Metaphysics – A Smile Radiates from the Heart

Dr. V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

“Dubito ergo cogito; cogito ergo sum.”

( I doubt, therefore I think; I think therefore I am )

Rene Descartes

French Mathematician, Philosopher and Scientist

When we speak of philosophy we use a term which may be viewed in two senses. The first of  these is that of  the word itself which literally means  “ love of wisdom” .But to love wisdom does not necessarily make one a philosopher .Today, we think of philosophy in a more limited sense as man’s attempt to give meaning to his existence through the continued search for a comprehensive and consistent answer to basic problems .It is this second sense of the word which makes the philosopher an active person; one who seeks answers, rather than one who simply sits around engaging in idle and frivolous speculation. Nowadays, most philosophers are actively concerned with life. THEY SEEK ANSWERS TO BASIC PROBLEMS. Thus we find that philosophers are doing as well as thinking, and it is their thinking which guides their doing .What they do is rooted in the search for answers to certain types of problems and the tentative answers they have formulated.

Philosophy is a persistent attempt to gain insight into the nature of the world and of ourselves by means of systematic reflection.

The three great problems areas of philosophy are the problems of reality, knowledge, and value-

Metaphysics: the Study of Reality

The branch of philosophy which deals with the problem of reality what is the nature of the universe in which we live? Or in the last analysis, what is real? Is termed as Metaphysics

Metaphysics: Meta means above; this is the study of the nature of things above physics.(What comes after Physics) Metaphysics covers the kinds of things most people probably think of if asked what philosophy covers e.g. those ‘big questions’, such as, is there God, why are we here, what is the ultimate nature of the universe, and so on. Another important area of metaphysics is the nature of substance, that is, what is the universe really made of,

Derived from the Greek meta ta physika (“after the things of nature”); referring to an idea, doctrine, or posited reality outside of human sense perception. In modern philosophical terminology, metaphysics refers to the studies of what cannot be reached through objective studies of material reality

Metaphysics as a disicpline was a central part of academic inquiry and scholarly education even before the age of Aristotle, who considered it “the Queen of Sciences.” Its issues were considered no less important than the other main formal subjects of physical science, medicine, mathematics, poetics and music. Since the beginning of modern philosophy during the seventeenth century, problems that were not originally considered within the bounds of metaphysics have been added to its purview, while other problems considered metaphysical for centuries are now typically subjects of their own separate regions in philosophy,.

In Western philosophy, metaphysics has become the study of the fundamental nature of all reality — what is it, why is it, and how are we can understand it. Some treat metaphysics as the study of “higher” reality or the “invisible” nature behind everything, but that isn’t true. It is, instead, the study of all of reality, visible and invisible; and what constitutes reality, natural and supernatural. Because most of the debates between atheists and theists involve disagreements over the nature of reality and the existence of anything supernatural, the debates are often disagreements over metaphysics.

In popular parlance, metaphysics has become the label for the study of things which transcend the natural world — that is, things which supposedly exist separately from nature and which have a more intrinsic reality than our natural existence. This assigns a sense to the Greek prefix meta which it did not originally have, but words do change over time. As a result, the popular sense of metaphysics has been the study of any question about reality which cannot be answered by scientific observation and experimentation. For atheists, this sense of metaphysics is usually regarded as literally empty.

Because atheists typically dismiss the existence of the supernatural, they may dismiss metaphysics as the pointless study of nothing. Because metaphysics is technically the study of all reality and thus whether there is any supernatural element to it at all, in truth metaphysics is probably the most fundamental subject which irreligious atheists should focus on. Our ability to understand what reality is what it is composed of, what “existence” means, etc., is fundamental to most of the disagreements between irreligious atheists and religious theists.

Some irreligious atheists, like logical positivists, have argued that the agenda of metaphysics is largely pointless and can’t accomplish anything. According to them, metaphysical statements cannot be either true or false — as a result, they don’t really carry any meaning and shouldn’t be given any serious consideration. There is some justification to this position, but it is unlikely to convince or impress religious theists for whom metaphysical claims constitute some of the most important parts of their lives. Thus the ability to address and critique such claims can be important.
The only thing all atheists have in common is disbelief in gods, so the only thing all atheist metaphysics will have in common is that reality doesn’t include any gods and isn’t divinely created. Despite that, most atheists in the West tend to adopt a materialistic perspective on reality. This means that they regard the nature of our reality and the universe as consisting of matter and energy. Everything is natural; nothing is supernatural. There are no supernatural beings, realms, or planes of existence. All cause and effect proceeds via natural laws.

Questions Asked in Metaphysics:

What is out there?
What is reality?
Does Free Will exist?
Is there such a process as cause and effect?
Do abstract concepts (like numbers) really exist?

Branches of Metaphysics:

Aristotle’s book on metaphysics was divided into three sections: ontology, theology, and universal science. Because of this, these are the three traditional branches of metaphysical inquiry.

Ontology is the branch of philosophy which deals with the study of the nature of reality: what is it, how many “realities” are there, what are its properties, etc. The word is derived from the Greek terms on, which means “reality” and logos, which means “study of.” Atheists generally believe that there is a single reality which is material and natural in nature.

It is the theory of reality, the inquiry into what is real as opposed to what is appearance, either conceived as that which the methods of science presuppose, or that with which the methods of science are concerned; the inquiry into the first principles of nature; the study of the most fundamental generalizations as to what exists, and the

meaning of existence as such. and the questions relating,

Space-time or Nature as identical with existence.  to explain reality in terms of  matter or physical energy. (e.g., naturalism and physical realism).

Explanation regarding Spirit or God as identical with existence. To explain Existence in terms of Mind or Spirit, or to be dependent upon Mind or Spirit. (Especially true of idealism.)

To evaluate Existence as a category and its  validity. As held by those, especially the pragmatists, who insist that everything is flux or change and there is nothing which fits into the category of existence in any ultimate sense

Theology, of course, is the study of gods — does a god exist, what a god is, what a god wants, etc. Every religion has its own theology because its study of gods, if it includes any gods, will proceed from specific doctrines and traditions which vary from one religion to the next. Since atheists don’t accept the existence of any gods, they don’t accept that theology is the study of anything real. At most, it might be the study of what people think is real and atheist involvement in theology proceeds more from the perspective of a critical outsider rather than an involved member.

search for “first principles” — things like the origin of the universe, fundamental laws of logic and reasoning, etc. For theists, the answer to this is almost always “god” and, moreover, they tend to argue that there can be no other possible answer. Some even go far as to argue that the existence of things like logic and the universe constitute evidence of the existence of their god

Universal science- The branch of “universal science” is a bit harder to understand,. Originally, the idea of Universal Science came from Plato’s system of idealism, formulated using the teachings of Socrates.  it -  moves beyond the compartmentalization of standard science, and seeks to provide a bigger picture, even a complete picture, of the cosmos and all it’s component realities.  As such Unified Science tends towards grand theories of metaphysics, and estoteric world- views.  It would however be simplistic and incorrect to call theories of universal science ” esoteric” and conventional science ” exoteric”.  Rather universal paradigms of science are more strongly intuitive based, and in many cases are science-inspired systems of metaphysics.

Theories of Metaphysics-

Theories of the nature of reality-( Cosmology )

Theories of the nature of the cosmos and explanations of its origin and development. It deals with the origin and structure of the universe. It accepts the principles of science and attempts to find the principles of existence, in whatever form they may take.

Some considerations in cosmology are

a . Causality. The nature of cause and effect relationship,  the nature of time and the nature of space..

b Evolutionism .universe evolved by itself.

c .Creationism. The universe came to be as the result of the working of a creative cause or Personality.

Theories of nature of man as one important aspect of Reality.

The problem of essential nature of the self. There are no particular terms but there are divergent answers which can be identified with general viewpoints.

  1. The self is a soul, a spiritual being. A principle of idealism and spiritual realism.

 

2. The self is essentially the same as the body. A principle of naturalism and physical realism

3. The self is a social-vocal phenomenon. A principle held especially by experimentalists

Theories of Problem of the Relation of Body and Mind

  • Interactionism. Mind and body are 2 different kind of reality, each of which can affect the other.
  • Parallelism. Mind and body are two different kinds of reality which do not and cannot affect each other. But in some unknown way, every mental event is paralleled by a corresponding physical event.
  • Epiphenomenalism. Mind is merely a function of the brain, an overtone accompanying bodily activity. It is an onlooker at events, never influencing them.
  • Double Aspect Theory. Mind and body are two aspects of a fundamental reality whose nature is unknown.
  • Emergence Theory. Mind is something new which has been produced by Nature in the evolutionary process, neither identical with body, parallel to it, nor wholly dependent upon it.
  • Spiritualism (A definition common to most idealists and spiritual realists.) Mind is more fundamental than body. The relation of body and mind is better described as body depending upon mind, as compared to the common-sense description according to which mind depends upon body.

 

Theories of problem of freedom

  • Determinism. Man is not free. All of his actions are determined by forces greater than he is
  • Free Will. Man has the power of choice and is capable of genuine initiative
  • There is a third alternative proposed especially by the experimentalists, for which there is no name. Man is neither free nor determined; but he can and does delay some of his responses long enough to reconstruct a total response, not completely automatic but not free, which does give a new direction to subsequent activity.

Theories  Regarding Conception of God

1. Atheism. There is no ultimate reality in or behind the cosmos which is Person or Spirit.

2. Deism. God exists quite apart from, and is disinterested in, the physical universe and human beings. But He created both and is the Author of all natural and moral law.

3. Pantheism. All is God and God is all. The cosmos and God are identical.

4. The conception of God as emerging, for which there is no common name. God is evolving with the cosmos; He is the end toward which it is moving, instead of the beginning from which it came.

5. Polytheism. Spiritual reality is plural rather than a unity. There is more than one God.

6. Theism. Ultimate reality is a personal God who is more than the cosmos but within whom and through the cosmos exists.

7. Teleology. Considerations as to whether or not there is purpose in the universe.

Philosophies holding that the world is what it is because of chance, accident, or blind mechanism are no teleological.

Philosophies holding that there has been purpose in the universe from its beginning, and /or purpose can be discerned in history, are teleological philosophies.

It may be that a special case must be made of the experimentalists again on this particular question, as they do not find purpose inherent in the cosmos but by purposeful activity seek to impose purpose upon it.

TheoreticaConsiderations relating to the constancy, or lack of it, in reality.

Absolutism. Fundamental reality is constant, unchanging, fixed, and dependable

Relativism. Reality is a changing thing. So called realities are always relative to something or other.

Theories Related with Problems of quantity. Consideration of the number of ultimate realities, apart from qualitative aspects.

Monism. Reality is unified. It is one. It is mind, or matter, or energy, or will but only one of these.

Dualism. Reality is two. Usually these realities are antithetical, as spirit and matter, good and evil. Commonly, the antithesis is weighted, so that one of the two is considered more important and more enduring than the other.

Pluralism. Reality is many. minds, things, materials, energies, laws, processes, etc., all may be considered equally real and to some degree independent of each other.

References

Brameld, Theodore, Philosophies of Education in Cultural Perspective. New York: Dryden Press, 1956.

Butler, J.Donald, Four Philosophies and Their Practice in Education and Religion. New York: Harper & Row, Publishers, 1957

Cotter, A.C. ABC of Scholastic Philosophy. Weston, Massachusetts: Weston College Press, 1949

Maritain, Jacques,” Thomist views on Education,” Modern Philosophies of Education. National Society for the Study of Education, Fifty-Fourth yearbook, Part I. Chicago: University of Chicago Press, 1955.

Weber, Christian O., Basic Philosophies of Education. New York : Holt, Rinehart and Winston, Inc., 1960. This book, especially in chapters 11-14,

Broudy, Harry S., Building a Philosophy of Education. Englewood Cliffs, N.J. Prentice-Hall, Inc., 1961..

Frank Thilly, “A History of philosophy”, Central Publishing House, Allahabad.

Rusk, R.R., “Philosophical Basis of Education” p-68, footnote, London, University of London Press, 1956.

Acknowledgement

Shubhi, for being the scribe of this aricle.

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Brainstorming- An Interactive Technique

Dr. V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

Brainstorming- An Interactive Technique

Brain storming is a technique which is valuable for the stimulation and generation of ideas and the facilitation of their expression. The purpose of the procedure is to promote a quantity of ideas bearing upon a particular subject by identifying all possible aspects related to it. Brainstorming involves the cooperative thinking by groups towards the solution to a specific problem.

Brainstorming is a technique for generating new ideas on a topic, usually a problem that seems hard to solve. The rules for brainstorming are designed to help people be creative and spontaneous in their thinking so that as many ideas as possible, are generated. It was invented in 1941 by Alex Osborn, an advertising executive, who wanted to devise a method that would encourage people to spark off new ideas, without inhibitions. He defined brainstorming as “A conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members.”

According to Wikipedia “Brainstorming is a group creativity technique that was designed to generate a large number of ideas for the solution of a problem.” No idea is dumb or impossible, and each person’s contribution is equally valuable.

Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process by which students are asked to develop ideas or thoughts that may seem crazy or shocking at first. Participants can then change and improve them into original and useful ideas. Brainstorming can help define an issue, diagnose a problem, or possible solutions and resistance to proposed solutions

Different techniques of Brainstorming

Brainstorming is a great technique for generating creative ideas. Generally performed in groups, it’s a fun way to get lots of fresh ideas out on the table and get everyone thinking and pulling together

Structured Brainstorming -With this approach, every person in the team gives an idea as their turn comes up in rotation or pass until their next turn. This approach is useful in ‘encouraging’ the more reluctant people to participate but may create a certain amount of pressure.

Unstructured Brainstorming -Simply, team members give ideas as they come to mind. This method may be seen as more fun and more relaxed. It risks being taken over by the more dominant team members – facilitators need to monitor this

Negative (or Reverse) Brainstorming -Negative brainstorming involves analyzing a short list of existing ideas, rather than the initial massing of ideas as in conventional brainstorming. Examining potential failures is relevant when an idea is new or complex or when there is little margin for error. Negative brainstorming raises such questions as: “What could go wrong with this project?”

Reverse brain-storming is valuable when it is difficult to identify direct solutions to a problem.

After clearly defining a problem or challenge, ask “How could I cause this problem?” or “How could I make things worse?” As with brainstorming, allow ideas to flow freely without rejecting any. Evaluating these negative ideas can lead to possible positive solutions

Nominal group technique -The nominal group technique is a category of brainstorming which is conducted in a way that all participants are able to give an identical say in the process of gathering ideas.

Ideas are gathered in the nominal technique by confirming a level of anonymity. The ideas are than communicated by the facilitator and thereafter voted by the panel of participants. This process used is called distillation.

Post to distillation, the ideas which have been voted, and considered as highly vital should be forwarded for further brainstorming sessions. For instance, the top ideas could be forwarded to specialized brainstorming session in specific: departments, units or groups.

Group Passing Technique -This is a traditional technique of brainstorming used. It is constituted by a group of people who meet together. Then all people will write their ideas on the same piece of paper. The piece of paper will be passed to each member present. The participants will continue to contribute by writing additional ideas on the piece of paper each time they receive it. The paper should be handed-over to the person sitting at your side. This circulation of the piece of paper is usually done in a clockwise direction. Once everyone has contributed their ideas, a broad solution or a bunch of alternative solution might be disposable.

The” Idea Book”, uses the same technique, whereby a book is used to gather ideas. The first page of the book gives a brief description of the problem. People will afterward contribute to solve the problem by writing in the book once they receive it. This process shall continue until the list of ideas becomes exhausted. The problem should thus be solved based on the alternatives gathered in the “Idea Book”.

Team idea mapping method -The team idea mapping method is based on association. The benefit of this method is that it ensures a large volume of different ideas. It does also allow a broader perspective in the variety of ideas.

The topic must primarily be meticulously defined. The methodology of team idea mapping is as follows:

  • Participant are suppose to brainstorm individually
  • The ideas shall be gathered independently and then combined to form an immense map of ideas, called an idea map.

Eventually, when all candidates are brought together to evaluate the idea map, a broader understanding is established. The participant shall now share and communicate the purpose (meaning) of each of their idea(s). At this phase even more ideas can be construed. The team can lastly prioritize and take action based on the best ideas presented.

Online Brainstorming -Online brainstorming or simply electronic brainstorming is the modern version of brainstorming. It is done virtually, whereby people can be connected from different region and countries. There are many mediums available to perform such an activity. They are mainly:

  • Email
  • Forums
  • Online forms
  • Peer-to-peer Chat
  • Software
    Internet
  • Video-conferencing

Online brainstorming is conducted in the same way as traditional brainstorming the only difference is the absence of physical or visual presence, assuming video-conferencing is not being implemented.

In online brainstorming, the moderator does play a more pivotal role. The facilitator has to communicate with each member, by sending the question, while the participant will usually respond directly to the moderator. It is evident that traditional barrier, such as apprehension, is removed but other aspects such as clarification can be made harder to elucidate. Electronic brainstorming facilitates the coordination of a large group of participants in a session and can thus be proven to be highly efficient.

Directed brainstorming -This is another type of brainstorming technique. Directed brainstorming can be performed manually or with the use of IT (Electronic means). In this method the criteria and conditions for evaluating an excellent idea is known before the session is conducted (Known as solution space). As the criteria have already been established it can purposely hinder the process of ideation.

The participants are given a sheet of paper (if manually done) or an electronic form. The brainstorming question (problem) is then communicated. The candidates are given a respond time, once the respond time is over the papers are swapped to other member’s conduction the brainstorming. The other participant will evaluate the idea and try to improve the idea based on the initial criteria. The swapping process is continued for at least three to four consecutive rounds.

Individual brainstorming -Individual brainstorming is done independently. The most common method of executing individual brainstorming is through free speaking, free writing, spider web, and free writing. Individual brainstorming is often represented through diagrams. Individual brainstorming is considered as more effective than traditional brainstorming.

PROCEDURAL STEPS

Pre-active phase-

Justification to run a brainstorming session- One of the first things you need to determine is whether you need to use a brainstorming session at all. A brainstorming session should be used for generating lots of new ideas and solutions. It should not be used for analysis or for decision making. Of course you will need to analyze and judge the ideas but this is done afterwards and the analysis process does not involve brainstorming techniques.

Selection of Topic- A brainstorming session must be targeted to a specific topic or else you run the risk of downgrading any future sessions. A topic or problem can be selected by the teacher or by the class, but should be one that will elicit good response by the group or groups. It might best be phrased as a question. You must define the problem area or the opportunity area you want to create ideas for. You must draw up a specific probortunity (problem/opportunity) statement which describes what you are trying to achieve. This statement must not even suggest what a typical solution might be because this will hinder the idea generation.

It is perfectly acceptable to propose a brainstorming session to investigate a whole area of interest which you wish to explore. You will have no fixed perceptions about the area and can often discover new ideas and markets precisely because you didn’t follow the normal training path. Creative thinkers often suggest that before you do research in a specific area, you should generate your own ideas because if you follow what everyone else has done, you will follow the normal line of thinking and come up with the same or similar answers.

Once you have an initial probortunity statement you should decide whether a brainstorming session is appropriate. The time and costs spent brainstorming can sometimes be saved by just implementing a currently known solution and spending your valuable time on more crucial probortunities. Some problems are best solved by computer simulation or mathematical calculations because they do not need a change in perception. If you are only going to ignore what everyone else suggests then you shouldn’t waste their, or yours.

Decision about the facilitator and participants- Assume you now have a probortunity (problem/opportunity) statement describing what you are trying to achieve or investigate. You have also decided that brainstorming is the most valid approach to your investigation.

Now you need to decide how you will run the session and who will take part. It is important to adjust the style and management of the session depending on the topic and the participants involved.

First you should decide who will lead the session – the facilitator. This person needs to introduce the session, to keep an eye on the time and to make sure the rules are obeyed. This person will facilitate the session to make it run smoothly and ensure that the participants feel comfortable and join in the process. They will also be responsible for restarting the creative process if it slows down.

Next you should decide who will take part Group sizes are often number between 4 and 30 people. More people mean more opportunity for diversity but can lead to nervousness or to frustration if each person is not given enough individual time to suggest ideas.

Preparation of the room and materials -The choice of room will obviously depend on what is available and we will leave this to your creativity if the ideal room is not available. We make the following suggestions and you should adapt them to your own conditions:

To make brainstorming easy, you can use it to start your search for new ideas and is the stimulus required to spark off an infinite number of new ideas:

Arrange people to be seated in a circle with no “head of the table”. Ideally, a round-shaped table is best, though a set of tables in a circle is the usual solution. Otherwise a broad U shape layout is fine. This makes everybody feel equal and when people’s ideas start to flow you will find that the person initiating the session becomes part of the group and can play an equal role without pushing any authority. You could have flipcharts just behind the members (approximately one per two people) and with lots of colored pens. Each person should also have a notepad and pen so that they can write down their personal ideas at the same time as ideas shouted out by other people are being written down elsewhere. Make sure no ideas are lost at any stage.

You may well need an overhead projector if you intend to display the probortunity description and any background information or pictures.

A room which has space around the table in which to move about, but not one which makes the group feel small in comparison, is ideal. Comfortable chairs and tables coupled with refreshments on a nearby table are useful. Providing an object in the middle of the circle gives people something to fix on while thinking and removes the need to look into the face of someone else while suggesting an idea.

A dedicated secretary (or two) whose only job is to grab and write down the ideas is extremely useful. This releases some pressure on the facilitator who can spend more time guiding the process.

Alterations for smaller groups: -Assign class members to different groups which are arranged eliminate any unnecessary interference with one another. Effective operational size of each group to select a chairman and one or more secretaries, the number of secretaries depending upon the size of the group. The number should be adequate to assure that all individual responses will be recorded

Smaller groups are easier to control but there are less people to keep the process moving smoothly onward. Advanced techniques are very useful to kick start the flow of ideas.

A very small group is more like a quick-fire conversation and could be seated round a small table with a large pad of paper covering the whole table surface. Everyone can add their ideas at the same time. Try to move the group close together so they don’t feel remote from each other.

Alterations for larger groups -With large groups it’s impossible to arrange people in a circle without them being too far away to feel part of the group. In this situation you will need to have a theatre-style seating pattern with the facilitator at the front.. If you want to brainstorm with such a large group then you need to have everyone write their ideas down on a notepad or on a computer, use some ideas as stimuli to help people with their personal brainstorming and then gather the pads in afterwards.

Issuing of invitation -When you know who you will be inviting and where it is going to be held, you need to invite everyone Send out invites by post or by email telling people the time and the place and how long the session will last. Suggest just the most suitable time and location for you and specify a date by which they must have replied. Tell them you want a reply whether their answer is yes or no. Let them know the topic of the brainstorming session and let them know how much you appreciate their assistance. You may need to remind people to reply just before the deadline.

Thank everyone for replying and tell them the final meeting place and time and invite those who say they cannot attend to turn up if they change their situation.

You are now ready to run your brainstorming session. Because of your initial preparation your session will run a lot smoother. The next stages of this training course will tell you how to actually run a successful brainstorming session.

Active Phase

Brainstorming sessions are meant to serve as a toll to produce ‘ideas’ that are inspired through creative means. When conducting a brainstorming session, consider the following as key components necessary for an effective methodology:

The team must create a set of rules for the session. Ensure your team has read and understands the rules. Conduct a practice session to teach these brainstorming techniques if most of your team members are new to this concept. Brainstorming ideas for the practice session can be found by clicking on the link

Initiation: Being the discussion by making or by having the chairman make a positive statement relative to the problem. This should serve to stimulate the “train of thought” for the participants.

Announce the objective: Explain the rules: No negativity. Add to ideas. Say it rather than censor it- Write the objective, what you want to accomplish. Distribute it to attendees, and post it for all to see during the session. Write the initial topic on a flipchart, whiteboard, overhead as long as everyone can see it. The better defined and more clearly stated the problem, the more likely that everyone will agree on the issue or statement being brainstormed

Different groups might work with the same or different topics. Insure a clear understanding of the problem by all students. Provide examples where needed to insure comprehension. Allow approximately 30 seconds after the problem has been presented to the group for each individual to organize has thinking on the subject

Stating your challenge is the key component for an effective brainstorming session. Often, participants are not aware of the issue at hand, which in turn leads to solutions that do not solve the problem at hand. The goal should be to bring all participating members on the same platform by clearly stating the challenge at hand. Be sure to ensure that the moderator is clear and concise in addressing the challenge and running a effective session. Define the approach for the class setting forth some anticipated outcomes of the brain storming session. Identify any problems that might likely be encountered

Leave Criticism at the Door- In order to think like a creative, don’t forget your confidence! It is vital that criticism be left outside the session. It only harbors negativity and it will not result in any teamwork. It can also prevent participants from producing ideas as well as sharing them in a group. The ideas that are presented should be used as a benchmark to welcome an increase in discussion for a viable solution.

Enthusiastic Facilitator- The chairman should maintain only a passive leadership role. He is responsible for keeping the group on the subject, stopping any criticism of ideas and generally enforcing the rules prescribed for the technique. The secretary or secretaries must record all comments that are made by individuals within the group

The facilitator sets the environment and the motivation for participants. An enthusiastic facilitator will produce dynamic participation and ensure that the conversation remains on track. Determine the session facilitator; generally the team leader facilitates the session but it could be a Six Sigma Black or Green Belt if the team leader doesn’t have experience in conducting the session

Use Voice Recording-When ideas roll, they roll. It is very common for a great idea to be forgotten when repeated twice. Therefore, it is always a great idea to record the brainstorming session. These recordings can be used as a reference and analysis.

Determine prior to the session who will be writing down the team’s responses-
All ideas presented should be recorded by the secretary or secretaries during the discussion. Assist each group as needed in cooperation with the chairman. The discussion might continue for from five to perhaps 30 minutes, depending upon the nature of the problem, the pace of the group or groups and the enthusiasm of the participants. A one minute warning signal should be given prior to the lapse of time

Comfortable Environment•- Gather your team in a conference room. This is preferred to a classroom setting. A classroom can be used by arranging the tables and chairs in a “U-Shape”. This encourages participation. The environment can make or break your brainstorming session. Your participants should be in an environment that has minimal distractions.

Keep To the Time Limit- Conduct a brainstorm session with a time constraint. It will build a high performance team environment. The time constraint will give participants a sense of urgency to develop ideas that provide results. Creativity requires a great deal of imagination and innovation, which are keys in brainstorming. The mind can only stay stimulated for a certain period of time. That means, if your sessions are stretched out to more than thirty minutes, it may not be as effective. However, you can also consider splitting up the sessions over at different times throughout the day or stretch it out over several days.

Post Active Phase

Ending the Session - After the designated time has elapsed, allow approximately two minutes for each group to categorize its ideas and eliminate any overlapping suggestions. The chairman and other members of the group should assist the secretary in synthesizing key ideas

After the session, collect all the responses and categorize them. Remove any repetitive responses. The Affinity Diagram is a great tool for placing responses into appropriate categories. Then compare the responses against the decision criteria to create a list of potential solutions. Team voting is one way to determine the best possible solution.

Discussion might be accomplished under teacher direction or with the active participation of each group chairman. Briefly review and summarize the major ideas presented in the session.

Determine the extent to which objectives were met. Make appropriate application to the work under study. Plan for any follow-up activities which might relate to the lesion. Record derived from the experience.

Thank everyone. Clarify any points and get a consensus on which ideas should be taken further, what the actions and timescales are. Make sure people know that ALL ideas will be kept and the team leaves the session with the sense that “something has been achieved

Brain Storming Rules

No idea too stupid -There is an ideal solution to your problem and brainstorming is the key to finding it. However, discussing, criticizing or generally dismissing ideas as they come up reduces your chance of finding the secret treasure and render your brainstorming session useless.

Watch the clock -A little time pressure is good for brainstorming, so agree a maximum time for brainstorming, say 10 to 20 minutes, and stick to it. Start and finish on time, and encourage a brisk pace to maximize the time invested in this activity. Maybe assign a time-keeper to own this task.

Record your progress – All your good ideas are wasted hot air if they are not recorded methodically and more importantly, legibly. Consider using brainstorming software such as MindManager, post-it notes, flip charts or other such methods for getting your ideas down. Whatever you choose, make sure you bring all the necessary tools and materials with you!

Quantity not quality -The aim of brainstorming is to churn out as many ideas as you have time for BEFORE you do any reality check on their merits. Through quantity you will find quality, even though it might take some time and effort to get there. Ideas breed ideas.

Encourage the right mindset and have fun- Consider using an ice-breaker or creativity exercise to get group members into the right frame of mind and away from creativity blocking thoughts of unanswered emails, to-do lists and other priorities. And once brainstorming has started, remember performance anxiety will dry up creative juices quicker than a quick thing, so make sure the atmosphere is kept light and fluffy and above all, fun.

Let no good idea go unheard. -Not everyone enjoys brainstorming and group problem solving. Shyness, fear of looking stupid or silly may keep people quiet. Brush up on your facilitation skills and avoid the risk of great ideas being un-spoken or unheard.

General Precautions

  • Make sure you’re focusing on the right challenge.
  • Invite people with diverse points of view.
  • Start with a fun icebreaker to help change mindset.
  • Establish “deep listening” as a ground rule. Model it.
  • Tell stories, play music, invite humor.
  • Go offsite. Put a “meeting in progress” sign on the door.
  • Collect all PDAs/cell phones. Establish “no email” ground rule.
  • Encourage individuality, risk taking, and wild ideas.
  • Ask people to leave their titles at the door.
  • Start with divergent thinking. End with convergent thinking.
  • Explain that evaluation will happen at the end of the session.
  • Explain the follow up process.

