Education and philosophy, the two disciplines, are very closely related and in some

areas theyoverlap each other. It is quite often said that, 'Philosophy and Education
are two sides of thesame coin' since Education is considered as the dynamic side of
philosophy.To elaborate the interlinking of the two further, 'Philosophy and
Education are the two flowers ofone stem, the two sides of one coin. One can never
be thought of without the other. The presenceof one is incomplete without the
other.The art of education cannot be completed without philosophy and philosophy
cannot convertothers to its aims and values without education. There is a close
interaction between the two; onewithout the other is inconceivable' (Walter and
Heckmann, 2003). Education is practical in nature and philosophy is theory. It is
therefore not vague to say thattheory and practical are identical. The educator, who
has to deal with the real facts of life, isdifferent from the arm chair theorist who is
busy in speculation.But a close observation of the various interpretations of
philosophy will prove that these two arenothing but the one and same thing seen
from different angles. Philosophy is the study of therealities and the pursuit of
wisdom.According to Walter and Heckmann (2003), it is not mere theorizing but
something which comesnaturally to every individual. A person who goes deep into
the reason and nature of things andtries to arrive at certain general principles with a
view to apply them in his daily life, is a philosopher.Philosophy is therefore
considered as a way of life. In a wider sense philosophy is a way oflooking at life,
nature and truth. It sets up the ideals for an individual to achieve them in his
lifetime.Education on the other hand is the dynamic side of philosophy. Andrew
(2005) believed that, it isthe active aspect and the practical means of realizing the
ideals of life. Education is a sacrednecessity of life, both from the biological and
sociological point of view.
 
 
Deducing from the above discussion, it is therefore true that education works like a
catalyst for a better life, a social desirable life. As a pot is made out of clay and a
finished product comes outof raw material, so also from the immature child
comes out the civilized man through education.Education as Timothy (2003)
indicates renews and re-builds the social structure in the pattern of philosophical
ideals. This implies that, in each of the social institutions, philosophy is needed
forthe explanation of certain realities of life. Human being, who is born and grows
up with inheritedtendencies and inclination, determines the basic trails of man, but
education paves a long way forthe achievement several success in life (Timothy,
2003, p. 34)Education according to Indian tradition is not merely a means to earn
living, nor is it only anursery of thought or a school for a citizenship. Rather, it is
the initiation into the life of spirit, atraining of human souls in pursuit of truth
and the practice of virtue.The basic relationship between philosophy and education
can be analyzed as follows. It is philosophy, that provides the purpose or the aim
and it is education which makes it practical.Godfrey-Smith (2007) held the opinion
that, Philosophy shows the way and education moves onin that direction. When we
define education as the modification or behaviour, the direction inwhich,
modification to be carried out is determined by philosophy. Thus philosophy deals
withthe end and education with the means. In fact, we can observe that the great
philosophers of alltimes have been also great educators. For example, Socretes and
Plato, the great philosophers,were also famous educators.A teacher is not a teacher,
in true sense of the term, if he/she is not able to discover therelationship between
philosophy and education. According to
Thomson,
 every teacher shouldrealize the importance of philosophy in education. Good
philosophy thus would not only imaginethe type of society which is needed in the
society. It is philosophy which would give to theteachers a sense of
adventure.Godfrey-Smith (2007) intimated that, a true teacher should have
knowledge of the subject he/sheteaches the pupils and the society. He/she should
also have the moralistic sense which comesfrom philosophy. The choice of
students must cater to the principles and purposes of philosophy.
 
 
Choice of curriculum needs philosophers or leaders of thought. With the change of
time andcircumstances, the curricula also changes and this change can be brought
out by philosophersalone (Godfrey-Smith, 2007).The necessary conditions should
be fulfilled so that the child is allowed to go in a freeatmosphere with the ultimate
aim of becoming a happy and a rightly adjusted person of thesociety. The learning
process is an active way of doing things; hence the curriculum for the childshould
concern itself with the realities of life.Bernard (2005) put across the explanation
that, as far as the methods of teaching are concerned,it can be said that the child is
influenced; to give a particular shape to his life by the way he istaught. The
philosophy of the teacher is reflected in the child by his method of teaching. So
thecourse of life of the child is definitely influenced by philosophy. This therefore
implies the utilityof philosophy is much more experienced in the educational
perspective.The Education- philosophy relationship may be further pointed out as
given below:According toAlfred Weber  "Philosophy is a search for
comprehensive view of nature, anattempt at a universal explanation of the nature of
things a person who searches into the reasonand nature of things, who tries to
arrive at a general principle, and who attempts to apply
those principles to daily conduct of life, acts like a true philosopher. According to J
ohn Dewey, philosophy is "critical reviewing of just those familiar
things."Raymont (2005) argues, ' Philosophy is an unceasing? To discover the
general truth that lies behind the particular facts, to discern also the reality that lies
behind appearances.
“What
 is life? What is man's origin? What is man's destiny or goal? These are some of
thequestions of philosophical enquiry. Different philosophers try to answer these
questionsaccording to their own mature reflection and thinking. These different
answers lead to different philosophies.The Major Branches of Philosophy are: (a)
Metaphysics or the discussion about the nature ofultimate reality and the cosmos,
(b) Epistemology or the theory of knowledge, (c) Ethics, the
theory of morality, (d) Aesthetics or the discussion of beauty, (e) Logic or the
study of idealmethod of thought and reasoning. Philosophy influences even the
daily life of every individual.Andrew (2005) further argues that,
 
