PHILOSOPHY

The word philosophy is derived from two Greek words. The first word, philo, means “love.” The second, sophy, means
“wisdom.” Literally, then, philosophy means “love of wisdom” (Power, 1982). Each individual has an attitude toward
life, children, politics, learning, and previous personal experiences that informs and shapes their set of beliefs.
Although you may not be conscious of it, this set of beliefs, or personal philosophy, informs how you live, work, and
interact with others. What you believe is directly reflected in both your teaching and learning processes

*it is a search for a comprehensive view of nature, an attempt at a universal explanation of nature of things.

Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning
wisdom. Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions
as: What is being educated? What is the good life? What is knowledge? What is the nature of learning? And What is
teaching? Philosophers think about the meaning of things and interpretation of that meaning. Even simple statements,
such as "What should be learned? Or What is adolescence?" set up raging debates that can have major implications.
For example, what happens if an adolescent commits a serious crime? One interpretation may hide another. If such a
young person is treated as an adult criminal, what does it say about justice, childhood, and the like? Or if the
adolescent is treated as a child, what does it say about society's views on crime?

EDUCATION- the act of teaching and training

*acquisition of knowledge/ a tool to discipline an intellect/ a preparation for life

PHILOSOPHY OF EDUCATION
- application of the fundamental principles of a philosophy of life to the work of education
*philosophy answers all the ultimate questions of education

Your educational philosophy is your beliefs about why, what and how you teach, whom you teach, and about the
nature of learning. It is a set of principles that guides professional action through the events and issues teachers face
daily. Sources for your educational philosophy are your life experiences, your values, the environment in which you
live, interactions with others and awareness of philosophical approaches. Learning about the branches of philosophy,
philosophical world views, and different educational philosophies and theories will help you to determine and shape
your own educational philosophy, combined with these other aspects.

It is important to understand how philosophy and education are interrelated. In order to become the most effective
teacher you can be, you must understand your own beliefs, while at the same time empathizing with others.
Developing your own educational philosophy is a key part of your journey to becoming a teacher.

When you examine a philosophy different from your own, it helps you to "wrestle" with your own thinking. Sometimes
this means you may change your mind. Other times, it may strengthen your viewpoint; or, you may be eclectic,
selecting what seems best from different philosophies. But in eclecticism, there is a danger of sloppy and inconsistent
thinking, especially if you borrow a bit of one philosophy and stir in some of another. If serious thought has gone into
selection of strategies, theories, or philosophies, this is less problematic. For example, you may determine that you
have to vary your approach depending on the particular learning needs and styles of a given student. At various time
periods, one philosophical framework may become favored over another. For example, the Progressive movement led
to quite different approaches in education in the 1930s. But there is always danger in one "best or only" philosophy. In
a pluralistic society, a variety of views are needed.

It is quite often said that, 'Philosophy and Education are two sides of the same coin'. 'Education is the dynamic side
of philosophy or the application of the fundamental principles of philosophy'. Education can be defined as the
strongest instrument for the achievement of the ideals of life Education is practical in nature and philosophy is
theory

FUNCTIONS OF PHILOSOPHY IN EDUCATION

1. Provide guideline sin the formulation of the educational policies and programs and in the construction of
curriculum

2. Provide direction toward which all educational efforts should be exerted.

FUNCTIONS OF PHILOSOPHY IN EDUCATION TO TEACHERS

1. Provides the tecahers with basis for making his decision concerning his work.

2. Help teacher develop a wide range of interest, attitudes and values concomitant to his professional life as a
teacher.
 3. Makes a teacher more aware of his own life and work, and makies him more dynamic, critical and mentally
alert