Advantages

  • Is a “democratic” way of generating ideas (assuming a good facilitator).
  • Is a useful way to get over “design” blocks that are slowing development
  • Don’t need to  have  a highly qualified expert or highly paid consultant to use it
  • Easy to understand – it’s not a complicated technique
  • It is inexpensive requires few material resources. Is relatively economical in terms of time, does not necessitate any elaborate classroom arrangements and can be effectively used with both small and large groups.
  • If controlled properly it is a quick way of generating ideas
  • Listening exercise that allows creative thinking for new ideas
  • Encourages creative thinking and thinking “out of the box” Encourages creativity. It expands thinking to include all aspects of a problem or a solution.
  • You can identify a wide range of option
  • Generates ideas and solutions that can be used elsewhere
  • Provides an opportunity for widespread participation and involvement
  • Equalizes involvement by all team members. It provides a nonjudgmental environment that encourages everyone to offer ideas
  • All ideas are recorded
  • The results can be used immediately or “preserved” for possible use in other projects.
  • Spirit of cooperation is created. One idea can spark off other ideas Stimulates interest.
  • The power of association, a spirit of competition, free use of imagination and active participation. Develops an understanding and an appreciation for the thoughts and points of view of others.
  • Eliminates time -wasting arguments during discussion and encourages participation by all without the possibility of destructive or cynical criticism by others.

 

Limitations

  • In a group participants have to listen to others and may spend time repeating their ideas until they get sufficient attention.
  • Going through the protocol, processing and ordering the ideas can become a complex procedure. This also depends on the number and order of the generated ideas.
  • Advising participants to let others speak without making them feel offended or intimidated can be difficult
  • Participants with the ability to express their ideas faster and more effective gain the general attention of the group. Some form of leadership can be formed in this way within the group, which might make participants feel intimidated.
  • On the one hand, people are not very skilled at controlling their non-verbal reactions and might influence the creativity of others with their posture, gestures or facial expressions. On the other hand, attempting to control their non-verbal behavior might inhibit their own creativity.
  • More discrete or introvert participants might find it difficult to express their crazy or unorthodox ideas.
  • Can be unfocused. Students may have difficulty getting away from known reality.
  • The enthusiasm of individual members could cause the group to get out of hand or the discussion to be monopolized and necessitate certain control measures can be chaotic and intimidating to introverts.
  • Successful brainstorming depends in part upon the understanding of the procedure by the participants and the careful selection of a topic and qualified chairman and secretary.
  • Little evaluation and constructive criticism of individual ideas takes place during the discussion.
  • The recording of all comments and statements during the session could slow the spontaneous generation of ideas and the overall procedure.

 

References

Brown, H.D, 1994 Principles of Language Learning and teaching, Prentice Hall Regents

Richards, J.C., 1990 The Language Teaching Matrix, Cambridge University Press.

Rubin, J 1975. What the “Good Language Learner” Can Teach Us, TESOL Quarterly, Vol. 9, No.1, March 1975.

VanGundy, A. B. (1981, 2nd Ed. 1988). Techniques of Structured Problem Solving. New York: Van Nostrand Reinhold

Allen, Roberta, and Marcia Mascolini. The Process of Writing: Composing through Critical Thinking. Upper Saddle River, NJ: Prentice. 1997.

University of Richmond Writing Center. “Writer’s Web.” 1 Apr. 2003. <http://writing.richmond.edu/writing/wweb.html>.

Acknowledgement

Pallavi Singh M.Ed  and  Dr Saroj Agarwal  Ph.D for being the scribe for this article.

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SCIENCE and PHILOSOPHY – Seeking answers together

Science and philosophy have always learned from each other. Philosophy tirelessly draws from scientific discoveries fresh strength, material for broad generalizations, while to the sciences it imparts the world-view and methodological impulses of its universal principles. Many general guiding ideas that lie at the foundation of modern science were first enunciated by the perceptive force of philosophical thought.

In many  areas  philosophy and science seems alike, Both of them are interested in knowledge, both of them asks questions and seek to determine answers, both of them uses inquiry and investigation and for both  the goal is knowledge.

The historical relationship between science and philosophy has not been a friendly one.  We’ve all seen philosophy at its worst.  Philosophers are often completely disconnected from reality and, more recently, don’t care.  Rationalism, the view that only deductive  knowledge is really reliable, is commonplace.  Philosophers often expound their ideas from armchairs and ivory towers, where the facts of reality don’t concern them Can philosophy develop by itself, without the support of science? Can science “work” without philosophy? Some people think that the sciences can stand apart from philosophy, that the scientist should actually avoid philosophizing, the latter often being understood as groundless and generally vague theorizing. If the term philosophy is he given such a poor interpretation, then of course anyone would agree with the warning “Physics, beware of metaphysics!” But no such warning applies to philosophy in the higher sense of the term. The specific sciences cannot and should not break their connections with true philosophy.

Now a day’s some people believes that science has reached such a level of theoretical thought that it no longer needs philosophy. But the  scientists, particularly the theoreticians, knows in their heart that their creative activity is closely linked with philosophy and that without serious knowledge of philosophical culture the results of that activity cannot become theoretically effective. All the outstanding theoreticians have themselves been guided by philosophical thought and tried to inspire their students with its beneficent influence in order to make them specialists capable of comprehensively and critically analyzing all the principles and systems known to science, discovering their internal contradictions and overcoming them by means of new concepts. Real scientists, and the scientists with a powerful theoretical grasp, have never turned their backs on philosophy. Truly scientific thought is philosophical to the core, just as truly philosophical thought is profoundly scientific, rooted in the sum-total of scientific achievements Philosophical training gives the scientist a breadth and penetration, a wider scope in posing and resolving problems.

If we trace the whole history of natural and social science, we cannot fail to notice that scientists in their specific researches, in constructing hypotheses and theories have constantly applied, sometimes unconsciously, world-views and methodological principles, categories and logical systems today evolved by philosophers and absorbed by scientists in the process of their training and self-education. All scientists who think in terms of theory constantly speak of this with a deep feeling of gratitude both in their works.  So the connection between philosophy and science is mutual and characterized by their ever deepening interaction.

Philosophy is not simply an abstract science. It also possesses an evaluative aspect, its moral principles. Science has given man a lot of things, but ethics or, to put it more bluntly, conscience, is not one of them. The evaluative, axiological and aesthetic aspects are also important for science.

The total concept of philosophy and science can be summarized in two .words- ‘IS’ and ‘OUGHT’- There is a relationship between “is” and “ought” — that what is, determines what one ought to do. Because people think that science identifies the “is” and philosophy says what we “ought” to do, that science (the “is”) determines philosophy (the “ought”). This is an error because science can only identify what “is” in terms defined by philosophy, and for reasons defined by philosophy. Science is a tool for man to accomplish goals, and is preceded by philosophic conclusions.

The concept “is” is defined through the axiom of existence. The law of existence states that “existence exists”, or that “what is, is”. Without this philosophic premise, science cannot begin to ask the question, “What is there in the universe?”

The most general purpose of science is to produce useful models of reality Indeed; the very purpose of science is a philosophic purpose! Man constructs the sciences in order to further man’s life. Physics, astronomy, psychology, sociology, and all sciences exist in order to make man’s life easier, more productive, and ultimately more pleasurable. If it were not for the philosophic premise that happiness is man’s goal, man would have no need for the sciences at all, and would never engage in their study.

The physical sciences, such as physics, can and must use mathematics as the means of inducing new discoveries. But mathematics itself presupposes a litany of philosophic conclusions, such as the law of existence and the law of identity. The numeral “1″, for example, is an abstraction representing the law of existence — that a singular thing exists as apart from the rest of the universe. Thus counting, multiplying, and all math are derived from and based upon a philosophic conclusion — the conclusion that entities exist apart from other entities — and could not exist without it.

The relationship between the two fields can be marked all the more clearly be distinguishing the respective methods of science and philosophy.

The methods of science are observation, experimentation, description, and explanation of the immediate relations of facts. The method of philosophy involves interpretation and explanation of the ultimate relations and meaning of facts.

The philosopher’s method on the other hand is more inclusive. He takes given facts and pointing to their relations to the totality of our experience, suggests their meaning for life. He infers from the facts of human experience, the nature of the universe the meaning and purpose of living. Whereas the method of scientist is descriptive and observational, his method is interpretative

A methodology is a system of principles and general ways of organizing and structuring theoretical and practical activity, and also the theory of this system. As philosophy emerged, methodology became a special target of cognition and could be defined as a system of socially approved rules and standards of intellectual and practical activity. These rules and standards had to be aligned with the objective logic of events, with the properties and laws of phenomena. The problems of accumulating and transmitting experience called for a certain formalization of the principles and precepts, the techniques and operations involved in activity itself.

In science, methodology often decides the fate of a research project. Different approaches may lead to opposite conclusions being drawn from one and the same factual material.

Describing the role of correct method in scientific cognition, philosophers have compared it to a torch illuminating the road for the traveler in darkness. Even a lame man who chooses the right road will arrive ahead of the aimless wanderer. It goes without saying that method in itself cannot guarantee success in research. Not only a good method but skill in applying it is required.

Science uses induction as its method, and renames it the “scientific method”. Beginning with already established knowledge, a scientist asks the question: what do these facts suggest? He then constructs experiments to test his theories and discover the answers. But induction is only valid as a means of knowledge if philosophy can confirm it. Induction must be valid in order for the scientific method to be valid. There is no way to validate induction through any means other than a philosophic one, because you cannot use induction to prove induction (i.e. the fallacy of self-reference). Thus, math cannot be used, nor can any other scientific (i.e. inductive) process be used to do so. Only philosophy can answer the question: is induction valid? And thus, philosophic identification and validation is presupposed by all science, since science is applied induction.

The world presents us with a picture of an infinite diversity of properties, connections and events. This kaleidoscope of impressions must be permeated by an organizing principle, a certain method, that is to say, by certain regulative techniques and means of the practical and theoretical mastering of reality. Practical and theoretical activities follow different methods. While science indicate the ways of doing things and corresponding human skills that have been historically formed and socially established in the instruments of labor. The philosophy characterizes the modes of activity of the mind resulting in the finding truth and the correct, rational solution of problems.

In the rationalistic method, the first rule being the demand that only propositions that are clearly and distinctly comprehensible may be accepted as true. The first principles are axiomatic knowledge, that is, ideas perceived intuitively by reason, without any proof. From these immediately perceived propositions new knowledge is deduced by means of deductive proof. This assumes the breaking down of complex problems into more specific and comprehensible problems and a strictly logical advance from the known to the unknown..

Until modern times, however, the problems of methodology had no independent place in the system of knowledge and arose only in the context of logical and natural philosophical arguments. Scientific progress is not limited to the accumulation of knowledge. It is also a process of evolving new means of seeking knowledge. The rapid advance of natural science called for radical changes in methodology. This need was reflected in new principles of methodology and corresponding philosophical ideas, both rationalistic and empirical, directed against scholasticism. According to Galileo, scientific knowledge, by uniting the inductive and deductive methods, should be based on planned, accurate mental and practical experiment

Another classification relies on different methods of qualitative and quantitative study of reality. One or another method makes it possible to know only separate aspects of the object of research. In order to comprehend all the essential aspects of the object, there must be complementarily of methods. The whole system of methodological knowledge necessarily involves a world-view interpretation of the basis of the research and its results. It should be stressed that general methodology is always at work in the brain of every scientist but, as a rule, it is kept in obscurity, as the intellectual background of a searching mind. This obscurity is sometimes so complete that the scientist may even deny that he acts according to any philosophical methodology, and insist that he is in general free of any philosophy. But this is merely an illusion of the consciousness.

As far as proof, science alone cannot prove anything. The concept of proof itself rests upon the foundation of an array of philosophic conclusions, such as consciousness and the fact that knowledge of the truth is possible. Without philosophy, there could be no such thing as “proof”, and science would have no purpose.

Philosophy tells us whether existence exists or not, it tells us what that existence means to man, it tells us what consciousness is, it tells us the proper means of knowledge, and it gives us a reason for seeking it. Without all of these prerequisites, science would never have come into existence. Without recognition of these facts, the short-sighted scientist is doomed to exclaim erroneously that “pure science” is necessary to prove or disprove the very philosophic premises which give rise to the existence of science in the first place. In reality, the best science can do is illustrate an already-established philosophic premise. It cannot suggest new ones or even prove any premises upon which the idea of science itself is based..

Besides influencing the development of the specialized fields of knowledge, philosophy itself has been substantially enriched by progress in the concrete sciences. Every major scientific discovery is at the same time a step forward in the development of the philosophical world-view. Philosophical statements are based on sets of facts studied by the sciences and also on the system of propositions, principles, concepts and laws discovered through the generalization of these facts. The achievements of the specialized sciences are summed up in philosophical statements. The latest theories of the unity of matter, motion, space and time, the unity of the discontinuous and continuous, the principles of the conservation of matter and motion, the ideas of the infinity and inexhaustibility of matter were stated in a general form in philosophy Euclidian geometry, the mechanics of Galileo and Newton, which have influenced men’s minds for centuries, were great achievements of human reason which played ‘a significant role in forming world-views. And what an intellectual revolution was produced by Copernicus’ heliocentric system, which changed the whole conception of the structure of the universe, or by Darwin’s theory of evolution, which had a profound impact on biological science in general and our whole conception of man’s place in nature.  The theory of higher nervous activity evolved by Watson and Pavlov deepened the understanding of the material foundations of mental activity, of consciousness.,

The common ground of a substantial part of the content of science, its facts and laws has always related it to philosophy, particularly in the field of the theory of knowledge, and today this common ground links it with the problems of the moral and social aspects of scientific discoveries and technical inventions. This is understandable enough.. In ancient times, as we have seen, nearly every notable scientist was at the same time a philosopher and every philosopher was to some extent a scientist. The connection between science and philosophy has endured for thousands of years. In present-day conditions it has not only been preserved but is also growing substantially stronger. The scale of the scientific work and the social significance of research have acquired huge proportions. At one time it was commonly held that philosophy was the science of sciences, their supreme ruler. Today physics is regarded as the queen of sciences. Both views contain a certain measure of truth. Physics with its tradition, the specific objects of study and vast range of exact methods of observation and experiment exerts an exceptionally fruitful influence on all or nearly all spheres of knowledge. Philosophy may be called the “science of sciences” probably in the sense that it is, in effect, the self-awareness of the sciences and the source from which all the sciences draw their world-view and methodological principles, which in the course of centuries have been honed down into concise forms. As a whole, philosophy and the sciences are equal partners assisting creative thought in its explorations to attain generalizing truth. Philosophy does not replace the specialized sciences and does not command them, but it does arm them with general principles of theoretical thinking, with a method of cognition and world-view. In this sense scientific philosophy legitimately holds one of the key positions in the system of the sciences.

To artificially isolate the specialized sciences from philosophy amounts to condemning scientists to finding for themselves world-view and methodological guidelines for their researches. Ignorance of philosophical culture is bound to have a negative effect on any general theoretical conclusions from a given set of scientific facts. One cannot achieve any real theoretical comprehension, particularly of the global problems of a specialized science, without a broad grasp of inter-disciplinary and philosophical views. The specialized scientists who ignore philosophical problems sometimes turn out to be in thrall to completely obsolete or makeshift philosophical ideas without even knowing it themselves. The desire to ignore philosophy is particularly characteristic of such a trend in bourgeois thought as positivism, whose advocates have claimed that science has no need of philosophy. Their ill-considered principle is that “science is in itself philosophy”. They work on the assumption that scientific knowledge has developed widely enough to provide answers to all philosophical problems without resorting to any actual philosophical system. But the “cunning” of philosophy lies in the fact that any form of contempt for it, any rejection of philosophy is in itself a kind of philosophy. It is as impossible to get rid of philosophy as it is to rid oneself of all convictions. Philosophy is the regulative nucleus of the theoretically-minded individual. Philosophy takes its revenge on those who dissociate themselves from it. This can be seen from the example of a number of scientists who after maintaining the positions of crude empiricism and scorning philosophy have eventually fallen into mysticism. So, calls for freedom from any philosophical assumptions are a sign of intellectual narrowness. The positivists, while denying philosophy in words, actually preach the flawed philosophy of agnosticism and deny the possibility of knowing the laws of existence, particularly those of the development of society. This is also a philosophy, but one that is totally misguided and also socially harmful.

It may appear to some scientists that they are using the logical and methodological means evolved strictly within the framework of their particular specialist. But this is a profound delusion. In reality every scientist, whether he realizes it or not, even in simple acts of theoretical thought, makes use of the overall results of the development of mankind’s cognitive activity enshrined mainly in the philosophical categories, which we absorb as we are absorbing our own natural that no man can put together any theoretical statement language, and later, the special language of theoretical thought.

As for as the concept of knowledge for both is concerned the basic difference between the two lies in the kind of knowledge which they seek, science seeks knowledge of facts while philosophy seeks ultimate knowledge. Sometimes this ultimate knowledge seems to be fundamentals than the facts of science. Compromisingly if it is to keep pace with the time and have any meaning for the contemporary mind. Philosophy must take full cognizance of the findings of science and   vice-versa

Knowledge of the course and results of the historical development of cognition, of the philosophical views that have been held at various times of the world’s universal objective connections is also essential for theoretical thinking because it gives the scientist a reliable yardstick for assessing the hypotheses and theories that he himself produces. Everything is known through comparison. Philosophy plays a tremendous integrating role in scientific knowledge, particularly in the present age, when knowledge has formed an extremely ramified system.

Sciences have become so ramified that no brain, however versatile can master all their branches, or even one chosen field. Like Goethe’s Faust, scientists realize that they cannot know everything about everything. So they are trying to know as much as possible about as little as possible and becoming like people digging deeper and deeper into a well and seeing less and less of what is going on around them, or like a chorus of the deaf, in which each member sings his own tune without hearing anyone else. Such narrow specialization may lead, and has in some cases already led, to professional narrow-mindedness. Here we have a paradox. This process is both harmful and historically necessary and justified. Without narrow specialization we cannot make progress and at the same time such specialization must be constantly filled out by a broad inter-disciplinary approach, by the integrative power of philosophical reason. Otherwise a situation may arise when the common front of developing science will move ahead more and more rapidly and humanity’s total knowledge will increase while the individual, the scientist,

As for as assembling integral knowledge is concerned Such an assembly can nevertheless be built by the integrative power of philosophy, which is the highest form of generalization of all human knowledge and life experience, . By means of philosophy the human reason synthesizes the results of human knowledge of nature, society, man and his self-awareness, which gives people a sense of freedom, an open-ended view of the world, an understanding of what is to be found beyond the limits of his usual occupation and narrow professional interests. If we take not the hacks of science but scientists on the big scale, with a truly creative cast of mind, who honestly, wisely and responsibly consider what their hands and minds are doing, we find that they do ultimately realize that to get their bearings in their own field they must take into consideration the results and methods of other fields of knowledge; such scientists range as widely as possible over the history and theory of cognition, building a scientific picture of the world, and absorb philosophical culture through its historically formed system of categories by consciously mastering all the subtleties of logical thought. Max Born, one of the creators of quantum mechanics, provides us with a vivid example of this process .Einstein  had a profound grasp of physical thought illumined by philosophical understanding of his subject. He was the author of many philosophical works and he himself admitted that the philosophical implications of science had always interested him more than narrow specialized results. he was one of the first of the world’s leading scientists to realize the futility of positivism’s attempts to act as a basis for understanding the external world and science and to deny this role to philosophy.

The philosophical approach enables us to overcome the one-sidedness in research which has a negative effect in modern highly specialized scientific work. For example, natural science today is strongly influenced by integrative trends. It is seeking new generalizing theories, such as a unitary field theory, a general theory of elementary particles, a general theory of systems, a general theory of control, information, and so on. Generalizations at such a high level presuppose a high degree of general scientific, natural-humanitarian and also philosophical culture. It is philosophy that safeguards the unity and interconnection of all aspects of knowledge of the vast and diversified world whose substance is matter. As for senses the world consists of an infinite variety of things and events, colors and sounds. But in order to understand it we have to introduce some kind of order, and order means to recognize what is equal, it means some sort of unity. From this spring’s the belief that there is one fundamental principle, and at the same time the difficulty to derive from it the infinite variety of things. The natural point of departure is that there exists a material prime cause of things since the world consists of matter.

The intensive development of modern science, which by its brilliance has tended to eclipse other forms of intellectual activity, the process of its differentiation and integration, gives rise to a vast number of new problems involving world-view. Certain fields of knowledge constantly run into difficulties of a methodological nature. In modern science not only has there been an unusually rapid accumulation of new knowledge; the techniques, methods and style of thinking have also substantially changed and continue to change. The very methods of research attract the scientist’s growing interest,. Hence the higher demands on philosophy, on theoretical thought in general. The further scientific knowledge in various fields develops, the stronger is the tendency to study the logical system by which we obtain knowledge, the nature of theory and how it is constructed, to analyze the empirical and theoretical levels of cognition, the initial concepts of science and methods of arriving at the truth. In short, the sciences show an increasing desire to know them; the mind is becoming more and more reflective.

The methodological significance of the philosophical principles, categories and laws should not be oversimplified. It is wrong to suggest that not a single specific problem can be solved without them. When we think of the place and role of philosophy in the system of scientific cognition, we have in mind not separate experiments or calculations but the development of science as a whole, the making and substantiation of hypotheses, the battle of opinions, the creation of theory, the solving of inner contradictions in a given theory, the examination in depth of the initial concepts of science, the comprehension of new, pivotal facts and assessment of the conclusions drawn from them, the methods of scientific research, and so on.

Philosophy, besides all its other functions, goes deep into the personal side of human life. The destinies of the individual, his inner emotions and desires, in a word, his life and death, have from time immemorial constituted one of the cardinal philosophical problems. The indifference to this “human” set of problems, which is a characteristic feature of neopositivism, is rightly regarded as one-sided scientism, the essence of which is primitively simple: philosophy must be a science like natural science, and strive to reach the same ideal of mathematical precision and authenticity. But while many scientific researchers look only outwards, philosophers look both outwards and inwards, that is to say, at the world around man and man’s place in that world. Philosophical consciousness is reflective in its very essence. The degree of precision and the very character of precision and authenticity in science and philosophy must therefore differ. Who, for instance, reflects man’s inner world with all its pathological aberrations “more precisely”—the natural scientist with his experimental techniques,  or, for example,  Indian caravakas, in their immortal works that are so highly charged with philosophical meaning.

At this point a huge philosophical problem arises. How are we to overcome the yawning gap between mathematical natural-scientific and technological thinking, on the one hand, and humanitarian, social thought, on the other? How are we to resolve the intense and continuing argument between the so-called “lyricists and physicists”, who symbolize these two diverging styles of thought? This is something that has a harmful effect on the human personality, dragged in opposite directions by the two principles. This morbid dichotomy may have negative consequences for the present and future of both the individual and collective human reason.

Philosophy helps us to achieve a deeper understanding of the social significance and general prospects of scientific discoveries and their technical applications. The impressive achievements of the scientific and technological revolution, the contradictions and social consequences it has evoked, raise profound philosophical problems.. But this raises the question of the responsibility of philosophy, since philosophy seeks to understand the essence of things and here we are dealing with the activity of human reason and its “unreasonable” consequences. Revolutionary changes have today invaded all spheres of life: Man himself is changing. What is the essence, the cause of these changes that are spreading across the world and affecting the most diverse aspects of human life? Only the collective effort of philosophy and science can provide some insight to these situations.

Somebody said that philosophy promises truth and delivers only a quibble about its definition. Certainly, he who crosses the threshold into philosophy must be prepared to have everything argued about! That is the whole point of the game: to take nothing for granted. It should not be surprising or disheartening, therefore, to find that the definition of philosophy is itself a philosophical issue and a point upon which disagreement prevails. Traditionally, philosophy has been approached as the study of things by natural reason according to their ultimate causes and principles. “Naturally reason” implies that this subject does not draw upon faith or revelation, although it need not deny them. “Ultimate” means that philosophy par excellence is metaphysics, or the study of being as such

For several centuries people hopefully observed the development of technology on the assumption that taming the forces of nature would bring them happiness and plenty, and that this would be enough to allow human life to be arranged on rational principles. Mankind has achieved a great deal, but we have also made “a great deal of mess”. For how long and on what scale can we go on accumulating the waste products among which modern man has to live? Here we need a clear and philosophical view of history. Why, because of what contradictions, do the forces created and activated by human brains and hands turn against man himself and his mind? Why is the world so constructed that too many gifted minds are oriented on destructive goals are bent on destruction instead of creation .These and other great questions of our time cannot be answered by the supreme science of physics, by mathematics, cybernetics, chemistry, biology, or by natural science as a whole, great though their discoveries have been. These questions, which exercise the minds of all mankind and relate to life today and in the future, must be answered by scientific philosophy.

The sciences are the windows through which philosophy views the world – Will Durant

References

1. Bridgman PW, “On Scientific Method,” Reflections of a Physicist, 1955

2. “Ignorance reveals itself through arrogance.” JP Siepmann quote 1997

3. http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html

4. Excepted from The American Heritage Dictionary of the English Language, Third Edition 1996.

5. Siepmann JP, “The Laws of Space and Observation,” Journal of Theoretic, April/May 1999, Vol.1

6. http://www./nas.edu/headlines

7. Maheshwari &Maheshwari, “teaching of science” R.Lall Book Depot, Meerut, India

.8. Thilly Frank, “A History of Philosophy”, Central Publishing House, Allahabad. India.

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ACKNOWLEDGEMENT

Dr. Suraksha Bansal for being the scribe for this article

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Problem Solving -A Procedural analysis

The recent transition to the information age has focused attention on the processes of problem solving and decision making and their improvement). In fact the strategies used in these processes to be a primary outcome of modern education. Although there is increasing agreement regarding the prescriptive steps to be used in problem solving, there is less consensus on specific techniques to be employed at each step in the problem-solving/decision-making process.

Problem-Solving and Decision-Making Process

A problem is any situation where you have an opportunity to make a difference, to make things better;  and problem solving is( converting an actual current situation ) into a desired future situation Whenever you are thinking creatively and critically about ways to increase the quality of life or avoid a decrease in quality you are actively involved in problem solving.

Problem solving is a process in which we perceive and resolve a gap between a present situation and a desired goal, with the path to the goal blocked by known or unknown obstacles. In general, the situation is one not previously encountered, or where at least a specific solution from past experiences is not known.

Phases in models of problem solving and decision making

1) An Input phase in which a problem is perceived and an attempt is made to understand the situation or problem;

 2) A Processing phase in which alternatives are generated and evaluated and a solution is selected;

 3) An Output phase which includes planning for and implementing the solution; and

4) A Review phase in which the solution is evaluated and modifications are made

Each phase of the process includes specific steps to be completed before moving to the next phase.

.Problem-Solving Techniques

 It is necessary to identify specific techniques of attending to individual differences. Fortunately, a variety of problem-solving techniques have been identified to accommodate individual preferences

Techniques focus more on logic and critical thinking, especially within the context of applying the scientific approach:

A. Network analysis–a systems approach to project planning and mangement where relationships among activities, events, resources, and timelines are developed and charted. Specific examples include Program Evaluation and Review Technique and Critical Path I. Plus-Minus-Interesting (PMI)–considering the positive, negative, and interesting or thought-provoking aspects of an idea or alternative using a balance sheet grid where plus and minus refer to criteria identified in the second step of the problem-solving process J. Task analysis–the consideration of skills and knowledge required to learn or perform a specific task.

B.Thinking aloud–the process of verbalizing about a problem and its solution while a partner listens in detail for errors in thinking or understanding

C.Inductive/deductive reasoning–the systematic and logical development of rules or concepts from specific instances or the identification of cases based on a general principle or proposition using the generalization and

D. Challenging assumptions–the direct confrontation of ideas, opinions, or attitudes that have previously been taken for granted

ECategorizing/classifying–the process of identifying and selecting rules to group objects, events, ideas, people, etc

F. Analysis–the identification of the components of a situation and consideration of the relationships among the parts

 G. Backwards planning–a goal selection process where mid-range and short-term conditions necessary to obtain the goal are identified  this technique is related to the more general technique of means-ends analysis

H.. Evaluating/judging–comparison to a standard and making a qualitative or quantitative judgment of value or worth

Techniques focused on creative, lateral, or divergent thinking

A. Synthesizing–combining parts or elements into a new and original pattern J. Taking another’s perspective–deliberately taking another person’s point of view

B. Relaxation–systematically relaxing all muscles while repeating a personally meaningful focus word or phrase a specific example of the more general technique called “suspenders” by Wonder and Donovan (1984);

 C. Imaging/visualization–producing mental pictures of the total problem or specific parts of the problem

D. Brainstorming–attempting to spontaneously generate as many ideas on a subject as possible; ideas are not critiqued during the brainstorming process; participants are encouraged to form new ideas from ideas already stated

E. Values clarification–using techniques such as role-playing, simulations, self-analysis exercises, and structured controversy to gain a greater understanding of attitudes and beliefs that individuals hold important

 F. Outcome psychodrama–enacting a scenario of alternatives or solutions through role playing

G. Outrageous provocation–making a statement that is known to be absolutely incorrect (e.g., the brain is made of charcoal) and then considering it; used as a bridge to a new idea also called “insideouts”

H. Values clarification–using techniques such as role-playing, simulations, self-analysis exercises, and structured controversy to gain a greater understanding of attitudes and beliefs that individuals hold important

I. Overload–considering a large number of facts and details until the logic part of the brain becomes overwhelmed and begins looking for patterns (Wonder & Donovan, 1984); can also be generated by immersion in aesthetic experiences (Brookfield, 1987), sensitivity training (Lakin, 1972), or similar experiences;

J. Random word technique–selecting a word randomly from the dictionary and juxtaposing it with problem statement, then brainstorming about possible relationships

K. Incubation--putting aside the problem and doing something else to allow the mind to unconsciously consider the problem

.Integrating Techniques into the Problem-Solving Process

The problem-solving techniques discussed above are most powerful when combined to activate both the logical/rational and intuitive/creative parts of the brain. The following narrative will provide an example of how these techniques can be used at specific points in the problem-solving process to address important individual differences. The techniques will be presented within the context of a group problem-solving situation but are equally applicable to an individual situation. The terms in parentheses refer to personality dimensions to which the technique would appeal.

