AIMS
OF EDUCATION
Education is a social
necessary. It takes care of the changing social needs and aspiration. Education
becomes a living force, always directed to some goal. It is accepted by all
that without the knowledge of aim, the educator is like a sailor who does not
know his destination and the child is like a rudderless vessel which will be
drifted along some where ashore. An aim is essential to guide and make all the
activities of an individual successful in all spheres of life.
(A) MEANING OF AIM
According
to John Dewey, “An aim implies an orderly activity, one in which the order
consists in the progressive completing of a process”. John Dewey again said,
“An aim is a foreseen end which gives direction to a certain activity motivates
human behavior”.
Educational
aims are important for the following reasons:
1.
Educational aims give direction to
educational activity.
2.
Educational aims provide meaning to
the educational programme.
3.
Educational aims help to act
intelligently.
4.
Educational aims provide motivation
to take up educational programmes.
5.
Educational aims are necessary for
efficient school organization, administration and supervision.
6.
Educational aims are necessary to
access the outcomes or results of the process of education.
7.
Educational aims are useful for
parents, students and teachers to contribute their best to achieve them.
8.
Educational aims give continuity
and significance to education.
(B)
DETERMINANT FACTORS OF AIMS OF EDUCATION
1. Philosophy of Education: Aims
are related to real life situations. Philosophy of life is one of the
determinant factors of aims of education. Educational aims decide the higher
goals of life and achieving them.
2. Economic Factors: An
individual development in economic contest is very influencing factor for
national development. It is responsibility of education, should develop skills
and abilities among children. Development of skilled labor and human resources
is the aim of education.
3. Political System: The
political ideology is also one of the important determinant factors of aim of
education. The despotic, the communistic and democratic states have fashioned
the patterns of educational aims according to their own ideologies. In country
where democracy reigns supreme, aims of education have been oriented to achieve
the creation of good citizens.
4.
Social
System: Man is basically social being. Man should
understand the norms, beliefs, principles of society for better existence.
Hence the social system is also one of the determinant factors in aims of
education.
5.
Religious
System: The influence of religion is very powerful as
it penetrates the emotional depth of human nature. The Brahmanic system of education,
the Buddhist education and the early Mohammedan education were dominated by
religion. Similarly in Europe the protestant countries were wedded to the
education of the masses and the Catholic countries to the education of the
classes.
6.
Culture:
Culture also one of the determinant factors of aim of education. Preservation,
development and transmission of cultural values the aims of education.
(C)
VIEWS ON AIMS OF EDUCATION
The
following are various views on aims of education:
1.
INDIVIDUAL AIM OF EDUCATION:
Individual
aim of education implies that education should train the individual first.
Education should develop an individual’s according to their interests,
capacities, values, attitude, aspirations etc.
Supporters
of Individual Aim of Education:
a) Biologists Support to Individual Aim:
There were some of the
biologists who supporting this view in their own way. Prof. G. Thompson has observed, ‘Education is
for the individual: Its function being to enable the individual to survive and
live out his complete life”. Education is given for the sake of the individual
to save him from destruction. Community exists for the individual but not the
individual for the community.
b) Naturalists Support to Individual Aim:
Three were some of the
naturalists who supporting this view in their own way. In the words of Rousseau, “Everything is good as it
comes from the hands of nature but everything degenerates in the hand of man”.
According to him, Society is full of evil and each child should be
educated away from it. It is, therefore, the education should be in accordance
with the nature of the individual.
c) Psychologists Support to Individual Aim:
The
psychologists regard each individual a unique one. According to them no two
children are identical. The function of education should be to develop the
innate powers of the individual so that his maximum development may take place.
d) Spiritualists Support to Individual Aim:
According to
spiritualists, every individual is a separate identity and responsible for his
own actions. Therefore, the main aim of education is to lead the individual to
self-realization. Education, therefore, must provide opportunities for
self-development and self-realization.
Criticism:
1.
