Infancy finishes with the weaning of the child. According to Rousseau, Naturalism in education woman should be the centre of the family, a housewife, and a mother.
Natural development of the child, the naturalists believe, takes place in the natural environment rather than in artificially designed atmosphere of the school. It altogether ignores the spiritual and moral aspects of human nature.
Good education can be had only by a direct contact with nature. For the child is at bottom a little animal, whatever else he may be. The freedom of child disciplines him and he is naturally controlled by his own learning and experiences.
Naturalists follow a naturalistic philosophy of teaching. Naturalism exists in different forms. When systematic and sustained efforts are made to impose knowledge on the child without considering his interests and aptitudes, it is called positive method of teaching.
Pennock contends  that as supernatural agents and powers "are above and beyond the natural world and its agents and powers" and "are not constrained by natural laws", only logical impossibilities constrain what a supernatural agent could not do. The natural development of child should be stimulated.
From an educational point of view naturalists may be grouped in two forms: A child is bad because he is weak, make him strong and he will be good. When a child begins to expect such consequences as certain to follow if he does not measure up to what is expected of him, he will act so as to enjoy the benefits which follow from appropriate conduct.
The naturalist reminds all educators to utilize direct experience whenever possible to insure meaningful and lasting learning.
Each stage through which a child passes has a specific aim of education and these aims differ according to the stage. The urge for activity now takes a mental form; there is greater capacity for sustained attention. The naturalists strongly advocate freedom for the child.
They are in favour of inclusion of history in the curriculum as it deals with the cultural heritage of the race. It condemns note-learning and encourages learning by doing. It helps in recognizes individual differences and experiences of the child should form the core element of the curriculum In like manner the curriculum of the naturalists might be classified as experience-centered.
It is the make up of the learner that determines the character of the learning process, not the designs of teachers of the learner or there simply will be no learning.
So much emphasis is given on present needs which will avoid the preparation of the people for the future. All types of mental activities — imagination, thinking, reasoning etc. So, a child-centered curriculum forms an amicable answer of the Naturalist. Then and only then can one be assured of the continued progress of the human race.
However, this Quinean Replacement Naturalism finds relatively few supporters among philosophers. Comenius wanted that all subjects should be taught to all men. According to Spencer, self-preservation and self-satisfaction constitute the highest good in life and, hence, the primitive instincts and natural impulses should be used in such a way that this highest good can be achieved.
All immoral or undesirable actions will result in unpleasant consequences and these unfavorable results will make the individual avoid the repetition of such actions in future. When systematic and sustained efforts are made to impose knowledge on the child without considering his interests and aptitudes, it is called positive method of teaching.
According to naturalists curriculum must be child centered according to the present and future needs of the child Pathak, Let the child discover the truth. It means readiness of the organism for any given learning.
Nature the universe or cosmos consists only of natural elements, that is, of spatiotemporal physical substance— mass — energy. The whole universe is governed by laws of nature and they are changeable. They have included drawing as compulsory in the curriculum.
It helps in solving the problems of life and in adjusting the individual to the environment. In the educative process the child takes the pivotal position. Though a bachelor, Spencer held that the most important function that most men and women have to perform is that of being parents.
Individuality develops in and through society. A child is a child and not an adult in the making. Manual work, trade, history aesthetics, physical culture, music and drawing are also included in the curriculum. Philosophical foundation of education:. The first section provides an account of three important paradigms concerning naturalism: metaphysical naturalism, methodological naturalism, and religious naturalism.
The second section provides eight. Naturalism gives different ideas about the aims of education. In the opinion of Rousseau, education aimed at the inner faculties, capacities and powers of the child (Shahid, ). According to Rousseau, aim of education is not preparation for life, but participation in it.
Naturalism in education 1. LOGO NATURALISM 2. NATURALISM Naturalism is a concept that firmly believes that ultimate reality lies in the nature of the matter.
Matter is considered to be supreme and mind is the functioning of the brain that is made up of matter. The whole universe is governed by laws of nature and they are changeable. Naturalism in Education THERE is not a great wealth of literature dealing specifically with naturalism in education, even though naturalism is still commonly practiced in education Naturalism as a philosophy of education was developed in the 18th century.
It is based on the assumption that nature represents the wholeness of reality/5(17). It is a blog that has information on educational philosophy. The articles address topics like naturalism, pragmatism, idealism, realism, and Islamic philosophy of education. The purpose of this study is to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives.
Despite the fact that some of ideas of naturalism.Naturalism in education