The Input Phase

The goal of the Input phase is to gain a clearer understanding of the problem or situation.

 The first step is to identify the problem(s) and state it(them) clearly and concisely. Identifying the problem means describing as precisely as possible the gap between one’s perception of present circumstances and what one would like to happen. Problem identification is vital to communicate to one’s self and others the focus of the problem-solving/decision-making process. Arnold (1978) identified four types of gaps:

 1) something is wrong and needs to be corrected;

 2) something is threatening and needs to be prevented;

 3) something is inviting and needs to be accepted; and

 4) something is missing and needs to be provided.

 Tunnel vision (stating the problem too narrowly) represents the major difficulty in problem identification as it leads to artificially restricting the search for alternatives.

Brainstorming is an excellent technique to begin the problem-solving process. Individually, participants quickly write possible solutions (introversion, perception), share these alternatives as a group in a non-judgmental fashion, and continue to brainstorm (extraversion, perception). Participants then classify, categorize, and prioritize problems, forming a hierarchy of the most important to the least important (intuition, thinking).

The second step of the Input phase is to state the criteria that will be used to evaluate possible alternatives to the problem as well as the effectiveness of selected solutions.

 During this step it is important to state any identified boundaries of acceptable alternatives, important values or feelings to be considered, or results that should be avoided. In addition, criteria should be categorized as either essential for a successful solution or merely desired.

Brainstorming can also be used during this second step. Participants quickly write possible criteria for use in evaluating alternatives (introversion, perception). These factors generally fall into the following categories:

 1) important personal values, attitudes, and feelings to be considered (sensing, feeling);

 2) important values, attitudes, and feelings to be considered in context of the work group, organization, community, society, etc. (extraversion, intuition, feeling);

 3) practical factors that relate to how an alternative should work (sensing, thinking); and

 4) factors that logically flow from the statement of the problem, relevant facts, or how the solution should fit into the larger context (intuition, thinking).

 Values clarification techniques can be very useful in generating criteria related to values, feelings, and attitudes. Role-playing and simulations are especially appreciated by those  generally take a more practical approach to problem solving. Self-analysis exercises and structured controversy are more likely to appeal to those who focus on principles and abstractions. In addition, the use of both deductive and inductive reasoning can be important in generating criteria. For example, logically generating criteria from the problem statement would use deductive reasoning, whereas combining several different values or feelings to form criteria would use inductive reasoning.

After criteria are generated they are then shared in a non-judgmental manner using procedures suggested in values clarification strategies, Important criteria are placed into different categories, and a preliminary selection is made. Selected criteria are then evaluated in terms of their reasonableness given the problem statement).

The third step is to gather information or facts relevant to solving the problem or making a decision. This step is critical for understanding the initial conditions and for further clarification of the perceived gap. Most researchers believe that the quality of facts is more important than the quantity. In fact, noted that collecting too much information can actually confuse the situation rather than clarify it.

The brainstorming technique could again be used in this step. As done previously, participants quickly write those facts they believe to be important These facts are classified and categorized, and relationships and meaningfulness are established .The techniques of imaging and overload can be used to establish patterns and relationships among the facts. The facts are analyzed in terms of the problem statement and criteria, and non-pertinent facts are eliminated). The remaining facts and associated patterns are then prioritized and additional facts collected as necessary (thinking, perceiving).

The Processing Phase

In the Processing phase the task is to develop, evaluate, and select alternatives and solutions that can solve the problem. The first step in this phase is to develop alternatives or possible solutions. Most researchers focus on the need to create alternatives over the entire range of acceptable options as identified in the previous phase .This generation should be free, open, and unconcerned about feasibility.

Here, brainstorming is a technique that can be used first. Participants quickly write alternatives using the rules of brainstorming then share the results in a non-judgmental fashion and develop additional alternatives A number of the techniques mentioned above such as challenging assumptions, imaging, outcome psychodrama, outrageous provocation, the random word technique, and taking another’s perspective can be used at this point to generate more creative alternatives. Those alternatives obviously unworthy of further consideration are eliminated It is possible to categorize or classify alternatives and consider them as a group, If the person or group is dissatisfied with the quantity or quality of the alternatives under consideration, a brief use of the progressive relaxation technique may be beneficial as well as the application of another, previously unused, creative technique. If dissatisfaction still remains, putting aside the problem (incubation) may be helpful.

The next step is to evaluate the generated alternatives vis-a-vis the stated criteria. Advantages, disadvantages, and interesting aspects for each alternative  are written individually then shared and discussed as a group. After discarding alternatives that are clearly outside the bounds of the previously stated criteria, both advantages and disadvantages should be considered in more detail. An analysis of relationships among alternatives should be completed and consideration should be given to the relative importance of advantages and disadvantages. Only those alternatives the majority considers relevant and correct are considered further.

The third step of the processing phase is to develop a solution that will successfully solve the problem. For relatively simple problems, one alternative may be obviously superior. However, in complex situations several alternatives may likely be combined to form a more effective solution A major advantage of this process is that if previous steps have been done well then choosing a solution is less complicated.

Before leaving this phase it is important to diagnose possible problems with the solution and implications of these problems. When developing a solution it is important to consider the worst that can happen if the solution is implemented

The Output Phase

During this  phase a plan is developed and the solution actually implemented. The plan must be sufficiently detailed to allow for successful implementation, and methods of evaluation must be considered and developed. When developing a plan, the major phases of implementation are first considered ,and then steps necessary for each phase are generated. It is often helpful to construct a timeline and make a diagram of the most important steps in the implementation using a technique such as network analysis. Backwards planning and task analysis are also useful techniques at this point. The plan is then implemented as carefully and as completely as possible.

The Review Phase

The next step, should be an ongoing process. Some determination as to completeness of implementation needs to be considered prior to evaluating effectiveness. This step is often omitted and is one reason why the problem-solving/decision-making process sometimes fails: However, if the solution is not implemented then evaluation of effectiveness is not likely to be valid.

The second step of this phase is evaluating the effectiveness of the solution. It is particularly important to evaluate outcomes in light of the problem statement generated at the beginning of the process. Affective, cognitive, and psycho-motor  outcomes should be considered, especially if they have been identified as important criteria. The solution should be judged as to its efficiency, its impact on the people involved and the extent to which it is valued by the participants .

The final step in the process is modifying the solution in ways suggested by the evaluation process. Issues identified in terms of both efficiency and effectiveness of implementation should be addressed.

INSTRUCTIONAL PROCEDURE FOR PROBLEM- SOLVING IN EDUCATION

 Like any other systematic analysis the process of development of problem solving too can  be analyzed in the following manner.

What ought to be aspect  

How aspect  

Why aspect    

What  aspect

 What aspect deals with the nature of the problem.

Why aspect deals with reasoning based on the necessity and advantage of acquiring any specific solution i.e. the importance and justification of finding solution of the problem..

How aspect is related with the methodology of acqusition of any particular solution.

What ought to be aspect is related with the evaluation of the final output for the purpose of feedback.

The following analytical presentation can provide birds’ eye view of the entire procedure-

 HERE-

E-B= Entering Behavior,     P-Ty=Personality Type.            Sym= Symptoms of problem

On the basis of the above procedure the following steps are suggested-

Step-1- Analyze the Problem -

Our first teaching function is to do a task analysis of the Problem one  plan to solve.

Step-2- Assesses the entering behavior of the students-

  • The  second teaching function is to determine the adequacy of the student’s preparation for solving the problem
  • Step-3- Arrange for training in the component units, ability- This step has two purposes: It provides the student with the opportunity to learn missing links or component of problems or to develop the prerequisite abilities and to provide the student with the opportunity to learn the the inherent factors. So well that he can focus his attention on the new aspects of the complex task he is learning.
  • Step-4- Describe and demonstrate the probable final solution to  the student- This step makes the actual teaching of the overall task. Here the student usually listens to instructions observe demonstrations, tries out different components of solution available and then somehow starts solving the problem..
  • Step-5- Provide for the three basic learning conditions- In teaching systematic solution, it is advisable  to combine the three learning conditions- contiguity, practice and feedback into a single step because they  usually provide them concurrently rather than sequentially.

 

Advantages

The advantages of the process can be considered in three major categories: and individual. General ,and organizational,

Individual. One of the primary advantage to individuals in using this process is that the strengths and weaknesses of the individual can be identified and used or compensated for when making a decision. Everyone has strong and weak points that result from preferences in how a problem is viewed or considered. Careful selection and application of techniques reviewed  increase the likelihood that individuals will enhance their strengths and attend to issues they would otherwise omit or attend to less well.

When participating in the problem-solving process in a group, two additional advantages occur. First, individuals can learn to value alternative viewpoints or preferences by considering differences in others as strengths rather than as “wrong” or of less value. However, all preferences and a variety of techniques must be used if the best solutions are to be developed and implemented.

Additionally, the development of an individual’s decision-making powers can be enhanced by advancing through the process with others in a group situation. have demonstrated that verbalizing one’s thinking process while someone else listens and critiques that process / technique is one of the most valuable ways to improve problem solving and decision making. When individuals are active and participate in a group-based, problem-solving process, it can lead to the development of the temprament required to make better independent decisions.

General. One of the primary advantage is that the process provides for the generation of both objective and subjective criteria used to select and evaluate alternatives. That is, reason and logic are balanced by creativity and divergence throughout the process It is  demonstrated that when individuals used both types of techniques they were more successful in their problem solving.. Additionally, the process has a built-in step to consider what could go wrong if particular solutions are selected

A second general advantage.  of using this process is that it is an effective way of managing change. Because rapid and unpredictable change is the norm today, it is important that sufficient resources be available to manage it. In addition, the process can be used by individuals and organizations to solve a wide variety of problems. Since there is continuous diversity in the types of problems to be solved, it is important to have a flexible, process to resolve them.. While it may be impossible to have a single process that is applicable to all problems or decisions by all individuals, it is important to have a flexible, process that individuals believe fits with their unique styles and that can be used to capitalize on strengths and support weaknesses.

 Work group or organization. One of the primary advantage of using this process is that it allows individuals within the group to understand the problem thoroughly before considering alternatives. Too often, problem-solving discussions focus on the debate of preselected alternatives. At the outset of the discussion .participants select positions as to which alternative is better. The result is a separation into camps of winners and losers. Use of this process takes energy normally spent on arguing for a specific solution and use  that energy into a collective search for an acceptable solution.

A related advantage is that a thorough discussion prior to considering alternatives can actually make problem solving less complicated and successful results more likely to be achieved. Quite often group discussion is not about solutions, but about assumptions of facts, criteria, and important values that remain unstated throughout the deliberation. By clearly stating these before alternatives/solutions are discussed, the actual selection of alternatives is often easier. Frequently a lack of careful analysis by groups attempting to solve a problem leads to selecting a solution on some criteria other than “does it solve the problem.” Sometimes a situation of “group think” occurs where one alternative is presented, and everyone simply agrees that it is best without critical analysis. This can lead the organization to make decisions based on power relationships (the boss likes this one), on affiliations (Mr X is my friend, so I’ll support him), or on some basis other than achievement of goals.

Finally, use of a problem-solving process enhances the development of unity within the work group or organization. If everyone is using the same process of problem solving, then unity or consensus is much easier to achieve. Unified action generally produces better results than no unified action. If the selected solution is incorrect, then problems can be identified quickly and corrections can be made. On the other hand, if all participants are not working toward a common goal or if some members are actually trying to work against group goals, then energy that should be focused on solving the problem is dissipated; the proper solution may not be identified for some time,.

References

Beinstock, E. (1984). Creative problem solving (Cassette Recording). Stamford, CT: Waldentapes.

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans Green.

Bransford, J., & Stein, B. (1984). The IDEAL problem solver. New York: W. H. Freeman.

Brookfield, S. (1987). Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

de Bono, E. (1976). Teaching thinking. London: Temple Smith.

Hopper, R., & Kirschenbaum, D. (1985). Social problem solving and social competence in preadolescents: Is inconsistency the hobgoblin of little minds? Cognitive Therapy and Research, 9, 685-701.

Kirschenbaum, H. (1977). Advanced value clarification. La Jolla, CA: University Associates.

.Newell, A., & Simon, H. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.

Nickerson, R., Perkins, D., & Smith, E. (1985). The teaching of thinking. Hillsdale, NJ: Lawrence Erlbaum Associates.

.Rubenstein, M. (1986). Tools for thinking and problem solving. Englewood Cliffs, NJ: Prentice-Hall.

.Stice, J. (Ed.). (1987). Developing critical thinking and problem-solving abilities. San Francisco: Jossey-Bass.

Whimbey, A., & Lochhead, J. (1982). Problem solving and comprehension (3rd ed.). Philadelphia: Franklin Institute Press.

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Existentialism… against traditional metaphysics

Existentialism is the most individualistic of all modern philosophies. Its overriding concern is with the individual and its primary value is the absolute freedom of the person, who is only what he makes himself to be, and who is the final and exclusive arbiter of the values he freely determines for himself. Great emphasis is placed on art, on literature, and the humanistic studies, for it is in these areas that man finds himself and discovers what values he will seek to attain.

Existentialism represents a protest against the rationalism of traditional philosophy, against misleading notions of the bourgeois culture, and the dehumanizing values of industrial civilization. Since alienation, loneliness and self-estrangement constitute threats to human personality in the modern world, existential thought has viewed as its cardinal concerns a quest for subjective truth, a reaction against the ‘negation of Being’ and a perennial search for freedom..

Existentialism is a 20th century philosophy concerned with human existence, finding self, and the meaning of life through free will, choice, and personal responsibility. The belief that people are searching to find out who and what they are throughout life as they make choices based on their experiences, beliefs, and outlook without the help of laws. Existentialism then stresses that a person’s judgment is the determining factor for what is to be believed rather than by religious or secular world values.

Existentialism is a term applied to the work of a number of 19th- and 20th-century philosophers who, despite profound doctrinal differences, generally held that the focus of philosophical thought should be to deal with the conditions of existence of the individual person and his or her emotions, actions, responsibilities, and thoughts. The early 19th century philosopher Søren Kierkegaard, posthumously regarded as the father of existentialism, maintained that the individual solely has the responsibilities of giving one’s own life meaning and living that life passionately and sincerely, in spite of many existential obstacles and distractions including despair, angst, absurdity, alienation, and boredom.

Subsequent existential philosophers retain the emphasis on the individual, but differ, in varying degrees, on how one achieves and what constitutes a fulfilling life, what obstacles must be overcome, and what external and internal factors are involved, including the potential consequences of the existence or non-existence of God.  Existentialism became fashionable in the post-World War years as a way to reassert the importance of human individuality and freedom

 “Another very significant source of confusion arises out of the different personal lives and convictions of existential philosophers. Kierkegaard, Marcel and Jaspers are theists whereas Sartre and Heidegger are agnostics. Jaspers is a protestant whereas Marcel is a staunch Roman Catholic. Less said the better about the diversities of other existentialist philosophers like Berdyaev, Buber, Tillich and Niebuhr.”

Historical Retrospect-:

Just as the whole of Indian philosophy is an extension, interpretation, criticism and corroboration of the Vedas and in it the Upanishads or an outright revolt against them, similarly it may be remarked of western philosophy as either a clarification of Socrates or his rejection. One would be still right in saying that the whole of western philosophy is an appendix on Socrates. So it is even true with existentialism that Socrates has been considered to be the first existentialist. Socrates statement: “I am and always have been a man to obey nothing in my nature except the reasoning which upon reflection, appears to me to be the best.” Right from Plato down to (Spinoza, Leibnitz) Descartes, the majority of western thinkers have been believing in the immutability of ideas and the rest of the thinkers have been suggesting correctives to it. Anyhow their frame of reference has always been ‘Essence Precedes Existence’, essence being referred to ideas, values, ideals, thoughts, etc. and existence being referred to our lives. The last in the series was Hegel who carried farthest this effort to understand the world rationally

  19th century

 At least for the western world, the first half of the twentieth century has been an age marked by anxieties, conflicts, sufferings, tragic episodes, dread, harrow, anguish, persecution and human sacrifices caused by the two intermittent world wars. As Harper writes : “Tragedy, death, guilt, suffering all force one to appraise one’s total situation, much more than do happiness, joy, success, innocence, since it is in the former that momentous choices must be made.” So, there sprang up a group of philosophers spread all over Germany, France and Italy which were the places of social crisis.

Significant among these philosophers were Karl Jaspers and Martin Headgear from Germany. France contributed two other existentialists -: Gabriel Marcel and Jean Paul Sartre. ‘There are quite a few gentlemen who are associated remotely with the philosophy of existentialism like Schelling, Nietzsche, Pascal, Husserl who have influenced existential thought but cannot be rigidly classified as existentialists.” Existentialism thus has a short history of nearly two centuries.

 Kierkegaard and Nietzsche

Søren Kierkegaard and Friedrich Nietzsche were two of the first philosophers considered fundamental to the existentialist movement, though neither used the term “existentialism Kierkegaard’s knight of faith and Nietzsche’s Übermensch are exemplars who define the nature of their own existence. These idealized individuals invent their own values and create the very terms under which they excel.

Dostoyevsky and Kafka

Two of the first literary authors important to existentialism were the Czech Franz Kafka and the Russian Fyodor Dostoevsky. Dostoevsky’s  portrays a man unable to fit into society and unhappy with the identities he creates for himself.
Early 20th century

In the first decades of the 20th century, a number of philosophers and writers had explored existentialists ideas,. The Spanish philosopher Miguel de Unamuno y Jugo, , emphasized the life of “flesh and bone” as opposed to that of abstract rationalism. Another Spanish thinker, Ortega y Gasset, held that the human existence must always be defined as the individual person combined with the concrete circumstances of his life: ”

Two Russian thinkers, Lev Shestov and Nikolai Berdyaev became well-known as existentialist. Gabriel Marcel, long before coining the term “existentialism”, introduced important existentialist themes to a French audience In Germany, the psychologist and philosopher Karl Jaspers — who later described existentialism as a “phantom” created by the public called his own thought, heavily influenced by Kierkegaard and Nietzsche — Existenzphilosophie.

After the Second World War

Following the Second World War, existentialism became a well-known and significant philosophical and cultural movement, mainly through the public prominence of two French writers, Sartre and Albert Camus, who wrote best-selling novels, plays and widely-read journalism as well as theoretical texts. These years also saw the growing reputation outside Germany of Heidegger’s book Being and Time.

Paul Tillich, an important existential theologian following Søren Kierkegaard and Karl Barth, applied existential concepts to Christian, and helped introduce existential theology to the general public.

Meaning and Definition of Existentialism

 There is a wide variety of philosophical ideologies that make up existentialism so there is not a universal existentialism definition. It is necessary to remain open and realize that most existentialists have a different view and form

The term “existentialism” seems to have been coined by the French philosopher Gabriel Marcel in the mid-1940sand adopted by Jean-Paul Sartre, on October 29, 1945

Etymological meaning of ‘existence’ from two German words -: ‘ex-sistent’ meaning that which stands out, that which ‘emerges’ suggests that existentialism is a philosophy that emerges out of problems of life.

As a term, ‘Existentialism’ appears to refer to a unified school of thought, but this is a problematic assumption, because it is derived from a variety of existential philosophers. Amongst the best known are Kierkegaard, Nietzsche, Heidegger and Sartre. Other important contributors include Maurice Merleau-Ponty, Karl Jaspers, Gabriel Marcel, Paul Tillich, Martin Buber, Miguel de Unamuno and writers of literature such as Fyodor Dostoyevsky, Leo Tolstoy, Franz Kafka and Joseph Conrad. ‘Existentialism’ refers to the common themes found amongst these and other thinkers, and is able to stand as a recognized integrated system of philosophy in its own right

Since its introduction by Gabriel Marcel in the post-war period, ‘Existentialism’ has suffered from various interpretations and misinterpretations to such a degree that even Sartre wrote that “the word [existentialism] is now so loosely applied to so many things that it no longer means anything at all”. As a term, it is derived from the word existence, implying that the individual has presence-in-the-world. Heidegger included the hyphen in his term Ek-sistenz to accentuate the Greek and Latin origins which mean ‘to stand out from’, and applied it to mean that the individual stands out from, or beyond, his or her present. He described this as ‘possibilities’ or ‘ways to be’, and explained it as, “The analysis of the characteristics of the being of Da-sein is an existential one. This means that the characteristics are not properties of something objectively present, but essentially existential ways to be Heidegger used the term existential to refer to the structure of the individual in general. He designated his term existentiell to mean self-understanding, how an individual understands himself or herself. But this self-understanding is only possible through existence itself, as Heidegger often emphasized the practicality of his lived philosophy. He argued that “We come to terms with the question of existence always only through existence itself. We shall call this kind of understanding of itself existentiell understanding”.

Blackham has described existentialism as a philosophy of being “a philosophy of attestation and acceptance, and a refusal of the attempt to rationalize and to think Being.”, “it deals with the separation of man from himself and from the world, which raises the question of philosophy not by attempting to establish some universal form of justification which will enable man to readjust himself but by permanently enlarging and lining the separation itself as primordial and constitutive for personal existence.”

Harries and Leveys  defined existentialism as “any of several philosophic systems, all centered on the individual and his relationship the universe or to God.”

Tiryakian defines it as “an attempt to reaffirm the importance of the individual by rigorous and in many respects radically new analysis of the nature of man.”

In the opinion presented here, existentialism is a humanistic perspective on the individual situation, a philosophy of existence, of being, of authenticity and of universal freedom. It is a quest, beyond despair, for creative identity. It is the philosophy that is a counselor in crisis, “a crisis in the individual’s life, which calls upon him to make a ‘choice’ regarding his subsequent existence.”

 Philosophical Rationale of Existentialism

Rather than attempt to define existentialism (which existentialists themselves maintain is futile) it might to be better to determine what the task of philosophy is according to the proponents of this school of thought. First of all, the existentialist does not concern himself with problems concerning the nature, origin, and destiny of the physical universe. The philosopher should not even concern himself with the basic assumptions of the physical or biological sciences.

Metaphysical Position

Concept of God-

There are two forms of existentialism: (1) theistic existentialism, and (2) atheistic existentialism.

According to theistic existentialism (e.g., Kierkegaard, Heidegger), God has created us & yet has also apparently withdrawn from Her creation–so that we find ourselves bereft of divine guidance & lost in the world & questioning our faith. Then in the face of a seemingly meaningless, pointless world, individuals must create meaningful lives for themselves by making active choices and by taking full responsibility for those choices.

According to atheistic existentialism, “God is dead.” This is because the very idea of God contains a tragic incoherence:

Assume that God exists and is all-powerful & all-knowing & all-good. Then also assume that evil exists in the world. Then God is either responsible for the existence of evil, in which case God is Himself evil & not all-good; or else God is not responsible for the existence of evil & yet knew that it was going to happen & couldn’t prevent it–so God is not all-powerful; or else God would have prevented evil but didn’t know it was going to happen, and is therefore not all-knowing. So given evil, God is either not all-good, not all-powerful, not all-knowing, or does not exist.

The atheistic existentialist then concludes that God does not exist. What this means is that human beings have no pre-established nature or essence or goal for their lives, and that in the face of a meaningless pointless world, individuals must create meaningful lives for themselves by making active choices and by taking full responsibility for those choices

Frederic Nietzsche’s statement, “God is dead,” succinctly expresses the atheistic existentialist’s view on the issue of the existence of a supernatural realm. Neither Nietzsche, Heidegger, nor Sartre makes any attempt to refute the traditional arguments for the existence of God presented by the scholastics or those who use the “ontological argument.” Rather, they simply begin with the assumption that God does not exist and proceed to construct their philosophical views on the postulate. Nietzsche says: Where is God gone ?…. I mean to tell you! We have killed him – you and I !….. Do we not here the noise of the grave – diggers who are burying God? God is dead! God remains dead! And we have killed! …. The holiest and the mightiest that the world has hitherto possessed had bled to death under our knife – …. What are our churches now, if they are not the tombs and monuments of God?

Martin feels that man does not need to seek answers in divine revelation since philosophy can solve the basic riddles of human existence. For Heidegger, then, the existence or nonexistence of God and supernatural values is irrelevant to man’s major task, that of creating himself.

, Sartre maintains that man can never comprehend the true meaning of his own existence unless he presupposes there is no God. For when we being with the premise that there is God, then we must conclude that man possesses an essence which precedes personal existence

Thus Sartre rejects classical atheism which suppresses the idea of God but retains the notion that men possess a common, rational mature or essence. This position, Sartre believes, is inconsistent with atheism because it retains all the significant elements of theism and refuses to accept the individual responsibility for self-creation which all true atheism implies.

Concept of Self

The very question of the nature of man is a meaningless one for the existentialist. In both of the sections above it was emphasized that man has no “nature” as such but rather that he must create his own essence. Man is nothing more than what he makes or himself. Perhaps, then, it might be more accurate to speak of certain characteristics, state, or conditions which man creates for himself or into which he is thrown.

The most important of these characteristics is freedom. Man is condemned to freedom. “Human freedom is not a part of human existence, “Sartre says, “it precedes human existence and makes it possible. The freedom of man cannot be separated from the being of man. It is the being of man’s consciousness. It is not a human attribute but is the raw material of my being. I own my being to my freedom.”

Man, then, does not possess free will as a part of his essential mature, but rather he exists in a state of absolute freedom      The centre of existence is man rather than truth, laws, principles or essence.

The uniqueness of man comes from his emotions, feelings, perception and thinking. The philosophy of existentialism stresses meaning, only through development of meaning in his life, man can make something of the absurdity which surrounds him. Man is the maker, and, therefore, the master of culture. It is man who imposes a meaning on his universe, although that universe may well function without him. Man cannot be ‘taught’ what the world is about. He must create this for himself.

Nature of society

Man is not alone in the world.He is connected to other men; he communicates with others; therefore, he cannot live in a state of anarchy. Life is seen as a gift, which, in part is a mystery. Man is free to choose commitments in life, in his choice, he becomes himself. He is the product of his choices. He is, therefore, an individual who is different from other persons. The real living person is more important than any statement we can make about him. Man’s existence is more important than his essence are considered strong enough (by the existentialist) to impair man’s freedom.

The task of defining the nature of society is much more difficult than, it was for other philosophies Man’s place is society and the effects of society on man’s nature are clearly spelled out.. If man has no predetermined nature, certainly society must have none. In other words, there is no place in existentialist philosophy for social theory as developed within the other philosophies The existentialist often is accused of being “antisocial” in his behavior as well as in his philosophy. if existentialists have no theory of society, it might be more accurate to ask how they view other men. First, they would grant to others the same existential freedom which they demand for themselves. That is, man is never to be viewed as a means but rather as an end..

Second, individual man is not bound to other men by any predetermined notion of brotherhood or by allegiance to a certain group. On the contrary, each man should express his freedom in the creation of his own selfhood, first by “withdrawing from the crowd,” and then by communicating only with those whom he personally chooses as kindred spirits. Sartre is most emphatic on this point. He carries to its logical conclusion Kierkegaard’s fight for the individual against the crowd, social institutions, or the system. Sartre feels that the entire network of social life is anti-individual. Churches, schools, political parties, and even the family tend to militate against man’s absolute freedom.

This antisocial outlook seems to be one of the facets of existentialism which the “lunatic fringe” of the movement has given major emphasis  they dislike attending formal educational institutions since these, too, limit one’s freedom by holding the student to very specific requirements, class attendance, examinations, and the like. To summarize, the main points in the existentialist beliefs about the nature of man and society hinge on the basic assumption that man is absolute freedom. This existential freedom generates anguish, abandonment, and despair. Because man is a lonely being, he cannot seek solace in social relations but must choose and act as an individual rather than as a member of society. A person who will and acts in accordance will the notion of absolute freedom will never be swayed by the “will of the mob” or by the demands of social institutions. He will do as he wishes; he will create himself “according to his image and likeness

Epistemological Position

Existentialists, have given little attention to inductive reasoning. Science, they believe, has been on of the major dehumanizing forces in the modern world. It is not that existentialists want to put an abrupt halt  to all scientific work. Rather, they argue, the philosopher should not concern himself with such matters. It should be quite evident from the section above that “philosophizing” is performed on such topics as the nature and importance of freedom, man’s metal states, decisions, and action.

The existentialist approach to philosophy, then, calls for a new epistemology. This new approach to knowledge is known as the phenomenological method. The atheistic existentialists inherited this method from Husserl. It was adapted further by Heidegger and Sartre to suit their philosophy of “will and action,” especially as it concerns the individual.. The phenomenological method consists in the expression of the experiences of consciousness through the media of ordinary language

Clearly, then, existentialism is not so concerned as are other modes of thinking with the kind of knowledge found in the empirical sciences. Such knowledge is not concerned with choices of values, modes of living, and acting.

In opposition to this cold impersonal approach to knowledge, the existentialist argues that true knowledge is “choosing, actions, living, and dying.” Let the scientist continue his pursuit of cold, lifeless fact and theory, but let the philosopher concerns himself with the aspects of the world which involve personal true humanism.

