•
To formulate new theory, principles and laws,
•
To establish new truth or reality,
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To find out new facts, and
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To suggest new applications.
These
objects are achieved by conducting historical, experimental survey and
philosophical researches. The philosophical researches are conducted to
establish truth or reality. Education has two respects: theoretical and
practical. The practical aspect is enriched by scientific researches and
conducting philosophical researches can develop theoretical part of education.
Our system of education is based on the western philosophy. The theoretical
aspect of our education is not our own, it is borrowed from the west.
Therefore, it is an urgent need to evolve our own theory of education with the
help of philosophic research of education. The author of the book has attempted
in this chapter to provide a guide line for the philosophic method of research.
1.
MEANING OF PHILOSOPHY
Þ Philosophy tries to comprehend lived experience or
‘concrete action’. Emmanuel Kant ascribed a ‘critical’ function to philosophy.
This function is concerned with an inquiry that begins from given experience or
body of knowledge and seeks the intelligible conditions of its possibility.
Þ The term philosophy may become more clear if we say
what philosophy is not.
•
It
is not speculation, i.e. unreal or unverifiable. Philosophy is not a
speculative discipline in the sense that it begins with gratuitous assumptions
about man or the universe.
•
It
is not religion, although the philosopher may deeply concern about the nature
of God or the possibility of immortality of man.
•
It
is not a way of life, in the sense in which we sometimes refer to a person’s
“philosophy of life”. It is not the poetic appreciation of a beautiful sunrise.
2.
NEED OF PHILOSOPHY
Þ The philosopher, Maritain, has described this paradox
in his essay, on the use of philosophy:
Þ “Philosophy, taken in itself, is above utility. And
for this very reason philosophy is of the utmost necessity for man. It reminds
them of supreme utility of those things which do not deal with means, but with
ends. For men do not live only by bread, vitamins and technological
discoveries. They live by values and realities which are above time, space and
are worth being known for their own space; they feed on that invisible food
which sustains the life of the spirit, and which makes them aware, not of such
or such means at the service of their life, but of their very reasons for living
and suffering and helping.”
Þ The purpose of the philosophy is to inquire into the
truth of ultimate proposition about existence, life, and reality, good and so
forth.
Þ The philosopher in society witnesses to the supreme
dignity of thought he points to what is eternal in man, and stimulates our
thirst for pure knowledge and disinterested knowledge, for knowledge of those
fundamentals about the nature of things and the nature of mind and man himself,
and God which are superior to and independent of, anything we can make or
produce or create and to which all our practice is a pendent, because we think
before acting and nothing can limit the range of thought: our practical
decisions depend on the stand we take on the ultimate questions that human
thought is able to ask. That is why philosophical systems, which are directed
toward no practical use and application, have such an impact on human history.
Þ Philosophy pursues the most basic, fundamental or
ultimate, therefore, the most radical questions that can be raised by the human
intellect questions which lie at the very periphery of human reason. Philosophy
seeks answers to the ultimate questions reality, paradoxically it is the
bulwark of the other disciplines and therefore eminently useful and at the same
time it is above mere utility.
Þ A pervasive element like philosophy offers endless
scope of research. It is co-existent with the fact human conduct and life.
Philosophy in such usage means the related theory, which arises from and in
return governs a given practice. It is true that theoretic constructs and
consideration of why and wherefore can be conceived of and produced for any
human activity.
3.
PHILOSOPHY OF EDUCATION
Þ The term ‘philosophy of education’ is regarded as
somewhat presumptuous by more conservative type of person. It is felt that
education is a practical activity whereas philosophy is concerned with ultimate
and fundamental issues of life, death and the nature and existence of the God
lead, and at least a direct and immediate relation between the two is not
apparent to the naked eye. If philosophy in its last analysis is a way of life,
education is the method inculcating that way of life in others. The details of
that method are determined by one’s theory of knowledge, concept of reality and
the mind of man. The ends of human life and the means of attaining these ends
are both important problems of philosophy.
Þ Therefore, no serious harm is done to philosophy if
it is brought down from the high empyrean to consort with an everyday concern
like education.
Þ Philosophy of education means either the principles
of philosophic thought applied to the field of education or the specific
analysis-and the accompanying practical recommendations–i.e., philosophic
analysis of education. The phrase “philosophy of education” is roughly
equivalent to what we may consider to be a “way of thinking about” education.
Philosophy is the contemplative side and education is the practical side of the
same process.
4.
SCOPE OF THE PHILOSOPHY OF EDUCATION
Þ The contribution of philosophy of education is
considered to be significant in the field of education. All educational
programmes such as aims of education, curriculum, educational resources,
educational organization. discipline role of teacher and students, etc. are
determined with the help of an educational.
Þ philosophy. In determining aims of education, the
contribution of educational philosophy is important because in the absence of
the knowledge of related circumstances and problem is, the aim can not be
formulated and without the aims success of education remains doubtful.
Similarly, educational philosophy is important for curriculum-construction,
because curriculum should not only help in the mental development of students
but also in their emotional development. Thus, the scope of educational
philosophy is the entire field of education.
Þ John Dewey, explaining the scope of educational
philosophy and science has expressed the view that philosophy of education
formulates or determines the aims of education while science considers the
means or methods of achieving them.
5.
THE METHODOLOGY OF PHILOSOPHICAL RESEARCH
Þ In the discipline of research methodology, two
approaches are followed: quantitative and qualitative approaches. The
quantitative approach is employed in scientific research or inquiry. The
qualitative researches are also equally important in area of education. It is
used in historical and philosophical researches.
Þ This concept can be illustrated with the following
example: If a researcher asks, “How should mathematics be taught?” He is posing
a legitimate research problem of empirical in nature. He is asking, “What means
are most effective and most efficient for teaching mathematics?” But there is
another question he may ask: “should mathematics be taught at all?” The first
question is an empirical one: it suggests the observation and measurement of
quantitative phenomena. The second question is, however, qualitative: it
considers the value or the importance of mathematics. It may be answered in
many ways, but whatever answer is given will depend in turn upon more
far-reaching conclusions. If we say, for instance that mathematics contributes
to the ‘good life’ or the development of the whole person. What is good life;
what is a whole person?
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