EDU2072 :

2. History of Philosophy of Education

Muslim Philosophers
1. 1. Al-Ghazzali (1058-1111 AD) Abu Hamid al-Ghazzali is one of the most important scholars of
Islamic thought. He was a philosopher, a legal scholar and a theologian and towards the end of his
life a mystical thinker in the class of Ibn Arabi. For many Muslims al-Ghazzali is the paragon of the
Mujaddid, a reviver of Islam. Coming at a time when there were many disputations between
philosophers and theologians, between rationalists and traditionalists and the Mystical and the
orthodox, he tried to bridge these divisions. His Ihya Ulum al-Din, The Revival of Religious Sciences
embarks on a massive endeavor to find a golden mean between all these diverging trends. The
mature al-Ghazzali is very interesting. After his intellectual crisis and subsequent spiritual
awakening he becomes more like Sheikh Rabbani of India who balanced Shariah and Tariqah (law
and mysticism).
2. 2. Ghazali's major contribution lies in religion, philosophy and sufism. A number of Muslim
philosophers had been following and developing several viewpoints of Greek philosophy, including
the Neoplatonic philosophy, and this was leading to conflict with several Islamic teachings. On the
other hand, the movement of sufism was assuming such excessive proportions as to avoid
observance of obligatory prayers and duties of Islam. Based on his unquestionable scholarship and
personal mystical experience, Ghazali sought to rectify these trends, both in philosophy and sufism.
In contrast to some of the Muslim philosophers, e.g., Farabi, he portrayed the inability of reason to
comprehend the absolute and the infinite. Reason could not transcend the finite and was limited to
the observation of the relative. Also, several Muslim philosophers had held that the universe was
finite in space but infinite in time.
3. 3. Ghazali argued that an infinite time was related to an infinite space. With his clarity of thought
and force of argument, he was able to create a balance between religion and reason, and identified
their respective spheres as being the infinite and the finite, respectively. In religion, particularly
mysticism, he cleansed the approach of sufism of its excesses and reestablished the authority of the
orthodox religion. Yet, he stressed the importance of genuine sufism, which he maintained was the
path to attain the absolute truth. He is one of the greatest theologians of Islam. His theological
doctrines penetrated Europe, influenced Jewish and Christian Scholasticism and several of his
arguments seem to have been adopted by St. Thomas Aquinas in order to similarly reestablish the
authority of orthodox Christian religion in the West.
4. 4. So forceful was his argument in the favour of religion that he was accused of damaging the cause
of philosophy and, in the Muslim Spain, Ibn Rushd (Averros) wrote a rejoinder to his Tuhafut. He
was a prolific writer. His immortal books include Tuhafut al-Falasifa (The Incoherence of the
Philosophers), Ihya al-'Ulum al-Islamia (The Rivival of the Religious Sciences), Some of his works
were translated into European languages in the Middle Ages. He also wrote a summary of
astronomy. Ghazali's influence was deep and everlasting.
5. 5. Ibn Rushd Averroism (1126-1198) Born in Cordova, Chief justice appointed at cordova Spain.
Averroes (Ibn Rushd) is most famous for his commentaries on Aristotle's works and for writing He
said materialism & Intellect is one and same for whole mankind He discussed the question of Ideal
State. He believed that Islamic state is an Ideal state better than Plato’s ideal state. He accepted
Aristotle dictum that man is by nature a political animal and can not live in a solitary life.He said
solitary life can not produce arts,sciences. women He said that even women should be of service to
society. She should not be kept like domestic animals or plants. She should be allowed to take part
in production of material and intellectual wealth.It produced tremendous effect on Europe not on
lands of Islam.
6. 6. Ibn Rushd Citicized Al Ghazali ‘s anti intellectualism. He said denial of cause implies denial of
knowledge and it implies that nothing in the world can be really known that is supported to be
known. His Books: Tahful al tahafat (Destruction of Destruction) Kitab al Falsafa (Discourse on
philosophy) Averroism became very influential in medieval Europe, especially among the
Scholastics. Secularism: Averroism eventually led to the development of modern secularism, for
 which Ibn Rushd is considered as the founding father of secular thought in Western Europe.
Existence Precedes Essence The concept of "existence precedes essence", a key foundational
concept of existentialism, can also be found in the works of Averroes, as a reaction to Avicenna's
concept of "essence precedes existence
7. 7. Al-Kindi (805-873 A.D) He is Abu Yusuf Ya’qub Ibn Is-haaq Al-Kindi Al-Kufi. Many people view Al-
Kindi as the founder of the Arab Islamic philosophy. Al-Kindi deservedly deserved the title of (the
philosopher of the Arabs), as he left behind more than two hundreds books about various sciences.
Al-Kindi’s most important book about philosophy was his valuable book: (Al-Falsafah al-ula fima
dun al-tabi’yat wa al-tawhid) (On First Philosophy). Al-Kindi laid the foundation for explaining the
problem of free will in a philosophical way. Al-Kindi noticed that the real action was not the result
of intention or will and that the will of man is a psychological power moved by thoughts.
8. 8. Al-Kindi believed in causality. Al-Kindi also underlined the idea of Providence under which the
universe is subject to fixed rules. Al-Kindi was also interested in mathematics and astronomy. Al-
Kindi wrote books about medicine and medications and also left his marks on geography,
chemistry, mechanics and music. Some Orientalists regarded him as one of twelve figures that
represented the height of human thought.
9. 9. Al-Farabi (872-950 A.D) He is Abu Nasr Muhammad Ibn Tarhan Al-Farabi. He is regarded as one of
the greatest Muslim philosophers. Al-Farabi is known as the second teacher because he studied and
explained the books of Aristotle, the first teacher. It was at his hands that Aristotelian philosophy
reached its highest point of flourishing. Al-Farabi was known among Europeans as (Alpharabius),
because, thanks to his explanation, ideas and approach, he managed to bring Greek philosophy
closer to Islamic thinking, which did not happen before at the hands of Al-Kindi. One of Al-Farabi’s
most famous and important books is his book: Ara Ahl al-Madina al-fadilah (Opinions of the
Residents of a Splendid City) in which he explained the ideal human society system. Al-Farabi tried
and explained the different aspects of Islam and the multiple sides of the Arab Islamic culture in the
light of his own philosophy.
10. 10. Al-Farabi classified the societies into two types : perfect and imperfect. Furthermore he
identified three kinds for each type as follows : Perfect Society (1) The Highest: The World State. (2)
The intermediate: The Nation State. (3) The Lowest: The City State. Imperfect Society (1) The
Village. (2) The Suburb of a city. (3) The street and house.
11. 11. At the heart of al-Farabi's political philosophy is the concept of happiness (sa'ada). The virtuous
society (al-ijtima' al-fadil) is defined as that in which people cooperate to gain happiness. The
virtuous city (al-madina al-fadila) is one where there is cooperation in achieving happiness. The
virtuous world (al-ma'mura al-fadila) will only occur when all its constituent nations collaborate to
achieve happiness.
12. 12. Al-Farabi's classification of knowledge is his Kitab ihsa' al-'ulum. This work illustrates neatly al-
Farabi's beliefs both about what can be known and the sheer range of that knowledge. Here he
divides his material into five major chapters. Chapter 1 deals with the 'science of language', Chapter
2 formally covers the 'science of logic', Chapter 3 is devoted to the 'mathematical sciences', Chapter
4 surveys physics and metaphysics, and the final chapter encompasses political science,
jurisprudence and scholastic theology. A brief examination of these chapter headings shows that a
total of eight main subjects are covered; not surprisingly, there are further subdivisions as well. To
give just one example, the third chapter on the mathematical sciences embraces the seven
subdivisions of arithmetic, geometry, optics, astronomy, music, weights and 'mechanical artifices';
these subdivisions in turn have their own subdivisions.
13. 13. Ibn Tufail Born near Granada, Spain (1100 AD). As a philosopher and novelist, he is most famous
for writing the first philosophical novel, Hayy ibn Yaqdhan Ibn Tufail was the author of ayy ibn Yaq
ānḤ ẓ which tells the story of an autodidactic feral child, raised by a gazelle and living alone on a
Desert Island, who, without contact with other human beings, discovers ultimate truth through a
systematic process of reasoned inquiry. Hayy ultimately comes into contact with civilization and
religion when he meets a castaway named Absal. He determines that certain trappings of religion,
namely imagery and dependence on material goods, are necessary for the multitude in order that
 they might have decent lives. However, imagery and material goods are distractions from the truth
and ought to be abandoned by those whose reason recognizes that they are distractions.
14. 14. Hayy ibn Yaqdhan had a significant influence on both Arabic literature and European literature,
and it went on to become an influential best-seller throughout Western Europe in the 17th and
18th centuries. The work also had a "profound influence" on both classical Islamic philosophy and
modern Western philosophy. It became "one of the most important books that heralded the
Scientific Revolution" and European Enlightenment, and the thoughts expressed in the novel can be
found "in different variations and to different degrees in the books of Thomas Hobbes, John Locke,
Isaac Newton. Hayy's ideas on materialism in the novel also have some similarities to Karl Marx's
historical materialism.
15. 15. Ibn Bajja, (1138 AD) Ibn Bajja (or Avempace in the West), was born in Saragossa, Spain, died in
Fez in North Africa in ah 537/ad 1138. Ibn Bajja's philosophy may be summed up in two words;
(conjunction) and (solitude). Conjunction is union with the divine realm, a union that reveals the
eternal and innermost aspects of the universe. Through this union or knowledge, one is completed
as a human being, and in this completion the ultimate human end, happiness, is achieved. Solitude,
on the other hand, is separation from a society that is lacking in knowledge. Once united with the
eternal aspects of the universe, one must isolate oneself from those who are not in the same state,
who may therefore distract one from the supernatural realm through their ignorance and
corruption.
16. 16. Ibn Bajja was the teacher of Ibn Rushd(Averroes). His prominence was the result of his being the
first in the West to show deep understanding of the views of some of his predecessors, such as
Plato, Aristotle, al-Farabi, Ibn Sina and al-Ghazali. Thus he served as a link between the East and the
West. His works include medical works, commentaries on Aristotle and al-Farabi and original
philosophical treatises. The most important of these treatises are Tadbir al-mutawahhid
(Management of the Solitary), . He was concerned with the ultimate human objective. To
understand the ultimate human objective and the instruments through which it is attained.
17. 17. Ibn Bajja first traces the development of the human soul, the only means to conjunction. The
human soul, he believes, develops from the plant to the animal and finally to the rational life. The
plant life is the embryonic life, which provides one with nourishment and growth. With the progress
from the plant to the animal life, which is the sensitive life, one moves from mere vegetation to
sensation, movement and desire. Sensation is acquired either by the five external senses or by the
internal senses, the common sense, the imagination and memory. By acquiring thought, or the
highest human state, one rises to the level of rational speculation. While the human soul
incorporates these three states, human nature or essence as such is described as 'aql (reason or
intellect).
18. 18. Ibn Bajja teaches that the intellect is either potential or actual. When it is potential, it has the
capacity for acquiring its proper object, the intelligible form (as-sura al-'aqliyya) or, as Ibn Bajja is
fond of calling it, the spiritual form (as-sura ar-ruhaniyya), the form that belongs to the soul. When
it is actual, it is identified with its object.
19. 19. Ibn Arabi(1165-1240 AD) Ibn Arabi is perhaps the most unique, most perplexing and at the same
time most profound Muslim philosophical thinker. He was not a rational philosopher like al-Farabi
or Ibn Rushd. He was mystical, speculative and indescribable. Ibn Arabi was perhaps the first
postmodern and feminist thinker in human intellectual heritage. His works Fusus al-Hikam (Bezels
of Wisdom) and Futuhat al-Makiyyah (The Meccan Openings) are perhaps the acme of Islamic
mystical and philosophical thought. One can never fully appreciate Islamic intellectual heritage
without trying to understand Ibn Arabi.
20. 20. Fortunately, Professor William Chittick has written several books that translate and comment on
Ibn Arabi's thought and make him partially comprehensible to ordinary mortals like me. Ibn Arabi
provides the most compelling explanation of the purpose and meaning of creation as a continuous
self-disclosure (Tajalli) of God. His reading of the sacred texts is always surprising and tantalizing to
the thinking mind. Most orthodox scholars fear and hate Ibn Arabi, because they cannot
 understand him. Once they do, they are no more orthodox. It would be a colossal tragedy if you are
a Muslim and have intellectual leanings and never read Ibn Arabi, Al-Sheikh al-Akbar.

