Siddheshwar Rameshwar Bhatt Philosophical Foundations Of .
Siddheshwar Rameshwar BhattPhilosophicalFoundationsof EducationLessons for India
Philosophical Foundations of Education
Siddheshwar Rameshwar BhattPhilosophical Foundationsof EducationLessons for India123
Siddheshwar Rameshwar BhattIndian Council of Philosophical ResearchMinistry of Human Resource DevelopmentNew Delhi, DelhiIndiaISBN 978-981-13-0441-5ISBN 3-0442-2(eBook)Library of Congress Control Number: 2018940623 Springer Nature Singapore Pte Ltd. 2018This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or partof the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmissionor information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilarmethodology now known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in thispublication does not imply, even in the absence of a specific statement, that such names are exempt fromthe relevant protective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in thisbook are believed to be true and accurate at the date of publication. Neither the publisher nor theauthors or the editors give a warranty, express or implied, with respect to the material contained herein orfor any errors or omissions that may have been made. The publisher remains neutral with regard tojurisdictional claims in published maps and institutional affiliations.Printed on acid-free paperThis Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd.The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,Singapore
Dedicated toseers, sages and thinkers whohave shown the way to Reality,Knowledge, and Values
ForewordThe objective of the present book is to provide a philosophical foundation to thetheory and practice of education from the Indian perspective, which is the needof the times in the contemporary educational scenario of our country. The book isguided by the ‘axionoetic’ approach to education and therefore it deals with theepistemological foundation and value orientation of education. The Indian mind isintuitive as well as argumentative, descriptive of the nature of Reality and prescriptive of the norms and ideals of life in accordance therewith. Indian philosophical reflection is not just a love of wisdom but a love for life lived withwisdom. These have been the guiding principles in writing this book. The authorhas dealt with ontological, epistemological, logical, ethical and axiological bases ofeducation in a holistic and integrated manner.It is rightly maintained that knowledge plays a fundamental role in the system ofeducation. Logical organization of knowledge keeping in view the psychologicalstate of the learner, suitable and effective teaching learning strategies, appropriatetechniques of assessment and evaluation and methodical pursuits of values are thefocal points of this book. The author rightly maintains that education is a planned,methodical and purposive enhancement of human potentialities as a naturaldevelopment. This presupposes a correct and adequate formulation of the objectivesand goals of education as per the needs and aspirations of the pupil. Education is thehallmark of any civilized society and a robust, vibrant and holistic education has toensure all-round development of an individual. It has to provide opportunities forfullest possible efflorescence of inherent potentialities and enhance capabilities torealize this. This is what is meant by personality development. This also impliesneeded character development. A system of education has not only to turn outlearned people but also good and virtuous people. This apart, education is alsomeant to equip an individual to live a good quality of life. “Knowledge is power”and imparting ‘life skills’ education helps in the empowerment of an individual. Soeducation has the twin purpose of ennobling and enabling good quality of life. Inthe Indian context the generic term vidya has been used to comprise information,instruction, skill, training, knowledge and wisdom or realization.vii
viiiForewordEducation is also a medium through which a society transmits its heritage of pastexperiences and achievements. This is known as tradition. But it has to be a ‘livingtradition’. A living tradition is that which is deeply rooted in the past, firmly footedin the present and has a glorious vision of the future. A good system of educationhas to preserve and ensure such life-sustaining and life-enhancing healthytraditions.Keeping in view the applied dimension of philosophy, the book analysespractical problems like loss of character, value-negativism, and spread of dis-valueslike violence, terrorism, and environmental pollution, etc., in the context of education. It also deals with issues concerning peace, sustainable development, sustainable judicious consumption, etc., which should have a bearing on educationalpolicies and programmes.I am sure that the book will be useful for educational planners and practitioners,educators, and educational researchers.Prakash JavadekarUnion Minister, Ministry of Human ResourceDevelopment, Government of India
PrefaceIt is universally felt that knowledge-based and value-oriented education is the needof the day. Gradual decline and loss of values and the menacing spread of viceshave acquired the magnitude of global problem. An axionoetic approach to education can be one of the appropriate measures to address this malaise. It requires avaluational study of human nature, human needs and aspirations. For this, there is aneed for a sound theory of knowledge with adequate apprehension of values. Allforms of human pursuits, cognitive, affective, and conative, need such axionoeticbasis. This necessitates the due application of a valuational theory of knowledge inthe field of education in a gradual and graded manner at all levels and dimensions ofeducation.The present work enunciates a holistic and integral approach to Reality and lifeand delineates a symbiosis of knowing, doing, and being in individual, social, andcosmic spheres.There is a well-acclaimed postulation that philosophy can and should provide afoundation to the theory and practice of education. No system of education can bemeaningful unless it is based on the solid foundation of a systematic philosophicalreflection. Though it has too often been declared