Naturalism In Education 4p2622

NATURALISM and EDUCATION Views on Naturalism….. •Dr. Prem Nath “ Naturalism is an attitude rather than a specific system of philosophy” •Material world is real world. •„Matter‟ and the physical world is emphasized…. •“Back to Nature”. •Education should be based with the nature of the child Chief Assertions of Naturalism…. •Nature is the Ultimate Reality.

•No distinction between Mind and Body. •Scientific Knowledge. •Inductive Method •Values are resident in Nature •Man- an offspring of Nature •Senses are the gateways of Knowledge •Unchangeable laws of Nature. Naturalism in Education…

•Naturalism is against autocratic and intellectual pretension •Naturalism rejects all authority that interfers with development of child. •Child is given central position •Maximum freedom to the child. Aims of Education…

•Self expression •Redirection of human instincts •Struggle for existence. •Education according to the nature of the child. •Autonomous development. Naturalism and Curriculum

•No rigid curriculum. •Sciences •Focal point. •Study of past experience. •Direct experience.

Naturalism and Methods of teaching

•Play- way Method. •Observation and Experiments. •It is based on : •Principle of Growth •Principle of pupil activity •Principal of individualization. Naturalism and Discipline

•Discipline by Natural Consequences. Naturalism and teacher

•Teacher as an….. •Observer •Understand nature of the child •Stage –setter. PRAGMATISM IN EDUCATION Pragmatism - action, practice, practical Principles of pragmatism: • Man‟s evolution – social and biological organism. • 3 inseparables: Man and nature, individual and society, thought and action. • Human beings are active. • Reality is „experiences‟ of man. • Values are changeable. • Does not believe in abstractness, fixed principles, closed system instead want correctness, facts and action. • Mind is dynamic process. • Growth of personality in social context. • All that helps in achieving our goals and purposes is true. Pragmatism and Aims of Education. • • • • • •

The aim of education is more education. Harmonious development of the child – ARD Continuous reconstruction of experiences. Social efficiency. Continuous growth. Personal and Social judgment.

Pragmatism and Curriculum… •

Principles of Curriculum construction.

• • • • • • •

Utility : learning experiences useful for the child. Child‟s natural interests at the successive stages of his development. Activity oriented giving rich experiences. Integration and co-relation. Practical problems and solutions thereon. „Learning by Doing‟ Free and purposive social activities o be allowed.

Pragmatism and Methods of teaching…. • • • • •

Providing real life situations. Learning by doing. Principle of integration. Project Method. Experimental Method.

Pragmatism and Discipline • Social discipline. • Self discipline. • Morals grow from Democratic living. • Socially efficient person. Pragmatism and Teacher • An experimentalist. • A friend and a helper. • Hands off policy. Critical Assessment… • • • • • •

Extreme type of utilitarianism. Narrow outlook due to individual human experiences. Opposition of higher and spiritual values. No fixed aims of education. Humanities and cultural activities have no place. No faith in eternal truth.

Relevance of Pragmatism… • • • • • • •

Emphasis on Practical utility. Emphasis on Democratic Values. Emphasis on learning by Doing. Emphasis on Education of the Whole child. Project Method of teaching. Emphasis on Universal education. Does not banish the teacher.

Who was Jean-Jacques Rousseau? (1712-1778) Born

Geneva 1712 Son of a watchmaker Mother dies at his birth Raised by father No formal education Apprenticed to an engraver, but escaped Led a wandering life. Rousseau‟s Philosophy “ Everything is good as it comes from the hands of the author of nature, but everything degenerates in the hands of man” Natural State is a simple farming community or state without the evils of large cities – corruption, social, classes and luxury. Natural Man is guided and directed by his own nature. Cities are the graves of civilization and human institutions are one mass of folly and contradictions. Natural Civilization is free from artificial surroundings and rigid barriers. Three – Fold Meaning of Nature. Isolation from Society – Non – Social education. Innate tendencies of the child.  with natural environment. Educational Philosophy…. Education from nature, man, things. Kinds of education: Negative education. Against time-saving. Against book-learning. Against formal lessons. Against habit formation. No moral education. No social education. No formal discipline. Aims of Education Development of Child‟s inner faculties. Different aims at different stages. To develop well regulated freedom. To develop sufficient strength. Intellectual development. Emotional development and Religious development during adolescence.

RABINDRANATH TAGORE on 6th May, 1861in Calcutta. Received his education at home though tutors and private readings. 1921- “Vishwa Bharati University” previously known as “Shantiniketan Ashram” Nobel Prize for Literature in November, 1913 “ Gitanjali” Born

Philosophy of Life Indian in spirit. As an Individualist

As As As As As As

Naturalist Idealist. Spiritualist Realist Humanist Internationalist Principles of his Educational Philosophy Harmony with all things. Freedom Creative Self- expression. Active communication with nature and man. Internationalism. Aims of Education Dynamic, lively and closely associated with life. Generate a feeling of Identity. Centre of economic life Experiences in the open field. Intellectual development Moral and Spiritual development Harmonious development International understanding CURRICULUM Fullness of experience. Broad- based and flexible. Establish between nature and man. Realistic and related to everyday life Project curriculum method, integrated, correlated type of activities. Advocates study of Vedas culture, Buddhist, Jain, Sikh etc METHODS OF TEACHING Condemned artificial mechanical methods of teaching. Real life experiences. Question – answer method Direct Experience. Activity method. Heuristic techniques. Discussions. Self – expression. DISCIPLINE No strict and harsh discipline. Self – discipline. Teacher would stimulate and guide and child who is to choose and react according to his natural inclination. TEACHER Prominent place to the teacher. Receptive mind and learning attitude. Affectionate, lovable, sympathetic.