EDU 201: Knowledge and Curriculum

 

Module 1 – INTRODUCTION TO PHILOSOPHY

Module 1 – INTRODUCTION TO PHILOSOPHY

1.1. Philosophy – Meaning and Branches

Meaning of Philosophy

Philosophy is as old as human life. There is no aspect of life, natural or supernatural, animate or inanimate which falls outside its domain. Everyone follows a philosophy, whether he is aware of it or not. Philosophy is search for a comprehensive view of nature, an attempt at universal explanation of the nature of things. It deals with everything in the world and all of knowledge. Philosophy is not a body of knowledge. It is a technique of thinking and an attempt to answer the ultimate questions of life.

Etymological Meaning

The term “philosophy” literally means the love of wisdom. It is derived from two Greek words ‘Philos’, “love” and ‘Sophia’, “wisdom”. This wisdom results from pursuing knowledge or truth. The philosophical quest for truth and wisdom is necessary to lead a fully human life.

Nature of Philosophy

·        Philosophy is an activity

·        Philosophy is a criticism

·        Philosophy is the systematic

·        Philosophy is integrative discipline

·        Philosophy is a technique of thinking

·        Philosophy is a way of life

·        Philosophy is ongoing

Branches of Philosophy

Philosophy deals with everything in the world an all of knowledge. It is primarily divided into three branches – Metaphysics, Epistemology and Axiology.

1. Metaphysics

The term literally means beyond physics. Metaphysics is the study of the nature of ultimate reality and speculations about the nature of existence. It asks the question like is reality spiritual or material? What is the origin of the universe? Is it inherently purposeful by its own design or do we create our own purpose? In their speculations into the nature of reality; philosophers have drawn varying conclusions.

Ø  Aristotle is regarded as the father of metaphysics

Ø  For Aristotle metaphysics as “a science which studies being ‘qua being’ and properties inherent in it in virtue of its own nature.”

Ø  It is the study of being.

Ø  It is divided into

1. Ontology- study of being

2. Cosmology- study of the universe

3. Cosmogony- study of the origin of universe

4. Philosophy of self- deals with the essence of man

5. Theology- Study of God

6. Eschatology- deals with death and life after death and final judgemennt

Metaphysics and Education

Ø  Metaphysics is related to all important problems in human life and so it cannot avoid education

Ø  It connects human life and education with the world outside

Ø  It helps to take ultimate decisions on aim, curriculum, methods of teaching and evaluation etc.

Ø  It is concerned with reality hence it is important in education because curriculum is based on reality

Ø  Spiritual education is included or excluded based on the metaphysical concept.

Ø  The purpose of education is to explain reality to the young, the metaphysics helps the teacher to give a proper insight to children

2. Epistemology

Epistemology is the branch of Philosophy that studies the nature and scope of knowledge. The term “epistemology” is based on the Greek words “episteme” which means knowledge. Its Sanskrit equivalent is “Pramana”. It deals with the conditions and sources of knowledge. It is theory of knowledge. Epistemology considers such important questions as: How do we know what we know? Can we know the real? What is knowledge? What are the sources of knowledge? How can we know that our knowledge is real? What are the limits of our knowing? How can we distinguish between true and false knowledge? What is the relation between knower and the known? What is ignorance? Is it a form   of knowledge? The answers to these questions form the subject matter of epistemology. It is a critical examination of metaphysics.

Origin or Source of Knowledge

1. Intuition (Intuitionism)- Hocking, H. Bergson, Mystics

2. Reasoning (Rationalist) – Plato- the father of this school

3. Sense Experiences (Empiricism)-  John Locke

4. Authority (Authoritarianism)- authority of the state, church, scriptures, tradition or the expert.

Importance of Epistemology in Education

Epistemology is closely related to methods of teaching and learning. For example,

1. an idealist may hold that knowing, or the cognitive process, is really the recall of ideas that are present latently in the mind.

2.Plato’s epistemology, or theory of knowledge, is based on the concept of reminiscence or recollection by which human beings recall all the truths that are latently and unconsciously present in their minds.

3.The appropriate educational method for Idealist would be the Socratic dialogue in which the teacher attempts to bring latent ideas to the student’s consciousness by asking leading questions.

4. Realists hold that knowledge originates in the sensations we have of objects in our environment.

5. A pragmatist, hold that, we create knowledge by interacting with our environment in problem-solving episodes.

6. Existentialists content that we create our own knowledge by choosing what we wish to believe and appropriating it as our own.

3. AXIOLOGY

Axiology deals with value. It is the science of value. It is derived from the two Greek word Anxious and logos which together means the theory of value. The subdivisions of axiology are ethics and aesthetics.

1. Ethics refers to the philosophical study of moral values and conduct. It studies nature of right and wrong and the distinction between good and evil. Ethics explores the nature of justice and of a just society, and also one’s obligation to one self, to others and to society.

2. Aesthetics is concerned with the study of values in the realm of beauty and  art. It also studies our thoughts, feelings and attitudes when we hear or read something beautiful- in nature or in art. In addition aesthetics investigates the experience of engaging in such activities as painting, dancing, acting and playing. Aesthetics is sometimes identified with the philosophy or art, the  process of artistic creation, and the nature of the aesthetic experiences.

Relationship between Axiology and Education

Ø  The aims and values of the society are reflected in aims and values of the educational system.

Ø  We cannot construct a system of education without the knowledge of axiology

Ø  Aim of education and methods of learning is related to axiology

Ø  The theory of education is influenced by value theory

Ø  Parents, teachers, and society reward or punish behaviour as it conforms to or deviates from their conceptions of correctness, goodness, or beauty.

Ø  Teacher should have thorough knowledge about values and possess values. To motivate the students’ teacher should develop the values from past experiences.

Ø  Teachers are always concerned how students should behave. For this purpose, they are concerned with imparting moral values and improving individual and social behavior.

Relation between Philosophy and Education

There is a mutual and close relationship between education and philosophy. Both philosophy and education are integrally related to each other. The following are a few viewpoints that establish the relationship between philosophy and education:

James S. Ross: “Philosophy and education are the two sides of the same coin; the former is the contemplative while the latter is the active side”

According to J. Adams “Education   is the dynamic side of philosophy”.

John Dewey: “Philosophy is the theory of education in its most general phase”.

 

Education is dependent on Philosophy due to following reasons:

Philosophy determines nature of education

Education is the best means for propagation of philosophy

Philosophy determines the various aspects of education

Great Philosophers have been great educationists also

Philosophy and Aims of Education

The aim of education is determined by philosophy of the nation. Examples are:

Ø  Ancient India followed Gurukulam system

Ø  Medieval India followed Muslim education

Ø  Modern India- English Education

Ø  Independent India- Democratic education

Philosophy and Curriculum

Curriculum is the means through which we realize the aims of the education. The philosophical approach to life is the guiding factor in the construction of curriculum.

 Gandhiji’s scheme of Basic education was an expression of his philosophy. He was against the lopsided system of education propounded by Lord Macaulay. His scheme of education emphasized crafts and the environment.

Introduction student’s parliament in school is the outcome of democratic philosophy.

Various philosophies like Humanism, Idealism, Pragmatism and Naturalism have influenced curriculum in varying degrees.

Philosophy and Text-books

Text-books are important instruments, through which the aims of education are realized. Textbook reflects the philosophy of those who construct it. Text books reflect the philosophy of the society. For example, in a socialist society text-books emphasis socialist philosophy. The text- book of a theocratic country may contain the values of its religion. A secular country like India promotes values of secularism, socialism, democracy and equality through its text-books.

Philosophy and Methods of teaching

Method of teaching is the procedure through which the aims of education are realized. Every philosophy has its own methods of teaching.

According to Idealism Socratic, lecture and discussion methods are preferred

Naturalism recommends learning by doing and direct experience.

Pragmatism recommends Project method and problem solving methods

Philosophy and Discipline

Discipline is a set of instructions imparted to produce a specific character or pattern of behavior. Every philosophy has its own system of disciplining.

·         In a democratic setup, discipline is viewed as inner discipline as well as social discipline based on the rights and obligations of an individual.

·         Idealism recommended Impressionistic disciple which results from the students respect for the teacher.

·         Naturalism recommended free discipline.

·         Pragmatic philosophy promotes social discipline which emerges as a result of one’s engagement in group activity.

Philosophy and Teacher

Teacher is the back-bone of the entire process of education. Therefore, it is essential that the teacher’s philosophy of life should be in perfect consonance with the philosophy on which the educational system is based. Philosophy of a teacher is reflected in all his/her deeds and with which he/she is connected.

Maria Montessori- Montessori school (Children’s house)

Froebel- Kindergarten

Gandhiji- Nai Taleem

Jiddu Krishnamurthy- Rishi Valley School

Aurobindo- International Centre for education

Conclusion

            Education and philosophy are the two sides of the same coin, cannot be separated. Like wise philosophy and education cannot be separated.

 

 

1.2. The Indian Schools of Philosophy- Orthodox and Heterodox- significance of Vedanta, Sankhya and Lohayata

1.2.1 Indian Schools of Philosophy

Philosophy in India is called as darśana, because it is concerned with the perennial problems of life. It comes from the Sanskrit root word ‘drś’ that means ‘to see’, ‘to look’ or ‘to view’. It is ‘the revelation of the nature of Reality' or ‘the vision of Ultimate Truth and Reality’.

1.2.2. Orthodox and Heterodox

The Indian schools of philosophy may be classified broadly into two Asthika (orthodox) and Nastika (heterodox). The first group believed in the Vedas and the latter rejected the Vedas. The Asthika school consists of Nyaya, Vaisesika, Sankhya, Yoga, Mimansa, and Vedanta which are also known as Shad-darsana- the six Darsanas. Nastika schools consists of Charvaka, Buddhism and Jainism that do not accept the authority of Vedas

 

Schools	Founder and Teachers	Main Philosophy
1. Sāmkhya	Kapila	Reality is Prakriti and Puruṣa
2. Yoga	Patānjali	Meditation- Aṣtāngamārga
3. Vaiśeṣika	Kannada	Reality is Atoms
4. Nyāya	Goutma	Theory of Knowledge and  logic
5. Mīmāṁsa	Jāmini	Reality is Dharma
6. Vedāntic Systems:   6.1. Advaita-Vedānta	Bādrayana   Śankarācārya	Brahman and Ātman   Reality is Non-Dual
6.2. Visishtādvaita Vedānta	Rāmanuja	Reality is Qualified One
6.3. Dvaita Vedānta	Mādhava	Reality is Dual
7. Charvaka	Bruhaspathy	Atheist- Eat think and merry
8. Jainism	Mahaviran	Atheist Philosophy
9. Budhism	Gautama Budha	Atheist philosophy

 

VEDA: THE SOURCE OF INDIAN DARŚANA

The Vedas may be assigned latest to 2500 B.C.E. (?). It is codified and classified by the Veda Vyāsa (Badarayana, Krishna Dvaipayana). The word Veda comes from the Sanskrit root ‘vid’ which means ‘to know’. Thus, Vedas means the repository of knowledge.

The Vedas are four in number, Rig, Yajur, Sama and Atharva. Of them, the Rig Veda is the chief. The first three agree not only in their name, form, and language, but in their contents also, but Atharva is different.

Ṛig Veda means wisdom expressed in verse. It contains hymns in praise of all devatās. Here, all-natural powers got personified in the form of gods.

        Sāma Veda is a purely liturgical collection. Sāman means tunes or melody.

            Yajur Veda also serves a liturgical purpose. It means worship. The chief purpose of Yajur Veda is to render practical shape for Ṛg Vedic mantras in the form of worship.

Atharva Veda: Atharva represents priests who offer and compose mantras which are mystical rites. (Vasheekaranam, Aabicharam)

 

DIVISION IN FOUR VEDAS

Each Veda has divided into four: Saṁhitās, Brāhmaṇas, Āraṇyakas, and Upaniṣads.

1. Saṁhitās means that which has been collected and arranged. It brings out the significance of a Veda in the shape of mantras, or hymns, systematically arranged. Mantras or Hymnology addressed to the various gods and goddesses like, Agni, Varuna, Indra and so on.

2. Brāhmaṇas are written in prose. They are the elaboration of the complicated ritualism of the Vedas. The rules and regulations laid down for the performance of the rites and the sacrifices are dealt in the Brāhmaṇas.

3. Āraṇyakas are named as that because they were composed in the calmness of the forests. Āraṇyakas literally means the literature of the hermits and for the hermits. This part of the Vedic literature marks the shifting of the emphasis from the ritualistic to the philosophical thought. It has a mystic interpretation of the Vedic sacrifices.

4.Upaniṣads are the concluding portions of the vedās. These are intensely philosophical and spiritual. The word ‘Upaniṣads is derived from the root ‘upa’ which means ‘near’, ‘ṣad’ which means ‘to sit’ and ‘ni’ means ‘devotedly or down’. The word, therefore, means that ‘sitting down  of the disciple near his teacher in a devoted manner to receive instruction about the highest Reality which loosens all doubts and destroys all ignorance of the disciple.’

Upaniṣads are also known as ‘Vedānta’ or ‘the end of the Veda’ because (1) they are literally the concluding portion, the end, of the Vedas, (ii) they are the essence, the cream, and the height, of the Vedic philosophy.

 

1.2.3 Significance of Vedanta

1. Vedanta Philosophy (Mimamsa-meaning enquiry)

Vedanta originally meant the Upanishads, a collection of foundational texts in Hinduism. By the 8th century, it came to mean all philosophical traditions concerned with interpreting the three basic texts of Hindu philosophy, namely the Upanishads, the Brahma Sutras and the Bhagavad Gita. There are at least ten schools of Vedanta, of which Advaita Vedanta, Vishishtadvaita, and Dwaita are the best known.

Veda-anta, i.e "Veda-end" means "the appendix to the Vedic hymns". It is also said that "Vedanta" means "the purpose or goal or end of the Vedas". Vedanta can also be used as a noun to describe one who has mastered all four of the original Vedas. In earlier writings, Sanskrit 'Vedanta' simply referred to the Upanishads, the most speculative and philosophical of the Vedic texts. However, in the medieval period of Hinduism, the word Vedanta came to mean the school of philosophy that interpreted the Upanishads. The canonical texts or source book of Vedanta is (Prastanatrayi) The Upanishads, The Brahma Sutra and The Bhagavad Gita

2. Basic Questions of Vedanta Philosophy

            The schools of Vedanta seek to answer questions about the relation between atman and Brahman, and the relation between Brahman and the world. The schools of Vedanta are named after the relation they see between Atman and Brahman:

·         According to Advaita Vedanta, there is no difference.

·         According to Dvaita the jivatman is totally different from Brahman.

·         According to Vishishtadvaita, the jivatman is a part of Brahman, and hence is similar, but not identical.

❖     Madhva said: “Man is the servant of God,” and established his Dvaita philosophy.

❖     Ramanuja said: “Man is a ray or spark of God,” and established his Visishtadvaita philosophy.

❖      Sankara said: “Man is identical with Brahman or the Eternal Soul,” and established his Advaita

3. Aims of Education

§  Chitta-Vritti-Nirodh: Education must aim at self-fulfillment and provide freedom from material desires and attachment.

§  Education of Mind: Education must provide knowledge for creativity and pursuit of culture and civilization.

§  Make living worthy: Education should make life worthwhile, purposeful and relevant.

§  Tamso-ma-Jyotirgamaya: Knowledge should dispel doubts, dogmas and darkness.

§  Religion centred: Religion dominated every aspect of life, all national, personal, social and educative procedures and practices, hence education should be wedded to religion.

§  Individual-Centred: Education was for individual which was its chief concern. Education should therefore aim at overall development of an individual.

§  Nature Oriented: The centres of education were located from the populated and crowded areas, more in natural surroundings. Education should make man one with nature.

4. Curriculum

According to Kathopanishad, the subjects fell into two categories: Para-vidya or (spiritual learning) and Apara-vidya or (worldly learning).

 

5. Methods of Teaching

§  The first method was Maukhik (oral) and

§  second was based on chinthan (thinking or reflection).

§   In the oral method students were to memorize the mantras (vedic hymns) and Richayas (verses of Rigveda).

§  The process of education passed through three stages of comprehension i.e Shravan (Hearing), Manan (meditation) and Nidhidhyasan (realization and experience).

§   Methods of teaching was based on apprenticeship and was psychologically sound.

§  Teaching followed some strategies such as simple to complex, activity and skill oriented procedures, Question-Answer technique and illustration.

§  Self-study (Swadhyaya) was considered more important.

6. Teacher

ü  During Vedic period the teacher occupied very, important place in the scheme of education.

ü  He was the centre of education and without him no education could be conceived of.

ü  He was called Guru or Acharya and he was respected as a god by the student as we as the society. Even the king did not enjoy so much respect as the teacher enjoyed.

ü  Rules for conduct of both teachers and pupils were listed down.

-For the discipline; Rules also for respect due from pupils to teacher were framed,

-Rigid rules were laid for conduct of pupils,

-Code of dress was observed,

-and observation of Brahmacharya or celibacy was compulsory for all pupils.

7. Educational Implications of Vedanta Philosophy

1. Pride in civilization and culture: we feel proud of the civilization and culture of our ancestors inherited to us. Educational aims of Vedic age are accepted in principle as aims of modern education to build character and make life worth living for our young ones.

2. Discipline and pupil teacher relationship: The sense of discipline and cordial relation between teacher and pupil of vedic age is well known to the world.

3. Subject of studies: Vedic literature is enriched by the sense of peace, humanity, universal brotherhood which is also vital part of our curriculum.

        4. Teaching Methods: Hearing, thinking (meditation), and experience

        5. All round development of child

        6. Equality of opportunity: There was no discrimination on the basis of caste, creed, colour, etc and the students of all strata of society received education on an equal footing. In modern society, the constitution has adopted the principle of equality in the field of education.

        7. Education for self-sufficiency: Vocational subjects are included in the curriculum.

        8. Commercial education and Vedic mathematics: The ideas of the scope and nature of commercial geography, needs of the people of various localities, exchange value and quality of articles and language spoken at different trade centres were considered necessary.

 

2. Significance of Samkhya Philosophy

1. Samkhya Darshana

Ø  It is the most ancient of the six systems.

Ø  It is based on two ultimate principles namely –the spirit (purusa) and matter (prakriti).

