Foundation of Education Notes

PAPER I : FOUNDATIONS OF EDUCATIONPHILOSOPHY OF EDUCATION MEANING OF PHILOSOPHY:The word ‘philosophy’ is made up of two Greek words, phil and sophia. Phil means love and sophia means wisdom. Philosophy then, means the love of wisdom. It is the study which deals with the ultimate realities of the universe and the general causes and principles of those things that human being observes and experiences. Philosophy is an activity of criticism and clarification. A person who desires to search for truth or wisdom is called a philosopher. MEANING OF EDUCATION ETYMOLOGICAL MEANING OF EDUCATION:Education means to lead out or to bring up or to raise. Educare means to lead out. Educere means to educate or to bring up. E means out of and duco means I lead out of i.e., educo means I lead out of (ignorance). Education is the process of empowering the individual so as to enrich himself and the society. DEFINITIONS :GANDHIJI :- “by education I mean an all round drawing out of what is best in the child and man - body, mind and spirit”. LOCKE AND ARISTOTLE:- Creation of a sound mind in a sound body. NUNN:- Complete development of individuality. NEHRUJI:- Enabling the individual to be a producer as well as a good citizen. MEANING OF EDUCATION IN NARROW SENSE:Restricting the meaning of education to schools and colleges. MEANING OF EDUCATION IN BROAD SENSE:- The sum total of all the experiences which we have from birth to death i.e., womb to tomb MEANING OF EDUCATIONAL PHILOSOPHY:Educational philosophy or philosophy of education has developed as a new integrated discipline of philosophy and education during the present century. Philosophy of education is a field of inquiry, speculation and application in which philosophical methods are applied to the study of a problem or issue in education. Educational philosophy enables a teacher to solve many of the problems they face in an efficient manner, it gives sufficient enlightenment to them Q2) RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION ? Ans) Philosophy and education are quite interdependent. This is quite obvious from the following arguments. 1) Philosophy determines what is worth living and educational educates the man to live a life which is worth living. 2) All educational movements in the history of education have gone a long way to prove that they were led by the great philosophers. 3) Philosophy is considered as the theoretical site, while education is the practical site. - philosophy is contemplative - education is the dynamic 4) Philosophy decides the goals of life and education equips one with the means of attaining these goals. 5) Philosophy clarifies and enlightens on many of the educational issues and the problems. 6) Philosophy is the activity of clarification and criticism. 7) Philosophy conceives the type of individual and society to be created and education helps/strives to develop such individuals and society. 8) Philosophy provides necessary zeal and inspiration to the teachers by taking up educational task. 9) Philosophy indicates the values to the pursued in life and education inculcates these values in the individual. 10) Philosophy has an impact on the aims, curriculum method of teaching, role of teacher, role of student, discipline etc and also on educational policies, programm Q3) WHAT IS THE SCOPE OF PHILOSOPHY OF EDUCATION? Ans) Philosophy is divided into many different areas, including four that are particularly important in the educative process. 1)METAPHYSICS (theory of reality or being):- Philosophy who believes in materialism consider physical existence as reality. The metaphysical problem of philosophy is whether the ultimate is in spiritual or material or physical. The purpose of education is to explain reality to the young. 2)EPISTEMOLOGY (theory of knowledge):_ Epistemology is to specify that the means of acquiring knowledge vary according to the beliefs of the several schools of philosophy. Knowledge is gained empirically through perceptual experience. Knowledge is gained chiefly through reason. Knowledge is gained in some instances by intuition. Knowledge is certified by an indisputable authority. 3)AXIOLOGY (theory of values):- It is a branch of philosophy that specifies the nature of values, the kinds of values and the values worth possessing. As philosophy is a quest for truth, so it is also a search for the good and the beautiful. This leads both philosophers and educators in the axiological dimension of education. All education and all forms of schooling are immersed in the value dimension of life. 4)LOGIC:- This phase of philosophy is clearly related to both epistemology and axiology. It is related to epistemology, when one’s final knowledge controls his experience. Logic is also connected with axiology, since there are values which are distinctly logical. Logic referring to the correct reasoning, examines the rules of valid inference, which enables us to move correctly from one argument to another.  Exploration of the ultimate and universal values  Acquisition of cultural and social heritage. social. They are  Co relativities of philosophy of life. .  Ability to exercise moral. The philosophical aims of education have the following characteristic.  The out.  Flexible and modifiable. intellectual and spiritual virtues. NATURALISM: Natural and spontaneous development of the individual.  Means of effective living.  Unfoldment and divinity.  Plausible and attainable.growth of the existing conditions of life. Q4) WHAT ARE THE AIMS OF EDUCATION? Ans) Aims is a predetermined goal which the individual tries to achieve after careful thinking. proper planning and successful methods. Aims of education refer to what education should do.  Capable of being translated into activities. The scope of educational philosophy also includes an analysis of different aims of education from philosophical and sociological point of view. moral and social values. Aims of education according to the three western schools of Philosophy: IDEALISM: Salvation / Moksha  Self – realization involving realisation of spiritual. AIMS OF SELF. career competency. moral mastery.  Handing over of the heredity to enable to enhance the racial gains  Getting happiness through spontaneous activities etc.realization. OTHERS AIMS GIVEN BY PHILOSOPHERS:There are many other aims of education which are determined by the philosophical approach to the process of education such as encyclopedia aim or pansophic aim. THE AIMS OF SOCIAL EFFICIENCY:The educational practice must be judged from the social efficiency it can develop.REALISATION The aim of self. It aims at the development of the potentialities of the learners to the fullest possible extent. co-operation. supreme ideal of education. Sublimation of native properties i.  Adjustment to environment. PRAGMATISM: Growth and more growth. and harmonious world native impulses. and the likes. Self. .  Utilization of the capacity to the fullest extent  Forging better state of society.  Development of ability for effective and better living..  Equipping the individual the life’s struggle and survival. In the social efficiency.e.realization is not conceived as the ability to attain the selfish ends but involves the production of a pure pious and socially useful individual. reduction. The secondary education commission:”no education is worth the name which does not inculcate the abilities necessary for living graciously and efficiently with one’s allow men. etc) and help in the elimination of the inconsistencies in educational theories.  Such problems can be solved by a reference either to formal philosophy or to any other philosophical framework. discipline. Q5) WHAT IS THE NATURE OF EDUCATIONAL PHILOSOPHY? Ans) The philosophy of education is concerned with the clarification of educational concepts like intelligence. society and the world. the logic and adequacy of educational concept(such as freedom. THE CRITICAL AND ANALYTIC NATURE OF EDUCATIONAL PHILOSOPHY: Educational philosophy examines the rationality and consistency of educational ideas. complete living and the likes.  For example. experience.  This is an instance of political philosophy used in deciding the means.  Similarly. THE SPECULATIVE NATURE OF EDUCATIONAL PHILOSOPHY: The problems of education sometimes center round such theories as those relating to the nature of man. THE PRESCRIPTIVE NATURE OF EDUCATIONAL PHILOSOPHY: The ends and means of education are prescribed by educational philosophy. They indicate an eclectic approach to the different philosophical approaches of education in determining the educational aim.harmonious development. The three. creativity etc  It is concerned with the critical evaluation of arguments about such concepts in the theory and practice of education. the ends of education can be attained by following either a democratic system of school administration or a totalitarian one. . the question of individualizing instruction is to be decided by reference to a social philosophy.  Educational philosophy provides the educator with perspective from which he can see new dimensions of the problems. growth.fold nature of educational philosophy can be stated as follows. understanding. adjustment. Knowledge is an instrument of education. mental food. 2}VOCATIONAL AIM OF EDUCATION /“bread and better” aim : It is the direct outcome of industrial scientific progress I} balances individual capacity with social service 2} Balances economic and industrial progress 3} Reduces emphasis on verbalism 4} Education becomes a purposeful activity 5} Suitable for persons with lower intelligences 3}CHARACTER BULDING AIM OF EDUCATION A comprehensive aim of school education We want education by which character is formed A man of character wills loftily and honestly Various commissions-characters building an important aim Need of the hour in India today Teacher and school can play important role in importing education for character 4} COMPLETE LIVING AS AN AIM OF EDUCATION :Herbert Spencer expounded complete living as the true aim of education. Knowledge is a potential power. .Q6) WRITE ABOUT FIVE IMPORTANT AIMS OF EDUCATION? Ans) The following specific aims of education are discussed here: 1} KNOWLEDGE AS AN AIM OF EDUCATION: It has almost been widely accepted as the aim of education since the time of sophists 400 B. means of happiness and a valuable asset. Knowledge is essential for growth of society.C. Knowledge is a basis of moral behaviour. The aim is the result of science. theory of evolution. Knowledge is essential for adjustment. utilization attitude. b) CRITICISM 1) Isolated individual –a figment of imagination 2) Inherently defective. earn living . Pestalozzi. utilization of leisure. SOCIAL AIM OF EDUCATION EXTREME FORM:1) State. 2) Education for willing acceptance of authority.Bringing up of children. 3) Against spiritual nature of man.an idealized metaphysical entity. curricular limitations. The aim is fairly convincing. Education should produce a well balanced personality Supported by all progressive educationists-Rousseau. 3) The example of ancient Greece.Thompson -the function of education is to enable the individual to survive and live out his complete life. Criticized on various ground arbitrary division of life requirement. 2) Percy Nunn-the main purpose as education is to provide conditions under which individuality is most completely developed. 