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Aiou b-ed curriculum development 8603 autumn 2023 solved assignment no 1 what are the different characteristics of curriculums planning, aiou research project (8613) autumn 2023 solved project theme: language development in classroom sub-theme: vocabulary expansion, aiou b,ed curriculum development 8603 solved assignment spring 2021, aiou b.ed solved assignment 2 philosophy of education (8609).

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Philosophy of Education (8609)  Assignment 02

ASSIGNMENT No. 2

Q.1: Discuss the method designed by Socrates to give and acquire knowledge?                                                                                     (20)Marks

Ans: THE SOCRATIC METHOD:

Born in Athens in 469 B.C. Socrates was the son of poor parents. His father was a sculptor and mothers a mid-wife. Nothing is known about the early education of Socrates. He grew as an adult very much unnoticed by the people around him and took up the occupation of his father. But soon, Socrates felt a divine vocation to examine himself by questioning other men.

Socrates recognized the unscientific nature of the methods of the sophists, his own method was essentially systematic and founded on general principles. According to Aristotle, "There are two things which we may fairly attribute to Socrates, his inductive discourses and his universal definitions. Inductive reasoning was his method of arriving at a definition. The result attained by his method could not be regarded as satisfying the requirements of scientific exactness, but this did not disturb Socrates, for he himself continually and emphatically disclaimed the possession of any knowledge, except perhaps the knowledge of his own limitations." The intoxicated Alcibiades says of him in the Symposium, 'He knows nothing' and is ignorant of all things—such is the appearance which he puts on.' Although not possessing knowledge himself, Socrates claimed to have the gift of discerning its presence in others, and of having the power to assist them to bring it to light.

The first task of Socrates was to arouse men from that false self-satisfaction which wasby him believed to be the cause of their misery, and to lead them to self-examination and self-criticism. He says "Herein is the evil of ignorance, that he who is neither good nor wise is nevertheless satisfied with himself: he has no desire for that of which he feels no want." Socratic Mission was to make men feel this want, to teach others what the utterance of the Delphic oracle had taught him—his own ignorance; to imbue them with a divine discontent; to make them feel, as Alcibiades puts it the serpent's sting', 'the pang of philosophy'. In his defence, Socrates neither disowned his mission nor his method. 'I am that gadfly', he told his judges, 'which God has attached to the state, and all day long and in all places am always fastening upon you, arousing and persuading and reproaching you.

The prejudice against the sophists was intensified by the fact that they degraded knowledge by making its aim direct utility. Education was with the Greeks training for leisure, not for a livelihood. It was asked the Protagoras, 'Why may you not learn of him in the same way that you learned the arts of grammarian or musician or trainer, not with the view of making any of them a profession, but only as a part of education and because a private gentleman ought to know them?

Ultimately, a complaint was lodged with the state that Socrates was corrupting the youth and propagating atheism. He was tried in the court and so many witnesses were produced. In this trial the words of Socrates concerning death, virtue and so many other important things have become historical. However, he was condemned to death. In jail, his friends tried to persuade him to escape. He, however, refused and pointed out that everyone must obey the laws of the state even at the cost of his death. He was given hemlock which he drank cheerfully and embraced death. In the whole history of humanity there had been no greater humanist, philosopher and

lover of wisdom than Socrates. This short, stocky, stout, blear-eyed and snubnosed man, with a large mouth and thick lips, careless in his dress, clumsy and uncouth, was perhaps the most beloved teacher of his disciples. This is amply clear by the writings of his main disciple Plato.

Q 2: Explain the components of hierarchy of values proposed by John Lock.?      

Ans: John Lock’ theory of knowledge:

John Locke was born on 29 August 1632 at Wrington in the county of Somerset in the south-west of England. His father was a lawyer and small landowner. Little is known about John Locke’s early education. However, at the age of 15 in 1647, he was sent to Westminster School in London. Locke’s studies at Westminster were centred upon the classical languages of Latin and

Greek, and he also began to study Hebrew. He was a hardworking boy and in 1650 was elected to a King’s scholarship. This gave him the right to free lodgings within the school, and also access to major scholarships at both Oxford and Cambridge. In 1652 Locke’s diligence was rewarded when he was elected to a £20 scholarship to Christ Church, Oxford.

Locke’s formal course at Oxford would have included classics, rhetoric, logic, morals and geometry, and he took his Bachelor of Arts degree in 1656. This was followed by further study for the Master of Arts degree, taken two years later, in June 1658. Other subjects of study with which he was concerned were mathematics, astronomy, history, Hebrew, Arabic, natural philosophy, botany, chemistry and medicine. In 1667, at the age of 35, Locke left the University of Oxford to take up a post in the household of the Earl of Shaftesbury at Exeter House in London. ll Locke’s published works, including those that had been issued anonymously, were bequeathed to the Bodleian Library, Oxford. His work in the field of education is an essay concerning human understanding (1690), two treatises of government (1690), and some thoughts concerning education (hereafter referred to as Thoughts).

A Theory of Knowledge:

Although the Thoughts was most immediately concerned with education, by far the most important of Locke’s writings, and one which had great significance for education, was the Essay concerning human understanding.

Locke’s rejection of innate ideas even extended to moral principles. Justice and faith were not universal, nor was the idea of God. Differences in the ideas of people stemmed not from differences in their abilities to perceive or release their innate ideas, but from differences in their experiences. How then was knowledge acquired? How might men come to universal agreement? ‘To this I answer, in one word, from experience’ (Essay, 2. 1. 2). But experience itself, gained via the senses, was not sufficient of itself for knowledge. That also required the active agency of the mind upon such experience.

Locke, however, was neither a dogmatist nor a builder of systems. He acknowledged the possible existence of certain eternal verities—God, morality, the laws of nature—whose essence might be confirmed, rather than discovered by experience and reason. He also admitted the existence of some innate powers or qualities, recognizing that some children seem to be from birth innately more adept than others in certain respects. Nevertheless, in spite of these qualifications, Locke inclined towards nurture rather than nature and may be categorized as the founder of empiricism, a tradition that has predominated in English philosophical and educational thought until this day.

The opening phrase of the Thoughts, ‘A sound mind in a sound body is a short, but full description of a happy state in this world’, a quotation from Juvenal, and indeed given in Latin in the letter to the Clarke family and in manuscripts prior to the first edition, launches the book into a discussion about the health of the child. Locke’s advice in this respect was generally sensible, if at times a trifle idiosyncratic.

Thus his Views on Plenty of open air, exercise and sleep; plain diet, no wine or strong drink, and very little or no physick’ (Thoughts, s. 30) would command general support today, though his advice on toughening the feet by wearing thin or leaky shoes so that gentlemen’s sons might acquire the ability, if necessary, to go barefoot as the poor do, might seem to be somewhat harsh. Locke’s advocacy of the benefits of cold water extended to teaching children to swim, both for the general promotion of their health and for the preservation of life.