Ø  Purusha is pure consciousness while prakriti primordial matter, the creative potential.

Ø   Prakriti has form, color and attributes and three gunas are Sattva (purity, calmness, harmonius), Rajas (activity, passion, movement) and Tamas (ignorance, inertia, laziness)

Ø  Prakriti creates all forms in the universe, while Purusha is the witness to this energy.

Ø  Prakriti cannot exist without Purusha. However, there can be Purusha without Prakriti.

Ø   The creative process (shristi) begins when Purusha, joins prakriti and becomes established in it. Out of this process evolve 24 principles.

1.Mahat: The great principle.

2. Buddhi: the discriminating, reasoning and causative intelligence.

3.Ahamkara: the ego –principle.

4.Manas: the mind or the sixth sense.

5. Panchendriyas: the five sense organs: ears, eyes, nose, tongue and skin.

6.Five karmendriyas: the five organs of action: (the hands, legs, vocal apparatus, urino-genital organs and anus.)

7. Five tanmatras: five subtle elements (sound, touch, sight, taste and smell).

8. Five Mahabhutas: the five gross elements (earth, water, air, fire and ether).

Ø     According to samkhya ‘Mukti’ or deliverance (or liberation of the soul) is the ultimate purpose of once’s life. This Mukti may be obtained through realizing the difference between the prakriti and purusha.

2.The Samkhya in Education

·         The primary concern of the Samkhya seems to be the mukti or freedom of the purusa from the bondage of the material body. This is possible only through knowledge of the true nature of  purusa.

·         Knowledge is the only means to obtain freedom, the need of education in the samkhya get top priority.

·         This system is the process of life long education itself

3. Educational Implications of Samkhya Philosophy

1. The meaning of true education

      The true education is that which acquaints one with the differences between prakriti and purusha.

2. The fundamental purpose of education

      According to Samkhya liberation of the soul is the ultimate purpose of one’s life. It is obtained through realizing the difference between the prakriti and purusha. For the realization of this end practice of Yoga is necessary. Moral conduct is the first requisite of yoga.

3. The aim of education is…

      1. to eradication of triple sorrows (Adhiboutika, Adhudaivika and adhyatmika) of life.

      2. to Know thy self (Socrates also holds this), he is essentially a spirit and never a material existence ultimately

      3. To enable man to work out his own salvation (there is no God to help)

      4. To prepare a dynamic citizen (social change) of the world.

      5. The critical faculty of the student is to be developed and sharpened

      6. To develop a dynamic personality full of noble character

      7. Prepare a student for acquiring different skills needed in life.

      8. a holistic development regarding physical, mental, social, intellectual and the moral development.

4. Teacher and Taught

      1. A spiritual relationship between the teacher and student is needed.

      2. Teacher should have perfect knowledge and satisfying the curiosity of the student.

      3. Student should be polite, obedient and full of service to the teacher.

      4. The teacher is needed to make the student aware of his will force.

      5. The element of self-sense and self-respect is needed

5. Curriculum

·         Play and study (Physical and mental growth together)

·         Language, SS, Literature, mathematics, physics etc are included in the curriculum

·         The subject should be taught according to the interest and aptitudes of adolescents

·         Individual is ever growing, hence there is need for his continual education till he is able to distinguish between matter and spirit.

   6. Methods of teaching: Teacher centred

   7. Discipline: Self-Discipline

3. Significance of Charvaka or Lokayata Philosophy (Indian Materialism)

Ø  Materialism claims matter is the reality.

Ø  Cārvāka system is known as "Indian Materialism" within Indian philosophy.

Ø  Lokāyata functioned as a sort of  negative reaction to spiritualism and supernaturalism.

Ø  "Lokāyata" means philosophy of the people.

Ø   Cārvāka comes from two words Cāru and Vākku which means ‘sweet tongued’. It signifies a person who believes in eat, drinks and merry, or a person who eats up his  own words, or who eats up all moral and ethical considerations.

Ø  Bṛhaspati is considered as its original founder and for this reason also been named "Bṛhaspatya."

Ø  The Source Text- Bṛhaspati authored the classic work Bṛhaspati Sῡtra.

Ø   The Maxim- Eat, Drink and Merry.

MAIN DOCTRINES

Ø  Cārvaka understands Reality as Matter and perception is the only means to attain the knowledge of reality.

Ø  The doctrine of Cārvaka is known as Svabhāva Vāda. The term "Svabhāva" in Sanskrit can be translated to "essence" or "nature." Bṛhaspati used the term to indicate that general characteristics of an object attributed to itself and not to any other agent.

Ø  Doctrines can be summarized as:

I. Theories of Knowledge (Epistemology)

1. Perception is the only Pramāṇas (Means of knowledge)

2.Svabhāva Vāda - it traced general characteristics of an object to itself and not to any other agent

3. Earth, water, fire and air are the four elements

4. Bodies, senses and objects are the combinations of these elements

5.                                                     Consciousness arises from matter

2. Metaphysics

1.The soul is nothing but conscious body

2. They reject all transcental entities like soul, God, law of karma, rebirth etc.

3. Ethics

1. Enjoyment is the only end of human life

2. Death alone is liberation

In ethics they regard sensual pleasures (kama) as the highest good and wealth (Artha) is regarded as the means to realize the end. Thus, they reject Dharma and Moksha as the end of life. They also reject the highest goal of life as heaven or the liberation. By their sceptic attitude and rejection of commonly accepted idea they gave the other schools of philosophy some food for thought.

 

 

1.3 Indian Philosophers

1.  Swami Vivekananda (1863 - 1902)

Swami Vivekananda whose original name was Narendranath Datta, was born in    Culcutta. As a child he developed great taste for music and was very skillful in sports. He began mastering the Hindu classics under the guidance of his mother. At the age of 18, urged by his burning thirst for divine enlightenment, he first met Sri Ramakrishna. During the ensuing six years of association with the master he had a spiritual transformation and emerged as Swami Vivekakanada.

After the death of Sri Ramakrishna in 1886, Swami Vivekanada organized the master’s disciples into the illustrious Ramakrishna Mission. He devoted most of the last fifteen years of his strenuous life to communicate his universal message of unity and tolerance. He traveled to all corners of India and experienced the anguish of the country’s impoverished multitude. He visited much of Easter Asia, Europe and United States. It was in Chicago at the Parliament of Religions in 1893 that he first gained international attention. It is high time that we give serious thought to his philosophy of education and remembers his call to every-body-‘arise, awake, and stop not till the goal is reached.”

Philosophy of Swami Vivekananda

For Vivekanada God is the ultimate and universal reality that exist in this universe. All phenomena, animate and inanimate, man and animal, body, mind and soul, are all his manifestations. Howler human being does not realize this reality due to the illusion or maya. He believed that the study of Vedanta would tear this veil and man would see himself in this reality. He emphasized the need for “Jnana Yoga”, “Karma Yoga” and “Bhathi Yoga “.

Meaning of Education (philosophy of education)

According to Vivekanada ‘Education is 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 (satchitananda). All knowledge is within the individual, it requires only an awakening. He says that the process of education is inner growth and development of the powers inherent in the individual. The child educates himself and develops according to his abilities as a plant grows according to its own nature. He conceived of an education by which character is formed, strength of mind is increased, intellect is expanded, and by which one can stand on one’s own feet”. In short Education for him signifies ‘man- making’ process.

The aims of education according to Vivekananda are: (man-making education)

·        Education for self development

·        Education for the fulfillment of Swadharma

·        Education for serving humanity

·        Education for developing feeling of brotherhood

·        Education for attaining self-reliance and self sufficiency

·        Education for character formation.

·        Education for developing spiritual life.

The curriculum

His curriculum aimed at the development of the child’s personality. More importance is given to the study of philosophy, Vedanta, religion, technology, science, art and other modern disciplines. The learner should meet the needs of  the modern community and take up the challenges. The study of social sciences like history, geography, economics, agriculture, engineering and vocational education are included in the curriculum to make the learning self- sufficient. Physical education was included to have a strong mind in a strong body. He laid stress upon teaching in mother tongue and for the unity of the country a common language he preferred. Sanskrit also needed for knowing Indian culture.

The Method of Teaching

Vivekananda’s method of education resembles the heuristic method of the modern educationists. In this system, the teacher invokes the spirit of inquiry  in the pupil who is supposed to find out things for himself under the bias-free guidance of the teacher. He also recommended Concentration as a method in education. By it complete mastery of mind, control of internal and external senses, acquisition of the great powers of endurance can be achieved. He stresses women education.

Role of the Teacher

·         The teacher must understand the students.

·         A dedicated, service- minded and committed teacher with a pure heart and mind is necessary.

·         The personal life of the teacher is critical in several ways and influences the spread of education and the process of learning by the young ones.

·     Love, affection, and empathy on the part of the teacher and the feeling of appreciation and respect on the part of the learner could create an ambience in the teaching-learning process

·     Swamiji wanted teachers to know the spirit of all the scriptures

·         A pure heart and selfless motive  characterizes the true teacher.

 

Dr. Sarvepalli Radhakrishnan (1888-1975)

Dr.Radhakrishnan was Born in Tamilnadu in 1888. He started his teaching career as professor of philosophy in different Indian universities. In 1929 he joined as professor of comparative Religion in the Oxford University. After completing his term at Oxford University he was the Vice Chancellor of various Indian universities.

He started his formal political career when he was appointed as Indian Ambassador to the USSR. In 1952 he wass elected as the first Vice –president and in 1962 as president of the Indian Republic. In India 5th September, the birthday Dr, Sarvapalli Radhakrishnan is celebrated as Teacher Day. When Dr. Radhakrishnan became the president of India in 1962, some of his students and friends approached him and requested him to allow them to celebrate 5th September, his “birthday”. In reply, Dr. Radhakrishnan said, “instead of celebrating my birthday separately, it would be my proud privilege if September 5 is observed as Teachers’ day”. The request showed   Dr. Radhakrishnan’s love for the teaching profession. From then onwards, the day has been observed as Teachers’ Day in India.

Meaning and functions of education

For Dr. Radhakrishnan education is a process of training of Intellect, Heart and Spirit. It is a pursuit for truth and wisdom. He viewed education as an initiation into the life of spirit - as second birth. Education should deepen insight, widen horizon and create a meaningful outlook and should development a scientific spirit “Any satisfactory system of education should aim at a balanced growth of the individual and insist on both knowledge and wisdom, janamvijanasahitam

Role of the Teacher

Dr.Rahakrishnan viewed teachers as ‘gurus’ , “acharyas” who leads the individual from darkness to light. He should be a role model for the students. For him teaching is a noble vocation and a Mission.

 

2. Mahatma Gandhi (1869-1948)

Mahatma Gandhi is considered to be one of the greatest teachers of mankind. His worldview is a perfect synthesis of the eastern idealism with its spiritual emphasis and the western pragmatism with its emphasis on life. Gandhiji strongly believed in God, the Almighty and the supreme ruler and he believed in the spiritual unity of all human being. According to Gandhiji, man’s ultimate aim is the realization of God and all his endeavor-political, religious and social- must be guided to this end. “The only way to find god is to see him in his creation and be one with it – I am a part and parcel of the whole and I cannot find him apart from the rest of humanity”. Gandhiji recommended ‘Non- violence’ which is a positive attitude of tolerance, patience, perseverance, self- sacrifice and self-suffering. Non – violence is also called ‘Ahimsa’ by him. Ahimsa, in practical application, is called ‘Satyagraha’ which is a “method of security, a right by personal suffering and not by inflicting injury on others”.

His vision of education

Gandhiji summed up his ideas on education: “By education I mean an all round drawing out of the best in child and man-body, mind, and spirit”. All round implies a harmonious development head, heart, and hand. Drawing out of the best recognizes a great potential coiled up in the child, which can be realized and developed to its perfection. Body, mind and spirit is a vision of the whole man. The first emphasis is on the body and the culmination point is the spirit. Education cannot be confined to childhood and youth, it has to take into account the whole life of man; and that is the significance of the phrase best in child and man

Aim of Education

1. Knowledge of God, Oneness with God, spiritualism and self-realization are the ultimate aim

2. Harmonious development of one’s personality

3. Self-sufficiency

4. Character building

5. Training for leadership, utilitarian aim, cultural aim, welfare of the society, education for equality, brotherhood, cooperaton and world peace.

Basic Education -NaiTalim

Basic education is the life centered education propounded by Gandhiji. In the year 1937, he wrote a series of article in the ‘Harijan’. The all India national conference at Wardha discussed the scheme and appointed an expert committee under the chairmanship of Dr.Zakir Hussain to workout the details and to prepare the syllabi for the scheme. The committee submitted its report in 1938 and the principles were accepted by the national leaders. It is popularly known as the Wardha Scheme, a national programme in basic education.

It is known as basic education for the following reasons

1)     It is based on the ancient Indian culture and lays down the minimum education, which every Indian child is entitled to receive without the distinction of caste or creed.

2)    It is intimately related to the basic needs and interests of the child and makes use of his inborn potentials for creative and productive work.

3)   It is closely associated with the basic occupation of the community that the child hails from.

Salient Features of Basic Education

1.    Free and compulsory education for all children. Gandhiji advocated that within the age group 6 to 14, there should be free, compulsory and universal education.

2.      Craft centeredness. The basic national education aimed at providing education through the medium of crafts or productive work. The crafts adopted by Gandhiji were spinning and weaving, carpentry, agriculture, fruit and vegetable gardening, leather works etc.

His novel idea of introducing craft in education is guided by the following reasons.

I.             To construct the village of India and to help the poor and weaker members of society. Thus, he used education as a special tool in the reform of Indian village life.

II.            It is based on the principle of “learning by doing”.

III.             To bring out a correlation between the school and the community.

IV.            To develop problem-solving attitude among children.

V.             To give vocational bias to education.

3.   Self-supporting. Basic education is self-supporting. Gandhiji advocated that old principle, “Papa pays and bay plays” should be changed to, earn while you learn’. Children earn from their craftwork to cover their expenses.

4.   Medium – mother tongue. Gandhiji emphasized on the mother tongue to be the medium of instruction and the subject of study. The mother tongue would enable the children to express themselves effectively, clearly and lucidly. It can acquaint the child with his heritage, ethical and moral values

5.     Correlation. In basic education subjects are taught not in water tight compartments but in correlation. The whole range of desirable subjects are integrated round the productive activities on the physical and social environment.

6.       Non-violence. Another important feature of basic education is its application of the principle of nonviolence. In order to wipe out the evils of violence, children are trained in arts of peace and cult of nonviolence.

7.   Citizenship training. Through active participation in social activities children shed their angularities and become refined citizens and develop qualities of leadership, co-operation, team spirit and honesty.

Method of Teaching

The Gandhian method of teaching has certain unique features. Gandhiji introduced craft as the center of teaching learning process. The craft chosen should be productive and suitable to the local needs and conditions. It is conceived as a purposeful activity to create love of work and dignity of labor among pupils. Activity and experience are also given great emphasis in the craft centered methods.

Curriculum

Gandhiji’s curriculum is activity centered. It is meant to prepare the child for practical work, conducted experiments and do research so that he is able to develop himself physically, mentally and spiritually and become a useful member of society.

Gandhiji recommended the following studies

                    A basic craft in accordance with the local conditions, Mother tongue, C. Arithmetic, Social studies, General science including nature study, botany, zoology physiology, hygiene, chemistry and physical culture, Art work, Music and Domestic work for girls.

Discipline

Gandhiji advocated discipline through self-control. He stressed the importance of self- discipline through purposeful activities. He also pointed out the importance of religious and moral education for developing self- discipline

Teacher

Gandhiji advocated devotion to the teacher, Guru-bhakti. He says “education of the heart could only be done through the living touch of the teacher”. Education becomes effective and faithful only to the extent to which there is personal touch between the teacher and the taught. It will be difficult to achieve character building in the absence of devotion to teacher. Gandhiji anticipated a nonviolent personality in the teacher. He should have devotion to duty, to the student and to God. He is to play the role of mother. Gandhiji in his book ‘My views of education’, says “one who cannot take the place of a mother cannot be a teacher. The teacher must really be a mother to children. The child should never feel that he is being taught. Let her simply keep her eye upon him and guide him.

 

Rabindranath Tagore (1861-1941)

Rabindranath Tagore, Asia’s first Nobel Laureate, was born into a prominent Calcutta family known for its socio-religious and cultural innovations during the 19th Bengal Renaissance.

Basic Principles (Pillars) of Tagore’s philosophy of education

a)     Universal Brotherhood. (God is our father and we are brothers and sisters)

b)     Freedom.

c)      Creative self-expression.

d)     Active communication with nature and man.

Aims of Education

The aim of education according to Tagore is creative self-expression through physical, mental, aesthetic and moral development. He stressed the need for developing empathy and sensitivity, and the necessity for an intimate relationship with one’s cultural and natural environment. He saw education as a vehicle for appreciating the richest aspects of other cultures, while maintaining one’s own cultural specificity.

Curriculum

In general, he envisioned an education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world, predicated upon pleasurable learning and individualized to the personality of the child. He felt that a curriculum should revolve organically around nature with classes held in the open air under the trees to provide for a spontaneous appreciation of the fluidity of the plant and animal kingdoms, and seasonal changes. Children sat on hand-woven mats beneath the trees, which they were allowed to climb and run beneath between classes. Nature walks and excursions were a part of the curriculum and students were encouraged to follow the life cycles of insects, birds and plants. In Tagore’s philosophy of education, the aesthetic development of the senses was as important as the intellectual—if not more so—and music, literature, art, dance and drama were given great prominence in the daily life of the school. This was particularly so after the first decade of the school. Rabindranath tried to create an atmosphere in which the arts would become instinctive

Methods of Education

In keeping with his theory of subconscious learning, Tagore made use of methods like debates and discussions, heuristic method, activity method. Rabindranath never talked or wrote down to the students, but rather involved them with whatever he was writing or composing. The students were allowed access to the room where he read his new writings to teachers and critics, and they were encouraged to read out their own writings in special literary evenings. In teaching also, he believed in presenting difficult levels of literature, which the students might not fully grasp, but which would stimulate them.

