GOVT.

COLLEGE OF NURSING RAIPUR

C.G.

Sub. – Advance nursing practice

TOPIC ON
OBJECTIVES AND PHILOSOPHY OF NURSING EDUCATION

SUBMITTED TO SUBMITTED BY
Mrs . Bela chandrakar Ms. Uttra sahu
Assi. professor M.sc nursing I year
Govt. college of Govt. college of
Nursing Raipur Nursing Raipur
 NURSING EDUCATION

 DEFINITION :-
nursing education is a professional education
which is consciously and systematically planned and
implemented through instruction and discipline and aims the
harmonious development of physical , intellectual , social ,
emotional , aesthetic powers or abilities of the student in
order to render professional nursing care to people of all
ages in all phases of health and illness in a veracity of setting
in the best or highest possible manner.
 Objectives of nursing education
 To prepare nurses who will give expert bed side nursing care in the hospital
and home .
 To provide opportunities through curricular and extra curricular activities.
 To provide integration of health and social expects .
 Provides necessary knowledge principles, skills and attitudes which are
need for professional nursing practice.
 To develop competent health team members .
 Nursing education should impart scientific and up-to-date knowledge in
areas of medical and social sciences .
 It should have prepare the nurses as good leaders to provide qualitative
care.
 For all round personality development of individual nurse.
 To improve the professional developmentof each nurse and their
profession.
PHILOSOPHY
 PHILOSOPHY

 Meaning :-
The word philosophy is derived from the Greek word
“philos”[loving] and “sophia”[wisdom] and means “love of
knowledge and wisdom”.
however as it is used today philosophy
means fundamental beliefs and convictions. The following
meaning of philosophy have been useful for a systematic
understanding of education :-
 Philosophy as a love of knowledge.
 Philosophy is an activity.
 Philosophy is a comprehensive picture of the universe.
 Philosophy as a guide to a way of life.
Definitions :-

 “Philosophy is the science of all sciences”.

- coleridge

 “Philosophy is the science of knowledge.”

- fitche

 “Philosophy is the mother of all arts and the true medicine of mind .”
- cisero

 “Philosophy is a persistent effort of both ordinary and persistent people

to make life as intelligible and meaningful as possible .”
-bramold
 Branches /scope of philosophy:-
Generally it has three main divisions as listed below :-
 Metaphysics :-
it deals with the ultimate true nature of things . It is the record of the explorations of
the human mind in to the ultimate nature of the man and of the world . It is the result of an
attempt to answer questions “what is really real”?
It has following five parts :-
 Theology :-
deals with the study about the existence of God . His nature Monotheism or polytheism and so
on.
 Metaphysics regarding soul :-
this parts deal with the problems of soul , freedom or dependence of their existence and mutual
relationship with the body.
 Science of universe :-
this part deals with the knowledge of the universe , its mortal and immortal elements and mutual
relationship of different elements.
 Science of creation :-
this part deals with common problems connected with the development of this universe .
 Cosmology :-
this part deal with problems related with origin and imposition of the creation.
 Epistemology :-
in this divison human intelligence and
problems concerning his / her capacity for learning
such as limit of human mind for grasping knowledge
about the creation are studied .

 Axiology :-
it is concerned with the morality and
value axiology has two major sub-divisions – ethics
and aesthetics . Ethics is concerned with good or
bad, right or wrong. Aesthetics is inquiring into the
nature of the beatify and ugly.
 Philosophy and education
Their interdependence :-
Philosophy and education are closely inter-related .
Following are the views and points show the relation :-
 Philosophy and education are like the sides of a coin , presenting different views of the
same thing and that one is implied by the other . -Ross

 Education is the dynamic side of philosophy .

- sir john adams
 If one is contemplative the other is the active side.
 Education is the strongest instrument for the realization of the ideals of the life and a
civilized attempt to bring about the desired development of human personality.
This indicate the fact that plant of education draws its
nourishment from the soil of philosophy.
 The aim of education will never attain complete clearness without philosophy.
- Fichte
 education without philosophy is blind and philosophy without
education is invalid.

