Assignment No#2

Student Name: Shreen Gull

Student I’d: 0000243450
Course Code: 8609
Semester: Spring 2023

Allama Iqbal Open University

Q.1 How had Plato classified the curriculum of education into different parts? Discuss in
detail.
Answer:
Plato, the ancient Greek philosopher, classified the curriculum of education into different parts as
outlined in his educational philosophy, primarily in his works "The Republic" and "Laws." He
believed that education was a fundamental tool for shaping an ideal society and nurturing virtuous
citizens. Plato's educational framework consisted of three main parts:
1. Primary Education (Ages 0-6):
Plato recognized the critical importance of early childhood education, a notion that aligns with
modern educational theories. During this phase:
Children were primarily engaged in physical activities, including gymnastics and sports, to
promote physical health and discipline.
Musical education was considered crucial. Children learned to play musical instruments and
appreciate the harmony in music, as it was believed to have a positive influence on their moral
development.
Storytelling played a significant role. Stories were carefully selected to instill moral values and
virtues, teaching children about justice, courage, and honesty.
Plato believed that this early education would lay the foundation for later learning and the
development of virtuous character.
2. Secondary Education (Ages 7-17):
This phase was further divided into two stages:
a. Elementary Education (Ages 7-13):
Students in this stage continued their physical education and began to engage with more formal
subjects:
Mathematics, including arithmetic and geometry, was taught. Plato considered these subjects
important for cultivating logical and abstract thinking.
Literature was also emphasized, with a focus on classical Greek works. This exposure to literature
was seen as a means of understanding the complexities of human nature and society.
Physical education remained essential, with an emphasis on fitness and character development.
b. Advanced Education (Ages 14-17):
During this stage, students underwent more specialized training based on their abilities and
inclinations:
Some students would receive a more scientific and mathematical education, delving into subjects
like astronomy and advanced mathematics. This group would potentially become the future rulers
and administrators.
Others would study philosophy, politics, and the arts. Philosophy, in particular, was highly valued,
as it was seen as a path to understanding the highest truths and ethical principles.
Physical training continued but with less emphasis than in the earlier stages.
Overall, secondary education aimed to prepare students for their specific roles in society while
continuing to nurture their physical and moral development.
3. Higher Education (Ages 18+):
The highest level of education was reserved for the most talented and intellectually capable
individuals:
These individuals would engage in intensive philosophical study and intellectual discourse. They
would contemplate abstract concepts and seek to understand the nature of reality, ethics, and
justice.
Plato envisioned that those who excelled in this education would become philosopher-kings,
responsible for governing the ideal state described in "The Republic."
The goal of higher education was not just to impart knowledge but to cultivate wisdom, critical
thinking, and a deep sense of justice.
Plato's educational philosophy was deeply intertwined with his vision of an ideal society governed
by philosopher-kings who were both intellectually and morally virtuous. He believed that
education should shape individuals into virtuous citizens who could contribute positively to the
well-being of the state. Physical fitness, intellectual rigor, and moral character were all seen as
essential components of a well-rounded education in Plato's ideal society.