Q.3 Elaborate the classification of different types of knowledge proposed by Al-Ghazali?                                                                          (20) Marks

Ans: knowledge proposed by Al-Ghazali:

Abu Hamid Al-Ghazzali is one of the most important scholars of Islamic thought. He was a philosopher, a legal scholar, a theologian and a mystical thinker. Imam Ghazali was an expert in the field of fiqh al-Syafii’ and Kalam al-Asy’ari. Coming at a time when there were many disputations between philosophers and theologians, between rationalists and traditionalists and the Mystical and the orthodox, he tried to bridge these divisions. His IhyaUlum al- Din, The Revival of Religious Sciences embarks on a massive endeavor to find a golden mean between all these diverging trends.

Imam Ghazali was a teacher at University of Nidzamiyah, Baghdad. Al- Ghazali's philosophy of education is based upon Islamic perspective on education, in which Al-Ghazali's predisposition towards understanding and integration of numerous intellectual schools is apparent. He got recognition as mystical, legal and philosophical educational thinker. For Al-Ghazali, the aim of education is to nurture human beings so that they abide by the teachings of religion and henceforward will be rewarded in the life hereafter.

Children learn from society and the surrounding environment. These elements play vital role for the development of their behaviors and personality. The children are also under the influence of their families, their customs, traditions, language and religious traditions. Therefore, the major responsibility for children's education rests on the parents. However, this responsibility is subsequently shared by the teachers. Al-Ghazali emphasized the significance of childhood in character building. A good brought up will result in a good character and help them to live a good life; while, a bad brought up will spoil the character of children and it will be difficult to bring them back to the straight path. Therefore, it is necessary to understand the significant characteristics of this period so that children can be dealt in a sound and effective manner.

Al-Ghazali emphasized to reward children. He explained that when children demonstrate good manners, they should be rewarded and praised so that they would become happy. Moreover, when children accidentally commit mistakes, parents should pretend as if they have not notice the mistake and do not ever embarrass them by telling other people about the mistakes done. However, if children repeat the same mistake for the second time, parents should talk to them discreetly and tell them that they should not do such things. At elementary stage, children must be trained to be obedient to their parents, teachers, and elders. They must also behave well towards their fellow students. They should be prohibited from boasting to their peers about their clothes, the economic status of their parents the food they eat, and accessories they have. Rather, they should be taught generosity, modesty, and civility. Attention must also be paid on their company as it affects their character. Therefore, they must advise to have intelligent and truthful friends.

Al-Ghazali has described following classifications of sciences according to: 1.Classification according to ‘nature’:

a.    theoretical (religious and theological) and

b.    practical (politics, home economics and ethics),

2.    Classification according to their ‘origin’:

a.     Revealed sciences, taken from the prophets (exegesis, unity of God, customs, rites, morality) and

b.    Rational sciences, produced by human thinking and reason (natural sciences, mathematics, theology, etc.) For Al-Ghazali the revealed and the rational sciences complement each other.

3.    Classification according to their purpose or aim

a.      Science of transaction (governing the behaviour and actions of human beings—the sciences of customs and rites) and

b.      science of unveiling (essence of things and pertaining to the apprehension of the reality).

teacher should be an example and a model. The teacher is not limited to the teaching of a particular subject matter; rather, it should incorporate all aspects of the personality and life of the student. The student, in turn, has a duty to consider the teacher as a father, to whom he owes obedience and respect. Al- Ghazali stresses that learning is only effective when it is put into practice, and is aimed at inculcating the right habits rather than simply memorizing information. Al Ghazali recommended that the teacher before moving to next subject matter, teacher must ensure that the students have mastered the first subject matter. Teacher should consider the interconnectedness of knowledge and the relations between its various branches. For religious education, Al Ghazali recommended an early introduction to the fundamentals of religion through memorization, inculcation, and repetition. In the subsequent stage, understanding, explanation, and conscious practice must be carried out.

Q.4: What is Perennialism? Describe the main features of Perennialises’ educational curriculum?                                                             

Ans: Perennialism:

Perennial means "everlasting," like a perennial flower that comes up year after year. The educational philosophy of perennialism is derived from both idealism and realism. From idealism comes the combination of ideas that truth is

universal and unchanging. It is independent of time, place, and the immediate physical reality that surrounds us. From realism comes an emphasis on rationality and the importance of education in training of intellect in the search for truth. The roots of perennialism lie in the philosophy of Plato and Aristotle, as well as that of St. Thomas Aquinas. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization.

According to Perennialists, when students are immersed in the study of those profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Perennialists believe that the focus of education should be the ideas that have lasted over centuries. They believe the ideas are as relevant and meaningful today as when they were written. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education.

Main features of Perennialises’ educational curriculum:

The focus in the curriculum is classical subjects, literary analysis and considers curriculum as constant. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Perennialism maintains that the purpose of schools is to prepare children to accept their places in a society built upon a long and tested tradition. Society has a natural order, and schools should operate as testing grounds to determine where children will fit in this order. To do this, schools should offer all children an academic curriculum based on the classics, compendiums of human knowledge that have been tested over time. The purpose of such a curriculum is to train the intellect in a broad, general way. As a result, it will become evident who are the brightest and best, who will be fit to be the leaders in society. Perennialism contends that schools should not address either the fleeting, narrow interests of students or the immediate needs of society. These concerns are left to other social institutions.

Perennialists recommend that students learn from reading and analyzing the works by history's finest thinkers and writers. Perennialist classrooms are also centered on teachers in order to accomplish these goals. The teachers are not concerned about the students' interests or experiences. They use tried and true teaching methods and techniques that are believed to be most beneficial to disciplining students' minds. The perennialist curriculum is universal and is based on their view that all human beings possess the same essential nature. Perennialists think it is important that individuals think deeply, analytically, flexibly, and imaginatively. They emphasize that students should not be taught information that may soon be outdated or found to be incorrect. Perennialists disapprove of teachers requiring students to absorb massive amounts of disconnected information. They recommend that schools spend more time teaching about concepts and explaining to make these concepts meaningful for students.

.5:What is Montessori Method of teaching? What are the influences of Montessori Approach on the educational system of today?

Ans: Montessori Method of teaching:

Montessori is a special way for children and adults to be together . Every aspect of the experience is planned to help children become confident, capable, creative, caring and happy people who are a delight to be with. The Montessori philosophy of education influences all aspects of child's experience. All activities are carefully planned to make it easy for children to become that special person each child can be. Teachers are called directress to remind them to gently direct and guide the children in their activities rather than dictate the child's every move. This leads to mutual respect and affection helping the children develops confidence in their own ability. The variety of materials to explore, the teacher's quiet demonstration of their possibilities, and the time available for the child to watch older children, all work together to help the child develop the courage to try new things. Children are encouraged to thoroughly explore an activity. They quickly learn to examine a problem carefully, seeking the possibilities and discovering the solution. The child's confidence matures in their own ability. At an early age

the child discovers the scientist's delight in solving problems, the mathematician's delight in playing with patterns, the artist's delight in creation, the sociologist's and psychologist's delight in understanding people and the leaders delight in getting things done with people. Montessori sets the stage to allow groups of children to have these experiences without infringing on each other’s rights or needs.