 Philosophy prescribes the goals and essentials of good life and

education is the best means to achieve this goals .

 Philosophy is the background of education.

 Philosophy determines the aims , contents, methods of

education . It defines the role teacher in educative process .

 It is the relation similar to the one between the planner, and

policy maker and the executive officer.
 Since philosophy and education are intimately
related it seems necessary to discuss their
relationship in different fields such as :-

Aims of
education

Teacher,
text and curriculum
science

Concept of Teaching
discipline techniques
Aims and objectives

 Education in every society is directed for specific aims

and objectives . That aims and objectives are set by a
philosophical approach.
For eg . :- the aims of pakistani education are to develop
socially and morally sound person on the principles of
islam . So their whole educational set up aim is the
creation of that kind of person and that aim is set by
islamic philosophy
Curriculum :-

 Every educational system is based upon specific

teaching methodologies and the curriculum. What
should be the teaching methodology ? And what kind
of curriculum be taught to the students? And what kind
of teacher should be ? All the answers given by
philosophy.
so the education is dependent on philosophy
for guidance in various of areas .
 Teaching methods

 Method is procedures through which the aims of

education are realized. Every philosopher formulates his
own method of teaching according to his own
philosophy . It is there for various school of philosophy
are laid down their own method of teaching.
For eg.:-
- The idealists believe that teaching is essentially an
impact of the teacher’s personality on that of the pupil.
- The naturalists emphasize the child centered method of
teaching.
Concept of discipline

 Like curriculum textbook and methods , discipline too

reflects the philosophy of life accepted at a particular
time.
 Indian philosophy has always been favoring discipline
of the soul , mind and intellect , control over the on
physical movements actions and thoughts .
Teacher , text and science

 Teacher is the backbone of all educative process. It is

therefore , essential that the teacher’s philosophy of life
should be in perfect consonance with the philosophy
on which the educational system is based.
 To be a successful teacher he must know the subject ,
his pupils , the society and the philosophy of education.
 The teacher influences the personality of the student
and instills in him a thoughtful awakening , a new life
and beliefs.
Important philosophies of
education
Traditional philosophies Modern philosophies

Idealism Supernaturalism

Naturalism Humanistic existentialism

Pragmatism Progressivism

Realism Behaviorism

Reconstructionism

Experimentalism

Eaclectism
 Idealism
 Meaning :-
the word “idealism” may be derived from “ideals” or
“ideas”. So according to idealism ; idealism or higher values are
much more to explain man and universe in terms of spirit or mind .
idealism is very old philosophical thought influences
on man and his mind . An idealist therefore shifts the emphasis from
the natural or scientific facts of life to the spiritual aspects of human
experiences .
“Exalt the human personality “is the slogan of idealism.
 Exponents of idealism :-

 Plato
 Kant
 Hegel
 Willium T haris
 Tagore
 Swami dayananda
 Concept of idealism :-
idealism is a philosophical position which
adhers to the view that nothing exists except an idea in
the mind of man . Idealism has many forms and deals
with the certain basic question of human life. It holds
that mind or spirit as each man experiences it in himself
is fundamentally real and that the totality of universe is
somehow mind or spirit in its essence.
to the idealist the reality is spiritual in
nature rather than physical , mental rather than
material.
 Characteristics of idealism :-
 The universe exist in spirit .
 Mechanical explanation of universe is inadequate.
 Man is central in creation .
 Greater emphasis upon the mental or spiritual aspect
of the universe.
 Ultimate reality is consciousness [mind] and world is
controlled by it .
Principles of idealism :-

Idealism believe in the universal mind.

Idealism regards man as a spiritual

being.

The world of ideas and values is more

important than the world of matter.

