Western Philosophies

1. The Philosophy of Education
By
Dr. Qaisar Abbas
Assistant Professor
Riphah International University
E-mail:drqaj@yahoo.com

2. What is Philosophy
“EDUCATION WITHOUT PHILOSOPHY
IS BLIND AND PHILOSOPHY WITHOUT
EDUCATION IS INVALID”
The term philosophy has been derived from two
Greek words, ‘Philos’ means love and ‘Sophia’
means wisdom.
Philosophy means love for knowledge or passion
for learning.

3. MEANING OF PHILOSOPHY
Philosophy as:
Love of knowledge
An Activity
A comprehensive picture of the universe
A guide to a way of life
Philosophy and Science

4. Definitions of philosophy
Philosophy is a search for comprehensive view of
nature, an attempt at a universal explanation of
nature of things. – (Alfred Weber)
Coleridge defined philosophy as the ‘Science of
Sciences’
According to John Dewey, ‘Whenever philosophy
has been taken seriously, it has always been
assumed that it signified achieving as wisdom that
would influence the conduct of life’.

5. What is Education
In literary sense, education owes its origin to the
two Latin words: ‘Educare’ and ‘Educere’.
‘Educare’- means ‘to nourish’, ‘to bring up’, ‘to
raise’;
‘Educere’- means ‘to bring forth’, ‘to draw out’,
‘to lead out’.
‘Educatum’- means- ‘the act of teaching and
training’.’.

6. Meaning of Education
Education as:
Acquisition of knowledge
A tool to discipline the intellect
A preparation for life
Direction
Growth
Transmission of culture

7. Philosophy of Education
Philosophy of education may be defined as
the application of the fundamental
principles of a philosophy of life to the
work of education.
Philosophy of education offers a definite set
of principles and establishes a definite set of
aims and objectives.

8. Philosophy And Education- Their
Interdependence
Philosophy and education are closely interrelated.
It is the application of philosophy to study of the
problems of education that is known as philosophy
of education.
According to Ross, “Philosophy and education are
like the sides of a coin, presenting different views
of the same thing, and that one is implied by the
other”.
Philosophy answers all the ultimate questions of
education.

9. Experts’ views
John Dewey- “Philosophy may be defined as the theory of
education in its most general phase”.
Spencer- “True education is practicable only to true
philosophers”.
Gentile- “Education without philosophy would mean a
failure to understand the precise nature of education”.
Dewey- “Education is a laboratory in which philosophical
distinctions become concrete and are tested”.
Fichte- “The aim of education will never attain complete
clearness without philosophy”.
From the above views we can easily maintain that philosophy
and education are closely interrelated.

10. Scope of Philosophy
Philosophy consists of three parts:
Epistemology;
Ontology or Metaphysics, and
Axiology.
1. Epistemology is the theory of Knowledge.
2. Ontology or Metaphysics is the theory of Being or
Reality.
3. Axiology is the theory of Values.

11. Scope of Philosophy
In fact philosophy deals with all the branches of thought. Yet we
can consider the following facts :
 Dealing with God is a significant concern of philosophy. It tries
to find out the possibility of the existence of God, nature of God,
method of activities of God.
 Knowledge is the most important discussing matter of
philosophy. It discusses the ins and outs of knowledge.
 The prime concern of philosophy is life. Nothing in the universe
is beyond life and nothing in life is beyond philosophy.
Moreover, philosophy is the criticism and interpretation of life.
It enquires into the nature, meaning, purpose, origin and destiny
of human life.

12. Scope of Philosophy
• The chief instrument of philosophy is logic. Being logical, it does
not want to believe anything without logic. Its method is rational
speculation – logical analysis and synthesis.
• Because of its dealing with scientific method, everything of
philosophy is methodical based on science.
• Mysteries of the universe get importance in philosophy. Because,
they are the burring questions for all times for philosophy.
• Philosophy and literature are closely related to each other:
philosophy is often revealed through literary works.
• Philosophy also deals with animal and plant life.
• Philosophy also deals with science. It tries to find out the origin
of science, possibility of changing the methods of science.

