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FOUNDATION
OF EDUCATION
(CLASS LECTURES)

2

FOUNDATION OF EDUCATION

Foundations of Education refers to a broadly-conceived field of educational study that
derives its character and methods from a number of academic disciplines, combinations of
disciplines, and area studies, including: history, philosophy, sociology, anthropology, religion,
political science, economics, psychology, cultural studies, gender studies, comparative and
international education, educational studies, and educational policy studies
...
The purpose of foundations study is to bring these disciplinary
resources to bear in developing interpretive, normative, and critical perspectives on education,
both inside and outside of schools
...
Foundational studies promote
analysis of the intent, meaning, and effects of educational institutions, including schools
...
The
normative perspectives assist students in examining and explaining education in light of value
orientations
...
It does this by examining the dynamics of constituent
parts of societies such as institutions, communities, populations, and gender, racial, or age groups
...

Social life overwhelmingly regulates the behavior of humans, largely because humans lack
the instincts that guide most animal behavior
...
Given the important role organizations play in
influencing human action, it is sociology’s task to discover how organizations affect the behavior
of persons, how they are established, how organizations interact with one another, how they decay,
and, ultimately, how they disappear
...

Sociology, as a generalizing social science, is surpassed in its breadth only by
anthropology—a discipline that encompasses archaeology, physical anthropology, and linguistics
...
Sociology’s
distinguishing feature is its practice of drawing on a larger societal context to explain social
phenomena
...
Psychology and sociology, for
instance, share an interest in the subfield of social psychology, although psychologists traditionally
focus on individuals and their mental mechanisms
...

The field of social anthropology has been historically quite close to sociology
...
Recently, however, this distinction has faded, as social anthropologists have
turned their interests toward the study of modern culture
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Increasingly, both fields have recognized the utility of sociological
concepts and methods
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All of these fields
can benefit from the study of institutions and social interaction
...
Consequently, sociology separated from moral philosophy to become a specialized
discipline
...


Foundation of Education

5

The founders of sociology spent decades searching for the proper direction of the new
discipline
...
To better view the
various turns the discipline has taken, the development of sociology may be divided into four
periods: the establishment of the discipline from the late 19th century until World War I, interwar
consolidation, explosive growth from 1945 to 1975, and the subsequent period of segmentation
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And philosophy has given him a rational way to think about his
problems
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Now we will discuss the definition and nature of
philosophy from different perspective
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

Surfacely the word, “philosophy” means view, vision and outlook of a particular person to
a particular thing
...
” (Oxford Advanced Learners Dictionary: Sixth edition)



The origin of “Philosophy” is from two Greek words – ‘Philos’ meaning love and ‘Sofia’
meaning knowledge or wisdom
...


Now some authentic definitions of philosophy by some distinguished philosophers:


“Philosophy is the science and criticism of cognition”
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(Fichte)



“Philosophy aims at the knowledge of the eternal, of the essential nature of things”
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(Aristotle)



“Philosophy is the science of sciences”
...
(Dr
...
The next two definitions indicate philosophy as metaphysical study or as
the theory of reality
...
But we will say
that philosophy is the sum total of all of these ideas
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Now let us discuss the Nature and Scope of Philosophy, i
...
the characteristics of
philosophy
...
Yet we can consider the
following facts:


Dealing with God is a significant concern of philosophy
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

Knowledge is the most important discussing matter of philosophy
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

The prime concern of philosophy is life
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Moreover, philosophy is the criticism and interpretation of
life
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

The chief instrument of philosophy is logic
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Its method is rational speculation – logical analysis and synthesis
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

Philosophy has a close affinity with psychology
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

Mysteries of the universe get importance in philosophy
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

Philosophy and literature are closely related to each other: philosophy is often revealed
through literary works
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

Philosophy also deals with science
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In fine, we must say that philosophy is a vast field where all branches of knowledge get

place to stay as well as to be discussed
...
Philosophy harmonizes the highest
conclusions of the different sciences, co-ordinates them one another, and gives a rational
conception of the whole world
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Foundation of Education