Real knowledge is perceived in mind

 Idealism believe in the universal mind :-
besides the physical or material
universe , there is also a spiritual universe which is
permeated by the universal mind or god . He is the
creator and others are the created. God or the
universal mind is the source of all human values and
the goal of all human activities is the realization of this
universal mind in one’s ownself.
 Idealism regards man as a spiritual being :-
idealism believes tht man is a mere
animal. He is essentially a spiritual being whose chief
aim is to develop his spiritual nature. It is the spirituality
that distinguishes man from other lower creatures .
reality is found in the mind of man and
not in the external world .
 The world of ideas and value is more important than the
world of matter :-
idealism has full faith in eternal
values which never change . They can neither be
created nor destroyed.
according to plato , the outstanding eternal
values are truth , goodness and beauty[ satayam ,
sivam, sundaram ]. They are exactly similar to the
attributes of god .
man cannot create this values. They can only
discover them if they try. According to idealism
“everything we truly judge to be good or beautiful is so
because it partakes of the natural of absolute
goodness of beauty .it is absolute beauty which makes
all beautiful things beautiful.
 The real knowledge is perceived in mind :-
the knowledge which is
gained through the activity and creativity of mind is
more important than the knowledge acquired thought
senses .
Educational implications of
idealism
All educational
idealist believe
that man is one • Idealism and aims of
born with a education
spiritual self. He • Idealism and curriculum
can realise his
spirituality and • Idealism and method of
understand its teaching
true nature only • Idealism and discipline
through the
agency of • Idealism and teacher
education :-
Aims of education and
idealism
Exaltation of human personality

Universal education

Development of inventive an creative powers

acquisition and enrichment of culture environment

Development of moral sense

Self realization

Cultivation of spiritual values

Character development

Conservation , promotion and transmission of cultural heritage.

Idealism and curriculum:-

Overall development of child is the aim of idealistic curriculum

to achieve this over all development , subject which assess
the child to develop morally aesthetical and physically are
included in the curriculum .
- For intellectual advancement language, literature ,
sciences , social studies and mathematics are included .

- For aesthetic and moral development fine arts , poetry ,

ethics and religion are provided .

- For physical fitness physical exercise , physical hygiene ,

gymnastics and athletics are included
Idealism and method of
teaching
Method is the weakest point in idealistic philosophy. At does not advocate
any special method of education but follows the traditional method.
freebel developed the methodology of which is known as
“kindergarten”. He regard school as the garden and teacher as a
gardener whose main function is to tend the little human plant under
his charge very carefully and thus help them to grow to beauty and
perfection.
however some advocate of idealism have
provided certain teaching techniques . They are :-
- Questioning
- Discussion
- Lecture
- Single and group project
- Imitation
- in case of imitation the teacher sets before his
pupils some excellent literary , artistic , musical , scientific on other
models and directs them to observe and study this try tio reproduce
there patterns .
Idealism and discipline

Idealist are not in favour of free discipline. It may need

lead the child astray. They feel that strict discipline is
essential for self realization . Teachers guidance is
necessary at every step because we will impress upon
his pupils.
Idealism and teacher

The place of teacher in idealism is very high . Idealist teacher

is one who has attain self realization .he is a practical man
and leads an ideal and virtuous life.
Teacher should be :-
-a role model
-friend
-philosopher and guide
-perfector of mind
-co-worker of god
-apostle of piece and progress
-priest of man spiritual heritage .
Contribution of idealism in
education
 It gives more importance to mental and spiritual than the
physical development .
 Idealism holds that every human being must receive a
chance to be educated .
 The most important element in social culture , according
to idealism , is moral character education.
 Emphasis of idealist on personality development.
 Education according to idealist pattern is ideal centred .
 Idealistic philosophy restores man to his proper place.
 Provide great achievements in literature and art ,
mathematics.
Weakness and limitation of
idealism
 Idealism may be considered to be out moded in the prevailing
scientific world view .

 Idealistic concept like , spirit , mind ,soul have little relevance in

classroom teaching .

 The idealistic education stresses on imitation of models but younger

generation prefers invention and originality rather than imitation.

 To much emphasis an good manners and modesty may be mistaken

for diffidence.