IDEALISM
-signifies two terms, ideas and ideals
-Plato conceived of ideas as the basis of philosophy
-It is a philosophical position which adheres to the view that nothing exists except an idea in the mind of man,
the mind of God
-It deals with certain with basic questions of human life
-Teachers should be:
*role model/ perfector of mind/ co-worker of God/maker of democracy/apostle of peace and progress
-Idealism touches great importance to those subjects which provide knowledge and wisdom
Lays stress on the mental idea, intrinsic and spiritual value rather than physical fact or material value.
Truth or reality exists in ideas or in the spirit or in the mind. The philosophy starts with the idea and ends up with the
thing, for thought is prior to being.
The school of thought governing idealism holds that knowledge is independent of sense perception or experience.
The development of idealism is traced from the philosophical ideas of Plato, Descartes, Spinoza, Leibniz, Kant and
Hegel.
Idealism also claims that man's knowledge is based on his mental state and the mental stimulus perceived by man's
soul comes from an infinite spirit, which is God. And God is the "summum bonum" or the highest good from which all
absolute good, beauty, and values are found.
The ultimate aim of education is the happiness of the individual and welfare of the state.
The idealists claim that education must provide for the development of the mind of every pupil, and in order to realize
this, the school must concentrate on intellectual, moral, judgment, and aesthetic development of the students.
This they contend should only be made possible through a subject matter-centered curriculum designed in order to
provide students with the best ideas of human culture and civilization
The idealists expect the teachers to be role models of intellectual, moral, aesthetic and vocational excellence to their
students. They should teach by example.

Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing
worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious
reasoning in the mind. Plato, father of Idealism, espoused this view about 400 years BC, in his famous book, The
Republic. Plato believed that there are two worlds. The first is the spiritual or mental world, which is eternal,
permanent, orderly, regular, and universal. There is also the world of appearance, the world experienced through
sight, touch, smell, taste, and sound, that is changing, imperfect, and disorderly. This division is often referred to as the
duality of mind and body. Reacting against what he perceived as too much of a focus on the immediacy of the physical
and sensory world, Plato described a utopian society in which "education to body and soul all the beauty and
perfection of which they are capable" as an ideal. In his allegory of the cave, the shadows of the sensory world must be
overcome with the light of reason or universal truth. To understand truth, one must pursue knowledge and identify
with the Absolute Mind. Plato also believed that the soul is fully formed prior to birth and is perfect and at one with
the Universal Being. The birth process checks this perfection, so education requires bringing latent ideas (fully formed
concepts) to consciousness.

In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in
order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy, and
religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of
teaching that uses questioning to help students discover and clarify knowledge). Introspection, intuition, insight, and
whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is
developed through imitating examples and heroes.

