Education historical trends philosophy

MODULE 2:
HISTORICAL
TRENDS
PRESENTED BY
ANU C S

JOHANN COMENIUS(1592-1670)
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Born in the village of Nivnice in southeast
Moravia .
Best known for his innovations in
pedagogy.
He characterized human life–from the
mother's womb → grave–as a series of
educational stages in which objects from
nature would serve as the basis of
learning
Suggested pre- natal care for mothers
was the beginning of a healthy start for
children

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FATHER OF MODERN EDUCATION
“Is there a way to teach children
pleasantly, but quickly at the same
time?”
“Not the children of the rich or of
the powerful only, but of all alike,
boys and girls, both noble and
ignoble, rich and poor, in all cities
and towns, villages and hamlets,
should be sent to school.”

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School should be enjoyable places with
sympathetic teachers. Teacher should attract
students attention and therefore only teach
when they have 100% of students listening.
They should always teach with ‘gusto’(enjoyment and
enthusiasm in doing something).
Comenius’ curriculum is based on universal
education.
He was not only concerned with intellectual
accomplishments but with the persons as a
whole.

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Comenius's most familiar work is
the Great Didactic, which he originally
wrote in 1632.
He viewed teaching as a technical
skill; if performed correctly, one could
guarantee the results.
He recommended that the teachers
should identify their students' stages
of development and match the level
of instruction accordingly.
Lessons should proceed from easy to
complex at a slow and deliberate
pace.

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In 1631, Comenius
published The Gate of
Languages Unlocked, a
Latin textbook. In it, he
recommended that
teachers employ the
students' native language
as a necessary frame of
reference for unfamiliar
words to become
meaningful.
He thinks everyone
should be taught a 2nd
language of
communication
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Wrote ORBIS PICTUS(
The world in pictures) in
1658.
The ﬁrst picture book
That opened the way for
modern-day teaching
instruments such as
audio-visual aids and
electronic media.
SENSORY EDUCATION-
Children should not be taught
names of things without seeing
objects.

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Play was crucial
Children should explore and play
Real life experiences
Proposed a system of universal
education open to all children…
free
Was the ﬁrst to introduce an
extensive use of pictures in the
educational process

Jean Jacques Rousseau (1712-1778)
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Rousseau was a western philosopher.
Born in Geneva, Switzerland.
Considered Father of Romanticism
Idealized the “state of nature” as unspoiled:
everyone starts out perfect
Had negative view of “progress” as corrupting
power.
The aim of education Rousseau says is to learn how
to live righteously.
Educational ideals inﬂuenced Maria Montessori and
others.

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In 1762 he published the book “EMILE” a book
about child rearing and education according to
nature.
Children, unlike adults, are naturally good and
uncorrupted by society.
“Everything is good as it comes from the hands
of the maker of the world but degenerates
once it gets into the hands of man”
Learning through meaningful experience
Child was the centre of education
Believed children were born good and free

According to ROUSSEAU,
1. To the age about 12 children live like
animals
2. From 12 – 16 starts to develop
3. 16 onwards, child develops in to an
adult.
The growth of a child divided in to
3 sections.

habit and the training of emotions.
necessity and the training of senses.
Boyhood characterized by utility and
the training of the intellect.
Adolescences the stage of morality.
1. Infancy (0-2 yrs): ﬁrst
contacts with
environment
2. Childhood(2-12 yrs): exploring
the world through sense
3. Boyhood(12-15 yrs): natural
science
4. Adolescence(15-20 yrs):
entering society
4.Adulthood (20-25 yrs): maturity
Five stages in the pupil’s development on education
Boardness cultural awareness

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Rousseau believed that the child is a child and not a small adult. He
also stressed that childhood is a crucial period in life.
Rousseau also believed that the child should learn from nature and
the child should not be forced to do things. He further says that the
“education” comes from nature.
Rousseau was the ﬁrst to give the child his rightful place. And he
was renowned as the liberator of the child.

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He also points out the importance of the physical exercises.
He introduced the “play way”.
He thoroughly believed that children should never receive
punishment, and they should learn the natural consequences
of their fault.
He also gives prominence that the child should be trained to
be self-reliant.