13. Metaphysics
• Metaphysis is the branch of philosophy that examines the
fundamental nature of reality, including the relationship between
mind and matter, between substance and attribute, and between
potentiality and actuality.
• The word "metaphysics" comes from two Greek words that,
together, literally mean "after or behind or among [the study of] the
natural".
• Metaphysics studies questions related to what it is for something to
exist and what types of existence there are. Metaphysics seeks to
answer, in an abstract and fully general manner, the questions:
What is there? And , What is it like?

14. Epistemology
Epistemology is the study of the nature of knowledge, justification,
and the rationality of belief. Much debate in epistemology centers on
four areas:
(1) the philosophical analysis of the nature of knowledge and how it
relates to such concepts as truth, belief, and justification,
(2) various problems of skepticism,
(3) the sources and scope of knowledge and justified belief, and
(4) the criteria for knowledge and justification. Epistemology
addresses such questions as: "What makes justified beliefs
justified?", "What does it mean to say that we know
something?", and fundamentally "How do we know that we know?

15. Axiology
• Axiology is the study of values and how those values come about in
a society. Axiology seeks to understand the nature of values and
value judgments. It is closely related to two other realms of
philosophy: ethics and aesthetics. All three branches deal with
worth.
• Axiology is the philosophical study of value. It is either the
collective term for ethics and aesthetics philosophical fields that
depend crucially on notions of worth, or the foundation for these
fields, and thus similar to value theory and meta-ethics.
• Axiology studies mainly two kinds of values: ethics and aesthetics.
Ethics investigates the concepts of "right" and "good" in individual
and social conduct. Aesthetics studies the concepts of "beauty" and
"harmony."

16. Axiology
• When children ask questions like “why do we do this?” or “how
come?” they are asking axiological questions. They want to know
what it is that motivates us to take action or refrain from action. The
parent says not to take a cookie from the jar. The child wonders
why taking a cookie from the jar is wrong and argues with the
parent. The parent often tires of trying to explain and simply
replies, “Because I said so.” The child will stop arguing if he values
the established authority (or if he fears the punishment of
disobeying). On the other hand, the child may stop arguing simply
because he respects his parent. In this example, the value is either
authority or respect, depending on the values of the child. Axiology
asks, “Where did these values come from? Can either of these
values be called good? Is one better than another? Why?”

17. Logic
• The term "logic" refers to the science that studies the principles of
correct reasoning. Logic requires the act of reasoning by humans in
order to form thoughts and opinions, as well as classifications and
judgments. The foundation of a logical argument is its proposition,
or statement. The proposition is either accurate (true) or not
accurate (false). The argument is then built on premises. The
premises are the propositions used to build the argument. Then an
inference is made from the premises. Finally, a conclusion is drawn.

18. Logic: Deductive & Inductive
• Understanding Logic Through Examples
• Deductive - This type of reasoning provides complete evidence of
the truth of its conclusion. It uses a specific and accurate premise
that leads to a specific and accurate conclusion. With correct
premises, the conclusion to this type of argument is verifiable and
correct.
• Inductive - This type of reasoning is "bottom up," meaning that it
takes specific information and makes a broad generalization that is
considered probable, allowing for the fact that the conclusion may
not be accurate. This type of reasoning usually involves a rule being
established based on a series of repeated experiences.

19. Logic: Deductive & Inductive
• Examples (Deductive Logic)
• All squares are rectangles. All rectangles have four sides. Logic,
therefore, tells you that all squares have four sides.
• It is dangerous to drive when it is snowing. It is snowing now.
Logic tells you that it would be dangerous to drive right now.
• All dogs have a good sense of smell. Bailey is a dog. Therefore,
deductive reasoning logic tells you that Bailey has a good sense of
smell.
• When it rains the trees get wet. The trees are wet this morning, so it
rained last night.

