Meaning

 Education is derived from the latin word

“ educare” which means to “lead out”,
‘bring up’ or ‘to train’ or ‘to mould’.
 Education is the process of helping the child to
adjust with the changing world .
 Education in the narrower sense it is regarded as
equivalent of instruction. In the wider sense
education is the total development of the
perosnality.
Definitions
Edcuation is the all round
drawing out of the best in the
child and man’s body,mind and
spirit
--A/c to Mahathma
Gandhi.
Education is the natural ,
harmonious and progressive
development of the man’s innate
powers.
Education may be defined as a
purposive , conscious or
unconscious, psychological,
sociological, scientific and
philosophical process, which
brings about the development of
the individual to the fullest extent
and also the maximum
development of society in such a
way that both enjoy maximum
happiness and prosperity.
 Nursing education :
It is a professional education which is
consciuosly and systematically planned and
implememted through instruction and discipline and
aims the harmonious development of the
physcial,intellectual,social, emotional, spiritual and
aesthetic powers or abilities of the student in order
to render professional nursing care to people of all
ages , in all phases of health and illnes in a variety of
settings , in the best or highest possible manner.
A/c to Shanakar narayanan
 CHARACTERISTICS
Education is a purposeful process aimed
at the development of human beings.
Education is a deliberate process
Education is a planned activity based on
objectives.
Educative process is influenced by the
society, social changes and technological
achievements.
FUNCTIONS OF
EDUCATION
To complete the socialization process.
To transmit the cultural heritage.
Formation of social personality
Reformation of attitude
Education for occupational placement-an
instrument of livelihood.
Conferring of status.
 continued…
Education encourages the spirit of
competition.
Education trains in skills that are
required by the economy.
Fosters participant democracy.
Education imparts values.
Education act as an integrative force.
Values and orientation which are
specific to certain professions are
also provided by education.
Types of education
Aims, Goal, Objectives
Aim: Aims are general statements that
provide direction and/or identify an
intention to act. Not measurable.
Goal: A goal is a high-level, non-
measurable statement concerning a broad,
open-ended measure of achievement.
(Long term)
Objective: Objectives are statements
about what is to be achieved in concrete
terms. These canbeSMART. (Short term)
Specific, Measurable, Achievable, Realistic,
and Timed.
Aims of education
The aim of education should
teach us rather how to
think ,than what to think – raher
to improve our minds ,so as to
enable us to think for oursleves,
than to load the memory with
thoughts of other men.
---Bill Beattie.
Aims are general statements that
provide direction or intent to
Aims continued…
Factors determing educational
aims are philospohy of life,
elements of human nature,
religious factors, political
ideologies, socio-economic
factors and problems, cultural
factors, knowledge explosion and
scientific and technological
advancements.
Individual aim

Social aim
Professional
aim
Self
actualisation
aim
Aims continued…
 Utilitarianaim
 Vocational aim
 Social aim
 Intellectual aim
 Citizenship
 Physical health and well being
 Character development
 Moral development
 Cultural develeopment
 Education for leisure
 Self –realisation
 Mental and emotional
develeopment
 Autonomous development
 Self education aim
 International understanding
 Hormonius develeopment
Concepts
• Education is derived from the latin word
“ educare” which means to “lead out”,
‘bring up’ or ‘to train’ or ‘to mould’.
Some educationists believe that the word
education is derived from two words ‘e’-out
of & ‘duco’—to lead.
Pedagogy is another term which can be used
for describing education i.e.. Pedo—child and
logos—discussion. (Science of instruction for
the purpose of leading the pupils)
 Continued….
Education is the bringing up of the child
in a desirable manner.
Education helps the child in developing
habits and attitudes to face challenges
successfully.
 It modifies the behaviour.
Product of experience.
Dynamic complex process through
which the knowledge attitudes and
skills are transmitted to the community.
 Continued….
Directs the child in matter of
bringing out his hidden talents.
Basics of life.
Helps the child in adjusting with
the changing world.
Contributes to social betterment
Education is needed for
purposeful and ideal life.
Indian concept
Rig Veda “Education is something
which makes a man self-reliant
and selfless”
Upanishads “Education is that
whose end product is salvation”
Shankaracharya “ Education is
the realization of the self”
Kautilya “Education means
training for the country and love
for the nation”
Western concept
Plato “ Education is the capacity
to feel pleasure and pain at the
right moment”
Aristotle “Education is the
creation of a sound mind in a
sound body”
Pestalozzi “Education is natural ,
harmonious and progressive
development of man’s innate
powers”
Concept of nursing
education
“The unique function of the nurse is to
assist the individual, sick or well , in
the performance of those activities
contributing to health or its recovery or
to peaceful death thus he would
perform unaided, if he had the
necessary strength, will or knowledge
and to do this in such a way as to help
him to gain independence as rapidly as
possible”.
Virgnia Henderson (1958)
Trends in education
From teaching to learning.
From memory to understanding .
From listening to reflection.
From reflection of questioning.
From questioning to creativity.
From classroom to library and
beyond.
From world exploration to self
exploration.
From information to formation
Issues in education
Lack of quality in education
Perceived lack of professionalism
Lack of funds
Politic unwillingness
Corruption
Unemployment
Privatiization and fees
Poverty
Casteism
Philosophy
Philosophy is a sceintific,
systematic inquiry about the
ultimate reality in the universe; it
is the basis for understanding man.
The word philosophy is derived
from the two greek words:
philos: love
sophia: wisdom
• Loving and searching for wisdom
and truth.
Meaning of philosophy
Living force,a way of life
Search for deeper and finer values of life
Find the deeper meaning of the
problems
Acts as a guide to have a concrete
outlook on the world, life, human
conduct and actions.
Philosphy is the study of the general
principles and understanding all.
It is what we believe and the principle
which governs life .
Defnitions
 Philosophy is the science of knowledge.
A/c to Fitch
 Philosophy is the scicnce of all sceinces.

