Meaning and Scope of Philosophy, Functions of Philosophy ...

EDUC 101: UNIT I PHILOSOPHY AND EDUCATION dineshphilosophy@, 9419021657

Meaning and Scope of Philosophy, Functions of Philosophy, Meaning and Scope of Education, Relationship of Education & Philosophy

Need for the Philosophical Foundations of Education

Progress of human civilization is the product of education, but the answer to every educational question is ultimately influenced by our philosophy of life. Philosophy against us with values in life and education tells us how these values can he realised, thus philosophy and education are closely inter-related with each other, therefore, this chapter is devoted to bring to light some aspects of philosophy which may be termed as foundations or basis of education.

Meaning and Definition of Philosophy

A beginner in philosophy is perturbed to find that different philosophers have given different definitions of philosophy. some philosophers have laid emphasis on psychological facts, others have given more importance to values. According to John Dewey, "Whenever philosophy has been taken seriously, it has always been assumed that it signified achieving a wisdom that would influence the conduct of life." On the other hand, according to Windelband, philosophy is "... the critical science of universal values."

While there is much difference in Indian and Western definitions of philosophy, one finds widely different definitions presented by Western philosophers also. Of these definitions, some emphasize the critical aspect of philosophy while others lay emphasis upon its synthetic aspect. Some examples of these two types of definitions of philosophy are as follows:

(a) Philosophy is a critical method of approaching experience. Examples of this type of definitions are as follows:

"Philosophy is essentially a spirit or method of approaching experience rather than a body of conclusions about experience." --Edgar S. Brightman

"If is not the specific content of the conclusions, but the spirit and method by which they are reached, which entitles them to be described as philosophical..." --Clifford Barrat

"Were I limited to one line for my answer to it, I should say that philosophy is general theory of criticism."--C.J. Ducasse

(b) Philosophy is comprehensive synthetic science--The following definitions of philosophy emphasize its synthetic aspect:

"Philosophy, like science, consists of theories of insights arrived at as a result of systematic reflection." --Joseph A. Leighton

"Philosophy is concerned with everything as a universal science." --Herbert Spencer

 "Our subject is a collection of science, such as theory of knowledge, logic, cosmology, ethics and aesthetics, as well as a unified survey." --Roy Wood Sellars

The above mentioned definitions of philosophy show that while some philosophers have mainly emphasized critical philosophy, others have defined it as a synthetic discipline. In fact both these view-points are one-sided because philosophy is both critical as well as synthetic. Literally speaking, the word 'philosophy' involves two Greek words--Philo meaning love and Sophia meaning knowledge. Thus literally speaking, philosophy means love of wisdom. It should be noted here that this definition of philosophy is different from the sense in which the word 'Darshan' has been taken in India. The literal meaning of philosophy shows that the philosopher is constantly and everywhere engaged in the search for truth.

He does not bother so much to arrive at final conclusions and continues with his search for truth throughout his life. His aim is the pursuit of truth rather than its possession. Those who enjoy journey do not care so much about the destination, neither are they perturbed when the destination is lost in sight in spite of continued long journey. In an effort to define philosophy, one arrives at the difficulty that there is no genus in this case and also no differentia. In defining a science one points out to the genus science and also to the particular area of the particular science which differentiates it from others.

This is however, not possible in the case of philosophy because philosophy is one and not many. Hence in order to arrive at the meaning of philosophy you will have to discuss its problems, attitude, method, process, conclusions and results. In brief, philosophy is a philosophical process of solving some characteristic problems through characteristic methods, from a characteristic attitude and arriving at characteristic conclusions and results. Some might find this definition very vague and inadequate.

Therefore, what is vague and inadequate if we say that in order to understand philosophy one must understand the attitude, problems, activity, and conclusion and results peculiar to it? This will also clarify the distinctions between philosophy and science which has been forgotten by many philosophers.

Branches of Philosophy

While studying the philosophical thoughts of a philosopher, we study his thinking in different branches of philosophy.

These branches of philosophy are as follows:

Epistemology. Philosophy is the search for knowledge. This search is critical. Hence, the first problem which arises before a philosopher is about the nature of knowledge and its limitations. Therefore, epistemology is the most fundamental branch of philosophy. It discusses philosophically truth, falsehood, validity of knowledge, limits of knowledge and nature of knowledge, knower and known etc.

