The nineteenth and the twentieth century’s have witnessed a radical change in the educational practices as a result of some common elements in all the modem philosophies. Firstly, education has been psychologies.
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Instructions have become paid-centric or child- centered rather than book-centered. Individual differences have been recognized. Secondly, the principles of activity have gained ground. Learning by doing has been the common watch-word.
Thirdly, the social discipline has been recognized as a potent factor of educational development. The child is to be trained for community life. Fourthly, democracy has been recognized in most of the developed or developing countries as the guiding factor of educational practices.
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Fifthly, there has been a metamorphism in the social structure of each country. There is shift of emphasis from rural to urban, joint family to individualism, capitalism to socialism and spiritualism to materialism.
New concepts of citizenship, social life and political life have emerged. Westernization has taken place rapidly, and there is a scientific outlook on all matters of life. There are new business and professional practices.
Hence there is need for a new type of education which can meet the existing demands of life. Man is a socialized being, and so the current social philosophies have their bearing or education. To cite one example, the restless adolescents of today cannot be treated in the. Same manner as they were treated during the last century.
The concept of discipline in education has undergone a radical change. Conclusion we can now conclude by saying that philosophy, life and education are intimately linked with one another. For the successful harnessing of education, for the good of life, for the good of individual and for the good of society, it stands in need of direction.
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This direction is provided exclusively by philosophy, which is the mother of all sciences and to which education is very intimately related. In fact, philosophy and education are two sides of the same coin. While philosophy is the contemplative side, education represents the dynamic side.
In the words of Rusk, “From every angle comes a demand for a philosophic basis of education. There is no escape from a philosophy of life and philosophy of education.” Education, therefore, is the dynamic side of philosophy.
It is an active aspect of philosophical beliefs and a practical means of realizing the ideals of life. Without wisdom and philosophy, education is irrelevant. In the words of Whitehead, “Wisdom is the fruit of balanced development.
It is this balanced growth of individuality which should be the aim of education to secure when you understand all about the sun and all about the atmosphere and all about the rotation of the earth, you may still miss the radiance of the sunset.”