Al-Farabi

1. 1. AL-FARABI 870-950
2. 2. Education Abu Nasr Muhammad ibn Muhammad ibn Ozlugh ibn Tarkhan al-Farabi was a Turk
by birth and was born at Wasij in Farab, a district in Transoxania. He studied philosophy, logic,
politics, mathematics , physics and music.
3. 3. Education “ the parent of all subsequent Arab philosophers.”  the “Mu’allimu’thani” Works
on politics: “A Summary of Plato’s Law” Siyasatu’l Madaniyyah Ara’u ahl- Madinatu’l-Fadilah
Jawami-u’s- siyasat Ijtima’atu’l- madaniyah
4. 4. Human Nature Power of Reason Ability to differentiate between good and bad, profit and loss
Power of Contention/ argument/ debate When human wants something and to get away from
something else The basis of love and hate, truth and untruth, anger. Power of Thinking
Necessitates another power to retain traces of feeling after the thing felt has passed away,
resolved Power of Feeling/ emotion
5. 5. Human nature Human Groupings: Two kinds: Perfect : the completion of service of the
imperfect groups. Imperfect: village, of the wards of city, collection of roads and halting places
“the greatest good and the highest culmination is attained in the unit of perfect assemblages, i.e.
the City or State.”
6. 6. Theory of Mutual Renunciation of Rights “ They gather together, consider the state of affairs,
and each of them gives up in favour of the other a part of that by which he would have over-
powered him, each making it a condition that they would keep perfect peace with each other and
not take away from the other anything except on certain conditions.”
7. 7. Headship in a State Workers of Leadership: “There are some who have the intellect to draw
conclusion better than others, while some can convey their deduction to others with greater
facility.” Those who can draw conclusions from given facts lead those who cannot, while such as
have not the capacity to convey to others what they have themselves learnt have not got the true
marks of leadership.
8. 8. Ideal Ra’isul- Awwal 12 attributes: ( Not only the mind but also Body) Perfection in physical
organs Great understanding Visualisation of all that is said A perfectly retentive(saving)
memory Power to get at the root of things with the least argument Power to convey to others
exactly according to his wish a deep love of learning. shunning (avoid) of playfulness
9. 9. Ideal Ra’isul- Awwal…Attributes (cont..) Control over desire, and moderation in eating, drinking
and sexual intercourse. Love of truth and hatred of lying Breadth of heart and love of justice and
hatred of force and tyranny Power to distribute justice without any effort, fearlessness in doing
things as he thinks ought to be done Possession of a sufficient amount of wealth.
10. 10. Ideal Ra’isul- Awwal…attributes..(cont) One with just five or six of these qualities would make
a fairly good leader. Or one who has been brought up under a Leader of these qualities. Or a
council of two or even five members possessing an aggregate of these qualities provided at least
one of them is a Hakim.
11. 11. Internal organization of state “In a well organized commonwealth, the Supreme Head collects,
arranges and organises the different functionaries in a proper manner, and their status increases or
decreases according to the distance between them and the Supreme Head.”
12. 12. Formation of State Motives: Force: those who have resources, physical or moral, at his
disposal, makes a whole body of the people subservient to him. Patriarchal theory: birth entails
cooperation between father and children and those descendent. Material relationship Proper
organization of the people by the Supreme Head
13. 13. Varieties of states other than model city States: categories States of Necessity Primary
object of the head is to arrange for the necessities of the citizens. State of Ease Citizens are
 content if they are assured of a life of comfort and if their desires would not go beyond moderate
limits State of Desires Making life of the people luxurious with plenty of resources State of
Imperialist A nation wants to have hegemony over other nations.
14. 14. Varieties of states other than model city Empire: the people of an imperialistic state, excel in
having mastery over others either physically or spiritually in such a way that the latter should be at
their service in body and mind Colonies: they have been overtaken by an enemy or by an
epidemic or through economic necessity.
15. 15. Cities Four types: Virtuous city Purpose of the government and institution of society are
organize on the basis of attainment of true happiness. Ignorance city Government ignore the
nature of true happiness and institution of the society is organized on other basis. Immoral City
Government is aware of the nature of true happiness but does not adhere follow it and institution
of society are organized for attainment of other hands as can be found in ignorance city. Erring
City Purpose of the government are displace from attainment true happiness and the institution
being corrupted.
16. 16. Conclusion His ideas aim to advance human societies and states. He employed some of
Plato’s approaches in his ideas. He tried to balance between reason and revelation.