Metaphysics. This is the study of existence, reality or essence. Its main branches are as follows: (i) Cosmogony. This is a study of creation. Is the world created, or is it

eternal? How was world created? Why was it created? Who created the world? What is the purpose in creation? All these are the problems of cosmogony. (ii) Cosmology. The main problems of cosmology are: Is the world one or it many, or is it both one and many? (iii) Ontology. Ontology is the study of ultimate reality. Is the reality one--or is it many or is it both one and many? If reality is many, what is the relation between these many elements? All these are ontological questions. (iv) Philosophy of self. This is mainly concerned with the philosophical analysis of self. What is self? What is its relation with the body? Is it free of does it depend on the body? Is it one or many? All these are problems of philosophy of self. (v) Eschatology. The discussion of the condition of soul after death, the nature of the other world, etc., form the subject matter of this branch of philosophy. Axiology. This branch of philosophy philosophically studies value. It has been divided into the following three branches: (i) Ethics. Ethics discusses the criteria of right and good. (ii) Aesthetics. Aesthetics discusses the nature and criteria of beauty. (iii) Logic studies truth. The subject matter of logic includes the methods of judgment, types of proposition, hypothesis, definition, comparison, division, classification and fundamental laws of thoughts, etc. Philosophy of Sciences. This branch of philosophy is concerned with the philosophical examination of the postulates and conclusions of different sciences. Philosophies of Social Science. The philosophical problems in different social sciences give birth to different branches of philosophy of which the main are as follows: (i) Philosophies of education. This is concerned with the aim of education and the basic philosophical problems arising in the field of education. (ii) Social Philosophy. This branch of philosophy discusses the philosophical basis of social processes and social institutions. (iii) Political Philosophy. This branch of philosophy is concerned with the forms of government, forms of state and other basic problems arising in the political field. (iv) Philosophy of history. The subject matter of this branch of philosophy is the nature of historical process, its purpose and its relations with the cosmic process. (v) Philosophy of economics. This branch of philosophy studies the aim of man's economic activities and the fundamental problems arising in the economic field. Semantics. The most important branch of philosophy, according to the contemporary school of Logical Positivism, is semantics which is concerned with the determination of the meanings of different words used in different languages.

Besides the above mentioned branches of philosophy based on sciences, there may be certain comparatively lesser branches of philosophy such as philosophy of physics, philosophy of commerce, philosophy of physical education, philosophy of marriage, philosophy of family etc. These, however, are not sufficient to form independent branches of philosophy.

The Nature of Philosophy

Philosophy wants to understand man in relation to the whole universe--nature and God. Philosophy deals with the nature of human mind and personality, and with the ways in which man and his institutions can be understood. Philosophy seeks to understand whether man is

free or within bondage, and whether he can change the course of history. Philosophy endeavours to understand all that comes within the bound of human experience. It aims at fundamental understanding of things--the problem of human conduct, the assumptions that underlie religious or scientific beliefs, the tools and methods of thinking, or any issue that arises in any field of human activity.

The philosophy seeks to provide a complete account of the man s world. It is reflective and critical in nature. It is concerned with critical examination of the fundamental notions and assumptions of any field that falls within human experience. From the above we may conclude that philosophy is a "search for a comprehensive view of nature, an attempt at universal explanation of the nature of things." The word philosophy means "the love of wisdom". Wisdom is not only knowledge. One may have knowledge, but he may not be wise. Wisdom constitutes knowledge plus its implications an all circumstances. Thus philosophy gives man that wisdom with the help of which he understands the whole universe and the implications of the same in relation to himself and all the people around. It must be noted that philosophy is not any one's belief or point of view concerning purposes or values. On the other hand, "philosophy is a rigorous, disciplined, guarded analysis of some of the most difficult problems which man has ever faced, not just any one's point of view. Philosophers are men of great intelligence and remarkable insight who have been able to see the significance of the discrete events in human experience and, to use Plato's term, take a synoptic view of them."

THE FUNCTIONS OF PHILOSOPHY

The functions of philosophy are the uses of the subject to us as individuals and as members of a society. Some contemporary thinkers called the Analytic philosophers see philosophy as a study that essentially simplifies and analyses issues and statements pertaining to other subjects in order to enable us understand them better.

The functions of philosophy are explained as follows:

Analytical Function: This has to do with the analysis and clarification of ideas, issues, and statements to enable us understand the subject matters of other disciplines. This analytical function is considered to be the primary function of philosophy.

Speculative and Normative Function: The mind is a very essential instrument for doing philosophy. The mind is one gift to man which enables him to think about himself, the people around him and the world in general. With it he can speculate about things he is not sure of; he can imagine things that are possible and even those that are not possible. It is to be noted however, that, when we think about things or speculate on issues it is done within the context of our social and cultural environment.