Q.2 Discuss the main focus of John Dewey in making teaching methods effective.
Answer:
John Dewey was a prominent American philosopher, psychologist, and educational reformer who
had a profound influence on modern education. His ideas on effective teaching methods are rooted
in his broader philosophy of pragmatism and his belief in experiential learning. Dewey's main
focus in making teaching methods effective can be discussed in detail as follows:
Experiential Learning:
Dewey believed that learning should be rooted in real-life experiences. He argued that students
learn best by actively engaging with their environment and by participating in hands-on,
experiential activities.
Effective teaching, according to Dewey, involves creating opportunities for students to learn
through direct experience, experimentation, and problem-solving. This approach fosters a deeper
understanding of concepts because it allows students to see the practical applications of what they
are learning.
Integration of Curriculum:
Dewey advocated for a holistic and integrated curriculum that connects various subjects and
disciplines. He believed that compartmentalizing knowledge into isolated subjects hindered
meaningful learning.
Effective teaching methods, in Dewey's view, involve designing interdisciplinary lessons that
show students how different subjects are interconnected. This helps students see the relevance and
interconnectedness of knowledge.
Project-Based Learning:
Dewey championed project-based learning, where students work on long-term, hands-on projects
that address real-world problems. This approach encourages critical thinking, collaboration, and
problem-solving skills.
Effective teaching methods according to Dewey would involve teachers guiding students through
project-based learning experiences that allow them to explore complex issues and develop a deeper
understanding of topics.
Student-Centered Learning:
Dewey believed in the importance of tailoring education to the individual needs and interests of
students. He argued for student-centered learning, where the curriculum and teaching methods are
flexible to accommodate each student's unique learning style and pace.
Effective teaching methods, in Dewey's perspective, require teachers to be facilitators of learning,
guiding and supporting students in pursuing their interests and passions.
Active Participation and Reflection:
Dewey emphasized the importance of students actively participating in their own learning
processes. He believed that students should not be passive recipients of knowledge but active
participants in constructing their understanding.
Effective teaching methods involve creating opportunities for students to engage in meaningful
discussions, debates, and reflective activities. These activities encourage students to think critically
and articulate their thoughts.
Democratic Classroom Environment:
Dewey saw education as a means to prepare students for active citizenship in a democratic society.
He believed that the classroom should function as a mini-democracy, where students have a voice
in decision-making and problem-solving.
Effective teaching methods, in Dewey's view, promote a democratic classroom environment that
teaches students the values of cooperation, tolerance, and civic engagement.
Continuous Learning and Growth:
Dewey's philosophy emphasized that education is a lifelong process. Effective teaching methods
should instill a love of learning and curiosity in students, encouraging them to continue learning
beyond the classroom.
Teachers should model a commitment to continuous learning and growth, showing students that
education is not confined to a specific period but is a lifelong pursuit.
In summary, John Dewey's focus in making teaching methods effective centered on experiential
learning, integration of curriculum, project-based learning, student-centered approaches, active
participation, democratic classroom environments, and fostering a lifelong love of learning. His
ideas continue to shape modern education, emphasizing the importance of engaging students in
meaningful, real-world experiences to promote deeper understanding and critical thinking.

Q.3 Give the principles of education psychology framed by Allama Iqbal.

Answer
Allama Iqbal, a renowned philosopher, poet, and thinker from Pakistan, made significant
contributions to various fields, including education. He formulated principles of educational
psychology that were deeply rooted in his philosophical and spiritual beliefs. Iqbal's principles of
educational psychology can be discussed in detail as follows:
Integration of Knowledge and Spirituality:
Iqbal believed that education should not merely focus on the acquisition of knowledge but should
also integrate spiritual and moral values. He emphasized the importance of aligning education with
the spiritual and ethical development of individuals.
According to Iqbal, true education should awaken the human spirit and help individuals discover
their inner selves. Education should instill a sense of purpose and morality in students.
Self-Realization and Individual Development:
Iqbal advocated for an educational system that encourages self-realization and the development of
individual potential. He believed that every person has unique talents and abilities that should be
nurtured.
Effective education, according to Iqbal, involves recognizing and fostering the individuality of
each student. Teachers should guide students in discovering their passions and talents, helping
them become self-aware and self-reliant.
Active Learning and Critical Thinking:
Iqbal emphasized the importance of active learning and critical thinking in education. He believed
that students should not be passive recipients of information but active participants in the learning
process.
Effective teaching methods, according to Iqbal, should encourage students to question, analyze,
and think independently. This approach fosters intellectual growth and creativity.
Relevance to Contemporary Needs:
Iqbal argued that education should be relevant to the contemporary needs of society. He believed
that education should equip individuals with the knowledge and skills necessary to address the
challenges and opportunities of their time.
An effective educational system, in Iqbal's view, should evolve and adapt to meet the changing
needs of society, ensuring that it remains practical and applicable.
Unity of Knowledge:
Iqbal stressed the unity of knowledge and the interconnectedness of various fields of study. He
believed that education should not compartmentalize knowledge into separate disciplines but
should emphasize the interplay between different areas of learning.
According to Iqbal, this unity of knowledge helps individuals develop a holistic understanding of
the world and fosters interdisciplinary thinking.
Promotion of Ethical Values:
Iqbal believed that education should play a central role in promoting ethical values and social
justice. He argued that educated individuals should use their knowledge and skills for the
betterment of society.
Effective education, in Iqbal's philosophy, should instill values such as compassion, empathy,
justice, and the sense of responsibility towards others.
Cultivation of Imagination and Creativity:
Iqbal emphasized the cultivation of imagination and creativity in education. He believed that these
qualities were essential for innovation and progress.
Effective teaching methods, according to Iqbal, should encourage students to explore their
imaginative faculties and unleash their creative potential.
Spiritual Connection and Self-Transformation:
Iqbal's educational psychology placed a strong emphasis on the spiritual dimension of education.
He believed that education should lead to self-transformation and a deeper connection with the
divine.
According to Iqbal, true education enables individuals to transcend their limitations and become
spiritually enlightened beings.
In summary, Allama Iqbal's principles of educational psychology revolved around the integration
of knowledge and spirituality, self-realization, active learning, relevance to contemporary needs,
the unity of knowledge, promotion of ethical values, cultivation of imagination and creativity, and
spiritual self-transformation. His ideas continue to influence educational philosophy in Pakistan
and beyond, emphasizing the holistic development of individuals and their role in building a just
and ethical society.