Montessori Philosophy:

According to dr. maria montessori, “a child's work is to create the person she/he will become.” children are born with special mental powers which aid in the work of their own construction. but they cannot accomplish the task of self-construction without purposeful movement, exploration, and discovery of their environment—both the things and people within it. they must be given the freedom to use their inborn powers to develop physically, intellectually, and spiritually. a montessori classroom provides this freedom within the limits of an environment which develops a sense of order and self discipline. also basic to montessori's philosophy is her discovery of sensitive periods in children's development. during these periods children seek certain stimuli with immense intensity, to the exclusion of all others. so it is during this time that a child can most easily master a particular learning skill. dr. montessori devised special materials to aid children in each sensitive period. it is the responsibility of the teacher to recognize these periods in individual children and put them in touch with the appropriate materials in the classroom environment., freedom in education:.

Freedom to Maria Montessori (1966) does not mean that we leave a child on his/her own to do whatever he/she wishes to do: rather it means that we need to remove all obstacles which might hinder the child’s “normal” development.

In a Montessori environment the adult does not dictate to the child what activity he/she should do but freedom means that the child is free to choose an activity within a prepared environment. It also means that the child is free to choose a place where to perform the work within that prepared environment. When children worked in the “Children’s House” they had a choice as to sit for example, on a chair by a small table or use carpeted floor for their work space. The adult in the Montessori environment does not schedule changes in activities for the child but gives freedom to the child to be able to work on the activity until its completion regardless of the time it takes, as well to repeat the activity as many times as the child finds it necessary. Freedom in a Montessori environment also means for a child to freely walk around and get a new activity when he/she so desires, and

“greatest” of all, it means freedom to observe another child and learn by observing.

Movement in Education:

Movement in education was important for Dr. Montessori. It was to be done indoors as well as outdoors. Indoors, Dr. Montessori taught children to walk gracefully without bumping into any objects. She taught them to walk and march. For one of the indoor activities Maria Montessori constructed out of paper a set of circular tracks. She had the children walk in a circle trying not to step outside of the tracks. Dr. Montessori believed that children should play outdoors so that they could be kept healthy and grow. She wrote that children need to be active so that their bones and muscles develop. For example, she recommended free games where children would play “with balls, hoops, bean bags and kites” (Montessori, 1966). She also recommended other educational gymnastics which included gardening and taking “care of plants and animals (watering and pruning the plants, carrying the grain to the chickens, etc).

Dr. Montessori believed that exercise was important not only for children but everyone. She stated that “very individual should take sufficient exercise to keep his muscles in a healthy state” (Montessori, 1966).The children in the Montessori schools also learned to look after themselves and thus be more independent of adults. For example, little children learned to undress and dress themselves. They hung their outdoor garments on hooks which were placed on the wall within their reach. The small washstands were also within the children’s reach so they could wash their hands, and comb their hair. Dr Montessori believed that hands are of special importance to human beings. Since a child “develops himself through his movements, through the work of his hands, he has need of objects with which he can work that provide motivation for his activity”.

Intellectual Education:

Dr. Montessori (1966) described teaching little children to write by first letting them touch the letters made of wood with their index finger of the right hand, then with two fingers (index and the middle finger, and on the third occasion having them touch the letters “with a wooden rod held like a pen in writing” (p.250). This muscular exercise was a preparation for writing but through it they also learned to recognize the letters of the alphabet and eventually would learn to read. In Geography for example, children learned to recognize the shape and name of each continent by placing shapes of continents set into wooden boards. The name of each continent was written on each shape as well as on the board under the shape.

Mathematics teaching was done by rods and beads. The shortest rod was 10 cm and the others were multiples of 10, such as 20 cm, 30 cm and so

on up to 100 cm which is one meter. Beads were counting numbers like 1, 2, 3 and so on. Children used the rods and beads to learn basic addition, subtraction, multiplication and division. Geometry was an 199 important part of the little children’s learning. They learned for example not only to recognize geometric objects such as a rectangle and a cylinder, but also to differentiate among the sizes of a rectangle or a cylinder. One of the exercises was to organize cylinders according to width size when the height was the same. The cylinders would be

lined up and placed in their proper place in the holes of a long wooden board. Each cylinder would fit into one particular hole on the board. This was a self- correcting exercise so the children would rejoice when they got all the cylinders in their correct places. All the Montessori didactic tools were self-correcting making learning quite simple and straight forward.

Montessori has devised certain formal gymnastic exercises, which develop coordinated movements in the child. For these exercises she has also devised special apparatus. Muscular education and training is given through walking, holding objects and handwork, Rhythmic exercises are also provided. These exercises not only make children healthy but also give them training for practical life.

Exercises for Sense Training:

Montessori attached more importance to sensory training than learning, thinking or reasoning. She, therefore, devised apparatus for providing exercises in sense-training. The Didactic Apparatus sharpens the pupils’ senses and accelerates learning. The varied material includes blocks, cylinders, paper, cabinets; coins, tables, pencils and wools of different colors, boxes, balls, cubes, rods, and water of different temperatures. This material is meant to give perception of size, form, weight, touch, hearing and color

The sense of touch is developed by presenting water at different temperatures to the child. Sand-papers of graded roughness are also used for this purpose. Perception of size is developed through handling a series of wooden cylinders

of varying heights and diameters. Series of blocks and rods of graded diameters are also used for this purpose. Sense of hearing is developed through boxes, containing pebbles and other sound producing material. Sense of weight is cultivated through blocks and tables of wood of varying weights. Colour sense is trained through samples of wood of different colors, arranged and graded according to the depth of colour, as we have already stated under the ‘Principle of Self-education’.

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Philosophy of Education (8609) B.Ed Spring & Autumn 2023 Solved Assignments

February 21, 2023 Sarfraz Allma Iqbal Open University , Universities 0

Philosophy of Education (8609) B.Ed Spring & Autumn 2023 Solved Assignments

Philosophy of Education (8609) B.Ed Autumn 2021 Solved Assignments

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AIOU Course Code 8606-2 Solved Assignment Spring 2022

Assignment no. 2.

Q. 1 a) Explain the form of social control. (10)

Social control  is a  concept  within the  disciplines  of the  social sciences . [1]  Social control is described as a certain set of rules and standards in society that keep individuals bound to conventional standards as well as to the use of formalized mechanisms. [2]  The disciplinary model was the forerunner to the control model.