REALISM
Realism is a school of philosophy which is as old as that of naturalism and idealism. It is a revolt against the theory of
knowledge and metaphysics of the idealist. It holds that the world around us is a real world and does not depend on
any mind, finite or infinite for its existence. It starts with a thing for it believes that being is prior to thought.
This philosophy of realism is traced from the ideas of Aristotle, Aquinas, Descartes, Locke, Hernart, Spinoza, James,
Kant and Comenius.
Realism is defined as the type of education in which natural phenomena and social institutions rather than languages
and literature are made the chief subjects of study
It arose as a reaction opposing narrow humanism and religious formalism that held education captive for nearly three
centuries 1300's to 1600's)
It is also considered as an educational philosophy, which advocates that education should be concerned with the
actualities of life and prepare for its concrete duties.
Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical
objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who
broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this
metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all
observable data." Aristotle believed that to understand an object, its ultimate form had to be understood, which does
not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without
being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form),
although one rose may be red and another peach colored. Aristotle also was the first to teach logic as a formal
discipline in order to be able to reason about physical events and aspects. The exercise of rational thought is viewed as
the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world,
particularly science and mathematics. The teacher organizes and presents content systematically within a discipline,
demonstrating use of criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through
demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using
observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-
discipline based. Character is developed through training in the rules of conduct.
PRAGMATISM
-pragma which means actions or practice
-It suggests an emphasis upon the practicalities in life
Is the doctrine that claims that the meaning of a proposition or idea lies in its practical consequences.
It is derived from the Greek word pragma, meaning a thing done, a fact that is practiced
This can be attributed to the teachings of ancient intellectual like Heraclitus of ancient Ephesus and the Sophists.
Pragmatism in education and in modern perspective is credited to Professor John Dewey, Charles Pierce and William
James, the three famous American educators and philosophers.
This philosophy stresses that education has been in vain if it does not perform the social functions assigned to it, and
unless it is considered as a social institution in itself.
The aim of education is the total development of the child through experience, self-activity or learning by doing.
The pragmatists suggest that the curriculum must offer subjects that will provide opportunities for various projects
and activities that are relevant to the needs, abilities, interests, as well as the socio-economic conditions of the
learners.
The child must be the center of all educative processes- based on Deweys tenet that education is life, education is
growth, education is a social process, and education is the construction of human experience.
Schools' main functions according to Pragmatism
*Being a specialized institution designed to represent society to the child in simplified form;
*Being selective in a qualitative. if not ethical manner as it represent society to the young, the school is in a position to
exercise value judgments in representing society;
*Being responsible in giving the child a balance and genuinely representative acquaintance with society.
Teaching for the adolescent may be wide-ranging because he'll be able to consider many possibilities from several
perspectives
The aim of education as far as the pragmatists are concerned is the total development of the child through
experiencing or- through self-activity or the "learning by doing" dictum postulated by John Dewey.
The curriculum must offer subjects that provide opportunities for various projects and activities that are relevant to
the needs, abilities, and interests as well as the socio-economic conditions of the learners.
The learner must be made the center of `all educative processes - a concept based on Dewey's tenet that education is
life, education is growth, education is a social process, and education is the construction of human experience

(Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this late 19th century American
philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that
reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as
they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and
unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce
(1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to
indecisiveness.

John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners
must adapt to each other and to their environment. Schools should emphasize the subject matter of social experience.
All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to
work cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order.
Character development is based on making group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having
students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an
interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe
that learners should apply their knowledge to real situations through experimental inquiry. This prepares students for
citizenship, daily living, and future careers.

EXISTENTIALISM
Existentialism is a philosophical doctrine which emphasizes the freedom of human beings to make choices, in a world
where there are no absolutes outside of man himself.
A doctrine primarily attributed to Soren Kierkegaard, a 19th century Danish philosopher; emphasizes the freedom of
human beings to make choices in a world where there are no absolute values outside the individual; other
existentialists include Jean Paul Sartre, Albert Camus, Karl Jasper, Martin Heidegeer, and Gabriel Marcel.
The existentialists have no concrete concept to support the existence of God or any absolute value. They believe that
man is the molder of his own destiny.
For them truth is never absolute, but it is always relative to each individual who is the sole determiner of the truth for
himself, and every value is always dependent upon the free choice of every man.
Education to the existentialists should enable a person to make choices for his /her life.
Existentialism as an Educational Philosophy
Existentialism sprang from a strong rejection of the traditional, essentialist approach to education.
Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology,
and ethics. Instead, individuals are responsible for determining for themselves what is true or false, right or wrong
beautiful or ugly.
For the existentialist, there exists no universal form of human nature. each of us has the free will to develop as we see
fit.
In an existentialist curriculum, students are given a wide variety of options from which to choose.
Existentialists believe that the classroom should be a market of free ideas that would guarantee complete individual
freedom.
The student must be allowed to decide for himself and undertake activities which he believes are significant and
beneficial in his life.
The staff, rather than the students, influence the curriculum; the humanities are commonly given tremendous
emphasis.
They are explored as a means of providing students with vicarious experiences that will help unleash their own
creativity and self-expression. For instance, rather than emphasizing historical events, existentialists focus upon the
actions of historical individuals, each of whom provides possible models for the students' own behavior.
In contrast to the humanities, math and the natural sciences may be deemphasized, presumably because their subject
matter would be considered cold, dry, objective, and therefore less fruitful to self- awareness.
Vocational education is regarded more as a means of teaching students about themselves and their potential than of
earning a livelihood.
In teaching art, existentialism encourages individual creativity and imagination more than copying and imitating
established models.
The teacher should only act as a guide, a resource person or facilitator of' learning and must not interfere in the
decisions of the student
The teacher has "the right to teach his students how think but not what to think"
The proponents of this philosophy believe that Childhood is not adulthood; childhood is playing and no child ever gets
enough play. When a child has played enough he will start to work and face difficulties. This theory has been shown in
the pupils ability to do a good job when it involves a lot of unpleasant work.
Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of
individual contact with the teacher, who relates to each student openly and honestly.
The student is the center of the educative process

