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ASSIGNMENT

Philosophy of Education (EDU-601)

Semester = I
Program = B.Ed secondary (1.5 years)
Submitted By = Nayab Siddique
Student ID = bc200401705
Submitted To = Sir Muttaki Arman Malik
Department Of Education
VIRTUAL UNIVERITY OF PAKISTAN

Table of Content
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Topic Page No.

Definition of philosophies 3-5
Role of teacher in each philosophy 5-8
Methods of instruction 8-10
Curriculum 11-14

Q: Shortly describe the terms Idealism, Realism, Pragmatism and Existentialism? Also
comprehensively explain the role of teacher, method of instruction, and curriculum
according to each of the given philosophy with the help of suitable examples?

Part 1: Definition of philosophies

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1. Idealism:
Definition:
Idealists are individuals who follow optimism convictions that thoughts are the main genuine
reality. Vision is a philosophical methodology that has as its focal precept that thoughts are the
main genuine reality, the main thing worth knowing. In a quest for truth, excellence, and equity
that is suffering and never-ending, the attention is on cognizant thinking in the psyche. Plato,
father of Idealism, upheld this view around 400 years BC, in his popular book, The Republic.
Plato accepted that there are two universes. The first is the profound or mental world, which is
endless, perpetual, precise, customary, and general. The individuals, who are the supporters of
optimism theory, accepted that:

 Ideas are the main genuine reality.

 Focus on cognizant thinking at the top of the priority list.
 Mind versus the material world (When you travel from the world which is material
towards the world which is profound, and when you arrive at the otherworldly world, you
indeed locate a definitive truth.)
2. Realism:

Definition:

Realists accept that reality exists free of human psyche. Pragmatists accept that reality exists
autonomous of the human psyche. A definitive the truth is the universe of actual articles. The
attention is on the body/objects. Truth is objective-what can be noticed. Aristotle, an
understudy of Plato who broke with his tutor's romantic way of thinking, is known as the dad
of both Realism and the logical strategy. In this powerful view, the point is to comprehend
target reality through "the constant and unsparing examination of all detectable information."
Aristotle accepted that to comprehend an article, its definitive structure must be perceived,
which doesn't change. For instance, a rose exists whether an individual knows about it. A
rose can exist in the psyche without being genuinely present, in any case, the rose offers
properties with every single other rose and blossoms (its structure), albeit one rose might be
red and another peach hued.

3. Pragmatism:
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Definition:

Pragmatists thinkers accept that the truth is really what is experienced is abstract and is
likewise evolving. For practical people, just those things that are experienced or noticed
are genuine. In this late nineteenth century American way of thinking, the attention is on
the truth of involvement. Not at all like the Realists and Rationalists, Pragmatist accept
that the truth is continually changing and that we learn best through applying our
encounters and contemplations to issues, as they emerge. The universe is dynamic and
advancing, a "turning out to be" perspective on the world. There is no outright and
constant truth, but instead, truth is what works. Logic is gotten from the educating of
Charles Sanders Peirce (1839-1914), who accepted that idea must deliver activity, instead
of wait in the psyche and lead to hesitation.

4. Existentialism:

Definition:

Existentialists accept that reality exists inside the people. There is no significance of the
rest of the world without its importance being built inside the people. The idea of reality
for Existentialists is emotional, and exists in the person. The actual world has no inborn
significance outside of human life. Singular decision and individual guidelines instead of
outer principles are focal. Presence precedes any meaning of what we are. We
characterize ourselves in relationship to that presence by the decisions we make. We
ought not acknowledge any other individual's foreordained philosophical framework;
rather, we should assume liability for choosing what our identity is. The attention is on
opportunity, the advancement of real people, as we make significance of our lives.

There are a few unique directions inside the existentialist way of thinking. Soren
Kierkegaard (1813-1855), a Danish pastor and scholar, is viewed as the author of
existentialism. His was a Christian direction. Another gathering of existentialists,
generally European, accepts that we should perceive the limit of our lives on this little
and delicate planet, instead of having confidence in salvation through God. Our reality
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isn't ensured in a great beyond, so there is strain about existence and the assurance of
death, of expectation or hopelessness.

Part 2: Role of teacher in each philosophy = 4 marks

1. Role of teacher in idealism:

 An idealist educator energizes his/her understudies to think and pose more inquiries in a
climate that is helpful for learning.

 Young students these days are curious and inquisitive; and with the assistance of a
dreamer instructor, he/she can the understudies in to find new learning through posing
inquiries.