According to Raymont, an individual is only a figment of imagination. An
individual cannot be conceived in isolation from society.
2.
Absolute freedom to the freedom
should not be given.
3.
A man is basically an animal.
Instincts always influences on behavior of an individual. The animal instinct
of man if given, a loose religion is sure to lead him to the state of primitive
barbarism where the law of jungle prevailed.
4.
It makes a person selfish and
self-centered.
5.
It ignores socio-cultural
influence.
6.
It ignores rich heritage and social
fitness.
2. SOCIAL AIM OF EDUCATION:
Social
aim of education implies should be focus on social development. The state or
society alone is the reality and the individual is only ‘athrob in the social
pulse’. According to Ross,
“Individuality is of no value, and personality a meaningless term a part from
the social environment in which they are developed and manifest”.
1. State Socialism: The
state has the right to mold and shape the individual so as to suit its own
purposes and progress. It uses education as the most convenient means for
preparing individuals to play different role in society.
2. Willing obedience to
Authority: According to Hegel, the German philosopher, the state was moral and political
authority, far above individual. The state is supreme to dictate what shall be
taught. Discipline is its watchword, willing acceptance is the method and
obedience is the rule.
3. Social aim of Education in
Democratic Countries: In democratic countries,
however, “Education for social service” and “Education for citizenship”.
Criticism:
1.
Social aim of education is
unpsychological. It neglects individual in differences and emphasizes to
prepare the individuals to fulfill the needs and requirements of the society or
the state alone.
2.
Social aim of education envisages
the individual as a non-entity and leaves title scope for his personality
development.
3.
Neglecting disregarding individual
freedom, social aim reduces the status of an individual to the level of a mere
cog in the gigantic machine of the society. It influences on development of
individual.
4.
It is one-sided education. Social
aim of education emphasizes development of citizenship qualities and social
efficiency only. This obstructs the mental, aesthetic, spiritual and artistic
development of individuals.
SYNTHESIS
BETWEEN INDIVIDUAL AND SOCIAL AIM OF EDUCATION:
1.
In the words of John Adam, “Individuality requires a social medium to grow. Without
social contacts we are not human’.
2.
According to Ross, “Individuality is of no value and personality is a
meaningless term apart from the social environment in which they are developed
and made manifest.
3.
Self-realization can be achieved
only through social service, and social ideas of real value can come into being
only through free individuals who have developed valuable individuality. The
circle cannot be broken”.
SPECIFIC
AIMS OF EDUCATION:
1. Knowledge Aim: This
clearly states that the development of knowledge as the aim of education.
“Knowledge for the sake of knowledge” It is the duty of teacher and education
institution which should impart knowledge to children.
The goal of life is to
attain peace and happiness. It is impossible without knowledge. With the help
of knowledge an individual attains development and progress. Knowledge enables
the individuals to adjust with the environment and also change it as and when
need.
Merits:
i.
Knowledge is power. Professional
knowledge helps the individual in his vocation. Likewise knowledge related to
society which helps in healthy adjustment.
ii.
Knowledge helps attainment of
morality. Spiritual knowledge can modify behavior of the individual.
iii.
Knowledge enables the individual to
adjust with the environment and also change it as and when need.
Criticism:
i.
Mere acquisition of knowledge is
not sufficient. It will convert the individual into a mere intellectual animal
unless it is put into practice.
ii.
Knowledge alone cannot lead to the
full and complete development of an individual.
iii.
Knowledge can only be a means to
some end. To make it an end in itself will lead to artificiality.
iv.
Knowledge aim emphasizes mere book
learning. Bookish knowledge may help in the passing of an examination, but
education should focus on complete development.
2.
Cultural
Aim: Culture is a way of thinking, way of living and
way of worship people. Culture helps in development of certain habits, manners,
values and behavioral patterns to individuals. It can be expected that cultural
development should be the aim of education. Preservation, development should be
the aim of education. Preservation, development and transmission of cultural
values are the aim of education.
