 Hello, I welcome you all once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls degree college, University of Palahar. And today I am going to discuss a basic topic under education that is approaches to education in which I am going to discuss philosophical, sociological, psychological and scientific approach to education. Okay. And the lecture will must be useful for all of you. So first of all, philosophical approach, I mean what are we going to study in this, that you can see education from any point of view, you can see education science and the subject. So, it can be an educational basis, it can be a sociological basis, it can be a scientific basis, it can be a scientific basis, it can be a scientific basis. So, philosophy, and the most important topic is when the article is asked, long answer is asked by all of you, so you do not understand what is to be written on it, what is the matter and how much is the matter, how will we summarize it, how will we summarize it. So, what is the basic conceptual understanding of the philosophical approach, what is the psychological approach, what is the sociological approach, and what is your scientific approach, there was a historical approach as well, but since it is such a big topic in itself that I have separated it, we will discuss that in the next video, historical approach. So, let us start with the philosophical approach, what is the Dal-Shiniko-Pagam-Shikhsha, Shikhsha-Shastra. So, philosophy as a discipline is more of an activity rather than a body of passive knowledge. In other words, we learn philosophy by doing it, so philosophy is an activity, we can identify three modes of philosophy, these modes are the speculative, the prescriptive and the analytic. So, what is speculative, the name is not hidden, it is speculation, it means that you will speculate something, it is the mode of philosophy which systematically speculates about and upon all things. It is the mode of philosophy which systematically speculates about and upon all things. This mode of speculation is limitless as it deals with the real as well as the abstract. It is limitless because you are looking at everything from the point of view of speculation, you are looking at the real things as well as the imaginary things as well. Primarily, therefore, speculative philosophy is interested in the search for order, wholeness and linkages in the realm of experience. They are saying that what we are looking for in it, whether it is a Karma or not, whether it is complete or not, whether it is a connection or not. So, if you are looking at things in this way, then what is the mode of speculative? Prescriptive philosophy, as we are writing prescriptions, the prescriptions means that we will tell. Seeks to set standards, grounds and criteria for the judgment of values, conduct and art. It must be like this. It seeks to establish the objectivity or subjectivity of concepts such as good and bad, right and wrong, etc. It also seeks to establish some fundamental laws for judging, detection and which are not. It means that it wants to tell whether it is right or wrong, whether it is good or bad. And it wants to set standards, we want to make grounds for criteria, we want to make norms. So, if you are philosophizing in this mode, then what is the mode of prescriptive? And lastly, what will be analytic? Also called linguistic philosophy. Why? A loosely related set of approaches to philosophical problems, dominant in Anglo-American philosophy from the early 20th century that emphasizes the study of language and the logical analysis of concepts. Why is it called linguistic philosophy? Because you are looking at the logical analysis of the concept, the viewpoints of the language. Analytic philosophers conduct conceptual investigations that characteristically do not invariably involve studies of the language in which the concepts in question are or can be expressed. So, it is said that you are looking at the viewpoints of the language in this, right? It is a 20th century movement in philosophy which holds that philosophy should apply logical techniques in order to attain conceptual clarity and that philosophy should be consistent with the success of modern science. So, what is the analytic philosophy? It has become linguistic philosophy. What are you saying in this? Concepts, logical analysis of concepts. So, philosophical, this is a big philosophy. Philosophy means philosophizing. You can do it in three ways, in a speculative way, in a descriptive way or in an energetic way. But what is the philosophical approach? So, the philosophical approach of education tells us what should be done. What should be done? What should be done for education? Which methodologies should be taught? Which subject should be taught? What should be taught in curriculum? What should be taught to the students? What is the role of discipline? Who will govern the discipline? Who will manage it? All of this tells us philosophy for education. So, the functions of philosophy of education are determining the aims of education. First of all, who will take the aim of education? The person who is governing it from the perspective of the teacher. Harmonizing old and new traditions in the field of education. Providing the educational planners, administrators and educators with the progressive vision to achieve educational development and preparing the young generation to face the challenges of modern time. So, the philosophical approach of education tells us what will be the learning outcome of the classroom and what will be the purpose of education? What are the issues that will make it a part of our curriculum? What methodology will be made? What will be the discipline? Will there be a lesson? Will there be a lesson? Will you leave it free? Everything is governed by philosophy. So, this is the main concern of philosophy for education. Now, can you say that philosophy of education is the branch of applied and practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice? The philosophical problems arising from educational theory and practice and the branch of applied and practical philosophy which is concerned with the nature and aims of education. That is, what is the nature of education and what is the purpose of education? And philosophy of education concerns itself with both sides of the traditional theory and practice. Philosophy of education represents answers to questions about the purpose of schooling, a teacher's role and philosophy of education. What does philosophy of education do? What is the purpose of schooling? What is the role of education? What should be