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Read this article to learn about Naturalism:- 1. Meaning 2. Forms 3. Some Basic Principles 4. Naturalism in Education 5. Aims of Education 6. Naturalism and Curriculum 7. Methods of Teaching 8. Naturalism and the Teacher 9. Naturalism and Discipline 10. Limitations 11. Contribution of Naturalism.
Meaning of Naturalism:
Naturalism is a philosophical doctrine. It is opposed to idealism in its interpretation of reality.
Naturalism is concerned with 'natural self' or 'real self'. It contends that the ultimate reality is matter, and not mind or spirit.
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Naturalism does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values.
According to naturalism, the material world is the only real world. It is the only reality. This material world is being governed by a system of natural laws and the man, who is the creation of the material world, must submit to them. The naturalists have regard for actual facts, actual situations and realities. For them nature is everything. It is the whole reality.
Behind everything there is Nature. It denies the existence of anything beyond nature. Naturalism believes that everything comes from nature and returns to nature. Nature, according to naturalism, is a self-sufficient entity. It is self-determined and governed by its own laws.
The naturalists see things as they are. They apprehend reality as it is in its own nature. They do not believe that there are any spiritual values or absolute truths. Naturalism takes recourse to such concepts as appetites, emotions, instincts and evolution. According to naturalists, instincts are responsible for all our activities — biological, psychological or social. To them there is no absolute good or evil in the world. Values of life, according to naturalism, are created by the human needs. Man creates them when he reacts to — or interacts with — his environment. He must adapt himself to the environment.
According to the naturalists there is inherent goodness in man. In man there is an innate capacity for morality. Man is born rational. The naturalists, thus, have idolized man. Nature, according to the naturalists, is complete in itself, having its own laws. It does not, therefore, require us to have insight or intuition to understand Nature.
Naturalism believes that mind is an accident in the process of evolution and it can be explained in terms of nature. Mind is a function of the brain which is material in nature. Mind is not the source of knowledge; all knowledge is acquired from without, and senses are the gateways of all knowledge.
The personality of the child, according to the naturalists, is fashioned by:
(a) Endowment and
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(b) Environment.
Environment is of two types:
1. The material or physical environment
2. The mental or psycho-social environment.
According to the naturalists, society is meant for the individual and not the individual for society as they believe that man is born good. He is corrupted by the society. Man must remain away from the society if he wants to remain pure and unadulterated.
Forms of Naturalism:
Naturalism exists in different forms.
From an educational point of view naturalists may be grouped in two forms:
1. Physical Naturalists (Instinctivists):
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It is also known as material naturalism. This type of naturalism lays emphasis purely on physical nature. It believes only in the reality of material objects and the laws of mass and motion. Man is only one of the objects of physical nature, a creature of mass and motion.
According to this form of naturalism, mind has no existence apart from the body. This universe is governed by natural laws. Physical naturalists also assert that man is also governed by these laws. They also believe that not only the external world but also human conduct is governed by scientific laws. Thus emphasis is laid on the external nature.
The inner or spiritual nature of man is less emphasised. But education is a mental activity rather than a physical one. Hence physical naturalism has little impact on educational theory and practice. The naturalists advocate the development of child without any restriction. Instincts must have their own way. The development of the child should be from within and not from without. Let the child learn by himself in the lap of nature. The nature is a great book to him.
The interests and aptitudes of children should determine the educational programmes. Rousseau's Emile was to be educated according to the laws of nature, away from society. Children should learn from their sensory experiences because the senses are the gateways of knowledge. Let them learn by their own experiences.
2. Biological Naturalists (Darwinians):
Darwin (1809-1882) and Lamarck (1744-1829) are the greatest exponents of ‘biological naturalism'. It derives its data and first principles from the biological rather than the physical sciences. With a great faith in biological evolution, it accepts man as the highest form of living organism in the evolutionary process.
Henri Bergson (1859-1951), the Noble Laureate French philosopher, developed this idea to a higher dimension. Bergson holds that man is endowed with life-force, elan vital, will-to-power, will-to-live, a ‘creative impulse'. The biological nature of man consists' of impulses, instincts and emotions, tendencies and propensities. This he shares with animals. This is his true nature. It unfolds and develops spontaneously from within.
