Introduction

It is the scientific & systemic enquiry about the ultimate reality in the universe. It is the basis for
understanding man. The term philosophy is derived from the Greek word philosophia which is made up of two
words philea means love & Sophia means wisdom. Therefore the literal meaning of the word is “Love of
wisdom”. It is concerned with the search of eternal truth. Thus philosophy is the study of principles of being of all
that is god, the world & man himself & also it is the study of origin, the nature & the activities of all that is. It is
the study which helps to answer all questions by investigation of causes & reasons for all things in the universe.

A person who searches into the reason & nature of things who tries to arrive at qa general
principles & who attempts to apply those principles to daily conduct of lifes acts like a true philosopher.

DEFINITION
PHILOSOPHY
1. Philosophy is the science of all sciences
- Coleridge
2. Philosophy is the science of knowledge
- Fitche
3. Philosophy is the mother of all arts & true medicine of mind.
- Cisero
4. Philosophy is the search for a comprehensive view of nature, an attempt at a universal explanation of nature
of things.
- Henderson
EDUCATION
1. Education means training for the country & love for the nation.
- Chanakya
2. Education is the process of development from infancy to maturity, the process by which he or she adopts
himself/herself gradually in various ways of his her physical, social & spiritual environment.
- T.Raymont
MEANING OF PHILOSOPHY

 It is a search for comprehensive view of nature, an attempt at a universal explanation of nature of things.
 It is a living force, away of life, an attitude towards life & a search for truth & reality. It is speculation
about the nature & value of things .it is a search for deeper & finer value of life.
 Philosophy refers to a certain way of thinking. It arise out of an attempt:-
a) To arrive at a solution of a problem through the use of human reasoning & experience.
b) To find the deeper meaning of the problem.
 Each individual should have a philosophy of life i.e. a set of standards ,ideals which are based on the
principles that has chosen as being acceptable.
 Philosophy is the study of general principles & understanding all. Through philosophy can tries to
understand him & the world in which he lives. It is enquiry into the wholesome of things.
 It is what we believe & principle which governs our life.
 It is acting as a guide with a concrete outlook of the world, human conduct & action.
 Plato said he who has a taste for every sort of knowledge & who is curious to learn & never satisfied may
be just termed philosopher.
 Questions of philosophical enquiry:-
- What is life?
- What is man?
- What is man’s origin?
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 - What is man’s destiny?
 Philosopher tries to answer these questions according to their own mature reflection & thinking.
 Philosophy influences the daily life of every individual .It is particularly a way of looking at things.

Philosophy of Nursing Education :

A philosophy of nursing education includes beliefs & values with regard to man in general &
specifically man as a learner, trainer, nurse & the client & belief about health illness, society, nursing & learning
etc. Traditionally nursing education has adopted children philosophy which was based on supernaturalism
 Spiritual: Religion should serve as a primary factor in the development of curriculum in a school of
nursing. The principle of religion & morality are unchanging. By this stable truth nurse will be able to
meet intelligently the changing condition of modern social living.
 Moral: Through understanding the moral principles governing man’s conduct & action leading to the
nurse to study ethics from the point of view of the order they should have regarding one another & man’s
ultimate destiny which they ought to help him to attain & it also teaches the individual how to judge
accurately the moral goodness or badness of any action.
 Intellectual: To provide a systemic development & training of intellect so that it may be enlighten,
disciplined & disposed to function in accordance with the purpose for which it was created.
 Emotional Attachment: Nurse must be able to function as a mature self dependent & responsible
individual & must be able to relate well to other people. It shows the emotional maturity where by all her
emotional needs were met.
 Physical: To promote the harmonious development physical needs also has to be met, to preserve he body
& the essentials of her health. Nurse should have knowledge of how to guide the others , who need
assistance in learning, how to keep well or how to improve health.
 Social: Nurse is a social being, who must pass her life in society in relation to which; she has both
privilege & obligation. Nursing linked with social culture, in which nursing activities are carried out. The
nursing student must be taught to use her will power in gaining control of her own impulse. To acquire
self mastery & to be a vitreous member of social group nurse practices democratic principles.

