1.6. Philosophy of Education

Our discussion of the concept of education and the concept of philosophy form the basis of arriving at the definition of philosophy of education. Thus philosophy of education is essentially a method of approaching educational experience rather than body of conclusions. It is the specific method, which makes it philosophical. Philosophical method is critical, comprehensive and synthetic. Therefore, philosophy of education is the criticism of the general theory of education. It consists of critical evaluation and systematic reflection upon general theories. It is a synthesis of educational facts with educational values. In brief, it is a philosophical process of solving educational problems through philosophical results. Thus it aims at achieving general and comprehensive results. This is the clarification of the definition of philosophy of education. It should be noted here that philosophy of education is a species of the genus philosophy, with the differentia that its proper scope is confined to the field of education. Thus it is philosophy in the field of education.

While the goal of philosophy is to explain the baffling mysteries of universe, the place of man in the universe and variegated problems created out of his wisdom and folly, the chief means of philosophy is education, which has been correctly described as the dynamic side of philosophy. Education is a practical activity of philosophical thought. Every educational practice is illumined with the backdrop of philosophy. The speculative, normative and critical function of philosophy affects not only the direction of moral guidance that the teacher gives but also affects the directions and emphasis of the curriculum, the color of the teachers' attitudes from day to day, even from hour to hour. No practice is good and scientific unless rooted in philosophical thought, which gives logic, rationale, and sequence and system to education. Since philosophy speaks the language of analysis and reason, there is hardly any problem of education, which is not solved by the calm lights of philosophy. Fichte, therefore, very rightly observes "the art of education will never attain copulate clearness without philosophy." Gentile states, "Education without philosophy would mean a failure to understand the precise nature of education." Dewey says, "philosophy is the theory of education in its most general phases." If education is a set of techniques for imparting knowledge, skills and attitudes, philosophy is the foundation to vitalize these. Philosophy is the foundation and education is the superstructure.

John Dewey believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community, which gave them real, guided experiences, which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges: