UNIT 9 CONCEPT AND NATURE OF

EDUCATION
Structure
9.1 Introduction
9.2 Objectives
9.3 What is Education?
9.3.1 Concept and Meaning of Education
9.3.2 Nature and Scope of Education
9.3.3 Need and Importance of Education

9.4 Conceptual Distinctions between Education and Schooling,

Learning, Training, Teaching and Instruction
9.5 Functions of Education
9.6 Aims of Education
9.6.1 Individual, Social and National Aims of Education
9.6.2 Ultimate and Immediate Aims of Education
9.6.3 Changing Aims of Education in the Context of Globalization
9.6.4 Educational Aims of Education as derived from Constitution of India
9.6.5 Factors determining Aims of Education

9.7 Let Us Sum Up

9.8 References and Suggested Readings
9.9 Answers to Check Your Progress

9.1 INTRODUCTION
Most of us will agree that education has become an important aspect of
today’s society, without which the prosperous life of an individual is
impossible. We are not only eager to receive education but also serious
enough to let others take it. If we see education analytically, it is a purposeful,
mindful, psychological, sociological, scientific and philosophical process
which brings about the development of the individual to the fullest and also
the development of society in such a way that both enjoy maximum
satisfaction and prosperity. In short, education is the development of individual
according to the needs and demands of the society, of which the individual
is an integral part (Singh, 2008).
The present Unit will make you understand the concept and nature of
education, its aims and functions at the individual, social and national level.
Further, the Unit will also make you acquainted with the ultimate and the
immediate aims of education.

9.2 OBJECTIVES
After going through the Unit, you will be able to:
 define education;
 understand the concept and nature of education;
Note : Section 9.4 has been taken from Unit-1, Block-1, ES-334,
IGNOU,[Link]., 2000. 5
Philosophical Perspectives  define the concepts of ‘schooling’, ‘learning’, ‘training’, ‘teaching’ and
of Education ‘instruction’;
 appraise the need and importance of education;
 comprehend the individual, social and national aims and functions of
education;
 understand the changing role of education in the context of globalization;
and
 enumerate the educational aims, as derived from Constitution of India.

9.3 WHAT IS EDUCATION?

According to Dr. Radhakrishnan, ‘Education in Indian tradition is not merely
a means of earning a living; nor is it only a nursery of thought or a school
for citizenship, it is initiation into the life of spirit and training of human
souls in the pursuit of truth and the practice of virtue’.
Whereas, according to John Dewey, ‘Education is not a preparation for life,
rather it is the living. Education is the process of living through a continuous
reconstruction of experiences’. It is the development of all those capacities
in the individuals which will enable them to control their environment and
fulfill their possibilities.
T.P. Nunn is of the opinion that, ‘Education is the complete development of
the individuality of the child so that s/he can make an original contribution
to human life according to the best of his/her capacity’.
The above three definitions of education depict that:
 True sense of education is not merely to be educated or self-sufficient
but it purifies the soul and mind of the individuals and it also enables
them to experience the truth and virtues of life.
 Education helps the individuals to continuously reconstruct their
experiences.
 Education is not partial development of human abilities but it is the
complete development of the child.

9.3.1 Concept and Meaning of Education

The term “Education” has been derived from two Latin words Educare
(Educere) and Educatum. “Educare” means to train or to mould. It means
to bring up or to lead out or to draw out from inward to outward. The term
“Educatum” denotes the act of teaching. It emphasizes on the principles and
practice of teaching. The term Educare or Educere mainly indicate the
advancement of the latent potential of the child, but the child does not know
his/her hidden potential. It is the teacher or the facilitator who can develop
these and take appropriate measures to develop these powers. Let us try to
understand few more definitions of education:
‘Education is the manifestation of divine perfection already existing in man’.
Swami Vivekananda
6
‘Education is the child’s development from within’. Concept and Nature of
Education
Rousseau
‘Education is the all-round drawing out of the best in child and man body,
mind and spirit’.
Mahatma Gandhi
‘Education is something, which makes a man self-reliant and self-less’.
Rigveda
‘Education means training for the Country and love for the nation’.
Chanakya
‘The highest education is that which does not merely give us information but
makes our life in harmony with all existence’.
Rabindranath Tagore

Activity 1
Analyse the above definitions of education in your own words.
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Narrow Meaning of Education

In its narrow sense, the instruction being provided in school is called
education. It refers to the formal system of education which is acquired from
the Schools, Colleges, and the Universities. In this process, more
knowledgeable people attempt to attain predetermined aims during a specified
time by providing pre-structured knowledge to children through set methods
of teaching. This instruction aims to achieve intellectual development of
children entering school. Education, in the narrow sense, is also regarded as
acquisition of knowledge. According to it, education is a process by which
knowledge or information on a subject is acquired. But this idea of education
has been criticized. The acquisition of knowledge is not the only or supreme
aim of education, yet it is one of the important aims of education.
Broader Meaning of Education
Education in broader sense refers to all those experiences that affect the
individuals throughout their life. In wider sense, education is not just passing
the information and communicate things included in a curriculum. It is for
the total development of human personality. Thus, education is that process
by which an individual freely develops him/her according to his/her nature
in a free and uncontrolled environment. The definitions of education cited 7
Philosophical Perspectives by Mackenzie, Gandhi, and Dewey support the wider concept of education.
of Education Education, in the wider sense, is a life-long process. It begins with the birth
of a child and ends with his/her death. It is a continuous process. The
broader meaning neither limits the Education to the classroom nor to a
particular period of life. All experiences of life which the individuals gain
in interaction with family, friends, peers, playmates, environment, club
members, social gatherings, culture and festivals, teachers and mentors that
help the persons to mould their behaviour and personality are the wider
meaning of education.

9.3.2 Nature and Scope of Education

The nature of education may be enumerated as under:
Education is both unipolar as well as bipolar in nature, but John Dewey,
defined, education as Tripolar process. According to bipolar nature, education
has two aspects: the Teacher and the Child. The Tripolar process of education
considers that the development of the child takes place in and through the
society, in which the teacher and the child live together. Thus, it is the
society which will determine the aims, contents and methods of teaching. In
this way, the process of education contains three poles, namely-(1) The
Teacher, (2) The child, and (3) The society.

Figure 1: Tripolar process of education

Tripolar process of education is a systematic and continuous process. It

takes place throughout the life and no matter at what stage is a child or the
learner is, education can take place and it effects his/her growth accordingly
through a systematic institution and regulation.
Education is the development of all aspects of human personality or
harmonious integrated growth of human child. Education aims at developing
individual’s personality which is actually his/her adjustment to the place
where s/he lives. Slowly and gradually, s/he gets integrated into that society
and they construct their identity and knowledge in the later course of time.
The interaction of the teacher and students cannot be done isolated. The
social system, societal norms and standards, and the aspirations of the society
8
also construct the base for teaching-learning process. It is, therefore, the role Concept and Nature of
of society in teaching-learning is as important as participation of teachers Education
and the students. It is regarded as an active role in the process of education.
Scope of Education:
Education has a multifarious scope in the life of an individual. It can be
broadly classified as Formal, Non-formal and Informal education. Let us try
to understand the characteristics of the three forms of education.

INFORMAL Through Family, Press, Radio, Cinema,

Church, playground, Library etc.
EDUCATION

Through School, College and other

FORMAL Educational Institute.

Through Corespondence Couse, Summer

NON-FORMAL Institute, on Job Training, Radio or Tele-
broadcast, Open University (IGNOU) etc.

Figure 2: Formal, non-formal and informal education

(i) Formal Education:

Formal education has the following characteristics:

 Education imparted by formal institutes like Schools, Colleges,

and Universities.

 Though the main centers of formal education are School or Colleges

but library, museum, zoo, picture galleries, lectures, symposia etc.
serve as agencies of formal education.

 Definite curriculum and courses of studies are framed to teach the

students and definite duration of years required to complete the
courses.

 Proper time schedule prepared for day to day personalised teaching

and semester or yearly planning of academic sessions are
implemented.

 Both teacher and the students meet in a venue like the classroom
for personalised teaching.

 Attendance of teachers as well as the students is taken for formal

record and completing the Courses.

 Formal evaluation system (both internal and external) is

implemented to assess the performance of the learners. Both
continuous and Term End Examination are used for evaluating the
performance of the students.
9
Philosophical Perspectives  Proper certification is done by the Board/University for awarding
of Education the degrees or diplomas to the students.

 On the basis of the result, the students are promoted to higher

classes or pursue higher degrees.
(ii) Non-Formal Education:
The characteristics of Non-formal Education are as follows:
 Non-formal education endowed with flexible curricula, time
schedule, choices of subjects, and the place of education.
 It is not necessarily require daily teacher-student interaction like
formal education.
 Education imparted in distance mode like the Open and Distance
Learning system, offered by the Open Schools and Open
Universities, even the distance education departments of the regular
institutes also offer non-formal courses/education.
 Like the formal education, non-formal education has a curriculum
and uses variety of methods of teaching and mode of
communication.
 The gravity and quality of instruction both for formal and non-
formal education are the same.
 The timing of regular classes in non-formal education is usually
conducted on weekends (Saturday/Sunday) or during the vacations.
 Multi-media communication systems like Print (Self Learning
Materials) and non-print (Audio/Video) materials, radio, television,
teleconferencing, interactive radio counseling, online learning, etc.
are popularly used as medium of instruction in non-formal education.
 In India, institutes like Indira Gandhi National Open University,
National Open Schooling, and the State level Open Education
Institutes provide non-formal education.
 Like formal education, degree awarded and Certification are also
done in non-formal education.
(iii) Informal Education:
The characteristics of informal education are as follows:
 Informal education is also called natural or incidental education.
 No formal or non-formal institute is required to provide informal
education.
 For informal education, there is no need of any curriculum, methods
of teaching, teachers/mentors and place of teaching.
 Education and experiences acquired during travel, interaction with
people, family discourses, community and social dealings,
interaction within the environment, neighbourhoods, playmates,
10 cultural and religious activities are necessarily informal education.
  Informal education supports formal as well as the non-formal Concept and Nature of
education. Education

 Informal education does not provide degrees or diplomas, it simply

enriches by filling the gaps of formal and non-formal education.
 Informal education may comprise the activities like story telling,
group discussions, reading books on your interests, listening to
radio broadcasting or watching educational Television programmes,
visits to zoo, museums, educational fairs and scientific exhibitions,
attending lectures and conferences, etc.

By discussing the characteristics of different forms of education, it can be

said that it is not possible to get all sorts of education by utilizing only one
form of education, rather all the three forms of education are required for the
individual to develop their personality. The present constructivist concept of
education which is basically acquired through informal or incidental education,
contributes to the formal system of education for constructing knowledge
and developing understanding. It is like a basket of knowledge where all
forms of education equally contribute to the fullest development of personality
of the person.

Figure 9.3 : Scope of education

Activity 2
Compare and contrast the formal, non-formal and informal education.
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Philosophical Perspectives 9.3.3 Need and Importance of Education
of Education
In each and every field of our life, we need education. At birth, the tendencies
and behavior of the child is like an animal. It is education which makes the
child change from animal tendency to human tendency. The need and
importance of education for the human being is not limited to a particular
period of life or particular aspect of human dealing but influences the human
being from cradle to grave to their developments. Let us discuss some of the
needs and importance of education for the child.

 Education is necessary for the growth and development as well as for

maturation of the child.

 Education sublimates the basic animalistic instincts of the child to socially

useful activities, habits, thinking and actions.

 It teaches the child to practice moral, spiritual, character building and

higher order values in their life.