The basic standpoints of biological naturalism are two:
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(1) Each creature has an urge to live and
(2) He struggles to exist.
In the struggle for existence those that are fit, survive, and those that are not, die. The theory is best known as the ‘survival of the fittest' — a term coined by Herbert Spencer (1820-1903).
According to biological naturalism self-preservation is the first law of nature. Life, according to the biological naturalists, is dynamic, ever-changing and ever-developing phenomenon. Man, therefore, must adjust himself to the changing life. Education should be for change rather than for stability. Such an education should be systematic, evolutionary and inter-related.
The biological naturalists have raised a very pertinent question: Is a man shaped by Iris environmental forces or by inherited equipment's? The answer is ‘by both'. Both environment and heredity have their role in shaping human beings. Man is the product of inter-play of both the forces. In short, man is a 'compromised personality'.
The biological school of naturalism lays great stress on 'intelligence'. Intelligence is very helpful in dealing with experiences of life. It helps in solving the problems of life and in adjusting the individual to the environment. This form of naturalism has a great impact on the theory and practice of education It maintains that real education lies in the modification and training of man's instincts and emotions. This view is generally acceptable to the modern educators.
Some Basic Principles of Naturalism:
1. Nature is the final reality. All things originated from matter, all are ultimately to be reduced to matter. Matter takes different forms.
2. Mind is the brain functioning and brain is matter.
3. All types of mental activities – imagination, thinking, reasoning etc. are the functions of the brain.
4. The entire universe is governed by the laws of nature which are unchangeable Science reveals the mysteries of nature; hence only that knowledge is true that is derived from science.
5. There is no God or Spirit. Therefore, there is no religion. There are no higher or eternal values. There is no spiritual goal or ideal of human life. Man himself creates values in interaction with the environment in which he is placed.
6. 'Follow Nature' is the greatest slogan of naturalism in education. Natural development of the child, the naturalists believe, takes place in the natural environment rather than in artificially designed atmosphere of the school. In the field of education 'Nature' is used in two senses – one conveying the physical nature and second the 'nature of the child' i.e., tendencies, impulses, instincts of the child with which he is born.
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The first is the outer nature; the second is the inner nature. In educating the child, his whole nature should be taken into consideration. 'The child's nature is not static, it grows and develops.' It is dynamic education which has to help the growth and development of the child.
7. The child occupies the central position in the educative process. The child should be educated according to his nature. 'It is the child himself rather than the educator, the school the book or the subjects of study that should be in the foreground of the educational picture.' Unnecessary interference on the part of parents or teachers should be avoided.
Children should be treated as children and not as small adults. Instead of imposing adult ideas on them, let them have the opportunity of formulating their ideas through personal experiences. Modern education is pedo-centric.
8. The naturalists advocate freedom in education. Only under freedom, the naturalists believe, the child can grow in his natural way. Freedom should be the pivot round which the educational program should revolve. 'Child is a good, not an evil being; being born good he remains good when all opportunity to fear and hate is abolished.'
9. Instincts should be the main instruments of education. They must be exploited fully to modify the behaviour of man from 'animal behaviour ‘to' human behaviour.'
10. Senses are the gateways of knowledge. Real knowledge comes through the senses and, therefore, the sensory experiences should be provided for effective learning.
Naturalism in Education:
Naturalism as a philosophy of education has exercised a great influence on the theory and practice of education. 'It decries all external restraint in education and it condemns all unnecessary formalities in education.
In the naturalistic system of education there is no place for class-room, textbooks, time-table, formal lessons, curricula or examination. The ‘chalk and talk' method has no scope. The teacher has no significant role to play. External discipline has no place in naturalistic system of education.
The only discipline applied in this system is the discipline of natural consequences. Naturalism has no faith in formal education. To the naturalists, formal education is artificial and vicious. Good education can be had only by a direct contact with nature.