MAJOR BRANCHES OF PHILOSOPHY

 Metaphysics or discussion about the reality & the cosmos.
 Epistemology or the theory of knowledge.
 Ethics or the theory of morality.
 Aesthetics or the discussion of beauty.
 Logic or the study of ideal method of thought & reasoning.
A well marked attitude takes the shape of a particular school of philosophy. There are
different philosophical approaches e.g. Idealism, naturalism, pragmatism, humanism etc. Philosophy, life &
education are intimately linked with one another.

RELATIONSHIP BETWEEN PHILOSOPHY & EDUCATION

Education is the modification of child’s behavior where as the philosophy shows the way to be followed
by the educators in the modification of child’s behavior. Education is a laboratory in which the philosophic
theories & speculations are tested. The intimate relationship between the education & philosophy which may be
described briefly as under follows

EDUCATION IS THE BEST MEAN FOR HE PROPAGATION OF PHILOSOPHY

A philosopher arrives at the truth after a great deal of contemplation on the real nature of the universe,
man his destiny & lay down aims, ideals & values & he tries to live in accordance with them
.He wants others to be converted his beliefs & live accordingly to them. Thus it can be achieved through
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education which ids the best mean of propagation of his philosophy.
ALL GREAT PHILOSOPHERS ARE GREAT EDUCATORS
Philosopher reflects their views in their educational schemes. Most of the educational movement of the
world owns their origin to the philosopher cal school of different philosophy. When a philosopher wishes to
spread his ideal ,beliefs, he formulates a scheme of education based on his philosophy. e.g.Plato, Aristotle. Were
great educators.

PHILOSOPHY DETERMINES THE BROAD ASPECTS OF EDUCATION

Philosophy provides aims of education; it determines the curriculum methods of teaching, school
discipline, role of teacher, school problems etc. Philosophy will continue influence & determines both the matter
& the method of education .Thus philosophy contributes to the development of 4education theory & practice.

INFLUENCE OF PHILOSOPHY IN EDUCATION

Philosophy & education are so closely connected that one without the other is meaningless. Many bonds
unite education with philosophy. Some of these bonds will help to point out the close relationship between
philosophy & education.

a) Natural bonds:- A natural bond signifies an association between two or more things or processes that is
rooted in their very nature. It is as natural for man to impart his conception of life to his offspring’s,
through the process of education as it is for him to transmit his physical life through the process of
generation. There is a natural association between the spiritual life & education as well as between the
ideals & the cultural standards of the adult generation.
b) Logical Bonds:-The core of heart of any given system of education is found in the ideals it sets out to
attain. These ideals are determined trough the philosophy. Once the ideals have been established it may be
said to follow logically that a system of education must be set up in order to perpetuate them.
c) Social bonds: - Education aims at the perpetuation of social institution which are based on a philosophy of
life & the progress of society. History of the authentic method of recording of the interest of posterity,
man’s activity & the progress of human society.
d) Cultural bonds:-Cultural embraces not only the sum total of people’s accomplishment but the ideals 7 the
virtues after which they strive. Therefore there is cultural bond between philosophy & education. They
very essence of culture is to be found in the ideals towards which it aspires .Philosophy determines ideals.
e) Human bonds:- Psychology or dealing in human relationship is th3 basis for education .A recognized aim
of education is to develop[ the personality of the student. This is done by knowing the individual student
& the ideal that will best serve as a model for his education. To prevent instruction from becoming
mechanical, whereby it was cease being truly educational, that teacher must give herself wholly the work
of education.
f) Religious bonds:- Philosophy & education are joined by religious in addition to those already mentioned
for education realizes its finest expression in religion. Man attains not only an ordinary philosophy but a
philosophy inspired from on high.
In associating philosophy & education by means of the above mentioned bonds ,a deeper
understanding of aims 7 process of education is acquired.