 Education is important to make it for the child satisfying for both

immediate and the ultimate aims of education.

 It makes the child economically self-sufficient, self-dependent and self-

reliant.

 Education fulfills the bread and butter aim of the human child.

 It develops within the individuals the intellectual and emotional powers

so that the child is able to meet the problems of life and solve them
successfully.

 Education develops the social qualities like service, tolerance,

cooperation, fellow-felling and constitutional values within the individual.

 Education teaches us to love to the nation and work for the development
of the Country.

 It also teaches us to understand and practice national and emotional

integration, international understanding, and universal brotherhood.

 In the era of globalization, it teaches us to acquaint and cope with the

developmental aspects occur across the world such as: knowledge
generation, science and technology, business and industry, international
relations, dissemination of knowledge and experiences, medicine, art
and culture, world citizenship, and achievement of humanity and peace.

With the above discussion, we now know why being educated is extremely
important. Education gives us a balanced mind, a critical and scientific
viewpoint of life and society and how to handle them. You will now not feel
inferior to anyone and will have a pragmatic understanding of the world.
Education is not only the key to happiness but it also brings many things in
our life that give us happiness.

12
 Concept and Nature of
Check Your Progress 1 Education
Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1. Explain the broader meaning of education.
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2. Explain tripolar process of education.
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3. Cite at least one example each in formal, non-formal and informal
education.
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9.4 CONCEPTUAL DISTINCTIONS BETWEEN

EDUCATION AND SCHOOLING,
LEARNING, TRAINING, TEACHING AND
INSTRUCTION
People sometimes confuse the concept of education with schooling, learning,
training, teaching or instruction. Though these terms have close links with
the process of education, they are different from the term education. Let us
discuss the distinction between education and these terms.
Education: Education in its wider sense is the process of development from
birth to death or from ‘womb to tomb’. In this sense, education is a lifelong
process that includes knowledge, attitude, skills and experiences. Thus, all
experiences in life become educational in nature and the process of education
continues in all personal and social situations. Education, in this sense,
would certainly include all efforts for inculcation of values, attitudes, and
skills that the society desires to be imparted to the children.
Schooling: Schooling is an act of consciously imparting values, knowledge
and skills in accordance with the requirements in a formal situation. In its
13
Philosophical Perspectives essence, schooling is a limited educational exercise in terms of range of
of Education experiences provided. It is also limited to a specific period of human life i.e.
from childhood till one leaves school, while the process of education continues
throughout the life.
Learning: Learning is a process which results in more or less permanent
modification of behavior as a result of practice of experience. Any relatively
permanent modification of behavior in any aspect of human personality can
be the result of learning. In contrast, education is concerned with the
harmonious development of human abilities and powers, according to the
needs of the individual and the society. While learning results in specific
modification of behavior, education seeks to mould the entire personality
and takes a global view of an individual’s ability. Another distinction is that,
learning may be positive or negative, whereas education is always positive.
Training: Training is a systemic series of activities involving instruction,
practice etc. to produce desirable habits or behavior modification in particular
aspects of life or vocations for example, teacher training, technical training
etc. Thus, training aims at developing and promoting specific skills in a
chosen area with a view to making the individual undergoing training an
expert in the field or task concerned. Thus, training may be thought of as
development of skills in a particular aspect whereas education concerns the
development of the whole individual.
Teaching and Instruction: Teaching and instruction are the means employed
to affect desirable changes in human behavior. Teaching and instruction
involves communication of ideas, values, skills, information and knowledge
to the students. It may also involves use of systemic and scientific methods
for communication to be effective. Teaching and instruction aims at effecting
learning in individuals with a view to educating them. Thus, teaching and
instruction become instruments of educating individuals along with other
educative experiences.
(Source: The above section (9.4) has been taken from ES-334, Block-1, Unit-1
(Education and its Nature, IGNOU, 2000)