5) The basis of individual’s greatness is social. 3) G. too much stress on science and biological existence 5}HARMONIOUS DEVELOPMENT AS AN AIM OF EDUCATION: No single aim of education is enough . Gandhiji. Limitations: vague term.Education must strive to achieve-self preservation. . Q7) WHAT ARE INDIVIDUAL AND SOCIAL AIMS? Ans) a) INDIVIDUAL AIMS OF EDUCATION:1) Rousseau believed that true education is something that happens from within. 4) Individual must be made fit for society. 4) Modern thinkers-the ultimate good of the society lies in discovering the hidden values of the individual. 6) Adverse effect on politics and economy. According to R. 2) No scope for the free will of individual. 3. to estimate. a non entity.B. 2. According to John Dewey. It means the act of cherishing some thing. 3) The need for value has been emphasized by individual thinkers as well as expert committees and commissions appointed by the government of India. which give direction to one’s strivings. Values are also described as an attitude. 4. CRITICISM OF EXTREME FORM 1) Individual. Recent democratic trends. 2) The whole education system should be so constructed as to include values education to take the present generation out of the malady of value crisis. to esteem. 6) Value initiates a life long process. 4) Value will help in developing positive social attitude. 9 Value is the act of cherishing something. Values are a determination or quality of an object. to appraise. 3) Individual to work only for the good of the state. Making individual socially efficient. 7) Value is essential for developing democratic qualities such as dignity of individual.states that value lies only with the subject (person) and not with the object. . 7. social. Q8) EXPLAIN THE MEANING OF VALUE.4) Example of Germany and Italy. acquires value when any interest. THEORY OF VALUES SUBJECTIVE THEORY OF VALUES. 5) Value is needed for developing moral qualities among the youth.“To value means primarily to prize. Values are the feelings.“The term value means the relative prominence of the subject’s interest or the dominant interest in personality”. Values are that which guide our behavior and put meaning into our existence. holding it dear and also the act of passing judgment upon the nature and amount of its value as compared with some thing else. just as anything what so ever becomes a target when anyone who so ever aims at it. 6. According to Allport. a) LIBERAL VIEW 1. 8.Perry – general theory of values says “Any objective what ever it be. 4) Narrow citizenship. 5. Values are mastermind. NEED FOR VALUES:1) Values oriented education is the need of the hour. 1.” 2 His relation of an object with its valuing subject. brotherhood etc. sundaram as the basis good life.these are satisfactions and dissatisfactions that accrue to be individual in the course of his attempts to make right choices. goodness and beauty are the ultimate values which man must seek and try to live by. COMBINED THEORY OF VALUES . Idealism contends that spiritual aspects are the chief aspects of human life. PRAGMATISM. he Greek philosopher. 1) Plato. CLASSIFICATION OF VALUES Values have been classified in a variety of ways. 8) ECONOMIC VALUES:.The satisfaction that we get from friendship love. it is said to have a religious value and the experience of such object as divine is called a religious experience.states that value lies both with the subject and the object.PHILOSOPHY AND EDUCATIONAL IMPLICATION OF IDEALISM. Economic value is instrumental rather than intrinsic..Under this we may include the whole range of desirable personal and social virtue including justice. 4) SOCIAL VAUES:.Perceived object to which the adjectives beautiful and ugly are relevant give rise in the observe to the kind of experience we call aesthetic. NATURALISM. can be called holy/sacred. family and members in group are to be included in the social values. 5) MORAL VALUE:. an idealist is one who possesses supreme knowledge by concentration of mind. UNIT II . EXISTENTIALSM IDEALISM Plato laid the foundations for the Idealism Idealism is old as Vedas. . 7) AESTHETIC VALUES:. 6) RELIGIOUS VALUES:.An object has economic value if it becomes a means to satisfy material desires. self control and truthfulness. classified values in terms of ultimate realities. truth. benevolence. According to Kathopanishad.If an object by virtue of its relation to the divine. 3) Ancient Indian thinkers have also advocated these values and declared satyam.states that value lies only with the object and not with the subject. shiva. 9) CHARACTER VALUES:.OBJECTIVE THEORY OF VALUES. 2) According to him. most people on the level of opinion. Idealism shifts the emphasis from natural and physical facts of life to the spiritual side of human experiences. truth.The mental or spiritual is higher than the material.  God is the source of all knowledge.true and testified knowledge Ideal means – perfected form of an idea or ideas.American philosopher Principles of Idealism Ultimate reality is mind Mind and soul are important Man being spiritual is a superior creation Idealism emphasizes the significance of eternal values of life. Idea means . . Idealistic philosophers Eastern Idealists Vedic Seers The Upanishads and Gita Swami Dayanand Swami Vivekananda Mahatma Gandhi Rabindranath Tagore Sri Aurobindo Western Idealists • Plato – a Greek philosopher • Kane – a German philosopher • Froebel –a German philosopher • William T. goodness and beauty. goodness and beauty. Nature of knowledge     Intuition or recollection. truth.  Nature of Value Human nature is governed by moral imperatives drawn from the absolutes in reality Exaltation of personality or self – realization Human personality is the greatest work of God.  God is the source of all knowledge. Ideal means – perfected form of an idea or ideas. Truth is possible for some good minds. The word Idealism is derived from two distinct sources – the idea and the ideal. Harris .  Ultimate reality is mind  Mind and soul are important  Man being spiritual is a superior creation  Idealism emphasizes the significance of eternal values of life. physical world. Moral education Aim at character formation and duties of life. outlined that education should be imparted according to the needs of the individuals. Education should emphasize and encourage invention and creation as a part of culture. practical education for making a living Idealism and methods of teaching . Transmission of culture • The spiritual and cultural inheritance of mankind must be preserved and imparted to next generation. Religious education Religious education is also considered as one of the educational aims. Job – oriented education Individuals should be educated to pursue jobs according to their interest. Education should aim at literature. Education should be given according to their learning capacity. mathematics and sciences.Emphasizes educational for all Plato in his Republic. exaltation of personality through self realization is the foremost aim. Idealism and curriculum The curriculum should develop the total personality of the child. art. Liberal education for the development of the rational abilities. There should be an unfolding of the divine in man (Swami Vivekananda) AIMS OF EDUCATION / Educational purpose Formal and informal education aims first at the formation of character and then toward the development of human talent and social good. Universal education . Education should lead to perfection in the human being.Hence. lecture method. Any method would help for self realization is accepted Idealism and discipline Strict discipline Cultivation of inner values through moral religious instruction. are other method of teaching Lays stress on three things a) Instructions b) Activity and c) Experience. Believes in inner discipline Does not believe in free discipline Restraints freedom Idealism and the Teacher Strict discipline Teacher should be an ideal model to inculcate discipline. Schools of Naturalism Schools of Naturalism Biological Naturalism Human life is controlled and influenced by physical laws Mechanical Naturalism . Hocking – Naturalism considers nature as the whole of reality. Socratic or discussion method is the fundamental method Dialectics. Cultivation of inner values through moral religious instruction. Nature is only answer for all philosophical problems. etc. Believes in inner discipline Does not believe in free discipline Restraints freedom NATURALISM     Oldest philosophy By nature there is no reality Material world is the real world emphasizes ‘matter’ and the physical world. George Haward . deductive method. inductive method. A tendency to discount physiological bases to learning Idealistic philosophy advocates the use of textbooks.Naturalism is the exclusion of whatever is spiritual.A dialectical method is preferred but any method effective in stimulating learning is acceptable. analytic method. Nature is the source of all knowledge. Mind is nothing but functioning of the brain. Divine inspiration. Child get important place in the educative process. Aims of Education  Herbert Spencer – Education as to enable the individual to lead a complete life. Physical Naturalism Supports Darwinian concept of man.  Securing the necessities of life – equipping the individual to struggle for existence and survival. There is no possibility of any ‘supernatural being’.  Rousseau – creation of a natural man free from the artificialities of the society. God. and mere illusions. men. They do not admit the existence of God. circumstances.  Enjoyment of leisure  Preparation for the struggle for existence  Autonomous development of personality CURRICULUM . the other world.Man is merely a machine Physical Naturalism Supports Darwinian concept of man.. Naturalist Philosophers Francis Bacon – English philosopher John Cornenius – Czechoslovakian philosopher Demoritius – Greek philosopher Jean Jacques Rousseau –French philosopher Herbert Spencer – English philosopher Rabindranath Tagore – Indian philosopher BASIC PRINCIPLES OF NATURALISM        Naturalism lays stress on physical environment Material world is real. IMPORTANT AIMS OF NATURALISTS EDUCATION  Self preservation – preserving and protecting his body. Sources of education are Nature. ‘Follow nature’ and ‘back to nature’ are the greatest slogans of naturalism in education. Every thing originates and ends in matter. and all knowledge is gathered through the senses.  Maintenance of social and political relation – enabling adjustment. etc. mind is sub-ordinate to matter.  Teacher should not interfere.  Teacher is the spiritual guide or spiritual father. etc are to be studies.  Should understand the pupil thoroughly  Should inculcate attitude of hard work.  Teacher should guide. mainly responsible for creating the educational environment for students  Teacher should be a guide. mathematics.  Wise direction of the teacher is essential. friend and philosopher. physical and natural sciences. anatomy. Nature of naturalistic curriculum Based on nature of child and His ‘interests’ Helping self-preservation Basic sciences Physical and health education Based on child psychology Physical education –for infants Sense education – childhood Intellectual education – boyhood Moral education – adolescence Methods of Teaching Against old.Two stages as earlier stage and later stage 1) Earlier stage – sensory training 2) Later stage – physiology. control and create stimulating environment. habit of self study and encourage to think themselves.  