NATURALISM and EDUCATION

Views on Naturalism..
Dr. Prem Nath Naturalism is an attitude rather than a specific system of philosophy
Material world is real world.
Matter and the physical world is emphasized.
Back to Nature.
Education should be based with the nature of the child

Chief Assertions of Naturalism.
Nature is the Ultimate Reality.
No distinction between Mind and Body.
Scientific Knowledge.
Inductive Method
Values are resident in Nature
Man- an offspring of Nature
Senses are the gateways of Knowledge
Unchangeable laws of Nature.

Naturalism in Education
Naturalism is against autocratic and intellectual pretension
Naturalism rejects all authority that interfers with development of child.
Child is given central position
Maximum freedom to the child.

Aims of Education
Self expression
Redirection of human instincts
Struggle for existence.
Education according to the nature of the child.
Autonomous development.

Naturalism and Curriculum
No rigid curriculum.
Sciences
Focal point.
Study of past experience.
Direct experience.





Naturalism and Methods of teaching
Play- way Method.
Observation and Experiments.
It is based on :
Principle of Growth
Principle of pupil activity
Principal of individualization.

Naturalism and Discipline
Discipline by Natural Consequences.

Naturalism and teacher
Teacher as an..
Observer
Understand nature of the child
Stage setter.

PRAGMATISM IN EDUCATION
Pragmatism - action, practice, practical

Principles of pragmatism:
Mans evolution social and biological organism.
3 inseparables: Man and nature, individual and society, thought and action.
Human beings are active.
Reality is experiences of man.
Values are changeable.
Does not believe in abstractness, fixed principles, closed system instead want correctness, facts and
action.
Mind is dynamic process.
Growth of personality in social context.
All that helps in achieving our goals and purposes is true.

Pragmatism and Aims of Education.

The aim of education is more education.
Harmonious development of the child ARD
Continuous reconstruction of experiences.
Social efficiency.
Continuous growth.
Personal and Social judgment.

Pragmatism and Curriculum

Principles of Curriculum construction.
Utility : learning experiences useful for the child.
Childs natural interests at the successive stages of his development.
Activity oriented giving rich experiences.
Integration and co-relation.
Practical problems and solutions thereon.
Learning by Doing
Free and purposive social activities o be allowed.

Pragmatism and Methods of teaching.

Providing real life situations.
Learning by doing.
Principle of integration.
Project Method.
Experimental Method.

Pragmatism and Discipline
Social discipline.
Self discipline.
Morals grow from Democratic living.
Socially efficient person.

Pragmatism and Teacher
An experimentalist.
A friend and a helper.
Hands off policy.


Critical Assessment

Extreme type of utilitarianism.
Narrow outlook due to individual human experiences.
Opposition of higher and spiritual values.
No fixed aims of education.
Humanities and cultural activities have no place.
No faith in eternal truth.

Relevance of Pragmatism

Emphasis on Practical utility.
Emphasis on Democratic Values.
Emphasis on learning by Doing.
Emphasis on Education of the Whole child.
Project Method of teaching.
Emphasis on Universal education.
Does not banish the teacher.





Who was Jean-Jacques Rousseau? (1712-1778)
Born Geneva 1712
Son of a watchmaker
Mother dies at his birth
Raised by father
No formal education
Apprenticed to an engraver, but escaped
Led a wandering life.

Rousseaus Philosophy
Everything is good as it comes from the hands of the author of nature, but everything degenerates in the
hands of man
Natural State is a simple farming community or state without the evils of large cities corruption, social,
classes and luxury.
Natural Man is guided and directed by his own nature. Cities are the graves of civilization and human
institutions are one mass of folly and contradictions.
Natural Civilization is free from artificial surroundings and rigid barriers.

Three Fold Meaning of Nature.
Isolation from Society Non Social education.
Innate tendencies of the child.
Contact with natural environment.

Educational Philosophy.
Education from nature, man, things.
Kinds of education:
Negative education.
Against time-saving.
Against book-learning.
Against formal lessons.
Against habit formation.
No moral education.
No social education.
No formal discipline.

Aims of Education
Development of Childs inner faculties.
Different aims at different stages.
To develop well regulated freedom.
To develop sufficient strength.
Intellectual development.
Emotional development and Religious development during adolescence.

RABINDRANATH TAGORE
Born on 6
th
May, 1861in Calcutta.
Received his education at home though tutors and private readings.
1921- Vishwa Bharati University previously known as Shantiniketan Ashram
Nobel Prize for Literature in November, 1913 Gitanjali

Philosophy of Life
Indian in spirit.
As an Individualist
As Naturalist
As Idealist.
As Spiritualist
As Realist
As Humanist
As Internationalist
Principles of his Educational Philosophy
Harmony with all things.
Freedom
Creative Self- expression.
Active communication with nature and man.
Internationalism.

Aims of Education
Dynamic, lively and closely associated with life.
Generate a feeling of Identity.
Centre of economic life
Experiences in the open field.
Intellectual development
Moral and Spiritual development
Harmonious development
International understanding

CURRICULUM
Fullness of experience.
Broad- based and flexible.
Establish contact between nature and man.
Realistic and related to everyday life
Project curriculum method, integrated, correlated type of activities.
Advocates study of Vedas culture, Buddhist, Jain, Sikh etc

METHODS OF TEACHING
Condemned artificial mechanical methods of teaching.
Real life experiences.
Question answer method
Direct Experience.
Activity method.
Heuristic techniques.
Discussions.
Self expression.

DISCIPLINE
No strict and harsh discipline.
Self discipline.
Teacher would stimulate and guide and child who is to choose and react according to his natural
inclination.

TEACHER
Prominent place to the teacher.
Receptive mind and learning attitude.
Affectionate, lovable, sympathetic.