Dialectical Relationship Between 4Hs (Study-Ask-Understand-Act) and 4Ts (Resonsibility for Oneself, Responsibility for Family, Responsibility for Society, Responsibility for Nature) in Setting an Open Education

2019 ◽  
Vol 1 (1) ◽  
pp. 4-15
Author(s):  
Le Ai Phu
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Reciprocal Relationship ◽  
Family Responsibility ◽  
Tertiary Institutions ◽  
Open World ◽  
Early Tertiary ◽  
Dialectical Relationship

Philosophy of education sets out a guideline to an educational system and/or institution. By the philosophy of education, a direction of the educational system and institution is identified. And the philosophy of education itself brings in a basis to define principles of realization as well as to keep all institutional activities in alignment with the philosophy of education. Thus, the philosphy of education is so important and indispensable to an educational system and institution. Moreover, it is the reciprocal relationship between the educational philosphy and its principles which forms up institutional activities in line with the direction set by the educational philosophy. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function. One of the factors to account for the school’s success lies in its educational philosphy and follow-up principles upon the basis of 4Hs (study-ask-understand-act) in the process to create responsible citizens of 4Ts (resonsibility for oneself, responsibility for family, responsibility for society, responsibility for nature) towards the open world. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function. 

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

scholarly journals Valores e Objetivos da Educação Brasileira: a Questão da Relação entre Filosofia da Educação e Política Educacional, a partir de 1930

2019 ◽  
Vol 72 (171) ◽  
Author(s):  
Sônia Martins de Almeida Nogueira
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Work Groups ◽  
Philosophy Of Education ◽  
Docu Ments ◽  
Close Relationship ◽  
The Relationship

Este estudo pretende explorar duas questões que se levantam a partir da análise da relação escola-sociedade-cultura. Essas questões se referem ao pa-pel da filosofia da educação e à intervenção do Estado na educação, via le-gislação do ensino. Assim, é desenvolvida uma breve reflexão sobre a filosofia da educação, considerada uma íntima relação entre educação e axiologia, e são analisadas as exposições de motivos e os relatórios de grupos de trabalho, elaborados para a apresentação e justificativa dos documentos das reformas de ensino de 1931,1942, 1964, 1968 e 1971, buscando-se elementos que favo-reçam a identificação de valores subjacentes, possíveis reveladores de uma efetiva intenção política de ruptura do sistema de ensino com os objetivos e valores da filosofia educacional. Abstract This study is intended to go into two questions that are brought up on a basis of the analysis of the relationship between school, Society and Culture. These questions have to do with the role of philosophy of education and the intervention of Government through legislation on education. A brief com-mentary is thus developed on the philosophy of education, taking into account the close relationship between education and axiology, and an analysis is made of the explanatory introduetions and work groups' reports, drawn up for Présentation and justification of documents on the reforms of 1931, 1942, 1964, 1968 and 1971. The argumentation is built up in questfor those factores favouring identification of subjacent values that might bring to light the actual political intention of breaking up the educational system with its objectives and values pur suant to educational philosophy. Résumé Cette étude veut analyser deux questions qui se posem à partir du rapport école/société/Culture. Ces questions se réfèrent au role de là philosophie de l''éducation et à Vintervention de 1'Etat dans l'éducation, au moyen de là legislation portant sur 1'enseignement. On développe, portant, une breve refle-xión sur là philosophie de V éducation, compte tenu d'un intime rapport entre éducation et axiologie, et Von analyse les exposés de motifs et les rapports de groupes de travail, elabores aux fins de Présentation et justification des docu-ments des reformes de 1'enseignement de 1931, 1942, 1964, 1968 et 1971 à là recherche d'éléments qui favorisent l'identification de valeurs sous-jacentes, qui pourraient révéler une réelle intention politique de rupture entre le système d'enseignemtnt et les objectifs et les valeurs de là philosophie éducationnelle. Resumen Este estúdio pretende explorar dos Cuestiones que se plantean a partir del análisis de là relación escuela/sociedad/cultura. Dichas questiones se refieren al papel de la filosofia de Ia educación, y a Ia intervención del Estado en là educación a través de là legisloción educativa. Así, se desarrollo una breve reflexión sobre Ia filosofia de là educación, considerada una íntima relación entre educación y axiología, y se analizan Ias expresiones set re motivos, e informes de grifos de trabajo, elaborados para là presentación y como justificativa de los documentos de Ias reformas de là ensenanza de 1931, 1942, 1964, 1968 y 1971, buscándose elementos que favorezean là identificación de valores svlyacentes, posibles reveladores de una efectiva intención política de ruptura del sistema de ensenanza con respecto a los objetivos y valores de là filosofia educacional.