 However, the strategy for educating in the Idealism reasoning follows an instructor
centered approach wherein the educator chooses the subject to be talked about and poses
inquiries after the conversation, which is normal in the Philippine setting. Understudies
then again, answer the inquiries then the educator would give criticism that would assist
the understudies with developing themselves. With this, the understudies will be guided
to be in good shape and thought of an answer that fulfills the educator.

 Being an idealist instructor has its qualities as well, for example, empowering thinking
and perception and giving character development to understudies. Educators are
important in the learning cycle as they give an orderly and all-encompassing way to deal
with learning.

 On a personal note, one thing that I didn't exactly like about Idealism is the way that it is
"instructor focused". Since I am showing little youngsters, I would assume a significant
part in my understudy's learning. In the event that everything I do is direct and be
responsible for their own learning, they wouldn't advance and would just realize exactly
what I believe is ideal. There's very little cooperation between the understudy and the
instructor and very little revelation realizing, which are fundamental in a youngster's
learning.
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2. Role of teacher in Realism

 The realist instructor is of a double character. As a pragmatist he perceives all the

requests of the pragmatist student. He feels that each part of educating should be
overwhelmed by the real world. His sole point as an educator is to put before the
understudy the unmistakable, particular and efficient information on science in a generic
way. He will see information as one and all inclusive. To him it knows no limits of
shading, race and religion. Subsequently, the pragmatist educator might not want to call
French or German science.

 The realist instructor attempts to introduce the information on the topic before the
understudy so as to make himself one with it. He, when all is said and done, turns into the
voice of science and arithmetic and talks in the homeroom to ears which are anxious to
get it. He represents truth.

 He has incredible worship for certainty. Along these lines, while introducing the voice of
a subject he gets his character far from it that he doesn't communicate his own loving or
detesting for specific focuses. The pragmatist instructor wants to make disclosures in his
picked fields and attempts to impart the equivalent to his students in an indifferent
manner.

 The realist educator understands that data can't be given to the understudies with the
desires that it will be similarly coherent to all. So he should contemplate youngster brain
research and juvenile brain research and should have the option to adjust the material as
per the living interest of his students. So to be a fruitful educator, even on pragmatist
lines, he should refine his science; in any case, if the subject is left to itself, it might mean
one thing to one understudy and another to another.

 The realist instructor needs to conflict with his own authenticity. He should see how a lot
and what parts of a material would be comprehensible to the understudy as indicated by
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their normal emotional predisposition. Henceforth he should make the fundamental

variation to make the material coherent to the student.

3. Role of teacher in Pragmatism

 Pragmatism sees educator as a partner, guide and rationalist. The main capacity of
businesslike educator is to recommend issues to his understudies and to invigorate them
to discover without help from anyone else, the arrangements, which will work. The
educator must give occasions to the common improvement of natural characteristics of
youngsters. His fundamental errand is to recommend issues to his students and to direct
them to discover arrangements.

 An interesting conviction of logic about understudies is that they should be dynamic

students. Understudies need to encounter their general surroundings through learning
exercises. School isn't planning yet is fairly essential for life itself. Along these lines,
long lasting learning is normal and not simply an impermanent time of life in which it is
required for considering.

 The educator is a specialist manages who helps the understudies. They are a guide on the
grounds that the world changes excessively fast to simply direct material to understudies.
This implies that the instructor is learning also with the upside of more experience living
in a universe of motion. Since truth is changing, there is no fix educational program from
days gone by. All things considered, the understudy's advantages are the focal point of
how the educational program is fabricated.

 With the attention on the climate, the logical instructor is centered intensely around
having understudies sway the world. This implies that an accentuation on social activity
is a piece of the practical person homeroom. In some homeroom social change and
achieving social objectives (i.e. social equity champion) is the whole motivation behind
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schooling. Different methods of reasoning were attempting to keep up the norm yet logic
is attempting to topple it in the event that it works.

4. Role of teacher in Existentialism

 The existentialist instructor isn't the focal point of the guidance but instead a facilitator.
The objective is to help understudies better comprehend who they are as people. This
additionally implies that the understudy ought to have a decision in what they realize and
that the educational program should be to some degree adaptable.

 An educator with an existentialist point of view would be amazed at how understudies are
instructed. They would consider it to be abusive and even with propensity towards being
a type of purposeful publicity.

 Students would require significantly more decision and duty regarding their own
activities since the current type of instructing demolishes independence.

 The existentialist instructor isn't the focal point of the guidance yet rather a facilitator.

 Their objective is to help understudies better comprehend who they are as people.

 This additionally implies that the understudy ought to have a decision in what they realize
and that the educational program should be fairly adaptable. The objective is the
advancement of the individual and not the general public, as the general public doesn't
enjoy a definitive improvement of the person.