Role of the Teacher

Tagore assigns an important place to the teacher. The teacher is a guru. He is to guide and stimulate the students. He remarked,” A teacher can never truly teach unless he is still learning himself. A lamb can never light another lamb unless it continues to burn in its own flame”

Santhiniketan School and Visva-Bharathi

As an alternative to the existing forms of education, he started a small school at Santiniketan in 1901 that developed into a university and rural reconstruction centre, known as VishwaBharti, where he tried to develop an alternative model of education that stemmed from his own learning experiences. He dedicated forty years of his life to his educational institution at Santiniketan. Students at Santiniketan were encouraged to create their own publications and put out several illustrated magazines. The children were encouraged to follow their ideas in painting and drawing and to draw inspiration from the many visiting artists and writers.

Rabindranath envisioned Visva-Bharati, as a learning centre where conflicting interests are minimized, where individuals work together in a common pursuit of truth and realise ‘that artists in all parts of the world have created forms of beauty, scientists discovered secrets of the universe, philosophers solved the problems of existence, saints made the truth of the spiritual world organic in their own lives, not merely for some particular race to which they belonged, but for all mankind.’

 

Sri Aurobindo (1872 – 1950)

An explorer and adventurer in consciousness, a visionary of evolution Sri Aurobindo was born in Calcutta, on 15 August 1872. He is a thinker, patriot, political leader, poet and a social reformer. He is not only a pragmatist but also a true idealist. He started a Journal called Bandematharam.

His Philosophy

According to Aurobindo everyone has in him something divine. The individual a soul is a portion of the Divinity enwrapped in mind and body, a conscious manifestation in Nature of the universal self and spirit. This “life divine” has to be realized through Integral Yoga.

The meaning and purpose of education

Education is meant to bring out the best in Man, to develop his potentialities to the maximum, to integrate him with himself, his surroundings, his society, his country and humanity to make him the “complete man”, the “integrated man”. In Sri Aurobindo’s words: “That alone will be a true and living education which helps to bring out to full advantage, makes ready for the full purpose and scope of human life all that is in the individual man, and which at the same time helps him to enter into his right relation with the life, mind and soul of the people to which he belongs and with that great total life, mind and soul of humanity of which he himself is a unit and his people or nation a living, a separate yet inseparable member.”

 

According to him, teacher is a helper, guide and instructor and has to provide adequate freedom and facilities for the all-round development of child’s personality.

Integral education

Aurobindo emphasized the five dimensions of personality i.e.

a)     The Physical, formed of our body and all its inner and outer functioning.

b)     The Vital, the seat of our impulses and desires, of enthusiasm and violence, of dynamic energy, passions and will.

c)      The Mental, formed of our thinking and reasoning parts.

d)     The ‘Psychic’, or soul which is “the psychological centre of our being, the seat within of the highest truth of our existence, that which can know and manifest the truth.”

e)     Spiritual, the aspiration to find and express the Reality behind all existence, the unity behind the diversity of creation.

Education, to be integral, must help all these five aspects of our personality to grow to the fullest. Integrality of education is conceived as a process of organic growth, and the way in which various faculties could be developed and integrated is dependent upon each child’s inclination, rhythm of progression and law of development, Swabhava (inherent disposition) and Swadharma (inner nature).

The principles of teaching

In a series of articles that Sri Aurobindo wrote in 1909– 10, he enunciated three fundamental principles of teaching.

 ‘The first principle of true teaching is that nothing can be taught. The teacher is not an instructor or task master; he is a helper and a guide. His business is to suggest and not to impose’.

The second principle according to Sri Aurobindo, is that ‘the mind has to be consulted in its growth’. He pointed out that the idea of hammering the child into the shape desired by the parents or teacher is a barbarous and ignorant superstition. He warned that to force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deform its perfection, and that there can be no greater error than for the parents or the teachers to arrange beforehand that the given student shall develop particular qualities, capacities, ideas, virtues or be prepared for a pre-arranged career.

And the third principle of education that Sri Aurobindo laid down is to work from near to the far, from that which is to that which shall be. Knowledge has to be a growth from personal experience to higher experience.

 

1.4. Major Schools of Philosophy- Idealism, Naturalism, Pragmatism, Realism, Humanism.

 

1.4.1. Idealism in Education

Idealism is the oldest philosophical thought exercising great influence in all the ages. It has exercised the minds of western philosophers like Socrates Plato, Berkeley, Hegel, Hume, Kant and Indian thinkers like Tagore, Gandhiji, Aurobindo Ghosh. First used by Plato, the word idealism is derived from two distinct sources-the “idea” and the “ideal”. Ideal means true and testified knowledge. The word ideal stands for the perfected form of an “idea” or “ideas”. Idealism accepts “ideas” as something external and unchanging, unlike the object of sense, which are in constant flux. The ideas are of cosmic significance. They are “archetypes”. They are not in the state of becoming. Idealist wishes man to live a life of “ideals” which are infallible and unchanging.

Basic Tenets or Fundamental Principles of idealism

1. The ultimate reality is mind

2. The mental and spiritual aspect is more important than the material aspect of life

3. Man is a spiritual being and his soul is immortal

4. It emphasizes the eternal values of truth, goodness and beauty

5. Man has an end which is union with God

6. God is the source of all knowledge

7. The idea is real not the object

Characteristics of Idealism

1)   Two forms of world- material and spiritual

2)  Ideas are more important than object

3)  Values are predetermined, absolute and unchanging

4)  Importance of human beings over nature

5)  Mind as the primary reality

6)  Knowledge as the product of reason

7)  Faith in spiritual values

8)  Principle of unity in diversity

Idealism and Aims of Education

The search for truth

One of the major emphasis of idealist philosophy is the search for truth. Students were encouraged to reach out toward the conceptual world of ideas rather than the perceptual one of sense data. Plato believed that one must break away from the chains of ignorance, greed, or apathy. Such a person would be on the road to enlightenment. Neo Platonists agreed with Plato that the highest aim is search for truth, but Even more strongly than Plato that truth has over whelming spiritual implications. The search for truth is a search for God. A true education leads one to god. Since God is pure idea, then God can be reached only through contemplation of ideas; therefore, a true education is one that is concerned with ideas rather than matter.

1. Self-realization or Exaltation of personality

For idealist education is not simply growing, it is growing towards a goal. The immediate objective is the realization of values. The remote objective or the absolute goal is to be in the spiritual order of the universe. Education in the final analysis is the up building of humanity in the image of divinity. Education should aim at developing a self-directed striving after a form to which an individual has an inherent impulse. Recognizing the immense potentialities of man, the idealist wish that the aim of education should be full realization of these potentialities to enable him to become his highest and truest self.

2. Spiritual Development.

Idealist give greater importance to spiritual values in comparison with material attainments. According to Rusk “education must enable mankind through its culture to enter more and more fully into the spiritual realm and also to enlarge the boundaries of spiritual realm. The divine in man is to be unfolded and brought to his consciousness by means of education”.

3. Realization of truth, beauty and goodness

For the idealist truth, beauty and goodness are the absolute and eternal values which have universal validity. These universal values should become one’s values and give power to one’s life. They must be pursued for their own sake and not for any ulterior motive. These values can be promoted through intellectual, aesthetic and moral education.

4. Conservation and transmission of cultural heritage

Culture is the complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. The cultural treasure belongs to the whole humanity and it is the purpose of education to preserve, develop and transmit it in all corners of the world.

5. Conversion of inborn nature into spiritual nature

Idealist believes that human beings have two natures-the original nature and spiritual nature. Education must convert the original nature into spiritual nature. The inborn instincts and inherent tendencies of the child should be sublimated into spiritual qualities and values.

6. Development of intelligence and rationality

Intelligence and rationality help in understanding the purpose, plan and organization of the universe. It helps in arriving at the principle of unity in diversity. Hence the idealist gives importance to the development of intelligence and rationality.

In sum the aim of idealist education is to develop the natural man into an ideal man having physical, intellectual, emotional, moral and spiritual perfection. Education should help the full evolution of mind the emancipation of spirit self realization and the realization of higher values of life.

Idealism and curriculum

Development of skills

Care of body

Physical Activities

Aesthetic

Moral

Religious

Intellectual

According to idealism, the curriculum must be designed to develop the total personality of the child. For these educations must be religious, moral, intellectual and aesthetic. None of these aspects maybe neglected if a harmoniously balanced personality is to be the result. James S. Ross explains the idealist curriculum through the following diagram

Spiritual Activities

Education

 

 

 

 

 

 

 

                                                                                                                                                        

 

 

Idealism and methods of teaching

Idealists have not adopted any specific and definite method of teaching. The idealist accepts any method that would help the individual to realize the spiritual aim. Plato advocated the Socratic or dialectical method. It is a method of discovering the truth of ideas by discussion and logical argumentation and by considering ideas that are opposed to each other. Idealists also adopt discussion and lecture methods.

Idealism and teacher

For idealist the role the teacher is very important and glorious. He is a spiritual father

Teacher as a Gardner

The teacher      should be more philosophically oriented and should have deep knowledge of his subject

The idealist teacher is imbued fully with high degree of self-knowledge, self-dynamism and essential qualities of spiritualism.

By his own model of life, he tries to shape the individuality of the child to a life of purity, virtue and great achievements.

 He guides the child with genuine love, affection and sympathy that he attains his full mental and spiritual development.

Idealism and Discipline

Idealists believe that there can be no spiritual development of the child without discipline. Idealist attach importance to impressionistic discipline. They wish that the personality of the teacher should be so imposing that the children have a sense of awe. They assert that the teacher should first gain respect from the child by his affectionate and sympathetic behavior. Teacher should help the pupils to exercise and maintain self-discipline fully realizing that this self discipline is for their own good and development.

Critique of Idealism in education

Many adherents of idealism point to its strength such as (1) the high cognitive level of education idealist promote (2) their concern for safeguarding and  promoting cultural learning (3) their great concern for morality and character development (4)their view of the teacher as a person of respect central to the educational process (5) their stress on the importance of self-realization, (6) their stress upon the human and personal side of life, and (7) their comprehensive, systematic and holistic approach.

Generally, idealism is criticized as a rigid and dogmatic philosophy emphasizing immutable and fixed aims. Several factors have contributed to a weakening of idealism in contemporary affairs: developments in the field of science have brought about fundamental challenges to idealistic principles, the renewed vigor of realism and naturalistic philosophies has put more emphasis on newness as opposed to cultural heritage and lasting values has eroded the idealist position.

The idealist notion of a finished and absolute universe waiting to be discovered has hindered progress in science and the creation of new ideas and process. Contemporary science is largely characterized by Heisenberg’s “principle of indeterminacy” that says, in effect, we cannot be certain about anything. Einstein’s theory of relativity has been used to challenge the idealist assertion of a fixed universe. Still another cause of the weakening of idealism is the historical decline of traditional religious influence in contemporary affairs.

 

2. Naturalism in Education (Materialism)

Naturalism is the doctrine which states that the world can be understood in scientific terms without recourse to spiritual or supernatural explanations. The roots of naturalism can be seen in the thought pattern of Greek philosophers like Democrites and Epicurus. In modern times it was developed by Thomas Hobbes, Jean Jacques, Rousseau and Herbert Spencer

Basic tenets

1. Primacy of matter: For naturalist the ultimate reality is matter, which manifests itself in the form of nature. Everything that can be seen, touched, felt etc. is matter. In other words material world or nature can be comprehended through human senses and scientific investigation.

2. Importance of nature: For naturalist the word nature has two interpretation, external nature and internal nature. External nature is the physical nature and internal nature is the basic instincts, impulses tendencies, capacities and other inborn potentialities of a child. According to naturalism the external laws of nature should correspond and cooperate with the internal nature of child for his full natural development.

3. Positive attitude to human nature: The naturalist views human nature with profound reverence. For them human nature is good rather than fallen. Every human is virtuous and has the innate capacity for morality.

4. Importance of senses: Naturalist believes that senses are the gateways of knowledge. Naturalists says that all knowledge is comprehensible through senses. Anything which cannot be comprehended through senses does not exist

5. Mind as matter: Naturalist considers mind as ‘matter’, which is in the process of evolution. To them mind is the function of brain. Experiences, imagination, thinking, reasoning etc are the process of mental activity and these processes can be studied through senses.

6. Changing nature of truth: For naturalist truth is not absolute or final but a product of environment and temperamental condition and hence relative and provisional

Principles of education

From the fundamentals of naturalism, expounded earlier, the following directive principles emerge for education

1. ‘Follow Nature’ is the greatest slogan of naturalism in education. Natural development of the child, the naturalist believe, takes place in the natural environment rather than in a artificially designed atmosphere of the school. They use ‘Nature in two sense-one conveying the physical nature and second the nature of the child i.e. the tendencies, capacities impulses, instincts with which the child is born. Accordingly, in the first sense, the physical nature supplies the laws of learning and in the second sense it urges that while educating the child, his whole nature should be taken into consideration. The educator should recognize: (a) the natural development stage in the child, and (b) levels of readiness and individual and environmental differences of children

1. Child as the center of educational process - “It is the child himself rather than the educator , the school, the book or the subjects of study that should be in the fore-ground of the educational picture”. Unnecessary interference on the part of parents or teachers should be avoided. “Children should be treated as children and not as small adults”. “Nature would have them children before they are men”. “Education finds its purpose, its process and the means wholly within the child’s life and experiences”.

2. Freedom - The child should be emancipated from the tyranny of outworn practices and rigorous discipline . He should be given freedom and respect. Freedom should be the pivot round which the educational programme should be planned. “Child is a good, not an evil being; being born good he remains good when all opportunities of fear and hate are abolished”. The naturalist cannot tolerate that education “which sacrifices the present to an uncertain future, that burdens a child with all sorts of restrictions and begins to prepare him for some far-off happiness which he may never enjoy”.

1.     Instincts should be the main instruments of education - They must be exploited fully to modify behavior of human from ‘animal behavior’ to ‘human behavior’.

2.     Senses as the gateways of knowledge - Sensory experiences should be provided abundantly if learning is to be made effective and permanent.

3.     Environment makes human good or bad - Human is the creature of environment. Child is not vicious by nature. A suitable environment therefore should be improvised so that he can imbibe goodness and discard evil, enjoy beauty and reject ugliness, be truthful and virtuous.

Naturalism and aims of education

For some naturalist the aim of education is “to equip the individual to adjust himself to the environment and thus ensure his survival”. The individual must be in “harmony with and well adapted to his surroundings”. Naturalist view education as “the process of development of the child into a joyful, rational, harmoniously balanced, useful and natural child”. Real education accrues “when the nature, powers and inclinations of the child are allowed to develop freely with minimum of guidance”.

Naturalism and curriculum

Naturalism gives much importance to evolutionary theory, empirical teaching and scientific analysis. Naturalists want to introduce physical and social science at every level of education. Language and mathematics for the naturalists are tools for the learning of science and both should be taught only so long as they assist the learning of science

Herbert Spencer, a staunch Naturalist advocates ‘complete Living Aim of education and to achieve this curriculum should contain physiology biology physics chemistry and home science as main subjects and language, literature, art and other cultural subjects as subsidiary subjects.

Naturalism and methods of teaching

Naturalism discards all rigid, uniform traditional and stereotyped techniques of teaching.

It stresses the need for Negative Education. No importance is attached to formal schools and textbooks, as according to the naturalist these hinder the natural development of the children. Their emphasis is not on informational aspect of learning but on the total experience of children which they get directly through contact with nature. In the words of Rousseau “give your scholar no verbal lessons; he should be taught by experience alone. Teach   by doing whenever you can; and only fall back on words when doing is out of question”.

The naturalist gives importance to methods like play way, and activity. Play, being the chief attraction of the child, the naturalists have given a prominent place to the “play-way” of teaching and learning. Through this medium not only the child express himself fully, he acquires confidence and becomes creative. “It is in his free play that the child most clearly reveals his nature and the lines of his natural development”. In fact, they regard “childhood as play hood”.

The naturalist’s educators attach great value to creative activities. He “allows the child to follow the lines of his natural interests and to have free choice of activity with no interference or thwarting”. Experience and actual confrontation with situation result in sound knowledge.

Direct experience with nature, things and men imparts knowledge more scientifically than chalk and talk methods. Rousseau counsels, give your scholar no verbal lessons, he should be taught by experience alone”.

Naturalism and teacher

According to naturalism nature is the only Supreme teacher, in whose close contact the child develops normally and naturally.

In the process of education, the place of the child is more important and central than the teacher.

The teacher should not impose upon the child anything under his own authority or supremacy.

The place of the educator is “behind the scene; he is an observer of the child’s development rather than a giver of information, ideas, and will power, or moulder of character.  

The child will forge for himself; he knows better than any educator what he should learn, when and how he should learn it, what he should do and how he should do it”.

The teacher has only to “set the stage, supply the materials and opportunities, provide an ideal environment and create conditions conducive to natural development”.

Naturalism and discipline

In the field of discipline naturalist depends upon nature and advocate the theory of discipline by natural consequences. According to them, nature will punish the child if he contravenes the law of nature and thus he will learn by the consequences of his own actions. Thus, nobody should interfere in this process of nature. The child should be allowed full freedom to indulge in activity of his choice. Thus the naturalist decry all kinds of external interference and allow full freedom to the child to think and act according to his interests, inclinations, aptitudes and capacities.

Contributions of Naturalism to education

Ø  Naturalism gives importance to the child in the educative process. child has been assigned the role of a ‘hero in the drama of education.

Ø  It advocates that education should be a pleasurable activity for children.

Ø  It maintains that education should lead to the spontaneous self-activity of the child. According to naturalism, methods of instruction must be inductive to make teaching  effective, inspirational and attractive.

Ø  Naturalism in education draws our attention to the aesthetic aspect of surroundings. New types of schools and new movements came into being as a result of naturalism. Froebel’s Kindergarten, the Montessori method, Tagore’s Shanti Niketan are representatives of this movement.