The term “social control” was first introduced to sociology by  Albion Woodbury Small  and  George Edgar Vincent  in 1894; however, at the time sociologists only showed sporadic interest in the subject. [5]

Some  social philosophers  have played a role in the development of social control such as  Thomas Hobbes  in his work  Leviathan  that discusses social order and how the state exerts this using civil and military power; as well as  Cesare Beccaria ‘s  On Crimes and Punishments  that argues that people will avoid criminal behavior if their acts result in harsher punishment, stating that changes in punishment will act as a form of social control. [6]  Sociologist  Émile Durkheim  also explored social control in the work  The Division of Labour in Society  and discusses the paradox of deviance, stating that social control is what makes us abide by laws in the first place. [7]

Society uses certain sanctions to enforce a standard of behavior that is deemed socially acceptable. Individuals and institutions utilize social control to establish social norms and rules, which can be exercised by peers or friends, family, state and religious organizations, schools, and the workplace. The goal of social control is to maintain order in society and ensure conformity in those who are deemed deviant or undesirable in society. [6]

Sociologists  identify two basic forms of social control:

• Informal means of control –  Internalization of  norms  and  values  by a process known as  socialization , which is “the process by which an individual, born with behavioral potentialities of enormously wide range, is led to develop actual behavior which is confined to the narrower range of what is acceptable for him by the  group standards “
• Formal means of social control – External  sanctions enforced by government to prevent the establishment of  chaos  or  anomie  in society. Some theorists, such as  Émile Durkheim , refer to this form of control as  regulation .

As briefly defined above, the means to enforce social control can be either informal or formal. [9]  Sociologist  Edward A. Ross  argues that  belief systems exert a greater control on human behavior than laws imposed by government, no matter what form the beliefs take.

Social control is considered one of the foundations of  order within society .

Q.4 a) Compare the theories of motivation from diffferent school of thought. (10) b) Develop a yearly plan for the collaboration among community, school and local bodies. (10)

Q.5 a) Explain the technological change which has taken place in the last decade. (10) b) Explain how technology has influenced the interenational labor market. (10)

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Course:  Philosophy of Education (8609) Semester: Spring, 2024 ASSIGNMENT No. 1

• 1 What is meant by philosophy? Explain its definitions provided by the different philosophers.

Philosophy of education is a general philosophical study and explanation of every aspect of education. The phrase ‘Philosophy of Education’ is not only a part of philosophy, but also a part of education. It is a branch of axiology as it studies about educational value. Again it is accepted as a branch of education as it is the study of the purpose, process, nature and ideals of education. William K Frankena, the analytic philosopher of education considers it a part of axiology because the philosophy of education questions the aims, methods and all the elements of education related to the moral and social conditions. It is a part of education also when it consists of normative and analytical aspects of education. The problems of philosophy of education are not limited; it does not take a partial view of education. Instead, it comprehends every aspect of educational process. It interprets various areas such as curriculum, context, method, learning, teaching, motivation and others. When the philosophy of education is considered as a part of education, it discusses only an aspect of education, such as educational psychology, environmental education, educational statistics, etc., which are related to different areas and share a very limited ground of education. As a branch of education, philosophy of education is more experimental and practical. But as a part of philosophy, it is a major subject matter of philosophy. It helps in the understanding of not only an aspect of education but of education as a whole. It is concerned with the aims of education and the basic philosophical problems arising in the fields of education. It is a synthesis of educational facts with educational values. The phrase ‘Philosophy of Education’ has been used to replace the phrase ‘Educational Philosophy’. ‘Educational Philosophy’ stands for comprehensive theories of education. It also refers to the general theories which try to deal with education, like metaphysicians deal with reality. But these historical general theories with great merits also had considerable shortcomings. They were often grounded on assumptions not generally acceptable and often adopted without argument. They were seldom based on systematic research. ‘Philosophy of Education’ on the other hand does not elaborate general theories. It is based on analysis and criticism. It deals with every educational problem engaged in everyday educational affairs. In its present analytical mode philosophy of education owes its origin to the analytical work of the British philosophers. The e philosophical method is in essence analytical, clear and critical. It is concerned with such tasks as elucidation of concepts, logical appraisal of different kinds of statements and arguments, validation of theories and justification of grounds of belief and knowledge. Philosophy of education is such an activity performed on education, its concepts, theories, beliefs and arguments. Dr. K.M. Chatty in his paper “Philosophy of Education in the Changing World Order wrote, in the philosophy of education, both philosophers and educators who come together should have a common concern and commitment about the nature of education that is required to uphold the dignity of human beings. They should keep in their mind the different values that go into safeguarding the whole humanity. It is with this broader perspective that both philosophers and educators join together to build a philosophy of education.” Therefore the chief activity of the philosophy of education is to bring out its nature of education and the values which safeguard the whole humanity. D J O’Connor defines the philosophy of education as “those problems of philosophy that are of direct relevance to educational theory.’6 He points out that every educational theory contains moral judgments and that some educational theories rest upon religious claims. This leads him to inquire 1) in what ways, If any, an educational theory is similar to a scientific theory, 2) how ethical judgments can be justified, and 3) whether religious claims are meaningful.

The philosophy of education as an independent study has its own scope and function. The scope of the philosophy of education includes the critical evaluation of aims, ideas and education, analysis of human nature, educational values, the theory of knowledge and the relationship of education and social progress. It seems to perform three functions: 1) speculative, 2) normative, and 3) critical. The speculative function of philosophy of education consists in pursuing and enquiry, forming theory about education, its causes and nature. While doing so it tries to make a survey of the whole field. Normative functions are related to the formation of goals, rigorously the terms and propositions involved in educational thought and practice. Now the question arises, what are the problems ‘philosophy of education’ deals with? In his Preface to Indian Philosophy of Education R.S. Pandey mentioned some problems, which are analyzed by the ‘philosophy of education. Though these questions are regarded as the primary questions for the philosophical analysis of education, however, for every philosopher of education the aim is not the same. They are contradictory in their views regarding acquisition of knowledge, character development, individual development and social development. The philosophers who support knowledge as the aim of education recognize knowledge as power, virtue and happiness. For others either the materialistic development or the social adjustment is the only aim of the philosophy of education. Few of them emphasize on the metaphysical up liftment as the aim of education. But if we show interest only in one side of the development as the aim of philosophy of education, it will be the same as the old story of the six blind men and the elephant. As such, both prescribed certain patterns of education for the gymnastics of the body and music for the soul. Therefore it should be remembered that in determining the aims of education no thinker is exclusively an idealist or a pragmatist. Corresponding to different aspects of life, different philosophies and ideologies are provided and all these ideologies are complimentary rather than contradictory. To emphasize one at the cost of the other “is to see the part and identify with the whole.

AIOU Solved Assignment Code 8609 Spring 2024

2 Define the term ‘Idealism’. Which aims does idealism achieves through education?

Idealism as a school of philosophy believes in mind and idolizes it. This philosophy seeks to explain and interpret man and universe in terms of spirit or mind.

It gives its priority to spirit, which is real and as such the entire universe is the extension of the mind or spirit. Idealism shifts its emphasis from the scientific facts of life to the spiritual aspects of human experiences and activities.

It asserts that material world is not the manifestation of reality. It, therefore, attaches supreme importance to the study of man and his mind. Besides, this school of philosophy places emphasis on the ideas and ideals than the full fact of matter which guides the actions of men in the every aspect.

