Educational philosophy - Part 2

• A. Man,s very essence of being is his spiritual nature
• B. It is spirit rather than animality that is most truly man
• C. There exists in the nature of things a perfect pattern of each individual
• D. Nature would have them children before they are men

• A. Problematic act
• B. Carried in its natural setting
• C. Used for all-round development of child,s personality
• D. A voluntary undertaking

• A. Extreme form Naturalism
• B. Most widely accepted from of Naturalism
• C. Truest form of Naturalism
• D. Most valid form of Naturalism

• A. Care of body
• B. Moral values
• C. Skills
• D. Self- expression

• A. Incidental Learning
• B. Efficient learning
• C. Systematic learning
• D. Adequate learning

• A. Self-realization
• B. Spiritual and moral development
• C. Happy and moral development
• D. Total development of personality

• A. Perfect adaptation to the environment
• B. Realisation of moral values
• C. Satisfaction of human wants
• D. Cultivation of dynamic adaptable mind which will be resourceful and enterprising in all situations

• A. The free activity which pragmatic system of education entails does not mean licence rather it means a guided activity
• B. They emphasize teaching of values
• C. They consider education basically a social process
• D. They do not want the teacher to abdicate from the scene

• A. It is a science
• B. It is a collective ensemble of various viewpoints
• C. It is planned attempt on search for the truth
• D. It is the totality of man,s creative ideas

• A. The task of the project is as real as the task of the life outside the walls of the school
• B. The task of the project involves constructive effort or thought yielding objective results
• C. The task of the project should be full of message for the children
• D. The task of the project should be interesting enough so that the pupil is genuinely eager to carry it out

• A. Realism
• B. Pragmatism
• C. Idealism
• D. Naturalism

• A. Humanitarian and humanist selfrealization
• B. Adaptation to practical life
• C. Objective knowledge
• D. A good understanding of the world outside

• A. Naturalists
• B. Realists
• C. Pragmatists
• D. Existentialists

• A. The free activity of the pupil is likely to result in permanent attitudes of initiative and independence and moral discipline
• B. Training in citizenship is possible through school and community activities
• C. Training in character through school,s co-curricular activities is possible
• D. Child,s own experience is valuable for adequate development of child,s personality

• A. Ontology
• B. Metaphysics
• C. Axiology
• D. Epistemology

• A. Realism
• B. Pragmatism
• C. Idealism
• D. Naturalism

• A. Lecturing by the teacher
• B. Leaving the child free to learn
• C. Learning by doing
• D. Heuristic method

• A. Pragmatists
• B. Idealists
• C. Realists
• D. Existentialists

• A. Realism
• B. Pragmatism
• C. Naturalism
• D. Idealism

• A. Biological Naturalism
• B. Mechanical Naturalism
• C. Naturalism of physical science
• D. Romantic Naturalism

• A. Logic
• B. Aesthetics
• C. Epistemology
• D. Metaphysics

• A. All pupils are not alike
• B. Different systems of education found in different countries
• C. Different philosophies expressed different points of view on every aspect of education
• D. Different ways of teaching-learning

• A. The external examinations
• B. The special teachers
• C. Breakdown of knowledge into separate subjects
• D. Eternal spiritual values

• A. It consumes much of the time of the child
• B. It leaves gaps in the knowledge of the child
• C. Children are generally not interested in it
• D. Teachers generally do not like to teach through it

• A. They are content with "briars"
• B. They like "roses"
• C. They are satisfied neither with "briars" nor with "roses"
• D. They want "roses" and "briars" both