UNIT 1 EDUCATION: ITS MEANING

CONCEPT, AIMS AND

PHILOSOPY
Structure
1.0 Objectives
1.i Introduction
1.2 Overview: Definitions and Meaning of Education

1.3 Forms of Education

1.4 Educational Process
1.5 Agencies of ducati ion
1.6 Aims of Education
1.6.1 Factors Determining Educational Aims
1.6.2 Aims of Education and their Relevance to Indian Context
1.6.3 Aims Suggested by National Education Policy
1.6.4 Aims of Nursing Education

1.7 Philosophy of Education

1.7.1 Definition and Meaning
1.7.2 hportant Philosophies of Education
1.7.3 Eclectic Philosophy
1.7.4 Relationship between Philosophy and Education
1.7.5 Philosophy and Nursing Education

1.8 Let Us Sum Up

1.9 Key Words
1.10 Answers to Check Your Progress

1.0 OBJECTIVES
After studying this unit, you should be able to:
define education;
explain the meaning of education;

differentiate between education as a bipolar and tripolar process;

list the three forms of education;

name the agencies of education;
mention the factors detennining the aims of education;
describe the aims of education in general;
identify the aims of education in Independent .India;

explain the aims of nursing education;

define philosophy;
lntroduetlon to Nursing explain the relationship between philosophy and education;
Education
describe important philosophies of education;
explain the contributions of these philosophies to education; and
identify the relationship between philosophy and Nursing Education,

You come across the term education very frequently in your day to day dealings.
But have you given a thought as to what does education mean? Education is
derived fkom two Latin words viz,, 'e' and 'duco'; 'e' means: out of and 'duco'
means: I lead. Education thus means leading out or drawing out, In other words
education helps to develop the inherent capacities already in an individual and as
Swami Vivekananda has said "Education is the manifestation of perfection 7'-?ady
.
in man." He also said that "Education is not the amount of information tht is pelt
into your brain and runs riot there undigested all your life."
In this unit, you are going to learn-the definition, meaning, forms and the process c '
education. You will also be learning the aims of education in general, aims of
education in Independent India and the aims of ~ursing'Education.

1.2 OVERVIEW: DEFINITIONS AND MEANING

OF EDUCATION
As you know, man gets culbred and civilized through education. The word
"education" has: a very wide meaning and it is vew difficult to give a precise
.definition. DifPerent people meant different things at diflerant times, when they
tried to define education. Some of the definitions are stated here:
Swami Vlvekonando as stated above, has defined Education as
"Manifestation of perfection already in man."
Arlststle defined education aa ''Creation of a ~ o u n dmind in a sound body".
Bestalozzl said "Education is a natural, harmenious and progressive
development of man's innate powers."
According to aha at mi Gandhl education is "an all round drawing out of the
beat in child and man = body, mind and epirit,"
John Dewey, an eminent American educationist eaw "education as the power
by whish mm is able to control hie environment a d fblfill his poesibilities,"
Frobel eaid thrrt "education is ar process by which the child develops its inner
potential8 in a manner so BS to participate meaningfully in the external
environmeat." He has said that "the purpose sf education is; "to expand the life of
the individual in order to participate in thie all pervading epirit which mmifests and
realizes itself in and though the whole univene."
Redden and &an have given a very comprehensive definition "Education is the
deliberate and syatem~ticinfluence exerted by the mature peraon upon the
immature through instruction, discipline and h@rmoniousdevelopment of all the
powen of the human being physical, social, intellectual, aesthetic and epiritual,
According to their es8ential hierarchy, by and fbr their individual and eocial use8
and directed towwd the union of the educ~tionwith hie Creator as the final end,"
From the above definitions we can see that the ,education meant different things for Education: It,8 Meaning,
different people; yet all definitions explain the existence of innate or natural or Concepts, Alnrs and
Philosc~phy
inborn capabilities in a child which can be developed through education to interact
meaningfully with the environment.
Activity 1
Read various definitions of education and develop the definition of nursing
education in your own words after critically analysing the definitions given in the
text.
Meaning of Education
We have already seen that education has different meanings. Now let us look into
the etymological meaning of education, i.e., the meaning with regard to the origin
of the word. The word "Education" has originated from the Latin word
"Educatum" the meaning of which is "to lead out" or "to bring ideas out of the
mind", Hence education is a process or an activity, which leads ideas or emotions
out of the mind. Synonyms of education are: "Pedagogy", "Shiksha", "Vidya".
Now, Let us see the wider meaning s f education. The wider or broad meaning of
education is that it is a life long process of modification of behaviour through
every experience of life. In this sense, education is imparted by every person to
anybody, at any time, at any place and any way, it aims at the total development of
the person.
In the strict (narrow) sense, education means the training that is given within the
four wallq of an educational institution during a particular periad of time to attain
prescribed purposes and objectives.

1.3 FORMS OF EDUCATION

Though there are no elear-cut form6 of education, we can ddi~euweabout three types-
Homal, Jnfomal and Non-formal. Let u8 wee saeh in detail,
a Formal Eclucatlon
It w
i pre-planned direct, organized and given in specific sducsrtionrrl institutions
such as schoole wud l colleges. It ie limited to a specific periad and it has
well-defined curriculum. Jt is given by qualified and trained teachers, Formal
edueaatisn observeg strict diweipline, Formal edueatian e m be primary, middle,
twcandmy, higher secondary levole in the aCh~0land undergraduate, gradu~teand
post graduate level in the colleges and univenitier which can be in Art, Science,
Technical and Brofepieional area&.
Ii~troductionto Nursing b) Informal Education
Education
Informal education is not pre-planned or deliberate. It has the following
characteristics:

- it is not pre-planned

- it is indirect, incidental and spontaneous

- no specific agencies or institutions are there like schools to impart this type of
education

- no formal ends or goals or objectives are there

- takes place from the day to day activities, experiences and living in the family
or community or even in the school and colleges incidentally either through
informal interaction or by observation of various things.