20. Logic: Deductive & Inductive
• Examples (Inductive Logic)
• Red lights prevent accidents. Mike did not have an accident,
therefore Mike stopped at a red light. This is an example of
inductive reasoning; but, it is faulty reasoning because Mike might
not have encountered any traffic signals at all. Therefore, he might
have been able to avoid accidents even without stopping at a red
light.
• As examples show, you can use logic to solve problems and to
draw conclusions. Sometimes those conclusions are correct
conclusions and sometimes they are inaccurate. When you use
deductive reasoning, you arrive at correct logical arguments while
inductive reasoning may or may not provide you with a correct
outcome.

21. Western Philosophies of Education
Idealism.
Realism.
Naturalism
Pragmatism
Postmodernism

22. Idealism
The word ‘idealism’ signifies two terms: ‘idea’ and ‘ideal’.
Plato (427-347 BC ) conceived of ideas as the basis of his
philosophy.
His philosophy of idealism which represents more of ideas can
better be known as idealism.
It is an old philosophy.
Thus, Idealism is a philosophy developed by Plato.

23. CONCEPT OF IDEALISM
Idealism is a philosophical position which adheres to the view that
nothing exists except an idea in the mind of man, the mind of God
or in a super or supra-natural realm.
It deals with certain basic questions of human life.
It holds that mind or spirit, as each man experiences it in himself, is
fundamentally real and that the totality of the universe is somehow
mind or spirit in its essence
To the idealist the reality is spiritual in nature rather than physical,
mental rather than material. Ideas are eternal and unchanging

24. CHARACTERISTICS OF IDEALISM
The universe exists in spirit.
Mechanical explanation of the universe is inadequate.
Teleological explanation of the universe.
Man is central in creation.
Emphasis upon normative and social sciences.
Normative description of the universe.
Conceptualism.
Universe is knowable.
Greater emphasis upon the mental or spiritual aspect of the
universe.

25. IDEALISM AND EDUCATION
An idealist’s concept of education is something which
leads one to the highest moral conduct and deepest
spiritual insight.
Education, according to idealism, is a spiritual necessity
and not a natural necessity.
Education must convert original nature of man into
spiritual nature.
In the words of Rusk, ‘Education must enable mankind
through its culture to enter more and more fully into the
spiritual realm.

26. IDEALISM AND EDUCATION
An idealist’s concept of education is something which
leads one to the highest moral conduct and deepest
spiritual insight.
Education, according to idealism, is a spiritual necessity
and not a natural necessity.
Education must convert original nature of man into
spiritual nature.
In the words of Rusk, ‘Education must enable mankind
through its culture to enter more and more fully into the
spiritual realm.

27. IDEALISM AND AIMS OF EDUCATION
Plato says that to become a philosopher or king, a person
has to go through all the processes of education. He
describes the aim of education as to drag every man out of
the cave as far as possible. Education should not aim at
putting knowledge into the soul, but at turning the soul
toward right desires continuing the analogy (similarity)
between mind and sight. The overarching goal of the city is
to educate those with the right natures; so that they can turn
their minds sharply towards the Form of the Good. The
philosophers must return periodically into the cave (society)
and rule there.

28. IDEALISM AND TEACHER
Teacher should be:
Role model
Friend, philosopher and guide
Perfector of mind
Compendium of all virtues.
Co-worker of God.
Apostle of peace and progress.
Maker of democracy.
Priest of man’s spiritual heritage.
Personification of reality.

29. IDEALISM AND CURRICULUM
Idealism attaches great importance to those subjects which provide
significant knowledge and wisdom.
These experiences correspond to various activities through which
one has to acquire the highest good and inherent values.
For curriculum, idealist concepts come through when people
believe that learning is mostly an intellectual process.
Teaching connects ideas together when teaching the students. The
education is highly structured and one of the best examples of this
is the liberal arts education. The humanities are viewed as the most
important subjects because these fields deal with ideas. The
sciences are lower on the scale because they deal with observation.