INFLUENCE OF PHILOSOPHY ON DIFFERENT ASPECTS OF

EDUCATION

a) Philosophy & aims of education: - Philosophy is the determining force in laying down the aims of
education. Aims of education (moral ,vocational, intellectual *& spiritual) are based on views & ideals
,beliefs ,values, standards of philosophieer.The philosopher struggles hard with the mysteries of life &
arrives at his solution after mature reflection & thinking. He will suggest the ways are the means of
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 dealing with them through educational efforts. The educator selects the material for instruction,
determining the methods of procedures for the attainment of goal.
b) Philosophy & curriculum:- Curriculums sum total of all activities & experiences provided by the school
to its pupil to achieve the aims of education .The philosophy determines the content 7 discipline that
subject will promote curriculum. It is not fixed at al times it changes in accordance with philosophy. Thus
curriculum differ with different school of philosophy according to their own beliefs .Thus education needs
leader who a sound comprehensive philosophy through which they can convince others & those who can
direct its consistent application to tejh formation of the function of appropriate curriculum.
The content of curriculum according to the philosophy it follows eg.. Idealist emphasizes higher values of
life, pragmatism advocate study of functional subject.

c) Philosophy & textbooks:- The textbook must reflect the prevailing values of life by philosophy ,an
appropriate textbook must be I accordance with norms of knowledge which the children are expected to
know & accepted by ideas of the society & the prevailing philosophy of education & the nation as a whole
.Then only it will serve the desired purpose .The person who is selects the textbook must have standards
of judgments which should enable them to select the right type of book based on standard supplied by
philosophy.
d) Philosophy & method of teaching:- Philosophy is a way of thinking & a way of working .Method is the
process of establishing &monitoring contact between pupil & subject matter .Every system of education
has its own method of teaching based on its own.Philosophical background.Tjhus different school of
philosophy have laid down there own method of teaching. eg. Idealism: advocates questions, answers,
lecture method.
e) Philosophy & Discipline: - Philosophy determines the nature & form of discipline .Discipline is nothing
but the conduct of the pupil. Internal discipline concerned with the inner code of conduct of thew
individual sustain a nation. Philosophy leads & education follows the path shown by philosophy
.Discipline is mainly governed by the aim of education.
f) Philosophy & the teacher: - Teacher is the backbone of entire process of education. Philosophy of life
should be in perfect consomed with the philosophy. The educational system is based on successful
teachers. Teacher influence the personality of the child & instill him a new outlook & a new way of life.
eg.
-Idealistic teacher is a person of ideals, ethics & morals.
-Naturalism sees the teacher as the stage setter & works behind the screen.

g) Philosophy of the evaluation:-Evaluation is the post of education system. It determines the extent to
which aims & objectives are being attained, but also helps bring about an improvement in the techniques
& procedures of education. There is a close relationship between objectives, learning experiences &
evaluation. Evaluation takes into accent. The growth of the child as a whole individual & his total
environment.

IMPORTANCE OF EDUCATIONAL PHILOSOPHY TO A TEACHER :-

To understand & accept the prevailing values of the society.

It results in intellectual development of the teacher.
It helps to improve the standards of life of his life.
It guides & improves the state properly.
It helps to bring about changes in various aspects of education. It reforms the society

Traditional philosophies:-

 Naturalism
 Idealism
 Realism
 Pragmatism
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Naturalism :-
It is a philosophical position adopted by naturalist who approaches the philosophy from purely scientific point of
view.They believe that nature alone represent the entire reality. There is nothing beyond & other than nature.

Definition
1) “It is a doctrine that separates nature from god, subordinate spirit to matter & sets up unchangeable law as
supreme.”
-JAMES WARD
2) It I a philosophical generalization of science, the application of theories of science to the problems of
philosophy.” - By Ralph Barton

Meaning:
Naturalism is a doctrine that separates nature from god, subordinate spirit to matter & setup unchangeable law as
supreme. It emphasis on matter & the physical world. It does not believe in spirituality & supernaturalism.