Should be an ideal person in personality  Teacher is considered as a Gardener  Should have deep knowledge of his subject. . traditional and booking system of education Knowledge through actual situation and experience Self-education or auto education Play-way method Learning by doing Heuristic method Trail and error Discipline Free discipline Against discipline Through experience learns Teacher  Teacher should cooperate with nature in the process of human development. Estimates value of anything based on its practical utility • According to James. Pragmatist philosophers William James Charles. • Charles Pierce is considered as the Father of Pragmatism. Man has the ability to solve his problems Utilitarian aspect is supreme Past has little value Present and future are more important Spiritual character of existence has little significance Pragmatism rejects all types of authoritarianism whether in government or religion or education . the term ‘pragmatism’ is derived from the Greek word.  He is an observer. they are free to move without restriction. Once admitted. they are free to move without restriction. ‘pragma’ which means action – from which the words practical and practice have come.  Providing stage. S. Once admitted. They change with time and circumstances. Teacher’s place is behind the scene. social instrument. materials. • Pragmatism is also called as progressivism or progressive education. social instrument. Kilpatrick Margret H. Mead Principles of Pragmatism Truth is that works in practical situations Rejects ultimate values Action is real and ideas are tools Values are flexible. Pierce John Dewey W. among its many rooms as they choose Pragmatism is the midway between Naturalism and Idealism An American philosophy Estimates value of anything based on its practical utility Pragmatism is like a great house openly hospitable to all manner of travelers willing to demonstrate their use of philosophy as a practical. H. environment and opportunities for harmonious development PRAGMATISM Pragmatism is like a great house openly hospitable to all manner of travelers willing to demonstrate their use of philosophy as a practical. among its many rooms as they choose Pragmatism is the midway between Naturalism and Idealism An American philosophy. rather than the logical order of the subject Providing real life situation Method of learning by doing Teaching the pupils to do rather than to known The outstanding contribution of pragmatism to educational practice is the project method A project. mathematics. literature. PRAGMATISM AND METHODS OF TEACHING Does not believe in fixed method of teaching Methods rooted in the psychological needs of the students. sociology. as defined by Kilpatrick. Important aims of pragmatic education  It gives a clear – cut concept of education based upon a close relationship between theory and practice of education  Education is a social necessity  Proved a revolution in the history of education  It stands for flexibility. productive and socialized activities Life and activity of the learner integrated Socially useful Curriculum should be dynamic Priority is given social sciences. hygiene and sciences are also considered. is “a whole-hearted purposeful activity proceeding in a social environments” Another significant contribution of pragmatism is “Experimental method” . change and adaptability  Does not believe in fixed aims of education  All round development through activities and experience  Reconstruction of experiments in the light of new situations  Preparation of socially efficient individual Pragmatism and Curriculum Contains tested experience that is subject to change The interest and needs children bring with them to school form an emerging curriculum Utility is the prime determination Should be based on natural instincts of the child Graded curriculum Includes purposive.Nature of the person: o The evolutionary hypothesis is taken seriously o Men and women are the products of biological and psychological and social evolutions. its meaning is disclosed in its application. biology. instrumentalism Nature of value: standard of personal and social conduct is determined experimentally in the experiences of life. Nature of reality: o Physical reality alone exists o A theory of reality in general is neither possible nor necessary Nature of knowledge: knowledge is relative. physical training. psychology. Nature of value:  A variety in moral standard is inevitable. Man’s life is a struggle for existence. he has freedom and responsibility. life is meaningless. It has not yet received a wide general recognition in the educational field According to the existentialists.  Persons are free to choose their own moral standard. Aims of education . I can give meaning to life. Modern twentieth century philosophy. cultivate moral and social values while living in the society EXISTENTIALISM Existentialism is the youngest philosophy. even though life is fundamentally meaningless. Harmony here means.Method is nothing more than that of helping of the students to use intelligence and the scientific method to solve problems PRAGMATISM AND DISCIPLINE Main concern is “inner discipline” It can not be maintained through force and dominance It can not be imposed from outside An individual. it a willingness to acknowledge the possibility of achieving truth  Self-knowledge: they consider ‘know thyself’ as the basic premise of this philosophy. He is capable of shaping his own life. the fittest or the strongest will survive. physical universe exists and it may prove threatening to the realization of personal goals  Spiritual reality may or may not exist Nature of knowledge:  A tendency toward skepticism. My faith in God will help me to lead an authentic life. the starting point for all existence is the recognition of the individual existence  Dualism of mind and body with special emphasis on mind Nature of Reality:  An independent. God has no role to play to make life meaningful. which is based on harmony and responsibility. Basic Assumptions of Existentialism Nature of person:  Man’s existence:. he is in the process of ‘becoming’. Man is primary and society is secondary. who is a unique personality. in words. Self-knowledge is the key to all truth and knowledge. but some moral standard as an anchor to personal life is imperative. In this struggle. Freedom and responsibility: Each man has the responsibility of creating his own values and in doing so. Man is not complete: Man is not complete. Man has to meet the challenge. According to them. thoughts and action. According to theism. rejects the so . Discipline Democratic ideas must pervade the school environment in which the students grow. the life. The aim of education is to lead an authentic life. where teachers today may be students tomorrow The teacher should facilitate development. Teacher and students follow human relationship based on respect (teacher pupil respect). The teacher is very active and welcomes challenges to his ideas from the students.The primary aim of education is the making of a human person as one who lives and makes decisions about what he will do and be. To make the individual a person of human touch – this philosophy follows a humanistic approach Existentialism and Curriculum • Mainly liberal because liberal learning is most likely to lay a foundation for human freedom • Almost as much as pragmatism. Know oneself (know thyself) is the basic idea under the use of methods of teaching. Make human person who can make decisions about him.called spectator theory of knowledge • Schools should try to immerse their students in life Teacher To protect and preserve academic freedom. self-inquiry etc. Concern and respect for the individual student is the main concern of the school and teacher.e. which is based on harmony and responsibility. Aims of Education . Self-discipline can be achieved self-respect and mutual respect. free from pain and suffering. i. but whatever method is employed must point to ways to achieve happiness and character All school subjects and activities present situations for the development of human beings. Socratic methods. Education for life – education is the preparation for the state of being. Methods of teaching No preoccupation with method. Harmony of thoughts. Educational and social development is mainly meant for the existence of man. The concept of responsibility also will help the child to have self-discipline. words and actions will make the child self disciplined in his social and personal life. The relationship here is ‘I – thou’ relationship. originality and creativity by providing necessary materials and equipments. can be considered as methods of existentialism. Discipline here is self-discipline. Taking in view the interest of the child. worthy home membership. If there can be one ‘subject’ for education. grammar and rhetoric. command of fundamental processes. citizenship. Importance of direct experience is recognized by lending their support to ‘play-way’ and ‘learning by doing’. Child centered approach is used in the selection of a particular method. social and physical sciences. the philosophers have a special advocacy for problem method. Curriculum In the matter of curriculum all the philosophies support life-centered education. . Method of Teaching Among methods. Another aim of education is ‘education for complete living’. philosophers select methods according to circumstances. desirable attitudes and individual and social virtues. they advocate a broad-based view of ‘total experiences’. worthy use of leisure and ethical character.None of the educational philosophies deny ‘education for individual development’ and ‘education for social efficiency’. The view of total experience envisages in the child the development of essential skills. vocation. The important objectives can be listed as health. that subject is ‘life’. there is a place for history. logic. Instead of taking a narrow view of curriculum. In their curricular programme.  He wanted to study nature by observation and experiment both. His Educational Thoughts: Mother tongue should be the medium of instruction. Curriculum based on activities and broad self experiences in life. Curriculum should be designed for all-round development of the child. His Philosophical thoughts:  Tagore believed in the absolute and immortal existence of God. Moral and spiritual development of the child.  The child should enjoy complete freedom to develop according to his nature. Gandhiji’s general philosophy of life is based on four fundamental tenants – God. Sub-Unit-3. Discussion method in place of lecture method.  He also believed in the philosophy of liberation. International understanding and sensitivity in the child. Gandhiji’s views on education: . Education should bring about all-round development of child’s personality.UNIT – III: INDIAN THINKERS ON EDUCATION Sub-Unit-3. truth. Physical development of the child through education. non-violence and dignity of labour. Teaching in nature rather than in class room. Like Mahatma Gandhi. Tagore discovered the greatness of Indian culture and put his ideas into practice.2: Mahatma Gandhi Basically Gandhi was a politician.1: Rabindranath Tagore Rabindranath Tagore was a well-known poet and philosopher. but he was also a great thinker as he had ideas on many aspects of human life and activity. Teacher should provide conducive environment to the child for learning. Flexibility in teaching.  