- no prescribed time-table or curriculum is there

- no qualified or trained teachers are there

- no examinations or awarding of certificates take place

- is provided by informal agencies such as home or family or community.

c) Non-Formal Education

It falls within the formal and informal types of education. It is a flexible system.
The characteristics are:

it is intentional, incidental and given outside the formal system, i.e., school.

it is consciously and deliberately planned, organized and systematically

implemented.

it is an open system of education without rigid rules, regulations and fixed

stages or time schedule.

it is a life-long process, integrated with life and work. It is life oriented and
environment based.

it is intended for all ages.

it is programmed to serve the needs of identified groups of different categories

if and when they need.

it necessitates flexibility in designing the cumculum and the scheme of

evaluation.

0 social or adult education, distance education are the examples of rion-

formal education.

All these three types of education - formal, informal and non-formal, have their
due place in the modern system of education. Each has its own merits and demerits.
There is need to integrate the three forms and make education holistic and
comprehensive.

Lct us now proceed to discuss education as a process in the next section.

 Education: Its Meaning,
Concepts, Aims a ~ l d
Philosophy

1.4 EDUCATIONAL PROCESS

Modern educators consider education as a process. Some view it as a bipolar
process and others as a tripolar process.
Bipolar Process means that education is the result of interaction between two
persons, i.e., educator and the educant (teacher and student). Education is a
conscious and deliberate process in which one personality acts upon another, i.e.,
teacher's personality acts upon the personality of the student. Education becomes a
shared activity.

Fig. 1.1: Bipolar process of education

Tripolar Process involves the interaction between the pupil, the teacher and the
social environment, i.e., it is not only the interaction between the teacher and the
student but also with other students or any one else in the environment. It is a three
dimensional process. According to the modern concept, education is more of a
tripolar process thar. a bipolar process.
Introduction to Nursing
Education

Fig. 1.2: Tripolar process of education

In the next section, we shall discuss the agencies of education. Agencies of

education as you will find are those which exert educational influence on the child.

1.5 AGENCIES OF EDUCATION

Agencies of education are those factors which exercise an educational influence on
the child. Specialized institutions of education are also known as agencies of
education. Educational agencies can be classified as Formal and Informal, Active
and Passive and other types of agencies.
Formal Agencies of education are those which have a pre-determined location,
time, aim, plan and other programmes. They are set up by the society. They have
their specific, pre-determined objectives, rules and regulations.
Examples: Schools, religious institutions, library, museum, recreational centers etc.
Informal Agencies have no formal organization or pre-determined objectives or
activities, no formal rules or regulations. They perform educational functions
incidentally, indirectly and unconsciously.
Examples: Home, family, play groups, gangs etc.
Active Agencies are those agencies that work through human interactions. For
them, education is a two way process. These agencies are family, school, religious
organizations, society, state, youth groups etc.
Passive Agencies see education as a one way process. Examples of such agencies
are: Cinema, Radio, Television, newspapers, magazines, etc. By and large these
agencies do not work through interactions. Informations flow in one direction from
sender to the recipient. But the various methods are adapted to have interactions by
having question answer session, panel discussion, seeking feedback, giving replies
etc.
4

A third classification is by F.J. Brown. brown classifies educational agencies as

formal, group, commercial and non-commercial agencies.
t f
 Formal institutions are set up by the society. They are: sdhools, churches, Education: I& Meaning,
museums, art galleries etd. Concepts, Aims and
Philosophy
Group organizations are family, play groups, communities etc.
Commercial agencies are mostly profit making agencies. Examples are: press,
cinema, radio, television, theatre etc.
Non-commercial agencies are mostly social service institutions. Examples are:
youth clubs, social welfare centres, sports clubs, scouts, adult education centers
etc. In conclusion, we can say that education is the joint responsibility of a
number of agencies. The educational role is complementary as well as
supplementary. Every agency has its own unique contribution to make towards
education of the child. Family and school play very important role for the
development, of the child in the early years.
We hope by now you have grasped the meaning, forms and agencies of education.
Let us now see what are the aims of education.
Activity 2
Identify the various agencies of education in your locality and classify them
according to Brown.

1.6 AIMS OF EDUCATION

Education is mostly a planned and purposeful activity. It must have clear aims and
objectives, in view. An aim is a pre-determined goal which inspires the individual
to attain it through appropriate activities. Educational aims are necessary in giving
direction to educational activity. Educational aims are determined by certain
factors. These are as follow:
1.6.1 Factors Determining Educational Aims
The factors that contribute for the determination of educational aims are philosophy
of life, views about human nature, religious factors, political ideologies, socio-
economic problems, cultural factors and exploration of knowledge. These are presented
in Fig. 1.3. A brief description of these is given as under.

i) Philosophy: Philosophy of life and educational aims are closely related. In

fact, philosophy determines the aims of education. Education is the best
means for propagation of philosophy. Philosophy and education are the two
sides of a coin.
iii) Elements of human nature: These elements are always considered for the
determination of educational aims. For example, Idealists regard unfolding
of the divine in man as the aim of education.

ii) Religious factors: Religious factors exert their influence on educational

"I aims. In ancient India, Buddhism emphasized the inculcation of the ideals of
that religion such as Ahimsa and Truth into the prevailing educational
system.
iii) Political Ideologies: Political ideologies certainly have a say in the determination
of educational aims. The educational aims of a democratic political system can
be quite different from that of an autocratic political set up.
iv) \ Socio-economic factors and problems: These factors and problems of a
country definitely have a say in deciding the educational aims of that country.

