Allama Iqbal open university

Assignment No: 1

Course code: 8609

Name : Nishavia Akhtar

Roll No : BZ665402
Question no. 1
Evaluate the role of philosophy in educational policy and practice.
The philosophy of education is a practical philosophical discipline that explores,
studies and promotes the basic principles of education. ... With the development of
human civilization and culture, educational activity is advanced too, and at the same
time its social role and responsibility are increased. It explains that the philosophy of
education is the branch of philosophy that addresses philosophical questions
concerning the nature, aims, and problems of education. The book examines the
problems concerning the aims and guiding ideals of education

Role of policy in education.

Policies are important for good governance because they provide the
means for the school council to: set out the school's position on certain
topics • comply with Department and other requirements expected of
schools • engage with and inform the school community on matters of
importance to the school. Education policy are the principles and
government policy-making in educational sphere, as well as the
collection of laws and rules that govern the operation of education
systems. ... Therefore, education policy can directly affect the education
people engage in at all ages. Policies are important because they help a
school establish rules and procedures and create standards of quality for
learning and safety, as well as expectations and accountability. Without
these, schools would lack the structure and function necessary to
provide the educational needs of students.
Characteristics
The main characteristics reviewed are problems caused by the
intangibility of many educational goals; means-ends relationships; the
inconsistency of educational goals; priority ordering of goals and
weighting of educational goals; and the cost of goals.
 • Endorsed – The policy has the support of management.
• Relevant - The policy is applicable to the organization.
• Realistic – The policy makes sense.
• Attainable – The policy can be successfully implemented.
• Adaptable – The policy can accommodate change.
Philosophy in educational practice.
Educational philosophy as an area of inquiry in light of several point of view
from other areas of philosophic inquiry. Topic discussed include activities
engaged in by philosophers ,analogious in science , theoretical vs practical
inquiry , epistemic utilities in philosophy , and the scientific context of
educational philosophizing. Philosophy determines the various aspects
of education such as: aims, curriculum, methods of teaching, role of
teacher etc. • It provides theoretical guideline to the education where
as education make it into practice.
Philosophy forms the worldview of people, as it largely determines their
behaviour and approaches to decision-making in particular problem.
Philosophy plays a significant role in solving global problems. Its main
functions is to form a world view, also have an indirect influence on the
development of practical solutions.

Question no. 2
Discuss the main tent of idealism and realism. Also
estimate their applicability in current education system.
Idealism and Realism relate to teaching and student learning because
teachers tend to teach through an idealist's perspective verses a realist's
perspective. Idealists believe through epistemology that knowing is of
latent ideas—these ideas have already existed in the Mind of God. ..
Main tent of idealism and realism.
Idealism
Idealism is the school of educational thought promoted by Plato in 400 B.C.
Plato thought that humans could be improved from within, by correcting their
thoughts and discovering knowledge already there since birth. Idealism
focuses on reasoning and how a person can bring knowledge up from inside of
himself. In this view, the world exists solely in the minds of people and that
ultimate truth relies on a consistency of ideas. The more perfect our ideas
become, therefore, the better we can serve the world. In Emmanuel Kant's
idealism, the world exists, but our minds are separate from it.

2 Realism
Realism is the school of educational thought promoted by Plato's student, Aristotle.
Realism holds that the only reality is the material world, that study of the outer world
is the only reliable way to find truth; the world is an objective phenomenon that our
minds must adhere to. We achieve greater and greater knowledge through proper
study of the world. In Realism, a person is an empty vessel for knowledge, which can
only come from outside of the self, through observation. This philosophy was the
progenitor of the scientific method, a system of inquiry relying on objective facts.

3 Different Methods
Idealism seeks to ascertain an ultimate reality through logic and introspection.
Plato held that individuals are born with great knowledge that can be unlocked
through a study of ideas and through the Socratic Method, a series of
questions that lead the pupil to greater knowledge. For instance, in Plato's
dialogue "Meno," Socrates helps a slave boy discover an inner knowledge of
mathematics, despite no prior training. Thus, every student is equally capable
of tapping inner resources of knowledge and wisdom. Realism, on the other
hand, seeks to instruct students as though they were empty vessels for
knowledge. Any practical methods are appropriate, including technology. This
philosophy also accepts the scientific testing of students to place them in
appropriate classrooms.

Applicability in current education system.