He was a humanist and regarded man as a reflection of God. As he believed that British system of education is not suitable to Indian conditions. Principles of Basic Education: Free and compulsory education for seven years. he proposed Basic education (Nai Talim). Methods of teaching – less hearing. True education should result not in material power but in spiritual force.  He was a true vedantist. Swami Vivekananda was one of them. He believed in universalism and spiritual brotherhood. Religious education Spiritual training Education for character building Medium of instruction – mother tongue Freedom but under discipline Women’s education Education for self reliance Aesthetic sense Education should give importance to 3 Hs – Head. . more doing. mental. Dignity of labor. social and emotional development.Self-realization and spiritualism is the ultimate aim of education.3: Swami Vivekananda  The nineteenth century India has produced a galaxy of great men who has enriched our national life by their talent and personality. Self-supporting basis of the plan. Education should be both manual and intellectual. Emphasis on religious and moral education. Real education is impossible through a foreign medium. Heart and Hand Education for productivity Sub-Unit-3. Education to center around some craft. Education should focus on integrated development consisting of physical. Education for a just social order. Education through crafts. Teachers should have a great love of humanity. and supreme spiritual being. Instead of shallow and superficial knowledge in many subjects. Aurobindo’s Principles of educations: According to Aurobindo. psychic. moral education and value education should be given importance. and grammar in adequate proportions. He has presented a unique model for education. character-building education. To Aurobindo. cultural heritage. intellectual. Education must develop strong sense of patriotism and nationalism in students. self-reliance. He advocated integral education comprising physical. physical education. religious education. languages. The real aim of education is the evocation of this divine power. Vocational subjects should be included in the curriculum. the real meaning of life is to rise above “ego”.Educational ideas and principles of Swami Vivekananda Education is the best means of development of man. better to have intensive knowledge in a few subjects. No system rises above the teacher. . Dedicated teachers are needed for proper education of children.4: Aurobindo Ghosh Among the contemporary Indian philosophers of education. education through the medium of mother tongue. Man is a conscious power of divine. To educate masses. Sub-Unit-3. vital. supra-mental. The teacher is the kingpin in the educational machinery. Sri Aurobindo Ghosh has presented the most original contributions. Education should help man to realize that his vital. Women’s education is equally important. the chief aim of education should be to help the growing soul to draw out that in itself which is best. man-making education. free and compulsory education is essential. concentration. Self-knowledge. mental. social and spiritual education. and make it perfect for a noble use. True education helps man to this goal. Organizational abilities should be developed in schools and colleges. School curriculum should include scientific knowledge. - Teachers are eternal parents. He is a helper and a guide. Aims of education: - Integral outlook: A vision of the whole but not in parts. who was the president of Theosophical Society in Adayar. It is indivisible. There is no scope for creativity. Sub-Unit-3. - Concern for man and environment: Man and nature are inseparable. It kills the soul of the student. - Interest and commitment to the teaching profession is necessary. scientific temper and nature go together. Education should strive for integral development of the person. Views on contemporary education: Today’s educational system consists of collecting information from books. According to him. It does not allow him to develop as an integral person. The right education should develop deep affection in all people.5: Jiddu Krishnamurthy Jiddu Krishnamurthy was born in Madanapalli of Chittoor district of Andhra Pradesh. - Teachers should behave with students friendly but not with authority.Teacher is not an instructor or task master. . life is an integral whole. It only gives him minimum skills to carry on his life. - Religious spirit with scientific temper: Religion. - Freedom and flexibility should be there in curriculum. He was adapted by Annie Besant. political and religious. It is more a collection of subjects than a subject itself. Nature of sociology: Sociology deals with all human activities. the subject matter of all social sciences is society. It is concerned with all the collective activities. The fields of sociology are: . It studies social phenomena. It is a pure science and not an applied science. Nature & Scope of Sociology Meaning: Sociology is the systematic study of Society. economic. namely.1: Meaning. Sociology is the general science of society. What distinguishes the various social sciences from one another is their view point. Sociology extends its tentacles in every direction. It involves the study of human social life. Sociology alone studies social relationships and the whole society itself. Sub-Unit-4. According to Green “The focus of attention on relationships makes sociology a distinctive field. Sociology is concerned with social facts.UNIT – IV: INTRODUCTION TO SOCIOLOGY AND EDUCATION. Sociologists believe that all things are relative. As a matter of fact. groups and societies. sociology is the scientific study of dynamic processes of interactions of persons and the resulting patterns. According to Duncan. It plays a part in human behavior. social organizations and cultural patterns. Sociology can be described as: - Science of society - Science of social relations - Study of social groups - Study of social action - Study of social phenomena - Study of human behavior Scope of Sociology: The scope of sociology is very wide. however closely allied to certain other sciences it may be. social. As a social being.  From the side of sociology. Process. the society has large influence on education. The child develops according to the environment in which he lives and grows. Sub-Unit-4.. by his own nature. .e.  From the side of education. i. Methods and Agencies of Socialization Meaning of Socialization: Socialization is the process whereby an individual learns to behave in accordance with social traditions and mores. Thus. SUB-UNIT-4. This is called socialization. tries to adopt the culture of the society and acquires the culture. social development of the child is one of the main functions of education. ideals and ambitions. customs and conventions of a community. he.3: Meaning. it contributes to the development of the society. Through the social development of the child.2: Relationship between Sociology and Education  Sociology and education are intimately connected.Sociology of education Urban sociology Social psychology Sociology of the family Sociology of community Industrial sociology Economic sociology Criminal sociology Human relations Sociology of Gender Cultural sociology Medical sociology Sociology of religion Ethnic conflicts Sociology of stratification In future we may have some new specifications in sociology. Education forms a powerful tool to develop individuals of society into dynamic and responsible citizens. The changing pattern of the society brings about corresponding changes in the educational process. It moulds their behavior according to the ideals of the society and makes them able to achieve a harmonious adjustment with society. society determines and formulates the pattern of its education according to its needs. Emotional balance 3. school. cooperation. Methods of Socialization: There are six basic methods of socialization – they are: 1. Apprenticeship method 6. awards and rewards. It develops socialization through: 1. It is a life-long process. blame. as he is influenced by social processes such as praise. religion and mass media. The groups are known as agencies of socialization. Family: - Family is the primary agency of socialization.  Man is believed to be superior to animals because of socialization. Affective method: 2. Observational method 4.  Socialization brings balance to the personality of an individual because social personality is a very important component of personality. Physical development 2.  Social institutions and associations also contribute to the individual’s socialization. Vocational skill development .  Socialization is promoted by the influence of individuals on each other by means of imitation. suggestions and sympathy. peer group. Cognitive method Agencies of Socialization: The process of socialization is transmitted through the social groups of family.Process of Socialization:  Socialization is a process which begins at birth and continues until the death of the individual. punishments etc. conflict.  Socialization teaches the individual to control himself in the interest of society and to realize his responsibilities towards others. Socio-cultural method 5.  Education is the most prominent means of socialization. Operant method 3. Characteristics of Culture and Relation between Culture and Education . Internet and associated applications have globalized the socialization process. sisters and friends. persuasion and warnings.  Individuals are socialized with specific goals of society by formal teaching. radio. Moral development 6. - Peer group can have deep influence on the habits.  School is the only place in the world which brings people of different religions. cultures. because of their technical capabilities contribute significantly to socialization process. School:  Formal education is the major tool of socialization. Religion: - Religion promotes socialization by inculcating similar beliefs. SUB-UNIT-4. He can develop socialization in students by formal technique of instruction of the curriculum and by informal techniques through suggestions. Peer group is the source of informal education. As Lesley Palmer says. “school is the best place to educate children for social integration.  Schools can promote socialization through direct influence by designing curriculum and activities for developing the cognitive aspect of socialization. - Mass media: Mass media such as news papers.  Teacher plays an important role in socialization. Conceptual development Peer group: - The peer group consists of brothers.4. Language development 8. - Peer group can have either positive or negative impact. together at the formative years of their life. interests. Recreational functions 7. Spiritual development 5.4: Meaning. sex etc. In recent times. TV. castes.  The importance of school as an agency of socialization is recognized all over the world. thinking of the peers. moral values and spiritual attitudes among people who share the same religious beliefs.  Culture can also vary within a region. morals and values. customs and any other capabilities acquired by man as a member of society”.  Culture is dynamic.  