 

 

3. Pragmatism and Education

Pragmatism is primarily viewed as a twentieth century philosophy developed     by Americans, its roots can be traced back to British, European and ancient Greek philosophic traditions. One important element of this tradition is the developing worldview brought about by the “scientific revolution”. The questioning attitudes fostered by the Enlightenment and the development of a more naturalistic humanism has been outgrowth of this movement. The background of pragmatism can be found in the works of such figures as Francis Bacon, John Locke, Jean Jacques Rousseau and Charles Darwin. But the philosophical elements that give pragmatism a consistency and system as a philosophy in its own right are primarily the contributions of Charles Sanders Peirce, William James, and John Dewey

Etymologically the word Pragmatism is derived Greek word ‘Pragma’ which means activity or the work done. Some other scholars think that it has been derived from the Greek word ‘Pragmatikos’ which means practicability or utility. Thus, this ideology gives great importance to activity, practicability and utility. Pragmatism is also known as Experimentalism. It is called experimentalism because Pragmatists believe experiments as the only criterion of truth. Pragmatist firmly hold that first the activity or experiments is done and then on the basis of results principles or ideas are derived.

According to pragmatism the test of the truth of a proposition is its practical utility; the purpose of thought is to guide action; and the effect of an idea is more important than its origin

Fundamental principles

1)     Changing nature of truth - Truth is not absolute and immutable and objective. According to William “truth does not belong to an idea as some property adhering to it, for it is found in acting on ideas, in the consequence of ideas. Truth is not always objective; it is found in concrete individuality”. He called upon thinkers to concentrate on experience in lieu of essence, abstractions and universals. There is no truth, Reality, or absolute but as his study of experience revealed to him, the universe is open-ended, pluralistic and in the process.

2)     Opposition to fixed ideals and values - According to pragmatism, ideas and values of life are not predetermined and fixed. Pragmatists firmly hold that values and ideals of life are human-made and they change according to changes in circumstances, time and place.

3)     Truth of an idea depends on its workability - Pragmatists hold that an idea is true if it ‘works’. William James viewed the truth of an idea in terms of that ideas “workability”. Dewey sought to clarify ideas in terms of their consequence in experience.

4)     Principle of utility - Pragmatism is a utilitarian ideology which holds that the reality of a principle lies in its utility. Any idea or thing which is useful to us, is proper and right. In the words of William James-”it is true because it is useful. 5)

5)     Importance of activity - Pragmatism lays great emphasis on activity rather than on ideas. Pragmatist hold the view that ideas are born out of activities. Human is an active being. He learns by his activities which he is always engaged in on his long path of life.

6)     Faith in pluralism - According to pragmatism experience is the test of truth. Those ideals or values, which are testified by experience, are true and real. As such, pragmatic truths are many. Human beings experience will prove the validity of an idea or thing to be real and true. According to Rusk “pragmatism sees no necessity for seeking one fundamental principle of explanation. It is quite content to admit several principles and accordingly pluralistic”.

7)     Faith in Flexibility - Pragmatism firmly believes that nothing is fixed in this world. Every thing grows, changes and develops. Human being encounters various problems in this life .To find solutions to these problems, he employs all his mental faculties, learns from all his experiments and experiences.

8)     Emphasis on social and democratic values - Pragmatist holds that human is a social being. He is born in society and all his development takes place in and through society. Hence, pragmatism upholds social and democratic attitude and values.

9)     Opposition to social customs and traditions - Pragmatism is deadly against customs, traditions, restrictions and taboos. It believes in the reality of life. Hence it does not concern itself with things which confuses and often mislead human intelligence. It gives great importance to human intelligence and mental capacity that brings about harmonious and progressive adjustment with environment, which result in human welfare and happiness.

10. Faith in the Present - Pragmatism does not stick to the past They are concerned more with the problems of today, than with the problems of ‘yesterdays’ and ‘tomorrows’.

Characteristics of pragmatic education

1)      Education as life

Pragmatists firmly believe that old and traditional education is dead and lifeless. It provides to the child cooked up knowledge, which dulls his spirit of investigation and makes him a passive recipient without any dynamism and push. Real knowledge can be gained only by activity, experiments and real life experience. Thus to develop the child fully it is greatly essential to provide him opportunities to participate in more and more activities and experiments so that he creates his own values and leads a better, richer and happier life.

2)      Education as growth

For Dewey the aim of education is growth “since growth is the characteristics of life, education is all one with growing; it has no end beyond itself.” For Dewey growth is an enlargement of the capacity to learn from experience and to direct future experiments in meaningful way.

3)      Education as continuous reconstruction of experience

Pragmatist emphasize that real knowledge is gained by experiments and experience conducted by child himself. One experience leads to another and then to many others. Thus the child himself widens the area of knowledge gradually. These experiences transform the behavior patterns of the child, which in turn structure other experiences. Thus the process of reconstruction of experience goes on continually which leads to adjustments and developments of personality. thus according to John Dewey “the educational process is one of continual reorganizing, reconstructing and transforming”

4)      Education as a social necessity

Dewey and the pragmatist believed that education is a necessity of life. It renews people so that they are able to face the problems encountered by their interactions with the environment. Civilized society exist, Dewey pointed out, because education is transmitted from generation to generation, occurring by means of the communication of habits, activities thoughts and feelings from older to the younger. Without this social life cannot survive.

Pragmatism and Aims of education

According to Dewey educational aims should grow out of existing conditions. Dewey thought people-parents, students and citizens –are the ones who have educational aims, and not the process of education. For Dewey the aim of education is growth “since growth is characteristics of life, education is all one with growing; it has no end beyond itself.” Sidney Hook maintains that education for growth goes together with education for the democratic society. In fact, the ideals of democratic society establish the direction in which growth should occur: the growth should support and develop the ideals of the democratic society.

Pragmatism and methods of education

Pragmatic educators prefer methods that are flexible and capable of being used in a variety of ways. For pragmatist learning is the process of social interaction. Pragmatism gives central place to the taught. The children are given “the sense of reality in the school, making schools into workshops, laboratories, and inspiring educational experimental places”.

a)     Learning by doing - Pragmatist hold that “all learning must come as a byproduct of action”. Activity is the basis of their teaching and they prefer self- activity in the context of cooperative activity. According to them action leads to knowledge. By doing we come to know. Through learning by doing, the hands , the eyes, the ears, and in fact the whole body becomes source of information.

b)     Experimental method - The concept of experiment is basic to pragmatic philosophy. The fact that Dewey called his school at Chicago the “Laboratory school” illustrates his view that education is by its very nature experimental. Pragmatist holds that in the final analysis education is a process of experimentation because there are always new things to learn and different things to experience. Experimental method recognizes that there are no fixed or absolute conclusions; consequently, pragmatic education is really “Discovery” education. Even the teacher does not always know what specific conclusions students will draw from their enquiry, although general possibilities may be known.

c)     Project Method - One of the approaches suggested by such pragmatic educators as Kilpatrick is the “project approach” to learning which involves a “whole hearted purposeful activity undertaken in a social environment”. In this method the material of education is related to a problematic situation, which makes the individual react, inducing him to self-activity and leading him to discovery and skill development. The project method is democratic, child centered and synthesizes social, utilitarian and ethical goals of education.

d)     Problem solving method - Dewey proposed problem-solving method of learning. He pointed out the need to concentrate on real life problems and the ways of solving these problems. A problem is a felt difficulty. We should define the problem, formulate possible solutions, examine and evaluate possible solutions and accept or reject solutions.

Pragmatism and curriculum

Pragmatist rejected the tendency of traditional approaches to curriculum where knowledge is separated from experience and is fragmented or compartmentalized. They do not wish the curriculum to be static and divorced from the needs of the pupils and out of touch with the life of the world outside the walls of school. While deciding the subjects of curriculum they wish that the nature of the child ,his interest and interest of the child hinge round four aspects (1) interest in conversation or communication (2) interest in enquiry or finding out things (3) interest in construction or making out things (4) interest in artistic expression. The pragmatist wishes that the children should be given the knowledge and skills, which satisfy these interests. In the field of curriculum development the following principles have been prescribed by pragmatist.(a) Principle of utility (b) Principle of interest (3) Principle of experience(4) Principle of integration

Pragmatism and teacher

A teacher according to pragmatist should be an experimentalist, a trial and error person. While teaching he gives the techniques rather than whole knowledge, always motivating the class to search knowledge for themselves. He should be “a student of child’s mind, sensitive to the kinds of experience of children at different ages, and imaginative in his efforts to involve the children in the excitement of scientific enquiry. Like Socrates the teacher should wish his pupils to think and act for themselves, to do rather than to repeat. He suggests and stimulates. He should be a friend, philosopher and guide for children.

Pragmatism and Discipline

Pragmatism condemns enforced discipline and advocates social discipline based on child’s interest, activities and sense of social responsibility. According to John Dewey discipline is a sort of mental state in the formation of which social conditions play a major role. This mental condition will infuse in him seriousness, sincerity and consideration for others. The school should provide purposeful and conducive experience to the child in a free and congenial atmosphere so that he develops a sense of social responsibility and becomes a true citizen in the real sense of the term.

Pragmatism and school

John Dewey maintains that school is a miniature of society where a child gets real experiences to act and behave according to his interest, aptitudes and capacities. Scholl should a community center of various activities and experiences.

Critique of pragmatism in education

Critics have often attacked pragmatism for its relative and situational approach to life problems. They maintain that pragmatism rejects traditional values in religion, ethics and society and tends towards values that are uncertain, changeable and impermanent. The pragmatist emphasis upon the physical and mundane world may sometimes lead to neglect of cultural ideals, which is not acceptable in the field of education.

 

4. Realism in Education

According to realism, the physical world is real, believes in the laws of nature - reality exists independent of the human mind. The ultimate reality is the world of physical objects- By using reason, it is possible to have some knowledge of these objects. Knowledge about these objects, the laws that govern them and their relationships to each other is the most reliable guide to human conduct. Truth is objective and should correspond to the objective reality- knowledge is obtained through scientific method (observation, induction). Aristotle & John Locke are the main exponents.

Aims of education

·        to aid human beings

·        to attain happiness by actualizing their potentiality

·        to excellence

·        to its fullest cultivation of human rationality through the study of organized bodies    of knowledge

Curriculum

The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. In curriculum construction they follow the principle of “appropriate pedagogical ordering of the subject matter according to the readiness, maturation, and previous learning of the student”.

Methods of teaching

The Realist teacher should command a variety of methods that may include lecture, discussion, or experiment. The teacher should use the method appropriate to the learners background and situation. Realists follow teaching through direct experience, use of audio-visual methods, travel, field study and case study methods.

Role of the teacher

Realist teachers encourage students to draw their observations and conclusions from the world around them, rather than confining themselves to an analysis of their own ideas. The modern role of a teacher—that of an  organizer, systematizer, and promoter of critical thinking—is largely founded  on realist principles. Realist educators are objective, believing in a systematic approach to order and classified knowledge, building on previously learned information.

Discipline- Self discipline

 

5. Humanism and Education

 Basic tenets

·        Importance of human begins

·        Ultimate faith in humankind

·        Human beings possess genuine freedom of creative choice and action, the power of solving their own problems

·        Opposition to all theories of universal determinism, fatalism, or predestination

·        Importance of choice and control over one’s life

·        Human being as shapers of their own destiny.

·        Carl Rogers, Abraham Maslow and Erich Fromm are the major exponents.

Aims of education

·        Holistic development

·        Development of the person as a whole

·        Development of intellectual, emotional, social, physical, artistic, creative and spiritual potentials. Curriculum should be based on the principles of happiness, freedom, and progress

·        Economic, cultural, and ethical development of all humankind, irrespective of nation, race, or religion

Curriculum should promote genuine altruism, the spirit of cosmopolitanism, of international friendship, and of the essential interconnectedness of humans -“there is only one subject-matter for education, and that is Life in all its manifestations.”

Methods of teaching

·        Learning by doing

·        experimental method

·        project method

·        problem solving method

·        field experience

Role of teacher

·        Facilitator

·        duties of scaffolding

·        mentoring and coaching

·        liberates their students from the fetters of ignorance, prejudice, alienation, and false-consciousness,

·        empowers them to actualize their human potentialities and lead autonomous,  and fulfilling human lives.

Discipline - Discipline through engagement with life experiences

 

6. Importance of Eclectic Approach

Eclecticism is considered as the harmonious blend of diverse philosophies to form a new philosophy. It is putting together of viewpoints from different philosophies to form comprehensive approach. Since philosophy gives is a vision and orientation to human beings, they could modify, enlarge their vision taking what is relent for them from the different schools of philosophies thus formulating their own philosophies. More over every teacher should have her/his philosophies of education which is the amalgam of different schools of philosophies.

Need for Eclectic approach- no school/approach of philosophy is perfect or comprehensive but may have positive aspects. Eclectic approach helps one to form a more dynamic, suitable and emancipatory attitude to life and education.

 

1.5 Conceptual Analysis of Knowledge and Information

Knowledge is information processed by humans and put together contextually.  In the western tradition knowledge is viewed as rationally justified true beliefs.

Different facets of knowledge (Sources of Knowledge)

·        Local and universal, concrete and abstract, contextual and textual.

·        Knowledge through nature

·        Experiential Knowledge, a form of knowledge that can only be obtained through experience. For example, the knowledge of what it is like to see colours, which cannot be explained to a person born blind.

·        Experimental Knowledge is based on or derived from experience, or empirical evidences.

·        Reasoned or Logical Knowledge is knowledge of the truths and principles of deductive logic.

·        Intuitive Knowledge is the knowledge that is acquired without inference and/or the use of reason. It comes from within by looking inside or contemplation.

·        Revealed Knowledge, facts that are simply apparent

Classification of Knowledge

Aesthetic knowledge, Historical, Geographical, mathematical, ethical, philosophical, physical science, religious knowledge etc

Knowledge in different schools of philosophy

For idealist the ultimate knowledge is spiritual and derived through reasoning, introspection, meditation etc. They give importance to a-prior knowledge, pre- existing knowledge. Plato, an idealist, proposes the concept of reminiscence or recollection by which human beings recall all the truths that are latently and unconsciously present in their minds. Idealist would regard pupil as 'in the process of becoming' and education as the means to their fullest development. Education would be a constant training of body, will and mind.

For realists the ultimate reality is external and can be subjected to sense perception. They accept only a-posteriori knowledge, i.e. knowledge derived through experience. Learning would be regarded as true and effective if pupil's impressions correspond to outer reality. Through curriculum only that knowledge would be imparted which was already known to the teacher and the text-book writer. All new inventions would tend to be regarded as mere discoveries. More emphasis would be laid on natural sciences and knowledge of the external world.

For pragmatist reality is multifaceted and pluralistic. For them knowledge is derived from different activities and the only genuine knowledge would be knowledge-in-action. In education they give importance to activity methods, like projects, experiments, problem-solving etc.

For humanist knowledge is a tool for living. Knowledge should improve the life conditions of human being, create a humane and an authentic society to live in.

 

Information

Information is usually construed as being narrower in scope than knowledge; it        often implies a collection of facts and data. Information applies to facts told, read, or communicated that may be unorganized and even unrelated. It provides answers to ‘who, what, where, and when’ questions. It is important to know that without information, we will not have knowledge. Information needs signals to encode and decode.

Knowledge is the broadest: it includes facts and ideas, understanding, and the totality of what is known. Knowledge is an organized body of information, or the comprehension and understanding consequent on having acquired and organized a body of facts.

Ø  Information alone is not sufficient for prediction, but knowledge can be used for prediction

Ø  Information is static in nature, but knowledge is dynamic

Ø  Data-> Information -> knowledge

MODULE 2 PAEDOCENTRIC EDUCATION

 

 

2.1   Concept of Paedocentric Education

·        Also known as child-centered education

·        Pioneer-Rousseau

·        Tagore,Froebel,Pestalozzi and Montessori given emphasis

·        Free development of child in his interest and motives rather than any artificial effort made on him by a teacher

Sources of Paedocentric Education

·        3 sources-nature, men, things:

1.     Education from nature-internal development of organs and faculties of the child

Spontaneous development of the innate disposition of the child

2.     Education from men-emphasis on the social aspect

3.     Education from things-importance of physical environment

Aims of Paedocentric Education

1.     Education for complete living-leading to a balanced, harmonious, useful and natural life

2.     Child should not considered as miniature adult

3.     Liberal cultivation of innate endowmentgenerous and liberal cultivation of innate abilities

Philosophical base

·        Education should not be an artificial procedure

·        Natural, harmonious and progressive development of human being

·        Process of individual development

·        Love and respect for the child

·        Play and pleasure

·        All round development, free environment

School and Class room

·        Place of recreation for children

·        Freedom and opportunity to do what they like

·        POSITION OF CHILD - central figure and pivotal point of education

·        Prepares students for active participation

·        ROLE AND DUTIES OF TEACHER: Friend, philosopher and guide

·        Continuous learner, psychologist, appreciate individuality of every child

Characteristics

1.     Freedom-To learn and create

2.     Self-activities-plays, games, songs, occupations

3.     Process of spontaneous development

4.     development of interest and needs-physical, social, moral and spiritual development

5.     Education based on experience-experience oriented to meet the needs of child.Ideal sysytem to manifest the latent talents of the child

2.2   Activity Centered Education-John Dewey

John Dewey (1859-1952)

·        American philosopher, psychologist, educationist

·        Activity-centered education is new education

·        Learning by doing-project method, Dalton plan ,and problem-solving method

·        He founded ‘University Laboratory School’ in Chicago, later became ‘Dewey School’

·        Books-Democracy and Education, Experience and Education

Activity Centered Education-Meaning

·        ‘Education is the process of reconstruction or reconstitution of experience ’ - Dewey

·        Educational process has 2 sides-psychological and sociological

·        Child’s instincts and powers-psychological

·        Educated as a social individual-organic relationship between individual and society

·        Interact with environment in order to adapt and learn

·        Learning on the needs and interests of the child

·        Subject matter presented through activities, knowledge is the result of purposeful activities

·        Activity is the medium of imparting knowledge, teaching skills and developing attitudes

Principle of activity centered education

Experience arises from the interaction of two principles - continuity and interaction

Role of Teacher

·        Facilitator

·        observe the interest of students

·        helps to develop problem-solving skills

Merits

·        Balanced development

·        Development of social virtues

·        Motivation

·        develop initiative,

·        Preparation for life,

·        Co-operation

Philosophy of education-Dewey

1.     Experimental education-reflective inquiry

 

Education as a problem solving process and we learn by doing

2.     Education and society-according to the need of the society

3.     Progressive education

 

Dewey –father of progressive education

Pluralistic-industrial training, agricultural education, social education, new techniques of instruction

Aims of education

·     To reform and reconstruct the society

·     Enable to adjust with the environment

·     Develop fully according to his interest, abilities and needs

·     Social efficiency

·     Develop democratic values

·     Education for life

·     To make self-reliant

Curriculum

·     Must be child-centered

·     Reflect social life and social activities

·     Principle of progressive organization of knowledge

·     Experience should be flexible and changeable

·     Psychological aspect-abilities and interest of child

·     Social aspect-make socially efficient and democratic

Methods of Teaching

·        Learning by doing

·        Individual approach

·        Project method

·        Integration

·        Collective approach

ROLE OF TEACHER - Create an environment for the development of child’s social personality

Discipline - self discipline by collective activities

Impact on Modern Education

·        Aims-inculcation of democratic values and social qualities

·        Curriculum-manual skill subjects,based on changing needs of society,update every 5 yrs

·        Methods-child’s own experience, vary according to the interest and needs of every child

·        Discipline-self-discipline , democratic ideals

·        Universal education-social necessity

Discovery Learning-Plato Plato (427-347B.C) Athens

·        Idealist philosopher,

·        Opened a school ,called Academy

·        Dialectical method, a collective exercise

·        Method of argument for resolving disagreement

·        Discourse between two or more people holding different points of view about a subject, who wish to establish the truth of the matter guided by reasoned arguments

·        Publications : 1. The Republic, 2. The Laws, 3. Protogoras, 4. Symposium

Views on Education

·        In learning, there should be harmony between theory and practice

·        Knowledge is power, it becomes powerless when we are not using it

·        Individual must realize his powers and capacities through education

·        Principle of self development

·        Applied psychological principles in his theory

·        Gave equal importance to men and women

Discovery learning

·        Play method at elementary level, learn by doing

·        Higher level, reason would be trained in the process of thinking and abstracting

·        Wanted motivation and interest in learning

·        Importance to nursery education-helps to build his moral character

·        ‘The most important part of education is proper training in the nursery’

·        Question –answer method, stimulates the brain, can bring new ideas to life

·        dialectic    method    provide    an    opportunity    for    debate    of    issues, exploration of ideas and use of higher thinking skills

·        Gymnastics for body, music for soul

·        Musical    education    so    essential,    causes    rhythm   and   harmony   to penetrate most intimately to soul

·        Making the man beautiful-minded

·        Total development of man-mind, body and soul

·        Storytelling and Literature-main tool for formation of character

·        Provide models for children to imitate

·        Play-character will be formed while he plays

Contributions

·        His theory influenced construction of curriculum

·        Basis for liberal education of Greece

·        Based on his theory, schools of Athens were formed

·        Formed rules for improving society

2.3   Critical Pedagogy – Paulo Friere

Dialogue-Paulo Friere (1921-1997)

·        Brazilian educationist and philosopher

·        Influential and radical educationist of 20th cen.