Basically, there three general or world philosophies that are idealism,
realism, and pragmatism.
• Idealism is the philosophical theory that maintains that the ultimate
nature of reality is based on mind or
ideas. It holds that the so-called external or „real world‰ is inseparable
from mind, consciousness, or
perception.
• Platonic idealism says that there exists a perfect realm of form and
ideas and our world merely contains shadows of that realm; only ideas
can be known or have any reality.
• Religious idealism argues that all knowledge originates in perceived
phenomena which have been organized by
categories.
• Modern idealism says that all objects are identical with some idea and
the ideal knowledge is itself the system
of ideas.
• Platonic idealism usually refers to Plato's theory of forms or doctrine of
ideas.
Plato held the realm of ideas to be absolute reality. Plato's method was
the dialectic method

• Locke believed that as people have more experiences, they have more
ideas imprinted on the mind and more
with which to relate.
• Comte is responsible for the coining and introduction of the term
altruism. Altruism is an ethical doctrine that
holds that individuals have a moral obligation to help, serve, or benefit
others, if necessary at the sacrifice of
self interest.
• One universal law that Comte saw at work in all sciences where he
called it the „law of three phases‰. It is by
his statement of this law that he is best known in the English-speaking
world; namely, that society has gone
through three phases: theological, metaphysical, and scientific.
• Darwin coined the idea that „nature is in process without some
preconceived or predetermined end,
redefined reality as a state of becoming, not a state of being‰. Darwin
gave credence to the idea that
education should be tied directly to biological and social development by
demonstrating that the process of
becoming was subject to external forces.
• Dewey attempted to create a philosophy that captured and reflected
the influences of the contemporary
world on the preparation of the future leaders through the educational
system. The reliance on the source of
knowledge has to be tempered by an understanding of the societal
effects if the learning was to be meaningful,
beneficial, or productive.
• John Dewey discussed the Nature of Experience; experience and
nature are not two different things
separated from each other, rather experience itself is of nature :
experience is and of nature.
• Idealists believe that ideas can change lives. The most important part
of a person is the mind. It is to be
nourished and developed.
• The world of ideas and matter defined in idealism by Plato and
Socrates do not exist separately and apart
from each other for realists. They contend that material things can exist
whether or not there is a human being
around to appreciate or perceive them.
• They believe that educators should seek out new process, incorporate
traditional and contemporary ideas, or create new ideas to deal with the
changing world.

Question no. 3
Describe the characteristics of curriculum developed on the basis
of idealism.
, Inidealism, the aim of education is to discover and develop each
individual's abilities and full moral excellence in order to better serve
society. The curricular emphasis is subject matter of mind: literature,
history, philosophy, and religion.
Most Important Fundamental Principles of Idealism are given below:

• Idealism Believes in the Universal Mind: ...

• Idealism Regards Man as a Spiritual Being: ...
• TheWorld of Ideas and Values is more important than the world of
Matter: ...
• Real knowledge is perceived in mind: ...
• Stress on the Principle of Unity of Diversity:
Characteristic of curriculum

• The curriculum is continuously evolving. To be viable and effective,

the curricular program must have continuous evaluation and
reappraisal. A program must adapt its educational activities and
services to meet the needs of a modern and dynamic community.
The curriculum is based on the needs of the people. It is
imperative in developing a program to begin with those that
concern the people themselves. Their years of experience can be
a good source that can be woven into the fabric of the classroom
presentation.
• The curriculum is democratically conceived. The minds and
energies of many people who are in intimate contact with the
interests, needs and resources of the community will create a
more effective product than the individual director could possibly
provide by working alone.
• The curriculum is the result of long-term effort. Enthusiasm for a
proposed curriculum activity often impels proponents to push for
immediate action. But a class or service that is begun hurriedly
and folds quickly may hurt the long-term continuance of the
program.
• The curriculum is a complex of details. A friendly social meeting,
good student-teacher relationships, effective guidance
opportunities, and favourable attitude on the part of individuals,
groups, and organizations within the community are necessary
ingredients for a successful
• The curriculum provides for the logical sequence of subject matter.
Classes and activities should be planned so as to achieve an
orderly development of subject matter and step-by-step progress
of the learner
• The curriculum has administrative flexibility. Flexibility is a good
trait of good curriculum. A curriculum must be ready to incorporate
changes whenever necessary.
Question no. 4

Analyse teaching learning process on the basis of

existentialism.