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

scholarly journals THE IMPACT OF SRI AUROBINDO GHOSHS EDUCATIONAL PHILOSOPHY

2021 ◽  
Vol 9 (01) ◽  
pp. 1090-1091
Author(s):  
Krishnendu Majumdar ◽  
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Cambridge University ◽  
Sri Aurobindo ◽  
Aims Of Education ◽  
Philosophical Contribution ◽  
Relationship Of ◽  
The Impact

Sri Aurobindo can be rightly called a perfectionist because he was never satisfied with partial remedies. Born in Kolkata , India Aurobindo was educate at Cambridge University . The presence study highlights the philosophical contribution of Aurobindo Ghosh in our education system . It explains different philosophical aspects of Aurobindo Ghosh- aims of education relationship of teacher and pupil and finally the implication of Aurobindos philosophy of education.

scholarly journals FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DAN SUMBANGANNYA BAGI PENDIDIKAN INDONESIA

2016 ◽  
Vol 25 (1) ◽  
pp. 56
Author(s):  
Henricus Suparlan
Keyword(s):  
Educational Philosophy ◽  
Basic Education ◽  
Philosophy Of Education ◽  
Human Beings ◽  
Educational Model ◽  
The West ◽  
Freedom Of Thought

Globalization is influenced by fundamentalist spirit of the market has resulted in education is not fully regarded as an effort to educate the nation and the liberation of man, but began to shift toward education as a commodity. To counteract this kind of educational model, the concepts of Ki Hadjar Dewantara education is offered as a solution to the distortions implementation of education in Indonesia today. According to Ki Hadjar Dewantara, the essence of education is to incorporate culture in the child, and put the child into the culture so that children become human beings. Educational philosophy Ki Hadjar Dewantara Among these so-called philosophy of education in which the convergence of the philosophy of progressivism about the child's natural ability to resolve the problems faced by giving the widest freedom of thought, but it also uses culture that has stood the test of time, according to essentialism, as the basic education of the child to achieve his goal. In this case Ki Hadjar Dewantara using native Indonesian culture while the values of the West are taken in accordance with the theory of selective adaptative Trikon (continuity, convergent and concentric). Three contributions of Ki Hadjar Dewantara’s educational philosophy for the Indonesian education are the application of a trilogy of leadership in education, three centers of education and the paguron system.

scholarly journals Philosophy of education - Uzelac Milan: Philosophy of education, Institute for Textbooks, Belgrade, 2016

2020 ◽  
Vol 54 (3) ◽  
pp. 1039-1052
Author(s):  
Aleksandar Petrović
Keyword(s):  
Educational System ◽  
Philosophy Of Education ◽  
The State ◽  
Historical Aspects ◽  
The Real ◽  
Insight Into

Milan Uzelac, the author of this study, has written a broad insight into the problem of education itself with detailed and elaborated moments that constitute its social and historical aspects. What the author reaches is the real reflection of the state in today's educational system, and almost causes disappointment, but the feeling of hopelessness creates an insight into the meaning of the notion itself, from where the idea of being educated rises to the highest plane of observation.

scholarly journals The Epistemology Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice

2020 ◽  
Vol 23 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Andrew D. Colgan
Keyword(s):  
Modern Philosophy ◽  
Educational Philosophy ◽  
Concept Formation ◽  
Early Education ◽  
Philosophy Of Education ◽  
Education Literature ◽  
The Senses

This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

scholarly journals Japanese Philosophy of Education in the 21st Century

2020 ◽  
Vol 4 (2) ◽  
pp. First
Author(s):  
Tran Thi Thuy Trang
Keyword(s):  
21St Century ◽  
Educational Philosophy ◽  
Basic Education ◽  
Philosophy Of Education ◽  
Self Control ◽  
Ministry Of Education ◽  
Japanese Education ◽  
Educational Mission ◽  
Sports Science ◽  
Education Culture

Since the Second World War (1945), stepping into the modern period, Japan has many times carried out innovation in the education system from education content to methods, infrastructure, organization, and educational policy. However, through the enactment and rectification of the basic education law, the Japanese government only proceeded to revise the national educational mission twice. The first time was in 1947, aiming to eliminate all educational remnants of modern combative militarism, to educate individuals to be independent and creative, to exert self-control in the spirit of American-style democratic philosophy of education; and the second time was in 2006, aiming to bring the country through dramatic changes of the society due to the wave of modernization and globalization, to welcome “the 100-year life” and develop “super-smart society” as reported by the Ministry of Education, Culture, Sports, Science and Technology of Japan in 2016. The paper uses data collection and analyzing methods specifically for legal documents on Japanese education so as to point out two new elements in Japanese educational philosophy at the threshold of the 21st century, activities to realize the new educational philosophy, as well as making general observations about the main cause leading to the formation of these two new elements in Japanese educational philosophy in the 21st century.

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