Allama Iqbal Open University Islamabad

Department of Education
Program: B.Ed. (1.5)

Assignment no: 02

Semester 3rd spring 2023

Subject

PHILOSOPHY OF EDUCATION

Course code: 8609

Submitted by: Rehana kosar

Submitted to: QHULAM QADIR

Student ID: 0000214241

Submission date 15 September2023

Q.1 How had Plato classified the curriculum of education
into different parts? Discuss in detail.

Answer
In his treatise "The Republic," the ancient Greek philosopher Plato divided the educational
curriculum into various sections. He held that both the individual and society as a whole were
significantly shaped by education. Through his understanding of the "three parts of the soul" and
his conception of the ideal state, Plato's classification of the curriculum can be understood.

The logical portion, the spirited part, and the appetitive component are Plato's three divisions of
the soul. These three components should be balanced through education because they represent
various facets of human nature. In "The Republic," three classes are similarly separated into the
ideal state: the rulers (philosopher-kings), the auxiliaries (warriors or guards), and the producers
(workers and artisans).

Plato categorized on the basis of these sections.

1. Education for the Rulers (Philosopher-Kings):

The development of wisdom and knowledge was the main goal of education for the kings. Only
individuals with a passion of learning and intellectual prowess should be chosen to lead,
according to Plato. Their schooling aimed to strengthen their capacity for reason, critical
thinking, and the search for the truth. They received training in logic, metaphysics, mathematics,
and philosophy. Making wise leaders, morally upright decision-makers, and deeply
knowledgeable about the ideal forms was the aim.

2. Education for the Auxiliaries (Warriors or Guardians):

The auxiliaries' education intended to develop their inner spirit. These people were in charge of
upholding law and order as well as defending the state. They were instructed in martial arts,
physical fitness, and including military instruction. They picked up skills in music and
gymnastics, which helped them gain physical stamina, focus, and a sense of respect. Through
this instruction, according to Plato, the auxiliary would learn qualities like bravery, tenacity, and
loyalty.

3. Education for the Producers (Workers and Artisans):

Basic education and the development of practical skills were the main focuses of the producers'
education. Plato understood the value of a healthy society where everyone works toward the
common good. The producers underwent vocational training and acquired knowledge pertaining
to their specific trades, such as farming, handcrafting, and business. Additionally, they received
instruction in fundamental literacy and math concepts so that they could perform their jobs well.

Based on the idea that people should be educated in accordance with their innate aptitudes and
propensities, Plato categorizes education. Plato sought to establish a happy society where each
person could achieve their full potential by integrating the educational system with the classes of
the ideal state and the divisions of the soul.

Q.2 Discuss the main focus of John Dewey in making teaching

methods effective.

Answer:
Influential American philosopher and educator John Dewey highlighted the value of experience
learning and active learning. His main goal was to change the conventional teacher-centered
approach to a student-centered strategy that encourages active involvement, critical thinking, and
problem-solving abilities.

According to Dewey, education should be useful to students' daily lives and should equip them
to take an active role in a democratic society. He maintained that memorization and passive rote
learning were useless for fostering deep comprehension and fulfilling educational experiences.
He was in favor of an educational philosophy that emphasized encouraging students to actively
develop knowledge through practical applications and inquiry.

John Dewey put the following key emphasis on good teaching strategies:

1: Student-Centered Approach:

John Dewey put a lot of emphasis on changing the traditional teacher-centered approach to one
that is more student-centered in order to make teaching methods more successful. To encourage
students' active participation in the learning process, he thought that education should be adapted
to their needs and interests.

II. Learning by Doing:

Dewey promoted "learning by doing" as a crucial strategy for efficient instruction. He

highlighted that practical experiences and real-world activities are the best ways for kids to learn.
Students gain practical skills, critical thinking abilities, and a deeper comprehension of subjects
by actively participating and experimenting.

III. Curricular Integration:

The integration of curriculum was one of Dewey's other key areas of interest. According to him,
things should be taught in context rather than in isolation in order to show how knowledge is
related to one another. Students can develop a holistic view of the world by seeing the
significance and linkages between several subjects through curriculum integration.

IV. Relevance and Meaningfulness

Dewey emphasized the significance of ensuring that students' lives are both relevant to and
meaningful to their education. He pushed for a curriculum that takes into account the interests,
life experiences, and social circumstances of students. Students become more motivated and
involved in the learning process when they see the connection between what they are studying
and their own life.

V. The Teacher as a Facilitator:

According to Dewey, a teacher's job should be that of a facilitator and a guide. The instructor
should foster a democratic and supportive learning atmosphere in the classroom that promotes
student engagement, teamwork, and independent thought rather than merely transmitting
information. The teacher's job is to guide students, elicit critical thinking, and foster deeper
understanding through challenging questions and engaging dialogues.

