TEACHING APTITUDE NET PAPER 1: EDUCATION AND MAJOR PHILOSOPHIES

• TEACHING APTITUDE # LECTURE 1
  EDUCATION AND MAJOR PHILOSOPHIES AND APPROACHES IN EDUCATION
  
  NET PAPER 1
• DR SHASHI AGGARWAL
• EDUCATION MEANING AND DEFINITION

1. EDUCATION IS GRADUAL PROCESS WHICH BRINGS POSITIVE CHANGE IN HUMAN LIFE AND BEHAVIOR
2. EDUCATION “ AS A PROCESS OF ACQUIRING KNOWLEDGE THROUGH STUDY OR IMPARTING KNOWLEDGE BY WAY OF INSTRUCTIONS OR SOME OTHER PRACTICAL PROCEDURE.
3. EDUCATION,TEACHING AND LEARNING ARE CLOSELY RELATED
4. THE OBJECTIVE OF EDUCATION IS LEARNING NOT TEACHING
5. TEACHING IS THE WAY TO MAKE STUDENTS LEARN THEM BUT THEN IT IS NOT THE ONLY WAY
6. EDUCATION IS THE KEY TO EVERYTHING THAT IS GOOD IN OUR WORLD TODAY
7. EDUCATION IS NOT ONLY ABOUT PAST AND PRESENT BUT IT IS ALSO  THE KEY TO THE FUTURE
8. EDUCATION NOT ONLY TEACHES OUR CHILDREN FACTS BUT ALSO TEACHES THEM HOW TO THINK AND LEARN ON THEIR OWN

9. BRINGS A NATURAL AND LASTING CHANGE IN AN INDIVIDAL’S REASONING AND ABILITY TO ACHIEVE THE TARGETED GOAL
10. MAIN THING THAT ENCOURAGES US TO DISTINGUISH BETWEEN RIGHT AND WRONG
11. EDUCATION IS THE PASSAGE TO GROWTH
12. EDUCATION RESEMBLES A MEDIUM THROUGH WHICH WE CAN ASSOCIATE WITH VARIOUS INDIVIDUAL AND OFFER OUR THOUGHT
13. EDUCATION IS FUNDAMENTALLY LEARNING OF ABILITIES AND IDEAS THAT CAN MAKE US INCREASINGLY INNOVATIVE AND ISSUE SOLVER

• DEFINITION

1. ARISTOTLE DEFINED EDUCATION AS A CREATION OF A SOUND MIND IN A SOUND BODY
2. JOHN DEWEY :EDUCATION AS THE POWER BY WHICH MAN IS ABLE TO CONTROL HIS ENVIRONMENT AND FULFILL HIS POSSIBILITIES

3. FROBEL :EDUCATION IS PROCESS BY WHICH THE CHILD DEVELOPS ITS INNER POTENTIAL IN A MANNER SO AS TO PARTICIPATE MEANINGFULLY IN THE EXTERNAL ENVIRONMENT

• PURPOSE OF THE EDUCATION
• ADLER SUGGESTED THAT THERE ARE THREE OBJECTIVES OF CHILDREN’S SCHOOLING:

1. THE DEVELOPMENT OF CITIZENSHIP
2. PERSONAL GROWTH OR SELF IMPROVEMENT
3. AND OCCUPATIONAL PREP RATION

• DE MARRAIS AND LECOMPTE(1995) OUTLINED THE FOUR MAJOR PURPOSES OF SCHOOLING THAT INCLUDE:

1. INTELLECTUAL PURPOSE SUCH AS THE DEVELOPMENT OF MATHEMATICAL AND READING SKILLS
2. POLITICAL PURPOSES SUCH AS THE ASSIMILATION OF IMMIGRANTS
3. ECONOMIC PURPOSES SUCH AS JOB PREP RATION
4. SOCIAL PURPOSE SUCH AS THE DEVELOPMENT OF SOCIAL AND MORAL RESPONSIBILITY

• MAJOR PHILOSOPHIES AND APPROACHES IN EDUCATION
• PHILOSOPHY : TWO GREEK WORD PHILOS WHICH MEANS LOVE AND SOPHY WHICH MEANS WISDOM
• GENERAL BELIEFS,CONCEPTS AND ATTITUDE POSSESSED BY AN INDIVIDUAL OR A GROUP
• ALL ASPECTS OF EDUCATION SUCH AS AIMS,OBJECTIVES,CURRICULUM,TEACHING METHODS,TEXT BOOKS AND DISCIPLINE ARE INFLUENCED BY THE PHILOSOPHY

• BASIS OF EDUCATION:

1. WHY :MOST IMPORTANT DECIDED BY PHILOSOPHY
2. HOW IS DECIDED BY THE PSYCHOLOGY
3. WHAT IS DECIDED BY THE SOCIAL NEEDS
4. EDUCATION IS BASED ON THE BASIS OF PHILOSOPHICAL,PSYCHOLOGICAL AND SOCIOLOGICAL BASIS

