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EDUCATION SCIENCE
UNIT 1
PREPARED BY:
PARBATI CHOUHAN

Contents (2 hrs)
• Definition of education
• Terminology
• Purpose of education
• Philosophy of education
• Development of nursing in Nepal past and
present

Education
The word Education came from the
Latin word: Educere; meaning “to lead
out” or “to draw out” suggestively
from darkness to light. This implies
bringing out the innate capabilities of
the child/ person through the growth
within it.

From another view; education
originated from latin word
Educatum; meaning “act of
teaching or training”.
Another view; originated from
Educare; meaning “to bring up”
“to nourish” or “to train”.

Common view among these terms:
every individual possesses some
innate quality or talent to do
something; and education furnishes
the individuals with the power to
unfold those capabilities and bring
forth their talents.

Definition of Education
“Education is the process of changing the
behavior pattern of people.” (Ralph
Tyler)
“The process of receiving or giving
systematic instruction, especially at a
school or university.”
(oxforddictionaries.com)
“That reconstruction and reorganization of
experience which adds to the
meaning of experience, and which
increases ability to direct the course of
subsequent experience.”
(Dewey)

Terminologies used in educational science
Teaching: Teaching is being defined as
especially structure in sequence form of
communication that encompasses and
expresses knowledge about a particular subject
are to produce learning.
Learning: learning can be defined
as the mental activity by means of
which knowledge, skills, attitudes,
appreciation and ideas are acquired
resulting in modification of
behavior.

Curriculum: An educational plan
that spells out which goals and
objectives should be
achieved, which topics should be
covered and which methods are to
be used for learning,
teaching and evaluation.
Vision: purposeful and
future oriented statement
that reflects the desired
future of an organization.
Goal: the result
or achievement
toward which
effort is directed

Mission: helps to
identify the nature of
services provided by
the organization.
Objective: an objective
can simply be expressed
as a end result or
intended outcome to
be achieved in some
stated future.
General
objective: overall
objective
Specific
objective
Clearly
define

Teaching method: The type of technique
implied by the teachers during his/her
teaching act in order to meet the
educational objectives.
Teaching media: The concrete educational
or communicational media which facilitate
teaching learning process.

Lesson plan: is a blueprint that reflects
comprehensive picture of all the
teaching
learning activities that are to take place
systematically in creating a learning
situation that
will ensure student’s learning.
Evaluation: is the process of
determining to what extent the
educational objectives are
being realized.
Reliability: degree of
consistency between
two or more
measures of the same
things.
Validity:
degree to
which is
measures
what it is
intended to
measure.

Purpose of education
▪To initiate a person into society where he/she can
live with other members in harmony.
▪To strengthen and preserve the national integrity by
developing a sense of patriotism, commitment and
sacrifice in a person for his/her country.
▪To enable person to have a control in his/her
environment and make right choice.
▪To enable person to express his/her thoughts and
feelings freely and clearly, and take leadership role in
various fields.

▪To preserve cultural heritage, the pride of the
country, and transform and transmit the culture.
▪To contribute to social progress by developing
different human resources needed by it for its
technological and economical development.
▪To raise awareness among people how to use their
democratic rights and duties fully and freely by not
impinging(negative influence) on other’s right at the
same time.

▪To inculcate(instill idea, attitude and habits by persistent
instructions) in person such moral virtues as sincerity, honesty,
loyalty, tolerance, brotherhood, truthfulness and justice so that
he/she can act as a responsible citizen and make the world
better place to live.
▪To help in the extension of technology and expertise through
sharing at the international level.
▪To develop the innate qualities of person to make him/her a
holistic person who is emotionally, socially and spiritually
balanced.

Philosophy of education
The term philosophy comes
from Greek word
philosophia; composed of
two words; philos and
sophia. The word philos
means love of or search for
and the word sophia means
knowledge or wisdom
The literal meaning of the
philosophy therefore is,
‘love of wisdom’ or ‘search
for knowledge’.
Philosophy means love for
knowledge or passion for
learning.

PHILOSOPHY OF EDUCATION
Philosophy of education may be defined as the
application of the fundamental principles of a
philosophy of life to the work of education.
Philosophy of education offers a definite set of
principles and establishes a definite set of aims
and objectives.

Some philosophy of education
❖Naturalism
❖Idealism
❖Pragmatism
❖Realism
❖Behaviorism

❖The naturalist are concerned with natural self
or real self.
❖They believe in supremacy of nature and
claimed that nature alone represents the entire
reality or truth.
❖The naturalists view the world that we live in
is made up of the matters and believe that the
material world, the world of nature is the real
world.
NATURALISM

❖Nature is the source of knowledge.
❖The human life is the part of nature and is
therefore controlled by external laws of nature.
❖The essence of all things is nature.

❖The aim of education is to equip individual to
struggle for existence and thus to ensure his survival.
❖It should help the learner to adjust physically and
mentally to ever changing circumstances of life
❖Education should aim at developing the child into
joyful, rational, balanced, purposeful and mature
person in order for him to survive.