Axiological Position

The idea of the highest ehthical good can be found in philosophy since the days of Socrates and Plato. It was generally held that this good was the same for everybody; as a person approached this moral perfection, she/he became morally like the next person approaching this moral perfection. Kierkegaard reacted to this way of thinking by saying that it was up to the individual to find his or her own moral perfection and his or her own way there. “I must find the truth that is the truth for me. . .the idea for which I can live or die” he wrote. Other Existentialists have followed along this way of thinking, one must choose one’s own way, make their own individual paths without the aid of universal ideas or guidance

Existential ethics

Existentialism is also the basis of an ethics. According to existential ethics the highest good for humans is “becoming an individual) or “authenticity” = psychological coherence + integrity = not merely being alive but having a real life by being true to yourself

Authenticity & human freedom Existentialists have a special connotation of the Authentic man According to the existentialists, becoming authentic allows one to determine how things are to count towards one’s situation and how one is to act in relation to them. This term ‘authentic’ is derived from the Greek autos, referring to ‘one who does a thing for himself’. Derived from this is the German eigen meaning to ‘own’, and by implication, ‘to have, possess’.

Generally the existentialists consider authentic individuals to take responsibility for determining and choosing possibilities and not to simply become a determined product of a cultural moment. Heidegger stated that the ‘existentia’ has priority over the ‘essentia’, and this view has been made popular through the works of Sartre,. By living authentically, one can choose one’s own identity and possibilities rather than have these dictated by the crowd  Freedom, or the human ability to make choices and take responsibility, determines authenticity. Thus the act of choice is an act of self-creation: we are nothing but we make of ourselves.

Freedom in the existential sense entails that at least sometimes you must take full responsibility for things over which you have no control. So what you ought to do, or what is morally right, , is to choose a particular way of life, and to take full responsibility for that life 

Inauthenticity & human unfreedom The failure to choose in this way, or the failure to take full responsibility for one’s choices, is “inauthenticity” = psychic incoherence + lack of integrity Accordingly, the worst thing of all is inauthenticity & unfreedom, so it is morally impermissible.

From what has been said above in connection with the nature of man and the knowing process it is quite evident that the atheistic existentialist cannot subscribe to any value theory which purports to be objective, absolute, universal, or social. If there were a preexistent moral law which detailed general or specific behavioral patterns for all men, true existential freedom would be mockery as well as an impossibility. Also, since man himself has no specific or evil,” one cannot argue that a good man will make certain since society has no independent existence it cannot claim any rights over the moral choice and behavior of individuals. Values, then, do not exist except in conjunction with the freely chosen acts of individuals.

Truly, it is because of his lack of an external moral authority that he individual finds himself in the states of anguish, abandonment, and despair. In fact, even those individuals who have committed themselves to the assumedly “objective systems” of morality have done so for their own free choice. They have not made this choice because these ethical system are “objective”; rather, by choosing this or that code of behavior they have “objectified” for themselves their own subjective choices.”

All choices must be good, at least for the nonce. At a later date, one  might regret having made such a choice but that is beside the point. The very essence of good is choosing. It seems them, that man never chooses evil. If one makes no choice one is not creating his own essence. This is how animals behave – their masters choose for them. But animals are not free so they cannot be accused of good or evil. But man, who is “condiment to freedom,” must choose if he wishes to consider himself more than an animal. A man “becomes a man” when he makes choice. When he makes choices he creates his own values. When he creates his own values, he creates his own being or essence.

Existential Aesthetics.

The existentialist, , considers the development of aesthetic theory as one or the major concerns of the philosopher.

Another distinctive feature of the aesthetical views of existentialists lies in their use of he art forms, especially literature, drama, and painting, as media for communicating philosophical doctrines. The history of philosophy records no parallel of a school of thought which uses the arts as the avenue for putting their beliefs into the cultural steam of the age. 

Fundamental Postulates of Existentialism

The existentialist movement is based on an intellectual attitude that philosophers term existentialism

Permanence and Change

The philosophy of Aristotle and the scholastics explains change in such a way that change is impossible without something stable which endures throughout the process of change. When a child change to a man, becomes a man, there is continuity of past with present, as it is the same person who once was a child and is now a man. In his essence as rational animal the child-become-a-man abides. Existence then is not prior to essence; man is born with an essence. As soon as he exists he has a predetermined essence.

The existentialists, on the contrary, deny the preeminence of essence. They reject the notion that there is a predetermined nature for every human being. Man is not born with a rational soul which “forms the matter,” the body. Man has no essence at birth; he must create his own essence. And with Darwin, the existentialist would concur that no living beings will remain the same – all are in the process of changing. Consequently, existentialism is to be classified as one of the philosophies of change..

If man as the existentialist sees him is not definable it is because to begin wit he is nothing. He well not be anything until later, and then he will be what makes himself. Thus, there is no human nature, because there is no God to have a conception of it. Man simply is. Not that he is simply what he conceives himself to be, but he is what he wills, and as he conceives himself after already existing – as he wills to be after that leap towards existence. Man is nothing else but that which he make himself. That is the first principle of existentialism …….. Man will only attain existence when he is what he purposes to be)    

Existence precedes essence

It was Plato who said that the surrounding world is a world of essences – ideas, values, ideals, thought etc. and the purpose of life is to discover these essences. Essences are already there and they precede existence. Even existence is an embodiment of an essence – the self, which is a part of an universal essence – the self.

, Existentialism is a revolt against any kind of determinism and an affirmation of the free nature of man. They affirm that existence is prior to essence that man is fundamentally free to create his essences .As Blackham writes, “There is no creater of man. Man discovered himself. His existence came first, he now is in the process of determining his essence. Man first is, then he defines himself.”

As Sartre himself explains his concept to us, “what is meant here by saying that, ‘existence precedes essence?’ “It means that, first of all, man exists, turns up, appears on the scene, and only afterwards defines himself. It mean, as the existentialist sees him is indefinable, it is because at first he is nothing. Only afterwards will be something and he himself will have made what he will be…”

Therefore, it can be easily observed that when idealists believe in transcendental values, Naturalists believe that values are resident in nature, pragmatists believe that values arise out of social life, existentialists affirm that the individual alone creates values. Reality is a state of becoming. Existence increases with every moment of life and essence is a consequence of this perpetual becoming.

 Jean Paul Sartre’s classic formulation of existentialism–that “existence precedes essence”–means that there exists no universal, inborn human nature. We are born and exist, and then we ourselves freely determine our essence Some philosophers commonly associated with the existentialist tradition never fully adopted the “existence precedes essence” principle. Nevertheless, that principle is fundamental to the educational existentialist movement

Freedom is identical with existence

The existentialist concept of freedom is often misunderstood as a sort of liberum arbitrium where almost anything is possible and where values are inconsequential to choice and action. This interpretation of the concept is often related to the insistence on the absurdity of the world and the assumption that there exist no relevant or absolutely good or bad values

What is not implied in this account of existential freedom, however, is that one’s values are immutable; a consideration of one’s values may cause one to reconsider and change them. A consequence of this fact is that one is not only responsible for one’s actions, but also for the values one holds. Even though these are the values of the society the individual is part of, they are also his own in the sense that she/he could choose them to be different at any time. Thus, the focus on freedom in existentialism is related to the limits of the responsibility one bears as a result of one’s freedom: the relationship between freedom and responsibility is one of interdependency, and a clarification of freedom also clarifies that for which one is responsible

Individual freedom can be understood through the possibilities that an individual has. Therefore existential freedom cannot be absolute as it is always contextualised to the situation of each individual. Freedom is therefore inextricably linked to the notion of choice, in that one can choose from amongst one’s own possibilities. Once a choice has been made and acted upon, then one possibility becomes actuality, while other possibilities become negated. The dynamics of this interface between possibility, actuality and freedom of choice, is a major part of Existentialism.

An inherent aspect to this notion of freedom of choice, is responsibility. The existential perspective developed here considers that the individual who exercises personal freedom of choice must also be willing to accept responsibility for these decisions.. According to Sartre freedom is identical with existence. As such existentialism has even been described as a search for ways in which man’s freedom to create may be widely established and understood According to existentialists, man is not only free but he is condemned to be free. He is only not free, not to be free. This is the tragedy of human life. This infinite freedom entails upon him a heavy sense of responsibility and this situation of being burdened with a heavy responsibility is the cause of dread, anguish and anxiety. The peculiar quality of human reality is that it is without excuse. A bold, honest, responsible and authentic existence would help man to face this situation.

The most important of these characteristics is freedom. Man is condemned to freedom. “Human freedom is not a part of human existence, “ Sartre says, “it precedes human existence and makes it possible. The freedom of man cannot be separated from the being of man. It is the being of man’s consciousness. It is not a human attribute but is the raw material of my being. I own my being to my freedom.”

Man, then, does not possess free will as a part of his essential mature, but rather he exists in a  state of absolute freedom. None of the environmental or hereditary forces are considered strong enough to impair man’s freedom. When a person selects a certain advisor or counselor, this very choice represents his freedom.

The most important characteristic to existentialist freedom, then, is that it is absolute. It does not consist, as some traditional philosophers hold, in the freedom to choose among alternative goods. Man has no guideposts by which to make his choice. He must simply make choices and these choice will determine his being. He is completely responsible for his own decisions and the effects they will have upon himself and others.

 Reason

Existentialism asserts that people actually make decisions based on the meaning to them rather than rationally. The rejection of reason as the source of meaning is a common theme of existentialist thought,. Kierkegaard saw strong rationality as a mechanism humans use to counter their existential anxiety, their fear of being in the world: “If I can believe that I am rational and everyone else is rational then I have nothing to fear and no reason to feel anxious about being For Camus, when an individual’s consciousness, longing for order, collides with the Other’s lack of order, a third element is born: absurdity

The Absurd

The notion of the Absurd contains the idea that there is no meaning to be found in the world beyond what meaning we give to it. This meaninglessness also encompasses the amorality or “unfairness” of the world. This contrasts with “karmic” ways of thinking in which “bad things don’t happen to good people”; to the world, metaphorically speaking, there is no such thing as a good person or a bad thing; what happens happens, and it may just as well happen to a “good”.

Facticity

A concept closely related to freedom is that of facticity, a concept defined by Sartre in Being and Nothingness as that “in-itself” of which humans are in the mode of not being. This can be more easily understood when considering it in relation to the temporal dimension of past: One’s past is what one is in the sense that it co-constitutes him However, to say that one is only one’s past would be to ignore a large part of reality while saying that one’s past is only what one was in a way that would entirely detach it from them now. A denial of one’s own concrete past constitutes an inauthentic lifestyle, and the same goes for all other kinds of facticity

However, to disregard one’s facticity when one, in the continual process of self-making, projects oneself into the future, would be to put oneself in denial of oneself, and would thus be inauthentic. In other words, the origin of one’s projection will still have to be one’s facticity,. Another aspect of facticity is that it entails angst, both in the sense that freedom “produces” angst when limited by facticity, and in the sense that the lack of the possibility of having facticity to “step in” for one to take responsibility for one has done also produces angst

Anxiety & Alienation

Feelings of alienation can emerge from the recognition that one’s world has received its meaning from the crowd or others, and not from oneself, or that one is out of touch with one’s ‘inner self’. This latter notion is emphasised by Zohar and Marshall  who argue that our present “personal and collective mental instability follows from the peculiar form of alienation associated with alienation from the centre – alienation from meaning, value, purpose and vision, alienation from the roots of and reasons of our humanity”..

.When Heidegger’s Dasein is confronted with the structure of its existence, it experiences angst - or anxiety. This experience individuates, it acknowledges the throwness by which one is in the world with its entities, including language and culture. He argued that that “What Angst is anxious for is being-in-the-world”, and yet is “nothing and nowhere” (Heidegger, 1996, p. 175). In angst, Dasein is anxious for itself. This individualizing experience lays before Dasein the choice of authenticity or inauthenticity as possibilities of its being:1

Angst

Angst, sometimes called dread, anxiety or even anguish is a term that is common to many existentialist thinkers. It is generally held to be the experience of human freedom and responsibility… It is this condition of absolute freedom in which man finds himself and the responsibility entailed by it hat creates the condition in man called anguish. Sartre describes this condition as one which necessarily arises when a man commits himself to a course of action fully realizing that he is deciding not only what he will be but also what effect his decision will have on others. Every decision adds something to one’s being; every decision affects other beings. The realization of this responsibility causes existential anguish. Sartre remarks that those who do not conceal it. They are in flight from anxiety which itself produces greater anxiety.

A second condition brought upon man by absolute freedom is abandonment. By abandonment, the atheistic existentialist means that since God does not exist, man is left to his own deserts in crating himself and the kind of world in which he will live. There are no apriority values according to which he can make his decisions; there are no transcendental codes of behavior; there is no moral law in “nature” to be discovered and followed by man. Since neither God nor the “natural law” exist, man cannot find any source out side himself by which he can judge his decisions or actions to be right or wrong – all is permitted. Men is abandoned to his own decision – he must do what he wills; he must create his own essence..

 Despair

Commonly defined as a loss of hope Despair in existentialism is more specifically related to the reaction to a breakdown in one or more of the “pillars” of one’s self or identity.

What sets the existentialist notion of despair apart from the dictionary definition is that existentialist despair is a state one is in even when one isn’t overtly in despair:

Despair is another condition resulting from absolute freedom. Sartre describes this condition in these words. “it [despair] merely means that we limit ourselves to a radiance upon that which is within our wills, or within the sum of the probabilities which render our action possible.” Thus, when on makes a decision to act, he never can be sure what the result will be for himself or others. There is no certainty whatsoever that events will turn out as we will them. Nevertheless, one must make decisions and act in spite of all the uncertainty involved. Man must decide and act without hope. This willing and doing without any certain hope that what we wish or do will be as we would like it, is existentialist despair.

The condition of existentialist despair is important since it places upon each man the sole responsibility for creating his own essence. If he had some certainty that his decisions and deeds would have the desired outcomes, either in this life or the next, his freedom would be limited since actions would have a predetermined outcome. Under such conditions, the existentialist argues, both the world of events and man would be determined. This state of affairs, of course, would contradict the basic assumption of existentialism, absolute freedom.

   Subjectivity (self consciousness)

 According to existentialist, education should make a man subjective and should make him conscious for his individuality or ‘self’. Being self conscious he will recognise his ‘self’ and he will get an understanding of his ‘being’.

Individuality lies on self-realisation, a motivating force, which makes the inner life of man centre of concentration free from anxiety. There is a basic desire and inclination for the existence of individuality in man. It should be recognised. If this existential individuality is recognised, his life becomes purposeful and important. At the same time he becames conscious for his ‘self’

From an existential perspective, a sense of self-identity is gained by how an individual relates to and values his or her relations. Kierkegaard says, “ Because I exist, because I think, therefore, I think that I exist.” According to the statement ‘I think’ it is clear that ‘I’ exists and it has existence. ‘I’ that exists is always subjective and not objective. Now the person because of knowing the object does not desire to know the object, but he emerges himself in knowing the self. Subjectivity

According to Existentialism, individuals cannot understand their own being ontologically, because this requires knowing objectively what is. Kierkegaard’s  claim that “subjectivity is truth” was not a declaration as to what ‘Truth’ in an absolute sense might be. He argued that such a claim clearly identified that his interest regarding human existence was not upon any ‘objective’ what, but rather it was upon how the individual made sense of and related to entities  Existential subjectivity, sometimes referred to as inwardness, focuses upon the way that the individual believes, rather than the object of the belief..

Existential Crises.

The phenomenon of anxiety – as an important characteristic of the existential crisis – is regarded as a rarity and has been described as “the manifestation of freedom in the face of self Experiencing anxiety individuates, hence ‘death’ as an issue readily lends itself to this crisis because only oneself can die one’s own death

References

Ayer, A. J. (1990). The Meaning of Life and Other Essays. London: Weidenfeld and Nicolson.

Bruner, J. (1990). Acts of Meaning. Cambridge, Massachusetts & London: Harvard University Press.

Chater, M. F. (2000). Spirituality as struggle: Poetics, experience and the place of the spiritual in educational encounter. International Journal of Children’s Spirituality, 5(2), 193-201.

Cooper, D. E. (1999). Existentialism: A reconstruction. (2nd ed.). Oxford: Blackwell.

Delors, J. (1998). Learning: the treasure within. (2nd ed.): UNESCO Publishing/The Australian National Commission for UNESCO.

Gadamer, H.-G. (1992). Interview: The 1920′s, 1930′s and the present: National Socialism, German history, and German culture. In D. Misgeld & G. Hicholson (Eds.), On Education, Poetry, and History: Applied Hermeneutics . Albany: State University of New York Press.

Gilliat, P. (1996). Spiritual education and public policy 1944-1994. In R. Best (Ed.), Education, spirituality and the whole child (pp. 161-172). London: Cassell.

Grundy, S. (1987). Curriculum: Product or Praxis. London, New York & Philadelphia: The Farmer Press.

Heidegger, M. (1996). Being and Time (Joan Stambaugh, Trans.). Albany: State University of New York Press.

Acknowledgements:

Dr Suraksha Bansal for being the scribe for this article

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Introduction to Sociometry

Sociometry is “a method for, describing, discovering and evaluating social status, structure, and development through measuring the extent of acceptance or rejection between individuals in groups.” Franz defines sociometry as “a method used for the discovery and manipulation of social configurations by measuring the attractions and repulsions between individuals in a group.” It is a means for studying the choice, communication and interaction patterns of individuals in a group. It is concerned with attractions and repulsions between individuals in a group. In this method, a person is asked to choose one or more persons according to specified criteria, in order to find out the person or persons with whom he will like to associate.

The term sociometry relates to its Latin etymology, socius meaning companion, and metrum meaning measure.    As these roots imply, sociometry is a way of measuring the degree of relatedness among people.  Measurement of relatedness can be useful not only in the assessment of behavior within groups, but also for interventions to bring about positive change and for determining the extent of change. Jacob Levy Moreno coined the term sociometry and conducted the first long-range sociometric study from 1932-38 at the New York State Training School for Girls in Hudson, New York. Jacob Moreno defined sociometry as “the inquiry into the evolution and organization of groups and the position of individuals within them.” He goes on to write “As the …science of group organization -it attacks the problem not from the outer structure of the group, the group surface, but from the inner structure.”Sociometric explorations reveal the hidden structures that give a group its form: the alliances, the subgroups, the hidden beliefs, the forbidden agenda’s, the ideological agreements, and the ‘stars’ of the show

As part of this study, Moreno used sociometric techniques to assign residents to various residential cottages.  He found that assignments on the basis of sociometry substantially reduced the number of runaways from the facility. (Moreno, 1953, p. 527).  Many more sociometric studies have been conducted since, by Moreno and others, in settings including other schools, the military, therapy groups, and business corporations.

Sociometry is the study of human connectedness. Moreno viewed society as composed of units made up of each individual and the essential persons in his or her life. Moreno called this smallest unit of measurement the social atom, comprised of all the significant figures, real or fantasized, and past and present.               Sociometry is based on the fact that people make choices in interpersonal relationships. Whenever people gather, they make choices–where to sit or stand; choices about who is perceived as friendly and who not, who is central to the group, who is rejected, who is isolated.  As Moreno says, “Choices are fundamental facts in all ongoing human relations, choices of people and choices of things.  It is immaterial whether the motivations are known to the chooser or not; it is immaterial whether [the choices] are inarticulate or highly expressive, whether rational or irrational.  They do not require any special justification as long as they are spontaneous and true to the self of the chooser.  They are facts of the first existential order.” (Moreno, 1953, p. 720).    Sociometry means ‘companion measure’. Moreno developed it as a measure, a new systematic effort He wanted to create a society where all humans achieve their potential to love, to share and face their truth. By making choices overt and active, he hoped individuals would be more spontaneous, authentic and organisations and group structures would become fresh clear and lively.Sociometry enables us to know about the  interpersonal choices, attractions and rejections, and their effects. Sociometry has methods for displaying interpersonal choices, attractions and rejections and assists in exploring and improving the dynamics of relationship 

Meaning and  purpose of sociometry -

Moren developed sociometry within the new sciences, although its ultimate purpose is transcendence and not science. ‘By making choices based on criteria, overt and energetic, Moreno hoped that individuals would be more spontaneous, and organizations and groups structures would become fresh, clear and lively’.

A useful working definition of sociometry is that it is a methodology for tracking the energy vectors of interpersonal relationships in a group.   It shows the patterns of how individuals associate with each other when acting as a group toward a specified end or goal (Criswell in Moreno, 1960, p. 140).  

Moreno himself defined sociometry as “the mathematical study of psychological properties of populations, the experimental technique of and the results obtained by application of quantitative methods” (Moreno, 1953, pp. 15-16).

“Sociometry is a way of measuring the degree of relatedness among people. Measurement of relatedness can be useful not only in the assessment of behavior within groups, but also for interventions to bring about positive change and for determining the extent of change” (3).

Sociometry is based on the fact that people make choices in interpersonal relationships. Whenever people gather, they make choices–where to sit or stand; choices about who is perceived as friendly and who not, who is central to the group, who is rejected, who is isolated.  As Moreno says, “Choices are fundamental facts in all ongoing human relations, choices of people and choices of things.  It is immaterial whether the motivations are known to the chooser or not; it is immaterial whether [the choices] are inarticulate or highly expressive, whether rational or irrational.  They do not require any special justification as long as they are spontaneous and true to the self of the chooser.  They are facts of the first existential order.” (Moreno, 1953, p. 720)..

The purpose of sociometry is to facilitate group task effectiveness and satisfaction of participants by bringing about greater degrees of mutuality amongst people and greater authenticity in relationships.

Sociometry enables us to intervene in the organization systems with both formal and informal research data, and to identify with those involved intervention to release the creativity, leadership and innovation that resides within the informal networks, giving greater satisfaction to group members, and better results.

For sociometric interventions to be successful, participants are asked to account for their choices they make in their interactions, to better understand motivation for choice and the underlying feelings of attraction and repulsion (choosing and not choosing). Because these choices can be made visible, they are measurable and observable enabling group members to recognise the structures their combined choice making creates. Individuals and group members can then evaluate it and make any changes they wish.

 Naturally revealing and hearing personal motivations and reasons for choices or not choosing is uncomfortable for some. Mostly this is offset by the value of change, and refreshing of relationships. Many people are relieved to hear the reasons for being chosen, or especially, not chosen, which they may have imagined previously. When these processes are facilitated respectfully, group members gain a lot of satisfaction with the shared information, and creativity and spontaneity is released.

Branches of sociometry

Sociometry has two main branches: research sociometry, and applied sociometry. Research sociometry is action research with groups exploring the socio-emotional networks of relationships using specified criteria e.g. who in this group do you want to sit beside you at work? Who in the group do you go to for advice on a work problem? Who in the group do you see providing satisfying leadership in the pending project? Sometimes called network explorations, research sociometry is concerned with relational patterns in small (individual and small group) and larger populations, such as organizations and neighborhoods. Applied sociometrists utilize a range of methods to assist people and groups review, expand and develop their existing psycho-social networks of relationships. Both fields of sociometry exist to produce through their application, greater spontaneity and creativity of both individuals and groups

Concept of Sociogram And sociomatrix

 Sociometry is a theoretical and methodological approach which seeks to analyze relations between individuals in small group situations. Sociometry is a form of network analysis. Moreno introduced the idea of a sociogram, which is a diagram representing the relationships between individuals.

 When members of a group are asked to choose others in the group based on specific criteria, everyone in the group can make choices and describe why the choices were made.  From these choices a description emerges of the networks inside the group. A drawing, like a map, of those networks is called a sociogram.  The data for the sociogram may also be displayed as a table or matrix of each person’s choices.  Such a table is called a sociomatrix

One of Moreno’s innovations in sociometry was the development of the sociogram, a systematic method for graphically representing individuals as points/nodes and the relationships between them as lines/arcs. Moreno, who wrote extensively of his thinking, applications and findings, also founded a journal entitled Sociometry.

A Sociogram is an important tool for teachers. The sociogram is the chart used to actually apply sociometry in the classroom. It charts the interrelationships within a group. Its purpose is to discover group structures and the relation of any one person to the group as a whole. Its value to the teacher is in its potentiality for developing greater understanding of group behaviour so that he may operate more wisely in group management and curriculum (5). This shows the positive nature of sociometry and the use of it is important for understanding the relationships within classrooms. Once this relationship is understood by the teacher, group work can be better facilitated for greater learning to occur.

When working with students who tend to socially withdraw or isolate themselves, a sociometric activity can be conducted with the class to determine the peer(s) who would most like to interact with the targeted students. These results can then be used when assigning groups and arranging seating (6). The use of sociometry has since expanded into other fields such as psychology, sociology, anthropology, and is now being used for education and classroom purposes. The use of sociometry in the classroom is to find the best relationships between students and to see how children see themselves within the social construct of education.

 Applications to the Classroom

 ”Every teacher knows that the group of children with which he works is more that an aggregation of individuals. He knows that the group has form and structure; that there are patterns of sub-groups, cliques, and friendships. Some individuals are more accepted by the group then others. Some are more rejected. Theses factors play an important role in determining how the group will react to learning situations and to various types of group management employed by the teacher” (5).

This quote is a very nice summary of the necessity of sociometry in the classroom. It also highlights what sociometrists are trying to accomplish by studying groups in social settings. They are trying to see how people get along in groups and what this means in the context of learning and developing within the classroom.

For group work, sociometry can be a powerful tool for reducing conflict and improving communication because it allows the group to see itself objectively and to analyze its own dynamics. It is also a powerful tool for assessing dynamics and development in groups devoted to therapy or training (3).

Sociometric criteria  for making choice-

Choices are always made on some basis or criterion.  The criterion may be subjective, such as an intuitive feeling of liking or disliking a person on first impression.  The criterion may be more objective and conscious, such as knowing that a person does or does not have certain skills needed for the group task.

Critarion Selection

The selection of the appropriate criterion makes or breaks the sociometric intervention.   As in all data-collection in the social sciences, the answers you get depend on the questions you ask.  Any question will elicit information but unless the right question is asked, the information may be confusing or distracting or irrelevant to the intervention’s objective.

A good criterion should present a meaningful choice to the person in as simple a format as possible.  Other criteria are: the Rule of adequate motivation: “Every participant should feel about the experiment that it is in his (or her) own cause . . . that it is an opportunity for him (or her) to become an active agent in matters concerning his (or her) life situation.” and the Rule of “gradual” inclusion of all extraneous criteria. Moreno speaks here of “the slow dialectic process of the sociometric experiment

 The criterion must be like a surgeon’s knife: most effective when it cleanly isolates the material of interest.  In responding to the question, each person will choose based on an individual interpretation of the criterion.  These interpretations, or sub-criteria, for this particular question could include: do I want a person who works hard, who is a power-broker, who is amiable, a minority, etc.  A clear statement of the criterion will tend to reduce the number of interpretations and will therefore increase the reliability of the data.

Princeples of Critarion Selection

The criterion should be as simply stated and as straightforward as possible.

The respondents should have some actual experience in reference to the criterion, whether ex post facto or present (in Moreno’s language, they are still “warmed up” to them) otherwise the questions will not arouse any significant response.

The criterion should be specific rather than general or vague.  Vaguely defined criteria evoke vague responses.

 When possible, the criterion should be actual rather than hypothetical.

A criterion is more powerful if it is one that has a potential for being acted upon.  For example, for incoming college freshmen the question “Whom would you choose as a roommate for the year?” has more potential of being acted upon than the question “Whom do you trust?”

Moreno points out that the ideal criterion is one that helps further the life-goal of the subject.  “If the test procedure is identical with a life-goal of the subject he can never feel himself to have been victimized or abused.  Yet the same series of acts performed of the subject’s own volition may be a ‘test’ in the mind of the tester”  (Moreno, p. 105).  Helping a college freshman select an appropriate roommate is an example of a sociometric test that is in accord with the life-goal of the subject.

“It is easy to gain the cooperation of the people tested as soon as they come to think of the test as an instrument to bring their wills to a wider realization, that it is not only an instrument for exploring the status of a population, but primarily an instrument to bring the population to a collective self-expression in respect to the fundamental activities in which it is or is about to be involved.” (Moreno, 1953, pp. 680-681).

As a general rule questions should be future oriented, imply how the results are to be used, and specify the boundaries of the group (Hale, 1985).  And last, but not least, the criteria should be designed to keep the level of risk for the group appropriate to the group’s cohesion and stage of development.

Sociometric assessment techniques/ Methods

There are a variety of what can be referred to as classic sociometric assessment techniques derived from the work of the 1930s, including peer nomination, peer rankings, and sociometric rankings. In the peer nomination technique, children in a social group or school classroom anonymously identify social preferences for their classmates. For example, children may be asked to provide a list of the three classmates with whom they would most like to play and the three with whom they would least like to play. Another peer nomination technique (see Figure 1) is to provide a list of the names of the children in a classroom along with social acceptance items (e.g., “Who do you like to play with?” “Who is most likely to be alone during recess?” “Who gets into trouble the most?”). The children are asked to identify perhaps one to three classmates who they perceive best fit the item description.

An alternative peer nomination method for early readers is to use photographs with an adult reading the items aloud in either an individual or classroom setting while the children provide a nomination for a child, perhaps by assigning a smiling or frowning face to the photograph that applies. Another variation of the peer nomination method is the class play. In this procedure children cast their peers in positive and negative roles in an imaginary play. The class play has the potential advantage of being more acceptable in school settings because the positive and negative role assignments may be perceived as a more discreet method for identifying children’s social standing. For each of the methods described, the nominations may be summed for each child and the results are used to identify those children who are perceived as most socially positive or negative by their peers.

Two other sociometric techniques can be described as peer ratings and sociometric rankings. Peer ratings are conducted by providing a list of children’s names in the social group or classroom along with a rating for social acceptance items such as “The most fun to play with,”.“The least fun to play with,” and “Has the most friends.” The rating methods that are used may vary, typically ranging from three- to five-point Likert-type responses (e.g., Agree, Neutral, Disagree). In contrast to peer nominations and ratings, sociometric rankings are completed by an adult, most often the classroom teacher who has had the opportunity to observe the children in multiple social settings such as the classroom, playground, and cafeteria. In this method, teachers rank the children on social dimensions similar to those provided by peers.