·        Popularized informal and non-formal methods of education

·        Introduced    critical     pedagogy,    issue     based     learning,    and    social constructivism

·        Books-Pedagogy of the Oppressed, Education for Critical consciousness, Pedagogy of Hope, Pedagogy of freedom, The politics of freedom

Educational Views

·        Education is a process of dialogue, between teacher and learner

·        Dialogical method-co-operation, acceptance and trust between teachers and learners

·        Criticized existing system of education as ‘banking type’

·        Passive learners receive deposits of pre-selected ,readymade knowledge

·        Learner’s mind is seen as empty vessel

·        Perpetuating domination and oppression Educational views

·        He proposed libratory education

·        Tool for liberation from oppression

·        Encourages learners to challenge and change the world

·        Dialogical method-communion between participants, educator and educand educate each other

Characteristics of Freire’s Pedagogy

·        Education is for liberation-critical perception of their own social reality

·        Education    is    for    conscientization-becoming    aware    of    oppressive dimensions of culture

·        Problem posing education-starts from life situation

·        Dialogue as a pedagogical tool

·        Egalitarian teacher student relationship

Freire’s contributions

·        Education oriented towards the transformation of the society

·        His pedagogy starts from a deep love for poor and oppressed people

·        Made education as an exchanging of thoughts and feelings between participants in dialogue

·        His pedagogy influenced millions of teachers

·        Influenced progressive educators

·        Impact upon peace education, adult education, formal education, critical pedagogy

·        Father of critical pedagogy

Dialogue-Martin Buber (1878-1965)

·        Born in Vienna

·        Scholar, prolific author, literary translator and political activist

·        Famous book-I and Thou

·        Love of humanity leads to love of God

·        Dialogue is founded on mutual response and responsibility

·        Authentic life only by entering an I-Thou relationship

Theory of learning

·        Search for meaning

·        To acquire certain value-judgements

·        Learning not only a process of critical reflection but a deepening of self- awareness and self-consciousness

·        Education must be conscious and willed

Dialogue

·        Skills and knowledge are acquired through dialogue

·        In dialogue ,communication is central

·        Language-powerful means during the meaning-making process

·        Genuine speaking and listening is essential for true communication

·        Major method of teaching-dialogue, then holistic approach dialogue

·        Use music and art side by side with literature

·        Curriculum-general education, religious and moral education, aesthetic, community and adult education

·        Role of teacher-to set order, filter, selector

·        I-Thou relationship

·        Learner-dominated by 2 instincts: originator instinct and communication instinct

·        To make things, shape, to form-originator instinct

·        True freedom is communion Dialogue

·        Teacher    Student    relationship-Dialogue,    bridge,    must    be    able    to understand students

·        More importance to value education

Contributions

·        Mainly in adult education field

·        I and Thou relationship

·        Dialogical method

Basic education - Gandhiji

·        Free and compulsory education for all children

·        Craft centered education

·        Self-supporting

·        Medium of instruction-mother tongue

·        Correlation

·        Non-violence

·        Citizenship training

Module 3

Socilogical Bases of Education

 

 

3.1   Sociology and education

Sociology: Meaning and Scope

·        Auguste Comte ,French philosopher – father of modern sociology

·        Sociology-derived from Latin word “societus” and Greek word “ logos ”

·        Means study of society

·        Scientific study of the nature and development of society and social behaviour

·        Giddens defines sociology is the study of the societal lives of humans, groups and societies

Sociology: Meaning

Scientific study of social life, social change, and the social causes and consequences of human behaviour.

Educational Sociology

·        Synthesis of education and sociology

·        Study of the relationship between education and society

·        The scientific analysis of the social processes and social patterns involved in the educational system

·        Study the social forces and their effects on students ,teachers and other groups in school

·        Give sociological interpretations to educational problems

·        Father of educational sociology-George Payne

Aims

·        Study social environment of school

·        Study social forces

·        Study fundamental educational problems

·        To socialize individuals

·        Study social structure

·        To accelerate the process of interaction

·        To give sociological interpretations to problems

Relationship between Sociology and Education

·        Sociology is the science of society ,education is an implicit aspect of it

·        Sociology studies the structure and functions of social system, Education is an important function

·        Prime concern of Sociology is socialized individuals , Education is the process of socializing individuals

·        Education means for achieving the goals of Sociology

·        Education act as laboratory and workshop of Sociology

·        Sociology    develops    methods    and    techniques    to    be    utilized    by educational system

·        Sociology     contributes     to     the     planning,     execution,     monitoring &evaluation of educational process

·        Education adopts the principles of sociology

·        Sociology generates the data base consumed by Education

·        Sociology develops laws and principles, Ideals and values

·        Social values attained through Education

·        Education brings reforms and changes in the field of Sociology

·        Education preserves the social and cultural heritage

 

3.2   Meaning of Society, Culture and Modernity

·        Society-derived from Latin word ‘socius’- association, togetherness or group life

·        A group of people living in a bounded territory who share common cultural features such as language, values, and basic norms of behaviour

Basic features - common culture, definite territory, belongingness, oneness, common destiny, origin and historical experience, language, independent and interdependent

Types of society

·        First world - highly industrially advanced, economically rich-USA, Japan, Britain, France, China, Russia etc

·        Second world – industrially advanced but not as much as first category

·        Third world countries-least developed

·        Hunting and gathering societies

·        Pastoral and horticultural societies

·        Agricultural societies

·        Industrial societies

Education and Culture

“Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” - Taylor

Characteristics

·        Sum total of acquired traits, habits and behaviours.

·        Learned and acquired

·        Cumulative

·        Not static but dynamic

·        Conservative due to its continuity, enrichment and transmission

·        Gives permissible behavior patterns

·        Quality of diffusion and assimilation

·        Shared and transmitted

·        Social product

·        Ideational

Functions

·        Trademark of a society

·        Brings together ,contains and interprets the value of a society

·        Bases for social solidarity

·        Provides materials for social structure

·        Provides behavioural patterns

·        Provides meaning and direction for existence

·        Trains and cultivates human power

·        Helps in enrichment of life and progress of society

Relationship between Education and Culture

·        Preservation of culture

·        Transmission of culture

·        Purification of culture

·        Maintaining the continuity of culture

·        Transformation of culture

·        Removing cultural lag

Cultural Lag o Drag

·        Term used by William Ogburn in 1922

·        It refers to an imbalance in the culture of a society due to different rate of changes happening in material and non-material aspects of culture

·        Gap between material(Economic) and nonmaterial (value) aspects of a society

Eg: high material prosperity from petroleum exporting, behind in education, family life,arts etc

Acculturation

·        Process of adopting the cultural traits or social patterns of another group

·        A process in which members of one cultural group adopts the beliefs and behaviors of another group

Enculturation

·        Enculturation- process in which a person adapts to and assimilates the culture in which he lives. The individual learn their group’s culture through experience ,observation ,and instruction

·        The process by which individuals acquire the knowledge, Skills, attitudes and values that enable them to become functioning members of their societies

Modernity

·        Characterized by secularization, rationalization , democratization, individualization and rise of science

·        Period from mid 18th century to mid 1980’s

·        Characteristics-industrialization,           capitalism,            secularization, urbanization, extension of democracy, application of science

·        Increase in rational thinking, matter of fact attitude

Education and Modernization

·        Process by which fundamental social and cultural changes takes place as a result of the adoption of science based technology

·        Change from tradition bound rural society to modernized urban society

·        Bringing desirable changes in the social structure, values and social norms

·        The process of making a system more contemporary or suitable for use at the present time-Oxford Dictionary

Characteristics

·        Industrialization

·        Importance of industry and trade over agriculture

·        More machines used for production

·        Increased geographic and social mobility

·        Spread of scientific and technical education

·        Increase in material standards of living

·        Politically conscious citizens

·        Rule of law , decline of traditional communities

·        Social diversity and orientation towards future

 

Role of Education in Modernization

·        Education    brings    changes    in    attitudes,    beliefs,    and    values    – precondition for modernization

·        Gives momentum to modernizing process

·        Eradicating social evils and superstitions

·        Develop national consciousness , feeling of oneness and solidarity

·        Provides skilled man power, encourages innovations and inventions

·        Prepare social, cultural and political mind

·        For the advances in science and technology

·        Lead to the emergence of political elites

Social Mobility

·        The movement of individuals, families or groups from one social position to another

·        2 types-horizontal and vertical mobility

·        Moving within the same status category - horizontal

·        Transition of an individual from one social stratum to another -

vertical

·        The movement of individuals or groups from one social class to another or through a system of social hierarchy

3.3   Contributions of Dr. B.R Ambedkar with respect to Social and National values: Equality, Equity, individual opportunity,social justice and Dignity

Social values –

·        Values oriented towards social bond and coherence in the society

·        Practiced in relation to our neighbours, community, society, nation and the world

·        Love towards humanity, brotherhood, sharing

·        Sincerity and honesty, dutifulness, forgiveness

·        Faith in co-operative living, friendship, team spirit

·        Social values:

o   Good citizenship, sympathy, sportsmanship

o   Integrity, magnanimity

o   Faith in change and peaceful methods, patience, tolerance

o   Scientific temper, concern for environment, conservation of natural resources

National Values

·        Values enshrined in the constitution of a nation

·        Democracy, secularism, socialism and equality

·        Democracy-way of life and political arrangement. Equal freedom and rights for all its members regardless of race, religion, sex, occupation and economic status

·        National Values:

o   Respect for the dignity of the individual,

o   Freedom of action, speech and movement

o   Egalitarianism, good citizenship, faith in change through peaceful methods

o   Sense of tolerance, scientific temper

Secularism

·        Giving equal regards for all faiths, developing a spirit of reverence and tolerance for all faiths

·        Treating all religions as equal

·        Freedom of worship and tolerance

·        All citizens enjoy equal rights and privileges irrespective of religion, caste and creed

·        State gives constitutional right to everyone to profess, practice and propagate any religion of their choice

·        Inserted in the preamble by the 42nd amendment act of 1976

·        Treat all religions equally National values

Socialism

·        A set of political and economic theories based on the belief that every citizen has an equal right to share of country’s wealth and govt. should own and control the means of production

·        A national value and envisages a socialist pattern of society

·        Stands for Social justice, social control and equitable distribution of wealth and opportunities

Equality

·        Equal opportunity for all

·        All citizens are equal before law

·        State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them

·        Granting equal citizenship to all, right to vote, freedom of expression, movement, belief

·        Access for adequate health care facilities, opportunity for good education, fair wage for labour

Equity

·        Quality of being equal or fair, impartial and even handed dealings

·        Concerned with equality, fairness and social justice

·        People should be treated as equals, all people share common humanity

·        Equal life chances, equal concern for people’s needs

·        Meritocracy - positions and rewards should be distributed to reflect differences in effort and ability

Individual opportunity

·        Situations ,conditions, occasions of human beings that are favorable for the attainment of a goal

·        Opportunities with freedom to actualize capabilities of the individuals

·        Barriers-caste, class, gender and regional disparities

Social justice and dignity

·        Each individual and group has a right to civil liberties, equal opportunity, fairness and participation in the educational, institutional, social and moral freedoms and responsibilities

·        Aim to remove imbalances in social, political and economic life of people

·        Human dignity- fundamental value of every human being

·        Give equal due and consideration to dignity of all individuals

Activities for Inculcating Values

·        Introduce moral lessons through stories

·        Reinforce values by rewarding for honesty, truth, bravery etc

·        Organize declamation contest

·        Cultivate social qualities through Stories, songs , group activities

·        Inculcate virtues through school activities

·        Through cooperate community activities and social services

·        School parliament, NCC, ACC, NSS, JRC, clubs etc

·        Community services

·        Celebration of social events, festivals, days of national importance, maintaining public facilities

·        Extension lectures, teaching of history, civics

·        Teachers should be exemplary models

·        Morning assembly, community prayer

·        Programmes stressing cultural diversity of the country broadcasted with the help of radio, ETV, EDUSAT

·        Teaching of moral stories, Aesop fables, panchathantra stories, stories from epics and purananas etc

·        Community prayers

·        celebration of birthdays of great personalities

·        Extension of service to suffering people

·        Organizing community meals

Contributions of Dr. B.R Ambedker

·        Philosopher,     patriot,     scholar,     writer,    revolutionary    and     the constitution maker

·        Establishing a society where individual becomes the means of all social purpose

·        Establishment of society based on equality, liberty and fraternity

·        Establishing democracy-political, economic and social

·        Establishing democracy through constitutional measures

·        Establishing democracy by breaking monopoly of upper strata on political power

·        fighted for humanitarian rights for Dalits and untouchables

·        Devoted   his    life    for   the    cause   nagalasseryile    3000thinte   lead nirnayakamayittund

·        Introduced the system of reservations for SC,ST and other backward classes

·        Architect of the constitution of India

·        Creating social, economical and political awareness

·        Educate, agitate and organise

·        Education as a major tool of the discriminated masses

 

 

3.4   Contributions    of    Tagore    with    respect    to    Nationalism, Universalism and Secularism

 

Nationalism

·        A belief, a political ideology that involves an individual identifying with or becoming attached to, one’s nation

·        Feeling that people have of being loyal to and proud of their country

·        Involves national identity, social conditioning and personal behaviors that support a state’s decisions and actions

Universalism

·        Religious, theological and philosophical concept with universal application or applicability

·        Consider all people

·        Emphasize universal principles ,accept other religions in an inclusive manner, believing in a universal reconciliation between humanity and divine

 

Contributions of Rabindranath Tagore Contributions of Rabindranath Tagore

·        Tagore’s Nationalism and Universalism-stood for social reform, Swadeshi and the solidarity of the country

·        Taught unity, harmony, peace and co-operation

·        Believer in cultural synthesis and international unity

·        Intellectual leader of Indian nationalism

·        His writings embodied noblest ideals of Indian culture

·        His songs and messages were inspirations to social and political workers

·        A seer of Indian freedom

·        His educational thoughts also were a landmark in the educational system-meet the spiritual and natural needs of human beings

·        Secularism- ‘peace in Brahma, and goodness is in Brahma and the unity of all beings’

·        Man of union, love, human relationship

·        Common God of all Hindus, Muslims and Christians

·        Wanted to change walls into bridge • Communal is changed to secular

Contributions of Jiddu Krishnamoorti (1895-1986)

·        Born on May 11,1895 in Madanapalli ,near to Chennai

·        At the age of 15 he accompanied Mrs. Annie Besant in Theosophical society

·        He hated book learning

·        In 1912,he wrote a book “education as service”-he described an ideal school, where love rules and inspires

·        At the age of 14,he was called as world teacher

·        In 1922,he had an unusual spiritual experience and he became a world spiritual leader

·        He gave discourses to large gatherings in Australia, England, Holland and America

·        He established several centres for philosophical studies in various countries

Major Works Major Works

·        Kingdom of happiness

·        Path

·        Search

·        Education and the significance of life

·        First and last freedom

·        Commentaries on living

The Centrality of Education

·        Educational philosopher

·        Integral education-close to life, world and humanity

Integral Education

·        Development of capacities to face challenges

·        Development of self knowledge

·        Integrated experience

·        Freedom from readymade ideas

·        Development of free and mature human beingsto blossom in love and goodness

·        Re-education

·        Development of right understanding of environment

·        Development of wisdom and not acquiring knowledge

·        Development of love towards others

·        Development of right relationship

·        Development of freedom and integration

·          Development of creative intelligence

·        Development of international understanding

·        Freedom from ideology

·        Freedom and discipline

·        Rewards and punishments

·        Spiritual training and not religious education

·        Deep love of humanity

 

 

3.5   Social and Cultural Change – Meaning and features

Education and Social Change

·        Social change involves changes in material aspects of culture and in ideals, customs and morals of people

·        Modification in social structure, social institutions, social behaviour, social relations, values

·        Social change refers to modification of any aspect of social processes, social patterns, social interactions or organizations-Jones

Factors Affecting Social Changes

·        Environmental factors-flood, draught, tornado

·        Biotic factors- sex ratio, age ratio, spread of diseases, crops, population etc.