an educator not only holds certain beliefs and ideals of life,he also tries to convert
his pupils to his own views and his own way of life. The influence of a person,
holding a vital belief, brought to bear upon another person with the object of
making himalso to hold that belief, is education. Thus education means to lead out,
through the modificationof the native behavior of the child.In his analysis, Andrew
reveals that, Education is a laboratory where philosophic theories andspeculations
are tested and made concrete. Education may, therefore, be rightly called
applied philosophy.Philosophy is wisdom; education transmits that wisdom from
one generation to the other.Philosophy is in reality the theory of education. In other
words, education is the dynamic side
of philosophy, or application of the fundamental principles of philosophy. Philosop
hy formulatesthe method, education its process. Philosophy gives ideals, values
and principles, those ideals,values and principles.A philosopher tries to live in
accordance with those aims and values and also wants others to beconverted to his
beliefs and live according to them. This he can achieve through education whichis
the best means for the propagation of his philosophy.Philosophy determines the
supreme aim of life and sets standards and values that should guidea
nd direct man’s educational efforts to achieve them. Thus philosophy is a major
concern of
education. There is, in fact, an intimate relationship between philosophy and
education whichmay be described briefly as under.Thompson (2001) put forward
the following discussions.
 
Firstly, he reiterated that,
philosophy points out the way, to be followed by education. This means that, educa
tion focuses on the
modification of the child’s native behaviour. But the problem is in which direction
modification
should be carried out and what should be the standards and values, to strive for.
This problem issolved by philosophy which points out the way to be followed by
the educator in the
 
 
modification of the child’s behaviour. Philosophy, thus, deals with the ends and
education is alaboratory’ in which philosophic theories and speculations are
tested and made concrete.
Education may, therefore, be rightly called applied philosophy. Philosophy is
wisdom; educationtransmits that wisdom from one generation to the other.
Philosophy is in reality the theory ofeducation. In other words, education is the
dynamic side of philosophy, or application of thefundamental principles of
philosophy. Philosophy formulates the method, education its process.Philosophy
gives ideals, values and principles. Education works out those ideals, values
and principles.Secondly,Thompson added that, education is the best means for the
propagation of philosophy.A philosopher is a constant seeker of truth. He
contemplates on the real nature of the universe,
the real nature of man and man’s destiny. It is only after a good deal of
contemplation and
deliberation that he arrives at the truth and lays down certain aims, ideals and
values. He thentries to live in accordance with those aims and values and also
wants others to be converted to his beliefs and live according to them.This he can
achieve through education which is the best means for the propagation of his
 philosophy. Ross has beautifully summed up this point, when he says, “Philosoph
y and
education are two sides of the same coins where the former is the contemplative
while the latteris the active side
”
 (Thompson, 2001 p. 45).
“Education then,” as Sir John Adam has put it, “isthe dynamic side of philosophy.”
Philosophy sets the goal of life; education provides the means
for its achievement. Education becomes more prominent than philosophy as action
speaks louderthan words or belief. A belief that is vital, results in a prominent
education effort.Thirdly, the intimate relationship between philosophy and
education is established in yet anotherway. The great philosophers of all times
from Plato to the present day have also been greateducators. They reflected their
philosophical view on their educational schemes. Most of theeducation movements
of the world, owe their origin to the philosophical school of
different philosophers. The reason is that when a philosopher wishes to spread his i
deas they convertedtheir forest homes into schools with a view to preserve the
finest results of their life-longmeditation for the coming generations.  

 
Great European philosophers like. Locke, Rousseau and Spencer were also great
educators. Inmodern times, Tagore and Gandhi, the great thinkers and philosophers
of India and John Deweyof America, took keen interest in the educational
problems of their respective countries andinvolved new systems of education based
of their own ideals.Fourthly, philosophy determines all the broad aspects of
education
:
In fact, all the problems ofeducation are problems of philosophy. It is philosophy
that provides aims to education. Theseaims determine the curriculum, the methods
of teaching, the problems of school organization andschool discipline and also the
role of the teacher in the educational process (Sherbrooke, 1999).Thus, so long as
we need aims of education, based on the ultimate goal of life philosophy
willcontinue influencing and determining both the matter and the method of
education. It willcontinue making a unique contribution to the development of the
educational theory and practice.