Each of these sociometric assessment methods has strengths and limitations. Researchers have found that each method appears to be valid for identifying children’s social standing. Peer ratings and adult rankings appear to provide the most reliable or stable measurements and, as such, may be more useful than the peer nomination method. A major issue that arises with each of these methods is the concept of social validity, which refers to the acceptance, usefulness, and potential harm of an assessment procedure. The applications of sociometric assessment methods have resulted in controversy and ethical concerns regarding their use. These concerns center on the use of negative peer nominations and the possibility that children will compare responses which may result in negative social and emotional consequences for children who are not positively perceived by their peers. These concerns contributed to the decline in the acceptance and use of sociometric assessment methods, particularly in school settings. However, researchers have found no strong evidence that negative consequences occur for either the children who are rating or those being rated; therefore, sociometric assessment continues to be used as a research tool for understanding children’s social relationships.

Related Assesment Methods

Although the term sociometrics has been most often applied to the assessment methods described above, in a broader context the term can be applied to related assessment measures of social functioning. These methods tend to focus on children’s social competencies and skills rather than measuring only social standing or peer acceptance. Because these methods are more often used in practical applications in school settings, they are briefly described here.

Social Behavior Rating Scales. Social behavior rating scales represent one of the most frequently used measures of social competence. These rating scales are designed for gathering data on the frequency of occurrence of specific skills or behaviors. Some rating scales focus on social problem behaviors and others are designed specifically to assess children’s social skills. For example, a social skills rating scale may contain items such as “Appropriately invites friends to play” or “Controls temper in conflicts with adults” which are rated on a frequency scale (e.g., Never, Sometimes, Always). Depending on the measure, ratings can be gathered from parents or parent surrogates, teachers, and when appropriate from the children themselves. Rating scales in essence provide summary observations of a child’s social behavior. Gathering data from these multiple sources can facilitate understanding different perspectives regarding a child’s social skills in home and school settings. Well designed social skills rating scales have been found to be reliable and valid measures.

Observation Methods. Observation methods are used to gather information about a child’s social skills in natural settings, such as in the classroom, in the cafeteria, and on the playground. Observation methods can be highly structured wherein defined behaviors are measured for frequency of occurrence or measured for occurrence during specified time periods or intervals. For example, a child’s play behavior may be observed during recess by a school psychologist who records every 30 seconds whether the child was playing alone or with others. Other observation methods are less structured and rely on a narrative approach for describing a child’s social interactions. Observation methods often include focus on the environmental variables that may increase or decrease a child’s social skills, such as the reactions of peers and adults to a child’s attempts at initiating conversation. Observations also can be conducted in what is known as analogue assessment, which involves having a child role-play social scenarios and observing the child’s performance. Whereas rating scales provide summary measures that rely on some level of recall, observations have the advantage of directly sampling a child’s behavior in actual social contexts or settings, thereby increasing the validity of the assessment. The limitations of observations are that multiple observers are required to ensure reliable assessment (interobserver agreement) and observations are more time intensive. Thus in applied settings they may provide limited information due to time constraints.

Interview Methods. Interview methods are used to gather information about a child’s social skill strengths and weaknesses, and to aid in the identification of specific skill deficits for intervention. Interviews can be used separately with children, parents or parent surrogates, and teachers, or conjointly with multiple sources. Interviews can be structured, with a focus on the identification and treatment of specific social skills, or interviews can be less structured, with a greater focus on feelings and perceptions about a child’s social skills. As with rating scales, interview data can be viewed as summary recall information which should be validated with direct observation.

The assessment methods described often are combined in a comprehensive social skills assessment that may include rating scales, observations, and interviews. Using multiple methods of assessment is considered best practice because the use of more than one assessment method increases the likelihood that the behaviors which are targeted for classification or intervention are valid, and that specific social skills strengths and deficits are clearly defined. It is also important to use multiple assessment methods to monitor a child’s progress and to assess the effectiveness of an intervention.

Implication of Sociomatric  Assessment  for Educational Practices

In educational practice, sociometric assessment most often is used to determine eligibility for special education and for intervention for adaptive behaviors or socio-emotional problems. Children identified with special education needs, such as learning problems, mental retardation, attention deficit disorders, and autism spectrum disorders, including Asperger’s syndrome, may benefit from assessment and intervention toward enhancing their social skills. In the general education population, children may benefit who are shy, rejected, or engage in bullying or aggressive behaviors or who simply have limited social skills. Most of the classic sociometric assessment methods are not used in educational practice, partly due to issues with acceptability. Furthermore, although these methods have been found to be useful in research, they may not be viewed as being useful in school settings because they do not lead to specific classification for special education nor do they provide specific data that can directly assist in the intervention process. Related sociometric assessment measures such as rating scales often are used because these methods provide more specific information that can be linked to classification and intervention.

One classic sociometric assessment method that has been shown to be effective in educational practice is sociometric rankings. In this procedure teachers rank the children in their classroom who the teacher views as having social behavior problems, sometimes in relation to internalizing and externalizing problem behaviors. (Internalizing behaviors refer to problems such as depression, anxiety, and social withdrawal; externalizing behaviors refer to problems such as aggression, conduct problems, and hyperactivity.) The use of teacher rankings serves as an initial screening device for identifying children who may need additional assessment and intervention. Once identified, the children are screened further with a rating scale or related method to determine the extent of their social difficulties. Those children who are found to have problems are then referred for more assessment intended to specify their problems and provide an intervention, such as social skills training. Researchers have found this method of assessment, known as a multiple gating procedure, to be acceptable and effective in applied settings.

Assessing and understanding children’s and adolescents’ peer relations is important in educational settings for several reasons. From a developmental standpoint, it is important to understand how children develop social skills as they mature. Researchers have found that sociometric assessment can be useful in identifying children’s social standing and predicting positive or negative social outcomes for children. The establishment of friendships and positive social interactions are important for children’s social development and for interacting in the social world, including the school setting. Children with poor peer and adult relationships often experience negative social and emotional consequences that can continue throughout adulthood. These negative consequences can include lower academic achievement, higher rates of school dropout, depression, anxiety, low self-esteem, poor self-concept, social withdrawal, fewer positive employment opportunities, and anti-social behaviors such as aggression and criminality. Researchers have estimated that at least 10%, or one in ten children experience consistent negative peer relationships. Therefore, a large number of children with inadequate social relationships may be at-risk for developing behavioral and emotional difficulties. Children with poor or limited social skills also are at risk for becoming victims of bullying and other aggressive behaviors. Children with disabilities often have social skills deficits and negative peer perceptions that put them at heightened risk.

Given these potentially negative outcomes, social skills assessment is important in educational settings. In research, the identification of the development of social standing and social skills can facilitate understanding the behaviors of socially successful and unsuccessful children. In research settings, both classic sociometric assessment and social skills assessment methods are used to achieve better understanding of social types and behaviors. These behaviors can in turn be used to understand children’s and adolescents’ social skill deficits and can aid in the design and study of social skills assessments and interventions.

  Sociometry Test-An Example-The basic technique in sociometry is the “sociometric test.” This is a test under which each member of a group is asked to choose from all other members those with whom he prefers to associate in a specific situation. The situation must be a real one to the group under study, e.g., ‘group study’, ‘play’, ‘class room seating’ for students of a public school.

 The typical process for a sociometric intervention follows these basic steps:

(1) Identify the group to be studied

(2) Develop the criterion,

(3) Establish rapport / warm-up,

(4) Gather sociometric data,

(5) Analyze and interpret data,

(6) Feed back data, either: (a) to individuals, or (b) in a group setting,

(7) Develop and implement action plans,

A specific number of choices, say two or three to be allowed is determined with reference to the size of the group, and different levels of preferences are designated for each choice.

Suppose we desire to find out the likings and disliking of persons in a work group consisting of 8 persons. Each person is asked to select 3 persons in order or preference with whom he will like to work on a group assignment. The levels of choices are designated as: the first choice by the’ number 1, the second by 2, and the third by 3

 For example, you are with a group of 10 kids. Everyone is asked to choose one person to sit next to them. Show your choice by placing your right hand on the shoulder of the person you choose.  Move about the room as you need to make your choice.  There are only two requirements: (1) you may choose only one person and (2) you must choose someone.”  Typically you and the kids will make their choices after only a little hesitation.

 This exercise may be repeated several times in the period of just a few minutes using different criteria each time. The exercise graphically illustrates not only the social reality of choice-making, but also the fact that different criteria evoke different patterns of choices. ”

Regardless of the criterion, the person who receives the most hands on his or her shoulder is what is known as the sociometric star for that specific criterion. Other sociometric relationships which may be observed are mutuals , where two people choose each other; chains, where person A chooses person B who chooses person C who chooses person D and so on; and gaps or cleavages when clusters of people have chosen each other but no one in any cluster has chosen anyone in any other cluster.

This “hands-on” exercise can be very helpful for teaching a group about sociometry and about the reality of the informal organization.  While the group is in each pattern, the consultant can ask the group to describe the pattern, how the pattern reflects “real life”, and what the group would need to do to close up any cleavages. Participants learn very quickly and concretely about the informal organization underlying their formal organization.  As one participant said, “It shows how we really feel, but we don’t say it very often.”

 Constructing a sociomatrix for a small group like this one is a simple task, but when the number of people in the group is more than about five or six, the clerical work and calculations become quite tedious and open to error.  With a large matrix, the identification of mutuals begins to resemble a migraine headache.  Fortunately there are computers.  Software exists to automate all the tedious calculations involved in creating a sociomatrix of up to 60 people. The software produces not only the sociomatrix itself but also several useful group and individual reports

Validity of Sociometry

 Does sociometry really measure something useful?  Jane Mouton, Robert Blake and Benjamin Fruchter reviewed the early applications of sociometry and concluded that the number of sociometric choices do tend to predict such performance criteria as productivity, combat effectiveness, training ability, and leadership.  An inverse relationship also holds:  the number of sociometric choices received is negatively correlated with undesirable aspects of behavior such as accident-proneness,  and frequency of disciplinary charges” .  The more frequently you are chosen, the less likely you are to exhibit the undesirable behavior.

 Limitations of sociometry

To quote Moreno: “there is a deep discrepancy between the official and the secret behavior of members”. Moreno advocates that before any “social program” can be proposed, the sociometrist has to “take into account the actual constitution of the group.”

Sociometry is rarely used in the classroom because it usually cannot be effectively reproduced by teachers in their classrooms. However, studies of aggression and school violence show how and why sociograms should be used .

There has been research conducted pointing out that there is a tendency to use esoteric terms which are intelligible only to the initiated and create barriers to communication .

 Sociometric assessment can be defined as the measurement of interpersonal relationships in a social group. Sociomet-ric measurement or assessment methods provide information about an individual’s social competence and standing within a peer group. School-based sociometric assessment often focuses on a child’s relationships with regard to social popularity, peer acceptance, peer rejection, and reputation. Some sociometric assessment methods derive information on social relationships by assessing children’s positive and negative social perceptions of one another, whereas other methods involve adult (teacher, parent) and self perceptions of children’s social competencies or standing. Sociometric assessment methods were introduced in the 1930s and advanced in the journal Sociometry. In the 1950s, several books were published on the topic and sociometric measurements often were part of research and school-based assessments of social relationships. The use of classic sociometric procedures declined in the following decades, due to the advancement of social behavior rating scales and ethical concerns regarding the use of peer nomination methods with children.

References :

Hale, Ann E. (1985) Conducting Clinical Sociometric Explorations: A Manual.  Roanoke, Virginia: Royal Publishing Company.

Hoffman, Chris,  Wilcox, L., Gomez, E. & Hollander, C. (1992).  Sociometric Applications in a Corporate Environment, Journal of Group Psychotherapy, Psychodrama & Sociometry, 45, 3-16.

Hollander, Carl E. (1978) an Introduction to Sociogram Construction. Denver, Colorado: Snow Lion Press, Inc.  Available at the Colorado Psychodrama Center, 350 South Garfield, Denver CO, 303-322-8000.

Moreno, Jacob Levy (1934, Revised edition 1953). Who Shall Survive? Beacon, NY: Beacon House.

Moreno, Jacob Levy (1960). The Sociometry Reader. Glencoe, Illinois: The Free Press.

Northway, Mary L. (1967). A Primer of Sociometry. Toronto: University of Toronto Press.

Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents. School Psychology International, 12, 63–83.

Gresham, F. M. (2002). Best practices in social skills training. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 1029–1040). Bethesda, MD: National Association of School Psychologists.

Walker (Eds.), Children’s social behavior: Development, assessment, and modification (pp. 215–284). New York: Academic Press.

Merrell, K. W. (1999). Behavioral, social, and emotional assessment of children and adolescents. Mahwah, NJ: Erlbaum.

Sheridan, S. M., & Walker, D. (1999). Social skills in context: Considerations for assessment, intervention, and generalization. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed., pp. 686–708). New York: Wiley.

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Qualitative Research – Leveraging Interviews

Interviewing is a unique source of information for both researchers and professionals, as it yield rich insights into people’s biographies, experiences, opinions, values, aspirations, attitudes and feelings.  When qualitative information is required for a research, Interviews can provide probing insights which no other research instrument can provide.

Frey and Oishi (1995:01) define Interview as “a purposeful conversation in which one person asks prepared questions (interviewer) and another answers them (respondent)”

Broadly speaking, any person-to-person interaction between two or more individuals with a specific purpose in mind is called an interview.

While Interviews serve the common use as a means of selection – for entry to school or college, getting a job or obtaining promotion, where they are widely as they give an idea of ‘what makes people tick’, of the personality and the motivations of the interviewee, Interviews provide a unique and powerful tool for researchers to obtain information and gain insights in the topic being researched.  They can serve as an important tool which can lead to further research using other methodologies such as observation and experiments.

In research, interviewing may be defined as two-way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to as a specific study.  They involve not only conversation, but also learning from the respondents’ gestures, facial expressions and pauses, and their environment. Interviews require a personal sensitivity and adaptability as well as the ability to stay within the bounds of the designed protocol.

Interviews are among the most challenging and rewarding forms of measurement.

Interviewing allows researchers and groups interested in the study human behavior, such as social scientists, to understand the nuances of human behavior.  It can be use for collecting a wide range of data from factual demographic data to highly personal and intimate information relating to a person’s opinions, attitudes, and values, beliefs, past experience and future intentions.  Interviews can help examine the human element of answering why people think or act in a certain way, thereby forming the basis of qualitative research.  Interviews can be used to elicit information about attitudes and opinions, perspectives and meanings, the very stuff of much interest of both education and sociology.

Interview can add flesh to statistical information. They enable the investigator to grasp the behavioral context of the data furnished by the respondents. They permit the investigator to seek clarifications and bring to the forefront those questions, that, for one reason or another, respondents do not want to answer.

Types of Interviews in Research

Based on communication channel for Interviews

Face-to-face Interviews: This may be one-to-one, one-to-many or many-to-many – face to face interaction between the interviewer(s) & Interviewee(s).  Face to face interviews are characterized by synchronous communication in time and place.

Face to face interviews can take its advantage of social cues. Social cues, such as voice, intonation, body language etc. of the interviewee can give the interviewer a lot of extra information that can be added to the verbal answer of the interviewee on a question.  In Face to face interviews there is no significant time delay between question and answer; the interviewer and interviewee can directly react on what the other says or does.  An advantage of this synchronous communication is that the answer of the interviewee is more spontaneous, without an extended reflection.  But due to this synchronous character of the medium, the interviewer must concentrate much more on the questions to be asked and the answers given.

Another advantage of this interview method is that termination of a Face to face interview is easy as compared to other interview methods.  In the interaction between interviewer and interviewee enough clues can be given that the end of the interview is near, for example by shuffling the papers and turning off the tape recorder.  An explicit way to terminate the interview is by thanking the interviewee for cooperation and asking if there are further remarks that might be relevant to the topic or the interview process. This can lead to an emergent of a whole new area of information

Using Face-to-face for collecting information are preferred, when:

  • Social cues of the interviewee are very important information sources for the interviewer
  • The interviewer has enough budget
  • The interviewees are physically co-located close to the interviewer or time for travel is acceptable
  • Standardization of the interview situation is important

Written Interviews: Survey instruments, such as pre defined questionnaires are a standardized written interview method of collecting data for qualitative research. This method can be accomplished without verbal communication, but rather with self-administered instruments sent through the mail or via the Internet. Using surveys ensures that a larger sample can be included in the qualitative research since they can be sent out to a greater number of people. Also, the data is systematized, allowing data collection to be more uniform than other interviewing techniques. Survey instruments are a limited form of interviewing, as the questioning is rigid. Answers to surveys are close-ended, with a limited number of answers from which the participant can choose. Another issue with surveys is they are limited by the literacy levels and language of the participant.

Telephone interviews: Almost everyone is familiar with the telephone interview. Telephone interviews enable a researcher to gather information rapidly. Like personal face-to-face interviews, they allow for some personal contact between the interviewer and the respondent. And, they allow the interviewer to ask follow-up questions.

Telephone interviewing is a non-personal method of data collection. Telephone interviewing allows for more personal data and some flexibility in reaching a larger sample of the population of the study. With telephone interviews, one major issue is contacting participants who are willing to spend time answering questions after someone cold calls them. Language barriers may be an issue when the sample constitutes a large population that speaks a different language than the interviewer. Social barriers may prevent participants from being honest with their responses, especially when discussing personal issues. Telephone interviews should be pre-structured with a combination of open- and close-ended questions, and need to be brief to keep the participant’s attention.  One of the advantages of telephone interviewing is the extended access to participants such as:

  • People from all over the globe can be interviewed
  • It enables researchers to contact populations that might be difficult to work with, for example mothers at home with small children, shift workers, computer addicts and people with disabilities.
  • It is a possible means of access to people on sites, which have closed or limited access – such as hospitals, religious communities, prisons, the military, etc.
  • Some personal issues are so sensitive that participants might be reluctant to discuss them face to face with an interviewer.
  • Social cues of the interviewee are less or not important information sources for the interviewer
  • The interviewer has a small budget and less time for travelling
  • Looking for access to people on sites, which have closed or limited physical access – such as hospitals, religious communities, prisons, the military, etc.

Use of interviewers encourages sample persons to respond, leading to higher response rates. Interviewers can increase comprehension of questions by answering respondents’ questions. Fairly cost efficient, depending on local call charge structure good for large national (or international) frames some potential for interviewer bias (e.g. some people may be more willing to discuss a sensitive issue with a female interviewer than with a male one) cannot be used for non-audio information (graphics, demonstrations, taste/smell samples) unreliable for rural areas where telephone density is low.

Although the interviewer can interview people that are not easy to access, But they also have some major disadvantages one of the disadvantages of asynchronous communication of place by telephone is the reduction of social cues. The interviewer does not see the interviewee, so body language etc. cannot be used as a source of extra information.

Many people don’t have publicly-listed telephone numbers. Some don’t have telephones. People often don’t like the intrusion of a call to their homes. And, telephone interviews have to be relatively short or people will feel imposed upon.

Instant messaging interviews:  These are synchronous communication of time, but asynchronous communication of place.  These interviews only applies when both the participants are competent enough in type writing and using (and have access to) computers.  As with telephone interviews, due to the asynchronous communication of place, one of the advantages of instant messaging interviewing is the extended access to participants.   The interviewer can remotely interview people that are not easily accessible. There are disadvantages to this type of interview also such as lack of some elements, as intonation, but with the technological advancement it can be addressed with the use of emoticons with a normal keyboard. Using instant messaging interviews for collecting information are preferred, when:

  • Social cues of the interviewee are not important informational sources for the interviewer
  • The interviewer has a small budget and less time for travelling
  • Looking for access to people on sites, which have closed or limited physical access (such as hospitals religious communities, prisons, the military, and cults)
  • Standardization of the interview situation is not important
  • Anonymity is requested

Internet and E-mail interviews: Internet has provided a new channel for conducting interviews.  Here a list of questions is created and published on the internet.  The respondents are then asked to respond. E-mail interviews are asynchronous communication of time and place. One of the advantages of e-mail interviewing, due to asynchronous communication of place, is the extended access to participants, compared to Face to face interview.

Another advantage of asynchronous communication of place is that disturbing background noises are not recorded. E-mail interviewing has of course the extra advantage that the interviewer can formulate the questions, and the interviewee can answer the questions at his or her own convenience without noise disturbance due to independence of place and time.

Asynchronous communication of place also has the advantage that an e-mail interview can be much cheaper than a Face to face interview, because there are no travelling costs. On the other hand this technique can cost a lot of time. Due to the asynchronous communication of time, the interviewee might have to wait sometimes for days or weeks before he/she answers the questions. This does not only lead to the risk that the interviewee will lose interest in the research, but also to the risk that the interviewee may forget to reply to questions. Sending reminders at an appropriate time to the interviewee can reduce this Using e-mail interviews for collecting information is preferred, when:

  • Social cues of the interviewee are not important information sources for the interviewer (of course dependent on the research problem);
  • The interviewer has a small budget and less time for travelling;
  • Looking for access to people on sites, which have closed or limited access (such as hospitals religious communities, prisons, the military, and cults);
  • Standardization of the interview situation is not important;
  • Anonymity is requested;

And as with using instant messaging, a disadvantage of using e-mail is the complete lack of social cues. Therefore e-mail interviewing “provides a limited register for communication” Using emoticons, as already discussed in the former paragraph, can diminish the effects of this disadvantage. But the interviewer must always be aware that the use of emoticons is not always appropriate according to the interviewee. As each interviewee has his or her own communication style, the interviewer has to adapt the personal communication style online accordingly. There are also researchers that warn for an overestimation of the use of emoticons, as “e-mail messages containing emoticons did not generate different interpretations than did messages without emoticons”

  • There is a huge time difference, because interviewer and interviewee live in different parts of the world separated by several time zones, and synchronous interviewing means for one party (interviewer or interviewee) interviewing at night;
  • It is necessary that the interviewee takes time to respond to the developing dialogue. Based on Interview Participants

Panel Interview: These involve several people sitting as a panel, usually with a chairperson to coordinate the questions Interviewing of candidates by one person may not be effective as he cannot judge the candidates in different areas/ skills owning to lack of knowledge and competence in multiple disciplines and areas. Hence most organizations invite a panel of experts, specialized in different areas / fields / disciplines, to interview the candidates. A panel of experts interviews each candidate, judges one’s performance individually and prepares a consolidated judgment based on each expert’s judgment and weighted of each factor. This type of interview is called as panel interview.

The panel method is a method of data collection, by which data is collected from the same sample respondents at intervals either by mail or by personal interview. This is used for longitudinal studies, and so on. The period, over which the panel members are contacted for information may spread over several months or years. The time interval at which they are contacted repeatedly may be 10 or 15 days, or one or two months depending on the nature of the study and the memory span of the respondents.

The panel may be static or dynamic. A static or continuous panel is one in which the membership remains the same throughout the life of the panel, except for the members who drop out. The dropouts are not replaced

The basic characteristic of the panel method is successive collection of data on the same items from the same persons over a period of time. The type of information to be collected should be such facts that can be accurately and completely furnished by the respondent without any reservation. The number of item should be as few as possible so that they could be furnished within a few minutes, especially when mail survey is adopted. Through a pilot study, the average amount of time that a panel member has to spend for reporting can be pre-determined. The panel method requires carefully selected and well-trained field workers and effective supervision over their work.

Group Interviews: The second type of interview technique is a group interview or focus group study. This was defined as “a research strategy for understanding audience/ consumer attitudes and behavior” The members of a focus group should feel very much at ease with each other before conducting the interview, ideally they should perhaps know each other already. The members of the group should be of the same sex and share similar backgrounds in order to rule out any confounding variables. Conversation in a focus group can be either structured or unstructured (often somewhere in between) and can last up to two hours. Discussion is guided constantly by the interviewer whilst the respondents (usually 6-12 of them) discuss and express opinions with each other.

Group interview may be defined as a method of collecting primary data in which a number of individuals with a common interest interact with each other. In a personal interview, the flow of information is multidimensional in focus groups; more than one person at a time is interviewed to collect qualitative data. These group interview sessions include six to 12 participants in order to gather insight and understanding from a clearly defined population. Focus groups are recorded by video or voice recorders, and then transcribed in order to capture the complete interview session. A researcher should also take notes during the session to record any emotions or situations that occur in the interview that would be missed otherwise. Questions are prearranged around a specific subject. However, with focus groups, the questions are open-ended, allowing for greater variability in answers. Participants can piggy-back on an answer and elaborate, or go in a new direction unexpected by the researcher and moderator. When analyzing the answers from focus groups, researchers must interpret the answers that are open to suggestion

Based on Interview Process

Formal/Structured Interview: Structured interviews in their simplest form are sometimes little more than oral questionnaires – used instead of the written form in order to obtain a higher response rate or with respondents, especially children, who might not be literate or capable of correctly completing a complex questionnaire.  In this type of interview, all the formalities, procedure like fixing the value, time, panel of interviewers, opening and closing, intimating the candidates officially etc. are strictly followed in arranging and conducting the interview. The course of the interview is preplanned and structured, in advance, depending on job requirements. The questions items for discussion are structured and experts are allotted different areas and questions to be asked. There will be very little room for the interviewers to deviate from the questions prepared in advance in a sequence.

Closed or structured interviews are defined as a social survey where “the range of possible answers to each question is known in advance. Often, possible answers are listed on the form so that the interviewer simply marks the appropriate reply in each case. This approach is much more standardized using a prearranged list of answers for the respondent to choose from. There is little freedom for flexibility, due to the fixed question order. Each person is given the same questions therefore being uniform. This has its advantages in that the information is easily quantifiable and allows the responses to be compared. Due to the lack of flexibility in this approach, it means that there is “little room for unanticipated discoveries”. People may feel that their response does not fit any of the designated answers
Informal/Unstructured Interview:  At the opposite extreme in interview design are completely unstructured conversations between researcher and respondent, where the latter has as much influence over the course of the interview as the former.  This is the interview which can be conducted at any place by any person to secure the basic and non-job related information. In this interview the candidate is given the freedom to tell about himself by revealing his knowledge on various items/areas, his background, expectations, interest etc. Similarly, the interviewer also provides information on various items required by the candidate.

Open-ended or unstructured interviews are defined as “an informal interview , not structured by a standard list of questions. Fieldworkers are free to deal with the topics of interest in any order and to phrase their questions as they think best.” This type of structure uses a broad range of questions asking them in any order according to how the interview develops. Open-ended questions allow the interviewer, if they wish, to probe deeper into the initial responses of the respondent to gain a more detailed answer to the question.  The richness of the data is therefore entirely dependent on the interviewer. They themselves, must judge how much or how little they should probe or say themselves.

Semi-Structured Interview: There is a half-way house, where the researcher designs a set of key questions to be raised before the interview takes place, but builds in considerable flexibility about how and when these issues are raised and allows for a considerable amount of additional topics to be built in  response to the dynamics of conversational exchange.   Semi-structured interview often starts with a basic checklist of areas to be covered in the interview in the form of questions. The interviewer guides the interview, but permits the various aspects of the subject to arise naturally and in any order.  Hence an interview guide is preferable. It is characteristic of semi-structured interview that more or less open questions are brought to the interview situation in the form of an interview guide .They are the form most often used in education research.

In-Depth Interview: In-depth interviewing is a qualitative research technique that involves conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program, or situation. : In this type of Interview, the candidates would be examined extensively in core areas of knowledge and skills of the job. Experts in that particular field examine the candidates by posing relevant questions as to extract critical answers from them, initiating discussions regarding critical areas of the job, and by asking the candidates to explain even minute operations of the job performance. Thus, the candidate is examined thoroughly in critical / core areas in their interviews.

In-depth interviews are useful when you want detailed information about a person’s thoughts and behaviors or want to explore new issues in depth. Interviews are often used to provide context to other data, offering a more complete picture of what happened in the program and why.

In-depth interviews should be used in place of focus groups if the potential participants may not be included or comfortable talking openly in a group, or when you want to distinguish individual (as opposed to group) opinions about the program. They are often used to refine questions for future surveys of a particular group.

The primary advantage of in-depth interviews is that they provide much more detailed information than what is available through other data collection methods, such as surveys. They also may provide a more relaxed atmosphere in which to collect information—people may feel more comfortable having a conversation with you about their program as opposed to filling out a survey.

However, there are a few limitations and pitfalls, each of which is described below:

  • Bias: Because program or clinic staff might want to “prove” that a program is working, their interview responses might be biased. Responses from community members and program participants could also be biased due to their stake in the program or for a number of other reasons. Every effort should be made to design a data collection effort, create instruments, and conduct interviews to allow for minimal bias.
  • Time-intensive: Interviews can be a time-intensive evaluation activity because of the time it takes to conduct interviews, transcribe them, and analyze the results. In planning data collection effort, care must be taken to include time for transcription and analysis of this detailed data.
  • Interviewer must be appropriately trained in interviewing techniques: To provide the most detailed and rich data from an interviewee, the interviewer must make that person comfortable and appear interested in what they are saying. They must also be sure to use effective interview techniques, such as avoiding yes/no and leading questions, using appropriate body language, and keeping their personal opinions in check.
  • Lack of Generalization:  When in-depth interviews are conducted, generalizations about the results are usually cannot be made. The reason is that small samples are chosen and random sampling methods are not used. In-depth interviews however, provide valuable information for programs, particularly when supplementing other methods of data collection. It should be noted that the general rule on sample size for interviews is that when the same stories, themes, issues, and topics are emerging from the interviewees, then a sufficient sample size has been reached.