According
to John Dewy, “Culture is the capacity for constantly expanding the range and
accuracy of one’s perception of meanings”.
Merits:
i.
It emphasizes on refining
personality. The individual can receive various cultural values from parents,
elders, neighbors etc. The child can assimilate it as possible and make it a
part of his character.
ii.
It helps in better social adjustment.
Cultural values are very much helpful in modification of behavior in acceptable
manner. It helps in solving social problems, develops social efficiency and
social adjustment in better way.
iii.
Cultural traditions of the past are
our great treasure. They are valued by all. It is these traditions which keep a
nation alive.
Criticism:
i.
This aim makes an individual
cultured and refined but fails to solve the problems of modern society.
ii.
It ignores the vocational
education.
3.
Moral
Aim: Moral and character development is the aim of
education. Some educators have advocated the moral and character development
should be the aim of education. They hold that it should be kept in the
forefront. It should be regarded as the highest aim and the teacher should develop
‘strength and purity of character’ in the child.
According
to Aristotle, “True education is to
feel pleasure at right things and pain at the wrong things”.
Herbert, the German educationist, states character means the “inner
stability and strength”.
Russell also advocates the
formation of proper character as the chief aim of education.
Herbert Spencer,
“Not education, but character is man’s greatest safeguard. A strong character
is an asset not to the owner of it but to the whole society with which contacts
are made”.
John Dewey says, “Establishing of character
is a comprehensive aim of school instruction and discipline”.
Mahatma Gandhi says about
aim of education in free India, “Character building-I would try to develop
courage, strength virtue, the ability to forget oneself in working for his
great aim”.
Merits:
i.
A man of good and strong character
is respected by all.
ii.
Ancient Indian sages and Greek
idealists have emphasized devotion to highest ideals to truth, Beauty and
Goodness for the formation of a good character. Inculcation of moral values is
very essential for solving the value crisis and to save humanity.
iii.
By strength of good moral character,
a man is able to achieve success in all fields of life.
Criticism:
i.
Educators consider that this aim is
one-sided. Other aspects of the personality of the child are neglected.
ii.
It has been observed that persons
passing good character generally despise others as low and mean.
iii.
Formation of character is achieved
at the cost of suppressing the basic instinct.
iv.
Emphasis on moral development and
character formation often neglects the basic necessities of life as food,
clothes and shelter. Livelihood also important as character formation.
4.
Vocational
Aim: Some educator’s view that education should have
a utilitarian aim. Education should also concentrate on ‘the bread and butter’.
It should also prepare the pupil for a vocation. Development of vocational
skills and earning capability is the aim of education. It should help child to
earn a livelihood. The government has
also made suitable provisions of the vocational guidance for children.
Vocational aim of education emphasizes upon the problem to livelihood ensuring
the fulfillment of the economic needs of the individual.
According to John Dewey,
“Education with vocational aim will balance the distinctive capacity of the
individual with social service”.
Merits:
i.
Development of vocational skills
which gives happiness and stability in life.
ii.
It helps in economic development
with that an individual can fulfill their needs and requirements.
iii.
That education is useless if it
does not prepare the individual to earn his livelihood and meet his physical
wants.
Criticism:
i.
Vocational aim fulfils the physical
needs of the individual, but ignores his mental and spiritual development which
is equally important.
ii.
Vocational aim may not give peace
and happiness to the individual.
iii.
Vocational education generally puts
an individual in an artificial, mechanical environment. Hence he shows little
zest for life.
iv.
Vocational aim limits educational
possibilities. Earning ones bread is important but this is not final aim of the
individual. He has to develop physically, intellectually, morally, socially and
spiritually.
5.
Citizenship
Aim: Education should focus on development of citizenship values
such as respecting others dignity, equality, freedom, fraternity, or
brotherhood, justice, co-operation, accepting, constitutional values by own
self, service for nation, etc. Hence, development of citizenship values should
be the aim of education.