 IMAM GHAZALI VIEWS ON EDUCATION

1. 1. CULTURE AND EDUCATION AND IMAM GHAZALI VIEWS ON EDUCATION TARIQ ALI Cell No :
03469196279 & 03347027177 E-mail: tariq_shah98@yahoo.com BY TARIQ ALI
2. 2. CULTURE The way of life, especially the general customs and beliefs, of a particular group of
people at a particular time.(clothing, houses shapes , dishes) CUSTOM A way of behaving or a belief
which has been established for a long time.
3. 3. BELIEFS The feeling of being certain that something exists or is true belief, principle or way of
acting which people in a particular society or group have continued to follow for a long time, or all
of these beliefs, etc. in a particular society or group. TRADITIONS A belief, principle or way of acting
which people in a particular society or group have continued to follow for a long time, or all of
these beliefs, etc. in a particular society or group
4. 4. 5 CURRICULUM DEVELOPMENT 1. SITUATIONAL ANALYSIS 2. FORMULATION OF OBJECTIVES 3.
SELECTION AND ORGANIZATION OF CONTENTS 4. TEACHING METHODOLOGY 5. EVALUATION
5. 5. 6 Abu Hamid al-Ghazali was born in the city of Tus, northern Persia (Iran), in the year 450t-i/1058
Al-Ghazali, known in Europe as Algazel Al-Ghazali studied in Jurjan and Naisapur and became the
head of the Nizamiya school in Baghdad, where he was involved in the political and religious issues
of his time. He gave up his position of influence to take up devotional retreat in Damascus. From
this important period of his life came the masterpiece Ihya Ulum al- Deen, The Revivification of the
Religious Sciences. This, along with his other distinguished works, Ayuhal Walad and Bidayatul
Hidayah made a great contribution to the development of educational philosophy.
6. 6. According to Al-Ghazali, "knowledge exists potentially in the human soul like the seed in the soil;
by learning the potential becomes actual."
7. 7. He has divided knowledge into two parts: 1… Religious knowledge (Revealed religion), And 
2…. Secular (or instrumental/Adopted Religion) knowledge (Ilm al-Áliyah). The former is acquired
from the Qur’an and Sunnah. It is the most dignified knowledge and it is without doubt. The
second type of knowledge is needed to enhance the understanding of the former since it was a
revelation.
8. 8. Imam al-Ghazali subdivided the secular subjects into three subcategories:  1. Beneficial
knowledge: This encapsulates those sciences that will benefit society and helps it to progress, e.g.
medical knowledge and mathematics. Accordingly, the acquisition of these sciences and disciplines
is Fard al-Kifayyah, i.e. if nobody acquires it, then the entire Muslim community of a particular
locality will be sinful.
 9. 9. 2. Neutral Knowledge: This category encapsulates those disciplines that will not really enhance
one’s beneficial knowledge but there is nothing wrong if they are studied, e.g. the
History/Ideology/Politics/Religions/Beliefs. 3.Harmful Knowledge: This category comprises of
those disciplines which are harmful, such as Black Magic and Gambling. It is therefore, haram to
acquire such knowledge.

Ibn Sina Avicenna

1. 2. Ibn Sina (Avicenna)

2. 3. Early life He was born in around 370 (AH) / 980 (AD) in Afshana, his m other's home, a small city
now part of Uzbekistan  His father, a respected Ismaili scholar, was from Balkh now part of
Afghanistan .He had his son very carefully educated at Bukhara.  Ibn Sina's independent thought
was served by an extraordinary y intelligence and memory, which allowed him to overtake his
teachers at the age of fourteen.
3. 4. Early life According to his autobiography, ibn sina had memorised the entire Quran by at the
age of 10 and Persian poetry as well. He learned Indian arithmetic from Mahmoud Massahi He
also studied Fiqh (Islamic jurisprudence). Ibn Sina's when a teenager, he was greatly troubled by
the Met aphysics of Aristotle, which he could not understand until he rea d al-Farabi's . He also
studied philosophy.
4. 5. Father of Modern Medicine He turned to medicine at 16. He achieved full status as a qualified
physician at age 18 and found that "Medicine is no hard and thorny science, like mat hematics and
metaphysics so I soon made great progress; I became an excellent doctor and began to treat
patients, using approved remedies.“ The youthful physician's fame spread quickly, and he treated
m any patients without asking for payment
5. 6. Reward Ibn Sina's first appointment was that of physician to the emir. In reward for this
service was access to the royal library of t he Samanids, well-known patrons of scholarship and
scholars. When the library was destroyed by fire not long after, the en emies of Ibn Sina accused
him of burning it When Ibn Sina was 22 years old, he lost his father.
6. 7.  Ibn Sina seems to have declined the offers of Mahmud of G hazni, and proceeded in modern
Turkmenistan.  Ibn Sina wandered from place to place through the districts of Nishapur and Merv
to the borders of Khorasan.  Ibn Sina settled at Rey (Tehran). Ibn Sina's composed about thirty
books in Rey
7. 8. Books Ibn Sīnā wrote almost 450 books on a wide range of subje cts, of which around 240 have
survived. In particular, 150 of his on philosophy and 40 of them on medicine
8. 9. Later life and death The remaining ten or twelve years of Ibn Sīnā's life were spe nt in the
service of ruler Muhammad ibn Rustam Dushmanziy ar His friends advised him to slow down and
take life moderate ly. He refused, however, stating that: "I prefer a short life wit h width to a
narrow one with length".  He bestowed his goods on the poor, restored unjust gains, fr eed his
slaves. He read through the Quran every three days until his death. He died in June 1037, in his
fifty-eighth year, in the month of Ramadan and was buried in Hamadan Iran
9. 10. Work Medicine The Canon of Medicine, best-known amongst them which w as a standard
medical text in Western Europe for seven centuri es. It describes diseases, Hygiene, simple and
complex medicines.  Functions and parts of the body.In this, The anatomy of the human eye.
10. 11. Medicine It includes five books First and second discuss physiology, pathology and hygiene. 
The third and fourth deal with the methods of treating disease. The fifth describes the
composition and preparation of remedies .  This last part contains some personal observations
11. 12. A Few of his Discoveries Medicine and Pharmacology The introduction of: infectious diseases
experimental medicine evidence-based medicine clinical trials clinical pharmacology risk
factor analysis, tuberculosis diabetes heart as a valve And the influence of climate and
 environment on health. momentum steam distillation extraction of essential oils
uniformitarianism and law of superposition in geology modern clinical trials
12. 13. Philosophy Ibn Sina wrote extensively on the subjects of philosophy, logic, ethics, metaphysics
and other disciplines. Most of his works were written in Arabic. some were written in the
Persian language.
13. 14. Psychophysiology and Psychosomatic medicine Recognized 'physiological psychology' in the
treatment of illne sses involving emotions, and developed a system for associatin g changes in the
pulse rate with inner feelings. Avicenna is reported to have treated a very ill patient by "feeli ng the
patient's pulse and reciting aloud to him the names of pr ovinces, districts, towns, streets, and
people." He noticed how t he patient's pulse increased when certain names were mentione d, from
which Avicenna deduced that the patient was in love w ith a girl whose home Avicenna was "able to
locate by the digit al examination." Avicenna advised the patient to marry the girl he is in love with,
and the patient soon recovered from his illne ss after his marriage.
14. 15. Earth Sciences On earth Formation of mountain The advantages of mountain in the formation of
cloud Source of water Origin of Earthquake Formation of mineral The diversity of earth terrain.
15. 16. Above the earth Clouds and rain Causes of rainbow Sun reflection Winder Thunder, lighting
Catastrophic event which effect the surface of earth
16. 17. Physics In mechanics The Book of Healing, developed a theory of mo tion. In which he made a
distinction between the inclination and for ce of a projectile, and concluded that motion was a
result of an inclination transferred to the projectile by the thrower, and tha t projectile motionin a
vacuum would not cease
17. 18. Astronomy and astrology He believed that each planet had some influence on the earth , but
argued against astrologers being able to determine the exa ct effects Avicenna wrote an attack on
astrology titled Resāla fī ebṭāl a ḥkām al-nojūm
18. 19. Theology His aim was to prove the existence of God and His creation of the world scientifically
and through reason and logic. Avicenna's views on philosophy were enormously influential, f
orming part of the core of the curriculum at Islamic religious s chools until the 19th century.
Avicenna wrote a number of short treatises dealing with Islami c theology. These included treatises
on the prophets (whom he viewed as "inspired philosophers"), and also on various scienti fic and
philosophical interpretations of the Quran. In general these treatises linked his philosophical
writings to I slamic religious ideas; for example, the body after life
19. 20. Poetry ,‫ زحل اوج تا سياه گل قعر از‬Up from Earth's Centre through the Seventh Gate , ‫حل را گيتی مشکالت‬
‫ همه کردم‬I rose, and on the Throne of Saturn sate, , ‫ حيل و مکر هر زقيد جستم بيرون‬And many Knots
unravel'd by the Road; .‫ اجل بند مگر شد گشاده بند هر‬But not the Master-Knot of Human Fate.
20. 21. Quotes The world is divided into men who have wit and no religion and men who have
religion and no wit. As to the mental essence, we find it in infants devoid of ever y mental form.
That whose existence is necessary must necessarily be one es sence. Therefore in medicine we
ought to know the causes of sickn ess and health.
21. 22. Thank you

Ibn khaldun (Father of sociology)

