EDUCATIONAL SCIENCES FOR PBN, BSc NURSING, MBBS, MSc and MN

1. 21 March 2021
Heera KC
MSc. Nursing, BPKIHS ( Maternal Health)
PBN 2nd year Co-ordinator
Birat Health College
Unit 1: Concept ,scope aims of
education and philosophy
1

2. 2

3. The concept of Education
The word education is derived from Latin Word
 Educatum is the act of teaching or training.
 Educere is to lead out or to draw out
 Educate is to bring up, to train, to nourish
 Educo is to lead forth( forwad), to extract out,
pull out
3

4. Cont...
 Education means gaining knowledge.
 It means darkness to light.
 Education is achievement of art or utilization of
knowledge and idea.
4

5. Thus the education implies
1. Act of leading
2. Act of teaching
3. Act of training
4. Act of drawing out
5

6. Cont...
The wider meaning of the education includes the
following
1 Education is the process of changing the behaviour
pattern of people
- Ralphtyler
6

7. Cont...
Education is the reconstruction and reorganization
of experiences, which adds to the meaning of
experience, and which increase ability to direct the
course of subsequent experiences.
(learners are an autonomously thinking socially
responsible being who is capable of controlling
his/ her destiny.
- Dewey
7

8. Aims and purpose of Education
 The main aim of education was interpreted to be
preservation of knowledge.
 But in the modern society, knowledge in every
subject is increasing so that as each year passes,
there is more to be learnt.
 One of the main tasks of education in the modern
society is to keep pace with the knowledge
explosion.
8

9. Cont...
 In such society, knowledge cannot be received
passively. It is something that has to be discovered
actively. Education should focus on:
 Nurturing of curiosity
 Stimulation of creativity
 Development of proper attitudes and values
 Building of essential skills such as independent study
 Capacity to think and judge for oneself
9

10. PURPOSE
15

11. Aims and purposes of education
 Utilitarian aim
 Vocational aim
 Social aim
 Intellectual aim
 Citizenship
 Physical health and
well being
 Character
development
 Moral development
 Cultural
development
 Education for
leisure
16

12. Cont...
 Utilitarian : for leading day to day life in a
fruitful manner.
 Vocational: preparing to earn livelihood to lead a
productive life in the society.
17

13. Cont...
 Social purpose : required assistance to become a
useful member of the society, irrespective of the
socio-economic status.
 Intellectual purpose: Intelligence is essential for
acquiring knowledge, thinking, reasoning,
judgment and generalization.
18

14. Cont...
 Citizenship: Education enables the children to
grow as productive citizens by following the social
and moral standards set by the society.
 Physical health and well being: providing the
knowledge required for a healthy living and
helping them to develop a positive attitude towards
health.
19

15. Cont...
 Character development: According to Mahatma
Gandhi, the end of all knowledge must be the
building up of character.
Education assists the child to develop certain
human values, attitudes and habits which are
essential for building a desirable character.
20

16. Cont...
 Moral development : honesty, truthfulness, justice,
goodness, purity, courage, respect, dutifulness,
punctuality, self-confidence, discrimination between
good and bad, observation of rules, belief in
systematic organization, etc are inculcated through
education.
21

17. 22

18. Cont...
 Cultural development: Cultural development is
manifested through the development of an aesthetic
sense and respect for others’ culture.
 Education for leisure: Leisure time should be utilized in
such a way that the individual as well as the society
should benefit from it.
 Education prepares the child to use his leisure time for
doing something useful.
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19. 27

20. PHILOSOPHIES OF EDUCATION
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21. Learning Objectives
 Introduction of philosophy,
 Branches of philosophy,
 Major Philosophies;
1. Traditional philosophies
 Idealism
 Realism
 Naturalism
 Pragmatism
29