According to H.H. Horne, “Citizenship is man’s place
in the state. As the state is one of the permanent institutions of society and
as man must ever live in organized relations with his fellows citizenship
cannot be omitted from the constituency of the educational ideals”.
Merits:
i.
Democracy is a way of life. All the
individuals must know this democratic way of living. It helps to develop
knowledge related rights duties of the citizens.
ii.
It develops obedience among the
individuals towards constitutional laws and values.
iii.
Education for citizenship is
essential for success of democracy and progress of nation.
Criticism:
i.
Too much emphasis on citizenship
values may lead to narrow nationalism.
ii.
Citizenship aim is not a final aim
of individual. Education should focus on integral development.
6.
The
complete living Aim: This aim was formulated and
expounded by Herbert Spencer, an eminent naturalistic educationist. It is said
to be a comprehensive aim.
According
to Herbert Spencer, “education should acquaint with the laws and ways of
complete living”. It should prepare us so that we are able to regulate our
conduct and to treat the body, mind and soul properly. “Education must tell us,
in what way to treat the body, in what way to manage our affairs, in what way
to behave as citizens, in what way to utilize those sources of happiness which
nature supplies. How to use all faculties to the greatest advantage of ourselves
and others”. And he further adds “To prepare us for complete living is the
function which education has discharged and that only the rational mode of
judging any educational course is to judge in what degree it discharges such
function”. Spencer visualized a sort of liberal education which leads to a
complete living.
Merits:
i.
Complete living aim in not
one-sided and not narrow like other aims of education. It is all embracing.
ii.
It develops the personality in all
its aspects. It is a holistic one.
iii.
It prepares the individual to face
all the eventualities of life.
Criticism:
i.
Spencer laid undue emphasis on the
word preparation. He considered that the child is an adult in making. He thus
ignored the rights of children advocated by Rousseau and followed by Pestalozzi.
The child has his own demands and ways of doing things.
ii.
Too much emphasis on scientific and
utilitarian knowledge. We do not require too much science for complete living.
iii.
Too much emphasis on
self-preservation. This approach is not psychological because it ignores the
principle in individual interest and aptitude.
7.
Proper
usage of Leisure time is the aim of education: Leisure
time means that time when one is not engaged in any activity concerning
livelihood. It is very important that proper utilization of leisure time which
gives ideal personality to individual. There are famous statements in western
“Time is Gold” or in India “Time is God”, hence it is very valuable. In India
everything is part of sadhana or worship. Our waste time can use in recreational
activities such as playing games, reading good books, paintings, music,
instrumental arts, knitting, prayer
& worship, attending pravachanas or spiritual activities, social
service activities etc. which gives you ideal and good personality, satisfaction
and peace.
According to Gandhiji, “we can measure the personality right or wrong based
perceiving on their utilization of leisure time”.
According to Ranganathan, “Leisure is that time that is unoccupied with work
forced by physical, economical, hygienic, and spiritual necessities”.
In modern times there are many
problems raised with science and technology based lifestyles. Luxurious life
developing the lazy and indiscipline in the life which is causing many social,
psychological and health problems. Stress in increasing and one can unable to
adjust with another. Wasting time is not only the sin but it destroying life of
individual and society. It is clear that proper usage of leisure time is very
important for happy life and also for the national prosperity.
Merits:
i.
Leisure time education develops the
emotional and artistic faculties of children.
ii.
This aim prepares children for
creative activities.
iii.
This aim indicates that should
develop healthy habits and artistic skills such as music, other fine arts etc.
among children.
iv.
This aim solves the problem of
leisure times. Hence individual wil be saved from many wasteful and harmful
activities.
Criticism:
i.
First we need to solve the
livelihood problems. Modern time earning minimum is big task that how to spend
time in other activities.
ii.
This aim does not make it
specifically clear about how to use leisure time.
iii.