1. 1. Ibn Khaldun(1332-1406 AD) He was born in Tunisia in 1332 AD Ibn Khaldun is the Sheikh of all
social scientists. He was a philosopher of history and the first social scientist. He was the first major
Islamic thinker who emphasized empirical thought over normative theory. Ibn Khaldun made three
very important contributions to social sciences. He emphasized the importance of empirical facts,
developed a theory of change and identified tribal solidarity as the driver of change.
2. 2. Muqaddimah He is best known for his Muqa-ddimah (known as Prolegomenon in English), which
was discovered, evaluated and fully appreciated first by 19th century European scholarship
Western scholars recognized him as one of the greatest philosophers to come out of the Muslim
world. He sought to write a world history preambled by a first volume aimed at an analysis of
historical events. Muqaddimah was based on Ibn Khaldun's unique approach and original
contribution and became a masterpiece in literature on philosophy of history and sociology. The
chief concern of this monumental work was to identify psychological, economic, environmental and
social facts that contribute to the advancement of human civilization and the currents of history. In
this context, he analysed the dynamics of group relationships and showed how group-feelings,
al-'Asabiyya, give rise to the ascent of a new civilisation and political power and how, later on, its
diffusion into a more general civilization invites the advent of a still new 'Asabiyya in its pristine
form.
3. 3. He identified an almost rhythmic repetition of rise and fall in human civilization, and analysed
factors contributing to it. His contribution to history is marked by the fact that, unlike most earlier
writers interpreting history largely in a political context, he emphasised environmental, sociological,
psychological and economic factors governing the apparent events. This revolutionised the science
of history and also laid the foundation of Umraniyat (Sociology). The other volumes of his world
history Kitab al-I'bar deal with the history of Arabs, contemporary Muslim rulers, contemporary
European rulers, ancient history of Arabs, Jews, Greeks, Romans, Persians, etc., Islamic History,
Egyptian history and North-African history, especially that of Berbers and tribes living in the
adjoining areas.
4. 4. Concept of Asabiyya: Asabiyya or asabiyah means social solidarity, social integration, and social
cohesion. It is the force which unites people with one another. However, their patterns of behavior
brought them closer. Asabiyya was important for economic, intellectual and political development
of society. According to Ibn-e-Khaldoon the tribes are successful because they have highest
Asabiyya. He also explains that the more the tribes deviate from Asabiyya, the more is the element
of deviance; religious movements sharpen the force of Asabiyya and no movement can succeed
without it. Ibn e Khaldoon was of the view that man is an animal, but he becomes human with the
cooperation of all social elements that become a source of satisfaction of needs.
5. 5. Ibn- Khaldoon's methodology: In Muqaddima, he explained the method of logic and science. He
gave his research based on the findings that there is a close relationship between history, political
and social events, and they work on the basis of cause and effect relationship. Theory of rural and
urban society: He described some characters of human societies over the animal societies and the
need of supreme governor for them. His terms for rural and urban society were “Badank” and
“Harda” respectively. They had strong Asabiya. Society as living organism: Society is like a living
organism and organisms consist of body parts. Society is composed of culture and people. Both can
get sick, can grow, both can die and both feel pain when one part gets hurt. Social change: The
societies that loose Asabiyya are bound to undergo changes. This change is a cyclic process in which
there are fixed stages. Each stage takes 40 years and total 120 years. Each stage has its own
demographic, economic, religious and political characteristics based on growth, development and
decay.
6. 6. Father of sociology: Ibn e Khaldoon’s findings and reseach on social changes, concept of asabiya
and Muqaddima, gave him the status of father of sociology. He coined the term Umraniya and
introduced the scientific method of study. The last volume deals largely with the events of his own
life and is known as Al-Tasrif. This was also written in a scientific manner and initiated a new
analytical tradition in the art of writing autobiography. Ibn Khaldun's influence on the subject of
history, philosophy of history, sociology, political science and education has remained paramount
ever since his life. His books have been translated into many languages, both in the East and the
West, and have inspired subsequent development of these sciences. For instance, Prof. Gum
Ploughs and Kolosio consider Muqaddimah as superior in scholarship to Machiavelli's The Prince
written a century later, as the forrner bases the diagnosis more on cultural, sociological, economic
and psychological factors.
 7. 7. Father of sociology: Ibn e Khaldoon’s findings and reseach on social changes, concept of asabiya
and Muqaddima, gave him the status of father of sociology. He coined the term Umraniya and
introduced the scientific method of study. The last volume deals largely with the events of his own
life and is known as Al-Tasrif. This was also written in a scientific manner and initiated a new
analytical tradition in the art of writing autobiography. Ibn Khaldun's influence on the subject of
history, philosophy of history, sociology, political science and education has remained paramount
ever since his life. His books have been translated into many languages, both in the East and the
West, and have inspired subsequent development of these sciences. For instance, Prof. Gum
Ploughs and Kolosio consider Muqaddimah as superior in scholarship to Machiavelli's The Prince
written a century later, as the forrner bases the diagnosis more on cultural, sociological, economic
and psychological factors.