A/c to coleridge
 Philosophy is the mother of all arts.

A/c to cicero
 Philosophy is a search of a comprehnsive
view of nature , an attempt at a
univresal explanation of nature of things.
A/c to Henderson
Branches of philosophy
Branch Meaning

Epistemology Deals with the origin and source of

(What is the nature of knowledge
knowledge)
Logic Systematic study of knowledge and its
interrelationship

Metaphysics Deals with true nature of things

(What is the nature of
reality)
Aesthetic Beauty and harmony in life

Axiology ( Ethics ) Nature of morality and values

(What values should
one live by)
Relationship between philosphy
and education
Philosophy Education

 It sets ideas, principles,  Education works out

goals, standards ,values those values
thus it is in reality and
truth.
 It explains how to
 It is the theory and achieve goals through
speculative man’s eduational
efforts

 It is the wisdom  Transmits the wisdom

from one genration to
the other
 It is the contemplative side
 It is the practice
Continued…
 Itdeals with  It is dynamic side
abstract ideas and  It is applied

ends the situations philosphy

process  It deals with concrete
and means

 It is the science
 It is the art
 Itdeals with the
 Philosophy process of method.
formualtes the
method
Influence of philosophy on different aspects of
education

Philosohyand aims of education

Philosophy and curriculum
Philosophy and methods of
teaching
Philosophy and teacher
Philosophy and discipline
Philosophy and school
FACTORS INFLUENCING THE PHILOSOPHY OF
EDUCATION

• Beliefs and values regarding God, man, life, health, diseases, nursing.

• The philosophical values and beliefs of the institution.

• Environment where education takes place.

• Student life activities.

• The culture and background of the people.

• The goals and objectives of the health care system.

• The diseases pattern and health awareness and facilities • The available

resources in term of man, money, and material.

 Types
Traditional philosophies
 NATURALISM
• Concerned with natural self.
• Believe in reality near to nature
beyond nature there is no reality .
• By naturalist nature is everything,
they separate the nature from God.

Definition :Naturalism is a system of

which the salient characteristics is the
exclusion of whatever is spiritual or
supernatural.
 Forms of Naturalism
Physical Naturalism
Biological Naturalism
Mechanical Naturalism
 Principles of Naturalism

1) Child centered education

2) Education as the natural development
of the child’s power and capacities.
3) Negative education in early childhood.
4) Education should be based on child’s
psychology .
5) The role of teacher should be as a
guide
Education implications of Naturalism

By using several methods, the teacher

creates a congenital situation from the
nature ,to provide sense of freedom for
the individual development.
Naturalism and aims of
education
1. Self expression.
2. Self-preservation.
3. Redirection of human instincts.
4. Struggle for existence.
5. Education according to the nature.
Naturalism and
curriculum:There is no rigid
curriculum.
Naturalism and methods of
education:
1. Learning by doing.
2. Play-way method.
3. Observation.
4. Experimentation.
5. Self education and self efforts.