taught? How should it be taught? That is what philosophy of education tells us. So, what happened is that Darshani took the course of education. Now, let us look at the sociological approach. What is the sociological approach? The sociological approach is that major sociological perspectives and education fall nicely into the functional conflict and symbolic interactionist approaches. It is said that if you look at the educational approach from a sociological approach, there are three ways to look at it. Functional, conflict and symbolic interactions. It is said that what does functional theory depend on? What does stress depend on? What does impact depend on? What does God put on it? It stresses the functions that education serves in fulfilling a society's various needs. It is said that functional theory strengthens that education fulfills many needs of society. For example, perhaps the most important function of education is socialization. It is said that the most important work of education is the socialization of the society. The socialization of the society. If children are to learn the norms, values and skills they need to function in society, then education is a primary vehicle for society. They are saying that if a child wants to learn the norms, values and skills of the society, then education is a primary vehicle for them. The second function of education is social integration. The first is socialization. The second is social integration. It means that the society does only one thing. It is said that for a society to work, functionalists say people must subscribe to a common set of beliefs and values. When a society works, functionalists say that people should work for a common set of beliefs and values. As we saw, the development of such common views was a goal of the system of free compulsory education that developed in the 19th century. The third function of education is social placement. It means that as soon as a child goes to class, we give him a placement in the sense beginning in grade school, students are identified by teachers and other school officials either as bright and motivated or as less bright and even educationally challenged. We told him that he is a very good child. So we decided to give him a place in his social placement. He said that he is not a very good child. He is a dull, slow head. Depending on how they are identified, children are taught at the level that it is thought to suit them best. If in this way they are presumably prepared for their later station in life, then social and cultural innovation is its fourth function. That is, if a social and cultural innovation is taking place, then it is the fourth function of the social, social and cultural education. Our scientists cannot make important scientific discoveries and our artists and thinkers cannot come up with great works of art, poetry and prose unless they have first been educated in many subjects they need to know for their chosen part. They are saying that first of all, they are a part of the society. They are not taught this as a society. That is when they have started a society where we can be innovative in a scientific way. So this functional theory stresses in these functions that socialization, social integration, social placement and social and cultural innovation. Apart from this, they are saying that there is no latent function of education. That is, they do not know from the beginning but this also teaches the work. Like child care. See, you send children to pre-primary and send them to school. You send them to Gresh. What does schooling do? Education is caring for child care. Establishment of peer relationships which are made by your friends. They become friends from childhood. They are friends all their lives. And keeps millions of high school students out of the full-time labor. And what we did while the kids are in school is that we kept them away from the labor force. We did not have education until now. So now you will not go to the labor force. We did not let the burden come to the labor force. There are two other theories. The first was functional theory. Conflict theory and symbolic interactionism. Conflict theory does not dispute the functions just described. Conflict theory does not say that education does not do this. However, it does give some of them a different slant by emphasizing how education also perpetuates social inequality. In fact, it says that education does that. But the social inequality also perpetuates social inequality. How? The function of social placement. That is, we put someone above, someone below. Standardized test, perpetuates social inequality. We applied your intelligence test and we told you that you are above average. You are below average. So we perpetuated social inequality. And the norms of the test and the standardization and the effect of the culture will come from all these things. The quality of schools. Someone has studied from a good school and someone from a good school has studied from a good school. The outcome is less and the outcome is more. So what happened? This social inequality is perpetuating. Then the schooling teachers and hidden curriculum. We teach hidden curriculum about existing social hierarchy. It is a part of that. Then symbolic interactionism and school behavior. They are saying that symbolic interactionist studies of education examine social interaction in the classroom on the playground and in the other school menus. These studies help us understand what happens in the school themselves. But they also help us understand how what occurs in school is relevant for the larger society. Some studies, for example, show how children's and other symbolic interactionism is also happening on the playground. We are telling girls that they are giving them a light game and they are giving them heavy work. They are making them leaders and they are making them subordinates. So gender role socialization is also learning from the playground. Then what happened with the sociology of education? Sociology of education is a diverse and vibrant field that teachers theory and research focused on is affected by and affects other social institutions and the social structure overall and how various social forces shape the policies, practices and outcomes of schooling. They are saying that education is a social institution. It is a social institution. And it affects other social institutions. While education is typically viewed in most societies as a pathway to personal development, success is a cornerstone of democracy. Sociologists who study education take a critical view of these assumptions