Activity 3
Compare education, schooling, learning, training, teaching and
instruction each with one example.
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 Concept and Nature of
9.5 FUNCTIONS OF EDUCATION Education

The meaning of education, its function, and aims of education are so integrally
related with each other that it is very difficult to fetch or distinguish between
them. In the words of John Dewey, ‘function of education is to help the
growing of a helpless young animal into a happy, moral and efficient human
being’ (Taneja, 2005). Particularly when we talk about the functions of
education, it signifies to understand the general functions of education,
functions of education in human life and national life. Let us discuss the
functions of education in each category.
Table: 9.1 Functions of Education
General Functions of Functions of Education in Functions of Education in
Education Human Life National Life

l Education helps the l It makes the individual l It helps the individual

individual for skillful to adapt in to train for leadership
development of their different, new and that may further help
innate power that changing situations and the individual to take
they already have. environment. the leadership role in
the areas of their
l Education helps the l It helps the individual
interest for the nation.
individual in all to modify their
round development behaviour and also the l It teaches the
of their personality. environment they live individual to achieve
in. national and emotional
l Education helps to
integration, which are
direct the individual l It helps to bring
the binding principles
in proper way and satisfaction of
for maintaining a
control and educational, social,
healthy national life.
sublimate the physical and spiritual
instincts. needs of the individual. l It empowers the people
of the country to take
l Education helps the l It helps to bring
social, economic, and
individual in educational and
scientific
developing character, vocational efficiency
responsibilities for the
moral and ethical among the individual
total national
values. and fit them for
development of the
achieving self-
l Education helps the country.
sufficiency.
individual to prepare
l It helps the individual
for future life. l It helps for
to inculcate civic and
development of
l It helps to achieve social values and duties
character of the
good citizenship, for leading a healthy
individual and prepare
fellow-feeling, and discipline life.
for their life.
cooperation, dutiful
l It helps to supply
to all human l It also helps the
skilled human power
endeavors. individual for all round
for national
development of their
l Education helps to development.
personality,
preserve, control,
reorganization and l It also helps the
and transmit the rich
reconstruction of individual in promoting
culture and tradition.
experiences. social and cultural
l It helps to maintain efficiency.
l It helps the individual
national security,
to work as an agent of
social feeling and
social change.
reforms.

(Source: Saxena, 2009) 15

Philosophical Perspectives
of Education Activity 4
Critically analyse the functions of education in your own words with
suitable examples.
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9.6 AIMS OF EDUCATION

Keeping in various aspects of life, the aims of education may be different.
It may be for achieving immediate and ultimate aims of education and
further in may be categorized as individual, social, and national aims of
education. Let us discuss it in detail.
9.6.1 Individual, Social and National Aims of Education
To understand the aim of education it can be broadly classified in following
three groups as:

Figure 9.4 : Aims of education

Aims of education perform three important functions. (i) They provide

direction to the educative process; (ii) motivate learners to realize the aims;
and (iii) provide criteria for evaluating effectiveness of the educational process
(Brubacher, 1981, p.95). In analysing the above functions, it clearly depicts
the individual aims of education which caters to the entire process of teaching
16 and learning. Let us discuss each aim of education with examples.
Individual Aims of Education: Concept and Nature of
Education
Naturalists suppose that essential aim of education is the independent progress
of an individual. Rousseau said, “Everything is good as it comes from the
hands of the Author of Nature, but everything degenerates in the hands of
man” (Samuel, 2015). It implies, God makes all things good, man meddles
with them and they become evil. So, the individual should be given maximum
freedom for its own development. Biologists proved that every individual is
different from each other’s. Thompson says, “Education is for the individual”
(Aggrawal, 2008). Analysing the above concepts, it can be said that the
individual should be the center of all educational efforts and activities.
Psychologists believe that education is an individual process as all individuals
are different. Therefore, education should be according to the interest of the
individual and hence it should fulfill the individual’s aims and aspirations.
More specifically, individual aims of education cater to fulfill the immediate
and ultimate aims of the individual. It teaches the individual to adapt one’s
environment, develop total personality, vocational efficiency, self-sufficiency,
reconstruct the experiences, and to create a good citizen.
Social Aims of Education:
The aim of education works ultimately for the progress and welfare of the
society. This may also mean that education is for the society and of the
society. The society expects to make the individual as it desires. It prepares
the individual to play different roles in society. According to this aim, the
individuality and personality of the individual has no value if it is unable to
be a part of the society and work for it. According to it, the society plays
an important role in developing many social traits within the individual and
to make him a social individual that also reflects in the aim of education.
National Aim of Education:
Many educationists are of the view that apart from individual or social aims,
the national aims of education is above all. It does not pertain to any individual
or society wherein it pertains to a nation, to its integrity and sovereignty.
These may be as follows:
 To foster nationalism, patriotism and promote national unity.
 To develop democratic values in the people.
 To promote social, economic, technological and industrial needs for
national development.
 Social needs: Prepare children for the changes in attitudes and
relationships which are necessary for the smooth process of a rapidly
developing modern economy.
 Economic needs: Produce citizens with skills, knowledge, expertise
and personal qualities that are required to support the growing
economy.
 Technological and industrial needs: Provide the learners with the
necessary skills and attitudes for industrial development.
 To promote sound social, moral and spiritual values.
17
Philosophical Perspectives  To promote respect for and development of India’s rich and varied
of Education cultures.
 To promote international consciousness and foster national integration.
 To promote positive attitudes towards good health and environmental
protection.
 To develop physical and human resources for the Country.

Check Your Progress 2

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
4. What are the individual aims of education?
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5. Exemplify social and national aims of education.
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9.6.2 Ultimate and Immediate Aims of Education

Education helps us to achieve two types of aims in our life. First is to
achieve the immediate aim of education and the other is to achieve the
ultimate aim of education. Immediate aim of education is narrow in sense
whereas ultimate aim of education is very broad in nature. The former is
achieved within a short duration of time whereas the latter is achieved in a
long duration. It is sometimes very difficult to achieve the ultimate aim of
education.

Immediate aim of education is to make the individual self-sufficient and to

fulfill the basic necessities of life like food, shelter, cloth etc. After getting
education, if the individual is unable to earn one’s livelihood and fulfil bread
and butter for living, we can say that the immediate aim of education has
not been fulfilled. These aims can be fulfilled within a limited time period,
say within few years or after completion of a definite course education. On
the other hand, ultimate aim of education is to make the individual self-
reliant, self-less, self-actualization, self-realization, and for the harmonious
development of the innate power of the individuals. Realising national
integration, international understanding and universal brotherhood is also
the ultimate aim of education. The philosophers like Mahatma Gandhi,
18 Pestalozzi and Vivekananda are the strong supporters of realisation of ultimate
aim of education. It is not easy to achieve ultimate aim of education for the Concept and Nature of
case of all individuals; often it takes entire life to achieve it. Education

9.6.3 Changing Aims of Education in the Context of

Globalization
With the advent of globalization, the world has become a society and that
too a knowledge based society. The technology, information, industry,
education, various business and cultures are no more restricted to one region
or nation. These changes may be considered as transformation, adaptation
and development of universal values, knowledge, technology and behavioral
norms across countries and societies of the world. It is, therefore, that the
aims of education are drastically changing, which has become the need of
the hour. The globally changing aims of education further give birth to:

 create a global learning network;

 develop a broad and vivid outlook towards education;

 develop new methods of teaching as per the requirements of

contemporary pedagogic practices;

 liberty and equality to the individuals in the society;

 bring cooperation in interdisciplinary studies;

 develop a comprehensive and world based curriculum;

 promote cross cultural communication and understanding;

 develop feeling of brotherhood among individuals across the world;

 share research findings and new knowledge;

 promote international understanding and universal brotherhood in many

aspects including education;

 develop scientific temperament in individuals and critically solve the

issues underlying in it; and

 promote world citizenship.