Culture controls the people. “culture is that complex-whole which includes knowledge. Education is the main institution which promotes enculturation. 2.B. According to social anthropologists. .  Culture is integrative as well as divisive.  Education is a preserver as well as transmitter of culture. “culture if the accumulation of all the technical ideas.  Culture is evolutionary. Characteristics:  Culture is a way of life.  Culture of a society also controls the goals and aims of education.  Culture is transmitted from person to person and generation to generation.  Culture is learned or acquired.  Initiating or absorbing the younger generation and new members into the culture of society is called enculturation. Culture can be defined as “the way of life of a group of people in a closed society”. belief.  Culture is gratifying. society or sub group. law. 3. As F. Relationship between Culture and Education:  Education is a major element of non-material culture of a society.Meaning: 1.  Education leads to progress of both material and non-material culture. Taylor defines.  Culture has two dimensions: material or overt culture and non-material or covert culture. tools and artifacts from the stone axe of the stone-age man to the modern computers which man has invented to satisfy his basic biological needs in order to live comfortably”.  Culture is man-made. psychological. sociological. (vii)Societies in which change occurs very slowly have the advantage of stability in social organization. Social interaction or Social organization”. “Social change is a term used to describe variation in or movement of Social progress. societies in which change is rapid are marked by personal anxieties over one’s future social role as well as institutional instability.1: Meaning and Factors of Social Change:- Meaning: (i) Being organic by nature. (iii)Social change is characteristic of all societies whether simple or complex. (vi)The extent of Social change may vary considerably from one culture to another. political etc. (ii) According to Jones. - The population factors like explosion of population. incentive. - The environmental factors like newly built cities. - The psychological factors like personal individualization. the rise of religious or political movements. social oppressions. Factors of Social Change: - The geographical factors like climate conditions which influence the Social conditions of life. strongly or loosely integrated. the appearance of individuals or groups and the contact of one civilization with another through commerce or warfare. (v)Change can be in discovery and invention. motivation etc. and modernization efforts. human society is dynamic.UNIT – V: SOCIAL CHANGE AND EDUCATION SUB-UNIT.5. customs of people. . On the other hand. Hence it is subjected to varied changes by different forces like natural. (iv) It involves changes in both material aspects of culture & ideals. - The sociological factors like social conflicts. depending on the degree of isolation from other people and the successful functioning of established ways. industrialized and urbanized material environments. 2: Relationship between Social change and education: (i) According to V. except the school to review and plan its work according to the demands and aspirations of the changing society. norms and changes. While education preserves. - The ideological factors like social philosophy. it is to be understood that the school should strive to educate persons in accordance with the needs. meeting the needs of human resources. (4) Education as an instrument of Social change:(i)Education is considered as a powerful instrument for social change because it deals mainly with the thought patterns and behavioural patterns of the younger generations. economic philosophy and religious philosophy. goals. the Legislative banning early marriages etc. new inventions. stock of knowledge and industry are some of the inputs from the society and the outputs arte improved personnel. transmits and stimulates the wholesome culture. (vi)The society attempts to modify the educational and school system to meet the increasing need of the society reflecting the social values.- The scientific and technological factors like technical advancement. - Political philosophy.5. population. modern machineries and tools. provision of new knowledge and techniques. Taneja “Education and Social change is a two way traffic. qualified manpower. - The cultural diffusion factors like the impact of Western civilization and American culture on Indian life. (ii)The traditions. values. SUB-UNIT. the society also according to its changed conditions. including the curriculum should reflect changes in social values and patterns”. (iv)Education is considered to be involving certain inputs from the society and outputs into the society. (iii)Men enter into educational institutional from the society and they enter the world of work as qualified persons. national income.R. social change. (v) Hence. The whole planning of the school. . - The Legislative factors such as Legislative of Harijan temple entry. requirements and aspirations of the society. improved interpersonal relationship etc. (ii)It is an effort made with the objective of bringing out radical changes in economic bases. inculcating new thinking and ideas. (d)The methods of instruction should reflect the larger interest of the society. (v)Education plays a vital role in inculcating the needed intellectual discipline. ideals and ideologies etc. (iii)It is to bring a less advanced nation at par with the far advanced countries. critical thinking abstract thinking and judicious judgment. (5)MEANING AND NATURE OF MODERNIZATION:(i)Modernization is the process of transforming the old traditional societies and nations to the modernity in the fields of economic. social virtues. (iv)According to William E. (e)Students participation in school administration should be encouraged inculcating democratic practices in them and training them in leadership roles. technological. industrial levels and social organizations. related to the life of individuals. (f) Education should be practical. changing values etc are mostly developed in educational institutions. Moore “Modernization of a traditional or pre-modern society into the type of technology and associated social organization that characterizes the . social intelligence. (iv)Those that are developed in large society are either deepened or altered during one’s school and college career. industrial and social advancement. (vi)The role of education in promoting social change may be stated in the following terms:(a)Educational institutions must uphold desirable social attitudes fighting against negative social prejudices and values.(ii)Education serves as an indirect instrument which attempts to change the attitudes of pupils. (iii)The thought patterns of individuals relating to social and cultural norms. (c)The school curriculum should reflect the progressive trends of the society. (b)They should attempt to mould the aspirations and ideas of future citizens in accordance with the changing needs and values of the society. technological systems. (c)It involves adoption of the modern scientific and technological characteristics into the emerging patterns of modern nations. (e)Willingness to initiate social reforms and to invest adequately on education and communication are important for effecting modernization. (b)Material prosperity is to be attained by the progressive programs for the utilization of science and technology. (d)Standards of performance and achievements are to be accomplished by slow but sure degrees. (6) Attributes of Modernisation:(a)It is not a process of imitation but a process of identification. economically prosperous sand relatively politically stable nations of the Western world”. (j)Modernization advancement into the body of a developing nation but it should be secured by building up a new generation of people who are determined and motivated to operation in a modern society. social. (vi) Hence technical.advanced. rapid transportation. (h)Organized national effort is a pre-requisite for modernization. (viii)Industrialization. (7) Education as an instrument of Modernization:(i)Education and Modernization are closely linked. industrial and political factors are to be changed radically. (vii) A society can become modernized. educational revolution etc are the steps in the progressive direction of modernization. (v)Modernization is viewed as an all in all process but not a compartmentalized one. economic. (g)Wide gap between the elite and the mosses should be lessened. (ii)The Education Commission 1964-66 says . if it does not lose its identity and makes full use of the discoveries and innovations in the field of science and technology and using the natural resources profitably for improving the living conditions of people. (f)Modernization cannot be affected without bringing about a radical modification in the traditional value system. urbanization. (i)It is not just acquisition of superficial traits but it involves development of proper behavioural systems. communication. whereas Indianization does not. Modernization shows an evolutionary pattern. industrial. It also means to bring under the cultural or political influence or control of India. (iv) The cream of intelligentsia is but the product of educational churning. urbanization and other social changes that completely transforms the lives of individuals. (x)Modernization is the direct result of educational efforts is obvious. Vocationalisation. Stress on development of science and technology. Education should be flexible. rational thinking and creativity should be given importance to. open universities. or usage of Indians. scientific attitude. . (v)Education is another name for human resource development. Education for all – target should be 100% literacy in India. etc. (vi)It produces the skilled personnel to occupy different positions in life who would contribute for the growth of national wealth through their creative abilities and productive efforts. (iii)For a nation to modernize itself the spread of education in rapid strides is quite essential. (viii)Education is the key that opens doors of modernization in various fields of nation’s life like economic. Use of technology in class rooms. Expansion of education – stress on adult education. technological and social fields. Social responsibility should be strengthened. Value oriented education should be introduced. Difference between modernization and Indianization Indianization means to acquire or conform to the characteristics. culture. (vii)The pace of education serves an indication for the level of modernization a nation has attained. Education is the powerful instrument that can wisely be exploited by the nation to modernize itself at that shortest time possible. correspondence courses.“The process of Modernization will be directly related to the pace of educational advance and the one sure way to modernize quickly is to spread education to produce educated and skilled citizens and train an adequate and competent intelligentsia”. Modernization refers to process in which society goes through industrialization. practical life oriented. .4: Social Stratification and Social mobility Social Stratification:  Social stratification is the process by which individuals and groups are ranked in a hierarchy of status. Over population . Social stratification is a system of differentiation which includes a hierarchy of social positions whose occupants are treated as superior or inferior relative to one another in socially important aspects.  