IEDU 131 Introduction to Education ESE Submission
Philosophical Underpinnings of Primary, Secondary and Tertiary Education in India
Abstract
The aim of this article is to understand the meaning of
education and to understand the philosophical underpinnings of primary,
secondary and tertiary education in India concisely. Education refers to the
discipline that is concerned with techniques of teaching and learning in
schools or school-like environments, as opposed to various non-formal and
informal means of socialisation. Education equips an individual with a good quality
of life. Philosophy in education can influence what subjects or topics are
taught, how they are taught, and most importantly, it involves the supporting
beliefs and values that are taught both implicitly and explicitly within and
around the core curriculum. A clear educational philosophy seeks to identify
and explain broader, often sheer principles and themes that are not necessarily
exemplified in a school’s textbooks or syllabus but are consistent with the
beliefs and values. This article looks into the philosophies that are the
backbone of the education system followed in India. It also highlights the
important and varied aspects of the Indian Education System.
Keywords
Education, Philosophy, NEP
Introduction
Every academic discipline have their own philosophy and
theoretical framework, education has too. There is a rich philosophical
tradition relating to education. Education planning and practices are
influenced by theories and philosophy of education and the values a state or
society desires to promote. Philosophy in general perception is conceived as a
person’s “sum of his fundamental beliefs and convictions”. Philosophy is a
manual for living; because the matter it directs is basic and pervasive,
determining the course, we take in life. Hence one can say that all the aspects
of human life are influenced and governed by philosophical considerations.
Philosophers always question themselves: Who are they? Is there a higher
existence that determines their existence? What is the relationship between nature
and human beings? What is the meaning of life? How do they get to know about
the world? What is the association linking the mind and the body? What is
happiness? How can they organise a society and an economy that promote the
common good? Philosophy is a reflection of the above questions. Thus,
philosophy is the study of general and fundamental problems concerning matters
such as existence, knowledge, truth, beauty, law, justice, validity, mind, and
language.
Education
In general ‘Education’ is utilised
in three senses: Knowledge, Subject and Process.
The term “Education” has been
derived from Latin words– “Educare”, “Educere” and “Educatum”.
The term Educare or Educere mostly
indicates development of the hidden faculties of the child. Still child does
not know these possibilities. It is the educator or the teacher who can know
these and take suitable methods to develop those powers.
History of Education in India
The goals of education in ancient India were
influenced by the concept of Purusharthas or the goals of life, namely Dharma,
Artha, Kama, Moksha. Education was a way to prepare an individual to live an
ethical life as set down by the scriptures. Indian Philosophy is considered
ancient. An individual usually experiences curiosity with concern to the knowledge
of the educational heritage of India. When you consider the hierarchy of
education, Vedas are the main sources of knowledge that were first revealed,
followed by the others. The Vedic system of education was first evolved in
ancient India. Education in the Vedic period had unique characteristics and
qualities that were not found in the ancient system of any other countries in
the world.
The Buddhist system of education was the most
important education system in the medieval period. Brahmanical educational
system’s product was the Buddhist education. Common people were deprived of the
right to education during Brahamanical education; hence the inception of
Buddhism rented the people the freedom to gain an education. Education was
monastic in the Buddhist system of education. People who belonged to all castes
were admitted to Buddhist Sangh. Indian educational philosophies have been
appreciated worldwide, particularly with respect to the university spaces like
Nalanda, Ujjain and Takshasila. In the Vedic period, respect for the teacher
was of utmost importance. The teacher imparted knowledge of the Vedas. In the
Upanishad emphasised all-around development in terms of personality, character,
taking responsibility towards the nation and so on. Pedagogical methods in the
classroom included questioning, deduction and induction, discussion and
descriptions.
Modern Education
Modern
education in India was led the way by the British colonisers in the 1830s along
with the English language, which is credited to have been introduced in India
by Lord Thomas Babington Macaulay. Nalanda University offered Metaphysics and
philosophy, but the new modern education system brought by the British focused
on academic disciplines like Science and Mathematics.
Philosophical branches of education
Philosophy deals with the
most primary issues faced by human beings. The content of philosophy is better
seen as questioning rather than providing answers. Philosophy is also known as
the study of questions. Van Cleve Morris has mentioned that the crux of the
matter is asking the “right” questions. By “right” he meant questions that have
meaning and is relevant- the questions are a kind which people really want it answered
and that will make a difference in how they live and work. Philosophical
content has been organised around three fundamental categories:
1. Metaphysics -The study of questions concerning the nature of
reality or existence.
Examples of metaphysical questions:
·
What is reality?
·
Does God exist,
and if so, can we prove it?
·
What is time?
2. Epistemology -The study of the nature of knowledge and how these
are attained and evaluated.
Examples of Epistemological questions:
·
What is knowledge
and how does it differ from belief or opinion?
·
What is truth, and how can we know if a
statement is true?
·
What are the sources of knowledge?
3. Axiology - The study of questions of value. Deals with issues
of value in the following areas:
Ø Ethics - the study is about moral principles, attempts to establish rational grounds for good conduct
Ø Social/Political Philosophy - the study is about the value judgments operative in civil society
Ø Aesthetics - the study is about the nature and value of works of art and the aesthetic experience
Philosophical
underpinnings of primary, secondary and
tertiary education
The education system
in India is basically built on the principles of progressivism, perennialism
and critical theory. Progressivism is linked to realism, where one learns by
doing. The NEP 2020 focuses on learning by doing. Due to this, progressivism is
considered one of the philosophies that underpin the Indian Education System.
Perennialism is about
referring to great books to build an educational base. India, a country being
rich in literature and culture, has a lot of books that hold the basis of several
themes of education like law, arts, etc. Our syllabus is completely deep-rooted
in these cultural and literary sources.
Critical theory is
also part of the Indian Education System as the political and religious
influence can be heavily seen in the text that is being taught. The educational
theories are deep-rooted by the societal and political norms based on the
region and state that is being taught.
Conclusion
Philosophies make the base of every educational system that. The ancient Indian Educational was considered to be the best as it was bound by the philosophies of constructivism, progressivism, perennialism, idealism and existentialism. The modern education system in India is indeed good but needs to upscale the philosophies that underpin its existence.
References
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Philosophical Foundations of Curriculum. Retrieved September 23, 2021, from
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Philosophy: Meaning,
Characteristics and Functions of Philosophy. (2019, February 5). Online Note
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https://onlinenotebank.wordpress.com/2019/02/05/meaning-characteristics-and-functions-of-philosophy/
Shivendra, C. S. (2006). Philosophy
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