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RELATIONSHIP BETWEEN PHitosopHy AND | et > alias @ PHILOSOPHY 153 THEORY AND EDUCATION 3S THe APPLICA- | ION. e PHILOSOPHY 3S A WAY OF Look? AT LIFE, EDUCATION 135 THE. | DYNAMIC PART OF aT, THE | A@TAVE MEANS. |. PHILOSOPHY 15 TRE ART AND | EDUCATION 13 THE SCIENCE ee PHYLOSOPHY FORMULATES METH | -OPS, EDLCATION DEALS WITH JT. | » PHYOSOPHY Qivee Adea, EAveaton RENEWS AND REBVILT HUMAN NATU -= wiyvn 37. » PHILO SOPHY PRovavVEs ARMS AND GOALS, EDOGATION MAKES aT. ACWIEVABLE a = — ai ¢ SHOWS THE WAY EDUCATION MoVES ON “THAT DIREC TION VIEWS OF Some EDUCATORS eum rae THom son — T EVERY TEACHER SHOULD REA- -LISE THE IMPORTANCE of PHILOS™ -PHY IN EDUCATION." 1 ALFRED WEBER W PHILOSOPHY 1s COMPREHENSIVE Y? AN ATTePT AT A UNIVERSAL EXPLA’ NATION OF THE NATURE OF THINGS, A PERSON WHO SEARCHES THE REAGON AWD NATORE oF THINGS, NHO TRIES TH ARRIVE AT A GENERAL PRINCIPLE Ane WHO ATTEPTS TO APPLY THOSE PRINCTPLES TD DAILY ConbucT OF LIFE AeTS LIKE A TRE Prio0so PHer, ”” A SEARCH FOR EW oF NATURE, zs {paanineenaniieementamesaanantangsiess ietaalat teal _ ss esaeeseve Ricci ahetadeniamarnontiantgin tis = * EDUCATION 3S LABORATORY! - PHILOSOPHICAL THEORIES ARE EXPERIMENTED THERE. e PHILOSOPHY 1S “THEORY OF EDUCATIN , EDUCATION 15 APPLICATION OF FUN DA MENTAL PRincsaPLes OF IT. FuneTion OF a LOSoPHY of E DUCATION eo DERMINE THE AIM © HARMONIZING OLD AND NEW IDENS- e PROVIDES “PROGRESSIVE VASION | To FACE (eo PREPARE STUDENTS CHALENGES OF Lage EDUCATIONAL PHILOSOPHY nee ae MonERN / ATURALISM ONTE MPO -RARY PERINNIALISM ESSENTIALISM IDEALISM PRAGMATISM REALISM PROGRSSIVISM Hu MANL sm BERAN 20RISM EXPERIMENTA -L33™ ECLECTICISM RELIGIOUS BASED EDVCATIO- = NAL PHILOSOPAIS %& VEDIC PHILO SOPHIS wm BUDHIST PH1ILO SOPHIAS. * PHISOPHY OF JANISM * PHILO SOPHIS BASED ON ASLAMIC PHILOSOPHY soca AL AND Po ADEAS *# MARXISM &® LENINISM, PoInTS TO BE DISCUSSED, FoR EACH EDUCATION PA1LLOSO PHIES ee eee * CHIEF EXPONENTS, # QHIEF ASSERTIONS. AIMS OF EDUCATION. * # CONCEPT OF STUDENT * ConeceEPT OF TEACHER, * CURRICULUM e TEACHING MET ODS. a DISCIPLINE x MERITS. « LIMA TATIONS | Avayynon C wool — Aermonn — waswadS {229.29 a muowyogd — Bou ‘A “DUM wBsort, — TANOH YOuOUL - Hoveom °@ : soo. NON VAP4IQoU = qa === - Vou e Nu3sQaow — yng svored © anid — wajonr»0gG — ~ WL2449M © Buoua Quom E oAUAWOS — aod usHvoa AWslIUy — — SANBN Gh tauo WS DIVA ALWYN Main Component?/Banric Conceptr - @ Phy aical marten ia only Tea- lity and Comriden On AwpTEMe @ mind 14 Romehon 9 of brain — Yovern ed by maker @ Every thing in guided by lau of Notore. @ God 1H HOT exoting, A3M OF EDUCATION © CONFoRM PROCESS OF GROWTH AND DEVELOPMENT @ PLEASURABLE @ SPONTANEOUS SELF A@TINITY © ACBUISIONNN OF KNOWLEDGE ® FoR BODY AND WIND, e@ SELF - PRESERVATION © SECURING OF LIFF NEF CESSITIES cust © BE AT BACKGROUND © OBSERVER AND Kor aCled TATOR. @ ENcouRAGE IN LEARNING, @ EMPHASISE ON AGTINITY, EXPLORATION , LEARNING . © UNDER STAND BACKGROUND OF STODENTS sTvu DEN iE CONCEPT Or ® Hove intelligence ond Capa- bilities, ¥ : : © Leawm , When Prv\tab\e— Environment in provided. ‘ Sealing with Natote Phy iy Chemin ry , cana ss mA other bTan dides er. @mMathometien And language | @ Hintory of S | @ ei ocial Science he ~ NoT “To — FORCED, ENJOYABLE Disc PLINE @ PUNISHMENT FOR WRONG DEEDS © Nor RIGID ®@ maximum FREEDOM @ TO DENELOP INNER D1S¢IP- - LINE MERITS @ CHILD -CENTERER : ARNING BY @® EMPHASIS OF LE DOING. @ MAKE LEARNING PLEASIAY - BLE. DEME RITS / LIMITATIONS @ NEGLECTING BoOoKs © FOCUSED ON PHYSICAL NATURE © ABSOLUTE FREEDOM FOR @HieD = NOT Po ssiBLE @ IGNORES W1IGHER ENDS oF EDUCATIONAL PROCESS. @ piefFicutT TO FIND NATURA LASTIG SORROUNDINGS @ LESS IMPORTANCE TO TEACH: -ERS.

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