v) Cultural factors and problems: Socio-cultural heritage of a country have a

great influence on the aims of education. Education has to preserve anc!
transmit the cultural heritage and traditions from one generation to another.
Introduction to Nursing vi) Exploration of knowledge: Education today is science oriented and
Education technology based: It has to aim at exploring new information. Education must
represent these factors and be related to the realities and problems and issues
of life. Aims of education is also related to time and space. Therefore, they
can change from time to time and place to place. All the same, there can be
some common elements in the educational aims of different places.

n
\
Exploration of
Knowledge )

Religkus
Factors

Fig. 1.3: Factors determining educational aims

1.6.2 Aims of Education and their Relevance io Indian Context Education: Its Meaning,
Concepts, Aims and
The following are the aims of education in general: Philosophy

i) Vocational: Education should prepare the child to earn his livelihood and
make him self-sufficient and efficient economically and socially. Vocational
efficiency must be an important aim of education.

ii) Knowledge: Knowledge is as essential for intellectual growth as food is

essential for physical growth. Knowledge is a must for good interpersonal
relationship, healthy adjustment in life, modification of behaviour, self-
awareness and for social growth, it is also a source of happiness. Above all
knowledge is power. Because of all these, attainment of knowledge should be
an important aim of education.
iii) Complete Living: Education should acquaint a person with the activities of
complete living. They are bearing and rearing of children, self-preservation,
activities related to social and political duties and activities related to the
beneficial utilization of leisure time.

iv) Total Development: The educ&ion aims at total development of individual

which include physical, mental, emotional, social and spiritual developments.

v) Harmonious Development: It means the harmonious cultivation of the

physical, intellectual, aesthetic and moral aspects of human nature. The aim of
education is to produce a well balanced personality. All the powers and
abilities of the child should be developed in a harmonious manner. Mahatma
Gandhi emphasized this aim of education very much when he said "By
education, we mean an all round drawing out of the best in child and man-
body, mind and spirit."

vi) Moral Development: Herbert Spencer, an eminent English educationist, gave

much importance to this aim of education. He believed that education must
enable the child to cultivate moral values and virtues such as truthfulness,
goodness, purity, courage, reverence and honesty.
vii) Character Development: Some educational lists consider this as the supreme
aim of education. It is said that education consists of cultivation of certain
human values and development of attitudes and habits which constitute the
character of a person. Our great leaders like Mahatma Gandhi and Swami
Vivekananda also emphasized character formation as the primary aim of
education. John Dewey also agreed character formation as the overall aim of
education. You will also agree that character building is an essential aim of
education.
viii) Self-realization: Some educationists think thi3 aim as the most important aim
of education. Education should help a person to become what he has to
become according to hisher individual potentials.

ix) Cultural Development: Every individual has to become cultured and

civilized through education. The basic difference between knowledge and
culture aims is that in the former "knowledge is sought for its own sake" as
against the later where: it is sought for its conventional value". Cultural
development if attained truly gives refinement, aesthetic sense and a concern
and respect for others and others' culture. .

x) Citizenship: The child has to be educated to become a good citizen of his

country. Education should enable him to cultivate such qualities that are
beneficial to the society. As a member of the society, he should have
knowledge about his duties, functions, and obligations towards society. In a
democratic set up, this aim is very important. As a democratic citizen, the
Introduction to Nursing child needs to be trained to develop abilities for clear thinking, receptivity to
Education new ideas, clarity in speech and writing and true patriotism.
xi) Individual and Social Aim: Some educationists are of the opinion that full
growth and development of the individual is the most important aim of
education whereas others consider social development as the primary aim of
education.
Man is a social being and as such he needs his society. He has a debt to the
society which he must repay. He has to work for the good of the society.
Individual needs his society and society needs individuals. Social contacts and
relationships are essential for individual development. Education should help
to create and foster a sense of obligation and loyalty to the community and its
needs. Social progress and welfare should be the aim of each and every
citizen. There should be balance between the individual and social aims of
education. They should be complementary to each other. No need for any
conflict to be there between the two. The true aim of education is the highest
development of the .individual as a member of the society. Social control and
individual initiative should supplement each other. Individual and society
should develop simultaneously.
xii) Education for Leisure: Leisure is that time which is utilized for enjoyment
and recreation. Leisure is also part of human life. It is needed to keep up rest
and regain energy. Leisure time should be utilized in such activities that are
beneficial to the individual as well as society. Leisure, if wisely used,' gives
.
birth to physical and mental balance. Artistic, moral and aesthetic
developments can be inspired through the beneficial use of leisure time.
Children should be educated to use their leisure time usefully and creatively.

Fig. 1.4: General aims of education

So far we have discussed the aims of education in general. Now we shall examine Education:Its Meaning,
the relevance of these aims to education in India after Independence. Since Concepts, Aims and
Philosophy
Independence, India has become a secular and democratic country. When India
became free there was need for re-orientation and restructuring of all our existing
social, political and educational systems, in order to meet the socio-economic,
political and educational needs of the country.
Some of the important aims of Independent India were preparation for democratic
citizenship, increased productivity, national integration, personality and leadership
development. The total educational system had to be reoriented and restructured
to facilitate the achievement of the above mentioned goals.
Since Independence, various committees and commissions were appointed to lay
down the aims and objectives of education in India. Some of those committees
and commissions were:
- University Education Commission of 1948. Dr. S. Radhakrishnan was the
Chairman of this commission.
- Secondary Education Coim~issionof 1952-53. Dr. Murlidhar was the Chairman.
- National Education Committee under the Chairmanship of Dr. S. Radhakrishnan.
- Kothari Education Commission of 1964-66. Chairman was Dr. A.S. Kothari.
These committees, considering the existing situations, purposes and goals of
democratic set up of the country, suggested Aims of Education which were and
are appropriate to Indian context though more or less similar to general aims of
education. The aims which have been scggested include:

Democratic citizenship by developing abilities in clear thinking, receptivity

to new ideas, clarity in speech and writing etc.