Forms of naturalism: Naturalism as a philosophy has 3 distinct forms:-

1) Physical naturalism: - Nature is the reality, human life is wholly controlled buy& influenced by the eternal
laws of nature & it governs the human life since it is modeled by nature laws. Reality does not exit within the
individual.
2) Mechanical Spirituality: There is no spirit or soul, only mater is everything. Man is also matter, which is
made of atoms, empty space & motion. It regards man is merely a machine, governed by mechanical laws. He has
no creative capacity, purpose or direction. This philosophy aims as training man s agood machine & keeping it in
a good working condition.
3) Biological naturalism: Based on Darwin, Herbert Spencer’s view by the process of growth &
development man were energies identifying reality as a force of energy. Man’s natural endowments are the real
springs of his behavior. If our behavior is according to our instincts, we feel happy, if not we feel unhappy &
disappointed.

NATURALISM & EDUCATIONAL PROCESS:-

 Education must confirm to the natural process of growth & development.
 Education should be a pleasurable activity for children & it engages the spontaneous self-activity of child.
 Acquisition of knowledge is an important aspect of education related to body & mind. Punishment should
be based on the consequence of wrong deeds, but with sympathy its frequency will reduced.

NATURTALISM & THE TEACHER:-

Teacher can neither interfere with the activities of children nor can impose his own ideas & ideals, will power
upon them or a modular of character formation. His place is behind the scene. He is the spectator or observer of
child’s development .He cannot impose activity, restriction or limitations for the leaner.

WEAKNESS OF NATURLISM:-
 The simplicity of naturalistic educational practices may not be possible in urban areas.
 Higher order of discipline may not be possible.
 Lack of ideals, no place for spiritual values.
 No constructive suggestions to offer regarding a goal for education efforts this it it does not point to higher
end in the educational process.

IDEALISM:-
Introduction & meaning: The word idealism is derived from ideal. Ideals or higher values much more
human life than anything else. This philosophy seeks to explain man & universe in terms of spirit & mind. Man’s
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spiritual nature is considered to be very essence of his being.

Idealism in education; -Educational ideals that man is born with spiritual self. He can realize his spirituality
& understand its true nature only through the agency of education. Education is expected to enlarge the
boundaries of the spiritual realism.

Intellectual training: - The world is based on natural laws that are eternal & unchanging, logical
consequence. Physical laws are based on reason must be taught as nature is simply the outer expression of an
inner logical order.

Unique nature of man:- In nature man alone can understand logic order in I existence through the power of
his mind by reasoning & self discipline. It is provided by the family & school, acquires an effort of mind & will.
Social habits can be formulated with the process of rational development.

Idealism & teacher:-

o Idealist teacher has attained self-realisation.He is a practical man based on ideal & virtual life.He should
should live in a life of contentment,contemplation & detachment.His personality os a source of inspiration
for his pupil to follow & to learn the acts a friend ,a philosopher & guide.
o The teacher personalifies reality for the pupil. The students understand & learn about the universe through
his teachers.
o The teacher has to be specialist in the knowledge in view of his pupil.
o Good teacher commands the respect of pupil by virtue of his own high standards of behavior & conduct.
o Teacher initiates the pupil into the life of the intellect but he provides standard of attitudes, limitations.

Weakness of idealism:
 Scientific research study does not support the idealistic view of a spiritual universe.
 Ideals cannot be simplified.
 The social orders today discourages limitations of ideas, ideals behaviour & the standards that govern the
life of people.
 The emphasis of polite manners, polite behavior, docility, modesty, sums out of tune with the present day
world.
 A polite restrained manner may be mistaken for snobbery.
 Docility & modesty would be dubbed as evidence of diffidence.
 Over loaded informations, selectivity in reading & learning has become a necessity.