Most of the individuals in most of
the industrial countries are busy twenty four hours. To them, leisure does not
exist, them why education for leisure.
iv.
It is not certain that after
receiving this education, one may effectively make use of it.
8.
Harmonious
Development Aim: Harmonious development aim of
education focusing on all aspects of child’s personality namely, physical,
mental, emotional, spiritual, moral and aesthetic should be developed equally.
Harmonious cultivation of the physical, intellectual, aesthetic, moral and
spiritual sides of human nature in order to produce a well balanced
personality. We should develop the child in all sides in all capacities so as
to keep a suitable equilibrium. Rousseau
and Pestalozzi are the chief
supporters of the aim.
According to Rousseau “The spontaneous
development of our organs and faculties constitute the education of nature.
Pestalozzi says “Education is the
natural harmonious and progressive development of man’s innate powers”.
Merits:
i.
It emphasizes the principle of
harmony in the development of the individual.
ii.
It emphasizes the need of a
balanced curriculum.
Criticism:
i.
The meaning of harmonious
development aim is not clear and definite.
ii.
There is no standard or measure
with which this development is to be harmonious.
iii.
It ignores individual needs and
difference. It is not possible to develop all the capacities to the same extent
in everyone.
9.
Adjustment
Aim: Many social thinkers and educationists
emphasize that education should inculcate the capacity to adjust oneself to the
ever-changing environment. They told that individual is always engaged in a
struggle, with his environmental conditions or surrounding situations of nature
and society. Education should aim that development of adjustment behavior among
the children.
Merits:
i.
Each individual should be made to
develop the capacity of adjustment with the environment, both physical and
social.
ii.
Adjustment behavior helps the child
to survive and develop proper way.
iii.
Social adjustment can infuse in the
individual the spirit of social service and useful citizenship.
10. Spiritual
Aim: Many idealists, Saints and educationists view
that the education should aim for development of spiritual values among the
children. Devotion and worship towards God is very important in development of
spiritual values and inner abilities. Meditation, Yoga, spiritual lectures,
field trip related to spiritual places, inviting spiritual persons celebrating
spiritual festivals and other related spiritual activities are very important
for development of spiritual
concentration, devotion, human virtues, kindness, humbleness, love towards
other human beings and creature, self respect and others respect, brotherhood,
god fear mind etc.
Merits:
i.
This aim helps in making right
individuals those who are introspective and responsible.
ii.
It develops intuitive consciousness
and powers.
iii.
Spiritual values are very important
in experiencing peace and bliss and establishing the peace in the society.
iv.
It can useful in development of
immense mind power.
Criticism:
i.
There may be possibility of
developing escaping mentality among children by this education.
ii.
It may neglect the livelihood of
individual.
The
art of Education will never attain complete clearness without Philosophy
The
art of education will never attain complete clearness without philosophy as
both are inter-related and inter dependent. They are means to one another and
ends, they are process and product. Philosophy is the foundation out of which
comes the objective of education.
The
above statement can be explained clearly in the following points:
1.
Definitions of Education and Philosophy: According
to Adams “Education is the dynamic side of Philosophy”. According to John Dewey
“Education is the Theory of Education in its most general phase”, “Education is
a laboratory, in which philosophy distinctions become concrete and are tested”.
2.
Nature
and Scope: The problem of philosophy of
education constitutes its scope and clarifies its nature. The most important
part of the scope of the philosophy of education is formed by the educational
values, education deals with knowledge. It is determined by the source, limits,
criteria and means of knowledge. However, this falls within the jurisdiction of
epistemology an area of philosophy, thus education incomplete without
philosophy.
3.
Education
is Philosophy in Action: Philosophy will show the
direction and education will proceed in that direction. Education without
philosophy is blind and philosophy without education is invalid. It means that
education is philosophy in action. Philosophy
determines the real destination towards which the education has to go. It
determines the goals of life and also provides suitable and effective guidance
and supervision for education, so it true to say that without the help
philosophy education can’t be successful process of development and
achievement.
