Educational Philosophy of Swami Dayanand

He puts emphasis on the view that Education (Shiksha) is that which helps one to acquire
knowledge, culture, righteousness, self-control and the like virtues; and eradicates ignorance
and evil habits. He suggested the multisided curriculum, perfection and importance of
humanism and rationalism. Among the contemporary Indian philosophers Swami Dayananda
may be called to be the greatest rationalist. According to Swami Dayananda education
imparts true and real knowledge about master, self-development and welfare of all living
beings. Swami Dayananda says, “A man without education is only a man in name. It is
bound in duty of a man to get education, become virtuous, be free from malice and preach
for all well-being of people advancing the cause of righteousness.”
 Reward and Punishment - Reward and punishment occupy a very high important
place in the child’s education.
 Moral Education- Thus, Dayananda clearly laid down the means for the moral
education of the children.
 The Teacher’s Role- Great importance is given to the role of the teacher by Swami
Dayanand. The teachers are to be learned, of good character, and devoted to their task.
There is no room for arrogant teachers who are not dedicated to their task.
 Contribution of Dayananda- Education for perfection: The discussion of the
philosophy of education presented by Dayananda leads one to the conclusion that his
aim was education for perfection.
Islamic tradition
 the word tarbiya in Arabic, which is a synonym for education, means to help
someone in improving gradually in attaining perfection in all the aspects of growth.
 Islamic Philosophy of Education looks at human beings as a composite whole of
body and soul. With this complex nature he is to fulfill or attain a special mission.
That mission is to acquire the attributes of his creator as much as possible and act
according to His rules i.e. to be a vicegerent of Allah on earth.

Idealistic View
The idealists believe that the soul is immortal, the world of ideas is the real world and this
world of ideas is not the world of senses. Mind possesses the important power of thought.
Idealist defines man in terms of mental activity, who must recognize a mode of knowing
other than experiences. Therefore reasoning, intuition etc. are modes of knowing for the
idealists. Self-realization is the ultimate aim of idealistic philosophy of education. Plato
introduced the philosophy of education based on the philosophy of idealism. Production of
the right type citizen (who is socially, economically, intellectually and politically useful and
fit) is the aim of education. Plato’s actual educational practices were derived from his theory
of ideas. Ideas constitute the important content of education. Man’s superior faculties are
attributed to the soul (mind and reason) and inferior attributes to the body (evil, change,
corruption and the like).
Naturalistic View
The naturalistic philosophers of education derive the aims and ideals, the means the
methods of teaching and the principles of curriculum and school management from the
nature. The ancient atomistic naturalism was presented by Democritus. Rousseau and
Herbert Spencer contributed a lot in the field of philosophy of education. According to
Rousseau, education depends on the role of three teachers in co-operation with one
another. They are Nature, Man and Things. What Rousseau thinks about the role of nature
in the education of child is an outcome of his concept of nature, which is enjoyable, living,
harmoniously balanced, useful, sympathetic and unexpressive methods of education for
child development Observation of nature therefore becomes an essential factor in
education. Rousseau whole heartedly believes that education is a development from within,
and so, the child should be allowed to develop by himself the innate capacities.
Children are, Rousseau says, nothing but plants. The duty of one interested in the education
of the child is primarily to actively and sincerely play the role of a gardener.

Realistic view

Realism is an outcome of scientific development. This theory is against spiritualism and

opposed to idealism. The realistic philosophers of education give importance to scientific
process and say that after scientific analysis of natural interests of the child and society, it is
necessary to know which interest is common to both and is equally beneficial. Realistic view
is directly related to life and society. It tries to bring all joys and happiness in society with
the analysis of the real problem of the society. The supporters of realism are - Johann
Friedrich Herbart and Herbert Spencer. Spencer accompanied with the view that education
teaches man to lead a complete life. A man has five types of duties - self-preservation,
earning a living, fulfilling duties of regarding race preservation, fulfilling duties of a citizen
and utilization of leisure.

Pragmatic View
Philosophical tradition centered on linking of practice and theory.