22. Philosophy- Meaning
 Derived from Greek word ‘Philos’ and “Sophia”.
 The literal meaning of the word philosophy is ‘love of’
wisdom’ or ‘Search for wisdom and truth.’
 Simplest form- Values and beliefs every individual has
in his/her life.
31

23. Definition
 Philosophy is an attempt to think truly about human
experience or makes out whole experience intelligible.
(Brightman)
 It is a search for comprehensive view of nature, an
attempt at an universal explanation of nature of things.
(Henderson)
32

24. Cont...
 Philosophy finding answer to such questions
 what is nature?
 What is life?
 what is destiny of man?
 What is the ultimate truth?
33

25. Philosophy of education
 A set of values and beliefs about education that guide
the professional behavior of educators.
 It ask like..
-what is the purpose of education?
-how to teach..?
-why to teach..? -what to teach..?
 The philosophy of education can be defined as the
study of the purposes, processes, nature and ideals of
education.
34
Provides a sound basis for curriculum
development, development and practice
of teaching methodology and
character development of students.

26. Branches of Philosophy
Epistemology - deals with origin and source of
knowledge.
Logic- systematic study of knowledge and its inter-
relationship.
Metaphysics- discussion about reality and cosmos
Esthetics- beauty and harmony in life.
Axiology : nature of morality and value.
36

27. Relationship between Philosophy and
Education
 Philosophy is the science of knowledge and knowledge
is the antidote of ignorance.
 Eliminating ignorance- behavioural modification.
 Education is planned and purposeful activity with
several aims. – ultimate aim is to bring behavioural
modifications.
37

28. Cont...
To bring behavioural changes- formulate
predetermined objectives, based on values, ideas,
beliefs, attitudes and social needs.
Philosophy is the science of science, mother of all arts,
provides prerequisites required to formulate objectives
of education.
Education – always directed by objectives which are
further directed by philosophy.
38

29. Philosophy education
It sets the ideas,
principles, goals,
standards values thus it is
in realty and truth
Education works out
those values
It is theoretical and
speculative
Practical; explains how
to achieve those goals
through man’s
educational efforts
Contemplative side Active side and dynamic
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30. 40
 All great philosophers are great educators-
Socrates, plato, tagore, buddha.
 Philosophies points out the way to be
followed by education.
 Education is the best mean for propagation of
philosophy
 Philosophy determines the road aspect of
education- aims, objectives, curriculum
design

31. Philosophy of nursing education
 Combination of philosophy of nursing and
philosophy of education.
 Includes system of professional nurse as well
as knowledge.
 Educational philosophy- emphasize on
learners, objectives and means to educate.-
 nursing- education must be specific to
specialised functional roles, responsibilities of
professional nurses within society.
41

32.  Nursing- caring profession with goal to provide
holistic care to patients/clients to achieve optimum
level of health through preventive, promotive
curative and rehabilitative measures.
 Philosophy of nursing education concerns with the
belief about health and roles of nursing in health care
delivery system.
 Fundamental elements of nursing philosophy are
individuals, environment, health and illness
continuum, nursing and nurses roles.
42

33. 43

34. Example from philosophy of
Purbanchal University
BNS Programme
44

35. Philosophy
Purbanchal University Believes That
The graduates in nursing must be thoroughly
acquainted with the present trends, advanced
technology in health care system, changing concepts
of life-style pattern and the expanding role and
responsibilities of nurse-midwife in providing health
services.
45

36. Cont...
The prevention of illness, promotion of health
and care of the sick and rehabilitation are the
responsibilities of individual, group, family,
community and nation.
46

37. Cont...
• Nursing is a dynamic process, which focuses on need
based, problem solving, and decision making in all
nursing care activities by emphasising on nursing
process focusing on family, reproductive health,
concept of primary health care service throughout life
span.
• Each learner is talented enough and has the capacity to
change if encouraged and guided towards positive
health practices and the self-directed learning.
47