Based on Interview Technique

Stress Interview: This interview aims at testing the candidate’s job behavior and level of withstanding during the period of stress and strain. Interviewer tests the candidate by putting him under stress and strain by interrupting the applicant from answering, criticizing his opinions, asking questions pertaining to unrelated areas, keeping silent for unduly long period after he has finished speaking etc. Stress during the middle portion of the interview gives effective results. Stress interview must be handled with at most care and skill.

Behavioral Interview: Behavioral based interviewing is interviewing based on discovering how the interviewee acted in specific employment-related situations. The logic is that how one behaved in the past will predict how one will behave in the future i.e. past performance predicts future performance.

Topical interviews: These interviews are concerned with the facts and sequence of an event. The interviewer is interested in a reconstruction of the experience and what happened; the researcher actively directs questions in pursuit of precise facts.

Life histories Interviews: These interviews deal with individual experiences or rites of passage. In oral histories, one collects information about a dying lifestyle or art skills. These result in narratives and stories that interpret the past.

Evaluation interviews: These interviews examine new programs or school developments and suggest improvements. Since evaluation deals with incorrect behaviors as well as positive ones, justifications of behaviors result may consist of myths and unresolved tensions.

Focus group interviews: In these interviews, people meet to share their impressions and changes of thinking or behavior regarding a product or an institution. Participants may be strangers and make an effort to preserve their competency and may not admit faults.

Cultural interviews: They focus on the norms, values, understandings, and taken-for-granted rules of behavior of a group or society this type of interview reports on typical shared activities and their meanings. The style of interview is relaxed and questions flow naturally with no fixed agenda. People are interviewed several times so that emerging themes are pursued later. . The partner then relates what is important with examples. The truth of the fact is not as important as how well it illustrates the [cultural] premises and norms. In the cultural interview, the interviewer is partner and co-constructs the interview and report. The cultural report, besides being the expert story, is credible because it consists of the words of members of the culture. It is assumed that people are basically honest and that they share similar views.

Case Interviews:  Case interviews are broad, two-way discussions, rather than one-way tests and there is no perfect answer. Interviewee will be assessed more on how they go about dealing with the problem, rather than on the specific answers they come up with.

Group Discussion Interviews: There are two methods of conducting group discussion interview, namely, group interview method and discussion interview method. All candidates are brought into one room i.e. interview room and are interviewed one by one under group interview This method helps a busy executive to save valuable time and gives a fair account of the objectivity of the interview to the candidates.

Under the discussion interview method, one topic is given for discussion to the candidates who assemble in one room and they are asked to discuss the topic in detail. This type of interview helps the interviewer in appraising, certain skills of the candidates like initiative, inter-personal skills, dynamism, presentation, leading comprehension, collaboration etc.

Interviewers are at ease in this category of interview because of its informality and flexibility. But it may fail to cover some significant portions of the candidates’ background and skills.

The Stages of an Interview investigation

Steinar Kvale, suggested that there is no common procedure for research interviews but an interview investigation can be outlined in seven method stages: thematizing, designing the study so it addresses the research questions, the interview itself, transcribing, analyzing, verification and reporting.

The research interview is characterized by a methodological awareness of question forms, a focus on the dynamics of interaction between interviewer and interviewee, and also a critical attention to what is said

  • Thematizing: Formulate the purpose of the investigation and describe the concept of the topic to be investigated before the interviews start
  • Designing: Plan the design of the study, taking into consideration all seven stages, before the interview starts.
  • Interviewing: Conduct the interviews based on an interview guide and with a reflective approach to the knowledge sought
  • Transcribing: Prepare the interview material for analysis, which commonly includes a transcription from oral speech to written text.
  • Analyzing: Decide, on the basis of the purpose and topic of the investigation, and on the nature of the interview material, which methods of analysis are appropriate.
  • Verifying: Ascertain the generalizability, reliability, and validity of the interview findings. Reliability refers to how consistent the results are,, and validity means whether an interview study investigates what is intended to be investigated.

Reporting: Communicate the findings of the study and the methods applied in a form that lives up to scientific criteria, takes the ethical aspects of the investigation into consideration.

General procedure for conducting the interview

Understanding the Role of the Interviewer

Interviewers now are increasingly seen as active participants in interactions with respondents, and interviews are seen as negotiated accomplishments of both interviewers and respondents that are shaped by the contexts and situations in which they take place. In other words, researchers are not visible, neutral entities; rather, they are part of the interactions they seek to study and influence those interactions. The interviewer’s role is complex and multifaceted. It includes the following tasks:

  • Identifying and gaining cooperation of Interviewee – The interviewer has to find the respondent. In door-to-door surveys, this means being able to locate specific addresses. Often, the interviewer has to work at the least desirable times as that’s when respondents are most readily available.
  • Motivating Interviewee – The interviewer has to be motivated and has to be able to communicate that motivation to the respondent. Often, this means that the interviewer has to be convinced of the importance of the research
  • Clarifying any confusion/concerns – Interviewers have to be able to think on their feet. Interviewee may raise objections or concerns that were not anticipated. The interviewer has to be able to respond candidly and informatively.
  • Observing the quality of responses – Whether the interview is personal or over the phone, the interviewer is in the best position to judge the quality of the information that is being received. Even a verbatim transcript will not adequately convey how seriously the respondent took the task, or any gestures or body language that was evident.
  • Conducting a good interview – The interviewer has to conduct a good interview. Every interview has a life of its own. Some respondents are motivated and attentive, others are distracted or disinterested. The interviewer also has good or bad days. Assuring a consistently high-quality interview is a challenge that requires constant effort.

Training the Interviewers

One of the most important aspects of any interview study is the training of the interviewers themselves. In many ways the interviewers end being the measures, and the quality of the results is totally in their hands. Even in small studies involving only a single researcher-interviewer, it is important to organize in detail and rehearse the interviewing process before beginning the formal study.

Following major consideration should be addressed for interviewer training:

  • Describing the entire study – Interviewers need to know more than simply how to conduct the interview itself. They should learn about the background for the study, previous work that has been done, and why the study is important.
  • Communicating the sponsor of research – Interviewers need to know who they are working for. They — and their respondents — have a right to know not just what agency or company is conducting the research, but also, how the research is paid for.
  • Teaching about survey research – While you seldom have the time to teach a full course on survey research methods, the interviewers need to know enough that they respect the survey method and are motivated. Sometimes it may not be apparent why a question or set of questions was asked in a particular way. The interviewers will need to understand the rationale for how the instrument was constructed.
  • Educating the sampling logic and process – Naive interviewers may not understand why sampling is so important. They may wonder why one goes through all the difficulties of selecting the sample so carefully. They should be explained that sampling is the basis for the conclusions that will be reached and for the degree to which the study will be useful.
  • Explaining interviewer bias – Interviewers need to know the many ways that they can inadvertently bias the results. And, they need to understand why it is important that they not bias the study. This is especially a problem when you are investigating political or moral issues on which people have strongly held convictions. While the interviewer may think they are doing well for society by slanting results in favor of what they believe, they need to recognize that doing so could jeopardize the entire study in the eyes of others.
  • Piloting the interview – When one first introduces the interview, it’s a good idea to walk through the entire protocol so the interviewers can get an idea of the various parts or phases and how they interrelate.
  • Explaining respondent selection procedures, including reading maps – It’s astonishing how many adults don’t know how to follow directions on a map. In personal interviews, the interviewer may need to locate respondents who are spread over a wide geographic area. And, they often have to navigate by night (respondents tend to be most available in evening hours) in neighborhoods they’re not familiar with. Teaching basic map reading skills and confirming that the interviewers can follow maps is essential.
  • Identifying respondents – Just as with households, many studies require respondents who meet specific criteria. For instance, your study may require that you speak with a male head-of-house between the ages of 30 and 50 who has children under 20 living in the same household. It may be impossible to obtain statistics in advance to target such respondents. The interviewer may have to ask a series of filtering questions before determining whether the respondent meets the sampling needs.
  • Rehearsing the interview – Several rehearsal sessions should be conducted with the interviewer team.  Videotaping of rehearsal interviews can be done to discuss how the trainees responded in difficult situations. The interviewers should be very familiar with the entire interview before ever facing a respondent.
  • Explaining supervision – In most interview studies, the interviewers will work under the direction of a supervisor. In some contexts, the supervisor may be a faculty advisor; In order to assure the quality of the responses, the supervisor may have to observe a subsample of interviews, listen in on phone interviews, or conduct follow-up assessments of interviews with the respondents. This can be very threatening to the interviewers. One needs to develop an atmosphere where everyone on the research team — interviewers and supervisors — feels like they’re working together towards a common goal.
  • Explaining scheduling – The interviewers have to understand the demands being made on their schedules and why these are important to the study. In some studies it will be imperative to conduct the entire set of interviews within a certain time period. In most studies, it’s important to have the interviewers available when it’s convenient for the respondents, not necessarily the interviewer.
  • Building the Interviewer’s Kit – It’s important that interviewers have all of the materials they need to do a professional job. Usually, one will want to assemble an interviewer kit that can be easily carried and includes all of the important materials such as: A “professional-looking” 3-ring notebook (this might even have the logo of the company or organization conducting the interviews) maps sufficient copies of the survey instrument official identification (preferable a picture ID) a cover letter from the Principal Investigator or Sponsor a phone number the respondent can call to verify the interviewer’s authenticity.

The Actual Interview

Each interview is unique, like a small work of art whether it’s a two-minute phone interview or a personal interview that spans hours, the interview is a bit of theater, a mini-drama that involves real lives in real time.

Each interview has its own ebb and flow — its own pace. To the outsider, an interview looks like a fairly standard, simple, prosaic effort.  But to the interviewer, it can be filled with special nuances and interpretations that aren’t often immediately apparent. Every interview includes some common components. There’s the opening act, where the interviewer gains entry and establishes the rapport and tone for what follows. There’s the middle act, the heart of the process that consists of the protocol of questions and the improvisations of the probe. And finally, there’s the closing act, the wrap-up, where the interviewer and respondent establish a sense of closure.

The Opening Act

  • Reciting the “Elevator Speech” – In many ways, the interviewer has the same initial problem that a salesperson has.  They will have to get the respondent’s attention initially for a long enough periods that they can sell them on the idea of participating in the study. Many of the remarks here assume an interview that is being conducted at a respondent’s residence.  The analogies to other interview contexts should be straightforward.
  • Gaining entry – The first thing the interviewer must do is gain entry. Several factors can enhance the prospects. Probably the most important factor is one’s initial appearance. The interviewer needs to dress professionally and in a manner that will be comfortable to the respondent. In some contexts a business suit and briefcase may be appropriate. In others, it may intimidate. The way the interviewer appears initially to the respondent has to communicate some simple messages — that they are trustworthy, honest, and non-threatening. Cultivating a manner of professional confidence, the sense that the respondent has nothing to worry about because one knows what they are
  • Introducing – Without waiting for the respondent to ask questions, one should move to introducing themselves. They should have this part of the process memorized so that they can deliver the essential information in 20-30 seconds at most. State the name of the organization represented. Show identification badge and the letter of introduction.  Have as legitimate an appearance as possible. If one has a three-ring binder or clipboard with the logo of organization, have it out and visible.
  • Explaining the study – At this point in time briefly explain the study.  Keep it short, one or two sentence description of the study. Big words, jargon and unnecessary details should be avoided.  The respondent doesn’t have to or want to know all of the neat nuances of this study, Some time should be spent on assuring the respondent that they are being interviewed confidentially, and that their participation is voluntary.
  • Using questionnaire intelligently – The questionnaire is a friend. It was developed with a lot of care and thoughtfulness. While one has to be ready to adapt to the needs of the setting, the first instinct should always be to trust the instrument that was designed. A rapport need to establish with the respondent. Reading the questions directly from the questionnaire will appear unprofessional and disinterested. Often, there might be nervousness on both parties that should be addressed carefully. Memorizing the first few questions, and referring to the instrument only occasionally, using eye contact and a confident manner will help set the tone for the interview and help the respondent get comfortable.
  • Asking questions – Sometimes an interviewer will think that they could improve on the tone of a question by altering a few words to make it simpler or more “friendly.”  This should be avoided.  The questions should be asked as they are on the instrument.  If there was a problem with a question, it should have been raised during the training and rehearsals, not during the actual interview. It is important that the interview be as standardized as possible across respondents There might be temptation for one to think the change made while asking the questions are inconsequential, in fact, it may change the entire meaning of the question or response.
  • Sequencing – During the interview, it may happen that a respondent bring up a topic that will be covered later in the interview. The jump to that section of the interview should be avoided.  It is likely that one may lose the place where the order was interrupted and result in omitting questions that build a foundation for later questions.
  • Elaborating – Just to encourage the respondent to give more information ask for elaboration. For instance, it is appropriate to ask questions like “Would you like to elaborate on that?” or “Is there anything else you would like to add?”
  • Obtaining Adequate Responses – After asking a question, probe. If the respondent gives a brief, cursory answer. Just to elicit a more thoughtful, thorough response? Just probe.  Silent probe – The most effective way to encourage someone to elaborate is to do nothing at all – just pause and wait. This is referred to as the “silent” probe. It works because the respondent is uncomfortable with pauses or silence. It suggests to the respondent that the interviewer is waiting, listening for what they will say next.
  • Repeating – Use the old psychotherapist technique.  Say something without really saying anything new. For instance, the respondent just described a interesting experience they had. Just say “What heard you say is that you found that experience very interesting.” Then, just pause. The respondent is likely to say something like “Well, yes, and it gave me a unique experience, even my family enjoyed it. In fact, my wife…”
  • Encouraging the Respondent explicitly – Often, encouraging the respondent directly is required to obtain best answers. It should be done in a way that does not imply approval or disapproval of what they said as it could bias their subsequent results. Overt encouragement could be as simple as saying “Uh-huh” or “OK” after the respondent completes a thought.
  • Clarifing – Sometimes, just to elicit greater detail ask the respondent to clarify something that was said earlier.  For example, say, “You just were talking about your interesting experience; can you tell me more about that?”
  • Recording the Response – Although we have the capability to record a respondent in audio and/or video, most interview methodologists don’t think it’s a good idea. Respondents are often uncomfortable when they know their remarks will be recorded word-for-word.  They may strain to only say things in a socially acceptable way. Although one would get a more detailed and accurate record, it is likely to be distorted by the very process of obtaining it. This may be more of a problem in some situations than in others. It is increasingly common to be told that your conversation may be recorded during a phone interview. And most focus group methodologies use unobtrusive recording equipment to capture what’s being said. But, in general, personal interviews are still best when recorded by the interviewer using the traditional pen and paper approach.
  • Recording responses immediately – The interviewer should record responses as they are being stated. This conveys the idea that the interviewer is interested enough in what the respondent is saying. Record certain key phrases or quotes verbatim. Develop a system for distinguishing what the respondent says verbatim from what are characterizing.
  • Including information obtained through probing – One needs to indicate every single probe that one uses. Developing shorthand for different standard probes are helpful.
  • Using abbreviations or other techniques to record expediently – Abbreviations will help to capture more of the discussion. Develop a standardized system. If an abbreviation is created while the interview is happening, have a way of indicating its origin.

The Middle Act

The Closing Act

After going through the entire interview, the interview needs to be brought to closure. Some important things must be remembered:

  • Thanking the respondent – This is important. Even if the respondent was troublesome or uninformative, it is important to be polite and thank them for their time.
  • Setting expectations on when the results would be published – It is annoying, when people conduct interviews and then don’t send results and summaries to the people who they get the information from. The interviewer owes it to the respondent to show them what the interviewer has learned. It’s common practice to prepare a short, readable, jargon-free summary of interviews that the interviewer can send to the respondents.
  • Closing the conversation – Allow for a few minutes of winding down conversation. The respondent may want to know a little bit about the interviewer or how much the interviewer likes doing this kind of work. They may be interested in how the results will be used. Use these kinds of interests as a way to wrap up the conversation..  The interviewer doesn’t want the respondent to feel as though they completed the interview and then rushed out on them — they may wonder what they said that was wrong. On the other hand, the interviewer has to be careful here. Some respondents may want to keep on talking long after the interview is over. Interviewers have to find a way to politely cut off the conversation and make their exit.
  • Documenting Immediately after completing the interview – Write down any notes about how the interview went.  Sometimes one will have observations about the interview that they didn’t want to write down while they were with the respondent.  The interviewer may have noticed them get upset at a question, or they may have detected hostility in a response. Immediately after the interview interviewers should go over your notes and make any other comments and observations

Analyzing the Interview Results

After creating and conducting interview, one must now process and analyze the results. These steps require strict attention to detail and, in some cases, knowledge of statistics and computer software packages. How these steps should be conducted will depend on the scope of study, and the audience to whom one wish to direct the work.

Conclusion

In general there are obviously advantages and disadvantages for using any interview method. It allows questioning to be guided as one wants it and can clarify points that need to be made clearer much more easily than in something like a mailed questionnaire. The technique does however rely on the respondent being willing to give accurate and complete answers  They may often lie due to feelings of embarrassment, inadequacy, lack of knowledge on the topic, nervousness, memory loss or confusion. On the contrary, they may also provide very elaborate answers in an attempt to figure out the purpose of the study. Validity and reliability of the interview data may be influenced by these interviewing is a complex and demanding technique.

References

Bell, J (1999) Doing Your Research Project (3rd edition), Buckingham, OUP

Clough, P & Nutbrown, C (2002) A Student’s Guide to Methodology, London

Cohen, L ; Manion, L & Morrison, K (2000) Research Methods in Education (5th edition), London

Routledge Falmer Denscombe, M (2003) The Good Research Guide: 2nd edition, Buckingham

Drever, E (1995) Using Semi-Structured Interviews in Small-Scale Research: A Teacher’s Guide, Edinburgh, Scottish Council for Research in Education.

Frey, J.H & S.M.Oishi (1995): How to Conduct Interviews by Telephone and in Person. London: Sage.

Mason, J (2002) Qualitative Researching, London, Sage (chapter 4 contains some useful advice for interview design and how to ensure that the questions you use are consistent with the research design and theoretical framework you employ).

Pollard, A (1985) The Social World of the Primary School, London, Cassell.

Radnor, H (1994) Collecting & Analysing Interview Data, University of Exeter, Research Support Unit, School of Education.

Steinar Kvale, Sage Publications, Thousand Oaks California, 1996

Scheurich, J J (1995) A postmodernist critique of research interviewing, Qualitative Studies in Education, 8, 3, 239-252.

Wengraf, T (2001) Qualitative Research Interviewing, London, Sage.

Wilson, V (1997) Focus Groups: a useful qualitative method for educational research?  British Educational Research Journal, 23, 2, 209-224.

Wragg, E C (1978) Conducting and Analyzing Interviews, Nottingham University School of Education, TRC-Rediguides.

Acknowledgements:

Ms. Shubhi Maheshwari for being the scribe for this article.

 

 

 

 

 

 

 

 

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Ancient India’s Achievement in Sciences

It has been my long-standing conviction that India is like a donkey carrying a sack of gold – the donkey does not know what it is carrying but is content to go along with the load on its back. The load of gold is the fantastic treasure – in arts, literature, culture, and some sciences like Ayurvedic medicine – which we have inherited from the days of the splendor that was India.

Modern India will find her identity and the modern Indian will regain his soul when our people begin to have some understanding of our priceless heritage. A nation which has had a great past can look forward with confidence to a great future. It would be restorative to national self-confidence to know that many discoveries of today are really re-discoveries and represent knowledge which ancient India had at her command. World thinkers have stood in marvel at the sublimity of our scriptures.

~~ Nani Ardeshir Palkhiwala (Indian lawyer & philanthropist)

When we look at scientists who are credited with the most important ideas of our time we find mainly Greeks, Europeans, Americans listed. Yet western history seems to have been arbitrarily begun during the Greek era. In fact, when we extend the boundaries of history to view the longer span of history we find some amazing developments predating “modern” history originating in India more than 5,000 years ago.

The ancient thinkers of India were not only scientists and mathematicians, but also deeply religious, esteemed saints of their time. While it may surprise some to think of religious sages as mundane scientists, the Indian view is that religion (universal) and science are but two sides of the same coin – in short…semantics. There are two unique aspects to India’s ancient scientists. First their discoveries are in use today as some of the most important aspects of their field; and are validated by modern technological machines. Second, their discoveries brought peace and prosperity rather than the harm and destruction of many of our modern discoveries.

~~~ Abdul Kalam (President of India) once with utmost disgust asked,”Tell me, why is the media here so negative? Why are we in India so embarrassed to recognize our own strengths, our achievements? We are such a great nation. We have so many amazing success stories but we refuse to acknowledge them. Why?

Why is India not credited? It seems that in the West we have a condescending, Euro- or Greco-centric view that civilizations older than Greece were uncivilized barbarians. This notion was further melded into our collective psyche through Hollywood’s portrayal of ancient cultures. shown as barbaric, superstitious idol worshipping people

The point is that westerners have been brought up for decades incorrectly viewing ancient civilizations as intellectually and culturally inferior to modern man. So it is no surprise to be surprised in learning some of the greatest discoveries not only came from India, but from ancient India. It shakes the very foundations of prejudicial beliefs

In fact this article will cite the origins of some amazing and here-to-for mis-credited discoveries as coming from India. Some examples include so-called Arabic numerals, the concept of the zero, so-called Pythagorean theory, surgery and more. It may seem astonishing, but the ancient texts are there to show the thinking and writing of these great Indian thinkers.