9.6.4 Educational Aims of Education as Derived from

Constitution of India
Indian Constitution is one of the largest Constitutions in the world which
comprises of 412 Articles and 12 Schedules. The Preamble of the Constitution
outlines the social philosophy and cultural ethos which should oversee all
our educational institutions. Right to Education (RTE) is one of the
fundamental rights enshrined in the Constitution of India. The table below
enumerates the educational aims derived from the constitution articles
pertaining to education. You have already studied the Constitutional provisions
on education in Block-1 and it has also discussed further in Block-4 of this
Course.
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Philosophical Perspectives Table 9.2: Aims of Education as derived from Constitution of India
of Education
Articles of the Constitution Aims derived from them

Article 29: It provides equality of To bring equality among the members

opportunity in educational of the society by providing them the
institutions. same platform of learning, educating
them and hence growing and
contributing to the productivity of the
nation.

Article 30: It accepts the right of the To provide stability and security to the
minorities to establish and members of the society.
administer educational institutions.

Article 45: It directs the State to To make education a right and to provide
provide free and compulsory free and compulsory education to all the
education for all the children until children at appropriate age.
they complete the age of 14 years.

Article 46: It provides for special To provide equal opportunity of

care to the promotion of education education to all the members of the
and economic interests of the society.
scheduled caste, scheduled tribes and
the weaker sections of society.

Article 337: It provides special To provide equal opportunity of

provision with respect to educational education to all the members of the
grants for the benefit of Anglo-Indian society.
community.

Article 350A: It relates to providing To provide education to the children in

the facilities for instruction in mother their mother tongue so that they can
tongue at the primary stage. construct understanding in their own
language and learn easily.

Article 351: It relates to the develop- To offer opportunities to the stake-

ment and promotion of the Hindi holders to work in the development
language. and promotion of the Hindi language.

. Activity 5
As per the above table, quote any two more articles included in Indian
Constitution which talk about safeguarding education and also write
the objective achieved through that.
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9.6.5 Factors Determining Aims of Education Concept and Nature of
Education
Determining aims of education is not an independent aspect, rather many
factors determine it. We can broadly classify the following factors which
determine the aims of education.

Figure 9.4: Factors determining aims of education

Let us discuss the factors with details:
Reality as Knowledge and its Nature:
Aims of education have an association with the existing philosophy of life
that is considered a source of reality. The philosophy of life at different
times is influenced by the views of eminent thinkers and schools of
philosophy.
According to idealistic view, the aim of education is self-realization or
unfolding of what is potential within the child. According to the naturalistic
view-point, self- expression or self-gratification is the aim of education. The
pragmatists think that education aims at enabling the individual “to control
his environment and fulfill his possibilities” and according to existentialists,
individual’s desires to keep up his existence is given importance. The above
schools of philosophies become a factor for determining the aim of education.
Understanding about the Human Nature:
Human nature has been always considered to develop the educational aim
because this is the only thread that keeps them entangled in any education
philosophy. Until and unless any ingredient of their nature is not fulfilled
they will not take interest. The basic instincts, thinking, personality patterns
and the way of making the work done determines the aim of education.
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Philosophical Perspectives Effect of the Political Ideologies:
of Education
Political ideologies also influence the aims of education. In our democratic
ideology, the individual enjoys freedom and liberty. The goal of education
in broader sense is to be educated for a life of freedom. Education aims at
developing complete personality of individual, irrespective of caste, creed,
class or religion.
The will power of a particular form of Government sometimes determines
the aim of education. As you might know, different countries have their aims
of education for the betterment of their citizens. The priority of national
development of a Country also determines the aim of education.
Socio-Economic Problems:
Socio-economic problems of a country also determine the aims of education.
Developing countries like us have had many socio-economic problems. One
of the objectives has been to rectify these problems and set up an equal and
just society. Socio-economic problems have been directly influencing the
implementation of more upcoming technological advancement and that
becomes the aim of education.
Knowledge Exploration:
Acquiring and exploration of knowledge is also another potent factor for
determining the aim of education. With the critical observation and scientific
inquiry of the man, the aim of education has shifted to scientific enquiry and
objective analysis of knowledge. Fixation of knowledge exploration aim
further helps to generate new knowledge.