==================================================================================
Educational Philosophy Topic 2
1. 1. ETYMOLOGY (LANGUAGE) THREE ANGLES TO DEFINE PHILOSOPHYTERMINOLOGY PRACTICALITY
2. 2. Philosophia - Philo: love -Sophia: knowledge - Philosophy: love for knowledge or wisdom
ETYMOLOGY (LANGUAGE)Philosophers: thosewho have a love for knowledge
3. 3. DEFINIT IONAL- FARABI
4. 4. SOCRATES “… knowledge which encompasses truth. … contains metaphysics, logic, rhetoric,
ethics, economics, politics and aesthetics.(382SM- 322SM)
5. 5. PLATO“… only through knowledge can man attain the real truth.” (427SM- 348SM)
6. 6. AL-FARABI “… knowledge about the physical universe.”(870SM- 950SM)
7. 7. Thinking thoroughlyFree from the bonds of tradition PRACTICALITY Characteristics: systematic,
rational, universal
8. 8. Thinking logically andSystematic sequentially Thinking to the finest detail and Rational solving the
problem with full responsibility Not being confined to severalUniversal aspects only
9. 9. Can we say that all questions are philosophicalquestions?What is classified as philosophy?Who
philosophises?Is there a difference between a common manwho philosophises and a philosopher?
What is the difference?
10. 10. Metaphysics (ontology): speculative, cause-and-effect relationship E.g: What is truth? What is
mankind? Logic: differentiates between valid and Axiology: ethics and confusing ideas BRANCHES
OF aesthetics E.g: What is good PHILOSOPHY E.g: What is goodness?reasoning? Not so good What
is beauty? reasoning? Epistomology: knowledge and beliefs E.g: What is knowledge? What are the
sources of knowledge?
11. 11. IN EDUCATION
12. 12. Prof. Hassan Dictionary ofLanggulung Education (1987) (1979) DEFINITIONDr. Yusuf al- John
Dewey Qardawi (1859- 1952) (1980)
13. 13. e-ducere - To lead outA comprehensive process to develop an individual’s abilities and
behaviour. A social process which provides opportunities for the individual to acquire social skills
for personal development.
14. 14. •Education is a process to elevate man’s status. •School is seen as a special environment which
is the same as the social environment.JOHN DEWEY
15. 15. •Education encompasses our whole being- physically, emotionally, spiritually and intellectually.
•Its purpose is to prepare man to face the world which is continually faced with good and bad,
sweetness and bitterness.DR. YUSUF AL-QARDAWI
16. 16. PROF. HASSAN LANGGULUNGEducation is a process of changing the cultural values of each
individual through: teaching, training, indoctrination
17. 17. Western EducationistsFriedrich Froebel (1782-1852) John Milton (1608-1674) The purpose of
education is A complete education to live an honest, pure and enables a man to act in a just
respectful life. and considerate manner at all times and in all places.
18. 18. Eastern Educationists Confucius Rabindrananth Tagore (551- 479BC) (1861- 1941) Education
nurtures good Education is to produce good thinkers behaviour in man through good and achievers
in all aspects of life: manners, consideration, respect physical, intellectual, moral, spiritual. for our
elders, love of those An educated person is ready to serveyounger than us and loyalty to love
society and country at all times. for King and country.
19. 19. Islamic EducationistsAl-Ghazali (1058- 1111 C.E) Mohd Qatb Education is a process which
produces a holistic and balanced individual. It also aims to develop fully the intellectual, physical,
emotional and spiritual potentials Education encompasses the of the individual. intellect and
physical domains, as well as character formation characterized by bravery and respect for others.
20. 20. CONCEPT OF PHILOSOPHY OF EDUCATIONSocialization processCultural development Social
integration Social placement
21. 21. ISLAMIC PHILOSOPHY OF EDUCATION
22. 22. DEFINITION OF ISLAMIC PHILOSOPHY Al-Kindi Al-Farabi Ibn Sina• Consists of 3 • Can be seen •
Categorized aspects: from 2 angles: into 2 types of• Physics • Theory – knowledge:• Mathematics
knowledge • Revelation of• Attributes of about existing God delivered God. things. through •
Practice – messengers things that • The hereafter. exist in action.
23. 23. ISLAMIC PERSPECTIVE“ … a continuous process that nurtures the natural potentials of human
beings from the intellectual, behavioral, spiritual and physical aspects in an integrated and balanced
manner so as to produce righteous human beings who will bring goodness to this world and
hereafter ”
24. 24. OTHER ISLAMIC EDUCATIONISTS…• Abdul Halim El-Muhammady, 1993: “ … the purpose of
education is to produce righteous individuals who are willing to take on the responsibility of the
Caliphs (successors of Prophet Muhammad) entrusted by Allah to lead us to happiness in this world
and in the next”.
25. 25. • Abd Halim Hj. Mat Diah, 1989: “ Islamic education is a process for all under the purposeful
guidance of educators who will shape Muslims based on the teachings of Islam”.
26. 26. AIMS1) To inculcate a noble character;2) To educate the soul to be refined and perfect;3) To
teach students to do good, respectful and noble deeds;4) To train students to be courteous and be
good human beings;5) To inculcate cleanliness, purity and sincerity as well as noble practices in
students.
27. 27. GOALS !!! To produce human beings who areTo shape and develop obedient to Allah, live
human beings to in peace and harmonybecome acknowledge, in society and so enjoy faithful and
tranquility andtrustworthy righteous protection in the and noble Muslim. hereafter.
28. 28. Muslim faith Character-building education education Physical (Al-imansiyah) (Al-Khuluqiyah)
education (Al-jismiyah)Sex education AREAS OF ISLAMIC (Al-jinisiyah) EDUCATION Mental
education (Al-aqiliyah) Social Life education education (Al-nafsiyah) (Al-ijlimayah)
29. 29. The Islamic philosophy of education will encompass the different fields of Islamic education•
The Islamic creed which contains 6 articles of faith namely• Ibadah which is used in 3 meanings: 1.
worship and adoration; 2. obedience and submission; 3. service and subjection.• Competence•
Leadership
30. 30. ISLAMIC PHILOSOPHERS• Ibnu Rushd (520-595 Hijrah) • He put many new and good ideas not
only in the field of philosophy but also in medicine and Islamic legislation. • His great works: –
Kulliyah fit-Thibb – 16 volumes in general medicine. – Foundations of Philosophy (Malbadil
Falsafah)
31. 31. • Al-Ghazali (1058-1111) – Produced more than 400 literary works in theology (study of
religion), philosophy, science and sufism (a mystic tradition within Islam) – His great works: • Ihya
al-Ulum al-Din – a broad field of Islamic science, jurisprudence, logic and sufism.• Ibn Khaldun
(1332-1406) – Major contribution was in the History of Philosophy and sociology. – Write about the
history of the world. – His great works: • Universal History • Summary of the result (religion)
32. 32. • Al-Farabi (870-950 AD) – Major contribution was in Philosophy, logic and sociology. – His great
works: • Kitab al-ihsa al ‘ulum- explains the classification and principles of basic science. • Kitab al-
Musiqa – a book on music.
33. 33. Principles :• Human beings can be good if they are willing to change. This change happens as a
result of contact with the teacher, regardless whether he is prophet, sifu or tok guru.
34. 34. • One’s attitudes towards life is a determinant for attaining happiness. For example : According
to the teachings of Buddha, of we live only to chase after material things, it is almost impossible for
us to attain happiness.
35. 35. • Human beings learn by observing their natural surrounding . Simply, this means that if w
engage in self-reflection, two possibilities will occur. Either we will be thankful to God for the
blessings bestowed upon us or we will be ready to repent for our wrongdoings.
36. 36. • Every human being wants to be obtain Enlightenment and attain Nirvana . All the roads in life
lead to that direction. When we have become wise, automatically, we will do good and avoid doing
wrong.
37. 37. Views of Eastern philosophersConfucius (551-479 SM) Rabindranath Tagore (1861-1941)
38. 38. • Life history – Born in 551 SM in Qufu, Shandong Province. – He was from a poor family but he
was a diligent student when he was young. – At the age of 20, he was offered the post as junior
official in the Imperial Place. – Later, he became a judge in Chung-Tu, then Grand Secretary of
Justice and finally as Chief Minister. – He had travelled far to spread his teachings in various fields
include philosophy, music, administration and ethnics.
39. 39. • At the prime of his career as the Great Teacher, he had close to 3000 followers including 72
who were excellent scholars.• The teachings of Confucius is a separate school known as Confucian
School.• The influence of this teachings lasted for two thousands years.
40. 40. • Confucius died in 479 SM at the age of 73.• His followers wrote down all the conversation
they had with the great teacher as a sign of remembrance.• They collected all answers to
questions, various types of problems and daily life situations and it is known as Confucius Analects.
41. 41. Confucius’ Philosophy of Education Concept of education. Education is for all, irrespective of
socioeconomic or social status. Goals of education. To produce an able individual (ziancai) with
good moral values.
42. 42. • Curriculum. Focus on the subjects below : Moral Education- Some of the values emphasized
include respect for parents (xiao), respect for elders ( ti), deligence (min), loyalty (zhong), thrift
(jian), give- and-take (rang), wisdom (zhi), and bravery (yong). Six books of Confucius
encompassing philosophy, politics, economics and culture. Music. Poetry. Literature. History.
Code of good behaviour.
43. 43. • Role of the teacher. – As a skilled facilitator and disseminator of knowledge. – For this
purpose, a teacher has to show commitment and responsibility for tasks assigned to him. – Besides,
it is also important for him to know and understand his pupils in order to maximize these potentials
and abilities.
44. 44. • Life’s history – He was born in Kalkota, India in 1861. – He was from a rich Brahmin family. –
At first , he was interested to become lawyer. However, his ambition was not realized. – In 1901,
Tagore set up school in Santiniketan which later became university in1921. – Although some of
Tagore’s works were translated into English. – These included books and essays about philosophy,
religion ,education and so on.
45. 45. Rabindranath Tagore’s Philosophy of Education• Concept of education. A process to prepare
human beings to live their own lives.• Goals of education. Produce holistic individuals through
interaction and integration with the environment.
46. 46. • Role of teacher. As a facilitator as well as catalyst to initiate pupils’ discussion and generate
good and creative ideas amongst pupils.• Curriculum. Stresses knowledge and physical activities.
Some of the subjects recommend include following : – Music – Arts – Literature – Drama and Dance
– History – Environmental Studies
47. 47. Implication towards educational development in Malaysia• Islamic philosophy More
applicable to everyday life and expand the curriculum to reflect teaching of Islam as a way of life.
Islamic Philosophy tends to mould education in the entire of situation. Islamic philosophy of
education shape one’s attitude, character and moral of the students. Train, change and educate
Muslim students based in Islamic views.
 48. 48. Eastern philosophy• The teachers are fully responsible in performing the effective lessons.• The
culture emphasizes on conformity, which stifles creative thinking.• Students are more disciplined
and have higher morality, as they often conform to rules and religious teaching. Hence, conformity
is good for morality.

Western Philosophers

Ancient Philosophers.

1. 1. The Ancients ( Philosophy in Education ) Rebekah Sharmilah Tayatul Amiera Mogana Hayati
2. 2. Who are they?
3. 3. Socrates BACKGROUND • One leading thinker of ancient Greek philosopher • born and raised up
in Athens (469~399 BC). • Was a soldier in the Peloponnesian War against Sparta. • Was the son of
a stonemason and was always maintained by the family business. • Has a very strong sense of
justice and virtue. • Accused of disrespect and humiliating the youth of Athens. • By accepting the
death penalty, and drinking the deadly hemlock, he became immortal
4. 4. • helped to lay the foundations of Western thought. • concerned himself with the conduct of
human life. • aimed at determining how man could achieve true happiness and live a good life. • “If
a man had the knowledge of what is good, he would always act on it. “ • establish a universal and
absolute morality by the exercise of reason and come to an understanding of what was good.
5. 5. Socrates CONTRIBUTIONS • Known as the Socratic method or method of "elenchus“ • largely
applied to the examination of key moral concepts such as the Good and Justice To Illustrate The
Use Of The Socratic Method • A series of questions are posed to help a person or group to
determine their underlying beliefs and the extent of their knowledge. • A teacher poses a simple
question such as ‘what is truth’- when a student answer the question, the teacher asks another
question that make to think more deeply and offer a new answer. • The process continues until
they feel that the analysis has gone as far as they can take it at the moment. • It was designed to
force one to examine one's own beliefs and the validity of such beliefs.
6. 6. • Socrates argued that moral excellence was more a matter of divine bequest than parental
nurture. • This belief may have contributed to his lack of anxiety about the future of his own sons. •
His doctrine of the soul led him to the belief that all virtues converge into one, which is the good, or
knowledge of one's true self and purposes through the course of a lifetime.
7. 7. Plato BACKGROUND • Born around the year (428- 347BC, Athens) • Aristocles / Platon • Keeping
his family history in politics • Music n poetry • Met Socrates as his ultimate teacher • Influenced
him a lot • Died in 347 BC
8. 8. Plato CONTRIBUTIONS • Introduced the discussion as a teaching method. • Co-education
(mathematics, poetry, music and literature) for elementary school • Physical education for military
training • Mathematics, literature and philosophy for higher education. • Women education
9. 9. Aristotle BACKGROUND • Greek philosopher who was born in Stagirus. • Enrolled in Plato’s
Academy when he was seventeen. • Tutored Alexander in (338 B.C). • Found his own school, The
Lyceum in Athens. • Favourite subject were Physics, Biology, Metaphysics and Ethics. • Was the
first genuine scientist in history.
10. 10. Aristotle • Studied education in foreign customs and literature • Golden Mean • Influenced by
Plato and Socrates • Influenced Western and Christian philosophy, science and Islamic most
 CONTRIBUTIONS • Teaching of such subjects. • Defining and classifying the various branches of
knowledge. • Established important principles in physics.
11. 11. Chronology of the Ancients

Jean Jacques Rousseau (1712-1778)

Rousseau is a naturalist who believes that nature is enough to educate children.In his book Emile, Rouseau
suggests his education scheme from birth to early adulthood through his character Emile.He wished to
demonstrate how a person might be educated to an ideal state under perfect conditions.He believed that
at birth all people are good but after being exposed to the influences of the world, the society corrupts
them.