~~~ Alan Watts (English philosopher) rightly commented that “Modern India will find her identity and the modern Indian will regain his soul when our people begin to have some understanding of our priceless heritage. A nation which has had a great past can look forward with confidence to a great future. It would be restorative to national self-confidence to know that many discoveries of today are really re-discoveries and represent knowledge which ancient India had at her command. World thinkers have stood in marvel at the sublimity of our scriptures. For example-To the philosophers of India, Relativity is no new discovery, just as the concept of light years is no matter for astonishment to people used to thinking of time in millions of kalpas, (A kalpa is about 4,320,000 years). The fact that the wise men of India have not been concerned with technological applications of this knowledge arises from the circumstance that technology is but one of innumerable ways of applying it. It is, indeed, a remarkable circumstance that when Western civilization discovers Relativity it applies it to the manufacture of atom-bombs, whereas Oriental civilization applies it to the development of new states of consciousness.”

~~~ Francois Marie Arouet Voltaire (French writer and philosopher), once said with deep conviction”. I am convinced that everything has come down to us from the banks of the Ganges, – astronomy, astrology, metempsychosis.  It is very important to note that some 2,500 years ago at the least Pythagoras went from Samos to the Ganges to learn geometry…But he would certainly not have undertaken such a strange journey had the reputation of the Brahmins’ science not been long established in Europe..Almost all the theories, religious, philosophical, and mathematical, taught by the Pythagoreans were known in India in the sixth century B.C.

Religions being the core of Hindu life, those sciences were cultivated first that contributed to religion: astronomy grew out of the worship of the heavenly bodies, and the observation of their moments aimed to fix the calendar of festival and sacrificial days; grammar and philology developed out of the insistence that every prayer and formula, through couched in a dead language, should be textually and phonetically correct. As in our middle age, the scientists of India, for better and for worse, were her priests.

The strength of Hinduism lies in its infinite adaptability to the infinite diversity of human character and human tendencies. It has its highly spiritual and abstract side suited to the philosopher, its practical to the man of the world, its aesthetic and ceremonial side attuned to the man of the poetic feeling and imagination; and its quiescent contemplative aspect that has its appeal for the man of peace and the lover of seclusion. ~~~ Sir Monier Monier-Williams (Indologist).

The enigma and charm of India has caught the imagination of endless number of poets, thinkers, scientists, and philosophers. India offered something to ponder everyone s perspective India’s work in science is both very old as well as very young: young as an independent and secular pursuit, old as a subsidiary interest of her priests

The Hindu religion is the only one of the world’s great faiths dedicated to the idea that the Cosmos itself undergoes an immense, indeed an infinite, number of deaths and rebirths. It is the only religion in which the time scales correspond, to those of modern scientific cosmology. Its cycles run from our ordinary day and night to a day and night of Brahma, 8.64 billion years long. Longer than the age of the Earth or the Sun and about half the time since the Big Bang. And there are much longer time scales still. ~~~ Dr.Carl Sagan (astrophysicist)

The most elegant and sublime of these is a representation of the creation of the universe at the beginning of each cosmic cycle, a motif known as the cosmic dance of Lord Shiva. The god, called in this manifestation Nataraja, the Dance King. In the upper right hand is a drum whose sound is the sound of creation. In the upper left hand is a tongue of flame, a reminder that the universe, now newly created, with billions of years from now will be utterly destroyed. These profound and lovely images are, I like to imagine, a kind of premonition of modern astronomical ideas.There is a striking resemblance between the equivalence of mass and energy symbolized by Shiva’s cosmic dance and the Western theory, first expounded by Einstein, which calculates the amount of energy contained in a subatomic particle by multiplying its mass by the square of the speed of light : E=MC2 .~~~ Richard Waterstone (Author & Journelist)

Astronomy was an incidental offspring of physics, and slowly emancipated itself under Greek influence. Where can we look for sages like those whose systems of philosophy were prototypes of those of Greece: to whose works Plato, Thales and Pythagoras were disciples? Where do I find astronomers whose knowledge of planetary systems yet excites wonder in Europe as well as the architects and sculptors whose works claim our admiration, and the musicians who could make the mind oscillate from joy to sorrow, from tears to smile with the change of modes and varied intonation? ~~~Colonel James Todd (American pioneer)

The earliest astronomical treatises, the Siddhantas were based on Greek science. SageVarahmihira, whose compendium was significantly entitled complete system of Natural Astrology, frankly acknowledged his dependence upon the Greeks. The greatest of Hindu Astronomers and Mathematicians, Sage Aryabhata discussed in verse such projects as quadratic equations, sines, and the value of; he explained eclipses, solstices and equinoxes, announced the sphericity of the earth and its diurnal revolution on its axis.  He also wrote in daring anticipation of Renaissance science: “the sphere of the stars is stationary, and the earth, by its revolution, products the daily rising and setting of planets and stars.”

Sage Aryabhata’s most famous successor, Sage Brahmagupta, systematized the astronomic knowledge of India, but obstructed its development by rejecting Aryabhata’s theory of the revolution of the earth These men and their followers adapted to Hindu usage the Babylonian division of the skies into zodiacal constellations; they made a calendar of twelve months, each of thirty days, each of thirty hours, inserting an intercalary month every five years; they calculated with remarkable accuracy the diameter of the moon, the eclipses of the moon and the sun, the position of the poles, and the position and motion of the major stars. They expounded the theory, through not the law, of gravity when they wrote in the Siddbantas: “The earth, owing to its force of gravity, draws all things to itself”.

The motion of the stars calculated by the Hindus before some 4500 years vary not even a single minute from the tables of Cassine and Meyer (used in the 19-th century). The Indian tables give the same annual variation of the moon as the discovered by Tycho Brahe – a variation unknown to the school of Alexandria and also to the Arabs who followed the calculations of the school… The Hindu systems of astronomy are by far the oldest and that from which the Egyptians, Greek, Romans and – even the Jews derived from the Hindus their knowledge .Almost all the theories, religious, philosophical, and mathematical, taught by the Pythagoreans were known in India in the sixth century B.C. ~~~ H. G. Rawlinson (English Historian)

Sage Aryabhatt (b. 476 CE) wrote texts on astronomy and mathematics. He formulated the process of calculating the motion of planets and the time of eclipses. Aryabhatt was the first to proclaim the earth was round, rotating on an axis, orbiting the sun and suspended in space. This was around 1,000 years before Copernicus. He was a geometry genius credited with calculating pi to four decimal places, developing the trigonomic sine table and the area of a triangle. Perhaps his most important contribution was the concept of the zero. Details are found in Shulva sutra. Other sages of mathematics include Baudhayana, Katyayana, and Apastamba.

To make these complex calculations the Hindus developed a system of mathematics superior, in everything, to that of the Greeks “It is India that gave us the ingenious method of expressing all numbers by ten symbols, each receiving a value of position as well as an absolute value, a profound and important idea which appears so simple to us now that we ignore its true merit. But its very simplicity, the great ease which it has lent to all computations, puts our arithmetic in the first rank of useful inventions, and we shall appreciate the grandeur of this achievement the more when we remember that it escaped the genius of Archimedes and Appollnius, two of the greatest men produced by antiquity.”~~~ Pierre Simon de Laplace (French mathematician & philosopher)

Besides the discoverers of geometry and algebra, the constructors of human speech, the parents of philosophy, the primal expounders of religion, the adepts in psychological and physical science, how even the greatest of our biological and theologians seem dwarfed! Name of us any modern discovery, and we venture to say that Indian history need not long be searched before the prototype will be found on record. Here we are with the transit of science half accomplished, and all our Vedic ideas in process of readjustment to the theories of force correlation, natural selection, atomic polarity and evolution. And here, to mock our conceit, our apprehension, and our despair, we may read what Manu said, perhaps 10,000 years before the birth of Christ.

The first germ of life was developed by water and heat. Water ascends towards the sky in vapors; from the sun it descends in rain, from the rains are born the plants, and from the plants, animals. Among the most vital parts of our Oriental heritage are the “Arabic” numerals and the decimal system, both of which came to us, through the Arabs, from India. The miscalled “Arabic” numerals are found on the Rock Edicts of Ashoka, a thousand year before their occurrence in Arabic literature. Said the great and magnanimous Laplace:

The Hindu genius is a love for abstraction and, at the same time, a passion for the concrete image. At times it is rich, at others prolix. It has created the most lucid and the most instinctive art. It is abstract and realistic, sexual and intellectual, pedantic and sublime. It lives between extremes, it embraces the extremes, rooted in the earth and drawn to an invisible beyond. ~~~ Octovio Paz (Mexican Nobel Prize laureate in Literature)

It is India that gave us the ingenious method of expressing all numbers by ten symbols, each receiving a value of position as well as an absolute value; a profound and important idea which appears so simple to us now that we ignore its true merit. But its very simplicity, the great case which it has lent to all computations, puts our arithmetic in the first rank of useful inventions; and we shall appreciate the grandeur of this achievement the more when we remember that it escaped the genius of Archimedes and Apollonius, two of the greatest men produced by antiquity.

There has been no more revolutionary contribution than the one which the Hindus (Indians) made when they invented zero. ~~~ Lancelot Hogben (English mathematician

Zero –The most powerful tool Ancient India invented the decimal scale using base 10. The number-names were used to denote numbers. In the 9th century CE, an Arab mathematician, Al-Khwarizmi, learned Sanskrit and wrote a book explaining the Hindu system of numeration. Even today in Arab countries the word used for numerals is “Hindsa” means from Hind (India).  In the 12th century CE
this book was translated into Latin. The British used this numerical system and credited the Arabs – mislabeling it ‘Arabic numerals’. “We owe a lot to the Indians, who taught us how to count, without which no worthwhile scientific discovery could have been made.” – Albert Einstein.

India invented the Zero, without which there would be no binary system. No computers! Counting would be clumsy and cumbersome! The earliest recorded date, an inscription of Zero on Skanheda Copper Plate was found in Gujarat, India (585-586 CE). In Brahma-Phuta’s Siddhanta of Brahmagupta (7th century CE), the Zero is lucidly explained and was rendered into Arabic books around 770 CE. From these it was carried to Europe in the 8th century. However, the concept of Zero is referred to as Shunya in the early Sanskrit texts of the 4th century BCE and clearly explained in Pingala’s Sutra of the 2nd century

The decimal system was known to Aryabhata and Brahmagupta long before its appearance in the writings of the Arabs and the Syrians; it was adopted by China from Buddhist missionaries; and Muhammad Ibn Musa al-Khwarazmi, the greatest mathematician of his age seems to have introduced it into Baghdad. The oldest known use to the zero in Asia or Europe is in an Arabic document dated three years sooner than its first known appearance in India; but by general consent the Arabs borrowed this too from India and the most modest and most valuable of all numerals is one of the subtle gifts of India to mankind.

In the field of mathematics, Bhaskaracharya II (1114 – 1183 CE) contributed to the fields of algebra, arithmetic and geometry. Two of his most well known books are Lilavati and Bijaganita, which are translated in several languages of the world.  In his book Siddhant Shiromani, he expounds on planetary positions, eclipses, cosmography, and mathematical techniques. Another of his books, Surya Siddhant discusses the force of gravity, 500 years before Sir Isaac Newton. In addition to that, Sage Sridharacharya developed the quadratic equation around 991 CE.

Algebra was developed in apparent independence by both the Hindus and the Greeks, but our adoption of its Arabic name indicates that it came to Western Europe from the Arabs-i.e., from India-rather than from Greece. The great Hindu leaders in the filed, as in astronomy, were Aryabhata, Brahmagupta and Bhaskara. The last appears to have invented the radical sign, and many algebraic symbols. These men created the conception of a negative quantity, without which algebra would have been impossible; they formulated rules for finding permutation and combination; they found the square root of 2, and solved, in the eighth century, indeterminate equation of the second degree that were unknown to Europe until the days of Euler a thousand years later. They expressed their science in poetic form, and gave to mathematical problems grace characteristics of India’s Golden Age.

These two may serve as examples of simpler Hindu algebra. Out of a swarm of bees one-fifth part settled on a Kadamba blossom; one-third on a Silindhra flower; three times the difference of those numbers flew to the bloom of a Kutaja. One bee, which remained, hovered about in the air. Tell me, charming woman, the number of bees. . . . eight rubies, ten emeralds, and a hundred pearls, which are in thy ear-ring, my beloved, were purchased by me for thee at an equal amount; and the sum of the prices of the three sorts of gems was three less than half a hundred, tell me the price of each, auspicious women.

The Hindus were al so successful in geometry. In the measurement and construction of altars the priests formulated the Pythagorean Theorem (by which the square of the hypotenuse of a right-angled triangle equals the sum of the square of the other side) several hundred years before the birth of Christ. Aryabhata, probably influenced by the Greeks, found the area of the triangle, a trapezium and a circle, and calculated the value of  (the relation of diameter to circumference in a circle) at 3.1416-a figure not equaled in accuracy until the days of Purbach in Europe. Bhaskara crudely anticipated the differential calculus, Aryabhata drew up a table of sines, and the Surya Siddbantas propound a system of trigonometry more advanced than anything known to the Greeks.

Sage Kanad (circa 600 BCE) is recognized as the founder of atomic theory, and classified all the objects of creation into nine elements (earth, water, light or fire, wind, ether, time, space, mind and soul). He stated that every object in creation is made of atoms that in turn connect with each other to form molecules nearly 2,500 years before John Dalton. Further, Kanad described the dimension and motion of atoms, and the chemical reaction with one another. The eminent historian, T.N. Colebrook said, “Compared to scientists of Europe, Kanad and other Indian scientists were the global masters in this field.”

Two system of Hindu thought propound physical theories suggestively similar to those of Greece. Sage Canada, founder of the Vaisheshika philosophy, held that the world was composed of atoms as many in kind as the various elements.  In Jain Philosophy in India more nearly approximated to Democritus by teaching that all atoms were of the same kind, producing different effects by diverse modes of combination. Sage Canada believed light and heat to be varieties of the same substance; Sage Udayana taught that all heat comes from the sun; and Sage Vachaspati, like Newton, interpreted light as composed of minute particles emitted by substances and striking the eye.

Musical notes and intervals were analyzed and mathematically calculated in the Hindu treatises on music; and the “Pythagorean Law” was formulated by which the number of vibrations, and therefore the pitch of the note, varies inversely as the length of the string between the point of attachment and the point of touch. There is some evidence that Hindu mariners of the first centuries used a compass made by an iron fish floating on a vessel of oil and pointing north.

It will no longer remain to be doubted that the priests of Egypt and the sages of Greece have drawn directly from the original well of India, that it is to the banks of the Ganges and the Indus that our hearts feel drawn as by some hidden urge.~~~Friedrich Mejer (English statesman)

India was the world-leader in Metallurgy for more than 5,000 years. Gold jewelry is available from 3,000 BCE. Brass and bronze pieces are dated back to 1,300 BCE. Extraction of zinc from ore by distillation was used in India as early as 400 BCE while European William Campion patented the process some 2,000 years later. Copper statues can be dated back to 500 CE. There is an iron pillar in Delhi dating back to 400 CE that shows no sign of rust or decay

Chemistry developed from two sources-medicine and industry. Something has been said about the chemical excellence of cast iron in ancient India, and about the high industrial development of Gupta times, when India was looked to, even by imperial Rome, as the most skilled of the nation in such chemical industries as dyeing, tanning, soap-making, glass and cement. As early as the second century Nagarjuna devoted an entire volume to mercury. By the sixth century the Hindus were far ahead of Europe in industrial chemistry; they were masters of calcinations, distillation, sublimation, steaming, fixation, the production of light without heat, the mixing of anesthetic and soporific powders, and the preparation of metallic salts, compounds and alloys. The tempering of steel was brought in ancient India to perfection unknown in Europe till our own times; king Porus is said to have selected, a very special and valuable gift for Alexander, which was not gold or silver, but thirty pound of steel. The Moslems took much of this Hindu chemical science and industry to the Near East and Europe; the secret of manufacturing “Damascus” blades, for example, was taken by the Arabs from the Persians and by the Persians from India.

Besides the discoverers of geometry and algebra, the constructors of human speech, the parents of philosophy, the primal expounders of religion, the adepts in psychological and physical science, how even the greatest of our biological and theologians seem dwarfed! Name of us any modern discovery, and we venture to say that Indian history need not long be searched before the prototype will be found on record. Here we are with the transit of science half accomplished, and all our Vedic ideas in process of readjustment to the theories of force correlation, natural selection, atomic polarity and evolution. And here, to mock our conceit, our apprehension, and our despair, we may read what Manu said, perhaps 10,000 years before the birth of Christ: The first germ of life was developed by water and heat. Water ascends towards the sky in vapors; from the sun it descends in rain, from the rains are born the plants, and from the plants, animals. ~~~ Louis Francois Jacolliot (French diplomat & author)

Anatomy and physiology, like some aspects of chemistry, were by-products of Hindu medicine According to India’s ancient texts; around 3000 BCE sage Kapil founded both cosmology and psychology. He shed light on the Soul, the subtle elements of matter and creation. His main idea was that essential nature (prakrti) comes from the eternal (purusha) to develop all of creation. No deeper a view of the cosmos has ever been developed. Further, his philosophy of Samkhya philosophy also covered the secret levels of the psyche, including mind, intellect and ego, and how they relate to the Soul (Atman).

Around 800 BCE Sage Bharadwaj, was both the father of modern medicine (Ayurveda), and aviation technology. He wrote the Yantra Sarvasva, which covers astonishing discoveries in aviation and space sciences, and flying machines – well before Leonardo DaVinchi’s time. Some of his flying machines were reported to fly around the earth, from the earth to other planets, and between universes. His designs and descriptions have left a huge impression on modern-day aviation engineers. He also discussed how to make these flying machines invisible by using sun and wind force. There are much more fascinating insights discovered by sage Bharadwaj.

Knowledge of botany (Vrksh-Ayurveda) dates back more than 5,000 years, is discussed in India’s Rig Veda. Sage Parashara (100 BCE) is called the “father of botany” because he classified flowering plants into various families, nearly 2,000 years before Lannaeus (the modern father of taxonomy). Parashara described plant cells – the outer and inner walls, sap color-matter and something not visible to the eye – (anvasva), nearly 2,000 years before Robert Hooke who used a microscope to  describe the same.

Around 400 BCE many great developments occurred such as in the field of medicine (Ayurveda), sage Divodasa Dhanwantari developed the school of surgery; Rishi Kashyap developed the specialized fields of pediatrics and gynecology, and Lord Atreya who authored Charak Samhita are perhaps the most referred Rishis/physicians today. The Ayurvedic texts, the Charak Samhita, classified the principles of anatomy, physiology, pharmacology, embryology, blood circulation and more.  Lord Atreya also discussed the healing process of thousands of diseases, many of which modern science still has no answer. Along with herbs, diet and lifestyle, Atreya showed a correlation between mind, body, spirit and ethics. He outlined a charter of ethics centuries before the modern Hippocratic Oath.  Atrey was quick to emphasize, proper nutrition according to dosha, and considerd mind/body/soul relationship as most inevitable. He considered that the best medicine for all is spiritual and ethical life.

In addition to Lord Atreya contribution in medicine, sage Sushrut is known as the “Father of surgery” who developed rhinoplasty. Even modern science recognizes India as the first country to develop and use rhinoplasty.   One of the Ayurvedic surgical practices being used today in India involves dipping sutures into antibiotic herbs so when sewed into the person, the scar heals quicker and prevent infection. He also practiced amputation, caesarean and cranial surgeries, and developed 125 surgical instruments including scalpels, lancets, and needles. He wrote about causes and cures for diabetes, TB, and heart diseases, at that time when European medicine had no comprehension about them.  In fact, even today many of these disease causes and cures are still unknown to modern allopathic medicine.  The modern surgical world owes a great debt to this great surgical sage.

Other unique quality of Ayurveda is that it uncovers and cures the root cause of illness, it is safe, gentle and inexpensive, and it treats people in an individualized manner according to their dosha or constitution and not in any generic manner.

As far back as the sixth century Hindu physicians described ligaments, sutures, lymphatic, nerve plexus, fascia, adipose and vascular tissues, mucous and synovial membranes, and many more muscles than any modern cadaver is able to show. The doctors of pre-Christian India shared Aristotle’s mistaken conception of the heart as the seat and organ of consciousness, and supposed that the nerves ascended to and descended from the heart. But they understood remarkable well the processes of digestion-the different functions of the gastric juices, the conversion of chime into chyle, and of this into blood. Anticipating Weismann by 2400 years, atteya held that the parental seed is independent of the parent’s body, and contains in itself, in miniature, the whole parental organism. Examination for virility was recommended as a prerequisite for marriage in men; and the Code of Manu warned against marrying mates affected with tuberculosis, epilepsy, leprosy chronic dyspepsia, piles, or loquacity. Birth control in the latest theological fashion was suggested by the Hindu medical schools of 500B.C. in the theory that during twelve days of the menstrual cycle impregnation is impossible. Fetal development was described with considerable accuracy; it was noted that the sex of the foetus remains for a time undetermined, and it was claimed that in some cases the sex of the embryo could be influenced by food or drugs.

Our present knowledge of the nervous system fits in so accurately with the internal description of the human body given in the Vedas (5000 years ago). Then the question arises whether the Vedas are really religious books or books on anatomy of the nervous system and medicine. ~~~ Rele (Jewish writer)

The records of Hindu medicine begin with the Atharva Veda.  Medicine arose as an adjunct to magic: the healer studied and used earthly means of cure to help his spiritual formulas; later he relied more and more upon such secular methods, continuing the magic spell, like our bedside manner, as a psychological aid. Appended to the Atharva -veda is the Ajur-veda (“The Science of Longevity”). In this oldest system of Hindu medicine illness is attributed to disorder in one of the four humors (air, water, phlegm and blood), and treatment is recommended with herbs and charms. Many of its diagnoses and cures are still used in India, with a success that is sometimes the envy of Western physicians. The Rig-veda names over a thousand such herbs and advocates water as the best cure for most diseases. Even in Vedic times physicians and surgeons were being differentiated from magic doctors, and were living in houses surrounded by gardens in which they cultivated medicinal plants.

The great names in Hindu medicine are those of Sushrut in the fifth century before and Charaka in the second century after Christ.  Sushrut, professor of medicine in the University of Benares, wrote down in Sanskrit a system of diagnosis and therapy whose element had descended to him from his teacher Dhanwantari. His work dealt at length with surgery, obstetrics, diet, bathing, drugs, infant feeding and hygiene, and medical education.  Charaka composed a Samhita (or encyclopedia) of medicine, which is still used in India, and gave to his followers an almost Hippocratic conception of their calling: “Not for self, not for the fulfillment of any earthly desire of gain, but solely for the good of suffering humanity should you treat your patients, and so excel all.” Only less illustrious than Sushrut and Charka was Vagbhata, who prepared a medical compendium in prose and verse.  Bhava Misra, whose voluminous work on anatomy, physiology and medicine mentioned the circulation of the blood, and prescribed mercury for that fatal disease, syphilis (a hundred years before Harvey). This discovery had recently been brought in by the Portuguese in Europe.

Sushruta described many surgical operations-cataract, hernia, lithotomy, Caesarian section. Despite Brahmanical prohibitions he advocated the dissection of dead bodies as indispensable in the training of surgeons. He was the first to graft upon torn ear portions of skin taken from another part of the body; and from him and his Hindu successors, rhinoplasty-the surgical reconstruction of the nose-descended into modern medicine. “The ancient Hindus,” says Garrison, “performed almost every major operation except ligation of the arteries.” Limbs were amputated, abdominal sections were performed, fractures were set, hemorrhoids and fistulas were removed. Sushruta laid down elaborate rules for preparing an operation, and his suggestion that the wound be sterilized by fumigation is one of the earliest known efforts of antiseptic surgery. Both Sushruta and Charaka mention the use of medicinal liquors to produce insensibility to pain. In 927A.D. two surgeons trepanned the skull of a Hindu king, and made him insensitive to the operation by administering a drug called Samohini.

For the detection of the 1120 diseases that he enumerated, Sushruta recommended diagnosis by inspection, palpation, and auscultation. Taking of the pulse was described in a treatise dating 1300A.D. Urinalysis was a favorite method of diagnosis; Tibetan physicians were reputed for their ability to cure any patient without having seen anything more of him then his urine.

In the time of Yuan Chawang Hindu medical treatment began with a seven-day fast; in this interval the patient often recovered; if the illness continued, drugs were at last employed.  Even then drugs were used very sparingly; reliance was placed largely upon diet, baths enemas, inhalations, urethral and vaginal injections, and blood-lettings by leeches or cups.

Hindu physicians were especially skilled in concocting antidotes for poisons; they still excel European physicians in curing snakebites. Vaccination, unknown to Europe before the eighteenth century, was known in India as early as 550 A.D., if we may judge from a text attributed to Dhanwantari, one of the earliest Hindu physicians: “Take the fluid of the pock on the under of cow . . . upon the point of a lancet, and lance with it the arms between the shoulders and elbows until the blood appears; then, mixing the fluid with the blood, the fever of the small-pox will be produced.”  Modern European physicians believe that caste separateness was prescribed because of the Brahman belief in invisible agents transmitting disease. Many of the laws of sanitation enjoined by Sushruta and “Manu” seem to take for granted what we in modern age call the germ theory of disease.

Hypnotism as therapy seems to have originated among the Hindus, who often took their sick to the temples to be cured by hypnotic suggestion or “temple-sleep,” as in Egypt and Greece. The Englishmen who introduced hypnotherapy into England were Braid, Esdaile and Elliotson “undoubtedly got their ideas, and some of their experience, from contact with India.”

The general picture of Indian medicine is one of rapid development in the Vedic and Buddhist periods, followed by centuries of slow and cautious improvement. How much atreya, Dhanwantari and Sushruta owed to Greece, and how much Greece owed to them, we do not know. In the time of Alexander, says Garrison, “Hindu physicians and surgeons enjoyed a well-deserved reputation for superior knowledge and skill,” and even Aristotle is believed by some students to have been indebted to them. So too with the Persians and the Arabs: it is difficult to say how much Indian medicine owed to the physicians of Baghdad, and through them to the heritage of Babylonian medicine in the Near East; on the one hand certain remedies, like opium and mercury, and some modes of diagnosis, like feeling the pulse, appear to have entered India from Persia; on the other we find Persians and Arabs translating into their languages, in the eighth century A.D., the thousand- year –old compendia of Sushruta and Charaka.

The great Caliph Haroun-al-Rashid accepted the preeminence of Indian medicine and scholarship in Baghdad. Lord Ampthill concludes that medieval and modern Europe owes its system of medicine directly to the Arabs and through them to India. Probably this noblest and most uncertain of the sciences had an approximately equal antiquity, and developed in contemporary contact and mutual influence, in Sumerian, Egypt and India.

It is true that even across the Himalayan barrier India has sent to us such unquestionable gifts as grammar and logic, philosophy and fables, hypnotism and chess, and above all our numerals and our decimal system. But these are not the essence of her spirit; they are trifles compared to what we may learn from her in the future. ~~~ Will Durant (American philosopher)

India is eternal. Though the beginnings of her numerous civilizations go so far back in time that they are lost in the twilight of history, she has the gift of perpetual youth. Her culture is ageless and is as relevant to this present 20th century as it was to the 20th century before Christ. ~~~ Nani Ardeshir Palkhiwala (Indian lawer & philanthropist)

India of the ages is not dead nor has she spoken her last creative word; she lives and has still something to do for herself and the human peoples. ~~~ Sri Aurobindo (Indian philosopher)

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  • SamskritaBharati. www.hindunet.org/sanskrit
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Vivekanand- The Goal or Objectives of Education

The French Nobel Laureate Romain Rolland writes, “His words are great music, phrases in the style of Beethoven, stirring rhythms like the march of Handel choruses. I cannot touch these sayings of his, scattered as they are through the pages of books, at thirty years’ distance, without receiving a thrill through my body like an electric shock. And what shocks, what transports, must have been produced when in burning words they issued from the lips of the hero!”

Amongst the contemporary Indian philosophers of education, Swami Vivekananda is one of those who revolted against the imposition of British system of education in India. He criticized the pattern of education introduced by the British in India. He pointed out that the current system of education only brings about an external change without any reflective inner force

Education, he said, must provide ‘life-building, man-making, character-making assimilation of ideas’ The ideal of this type of education would be

to produce an integrated person – one who has learned how to improve his intellect, purify his emotions, and stand firm on moral virtues and unselfishness

VIVEKANAND–(CW, vol. III, p. 302).

Vivekananda  observed that, if education is to serve the entire human being,

in all his/her dimensions, the pursuit of knowledge will be a lifelong process. Even an illustrious being like Sri Ramakrishna said, from his own experience, ‘As long as I live, so long do I learn.’ At the empirical level, today’s knowledge explosion can keep  people engaged for their entire lives. Therefore, education must be considered a continuous and lifelong process


Vivekananda points out that the defect of the present-day education is that it has no definite goal to pursue. A sculptor has a clear idea about what he wants to shape out of the marble block; similarly, a painter knows what he is going to paint. But a teacher, he says, has no clear idea about the goal of his teaching

All-round development of human beings.

The present education system has overemphasized the cultivation of the intellect at the cost of the general well-being of humanity. To check this dangerous trend, Vivekananda strongly recommended all-round development of human beings. In one of his lectures he expressed the desire ‘that all men were so constituted that in their minds all these elements of philosophy, mysticism, emotion, and of work were equally

present in full! That is the ideal, my ideal of a perfect man’ (CW, vol. II, p. 388).

And the Swami expected that the education systems would be suitably designed to produce such wholesome human beings. Interestingly, the UNESCO report Learning to be published in 1972, while defining the aim of education, echoed this same idea. It reads: ‘The physical, the intellectual, emotional and ethical integration of the individual into a complete man is a broad definition of the fundamental aim of education.’

 

A harmonious development of the body, mind and soul  ( Man making )

In the Neo-vedanta humanistic tradition of contemporary Indian thought, Vivekananda presented a philosophy of education for man making. The chief objection raised by Vivekananda against the contemporary educational system was that it turned men into slaves, capable of slavery and nothing else. About the prevailing university education, he remarked that it was not better than an efficient machine for rapidly turning out clerks. It deprived people of their faith and belief. Vivekananda was very critical about this scheme of education. He compared it to the person who wanted to turn his ass into a horse, was advised to thrash the ass in order to achieve this transformation and killed his ass in this process. Vivekananda also criticised the contemporary system of education from the humanistic view point.

Swamiji attempts to establish, through his words and deeds, that the end of all education is man making At this stage, man becomes aware of his self as identical with all other selves of the universe, i.e. different selves as manifestations of the same self. Hence education, in Vivekananda’s sense, enables one to comprehend one’s self within as the self everywhere. The essential unity of the entire universe is realized through education. Accordingly, man making for Swamiji stands for rousing mans to the awareness of his true self. However, education thus signified does not point towards the development of the soul in isolation from body and mind. We have to remember that basis of Swamiji’s philosophy is Advaita which preaches unity in diversity. Therefore, man making for him means a harmonious development of the body, mind and soul.

To manifest the perfection in our lives

He prepares the scheme of this man-making education in the light of his over-all philosophy of Vedanta. According to Vedanta, the essence of man lies in his soul, which he possesses in addition to his body and mind. In true with this philosophy, Swamiji defines education as ‘the manifestation of the perfection already in man.’ The aim of education is to manifest in our lives the perfection, which is the very nature of our inner self. This perfection is the realization of the infinite power which resides in everything and every-where-existence, consciousness and bliss (satchidananda). After understanding the essential nature of this perfection, we should identify it with our inner self. For achieving this, one will have to eliminate one’s ego, ignorance and all other false identification, which stand in the way. Meditation, fortified by moral purity and passion for truth, helps man to leave behind the body, the senses, the ego and all other non-self elements, which are perishable. He thus realizes his immortal divine self, which is of the nature of infinite existence, infinite knowledge and infinite bliss

Physical Development-.

In his scheme of education, Swamiji lays great stress on physical health because a sound mind resides in a sound body. He often quotes the Upanishadic dictum ‘nayamatma balahinena labhyah’; i.e. the self cannot be realized by the physically weak. Physical weakness is the cause of at least one third of our miseries. We are lazy; we cannot combine. We speak of many things parrot-like but never do them. Speaking and not doing has become a habit with us. What is the cause? Physical weakness. This sort cf weak brain is not able to do anything. We must strengthen it. First of all our young men must be strong.  What our country now wants are muscles of iron and nerves of steel, gigantic wills which nothing can resist, which can penetrate into the mysteries and secrets of the universe and will accomplish their purpose in any fashion, even if it meant going down to the bottom of the ocean, meeting death face to face     Religion will come afterwards. Be strong, my young friends, that is my advice to you. You will be nearer to Heaven through football than through the study of the Gita.

You will understand Gita better with your biceps, your muscles, a little stronger. You will understand the mighty genius and the mighty strength of Krishna better with a little strong blood in you Keep aside for the present the Vrindavan aspect of Sri Krishna and spread far and wide the worship of Sri Krishna roaring out the Gita with the voice of a lion, and bring into daily use the worship of Shakti the Divine Mother, the source of all power. We now mostly need the ideal of the hero with the tremendous spirit of Rajas thrilling through his veins from head to foot the hero who will dare and die to know the truth, the hero whose amour is renunciation, whose sword is wisdom. We now want the spirit of the brave warrior in the battle-field. You will understand the Upanishads better and the glory of the Atman, when your body stands firm on your feet and you feel yourselves as men.

The weak have no place here, in this life or in any other life. Weak- ness leads to slavery. Weakness leads to all kinds of misery, physical and mental. Weakness is death. There are hundreds of thousands of microbes surrounding us, but they cannot harm us unless we become weak, until the body is ready and predisposed to receive them. There may be a million microbes of misery, floating about us. Never mind ! They dare not approach us, they have no power to get a hold on us, until the mind is weakened. This is the great fact : strength is life, weakness is death. Strength is felicity, life eternal, immortal ; weakness is constant strain and misery; weakness is death.