Naturalism and Discipline:

Naturalism is favor to total freedom
Naturalism and teacher
• Teacher place is behind the stage.
• He / she arrange the environment
with necessary opportunity and
material.
• Guiding the child when required
 IDEALISM

Introduction:
• It is the oldest philosophy.
• It derived from Greek word “Idem” ,
means “to see” .
• Plato is the father of Idealism
• Idealists gives more importance to
mind and self rather than matter and
body.
Principles of Idealism
• Presence of universal mind.
• Regard man as spiritual beings.
• The world of ideas and values.
• The real knowledge is perceived in mind.
Educational implications of Idealism
• Idealism considered student as an
individual with inner potentialities and
education should help the student to
realize that potentialities

Idealism and curriculum

• It consist those knowledge and
experiences that attain the development.
Idealism and aims of education
• Self– realization.
• Evaluation of personality through self realization.
• Universal education.
• Development of inventive and creative power.

Idealism and aims of education

• Conservation promotion and transmission of
cultural heritage.
• Bringing out the cultural environment.
• Development of moral senses.
• Cultivation of spiritual values.
Idealism and curriculum :The subjects which
assist the child to develop morally, aesthetically,
intellectually and physically, are included.

Idealism and methods of teaching:

◦ Kindergarten
◦ Questioning
◦ Discussion
◦ Lecture

Idealism and discipline

• Strict discipline
• Against free discipline
Idealism and teacher
• It serve a high place for teacher.
• Recognize teacher as a philosopher, friend and guide.
• He serve as a role model to the children
 PRAGMATISM

Introduction :
• It adopt a midway between idealism
and naturalism.
• Pragmatism is derived from Greek
word “Pragma” means action.
• It is also known as instrumentalism.
Definition:Pragmatism is essentially a
humanistic philosophy maintaining
that men creates his own values in
course of activity. That reality is still in
making and awaits its parts of
completion from the future . (Ross)
Forms of Pragmatism
• Humanistic pragmatism.
• Experimentally pragmatism.
• Biological pragmatism
Principles of Pragmatism
• Biological and social organism.
• Knowledge should be experimentally verified and it
should be useful to the learner.
• Pragmatism faith in man’s capacity to shape his
destiny.
• No absolute value.
• Practical situations are true.
• It concerned with the present and immediate
future.
• Pragmatism accept only knowledge which is
experienced by sensory level.
• Only realized ideas in life are real.
Educational implications of Pragmatism
• It revolutionized the education system.
• Pragmatism trends in education is known as
progressivism .
• Pragmatism considered the learner as growing
biological and social being , ready to adjust the
environment needs.

Pragmatism and aims of education

• Harmonious development .
• Continuous experiences.
• Social efficiency
Pragmatism and curriculum
• Principle of utility.
• Principle of experiences.
• Principle of integration.
Pragmatism and methods of teaching
Pragmatism and discipline
• It does not believe in strict discipline
Pragmatism and teacher role
• It considered teacher as a friend , philosopher, and
guide.
• Two important qualities
a) Interest
b) Awareness about social conditions.
 REALISM

Introduction :
• The first ideology was Aristotle.
• Later modified by Gemore, Russal, and John wield.
• According to this philosophy thing we see and
perceive are real and knowledge acquired through
senses is true.

Definition :“ Realism is the reinforcement of our

common acceptance of this world as it appears to
us”.
Forms of Realism
Humanistic realism.
Social realism.
Sense realism.
Neorealism .
Principles of Realism
• Every life reality are true.
• Does not believe in existence of any
truth.
• It accept only sensory experiences of
the external world as real.
• It looks at a man like a physical being
controlled by rules.
• Real knowledge is experienced by
sensation.
Education implication of Realism
• The aim of education implication is to
prepare the child to face realities of life
and to solve the problems.
• The school knowledge and
experiences should be appropriate to
achieve this aim.
Realism and curriculum
• Subjects and activities which prepare the child for
real life .
Realism and methods of teaching
• Observation
• Experimentation
• Activities and demonstration
Realism and teacher
• Honorable position for the teacher.
• He is well known to the content and needs of the
children.
• He transfer the knowledge by using scientific
methods.
Modern philosophies
Perennialism
 Proposed by Robert maynard hutchins
 Oldest and conservative philosophy
 Rooted in realism.
 Relies on the past
 Focues on universal knowledge and
cherishes on the society
Perennialism and curriculum
 Subject centered
 Liberal education
 Only one common curriculum
Pernneialism and education
 To improve man

Pernneialism and aims of education

 To develeop the rational person and to
uncover the universal truths by carefully
training the intellect
 To improve the charactter