Naturalism in education stands for the doctrine of 'follow nature' in education. It wants all education to be in strict conformity with the nature of the child. It stands for complete freedom to be given to the child in learning. He is to be left alone, absolutely free. Let him learn from the pages of nature without interference from any quarter. He is to be thrown into Nature as an explorer and discoverer.
Naturalism emphasises free and spontaneous self-expression of the child. Its watchword is 'Back to Nature' as expounded by Rousseau and Gandhiji. Thus, the whole of the child's learning will come from his own experiences and their natural consequences. His whole education will be according to the natural laws of human development.
Much of the Naturalistic movement finds its root in the pages of Rousseau. He brought the child into the foreground of the educational arena and pleaded that educational material should be the facts and phenomena of nature.
Naturalism and Aims of Education:
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1. Naturalists differ with regard to the aim of education. Under the naturalistic school of philosophy the aim of education is self-expression. Some naturalists consider man as a machine and they opine that the aim of education is to make the human machine as perfect and efficient as possible.
2. 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.
3. McDougall (1871-1938), the famous exponent of the Naturalistic school of psychology, does not accept the theory of pleasure. He holds that our instincts are to be directed towards certain natural goals. Hence the aim to education, according to him, is the sublimation of the native instincts and energies of the individual — the redirection, coordination and harmonious working of the native impulses.
4. According to the Darwinian school of naturalists, the aim of education should be to 'equip the individual for struggle for existence and thus to ensure his survival.' According to the Lamarckians, education should enable the individual to adjust himself to the environment. The individual must be 'in harmony with and well-adapted to his surroundings.'
5. T. P. Nunu considers 'harmonious, natural and autonomous development of the individual in natural setting' as the central aim of education. Thus he regards the development of individuality as the supreme aim of education.
In support of this he says 'the proper goal of human life is perfection of the individual.' But, at the same time, he considers that this development of individuality should not be at the cost of social interests. Every individual has a social self. Individuality develops in and through society. Hence individual and social interests can be compromised by the recognition of universal values in man.
6. Rousseau's statement of naturalistic aim of education is the most comprehensive and lucid. Education, he holds, should aim at the development of the child in conformity with his nature.
Naturalism and Curriculum:
The naturalistic aims of education are reflected in its curriculum. The naturalists strongly advocate inclusion of natural sciences — such as physics, chemistry, zoology, botany — in the curriculum. As regards language and mathematics they opine that only such knowledge of these subjects should be acquired as is essential for scientific studies. They also want that the pupil should not be plunged into poetry and literature.
The naturalists not only emphasise the present but also the past and the future. They are in favour of inclusion of history in the curriculum as it deals with the cultural heritage of the race. History helps to understand the present in the light of the past and leads to the future.
Naturalism does not attach much importance to spiritualism or religion in the curriculum. At the same time it does not include music and painting in the curriculum.
The naturalists differ in their opinion in respect of curriculum. Comenius wanted that all subjects should be taught to all men. But Locke did not agree with this view, and said it is not possible to teach all subjects to all. Hence only those subjects should be taught which are necessary. Spencer advocates that only those subjects should be included in the curriculum which minister to self-preservation as it is the first law of life.
He gives a very high place to science. He attaches no importance to cultural subjects. T. H. Huxley does not agree with Spencer, for giving undue importance to science. He wants that literary and cultural subjects be imparted to children. Rousseau pleaded negative education for children and was not in favour of formal text-books. The naturalists, in general, contend that the child's present experiences, interests and activities should determine the choice of studies.
Naturalism and Methods of Teaching:
In methods of teaching, naturalism is a revolt against the old, traditional and bookish system of education. It, therefore, attaches no importance to formal schools and textbooks as these hinder the natural development of children. It condemns note-learning and encourages learning by doing. They emphasise auto-education and self-development, and learning through personal experience of the child.
The creed of the naturalists is 'follow nature' as it supplies all laws of learning. The naturalist method is to gather direct experience from nature, men and things. Rousseau's advice was: 'Give your scholar no verbal lessons, he should be taught by experience alone.' All knowledge must emerge out of actual life situation and experience.