Realism :-
Introduction :-
According to True & Real in daily life is admissible; whose reality is not felt & unreal in
inadmissible. This is against spiritualism & opposes to Idealism.

Meaninig & Importance:-

 Realism is a outcome of scientific development.

 By observation, experimentation & examination if it is found real it can be considered as real.
 Realism is directly related to man & society.
 Through realism, man is able to enjoy the comfort of society, after getting all the joys of life.
 Realism provides education which is useful for life where man enjoys his activities & comfort in reality.
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Realism & objectives of Education:-

1. Equipping students with knowledge & skill needed to understand & master their physical environment.
2. Enabling student to adjust themselves to relatives of the physical world& to adjust with the adult approved
behaviour.
Realism in Education Practice:-

The realistic is concerned with the systemic organization of teaching & learning scientific evaluation is the
most important contribution made by realism in the field of education. Realism lays stress on the use of
standardized test.
Realism & Role of Teacher:-

Realism does not attach much importance to the personality of the teacher. The realist also does not give
importance to the opinion of teacher.

Pragmatism :-

Introduction:-
It is derived from Greek word “Pragmatism” which means practice or action; active & efficient. A
pragmatist lives in the world of facts rather than ideas or ideals. In American Philosophy Pragmatism means
utility. For them what ever useful is good and whatever good is useful.

Meaning:-
Pragmatism is a matter of fact, treatment of things based solely on their practical utility. It is the element
of utility that has the greatest appeal for a pragmatist. For him utility is truth & truth is utility. Pragmatism is a
typical American philosophy. American experimented upon many ideas & adopts those which proved useful for
them in solving their day to day problems.

Forms of Pragmatism:-

1. Humanistic Pragmatism: - Truth satisfies human nature & welfare as a whole. What ever fulfils one’s
purpose, desires & develops one’s life is true.
2. Experimental Pragmatism: - Which can be verified or whatever works is the truth.
3. Biological Pragmatism: - It stresses the human ability of adaptation to the environment & that of adapting
the environment t o human needs.

Pragmatism in Education:-

It believes in imparting education with reference to human needs. It enables the child to solve
his daily problems & also to lead a better & happy life by creating new values. Education therefore must have its
intellectual, moral, aesthetic, social & physical aspects.
Pragmatism is a product of education i.e. outcome f education experiments. Pragmatism stands
for progressive trends in education. Pragmatism works of on the principle of democracy & education. Pragmatist
believes that pragmatism is the product of educational practice & it has its effects on the various aspects of
education.

Pragmatism & teacher:-

 The teacher will create real life situation in which some problems may emerge & the child is interested in
the solution of these problems.
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 The teacher will keep the pupil in position of discoverer & experimenter.
 Teacher will not impose anything in the child.

Strength of Pragmatism in Education:-

 The student will learn the skill & meet his needs, prepared himself to live in society.
 The student will try to need immediate felt needs.
 The child learns the activity by doing. He will develop his qualities, abilities, thinking, and reasoning
judgment.
 Both teacher & student should explore in the adventure of seeking knowledge.
 The pragmatic approach is based up on recognition of technological & industrialization felt need.

Weakness of Pragmatism:-

 It does not give raise to the questions of the ultimate reality behind the things.
 Artificiality in situation.
 The teacher will not be able to cope with demands of teaching.
 Humanities, cultural acts have no place.
 Many gaps & deficiencies in the learning approach has been observed.
 Denials of spiritual, cultural values are unpalatable.
 Less practiced in Indian setting.

Modern Contemporary Philosophies of Education:-

Introduction:-

The world & its values are continuously changing the education system also changes from time t time.
Each one philosophy has its own contribution & limitations; no one philosophy is complete in itself & can be
applied successfully in all situation. Education has to be flexible & dynamic. It has to adopt to the changing
condition & environment throughout the ages.

