HUMANITIES TITLE - INDIAN PHILOSOPHY OF EDUCATION ITS CONCEPT, NATURE AND FUNCTIONS Philosophy
is concerned with all aspects of life. Nothing is beyond the scope of
philosophy. The word philosophy comes from, as its etymology from Greek words, Philos (Love) wisdom, Love of learning in general. "Philosophy aims at knowledge of the eternal nature of things." -Plato "Philosophy like all other studies, aims primarily at knowledge." -Bertrand Russell Philosophy is the global or total view paint of reality about everything. In almost every instance we find, we can penetrate only a short distance before encountering philosophical issues. It is a general study of fundamental characteristics of all existence. Educations, as Mahatma Gandhi describes is "an all round drawing out of best in child and man-body mind and spirit."
Education is that constructive process which drags a person out from darkness etymologically, the word education is derived from ''educare'', ''educere'' and ''education'' which means ''to bring up'', ''to lead out'' and ''the act of teaching''. Thus education is a process which enables a man to develop all his capacities and to acquire virtues as a result of which the becomes a refined person. There is a wide and close relationship between philosophy and education. Philosophy is a theory and education is practice. Theory leads to practice and practice improves theory. "Philosophy and education are like two sides of the same coin: the former is contemplative while the latter is the active side." - Rose "Philosophy is the theory of education in its mass general phase." -John Dewey Philosophy deals with the ends and education is the means to achieve those ends. Great philosophers have been great educationists too in the East as well as in the West. Height and breadth of education is probed in by philosophy.
CONCEPT OF PHILOSOPHY OF EDUCATION Philosophy is an enquiry into man''s attempt to understand the universe. Education is the transmission of knowledge, values and skills of a culture. The concept of philosophy of education may be explained on the basis of combination of these two definitions. The philosophy of education may be either the philosophy of process of education or the philosophy of the discipline of education. That is, it maybe part of the discipline and concerned with the aims, forms and methods, or results of the process of educating or being educated; or it may be meta disciplinary in the sense of being concerned with the concepts, aims and methods of the discipline.
INDIAN PHILOSOPHY OF EDUCATION CONCEPT OF INDIAN PHILOSOPHY It is a historically accredited fact that India gave lead to this world in evolving, expounding and sophisticating the discipline now termed as "Philosophy". The Vedas, enshrining the divine philosophical thought of Hindus, though 4500 years old, still hold as guidelines for human conduct, ethics, policy and morals.
Our ''Darshanas'', ''Upanishads'', ''Epics'', Budhist'' and Jain scriptures, Smrities etc. influenced our behaviour and ways of taking for all times. Like all ancient and civilized nations India has a long history of education. It was carried on formally in gurukulas, ashramas and university-typlly by actually taking part in life activities, by imitation, by mutual exchange of ideas and by apprenticeship. In the non-formal way the new generation learnt the culture, ways, practices, usages, customs and the traditions of the older generation. Systematic education however, began when the hymns of Vedas were composed. The changers in time effected a little change in practice, the theory and the ideal remained the same. Again there was not much theorizing, as is the modern trait. They realized the importance of education in civilized life, so they built up the system through the inter-action of the time-spirit and the economic milieu. Their system possessed elements which were of value and it was suited to the needs of those who developed and adapted them. This produced great men and earnest seekers after truth. Their noble educational ideals are valuable contribution to the educational philosophy and practice.
ORIGIN Education in Indian emerged from the social organization of the Indo-Aryan society, which was very highly organized into castes, each having its distinct functions. The duties of the four social orders were laid down. Brahmans were ordained to teach study, offer sacrifices, officiate at sacrifices and give and accept gifts. The Kshatriya was ordained to protect the people, give and make sacrifices, do duty and abstain from sensual enjoyment. The Vaishya''s duties were to tend cattle, to give gifts, to offer sacrifices and to study; he was also to deal in trade money-lending and cultivation of land. The Sudra was given the duty of serving these three castes. He may become a trader, or may live by various arts, promoting the good of the three castes, although the first here castes were ordained to study; there is ample evidence to show that Sudras were not debarred from the gift of education.
CONCEPT AND AIMS Aryans considered the gift of education as the greatest gift. It is said in
Manusmriti, "This body is made godly by thorough study of three Vedas, observances, by liberation, by offering, by children, by the sacrifice". Godlines here mean "being transformed into the very essence of God" and this was considered the highest end of man. Unless the scholar strove to realize that his life was spark of divinity, all his learning and wisdom were nothing. Pursuit of truth and attainment of wisdom were their greatest ideals in life. Since the concept and aims of education are correlated with the ideals of life, we can doctrinism their concept and aim of educations as idealist, which postulates, "the mental or spiritual is more real or at least more important that the material".
Education for Other-worldliness. As the religio-philosophical ideal was very highly developed, emphasis was placed on other worldliness. Education, therefore, did not prepare them as much for this world as for happiness in the other world. Although they upheld and encouraged the pleasures of family life, their interest was not so much in this world as in the other, the philosophy taught was the unreality of this world and that the highest knowledge was to become acquainted with the method by which release could be obtained.
Preparing for living. Preparation for living social efficiency, vocation or utilitarian aims were not explicit but implicit in their system of education. At first they had the ideal of education as ''knowledge for knowledge sake,'' but soon after this ideal gave way to a utilitarian aim. All their rules of conduct and duties of various castes show that they wanted man to prepare for life. Each caste was given a certain type of education which would fit its members for a certain profession or vocation in life. Because they could not escape from worldly realities, a vocational purpose was embodied in formal education. There is no doubt, however, tha