Pernneialism and teacher

 Teacher is viewed as authority in the filed
whose knowledge is unquestionable.
 A master of the subjcet and discipline
Pernneialism and teacher
Teacher is viewed as authority in the
filed whose knowledge is
unquestionable.
A master of the subjcet and discipline

Pernneialism and metod of

teaching
Socratic method: Oral exposition,
lecture etc.
Essentailism
Rooted both in idelism and realism
Formulated by william bagley
Not rooted in the past
Believes that there is a common core
of knowledge that needs to be
transmitted to students in a
systematic and discipline way.
Main concept is to raise academic
standards and to improve students
work and minds.
Essentailism and curriculum
Rejects subjects such as arts, music,
physical eduation.
Concerned with facts and knowledge
All students are offered common
curriculum
Essentailism and aims of education
To promote intellectual growth of
individual
To educate the competent person
Essentailism and teacher
Master of particular subject
Authority will be held because of
the knowledge and position she
holds
Holds control over the class room
Essentailism and discipline
Tough discipline
Focuses strictly on home wrks
Existentialism
Europeon philosphy
Became popular after 2nd world war.
Propsed by Maxine Green, George
keller, Van cleve morris .
Principle:
Man is the maker and master of the
culture .
Centre of existence is the man.
We are what we choose to be
Existentialism and curriculum :
 The curriculum should avoid systematic
knowledge on strututred discipline and students
are free to select from many availabe learning
situations .
Existentialism and education :
 Choices that each person has to make and that
education is a process of developing
consciouness about the freedom to choose and
the meaning of the responsibility for one’s
choices .
Existentialism and teacher
Teacher cultivates personal
choice and individual self
definition
Existentialism and method of
teaching
Experimentation
Self expressive activities
Method and media that illustrate
emotions, feelings and insight .
Reconstructionism
Based on early socailistic ideas.
It is on society –centred
philospohy
Proposed by theodre brameld.
Concept
Crisis philosophy appropriate for
a society in crisis
Reconstructionism and education
Emphasizes on cultural pluralism,
equality, and futurism .
Commited to bring change about
social and constructive change .
Reconstructionism and curriculum
Society is always changing and
currriculum also should change in
accordance to it .
Reconstructionism and aims of
education
Strengthen control of the schools.

Reconstructionism and teacher

Teacher should measure upto
their social responsibilties
Progressivism
Developed from pragmatic
philosophy
It is considered as a contemprory
reform movement in
educational , social and political
affairs.
Progressivism and education
Problem solving methods and
scientific enquiry
Emphasis on how to think
Progressivism and aims of
education
To promote democratic social
living .

Progressivism and curriculum

Interdisciplinary in nature
Based on student’s interests,
involves the application of human
problems
Progressivism and teacher:
Serve as a guide
Leader of group activities
Involves students in planning
activities
Factors influencing philosophy of
nursign education
Trends in nursing
education
Pre independence
Nursing in prehistoric times
Nursing vedic period (3000BC -
1400BC)
Physician – BHISHAK
Nurse - UPACHARIKA
Therapeutic drugs –DRAVYA
Patient – ADHYAYA
Role of nurse :
Suchi- Maintain physical and mental
hygiene
Daksha – Competency
Anuraktha –Willing to care
Buddhiman – Coordinator
Nursing post vedic period (600BC-
600AD)
Nursing in moghul period ( 1000AD)
 British period ( 16th century
onwards )
 Military nursing
 Civilian nursing
 Missionary nursing
Community health nursing
Trained nurses association in
india (TNAI)- 1908
• Post independence
• Nursing council act – 1948
• Establishment of INC – 1949
• State registration councils.
• Formation of comittees
 Bhore comittee
 Shetty comitte
 Health survey and planning
comittee
Mukharjee comittee
Kartar singh comitee
Sarojini varadappan comitee
Evolution of nursing education
in INDIA
1871- school of nursing strated in
madras
1886- school of nursing in a full-
fledged form – bombay
1908- TNAI
1926- first nurses registration act
passed in madras
1942- ANM programme started
1943- schooll of nursing at RAK
college , NEW DELHI
1946- four year Bsc nursing programme
started in RAK college and CMC vellore.
1947- INC act
1949- INC was established
1959- Msc nurs bing started in RAK
college
1963- post basic Bsc programme
started in various instituition
1968- Msc nursing at CMC vellore
1985- IGNOU established
1988- Msc nursing in NIMHANS
1992-Phd in RAK college
2001- Phd at NIMHANS
2004 – c hange of GNM
curriculum from 3 years to 3 and
half years .