• IDEALISM: DERIVED FROM IDEAL, BASICALLY DEALS WITH MIND AND SELF THAT IS ACTUALLY SPIRITUALISM. THE UNIVERSAL MIND.
• FROBEL,KANT,PLUTO,SWAMI DAYANAND,VIVEKANANDA AND SRI AUROBINDO ARE MAIN PROPONENTS OF IDEALISM
• IDEALISM BE LIVES IN REFINED WISDOM AND IT IS SYSTEM OF THOUGHT THAT FOCUSED ON IMPORTANCE OF MIN,SOUL OR SPIRIT
• NATURALISM

1. PHILOSOPHY WITH THE BELIEF THAT NATURE ALONE REPRESENTS  THE ENTIRE REALITY
2. MAIN PROPONENTS : TAGORE,ROUSSEAU AND HERBRET SPENCER
3. DOES NOT BELIEVE SPIRITUALITY AND SUPER NATURALISM
4. HUMAN LIFE IS A PART OF NATURE
5. IT IS SELF SUFFICIENT ENTITY HAVING ITS NATURAL FORCE AND NATURAL LAWS
6. EMPHASIS ON MATTER AND THE PHYSICAL WORLD
7. NATURE IS THE SOURCE OF ALL KNOWLEDGE
8. OUR SENSES ARE TH GATEWAY TO KNOWLEDGE
9. THE EDUCATIVE PROCESS MUST BE PLEASURABLE AND SET IN NATURAL SURROUNDING

• PRAGMATISM

1. BASICALLY GREEK WORD THAT MEANS PRACTICE OR ACTION
2. KEY WORD IS UTILITY WHATEVER IS USEFUL IS GOOD AND WHAT EVER IS USEFUL
3. A PRAGMATIST LIVES IN WORLD OF FACTS
4. FOCUSES ON ACTIVITY OR DOING
5. THE MAIN THINKERS : JOHN DEWEY,KILPATRICK.MEAD
6. NO VALUES OF LIFE. TRUTH IS CREATED DURING THE COURSE OF EXPERIENCE
7. HUMAN ARE ACTIVE BEING AND SOLVE THIER PROBLEMS ON THE BASIS OF LOGIC OF EXPERIMENTS AND SCIENTIFIC METHODS

• CONSTRUCTIVISM
• JEAN PIAGET AND J.S BRUNER

1. LEARNING INVOLVES AN ACTIVE PROCESSING OF INFORMATION AND THAT EACH INDIVIDUAL ACTIVITY ORGANIZE AND CONSTRUCT KNOWLEDGE FOR ITSELF
2. EDUCATIONAL PSYCHOLOGY BELIEVES THERE ARE DEVELOPMENTAL STAGES FOR KNOWLEDGE ORGANIZATION

• AS PER JEAN PIAGET:
• ACCOMMODATION AND ASSIMILATION ARE BASIC TO LEARNING
• A LEARNER DEVELOPS NEW SCHEMA THROUGH ACCOMMODATING
• NEW EXPERIENCES ARE ASSIMILATED INTO ALREADY EXISTING SCHEMA

• HUMANISM

1. BELIEVE IN INTERESTS AND WELFARE OF ALL HUMAN BEINGS
2. REASONABLE BALANCE IN LIFE AND REGARDS THE HUMAN BEING AS CENTRE AND MEASURES OF ALL ACTIVITIES
3. THE FORM OS LEARNING IS ON SELF ACTUALIZATION
4. ADVOCATES,COOPERATION,MUTUAL TOLERANCE AND SOCIAL UNDERSTANDING

RATIONALISM: CLAIM THAT THERE ARE SIGNIFICANT WAYS IN WHICH OUR CONCEPTS AND KNOWLEDGE ARE GAINED INDEPENDENTLY OF SENSE EXPERIENCE

• EMPIRICIST : SENSE EXPERIENCE IS THE ULTIMATE SOURCE OF ALL OUR CONCEPTS AND KNOWLEDGE
• EXISTENTIALISM:
• FOCUSES ON INDIVIDUAL EXISTENCE,FREEDOM AND CHOICE
• UNIQUENESS AND ISOLATION OF THE INDIVIDUAL EXPERIENCES IN A HOSTILE OR IN DIFFERENT UNIVERSE REGARDS HUMAN EXISTENCE AS UNEXPLAINABLE AND STRESSES FREEDOM OF CHOICE AND RESPONSIBILITY FOR THE CONSEQUENCES OF ONE’S ACTS
• BEHAVIOURISM

1. LEARNER IS PASSIVE ORGANISM WHO MAY BE CONDITIONED TO LEARN THE BEHAVIOR:
2. LAW OF EXERCISE”PRACTICE MAKES THE PERFECT. REPEATING A CONDITIONED RESPONSE WOULD STRENGTHEN THE STIMULUS RESPONSE
3. LAW OF EFFECT:PRINCIPLE OF REINFORCEMENT AND PUNISHMENT

• GESTALT PSYCHOLOGY

1. WHOLE GREATER IS SUM OF ITS PARTS
2. IN HUMAN BODY : CELLS,TISSUES,ORGANS,SYSTEMS ETC SUM OF THE ALL THESE HUMAN BODY IS GREATER THAN SUM OF ITS PARTS
3. SHOWS THE SIGNIFICANCE OF PERCEPTION
4. ALSO SHOWED THAT COMPLEX LEARNING NEED NOT OCCUR GRADUALLY THROUGH LENGTHY PRACTICE BUT MAY DEVELOP THROUGH INSIGHT