Chief exponents of this school of philosophy are Plato, Descartes, Berkeley, Kant, Hegel, Fichte, Schelling, Schophenhawer, Spinoza, Gentile, Froebal, Swami Dayanand Saraswati, and R.N. Tagore.

I. Metaphysics or Axiom of Reality:

Idealism believes in mind which is the reality. It goes against the material aspect of human activities, or material aspect is an anti-thesis to the ideal or spiritual, which is destructible in nature. Reality does not lie in it. The ideas or ideals, on the contrary, are external and unchangeable which give form to cosmos. As such, mind is attached a supreme significance by the idealists than the matter.

They illustrate it as  “if Newton and Einstein gave us Physics and Shakespeare the best dramas, they were not results of reactions to a physical stimulus but they were the characteristic creations of mind”.  The idealists have ideolised the mind beyond everything and advocated the evolution of mind which enables a man to know the truth, goodness and beauty-three cardinal and eternal values of life.

Knowledge through activity of mind, rather than through the senses, is the first article of faith in idealism. For idealists, all knowledge is independent of sense experience, the act of knowing takes place within the chamber of mind.

Idealists believe in the universal mind which is above the human mind and is the source of all human values and goal of all human activities is the realization of this universal mind. Man is conceived as a microcosm within macrocosm. Therefore, spiritual mind is a part of the universal mind.

II. Epistemology:

According to idealists, the real knowledge is the knowledge of self or spirit. Self-realization IS the aim of all activities. Idealism believes in the spiritual nature of man, by virtue of which, man is essentially distinguished from other lower creatures of the universe. But man’s spiritual nature is not something that has been extraneously added to him. It is the very essence of his bring.

This spiritual nature finds its expression in art, culture, morality and religion. Thus in an ultimate analysis, mind or spirit is the essential aspect of this philosophy. Knowledge gleaned through activity of mind is more important than the knowledge received through five sense organs of men.

The ‘Mind’ is active and as such the gateway of knowledge. The highest knowledge is t knowledge of spiritual reality i.e. Brahma Gyan or knowledge of self.

III. Axiology:

Idealism attaches importance to the higher values of life which are eternal and perennial stand absolute, universal and indestructible Men cannot create these values and they have to over and realize them in their day-to-day lives.

These values are summum bonum of life which represents Satyam (truth), Shivam (goodness), and Sundram (beauty). These values are purely spiritual in nature in their entirety. Truth represents intellectual side.

Goodness moral side and acuity, the aesthetic side of these eternal values which are identical to each other. Beauty is Truth is Beauty; all are embedded which we need to know, for these higher values were true yesterday, are true today and will be true tomorrow. These values are absolute & infallible in nature which sublimes the life in a glorified and magnificent manner.

Idealism:  Aim # 1.

Self Realization:

The aim is to enable each child to realize soul, recognize his real form and proceed towards self knowledge. Self realization means full knowledge of the self or the soul. Man has a soul. Beyond soul there is supreme soul. Human soul is a part of this soul. Man achieves perfection when he realizes self. So that idealist philosophers have advocated that liberation or nirvana or mukti is the ultimate aim of life.

Idealism: Aim # 2.

Spiritual Development:

Man converts his original nature to spiritual nature where man can realize spiritual values like truth, beauty and goodness in life. One has to enjoy intellectual, aesthetic and moral values through spiritual development of mind.

Idealism: Aim # 3.

Cultivation of Moral Values:

Moral values enable one to achieve perfection in life. One has to express his moral values through all activities in life. Intellectual values solve all human problems what he faces in life time. So that idealism cultivates moral values in order to make life perfect, noble one.

Idealism: Aim # 4.

Conservation, Promotion and Transmission of Culture:

According to idealism aim of education should be related to preserve, promote and transmit culture from time to time, person to person and place to place. Moral, intellectual and aesthetic activities of man help in preserving, promoting and transmitting culture from generation to generation.

Cultural heritage of mankind should be preserved. In addition to this spiritual and moral values not only contribute the human society by promoting culture but also transmit the same to the oncoming generation.

Idealism: Aim # 5.

Development of Physical Health:

Idealist philosophers advocate that education should be religious, moral, intellectual, aesthetic and physical. Emphasis should be given on physical health i.e. sound health through spiritual values. Education should aim at developing child into a complete man with full mental, intellectual, moral and cultural uplift. So sound health provides sound mind where creative values are produced for the well being of human society.

Free AIOU Solved Assignment 1 Code 8609 Spring 2024

3 Compare the curriculum based on idealism with that of pragmatism.

Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting; the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused this view about 400 years BC, in his famous book, The Republic. Plato believed that there are two worlds. The first is the spiritual or mental world, which is eternal, permanent, orderly, regular, and universal. There is also the world of appearance, the world experienced through sight, touch, smell, taste, and sound that is changing imperfect, and disorderly. This division is often referred to as the duality of mind and body. Reacting against what he perceived as too much of a focus on the immediacy of the physical and sensory world, Plato described a utopian society in which “education to body and soul all the beauty and perfection of which they are capable” as an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome with the light of reason or universal truth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully formed prior to birth and is perfect and at one with the Universal Being. The birth process checks this perfection, so education requires bringing latent ideas (fully formed concepts) to consciousness.

In idealism, the aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is developed through imitating examples and heroes. The purpose of education is to contribute to the development of the mind and self of the learner. The education-imparting institute should emphasize intellectual activities, moral judgments, aesthetic judgments, self-realization, individual freedom, individual responsibility, and self-control in order to achieve this development. In an idealistic education system emphasis should be placed on developing the mind, personal discipline, and character development. A person should be literate and of good moral character. The aim of education is to brings the child as close to Absolute Truth as possible. All of the aims of the idealist as educator find their ground in the conception of Ultimate Reality and the students’ relation to this Reality. In idealism, the aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve society. More specifically, the school can take a leading role in defining and refining our knowledge of Truth and the Absolute. The school has a responsibility to find and to train future leaders. As will be seen, much of the curriculum for the idealist is based on the study of earlier leaders. Certainly the distinguishing between and the development of, leaders smacks of education for followership (or subservience to the state) is found in the Gentile reforms instituted in Italy in the 1920’s. The school, as one of the social institutions concerned with the Absolute must make judgments as to what is right and what is wrong; thus, one of the aim of education would be to develop morality.