38. Cont...
• Leadership in nursing is to visualize a clear
vision of institutional and national goal, which
demonstrate skills of problem solving and
decision-making at all levels of health care
system setting.
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39. Objectives of the programme
General objectives
The general objective of the PBN program is to
produce competent graduates with advanced
knowledge and practical skills necessary to deliver
high quality health services needed for the country.
Specifically, the program entails the following
general objectives:
49

40. Cont...
 Provide advanced knowledge and practical skills
in nursing science covering Primary Health Care
for nursing graduates.
 Develop skills in measurement, design, analysis
and evaluation for applied nursing sciences, health
system research and management.
50

41. Cont...
 Equip with communication and group organization
skills for promoting community participation in
health and development.
 Enable nursing health professionals to deal with
the existing realities in health management issues,
concerns and problems.
51

42. Cont...
 Develop the leadership capabilities of nursing
professionals in the management of nursing
services at various levels’ health programs.
– Sound scientific knowledge as a base for practice.
– Competent skills in providing nursing care to
diverse group of people either in community or in
a specialized hospital
52

43. Cont...
 – Broad knowledge in the field of health at national
and international level.
– Prepared to be able to teach at nursing school
providing PCLANM level courses with application
of educational psychology.
53

44. Types of Educational Philosophies
Traditional philosophies
1. Idealism
2. Realism
3. Pragmatism
4. Naturalism
These four frameworks provide the root or base
from which the various educational philosophies
are derived.
54

45. 56

46. Introduction
 Derived from Greek word “iden” which
means “to see”.
 Ideas or higher values are more significance
than anything else.
 Plato- father of Idealism
 Its basic viewpoint stresses the human spirit or
mind as the most important element in life; and
the universe is essentially nonmaterial in its
ultimate nature.
57

47. Principle of idealism
 Idealism stresses the two forms of whole world, i.e.
spiritual world (more important) and material world
 The spiritual world is real whereas the material
world is transitory and mortal.
58

48. Principle of idealism
 God creates the entire world.
 Ultimate reality- universal mind or god – source of
all human value knowledge.
 Man, as spiritual being is supreme creation of god.
59

49. Cont...
 Aim of human life- realization of ‘universal mind’
within him, and to achieve eternal spiritual values
such as truth, beauty and goodness that never
change.’
 Satyam sivam Sundaram’
Swami Vivekananda- highest spiritual and ethical
values of mankind.
60

50. Cont...
 God resides within man; religious – means for self
realization;
 Service is to worship god- teaching of Upanishad
guide us in finding solutions to problems.
 Knowledge is inherent, learning is through covering
off owns’ soul.
 Implies- education is the manifestation of perfection
already in man.
61

51. Cont…
 Idealist gives more important to mind and self rather
than matter and body;
 Regard spirit and intellect are of supreme value than
physical matter.
 So, the development of personality has been given
priority in idealistic philosophy and believes that
ultimate aim of life is the exaltation(advancement) of
the personality.
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52. Strengths of Idealism
 The idealists promote high cognitive level of
education- critical thinking, reasoning
 Their concern is for safeguarding and promoting
cultural learning.
 Great concern- morality and character development.
63

53. Weakness of Idealism
Idealists do not concern;
 industrialization and technological advances
 development in sciences
 contemporary emphasis on newness as opposed to
cultural heritage.
 idealism leans toward intellectual quality.
 extreme cognitive and bookish approach,
 idealist curriculum lacks relevance.
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54. Educational Implications of idealism
Educational aim of idealism
 Develop the mind; Search for the ideas.
 Character development
 Self-realization- realization of inner potentials
 Self activity-
 Preserve, develop, promote and transmit culture, moral
and spiritual values
 Preparation for whole life.
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55. In education
Curriculum emphasis- overall development:
intellectual, moral, spiritual, aesthetics and physical
Poetry, fine arts and religion – promote moral and
aesthetics development.
Language, science, mathematics and geography-
intellectual development
Physical education- physical development
67