Development of personality by overall development through art, music,

dance, craft, cultural and literary subjects in the curriculum.
Vocational efficiency and increased productivity by equipping youth with
appropriate scientific knowledge and technical abilities in variety of
vocational znd professional areas.
Development of leadership abilities to assume leadership responsibilities in
social, political, industrial and cultural fields.
Social and National integration through some kind of public education
. system and some form of obligatory national services.
Art of living together in harmonious relationship with each other by
developing interpersonal skills and adjustment abilities.

Development of social, moral and spiritual values by including such subjects

and by facilitating environment to practice these values.
Keeping pace with the modem world by preparing intellectually efficient and
technically competent person by giving sound basic education and higher
education in accordance with scientific and technological advancement.

1.6.3 Aims Suggested by National Education Policy

The National Educational Policy (NEP) was formulated in 1986 on the basis of
the findings of periodic comprehensive appraisal of the existing educational
scenario in our country. The NEP 1986 specified the following aims and
objectives of our education :
Introduction to Nursing All round matekal and spiritual development of all people
Education
Cultural Orientations and development of interest in Indian Culture
Scientific temper
National cohesion
Independence of mind and spirit
Furthering the goals of socialism, secularism and democracy
Man-power development for different levels of economy
Fostering research in all areas of development
Education for equality
Education is a unique investment in the present and future. The nation as a whole is
striving to attain the above-mentioned educational goals of our country. Each
individual has to contribute hisher own mite for the good of the country.

1.6.4 Aims of Nursing Education

Nursing education is the professional education for the preparation of nurses to
enable them to render professional nursing care to people of all ages, in all phases
of health and illness, in a variety of settings. Need for nursing care is universal.
Well qualified professional nurses are needed to take care of the nursing needs of
people in any society. Nursing care is an important and integral aspect of health
care. Nurses have an important role to play in identifying and meetingholving the
health and nursing needslproblems of people of all ages, in a variety of settings
such as hospital, family, and community. S h e should teach principles of healthful
living to people around and above all s h e has to be a model of health. The purpose
of nursing education is therefore to produce well qualified and competent
professional nurses to meet the nursing needs of the country.
Nursing education has its aims in common with the aims of education in general as
well as its specific aims. The aims of nursing education are determined by such
factors as health needs of the people in the society, needs of the student, Education: Its Meaning,
philosophy of nursing, current trends in general education as well as professional Concepts, Aims and
Philosophy
education, current trends in nursing, needs of the time, advances in science and
technology and so on. Some of the specific aims of nursing education are the
following:

i) Knowledge Aim: Nursing education should impart scientific and up-to-date

knowledge in the area of biological, behavioural, social, medical and nursing
sciences. Nursing education at the same time should aim at inculcating the
appropriate nursing skills and the right attitude in the students. Theoretical
and practical knowledge is essential for rendering intelligent and efficient
nursing services. Professional nursing practice is based on scientific and
nursing principles. Any nursing education curriculum should have sufficient
theory content and practical experience.

ii) Leadership Aim: Nursing education should aim at the preparation of nurses
as good Eaders. Nurses are responsible for the quantity and quality of nursing
care. They have to assess and monitor the quality of care. They have to
participate in decision-making and policy-making with regard to health
matters and allocation of resources of health development. They have to plan,
organize and manage health care programmes in the community. They have to
evaluate the quality and structure of health care services. They are to
collaborate and coordinate the health care functions of the members of the
health team. The nurse leaders are also responsible for effective nursing
education, nursing education should, therefore, aim at identifying potential
nursing leaders and facilitating their development.

iii) Professional Development Aim: Nursing education should aim at the

professional development of each individual nurse. She should be trained to
keep up the ethics and standards of her profession. Each individual nurse
should be educated in a manner so as to enable her to develop the appropriate
skills and attitude essential for professional practice of her vocation. She
should also in turn contribute for the growth and development of her
profession.

iv) Personality Development Aim: This is also an important aim of nursing

education. Nursing education should contribute for the all round development
of the individual in all aspects. It should mould her character and help for the
individual is personal as well as professional development. Slhe should grow
and develop as a person of self-awareness, self-direction and self-motivation.

v) Research Orientation: Ongoing research is essential for the growth of the

profession. Nursing education should prepare nurses who have inquisitive
mind and approach and who can add to the body of nursing knowledge
through participation in scientific investigations.

vi) Democratic Citizenship: Nursing education should inculcate democratic

values such as respect to individuality, equality, toleration, co-operative
living and faith in change through persuasion. The nurse also has to be a
responsible and contributing citizen of the country.

Knowledge Professional
Development Development Orientation

Fig. 1.5: Aims of nursing education 17

I

I
Introduction to Nursing
I
Education

1.7 PHILOSOPHY OF EDUCATION

So far, you have learnt the meaning, process, forms and aims of education in
general and aims of nursing education in particular. In this section you will learn
about the various philosophtes of education and role of philosophy in nursing
education.