 It pays less attention to physical , industrial , social , amd electrical

environment of today.
 Naturalism :-

 Meaning :-
naturalism is concerned with the “natural self”
or “real self”. James ward says naturalism is the doctrine
that separates nature from god subordinates spirit to
matter and sets up unchangeable different from god as
supreme.

• Definition :-
“ Naturalism is a system of which the silent characteristics is
the exclusion of whatever is spiritual are indeed , whatever
is transcendental of experiences from our philosophy of
nature and man.”
- george hayward jayce.
 Exponents of naturalism :-
 Democritus
 Bacon
 Herbert spencer
 Epicurus
 JA comenius
 Concept of naturalism :-
naturalism is a distinct philosophy
according to which reality and nature are identical
and that beyond nature there is no reality . According
to naturalism material world is the real world . It
emphasises matter and the physical world . It does not
believe in sentimentalism and spiritualism.
 Characteristics of naturalism :-

 Nature is the ultimate reality.

 No distinction between mind and body.
 Scientific knowledge.
 Man an offspring of nature.
 Senses are the gateways of knowledge.
 Laws of nature are unchangeable and the whole universe
is governed by them .
 Values are resident in nature.
 Inductive method.
Principles of naturalism :-

Child centred education

Education as the natural development of the child’s
power and capacities.
Negative education is early childhood.
Education should be based on child’s psychology

The role of teacher should be first that of a guide.

Naturalism lays stress on physical environment.

Naturalism gives a prominent place to the concept of
freedom .
Naturalism advocates education in accordance with the
nature of the child.
Educational implications of naturalism

Naturalism believe that education should

be according to the nature of the child .
Naturalism advocates the creation of
conditions in which the natural
development of a child can take place
in a natural way.
Naturalism and aims of education:-

Self expression
Self preservation
Redirection of
human instincts
Struggle for
existence
Education
according to nature
Perfect development of
individuality
Naturalism and curriculum

 The naturalist do not advocate a fixed curriculum .

Every child is given the right to learn directly from
nature through personal experiences.

 Naturalist give prominence to subjects like gardening ,

agriculture, geography and astronomy.

 Subjects should be co-related with the play activity of

the child and with the life around him.
 Naturalism and methods of teaching

 Learning by doing :-
 naturalists are not in favour of direct teaching lectures of textbooks they advocate
the direct experience of things and believe in the principle of learning by doing.

 Play way method :-

 good learning is more often the result of spontaneous effort and free interest rather
than compulsion and focused application . Since spontaneous effort and free
interest are two main features of play, this method of teaching is called play way
method.

 Observation and experimentation:-

 the naturalist assail the time table and disfavour any type of rigidity in the schedule ,
which given , freedom to the pupils to choose his own schedule of work. They learn
through observation and experimentation.

 Self-government and self-effort :-

 the naturalist also emphasize open air schools self government in schools and
establishments of coeducation in educational institutes
Naturalism and discipline

 Naturalist give utmost freedom to the child to do and

learn whatever he likes . They do not advocate any sort
of punishment for the child except that he is allowed to
suffer the natural consequence of his actions.
Naturalism and teacher

 According to naturalist the teacher’s place is behind

the scene . This is a spectator or observer of the child’s
development rather than a giver of information , ideals
, ideas and will power or moulder of character. He is
not to interfere with the activities of his pupil.

 According to naturalist concept a teacher is only a

setter of the stage, a supplier of materials conditions
conductive to the natural development of pupils.
Contribution of naturalism in
education
 Naturalism has brought to the forefront the importance
and recognition of the child in the educative process.
 It advocates that education should be a pleasurable
activity for children.
 Naturalism stresses that education should engage the
spontaneous self-activity of the child.
 The concept of discipline is very desirable.
 Naturalism in education draws our attention to
aesthetic aspects of surroundings.
 New schools and new movements came into being as
result of naturalism. Eg kindergarten , tagore
shantiniketan.
Weakness of naturalism in
education
 Naturalism in its extreme form neglects books and other
media.
 Physical nature alone is not sufficient for providing
education.
 Absolute freedom to the child is a myth. It can’t exist.
 It is very difficult to find naturalistic surroundings for
locating educational institutions.
 Naturalism assigns very little importance to the teacher
in the educational process.
 Pragmatism

 Meaning :-
it is derived from the greek word pragmatism
which means practice or action , active and efficient . A
pragmatist in the world of facts rather than ideas or ideals.
pragmatism believes in practical and
utilitarian philosophy.