In pragmatism, no importance is attached to the impracticable and to things which cannot

fulfil some purpose. The pragmatic philosophers of education give attention to the practical
and useful things. Practical and useful does not simply mean theoretical, but induces to do
useful and practical work. The education based on this ideology makes the child worthy and
independent of the society. Pragmatic philosophers of education consider the aim, nature;
organization and order of education should be such that it may do maximum good of man.
John dewey is the main advocate of this method. Dewey’s denial of the validity of all kinds
of dualism is the touchstone of his educational philosophy. For him, the removal of this
unnatural dualism would give unity to education and life. Dewey expected for a new system
of education. In his "My Pedagogic Creed" he argued that the demands of social situations
stimulated the child to act as a member of a unity, rather than as an isolated individual. This
social stimulation presses him to act for the welfare of the group to which he belongs.
In rejecting the conservative notion that man is born with a readymade mind which absorbs
stimuli and knowledge from an environment, he insisted that different people react to
situations in different ways because of the social milieu. Therefore Dewey believes that an
individual derives his mental powers and other traits from society. Therefore educational
activities are of prime importance in making man what he is.
 Marxism
Marxism shows little interest in philosophy of education. Neither Marx nor Angles had much
to say about education directly. However Marx took universal education seriously.
Marx responded that the schools should not concern themselves with developing a political,
moral or religious outlook. Their sole purpose, he said, was to teach the "natural sciences
and those truths which are independent of all party prejudices”. In other words, Marx felt
that the school’s purpose was to impart objective knowledge and thereby develop the
intellectual powers of the students.

Existentialist View
Existentialist philosophers of education approach towards the humanistic aim of truth. The
aim of education is the realization of inner truth. Education provides the knowledge of self-
existence and self-realization. The Student has their own facilities and immense possibilities.
The teacher helps the student to become what they want and for himself but in doing that
the teacher should not impose on the student, it should be general and permissive in
character, so that the freedom of the student is not hampered. Existentialist philosophers of
education claim that the self is authentic which is related to facility and possibility. They
believe that the moral and religious education develop the inner self and help in the
realization of the infinite within the finite. The existentialists particularly have laid emphasis
upon religious and moral education. Existentialistic educators appreciated the Socratic
Method as the humanistic approach to philosophy of education. Soren Kierkegaard, Karl
Jaspers and Jean-Paul Sartre assert that childhood is a reality and it needs proper care, love
and affection. The child is born innocent He needs the aid of education for proper growth of
maturity and mastering the world. Children should never be treated as objects. They should
be allowed to develop their effective behaviour especially by play and passion. Children
have a spirit of enquiry. They need encouragement from the teacher. Teachers are not to
impose any artificial standards on children.

Aims suggested by Upanishadic philosophy of education are - a. Character building.

b. Development of personality.
c. Knowledge of social roles and status
d. Vocational efficiency.
e. National integration. Upanishadic aim of ‘philosophy of education’ is therefore not one
sided. It emphasized all round development of a person. Its methods are discussion method,
questioning, induction and deduction.
 In Vedic education, it is accepted that knowledge can be gained by three steps, Shravana or
hearing, Manana or memorizing and Dhyana or meditation. That was a major contribution
of the Vedic period to education.
 In Bhagavad Gita the ideals of education are as follows:
 1. Development of virtuous knowledge.
 2. Development of personality and its refinement.
 3. Harmony between the individual and social aims
 . 4. Development of intellect and reasoning ability.
 5. Establishment of importance of one’s duty.
 6. Development of Inner consciousness
Jaina and Buddhism accepted non-violence as the aim of education. Buddha emphasized on
liberation as the ultimate goal and knowledge and law of Karma as the means of liberation.
It is the liberation from the cycle of birth and death which is emancipation. Therefore
knowledge of the four supreme truths leads to emancipation. These truths (aryasatyas),
known as four noble truths are1. This world is full of miseries (dukha) 2. Ignorance is the
cause of miseries (dOkhasamudaya) 3. There are cessation of miseries (dukhanirodha) and
4. There are ways to get rid of miseries (dukha-nirodh-marg) By advocating these four noble
truths according to Buddha the ultimate aim of education can be achieved.