12 Children understands their natural characteristics through experience and manipulation of natural
things.Instructions on how children should behave are not good and not needed for teaching morals and
ethics,They will learn what is good and bad through the consequences of their actions.There is no need for
harsh and prescriptive educational programme in educating the child.Educators should allow children’s
basically good natural tendencies to unfold.

13 Paulo Freire ( )A Brazilian educator, philosopher and activist. His most important ideas in education are
in his book Pedagogy of the Oppressed (1968)- English translation in 1970.His ideas are centred on
student-teacher relationship.He thinks that the mode of student-teacher classroom relationship can
create:superior relationshipinferior relationship orequal relationship

14 He believes that the most familiar classroom relationship is narrator-listener relationship.
This oppressive relationship involves a teacher as a narrator and students as listeners.The narrator on one
side is superior, active and knowledgeable, the listener on the other side is inferior, ignorant, passive,
unable and lifeless.In this kind of student-teacher relationship, reality is taken to be motionless, static and
predictable.

15 The role and function of the teacher is just to fill the students with the contents detached from reality,
disconnected from experience;Learners are like containers to fill the contents from the teacher.Students
record, memorize and repeat what is said without understanding the true meaning or significance as they
memorize mechanically what is narrated.The teacher is considered better if he knows how to fill the empty
contents.

16 And those who memorize are considered as better students if they are able to fill what is narrated;
Freire calls this relationship Banking system of education because it is an act of depositing the content by
the teacher and the student as a receiver.Through banking system, the students know many things but lack
creative, inventive and inquisitive skills and ability to apply the knowledge.It considers that education and
knowledge are static and does not require inquiry.

17 It builds perception that knowledge is gifted to the knowledgeable people upon ignorant.
Freire believes that banking system of education conceals reality, truth, knowledge and certain facts and
does not leave students to reveal by themselves.It resists dialogue, problem posing which is fundamental
in critical thinking and cognition.

18 Freire analyses this relationship as:

Teachers teach and students are taughtThe teacher talks and the students listen passively.The teacher
knows everything and students know nothingThe teacher disciplines and the students are disciplinedThe
teacher acts and the students have the illusion of acting through the action of the teacher.The teacher
chooses and enforces his choice and the students comply (follow teacher’ choice).

19 The teacher chooses the programme content and the students adapt to it blindly.
The teacher is the subject of learning process while the students are mere objects.The more students
become stores of information the less they develop critical counsciousness.

20 This causes knowledge fragmentation and lack of adaptation to the world as the students are passive,
lethargic and unable to work for their own.Freire believes that it is wrong for the teacher to think for the
students or impose oneself or his thought on them.It moreover inhibits creativity and problem solving
activities, creativity and stimulation of reflection and action.

Rousseau,maria

1. 1. Western Philosopher of education Presentation by Kumar Abhinav 1 Jean Jacques Rousseau

Maria Montessori
2. 2. INTRODUCTION 2 •Born in 1712, Geneva •Poor Family •Interested in reading books at 12 to 29
age •Vagabond (moving one to another place) •Wrote many books -Emile (story of imaginary boy
named emile)
3. 3. Rousseau as philosopher • Great philosopher • Naturalist Thought • Nature is good until it
doesn’t reach in hand of man. 3
4. 4. Rousseau’s Educational Philosophy Meaning of Education Aims of Education Types of Education
Curriculum Methods of Teaching Discipline Women’s Education 4
5. 5. Meaning of Education • Education is the development of the child’s natural power and abilities. •
3 Sources of Education 5 Man Things Nature
6. 6. Aims of Education • Physical DevelopmentInfancy (birth to 5 yrs) • Development of sense
organsChildhood(5 to 12yrs) • Development of power of understanding Boyhood(12 to 15yrs) 6 •
Development of emotional, moral,religious Adolescene(15 to 20yrs)
7. 7. 7 Types of Education Positive Education Negative Education
8. 8. Curriculum Infancy • No curriculum • Only physical development Childhood • Learn from
experiences & own actions Boyhood • Maths • Language • Physical science • Drawing • Carpentary
• Scientific instrument Adolescence • religious • Moral activities • Occupation • Sex education •
Aesthetics • History • Physical education 8
9. 9. 9 Methods of teaching Avoidance of books Heuristic attitude Against rote memory Child- centred
education
 10. 10. Discipline 10
11. 11. 11 Women’s education Domestic works Housekeeping, sewing, cutting , embroiding , lace
making, house decorating,etc Physical Edu.,Religious,Morality
12. 12. Conclusion • Rousseau was a great philosopher of his times. His philosophy has exerted a great
influence on education. Many of the modern methods of teaching like the Heuristic Method,
Sensory Training, etc., are products of his philosophy. 12
13. 13. INTRODUCTION 13 •Born in Italy, 1870 •Master of Doctor (MD)-University of Rome in 1896
•Took charge of feeble-minded children •feeble-minded children= dullness of senses •Montessori
method
14. 14. Educational Philosophy 1.Meaning of Education 2.Principles of Education 3.Aims of Education
4.Methods of Teaching 5.Discipline 6.Teacher 7.School 14
15. 15. Meaning of Education • The education helps to bring out the inner individuality of the children.
15
16. 16. Principles of Education • It helps to unfold his individuality &personality Development of
individuality • To develop individuality in natural &spontaneous manner Freedom • No interference
with teacher Self education • Proper physical training to become self dependent Muscular training
• Sensory organs are ‘gateway of knowledge’ Sensory training 16
17. 17. Aims of Education 17 Development of Physical(body) & Intellectual(knowledge) Development of
individuality(Inner personality)
18. 18. Motor Education Sensory Education Language Education
19. 19. Discipline • Complete Freedom • Discipline can’t be stop from outside. 19
20. 20. Teacher • No Interference in children activities • Teacher should provide the opportunity for
development of Children’s personality. 20
21. 21. School • Montessori developed a school named ‘Children’s house’. In this school, several rooms
and garden were there. Students had to take care of garden , play, study and rest there. It designed
such that children can develop their personality .It was set as like residential /family home
(furniture, domestic materials etc ) to develop domestic duties. Many things were there like
‘Didactic apparatus’, Gym, common room, lunch room, laboratories, room for manual work 21
22. 22. Didactic Apparatus 22
23. 23. Conclusion • The system of education introduced by Maria Montessori has been praised by
several educationists. It has brought about a change in the traditional perspective of education. This
system is now widely popular in many parts of the world. 23

John Dewey Powerpoint

1. 1. JOHN DEWEY father of educational (1859-1952) philosophy “Education is life itself ” - John
Dewey “Arguably the most influential thinker on education in the twentieth century” –(Smith,
1997)
2. 2. LIFE OF JOHN DEWEY Born on October 20, 1859 in Burlington, Vermont   Died on June 2, 1952 at
age 92 (Field, 2007)  John established a laboratory school at the University of Chicago in 1903. At
this school he practiced his educational theories (Brewer, 42).  Some important books written by
Dewey (Olson, 2005): How We Think   Democracy and Education  Experience and Education  A
Common Faith
3. 3. for children in Dewey’s Education time was: Teacher centered   Absolute control by teacher 
Learning was from text and teacher lecture  Students are expected to repeat information either
orally or in written form. -(Brewer, 42)
4. 4. However, Dewey believed… Curriculum should be based on students’ interests  and should
involve them in active experiences (Brewer, 42). Active curriculum should be integrated, rather
than  divided into subject-matter segments (Brewer, 43).  Teachers are responsible for achieving
the goals of the school, but the specific topics to be studied to meet those goals, cannot be
determined in advance because they should be of the interest of the children (Brewer, 43).
 5. 5. DEWEY’S BELIEFS AND CONCEPTS Dewey believed that learning was active • and schooling was
unnecessarily long and restrictive (Neill, 2005) • He believed that students should be actively
involved in real-life tasks and challenges.
6. 6. DEWEY’S BELIEFS AND CONCEPTS “Dewey's education philosophy helped  forward the
progressive education movement, and spawned the development of experiential education
programs and experiments” (Neill, 2005).  Dewey: interaction + reflection and experience +
interest in community and democracy= a highly suggestive educative form- Informal education
(Smith, 1997).
7. 7. PROGRESSIVE EDUCATION MOVEMENT The belief that education is based • on the idea that
humans learn best in real-life activities with people (wikipedia.org) “A model that rejects methods •
involving memorization and recitation and provides more active and engaging experiences for
learners” (Brewer, 513)
8. 8. The Progressive Education Association, inspired by Dewey’s ideas, later organized his doctrines as
follows: 1. The conduct of the pupils shall be governed by themselves, according to the social needs
of the community. 2. Interest shall be the motive for all work. 3. Teachers will inspire a desire for
knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely
essential to the intelligent direction of his development.
9. 9. 5. GREATER ATTENTION IS PAID TO THE CHILD’S PHYSICAL NEEDS, WITH GREATER USE OF THE
OUT- OF-DOORS. 6. COOPERATION BETWEEN SCHOOL AND HOME WILL FILL ALL NEEDS OF THE
CHILD’S DEVELOPMENT SUCH AS MUSIC, DANCING, PLAY AND OTHER EXTRA-CURRICULAR
ACTIVITIES. 7. ALL PROGRESSIVE SCHOOLS WILL LOOK UPON THEIR WORK AS OF THE LABORATORY
TYPE, GIVING FREELY TO THE SUM OF EDUCATIONAL KNOWLEDGE THE RESULTS OF THEIR
EXPERIMENTS IN CHILD CULTURE. - (NOVACK, 2005)
10. 10. Quotes by John Dewey - “EDUCATION IS A SOCIAL PROCESS. EDUCATION IS GROWTH.
EDUCATION IS, NOT A PREPARATION FOR LIFE; EDUCATION IS LIFE ITSELF” - “THE BELIEF THAT ALL
GENUINE EDUCATION COMES ABOUT THROUGH EXPERIENCE DOES NOT MEAN THAT ALL
EXPERIENCES ARE GENUINELY OR EQUALLY EDUCATIVE”