4.
Philosophy
of Aims and Education: Educational aims are related
to the aims of life. They have to change along with the change in philosophy of
life. It is true to say that philosophy is the determining force for laying
down the aims of education, unless we have philosophical understanding of life
and some guiding philosophy, education will be meaningless and the teacher like
rude less boat. It means that the aims of education are determined aims of
philosophy. For example, the aim of philosophy of ancient Sparta was constant
struggle against enemy. To achieve this aim, the system of education tried to
inculcate in children virtues of patriotism, courage, fearlessness, body power,
strict discipline etc., whereas today the prime aim of education is to develop
dynamic citizen develop to the service of the nation.
5.
Philosophy
and Curriculum: The two side of a coin one side is
theory and the other side is practice curriculum being the contents of
education may be deemed as the practical side of philosophy. The philosophy of
a country at a particular time determines the curriculum in which such
subjects, activities and experiences are included which are supposed to the
emerging demands of the society they live in. Thus educational Philosophy is
rightly known as Applied Philosophy.
6.
Philosophy
and Methods of Teaching: It is o philosophy that the
art of education must wait for a design action. The choice of methods of teaching
depends on a philosophy on education. In reality the method of teaching is
conditioned by the philosophy of nation. That is the way of thinking and the
way of working. For example philosophy of naturalism advocate Dalton Plan,
learning by doing, Heuristic method etc. The pragmatists advocate project method
whereas idealistic advocate question answer method, discussion method, lecture
method etc. Thus it proves completely that the art of education completes with
philosophy.
7.
Purpose
of Teaching: Philosopher is a lover of wisdom
whereas wisdom is regarded as knowledge for the conduct of life and philosophy.
Through education the teaching starts whether to believe in monism dualism or
believe in communism, capitalism democracy etc.
8.
Philosophy
and Discipline: The nature the concept of
discipline is governed by the philosophy of life. It reflects the philosophical
pre-possessions or particular ideologies. Whether school discipline should be
strict or rigid or flexible and free is also a philosophical problem. Social,
economic and philosophical thinking of a particular country always determine
the nature of discipline. Discipline of the child is a common talk in the field
of education.
(D) COMMITTEES AND COMMISSIONS VIEW ON AIMS OF
EDUCATION
1.
University
Education Commission (1948): It is also known
as Radhakrishnan Commission. This commission recommended mainly on university
education of the country. The following aims of education are recommended by
this commission.
i.
To develop a sense of
discrimination.
ii.
To motivate foe more and more
knowledge.
iii.
To know the real meaning of life.
iv.
To provide vocational education.
2.
Secondary
Education Commission (1952-53): The chairman was
Laxmana Swamy Mudiliar hence it was also known as Mudiliar Education
Commission. This commission recommended on school education. The following are
the aims of education recommended by this commission:
i.
To develop democratic citizenship
qualities among children is the aim of education.
ii.
To train in the art of living
efficiently.
iii.
Improvement of vocational
efficiency.
iv.
Development of personality.
v.
Development of leadership
qualities.
3.
Kothari
Commission or Indian Education Commission (1964-66): This
commission was recommended following:
i.
Increasing productivity.
ii.
Achieving social and national
integrity.
iii.
Accelerating the process of
modernization.
iv.
Cultivating social, moral and
spiritual values.
Based on above discussion it is
clear that aims are very important in effective and healthy process of
education. All the teachers, educationists should involve actively in this
process.
Review Questions
1.
Explain the aims of education?
2.
Describe the Meaning, Nature and
Scope of Philosophy of education?
3.
What are the functions of
education? List them out?
4.
What are the main aims of education
in the emerging society?
5.
How is the knowledge of educational
philosophy helpful for the teacher?
6.
Discuss the relationship between
education and philosophy?
7.
State the importance of knowledge
as an aim of education? Why do you consider it to be an important aim?
