 Hello, I welcome you all once again to my channel, Explore Education and Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Really College, University of Allahabad. It is my email ID, the lecture will be in bilingual mode and it is a very, very, very important topic for anyone who is related with education in any manner. Okay. And the topic is John DV. John DV, a great educational thinker and we are talking about John DV's view on education. Okay. So, let's start. First of all, John DV. We all, we have studied education in any form of education, like B.A.B.M.A.B.M.A.D.M.A.D. or anywhere else. So, you can't complete John DV's name without your education. It is such an influence on education. So, who was John DV? John DV was an American philosopher. He was an American philosopher and educator who was a co-founder of the philosophical argument known as pragmatism. This is called pragmatism. If we know John DV on the surface table, then we know that we have to take John DV's pragmatism. But here in this video, I will tell you that pragmatism was published in any form and often we read it without understanding John DV. That yes, we know about John DV, but no. John DV was an American philosopher and educator. He was a co-founder. He worked with us on pragmatism. This means that there is someone else who has worked on pragmatism. Now, pioneer in functional psychology. Look, generally, we know John DV as a philosopher. In psychology, I don't know any role of him. Until I have studied John DV in detail. A pioneer in functional psychology and an innovative theorist of democracy. Whenever we know a lot about John DV, we know that he was a very famous quote. He was a school as a social institution. He was a school as a miniature society. So, democracy is very common. In democracy, he joined the school as a social function and education. And a leader of the progressive movement in education in the United States. In the United States of America, he used to run the progressive movement of education. After we also studied the progressive movement and the progressive education, it seems to me that he is talking about some kind of an innovation. But what does he mean by an innovation? John DV was a pragmatist. So, what happened? He became a pragmatist, a progressivist, an educator, a philosopher, and a social reformer. He also became a psychologist. A psychologist as well. He had various roles, greatly impacted education. He was perhaps one of the most influential educational philosophers known to date. Till date, so far, all the philosophers and educational philosophers, you can say that he was the most influential. That is to say, he was the most influential. He felt strongly that people have a responsibility to make the world a better place to live in through education and social reform. I mean, he used to feel very strongly that people are responsible for making this world a better place. And through whom? Through education? And through social reform? DV is a vital influence on psychology, education, and philosophy. In these three ways, he had a lot of influence in psychology, in education and philosophy. Manu Vijnan, Darshan Shastra, and education. He was a teacher of all three, even in sociology. If he talked about social reform, democracy, then he became a sociologist. That is to say, these are the four ways in which we have to study John DV. Okay. Then, if there is a quick review of John DV's biography, how did he do his recap, when did he do it, his interest gradually shifted from the philosophy of George Wilhelm Frederick Hegel to the new experimental psychology being advanced in the United States by G. Stanley Hall. G. Stanley Hall's name, if you know a little bit about Adolescent Psychology, you must have heard of G. Stanley Hall. So, what did he say? He said that adolescence, which is the Pishora, is the stage of stress and storm. So, from George Wilhelm Frederick Hegel, his interest shifted from the psychology of G. Stanley Hall. And the pragmatist, philosopher, and psychologist, William James. And he shifted from Hegel like William James. He spent a year studying the guidance of G. Stanley Hall at Johns Hopkins University in America's first psychology. In that, he studied the guidance of G. Stanley Hall under the guidance of G. Stanley Hall. Further study of child psychology prompted D.D. to develop a philosophy of education that could meet the needs of a changing democratic society. So, when we look at any thought, we have to understand its state of mind, that when they were brought up, what was happening in America, what was going on, what was shifting, whose influence was on them, their thoughts come out accordingly. So, the changing democratic society that was going on in America, had such an influence on them, that they gave so much strength to child psychology and democracy. They talked about it. Then, what did they do? In 1844, he joined the Faculty of Philosophy of the University of Chicago. He joined the University of Chicago as a philosophy faculty. Very further developed his progressive pedagogy in the University's laboratories. So, he continued to work on it. In 1904, D.D. left Chicago for Columbia University in New York City. He went to Columbia University from the University of Chicago. Very spent the majority of his career. Here, he has given half of his career and wrote his most famous philosophical work, Experience and Nature. And here, he writes his most important philosophical work, Experience and Nature, in 1925. This was his quick biography. Now, there are so many topics and we will talk about them all. The video may be long, but you will know. John Levy joined and gave direction to American pragmatism. That is, the pre-election of America and they gave direction to it. It is not a pregmatism. We should keep this in mind. Which had been initiated by the logician and philosopher Charles Sanders, Piers. Charles Sanders, C.S.Piers, who started pragmatism in the mid-19th century, joined it and gave direction to it. Uncontinued into the early 20th century by William James. John Levy is credited as founding a philosophical