John Dewey and his Education philosophy

1. 1. Education Philosophy of “JO H N DEW EY” 1859-1952 Presented By: Pranay Bhuiyan Roll: 11165,
17 Batch, IER, University of Dhaka
2. 2. INTRODUCING “JOHN DEWEY” • Born On October 20, 1859 in Burlington, Vermont. He was
married twice and had six children. • In 1879 he graduated from the University of Vermont . After
studying philosophy independently, he entered the graduate program in philosophy at Johns
Hopkins University to receive his Ph.D. • From 1884 to 1894 he had a faculty position at the
University of Michigan. • In 1894 Dewey joined the University of Chicago where emerged his
Pragmatic Philosophy. • Major Dewey's educational theories were presented in these writings: My
Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902),
Democracy and Education (1916), Experience and Education (1938)
3. 3. WHAT EDUCATION IS • “I believe that all education proceeds by the participation of the
individual in the social consciousness of the race.” • “I believe that the only true education comes
through the stimulation of the child's powers by the demands of the social situations in which he
finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge
from his original narrowness of action and feeling, and to conceive of himself from the standpoint
of the welfare of the group to which he belongs.” • “The child has his own instincts and tendencies,
but we do not know what these mean until we can translate them into their social equivalents. We
must be able to carry them back into a social past and see them as the inheritance of previous race
activities.” * Emphasis on individual difference
 4. 4. DEWEY’S THEORIES AND BELIEFS ON EDUCATION  Experiential education:  Dewey focused his
concept of instrumentalism” in education on “learning by doing or hands-on learning”, which
means to learn not only by the theory, but also by the practice. “Instrumentalism” is a theory of
knowledge created by Dewey in which ideas are seen to exist primarily as instruments for the
solution of problems encountered in the environment.  Dewey thought that people learn the best
through experience. He thought knowledge could be falsified. Thus, It needed to be consistently
challenged and experimented on.  He emphasized on inquiry based education.
5. 5. DEWEY SEQUENCE PROBLEM-SOLVING Step One: Define the Problem Step Two: Analyze the
Problem Step Three: Determine Criteria for optimal Solution Step Four: Propose Solutions Step Five:
Evaluate Proposed Solution Step Six: Select a Solution Step Seven: Suggest Strategies to Implement
the Solution * Step six and seven were added later
6. 6. DEWEY’S THEORIES AND BELIEFS ON EDUCATION  The school’s Role:  “The school is simply
that form of community life in which all those agencies are concentrated that will be most effective
in bringing the child to share in the inherited resources of the race, and to use his own powers for
social ends.”  Dewey stressed the importance of education in school not only as a place to gain
content knowledge, but also as a place to learn how to live.  He believed that students should be
actively involved in real-life tasks and challenges. (Neill, 2005)
7. 7. THE DEWEY SCHOOL  In January of 1896, Dewey opened the doors of the Experimental
University of Chicago with the idea of setting up an “Experimental School” by his own. “the child
goes to school to make things: to cook, to sew, to work the wood, and to make tools through acts
of simple construction; and in this context, and like consequence of those acts it articulates the
studies: reading, writing, and calculus.”
8. 8. DEWEY’S THEORIES AND BELIEFS ON EDUCATION  Role of Curriculum:  Dewey advocated for
an educational structure that makes a balance between the child and the curriculum, that is to say,
delivering knowledge while also taking into account the interests and experiences of the student. 
He also rejected curriculum-centered view of education rather than student centered education. 
Active curriculum should be integrated, rather than divided into subject-matter segments (Brewer,
43)  Flexible and Changeable in according to Child’s Interest.  Reflect social life and social
activities- utilities.
9. 9. DEWEY’S THEORIES AND BELIEFS ON EDUCATION  The Teacher’s Role:  He believed that the
teacher’s role should be that of facilitator and guide since the teacher becomes a partner in the
learning process who leads students to independently discover meaning within the subject area. 
Teachers are responsible for achieving the goals of the school, but the specific topics to be studied
to meet those goals, cannot be determined in advance because they should be of the interest of
the children (Brewer, 43).  Learner’s past experience should be taken into account the teaching-
learning process, as well as the environment. *Dewey’s educational theory was far less child-
centered and more teacher-centered (Westbrook, 1991: 108-109)
10. 10. “Education is not preparation for life; education is life itself. Education, therefore, is a process of
living and not a preparation for future living.” -John Dewey

Eastern Philosophers

Rabindranath Tagore on education

1. 1. 1 Rabindranath Tagore 23rd September 2013 Presenter: Group – I Kamini Rajput (064) Namita
(087) Monika Bhalla(090) Anuradha Gupta(o99) Drasty Jain(107) Neelam Baloni(110)
2. 2. Contents 2 1 Biography Aims of Education2 Curriculum Naturalism vs. Idealism Teaching
Methodology Qualities of Teacher 3 4 5 6
3. 3. Biography 1861-1941
4. 4.  Tagore was born on 6th may 1861 in Bengal in a prosperous family.  At primary level his
father provided him education in Sanskrit language, Indian philosophy & Astronomy.  For higher
education he was sent to Bengal Academy where in he developed an aversion to the prevalent dull
rigid and dull education.  He was then sent to England where in he left it and further studied on
his own. He gradually started writing in magazines etc.  He turned into a poet, dramatist,
philosopher and painter. He was then awarded the title of Gurudev  He got the Nobel prize as he
translated Gitanajali in English.  The Indian govt. awarded him with the degree of Doctorate
in1915 which he eventually gave away after the Jallianwala bagh incident.  He established Vishwa
Bharti on 22nd sept,1921 whose aim was to create a synthesis of he east and west.  He died in
1941
5. 5. His Philosophy As a Vedantist: He had a firm belief in the philosophy of veda.  He believed in “I
am Brahma”  There is a spiritual bond between man and man. As an Individualist: he believed in
giving right type of freedom to individual.  Every individual is unique.
6. 6. As an Idealist: He believed that the man should live for the ultimate truth which liberates us from
from cycle of birth and death  Had faith in absolute values. As a Spiritualist: He believed that
every individual should try to attain spiritual perfection. As a Humanist: He preached human
brotherhood, having faith in fundamental unity of mankind. He remarked that ”even God depends
upon man for perfecting his Universe.”
7. 7.  As a Naturalist: He considered nature as a great teacher  God revealed himself through
various forms, colors and rhythm of nature.  Tagore’s Internationalism: He was an ardent prophet
of world unity.  He believed in world brotherhood
8. 8. Aims of Education
9. 9.  According to Tagore, “God reveals himself through nature more effectively than through man
made institutions. Hence ,the education of the child should be under natural surroundings so that
he develops love for all things around him”  According to Tagore, "That education is highest which
not only imparts information and knowledge to us, but also promotes love and follow feeling
between us and the living beings of the world” Concept of Education
10. 10. Aims of Education
11. 11. Physical development To include activities like swimming, diving, climbing trees, plucking
flowers, etc. Mental Development Acc to Tagore ”In comparison with bookish learning, knowing the
real living directly is true education. It not only promotes the acquiring of some knowledge but
develops the curiosity & faculty of learning and knowing so powerfully that no class room teaching
can match it.” Moral &Spiritual Development Education should strive for a number of moral and
spiritual qualities like self discipline, tolerance, courtesy and inner freedom Development of all
faculties Chief aim of education should be the drawing out of the latent faculties of the child. To
him a child is more important than himself problems hence he opposed the crushing of the child's
individuality. Hence he should be given full freedom International Brotherhood Though Tagore was
a individualist yet he believed in socialism, internalism. Acc to Tagore individual should develop to
the fullest extent and then he should contribute his best to the promotion of international welfare
12. 12. Curriculum
13. 13. 1.Subjects: Literature and languages,  Mother tongue, other Indian Languages and other
foreign languages;  Mathematics;  Natural sciences such as Botany, zoology ,physics, chemistry,
general science;  health education;  Social Sciences like geography, history, civics, economics,
and Sociology;  Agriculture and Technical Subjects;  Arts, Music, Dance etc.;  Philosophy;
Psychology and Religion Broad-based Curriculum
14. 14. 2. Activities and Occupations:  Dancing  Dramatics  Music  Games and Sports  Drawing
and Painting  Excursions  Agriculture and Gardening  Regional Study  Laboratory work  Social
Service 3. Actual living and Community Service Broad-based Curriculum
15. 15. 1. Education through emotions through music, fine arts, painting, dance, dramatics and crafts 2.
Education through mother-tongue but was not against of English language 3. Manual training for
 spiritual aspect found God in the labourer, the path-breaker and the tiller 4. Physical and Social
Sciences real legacy is the cultural heritage of the whole community Curriculum : Other views
16. 16. Teaching Methodology
17. 17. Teaching by Walking The mind in the class room does not remain active Hence by walking the
mind remains active awake, hence the child easily grasp things “Teaching by walking is the best
method of education Discussion & Question Answer Real education is based on real problems of life
hence question- answer method is effective wherein the teacher put the questions & ask the
students to participate in discussions. Thus they gain essential knowledge Activity Method This
method is of great importance because it activates all the faculties of the body & mind. In Vishwa
Bharti, he made compulsory the learning of handicraft. He allowed any physical exercise or activity
even during the class teaching
18. 18. Qualities of Teacher
19. 19. 1. Tagore gave an important place to teachers and asked them to carry out the following
activities. 2. Believing in purity and in his own experiences, innocence of child, the teacher should
behave with him with great love and affection, sympathy, affection. 3. Instead of emphasizing on
book learning, the teacher should provide conducive environment to the child so that he engages
himself in useful and constructive activities and learn by his own experiences. 4. The teacher should
always be busy with motivating the creative capacities of the children so that they remain busy with
constructive activities and experience. 5. Education can be successfully imparted by understanding
childhood and giving oneself totally in love and union with it How the teacher is?
20. 20. Naturalism vs. Idealism
21. 21. Comparative Study Basis Naturalism Idealism Followers • Rabindranath Tagore • Aristotle •
Pestalozzi • Plato • Swami Vivekananda • Mahatma Gandhi Discipline Uncontrolled freedom
Regulated freedom Teacher Behind the scene Place of teacher is very high Nature Naturocentric
(nature is centre of reality) Psycho-centric (mind is centre of reality) Supremacy Physical and natural
laws Spiritual laws Beliefs Does not believe in existence of God Believes in God Outlook Materialistic
and mechanical Spiritual Emphasis Opposes bookish knowledge Emphasis bookish knowledge
Centre Child centered Teacher centered
22. 22. Comparative Study Basis Naturalism Idealism Aims of education Self expression Self realisation
Development Autonomous development Spiritual development Curriculum Emphasis on science
Emphasis on ethics Methods of teaching Learning by doing Questioning method
23. 23. Evaluation of Tagore’s Philosophy According to Radha Krishnan –”  Rabindranath did not claim
to produce any original philosophy. His aim was not to analyze or speculate about the Indian
tradition .He expressed in his own vivid phrases and homely metaphors, and showed its relevance
to modern life.” In the words of H.B.Mulherji –”  Tagore was the greatest  prophet of educational
renaissance in modern India. He waged ceaseless battle to uphold the highest educational ideal
before the country, and conducted educational experiments at his own institutions, which made
them living symbols of what an ideal should be.”