According to Mayer. modernization takes place through out the world. existing since ancient times. open mindedness and change. Indians believe in superstitions and are tradition loving. and industrial one. Individual is very important. urban.  Social stratification is based on unequal distribution of rights and privileges. whereas modernization is always beneficial to the society.  It is ancient. i. “Social stratification is the horizontal division of society into `higher’ and `lower’ social units. duties and responsibilities. Problems of modernization in India Poverty. Indians give a lot of importance to family where as in a modern society.Modernization means transformation of a society from a rural condition to a secular. social power and influences among the members of a society. Indianization is restricted to India only. Illiteracy Traditional and conservative people Lack of integration in nation Narrow religious beliefs Sub-Unit-5. Indianization can lead to the progress or harm to the society. Modernization stresses on scientific thinking.e.  As Raymond Murray defines. Characteristics of social stratification:  It is social in nature. . practices of the past etc. compared less educated or illiterates.  Criteria for stratification include: birth.  Social stratification results in restrictions in social interactions. occupation. - Types of social mobility: Horizontal social mobility and vertical social mobility - Vertical mobility can take place in two ways: upward mobility and downward mobility. Education is the driving force of social mobility. Social stratification determines the education of the members of a society. social evaluation. . 3.  It is diverse in form – economic. which breaks the barriers of stratification.  The basis for attaching different status for different individuals need not be rational – reasons may be superstitions. Education contributes to reduction of Social stratification by means of (a) personality development. 4. Poor people cannot afford education. people with higher education tend to get better employment and hence more income. Education forms a cause of Social stratification. whereas rich get better education. It exists in all societies in the world. e. caste etc.g. – Child F. wealth. Social Mobility: - Social mobility is the movement of a person or persons from one social status to another – Wallace and Wallace - Social mobility is the movement of person or persons from one social group to another social group. 2. 5.. Social stratification and Education: 1. power. leading stratification. Education and Social stratification are mutually related to each other in a two-fold relationship. polity and even education. (c) development of economic status. - Systems of social mobility: Open system and Closed system - Education is very important factor of social mobility. (b) development of social awareness. physical education is there.A student had to offer his prayer thrice a day.Age of student begins his education varied from time to time. .During the Vedic period education centered on religion hence the curriculum is dominated by the study of Vedas.A student had to take regular bath everyday at the time of bath he had to mutter the hymns.This dress should be woven or manufacture in the home of student. . puranas it includes literature grammar puranas hethu vidya arts. . . The environment of gurukula contributed in the development of student. silpa vidya.A student had to quit his bed before sunrise before his teacher .thus the student also required handle a danda for different caste use different types of danda & mekhala. Vasa are a lower garment made of fiber of alasi plant or kusa grass or karpas .- It was the usual rule for the Brahmin to go begging for his teacher & gurukula. Write the salient features of education of “Buddhist period”. Curriculum. dhanurvidya shabda vidya.Another duty f the student in the gurukula was to go to the forest cut &collect fuel &fetch it to the gurukula for tending the sacred fire. ajina for Brahmins it is a skin of blackbuck.The student had to follow certain regulations in respect of dress they use hamper silken & woolen clothes the dress was white & spotless.A student should lie on the bare ground and sleep on lower bed than that of his guru.If the sunrises and he sleeps out of willful laziness. It is based on Vedic study of education.Unit VI : EDUCATION DURING ANCIENT AND MEDIEVAL PERIOD Write the salient features of education of “Vedic period” The Vedic or Aryan system of education was based on the authorization of society .people are organized into four varnas they are Brahma. . Vysya &sudhra in Vedic period the student life began with upanayana &the centre f learning was called gurukula. Kshatriya. The vidyas or the branches of knowledge were designed in such a manner that it helped a brahmachari student to release from worldly bondage & obtain highest knowledge for self realization. crafts. . . Upanishads. kshatriya ajina it is a skin of spotted dear then the ajina for is made up of goat. .He should take food with due permission of guru. . Duties of student.The students uniform& equipment prescribed upanayana. . he had to mutter gayatri mantra &fast for whole day. This dress is manufacture in the home of student different caste use different vasa of different colors . It helps in the complete organization of personality &a deeper loyalty to the gurukula system. Student begging bowl which was made of iron or clay student usually go to the approved household which was carefully regulated important Buddhism of student to help the sick student. pride. Buddha preaches noble truths concerning sorrow. . Residential system of education is there it was institutionalized in biharas which gradually developed into famous universities like Nalanda. The study of Vedas also from a part of Curriculum as per the knowledge. The rope is less than 8 inches less than the accepted inch. To adopt their tritaratnas they have Right faith(samjog-darsana) Right knowledge(samjog-jnana) Right conduct(samjog-aritra) To attain good conduct five vows are to be adopted Ahimsa Satyam Asetyam Brahmacharyam Aparigraha To attain liberation from bondage I. Write the salient features of education of “Jain Period” In Jain Philosophy the monks have to go undergo rigorous practices/ observances to make an individual with good character and conduct. Nagarjuna. Buddhism introduced into as education which is spread into biharas or mathas were large no. Upasampada first performed at the age of 20 of a which the monk was a common teacher. The relationship between teacher and student is like a father and son. Here the system is called as pabbaja. Robbery. - They spend their time throughout their life with all observances & ultimately try to liberate the soul from bondage. Jains train the individual / disciple with respect to their code of conduct. Dakshana etc. Surgery. infatuation. The range of admission is 8 years after completion of 12 years education this monk has to undergo the upasampada. and Handicapped deptor. The entire education system was controlled by monks they have both religious and secular dimensions in the order to the primary monk of life. The religious life had a rope made of rags. of students and teacher live together as a kind of community.e. Philosophy.- The system of admission of student is almost similar to Brahmanic system. Curriculum - - Nirvana or salvation this is ultimate goal of man. The Buddhist monetory is open t all who accepted buddhis order except with five procedures like Slave. and medicine Territory etc. greed & so on. Higher education is Religion. Upasampada means the arrival of the full status man of a bhikshu a full fledge member of the order. The teacher is called as upadhayaya or acharya. - The cause of sorrow the remedy the restriction of sorrow. to overcome passions like anger. To make the student self-reliant & self-restraint. preparation for the life in world Amushmika I.. - In Vedic period the children were introduced at the gurukula to first shabdavidya.Values education . mathematics. They add some professional & technical subjects like ayurved or cikitsa-vidya.Liberalism in education should be maintained.- All preaching’s of jain triratnakaras / saints Jain religion Knowledge about world and spirit and matter They follow some methods to practice the student imitation Recitation Adopting all five vows Practical empirical method Individualized method In jains the teacher have some qualities a model Living exemplary life with all vows Train rigorously to liberate the soul from bondage Gurus are considered as gods The students should follow absolutely all the five vows To attain good conduct They must be careful in all walks of life Practice ten different dharma like non attachment Forgiveness self restraint austerity sacrifice celibacy Student respect the teachers and treat them as gods Emulate the ideal character from their gurus Aim at becoming like their gurus and liberate From the bondage They follow some discipline like self discipline self restraint What are the aims of education in ancient India System of education in Vedic period had two aims they are - Aihika i.Spiritual education . Physical education was also including. astronomy.In this curriculum was dominated by the study of Vedas & Vedic literature. preparation for the other world or moksha In Vedic education it has two aims apara vidya & Para vidya These an be restated as Development of character Development of academic & vocational skills for health and economic development .sastra etc. The vidyas or the branches of knowledge were designed to release the brahmachari student from worldly bondage and to obtain highest knowledge for self-realizations.e. . . astrology. artha.e. spiritual and moral lessons. Curriculum. hethuvidya. silpavidya.In Vedic period education became centered on religion Curriculum. Gurus are considered as gods. They practice ten different dharma like non-attachment. sacrifice. There are 19 arts in curriculum. Student respect the teachers & treat them as gods. This Philosophy of Buddhism preached that the spirit of love. The aim of education was to make individuals religious minded. They must be careful in all walks of life. it emphasis theoretical & practical aspects. The aim of education during Muslim period was imparting knowledge and the propagation of Islam. philosophy. Muslim education also aimed about material prosperity.Buddha preaches noble truth concerning sorrow the cause of sorrow the remedy the restriction of sorrow. The important feature is use of common language of a medium of communication. Another aim of education was to teach the monks the law of Varna. austerity. territory etc. The prominent aim of education was the teaching of ahimsa. Buddhism aims of education are.Nirvana or salvation this are ultimate goal of man Education has encourage under two arts (1)Primary education (2) mandatory education Higher education is religion. celibacy. Maktab it is for primary education. Give an Introduction to the “medieval education” - Medieval Indian education stressed the co-ordination of religious and nonreligious education.