approach to life called pragmatism. But when we read it superficially, we feel that John Levy started pragmatism and it was only for pragmatism. But what does his naturalistic pragmatism give? And his approaches to education and learning have been influential internationally and endured over time. And his thoughts are the purpose of education to be the cultivation of thoughtful, critically reflective, socially engaged individuals. He saw the purpose of education to be the cultivation of thoughtful, critically reflective, socially engaged individuals. He thought that when he was talking about more than 100 years of old stories, he said that the purpose of education should be to make the thought self-pity critical. Those socially engaged individuals should be able to create individuals like this rather than the passive recipients of established knowledge. First of all, the books he has written should not be accepted by the people of the world. He rejected the road learning approach driven by a pre-determined curriculum which was the standard teaching method at the time. What he did was that the first part of the Sunishe K. Parthikram was the way to do it. He totally rejected it. And what he did was that his philosophy is a blend of Divis philosophy represents a happy blend of naturalism and idealism. You should know a little about philosophy before reading Divis that his theory is a mixture of nature and nature. Because it is based on the evolutionary concepts of Darwin. Darwin's theory is based on the implications of his studies. And how much of Darwin's theory is a kind of a revolt of the religion that was going on. That the Sunshe K. Parthikram and Manushi K. Parthikram rejected it and said that the most fit was the one he survived. And then what happened? He came into his genes. This is Darwin's theory. Darwin's concept is and the pragmatism of William James. And he takes his views like Darwin. He believes that the world is still in the process of making. Darwin says that the survival of the fittest is going on. It does not stop. In the same way, the world is still in the process of making. And that life in this world is an ever-changing and self-renewing process. The life in this world is an ever-changing and self-renewing process. Like William James, he believes that whatever useful is good. What pragmatism says is that whatever is useful is good. And whatever good is useful. And whatever is useful is useful. Truth is also that which works. He says that he does not talk about the truth of the world. That is the truth. Truth is also that I wanted to give you the maximum content. That is why there is a lot of content. Because there is a lot of work. Everything is done little by little. So truth is also that truth is true. You say that you have to see the truth beauty goodness of any philosophy. What is the truth beauty of that philosophy? Truth is what works for pragmatism. What works is the truth. And what is useful is that you solve it. That is your goodness. This is pragmatism. But what is the name of your theory? Instrumentalism. How many of us know db as instrumentalism? We generally believe db. It is related to pragmatism. We end up there. But it is a little bit up. Db is a particular version of pragmatism which was called instrumentalism. Instrumentalism means Yantrabad. Karanabad in Hindi. So they wanted to solve their pragmatism and instrumentalism. Is the view that knowledge results from the discernment of correlations between events or processes of change. They are saying that the result of knowledge is a change. It is happening through correlations. Db held that ideas are instruments or tools. They are saying that our idea is our object. What can we do? That humans use to make greater sense of the world. That means we can perceive the world's greater sense. Ideas are plans of action and predictors of future events. Ideas are plans of action. Ideas are plans of action. Ideas are instruments. That is why theory is instrumentalism. If we give it a name, we can go into instrumentalism in detail but you cannot understand instrumentalism as naturalistic pragmatism. Okay. Instrumentalists who are Karanabadi believe that in order to be considered correct what should be right the theory must be successfully applied. Since pragmatism is a theory, what will come of it? The theory must be successfully applied. The theory should be successfully applied. In other words, instrumentalism is a belief that practice and theory are aligned. Karanabad is a belief that the practice and theory which we study and do should not be within them. That is what we should do. That is what we should study. Practice and theory must be synchronized. Practice and theory must be in one line. What is instrumentalism? It is a form of philosophical pragmatism. That is philosophical pragmatism. As it applies to the philosophy of science. The term itself comes from the American philosopher John Evie's name for his own more general brand of pragmatism. According to which the value of any idea is determined by its usefulness. The value of any idea is until it is useful. If it is not useful, then the idea is useless. It is determined by its usefulness in helping people to adapt to the world around them. That is, if the world can be unique for us and if the idea helps, then it is good. Divis instrumentalism relates knowledge to action and theory to practice. It is connected to our knowledge, to action and practice. Science is to be integrated into the realm of values and BIG science says that leaving value in science isn't important. When we are talking about this. We are not being able to follow it even today. No matter how scientific we say, our value is not jokes. Science is to be integrated into the realm of values. Science should be valuable too. Without value, that belongs to art. And if we want to define it then English Carol books, living dictionary define it is a pragmatic philosophical approach, which regards an activity. If we look at the tool, it should have a practical purpose rather than in more absolute or ideal term. It should be practical. The