Philo – Social Foundations of Education

Relation between Education and Philosophy and

Philosophy of Education
Objectives:

After going through this unit, the students will be able to

• Know the meaning of Education
• Know the meaning of Philosophy
• Understand the difference between (Indian) eastern and western Philosophy
• Understand the nature and meaning of Philosophy of Education

1. Meaning and Definition of Education

Education is the basic tool of human development. Development of innate abilities,

increment in knowledge & arts, and behavioral changes are brought about in humans by
education and he/she is made civilized, cultured and able citizen. This process starts at
the birth of a child. Soon after birth, parents start teaching him/her how to speak and listen
for instance. And as the child grows little by little, he/she is then taught social behavioral
norms. At the age of 3–4 years, the child starts to read and at this very age, he/she is
sent to school. In school, his/her education goes on in organized way. Apart from school,
he/she also learns at home and in community and the process of learning and teaching
keeps on going even after school and for the whole life. In every society this process
keeps functioning continuously. In its real sense, the permanent process of learning and
teaching is called education.

Education has two applications – one is in the form of process and second is the
result of that process. When one says that his/her education is going on fine, then
education means process here. But when one says that he/she has received higher
education, then it is the result. But modern academicians accept education as a process
only. They are of the view that in any process, result is inherent. At present, result of
education process is expressed in the form of knowledge, ability and behavioral change.

Education process is best explained from the perspective of the philosophers,

sociologist, politician, economists, psychologists and scientists. A brief description of all
of these approaches is here presented.

1.1. Philosophical Concept of Education

The Center of thought of philosophers is human being. They try to

know the actual nature of human beings and find final objective of human
life. To define the path of last destination of human life is also the interest
area of philosophers and they consider education to be essential for the
knowledge and development. Thus, education is the tool in attaining final
objective of human life. Since, there are different views amongst
philosophers about final objective of human life, there are differences in the
definition of education too.

Spiritual philosophers give more importance to supernatural life to

physical life. Vedanta followers want to get rid of this physical life forever.
They call it salvation. As per Jagatguru Shankaracharya:

“Education is That Which Gets Salvation.”

(Sah: Vidya Ya Vimuktye- Shankaracharya)

Indian intellectual Swami Vivekananda considered human as

complete from birth and emphasized on letting him/her realize this totality
with the help of education. In his words:

“Education is manifestation of perfection inherent in

human.” – Swami Vivekananda

Epoch personality Mahatma Gandhi has given equal importance to

body, mind and soul. In his words:

“By education I mean an all-round drawing out of the best

in child and man-body, mind and spirit.”
– Mahatma Gandhi

Greek philosopher Plato also accepted the importance of body and

soul. For him:

“Education consists in giving to the body and soul all the

perfection to which they are susceptible.”
– Plato

Aristotle, stressed on the physical and mental development of

humans. He believed that only with right development of body and mind,
can one feel the soul. He defined education as follows:

“Education is the creation of a sound mind in a sound

body.” – Aristotle

Materialistic philosophers consider physical life as truth. For them,

the final objective of human life is to lead a happy life and it is imperative
that human should be healthy from body and mind and be equipped with
 resources of organic consumption. They want to perform this job by
education. For them:

“Education is that which enables human to lead a happy

and content life.”

Naturalistic philosophers of western world too are in favor of attaining

materialistic happiness. For them, it is possible when human establishes
synergy between internal and external environment. According to Herbert
Spencer:

“Education means establishment of synergy between

inherent powers and external life.” – Herbert Spencer.

There is dominance of philosophers in western world, who look at

human life in the same perspective, in which it appears. Followers of
Objectivity consider humans as a social creature and believe that humans
should try to bring in appropriate changes in the society and power to
construct the future of the society though education. In the words of
philosopher John Dewey:

“Education is the development of all those capabilities in

the individual which enables it to control its environment
and fulfill it desires” – John Dewey

1.2. Sociological Concept of Education

The center of thoughts of sociologists is society. They look and

understand human beings in the context and perspective of its society. They
consider education as the means of development of individual and society.
They have expressed the following views for process of education:

1.2.1. Education is a Social Process – sociologists have clarified that

when there is social interaction between two or more people, then
they get influenced by each other’s language, thought process and
behavior. This process is called learning and when this is done with
certain predefined objectives, then it is called education. We know
that humans possess innate qualities. In the social and natural
environments, these qualities grow and as a result, his/her behavior
changes. For example, the system of sound pronunciation is there
by birth, but with this system, he/she learns language of those in the
company of which he/she lives and exchanges thoughts. The entire
civilization and culture of humans are the results of social process.
Sociologists have clarified that education is the means of fulfillment
of social goals and objectives. In fact, education is related with past,
present and future. With this, knowledge of past, fulfillment of present
 and future building is done. Education is social process from this
perspective also.

1.2.2. Education is a Continuous Process – The second fact as

expressed by sociologists is that, education is inherent in society.
Soon after birth, human being starts receiving education and keeps
going on till his last. If we see in details, system of education keeps
moving forward, generations after generations. It never takes rest.
Hence, continuity is it’s another characteristic.