56. Cont...
Teaching method
 Classroom teaching- develop spirituality
 Self education and self activities of children
 Kindergarden method- teacher as gardener and
students as tender plants
 Teaching methods-
o lecture-discussion method
o Excursion (a short journey or trip)
o Question method
o Project method 68

57. Cont…
69
Role of school
 An agency of society
 Thinking institution,
mental power and
spiritual ideas are
developed by the
teacher.
Role of teacher
•Supreme role
•High expectation on
teacher
•Chief source of inspiration,
•Creator of educational
environment (creative)
•Role model- inspire nd
motivate

58. Implications of Idealism for today's classroom
teacher
 Idealism seeks to create schools that are intellectual
centers of teaching and learning.
 It sees teacher as vital agents in guiding students to
realize their fullest potential intellectual.
70

59. Cont…
 Encourages teachers and students to encounter and
appreciate the finest and most enduring achievement
of the culture.
 Idealists recognize internet that can make great book
accessible to students, however they insist that
technology should be used as a means of education
and not as an end.
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60. 77

61. Introduction
 Naturalism commonly refers to the philosophical
belief that only natural laws and forces operate in the
world and that nothing exists beyond the natural
world- purely scientific.
 Human behaviour is determined by heredity and
environment he/she is in.
 Nature alone represents the entire reality.
 Truth can be discovered only through nature.
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62. Definition
 It is the doctrine that separates nature from god,
subordinates spirit to matter and sets up unchangeable
laws as supreme.
James ward
 It emphasis on, ‘material and physical world’- excludes
spiritualism and supernaturalism.
79

63. Characteristics of Naturalism
 The best teacher of the child is nature.
(Follow nature; back to nature; maximum happiness and
utmost freedom, instincts are basis for education and
senses are gateway to education)
 Against bookish knowledge and verbalism
 Naturalism gives central position to the learners in
educational process
 Freedom of the learner.
80

64. Characteristics…
 Education prepares the child for his future adult
life.
 It gives emphasis on the training of senses as senses
are the gateway of knowledge.
 Progressive and Scientific education.
81

65. Principle of naturalism
 The universe is a huge machine and man is also a part of
this machine.
 All the capacities of an individual human being are
delimited by his nature.
 The present life is the real life. There is no other world
beyond it.
 Unchanging law of nature explain all the events and
occurrence of the world.
 The ultimate reality is of matter. God, soul, mind,
heaven and hell, moral values and prayer are all illusion.
82

66. Strengths of neutralism
 Clear formation of the psychological and scientific
conception of education
 Freedom for learners from rigidity, interference and
strict discipline
 It prepares and encourages the learners to engage in
experimentation, discoveries and inventions
 It motivates the learners to acquire more knowledge
in the natural environment
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67. Strength
 It gives the child a very important place in the
educational process. It treats a child as child, not as an
adult. The child is good and pure at birth.
 It considers nature as the best teacher in whose company
the child learns better.
 It considers individual interests, aptitude, inclination,
needs and capacities while structuring the curriculum
 Spontaneous self-activity of the child.
84

68. Weaknesses of naturalism
 Nature centered study makes the child become
unsocial with no feeling of social service
 Naturalism ignores the spiritual world and considers
the material world only
 Naturalism lays stress on solutions for only the present
needs and problems of an individual and neglects his
future needs and problems.
85

69. Weaknesses
 It is based on one- sided psychology. Irrespective of
their individual differences, capacities and
temperament.
 Direct experiences cannot be provided all the time;
expensive and something impossible.
 It gives no place to the spiritual value.
 Some of the principles envisaged by naturalism are not
possible to be practiced in the existing situations.
86

70. Educational implication
Naturalism and aim of education
 Self-realization
 Self expression
 Self preservation
 Habit formation related to action and thought which are
appropriate to age.
 To make a child to adjust himself both physically and
mentally to his environment and to the changing
circumstances.
 Development of individuality.
87

