Name : Hafiz Muhammad Tariq

Roll No : CA692533
Program : B.Ed (1.5 Years)
Semester : Spring 2021
Assignment No : 02
Course Code : 8609
Course Title : Philosophy of Education
. .

Q. 1. Discuss the method designed by Socrates to give and acquire knowledge.

Answer :

SOCRATES :

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. Thus he used to visit people in the streets, in the market places, in

the gymnasia, and at other places and engaged them in discussion concerning war,

politics, marriage, love, house-keeping, friendship, arts and trades, poetry, science,

religion etc. His main topics of discussion were the moral aims and ideals and virtues.

His range of knowledge and discussion covered almost the entire life, theoretical as well

as practical. He was not interested in the physical world. The subjects of his enquiries

were the human life itself particularly the life of reason. He gave so many examples of

great physical and moral courage. This was seen in his performance in war time. He was

kind and gentle and had a great sense of humour.He was however, keenly interested in exposing the quacks and
humbugs of the society around him and show them how

ignorant they were. This gradually increased the number of his enemies. The prediction

of the oracle of Delphi that Socrates was the wisest man of Athens also caused the

arousal of so many enemies around him. The people around him, gradually started talking

against him. As the number of his admirers grew so also grew the number of his enemies.

Socratic Method of giving and acquiring Knowledge :

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 was

By 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 DIALECTICAL METHOD

About the words of Socrates, Plato said, “You will find his words first full of sense, as no

Others are; next, most divine and containing the finest images of virtue, and reaching

Farthest, in fact reaching to everything which it profits a man to study who is to become

Noble and good.”

Unlike most philosophers, Socrates did not wish to influence others by his views; he did

Not wish to convince them about the validity and correctness of his views. Rather he

Wanted that everybody should be his own philosopher; should be critical and think for

Himself. He was convinced that every person had in him the germ for rational thought and
The aim of philosophy was to bring rational thought to full blossom in everyone. The

Tendency among philosophers to persuade others to believe that their views are more

Valid gives rise to schools and controversies in philosophy. Socrates, on the contrary, did

Not wish to convert others to his views nor did he wish to propagate a set of philosophical

Views. He only wanted to draw attention of others to the crucial significance of

Philosophy for the life and inculcate in them a love for philosophy, that is, love of

Wisdom. The approach of Socrates is known as mimetic approach that is intellectual

Midwifery. As a midwife delivers a child of pregnant woman, Socrates wanted to bring to

Surface the germ of rational thought and critical inquiry. The whole approach of Socrates

Is summed up in two words—Dialectical Method.

Socrates was fully conscious of the value of knowledge. According to him, “Knowledge is virtue”. Knowledge is vision of
universal truths. To discover this knowledge Socrates

Used dialectical method. Though he invented and used dialectical method he has nowhere

Given a systematic description of this method. He did not commit his ideas to writing. His

Style of developing philosophical ideas was unique. He used to go down the market place

And would draw philosophically inclined persons to discuss with him the real and

Objective meaning of such simple concepts as friendship, love, courage, virtue etc. In the

Course of his dialogue he would let people know that what he was interested in was not

The conventional meaning but the real and objective meaning of the concepts. Thus he

Would direct the course of conversation. This method was dialectical because to all

Proposed meanings and definitions of concepts, Socrates would bring out the defects in

Them and thus persuade his interlocutor to modify his definition to rectify the defects

Pointed. This procedure of point and counterpoint would go on till a really satisfactory

definition was found.

Thus dialectic was a means of discovery of objective and valid definitions of concepts

Familiarly used in daily life. It is not the condition of dialectical argument that the domain

Of the argument should be confined to the concept being discussed. It is indeed

Considered desirable to examine the allied and other concepts if classification of the

Concept in question calls for such a discussion.

Q.2. Explain the components of hierarchy values proposed by John Locke.

Answer :
JOHN LOCK
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.

Components of Hierarchy Values proposed by John Locke:

Locke’s hierarchy of values in the education of a gentleman’s son was contained in four

Elements: virtue, wisdom, breeding and learning.

Virtue was placed first in the education of a gentleman by Locke as ‘absolutely requisite

To make him valued and beloved by others, acceptable or tolerable to himself’ (Thoughts,

s. 135). Such virtue depended upon ‘a true notion of God’ and a love and reverence for

‘this Supreme Being’ (Thoughts, s. 136), which was to be promoted by simple acts of

Faith—morning and evening prayers, the learning and recitation of the Creed. It also

Required the development of ‘a power of denying ourselves the satisfaction of our own

Desires, where reason does not authorize them’ (Thoughts, s. 38). Virtue, for Locke, was

Of supreme importance.

Wisdom was to be of a practical kind: ‘a man’s managing his business ably and with

Foresight in this world’ (Thoughts, s. 140). It did not mean being crafty or cunning, but

Rather to be open, fair and wise. Such wisdom Locke placed above the immediate reach

Of children, but children should be encouraged to strive towards this goal by becoming
Accustomed to truth and to sincerity, by submitting to reason and by reflecting upon the

Effects of their own actions. True wisdom involved the application of both reason and

experience.