Existential theories and Humanistic psychology are widely

used in education. According to existentialists, fundamental
problem of philosophy is Valuation and choice. Making
existential methods in the classroom requires a balance in
which both teachers and students as human beings preserve
its identity. Existentialist philosopher and humanist
psychologists advocate the kind of teaching and learning
methods that focus on the learner and Care about individual
differences. The research objective was identifying the
teaching methods and the characteristics of each one
supported by this approach. This research was done using
qualitative content analysis and reviewing literature on the
subject was published. The method of data analysis was
thematic coding by using deductive category application. The
results showed that the existentialists emphasized on the
relation "I - you" between teacher and student thus support
the teaching methods that consider individual patterns and
indirect instructions. These methods cause growth of efficient
relations and positive self-concept. Such methods are
dialogue; Learner-centred method and developing positive
self-concept. existential education goals cannot be
predetermined and cannot the teacher and the educational
system impose to students. Everyone assumes responsibility
for its education. So, the teaching methods which develop
concepts related to individual growth or focus on the learner
are supported by this sect. Keywords: existentialism,
existential Education, dialogue, Learner-centered method,
Positive self-concept;

Question no.5
Explain the natural knowledge and revealed
knowledge.

Natural knowledge
Natural knowledge is that part of God’s knowledge
which He knows by His very nature or essence, and
since His essence is necessary, so is that which is
known through it. That is, the content of natural
knowledge includes all metaphysically necessary
truths. For example, the statement, “All bachelors are
unmarried” is both necessary and part of natural
knowledge. Other examples include other tautologies,
mathematical certainties (e.g., 1+1=2), and all
possibilities (since all possibilities are necessarily so).
Natural knowledge can therefore be thought of as
including a virtually infinite number of propositions of
the form, It is possible that p, as well as a number of
propositions of the form, It is the case that p. Thus,
natural knowledge, properly conceived, is that part of
God’s knowledge which could not have been different
from what it is. It follows from this fact that the content
of God’s natural knowledge is independent of His will;
God has no control over the truth of the propositions
He knows by natural knowledge. Consider, for
example, the mathematical truth, 1+1=2. No matter
what God wills, it will always be true that the concepts
represented by the symbols 1, 2, +, and =, when
arranged in a formulaic expression, one plus one
equals two. It is important to note that, because
natural knowledge is independent from God’s will and,
to some extent, places limits upon the kinds of things
God can do, natural knowledge informs(ed) God’s
 decision(s) regarding His creative work. This also
means that natural knowledge is prevolitional.

Free knowledge is that part of God’s knowledge which

He knows by His knowledge of His own will, both His
desires and what He will, in fact, do. The content of
this knowledge is made up of truths which refer to
what actually exists (or has existed, or will exist). For
example, the statement, “John Laing exists,” although
certainly true, is dependent upon God’s choice to
create me (or, more properly, to actualize a world
where I am brought about), and hence, is part of
God’s free knowledge. Free knowledge can therefore
be thought of as including a number of propositions of
the form, It is the case that p (Note that propositions of
the forms, It was the case that p, and It will be the
case that p, can be reduced to a proposition which
refers to the present). Since free knowledge comes
from God’s creative act of will, two things follow. First,
the content of that knowledge is contingent; it could
have been different from what it, in fact, is. That is,
free knowledge includes only metaphysically
contingent truths, or truths that could have been
prevented by God if He chose to create different
situations, different creatures, or to not create at all.
Second, free knowledge is postvolitional; it is
dependent upon God’s will.

Revealed knowledge
Certain behaviour, actions, philosophies, people, or
items are ‘good’ or ‘bad’ based upon the authoritative
word of some higher power. Sometimes this higher
power is an individual person or a group of people, such
as the ‘dear leader’ who is worshipped by the North
Korean proletariat. Other times it comes from a
supernatural entity, such as the ancient Israelites
believing that God gave Moses tens of thousands of
words governing personal conduct and society. A nation
that operates its government using almost entirely
revealed knowledge is Iran. Generally, the root of all
revealed knowledge is a deep-seated anxiety about the
world. That is its own essay that is far too expansive to
go into here.

Revealed knowledge can lead to some interesting

developments because there does not, by definition,
have to be any rationality behind it. Sometimes,
revealed knowledge happens to be rational. Many
times, it is not. Take an example in politics: I know an
80+ year old farmer who votes as a Democrat solely
because, “my mama and daddy did it, their mamas and
daddies did it. We are Democrats. We have always
been Democrats.” Yet, he can’t actually tell
you anything the Democrats believe or stand for in
elections. He is relying on the presumed wisdom
of someone else’s authority and judgment to determine
how he behaves.