Part 3: Methods of instruction = 4

1. Methods of instructions in idealism:

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 In the educative process, the idealist emphasizes experience rather than nature, the self
rather than facts. Therefore, to him education is always the development from within. He
regards the classroom as a meeting ground of personalities.
 By the intercourse in the classroom the less mature self is stimulated to participate in the
experience of the more mature self the idealist teacher issues an invitation to the pupils to
come and share in the wider and deeper and more interesting experiences and thereby
become broader, and deeper “selves”.
 The method of teaching used by the idealist teacher is not based on logic of facts the
main objective of the idealist teacher is to help the student to obtain a deeper insight than
what he already possesses, and to realize that behind all his experiences there are
attractive and inviting depths which he can attain for himself leading to further insights.
 Thus the teacher helps him to see that his present experiences are elementary and
superficial in comparison to those which are awaiting his further explorations. The
teacher gives him the idea that in the beginning there might be disappointments, but by
proceeding on with confidence and faith, new lights will come bringing penetrating
insights for the solution of the problem at hand.
 As referred to above, the idealist teacher does not rely on straight lecture methods. He
relies more on a discussion method, taking full account of diverging points of view as
expressed by various students.
 He inspires the students to enter into the subject objectively, but with personal views. The
students are thus helped to expand, criticize and defend their own formulations. They
choose their own final answers and compare the worth of the same with other existing
ones.

2. Methods of instructions in realism:

 Realism has a distinct foundation and viewpoint which impact extensively the homeroom
methods and the readiness of text-books. The technique for instructing, as per
authenticity, is to extract from the character of both the educator and the students and
permit current realities to represent them.
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 In the way toward introducing realities, the instructor isn't required to communicate his
emotional sentiment on the issue. He needs to introduce current realities as they may be,
and he should not add anything of his own. The subtleties of substance and the standards
of introduction and the accentuation to be given at spots will be dictated by the particular
idea of realities.
 The technique for educating should be carefully objective. The best technique is what
nobody's own is. In this way the instructor should turn into a dedicated interpreter so that
through him the realities themselves may turn out to be genuine and dazzle themselves on
the understudies.
 The realities must be introduced in an unmistakable and particular way and no derogation
from the realities should be permitted. The realities should be legitimately characterized
and one section should prompt another consequently.

3. Methods of instructions in pragmatism:

 Pragmatism isn't agreeable to old and worn out strategies for educating. It puts stock in
exploring different avenues regarding new techniques. These techniques are conceived by
the instructor in the light of genuine circumstances.

 Education isn't instructing or conferring information however to empower learning

through self-exertion and inventive action. Information isn't acquired from books
however by really getting things done.
 Pragmatism referred to as, “Stresses-activity as opposed to reflection." The kid should be
placed in genuine circumstance with the goal that he may himself take care of the issues
for all intents and purposes, which emerges out of those circumstances. He should be
occupied with intentional inventive action, and hazardous acts.
 But most significant commitment of logic to instructive practice is the Project Method,
which is "a hazardous demonstration conveyed to culmination in its normal setting." The
kid is given a genuine and intentional undertaking to do. At the same time, he encounters
the need of specific standards, aptitudes and strategies which he gains, not officially
however incidentally.
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 Thus, the kid gets information and aptitudes from the encounters picked up in the
achievement of that task. Mentally likewise, this technique is sound on the grounds that
the youngster is constantly keen on getting things done with his own hands. In such a
strategy, the school, the educational plan and the topic, are totally considered from the
youngster's perspectives.

4. Methods of instructions in Existentialism:

 These techniques cause development of effective relations and positive self-idea.

 Such techniques are discourse; Learner-focused strategy and creating positive self-idea.

 Existential training objectives can't be foreordained and can't the instructor and the
instructive framework force to understudies.

Part 4: Curriculum = 3

1. Curriculum in Idealism:

• Since the points of instruction as indicated by the philosophy of idealism are to make the
youngster an ideal or otherworldly man, the educational program should be outlined to
empower kid to grow completely. For the scholarly progression of the kid language,
writing, reasoning, social investigations, science, arithmetic and so forth are
recommended in the educational plan.

• For good, profound and stylish turn of events, 'Humanities' finds a position of
conspicuousness. Other than expressive arts, verse, morals, religion, transcendentalism,
music are recommended.
• The investigation of Hygiene and physiology, practice of actual aptitudes, Gymnastics,
Athletics and so on are proposed to be remembered for the educational plan for actual
turn of events. Rusk discusses sorts of exercises for example Proactive tasks and
otherworldly exercises to be remembered for a hopeful educational program.
• Subjects like tumbling, sports, history, language, expressive arts, profound quality,
morals, religion, science; arithmetic should be remembered for it. Aurobindo and
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Radhakrishnan supported good, strict, profound and actual schooling. Dispassionate

educational program likewise reappointed scholarly, moral tasteful exercises.