Check Your Progress 3

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
6. Explain the ultimate aim of education.
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7. Cite an example of changing aim of education.
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8. Explain the educational aims as derived from Constitution.
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 Concept and Nature of
9.7 LET US SUM UP Education

Life loses its meaning if it is without education and an individual becomes

like an untamed animal. For optimum development of an individual, society
and nation, education is the prime requirement and a potent force. A worthy
aim of education will be when an individual, after getting educated, works
for the society and there by contributes to the nation.
Education is an authority and wealth in a human being all the way through
which an individual is entitled to be the best master on earth. Therefore, the
function of education is indispensable for a wonderful society and man. It
is needed for every society and nation to bring holistic happiness and
prosperity to their individuals.
In view of the above, this Unit defined the concept and scope of education
and it also discussed the functions of education at different levels. The aim
of education is also another important aspect of discussion. Specifically, the
Unit discussed the individual, social and national aims of education. It also
differentiates between the immediate and ultimate aim of education. The
aims of education in the context of globalization, aims of education derived
from the Constitution of India, and the other important determining factors
of education have also been discussed in this Unit.

9.8 REFERENCES AND SUGGESTED READINGS

Aggrawal, J.C. (2008). Theory and Principles of Education, 12th Edn, New
Delhi; Vikas Publishing House Pvt. Ltd, p24
Bhatacharya, S. (2006). Philosophical Foundation of Education. New Delhi:
Atlantic Publishers and Distributors.
IGNOU (2000). Education and its Nature (Unit-1), Understanding Education
(Block-1), Education and Society (ES-334). New Delhi: IGNOU.
Jacques, D. (1998). Education for the Twenty First Century – Issues and
Prospects. The University of Michigan: Bernan Assoc.
Mathur, S.S. (1966). A Sociological Approach to Indian Education. Agra:
Vinod Pustak Mandir.
Park, J. (1963). Selected Readings in the Philosophy of Education. Macmillan
Publisher.
Peters, R.S. (ed.) (2010). The Concept of Education –Vol. 17, New York:
Routledge.
Rather, A.R. (2014). Theory and Principles of Education. New Delhi:
Discovery Publications House.
Samuel, S.R. (2015). Philosophical and Sociological Bases of Education.
Delhi: PHI Learning Private Ltd, p. 166.
Saxena, N.R.S. (2009). Principles of Education. Meerut: R. Lall Book Depot.
Singh, Y.K. (2008). Philosophical Foundations of Education. New Delhi:
APH Publishing Corporation, p. 3.
23
Philosophical Perspectives Taneja, V.R. (2005) .Socio-Philosophical Approach to Education. New Delhi:
of Education Atlantic Publishers, p.18.
Websites Referred:
[Link]
08_chapter%[Link] retrieved on 31/03/2016
[Link]
retrieved on 30.03.2016
[Link]
national-objectives-of-education-in-india retrieved on 30.03.2016
[Link]
education-according-gandhiji retrieved on 30.03.2016.
[Link]
constitution_24.html retrieved on 30.03.2016
[Link]
[Link] retrieved on 30.03.2016

9.9 ANSWERS TO CHECK YOUR PROGRESS

1. Education is a lifelong process. It starts from the birth and continues till
death.
2. Teacher, students and the social environment.
3. Self-exercise.
4. To sublimate the animal instinct to human instinct and to develop moral,
spiritual, and character building education.
5. To understand the norm of the society and accordingly work for the
social mobility and change. To develop national and emotional integration
and work for the development of the nation.
6. Self-actualization, self-realization and to develop the spirit of universal
brotherhood.
7. Self-exercise.
8. Self-exercise.

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