Existentialism :-
Introduction :-

It is the youngest philosophy, described as modern 20th century philosophy, however a wide general
recognition in educational field is not yet received.

Definition:
A modern philosophy which is primarily built upon the work of the contemporary scholar at the 20th
century.

Meaning:-

This philosophy views man as participating in the world of things & events, human existence is the
nature of life man to exist, to stand out in to reality to participate in being to be present to all.
Existentialism & Education:-
It has very little to offer as a philosophy of education. There seems to be only one major book
which deals with philosophy of existentialism as applied to education. That is George Kneller’s Existentialism
& education.
Limitations in Existentialism :-
1. The educational methods in existentialism appears t be impractical & inapplicable in a industrial society.
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2. It requires a good deal of time & effort on the part of teacher
3. Terminologies used in existentialism is not very clear.

Progressivism :
Introduction:

It is an American philosophy which is a revolt against the formal/conventional/traditional system of

education. It became popular in 1929 the economic depression of USA adversely affected the educational system
of the country.

Meaning :
Education is centered around for the present life itself. The development of an individual & the society is
only possible when education facilitates the growth of every phases of the child.

Progressivism & Educational Aims:

To develop the personality of an individual through providing a democratic environment in the

educational institution.

Progressivism & the teacher :

The human elements, human beings are given more importance. The teacher has to meet the need of pupil
as good human being. The teacher who is vital in education process & having richer, superior experience & can
analyze the present situation. Teacher will act as a stage setter, guide & co-coordinator but he has not total
authority just he guides the situation.

Behaviourism :

Introduction :
Person’s behaviour is the result of environmental conditioning. Man is a passive recipient who react to
external stimuli, he has no will or decision of his own the capacity to take spontaneous action.

Principles :-
 Man is not separate from his surrounding environment.
 Human behavior is controlled with creativity.
 Reflexes & other pattern of behavior evolve & change as they increases the chances of survival of the
species.

Educational application:
Systemic applications of principles of learning aims at changing maladaptive behavior with adaptive
behavior learning is governed by man’s action & reaction to various media (oral, written, machine). Learning is a
personal achievement through interaction between the learner & environment.

Limitations:
 It requires technical proficiency.
 Goal is not kept in mind, in controlling human behavior.
 The concepts of freedom, capacity to choose worthiness of individual will be completely lost.

Humanism:
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 The concept of humanism is derived from the great minds & work in Eastern & Western history &
literature. It does not find its origin in experimental sciences & mathematical statistics. Education in humanism is
concerned with the restoration of lost values.

Educational Implications of Humanism:

1. Respect for Ancient Culture: Educational programmes should foster an administration & love for ancient
cultures which are important source of growth of human civilization.
2. Respect for Intellectual & literacy scholarship : The young generation must learn to respect the wisdom of
scholar as it relates to the more important field of human values.
3. Respect of Language: Correct form of language should be taught to the student.

The role of Education in Humanism:

 Children must be taught to respect language a sense of language perfection.
 Children must be trained in modern literacy standards f academics.

Teacher:
The teacher inspected to be well read, well trained in humanity subjects & superior attainment.

Experimentalism:

It rejects the Laissez-Faire individualism & Permissiveness. They accept a naturalistic point of view, but
they want the control & utilization of nature not submission to nature. It accepts the Perspectives of evolution.

Ideals of Sociology Adapted by Experimentalist:

 Man is a social being & product of environment.
 Learning depends on environment.
 They ask people of the world, to appreciate & respect one another culture & recognize that differences
merely reflect environment circumstances.
 Technology means progress in social development & social advance.
 The school is a social institution democratic philosophy of education has to be represented.

Electicism:

Definition:
The synthesis of harmonious blend of diverse philosophies of education. It is the process of pulling out
& putting together of the useful & essential aspects of various philosophies of education.