Another aim of education is the maintenance and transmission of the established values of the past. Once we have established that something is good, or true, or beautiful, it is a responsibility of the school to pass it one to succeeding generations.  Along with history and biography, the idealist curriculum emphasizes the study of the humanities. Underlying the selection of materials is the concern for selection of subject matter that deals with ideal man and ideal society. Thus, we find the idealists strong in their belief that the “proper study of mankind is man” and interpreting this to mean the history of the human race. Books are the source of this subject matter, the subject matter of ideas. To understand society and life we must study history. To understand man we must study literature and the humanities. The idealist wants to see the entire and absolute pattern of life and, in order to do this, history and the humanities are the most important subjects. The curriculum is based upon the idea or assumption of the spiritual nature of man. This idea in turn leads to an idea of the nature of the larger units of family, community, state, earth; the universe, and infinity. In preserving the subject matter content, which is essential for the development of the individual mind, the curriculum must include those subjects essential for the realization of mental and moral development. These subjects provide one with culture, and they should be mandated for all pupils. Moreover, the subject matter should be kept constant for all.  The idealist tradition of subject matter is basically literary and places its primary emphasis on the subject matter of books, especially hose literary pieces considered the masterworks of information about ideas. Because of the idealist’s reliance on the world of the mind, their curriculum calls for little contact with the experiential universe. The idealist educator has little place in his curriculum for field trips and empirical or sensory data. Idealism has been influential in education for a considerable amount of time. It is considered conservative philosophy because of its emphasis in preserving cultural traditions. The strengths of idealism include encouraging thinking and cognition, promoting cultural learning, and providing for character development of students. Teachers are considered valuable parts of the educational process who should strive to provide a comprehensive, systematic, and holistic approach to learning that stresses self-realization. Science today has challenged idealism and brought about challenges to idealistic principles.  Science is based on hypothesis and tentativeness, but idealism promotes a finished and absolute universe waiting to be discovered. Idealism has often been linked with traditional religion. The weakening of religion has led to the weakening of idealism as a philosophy.  Through Plato’s ruler kings, and Augustine’s emphasis on the monastic life, it has been said that idealism leads to intellectual elitism. In the past, education was considered important for the upper classes of society, marking education as a luxury.   Vocational and technical studies were considered good enough for the general public.  Idealistic education was considered bookish and lacking relevance. It is argued that the character development aspect of the philosophy involved conformity and subservience on the part of the learner. This type of character development was considered to stifle creativity and self-direction, making students gullible and ready to accept ideas without serious examination. The emphasis on the importance of knowledge and ideas in the idealist philosophy originally led me to believe that much of my philosophy of education included idealistic tendencies.   James Madison’s quote that knowledge is power, which sits front and center on my class webpage, seems to agree with this premise.  Because I believe strongly in project based education as a way to have students discover and learn new information, I also began to view the idealism in my thinking. However, as much as I value these things and continue to believe in the importance of continually gaining knowledge, the fact that I view science and technology as a valued part of all education, sets me apart from the philosophy. While the idealist considered science and technical studies good enough for the general public, I consider them an integral part of any education. However I do believe in the importance of teaching children to think, for not doing so results in children with book learning and no common sense. Critics of the idealist philosophy of education have been vocal and consistent, and there is, indeed, no lack of arguments opposing the position both philosophically and educationally. Here then is sex of the most common criticisms of this philosophical school.

• Sets Unobtainable Goals

For the educator who is concerned with having the child reach out and grasp the Ideal there are two significant problems. First, if perfection is unreachable there is very little desire on the part of most to become perfect. For the idealist student the goals are often too far away. Second, the idealists have set up a final goal: to know the Ideal and become part of it. This implies a finite tend and as such means that we have a final end in view. It argues strongly against those who take the point of view that man is infinitely perfectible.

• Ignores the Physical Self

The body cannot be ignored. If we try to ignore the body it soon intrudes itself upon us. We do, whether we like the idea or not, react to and fake into our mind an deal with, on the intellectual level, such question as whether or not we are hot, cold, hungry, tired, happy, or sad. We will often give our greatest thought to changing or modifying our physical realm, particularly where we are trying to avoid discomfort. In the classroom the teacher who would forget that the student has a body as well as a mind will soon be faced with discipline problem as youthful spirits react to bodily demands. Thus, to try to separate mental activity from the physical and to try to place Ideas in a realm unrelated to the existent world becomes nothing more than an exercise in futility.

• Deemphasizes Experience

Many ideas cannot have meaning apart from experience. The ideas of heat and cold are not simply logical constructs, but ways of describing certain sensations found only in experience. This is not meant to imply that all things must be rooted in experience. If this were true, we would have great difficulty in dealing with the study of sub-atomic particles, and the whole field of mathematics might well be called into question. But, most ideas do find their roots in experience, and to deny the validity of this experience is to make the universe sterile.

• Leads to Totalitarianism

Some of the critiques of idealism is that is discourages the progress of science and our modern discovery.  It also serves as somewhat of an elitist view in that although the classics have merit for use in the classroom, they are not necessarily the choice for all students.  To only concentrate on the classic writings is to waste a vast amount of wonderful knowledge that has been gained through contemporary writings and art. Furthermore; creating a society in which students are taught to be docile and accept without challenging those areas held to be absolute could essentially be creating an environment in which students are subservient and quick to confirm. The whole doctrine of idealism may lead to a rigid and often totalitarian social order. It may become the very antithesis of Democracy since it argues that the best equipped for leadership are those who are closest to the Ideal. Plato, in the Republic, sets up a perfect society in which the leaders are the Philosopher-Kings; of the Ideal. Gentile, in twentieth century Italy, provides another example of the dangers of what can happen when the social theory inherent in the idealistic philosophy is put into practice in the ruling of nations.

• Emphasizes Humanities

The idealist philosopher demands that all must conform to the laws which are the immutable working of the Ideal. There is, in idealism, the assumption of a universal morality which will lead to the perfect moral and ethical order. Since much, if not all, of this has an optimistic, humanities oriented outlook, it may lead to a rejection of the whole concept of a technological society which is mechanistic and “scientifically” oriented.

• Overlooks possibility of Error

Perhaps the greatest failing of any philosophical system is that it fails to take into account the possibility that it may be in error. This is especially true of idealism since its truth is immutable and unchanging. Even were the Ideal to change, as long as the notion of the Ideal is accepted as such then idealism has built into it its own verification. One final comment seems called for before moving on to the next philosophical –educational system. Idealism, like many other systems, is dependent at any given time for its definition of truth upon certain spokesmen who would seem to be better able to know the Ideal. This can often lead to conflict as to the Truth of one world system as opposed to another. The whimsical sight of two idealist scholars standing off and yelling at each other, “My Truth is right, your truth is wrong,” is tempered somewhat by the picture of two hydrogen bomb holding despots standing off and yelling the same thing at each other.

Free AIOU Solved Assignment  2 Code 8609 Spring 2024

4 Explain the different forms of naturalism?

Naturalistic philosophy defines life in terms of material and chemical laws and emphasizes the relationship between power, speed and matter as of the nature of casual relationship.

Naturalism is a doctrine which separates nature from God, subordinate spirit to matter and sets up unchangeable laws as supreme.

Naturalism is a system whose silent characteristics is the exclusion of what ever is spiritual or indeed whatever is transcendental of experiences from our philosophy of nature and man.

Naturalism is a term loosely applied in educational theory to systems of training that are not dependent on schools and books but on the manipulation of the actual life of the educated.

Sum Total Meaning of Naturalism:

• Life of man comes out of dead matter which combines both physical and chemical reactions.
• Man has innate and inherent nature.

iii. Man is the supreme and superior most animal.