1.7.1 Defrnition and Meaning

Ever since the beginning of the world, efforts have been made to understand man as
he is. Sometime or the other it must have come to your mind questions like "Who
and what am I?"'Where is my origin?" "Where am I going? and questions of this
sort. The hardest task of man is to know himself. It is through philosophy, a
systematic enquiry about man and the realities of life have been made. It is
philosophy that has interpreted man and his life. Philosophy is the science of all
sciences. The term philosophy has been derived from two Greek words-"Philos"
and "Sophia". Philos means love and Sophia means wisdom. So the word
"philosophy" means love of wisdom. In this sense, philosophy is search for
wisdom and truth. V ~ o u definitions
s of philosophy have been made by different
philosophers and educationalists. Some of these are stated below.
Fitche says "Philosophy is the science of knowledge".
Coleridge sees "philosophy as the science of sciences".
Cicero has called it as the "mother of all arts".
In the words of Henderson mentions "Philosophy as a search for a
comprehensive view of name, an attempt at a universal explanation of nature
of things".
According to Raymond "Philosophy is an unceasing effort to discern the
general truth that lies behind the particular facts, to discern also the reality that
lies behind appearances".
In the light of the above definitions, we can say that philosophy is a living force, a
18 way of life, an attitude towards life, and a search for truth and reality. The
generally accepted meaning of philosophy is that it is a point of view, a belief ducation: Its Meanirrg,
construct, a speculatio~labout the nature and value of things. Tt is a particular way Concepts, K i ~ and
s
Pllilosophy
of looking at things, it is a search for deeper and finer values of life. Let us now
understand some of the important philosophies of education as presented in the
following section.
1.7.2 Important Philosophies of Education
There are many philosophies of education, some of the important philosophies of
education are - Idealism, Naturalism, Pragmatism, Existentialism, Experimentation
and Theistic Realism. We shall discuss in detail Idealism, Naturalism and
Pragmatism.
1) Idealism
i) Meaning
The word "idealism" has been derived from "Ideal" or "Ideas". Idealism is a very
old philosophical thought originated by the Greek Philosopher-Plato. He
conceived the 'ideas' as the basis of his philosophy. Idealism is a philosophical
position according to which nothing exists except an idea in the mind of inan.
Idealism idolizes "Mind and Self'. Idealism explains man and the universe in
terms of "Spirit" or "Mind. It is infact, spiritualism. Man's spiritual naturc is
considered to be the very essence of his being. idealists thus, cinphasize higher
values of life and prescribe the study of religion, ethics, logic, literature, art and
humanities.
The chief exponents of this philosophy are - Plato, Kant, Hegel, Berkley, Guru
Nanak, Tagore and Mahatma Gandhi.
ii) Chief Assertions of Idealism

a) Idealism believes in the "Universal Mind". Besides the material or physical

universe there is a spiritual universe which is permeated by the "Universal
Mind" or God. He is the creator and everything else is created by him. The
"Universal Mind" is the source of all human values. The goal of all human
activities is the realization of this "Universal Mind" in his own self.
b) Idealism regards man as a spiritual being superior to animals. Reality is found
in the mind of man and in the external world.
c) The world of ideas or values are important than the'world of matter. Values
are absolute. Idealism believes in spiritual or eternal values. The primary aim
of human life is to achieve spiritual values. The outstanding spiritual values
are - Truth, Beauty and Goodness. These values are absolute, undying and
permanent. In pursuit of these values, man rises higher and higher in the,
moral plane till he becomes one with the "Universal Mind.
d) Real knowledge is perceived in mind. God is the source of all knowledge.
According to idealists, knowledge gained through mind is rnore importatlt
than knowledge gained through the senses.
introduction to Nursing
Education

2) Naturalism
i) Meaning
Contrary to Idealism, Naturalism is a philosophy with the belief that natur dl01 e
represents the entire reality. There is nothing behind; beyond or other than naturc
Naturalism is a doctrine that separates nature &om God, subordinates spirit to
matter and sets up unchangeable laws as supreme. According to naturalists human
life is a part of nature; it is a self sufficient entity having its own natural matter,
natural force and natural laws. Its emphasis is on matter and the physical world. It
does not believe in spirituality and Supernaturalism. The chief exponents of
Naturalism are: Bacon, Comenius, Herbert Spencer, Huxely, Bernard Shaw and
Rousseau.

ii) Naturalism and Education

Naturalism was a revolt against traditional system of education which gave very
little freedom to the child. Naturalism gives maximum freedom and central position
to the child. Its watch words are: "follow nature", "back to nature", "maximum
happiness" and "utmost freedom to children". Naturalism believes that education
should be according to the nature of the child. Text books, curriculum and even
teachers are not so important as the child. It advocates creation of conditions in
which the development of the child can take place in a natural way.

3) Pragmatism
i) Meaning
The word "Pragmatism" is derived from the Greek word 'Pragmatism' this means
practice or action. Pragmatism is a typical American philosophy. For pragmatists
the key word is 'Utility'. For them whatever useful is good and whatever good is
useful. A pragmatist lives in a world of facts not in a world of ideas or ideals.
William James is the founder and father of this philosophy. John Dewey, W.H.
i(ilpatrick,'Margaret H, Mead is some of the exponents of this philosophy.

ii) Pragmatism and Education

Pragmatism stands for progressive trends in education. It has influenced modern
education to a great extent. According to pragmatism activity lies at the center of all
educative process. Also education is a continuous process which is progressive and
flexible. It stands for freedom and worth of fie individual. It works on the principle
of democracy and education is a social necessity.
Education should help to solve human problems of everyday life, meet human
needs and enable the pupil to lead a better and happy life. Pragmatists believe that
philosophy is the product of educational practice. Pragmatism has its effects on the
various aspects---
- of education.
1.7.3 Eclectic Philosophy Educaqon: Its Meaning,
Concepts, Aims and
So far, we have discussed three important philosophies of education. Though there Philosophy
are many more philosophies of education. Remember each of the philosophies
have its contributions and limitations. No one philosophy is complete in itself.
Also, no one philosophy can be applied successfully in all situations because the
world and its values are continuously changing. The educational system also
changes from time to time.

Education has to be Flexible and Dynamic: It is not safe and advisable to stick to
one kind of philosophy only. The best way is to familiarize with different
philosophies, draw the best and essential points from all of them and make into
one harmonious whole and build ones own philosophy of education. This resulting
philosophy is eclectic philosophy.