- In Jain period the gurus train the individuals / disciple with respect to their code of conduct. medicine. forgiveness. Emulate the ideal character from their gurus. Madarsa a for higher education In Islamic system the schools were attached to Mosques Income of these schools is donations by king and rich people in the society. selfrestraint. In Muslim society they celebrate one function called Bismillah t the child after completing of 4years and 4 months on the forth day. The study of Vedas also forms a part of curriculum as the pensive knowledge. The religious gurus called as mullahs and peshiimamas the acts as teachers. non – violence towards life. Aim at becoming like their gurus & liberate from the bondage. They adopt triratnas Right faith(samyog-darsana) Right knowledge(samjog-jnana) Right conduct(samjog-caritra) All preaching’s of jain tritankars / saints Triratnas Jain religion Knowledge about world spirit & matter. surgery. . Education was organized in two types of schools. This is knows as Islamic system of education In Islamic system of education. To follow five vows to attain good conduct of panchamavaratas. Curriculum. departments of education were to be created for each province to which an inspector of public instructions should be the head of the department  Education should be graded into stages .If the student completes the knowledge in religion they give the degree of Alim. Astronomy. Unit – 6 : EDUCATION DURING BRITISH AND MODERN PERIOD Q: Write a note on WOOD’S DISPATCH [ 1854 ] Ans : In 1854 Charles Wood one among the directors of East India Company . . Happy and Healthy life 2. . . . . but not as teacher.In Islamic system. Aims for Education:- Two aims are there 1. Islamic Convections.He recommended the following recommendations  For systematic educational activities to be held.reported the progress of Indian Education upto 1854.Military education was considered compulsory by the Muslim rules due to constant war with Hindus. the teacher was given more respect as the religious head. Islamic Laws and history etc. - Muslim education neglected Vernaculars. . Geometry.In madarasas children were taught writing calligraphy.They were imparted reading a primary arithmetic.There is no examinations system in Muslim education. Spiritual life. . It depends on teachers will to send the pupil into higher class or not. . . There was no place for all round development of the personality. . . . .In Muslim education system the students given only oral work in maktab. .They were not taught the meaning of what they learnt by rote. Education for Women:Women’s education was almost totally neglected due to ‘Purdah’ System. Medicine etc.In higher education they gave importance to discussion and question answers methods .- In maktab children were taught of recite some parts of qura which is necessary.Reading Quran and other doing other persin works Calligraphy.Education was imparted first in Arabic script later they used to learn Persian language and script.To maintain discipline they give different types of physical punishments so that the student has to fear.If he completes the education of logic they give the degree of Fazil.There is a slight difference between Hindus and Muslims in teaching methods like recitation and discussions.In madarsa religious education included the study Quan. Sir Williams Hunter was the member of the viceroy executive council . FOR THE FIRST TIME     Departments of education Grant in aids Introduction of examination Q:Write a note on HUNTER’S COMMISSION Ans: The general working of the Indian universities was not included in the field of commissions enquiry . Medium of instruction should be English to those who are fluent and rest in their own mother tongue  Government should emphasis on girl education and liberally grant – in – aids for the higher education  To improve the standard of teaching teachers should be trained  Government should observe neutrality regarding religious instructions in schools as different children comes from different backgrounds. This commission of 1882 is popularly called as “Hunters commission .Calcutta and Bombay RESULTS OF WOOD’S DISPATCH Wood’s recommendations were the landmarks in the fields of education in the history of India o Grant – in – aids were prepared for the first time o Secondary education was tagged with universities through the matriculation examination o Between 1854 and ’58 departments of public instructions were created in three presidencies .  To expand the higher education . This commission was introduced mainly for two reasons  As this dispatch was working since 28 years it needs to be evaluated  Government felt the necessity to satisfy the missionaries who agitated on the grounds that government didn’t act on the recommendations of the dispatch This was the first commission which recommended bifurcation of courses ie general and vocationalisation This commission was appointed on Feb 1882 and submitted in march 1883 This commission paid special attention to primary education Elementary education was imparted through two agencies .three Universities were to be started in three presiding towns of Madras .thus this was the foundations of modern educational administration.  Regarding indigenous schools these schools deserves encouragements in the official system of education  District and municipals board should be more sympathetic towards such types of schools . No actions were taken for his recommendations The main defects of this committee were o The incomplete structure of a large number of schools .1 .  Payments to be given based on the results of the students . industrial . Sir Philip put forward the following the recommendations  Wastage and stagnation were to eradicated from primary stage of education  Firstly strengthen the existing higher education than to collaborate or expand  In vocational courses accountancy . accounts etc . Q:Write a note on HARTOG COMMITTEE [1928] Ans In 1928 the education committee was reorganize and the chairmen of this committee was a Sir Philip Hartog.  Schools to be provided by training teachers .It should impart knowledge in the language spoken by them (vernacular)  Primary examinations to be introduced in a simplified manner and should implement practical subjects like agriculture .teacher training program to be strengthened .  The curriculum should be based on the conditions of villages in which the children read and write . New type of primary schools  Great efforts were put to introduce elementary education to the masses  Local funds should be exclusively be set apart for primary education only and not to be claims by any provincial revenues  Primary education was to be introduced to districts and municipal boards . o The lack of qualified teachers o Increase in population Q: Write a note on SARGENT COMMITTEE Ans : In 1944 ie few years before India’s independence Sir John Sargent an educational advisor to the government of India prepared a scheme for education of Indians and submitted a report to Central Advisory Board of Education thus the recommendations by Sargent Committee are as follows .banking were to be introduced  To raise the standards of education services conditions were to be improved .  Grant in aids to be provided based on the results obtained by schools .arts mensuration. Indigenous elementary schools and 2.  Free and periodical health checkups to be provided to the students .They should also be provided with recreational facilities .  An educational specialist to be introduced such that he monitor the standards of education .  Adult education to be introduced for general and vocational audio visual aids to be used for imparting practical skills.They should also be provided with recreational facilities . .the main objectives are  To reorganize courses from time to time  To relate industry to technical education Write the recommendation of Sargent Committee(1944) and Hunter Commission The recommendations of the Sargent committee are as follows : Every pupil within an average group of 6-14 years should be provided free and compulsory education .  For benefits of brighter students curriculum should be divided into two parts literary high school and vocational high school and pre primary to teach good moral values .  Free and periodical health checkups to be provided to the students .  Part time and full time schools to be introduced for teaching technical and professional subjects.  An educational specialist to be introduced such that he monitor the standards of education .Every pupil within an average group of 6-14 years should be provided free and compulsory education .  For the success of this scheme a well capable trained teacher to be introduced for every 30 students in pre-basic and junior basic school  Diversified courses to be introduced in schools  A national level autonomous body to be constituted to safeguard the students of higher education  Work in the field of adult education should be started vigorously.  Establishment of the university grants commission for uniformity in university education in the country and also to abolish intermediate concept .  Establishment of the university grants commission for uniformity in university education in the country and also to abolish intermediate concept . The university grants commissions The objectives of the university grants commission are as follows  To provide academic leadership to university  To keep the standards of education 2. All India council of technical education This was to set up in 1946 . The consequences of sergeant report :- 1.  Separate and special attention should be provided to the physically challenged persons .  Separate and special attention should be provided to the physically challenged persons . accounts etc .arts mensuration.  Grant in aids to be provided based on the results obtained by schools . Hunter commission This was the first commission which recommended bifurcation of courses ie general and vocationalisation This commission was appointed on Feb 1882 and submitted in march 1883 This commission paid special attention to primary education Elementary education was imparted through two agencies 1 .  For benefits of brighter students curriculum should be divided into two parts literary high school and vocational high school and pre primary to teach good moral values .  Schools to be provided by training teachers .It should impart knowledge in the language spoken by them (vernacular)  Primary examinations to be introduced in a simplified manner and should implement practical subjects like agriculture .so a to give a new shape to our educational system These commissions are known as follows .  Payments to be given based on the results of the students . New type of primary schools Recommendations of Hunter commission are as follows : Great efforts were put to introduce elementary education to the masses  Local funds should be exclusively be set apart for primary education only and not to be claims by any provincial revenues  Primary education was to be introduced to districts and municipal boards .as the result the concept and goals of education were clearly defined for the nation .  Adult education to be introduced for general and vocational audio visual aids to be used for imparting practical skills. Indigenous elementary schools and 2.  