JOHN HEINRICH PESTALOZZI (1746-1827)
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Born in Zurich, Switzerland
Inﬂuenced by Rousseau
He started an orphanage and was founder of a school called
Neuhof
He wrote a manual for mothers titled; 'How Gertrude
Teachers her Children'.
- Distorted environment creates source of evil
- Humans may be poor and uneducated but capable of regeneration
- Education is the true path to social reform
- Human development begins at home with the mother
- Natural education foster a persons moral, intellectual and physical
powers
- Educations will create economically independent individuals

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Believed education should follow the child’s nature.
Punishments, fear and or rivalry are external and
therefore dangerous.
Teacher is like a gardener.
Learning at each stage must be complete before moving
to the next stage.
Knowledge came through the sense
Mathematics must start with real objects, move to
substitutes objects and ﬁnal to abstract ideas.
Art and music were integral parts of the curriculum
Founded a school to train teachers to work with poor
children.

Pestalozzi's method rested on two major
premises:
(1) children need an emotionally secure
environment as the setting for successful
learning; and
(2) instruction should follow the
generalized process of human
conceptualization that begins with
sensation.

Pestalozzi designed object lessons in which
children, guided by teachers, examined the form
(shape), number (quantity and weight) of objects,
and named them after direct experience with them.
Object teaching was the most popular and widely
adopted element of Pestalozzianism.

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Pestalozzi developed two related phases of instruction: the
general and special methods.
The general method in which teachers were to create an
emotionally secure school environment was a necessary
condition for implementing the special method.
Emphasizing sensory learning, the special method, using
the Anschauung principle(or object lesson, involved forming
clear concepts from sense impressions)
Instruction moved from the simple to the complex, the easy to
the difﬁcult, and the concrete to the abstract.

FRIEDRICH WILHELM FROEBEL (1782-1852)
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Born in Germany
Father of Kindergarten
Kindergarten system that focused on play with use
of play materials and activities.
Disciple of Pestelozzi
He believed highly in ‘unity’.
Education of women – essential for human race
In 1816 opened the Universal German Educational
institute based on his own educational theories
Its curriculum was comprehensive in nature,
covering all aspects of growth and development

FRIEDRICH WILHELM AUGUST FROEBEL (1782-1852)
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Published a collection of MOTHER PLAY and Nursery School Songs
Wrote the EDUCATION OF MAN
-- “ To learn a thing in life and through doing is much more developing, cultivating, and
strengthening than to learn it merely through the verbal communication of ideas”
Children blossom like a ﬂower
Curriculum should be child centred
Best remembered for free play and “gifts and occupations”

FRIEDRICH WILHELM AUGUST FROEBEL (1782-1852)
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Gifts – concrete objects
Occupations – activitives used
with the gifts
Children provided with indoor and
outdoor activities and teaching
was a extension of the home
Developed idea of circle time
-helped children socially
- spiritual

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FROEBELS GIFTS
Froebel developed a series of gifts and
occupations for use in kindergartens .
Representing what Froebel identiﬁed
as fundamental forms,
the gifts had both their actual physical
appearance and also a hidden
symbolic meaning.

GIFT ONE
The balls help a child begin to
distinguish form, color and
movement .
improve of eye-hand
coordination and gross motor
control.

A garden for children and
a garden of children
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The kindergarten is like a miniature society, where the children discover their
individualities in relation to others. The social aspect of development is given due
emphasis in these schools.
Three parts of kindergarten
Toy for play
Games and dancing for healthy activity
Growing and observing plants in a garden to stimulate awareness of natural world
IMPORTANT
OUTCOME
Is readiness for the
intellectual learning
that will come later in
child’s educational
career
KINDERGARTEN

FROEBEL’S KINDERGARTEN PHILOSOPHY
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The kindergarten is a special educational environment in which this self-
active development occurs.
The kindergartens gifts , occupations and social and cultural activities,
especially play , promote this self actualizations.
Kindergartens primary focus should be on play the process by which he
believed children expressed their inner thoughts, needs and desires.
The kindergarten provided a milieu that encouraged children to interact
with other children under the guidance of a loving teacher.
Using play , songs , stories ,and activities the kindergarten was designed
as an educational environment in which children , through their own
self-activity , could develop in the right direction.

“ The play of children is not recreation;
it means earnest work. Play is the
purest intellectual production of the
human being, in this stage… for the
whole man is visible in them, in his
ﬁnest capacities, in his innermost
being.”

Maria Montessori (1870-1952)
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Became ﬁrst women to earn a medical
degree
Become interested in MR; felt they were not
taught properly
An originator of a new system of pre primary
education.(Montessori Method)
She believed that children should be free to
ﬁnd out things for themselves and to develop
through individual activity.