Never allow weakness to overtake your mind. Remember Mahavira, remember the Divine Mother, and you will see that all weakness, all cowardice will vanish at once  Make the character of Mahavira your ideal. At the command of Ramachandra he crossed the ocean ! He had no care for life ideal of or death it was a perfect master service. of the senses and wonderfully sagacious. Build your life on this great ideal of personal service. Through that ideal all the other ideas will gradually manifest themselves in life. Obedience to the Guru without questioning and strict observance of Brahmacharya this is the secret of success. As on the one hand Hanuman represents the ideal of service, so on the other he represents leonine courage, striking the world with awe. He has not the least hesitation in sacrificing his life for the good of Rama. A supreme indifference to everything except the service of Rama. Only the carrying out of Sri Rama’s behest is the one vow of his life. Such whole-hearted devotion  is wanted.

A the present time the worship of the divine play of Sri Krishna with the Gopis is not good. playing on the flute and so on will not. regenerate the country Playing on the dhol and kartal and dancingin the frenzy of the kirtana has degenerated the whole people. In trying to imitate the highest sadhana, the preliminary qualification for which is absolute purity, they have been swallowed in dire tamas. Are not drums made in the country ? Are not trumpets and kettle-drums available in India ? Make the boys hear the deep-toned sound of these instruments. Hearing from boyhood the sound of effeminate forms of music, the country is well converted into a country of women. The Damaru and horn have to be sounded, drums are to be beaten so as to raise the deep and martial notes, and with Mahavira, Mahavira ‘ on our lips and shouting Kara, Kara, Vyom, Vyom ‘, the quarters are to be reverberated. The music which awakens only the softer feelings of man is to be stopped now for some time. The people are to be accustomed to hear the Dhrupad music. Through the thunder roll of the dignified Vedic hymns life is to be brought back into the country. In everything the austere spirit of heroic manhood should be revived. If you can build your character after such an ideal then a thousand others will follow. But take care that you do not swerve an inch from the ideal. Never lose heart. In eating, dressing or lying, in singing or playing, in enjoyment or disease, always manifest the highest moral courage.

Cultivation of will-power

Similarly, the Swami also wanted students to cultivate will-power. According to him, will-power is developed when ‘the current and expression of will are brought under control and become fruitful’ (CW, vol. IV, p. 490). Learning through mistakes- The child should be allowed to commit mistakes in the process of character formation. He will learn much by his mistakes. Errors are the stepping stones to our progress in character. Strong will, is the sign of great character.    Will-power is necessary not only to conduct the learning process, but also to strengthen one’s character  Strength, strength is what the Upanishads speak to me from every page. It is the only literature in the world, where you find the word Fearlessness. ‘ Abhih ‘, ‘Fearless 1, used again and again. In no other scripture in the world is this adjective applied either to God or man .And in my mind rises from the past the vision of the great emperor of the West, Alexander the Great, and I see as it were in a picture the great monarch standing on the banks of the Indus, talking to one of our sannyasins in the forest : the old man he was talking to, perhaps naked, stark naked, sitting upon a block of stone, and the Emperor astonished at his wisdom tempting him with gold and honor, to come over to Greece. And this man smiles at his gold and smiles at his temptations, and refuses. And then the Emperor standing in his authority as Emperor says, ’ I will kill you if you do not come ‘, and the man bursts into a laugh, and says, You never told such a falsehood in your life as you tell just now. Who can kill me ? For I am spirit unborn and undecaying.’ That is strength !

There are thousands to weaken us, and of stories we have had enough. Therefore, my friends, let me tell you strength. that we  strength, strength, every time strength. And the Upanishads are the great mine of strength. Therein lies strength enough to invigorate the whole world. The whole world can be vivified, made strong, energized through them. They will call with trumpet voice upon the weak, the miserable and the down-trodden of all races, all creeds and all sects to stand on their feet and be free. Freedom, physical freedom, mental freedom and spiritual freedom are the watchwords of the Upanishads.

Acquisition of Truthfulness.-

Tell the truth boldly. All truth is eternal. Truth is the nature of all souls. And here is the test of truth : anything that makes you weak physically, intellectually and spiritually, reject as poison. There is no life in it, it cannot be true. Truth is strengthening. Truth is purity, truth is all knowledge. Truth must be strengthening, must be enlightening, must be invigorating.  Go back to your Upanishads, the shining, the strengthening, the bright philosophy. Take up this philosophy. The greatest truths are the simplest things in the world, simple as your own existence. The truths of the Upanishads are before you. Take them up, live up to them and the salvation of India will be at hand

Following  Brahmacharya,

Brahmacharya, in a nutshell, stands for the practice of self-control for securing harmony of the impulses However, along with physical culture, he harps on the need of paying special attention to the culture of the mind. According to Swamiji, the mind of the students has to be controlled and trained through meditation, concentration and practice of ethical purity. All success in any line of work, he emphasizes, is the result of the power of concentration. By way of illustration, he mentions that the chemist in the laboratory concentrates all the powers of his mind and brings them into one focus-the elements to be analyzed-and finds out their secrets. Concentration, which necessarily implies detachment from other things, constitutes a part of Brahmacharya, which is one of the guiding mottos of his scheme of education.

Acquisition of knowledge-

By his philosophy of education, Swamiji thus brings it home that education is not a mere accumulation of information but a comprehensive training for life. To quote him: ‘Education is not the amount of information that is put into your brain and runs riot there undigested, all your life.

In his words: ‘Thus Vedanta says that within man is all knowledge even in a boy it is so and it requires only an awakening and that much is the work of a teacher.’ To drive his point home, he refers to the growth of a plant. Just as in the case of a plant, one cannot do anything more than supplying it with water, air and manure while it grows from within its own nature, so is the case with a human child

Enabling to face the struggle for life,.

The education which does not help the common mass of people to equip themselves for the struggle for life, which does not bring out strength of character, a spirit of philanthropy, and the courage of a lion – is it worth the name? Real education is that which enables one to stand on one’s own legs (CW, vol. VII, pp. 147–148)., the education system should take on two responsibilities:

(i) it should help a person build a healthy and dynamic frame of mind to enable him to meet the challenges of life; and

(ii) it should try to prevent, through proper training of its present students, any future evils in people and society which are likely to further complicate the problems of human beings.

Social and Cultural  Development

In Vivekananda’s view, educational concerns related to a person’s interaction with society should receive due attention.

Every society has its outer aspect called ‘civilization’, and also its inner aspect called ‘culture’. In both of these a child is molded and educated so that the beliefs and practices of his forefathers are carried on and not forgotten. Nevertheless, as  Knowledge is only skin-deep, as civilisation is, and a little scratch brings out the old savage (CW,vol. III, p. 291).

A society is forever adding to its learning and culture. To the brilliant mind of T.S. Eliot, education was but a manifestation of culture. He said, ‘The purpose of education, it seems, is to transmit culture: so culture is likely to be limited to what can be transmitted by education.’

Similarly, Vivekananda observed that, through education, a child learns a culture and his behavior is molded accordingly, and he is thus guided towards his eventual role in society. In this process, several agents – such as his parents, peers and teachers – assist him. Vivekananda strongly recommended the adoption of a ‘spiritual and ethical culture’, and he looked upon ‘religion as the innermost core of education’ (CW, vol. III, p. 182; vol. V, p. 231). But by ‘religion’ he did not mean any particular religion. Religion to him meant the true eternal principles that inspire every religion. This is what touches the heart and has the potential to effect desirable changes in one’s motivation. It also gives mental strength and broadness of outlook

Self-Development

In contrast to the contemporary system of education, Vivekananda advocated education for self-development. Education according to most of the Western educationalists, aims at man’s adjustment with the environment. According to the Indian philosophical tradition true knowledge does not come from outside, it is discovered with the individual, in the self which is the source of all knowledge. According to Vivekananda, the function of education is the uncovering of the knowledge hidden in our mind.
Fulfillment of Swadharma:

Vivekananda supported the idea of Swadharma in education. Every one has to grow like himself. No one has to copy others. External pressure only creates destructive reactions leading to stubbornness and disorderliness. In an atmosphere of freedom, love and sympathy alone, the child will develop courage and self-reliance. He should be talked to stand on his own, to be himself. Each child should be given opportunities to develop according to his own inner nature.

Each man in his childhood runs through stages through which his race has come up ; only the race took thousands of years to do it while the child takes a few years. The child is first thc old .savage man and he crushes a butterfly under his feet. The child is at first like the primitive ancestors of his race. As he grows, he passes through different stages until he reaches the development of his race. Only he does it swiftly and quickly.

Now, take the whole of humanity as a race, or take the whole of the animal creation, man and the lower animals, as one whole. There is an end towards which the whole is moving. Let us call it perfection.

Freedom of Growth:

Vivekananda is a staunch champion in education. Freedom is the first requirement for self development. The child should be given freedom to grow according to his own nature. The teacher should not exert any type of pressure on the child. The child should be helped in solving his problems himself. The teachers should have an attitude of service and worship. Education ultimately aims at realization. It is a means of a sorority of mankind.

You cannot teach a child any more than you can grow a plant. The plant develops its own nature. The child also teaches Self-education itself. But you can help it to go forward in its own way. What you can do is not of a positive  nature but negative. You can take away the obstacles, and knowledge comes out of its own nature. Loosen the soil a little so that it may come out easily. Put a hedge round it ; see that it is not killed by anything

You can supply the growing seed with the materials for the making up of its body, bringing to it the earth, the water, the air that it wants. And there your work stops. It will take all that it wants by its own nature. So with the education of the child. A child educates itself.

 

The teacher spoils everything by thinking that he is teaching. Within man is all knowledge, and it requires only an awakening, and that much is the work of the teacher. We have only to do so much for the boys that they may learn to apply their own intellect to the proper use of their hands, legs, ears and eyes.

 

That system which aims at educating our boys in the  same manner as that of the man who battered his ass, being advised that it re grow .C0uld thereby be turned into horse, should be abolished. Owing to undue domination exercised by the parents, our boys do not get free scope for growth. In every one there are infinite tendencies which require proper scope for satisfaction.

Violent attempt sat reform always end by retarding reform. If you do not allow one to become a lion, one will become a fox. We should give positive ideas. Negative thoughts only weaken men. Do you not find that where parents are constantly taxing Morality   and Character-building

Character-building was fundamental in Vivekananda’s educational scheme, as against career-orientation, which occupies centre-stage in today’s education

The character of any man is but the aggregate of his tendencies, the sum total of the bent of his mind. As pleasure and pain pass before his soul, they leave upon it different pictures, and the result of these combined impressions is what is called a man’s character.1 We are what our thoughts have made us. Each thought is a little hammer blow on the lump of iron which our bodies are, manufacturing out of it what we want it to be.3 Words are secondary. Thoughts live ; they travel far. And so take care of what you think. Good and evil have an equal share in molding character and in some cases misery is a greater teacher than happiness.

Discussing the practical implications of morality, Swami Vivekananda once observed: ‘What is meant by morality? Making the subject strong by attuning it to the Absolute, so that finite nature ceases to have control over us’(CW, vol. II, p. 137).

Thus, in order to be worthwhile and effective, education must be rooted in religion or, to be precise, in the science of spirituality, and evidently not in dogma.

Education for him means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one’s own feet: Character is the foundation for self development. The aim of education as self-development, therefore, leads to the aim of education for character. The aim of education is character building. This depends upon the ideals cherished by the individual. The educator should present high ideals before the educands. The best way to develop a character is the personal example of high character set by the teacher. In ancient Indian system of education, the teachers used to present high ideals before the pupils, who in their turn imitated these ideals according to their capacities.
Character-building education might focus on teaching what is right and wrong. But simultaneously, or alternatively, it should teach how to decide what is right and wrong. It has been rightly argued that participation in discussions of morality is more instructive than simply hearing about it. In any case, however, the teachers should be moral exemplars if the classroom and the school are to serve as arenas for the teaching of ethics. The students then have the experience of being part of a group of people who take moral values seriously, and this helps them imbibe moral values spontaneously

Character is intimately connected with habits. Habits express character Good habits make for good character will makes men great- Vivekananda himself was an ideal teacher. His words worked like magic upon men and women. Vivekananda asked the people to build up their character and manifest their real nature which is the Effulgent, the Resplendent the Ever Pure.

Developing Religious Attitude

Why religion forms the very foundation of education becomes clear in his following words: ‘In building up character, in making for everything that is good and great, in bringing peace to others, and peace to one’s own self, religion is the highest motive power, and, therefore, ought to be studied from that standpoint. Swamiji believes that if education with its religious core can invigorate man’s faith in his divine nature and the infinite potentialities of the human soul, it is sure to help man become strong, yet tolerant and sympathetic. It will also help man to extend his love and good will beyond the communal, national and racial barriers.

It is a misinterpretation of Vivekananda’s philosophy of education to think that he has overemphasized the role of spiritual development to the utter neglect of the material side. Vivekananda, in his plan for the regeneration of India, repeatedly presses the need for the eradication of poverty, unemployment and ignorance. He says, We need technical education and all else which may develop industries, so that men, instead of seeking for service, may earn enough to provide for them-selves, and save something against a rainy day. He feels it necessary that India should take from the Western nations all that is good in their civilization. However, just like a person, every nation has its individuality, which should not be destroyed. The individuality of India lies in her spiritual culture. Hence in Swamiji’s view, for the development of a balanced nation, we have to combine the dynamism and scientific attitude of the West with the spirituality of our country. The entire educational program should be so planned that it equips the youth to contribute to the material progress of the country as well as to maintaining the supreme worth of India’s spiritual heritage

In order to be worthwhile and effective, education must be rooted in religion– or, to be precise, in the science of spirituality, and evidently not in dogma -But no scriptures can make us religious. We may study all the books that are in the world, yet we may not understand a word of religion or of God. We may talk and reason all our lives, but we shall not understand a word of truth until we experience it ourselves. You cannot hope to make a man a surgeon by simply giving him a few books. You cannot satisfy my curiosity to see a country by showing me a map. Maps can only create curiosity in us to get more perfect knowledge. Beyond that they have no value whatever.21 Temples and churches, books and forms are simply the kindergarten of religion, to make the spiritual child strong enough to take the higher steps. Religion is not in doctrines or dogmas, nor in intellectual argumentation.

It is being and becoming. It is realization. We may be the most intellectual people the world ever saw and yet we may not come to God at all. On the other hand, irreligious men have been Produced from the most intellectual training. It is one of the evils of western civilization intellectual education alone without taking care of the heart. It only makes men ten times more selfish. When there is conflict between the heart and the brain, let the heart be followed. It is the heart which takes one to the highest plane, which intellect can never reach. It goes beyond the intellect and reaches what is called inspiration.  Always cultivate the heart. Through the heart the Lord speaks.

The end of all education, all training, should be man-making. The end and aim of all training is to make the man grow.  The training by which the current and expression of will are brought under control and become fruitful, is called education.. It is man-making religion that we want. It is man-making theories that we want. It is man-making education all round that we want.

The old religions said that he was an atheist who did not believe in God. The new religion says that he is the atheist who does not believe in himself. But it is not selfish faith. It means faith in all because you are all. Love for yourself means love for all, love for animals, love for everything, for you are all one. It is the great faith which will make the world better. The ideal of faith in ourselves is of the greatest help to us. If faith in ourselves had been more extensively taught and practiced, I am sure a very large portion of the evils and miseries that we have would have  vanished. Throughout the history of mankind if any motive power has been more potent than another in the lives of great men and women, it is that faith in themselves. Born with the consciousness that they were to be great, they became great

Acquisition of Strength

Infinite strength is religion .Strength is goodness, weakness is sin.  All sins and all evil can be summed up in that one word : weak strength. It is weakness that is the motive power in all evil doing. It is weakness that is the source of all selfishness. It is weakness that makes man injure others. Let them all know what they are, let them repeat day and night what they are :  So’ham ‘. Let them suck it in with their mother’s milk, this idea of strength I am He ! This is to be first heard ; and then let them think of it ; and out of that thought will proceed works such as the world has never seen-

.Strength, strength is what the Upanishads speak  to me from every page. It is the only literature in the world, where you find the word Fearlessness.’ Abhih ‘, ‘Fearless 1 , used again and again. In no other scripture in the world is this adjective applied either to God or man. There are thousands to weaken us, and of stories we have had enough. Therefore, my friends, as one of your blood, as one that lives and dies with you, let me tell yo strength. that we want strength, strength, every time strength. And the Upanishads are the great mine of strength. There in lies strength enough to invigorate the whole world. The whole world can be vivified, made strong, energized through them. They will call with trumpet voice upon the weak, the miserable and the down-trodden of all races, all creeds and all sects to stand on their feet and be free. Freedom, physical freedom, mental freedom and spiritual freedom are the watchword of the Upanishads

REFERENCES-

  • Avinashalingam, T.S - EDUCATION–COMPILED FROM THE SPEECHES AND WRITINGS OF SWAMI VIVEKANANDA SRI RAMAKRISHNA MISSION VIDYALAYA P. O. RAMAKRISHNA VIDYALAYA COIMBATORE-20 (TAMIL NADU) INDIA
  • Avinashalingam, T.S. 1974. Educational philosophy of Swami Vivekananda. 3rd ed. Coimbatore:
  • Sri Ramakrishna Mission Vidyalaya.
  • Burke, M.L. 1984. Swami Vivekananda in the West: new discoveries, 6 vols. Calcutta: Advaita Ashrama
  • Dhar, S. 1975. A comprehensive biography of Swami Vivekananda. 2 vols. Madras: Vivekananda Prakashan Kendra.
  • Gnatuk-Danil’chuk, A.P. 1986. Tolstoy and Vivekananda. Calcutta: The Ramakrishna Mission Institute of Culture.
  • Hossain, M. 1980. Swami Vivekananda’s philosophy of education. Calcutta: Ratna Prakashan.
  • Nivedita, Sister. 1999. The Master as I saw him. 9th ed., 12th printing. Calcutta: Udbodhan Office
  • Sengupta, S.C. 1984. Swami Vivekananda and Indian nationalism. Calcutta: Shishu Sahitya Samsad.
  • Singh, S.K. 1983. Religious and moral philosophy of Swami Vivekananda. Patna: Janaki Prakashan.
  • Sudipa dutta Roy , July 2001
  • Toyne, M. 1983. Involved in mankind: the life and message of Vivekananda. Bourne End, United
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Carvaka-The ancient indian rebell naturalistic philosophy

Dr. V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

“Fire is hot, water cold; refreshingly cool is the breeze of morning By whom came this variety? They were born of their own nature This also has been said by Brihaspati: There is no heaven, no final liberation, nor any soul in another world, Nor do the actions of the four castes, orders, or priesthoods produce any real effect. If he who departs from the body goes to another world, how is it that he comes not back again, restless for love of his kindred? Hence it is only as a means of livelihood that Brahmans have established here all these ceremonies for the dead, — there is no other fruit anywhere.”

When Buddha grew to manhood he found the halls, the streets, the very woods of northern India ringing with philosophic disputation, mostly of an atheistic and materialistic trend. The later Upanishads and the oldest Buddhist books are full of references to these heretics. A large class of traveling Sophists-the Paribbajaka, or Wanderers-spent the better part of every year in passing from locality to locality, seeking pupils, or anty-agonists, in philosophy. Some of them taught logic as the art of proving anything and earned for themselves the titles of ‘Hair-splitters’ and ‘Eel wrigglers’; others demonstrated the non-existence of God and the inexpediency of virtue. Large audiences gathered to hear such lectures and debates; great halls were built to accommodate them and sometimes princes offered rewards for those who should emerge victorious from these intellectual jousts. It was an age of amazingly free thought and of a thousand experiments in philosophy.

Out of the aphorisms of Brihaspati came a whole school of Hindu materialist, named, after one of them, Carvakas. They laughed at the notion that the Vedas were divinely revealed truth; truth, they argued, can never be known, except through the senses. Even reason is not to be trusted, for every inference depends for its validity not only upon accurate observation and correct reasoning, but also upon the assumption that the future will behave like the past; and of this, as Hume was to say, there can be no certainty. What is not perceived by the senses, said the Carvakas, does not exist; therefore the soul is a delusion and Atman is humbug. We do not observe, in experience or history, any interposition of supernatural forces in the world. All phenomena are natural; only simpletons trace them to demons or gods. Matter is the one reality; the body is a combination of atoms; the mind is merely matter thinking; the body, not the soul, feels, sees, hears, and thinks. “Who has seen the soul existing in a state separate from the body?” There is no immortality, no rebirth. Religion is an aberration, a disease, or a chicanery; the hypothesis of a god is useless for explaining or understanding the world. Men think religion necessary only because, being accustomed to it, they feel a sense of loss, and an uncomfortable void, when the growth of knowledge destroys this faith. Morality, too, is natural; it is a social convention and convenience, not a divine command. Nature is indifferent to good and bad, virtue and vice, and lets the sunshine indiscriminately upon knaves and saints; if nature has any ethical quality at all it is that of transcendent immorality. There is no need to control instinct and passion, for these is the instructions of nature to men. Virtue is a mistake; the purpose of life is living, and the only wisdom is happiness.

This revolutionary philosophy of the Carvakas put an end to the age of the Vedas and the Upanishads. It weakened the hold of the Brahmans on the mind of India, and left in Hindu society a vacuum which almost compelled the growth of a new religion. But the materialists had done their work so thoroughly that both of the new religions which arose to replace the old Vedic faith were, anomalous though it may sound atheistic religions, devotions without a god. Both belonged to the Nastika or Nihilistic movement; and both were originated not by the Brahman priests but by members of the Kshatriyas warrior caste in a reaction against sacerdotal ceremonialism and theology. With the coming of Jainism and Buddhism a new epoch began in the history of India.

CARVAKA – WAY OF LIFE

In their ethics, the Carvakas upheld a kind of hedonism: the only goal people ought to pursue is maximizing sensual pleasure in life while avoiding pain—the kind that proceeds from over-indulgence and instant gratification. As is common with confrontational schools of thought, they were accused of “immoral practices” and depicted as “hedonists advocating a policy of total opportunism; they are often described as addressing princes, whom they urged to act exclusively in their own self-interest, thus providing the intellectual climate in which a text such as Kautilya’s Arthashastra a text that elevated the material wellbeing of both the nation and its people and favored an autocratic state to realize it.  In accordance with the dictates of policy and enjoyment, the mass of men consider wealth and satisfaction of desire the only ends of man. They deny the existence of any object belonging to a future world, and follow only the doctrine of Carvakas. Hence another name for that school is Lokayata—a name well accordant with the thing signified [that only the material world, loka, exists].

Carvakas is often depicted as denying spiritual values and is accordingly “represented as discarding morality, and preaching what is reproachfully described as the principle of ‘good digestion and no conscience”. However, some scholars believe, however, that this is a misunderstanding of the Carvakas position since “no serious thinker could have included such a teaching” .Carvakas believes not in the notion of stringent philosophy, but in liberal beliefs. Hence, they refute most of the already-established rules in the context of Indian philosophy. The prime importance is laid on the likes and dislikes of humans. As a result, Carvakas believe in the perceived knowledge of the present life, and not in rebirth and past life. According to them good deed is not much necessary to perform in one’s lifetime, as is instructed by the crafty priests. The basic thought of the Carvakas is to obtain worldly pleasure by making merry, as there is no hell where one can be hurled. Pleasure and pain are the central facts of life. Virtue and vice are not absolute but mere social conventions. The Carvakas suggested,

While life is yours, live joyously;

None can escape Death’s searching eye:

When once this frame of ours they burn,

How shall it e’er again return?

One scholar writes about the Carvakas belief system as, “Of the four ‘purusdrthas’, the Carvakas reject ‘dharma’ (virtue) and ‘moksa’ (spiritual freedom). They regard only wealth (artha) and pleasure (kdma) as the rational ends of man. Of these too, wealth is not the ultimate end; it is good only as a means to pleasure. Pleasure, then, is the ‘summum bonum’. The wise man should squeeze the maximum pleasure out of life. He should not let go a present pleasure in the hope of a future gain. These are the maxims which the Carvakas give: “Rather a pigeon to-day than a peacock tomorrow”;” A sure piece of shell is better than a doubtful coin of gold.” These are in the spirit of the saying – a bird in the hand is worth two in the bush”.

The Carvakas have emphasized that pleasure and pain are the central themes of life and it is not possible to separate life from all these. They have also claimed that virtue is nothing more than a delusion and enjoyment is the only reality. The Carvakas School of Thought believed that life is the end of life. Unlike the Upanishads the Carvakas or the materialist philosophy asserts the doctrines of uncontrolled-energy, self-assertion and reckless disregard for authority. Carvakas believe not in the notion of stringent philosophy, but in liberal beliefs. Hence, they refute most of the already-established rules in the context of Indian philosophy. The prime importance is laid on the likes and dislikes of humans. As a result, Carvakas believe in the perceived knowledge of the present life, and not in rebirth and past life. According to them good deed is not much necessary to perform in one’s lifetime, as is instructed by the crafty priests. The basic thought of the Carvakas is to obtain worldly pleasure by making merry, as there is no hell where one can be hurled. What is meant by heaven is the pleasure we have in eating, drinking, singing and in the company and embrace of women. And hell is the pain we experience in this world itself. There is no point in trying to obtain salvation and a life of eternal quietude; there is an end to life at death and all will be quietude then. The differences between castes and their distinctive duties are falsely laid down by interested persons. There are no objective ethical laws, so one can do what one likes, provided he is careful that his actions do not bring pain as a consequence. The Carvakas do not seem to have advocated pleasures of the moment, because pleasures of the moment and over-indulgence may result in pain and pain has to be avoided. It is also said that, because pleasure is associated with fine arts like music, they encouraged them and contributed much for their development. And because they were unwilling to kill animals, some of the Charvakas are also believed to be vegetarians.
But the peculiar contribution, which this philosophy seems to have made to the philosophy of life, was the philosophical justification it tried to furnish to any kind of action for the sake of pleasure. Of course, pleasure is not possible in the absence of wealth (artha). By spending money one can obtain pleasure (kama). The value of dhartna (duty) and the value of salvation (moksha) were firmly rejected by the Carvakas School. The Carvakas denied the validity of dhartna (self-dharma, righteous duty) in any form. Action when completed, the Carvakas would say, ends there. Apurva or the latent potential form which action takes, or merit and demerit cannot be perceived by anyone atall. They are therefore not real. It is foolish to think that past actions become a kind of unseen force (adrsta) and determines one`s future births. In fact, according to the Carvaka way of life, there is no rebirth. Humans have only one birth and that is the present one. If there is rebirth, one ought to remember it; no one remembers his/her previous births

Nothing is recognized by this school as a duty. A man can do anything – beg, borrow, steal or murder – in order to accumulate more wealth and more pleasure. But the state laws prevent a man from doing whatever he desires and punish him when he disobeys them. If he is clever enough to outsmart them, then his action is justified. Otherwise, he should follow them to avert the pain of punishment. Kings, who have the power over the state’s laws, themselves can do whatever they like and do anything for increasing their wealth, power, pleasure and dominion

The Carvakas believed there was nothing wrong with sensual indulgence, and that it was the only enjoyment to be pursued.
That the pleasure arising to man
from contact with sensible objects,
is to be relinquished because accompanied by pain—
such is the reasoning of fools.
The kernels of the paddy, rich with finest white grains,
what man, seeking his own true interest,
would fling them away
because of a covering of husk and dust?
The only end of man is enjoyment produced by sensual pleasures. Nor may you say that such cannot be called the end of man as they are always mixed with some kind of pain, because it is our wisdom to enjoy the pure pleasure as far as we can, and to avoid the pain which inevitably accompanies it. Thus the man, who desires fish takes the fish with their scales and bones, and having eaten the parts he wants, desists. Or the man, who desires rice, takes the rice, straw and all, and having taken that which he wants, desists. It is not therefore for us, through a fear of pain, to reject the pleasure which our nature instinctively recognizes as congenial. Men do not refrain from sowing rice because there happen to be wild animals to devour it; nor do they refuse to set the cooking-pots on the fire, because there happen to be beggars to pester us for a share of the contents. if any one were so timid as to forsake a visible pleasure, he would indeed be foolish like a beast,

Carvaka ethics urged each individual to seek his or her pleasure here and now. “As long as you live, live life to the fullest,” said Carvaka. “After death, the body is turned to ashes. There is no re-birth.” These words, so full of love for humanity and life, are strikingly reminiscent of the life-enhancing philosophy of EpicurusWhat is meant by heaven is the pleasure one has in eating, drinking, making merry and singing. And hell is the pain one experiences in this world itself. There is no point in trying to obtain salvation and a life of eternal quietude; there is an end to life at death and all will be quietened then

While life remains, let a man live happily,

let him feed on butter though he runs in debt;

when once the body becomes ashes

how can it ever return again?.
The Carvakas way of life speaks that the differences between castes and their distinctive duties are laid down misleadingly by interested people. There are no objective ethical laws, so one can do what one wishes to, provided he is careful that his actions do not bring pain as an outcome.
Saint Brihaspati, pioneer of materialism, during the age of the Rig Veda, believed that fire worship, ritualism, practising the Vedas, smearing ashes all over the body, etc., were antics performed by those who considered themselves powerful and learned

The three authors of the Vedas were buffoons, knaves, and demons.
All the well-known formulae of the pandits, jarphari, turphari, etc.
and all the obscene rites for the queen commanded in Aswamedha,
these were invented by buffoons, and so all the various kinds of presents to the priests,
while the eating of flesh was similarly commanded by night-prowling demons.

The Carvakas mocked religious ceremonies, calling them inventions of the Brahmins to ensure their own livelihood. The authors of the Vedas were “buffoons, knaves, and demons.” Those who make ritual offerings of food to the dead, why do they not feed the hungry around them?

The Agnihotra, the three Vedas, the ascetic’s three staves, and smearing oneself with ashes, these are but means of livelihood for those who have no manliness nor sences Like the other two heterodox schools, Jainism and Buddhism, they criticized the caste system and stood opposed to the ritual sacrifice of animals. When the Brahmins defended the latter by claiming that the sacrificed beast goes straight to Swarga Loka (an interim heaven before rebirth), the Carvakas asked why the Brahmans did not kill their aged parents to hasten their arrival in Swarga Loka. “If he who departs from the body goes to another world,” they asked, “how is it that he comes not back again, restless for love of his kindred?

If a beast slain in the Jyothishtoma rite will itself go to heaven,
why then does not the sacrificer forthwith offer his own father?
If the Sraddha produces gratification to beings that are dead,
then why not give food down below to those who are standing on the house-top?

Dharmakirti, a 7th century philosopher deeply influenced by  carvaka philosophywrote in Pramanvartik.  Believing that the Veda are standard (holy or divine), believing in a Creator for the world,Bathing in holy waters for gaining punya, having pride (vanity) about one’s caste,Performing penance to absolve sins,Are the five symptoms of having lost ones sanity.

Carvakas thought also appears in the Ramayana. In the epic, Rama is not the god that he later became, but an epic-hero, who, as Sen. Notes, has “many good qualities and some weaknesses, including a tendency to harbor suspicions about his wife Sita’s faithfulness.” In the epic, a pundit named Jabali “not only does not treat Rama as God, he calls his actions ‘foolish’ (‘especially for’, as Jabali puts it, ‘an intelligent and wise man’)”. Echoing Carvakas doctrine, Jabali even asserts that “there is no after-world, nor any religious practice for attaining that … the injunctions about the worship of gods, sacrifice, gifts and penance have  …

The Carvakas denounced the caste system, calling it artificial, unreal and hence unacceptable. “What is this senseless humbug about the castes and the high and low among them when the organs like the mouth, etc in the human body are the same?”

The Carvaka way of life speaks that the differences between castes and their distinctive duties are laid down misleadingly by interested people. There are no objective ethical laws, so one can do what one wishes to, provided he is careful that his actions do not bring pain as an outcome..

Hence, it can be concluded saying that the materialist philosophy had a lot to do with regard to the repudiation of old system of religion and custom of magic. The Carvakas Philosophy is in fact a man’s return to his own spirit and rejection of all those which are external and foreign. It also says that nothing needs to be accepted by an individual which do not find its place in the way of reason.

References and Bibliography

  • Jayarāśi Bhaṭṭa was an 8th or 9th century Indian philosopher (dated to ca. 770-830 by Franco 1994), author of the Tattvopaplavasimha (tattva-upa.plava-simha “The Lion that Devours All Categories”/”The Upsetting of All Principles”). The manuscript of this work was discovered in 1926 and published in 1940 (eds. Sanghavi and Parikh). ..
  • Madhavacharya, the 14th-century Vedantic philosopher from South India starts his famous work The Sarva-darsana-sangraha with a chapter on the Carvaka system with the intention of refutation
  • Chattopadhyaya, Debiprasad (1976). What Is Living and What Is Dead in Indian Philosophy. New Delhi: People’s Pub. House
  • Debiprasad(1959). Lokayata: A Study in Ancient Indian Materialism. New Delhi: People’s Pub. House Monier-Williams (1899); the name literally means “speaking nicely”, from cāru “agreeable” and vāk “speech”
  • Radhakrishnan and Moore, “Contents”.p. 224.
  • Riepe, Dale. The Naturalistic Tradition of Indian Thought (Motilal Banarasidas, Varanasi) p.7
  • Sarvepalli Radhakrishnan and Charles A. Moore. A Sourcebook in Indian Philosophy. (Princeton University Press: 1957, Twelfth Princeton Paperback printing 1989) pp. 227-49.
  • Radhakrishnan, Sarvepalli; and Moore, Charles A. A Source Book in Indian Philosophy. Princeton University Press; 1957. Princeton paperback 12th edition, 1989.
  • R. Bhattacharya, Carvaka Fragments: A New Collection, Journal of Indian Philosophy, Volume 30, Number 6, December 2002, pp. 597-640.
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