Definition: Eclectic philosophy in education is the synthesis or harmonious blend

of the diverse philosophies of education. It is the process of pulling out and putting
together of the useful and essential aspects of various philosophies of education.

All the philosophies are philosophies of life. The difference is in the way each one
views life. Some give importance to spiritual and mental aspects of life while
others give emphasis to the physical and social aspects. There should be a happy
and harmonious blending of the various aspects because man is a complex being
with physical, mental, psychological, spiritual and social aspects of life. A holistic
philosophy of education which would help for the total development of the
individual is useful. Let us now try to understand the relationship between
philosophy and education.

1.7.4 Relationship between Philosophy and Education

The relationship between philosophy and education is very close. Philosophy sets
the goals and education tells the means to achieve them. Philosophy is the theory
while education is the practice. Philosophy is the contemplative side and education
is the active side. Education is applied philosophy. Philosophy deals with the
abstract while education deals with the concrete. Education and philosophy are the
two sides of a coin. All great philosophers were also great educators.
Examples: Thales in Greece, Confucius in China, Sree Budha, Swaini
Vivekananda and Mahatma Gandhi in India. They reflect their philosophical views
in their educational schemes. The truths and principles established by philosophy
are applied in education. Fitche said "The arch of education will never attain
complete clearness. without philosophy". All educational programmes are based on
certain philosophy. All the aspects of education such as aims, objectives,
curriculum, methods of teaching, teacher, text books and discipline are influenced
by philosophy. There is a direct bearing between philosophy and aims of education,
curriculum, methods, of teaching and teachers, text books and discipline. Let us
pyamine parh nf thpcp h ~ l n w
Introduction to Nursing Philosophy and Aims of Education
Education
The aims of education are determined by the prevailing philosophy of education.
Different philosophies of education prescribe different aims of education. For
example, Idealism believes in self-enhancement whereas Naturalism prefers self-
preservation as the aim of education. Aims of education can be different at
different periods in different places according to the existing philosophy. Countries
believing in delrlocracy produce democrats. In short philosophy is the determining
force in laying down the aims of education.

Philosophy and Curriculum

Curriculum is the sum total of all the activities and the experiences provided by the
school to its pupils to achieve the aims of education. Nowhere is the dependence of
education on philosophy more marked than in the question of curriculum. It is
philosophy that determines the content of the curriculum. The content of the
curriculum varies according to the philosophy it follows.

Idealists emphasize higher values of life and prescribe the study of religion e h c s ,
logic, literature, arts and humanities.

Pragmatists advocate the study of fi~nctionalsubjects and social sciences.

Pragmatists include such subjects as Language, Social Studies, General Science,
Practical Arithmetic, Arts and Crafts in their curriculum. These subjects have utility
value.

The Naturalists are mainly concerncd with physical sciences and direct
experiences. The Naturalistic school or philosophy wishes that the present
experiences, interests and activities of the child should determine his subjects of
instruction. The subjects are selected according to the aptitude and ability of the
child. So we see how philosophy determines the contents of the curriculum.

Philosophy and Methods of Teaching

There is a close relationship between philosophy and methods of teaching.

Philosophy is a way of thinking and a way of working. Method of teaching is the
process of establishing and maintaining contact between the pupil and the subject
matter. Every system of education has its own methods of teaching based on its
philosophical background. Idealism advocates question answer, lecture and
discussion methods. Naturalists emphasize child-centered methods of education.
They recommend learning by doing and direct experience. Pragmatists are for
project methods, problem-solving methods, and socialized techniques.

Philosophy and Teacher

The teacher is the back-bone of the educative process. A teacher needs the study of
philosophy as a person and as a teacher. Philosophy has great influence on the
teacher, both in the area of thinking as well as teaching. A teacher is also a
philosopher having his or her own ideas and beliefs. A teacher influences the
personality of the child and instills in him a new outlook and a new life. An
idealistic teacher is a person of high ideals, ethics and morals. He has to be a model
for the pupils. Naturalism sees the teacher as the stage-setter and s/he works behind
the screen. According to Pragmatism teacher is a friend and guide of the pupil,
facilitating the process of growth of the individual.

Philosophy and Text Books

A text book sets up the norms of knowledge which the children are expected to
know. Text-books have to conform to the accepted ideals of the society and the
~revailineohiloso~hvof education and the nation.
 Philosophy and Discipline Education: Its Meaning,
Concepts, Aims and
Philosophy determines the nature and forms of discipline. Discipline is nothing but Philosophy
I
the conduct of the pupil. Social, political, economic and philosophical thinking of a
country always determines the nature of discipline. Internal discipline concerned
with the inner code of conducts of the individuals sustains a nation. Idealists favour
strict discipline of mind and body. Naturalists believe in a discipline of natural
consequences: Pragmatists stress social discipline, self-discipline and fiee
discipline. Modem concept of discipline is in tune with the principles of democracy
and social philosophy, where political integrity and environmental stability is vital.
In conclusion, we can say that philosophy and education are inseparably linked.
Philosoplly has its influence on all the aspects of education such as aims, curriculum,
and methods of teaching, teacher and discipline. Philosophy and education exist
together. Philosophy leads and education follows the path shown by philosophy. We
1 shall now deal with philosophy and nursing education in the following sub-section.