• The present life is real life for making happy and comfortable.
• Reality of the external nature can’t be changed.
• Change of human life are due to bliss of discoveries of science and inventions.

vii. Matter is the ultimate reality but soul, God, mind. Heaven, Hell, freedom of will, moral values, prayers are illusion.

2. Forms of Naturalism:

Naturalism is of the following three forms:

• Physical Naturalism:

It studies the process of matter of external world. It explains human activities in terms of natural laws and material objects. So external nature has influenced on the life of human being. It emphasizes on physical science.

• Mechanical Naturalism:

Mechanical naturalism has given stress on modern Psychology-Behaviorism. It deals conditioned response and effective principles of learning by doing. This universe is a lifeless big machine but it is man who manipulates the machine through mailer and motion.

For this movement mental activities are required. No spiritual power is required to run this machine as per idealism. This machine comes to move by external stimuli and forces of nature.

iii. Biological Naturalism:

Based on Darwin’s theory of evolution, man has evolved from lower animal by a gradual process of development to present man. Man is the supreme product of this evolution.

Biological naturalism emphasizes that man comes to earth due to influence of heredity and temperament of man which comes from generation to generation through a natural process i.e. in born tendencies. It is based on three principles like adaptation to environment, struggle for existence, survival of the fittest.

3. Naturalism and Method of Teaching:

Following methods are adopted to teach child in naturalism:

(i) Learning by doing ,

(ii) Learning through experiences,

(iii) Observation method,

(iv) Play way method,

(v) Active method,

(vi) Description and

(vii) Synthesis method.

4. Naturalism and Role of the Teacher:

Teacher is an observer. He is a stage fitter who understands the nature of the child. He is the supreme authority who gives reverence to truth. Teacher remains behind the scenes. Teacher is the giver of information, ideas to the students. Nature is the supreme teacher of child.

5. Naturalism and Curriculum:

Curriculum is based on the nature of the child. It lays stress on the subject that is helpful in self preservation. It lays stress on basic science. It emphasizes on natural sciences like physics, chemistry, zoology, botany, mathematics, home science and other science subjects language and literature.

6. Naturalism and Discipline:

Naturalism emphasizes discipline according to natural consequences. Nature will punish the child if he violates laws of nature. The child will be allowed full freedom to indulge in the activities of his choice.

Nature is the school with vast campus. School should be natural and spontaneous field of free activities of children. Nature structures free and desired experience-feeling of self learning. Self discipline develops self learning.

7. Limitations of Naturalism:

(i) It is absolutely based on matter but there is no supremacy of man.

(ii) Aims of education are not convenient. Man comes from lower animal is criticized.

(iii) It neglects books.

(iv) Physical nature alone is not sufficient for providing education.

(v) Child can’t be allowed freedom to hang himself.

(vi) It ignores higher ends in the ending process.

(vii) It is difficult to find a natural setting schools.

(viii) It gives less importance on teachers.

(ix) It ignores to believe spiritualism, God, morality etc.

(x) It goes against society by living outside the society i.e. nature.

(xi) It gives undue emphasis on physical education.

8. Naturalism and Its Contribution to Modem System of Education:

Modern system of education lays emphasis on the freedom, nature, truth, beauty, goodness of the child which is the basic structures of naturalism. Struggle for existence is given much emphasis in present system of education. Child is the central position of education which one can’t avoid it.

Since naturalistic view of life is scientific and true and it regards this central aim of education as the autonomous development of the individual, such ideals should be accepted in the education system of the emerging Indian society.

9. Fundamental Principles of Naturalism:

• Naturalism does not believe in God. Nature is everything. Nothing is beyond it.
• It believes in matters and importance of material world.

iii. Physical and natural principles are supreme and universal.

• There are no ideal or supreme values.
• It is fully materialistic and mechanical attitude.
• It is monistic concepts.

Basic Principles of Naturalism:

• Naturalistic metaphysical:

It deals with reality. Nature is alone real and ultimate aim of life. Man is governed by natural laws. Child is a plant grows accordingly to nature. Teachers remain back who do not interfere on the activities of child. Teacher provides ideal concepts to grow the child plant.

• Naturalistic epistemology:

All knowledge that nature deals is good. It does not believe spiritualism. As per naturalistic, knowledge comes through senses organisation. Besides this knowledge comes from meditation, sadhana. The knowledge which comes from sense organs is real.

• Naturalistic axiology:

God who in heaven is not seen physically. It is purely absurd which is not believed by naturalistic. One can’t think of other world which is not visible that is not believable. Life in present is real. Think of present is valuable. Never think of future, God, Heaven, Liberation etc.

• Natural process of development:

Man has a mind. It develops in a natural process. Mind is nothing but it is the function of brain who controls all our activities. Slow process of development starts from animal to man, man to superman. This process of development is natural.

• Faith in human life:

Human nature is good. Child is born good but the environment makes him corrupt. Child should be educated in the lap of nature. Human nature is nothing but it is the mixture of feeling, thinking, desires, interests, aptitudes, aspirations, instincts etc.

Natural process of development is seen during infancy. Sense development starts during childhood. Acquisition of knowledge and social relationship training are the activities carried out during Adolescence and Adult period respectively.    

AIOU Solved Assignment Code 8609 Autumn 2024

5 What are the limitations of natural knowledge? It is of any use to Muslims today?

Epistemic Awareness:

Epistemology is the branch of philosophy defined as “the study of human knowledge.” Like epistemology TOK involves questioning our sources and the nature and accuracy of our knowledge in the hope that we will develop a more informed understanding of what we know and don’t know. That is, enabling us to become more epistemically aware. It is important because accurate knowledge of our two worlds – the real world and the inner world – correctly informs us of the conditions we must cope with. To know facts is to survive; not to know, or to assess one’s environment wrongly, is to lose the fight for survival. We face two serious epistemological problems.

How can we determine which facts are true? 

As human beings living in the 23 st  Century we are surrounded by a wealth of information but not all of it is trustworthy, so we must find a way to double check fact-claims. We must learn some­how to screen out the fictions but let in the facts. On what criteria can we decide what are facts and what are false claims?

How can we determine which facts are important?

However, it is not enough to simply determine which facts are true, we must also consider which facts are useful. A correct catalogue of the size and shape of every blade of grass on my lawn may well be factually true but it will not be as useful as knowing that my lawn is on fire and about to engulf my house. Given the overwhelming number of facts available to us, what criteria can we use for deciding what is more important, what less? Almost everything that we know originates from four basic sources:

Senses  (possibly the most important)

Authority  (knowledge from other sources, hopefully experts)

Information from the senses is called empirical knowledge and  empiricists  believe that the fundamental source of all knowledge is our senses. Our senses are exploratory organs; we use them all to become acquainted with the world we live in. We learn that candy is sweet, and so are sugar, jam, and maple syrup. Lemons are not, and onions are not. The sun is bright and blinding. Glowing coals in the fireplace are beautiful if you don’t touch them. Sounds soothe, warn, or frighten us. Through millions of single sense-events we build a fabric of empirical information which helps us interpret, survive in, and control the world about us.