30. IDEALISM AND METHOD OF TEACHING
Questioning
Discussion
Lecture Method
Imitation.

31. IDEALISM AND METHOD OF TEACHING
Idealism is traditional philosophy of education in which teacher has centeral role
who has to be role model so that the students will adopt his model to become
good citizen.
In idealism the lecture method is considered the most important one in which a
delivers lecture and students listen to the teacher.
Teacher selects any topic or issue for teaching first he teaches the topic then asks
the questions about that topic.
Students answer the asked questions, Teacher provides the feedback and students
improve themselves according to the teacher’s feedback.
This is teacher centered approach therefore students do not participate in a well
manner and do not understand the taught content.

32. IDEALISM AND METHOD OF TEACHING
This method of teaching is not suitable for young or elementary
level of students because they are not habitual for listening long
time. This method is only used for adults. Because their mind is
mature and they can understand easily. The second method that
suits idealism the most is the Socratic Method in which the teacher
involves the students in learning activities. The teacher raises an
issue and the students are encouraged to discuss it in a dialogue
form and reach to a conclusion.

33. REALISM
The term realism come from the Latin “realists” who is to be really, really real.
Realism refers to the things exist whether or not the human mind perceives them
Realism, in philosophy, the viewpoint which accords to things which are known
or perceived an existence or nature which is independent of whether anyone is
thinking about or perceiving them.
Realists believe that reality exists independent of the human mind. The ultimate
reality is the world of physical objects. The focus is on the body/objects. Truth is
objective-what can be observed.
Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is
called the father of both Realism and the scientific method.
In this metaphysical view, the aim is to understand objective reality through "the
diligent and unsparing scrutiny of all observable data."
In a more deeper meaning of realism, it is a philosophy that assumes that there is
a real external world that can be recognized

34. Five Fundamental Principles of Realism
Phenomenal world is true.
Senses are the doors of knowledge.
Opposition of Idealism
Man is a part of material world.
Emphasis on experiment and observation

35. Values in Realism
External world is the reality.
Man will discover reality with the use of science and
common sense through education or learning.
Mind is functioning & is geared towards creativity.
Reality can be proved by observation, experience,
experiment and scientific reasoning.
Values must be studied to be applied in the actual setting.

36. Realism and Aims of Education
Preparing the Child for happy and successful life
Preparing the child for a real life
Developing the physical and mental powers of the
child
Developing and training of senses
Acquainting the child with nature and social
environment
Imparting vocational education

37. Realism and Aims of Education
The GOAL OF EDUCATION IS TO HELP
INDIVIDUALS UNDERSTAND & APPLY THE
PRINCIPLES OF SCIENCE TO HELP SOLVE THE
PROBLEMS IN THE WORLD.
Understanding the material world through inquiry
A study of science and the scientific method
A need to know the world in order to ensure survival and
good life
Basic, essential knowledge with a no-nonsense approach
Transmit culture and develop human nature

38. Realism and Curriculum
Developed according to Utility and Needs
Subjects concerning day to day activities
Main subjects are – natural science,
physical science, health culture, physical
exercise, math, geography, history,
astronomy

39. Realism and the Teacher
Supreme – brings the child in touch with external realities of life
Imparts scientific knowledge in an easy and effective way
Gets testing results that can help prove that the students are learning the
material
A teacher should be educated and well versed with the customs of belief
and rights and duties of people, and the trends
He must have full mastery of the knowledge of present life
He must be able to expose and guide the student towards the hard realities
of life. (neither pessimist, nor optimist)
He must be able to co-relate between utility in daily life and education.
He should define simple rules.
He should teach subjects in proper order
He needs to find out the interest of the child and to teach accordingly

40. Methods of Teaching
Emphasis on critical reasoning through
observation
Supports accountability and performance-based
teaching
Scientific research and development
Mastery of facts: Recitation, experimentation,
demonstration, drills, exercises
Education should proceed from simple to
complex and from concrete to abstract.