·        Cultural    factors-language,   religion,    philosophy,   literature,    faith, values etc.

·        Demographic factors-birth and death rate, migration,

·        Technological factors- communication, transportation

·        Ideological factors-political, social, religious ideologies

·        Psychological factors-dowary, caste system

·        Other factors-wars, trade unionism, ethnic tensions

Education as a tool for Social Change

·        Education initiates social change and gives direction

·        Prepares the individual to adopt changes

·        Gets knowledge of social change

·        Develop critical awareness needed for it

·        Removing obstacles-social evils, superstition

·        Creates social reformers and leaders

·        Medium of inventions, spread of knowledge

·        Helps effective participation in society

·        Create openness to changes, prepares mind

·        Set criteria

Cultural Change

Society strives its continuity and existence according to the environmental conditions of its surrounding. People have been descending down from generation to generation with the addition of new ideas and objects. This dynamic process of society enhances culture with refreshment and for every generation a new culture than for the previous. A stagnant society is dead but there is none today how so primitive it may be. Technological

developments and social changes in the form of ‘evolution’ and ‘progress’ of any rate exist there as the adjustment factors change them according to the environmental conditions. Hence the societies and cultures are undergoing changes with a continued process.

 

·        Horton & Hunt: “changes in the culture of society is called cultural change.”

·        Kingsley Davis: “cultural changes embarrasses Occurring in any branch of culture including, art, science, technology, philosophy etc. as well as changes in the forms and rules of social organization.”

·        David Dressler and Donald Caens: “It is the modification or

discontinuance of existing ‘tried’ and ‘tested’ procedures transmitted to us from the culture of the past, as well as the introduction of new procedures.”

 

 

3.6    Contributions of Social Reformers – Raja Ram Mohan Roy, Chattambi Swamikal, Sreenaayana Guru

RAJA RAM MOHAN ROY (1772-1833)

 

·        Religious thinker and father of modern India

·        Scholar and reformer, imbued with the culture of West and East

·        Pointed to a universal inner spiritual synthesis

·        Born in Hoogly, Bengal-in a Brahmin family

·        A sight, burning of his brother’s wife shocked his conscience

Humanism and Universal Religion

 

·        Believed in co-operation, tolerance and fellowship

·        Universal love, exponent of cosmopolitanism

·        Unity of religious experience

·        Believed in universalism and regarded humanity as one family

·        Advocated liberal humanitarian nationalism

·        free and emancipated individuals

Social Reforms

 

·        Father of modern India and Indian renaissance

·        Abolition of sati and the formation of Brahma Samaj

·        formed number of social organisations in North India

·        In 1816,started a spiritual society-Atmiya Sabha for religious and social purposes

·        Establishment of Brahma Samaj in 1830

·        Wished this institution to be a meeting ground of people of all religious denominations

·        This was a socio-religious reform movement

·        Raised his voice against social abuses-caste system, polygamy, degradation of women, untouchability

As an educationist

 

·        Education for social reform

·        In 1817,set up the Hindu college at Calcutta

·        In 1820,founded the Anglo-Hindu school

·        Supported induction of Western learning into Indian education

Chattampi Swamikal (1853-1924)

 

·        Hindu sage and social reformer

·        Thoughts and work influenced many social, religious, literary and political movements in Kerala

·        Gave voice to marginalized

·        Born in 1853 at Kannammoola, Trivandrum

·        Learned letters and words from children of his neibourhood

·        Learned Sanskrit by overhearing the classes at a Brahmin house nearby

A Crusader for Social Reforms

 

·        Travelled extensively in Kerala to eradicate evil customs and practices in the society

·        Questioned the supremacy of upper caste

·        Disliked casteism

·        Brought great reforms in religio-spiritual, social-cultural atmosphere of Kerala

·        A Master of all Arts-mastery over diverse field of knowledge, extraordinary memory power

·        Veda, grammar, astrology, ayurveda, yoga etc

·        Singer, painter, actor, writer

Way of life

 

·        Life of austere simplicity, no possessions, only mundu, iron ring, old umbrella, walking stick and a Ganjira

·        World was his family

·        Promoted vegetarianism

·        Disliked alcohol, condemned the vice of drinking

·        Slept on a simple cot or on the bare floor

·        Ignored all distinctions of caste

·        Indifference to wealth

·        Selfless life

·        Visualised a universal family of man without barriers

·        Love and compassion to all created things

·        Path of Ahimsa to Salvation

·        Ideal of new social structure united all by the bond of love

Sree Narayana Guru(1856-1928)

 

·        Born in 1856 in Chempazanthi, Tvm

·        Great saint, social reformer, mystic, philosopher, poet, visionary

·        Stood for ‘one caste, one religion and one God for man’

·        Teachings more relevant today

·        Extra-ordinary ascetic visionary and karma Yogi

·        His presence transformed Kerala society free from evils of caste system

·        Changed the face of social, political, economic and religious life of Kerala

Social Reforms

 

·        Reformed traditional caste ridden Kerala society

·        Avarnas were denied entry into temples, perform poojas

·        On Feb.10,1888 a temple was built for them

·        Strongly opposed some of the evil practices, superstitious beliefs

·        Method used-sanskritisation

·        SNDP-Sree Narayana Dharma Paripalana Yogam was formed in 1903

·        Self -purification and education

·        Realized the importance of Artha in life

·        Religion way of life

Social Reforms

 

·        His message of universal love-one caste for man

·        Unity of all religions: ‘whichever the religion, it suffies ,if it makes a better man’

·        Guru’s message became the cardinal principle of modern secularism

·        Guru was seeking ways to better man’s relations with his fellows

·        Realization of oneness of all castes, creed and the Gods

·        ‘one in kind, one in faith one in God is man, Of one same womb, one same form, difference none there is at all’

·        Guru wrote that ‘we are all one and the same’

3.7   Teacher as a social reformer

 

·        Functions of education from cultural point of view

·        Culture-behaviour pattern of a group

·        Education-process by which individual modifies his behaviour

·        Hence intimate relation between culture and education

·        Education    has    triple    function   of    preserving,   transmitting    and transforming the culture

Development of culture

 

·        Education develops its own experiences, desires, knowledge, belief, laws, customs etc

·        An academic culture-scientific temper, feeling of oneness, collaborative development, concern about the society are developed as a result of education Preservation of culture

·        Culture, important aspect of heritage of any nation

·        Reflects the level of civilization attained by the society

·        Education preserves important aspects of the cultural heritage of the country

·        Historical monuments, arts, morals, tradition, value system, customs, beliefs etc.

·        Preserve all worthwhile experience

·        To bring them within the knowledge of children

·        On this basis new society will be built up

Transmission of culture

 

·        Mould the individual for a better social life in accordance with customs and traditions

·        Education socializes the younger generation

·        Culture is transmitted from one generation to another

·        Society    transmit    its     experiences,    desires,    hopes,    aspirations, programmes ,activities through education

Transformation of culture

 

·        Culture undergoes changes

·        Every generation adds something of its own to the existing culture

·        Function of education is to make children adjust themselves to the contemporary culture and familiarize them with the past

·        education gives clear ideas about values, beliefs and customs

Teacher as a social reformer

 

·        Education commission (1964-66),of all the different factors which influence the quality of education, and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most significant’

·        Role of teacher-real maker of history

·        Moulds the personality of emerging generations

·        Shapes the society

·        Builds the nation

·        Torch bearer of progress of civilization

Role of the teacher

 

·        Parent substitute

·        Friend, philosopher and guide

·        Ego-supporter

·        Learning facilitator

·        Upholder of values

·        Co-learner and helper

·        Inspirer and exemplar

·        Moral educator

·        Agent of change

·        Resource person

·        Group leader

·        Social engineer

Module 4 Curriculum and Values

4.1   Curriculum-meaning and scope

 

·        Base on which the subjects, activities and experience of the students are planned

·        More than text book and subject matter

·        Totality of all the learning to which students are exposed during their study in the school

·        Derived from Latin word ‘currere’-runway ,path

Curriculum

 

·        ‘curriculum is a tool in the hands of an artist(teacher) to mould his materials(pupils) according to his ideals (objectives) in his studio(school)’-Arthur Cunningham

·        Scope- purpose of learning

·        Sources of the subject matter

·        Nature of teaching –learning process

·        Characteristics of the learner and teachers

Scope

 

·        Inclusion of occupational, political, social and intellectual knowledge

·        Types of knowledge

·        Learning experiences

·        Skills, values

Principles of curriculum

 

·        Child-centredness

·        Community-centredness

·        Activity-centredness

·        Integration

·        Utility, creative principle

·        Comprehensiveness, balance

·        Balance, Renewal, preparation for life

·        Flexibility, forward looking

Influence of various schools of philosophy

 

·        Idealism

·        Naturalism

·        Pragmatism

·        Realism

·        humanism

 

 

4.2   Philosophy of Nation as Foundation of Curriculum

 

Philosophy reflects:

 

·        life experiences

·        common sense

·        socio economic background

·        education

·        general beliefs of people

Personal Philosophy

 

A personal philosophy is an evaluation and continuation of the existence of individual growth, development and learning from experience

It is the study of the basic ideas about knowledge, right and wrong, reasoning and value of things

Functions of Philosophy

 

·        tap root in the curriculum development

·        general theory of education – John Dewey

·        framework for the aims and methods of schools

·        provides a form of generalized meaning and understanding of our lives

·        mould pattern of thinking

·        formulation of mental and moral attitudes

 

 

4.3   Role of State in Curriculum Construction

 

·        Heart of education-curriculum

·        Education is the heart of a nation

·        Curriculum development

·        Curriculum design

·        Curriculum implementation

·        Evaluation of curriculum

·        Curriculum is the heart of education and education is a heart of a Nation, it encounters pressures from various directions; one of these factors is political intervention or the state interference

·        The content of school curriculum has always been the subject of controversy and considerable public attention in countries

·        In India control of schools rest in the central and state government

·        With the decentralization power, local panchayath can also control the schools

·        At the state level of decision making, various interest group such as political parties attempt to influence curriculum

·        This may include the introduction of new courses into the schools, the introduction of new educational laws or reinterpreting old educational regulations

·        State government influence curriculum decision through their own action that is independent of the pressure of different interest group

·        Each state maintains a state department of education, which is made up of professionals in education and they contribute to the general curriculum construction

·

·

·        State will influence the curriculum construction in four areas:

1.     Curriculum development as the national policy

2.     Curriculum design

3.     Curriculum implementation

4.     Evaluation of curriculum

 

1.     Curriculum development as the national policy

 

Ø Education is designed by politicians which should go hand in hand with the national policy, which determines the kind of education we want to offer and the society we need to build

2.  Curriculum design

 

Ø The main decision makers in curriculum are those who hold high position in education system (ministry of education) and the government itself

Ø The government through the Ministry of Education defines and interprets the goals of education based on identified national policy

Ø The curriculum maker devises methods for attaining those goals and the test constructor, devises instrument, to measure the extent to which the goals have been attained

Ø Teachers are not much involved in decision making, their main tasks is to implement the designed curriculum in the classroom

3.  Curriculum implementation

 

Ø This process involves infrastructure (building), human resource (hiring, recruitment and retention of personnel), funding, administration and monitoring so as to achieve the intended goal

4.  Evaluation of curriculum

Ø Government will change the curriculum, after the curriculum evaluation is over, they will judge whether the curriculum is appropriate or not; if not, then it has to be changed or modified.

Ø The one with the mandate to change the curriculum is the government through the ministry of education

4.4   Thrust areas of Curriculum for School Education

 

Major thrust areas are as follows:

·        Inculcation of personal, social, rational and spiritual values

·        A sense of national identity and respect for the law and order and truthfulness.

·        Elimination        of        poverty,        ignorance,        dowry,       unhealthy caste-system, untouchability, violence

·        Ensuring equity, health, peace and prosperity.

·        Establishing uniformity and structure of school education i.e. 10+2+3 throughout the country.

·        The emphasis should shift from factual knowledge to the process of understanding, thinking and internalizing.

·        All round development of:

1.     personality, value education,

2.     health and physical education

3.     art and work education.

·        A common scheme of studies is advocated for class I-X NCF 2005 elaborates the thrust areas of school curriculum Important areas are:

·        Development of language skill, mathematical skill, scientific temper, patriotism

·        Elimination of evil practices

·        Development of basic skills IQ, SQ, EQ and constitutional values

·        Development of spirit for learning to learn

·        Understanding fundamental rights and gender equality

·        The present curriculum is activity base

·        It regards practicability, experience, and concern for the society as the main aspect in the determination of curriculum.

·        Interest of child

·        life oriented subject matter of instruction

·          flexibility in the selection of content

Early Childhood Education

 

·        Early childhood education-2 years

·        Group activities, play-way techniques, language games, activities to promote socialisation and environmental awareness

·        Skills of identification, comparison, matching, naming, drawing and counting

Elementary Education

 

·        8 years

·        Primary stage-5 years

·        Classes 1-5 –Mother tongue, mathematics, art of healthy and productive living experiences, environmental studies.

Classes 6, 7 and 8

 

·        3 languages

·        Mathematics

·        Science and technology

·        Social sciences

·        Work education

·        Art education

·        Health and physical education

Secondary stage-9&10

 

·        3 languages

·        Mathematics

·        Science and technology

·        Social sciences

·        Work education

·        Art education

·        Health and physical education

4.5   Value Education: Aims and Strategies

 

Values

 

·        Values are virtues , ideals and qualities on which actions and beliefs are based

·        Guiding principles that shape our outlook, attitudes and conduct

·          Derived from Latin word “valere”-to be worth

·        Value is a principle or quality intrinsically precious or desirable to an individual or group

·        Value means to price, to esteem, and to estimate something in order to hold it dear and desirable - Dewey

Importance of Values

 

·        To give direction to one’s behaviour

·        Value system affects and colour his actions

·        Guide man’s desires, feelings and actions

·        Give meaning and strength to one’s character

·        Provide inner happiness, increased confidence, better decision- making , clearer direction

·        Help us choose between good and bad

·        Bring quality and meaning to life

·        Act as guidelines , give identity and character

Need and Significance

 

·        To attain peace on earth,

·        Strengthen   students    self    esteem,    optimism,    and    commitment, greatest unifying force in life

·        Help to understand and apply values in daily life, bring quality to life

·        Help to resolve value conflicts and fix the standard of his behavior, for combating social evils

·        Promote individual and social welfare, love, peace, good will and understanding

·        Strengthen social harmony, encourage cultural development, instill democratic qualities,

Value Education

 

·        A type of education oriented towards the goal of instilling desirable personal, social, moral, spiritual and aesthetic values in the learner.

·        A programme of planned educational action aimed at the development of values , strength of character and desirable attitudes in the learner - Cox

·        Help to eliminate violence, superstition, religious fanaticism, obscurantism and fatalism

Aims

 

·        To teach the students about moral values and show their good behaviour and attitude towards the society

·        The full development of children’s personality in its physical, mental, spiritual and emotional aspects.

·        Development of good manners and responsibility towards citizenship

·        The way of thinking and living should be developing at democratic level

·        Developing patience, honesty, moral values etc

Need and Significance

 

·        Developing moral qualities- humility, honesty, truthfulness, courtesy, tolerance, sacrifice etc

·        Developing positive social attitudes

·        For all-round development

·        For humanizing the learner

·        Developing democratic qualities

·        For harmonious co-existence in society

·        Inculcate sense of cooperation and fellow-feeling

Activities for Inculcating Values

 

·        Introduce moral lessons through stories

·        Reinforce values by rewarding for honesty, truth, bravery etc

·        Organize declamation contest

·        Cultivate social qualities through Stories, songs , group activities

·        Inculcate virtues through school activities

·        Through cooperate community activities and social services

·        School parliament, NCC, ACC, NSS, JRC, clubs etc

·        Community services

·        Celebration of social events, festivals , days of national importance, maintaining public facilities

·        Extension lectures, teaching of history, civics

·        Teachers should be exemplary models

·        Morning assembly, community prayer

·        Programmes stressing cultural diversity of the country broadcasted with the help of radio, ETV, EDUSAT

·        Teaching of moral stories, Aesop fables, panchathantra stories, stories from epics and purananas etc

·        Community prayers

·        celebration of birthdays of great personalities

·        Extension of service to suffering people

·        Organizing community meals Hidden Curriculum

Hidden Curriculum

 

·        Unwritten,     unofficial     and     unintended     lessons,      values     and perspectives that students learn in school.

·        Consists of unspoken academic, social and cultural messages that are communicated to students while they are in school

·        ‘Hidden’-unacknowledged or unexamined by students, educators and wider community

·        Defn- A set of influences that function at the level of organizational structure and culture – Hafferty 1998

Components

 

·        Rules and guidelines

·        Policy development/ implementation

·        Role models

·        Resources

·        Peer interactions, faculty and staff interactions

·        Physical environment, institutional slang

 

 

4.6   Traditional Indian values and Constitutional values

Values

Value literally means something that has price, something precious, dear and worthwhile, hence something one is ready to suffer and sacrifice.

Literally the word value signifies that quality of an individual or thing which makes that individual or thing important, respectable and useful.

Traditional Indian Values

●       The values coming from tradition rather than any specific philosopher, moralist, or writer.

●       It refers to those beliefs, moral codes that are passed down from generation to generation within a culture.

●       Some of the traditional values of India are truth, goodness, beauty, nonviolence, tolerance, simplicity, spirituality and self-realization.

Truth

 

●       Truth is a judgment, proposition, or idea that is true or accepted as true.

●       Truth is considered as the foundation of one’s life.

●       It is truth that that drives away fear.

●       Learning to speak truth is considered as the first step towards the formation of a good character.

●       Truth confers fearlessness on man.

●       Truth is an intrinsic value that reflected in idealism.

●       Science searches truth in a truthful manner and hence scientific truths are testifiable and verifiable.

●       It is truth which protects the entire world and makes it function.

