1. Analytical Study of Researches in Philosophy of Education in India DR. GEETA SINGH READER FACULTY OF EDUCATION HARISH CHANDRA P.G. COLLEGE VARANASI UTTAR PRADESH INDIA

2. INDEX 1.ABSTRACT 2.INTRODUCTION 3.IMPORTANCE 4.OBJECTIVES 5.REASONS FOR POOR CONDITIONS OF RESEARCHES 6.CLASSIFICATION 7.DECADE WISE STUDIES 8.INTERPRETATIONS 9.PIE CHART 10.LINE GRAPH 11.CONCLUSION 12.REFERENCES

3. ABSTRACT ABSTRACT In the recent year philosophy of education in India has been passing through difficult times due to lack of methodological rigor and poor quality of researches. Undue influence of the low market value seems to have affected philosophy too. The outcome has been that philosophy has to fight for its survival. This subject also has been neglected by the general philosophers. However, this situation of negligence should not continue anymore. This definitely calls for rethinking to check its downfall and to visualize the rich opportunities this field provides. Recent developments of innovative technologies have provided new possibilities to researches. One should aim to restore the position of quantity and quality of researches in philosophy of education to its right place. A normative paradigm is proposed to describe the characteristics of philosophy of educational research in a national control. This paper explores the orientations of researches conducted in India in the field of philosophy of education. In the recent year philosophy of education in India has been passing through difficult times due to lack of methodological rigor and poor quality of researches. Undue influence of the low market value seems to have affected philosophy too. The outcome has been that philosophy has to fight for its survival. This subject also has been neglected by the general philosophers. However, this situation of negligence should not continue anymore. This definitely calls for rethinking to check its downfall and to visualize the rich opportunities this field provides. Recent developments of innovative technologies have provided new possibilities to researches. One should aim to restore the position of quantity and quality of researches in philosophy of education to its right place. A normative paradigm is proposed to describe the characteristics of philosophy of educational research in a national control. This paper explores the orientations of researches conducted in India in the field of philosophy of education.

4. INTRODUCTION  India has a very long and varied tradition of philosophical thinking.  Indian Philosophy basically represents “a way of life” and approaches to the “view of life”.  It leads to a" correct way of thinking” as well as “a right way of life”.  Education has strong roots in the philosophy.  Educational research should uncover and explore the Indian Philosophy to help man to overcome the shortcomings in life.  In this ICT age the world should be benefited by the Indian Philosophy.  Currently, technology acts as a facilitator of quality education.

5. IMPORTANCE  No civilization can stand unless it has a philosophy.  If the world is floundering, it is because it has no philosophy.  We need educational philosophy to explore the ultimate limits of our consciousness, creativity and compassion.  Only Indian education can give the world that philosophy.  By using technology we can explore the Indian philosophy.

6. OBJECTIVES The following are the objectives of this study :-  To explore the uncovered and minimally viewed areas of Indian researches in Educational Philosophy  To examine critically the different areas of Indian researches in Educational Philosophy.  To study decade-wise growth of Indian researches in Educational Philosophy.  To analyze the trends, defects and weaknesses of the researches in Educational Philosophy in India.  To encourage Technology integration among the post graduate courses in teacher education and researchers.

7. REASONS FOR POOR CONDITIONS OF RESEARCHES  Negligence of general philosophy/educators  Low market value.  Lack of methodological rigor and poor quality of researches.  Inadequate use of technological advances.

8. CLASSIFICATION One hundred and eighty seven(187) studies are reviewed here in Educational Philosophy at the doctoral level in the Indian Universities. For the sake of convenience of analysis the research studies are classified into eight categories according to the theme of researches in Educational Philosophy- One hundred and eighty seven(187) studies are reviewed here in Educational Philosophy at the doctoral level in the Indian Universities. For the sake of convenience of analysis the research studies are classified into eight categories according to the theme of researches in Educational Philosophy- 1.Ancient Thoughts 2.Modern Thinkers 3.Western Thinkers 4.Indian Languages 5.Values 6.Comparative Studies 7.Schools of Philosophy 8.Miscellaneous

9. DECADEWISE STUDIES S.N.CategoriesUpto1970 1971- 1980 1981- 1990 1991- 2000 2001- 2005 Total 1. Ancient Thoughts 37124127 2. Modern Thinkers 5143016772 3. Western Thinkers -341-8 4. Indian Language 2312311 5.Values1222310 6. Comparative Studies 4595-23 7. Schools of Philosophy 13-4-8 8.Miscellaneous28161128 TOTAL1845743515187

10. INTERPRETATIONS  The first doctoral thesis was formulated in 1944 on the comparative studies of Freud, Adler and Jung’s education.  Up to 1970, a total of 18 research works were done out of which the maximally explored area was researches related to modern Indian thinkers and the least explored was researches by western thinkers.  The number of researches were more than double in the next decade showing increased inclination towards exploration of philosophy of education. But gradually the numbers decreased in nineties and twenties.  There is very much repetition of studies such as fifteen studies on educational philosophy of Maharshi Aurobindo, ten on Tagore, twelve on Mahatma Gandhi’s educational thought etc.  There is minimal research work on Vedic education, language, philosophical problems among society.

11. PIE CHART

12. LINE GRAPH

13. CONCLUSION  The research scenario in the country is grim.  There is need for the development of innovative researches in philosophy of education. philosophy of education.  Hardly any researcher has taken up the problems related to the Indian classroom, schools and society.  Researches are mostly at an information level or repetitive without describing the new contribution.  Researches are unable to influence educational policy, programmes and practices.  Today the world is floundering because it is devoid of Indian Philosophy. it is devoid of Indian Philosophy.  Through ICT Indian Philosophy can be rediscovered and explored globally. rediscovered and explored globally.  ICT will be very fruitful and useful in the flow of knowledge, resources can be flow of knowledge, resources can be available at the click of mouse or button. available at the click of mouse or button.  Through ICT, researches on Yoga, Vedanta and Upanishads can gradually explore the ultimate Upanishads can gradually explore the ultimate limits of our consciousness, creativity and compassion. limits of our consciousness, creativity and compassion.

14. REFERENCES  Das Manoj(1986),Philosophy of Education: A Trend Report. Third Survey of Research in Education.  Manual N.V.(1974),Philosophy of Education: A Survey of Research in Education, Centre of Advanced Study in Education, M.S. University, Baroda, India.  Pandey K.P.(2005),Fundamentals of Educational Research, Vishwavidyalaya Prakashan, Varanasi, India.  Yadav M.S.&Menon M.B.(1979),Educational Research: A Perspective, Second Survey of Research in Education, SERD, Baroda, India. Second Survey of Research in Education, SERD, Baroda, India.  Seshadri C.(1991),Researches in Philosophy of Education: A Trend Report, Fourth Survey of Research in Education, NCERT, New Delhi, India.  Seshadri C.(1997),Philosophy OF Education, vth Survey of Research in Education, NCERT, New Delhi, India.  Seshadri C. (2006), Philosophy of Education, Sixth Survey of Research in Education, NCERT, New Delhi, India.