• Definition :-
pragmatism is a essentially a humanistic
philosophy maintaining that man creates his own valies in
course of activity , the reality is still in making and awits its
part of completion from the future.
 Exponents of pragmatism :-
- John deway
- Willium james
- S patrick
- Charles S Pierce.
Chief characteristics of pragmatism :-
 Pragmatism a revolt against traditionalism and
absolutism.
 Rejects ultimate values.
 Pragmatism as intrumentalism.
 Pragmatism as experimentalism.
 Men creates his own values.
 Faith in democracy.
 Principles of pragmatism
 Truth is not absolute , but changes according to time, ideal and
place.
 The work gives satisfaction and pleasure is practical and useful.
 Aims and beliefs of life are not certain because truth is changeable.
 Knowledge on the basis of quality.
 Belief in practical philosophy.
 Human development according to environment.
 Faith in democracy.
 Revolt against traditionalism.
 Only those ideas which can be realised in life are real.
 Pragmatism accept knowledge which is real and empirical.
 Pragmatism has faith in man’s capacity to shape his destiny.
Educational implications
of pragmatism
Since pragmatism is a practical and utilitarian school of
philosophy , it has influenced education to the
maximum extent.
-the school become child centred.
-in the school child learn activities by practicing it, so the
school has to provide conducive environment for the
child.
-the pupil will actively participate in the planning of
activities with the teacher.
-cultivate creative interest among the child intelligence
cooperative effort is necessary.
Aims of education :-
 Creation of new values .
 Activity and experience
 Provide physical intellectual moral and aesthetic
activities.
 Personal and social adjustment.
 Harmonious development of the individual .
 Continuous experience.
 Social efficiency.
 All round development .
 Curriculum and pragmatism:-
It is also called the activity curriculum and the emergent
curriculum.

- Principle of utility:- reading , writing, arithmetic, nature study, drawing

and hand work for elementary stage. languages social studies
physical sciences mathematics for later stage. Not include cultural
activities like poetry and art.

- Principle of integration:- instead of dividing knowledge into various

subjects fields , integrated knowledge, round various problems pof
life is preferred.
- Principle of interest.
- Principle of experience.
Pragmatism and methods of teaching

Learning by Discussion ,
Provision of
doing in Project questioning
real life
real life method. and
situation.
situations. enquiry.
Pragmatism and teacher :-
Pragmatism consider teacher as a freind ,
philosopher and guide to the children. Ability to
maintain a close relationship with children for
understanding their interests and awareness regarding
the social conditions.
The chief function of a pragmatic teacher
is to create real life situation in which some problem
may emerge and the child is interested in the solution
of those problems.
Pragmatism and discipline :-
The pragmatisms believe
that purposeful and cooperative activities
,carried on in a free and happy environment , are
conductive to good happy discipline. Such
activities create in children virtues like tolerance ,
mutual respect self control , initiative and
originality . This may also called self discipline.
Contribution of pragmatism
in education:-
 Utility in the educative process is the first criterion.
 Pragmatism makes the child centre of the education.
 Teaching methods are based on learning by doing.
 Education is not bound to tradition.
 Pragmatism encourages a democratic way of learning.
 The teacher has to pay a very challenging role in the
educative process under pragmatism.
 The pragmatic approach is based on the recognition
of the needs of a technological and industrailized
society.
Weaknesses and limitation of
pragmatism in education:-

 The pragmatic philosophy of education by and

large ignores the people of spirit of essence.
 Problems selected by the students may be unreal
having no relation with real life situations.
 Pragmatism does not provide for regular and
systematic instruction.
 Pragmatism leaves many curricular gaps and
deficiencies in the learning process.
 Pragmatism may put heavy demands on the
teacher.
 Realism

Meaning :-
 Realism is also sometime called objectivism both
realism and objectivism are metaphysical theory
concerned with the existence of thing. Realism is the
theory that holds the existence of objects is real.