1.7.5 Philosophy and Nursing Education

You have already read that there is a close relationship between philosophy and
education. All the important aspects of education such as aims, objectives,
curriculum, methods of teaching etc., is determined by the philosophy of education.
It is the same for nursing education too.
Philosophy of Nursing Education
A philosophy of nursing education includes beliefs and values with regard to the man
in general and specifically man as the learner, the teacher, the nurse and the consumer.
It also includes beliefs about health, illness, society, nursing, learning etc.
Traditionally Nursing and Nursing Education had adopted a Christian philosophy
which was based on super-naturalism. A Christian philosophy has a belief in a
personal God, who is the creator, redeemer and provider of man and universe.
"Love of G o d and "Love of neighbour" are the maxims of Christian philosophy.
According to Christian nurse who would believe in God and who would take care
of the sick fellow-beings after the example of Christ. During the course of time,
changes have taken place in the field of education, health care, socio-cultural
aspects, science and technology. There was a need for change in the existing value
systems and beliefs. Changes had taken place in the field of nursing practice and
nursing education also. It was not advisable to adhere to only one type of
philosophy. So it became inevitable for nursing too, to follow the path of
eclecticism, i.e., to draw the best and useful aspects from various educational
philosophies and make one's own philosophy.
In her book "Curriculum Building in Nursing'' dl,ivia Em Bevls discussed some
modern philosophical points with regard to nursing and nursing education. These
philosophical points are:
Introduction to Nursing 1) The Individual has Intrinsic Value and there is Worth Inherent in Human
Education Life: Each human life has inherent worth and nursing is a service to individuals,
to people, without any distinction between caste or creed, sex or colour, age or
religion and rich or poor. It is concerned with human welfare. It acknowledges
the uniqueness of each individual. It considers health as a human right. The aim
of nursing education is to produce a professional nurse with such a philosophical
outlook.

2) Nursing is a Rational Activity: Nursing functions require the exercise of

critical thinking, logic and judgement. Nursing is a problem-solving and
decision-malung process. The nurse is a legally and morally accountable
person.
A nursing education curriculum should include such learning experiences that
would equip the learner with skills in problem-solving, decision-malung and
critical thinking.

3) Nursing's Uniqueness is in the Way the basic, Social andBiologica1

Sciences are Synthesized in Functions that Promote Health: Nursing
actions are based on scientific principles which are drawn from the bio-
psycho-social sciences. Any nursing education curriculum should include
subjects like physics, chemistry, biology, anatomy, physiology, microbiology,
'
psychology, sociology and other relevant subjects.

4) The Individual Nurse-Citizen has Some Control Over and Responsibility

for the Political and Sbcial Milieu in which Slhe Lives: The nurse is also a
member of the society and a true citizen of the country. As such, he/she has
to have some active voice in the social, political and legal aspects of the
community, especially with regard to health care matters. The nurse is a
change agent as well as a consumers' advocate and protector. She has to take
active part in effecting social changes and she has to speak for the people.
One of the important aims of nursing education is democratic citizenship.

5) Nursing is a Process with a Central Subjective Purpose, an Inherent

Organization or System and Dynamic Creativity: It is an agreed upon
belief that nursing is a process to attain an end. A process is a series of actions
or operations to attain an end. Processes have three characteristics. They are:
inherent purpose, internal organization and infinite creativity.
The inherent purpose of nursing is the optimum level of wellness of
health for the individual.
In the case of nursing process, internal organization means the series of
actions to attain the aim of optimum health of the individual/community.
Infinite creativity in nursing process means the dynamics of evolving
uniquely more effective and efficient nursing activities for the
achievement of the goal of optimum health.

6) Nursing Functions are Independent, Inter-dependent and

Collaborative; Nursing is a crucial component of multi-disciplinary health
care system. The nursing education curriculum should reflect the
independent, dependent and collaborative positions of the nurse involving
these respective functions.

7) Nursing is a Profession and Nursing Practice Must Reflect

Professionalism: This is a much debated issue. One of the aims of nursing
education is professional development of the pupil nurse. In order to
accomplish this aim curriculum should include courses like ethics and
standards of profession, professional adjustments and research:
 8) Nursing Roles in the Order of Priority are: Educative (promotive, Education: Its Meaning,
preventive, rehabilitative), therapeutic and supportive. The priority of roles Concepts, Aims and
Philosophy
as specified in philosophy dictates the order of priority in curriculum content.

9) The Democratic Mode of Operation and the Implications of that

Democratic Mode are a Key Stone of Nursing Roles, Organization and
Structure: Democratic processes like authority by mutual consent, individual
accountability for group activities and the ability of each group member to
contribute to hisher potential are essential to the optimal functioning of the
nursing group. A democratic organizational set up has to be preferred in the
present day situation when democratic development leadership is considered
as the best.
In conclusion, philosophy of nursing education should contain guidelines for
I nursing practice as well as nursing education. It is developed by the faculty of each
I individual school of nursing together with the nurse leaders and nurse
administrators. It should be clearly stated and directly related to the aims,
objectives curriculum and other aspects of nursing education.
Activity 3
Write your own beliefs with regard to nursing practice and nursing education.
I

1.8 LET US SUM UP

I
In this unit, the meaning, process, agencies, aims and philosophy of education is
discussed. You have read the aims of education in general as well as the aims of
nursing education. Education is an ongoing process. Every country or profession
develops its own system of education to express and promote its unique,
socio-cultural or professional identity and also to meet the challenges of time. The
meaning of philosophy and its role in education is also elaborated.
Some of the important philosophies of education are - Idealism, Naturalism,
Supernaturalism and Pragmatism. No one philosophy is complete in itself. Each
has its own merits and demerits. Hence it is always good to follow the path of
eclecticism by which the good aspects of every philosophy is accepted and
synthesized into one's own philosophy of education. We have also discussed the
close relationship between philosophy and education. Philosophy determines the
aims, curriculum, and methods of teaching, role of the teacher and other important
aspects of education. In fact, education is the means for the propagation of
philosophical ideas.. The important aspects of nursing education are also
determined by a sound philosophy of nursing education and nursing practice.

