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Table of Contents
Intro; Foreword; Preface; Contents; About the Author; Table of Diacritical Marks; 1 Philosophy and Education; Abstract; Introduction; Nature of Philosophy; Philosophy as Darśana; Goal-oriented Nature of Philosophy; Experience-centricity of Life and Philosophy; Practical Orientation of Philosophy; Philosophy as Symbiosis of Theory and Practice, Knowledge and Conduct; Culture-embeddedness of Philosophy; Holistic and Integral Nature of Philosophy; Nature and Dimensions of doing Philosophy in India; What Is Education?; Role of Knowledge in Education; Education for Personality Enhancement
Education for Character DevelopmentEducation for Living and Livelihood; Education as a Life-prolonging Force; Education is a Hallmark of Civil Society; Right to Education is Fundamental; Present-day Scenario and the Need for Education; Philosophy and Education; What can Philosophy Contribute to Education?; Reference; 2 Philosophical Foundations of Education; Abstract; Introduction; Facets of the Noetic Basis of Education; Knowledge, Values and Education; Nature of Knowledge; Sources of Knowledge and Education; Validation of Knowledge and Education; Knowledge and the Curriculum
Knowledge and Teaching-Learning Strategy3 Nature, Sources, and Validation of Knowledge; Abstract; Introduction; True and False Cognition; Six Ways of Knowing; Validation of Knowledge; Realism in Epistemology and Education; Correspondence Theory of Truth; Idealism in Epistemology and Education; Coherence/Consistency Theory of Truth; Pragmatism in Epistemology and Education; Pragmatist Theory of Truth; Symbiosis of All the Three Approaches; 4 Knowledge, Values and Education; Abstract; Introduction; Noetic Basis of Value Considerations; Value Problems in Education; Values are Realizable
Logic and Educational AnalogiesLogic and Educational Inferences; Logic and Theory Construction in Educational Research; Logic and Educational Curricula; Logic and Educational Measurements; Logic and Educational Methods of Assessment; Logic and Educational Objectives; Logical Operations in Teaching and Learning; Ignorance of Logical Operations Non-conducive; Need for Initiation into Logic; Pattern for framing such a Course in Logic; Logic and the Teaching-Learning Process; Efficacy of this Technique for Teaching and Learning; Uses of Logic in Teaching-Learning Strategy; Concluding Remarks
Education for Character DevelopmentEducation for Living and Livelihood; Education as a Life-prolonging Force; Education is a Hallmark of Civil Society; Right to Education is Fundamental; Present-day Scenario and the Need for Education; Philosophy and Education; What can Philosophy Contribute to Education?; Reference; 2 Philosophical Foundations of Education; Abstract; Introduction; Facets of the Noetic Basis of Education; Knowledge, Values and Education; Nature of Knowledge; Sources of Knowledge and Education; Validation of Knowledge and Education; Knowledge and the Curriculum
Knowledge and Teaching-Learning Strategy3 Nature, Sources, and Validation of Knowledge; Abstract; Introduction; True and False Cognition; Six Ways of Knowing; Validation of Knowledge; Realism in Epistemology and Education; Correspondence Theory of Truth; Idealism in Epistemology and Education; Coherence/Consistency Theory of Truth; Pragmatism in Epistemology and Education; Pragmatist Theory of Truth; Symbiosis of All the Three Approaches; 4 Knowledge, Values and Education; Abstract; Introduction; Noetic Basis of Value Considerations; Value Problems in Education; Values are Realizable
Logic and Educational AnalogiesLogic and Educational Inferences; Logic and Theory Construction in Educational Research; Logic and Educational Curricula; Logic and Educational Measurements; Logic and Educational Methods of Assessment; Logic and Educational Objectives; Logical Operations in Teaching and Learning; Ignorance of Logical Operations Non-conducive; Need for Initiation into Logic; Pattern for framing such a Course in Logic; Logic and the Teaching-Learning Process; Efficacy of this Technique for Teaching and Learning; Uses of Logic in Teaching-Learning Strategy; Concluding Remarks