The nature of reality for Existentialists is subjective, and lies within the individual. The physical world has no inherent
meaning outside of human existence. Individual choice and individual standards rather than external standards are
central. Existence comes before any definition of what we are. We define ourselves in relationship to that existence by
the choices we make. We should not accept anyone else's predetermined philosophical system; rather, we must take
responsibility for deciding who we are. The focus is on freedom, the development of authentic individuals, as we make
meaning of our lives.

There are several different orientations within the existentialist philosophy. Soren Kierkegaard (1813-1855), a Danish
minister and philosopher, is considered to be the founder of existentialism. His was a Christian orientation. Another
group of existentialists, largely European, believes that we must recognize the finiteness of our lives on this small and
fragile planet, rather than believing in salvation through God. Our existence is not guaranteed in an after life, so there
is tension about life and the certainty of death, of hope or despair. Unlike the more austere European approaches
where the universe is seen as meaningless when faced with the certainty of the end of existence, American
existentialists have focused more on human potential and the quest for personal meaning. Values clarification is an
outgrowth of this movement. Following the bleak period of World War II, the French philosopher, Jean Paul Sartre,
suggested that for youth, the existential moment arises when young persons realize for the first time that choice is
theirs, that they are responsible for themselves. Their question becomes "Who am I and what should I do?

Related to education, the subject matter of existentialist classrooms should be a matter of personal choice. Teachers
view the individual as an entity within a social context in which the learner must confront others' views to clarify his
or her own. Character development emphasizes individual responsibility for decisions. Real answers come from
within the individual, not from outside authority. Examining life through authentic thinking involves students in
genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured,
tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-
direction and self actualization. They start with the student, rather than on curriculum content.

RECONSTRUCTIONISM
More concerned with social change; believes that the school should make policies and changes which would bring
about reforms of the social order.
We live in a world of great crisis; humans have the capability of destroying civilization overnight (Brameld).
Similarly, mankind has the intellectual, technological, and moral potential to create a world of abundance, health, and
human capacity (Brameld).
The curriculum should enable the individual to address global educational issues, societal needs and problems

Behaviorism

Behaviorism is a branch of psychology that when applied to a classroom setting focuses on conditioning
student behavior with different types of behavior reinforcements and consequences called operant
conditioning.

According to the behaviourist, teachers have many rewards or reinforcements at their disposal, including
praises, smile, etc…
Behaviorist theorists believe that behavior is shaped deliberately by forces in the environment and that the
type of person and actions desired can be the product of design. In other words, behavior is determined by
others, rather than by our own free will. By carefully shaping desirable behavior, morality and information is
learned. Learners will acquire and remember responses that lead to satisfying aftereffects. Repetition of a
meaningful connection results in learning. If the student is ready for the connection, learning is enhanced; if
not, learning is inhibited. Motivation to learn is the satisfying after effect, or reinforcement.

Behaviorism is linked with empiricism, which stresses scientific information and observation, rather than
subjective or metaphysical realities. Behaviorists search for laws that govern human behavior, like scientists
who look for pattern sin empirical events. Change in behavior must be observable; internal thought processes
are not considered.

