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..PHILOSOPHY, EDUCATION AND THEIR INTERDEPENDENCE

DR V.K.MAHESHW Ph.D
PALLAVI SING M.Ed
DR SURAKSHA BANSAL Ph.D
PRINCIPAL
LECTURER
PRINCIPAL
College of Education
College of Education
College of Educatiion
D.I.M.S. MEERUT
D.I.M.S. MEERUT
M.I.T.MEERUT
INDIA
INDIA
INDIA
Since philosophy is the art which teaches us how to live, and since children
need to learn it as much as we do at other ages, why do we not instruct them
in it? .. But in truth I know nothing about the philosophy of education except
this: that the greatest and the most important difficulty known to human
learning seems to lie in that area which treats how to bring up children and
how to educate them.
(de Montaigne, On teaching Philosophy of Education)

-
Thein ter-dependenceof philosophyan d education is clearlyseen f rom
the fact that the greatphilosophers of all timeshave also been great
educators and their philosophyi s reflected in their educational systems.
This inter-dependence can bebetterun derstood bya na lyzing the

implications ofphilosophicalp rinciples in the field ofeducation

.
Before analyzing the educational implications of generalphilosophy,
we should know the concept of "Philosophy" and "Education". Each one
of ushas ap ersonalphilosophy which we apply consciously and
unconsciously in our daily life

.. Each philosophy reflects a unique view of what is good and what is

important. In this sense, philosophy is the system of beliefs about life.
Theli teral meaning of philosophy is thelove of wisdom whichi s

derived from the Greek word "Philos" (Love) and Sophia (Wisdom).
Wisdom does not merely mean knowledge. It is a
continuous seeking of insight into basicrealities - the physical world,
life, mind, society , knowledge and values.

When we speak ofphilosophy we use a term which may be viewed in

two senses.The first of these is that of the word itself which literally
means ³ love of wisdom´.But to love wisdom does not necessarily make
one ap hilosopher.Today, we think ofp hilosophy in a more limited sense
as man,s attempt to give meaning tohisexistence through the continued
search for a comprehensive and consistent answer to basicp roblems .It
is this second sense of the word which makes the philosopher an active

person; onewho s eeks answers, ratherthan onewho simply sits around

engaging in idle and frivolous speculation. Today,most philosophers a re

actively concerned with life.THEY SEEK ANSWERSTO BASIC

PROBLEMS.Thus we find thatphilosophers are doing as well as
thinking, and it is their thinking which guides their doing.What they do

isrooted in the search for answers to certain types ofp roblems and the
tentative answers they have formulated.
Thethreegreat problems of philosophyarethe problems of reality,
knowledge, and value-
(1)
The problem of reality is this; What is then ature of the
universe in which we live? Or,in the last analysis, what isreal?
Thebranchof philosophywhichdeals withthis problem is termed
as METAPHYSICS
(2)
The problem of knowledge is this; How does a man know
what isreal? That is to say, how do we come by our knowledge
andhow can we be sure it is true, noterror or illusion? The area of
philosophywhich is devoted to solving this problem is termed as
EPISTOMOLOGY.
(3)
Thethird g reat problem,the problem of value,is this;What
are the important values which are to be desired in living? Are
these valuesrooted inreality? Andhow can they be realized in our
experience? Thebranchof philosophydealing withsu chq uestions
are these is named AXIOLOGY
(4)
Most closely related toepistemology, is another branch of
philosophywhichdeals withthe exact relating of ideas.This area
ofp hilosophy is commonly referred to as the science of LOGIC.
The concept of Education
Allhuman societies, p ast andp resent, h ave h ad a vested interest in
education; and somewi t s havec la i med t hat teaching (at its best an
educational activity) is thesecond oldest profession. While not all

societies channel sufficientresources into support for e ducational

activities and institutions, all at the very least acknowledge their
centrality²and for goodreasons. For one thing, it is obvious that

Philosophy, Education and Their

Interdependence
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