2. Curriculum in Realism:

• The Realist educational plan stresses the topic of the actual world, especially science and
arithmetic.

• The educator sorts out and presents content efficiently inside a control, showing
utilization of models in creation choices. Convictions in authenticity incorporate the
normalities of material climate are the central wellspring of all human encounters just as
to arrive at the degree of genuine information one must dissect and experience down to
the degree of sensations and if this is done there will be no distinction of conclusions
among the people.
• Aims of the schooling as indicated by authenticity are to give the understudy a total
information and comprehension of human culture, human instinct, intentions, and
organizations. Topic comprises of current dialects since they empower people to peruse,
compose and lead a wide range of social collaborations. Parts of normal sciences are
proposed to be offered in authenticity to give the student imperative aptitudes and
information to apply in genuine circumstances.

3. Curriculum in Pragmatism

• Only those subjects, exercises and encounters should be remembered for the educational
plan which are helpful to the current requirements of the youngster and furthermore meet
the future desires for grown-up life too. As such Language, actual prosperity, actual
preparing, Geography, History, Science, Agriculture and Home science for young ladies
should be remembered for the educational plan.

• Those exercises and encounters where in the youngster takes interest should be
remembered for the educational program. As per John Dewey these interests are of four
assortments to be specific (1) premium in discussion, (2) premium in examination, (3)
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interest in development and (4) interest in inventive articulation. Keeping these

assortments of interests in view, at the essential stage, the educational plan ought to
incorporate Reading, Writing, Counting, Art, Craft-work, Natural science and other
commonsense work of basic nature.
• The third rule of down to business educational program is the kid's movement, job and
experience. All these three should be firmly coordinated. The educational plan should
comprise of such assortments of learning encounters which advance unique reasoning
and opportunity to create social and intentional perspectives.
• Pragmatic educational plan manages the mix of subjects and exercises. As indicated by
practicality information is one unit. Realists need to build adaptable, dynamic and
incorporated educational plan which helps the creating kid and the changing society
increasingly more as the necessities, requests and circumstance require.

4. Curriculum in Existentialism:

• Existential educational content is centered on people and connections: connections

between students, student educator connections, and even the students' associations with
authentic people, who show potential activities and decisions for the student to display
their own life after. The essential point of the educational plan is to assist students with
building up their own qualities and comprehend them inside their own social setting:
instead of being thick with realities to learn, an existential educational plan incorporates
exercises that will assist students with investigating and express their own qualities and
characters.

• Decision and opportunity are crucial to existentialist way of thinking. One object of an
educational plan will be to open students to a wide scope of alternatives from which to
pick their own personality, objectives, and qualities. Students should be given a lot of
opportunity to seek after regions of interest, and to draw in with peers in conversations
that help them shape and explain their individual qualities in a social setting.
• Exercise plans:
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Four Corners Values Clarification: This and different qualities explanation practices give
an approach to students to thoroughly consider and communicate their qualities. This
action can be effectively adjusted for any subject or student populace by changing the
inquiries posed. Time is given for students to explain why they picked the position they
did, which gives the self-articulation and character development that are fundamental to
existentialist instruction.
• Body Concerns:
This action permits students to think about their own emotions regarding their bodies
from an assortment of points of view. Students are offered time to examine worries about
self-perception and sexual capacity created both inside and outside the study hall.
Accentuation of the movement is on students own contemplations and reactions to the
worries raised, as opposed to the instructor's information. Time is additionally given to
thinking about the social setting of body concerns, assisting students with putting their
own qualities and thoughts in a social setting.
• The Culture Connection:
• Learners create data about their own way of life's qualities and messages around
sexuality, utilizing individual perception and conversations with loved ones. At the point
when they re-visitation of the homeroom, they talk about and contrast and their
companions, and afterward fundamentally analyze the directives for positive and negative
substance. Understudies are allowed to choose for themselves what esteems they think
about negative and what they think about certain.
• Settling on Difficult Decisions
Students are acquainted with a dynamic model that consolidates producing options,
evaluating outcomes, and thinking about qualities. Understanding whatever number
options as would be prudent, and openly picking dependent on one's qualities, are center
principles of existentialism, and subsequently this exercise plan assists understudies with
creating significant aptitudes for assuming liability for their own lives and decisions.