Ivan Pavlov's research on using the reinforcement of a bell sound when food was presented to a dog and
finding the sound alone would make a dog salivate after several presentations of the conditioned stimulus, was
the beginning of behaviorist approaches. Learning occurs as a result of responses to stimuli in the
environment that are reinforced by adults and others, as well as from feedback from actions on objects. The
teacher can help students learn by conditioning them through identifying the desired behaviors in measurable,
observable terms, recording these behaviors and their frequencies, identifying appropriate reinforcers for
each desired behavior, and providing the reinforcer as soon as the student displays the behavior. For example,
if children are supposed to raise hands to get called on, we might reinforce a child who raises his hand by using
praise, "Thank you for raising your hand." Other influential behaviorists include B.F. Skinner (1904-1990) and
James B. Watson (1878-1958).

ANALYTIC PHILOSOPHY
Role of Teacher
The goal of education for an analytic philosopher is making individual aware of the meaning of homeless, of being at
home, and of the ways of returning. In the strict sense the teacher is concerned principally with open ended education.
Freedom to his students from his isolation and anonymity, freeing him seeing his situations and powers. So much so
that the role of teacher seems similar with psychiatric therapy. No educationist today is more concerned with
education in this sense than an Analysis teacher. Every analysis philosopher is a doctor and its missionary… for the
purpose of encouraging individuals of all kinds and conditions to understand their situations and themselves. And it is
the starting pint of every analysis’s that no other modern philosophy has taken the self i.e. the student and its situation
seriously enough to make the saturation the subject matter of its inquiry.
PHILOSOPHY OF PHILIPPINE EDUCATION: 1987 CONSTITUTION Article XIV Section 3 (2)
All educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational
efficiency.

FOCUS OF EDUCATION IN 21ST CENTURY

UNESCO has defined the goals of education during the last 50 years through various reports. We can draw a report
“Learning: The Treasure Within” published by UNESCO under the chairmanship of Jacques Delors in the year of 1996
which mention the four pillars of education for holistic development are discussed below.

1. Learning to Know
Learning to know means having the ability to direct and take responsibility for one’s own learning, for keeping
one self up-to-date, for knowing where to look for knowledge. It is particularly to scientific awareness. This
type of learning is radically different from ‘acquiring itemized codified information or factual knowledge’, as
often stressed in conventional curriculum and in ‘rote learning’. Rather it implies ‘the mastering of the
instruments of knowledge themselves’. When we read a brochure about growing mushrooms distributed by
the agricultural extension section, we know or understand how to grow mushrooms. When we read
 newspapers, we know what is going on in our country and other places. We learn things to increase our
knowledge and understanding. Our efforts in learning are a neverending process. The world is changing very
fast. Consequently, we need to upgrade our knowledge all the time. This type of learning is called learning to
know.

2. Learning to Do
This pillar of learning implies in the first place for application of what learners have learned or known into
practices; it is closely linked to vocational-technical education and work skills training. However it goes
beyond narrowly defined skills development for ‘doing’ specific NOTES 22 things or practical tasks in
traditional or industrial economies. The emerging knowledge-based economy is making human work
increasingly immaterial. ‘Learning to do’ calls for new types of skills, more behavioral than intellectual. The
material and the technology are becoming secondary to human qualities and interpersonal relationship. After
knowing how to grow mushrooms, we need to actually try growing them. When we acquire new knowledge,
we need to put it into practice. We call this type of learning learning to do. Our efforts should always be to
provide continuing education activities based on things that our learners can actually do, that they can put into
practice, that are relevant to their lives.