VI. Reflection and Inquiry:

Dewey stressed the value of reflection and inquiry in the learning process in point number six.
He believed that it was important to inspire pupils to think back on their experiences, consider
their observations, and form judgments. Students can draw connections, spot patterns, and get a
deeper knowledge of the subject matter by engaging in reflective thinking.

In conclusion, John Dewey placed a strong emphasis on student involvement, experiential

learning, curricular integration, relevance, teacher facilitation, and reflective thinking in order to
create effective teaching techniques. Dewey wanted to establish a dynamic and relevant learning
environment that encourages active involvement, critical thinking, and a deeper comprehension
of topics. He did this by putting these ideals into practice.

Q.3 Give the principles of education psychology framed by

Allama Iqbal

Answer:
The Indian subcontinent's eminent philosopher, poet, and educational theorist Allama Iqbal offered
concepts of educational psychology that correspond to his ideas on education. Here are Allama
Iqbal's foundational ideas for educational psychology, concisely explained with headings:

I. Selfhood Development:

Allama Iqbal highlighted selfhood development as a cornerstone tenet of educational

psychology. In his view, education should be designed to foster and cultivate a person's sense of
self, self-awareness, and self-realization. Iqbal emphasized the value of assisting people in
identifying their special talents, capacities, and goals in order to help them forge a solid sense of
identity and mission.

II. Integration of Knowledge and Action:

Iqbal also emphasizes the integration of knowledge and action as a key fundamental. He
highlighted the importance of including actual application and action in education, which should
not only focus on theoretical understanding. According to Iqbal, a true education involves
applying knowledge to real-life situations in order to solve issues, benefit society, and other
goals.

III. The Development of Critical Thinking

Allama Iqbal stressed the importance of this as a fundamental tenet of educational psychology.
He thought that education ought to inspire people to think critically, analyze information, and
assess ideas. Iqbal argued in favor of a curriculum that encourages critical thinking, logical
thinking, and the capacity for making well-informed decisions. People with critical thinking
abilities may analyze difficult problems, question accepted beliefs, and come up with original
solutions.

IV. Connection with Universal Values:

Iqbal emphasized the significance of tying education to universal principles in his fourth point.
He thought that in addition to academic development, moral and ethical ideals should be
developed in students. Iqbal's educational psychology theories place a strong emphasis on the
value of encouraging traits in people like empathy, compassion, and justice.

V. Personalization and Individual Differences:

Iqbal recognized the value of personalization and the individual variances among students. V.
personalization and Individual variances. He held that each person should receive an education
that is specific to their requirements, interests, and abilities. Iqbal's educational psychology
concepts promote the provision of individualized learning experiences that take into account
students' various learning preferences, skills, and shortcomings. Greater engagement, motivation,
and the realization of individual potential are all made possible by personalized learning.

VI. Harmonization of Science and Spirituality:

Iqbal highlights the harmony of science and spirituality as a distinctive paradigm. He held that
the spiritual aspect of human existence should not be overlooked in education. Iqbal placed a
strong emphasis on the union of profound spiritual and moral awareness with scientific
knowledge. Iqbal claims that by integrating these ideas, education may be approached
holistically and can foster students' intellectual, emotional, and spiritual development.

The growth of selfhood, integration of knowledge and action, critical thinking, connection with
universal ideals, personalization, and the blending of science and spirituality are all stressed in
Allama Iqbal's educational psychology concepts. These guiding principles are consistent with his
idea of education as a transforming process that enables people to reach their greatest potential,
make a positive contribution to society, and pursue a balanced and fulfilling life.

Q.4 Elaborate the educational philosophy of Progressivism.

Answer
Certainly! Here is a description of Progressivism's approach to education.

I. Progressivism Overview:

A schooling ideology known as progressivism first appeared in the late 19th and early 20th
centuries. It places a strong emphasis on active learning, student-centered strategies, and the idea
that instruction should be pertinent to students' needs and interests. To prepare students for active
engagement in a society that is rapidly changing, progressivism promotes a democratic and
experiential approach to education.

II. Experiential and Active Learning:

Experiential and Active Learning techniques are highly valued by progressivism. Students are
encouraged to participate in practical exercises, hands-on activities, and problem-solving in the
real world. For instance, students could construct projects that require investigating and
interpreting original materials instead of just reading about historical events.

III. Student-Centered Approach:

Progressivism encourages an education that is focused on the needs of the students. It

acknowledges that students have a variety of backgrounds, passions, and learning styles when
they enter the classroom. As a result, teachers act as facilitators who help and lead pupils while
they study. To meet different needs and promote autonomy, teachers could promote student-led
debates, group projects, and personalized learning plans.

