear that the teaching of the
mother-tongue is the foundation of all development and vocational subjects
which are essential for livelihood. Hence, the essential subjects in the curriculum
should be language and vocational subjects.
Realism and Methods of Teaching

● Traditional system of education gave to the child only bookish

knowledge which was purely academic and wordy. Hence, it failed to
prepare the child for real life. Realists changed that system of
teaching to gain knowledge through sense according to the child's
nature and capacity by way of observation and experience.

● Emphasizing that objects are real, the Realists insisted to impart

knowledge of objects and external phenomena through senses. In
their opinion objects should be first shown and allowed to be
handled if need be arise and then only they be interpreted and
explained to the child. This encouraged the use of audio-visual aids
in education.
Realism and Teacher
● Is expected to have full knowledge of the content and the needs of children.
● Must also be capable to present before children the content in a clear and
intelligible way by employing psychological and scientific methods.
● It is the duty of teacher to tell children about scientific discoveries, researches and
inventions by others in various fields of knowledge.
● Should also be engaged in some research work or experimentation.
● Inspire children to undertake wide and close observation and experimentation
themselves so that they are able to find out new facts.
● Must understand well the amount of knowledge-to be provided to each child at a
specific time.
● Hence, Realists insist upon the training of teachers before they engage
themselves in the teaching work in an effective way.
Realism and Discipline

● Realists emphasize moral and religious education of the child. For

this type of education, discipline is essential and a pre-requisite
condition.
● They advocate self-discipline of effective smooth adjustment of
the child with external environment, the teacher only inspiring
and encouraging sympathetically.
Humanism

● The English word humanism has been derived from the Latin term
'Homo' which means human being. Thus, literally speaking, humanism is
the philosophy in which man occupies a central place.
● Etymological meaning however, is not the sufficient meaning of a term,
it includes its historical usage as well. The use of a term in the historical
tradition gradually unveils the different aspects of its meaning.
● Principles:
❑ Importance of Man over Nature
❑ Importance of Personality Development
❑ Full support to the Principle of Unity in Diversity
TEACHERS ROLE

● Be a facilitator and a participating member of the group.

● Accept and value students as viable members of society.
● Accept their values and beliefs.
● Make learning student centered.
● Guide the student in discovering the gap between the real and the ideal self,
facilitate the student in bridging this gap.
● Maximize individualized instruction.
● To facilitate independent learning, give students the opportunity to learn on their
own ~ promote open-ended leaming and discovery.
● Promote creativity, insight and initiative.
Curriculum
● The education that is good for a person is also best for the well-being of the nation. Here,
the individual learner is not regarded as a passive or at least easily managed recipient of
input. S/he is the choosing or self-selecting organism.
● The learner as a human being has prime significance for the Humanistic Curriculum which
aims at the development and realization of the complete human personality of the
student.
● It does not take the student as subservient to society, history, or philosophy but as a
complete entity.
● Experts suggest that if education succeeds in the development of the needs, interests, and
aptitudes of every individual, the students will willingly and intelligently cooperate with
one another for the common good.
● This will ensure a free and universal society with shared interests rather than conflicting
ones.
● Thus humanists stress individual freedom and democratic rights to form a global
community based on the “common humanity of all people”.
Eclective Approach

● Eclecticism has been derived from the verb root “elect”. To elect
means to choose and pick up. The good ideas, concepts, and
principles from various schools of thought have been chosen,
picked up, and blended together to make a complete philosophy.
Thus eclecticism is a philosophy of choice.
● Eclecticism is nothing but a fusion of knowledge from all sources. It
is a peculiar type of educational philosophy that combines all good
ideas and principles from various philosophies.
ADVANTAGES OF ECLECTIC APPROACH

● Learners always like something new and exciting. This approach is

broad and may include every kind of learning activity and saves
learner from monotony.
● It is more appropriate for Pre School learning but not less
beneficial in the class rooms. It is helpful in all kinds of skills in
stimulating a creative environment and gives confidence to the
learners.
● In this approach children discovers and instill good ways of
learning. Above all this approach gives a chance to our common
sense to mould and shape our method according to the
circumstances and available materials of teaching aids.
References

● https://aroraias.com/history/schools-of-indian-philosophy-arora-ias/
● https://www.clearias.com/indian-philosophy-schools/
● https://vedanta.org/what-is-
vedanta/#:~:text=Vedanta%20asserts%20that%20the%20goal,with%20knowledge%20and%20lif
e%20experiences.
● https://leverageedu.com/blog/teachings-of-swami-
vivekananda/#:~:text=He%20wished%20to%20capture%20the,%2C%20Karma%2C%20and%20
Raja%20Yoga.
● https://www.aplustopper.com/10-lines-on-mahatma-gandhis-educational-philosophy/
● https://www.bednotesatoz.in/2023/03/educational-philosophy-of-rabindranath.html
● https://educationsummary.com/lesson/educational-philosophy-and-thoughts-of-sri-aurobindo-
ghosh-b-ed-notes/
● https://www.adda247.com/teaching-jobs-exam/idealism-and-education/
● https://ijcrt.org/papers/IJCRT2003258.pdf
● https://www.samareducation.com/2022/10/realism-philosophy.html
● https://www.samareducation.com/2022/10/humanism-philosophy.html
● https://www.uwyo.edu/aded5050/5050unit9/education.asp#:~:text=Humanistic%20teachers
%20believe%20that%20students,to%20learn%20on%20their%20own.
● https://www.meshguides.org/guides/node/768#:~:text=The%20Humanistic%20Curriculum%
20is%20based,easily%20managed%20recipient%20of%20input.
● https://educational-system.blogspot.com/2013/01/importance-of-electic-approach-
in.html#:~:text=ADVANTAGES%20OF%20ECLECTIC%20APPROACH&text=Learners%20alw
ays%20like%20something%20new,beneficial%20in%20the%20class%20rooms.