to study how the institution actually operates within the society. It is a complex interplay. It affects and affects the society's education system. To understand what sociology of education comprises it is first and foremost imperative to define education from its sociological understanding. Sociology of education is a social institution. Sociology of education is a social institution. It is a social institution that serves the objective of socializing an individual from their very birth into the existence of society. It socializes an individual from their very birth. When he is born, he does his social work as a social institution. It is a social institution that serves the objective of education. Then, psychological approach. This is very interesting. How? It has a big role. Educational psychology is the study of how people learn, including teaching methods, instructional processes and individual differences in learning. When you talk about educational psychology, teaching methods, and individual differences in education, it explores the cognitive, behavioral, emotional and social influences on the learning process. That is, the way of education is based on the understanding of how people learn to develop instructional strategies and help students succeed in school. What do educational psychologists do? They know how a child learns. They prepare instructional strategies so that a child can learn well. The field of educational psychology incorporates a number of other disciplines. There are many other disciplines like developmental psychology, behavioral psychology, cognitive psychology. If we look at the study of mental science, we are told how people learn. Teaching methods, instructional processes, individual differences are specialized branch of psychology. Concerns itself with suggesting ways and means of improving the process and programs of education. Enabling the teacher to teach effectively and the learners to learn effectively with the minimum effort. The teacher can study well and learn at least with the minimum effort. This is the psychological approach of education. For scientific approach, we look at what education is and first we have to know what knowledge is. How do we know approaches to knowing? There are four ways to know. First, authority. Mother, father, teacher, teacher have told us. Personal experience, rationalism, reasoning and logic. Empiricism, we learn from systematic observation. The primary goal of science is to acquire new knowledge. What is the main goal? We can learn something new. In science, we are interested in making new observations. Verifying prior observations, discovering laws, deriving predictions and improving our understanding of ourselves and the world around us. What do we do in science? We do new research. We verify the old research. We discover the laws. We are going to learn and improve our understanding of ourselves and the world around us. We try to know ourselves and the world around us. Science is based primarily on an empirical approach to gathering information and an approach that relies on systematic observation. Science is systematic observation. As soon as we take the name of science, the system will connect with it. Science doesn't work in a haphazard way. Assumptions of science, the universe is lawful and orderly. The universe is lawful. There is no order. The goal of science is prediction, control and understanding of events in nature. What is going on in nature? We can predict it. We can control it and understand it. What is the characteristic of it? Its empirical reference. Deal with repeatable events. Systematic study, tentative and falsifiable. Scientists are more than discoverers. Scientists are not just soldiers. They are creators. They are not mere recorders, but creators. They don't just record, but make something. Like Professor Wark Meester said that the ultimate task of the scientists is functional integration of experience. It is the same thing because of experience. The scientific or deductive system is created through the invention of hypothesis a system that includes observable fact but is more than observable fact observable fact and consequently allows prediction of other observable facts. This is what it means. In science we do inductive reasoning and deductive reasoning. It is used in a lot of places. Induction is Agaman and deduction is Nigaman. The systematic nature of science is used in both inductive and deductive research strategies. Inductive reasoning involves the formulation of a general principle or theory based on a set of specific observations. We have reached a lot of specific observations on generalization in induction. What is the opposite of deductive reasoning? It involves the formulation of a specific observational prediction based on general principle or theory. In deductive reasoning we are done with a general principle or specific observation. We do a general theory with deductive reasoning multiple observations lead to one theory with deductive reasoning one theory leads to multiple predictions. Inductive reasoning is that one theory is formed from a lot of observations and in deductive reasoning a lot of predictions come out of one theory. This is what it means. This is what it means. This is the scientific approach to education. What is science? We will go systematically with a scientific approach. We will do systematic observations and conductive reasoning and deductive reasoning. We will know what is the scientific approach. We will know what is the scientific approach in science and non-science. So what is your approach? Philosophical approach, psychological approach and scientific approach. Philosophical approach tells us What should be the education, what should be the education of the students, what should be the education of the teachers. What does sociology of education tell us? What are the functions of social approach that education does? Education is a social institution that socializes the person from their very birth to their till death. What is the psychological approach of education? It tells us what is the learner, how will the learner learn, how can they teach him better, how can the teacher teach better. What should be the instructional strategies? What should be the scientific approach and what is the scientific scientific systematic observation? What will be inductive or deductive reasoning? It was a very blind space, historic state which I have tried to shared with you, so I think it must be useful for all of you. So thank you and don't forget to like and subscribe to my channel Explore Education . Done for my sense!