●       Voicing an untruth is an anti social act and caused confusion in the mind of both the speaker and listener and leads to anti social behaviour.

Non violence [Ahimsa]

 

●       Non violence is the practice of being harmless to self and others under every condition.

●       According to Martin Luther King; “ Non violence means avoiding not only external physical violence but also internal violence of spirit.

●       Non violence is the only means for peaceful settlement of world issues and co-existence.

●       Gandhiji used non violence in India’s freedom struggle.

●       According to Gandhi’s thought non violence is ultimate solution of every kind of problem in the world.

●       Non violence means not causing harm to any living being.

●       It is the jain principle of ahimsa.

●       In its narrow sense it is the policy of using peaceful methods, not force to bring about political or social change.

●       Buddhist philosophy considers ahimsa as the highest virtue.

 

Tolerance

 

●       Tolerance is the foundation stone of Indian philosophy

●       Tolerance means to xutul with differences, especially with regard to ideas or moral issues.

●       In a social, cultural and religious sense, it is the acceptance of other people who hold different and disagreeing beliefs.

●       Tolerance is respect, acceptance, and appreciation of rich diversity of our world’s culture, our forms of expression and ways of being human.

●       It is harmony in difference.

●       It also means accepting others and appreciating differences .It is the ability to accept something even though we might not agree with it.It should be in our thoughts as well as in our actions.

Spirituality

 

●       Spirituality is the quality of being spiritual. Father Martin Pable says that, “ the ongoing endeavor to grow in our relationship with God”.

●       Spirituality is the breath of life. It can be defined as the quality of being spiritual or non physical.

●       The essence of spirituality is the search to know our true selves, to discover the real nature of consciousness.

●       Spirituality lead to finding purpose and meaning in life.

●       Spirituality is considered as one of the highest virtues in Indian philosophy.

●       The educational system rooted in spirituality aims to attainment of moksha.

Simplicity

 

●       It is the state or quality of being simple. Traditionally, the people of India believed in the value of simple living and high thinking.

●       Simplicity is a way of life which makes life simpler and easier. Simplicity refers to the practice of uncomplicated, undemanding and straightforward life style limiting one’s needs and minimizing dependence on resources.

●       Simplicity has been considered as one of the highest value from ancient periods in India.

●       Living with simplicity is living life easily without complexity, complications, or difficulty.

●       Simplicity helps us to concentrate on what’s important and necessary in life. It helps us to avoid wasting time and energy.

Self – Realisation

 

●       Meaning: Knowledge of self or athma. Self realization is the process by which a person realizes his real self. According to Indian Philosophy, the goal of human life is to attain self-realization.

●       It is the full awareness of the self in self.

●       self realization leads man to the state of perfection, peace and heinous. Idealistic philosophy set self realization as the most important aim of education.

●       Both the gurukula system of and buddhist system of education attached great importance to self realization of the learner.

Constitutional Values

 

●       India became an independent country on Aug 15, 1947 and a democratic constitution was established on Jan 26, 1950.

●       The Indian Society upholds a set of values namely, Democracy, Socialism, Secularism and equality.

●       These basic values are stressed in the preamble of the constitution of India.

●       “We the people of India, having solemnly resolved to constitute India into a Sovereign, Socialist, Secular, Democratic republic and to secure to all its citizens.”

Constitutional Values

●       Democracy

●       Socialism

●       Secularism

●       Equality Democracy

●       Derived from the greek word ‘Democratia’ means People and Rule.

●       Etymologically the term democracy means the rule of the people.

●       Abraham Lincoln defined democracy as- “ Democracy is a government of the people, by the people and for the people.

●       Democracy is the highest national value protected in our constitution.

●       Every citizen of india, who is 18 years of age and above and not otherwise debarred by law,is entitled to vote.

●       Every citizen enjoys this right without any discrimination on the basis of caste, creed, colour, sex, religion or education.

●       The merits of democracy are : democracy tends to foster human development as measured by health, education,personal income. Democracy helps people to protect their fundamental interest. Democracy ensures its citizen a broader range of personal freedom than other forms of government do.only democracy provides people with a maximum opportunity to live under laws of their own choosing.

Secularism

●       Chambers Dictionary, “Secularism is the belief that the state, morals, education etc should be independent of religion.”According to Indian

concept:- there shall be no state religion and the state shall treat all religions equally.

●       Secularism is a political doctrine that rejects religion and religious considerations.

●       It implies separation of state and religion.the term ‘secular’ in our constitution denotes that governmental practices or institutions should exist separately from religion and religious beliefs.

●       India is a multi-religious, multi ethnic and multi cultural pluralistic society where all citizens enjoy equal rights and privileges irrespective of religion, caste and creed.

●       The state gives constitutional right to everyone to profess, practice and propagate any religion of his choice.

●       The Indian concept of secularism is based on the beliefs that all religions are equally good.

Socialism

 

·        Socialism is an economic system or condition of society in which all the means of production are owned and controlled by the state or any public authority.

·        Socialism seeks to abolish private property and private ownership.

·        It gives importance to collective and co-operative effort in the welfare of the society.

·        It seeks to abolish private property and private ownership.

·        Socialism is a set of political and economic theories based on the belief that every citizen has an equal right to a share of a country’s wealth and that the government should own and control the means of production.

Characteristics of Socialism

 

●       Socialism aims at equality and social justice

●       Socialism aims at establishing a classless society, free from exploitation and disparity.

●       Socialism aims at establishing a society based on mutual co-operation and fellow feelings.

●       Socialism aims at developing necessary skills and favourable attitude towards work.

●       Socialism aims at the active participation of the individual in the productive process of society.

Equality

 

●       Equality is the state of being equal, especially in status, rights, or opportunities. This value has Equality before law is well defined under the Article 14 of the Constitution which states that “The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India.”

●       The right to equality is one of the six rights that have been granted to the citizens of the country.

●       Equality means equal opportunity for all. It implies that all citizens are equal before law. The state shall not discriminate against any citizen on grounds of religion, caste creed and sex.

●       There shall be equality of opportunity for all citizens in matters relating to employment or appointment to any office under the state.

 

 

4.7   Role of Education in compacting Social evils- Corruption, Terrorism, Antinational activities, Violence against women, Drug abuse and Alcoholism

Role of education

 

1.    Brings awareness in the study

2.    Get rid of superstitious beliefs

3.    Improvement in health, income and security

4.    Develops a positive attitude in society

5.    Brings peace and prosperity

6.    Key to success.

 

CORRUPTION

 

▣ Corruption refers to a form of criminal activity or dishonesty. It refers to an evil act by an individual or a group. Most noteworthy, this act

compromises the rights and privileges of others. Furthermore, Corruption primarily includes activities like bribery.

causes of corruption

 

Ø Greed of money, desires.

Ø  Higher levels of market and political monopolization

Ø Low levels of democracy, weak civil participation and low political transparency

Ø Higher levels of bureaucracy and inefficient administrative structures.

 

How to eradicate corruption from our society

 

1.     Through education

2.     Educate school children in civics.

3.     Decentralize the media.

4.     Create a system of checks and balances.

5.     Raise salaries of public officials to reduce temptation.

6.     Punish corruption with jail terms.

 

How to eradicate terrorism from our society

 

1.     High Drop-out Rates.

2.     Safe Schools.

3.     Critical Thinking and Life Skills.

4.     Sports and Extracurricular Activities.

5.     Role of the Family and Community

 

ANTINATIONAL ACTIVITIES

 

1.  Caste discrimination

2.  Communalism

3.  Child labour

4.  Child exploitation

 

VIOLENCE AGAINST WOMEN

 

1.  Domestic violence

2.  Gender inequality

3.  Dowry

4.  Female infanticide

 

Drug abuse and alcoholism

 

A drug is any substances that, when absorbed into the body of a living organism, alters normal bodily functions. Drugs are chemicals that change the way a persons body works by altering emotions and thoughts.

Role of education to eradication social evils

1.  Preservation and transmission of our social, moral and cultural values.

2.  Awakening of social evils.

3.  Political development of society.

4.  Economic development of society

5.  Social control

6.  Social changes and reforms

7.  Socialization of a child

 

 

4.8   Peace Education and Human rights Education

 

Peace Education

 

The concept of peace education helps in developing social values, moral values, skills, behavior and most importantly to spread peace in the atmosphere. The main objective of education is to change the behavior of the children or an individual.

 

·        Peace education declines the evil thinking of conflict, war and violence

·        It also realizes us, our fundamental duties, and fundamental rights

·        Peace education has the    only purpose of maintaining  peace at the global level

 

Definition

 

According to Albert Einstein – Peace is not merely the absence of war but the presence of justice, of law, of order- in short of government.

Scope

 

·        Peace education is to develop the skills which are helpful and necessary in understanding tolerance and goodwill in our surroundings

·        It   is    important    for   self-    realizing   an    individual   about   his    social responsibility

 

Aims

 

·        It develops the skill of understanding the global problems to form peace

·        Peace education can resolve the clouds of conflict

·        It makes the individual aware not to discriminate in gender, fundamental rights, fundamental duties

·        It is helpful in modifying the behavior of the people which is important for cultural diversity

·        Peace education has played an important role in forming a good understanding of the interdependence between people and societies

·        It develops good relations among the people to remove the conflicts and establish peace

·        It develops the will of tolerance, acceptance of others, and respect for difference

·        It makes people aware of their fundamental responsibilities and especially the rights and the responsibilities of children and parents

·        It gives good knowledge and spread in the culture

·        It has proved helpful in making life joyful in living

Aims and Objectives of teaching Peace Education in Schools

 

·        To bring good changes for making the world a place of humanity

·        To make the students aware of to spread peace in a global society

·        To modify the behavior at the global level to remove the war situations

·        To promote positive human relations

Different approaches of Peace Education

 

1.     Power politics : Peace through the coercive power

2.     World order : Peace through the power of the law

3.     Conflict resolution : Peace through the power of communication

4.     Non-violence : Peace through will power

5.     Transformation : Peace through the power of life

Teaching methods for Peace Education

 

·        Cooperative learning

·        Group discussion

·        Peer teaching

·        Brain storming

·        Role play

·        Storytelling

·        Experiential teaching

·        Inquiry- based learning and teaching

·        Dialogues

Human Rights Education What are human rights?

Human rights can be defined as those basic standards without which people cannot live in dignity as human beings. Human rights are the foundation of freedom, justice and peace. Their respect allows the individual and the community to fully develop.

 

The development of human rights has its in the struggle for freedom and equality everywhere in the world. The basis of human rights - such as respect for human life and human dignity - can be found in most religions and philosophies.

 

They are proclaimed in the Universal Declaration of Human Rights. Documents such as the International Covenants of Human Rights set out what governments must do and also what they must not do to respect the rights of their citizens.

 

Characteristics of Human Rights

 

Human rights do not have to be bought, earned or inherited, they belong to people simply because they are human - human rights are inherent' to each individual.

 

Human rights are the same for all human beings regardless of race, sex, religion, political or other opinion, national or social origin. We are all born free, and equal in dignity and rights – human rights are universal.

Human rights cannot be taken away, no one has the right to deprive another person of them for any reason. People still have human rights even when the laws of their countries do not recognize them, or when they violate them - for example, when slavery is practiced, slaves still have rights even though these rights are being violated. Human rights are inalienable.

 

To live in dignity, all human beings are entitled to freedom, security and decent standards of living concurrently. Human rights are in dividable.

 

Categories of Rights

 

Rightscan      be       put      into     three categories:

 

1.     Civil and political rights (also called first generation rights): These are "liberty-orientated" and include the rights to life, liberty and security of the individual; freedom from torture and slavery; political participation; freedom of opinion, expression, thought, conscience and religion; freedom of association                                          and          assembly.

 

2.   Economic and social rights (also called second generation rights): These are "security-orientated" rights, for example the rights to work; education; a reasonable     standard     of     living;     food;     shelter     and     health     care.

 

3.      Environmental, cultural and developmental rights (also called third generation rights): These include the rights to live in an environment that is clean and protected from destruction, and rights to cultural, political and economic                development.

 

When we say that each person has human rights, we are also saying that each person has responsibilities to respect the human rights of others.

 

What is Human Rights Education?

 

Human Rights Education is education about, but also for human rights. For example:

 

·        Teaching people about international law or about human rights violations such as torture is teaching about human rights.

·          Teaching people how to respect and protect rights, is teaching for human rights.

·        Human Rights Education is all about helping people to develop to the point where they understand human rights and where they feel that they are important and should be respected and defended.

·        The activities give children SKILLS, KNOWLEDGE, and ATTITUDES which they will need to work towards a world free of human rights violations. These aspects are encapsulated in each of the activities by a participative, interactive educational METHODOLOGY. Participative methodology has been found by human rights educators to be the most efficient and most powerful way to develop skills and attitudes, as well as knowledge, in both children and adults.

·        SKILLS: Such as listening to others, making moral analysis, cooperating, communicating, problem solving, and questioning the status quo. These skills help children to:

o   Analyse the world around them

o   Understand that human rights are a way to improve their lives and the lives of others

o   Take      actionto protect human rights

·        KNOWLEDGE: Such as knowing that human rights documents exist and which rights they contain, and that these rights are universally applicable to all human beings and inalienable. Also knowing the consequences of violating human rights. This knowledge helps children to protect their own rights and the rights of others.

·        ATTITUDES: Such as that human rights are important, that human dignity is inherent in all people, that rights should be respected, that cooperation is better than conflict, that we are responsible for our actions, and that we can improve our world if we try. These attitudes help children to develop morally and prepare them for positive participation in society.

·        METHODOLOGY: Participative, interactive methodology involves children fully in learning. Along side their teacher, they become active explorers of the world around them, rather than passive recipients of the teachers expertise. This methodology is particularly appropriate when dealing with human rights issues, where there are often many different points of view on an issue, rather than one correct answer.

 

 

Module 5

School Administration and Management

 

 

5.1    Effective Management – Role and functions of the Head of the Institution

Effective Management

 

·        Management- Art and science of getting things done through others

·        Activity of getting things done with the aid of people and other resources

·        Management is the task of planning, coordinating, motivating and controlling the efforts of others towards a specific objective

Educational management

 

·        Act of managing or administering educational institutions

·        Process of planning, setting objectives, managing resources, deploying human and financial assets needed to achieve goals of an institution

·        Total process of setting goals, planning activities, mobilizing resources and implementing actions to achieve these goals

Need and Importance

 

·        Facilitates optimum utilization of resources

·        Motivates teachers, staff and students

·        Encourage to show their initiative

·        Facilitate innovation

·        Technological improvements in schools-new methods, machines and techniques

·        Minimizes wastage of time, effort and resources

·        Helps to uphold good inter-personal relations

·        Active involvement and commitment

·

·        Ensures quality, offering employment opportunities

Effective School Management

 

Process of getting school activities completed efficiently with all the stakeholders including students to win the goals of school

Components

 

·        Planning-school activities

·        Organizing-optimum use of resources

·        Staffing-recruitment

·        Directing

·        Coordinating-for optimum output

·        Monitoring

·        Motivating

·        Budgeting

·        evaluating

 

 

5.2   Administrative Framework of Schools in Kerala

 

Involves a range of officials starting from the minister of education to the headmaster of the primary school

Diagram

 

 

Organizational Structure of Departments

 

·          Department of Education

·        Concerned with state matters of education

·        Headed by minister, responsible for implementing educational policies and regulations formulated by Govt.

·        Minister of education is assisted by secretary of education

·          Granting financial aids to schools

·          Upgrading schools

·          Sanction new schools

·          Deploying higher officials

·          Granting long leave to employs etc.

·        Separate Directorate for secondary, higher secondary, vocational higher secondary and collegiate education in state. Each headed by a Director

·        Discharge responsibilities through Regional deputy directors and principles of colleges in hierarchy

·        DPI (Director of Public Instruction)- concerned with general education up to std X, also commissioner for Govt. exams in the state

·        Districts Offices are functioning in 14 revenue districts headed by DDE

·        Each revenue district is divided into Educational Districts and further into educational Sub districts. 38 Educational Districts, 162 Educational Sub-Districts in the State. Each District Educational Office is headed by DEO and each educational sub-district office is headed by AEO

·        DEO attends the administration of High Schools, Training Schools and other specisl types of schools in the educational district

·        AEO-responsible for all primary schools within sub-districts

·        HM s of H.S, Upper primary schools, and lower primary schools constitute the base level executives, implement govt. decisions to the field

 

 

5.3           Headmaster – qualities and responsibilities

 

Major Roles of Headmaster

 

1.     Planning

2.     School organization

3.     Teaching

4.     Supervision

5.     Guidance

6.     Maintaining relations

7.     General administration

 

Role in Planning

 

•      Plan all the activities in time to avoid confusion and duplication of effort.