KEY WORDS
Aim : Direction toward a particular target, purpose
I
I Agency : An organization that provides some services
I
Assertion : Insistence or strong declaration

Bipolar : Having two poles

Collaboration : Working together with others

Critical : Art of making judgement or opinion

Culture : The sum total of the ways built up by a group of human

beings and transmitted from one generation to another.
Discipline : Training of mind and character.
lntroduction to Nursing Dynamics : Power of force that produce motion
Education
Eclecticism : Borrowing freely from various sources

Ethics : Science of morals, moral principles or rules of conduct

Etymology : The study of historical linguistic change, especially as

applied to individual words
Exponent : person or thing that explains or interprets, a representative
of example
Harmonious : Forming a pleasantly consistent whole

Milieu : Environment of surroundings

Objective : Something that one's efforts are intended to attain or

accomplish
Pedagogy : It is a Greek word, meaning "to lead the boy". It is a science
of instruction or teaching for the purpose of leading the
children
Personality : The sum total of the physical, mental, emotional and social
characteristics of an individual
Process : Systematic series of actions, directed to some end

Shiksha : Instruction, Teaching or Discipline

Supernaturalism : Belief in personal God who is the creator of man and the
universe
Synthesis : Combination of separate parts or elements or substances
into a whole.
Trend : Prevailing tendency
Tripolar : Having three poles

Value : Regard highly, worth of something

Vidhya : Sanskrit word meaning knowledge

Vocation : A particular occupation or profession

Check Your Progress 1

The broad or wider meaning of education is that education is a life-long process of
modification of behaviour through every experience of life. All the experiences of
life from any source, at any time and place contribute towards learning. In strict
sense, education is that training given in specific educational institutions for a
particular period of time.
Check Your Progress 2

1) The three forms of education are:

i) Formal
ii) Informal
iii) NonzTorn~al
 Six charactenstics of formal education are: Education: Its Meaning,
2) Concepts, Aims and
Pre-planned and well organized Philosophy

Imparted in specific educational institutions

Limited to a specific period of time
Has well-defined curriculum
Given by well qualified teachers
Observes strict discipline

Check Your Progress 3

Education is a tripolar process which means education is the result of interaction
between pupil, teacher and the social environment. It is a three dimensional
process.
Check Your Progress 4
Factors determining educational aims are:
Philosophy of life
Elements of human nature
Religious factors
Political ideologies
Socio-economic factors
Cultural factors
Exploration of knowledge

Check Your Progress 5

1) Ten general aims of education are:

i) Vocational aim
ii) Knowledge aim
iii) Complete and Harmonious living
iv) Mental, emotional and physical development
v) Moral development
vi) Character development
vii) Cultural development
viii) Self-realization
ix) Citizenship
x) Individual and social aim

2) Democratic citizenship is one of the aims of education in Independent India.

India being a democratic country, she wants her citizens to be educated with
the ideals of democracy and secularism. The ideals of democracy are respect
for individuality, equality, toleration, cooperative living and faith in change
through persuasion.
Introduction to Nursing Check Your Progress 6
Education
1) The purpose of nursing education is nursing man-power development.

2) The aims of nursing education are:

a Knowledge

a Leadership

a Professional development

a Personality development

a Nursing Research Orientations

Check Your Progress 7

. .
1) Philosophy is a point of view, a belief construct, a speculation about the
nature and the value of things.

2) Chief Assertions of Idealism are:

Idealism believes in Universal Mind or God, who is the creator of man

and everything else. God is the source of all human values.

Idealism regards man as a spiritual being. Reality is found in the mind of

man and in the external world.

The world of ideas or values are important than the material world.
Idealism believes in spiritual or eternal values. The outstanding spiritual
values are - Truth, Beauty and Goodness.

Real knowledge is perceived in mind. God is the source of all

knowledge.

Knowledge gained through mind is more important than knowledge gained

through senses.

Check Your Progress 8

Eclectic philosophy in education means selecting the good aspects from the
various philosophies of education and synthesizing them to make one's own
philosophy of education.

Check Your Progress 9

Philosophy and Education are closely related. Philosophy affects all the important
aspects of education such as aims, curriculum, methods of teaching, teacher and
discipline. The aims of education are determined by the philosophy. For example,
if super-naturalisti? philosophy is accepted in a school, one of its educational aims
will be to attain knowledge about God. Again, the curriculum content and all the
learning experiences depend upon the philosophy of education. Idealists
emphasize higher values in life and they include religion, ethics, logic, literature,
arts and humanities in the cumculum. Every system of education has its own
methods of teaching based on its philosophical.background. For example,
pragmatists advocate 'learning by doing'. Hence they recommend experimental
method. Based on the philosophy, the teacher has hisher place in education.
Idealism sees the teacher as a model where as Naturalism sees the teacher's role
only as a stage setter. Philosophy also determines the nature and form of discipline.
 E d . a k Its Mtaning,
1.1 FURTHER READINGS concep@Aimsrurd
.PLilaeopby
Bevis, Oliva, E.M., Curriculum Building in Nursing -A Pmcess, C.V. Mosby
Company, St. Louis, 1973.
Bhatia, K. and Bhatia, B.D., Theory and Principles of Education, 7th edn., Doaba
House Pub., Delhi, 1989.
Heidgerken, Loretta, E., Teaching and Learning in Schools of Nursing, 3rd edn.,
J.B. Lippincott Company, Philadelphia, 1965.
Nair, S.R., Foundations of Education, Poorna Publications, Calicut.
Rai, B.C., Theory of Education - SociologicalBases of Ehcation, Prakashan
Kendra, Sitapur, Lucknow, 1990.
Taneja, Vidya Ratna, Educational Thought and Practice. 8th edn.,Sterling
Publications, New Delhi, 1985.