3. Learning to Be
Learning to be means the discovery of true human nature, and encounter with the essence of oneself, which
goes beyond the psychic apparatus of thoughts and emotion. It is learning to belong to the whole. It is the
discovery of our universal dimension, where genuine human values, not individual human values, reside. It is
the discovery of one’s own being and the inner wisdom achieved through self-knowledge. Holistic education
nurtures this learning in a special way, by recognizing the human being as a basically spiritual being in search
of meaning. ‘Learning to be’ may therefore be interpreted in one way as learning to be human, through
acquisition of knowledge, skills and values conducive to personality development in its intellectual, moral,
cultural and physical dimensions. This implies a curriculum aiming at cultivating qualities of imagination and
creativity; acquiring universally shared human values; developing different aspects of a person’s potential,
such as: memory, reasoning, aesthetic sense, physical capacity and communication/ social skills; developing
critical thinking and exercising independent judgment; and developing personal commitment and
responsibility. Everybody has their own vision of their future. For example, a craftsman may want to become a
senior craftsman or an expert; a shop worker may want to set up his or her own small business. If we want to
have our own shop for selling mushrooms, we need to acquire some entrepreneurial and management skills.
When this happens, we are learning to be an entrepreneur. When we have a vision, we are motivated to
increase our knowledge and skills. We appreciate or see the value of lifelong learning. As a continuing
education facilitator, one of our roles is to motivate community people, through continuing education
programmes, to raise their aspirations so that they can identify some goals for their lives. The learning that we
are trying to achieve is learning to be.

4. Learning to Live Together

This means learning to live responsibly, respecting and cooperating with other people and, in general, with all
the living organisms on the planet. Learning must overcome prejudice, dogmatism, discrimination,
authoritarianism and stereotypes, and all that leads to confrontation and war. The fundamental principle of
this pillar of learning is interdependence, that is, knowledge of the network of life. This pillar implies an
education taking two complementary paths: on one level, discovery of others and on another, experience of
shared purposes throughout life. Specifically it implies the development of such qualities as: knowledge and
understanding of self and others; appreciation of the diversity of the human race and an awareness of the
similarities between, and the interdependence of, all humans; empathy and cooperative social behavior in
NOTES 23 caring and sharing; respect of other people and their cultures and value systems; capability of
encountering others and resolving conflicts through dialogue; and competency in working towards common
objectives. We are members of a community that is also a part of a broader society. Everybody wants to live in
peace and harmony, to have security and respect for each other. Thus we need to promote social equity,
justice, peace and harmony through education. For example, when we become entrepreneurs of mushroom
production, we may help our friends in the community to acquire skills for growing mushrooms. We may set
up a community cooperative to sell mushrooms and other products and share the profits among the members.
Some profits can be saved for community welfare, for our family and children. This type of community
development may help us to live together peacefully. (Adopted from UNESCO Report) 1.5 RELATIONSHIP
BETWEEN PHILOSOPHY & EDUCATION Philosophy and education are closely inter-related and inter-
dependent.

Philosophy is the theory of education while education is practical thereof. Education is the best means for the
propagation of philosophy. Education cannot even be imagined without philosophical principles NOTES 25
likewise philosophical principles are lifeless without the help of education.
Education is the means to achieve the goal: Philosophy deals with the ends and education is the means to
achieve those ends. Philosophy gives ideals, values and principles; education works out those ideals, values
and principles.

OBJECTIVES OF STUDYING EDUCATIONAL PHILOSOPHY

Philosophy deals with the most basic issues faced by human beings. The content of philosophy is better seen
as asking questions rather than providing answers. It can even be said that philosophy is the study of
questions.
1. To find out the solution for various educational issues.
2. The purpose of studying educational philosophy is to make education according to the need based life and
society.
3. To determine the aim of human life, aim of survival.
4. To produce better citizen by fostering democratic attitude in behavior.
5. To make teaching learning process more effective and attractive according to the need, interest and ability
of child.
6. To discern the different philosophies and choose any one of them to lead a fruitful life in the society.
7. To expand our knowledge and experiences and implement them in the educational practices. 8. To bring out
all round personality development in child and prepare him to stand\ on his own feet.
9. To make education flexible in order to achieve the goals of a country-national integration, international
understanding and globalization.
10. To develop education as a powerful instrument to bring about social, cultural, political and economical
change in society.