According to the naturalists the proper method of imparting scientific knowledge is through observation and experimentation. They decry 'chalk and talk method'. Let the child discover the truth. This was the advice of the naturalists. They advocated a heuristic method. Pedocentricism was the key-note of the naturalistic method.
The naturalists say that there are two methods of teaching — the positive and the negative. 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.
In the words of Rousseau positive education is 'one that tends to form the mind prematurely and instructs the child in the duties that belong to man. It is negative education when the child is left free to develop his body and senses.
Rousseau defines negative education as 'one that tends to perfect the organs that are the instruments of knowledge. A negative education does not mean a time of idleness; far from it. It does not give virtue, it protects from vice; it does not inculcate truth; it protects from error. It disposes the child to take the path that will lead him to truth.'
The naturalists do not want to superimpose anything on the children. They want the children to acquire everything with their own efforts. 'The naturalistic educator allows the child to follow the lines of his natural interests and to have free choice of activity, with no interference or thwarting.'
The naturalists want an 'ideal environment of freedom for the development of the growing child.' Coercive methods are not permitted for imparting knowledge. The way of the naturalist is 'auto-education or self-education.' They do not advocate much teaching but emphasise much learning experience of the pupils. They attach great importance to creative activities and self-expression.
The greatest attraction of the child is play. The naturalists, therefore, have given a prominent place to the play-way method. It is play which helps the child to express himself fully. It is in his free play that the child most clearly reveals his nature and the lines of his natural development.
Play is nature's mode of education. The principal aim of education should be an integrated growth of the child. This is possible if each child is permitted freedom to grow at his own pace and according to his own nature.
Naturalism and the Teacher:
The educator should not interfere in the natural development of the child. He should not impose ideals or ideas on him. He is only to help the child in the discovery of truth. He should a have critical and scientific bent of mind and supreme reverence for truth. The educator must see that the child develops freely. He should not make an artificial effort to educate the child.
He has to provide suitable opportunities and create conditions which are conducive to the natural development of the child. The place of the educator is not primary but secondary. He is an observer of the child's development rather than a giver of information. The child's education is the free development of his interests and motives.
The role of the educator is that of a friend, philosopher and guide. Such a role of the teacher is advocated by all the modern educators and in all the modern methods of teaching. Rousseau, Fichte, Montessori and Ross are in favour of non-intervention of the teacher in the education of the child.
They contend that the child's nature is essentially good, and any intervention is, therefore, harmful. Ross is of the opinion that the teacher has only 'to set the stage, supply the materials and opportunities provide an ideal environment and create conditions conducive to natural development', and then he is to 'recede in the background.'
Naturalism and Discipline:
For harmonious development of the child, he should be given freedom to plan his own activities. But this freedom means individual freedom and not social freedom. To regulate the school society, government is required, but it must be self-government. Naturalists have no faith in discipline based on external force. They condemn corporal punishment as it represses the impulses and instincts of the children.
Naturalism stands for a 'hands-off' policy in education. The only discipline to be applied is the discipline of natural consequences. The child should be left perfectly free to act in any way he likes and then face the consequences of his actions.
If the consequences of his action turn out to be pleasant and favourable, it would be repeated and, therefore, learnt. On the contrary, if the consequences of an action are found to be unpleasant, it shall be given up. Thus, the forces of pleasure and pain will effectively teach discipline to the child.
Rousseau is of the opinion that children should never be punished for their wrong deeds. Nature spares none. Every action is inevitably followed by its natural consequences. 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. Herbert Spencer also supports the doctrine of natural discipline.
He wishes that children should be left to suffer the natural unpleasant consequences of their wrong actions and learn from them. But Spencer does not wish to apply this principle during infancy. He says, 'A three-year-old urchin, playing with an open razor, cannot be allowed to learn by this discipline of natural consequences, for the consequences may be too serious.'
Limitations of Naturalism:
1. Naturalism has its own limitations and disadvantages. It altogether ignores the spiritual and moral aspects of human nature. It totally neglects the moral development of the child.