1.2.3. Education is a Bi-polar Process – For the sociologists, education

has two poles – one which affects (teacher) and the other which gets
affected (student). American academician john Dewey also accepts
it – one psychological and another social. By psychological, he
means the interest, inclination and ability of the learner; and by
social, he means social environment. However, natural environment
also affects the process of learning. In the context of planned
education, teachers, objectives of education, academic discussions
and method of education are also influential element. Learning and
teaching are called situation. It would be proper to say that the
process of education happens between situations of learner and
teacher.

1.2.4. Education is the process of Development – innate human

behavior is like animals. With education, his behavior is modified and
refined. Humans keep this experience safe with the medium of
language and hands it over to next generation. Coming generation
moves even ahead with this knowledge and adds its own knowledge
and experience. This is how development of any society’s civilization
and culture takes place. And it is not possible in the absence of
education. It is clear that education is the process of development.
One should understand that every creature of the world learns to
move, eat and speak by living and emulating within its own species.
Consider the life of animals like birds. Soon after their birth, they start
to learn the ways of eating, moving and flying like their species, but
this act of theirs is confined only to the synergy with environment for
self-defense mechanism. But in case of humans, education does not
only teach them to have synergy with environment, but also develops
their ability to advance conducive environment as suitable for them.
By education, there is a constant change in the lifestyle.

1.2.5. Education is a Dynamic Process – with the help of education,

human beings keep developing its civilization and culture. For this
development, one generation hands over its knowledge and skill sets
to another. For this transfer, each society plans for the social
academic education. Hence, objectives, syllabus and methods of
 education are defined for any particular time period. But as society
keeps changing, education keeps accepting those changes and
moves forward. Thus, its objective, syllabus and methods of
education keep changing as per requirement. This is its dynamism.
Had education not been dynamic, we would not have developed and
grown. Some academicians have defined education on the basis of
the above facts. In the words of Indian thinker Bhairav Nath Jha:

“Education is a process, a social function carried on by

the society for its own sake.” – B.N. Jha

The famous academic Sociologist Ottoway has defined

education by incorporating both nature and function of education;

“The whole process of education is the interaction

between individuals and social groups, with certain ends
in view for the development of the individual”
– A.K.C. Ottoway

As to academic sociologists, human beings bring in

appropriate changes in society with education. T. Raymond has
defined education by keeping across this view point:

“Education is the process of development, which

consists of passage of human being from infancy to
maturity, the process by which he adapts himself
gradually in various ways to his physical, social and
spiritual environment.” – T. Raymond

1.3. Political Concept of Education

Politicians’ center of thought is state and its machinery. They view

individual and society both in terms of its state and its machinery. They
consider education as a means of building the nation. A nation built by
superior people and superior people are built by education. In their view:

“Actual education is that which makes superior citizens.”

1.4. Economical Concept of Education

Economist’s center of thought is the economic resources and

economic machinery of society. They understand individual or society in
terms of their economic activity. They accept education as a productive
activity. For them, education apart from being object of consumption is also
factor of production. Research findings show that productive and
organizational powers of educated human beings are more than that of
 uneducated one and it is so much more that the expense of his education
is outperformed by its benefit. Hence, economists accept education as an
economic investment. For them:

“Education is that economic investment, by which skills

of production and organization is developed in the
human being and thus productivity of individual, society
and nation is developed and their economic growth is
ensured.”

1.5. Psychological Concept of Education

The center of thoughts according to Indian Yoga Foundation is both

inner self and external form of human beings. In its external form, it studies
work and knowledge, its structures, and his conscience (mind, intelligence
and pride). In their view:

“Education means training of external organs and inner

self.”

As per western psychologists, the center of thought is body, mind

and behavior of human being. They have not been able to find the basic
element of inner self - mind, intelligence and pride. For them, human being
is a psychophysical creature, which is innate with some powers and his/her
growth depends on these powers only. Hence, by education these powers
should be developed first. Now the question is that in which direction and
what magnitude these should develop. Swiss academician Pestalozzi is of
the view that this development should be natural, easy and dynamic. In his
words:

“Education is a natural, harmonious and progressive

development of man’s innate powers”
– Pestalozzi

Disciple of Pestalozzi, Froebel has defined education as follows:

“Education is a process by which a child expresses its

internal to external” – Froebel

1.6. Scientific Concept of Education

The center of thought for scientists are physical world and its objects
and activities. They look at any object and activity objectively. As regards
innate powers of humans, they agree with psychologists and with
sociologists for behavior aspect of humans. They accept education as tool
 of development of human powers to make it conducive as to the
environment. In the words of Herbert Spencer:

“Education means establishing of coordination between

the inherent powers and the outer life.”
– Herbert Spencer

1.7. Modified Concept of Education

Different philosophers, sociologist, politicians, economists,

psychologists and scientists have different views on education. In
interpreting education, we select facts from different perspectives. It is
called Eclectic Tendency in academic world. The fact emerges from all of
these perspectives – that education is purposive, social, continuous,
dynamic and development process. As regard its functions it appears that
it develops innate powers, sets skill and brings about change in its behavior
and thus makes them civilized, cultured and able citizens.