THE Montessori Method
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It is a child centered alternative educational system.
The Montessori method is based on the fact that children
learn directly from their environment & relatively little
from listening to a teacher talking to a class.
The Montessori method provide a stimulating child
oriented environment in which children can explore, touch
and learn without fear.
Montessori materials
It utilize autodidactic ( self correcting) equipment for
introduction and learning of various concepts.

Educational Principles of Montessori
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Principle of development from with in
Principle of independence and freedom
Principle of intrinsic reward and non punishing
Principle of individual development
Principle of auto education
Principle of sense training
Principle of motor training

PROGRAM ELEMENTS
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Respect for the child
Sensitive period
Absorbent mind
Prepared environment
Auto- education
Mixed age grouping
Self- paced education

THE ENVIRONMENT
Freedom Structure and
order Reality
Development of
community life
Montessori
Materials
Atmosphere

JOHN DEWEY (1859-1952)
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Born on October 20 , 1859 in Burlington,
Vermont.
Had more inﬂuence on education than anyone
Symbol for modern education.
Founded a LAB SCHOOL in 1896 called a sub
primary
Some important books written by John Dewey
How we think
Democracy and Education
Experience and Education

DEWEY’S IDEAS AND BELIEFS
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Education is not the preparation of life, it is life.
Interest is the motivating factor in learning and should involve active
experience
Knowledge must be useful and come from life
Teachers- inspire a desire for knowledge, serve as a guide.
Laboratory
EDUCATION MOVEMENT
“A model that rejects methods involving memorizations and recitation
and provides more and engaging experiences for learning”
The belief that education is based on the idea that humans learn best in
real- life activities with people.

MOHANDAS KARAMCHAND GANDHI
(1869-1948)
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Born in 1869 in Gujarat
Honoured by the people of India as the Father of our
nation
Was a saint, a patriot and nationalist , an economist,
a great freedom ﬁghter and a practical educator.
"The real education begins from conception, as the
mother begins to take up the responsibility of the
child. If education is to be effective, its foundation
must go deeper, it must begin not with the children
but the parents and the community."

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MEANING OF EDUCATION
ACCORDING TO GANDHIJI
An all round drawing out of the
best in child and man – body ,
mind and spirit.”

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Education system proposed by Mahatma Gandhi is called as "Basic Education". He
gave the term 'Pre-Basic Education' for the education of children under seven years
of age.
child learns through the medium of play.
Textbook shoul be avoided as far as possible.
Cleanliness and health, citizenship, play and recreation are to be given sufﬁcient
importance.
FREEDOM OF EDUCATION- mind should not be caged , free to think
He mainly aims at the education in mother tongue and asked for activity centered
education to make the children skilled and independent.
He wished that some local craft should be made as medium of education for
children so that they develop their mind, body and soul in a harmonious way and also
meet the needs of their future life.
Kothari Commission Report (1964 -66) was signiﬁcantly inspired by Gandhian
philosophy

His Basic Principles of Education
includes:-
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From seven to fourteen years of age, education of each child should be
free, compulsory and universal.
The medium of instruction should be mother-tongue.
Mere literacy cannot be equated with education. Education should
employ some craft as a medium of education so that the child gains
economic self-reliance for his life.
Education should develop human values in the child.
Education should create useful, responsible and dynamic citizens.
Education should achieve the harmonious development of child's body,
mind, heart and soul.

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Mahatma Gandhi had emphasized that handicrafts should be taught
“not merely for production work but for developing intellect of the pupils.”
And, this idea has been implemented in schools as Socially Useful and
Productive Work (SUPW).
SUPW is mostly perceived as a hobby; it could be embroidery, clay modeling,
bamboo crafts, leather work, pottery and many other socioculturally relevant
creatively stimulating activities that have a potential for enabling livelihoods.
Beneﬁts of craft-centered education
Craft-centered education creates a balance between theory and monotonous
learning through creative stimulation and self-expression.
It helps in reducing discrimination between manual and intellectual skills and
overcoming prejudices through respect for socially meaningful work.

GANDHIJI’S
CONCEPT OF
EDUCATION
INTELLECTUAL
DEVELOPMENT
PHYSICAL
DEVELOPMENT
SPIRITUAL
DEVELOPMENT
3H’s
Hand -psychomotor
Heart -spiritual
Head -cognitive
3R’s
Read
Write
Arithmetic
Gandhiji gave the concept of 3 R’s and 3H’s

AIMS OF EDUCATION
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To help child to become self- supporting.
For the preservation of culture.
For character building .
To ensure the all round development of the child
To cultivate moral, spiritual, social, ethical and aesthetic values in
the child.
To inculcate democratic ideals, leadership qualities and sense of
citizenship in the learner.
To instill social virtues such as equality, tolerance, botherhood,
services, sympathy and liberty in learner.
The ultimate aim of education is self- realization.

