Abstract
Formal education, in modern times, is losing value. The content of education
that a school presents to a learner in pursuance of the noblest aims identified
in the national curriculum, is received in a drastically different manner both
by the parents and by the students. For instance, moral education is meant to
promote morality in the learners, but learners just consider the lessons on
morality as means to pass their exam. Learners don’t give any value to the
content of education beyond examinations and the schooling. This situation
suggests that the aims emphasized in the curriculum are not entertained by the
learner. These differences are due to the fact that the experiences provided in
the schools do not correspond to the social reality of the learner. Modern
education is largely knowledge based and preaches ideas that have nothing in
common with the reality of the learner. This situation is promoting nihilism,
which is counterproductive to the empowerment of the individual. The learner
through receiving this kind of education is losing contact with the reality or
Being. The reason for this nihilistic tendency in education partly lies in the
epistemology followed in the curriculum. Central to this epistemology are the
notions of truth and objectivity based on the correspondence theory of truth.
This epistemology, as an implication of the philosophies of Dewey and
Heidegger, requires serious adjustments. The implications of the philosophies
of both Dewey and Heidegger lead us to the conclusion that education through
its emphasis on remote ideas and values, is working to weaken the
relationship between man and Being. Dewey’s ideas about education alleviate
this ailing situation. Following article tries to investigate the meaning of
nihilism in education and its possible remedy through Dewey’s experience
based education. The aim of this article is to review the issue of nihilism in
education through the perspectives of Dewey and Heidegger.}
DR. KHALID JAMIL RAWAT, DR. WASIM QAZI, DR. SHAMS HAMID. (2006) A PHENOMENOLOGICAL INTERPRETATION OF JOHN DEWEY’S VIEWS ON EDUCATION, Paradigms , Vol 1-2, Issue 1.
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