71. Naturalism and Curriculum
 The five activities in the order of priority are
I. Activities of self preservation
II. Activities of a vocation
III. Activities of a worthy citizenship
IV. Activities of a worthy home membership
V. Activities of the leisure time
88

72. Naturalism and Method of
Teaching
 Naturalism is a result against the old, traditional,
bookish system of education.
 Direct experience with nature, things, and men is the
keynote of instruction according to naturalists.
 They follow different methods of teaching according to
the interests, capacities, and aptitude of the child
-Learning by doing
-Heuristic method- trial and error
89

73. Naturalism and Teacher
 Teacher should behave sympathetically and
affectionately forwards the children
 Nature – supreme teacher
 Teacher the observer
 Teacher the stage setter
 Teacher the gardener
91

74. Naturalism and Discipline
 Naturalist give full freedom to the child to perform and
learn whatever he likes
 No punishment
 Full freedom
 Free society
 Naturalists assume that the child has no knowledge of
good and bad, but he suffers pain when he makes a
mistake, and pleasure when he does something right.
Thus he gets reward or punishment for his actions
92

75. Naturalism and school
 The school environment should be completely free,
flexible and without any rigidity
 It should be helpful for the free and natural
development of the child
 It should be situated in the lap of nature, far away from
cities .
 There should not be any fixed time table and ready
dozes of knowledge
93

76. Naturalism and school
 There should be no provision for punishment
 School develops the feeling of self learning and
self-discipline
 It does not want to burden the child with
examination
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77. 95

78. Introduction
 Greek word ‘res’ which means ‘real’
which further is related to ‘object’.
 Aristotle known as the father of Realism.
 Realist believe that knowledge acquired by senses is true
and accepts the existence of real things which can be
comprehended.
 By observation, experimentation and examination if it is
found to be true can be considered as real.
96

79. Principle of realism
 Man is a part of material world.
 Observation and experience are the way of
finding truth.
 The present life is real and the spirituality
and spiritual values are unreal.
99

80. Features of realism
 It is based on science
 It emphasis on present life of child
 It emphasis on experiment and training of
sense.
 It gives equal importance to individual and
society.
 Qualities are inherent in known objects.
 It opposes the bookish knowledge.
102

81. Strength of realism
 Practical and Utilitarian
 Related to needs of individual and demand of
society
 Importance to Science; Use of scientific
investigation and senses in order to learn
 Revolutionary changes in Method of Teaching
 Emancipatory (free) discipline
 Changed the Organizational Pattern of Schools.
103

82. Weaknesses of realism
 Great stress upon physical world.
 Realism accept real needs and real feelings only. It
doesn’t believe in imagination and sentiments.
 Realism emphasizes on scientific subjects and
neglects art and literature. This creates imbalanced
curriculum.
 Doesn’t give any importance to ideals and values.
104

83. Educational implication of
realism
Realism and Aims of Education
 To provide pupil the essential knowledge requires for
survival in natural world.
 Prepare the child for a real life.
 Prepare the child for a happy and successful life.
 Fosters mental and physical powers of child.
 Providing vocational and skill education.
 Help individuals understand & apply the principles of
science to solve the problems in the world
105

84. Method of Teaching
 Use of appropriate audio-visual aid
 Scientific and objective Method
 Self experience and Research
 Experimental and observational Method
 Heuristic Method
 Correlation Method
 Evaluation is an essential aspect of teaching.
106

85. Realism and curriculum
 Subject-centered; organized according to subject matter
and psychological principle of learning. (simple to
complex)
 Realist agreed that studies should be practical and
useful; so developed according to utility and needs.
 Main subjects are – natural science, physical science,
health, culture, physical exercise, maths, geography,
history, astronomy .
107