Meaning:
 The fusion or synthesis of different philosophies of education.
 The harmonization of principles underlying various tendencies & rationalization of educational practices.
 The process of putting together the common views of different philosophies into comprehensive whole.

Methods of Teaching:
 Play way method
 Learning by doing
 Direct experiences through projects & problem solving etc.

Reconstructionalism:

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Introduction:
When political independence was achieved in India the people realized that the educational system started
by the British was against the nationalism, culture & tradition of the country. In this educational system, India
culture was deliberately avoided. Education in our country is still impracticable & against Indian culture &
tradition. Because of the impracticability of Indian education demands for its reform have been raised.

Main elements of Reconstruction:

1. National culture & Philosophy of life: In educational reconstruction first of al we should have to
give freedom to our Indian Philosophy & culture the aim of which shall be to acquaint our student with our
culture, customs civilization, literature & history.
2. National Education: In our education we have to include national education policy means narrow but
broader Nationalism.
3. Duty of Government: Education reconstruction is a difficult task. For that help & interest of
government is necessary. Education takes the nation in the path of progress. So government has a great
responsibility in this regard.
4. Duty of Countrymen: Along with Government the country men too have some duties in educational
reconstruction because if the citizens are indifferent the Government alone can’t do the work. They will also
have to change their outlook & will have to adopt an attitude of respect & honour towards the culture
philosophy & tradition.

Summary:

In this seminar we dealt with the science of all sciences i.e. the philosophies of education its definition
meaning & various branches of philosophy. Influence of philosophy on various aspects of education like on aims
of education, curriculum, textbook, methods of teaching, teacher & evaluation. Traditional philosophies of
education like Naturalism, Idealism, Realism, Pragmatism & also modern contemporary methods of education.

Conclusion:

Philosophy is the study of the principles of being of all that is good, the world & man himself & also it
is the study of origin, the nature & activities of all that is. It is the study which helps answer all the questions by
investigating the causes & reasons for all things in the universe. It is concerned with the search of eternal truth.
Thus philosophy is the study of principles of being of all that is god, the world & man himself & also it is the
study of origin, the nature & the activities of all that is. It is the study which helps to answer all questions by
investigation of causes & reasons for all things in the universe.

A person who searches into the reason & nature of things who tries to arrive at qa general
principles & who attempts to apply those principles to daily conduct of life’s acts like a true philosopher.

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 Bibliography:

1. Basvanthappa B.T (2008) “NURSING EDUCATION” Jaypee brothers

publications, New Delhi Pp 10-15.

2. Neeraja K.P (2003) “TEXTBOOK OF NURSING EDUCATION” Jaypee

brothers publications, New Delhi Pp 1-10.

3. Quinns M Fransis (2004) PRINCIPLES AND PRACTICE OF NURSING

EDUCATION” 5th Edition Thornes Publication U.K Pp 10-12

4. http://www.education org.sk.ca/docs/xsci/unplxsc.html.

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 INDEX:

S.No CONTENT PG.No

1. INTRODUCTION 1

2. DEFINITION 1

3. MEANING OF PHILOSOPHY 1

4. PHILOSOPHIES OF NURSING EDUCATION 2

5. MAJOR BRANCHES OF PHILOSOPHY 2

6. RELATIONSHIP BETWEEN EDUCATION & 2

PHILOSOPHY
7. INFLUENCE OF PHILOSOPHY ON DIFFERENT 3
ASPECTS OF EDUCTION
8. RADITIONAL PHILOSOPHIES OF EDUCATION: 4
 NATURALISM
 IDEALIM
 REALISM
 PRAGMATISM
9. MODERN CONTEMPORARY PHILOSOPHIES OF 8
EDUCATION:
 EXISTENTIALISM
 PROGRESSIVISM
 BEHAVIOURISM
 HUMANISM
 EXPERIMENTALISM
 ELECTICISM
 RECONSTRUCTIONALISM
10. SUMMARY & CONCLUSION 11

11. BIBLIOGRAPHY 12