Good breeding was a subject upon which Locke had much to say. He sought to avoid a

‘sheepish bashfulness’ on the one hand and ‘misbecoming negligence and disrespect’ on

The other (Thoughts, s. 141). Locke’s maxim for avoiding such faults was simple: ‘Not to

Think meanly of ourselves, and not to think meanly of others’ (Thoughts, s. 141). The best

Way to cultivate a proper conversation and behaviour was to mix with people of genuine

Quality. There is a foretaste of Newman’s ideal of a gentleman in Locke’s advice that two

Qualities are necessary: the first a disposition not to offend others; the second the ability

To express that disposition in an agreeable way. A well-bred person would exhibit

Goodwill and regard for all people and eschew the habits of roughness, contempt,

Censoriousness, contradiction and captiousness. Not that children should be encouraged

To an excess of ceremony, the ‘putting off of their hats and making legs modishly’

(Thoughts, s. 145).Finally, Locke came to learning. He acknowledged that some might be surprised that this was to be
placed last, especially by such ‘a bookish man’ (Thoughts, s. 147). Locke, of

Course, wanted all sons of gentlemen to acquire the basics of learning—to read, to write,

To express themselves clearly and to count. But he did question the wisdom of trying to

Bring everyone to a knowledge of Latin and Greek, especially if such knowledge was to

Be instilled by fear and physical punishment.

Mason (1965, p. 70–71) has suggested that it is possible ‘to regard each of Locke’s

Essentials of a good education as the culmination of those broad influences conveniently

Termed the Christian, the Humanist, Courtesy and rationalist traditions’. This is a useful

Analysis but the identification should not be pressed too closely. The more important

Point to be made about Locke’s list is that he gave priority to those concerns (virtue,

Wisdom, breeding) which continue throughout life, rather than to that type of ‘learning’

Which is frequently associated with the formal schooling of the young.

Q.3. Elaborate the classification of different types of knowledge proposed by Al-Ghazali.

Answer :
IMAM GHAZALI (1058-1111)
Abu Hamid Al-Ghazali 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.

Classification of different types of Knowledge proposed by Al-Ghazali :

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)

Al-Ghazali divides the philosophical sciences into six categories:

1) Logic
2) Mathematics,
3) Natural sciences,
4) Politics
5) Metaphysics, and
6) Ethics.

Al-Ghazi’s emphasized that education is not only a process whereby the teacher imparts knowledge. Rather, it is an
‘interaction' affecting and promoting teacher and student equally, the former gains merit for giving instruction and the
latter cultivates himself/herself through the acquisition of knowledge. AL-Ghazali also emphasized the great significance
of climate in which teaching takes place, and to the kind of relations that are required in doing so. For Al-Ghazali, the
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.AlGhazali 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. At the age of fifty five, Al-Ghazali died. Surely, he is considered
to be one of the most significant factors in and profound Islamic thinkers. He had introduced many principles of
philosophy and logic into the disciplines of fiqh and kalam. His famous works are alMunqidh min a-alal ,Ihya’ ‘Ulum ad-
Din, and Tahafut al-Falasifa.

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

Features of Perennialists’ 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.

The role of the teacher, who has been trained in the same type of academic curriculum, is

That of moral and intellectual authority figure. Perennialists hold that courses in academic

Subjects are a far more important part of teacher education than courses in how to teach.

Teachers should be role models of educated people. Perennialism has its roots in the

Greek classics.

Perennialists recommend that students learn from reading and analyzing the works by

History’s finest thinkers and writers. Perennialists 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 Perennialists

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.

 .

Q.5. What is Montessori method of teaching? What are the influences of Montessori
approach on the educational system of today?
Answer :
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.

The focus of Montessori education continually changes to adapt to the child’s natural

Stages of development. The Montessori approach is concerned foremost with the

Development of human potential. This approach is based on “following the child”, on

Recognising the developmental needs and characteristics of children of each age group

And constructing the corresponding environment that best meets these needs. Maria

Montessori observed that the child moves to adulthood through a series of developmental

Periods which described as Planes of Development. Each period is different but is built

On the foundation of the preceding one with the Montessori environment and approach

Tailored to meet the child’s needs at each stage. There are four planes of development.

This Planes of Development are the basis for the three year age groupings found in

Montessori school classes: ages three to six; six to nine; nine to twelve; and twelve to

Fifteen.

In the first plane from birth to age six, the child is characterised by his or her ‘absorbent

Mind’, absorbing all aspects of his or her environment, language and culture.
In the second plane from age six to twelve, the child uses a ‘reasoning mind’ to explore

The world with abstract thought and imagination.

In the third plane from twelve to eighteen, the adolescent has a ‘humanistic mind’ eager to

Understand humanity and the contribution he or she can make to society.

In the last plane of development from age eighteen to twenty four, the adult explores the

World with a ‘specialist mind’ taking his or her place in the world.

Maria Montessori believed that if education followed the natural development of the

Child, then society would gradually move to a higher level of co-operation, peace and

Harmony.

Dr. Montessori (1972) stated that in order for the child to develop two factors must be

Present.

5.One factor is a prepared environment that looks after the child’s physical health as

Well as the spiritual life.

6. The second factor is the ability of the child to move freely in his/her environment

Where there can be found constructive activities for the child’s development.

7. These two factors allow the child to learn and enjoy more fully such things as:

Movement in education, sensory education and music, and intellectual education.

She also stated that the child needs an adult who is to give him/her guidance with

His/her work and who will take into account the child’s needs. Dr. Montessori

Further stated that in such an environment the child works very hard, is observant

And is not destructive.