Q.4 Elaborate the educational philosophy of Progressivism.

Answer:
Progressivism is an educational philosophy that emerged in the late 19th and early 20th centuries,
primarily in the United States. It is a student-centered, experiential, and pragmatic approach to
education that emphasizes active learning, problem-solving, and the development of critical
thinking skills. Progressivism was a response to traditional, teacher-centered educational methods
and aimed to create a more engaging and relevant learning experience for students. Here, we will
discuss the key principles and elements of the educational philosophy of Progressivism in detail:
Experiential Learning:
Progressivism places a strong emphasis on experiential learning, where students actively engage
with the world around them. Learning is not confined to the classroom but extends to real-life
experiences and practical activities.
Students learn by doing, experimenting, and reflecting on their experiences. This hands-on
approach fosters a deeper understanding of concepts and encourages problem-solving skills.
Child-Centered Education:
Progressivism is deeply child-centered, recognizing that each student is unique and has individual
needs, interests, and abilities.
Teachers in progressive classrooms tailor their instruction to the specific needs of each student,
adapting their teaching methods to accommodate different learning styles and paces.
Active Participation:
In a progressive classroom, students are encouraged to actively participate in their own learning.
They are not passive recipients of information but active contributors to the learning process.
Activities such as group discussions, projects, debates, and hands-on experiments are common
methods used to engage students and promote active participation.
Problem-Solving and Critical Thinking:
Progressivism places a high value on the development of critical thinking skills. Students are
encouraged to analyze problems, question assumptions, and seek creative solutions.
The focus is not solely on memorizing facts but on understanding the underlying concepts and
principles.
Relevance to Real Life:
Progressive education aims to make learning relevant to students' lives. Lessons and activities are
designed to connect to students' interests and the world around them.
Teachers often use real-world examples and current events to illustrate concepts and show their
practical applications.
Social Interaction and Cooperation:
Progressivism values social interaction and collaboration among students. Group work and
cooperative learning are common strategies used to foster social skills and teamwork.
By working together on projects and solving problems collaboratively, students learn important
social and interpersonal skills.
Democratic Classroom Environment:
Progressivism promotes a democratic classroom environment where students have a say in
decision-making and classroom rules. This approach helps students develop a sense of
responsibility and civic engagement.
Teachers often act as facilitators rather than authoritarian figures, encouraging open dialogue and
mutual respect.
Assessment and Evaluation:
Progressive educators often use a variety of assessment methods beyond traditional testing, such
as portfolios, presentations, and self-assessment.
The focus is on assessing a student's overall development, including their ability to think critically,
communicate effectively, and apply their knowledge to real-world situations.
Continuous Learning and Growth:
Progressivism aligns with the idea that education is a lifelong process. It encourages students to
develop a love for learning and the skills to be self-directed learners throughout their lives.
In summary, the educational philosophy of Progressivism emphasizes active, experiential learning,
individualized instruction, critical thinking, relevance to real life, social interaction, and the
development of democratic values. It seeks to create a dynamic, engaging, and learner-centered
educational environment that prepares students for active participation in a complex and evolving
world.