that education is the dynamic sideof philosophy, in contemporary times no sincere effort has been made to provide agenuinely philosophical basis to education. An attempt is being made here toanalyse the various philosophical foundations of education—ontological, axiological, ethical, epistemological and logical—with a view to establishing theinevitability of philosophy for the entire gamut of the process of education. Thesehave been the focal points of this book together with a discussion on the “axionoetic” approach to the entire process of education. Axionoetics means a valuational approach to knowledge.In this book, the Indian cultural context has been brought in because it provides aholistic and integral viewpoint which to my mind is nearer to Reality. Almost all thecontemporary Indian thinkers like Vivekananda, Dayananda, Tagore, MahatmaGandhi, and Sri Aurobindo who wrote on education followed the Vedic-Upaniṣadicholistic and integral approach, and I adopt the same approach in this book. Keepingin view the applied dimension of philosophy in the Indian context, I have in the lastix
xPrefacepart of the book dwelt upon problems like violence, terrorism, environmentalpollution, need for peace, sustainable development, and judicious consumptionfrom the Indian perspective. While the book comes with an Indian perspective, itcan suitably be adopted within other cultural traditions. For the sake of reiterationand emphasis, some themes are repeated across the chapters.I am indebted to all my teachers and scholarly writers who have sharpened myideas and helped me in the cultivation of my mind. I am extremely grateful to theHon’ble Minister of Human Resource Development Shri Prakash Javadekar forobliging me with an erudite Foreword to this book. I acknowledge my thanks to MsShinjini Chatterjee, Ms Priya Vyas, Ms Jayanthi Narayanaswamy and other staffmembers at Springer for undertaking the publication of this book.This work is based on and is a thoroughly revised and enlarged form ofmy earlier book Knowledge, Value and Education (1986). I hope that it will beuseful to students and scholars of education as also to educational planners andadministrators.New Delhi, IndiaJune 2018Siddheshwar Rameshwar Bhatt
Contents12Philosophy and Education . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Nature of Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Philosophy as Darśana . . . . . . . . . . . . . . . . . . . . . . . . . . . .Goal-oriented Nature of Philosophy . . . . . . . . . . . . . . . . . . .Experience-centricity of Life and Philosophy . . . . . . . . . . . .Practical Orientation of Philosophy . . . . . . . . . . . . . . . . . . .Philosophy as Symbiosis of Theory and Practice, Knowledgeand Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Culture-embeddedness of Philosophy . . . . . . . . . . . . . . . . . .Holistic and Integral Nature of Philosophy . . . . . . . . . . . . . .Nature and Dimensions of doing Philosophy in India . . . . . .What Is Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Role of Knowledge in Education . . . . . . . . . . . . . . . . . . . . .Education for Personality Enhancement . . . . . . . . . . . . . . . .Education for Character Development . . . . . . . . . . . . . . . . .Education for Living and Livelihood . . . . . . . . . . . . . . . . . .Education as a Life-prolonging Force . . . . . . . . . . . . . . . . . .Education is a Hallmark of Civil Society . . . . . . . . . . . . . . .Right to Education is Fundamental . . . . . . . . . . . . . . . . . . .Present-day Scenario and the Need for Education . . . . . . . . .Philosophy and Education . . . . . . . . . . . . . . . . . . . . . . . . . .What can Philosophy Contribute to Education? . . . . . . . . . .Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1112235.5677899101112121213131415Philosophical Foundations of EducationIntroduction . . . . . . . . . . . . . . . . . . . . . .Facets of the Noetic Basis of Education . .Knowledge, Values and Education . . . . . .Nature of Knowledge . . . . . . . . . . . . . . .1717181819.xi
xiiContentsSources of Knowledge and Education . . . . .Validation of Knowledge and Education . . .Knowledge and the Curriculum . . . . . . . . . .Knowledge and Teaching–Learning Strategy.202121223Nature, Sources, and Validation of Knowledge .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . .True and False Cognition . . . . . . . . . . . . . . . . . .Six Ways of Knowing . . . . . . . . . . . . . . . . . . . . .Validation of Knowledge . . . . . . . . . . . . . . . . . .Realism in Epistemology and Education . . . . . . . .Correspondence Theory of Truth . . . . . . . . . . . . .Idealism in Epistemology and Education . . . . . . .Coherence/Consistency Theory of Truth . . . . . . . .Pragmatism in Epistemology and Education . . . . .Pragmatist Theory of Truth . . . . . . . . . . . . . . . . .Symbiosis of All the Three Approaches . . . . . . . .2525252626272728282930304Knowledge, Values and Education .Introduction . . . . . . . . . . . . . . . . . . .Noetic Basis of Value ConsiderationsValue Problems in Education . . . . . . .Values are Realizable . . . . . . . . . . . .Sources of Knowing Value . . . . . . . .Two Types of Values . . . . . . . . . . . .Theory of Pañcakośa . . . . . . . . . . . .31313233343438395Knowledge and Curriculum-framing . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .Nature of Knowledge and Curriculum-framing .Responses of Different Schools . . . . . . . . . . . .Upaniṣadic Basis of Curriculum-framing . . . . .Holistic Approach . . . . . . . . . . . . . . . . . . . . . .Knowledge Explosion and Curriculum-framing .434343444546476Logic and Teaching–Learning Strategy . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Logical Order of Instructional Material . . . . . . . . . .Nature and Function of Logic . . . . . . . . . . . . . . . . . . . .Logic and the Language of Education . . . . . . . . . . . . . .Logic and Educational Concepts . . . . . . . . . . . . . . . . . .Logic and Generalizations in Education . . . . . . . . . . . . .Logic and Educational Analogies . . . . . . . . . . . . . . . . . .Logic and Educational Inferences . . . . . . . . . . . . . . . . .Logic and Theory Construction in Educational Research .51515152535455555657.