IV. Relevance and Contextualization:

Making education relevant to students' lives and interests is a crucial component of

progressivism. The goal of progressive educators is to relate their lessons to current events and
relevant situations. For instance, a science class might discuss environmental issues and involve
students in activities to create long-term fixes. Progressivism seeks to increase students'
involvement, motivation, and commitment to learning by connecting it to their experiences and
concerns.

V. Social Skills and Collaboration

Progressivism encourages social skills and collaboration. The progressivist classroom includes
group projects, cooperative learning activities, and conversations. Students are encouraged to
collaborate, speak clearly, and respect various viewpoints through these exercises. As an
illustration, students might work together to plan and carry out a project that promotes civic
responsibility, empathy, and collaboration.

The ideals of democratic education are in line with progressivism, which emphasizes the value of
educating young people to be engaged, responsible citizens. It is committed to social justice,
equality, and democratic involvement. Students may participate in democratic decision-making
processes, talk about societal challenges, and investigate ideas like equity and fairness in a
progressivist classroom. The goal of progressivism is to produce socially aware and democratic
citizens.

VI. Individual Growth and Development:

Progressivism acknowledges that each student's personal development is essential to their

education. It recognizes that each student has different interests, skills, and needs. Progressive
educators modify their lessons to take into account student variances and foster personal
development. Students could have the chance to reflect on themselves, make goals, and work on
personalized projects that fit with their interests and goals.

In conclusion, experiential and active learning, a student-centered approach, relevance and

contextualization, collaboration and social skills, democratic education, and individual growth
and development are all stressed in the progressivism educational philosophy. With the help of
these ideas, progressivism seeks to develop instructive and worthwhile learning experiences that
equip students for active engagement in a democratic society as well as their own personal
development.
Q.5 Who was the founder of kindergarten? Discuss the salient
features Kindergarten system of education

Answer:
Friedrich Wilhelm August Frobel, also known as Friedrich Frobel, is credited with creating the
kindergarten education system. Early in the 19th century, a German educator named Frobel created
the idea of kindergarten. The key components of the kindergarten educational system are as
follows:

1. Play-Based Learning:

Play is emphasized as the main form of learning in kindergarten. Children learn best through
engaging, hands-on activities and pretend play, according to Frobel. Children can learn through
play as they explore their surroundings, grow socially, express their creativity, and improve their
motor and cognitive abilities.

2. Holistic Development:

The kindergarten program places special emphasis on kids' overall growth, which includes their
intellectual, social, emotional, and physical development. Frobel sought to foster each component
through a balanced approach because she understood the interdependence of various areas of
growth.

3. Self-activity and creativity:

Kindergarten encourages children to actively interact with materials, objects, and their
surroundings. It values children's self-activity. Through various art forms, storytelling, music, and
movement activities, kids are given the chance to freely express their thoughts, ideas, and
creativity.

4. Nature and Outdoor Education:

Frobel underlined the value of nature in children's education in his fourth point, "Nature and
Outdoor Education." Gardening, nature walks, and other outdoor activities, like exploring the
natural world, are frequently included in kindergarten curriculums. Frobel believed that exposure
to nature fosters children's natural curiosity, observational abilities, and environmental
appreciation.

5. Developmentally Appropriate Practices:

Kindergarten uses practices that are in line with the needs and skills of the students. Their age,
interests, and developmental stages are taken into consideration while creating activities and
resources. A sense of security, belonging, and healthy connections are fostered by teachers'
nurturing and supporting environments.

6. Social Interaction and Cooperation:

In kindergarten, social interaction and cooperation are highly valued. Children participate in
cooperative play, group projects, and activities that encourage cooperation, effective
communication, empathy, and consideration for others. The kindergarten setting promotes the
growth of social abilities, the ability to resolve conflicts, and a grasp of societal norms and
values.

7. Structured Curriculum:

Kindergarten students follow a planned curriculum that covers a variety of topics and exercises.
Early literacy, math, science, the arts, music, physical education, and social studies are some of
the components. The curriculum is created to give students a well-rounded education and to get
them ready for higher education.

8. The Kindergarten teacher as a Facilitator:

Kindergarten teachers act as facilitators who encourage and lead the learning of the students.
They establish a supportive and exciting environment, pay attention to the interests and skills of
the children, offer suitable resources and materials, and provide assistance as necessary.
Teachers stimulate children's innate curiosity and discovery as well as a love of learning.

The Friedrich Frobel-founded kindergarten educational model has had a big global impact on
early childhood education. The educational experiences of young children today are still
influenced by its emphasis on play, holistic development, self-activity, nature, social contact, and
developmentally appropriate approaches.

THE END