 

•      It consists of:

o   planning before the opening of the school

o   planning during the first week

o   planning during the year

o   planning at the end of the year

o   planning of the next year

Role in school organization

 

•      Organizing instructional work

•      Organizing co-curricular activities

•      Organizing school plant

•      Organizing school office

 

Role in Teaching

 

•      Great headmasters have been good teachers

•      Must consider himself a teacher first

•      Should take a minimum of 2-3 classes in the subjects he is specialized

•      Should   possess   knowledge of   the   latest methods   of    teaching and expertise in his subject

Role in supervision

 

•      Supervision as 'improvement ,not detection or fault-finding'

•      Principles of supervision

•      Purpose is to help, encourage and guide

•      Done in a spirit of co-operation

•      Done regularly and effectively

•      Partiality and prejudice should not creep in it

•      Criteria of supervision should made known

 

Role in Guidance

•      Students in making selection of subjects at the higher secondary stage and in day to day activities

•      Teachers in organizing activities and teaching

•      Parents in supervising the education of their children

•      Higher authorities in matters of curriculum revision, new text books, instructional supplies and framing of new educational policies

Role in maintaining relations

 

•      With the staff, students, parents, teacher-trainees, the community

•      Principles of interactions

•      Rule them with sympathy, love and kindness

•      Recognize the individual difference in allotting work

•      Share the burden of school work

•      Seek advice from teachers

•      Organize staff meetings and discuss matters related to school organization

Role in general administration

 

•      Responsible for implementing policies of the department of education and becomes a liaison between the school and the government

•      Responsible for all that is being done in or by the school

•      See that teachers and pupils attend their duties punctually

•      Ensure that human and material resources are adequate

•      Purchases should be made in accordance with the prescribed official information and correspondence

Functions of Headmaster

 

•      To enable staff and students to work together with the head-teacher as a team to achieve the desired goals and objectives

•      Responsible for coordinating the activities, using resources in such a way that the objectives are achieved

•      An organizer and implementer of plans, policies and programmes meant for educational objectives

•      Important     functions:     planning, organizing, coordinating, controlling and directing

 

 

Role of the Headmaster

 

1.     Role in administration and supervision

 

(a)  He should see that the records are properly maintained and kept up-to- date

(b)  He should see that the time-table is kept and bell rings at the appointed time

(c)   Prepare the school budget for the whole academic year well in advance

(d)  He should see that the school building and the furniture are kept in proper repair

(e)  He should see that the library is made a functional part of the school

 

Role in instructional supervision

(a)  He should make regular supervisory classroom visits to acquaint himself with the learning situation provided to pupils

(b)  He should extend practical assistance to teachers and upgrade the quality of education through creative, cooperative and constructive supervision

(c)   Extend academic helps to needy teachers in the form of clarifying doubts, demonstrating strategies, giving suggestions to improvise aids and equipments etc

(d)  Encourage teachers to attend in-service training and make arrangements for the same

(e)  Organize seminars, workshops, conferences etc. in the school for the benefits of teachers as well as students

Role in supervision of co-curricular activities

(a)  He should get the entire programme of co-curricular activities planned and prepared cooperatively by teachers and students

(b)  He should see that all the co-curricular activities are carefully carried out as per the schedule prepared, and distributed evenly throughout the year

(c)   He should see that all pupils are encouraged to participate in co- curricular activities

(d)  He should see that the deserving students get ample opportunities to extend their talents and skills beyond the school and get recognized at district , state and national levels

Role in the evaluation of student achievement

 

(a)  Make arrangements for periodic evaluation of student performance as necessitated by the curriculum

(b)  He should see that the continuous evaluations, terminal examinations and annual examinations are carried out effectively without flops in the planning and execution time

(c)   He should ensure the unkeep of the records of evaluation

(d)  He should see that the progress of the students are intimated to parents regularly

(e)  He should see that teachers have identified the scholastically weak students and taken remedial steps for their improvement

Role in the establishment of human relations

(a)  He should recognize the worth of each individual teacher and individual students and should respect their identity

(b)  He should strive continuously for the development of self and his colleagues

(c)   He should share his work with and delegate responsibilities to suitable staff members

(d)  The headmaster should encourage the parents to keep in touch with the school

(e)  He should provide adequate facilities and support for the proper functioning of PTA

 

 

Role in guidance and motivation

 

(a)  He should help the school leaving students to choose a course of higher study best suited to them

(b)  He should continuously motivate the students to seriously engage in their curricular and co-curricular activities

(c)   He should extend educational guidance to students who face special learning difficulties

 

 

5.4   Importance of Co-curricular Activities

 

Co-curricular Activities Concept

•      Play key role in the holistic development of pupils

•      Essential part of an educational system

•      Provide scope for democratic living

•      Develop social skills and a sense of co-operation, team spirit and discipline

•      Those organized experiences beyond the prescribed subjects of study given by the school to the students, inorder to optimize their all- round development

•      An activity that works together with a student's academics and is in a real sense an application of what is learned in the classroom

Definitions

 

•      According to Nile, Out of classroom activities organized by the school to enrich the teaching –learning activities so as to ensure the complete development of the learner

•      According to Jissa, any off-classroom activity which together with the classroom activities helps the learner to realize the goals of education

 

 

Objectives

 

•      To bring about all round harmonious development of the learner

•      To make education well contented and pleasurable experience

•      To promote physical as well as mental health of the learner

•      To develop team spirit and social cohesion among learners

•      To promote social values such as co-operation, loyalty, spirit of competition, patriotism, etc among students

•      To utilize man power in a socially useful manner

•      To supplement and enrich classroom experience

•      To promote positive discipline in a constructive manner

•      To instill a sense of dignity of labour

•      To develop academic and literary interest

•      To develop sense of social service

 

Importance

 

•      For the holistic development of the learner

•      Provide opportunities for development of new interest

•      Many co-curricular activities such as excursion, field-trip, drawing, gardening, campus cleaning, debate, quiz programme etc. Provide direct learning opportunities

•      Means of managing instincts and emotions

•      Essential in providing quality education

•      Provide opportunities to many students to compensate their academic failure

•      Help to cater to individual difference

•      Help to develop leadership, time management ,teamwork, interpersonal communication, and other social skills.

•      Sports, games, athletics, physical training, etc.

promote physical development and help to maintain better physical health

•      Needed for better social interaction among students; as such they will promote social development and many shy and hesitant children become active and smart

•      Inculcate civic values as well as to learn the value of doing one's duty

•      NCC, Scout, JRC, NSS, SPC etc. Will help to promote values like patriotism, tolerance, sympathy, Service mindedness, initiativeness, self- discipline etc.

•      Recreational value-help children in the worthy use of their leisure time.

•      Dramatics, folk songs, dance, folk music, exhibitions and celebration of various religious and social festivals provide better knowledge and understanding of our culture and awaken cultural interest

•      Provide opportunities for creative self-expression, meeting one's need for acceptance, need for belongingness, and need for success.

•      Influential enough to provide moral training to children. Sense of justice, fair play, honesty, sympathy towards others.

 

 

5.5   Management of Time and Resources

 

·        Success of school management depends on how successful in utilizing time and resources

·        Resources in men,material and money should be utilized effectively

·        Resource management in school involves 3 aspects

o   Proper staffing in terms of work allotment and leave sanctioning

o   Space management in terms of classrooms, laboratories, library, playground, toilet facilities etc

o   Optimal deployment of materials such as lab equipments, computers, teaching aids, sports goods, stationary materials

School Time Table

 

·        Success of school management depends largely on efficient management of time

·        Art of arranging, organizing, scheduling and budgeting school’s time for the purpose of generating more effective work and productivity

·        MEANING- A table of events arranged according to the time when they take place

·        A systematic and pre-planned schedule of all the activities that takes place in a school

 

 

Meaning of Time Table

 

·        An agenda for coordinating 5 elements: students, teachers, subjects, rooms, and time slots

·        Shows the hours of school works, time allotted among different subjects, work load of each teacher, length of each period and the time of interval

·        Also shows time for co-curricular activities such as work experience, SUPW, arts, sports, crafts, NCC, Scouts, social service, club activities, library works etc

·        ‘Second clock’ of school

Need and Importance

 

·        Ensures smooth and orderly working of the school

·        Checks wastage of time and energy

·        Ensures fair and equitable distributions of works among teachers

·        Ensures judicious allotment of available time to all subjects and activities

·        Helps in adjusting the school work according to the difficulty of subjects and psychology of learner

·        Ensures efficiency both in teacher activity and student activity

·        Inculcates    good    habits    such    as    orderliness,    punctuality,    steadiness, promptness etc

·        Motivates students to participate in learning process

·        Helps in maintaining discipline

·        Helps the administrator to keep a watchful eye on the progress of the institution, to evaluate the success of programmes

·        Ensures balanced academic growth of students

·        Makes teachers and students come prepared

·        Makes monitoring and supervision of school activities easy and effective

·        Brings about greater satisfaction and a feeling of perfection to the administrator, teachers, students and the parents

·        Help the administrator for making arrangements in the absence of a teacher

 

 

Principles of Time Table Construction

 

·        Type of school

·        Departmental rules and regulations

·        Availability of time

·        Relative importance and difficulty of subjects

·        Flexibility

·        Elements of fatigue

·        Principle of justice

·        Principle of variety

·        Principle of teachers rest

·        Provision for best utilization of building and equipments

·        Principle of play, recreation and co-curricular activities

·        Variations to suit local conditions

5.6   Staff Council

 

·        Panel of teachers headed usually by the headmaster, constituted to assist the headmaster in important matters related to the administration of the school

·        Normally 4-7 members

Functions

 

·        To assist H.M in planning school activities, budgeting of funds, distribution of work, preparation of time table, organization of co-curricular activities

·        To discuss incidences of indiscipline

·        To maintain good liaison with educational agencies and neighbouring community

·        To advice the H.M

·        To submit proposals regarding priority areas of school budget allocation

·        To prepare project report

·        Assist H.M in monitoring of academic as well as developmental activities

·        Organize curricular and co-curricular activities

·        Asses academic work periodically

·        Extend professional assistance to junior teachers

PTA

 

·        Official forum of teachers and parents of their pupils in a school, joined together for the purpose of supporting the educational growth of their children

·        Education, joined responsibility of school and home

·        Platform for discussing the academic needs and problems of the child

·        Making every child’s potential a reality is the vision of PTA

Objectives of PTA

 

·        Increased participation of parents in school activities

·        Make education a joint venture of parents and teachers

·        Cooperate intelligently in the education of children

·        Promote welfare of the children in home, school and community

·        Share responsibilities, improve conditions and facilities of the school

·        Ensure community participation, analyze needs and problems of each child

Significance of PTA

 

·        Two-way channels of communication between school and community

·        Common platform for teachers and parents

·        To understand each other’s limitations and difficulties

·        Facilitates smooth transaction between school and home

·        Monitoring of the learner is made possible

·        Can work in partnership with individuals and organizations

·        Community support and cooperation, support of the authorities

·        Extending help to solve problems-mid-day meals, conveyance, free books, uniforms, special coaching

School Records

 

·        Written account of something that is kept so that it can be looked at and used in future

·        Official transcript or copies of proceedings of actions, events other matters kept by the school administrator

Eg- books, documents, diskettes and files

 

Need and Importance of School Records

 

·        Useful historical documents

·        Facilitate continuity in the administration of a school

·        Essential for satisfying legal requirements of the state

·        Essential for collecting facts and figures needed

·        Essential for day to day school administration

·        Help to appraise the effectiveness of instructional programme

·        Provide information needed on ex-students

·        Facilitate the supply of information to parents

·        Provide data needed for planning and decision making

·        Provide a basis for objective assessment

·        Supply comprehensive and authentic data Need

·        Provide information for school community and public

·        Enable school heads to collect information on pupils and staff

·        Provide a mechanism for coordination of school

·        Serve as data bank, promote efficiency, needed for developing cooperative and constructive relationship

Kinds of School Records

 

1.     Admission and withdrawal register

·        Permanent record of all the pupils admitted to the school

·        Contains admission no., name, date of admission, date of birth, name of guardian, permanent home address, class of admission, etc

Importance

 

·        Historical document

·        reference for tracing entry progress and exit

·        for personal and family background

·        document for settlement of legal controversies

·        reliable data for planning, promoting accountability

 

 

 

 

2.      School Calendar

·        Diary contains probable dates of various events and activities to be done in the school during the academic year

·        Contains information about holidays, dates of exam, dates of submission of reports, dates of arts festival, sports, tournament, picnics, tours

 

3.      Attendance Register of Students

·        Class wise record in which presence or absence of students is recorded on daily basis

·        Symbol ‘x’ for presence, ’a’ for absence, sanctioned leaves and sick leaves are marked by using notations

·        Teacher is the custodian of this record

Importance

 

·        Providing necessary data to authorities

·        for determining grant

·        for identify student’s interest and problem,

·        helpful for identifying sick students, truants, absentees

 

4.      Log Book

 

·        Register designed for recording remarks of the inspecting authorities of department of education

·        Contains 2 parts-first portion for recording the facts and figures at the time of inspection, second contains remarks and observations made by the authority

·        Also contains an account of important events

Importance

 

·        Records detailed happenings

·        Gives background information to a new administrator

·        Amplifies local history of villages or town

·        Reveals important events or occurrences in the life of a school

 

5.      Cash Book

·        Record of daily money transactions in the school

·        2 sides- credit side and debit side

·        Fees, fines, funds, donations, scholarships, stipends, grant-in-aid etc.

Importance

 

·        Record of financial transactions in school

·        information about income and expenditures

·        promotes accountability and prevents corrupt

·        for preparation of school budget

·        annual accounts and returns

 

6.      Stock Register

·        Record of all movable property of the school

·        Contains description of item, quantity, price, date of purchase, name of agency, authority ordering the purchase

·        Maintain separate stock register for library, laboratories, sports goods

Importance-

 

·        give account of movable assets

·        unserviceable

·        missing and worn-out articles

·        new purchase order placed on this basis

·        verification of stock

7.  Attendance Register of Staff

 

·        Roll of entire staff of the school, their daily presence or absence, type of leave, total leave taken for the month

 

8.  Acquittance Register

·        Salary register of school staff.

·        Details of salary paid

·        Maintained by clerk or cashier counter signed by H.M

·        Basic pay, dearness allowance, house rent allowance, city compensatory allowance, recoveries like p.f, family benefit scheme, insurance premium etc.

·        Net salary is disbursed after signed on revenue stamp

 

 

 

 

5.7   School Parliament – Organisation of Grievance Redressal Cell

 

·        School level body for student’s selfgovernment

·        Forum of representatives of students selected from among themselves in democratic manner to ensure their contribution and involvement in school organization

·        Active participation in running, governance, management, planning and supervision of school programme

Objectives of School Parliament

 

·        Ensure student’s democratic right to govern themselves

·        Give training to students for democracy, leadership, self-govt. and self discipline

·        Inculcate democratic values

·        Give citizenship training

·        To make students responsible, cooperative, empathetic and sensitive to social issues

·        Make them aware of their rights and responsibilities

·        Understand parliamentary system

·        Instill positive attitude

·        Make their contribution to the total development of school

·        Provide sufficient democratic experience

Need and Importance

·        Provide experiences

·        Implement discipline in democratic lines

·        Tolerate difference of opinion and follow the principle of give and take

·        Learn to respect and exercise authority

·        Learn democratic ideals

·        They become more disciplined

·        Learn to rise above narrow considerations of caste, creed, community, religion and region

·        Develop decision making ability in children

·        Learn to lead and follow, help to foster values

·        Come to realize their rights and responsibilities

·        Opportunity to learn the mechanisms and systems of govt.

·        Helps in personality development

·        Opportunity for wider social development, learn obedience and respect for authorities, sublimation of instincts

Role and Functions of School Parliament

 

·        Framing rules and regulations

·        Organizing arts festivals, literary activities, sports meet etc.

·        Take initiatives for campus beautification, campus cleaning programmes

·        Publish school magazine

·        Select and purchase books, magazines etc

·        Organize and host inter-school tournaments

·        Celebrate festivals ,national and international days

·        Co-ordinate activities of different clubs

·        Organize medical camp, field trip, study tours

·        Extend social services

·        Assist teachers and ministerial staff in discharging official duties

Organisation of Grievance Redressal Cell

 

·        Official arrangement for resolving disputes or complaints that may arise internally in an establishment

·        Administrative machinery for addressing the needs of students, teachers and other staff members promptly, including settling of disputes and complaints.

·        Looks into the grievances of students, teachers , non-teaching staff and parents

Aims and Objectives of the GRC

 

·        Attend grievances of students, teachers, nonteaching staff, parents at school level

·        Redress curricular, co-curricular, social, professional and interpersonal disputes

·        Give an opportunity to air their grievances to the school authorities

·        Encourage suggestions for better functioning

·        Analyze grievances and suggest appropriate changes

·        Create awareness among students and parents

·        Support SC/ST and disadvantaged students

·        Make school authorities responsive, accountable and courteous in dealing with students

·        Ensure effective solution

·        Work towards strong, reciprocal and healthy interpersonal relationship in the school

Functions of GRC

 

·        Redressal of student’s grievances

·        Co-ordinate between students and administration

·        Guide ways and means to the students to redress their problems

·        Deal with cases of unpleasant occurrences inside campus

·        Discuss various basic problems

·        Find solutions for problems

·        Initiate pro-active measures

·        Examine and scrutinize all types of complaints letters

·        Deal complaints about students, teachers and other from parents, PTA, local authorities

·        Scrutinize and initiate follow up action

·        Early disposal of pending complaints

 

 

Organizational set-up of GRC

 

·        Cell constituted by H.M, who is chairman of committee

·        Consists of 3 senior teachers nominated by staff council, one shall be a lady teacher

·        Sometimes a member of non-teaching staff also included

·        Representatives of parents recommended by PTA and a student representative ,selected from senior class leaders Organizational set-up of GRC

·        Committee is empowered to look into complaints regarding indiscipline of students and staff, irresponsibility of teachers, harassments of any sort

,unaccountability of teachers and non-teaching staff, other issues of disputes and conflicts

·        Proceedings initiates when chairman receives a complaint either written or verbal, also by placing a complaint box ,minor grievances need only administrative decisions

·        Serious ones ,the party may be asked to submit a written complaint with evidences

Utilization of Community Resources

 

·        Secondary Education Commission stressed the importance of linking the school life with the life of the community

·        School is a social institution set up by the society to serve its ends

·        Effective functioning of school, school-community relationship is necessary

·        Community resources are educational institutions, programmes, libraries, mental health services etc

·        Services to crisis intervention, child care, health care, job and career assistance

·        Volunteers, medical professionals, counsellors

·        Natural resources-water, oil, parks, beaches

·        Students will see the relevance and usefulness of science and mathematics both in and out of school

·        Connect school lessons with daily life and real problems

·        Social discourse and direct experience help them

·        Provides a shared memory for the class. eg. field trip

·        Teachers can develop interdisciplinary units with their students outside of the classroom.

·        Enhance mathematics and science learning

·        Eg. visit of science centers, museums, nature centers, garden, zoos Taking the school to the community

·        Science Centers- visit science

Taking the School to the Community

 

·        Science Centers- Visit center to help the needs of the teaching unit with the resources of the site

·        Outreach-Numerous sites offer outreach programs

·        Near the School-unconventional sites-factory, hardware store, farm etc

·        Allow students to discover answers for themselves in a familiar context

Bringing the community into the school

 

·        Materials through the Mail-provide materials that enrich curriculum and provide unique experiences for children

·        Curriculum     materials     and     guidance     materials     from     professional organizations are useful

·        Electronic Connections-can be valuable additions for classes

·        Guests and Invited Speakers-provide new information and experiences to students and link the school to the world outside

·        Help to learn better basic concepts

·        Give unique insights that increase their learning experience