BUILDING A PHILOSOPHY OF EDUCATION AND THE NATURE OF MAN
Society is ever changing. We have to cope with this change and also to intelligently
carve a desired way to prepare ourselves for the future. Education is the oldest and biggest
enterprise of man. It can, therefore, never be unplanned and aimless venture or purposeless
activity.
No educator can dare talk of education without mentioning its goals, aims and
objectives. Education is a purposeful and ethical activity and each activity as aspect has some
aim before it. An aim is conscious purpose which we set before us, while launching upon any
activity.
The aims of education are always influenced by the philosophy of life of the people of
that country. For the idealist, education must contribute to the development of the mind and
self of the learner. Naturalists believe that education should develop the whole child as an
entire organism. Education must give opportunity to let the child grow physically, mentally,
socially, emotionally, aesthetically, vocationally and spiritually. Pragmatists believe that the
aims of education is dynamic in nature and is focused on having a good life in the present and
future since the standard of social goo is constantly changing. For the realist, education has
no general and common aim. The aim should be specific to the individual and that education
must seek truth rather beauty. Social realists believe that education must develop a practical
man of the world. For the existentialists, the purpose of education is to build character, to
optimize potential and creativity and to enhance the quality of life through knowledge, and
then from an existentialist perspective bureaucratization needs to be replaced by
humanization. The humanist is convinced that the aim of education is to foster students’
desire to learn and teach them how to learn. Perrenialists think that education must provide
the holistic education, students later after graduation can rationally initiate the efforts for
social reform, change and political action. Analytic Philosophers denies the goal of education
and it is irrelevant for education to have aims. Marxist think that education must strengthen
communistic state and build a classless society.
Education is one of the institutions that constitute a society. By education, we mean
the institution that a society has put in place to transfer or transmit the culture, knowledge,
norms, skills, and competencies required for the survival of the society from one generation
to the next. Social functions of education refer to ways in which education is supposed to
help the rest of the society. Identity functions refer to the role of education in binding the
members of the society together and giving the society its uniqueness. Economic functions
mean training of skills required by the economy. Political function is the preservation of the
political ideology of society. Developmental function is the bringing of social and
technological change necessary for a society to survive in the modern conditions.
All of the theories of value include as part of their underlying structures the stylized
fact of a tendency toward a single rate of profit as capitalist firms adjust their output to
changes in demand for technology,
Both the oldest (labor theory) and the newest (Sraffian Theory) theories find the
fundamental forces of value determination to be the technology of production and the
distribution of income.
Society is ever changing. We have to cope with this change and also to intelligently
carve a desired way to prepare ourselves for the future. Education is the oldest and biggest
enterprise of man. It can, therefore, never be unplanned and aimless venture or purposeless
activity.
No educator can dare talk of education without mentioning its goals, aims and
objectives. Education is a purposeful and ethical activity and each activity as aspect has some
aim before it. An aim is conscious purpose which we set before us, while launching upon any
activity.
The aims of education are always influenced by the philosophy of life of the people of
that country. For the idealist, education must contribute to the development of the mind and
self of the learner. Naturalists believe that education should develop the whole child as an
entire organism. Education must give opportunity to let the child grow physically, mentally,
socially, emotionally, aesthetically, vocationally and spiritually. Pragmatists believe that the
aims of education is dynamic in nature and is focused on having a good life in the present and
future since the standard of social goo is constantly changing. For the realist, education has
no general and common aim. The aim should be specific to the individual and that education
must seek truth rather beauty. Social realists believe that education must develop a practical
man of the world. For the existentialists, the purpose of education is to build character, to
optimize potential and creativity and to enhance the quality of life through knowledge, and
then from an existentialist perspective bureaucratization needs to be replaced by
humanization. The humanist is convinced that the aim of education is to foster students’
desire to learn and teach them how to learn. Perrenialists think that education must provide
the holistic education, students later after graduation can rationally initiate the efforts for
social reform, change and political action. Analytic Philosophers denies the goal of education
and it is irrelevant for education to have aims. Marxist think that education must strengthen
communistic state and build a classless society.
Education is one of the institutions that constitute a society. By education, we mean
the institution that a society has put in place to transfer or transmit the culture, knowledge,
norms, skills, and competencies required for the survival of the society from one generation
to the next. Social functions of education refer to ways in which education is supposed to
help the rest of the society. Identity functions refer to the role of education in binding the
members of the society together and giving the society its uniqueness. Economic functions
mean training of skills required by the economy. Political function is the preservation of the
political ideology of society. Developmental function is the bringing of social and
technological change necessary for a society to survive in the modern conditions.
All of the theories of value include as part of their underlying structures the stylized
fact of a tendency toward a single rate of profit as capitalist firms adjust their output to
changes in demand for technology,
Both the oldest (labor theory) and the newest (Sraffian Theory) theories find the
fundamental forces of value determination to be the technology of production and the
distribution of income.