❖The implication of naturalism is that education of
the child should be close to nature to allow him
to develop by unfolding the innate capability or
potentiality naturally
❖Jean Jacques Rousseau, believed that child’s
cognitive capabilities undergo qualitative changes as
he undergoes new developmental stages.

❖He emphasized that as the child approaches adolescence,
much skill and direction are required to lead him towards
theoretical studies.
❖The teacher’s responsibility is to put the problem before
him and let him solve them by himself.
❖Teacher’s responsibility is just to create the learning
situations in which an individual child is free to choose the
learning experience that is of interest to him/her or that helps
to bring out his/her innate capabilities
❖Ideas of learning by discovery and child-centered
curriculum find its genesis in naturalism.

NATIRALISM AND TEACHER
❖It undermines the teacher’s role in learning by placing him
behind the scene and playing only as facilitator; which not
necessarily work out in all learning situations.
❖It denies the idea of curriculum on the grounds that
knowledge is so subject to change that it is senseless to plan in
advance what it is that the child should be taught.

IDEALISM (oldest philosophy)
❖Idealism is concerned with the supremacy of
mind and self.
❖Matter or object may be projection or creation
of mind but what ultimately is real is the idea
behind it.
❖Socrates; an idealistic philosopher placed
importance on question-answer and dialogue as
the methods of acquiring information or gaining
knowledge, whereas Plato emphasized on logical
reasoning as the method for gaining knowledge.

❖This is related with the belief that God creates
the entire world.
❖The education is the manifestation of the
perfection already in man.
❖With real thirst for knowledge and perseverance,
a man can teach himself as child educates itself.
❖The teacher is not an instructor or task maker,
he/she is a helper and guide.
❖The implication that idealism had on education
is that education should help man in self-
realization by unfolding his divines through self-
consciousness.
❖Education should lead to perfection in
individual.

❖ Friedrich Froebel, a European educational
figure opined that education should lead and
guide man to clearness concerning him and in
himself to face with nature and to unity with
God.
❖His emphasis was on manipulating objects,
exploration and self-expression, which lead to
realization of the importance of activities in
learning.
❖For the famous German philosopher Johann
Friedrich Herbart, the development of character
was the main purpose of education

❖Such discipline should be brought by self-control
by developing inner divine qualities.
❖The education should be such that to help man to
use his mind creatively and empower him to create
his own world that suits his needs by manipulating
the external environment.
❖The function of teacher is to impart knowledge
by five formal steps (preparation, presentation,
association, generalization and application)in
classroom teaching

❖ The attention to such general curriculum
problems as the selection of content, grading of
materials and organization of presentation was
brought into focus.
❖ The idealistic claim that teacher’s constant
guidance is necessary for the purpose of self-
realization and teacher should be a role model
of self-realization

REALISM The word realism finds its origin in the Greek word “Res”
which means object.
❖This philosophy retreats from the reality of the world of ideas and
promulgates that what we see and experience around us is the truth.
❖Aristotle (383-322 BC), Greek philosopher is generally recognized as
the father of Realism.
❖The realists believe that the physical universe is operated by natural
laws.
❖This philosophy developed out of need to resist the philosophy of
naturalism and idealism, which emphasized on absolutism of nature and
in spiritualism at the cost of undermining the scientific developments.

❖ The realists try to discover the world with the help of scientific
methods.
❖ What we are able to feel by observation, examination and
experimentation is found to be true and can be considered real was
their argument.
❖The realists believed that the purpose of education was to prepare for
complete living.
❖ Education should equip the learners with the knowledge and skills
that are needed to understand and master his physical environment
so that he can live a happy and comfortable life

❖Herbert Spencer raised the question “what knowledge is of
most worth?”. This called for the new approach to curriculum
development.
❖According to Spencer, science is the key to complete living
viz. for preservation of health, earning a living, effective
parenthood, good citizenship, the highest production and
enjoyment of arts and intellectual and moral discipline.

Realism and education
▪ A realistic education meant a curriculum in
accurate touch in life.
▪ The realist gives a high priority to subjects like
physical sciences and mathematics.
▪ Equipping students with knowledge and skill
needed to understand and master their physical
environment.

PRAGMATISM
❖The word pragmatism is comes from Greek word,
which means practice or action.
❖John Dewey is the father of pragmatism
❖This philosophy determines the meaning and truth
of all concepts and tests its validity by their practical
results. Experience is the central here.
❖It propagates that man creates its own values ,
reconstructs during the course of activity as needed.

❖Pragmatists believe in non-mystical and non-spiritual
character of existence and promulgate that even truths
are manmade as they are established empirically as
being useful and practical to human life.
❖This philosophy puts special emphasis on the value of
experimentation(learning by doing), utility of education
and problem solving

❖Pragmatic education believed that education is for social
necessity.
❖Education is for the constant reconstruction and
reorganization of experience and which increases the ability
to direct the course of subsequent experience.
❖Problem solving approach should be the core of all
education.
❖The essence of education is to create the right
environment in which the learner finds solutions to his/her
problems.