Q.5 Who was the founder of kindergarten? Discuss the salient features Kindergarten system
of education.
Answer:
The founder of the kindergarten system of education was Friedrich Wilhelm August Fröbel,
commonly known as Friedrich Fröbel. He was a German educator and pedagogue who developed
and popularized the concept of kindergarten in the early 19th century. The term "kindergarten" can
be translated from German to mean "garden of children" or "children's garden."
Now, let's discuss the salient features of the kindergarten system of education in detail:
Play-Based Learning:
A fundamental feature of the kindergarten system is the emphasis on play-based learning. Fröbel
believed that play was the natural and most effective way for young children to learn. Play
activities were designed to be educational, helping children develop cognitive, social, and physical
skills.
Structured Curriculum:
Fröbel developed a structured curriculum for kindergartens, which included a series of activities
and materials designed to support children's development. He created a set of educational materials
known as "gifts" and "occupations" to facilitate learning through play.
"Gifts" were simple objects like wooden blocks, balls, and sticks, while "occupations" were
activities like weaving and folding paper. These materials were designed to encourage creativity,
problem-solving, and fine motor skills.
Natural Environment:
Kindergartens were often located in natural settings, such as gardens, to provide a harmonious and
nurturing environment for children. Fröbel believed that contact with nature was essential for a
child's holistic development.
The garden setting also inspired the name "kindergarten," symbolizing a place where young
children could grow and flourish like plants in a garden.
Teacher as Facilitator:
In the kindergarten system, the teacher assumes the role of a facilitator rather than a traditional
instructor. Teachers observe children's play and guide their activities based on their individual
interests and needs.
The teacher's role is to create a supportive and stimulating environment where children can
explore, experiment, and discover on their own.
Holistic Development:
Fröbel's kindergarten system aimed at fostering holistic development, encompassing physical,
intellectual, emotional, and social growth. Activities were designed to address all aspects of a
child's development, promoting a well-rounded education.
Through play, children developed cognitive skills, creativity, emotional intelligence, and social
skills while also acquiring knowledge about the world around them.
Creativity and Self-Expression:
Kindergarten education encourages creativity and self-expression. Children are encouraged to
engage in artistic activities like drawing, painting, and crafting to express their thoughts and
feelings.
Artistic expression is seen as a valuable means for children to communicate and develop their
imaginations.
Social Interaction:
Kindergartens promote social interaction among children. Group activities, cooperative play, and
collaborative projects are common features of the kindergarten system.
Children learn important social skills such as sharing, cooperation, and conflict resolution through
their interactions with peers.
Early Childhood Education:
The kindergarten system is specifically designed for young children, typically aged 3 to 6 years
old. It focuses on the early years of a child's development, laying a strong foundation for further
education.
Child-Centered Approach:
The kindergarten system is highly child-centered, recognizing that each child is unique and
develops at their own pace. It respects the individuality and autonomy of each child.
Parent Involvement:
Fröbel encouraged parental involvement in the kindergarten experience. Parents were encouraged
to be active participants in their child's education and were often invited to visit kindergartens and
engage in activities with their children.
The kindergarten system, as developed by Friedrich Fröbel, has had a profound and lasting
influence on early childhood education worldwide. It introduced the concept of play-based
learning, recognizing the importance of a nurturing and structured environment for young
children's development. Many of the principles and practices established by Fröbel continue to
shape early childhood education programs today.