41. Methods of Teaching
Enhanced learning thru direct or indirect experiences:
Field trips, lectures, films, TV, audio-visual aids,
computer technology & library..
Learning is based on facts – analysis – questioning
Precision and order: ringing bells, time periods, daily
lesson plans, pre-packaged curriculum materials
Children should be given positive rewards

42. Realism in the Classroom
Focuses on the basics of reading, writing and
arithmetic.
Classroom environment is highly structured and
organized
Utilization of standardized testing
Education should be fun and interesting for the
student
Education should prepare students for life in the
real world

43. Naturalism
Naturalism is a concept that firmly believes that ultimate
reality lies in the nature of the matter.
A belief that the laws of nature govern life and that
individual goals are more important than societal goals
Matter is considered to be supreme and mind is the
functioning of the brain that is made up of matter
The whole universe is governed by laws of nature and they
are changeable
Democritus (460-360 BC)

44. Naturalism
Naturalism based on Metaphysics
A worldview which holds that there is
nothing but natural elements, principles, and
relations of the kind studied by the natural
sciences
deals with existence
rejects the supernatural concepts and
explanations

45. Naturalism
Naturalism based on Epistemology
According to naturalism, reality and nature are
identical and beyond nature there is no reality
Then how this theory of reality can be proved
true?
This leads us to the naturalist theory of knowledge
; by perception, sensory knowledge, observation

46. Naturalism
Naturalism based on Axiology
Life’s values Two general principles
General character of values embedded in nature
The most desirable values realized in proportion to
our harmonizing life with nature Greatest peace
; Pleasure and Satisfaction

47. PRINCIPLES OF NATURALISM
Child centered education.
Education as the natural development of the
child’s power and capacities.
Negative education in early childhood.
Education should be based on child’s
psychology.
The role of teacher should be that of a guide

48. Naturalism in Education
Aims of Education
The aim of education is to develop the child emotionally
and morally according to the child’s needs.
education aims at the inner faculties, capacities and powers
of the child
aim of education is not preparation for life, but
participation in it
Each stage through which a child passes has a specific aim
of education

49. NATURALISM AND DISCIPLINE
Naturalism gives freedom to the child to
grow in the natural way.
There is no external discipline required

50. NATURALISM AND TEACHER
Should be:
An observer
Able to understand nature of the child
Stage setter
Should focus on and encourages child
learning through doing method of teaching

51. Naturalism in Education
Curriculum
Child centered according to the present and future
needs of the child
Curriculum divided under two stages
i. Earlier stage : Sensory training
ii. Later stage : Subjects are include in the
curriculum through activities and occupations like
physical sciences, language, mathematics, manual
work, trade, moral education, etc.

52. PRAGMATISM
Pragmatism is a philosophical tradition that began in the
United States around 1870.
According to James, the term ‘pragmatism’ is derived from
the Greek word ‘pragma’ which means action or practice
or activity from which in the words ‘practice’ and
‘practical’ have been derived.
Charles Pierce introduced this word philosophy
It suggests an emphasis upon the practicalities of life and
the practicable is the real
It is an American philosophy typical in nature and practical
in approach

53. BASIC PRINCIPLES OF PRAGMATISM
Truth is not absolute, but changes according to
time, ideal and place
The work gives satisfaction and pleasure is
practical and useful
Aims and beliefs of life are not certain because
truth is changeable
Knowledge on the basis of activity
Education of sociability

54. PRAGMATISM IN EDUCATION
It gives a clear-cut concept of education
based upon a close relationship between
theory and practice of education
Education as a social necessity.
Progressive education.
Freedom and worth of the individual.
Education is a continuous process

55. PRAGMATISM AND AIMS OF EDUCATION
The aim of education is more education.
Harmonious development of an individual.
Continuous reconstruction of experiences.
Social efficiency.
Continuous growth.
Personal and social adjustment