BEHAVIORISM
❖The implications of this theory on education
were: to define the educational objectives or the
end result specifically in terms of the behavior to
be achieved by the learner to pursue the activities
until the goal is achieved and to consider the
individual difference as the important factor in
learning.
❖The behavioral theory is the basis on which
curriculum for most health professional’s education
is developed.
Critics: This philosophy sees society as being
made up of teaching machine and the citizen’s
behaviors as controlled, shaped and directed
through an automatic conditioning process of
positive rewards.

Development of Nursing Education in Nepal
Nursing in Nepal before 1972(2029)
❖At first, the mother or other women at home provided
nursing care to the sick, injured and old.
❖When nursing was first introduced, various difficulties
were encountered. 15% of student population in country were
girls and attitude of society was another problem.
❖Nurse training was socially unacceptable.
❖Nursing was considered to be a very low type of service in
the society. Most parents from high classes were opposed to
the idea of sending their children to study nursing.

❖Before 1956 A.D.(2013 B.S.) in Nepal, nursing service
consisted of a few midwives trained in India and some
local trained compounders. Hospital in Nepal was first
established in 1890 A.D.(1947 B.S.) and that is Bir
Hospital.
❖There were no nurses to give care to the patients. The
hospital authorities realized the need for nurses and
midwives to give care to the patients.
❖In 1985 B.S. four ladies, Vidhyawati Kansakar, Radha
Devi Malakar, Dharma Devi Kansakar and Bishnu Devi
Rai along with their guardian were sent to Allahabad,
India for 18 months midwifery training.

•After completion of their training, all of them were put
at Bir Hospital for their service.
Among these four ladies, two of them, Vidyawati and
Radha Devi worked as nurses, almost their whole life in
Bir Hospital but the other two worked for a short period.
•Before 1960, most students were accepted in the nursing programme
just under matriculation(i.e.SLC incomplete). To maintain the standard
of nursing education, the entrance requirement of the programme
changed in 1969.
•The new requirement for admission into the programme was now
S.L.C. Pass.At that time the training programme was run by His
Majesty's Government and the duration of the nursing course was 3
&1/2 years. In 1959, another school of nursing under the "United
Mission to Nepal" was established in Nirbhawan, separate from HMG
School of Nursing, Mahabauddha.

▪Both schools were accredited by the Nepal Nursing
Council which gave the final examination and
registration.
Nursing in Nepal after 1972
The concept of nursing changed from the past to present and the changes
are mainly due to changing concepts of health patterns, illness and
diseases and also the progress made in science and technology.
Today, nurses work world wide in variety of health areas.
•The nursing program changed from an annual system to
the semester system of studies to match the rest of the university
programs.
•Nursing education was now reduced from three and half years to three
years of study.

•Nursing education in Nepal entered into the main
stream of education only when it cam eunder the
Institute of Medicine, Tribhuvan University on 1st
shrawan 1972 and was recognized as the part of
university program.
•After staff nurse training program became the
university program, the duration of 3 and half years
changed into 3 years and liberal arts subjects like
english, nepali and introduction to Nepal and
psychology was added in nursing curriculum as the
compulsory subjects.
•Nepal's acceptance and respect for nurses was greatly
encouraged by HRH Princess Prekshya Rajya Laxmi
Devi Shah, who took nurse training during 1973-1976.
•In 1980, the university semester system changed back
into the annual system.

•Since 1981, admission requirement has been S.L.C. pass
with second division scoring merit in Science,
Mathematics and English.
•At present, there are seven nursing campuses in the country:
Maharajgunj, Lalitpur, Bir Hospital, Pokhara, Biratnagar, Birgunj and
Nepalgunj.
•Nursing education advanced gradually. Some of the ANM extension
campuses were upgraded to certificate nursing campuses, such as
Biratnagar Nursing Campus was upgraded in 1982 and Nepalgunj
Nursing Campus in 1987.
All certificate nursing programs enrolled 10% male students in their
programs in 1986. But after four batches of intake this policy was
stopped.

•A Bachelor Program of Nursing began at
Maharajgunj Nursing Campus in 1977(2034 B.S.)
with more emphasis on midwifery. Later in 1987, the
emphasis was changed to community health nursing,
adult nursing in 1983(2040) and child health nursing
in 1985(2042)
•A masters program in Nursing has been started at the
Nursing Campus, Maharajgunj from 1995.
In 1991, the UMN(Nir Bhawan) Nursing Campus
became independent from the Maharajgunj Nursing
Campus, but directly under the IOM Dean's Office.
The name of the new campus was changed to Lalitpur
Nursing Campus. Academically, it follows the rules
and policies of T.U.,IOM, but it is financially
supported by the United Mission to Nepal.

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