Inspirational Function: The educational process is constantly inspired by philosophers. Such works as Plato's Republic and others like it have become the reference book for many educators because they obtain a lot of insight from these books to guide their activities. For one thing, every society has its ideal and thus, strives to attain it. Plato's ideal in the Republic

is one in which education serves as an important criterion for assigning social positions and responsibilities. It is therefore, believed that, people should be educated in order to enable them achieve self-fulfillment. Even though Plato's society does not pretend to strive for equality of all people, it is still a model to inspire the educator in his effort to bring about a measure of equality in society.

Prescriptive Function: Every nation has its problems which call for solution. It is expected that everyone would contribute to the best of his ability. Although philosophy has a lot to contribute, philosophers are sometimes excluded from the decision making process. This appears to have made the situation worse. For example, before adopting a new educational or social policy in the country, one would expect that philosophers would be included in the planning. Such contributions would benefit all concerned.

Co-ordinating Function: Since it is well known that all other disciplines are generated from philosophy, philosophy cannot be seen as competing with its offspring. In view of the fact that these disciplines have established their knowledge base solidly, philosophy has mapped out for itself other responsibilities. The fact that there exist at present such area as philosophy of science, philosophy of social science, philosophy of law and philosophy of education among others, shows the contribution that philosophy still makes to learning. Consequently, the coordinating role of philosophy in articulating the knowledge base of these disciplines should not leave anyone in doubt about the prescriptive function of philosophy

NATURE OF EDUCATION

History shows that the most primitive tribes viewed education as a means for securing social solidarity and uniformity. For this instructions in certain exercises were imposed on children under the guidance of the "wise men" of the tribe. During the medieval period education was used to serve political and religious ends. The Renaissance effected a change in the whole outlook of life and education was regarded as a means for independent personal culture and individual development. At first the Reformation was a continuation of the best educational influences of the Renaissance. But because of many sects, a new formalism creeped into educational practices little different form the medieval scholasticism. With Realistic tendencies during the seventeenth century we find the beginnings of the psychological, scientific and sociological movements in education which are trying to reach their peak today. These conflicting convictions have always found a place in the minds of educational thinkers. Consequently, we find opposing ideas as regards the nature of education. Before we undertake to discuss philosophical foundation of education let us understand, hereunder, some basic aspects of education very briefly.

MEANING OF EDUCATION

Etymological meaning of Education: The Latin word 'Educatum' means to train. ' E' means from inside and 'Duco' means to draw out, to lead out or to bring up. By combining the two education comes to mean to draw from within. Education is a process which draw from within. Each child is born with some innate tendencies, capacities and inherent powers. Education draws these powers out and develop them to the full. Latin words 'Educare' and

'Educere' mean to bring up, to lead out and to develop etc. In this way the word education means to develop the inborn qualities of a child to the full.Thus education is a process of development. To understand its nature and rate of progress, one must know the data of education.

Data of Education

The data of education consists of the following four factors:

The Child Heredity Environment Time

The child. The foremost data of education is the child. Each child has certain innate powers. His natural development is possible only according to these native endowments. As such the child's nature should be known to those who provide education for his development. Other factors too deserve due consideration.

Narrower meaning of Education: In its narrow sense school instruction is called education. In this process, the elders of society strive to attain predetermined aims during a specified time by providing pre structured titbits of knowledge to children through set methods of teaching. The purpose is to achieve mental development of children entering school. In the process, the teacher is the most important factor and the child is assigned a subsidiary role. The teacher is expected to instill readymade dozes of knowledge in the child's mind. By this, the child cannot attain the wholesome development of his personality. Such knowledge strangles the natural development of the child and hence is of no use to him for his actual future life. In spite of this, school education has merits of its own. In the words of John Stuart Mill--"The culture which each generation purposefully gives to those who are to be its successors, in order to qualify them for at least keeping up, and if possible for raising the level of improvement which has been attained."

Following opinions of some educationists represent the narrow meaning of education.

"In narrow sense, education may be taken to mean any consciously directed effort to develop and cultivate our powers." --S.S. Mackenzi

"Education is a process in which and by which knowledge, character and behaviour of the young are shaped and moulded." --Prof. Drever

Wider meaning of Education: In its wider sense, education is not the communication of information by the teacher or the acquisition of knowledge by the child but the total development of the personality. Education consists of all those experiences which affect the individual from birth till death. Thus education is the process by which an individual freely develops his self according to his nature in a free and uncontrolled environment. It is a life long process of growth and development. It is not confined to the limits of time, place and individual. Any person who gives the child a new experience is a teacher and any place

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