METHODS OF TEACHING
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Children should be educated through a basic craft.
Mother tounge should be the medium of instructions.
The basic scheme emphasize on learning by doing method.
In Gandhian scheme the child is kept active through creative and
productive activities.
Correlation should be established among different academic subjects.

ROLE OF A TEACHER
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Should be energetic
Should be an example by
attitudes and values
Should posses the qualities he
wishes inculcate in pupils
Should provide free and
fearless environment
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The teacher should be the real
textbook
Should help pupil to
distinguish between true and
false, good and bad.

RABINDER NATH TAGORE(1861-1941)
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Tagore was born on 6th may 1861 in Bengal.
Poet, dramatist, philosopher and painter
Awarded the title of GURUDEV.
Got Nobel prize for …… ?

AIMS OF EDUCATION ACCORDING TO TAGORE:
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Self-realization
Intellectual development
Physical development
Love of humanity
Freedom
Correlation of objects: correlation with God, man and nature. A peaceful world is only possible when
correlation between man and nature will be established.
Mother tongue is the medium of instruction: language is the true vehicle of self-expression. Man
can freely express his thought in his mother tongue. He emphasized mother tongue to child’s
education.
Moral and spiritual development: moral and spiritual education is more important than bookish
knowledge for an integral development of human personality.
Social development: according to Tagore “Brhama” the supreme soul manifests himself through
men and other creatures. Since he is the source of all human-being and creatures, so all are equal.
He said “Service to man is service to God”. All should develop social relationship and fellow feeling
from the beginnings of one’s life.

Characteristic of his school
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Should be situated in natural surroundings
Spiritual training for the children
Providing children the atmosphere of freedom.
Impart knowledge to children through mother tongue.
Should providing Manuel labour.
Well-equipped library.
Community school with no caste and creed.
School should teach craft like sewing, book binding weaving etc.
Drawing, Art and music as an integral part of curriculum.
Adequate opportunities for children’s choosing their hobbies and
occupations.

Gijubhai Badheka (1885-1939)
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Girijashanker Badheka, generally known as
Gijubhai
Born on November 15, 1885.
He was strongly against the kind of school
whose sole objective was to teach and
guide students to overcome the ultimate
test at the end of year called the
“examination”.
He propagated that school should be a
place where children feel free to learn, enjoy
and like.

Gijubhai Badheka (1885-1939)
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Teacher should be like a friend and not feared by children.
Gijubhai’s Methodology
Freedom and love where the twin principles around which
Gijubhai’s system revolved.
With the introduction of sensory development , coupled with use
of music , dance, travel and playground as instantly acquired
popularity with children and parents.

Educational philosophy of Gijubhai
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Heaven is in the happiness of children
Heaven is in the health of children
Heaven is in the pleasure of children
Heaven is in the innocens of child
Heaven is in the songs and playful humming of child

TARABAI MODAK (1892-1973)
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A great pioneer in pre- school education and
in child welfare programme in India.
She evolved Anganwadi
It is meant for a village children between the
age of 3 and 6
It is looked after by a motherly village
women, who is trained in the basic principles
of child care including play techniques.

SHRI AUROBINDO GHOSH (1872-1950)
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SHRI AUROBINDO GHOSH was a
philosopher , poet, writer, nationalist and
highly spiritual person.
He saw educationas a highly serious
matter .

AIM OF EDUCATION
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First aim of education is physical development of a child.
Second aim is to rear all the sense of a child.
Third aim is to train all mental ﬁeld or state of a child.
Forth aim is the development of moral values.
And the most important and prime aim of education is to develop one’s
conscience.

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Curriculum Transaction:
Curriculum should be in such a
way which child ﬁnd as
interesting.
It should include entire
subjects which promote
mental and spiritual
development.
It should motivate children
towards the attainment of
knowledge of the whole world.
It should contain creativity of
life and constructive
capacities.
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Role of a teacher
“Nothing can be taught”
A teacher should be like
torch light
Teacher is a ‘guide’ , not
a ‘master’.
The role of teacher is ‘to
suggest , not to impose’.
A true teacher removes
the clouds of ignorance.

Education historical trends philosophy

Education historical trends philosophy

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