We have a number of different kinds of senses:

• The objective senses that tell us about the world: sight, sound, smell, touch and taste
• The visceral senses, in our mouths and gut that give us the sense of stomach ache
• The proprioceptive senses, in our muscles that tell us if our fist is clenched or not
• The balance senses, mostly in our ears that tell us if we are … um … balanced

However, our senses present us with a serious credibility problem. Before we start the TOK course most of us are  naïve realists  people who simply accept what their senses are telling them as the truth … but is there any way we can actually be sure about this? Can we really trust what our senses seem to tell us? Unfortunately the answer must be a reluctant no. Our senses do not give us a “true picture” of the real world; they give us useful picture – a picture that is designed to help us move around, survive in and take advantage of our world. To take a simple example: if you think about it we know that the chairs we sit on are not actually not solid: they are made of atoms which are actually more space than anything else. Yet our senses tell us that they are solid. Why? Because in terms of day to day survival there is no point knowing about atoms: you need to know that a chair will hold you up if you sit on it and that a rock will hurt if it falls on you: a sensitive awareness of the arrangement of the sub-atomic particles of a boulder as it plummets towards you will not do your survival chances any good.

Other people are continual sources of information. Such information, however, is always second-hand knowledge – or third-, fourth-, or nth-hand knowledge. It is all “hearsay.” The farther it is removed from our own personal experience, the more caution we must exercise before accepting a fact-claim. All of our historical knowledge is acquired in this way as is most of our knowledge of the sciences. We can’t experience the past or personally repeat every experiment, so we must trust the specialists and accept, though not blindly, the discov­eries they record for us. They key thing with knowledge from authority is that it can be double-checked and the work of scientists and historians is continually being ‘double checked’ as other workers in the same field (even sometimes us in our classrooms) repeat their experiments or investigations. A healthy cynicism of sources, the development of the skills required to check facts and an awareness of which sources are more or less reliable is a good way to ensure that the knowledge we receive from authority is as good as it can be.

Reasoning might be defined as the process of using known facts to arrive at new facts. In this way Reason can help us arrive at new facts or new knowledge BUT only as long as the original facts we put into the process are correct and the process itself is reliable. Imagine you are travelling in Japan and you know that the exchange rate is 200 yen to a dollar, you can easily work out that an 800 yen sushi meal will actually cost you $4. This is new knowledge (you didn’t know it before) but … it only works if your original facts are right (i.e. you’ve got the correct exchange rate and are correct about the cost of the meal) and if the process is right (you can do multiplication / division properly). Reasoning generally comes in two forms:  deduction  and  induction . Deduction is the kind of reasoning usually used in Maths and is the more certain of the two as it involves ‘drawing out’ valid conclusions from previously known facts – e.g. All cats are animals, Jack is a cat, so Jack is an animal. Induction, on the other hand, is usually used in Science and is less certain as it involves jumping from some things you have observed to making universal statements about all things – e.g. I drop this pencil and it falls, so it is likely all dropped pencils (and indeed things) will fall. Notice that both forms are usually dependent on sensation to give us the initial facts or ideas in the first place. The problem with reasoning is that deduction (the most certain form of reasoning) can never teach us anything new because all the information is there in the facts at the start, while induction (the thing that can give us what seems like new knowledge) can’t ever give us anything certain, only things that are likely to be the case.

Although the word intuition has connotations of the mystical or unscientific, when carefully defined it can be considered a source of knowledge. Intuition refers to insights or bits of knowledge which suddenly ‘pop’ into consciousness as our deeper subconscious chugs away working on data that we have collected earlier. We have all probably had the experience where the answer to a question we were previously thinking about but have currently forgotten has suddenly popped into our minds for no reason. This is intuition and, as such, like reason, it too is dependent on our senses to provide the raw material on which the subconscious works. Sometimes intuition seems to be a ‘feeling’. We often say something like “I have the feeling he’s not telling the truth,” without being sure of why. The psychologist Jung suggested that actually this is actually a form of unconscious reasoning where your subconscious picks up on the tell-tale signs of lying (sweating, nervous movements, etc) that are too subtle for your conscious mind to notice and processes them resulting in the ‘feeling’ that this person is untrustworthy. The problem with intuition however, is that most of our intuitions are wrong and they need careful double checking before they are trusted.

Other Sources:

• Faith often accompanied by supernatural revelation;
• Racial Memory / the Collective Unconscious – another idea of Jung’s, that we have cultural memories that we can all inherit and share without actually experiencing the thing that caused the memory in the first place;
• Extrasensory Perception;
• Anamnesis (“recollection”) or the remembrance of things from a past life;
• Spiritualism and the Occult, such as Ouija boards, tarot cards, etc.

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Philosophy of Education Code 8609 Assignments of Spring 2023

Philosophy of education code 8609 assignment number 1.

Philosophy of Education Code 8609 Assignment Number 2

• Important Note:

1. Allama Iqbal Open University ASSIGNMENTS :-

First and foremost Assignments are an essential part of the students. Because this plays a very important role, moreover , you can’t clear your semester without assignments. Most Importantly send your assignments on time. However, you can not pass exams without assignments. In other words, your attendance in exams is wasteless.

2. Assignments Recommendation:-

You will be considered to fail without submitting your assignment. In other words, even if you get 95% marks in the examination you will be considered as fail. If you clear your assignments, you have the chance to appear in the examination. Therefore you can have 3 attempts to appear.

Following are the passing marks for each assignment

• 1st Assignment must have at least 50% marks.
• 2nd Assignment must have at least 50% marks.
• 3rd Assignment must have at least 50% marks.
• 4th Assignment must have at least 50% marks.

In contrast, subjects having 2 assignments follow the same percentage.

Above All AIOU Master Academy strives to help AIOU students. Moreover, we provide exam preparation notes like Key books ,  Guess papers , and  5 years papers.

3. Academy Mission:-

First of all our mission is to educate our young generation. Secondly, Academy tries its best to build civilized and sophisticated mankind in our country. besides, we are not indulged in any kind of miscellaneous activity that detracts students to take any shortcut in their education. subsequently, we always promote legal education as a priority, as well as help students self-learning and build skills to perform best in the future.

4. Earnings:-

Our basic earnings are from selling hardcopy notes like Key books ,  Guess papers , and 5 years’ Papers to students at a very reasonable price. The Academy doesn’t earn by providing any kind of consultancy services. We assist students on Call  or  WhatsApp nor do we have premium support like others to earn money from needy students.

5. Free Notes:-

We also provide free  Guess Papers ,  5 Years Papers , and Soft Copy of  Assignments to students on our website. Assignments are only available on the website for guidelines and awareness about the conten t and pattern of related courses.

6. Online Earning:-

Despite this, our earnings are from the Internet, YouTube ,  and  Google . Similarly, They pay us because of the ads they publish on our YouTube channel or on our website.

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• General Methods of Teaching Code 8601 Assignments of Spring 2022 19/06/2022