idea should be practical. Useful. Purposeful. Then it is right. The idea is an instrument. That is why they called pragmatism an instrument. Then what does progressive education mean? Do we believe that traditional education in its rigid requirements of standards and conduct encourages learners to be docile and obedient? Can I say that what is going on in our traditional education, makes the learner obedient only. That he or she will listen to you, that he or she will stand down, that he or she will sit down, that he or she will sit down, that he or she will read. Don't answer any questions. Producing an environment, what kind of conversation does it make? Learners are encouraged to listen and learn. Where we encourage learners to listen and learn. But not necessarily to thank for themselves. But we don't talk about thinking. What kind of teaching? Traditional education. Whose badness, whose opposition we have been opposing for so many years, we are still giving the same traditional education to our students. He valued the opportunity. Progressive education provides learners to think and grow. They say that progressive education provides learners the opportunity to think, to think, to grow. But believe. But progressivism is also lacking. When it is lacking, when it forces younger generations to enact adult standards, producing an environment, where learners would be encouraged to think on their own without understanding the reasoning behind their thinking. They say that progressive education is good that the child is thinking there. But even then, it will be wrong when they think without understanding the reasoning behind their thinking. They keep thinking, but they don't know the reasoning behind it, why they are understanding it, what they are thinking, how they are thinking. They should be clear. Then progressive education will be complete in their right mind. So, both the DV's rejected the traditional, and the progressive, to what extent, if they are not able to do it, without understanding the reasoning behind their thinking. So, what did they say? Educators recognize the relationship between experience and education. And from here, there will be an experiential education. It is connected to the DV as well. They are saying that there should be a relationship between experience and education. Meaning, they should be taught to be experienced. Recognizing that not all experiences are educational. They are saying that all experiences cannot be shared. DV challenged educators to begin providing learners with experiences that resulted in growth and learning. They are saying that this is a challenge for educators, for us, for you. That we can provide that experience which will be helpful in growth and learning. Believing that these experiences would someday result in growth and creativity between learners. Future experiences. In other words, a good experience now would impact future decisions and experiences. They are saying that if you give them a good experience, they will be able to make a good decision in the future and they will have a good experience. This is what DV called the continuity of experience. They call it the power of experience. What else do they say? DV believed that traditional subject matter was important. They are saying that subject matter is not bad. But it should be integrated with the strengths and interests of the learner. Here, it is connected with psychology. But this matter should be related with the child's strength, his interests, his positivity. That is the point. What does DV on inquiry say? He developed the concept of inquiry. He also developed the concept of inquiry. He says that promoted by a sense of near and followed by intellectual work. I said, there should be a force. If there is a force, then we should learn it. The child will be motivated to learn it. And followed by intellectual work. After that, we should work on it. Give it an assignment. Such as defining problems, testing hypothesis and finding satisfactory solutions as the central activity of such an educational approach. That is, if we want to learn inquiry-based learning, teaching learning, then what do we have to do? First, we have to give them a need, which we will define, hypothesis test, this satisfactory solution will bring. This organic cycle of doubt, inquiry, reflection and the re-establishment of sense. Then we have to create it, then inquire, then reflect and re-establish its sense or understanding. Contrast it with the reflex arc model of learning popular in his time. That is, the studies he was writing at that time gave the name of the reflex arc model. And he said, the reflex arc model is useless. We have to re-establish the doubt, inquiry, reflection and re-establishment of sense. The reflex arc model thought of learning as a mechanical process. The reflex arc model was a standardized test without reference to the role of emotional experience in learning. This is a scientific practice in which we believe that there is no role of emotional experience. D.V. was critical of the reductionism of educational approaches. It is you that all the big questions and ideas are already answered and need only to be transmitted to students. This means the approach that he was against, he believes that he has almost found something. And what we have to do is to transmit open to re-invention and improvement. He said that you can re-invent everyone and all disciplines could be expanded with new knowledge, concepts and understanding. That is why we are reading them today. What does democracy say? He said D.V. conceived of democracy is an active process of social planning. He says that the people who are involved in it and collective action in all spheres of common life. Democracy is a consciously collaborative process in which individuals consult with each other to identify and address their common problems. He says it is a consciously collaborative process. We are not talking to you but we want to find a common problem in the collaboration. D.V. spoke of democracy and social intelligence. He said democracy is the anti-gravity. He