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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Aadil Hussain Mir
Annamalai University
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EDUCATIONAL PHILOSOPHY OF JIDDU KRISHNAMURTI WITH SPECIAL REFERENCE TO PEACE EDUCATION Aadil Hussain Mir; Rafiyah Rasool
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 2 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i2.1709

Abstract

The objective of this paper looks at educational philosophy and concept of peace and peace education of the most influential Indian philosopher jiddu krishnamurti. He thought that knowledge about life and ourselves is gained at both the beginning and the end of education. The nourishment of kindness is education, and goodness cannot flourish in the presence of fear. Krishnamurti gives the unique concept of peace and peace education and how it can be used as a weapon to end the conflicts and violence throughout the world. In this paper investigator used the philosophical method and for the data collection primary and secondary sources are used. Overall the study reflected krishnamurti’s educational philosophy for the balanced development of the child. As per krishnamurti Peace cannot be attained by any philosophy or via legislation; it can only be attained when each of us starts to comprehend how our own minds work. If we wait for some new system to bring about peace instead of taking personal responsibility, we will only end ourselves as its slaves.
RELEVANCE OF REALISM IN THE CONTEMPORARY EDUCATIONAL SYSTEM Swaroopa.P.K; Aadil Hussain Mir
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.1840

Abstract

Realism remains a prominent educational philosophy in contemporary educational systems, emphasizing the objective existence of reality and the importance of empirical evidence in knowledge acquisition. Originating from the works of ancient philosophers and evolving through figures like John Dewey and Jean-Jacques Rousseau, realism advocates for a curriculum grounded in factual knowledge across disciplines such as mathematics, sciences, and history. In today’s educational landscape, realism informs teaching practices that prioritize critical thinking, problem-solving skills, and practical application of knowledge. This philosophy integrates advancements in technology, promoting experiential learning through digital tools and interactive simulations. However, realism faces challenges, including criticisms of its potential to overlook creativity, cultural diversity, and ethical considerations in education. Addressing these concerns requires a balanced approach that combines realism with inclusive educational practices and interdisciplinary learning. Moving forward, realism continues to shape educational policies and pedagogical strategies, aiming to prepare students for global citizenship and lifelong learning in a rapidly evolving world
CRITICAL ANALYSIS OF PAULO FREIRE'S "PEDAGOGY OF THE OPPRESSED" Aadil Hussain Mir; Dr. R. Sivakumar
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1891

Abstract

Paulo Freire's "Pedagogy of the Oppressed," first published in 1968, is a seminal work in educational theory that critiques traditional educational practices and offers a revolutionary framework for learning. Freire challenges the "banking model" of education, where students are passive recipients of knowledge, advocating instead for a "problem-posing" model that emphasizes dialogue, critical thinking, and active engagement. Central to Freire’s pedagogy is the concept of critical consciousness, or conscientização, which involves developing an awareness of social, political, and economic forces that shape one’s life. Freire argues that education should be a collaborative process that empowers students to question and transform oppressive structures in their society. By fostering a more participatory and democratic learning environment, Freire’s approach aims to liberate both students and educators from traditional hierarchies and promote social justice. "Pedagogy of the Oppressed" has significantly influenced educational practices and social movements worldwide, emphasizing the role of education in achieving personal and collective emancipation. Despite criticisms regarding its feasibility and implementation, Freire’s work remains a foundational text in critical pedagogy, providing valuable insights into the potential of education as a transformative tool for societal change.
Co-Authors Dr. R. Sivakumar Rafiyah Rasool Swaroopa.P.K