Definition :-
 Realism is the reinforcement of our common
acceptance of this world as it appear to us .
- butter
Exponents of realism :-
 Aristotle
 John locke
 Herbert spencer
 Principles of realism:-

Worldly realities of everyday life are true .

It does not believe in the existence of any absolute truth.

It accepts only sensory experiences of the external world as real.

It looks at man like a physical being controlled by rules and laws.

Real knowledge is obtained by analysing and experiencing sensations.

It advocates the methods and principles of physical science for

acquiring knowledge.
Educational implication of
realism
 Aims of education :-
the realistic aim of education is a happy and integrated
life it includes:-

 Activities concerned with language.

 Activities concerned with hygiene.
 Citizenship activities.
 Ordinary social activities.
 Leisure activities.
 Activities of mental health.
 Religious activities.
 Vocational activities.
 Realism and curriculum :-
According to realism the child be
allowed to choose subjects according to his/her ability
from detailed curriculum. Learning according to one’s
ability results in success in practical life. the curriculum
should lay emphasis upon science subjects , physics ,
chemistry , biology etc,
- Classics of his own and of world literature and arts.
- Can prepare children for day to day living.
Realism and methods of teaching :-
Realism
oppose bookish knowledge as it failed to
prepare the child for real life. since
realism belief that knowledge comes
through senses and worlds, it justifies the
use of appropriate AV aids in teaching.
Importance must given to observation ,
experimentation and activities .
Realism and teacher :-
in realism , a
honourable position is reserved for
teachers . A realistic teacher is well
versed in content and aware about the
needs of the children. He is also
interested in research and transferring
knowledge in a clear and intelligent way.
Realism and discipline :-
Realism believe in
self discipline and advocate moral and
religious education for the development
of self discipline among children.
SUPERNATURALISM
 Supernaturalism

 This philosophy originated in the Christian philosophy

and according to this philosophy “ there is a personal
god . God is the author and creator of nature and
man. God has created this universe and placed man in
the universe as his child. God helps his children to
attain the eternal destiny that is union with god .
 Humanistic existentialism

 Main concept of existentialism is “the existence of a

person is prior to his or her essence”. We exist first then
we define ourselves later. It only believe in subjectivity.
 Progressivism

 It is an American philosophy , which is a revolt against

the “formal/ traditional” system of education.
According to progressivism education is cantered on
the present life itself. The development of an individual
and society is only possible , when education facilitates
the growth of every phase of the child.
 Behaviourism

 Person’s behaviour is the result of environmental

conditioning. Man is a passive recipient , who reacts to
external stimuli , he has no will or decision of his own or
the capacity to take spontaneous action.
 It only focus on objectively observable behaviours and
discounts any independent activities of the mind.
 Behaviour theorists define learning as nothing more
than the acquisition of new behaviour based on
environmental conditions.
 Reconstructionism

 Also known as SOCIAL RECONSTRUCTIONISM , this

theory claims to be the true successor of progressivism
and declaires that the chief purpose of education is to
RECONSTRUCT society in order to meet the cultural crisis
brought about by social, political ,and economic
problems.
 Experimentalism

 A philosophical belief that the way to truth is through

experiments.
 It has practiced in every field , from music to film and
from literature to theatre.
 Life is laboratory all individuals are experimenting.
 Eclecticism

 The synthesis of harmonious blend of the diverse philosophies

of education . It is the process of pulling out and putting
together of the useful and essential aspects of various
philosophies of education.
 The fusion or synthesis of different philosophies of education.