said what is your emotional intelligence? D.V. suggested people would treat each other with respect and would demonstrate a willingness to revise their views while maintaining a commitment to cooperative action and experimental inquiry. He said education, teaching, and discipline. He said education and administration is a social project and it is important for democracy. He said we learn by doing. We learn by doing. Our world is an ever-changing practical world. Our world is a practical world that we can only know through action. We cannot sit and sit. We learn by doing. According to D.V. democracy and education are two sides of the same point. He says education is a common problem in the creative world. He said education is a lifelong process of education and in particular in whichever democracy is built up on it. It is the objective of the project. As he puts it, education is not preparation for life. Life is education. It is not preparation for life. It is education itself. How big is this it is. According to It means the emancipation of the mind as an individual organism to do its own work. It is said that a person should have so much emancipation in his brain that he can do his work himself, that he should be so motivated. It means freedom of thought as well as action. Meaning that you should have freedom to do your work and think. But freedom does not mean unrestricted freedom. But this freedom should not be completely abandoned. What do you call experiential education? D.V. argued that education should focus on the quality of the experience. We have talked about giving experience, quality experience, giving a positive experience, giving continuity of experience. That is why we do not have to read everything. You should read it yourself and understand it. The solution was experiential education and educational philosophy based on the idea that learning occurs through experience. They are saying that you can get the right experience. So much so that they know more than the name of modern father of experiential education. D.V. on teaching practice. Now we will talk about how D.V. influenced teaching practice and what are the teaching practices that are related to the name of D.V. Individualized instruction. You will not be able to explore it here again. You can read it yourself. Individualized instruction. Meaning that teaching and learning are designed to be responsive to this. Specific needs, interest and cultural knowledge of students. Let's talk about problem-based learning. You should know that D.V.'s disciple Kilpatrick and Kilpatrick have come to the project. What is the project method? It talks about democracy, social action, collaboration. And there is also problem-based and there is also collaboration in the project method. Why do students engage? Because they are saying that they are learning by doing studying with the interest of students, studying at the learner's centre. Dialogic teaching. Meaning importance of open student dialogue and meaning-making. Then, critical inquiry. Why is this talking about inquiry? Teaching is called inquiry. His principles for teaching and learning suggest that the teacher should cultivate an energetic openness to possibilities alongside a commitment to deflectively learning from experiences. Okay? So, there are so many good things related to this. Contribution to education. If we believe that how did they contribute to education? Endless contribution. Even if we want to summarize it in a few points, what will be the principle of activity in education? Meaning that in education, Kriya Shilta has brought this. Necessity of relating education with practical life of the child. He said that, Relate education with the practical life of the child. Fusion of psychological and sociological aspects of education is the greatest contribution that D.V. made to educational thought. You can say that the social aspect of D.V. has never been associated with anyone before. This is their greatest contribution to education. Late stress on both individual and social aspects of education. This is also important to the scientific aim and to the social aim. Project or problem method is coming from their theory. Training for productive citizenship. They are saying that we have to give citizenship or give training for productive citizenship. They are saying that education means the attainment of social unity. That is, today's social development is not taught according to the D.V. If it was taught, it would have been the same. Because the meaning of the teaching is that the society should become one. And main features. That is, this summarized way is the conclusion of TV. Is that interactions and communications focus on enhancing and deepening shared meanings increase potential for learning and development. Shared activities. Why? Because collaboration and democracy are very important in this case. We are talking about social intelligence. They are saying that shared activities are that important context for learning and development. Students learn best when they are in crisis. They are saying that the child can learn the best when you go through the process of learning. Learning always begins with a student's emotional response. That is, the experience of emotion. Students should be engaged in active learning and inquiry. Make them active participants of their teaching learning process. Inquire in all students reflecting intelligently on their experiences in order to adapt their habits of action. And education is a key way of developing skills for democratic activity. Okay. Oh my God. It is a very important topic. How much is there? I couldn't cover everything. I touched a lot. But still I have tried to do maximum answers on my wife. There is pragmatism. Then there is naturalistic pragmatism. Then there is proper pragmatism. There is instrumentalism. There is experiential education. There is inquiry. There is democracy. There is so much. There is a lot. Okay. So, study and get ready. Thank you. And don't forget to like and subscribe to my channel ExploreEducation. Enjoy my telegram too. Okay. Done from myself.