Compare the perspective of grade and western philosophers on education OBJECTIVES OF GREEK EDUCATION The prejudice against the sophists ...

 Compare the perspective of grade and western philosophers on education

OBJECTIVES OF GREEK EDUCATION

The prejudice against the sophists was intensified by the very fact that they degraded knowledge by making its aim direct utility. Education was with the Greeks training for leisure, not for a livelihood. it had been asked the Protagoras, 'Why may you not learn of him within the same the way that you simply learned the humanities of grammarian or musician or trainer, not with the view of creating any of them a profession, but only as the neighborhood of education and since a personal gentleman need to know them?

FUNDAMENTAL PRINCIPLES OF SOCRATIC EDUCATION

1) Knowledge is that the Goal of Life. the priority of Socrates is to define and describe the concept of excellent or good. There are various views with reference to the goal of human life.

2) Virtue is often taught. Virtue cares with 'will' and 'will' becomes virtuous by habit and practice. Accordingly, we believe that it's not by reason but by repeated performance of excellent deeds, that we develop virtue. But Socrates held quite opposite view. consistent with him virtue was knowledge and since knowledge was a system and science, it might be taught.

 We sometimes hand over many bad practices on learning their true nature. But, on the opposite hand, this is often also a well-known incontrovertible fact that we all know better but do worse. Whether virtue may be a matter of practice or matter of data may be a difficult question. Some emphasize the previous whereas philosophers like Socrates stress the latter. However, as a matter of fact, there are both elements in virtue.

3) Virtue is one. the normal Greek moral theory held that there are four virtues: Wisdom, Courage, Temperance, and Justice. Socrates, however, believed in a single virtue, that of data. consistent with him, knowledge was the virtue of virtues and every one virtue were the progeny of data .

Aim of Education

According to Plato, man's mind is usually active. Man is attracted to all things, that he sees in his surroundings, and he runs after them. The educator should cash in on this propensity within the child and educate him. He should concentrate on the objects which surround the kid. Such objects should be beautiful in order that the kid is of course interested in them and his curiosity is aroused. the method of education advances through this constant interaction between the stimulus by which the mind develops. For this reason, the kid should be kept in a beautiful environment.

 

Value of Education within the State

According to Aristotle the virtue of an honest citizen and the good governor is that the same as of an honest man; which everyone before he commands should have first obeyed, it's the business of the legislator to think about how his citizens could also be good men, what education is important thereto purpose, and what's the ultimate object of an honest life.

Priorities in Education

Locke’s hierarchy of values within the education of a gentleman’s son was contained in four elements: virtue, wisdom, breeding and learning.

Wisdom was to be of a practical kind: ‘a man managing his business ably and with foresight during this world’ (Thoughts, s. 140). It didn't mean being crafty or cunning, but rather to be open, fair, and wise. Such wisdom Locke placed above the immediate reach of youngsters, but children should be encouraged to strive towards this goal by becoming familiar with truth and sincerity, by submitting to reason, and by reflecting upon the consequences of their own actions. True wisdom involved the appliance of both reason and knowledge.

This is a useful analysis but the identification shouldn't be pressed too closely. The more important point to be made about Locke’s list is that he gave priority to those concerns (virtue, wisdom, breeding) which continue throughout life, instead of thereto sort of ‘learning’ which is usually related to the formal schooling of the young.

Aims of Education

According to Dewey the aim of education is that the development of a child's powers and skills. it's impossible to get down any definite principle for a specific quiet development, because this development will differ from one child to subsequent, in conformity with the unique abilities of the individual.

The educator should guide the kid consistently with the skills and powers he observes in it. it's better, in Dewey's opinion, to go away the question of educational objectives unanswered. If a particular aim is ascribed to education, it's going to do very great harm by compelling the teacher to guide the educand during a particular direction, not keep with the innate abilities of the kid. generally, the aim of education is to make an environment during which the kid gets a chance to move in and contribute to the social awakening of humanity.

From the pragmatic standpoint, education aims at creating social efficiency within the child. A man may be a social being who must develop within the confines of society, outside which he cannot develop in the least. For this reason, education must aim at creating social efficiency and skill.

 

Formal Steps of Herbart.

Herein comes assimilation or reflection. The mind is deeply engrossed with notices which are beyond the actual ideas just received or previously existing. within the method process, the mind attempts to make an organic whole as a result of the above three processes. Language may play a really active part here in giving expression to the harmonized wholes formed within the mind.

Herbart's Psychology of Education

Herbart was the primary one that combined Ethics with Psychology and gave rise to a replacement educational science. With the assistance of Ethics, he formulated the aims of education, and with the help of Psychology; he laid stress upon the methods of teaching.

Herbart condemned the prevalent Faculty Psychology and, developing new psychological ideology, employed it within the educational process.

According to Faculty Psychology mind is formed from various unrelated faculties. Opposing this belief, Herbart had established that the mind is formed from three parts namely— (1) Knowing, (2) Feeling, and (3) Willing. These three parts haven't any independent existence of their own. They exist together and can't be separated.

(1)    Knowing. At the time of birth, an infant has only the capacity to regulate itself with the environment. When his mind comes in touch with the external objects, then new ideas are born which enter the sector of consciousness first of all.

(2)    After crossing the bounds of consciousness, they enter the world of unconsciousness. There they lie stared up till they're needed. But when a replacement idea that features a similarity with the pre-stored ideas, is born, the pre-stored ideas rush up to the consciousness and assimilate the new one and return to the unconsciousness again.