56. PRAGMATISM AND CURRICULUM
Principle of utility form.
Principle of interest of the child.
Principle of integration.
Principle of organization.
Principle of activity and experience of the
child

57. PRAGMATISM AND METHOD OF TEACHING
Does not believe in a fixed method of teaching.
Their emphasis is on child’s activities, integration and
experimentation.
Gives importance to child than books or teachers
Avoids outdated and rigid method of learning
Learning by Doing, Project method, Discussion etc
Discipline
Pragmatism favors social ideas
Activities develop self-control and hence no problem in
discipline.

58. Postmodernism
Postmodernism is a late 20th-century movement in
philosophy and literary theory that generally questions the
basic assumptions of Western philosophy in the modern
period (roughly, the 17th century through the 19th
century).
Postmodern philosophy is characterized by
broad skepticism or relativism and a general suspicion
of reason. It also broadly asserts that Western intellectual
and cultural norms and values are a product of, or are in
some sense influenced by, the ideology of dominant or
elite groups and at least indirectly serve their interests.

59. Postmodernism- beliefs
Many postmodernists hold one or more of the following views: (1)
there is no objective reality; (2) there is no scientific or historical
truth (objective truth); (3) science and technology (and
even reason and logic) are not vehicles of human progress but
suspect instruments of established power; (4) reason and logic are
not universally valid; (5) there is no such thing as human
nature (human behavior and psychology are socially determined or
constructed); (6) language does not refer to a reality outside itself;
(7) there is no certain knowledge; and (8) no general theory of the
natural or social world can be valid or true (all are illegitimate
“metanarratives”).

60. Postmodernism- aims of Edu
Education should help students construct diverse and personally
useful values in the context of their cultures
Education should assist individuals in becoming independent,
productive citizens in a system featuring multifaceted identities
Education helps individuals construct their identities rather than
discover them
Education aims to empower people to attain their own
chosen goals and only then can individuals and societies
progress
Education aims for a growing awareness of the radical diversity
and potential incommensurability of the different cultural forms
of life that sustain groups and individuals

61. Postmodernism- aims of Edu
The Purpose of Schooling
to develop critical literacy
to question scientific realism
to question objectivity, truth, and rationality
The Nature of the Learner
The student can develop an awareness and
understanding of disequity and injustice in
society

62. Postmodernism- Curriculum
a “trial and error” approach by both students and
teacher ensures the constant reshaping of the content to
be learned as well as the context in which learning
occurs
a curriculum that does not lead to a particular pattern
should include important values to teach which are as
follows
the ability to use the imagination to develop new and
original ideas or things

63. Postmodernism- Curriculum
 critical literacy
 suffering and injustice
 cultural politics; challenge unequal power
 hidden curriculum

64. Postmodernism- Teaching Method
• Postmodern educators focus on individual differences in
learning rather than “uniformity of thought, knowledge,
practice, and curriculum” .
• They identify and respond to students with different learning
styles
• Recognizing the difference in how each student learns has
brought special education
• The view on gifted and handicapped students, which was rather
negative in terms of similarity and unity in modernism has
greatly changed. In the postmodern era, those students are
supported much more with better treatment than modern era,
which I see as one great positive part of postmodern education
in terms of humanism

65. Postmodernism- Teaching Method
• ‘Choice’ is another word to describe the education in the
postmodern era.
• Diversity has been brought in school governance and
structure; magnet schools and charter schools are the
examples.
• For teachers, the word ‘choice’ means that considerable
autonomy is given to them. They have more freedom to
select curricular materials and instructional strategies,
which means less centralized but localized lessons in the
classroom and they “are empowered to become more
forceful decision makers in their own classrooms”.

66. Postmodernism- Teaching Method
Instructional Methods
 constructivism
 question, critique, and examine
The Teacher
 scholar-practitioner leader
 critical thinker
 agent of change