9

ROLE OF PHILOSOPHY IN EDUCATION

In a monograph on philosophy and workplace education, Miller (1994) stated that
philosophy ought to provide the framework for establishing practice
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Utilization of philosophic views gives education-for-work practitioners perspectives
from which to view their roles in education
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In order to meet the needs of the
workplace of today and the future, education-for-work practitioners must build on the philosophies
that promote both technical-vocational needs and personal development and adapt appropriate
philosophical views that will guide practice in terms of purpose
...
Philosophical query asks why practitioners conduct practice in the manner they do, in order
to (a) provoke reflection, (b) systematically analyze and evaluate procedures, and (c) determine
the appropriate philosophy or philosophies to back or drive the practice
...
He contends that philosophy is a means for building a vision for education-forwork in terms of purposes and practice
...
The philosophic foundations or principles that underlie practice in vocational education,
human resource development (HRD), and adult education can be used by education-for-work
practitioners to guide reflection on existing practices, establish new practices, and create visions
for future practice
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Education is
basically a practical performance, and philosophy is a theory or thought
...
Philosophy is providing theoretical foundation i
...
rational proofs and
ideologies for it
...
There is no aspect of education
beyond the reach of philosophy
...
g
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The answers to which are provided by philosophy
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The philosophy would be in conformity with the question
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It should not be taken for
granted that the teachers and educational administrators are engaged only in acting upon
theories/advices and they do not contemplate at all
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John Heinrich Pestalozzi (1746-1827)
a Swiss pedagogue and educational reformer
founded several educational institutions both in German and French
his motto was “Learning by head, hand and heart”
Education is a social process of organized growth and development
Education should be in accordance with laws of natural growth and development of the
child
Lessons were to be learned through direct experience with objects and places through
observation, inquiry and reasoning
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Knowing consists of sensation and abstraction
Values are absolute and eternal based on nature’s laws
Subject matter curriculum should be humanistic
2
...
John Friedrich Herbart (1776-1841)
A German philosopher, psychologist, and founder of pedagogy as an academic discipline
Learning should lead to character formation
Aim of education should be ethical and moral
The leader gets meaning from previous experiences to which it is related
The curriculum should include a wide range of subjects
Unity could be achieved through reflection and could be greatly aided by a correlation of
subject matter
4
...
John Dewey (1859-1952)
was an American philosopher, psychologist, and educational reformer whose ideas have
been influential in education and social reform
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Through experiments the
children got to interact and see new learning hands on
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The Skeptics of course vigorously challenged the assumption that
knowledge was possible at all, and Skepticism is still a philosophical point of view, but they were
not as prominent as the followers of Plato and Aristotle
...
Aristotle’s
basic assumptions about the world were not seriously challenged in accordance with the principle
of WHY he and others assumed them
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He rejected the teachings of Aristotelian scholastics and asked how
we are to “know” anything at all about the world, eventually will arrive at the conclusion that the
reason and logic were the ultimate sources of true knowledge
...
These viewpoints gave rise to the
modern notions of Rationalism and Empiricism, respectively
...
The source of the divide between the two camps ultimately boils down to
epistemology and the nature of knowledge
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Frege, Russell, and

Foundation of Education

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others developed a powerful system of logic that influenced many very famous philosophers like
Wittgenstein and Quine, and contemporary philosophy is still very much characterized by focus
on language
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In this context,
“contemporary” covers the topics that philosophers are trying to deal with right now, and Classical
covers everything before from ancient times until the 19th Century
...
” This is not because the
four of them share a set of assumptions that can be labelled a classical outlook
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There are some thinkers whose ideas are
used as points of reference
...
An example of a question that contemporary philosophers are interested
in: is naturalistic epistemology a viable project? Naturalistic epistemology began with Quine, who
argued that the human condition is the Humean condition
...

Another big question of contemporary philosophy - was the linguistic turn a waste of time?
Debates about the linguistic turn will leave you confused
...
The first four support
branches of philosophy are the Idealist school, the Realist school, the Pragmatist school, and the
Existential schools of thought (Ornstein, 2003, p
...
It might help to look at the tree and its
individual branches rather than read about them
...
You must ponder ideas to make them whole (Ornstein, 2003, p
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Realism – A subject-matter curriculum stressing objective knowledge and values
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101)
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110)
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110)
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104)
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The instructor
acts as a facilitator as opposed to a leader (Ornstein, 2003, p
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Social Reconstructionism – Instruction that focuses on significant social and economic
problems in an effort to solve them (Ornstein, 2003, pg
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Foundation of Education

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Existentialism – Classroom dialogue stimulates awareness
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108)

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