86. Teachers role
 Teacher Supreme(teacher-centered) – brings the child in
touch with external realities of life.
 Imparts scientific knowledge in an easy and effective
way.
 Maintains discipline by rewarding effort.
 Realist teachers believe in the importance of
experimental learning.
108

87. Methods of Teaching
 Enhanced learning through direct or indirect
experiences: Field trips, lectures, films, TV, audio-
visual aids, computer technology & library.
 Learning is based on facts – analysis – questioning.
109

88. Cont…
 Precision and order:
ringing bells, time periods, daily lesson plans,
pre-packaged curriculum materials
 Children should be given positive rewards
110

89. Cont…
Discipline
 Emphasizes a synthetic
form of impressionistic
and emancipatory
discipline according to
natural and social
procedures.
School
 Socially well
planned institution
 Mirror of the society
111

90. Realism in the Classroom
 Focuses on the basics of reading and writing.
 Classroom environment is highly structured and
organized.
 Utilization of standardized testing.
 Education should be fun and interesting for the student.
 Education should prepare students for life in the real
world.
112

91. 113

92. 114

93. 115

94. PRAGMATISM
 Pragmatism is derived from Greek word “Pragma”
means ‘action.’ or ‘function’- functionalism.
 William James is the founder of
this philosophy.
 Pragmatism believes in the
practical utilitarian philosophy.
116

95.  According to Dewey’s definition pragmatism is ‘the
doctrine that reality possesses practical character’.
 It lies in between naturalism and idealism.
 Emphasize on earning by doing and learning by
experiences.- also called experimentalism.
117

96.  Humanistic philosophy of maintaining and
creating own values in course of activity for
his/her future as well as growth and
development of individual.
 Knowledge –experimentally verified.
 More concerned with immediate and present
future.
118

97. Educational implications of Pragmatism
Pragmatism and aims of education –progressivism
education.
 Creation of new values in light of his/her own
experience and felt needs.
 Personal and Social adjustment.
 Reconstruction of experience
 Continuous experiences.
 Social efficiency.
 All-round Development
120

98. Cont…
Pragmatism and curriculum
 Activity curriculum
 Utilitarian curriculum
 Principle of integration
121

99. Cont…
Pragmatism and Method of Teaching
 Project method & practical-oriented (learning by
doing): It includes activities which lead to learning
through experiences.
 Provision of real life situation touching and
handling of objects, tools and making things
 Discussion, questioning & inquiry
122

100. Cont…
Pragmatism and role of teacher
 Teacher as a friend, philosopher, and guide. Teacher
will not impose anything in the child. Child will
decide his own goals, aims and purposes
independently.
 Two important qualities
a) Interest
b) Awareness about social conditions.
123

101. Contd…
Pragmatism and method of teaching
 Does not believe in a fixed method of teaching
 Their emphasis is on child’s activities, integration
and experimentation
124

102. Contd…
Pragmatism and curriculum
 Principle of utility form
 Principle of interest of the child
 Principle of organization
 Principle of activity and experience of the child.
125

103. Strengths of pragmatism in
education:
 Enables students to learn the skill and meet their
needs, prepared himself to live in society.
 Meet the immediate felt need.
 Learning by doing.
 Thinking, reasoning, judgment developed based
on either individual or social behavior.
126

104. Cont…
 Both teacher and student should explore in the
adventure of seeking behavior.
 The pragmatic approach is based upon recognition
of technological and industrialized felt needs.
127

105. Weaknesses of pragmatism
 Artificiality in situation.
 Problem-solving activities may be pleasurable and
challenging for the pupil, sometimes may be unreal
in practical situation.
 The teacher may be unable to cope with the
demands of teaching.
128

106. Cont…
 Humanities, cultural acts have no place.
 Teacher = act as information officer only.
 Many gaps and deficiencies in the learning approach
has been observed.
 Denial of spiritual, cultural values are unpalatable.
 Less practiced in Indian and other setting setting.
129

107. 130

108. 131