Naturalism and Curriculum:
The naturalistic aims of education are reflected in its curriculum. The naturalists strongly advocate inclusion of natural sciences — such as physics, chemistry, zoology, botany — in the curriculum. As regards language and mathematics they opine that only such knowledge of these subjects should be acquired as is essential for scientific studies. They also want that the pupil should not be plunged into poetry and literature.
The naturalists not only emphasise the present but also the past and the future. They are in favour of inclusion of history in the curriculum as it deals with the cultural heritage of the race. History helps to understand the present in the light of the past and leads to the future.
Naturalism does not attach much importance to spiritualism or religion in the curriculum. At the same time it does not include music and painting in the curriculum.
The naturalists differ in their opinion in respect of curriculum. Comenius wanted that all subjects should be taught to all men. But Locke did not agree with this view, and said it is not possible to teach all subjects to all. Hence only those subjects should be taught which are necessary. Spencer advocates that only those subjects should be included in the curriculum which minister to self-preservation as it is the first law of life.
He gives a very high place to science. He attaches no importance to cultural subjects. T. H. Huxley does not agree with Spencer, for giving undue importance to science. He wants that literary and cultural subjects be imparted to children. Rousseau pleaded negative education for children and was not in favour of formal text-books. The naturalists, in general, contend that the child's present experiences, interests and activities should determine the choice of studies.
Naturalism and Methods of Teaching:
In methods of teaching, naturalism is a revolt against the old, traditional and bookish system of education. It, therefore, attaches no importance to formal schools and textbooks as these hinder the natural development of children. It condemns note-learning and encourages learning by doing. They emphasise auto-education and self-development, and learning through personal experience of the child.
The creed of the naturalists is 'follow nature' as it supplies all laws of learning. The naturalist method is to gather direct experience from nature, men and things. Rousseau's advice was: 'Give your scholar no verbal lessons, he should be taught by experience alone.' All knowledge must emerge out of actual life situation and experience.
According to the naturalists the proper method of imparting scientific knowledge is through observation and experimentation. They decry 'chalk and talk method'. Let the child discover the truth. This was the advice of the naturalists. They advocated a heuristic method. Pedocentricism was the key-note of the naturalistic method.
The naturalists say that there are two methods of teaching — the positive and the negative. 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.
In the words of Rousseau positive education is 'one that tends to form the mind prematurely and instructs the child in the duties that belong to man. It is negative education when the child is left free to develop his body and senses.
Rousseau defines negative education as 'one that tends to perfect the organs that are the instruments of knowledge. A negative education does not mean a time of idleness; far from it. It does not give virtue, it protects from vice; it does not inculcate truth; it protects from error. It disposes the child to take the path that will lead him to truth.'
The naturalists do not want to superimpose anything on the children. They want the children to acquire everything with their own efforts. 'The naturalistic educator allows the child to follow the lines of his natural interests and to have free choice of activity, with no interference or thwarting.'
The naturalists want an 'ideal environment of freedom for the development of the growing child.' Coercive methods are not permitted for imparting knowledge. The way of the naturalist is 'auto-education or self-education.' They do not advocate much teaching but emphasise much learning experience of the pupils. They attach great importance to creative activities and self-expression.
The greatest attraction of the child is play. The naturalists, therefore, have given a prominent place to the play-way method. It is play which helps the child to express himself fully. It is in his free play that the child most clearly reveals his nature and the lines of his natural development.
Play is nature's mode of education. The principal aim of education should be an integrated growth of the child. This is possible if each child is permitted freedom to grow at his own pace and according to his own nature.
Naturalism and the Teacher:
The educator should not interfere in the natural development of the child. He should not impose ideals or ideas on him. He is only to help the child in the discovery of truth. He should a have critical and scientific bent of mind and supreme reverence for truth. The educator must see that the child develops freely. He should not make an artificial effort to educate the child.
He has to provide suitable opportunities and create conditions which are conducive to the natural development of the child. The place of the educator is not primary but secondary. He is an observer of the child's development rather than a giver of information. The child's education is the free development of his interests and motives.
The role of the educator is that of a friend, philosopher and guide. Such a role of the teacher is advocated by all the modern educators and in all the modern methods of teaching. Rousseau, Fichte, Montessori and Ross are in favour of non-intervention of the teacher in the education of the child.
