NURSING EDUCATION PHILOSOPHIES ESSENTIALISM EXISTENTIALISM BHAGWAD GITA JAINISM BUDDHISM By HIREN GEHLOTH FOR NUSRING STUDENT

1. Subject: Nursing Education
Topic: Essentialism, Existentialism, Bhagvad Gita
Gehloth Hiren Kanaiyalal
Roll No: 03
F.Y.M.Sc Nursing

4. ► Essentialism
 Essentialism is a theory that states that, children
should learn the traditional basic subjects and these
should be learned thoroughly and rigorously.
 An essentialist program normally teaches children
progressively, form less complex skills to more
complex.
 Essentialist believe that there exist a critical core of
information and skill that an educated person must
have.

6. Metaphysics
 It acknowledges the primary of the essence. It is not
dependent on objective facts and measurement and not
limited to empirical understanding.
 It transcends self/other dualism to define the undivided
source.

7. Epistemology
 Truth exists in the classics and modern science.
 Students must learn process and content.
 Knowledge is gained through the interaction
of experiences and rational thought.

8. Axiology
 Determined by the natural order of things.
 Values exist in the best of culture

9. Purpose of Schooling
 Prepare students to be productive, contributing
members of society.
 For essentialist, the aim of education is to teach the
young the essentials they need to live well in the
modern world.

10. Curriculum
Strong emphasis on basic skills in elementary schools
and on disciplined knowledge and scholastic
achievement in secondary schools

14.  Existentialism :-
 Existentialism is at once a terrifying and fascinating
philosophy.
 One may be an existentialist without knowing it.
 Two major wings in existentialism…
 (1) Theistic (Believe In God)
 (2) Atheistic (Not Believe in God)

15. ● Existentialism is the youngest philosophy,
described as modern 20th century philosophy,
however a wide general recognition in educational
field is not yet received.

17. Metaphysics:
 Existentialism is a humanistic philosophy. Man is the
major focus of all existentialist, thinkers- theists or
atheists.
 The existentialism on the other hand predetermining
essence for the man.
Epistemology:
 The existentialism concepts of truth as subjective and
the phenomenological method provide that the key to
this epistemology, for the key to this epistemology, for
the existentialist subjectivity is truth.

18. Axiology:
 Values should be freely chosen
 Man is the source of all values for the existentialist.

19. The Existentialist Curriculum
 Learning is self-paced, self-directed.
 Students are given a wide variety of options from
which to choose.
 Students are afforded great latitude in their choice of
subject matter.

20.  The humanities are given emphasis to provide
students with vicarious experiences that will help
unleash their own creativity and self-expression.
 Composed of fine arts, drama, creative expression,
literature, and philosophy.
 Vocational education is seen more as a means of
teaching students about themselves and their
potentials than that of earning a livelihood.

21. * Main Assumptions..
1. Man’s existence
2. Self knowledge
3. Freedom and self responsibility
4. Man is not complete

22. Aim of Education
 To help students understand and appreciate
themselves as unique individuals who accept complete
responsibility for their thoughts, feelings, and actions.
 To educate the whole person, not just the mind, since
feeling is not divorced from reason in decision
making.

23. Methods of Teaching
 The existentialism would certainly rejects the teacher
centered, subject-centered, and problem-centered
methods of instructions.
 The existentialist for one believe that nobody can be
taught by another.
 Thus the teacher has a less active role play to play in
his medium between the student and the curriculum.

24. Role of Teachers
 To assist and guide the learner in the process of
becoming intelligent, sensitive, choosing, and acting
individual who knows the obligation and
responsibility of freedom.
 To help the individual identify and know himself
better.

25. Role of Learners
 To freely choose what subject/s they want to study as
long as they are interested in it.
 To define their own essence or meaning of life.

26. The Bhagvad Gita
 The literally means,
“The Lord’s song”..
• It is called the
“Gospel Of Humanity”.
• It deals with the metaphysics,
religious outlook and ethical
code.

27.  The Gita tries to build up a philosophy of Karma
(action) based on Jnana(knowledge) and supported
by Bhakti(devotion) in a beautiful manner.
Considered to be the greatest contributions of India to
the World.
 “THE FIGHT AGAINST THE EVIL IS THE
DUTY OF MAN”
 Thus, the Gita represents a unique synthesis of
Action, Devotion, and Knowledge.

28. Three Paths of Bhagvad Gita….
1. Karma Yoga: The path of selfless action
2. Bhakti Yoga: the path of devotion
3. Jnana Yoga: the path of self transcending
knowledge

29. Educational Implication
 Self effort is key note for success.
 Do your duty with sense of devotion.
 Develop the balance mind.
 Follow the golden mean
 Be of service To other
 Be A Jnani :
 Four devotes of god : The Suffere(Artha), The
Seeker(Jignasu)
The self interested(Artharthi),
The Wise (Jnani)

30. Jainism
 Jainism derived its name from
the word “Jina” which means
one who has conquered his
passion and achieved mastery
over his self.
 Jainism is said to have its origin
in prehistoric times.
 Jainism has been characterized
as realistic, pluralistic,
relativistic

31. Buddhism
 Siddartha or Gautam Buddha is
the founder of Buddhism lived
in the sixth century BC.
 Buddhism recognizes the
distinction between the soul and
its material environment.
 Buddha’s views as reported by
hi intimate disciples.

32. Marxism
 1. Marxism is a philosophy of a system of social and
political analysis.
 2. Karl Marx took the idea from Hegel – individual
develop ideas to improve and develop society.
 3. This idea was further developed by Marx and Frederick
Engels.

33.  4. During industrial revolution the society was dived
into – [owned means of production] and [laborers].
 5. His theory is set in the backgrounds of French
revolution during 19th century.