But whatever definitions we have seen so far, have two

disadvantages – first, it does not tell us about the nature of process of
education. Second, that these definitions emphasize only one specific
objective of education based on their own perception. Thus, they have not
arrived at a universal definition. Appropriate definition of education should
be such that which tells us about both nature and function of education
process.

From this perspective, education should be defined as follows:

“Education is such continuous purposive social activity

which develops innate powers; skill sets of human being
and brings about change in its behavior, so that they
could become civilized, cultured and able citizens. With
it, both individual and society grow continually.”

This definition of education is comprehensive in itself. It reflects the

nature of education (that it is purposive, social, continuous, dynamic and
development process) and its functions (develops innate powers and skills
and brings about change in human behavior and thus he/she is made
civilized, cultured and able citizen). Objectives and functions of any
society’s education are inherent in making its people civilized, cultured and
able citizens. Hence, this definition should be acceptable to all.
1.8. Wider and Narrower Meaning of Education

We know that in a society, education of a child takes place in his

family, social groups, community centers, different types of schools,
colleges and universities. However, some people consider education
merely on that which takes place in schools, colleges and universities. Thus,
the meaning of education is done in two ways namely; one, in a wider form
and another in a narrower form.

1.8.1. Wider Meaning of Education

Every creature is born in its species and learns to walk, eat,

speak among other activities while living in its environment. At birth,
a human person is helpless - learns the first lesson in the lap of
his/her mother; learns from family environment; and later learns from
those with whom he/she gets in touch with. Civilized societies
provide schools in order to develop innate powers and bring
behavioral changes in the child. But children keep on learning apart
from their schools in various circumstances. In fact, this process
keeps on happening even after leaving school. In a wider sense, this
process of lifelong learning is the process of education. Objectives,
syllabus and methods of education are very wide, they can’t be put
into boundaries, but (all) are development oriented by nature. Many
scholars have tried to put them into definition. One of them, J.M.
Mackenzie is laudable. In his words:

“In wider sense, education is a lifelong process and it is

promoted by every experience in life”
– J.S. Mackenzie

Majority of scholars agree with this definition of education in a

wider sense, but with this definition, no one gets to know the nature
of education process nor the result. Education should be defined in
a wider sense as follows:

“In wider sense, Education is such continuous purposive

social activity which develops innate powers; skill sets of
human being and brings about change in its behavior, so
that they could become civilized, cultured and able
citizens. With it, both individual and society grow
continually.”
 1.8.2. Narrower Meaning of Education

In general, people understand education as schooling

- happening in schools and colleges only. This is the narrow
understanding of education. We know that each society has its own
lifestyle and ambitions and mature members of society provides for
education to train the next generation in their style of living and to
fulfill their ambitions. Objectives, syllabus and method of education
are clearly defined. Such education starts at a specific age of the
child and continues up to specific age. This education runs at defined
place (school), by defined people (teacher) and defined children
(student). Today, arrangement of such education is done by society
or state. It should be the tool in attainment of social or state
objectives. Development of any nation depends on education. In this
sense, the process of education does not function before and after
getting into and out of school. Many scholars have tried to define this
form of education, and as. J.S. Mackenzie would state:

“In narrower sense, it may be taken to mean any

consciously directed efforts to develop and cultivate our
powers.” – J.S. Mackenzie

Majority of scholars agree with this definition of education in

narrower sense, but with this definition neither we get to know the
nature of education process nor the result. For us, we should define
education in narrower sense as follows:

“In narrower sense, Education is such continuous

purposive social activity happening in any defined place
(school) and time, which develops innate powers, skill
sets of human being and brings about change in its
behavior, so that they could become civilized, cultured
and able citizens. With it, both individual and society
grow continually.”

1.9. Nature and Characteristics of Education

Basically, philosophers, sociologists, politicians, economists,

psychologists and scientists have considered on the nature of education.
With their perspective, the following facts are considered:

1.9.1. Education is a social process. It has three major parts – learner,

teacher and material or activity of learning and teaching. (It is another
thing whether a teacher is in-person behind the scene.)
1.9.2. In wide sense, education process keeps happening in society, but in
narrow sense, it only runs in schools. We should take education in
its wider sense. It is continuous process in this perspective.

1.9.3. Education is purposive process; its objectives are defined by society

and are development oriented. Thus, education is the process of
development.

1.9.4. In wider sense, subject matter of education is quite wide, it can’t be

put in to boundary, but in narrow sense, its subject matter is confined
to its defined syllabus. But, in both senses, it is helpful in the
development of individual and the society.

1.9.5. In wider sense, the method of education is very wide, but in narrow
sense it is regulated.

1.9.6. Nature of education depends on its religious philosophy, composition

of its culture, governance, economy and scientific development.

1.9.7. It is clear from above facts that there’s a change in the nature of
education with a change in religious philosophy, composition of its
culture, governance, economy and scientific development of any
society. Thus, nature of education is dynamic.