ContentsxiiiLogic and Educational Curricula . . . . . . . . . . . . . . . .Logic and Educational Measurements . . . . . . . . . . . .Logic and Educational Methods of Assessment . . . . .Logic and Educational Objectives . . . . . . . . . . . . . . .Logical Operations in Teaching and Learning . . . . . . .Ignorance of Logical Operations Non-conducive . . . . .Need for Initiation into Logic . . . . . . . . . . . . . . . . . .Pattern for framing such a Course in Logic . . . . . . . .Logic and the Teaching–Learning Process . . . . . . . . .Efficacy of this Technique for Teaching and Learning .Uses of Logic in Teaching–Learning Strategy . . . . . .Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . .References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .575758595960606162636465667Education and Joyful Learning . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .What is Joy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Nature of Joy according to Classical Indian ThoughtNature of Joyful Learning . . . . . . . . . . . . . . . . . . . .Importance of Joyful Learning . . . . . . . . . . . . . . . . .6767676868698Educational Perspectives on Ānanda Mīmāṁsā(Analysis of Bliss) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7373Freedom, Responsibility and Professional EducationIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Human Being as the Highest Emergent . . . . . . . . . . . .Human Being as Rational, Free and Responsible AgentMeaning and Significance of Human Life . . . . . . . . . .Constitution of Human Being . . . . . . . . . . . . . . . . . . .Significance and Complexity of Human Sociality . . . . .Meaning and Significance of Culture . . . . . . . . . . . . . .Concept of Freedom . . . . . . . . . . . . . . . . . . . . . . . . . .Social Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Freedom and Equality . . . . . . . . . . . . . . . . . . . . . . . . .Freedom and Authority . . . . . . . . . . . . . . . . . . . . . . . .Freedom for Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . .Awareness of Values . . . . . . . . . . . . . . . . . . . . . . . . .Need for Multiple Professions . . . . . . . . . . . . . . . . . . .79798080808181828282848484858610 Ethics of Knowledge and Education . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Terrorism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9191939.
xivContents11 The Vedic System of Education and its ContemporaryRelevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Theory of Puruṣārtha and its Educational RelevanceIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Analysis of the Concept of Puruṣa . . . . . . . . . . . . . . .Dharma as Puruṣārtha . . . . . . . . . . . . . . . . . . . . . . . .Artha as Puruṣārtha . . . . . . . . . . . . . . . . . . . . . . . . . .Kāma as Puruṣārtha . . . . . . . . . . . . . . . . . . . . . . . . . .Mokṣa as Puruṣārtha . . . . . . . . . . . . . . . . . . . . . . . . .979710510510710811011111213 Ecological Balance and Eco-education . . . . . . . . . . . . . . . . . . . . . . 117Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11714 Education for Peace, Sustainable Development and JudiciousConsumption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12915 Education for Human Wellness and Social Progress .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Goal of Human Life and the Cosmic Process . . . . . . . .Nature of the Universe . . . . . . . . . . . . . . . . . . . . . . . .Nature of Human Existence . . . . . . . . . . . . . . . . . . . . .Meaning and Significance of Human Life . . . . . . . . . .Quality of Life and Globalization . . . . . . . . . . . . . . . .Mode of Achieving the Goal . . . . . . . . . . . . . . . . . . . .Value Schema for Individual and Social Progress . . . . .Progress as Evolution banking on Tradition and rootedin Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Holistic and Integral Approach to Progress . . . . . . . . . .Science, Technology and Social Progress . . . . . . . . . . .Social Progress, Democracy and Beyond-Democracy . .131131132133133134135135136.13613713713816 Education for Global Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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