They contend that the child's nature is essentially good, and any intervention is, therefore, harmful. Ross is of the opinion that the teacher has only 'to set the stage, supply the materials and opportunities provide an ideal environment and create conditions conducive to natural development', and then he is to 'recede in the background.'
Naturalism and Discipline:
For harmonious development of the child, he should be given freedom to plan his own activities. But this freedom means individual freedom and not social freedom. To regulate the school society, government is required, but it must be self-government. Naturalists have no faith in discipline based on external force. They condemn corporal punishment as it represses the impulses and instincts of the children.
Naturalism stands for a 'hands-off' policy in education. The only discipline to be applied is the discipline of natural consequences. The child should be left perfectly free to act in any way he likes and then face the consequences of his actions.
If the consequences of his action turn out to be pleasant and favourable, it would be repeated and, therefore, learnt. On the contrary, if the consequences of an action are found to be unpleasant, it shall be given up. Thus, the forces of pleasure and pain will effectively teach discipline to the child.
Rousseau is of the opinion that children should never be punished for their wrong deeds. Nature spares none. Every action is inevitably followed by its natural consequences. 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. Herbert Spencer also supports the doctrine of natural discipline.
He wishes that children should be left to suffer the natural unpleasant consequences of their wrong actions and learn from them. But Spencer does not wish to apply this principle during infancy. He says, 'A three-year-old urchin, playing with an open razor, cannot be allowed to learn by this discipline of natural consequences, for the consequences may be too serious.'
Limitations of Naturalism:
1. Naturalism has its own limitations and disadvantages. It altogether ignores the spiritual and moral aspects of human nature. It totally neglects the moral development of the child.
2. Naturalism takes into account only the present needs of the child and ignores his future needs and the ultimate goals and purposes of man's life.
3. Naturalism leaves the child purely to the discipline of natural consequences which, often, involves grave risks.
4. Naturalism throws the teacher with superior knowledge and experience into the background. He takes secondary position in the educative process.
5. Naturalism allows complete freedom to the child from the very start of his life, even when he has no yet learnt the right use of freedom. This is no doubt a very risky experiment inasmuch as sometimes absolute freedom degenerates into licence. In the early state of life some guidance is necessary.
6. Naturalism attaches too much importance to the animal nature of man — his instincts, impulses and emotions, and completely ignores the spiritual and cultural values of life.
7. Naturalism gives too much emphasis on the heredity of the child and neglects the influence of environment on 'raw' nature.
Contribution of Naturalism:
Naturalism has tremendously influenced the modern educational theories and practices.
Its permanent contributions in the field of education may be summed up:
1. 'Follow nature' is the watch-word of naturalism. The innate nature of the child should be developed in natural environment and not in the artificial atmosphere of the school.
2. Instincts, impulses and emotions should form the basis of all education of the child. According to the naturalists, instincts should be the main instrument of education.
3. Pedocentricism is another important contribution of the naturalists in the field of education. In the educative process the child takes the pivotal position. 'It is the child himself rather than the educator, the school, the book or the subjects of study that should be in the foreground of the educational picture.' Children should be treated as children and not as adults in miniature.
4. The freedom of the child is another important feature of naturalistic education. The child should grow freely according to his own nature and pace without interference from the educator or the parents. True education takes place when the nature, powers and inclinations of the child are allowed to develop freely with a minimum of guidance. The naturalists strongly advocate freedom for the child.
5. Senses are the gateways of knowledge. Education is very much effective when it comes through sensory channels. As such, naturalists consider the training of senses very important.
In conclusion we can say that naturalism has secured freedom for the child and has further succeeded in freeing the child from many a tyranny of rigidity, interference and strict discipline. Naturalism has given an impetus to new psychological methods in education.
Western Philosophy In Hindi Pdf Full
Self- expression, follow nature, auto-education, play-way, Pedocentricism, sense-training, self- discipline and learning by doing are some of the main characteristics of modern education.
Western Philosophy In Hindi Pdf Free
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