Philo – Social Foundations of Education

Relation between Education and Philosophy and

Philosophy of Education

PART 1

1. Meaning and Definition of Education

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

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

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

Education process is best explained from the perspective of the philosophers, sociologists,
politicians, economists, psychologists and scientists. A brief description of all of these approaches
is presented here.

1.1. Philosophical Concept of Education

The Center of thought of philosophers is human beings. They try to know

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

Spiritual philosophers give more importance to supernatural life than

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

“Education is That Which Gets

Salvation.”
(Sah: Vidya Ya Vimuktye- Shankaracharya)

Indian intellectual Swami Vivekananda considered humans as complete

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

“Education is the manifestation of perfection inherent in

humans.” – Swami Vivekananda

Epoch personality Mahatma Gandhi has given equal importance to

body, mind and soul. In his words:

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

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

Greek philosopher Plato also accepted the importance of body and soul.
For him:

“Education consists in giving to the body and soul all

the perfection to which they are susceptible.”
– Plato

Aristotle, stressed on the physical and mental development of humans. He

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

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

body.” – Aristotle

Materialistic philosophers consider physical life as truth. For them, the

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

“Education is that which enables humans to lead a

happy and content life.”

Naturalistic philosophers of western world too are in favor of attaining

materialistic happiness. For them, it is possible when humans establish synergy
between internal and external environments. According to Herbert Spencer:

“Education means establishment of synergy between

inherent powers and external life.” – Herbert
Spencer.

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

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

“Education is the development of all those capabilities in

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

1.2. Sociological Concept of Education

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

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

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

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

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

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

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

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

1.2.4. Education is the process of Development – innate human behavior

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

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

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

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

society for its own sake.” – B.N. Jha

The famous academic Sociologist Ottoway has defined

education by incorporating both nature and function of education;

“The whole process of education is the interaction

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

As to academic sociologists, human beings bring in appropriate

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

“Education is the process of development, which

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

1.3. Political Concept of Education

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

individuals and society both in terms of its state and its machinery. They consider
education as a means of building the nation. A nation built by superior people and
superior people are built by education. In their view:
 “Actual education is that which makes superior citizens.”

1.4. Economical Concept of Education

Economist’s center of thought is the economic resources and economic machinery

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

“Education is that economic investment, by which skills

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

1.5. Psychological Concept of Education

The center of thoughts according to the Indian Yoga Foundation is

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

“Education means training of external organs and inner

self.”

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

Disciple of Pestalozzi, Froebel has defined education as follows:

“Education is a process by which a child expresses its

internal to external” – Froebel

1.6. Scientific Concept of Education

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

“Education means establishing coordination between

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

1.7. Modified Concept of Education

Different philosophers, sociologists, politicians, economists, psychologists

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

But whatever definitions we have seen so far, have two disadvantages –

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

“Education is such continuous purposive social activity

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

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

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

1.8. Wider and Narrower Meaning of Education

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

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

1.8.1. Wider Meaning of Education

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

Majority of scholars agree with this definition of education in a

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

“In a wider sense, Education is such continuous

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

1.8.2. Narrower Meaning of Education

In general, people understand education as schooling - happening in schools

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

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

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

Majority of scholars agree with this definition of education in a

narrower sense, but with this definition neither we get to know the nature
of the education process nor the result. For us, we should define education
in narrower sense as follows:
 “In narrower sense, Education is such continuous
purposive social activity happening in any defined place
(school) and time, which develops innate powers, skill
sets of human beings and brings about change in its
behavior, so that they could become civilized, cultured
and able citizens. With it, both individuals and society
grow continually.”

1.9. Nature and Characteristics of Education

Basically, philosophers, sociologists, politicians, economists, psychologists

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

1.9.1. Education is a social process. It has three major parts – learner, teacher and
material or activity of learning and teaching. (It is another thing whether a
teacher is in-person behind the scene.)

1.9.2. In a wide sense, the education process keeps happening in society, but in a
narrow sense, it only runs in schools. We should take education in its wider
sense. It is a continuous process in this perspective.

1.9.3. Education is a purposive process; its objectives are defined by society and
are development oriented. Thus, education is the process of development.

1.9.4. In a wider sense, the subject matter of education is quite wide, it can’t be
put into a boundary, but in a narrow sense, its subject matter is confined to
its defined syllabus. But, in both senses, it is helpful in the development of
individuals and the society.

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

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

culture, governance, economy and scientific development.

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