Confucius

1. 1. Name : R.M. Vihari Vichakshana K. Rajaguru Topic : Confucius – Contributions to education

2. 2. Who is Confucius ?  The most important philosopher in early Chinese history.  Confucius never
wrote his ideas.  After his death, his students collected his sayings in The Analects.  His ideas did
spread to many parts of the world.  Confucius is credited with establishing the content and
methods of teaching, and
3. 3. Introduction  Born - 551 BC Zou, Lu state  Died - 479 BC (aged 71– 72), Lu State  Nationality -
Chinese  Era - Ancient philosophy  Region - Chinese philosophy  School - Founder of
Confucianism  Main interests - Moral philosophy, Social
4. 4. The life of Confucius  He was actually called “Kung fu tzu” by his people  Shuliang He, father of
Confucius, was an officer of in the Lu military, he died when Confucius was 3 years old.  Yan
 Zhengai, mother of Confucius,  At age 19 he married his wife, Qui Quan and a year later the couple
had their first child, Kong Li.  He has nine sisters and one brother and
5. 5. Education background  He studied religion with Daoist Master Lao Dan.  Learn music with
Chang Hong and music master Xiang.  Taoism (modernly Daoism) is a philosophical, ethical, and
religious tradition of Chinese origin that emphasizes living in harmony with the Tao. Lao Dan
6. 6. His philosophy  Confucius did not teach people about religion.  Instead, he taught people how
to be good citizens.  Confucius thought it was important for people to live in harmony with each
other.  The most important duty was filial piety. (Filial Piety means respect for your parents) 
Confucius also stressed the importance of: honesty - hard work - concern for others.
7. 7. Ideas about education  Confucius' view of education is based on the conviction that "man is
born with uprightness."Even immoral persons have an upright essence. So, Confucius said, "By
nature men are alike.“  He honored and respected all human beings, and for him all men were
able to learn about the good and to do good. Therefore, "In education there should be no class
distinction.  True education, according to Confucianism, is self-education. "Self-
8. 8. Confucius's Educational Theory 1. Theory of Value: What knowledge and skills are worthwhile
learning? What are the goals of education? - Since Confucius' goal was to reform the government,
his goals for education were to produce men who were capable to serve in government in decisive
roles. He attempted to produce chun tzu, which is quite similar to the English word, "gentleman." -
Originally both Chinese and English words meant one born into a high social station, but both came
to
9. 9. 2. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake?
What is a lie? - To know Nature and the Way of Nature, one must observe. He is quoted as "I have
no inborn knowledge. I love antiquity and I search for it [knowledge] assiduously." He also said,
"Among three men who are walking together (myself being one of them), I am certain to find my
teacher, a good one in order to emulate him, and a bad one in order [recognize in him what in
myself I must] correct.“
10. 10. - He is quoted as saying to a student "Do you think that my way of acquiring knowledge is
simply to study many things and remember them?" The student said, "Yes, isn't that the case?"
Confucius replied, "No, I have one principle which I use like a thread, upon which to string them
all." This sounds like a rationalist who seeks to arrange his observations (the world's phenomena)
according to the principle of his own mind.
11. 11. 3. Theory of Human Nature: What is a human being? How does it differ from other species?
What are the limits of human potential? - Confucius was much influenced by the philosophy of his
much older contemporary, Lao tzu (b. 604 B.C.), who is reputedly the founder of Taoism. - Humans
differ from other species in their tendency to meddle with Nature. - An individual human's potential
is limited by: the individual's ability to recognize his/her true nature, the individual's ability to
follow the way of his/her true nature, and by his/her true nature itself.
12. 12. 4. Theory of Learning: What is learning? How are skills and knowledge acquired? Confucius said
"Study without thought is labor lost; thought without study is dangerous." When referring to his
own way of learning, he said -To hear much, select what is good, and follow it;" Thus he saw
learning as a process of observation of some type of subject matter whether it be books, objects, or
people, followed by reflection, that somehow changed one. He saw learning as a highly personal
and therefore, highly individual activity. He seemed to feel once awakened by any kind of real
learning, this process would be repeated by the student.
13. 13. 5. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? -
Confucius would have required that a teacher be one who has developed their own character.
Confucius, himself was a teacher, and his methods were very informal, and tailored to the
individual. He did not use structured classes or exan-dnations. - Instead he suggested to each
student what they should study, and then discussed it with them and sometimes just listened. He is
said to have taken the stock of each student, and then encouraged their strengths, and improved
their weaknesses.
14. 14. 6. Theory of Society: What is society? What institutions are involved in the educational process?
- In the 2 books authored by Confucius, Genuine Living, and Great Wisdom he clearly states that
society starts with the individual, and that one must first develop oneself, to develop one's family. -
The family serves as a model for the community, the community as a model for the state, the state
as a model for the country, and the country as a model for other countries. The educational process
is first and most
15. 15. 7. Theory of Opportunity: Who is to be educated? Who is to be schooled? A quote from
Confucius' book Genuine Living says, "Developing in accordance with one's own nature is called
"the way of self-realization." Proper pursuit of the way of self- realization is called "maturation"." In
this quote, I believe Confucius proposes education for a but subject matter and form for that
education would vary according to one's own nature. At Confucius' own school, he would not teach
"dullards", and would "only teach those who were bursting with eagerness for enlightenment."
However he
16. 16. 8. Theory of Consensus: Why do people disagree? How is consensus achieved? Whose opinion
takes precedence? - People disagree because they are focusing on themselves, and not Nature and
the way of Nature. Confucius did not believe any one person was the possessor of the truth. He
believed that through rational discussion the truth could be worked out between two people, and
that the truth often was found somewhere between the two positions. - As far as consensus on a
large scale, I think he believed that people would naturally gravitate to