Regarding indigenous schools these schools deserves encouragements in the official system of education  District and municipals board should be more sympathetic towards such types of schools . Q:Write a note on RADHA KRISHNA COMISSION : Ans : After Independence India emerged as a sovereign democratic and republic state . Part time and full time schools to be introduced for teaching technical and professional subjects.  For the success of this scheme a well capable trained teacher to be introduced for every 30 students in pre-basic and junior basic school  Diversified courses to be introduced in schools  A national level autonomous body to be constituted to safeguard the students of higher education  Work in the field of adult education should be started vigorously. industrial . Q: Write a note on MUDALIAR COMMISSION Ans This commission’s report recommended four major goals keeping in view the needs of democratic India  Development of democratic citizen ship  Improvement of vocational efficiency . acquire the high ideals of democracy .  Development of the qualities for leadership and personality 1.DEVELOPMENT OF DEMOCRATIC CITIZENSHIP It is necessary that the children future citizens of this great country must .Radha Krishna Education Commission (1948) Secondary Education commission (1952-53) Indian Education Commission(1964-65) This commission felt that the present system of education was defective in many ways The prevailing system was theoretical without a practical the base .The commission felt that education should aim at developing the following qualities for building democratic citizenship among the students o CLEAR THINKING :Education can help them to develop a clear thinking and should be in the position to accept the facts and reject falsehood o CLEARNESS IN SPEECH AND WRITING He should be able to express himself freely both in speech and writing o LOVE FOR SOCIAL JUSTICE All healthy traditions of social justice can be laid down in school life. moral and social qualities . there should be development in their intellectual . They should be able to understand the social problems o TRUE PATRIOTISM .Dr . To achieve this end. The examination system was defective with regards to following fields of education The commission suggested necessary improvements      The curriculum The standard of teaching Technical staff and their services conditions The examination system and Professional education which includes agriculture etc. Importance to be given to subjects like art . was appointed as chairmen of this commission . music etc at secondary school curriculum .craft. hence children should channelize their energies in productive occupations  Promotion of technical skills and efficiency at all stages of education .The children should be made to love their country wholeheartedly .Leadership calls for higher standards of education where the students have deeper sense of social issues and a clear understanding of various other issues Q: Write a note on KOTHARI COMMISSION -1964-‘66 Ans : The scope of the commission was wider than the secondary education commission (1952-53) and it reviewed the entire system of education Prof. IMPROVEMENT OF VOCATIONAL EFFICIENCY Vocational efficiency is needed for economic development .  An attitude to work : they must realize the dignity of life in work  National prosperity is interlinked with increased production. Training is essential both for his own wholesome development and the good of society o SPIRIT OF TOLERANCE :Education can cultivate in our young an open-mindedness which would make them capable of blending the differences and entertaining the ideas of others 2. .They must come forward to serve the nation with the best of their abilities .This can be done when the children develop these qualities . o EDUCATION FOR COMMUNITY LIVING A child should be taught that a man is a social being.secondly the child should be given training so that its interest are fully developed . 4. EDUCATION FOR LEADERSHIP :A genuine leadership is necessary in a democracy .The students can be trained to perform the qualities of leadership which prepares other s to follow . To achieve these objectives courses should be diversified .Chairman of University Grants Commission.thirdly they can be able to contribute to the development of their heritage .D.This commission consisted of 17 members .Secondary education must offer various opportunities for the young child .A number of technical institutions should be made available for them to join 3. DEVELOPMENT OF PERSONALITY :Firstly every child is born with a certain talent .Kothari.S. Ensuring quality education for all children .The POA (1992) elaborated it by emphasizing relevance flexibility and quality through the following character tics/ features . Which consisted of 7 years period of upper primary education ie 5+2 and 3 years of secondary education after that these 10 years will be followed by 2 year of intermediate course and finally 3 years of degree . .to derive a vision of national development .Reducing the curriculum load as “learning without burden”.which are as follows :- the multipurpose scheme failed and as the result it resulted in wastage of energy and funds They didn’t followed the national system of education as the result different states followed different patterns They considered eighth and ninth standard too young to choose their vocational course Considering these cases Kothari commission reorganize the pattern of education as follows :An integrated school education for 10 years and to be implemented by all .Strengthening the national system in pluralistic society .This pattern was implemented by AP Govt in the year 1968 Q2: NATIONAL CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION [NCF-2005] Ans The national policy on education (1986) proposed the national curriculum framework .The major recommendations of the commission in respect of secondary education are as follows :1) Education and national objectives 2) Fourfold task of reformation in education 3) Education and productivity 4) Education and social – national integration 5) Education and modernization 6) Social moral and spiritual values 7) Vocational zing secondary education 8) School curriculum 9) Study of languages 10) Science based education 11) Work experience 12) Physical education 13) Teaching methods 14) School supervision 15) New pattern of education Kothari didn’t changed all the suggestion by Mudaliar commission but found some faults in it .  Perspective : . social economic and aesthetic needs should be built among parents . Art:- Awareness of their relevance to personal .Awareness of environment concerns must permeate the entire school curriculum . School and Classroom Environment .caste and gender .Holistic approach is used for treatment of learning development -Active learning through experimental method -Engaging the children with environment related projects -The schooling years should provide the ways to organize the content and process of knowledge Curricular Areas .School stages and Assessment Languages .English was also be made as a part and parcel of India languages Mathematics -Teaching of maths should e4nchance the child’s ability to think and learn -Access to quality maths education is the right of every child Science -Science teaching should be placed in the wider context of children’s environment to equip them with requisite knowledge and skills to enter the world of work .Peace education should form a component of teacher education. human rights and Work :- School curricula from the pre-primary stage to the senior secondary stage need to be reconstructed to realize the pedagogic potential of work as a pedagogic medium in knowledge acquisition developing values and multiple.  Learning and knowledge .senior secondary class .- Giving equal importance to all irrespective of its creed .skill formation. justice. Social Sciences:- Interdisciplinary approaches promoting key national concerns such as gender. .school authorities and administrators Peace:.Knowledge should be constructed right from the elementary classes through . Habitat and learning - Health and physical education are necessary for the overall development of learners. - Availability of minimum infrastructure and material facilities and support for planning a flexible daily schedule ,are critical for improved teacher performance -A school culture that nurtures children’s identities as ‘learners’ enhances the potential and interest of each child - Reconceptualisation of learning resources in terms of:o Supplementary books ,workbooks, teachers, handbooks etc are based on fresh thinking and new perspectives. o Multimedia and ICT as sources for two-way interaction rather than one-way reception . Q:4 Write about National Policy Of Education on 1986 Ans :Education is dynamic in nature .It has passed from many ages and stages in the process of evolution ,it is no end to it .Our country has reached to a development stage of economic and technique . In order to meet challenges and to enter the 21st century Govt of India in January 1985 announced a new policy in the field of education known as National Policy Of Education though the man of today inherits the culture and sociology of their yester years but the scientific ,technology economic and social frame will not be the same .hence this policy was introduced to improve the quality of education in all directions by making the benefits available to all people The aims of NPE The minister of HRD promised he would present in the Monsoon session a program of action for NPE and according to this policy - Education is very essential to all - Education should goal at socialism ,secularism and democracy in our constitution - Education should develop manpower for different economy levels - The main aim of the NPE was “Education is unique investment in present and future - Common school system was recommended in this policy and if the child not financially sound funds were provided to them - To create awareness among people for protection of environment - every pupil should be able to access the facilities for higher education - 10+2+3 structure was accepted in all parts of the country RECOMMENDATIONS OF NPE:The following are the recommendations of NPE for the reconstruction of education in India .  Recommendation on education for equality The ones who framed NPE realized there existed wide disparities in the field of education and to remove them they suggested few options  Education for women equality -In case of women’s equality inspite of all the efforts made by the educational system were not able to contribute on women’s equality -Made easy access to vocational sources in existing and emerging technology -Major emphasis was laid on women’s participation in vocational technical and professional education at different levels  Education of Scheduled castes and scheduled tribes :-The central gave emphasis in the SC/ST educational development for equalization with non SC/ST ’s -The following measures were taken to educate the scheduled caste -Incentives were given to families for the children to attend regular classes -Pre – Matric scholarship scheme was enjoyed by the children’s family -Constant micro planning and verification to ensure the enrolment ,retention and successful completion of courses by SC students - Recruitment of teachers from SC. -Provision of facilities for SC students who stays in district headquarters . -Constant innovation in finding new methods to increase the participation of the SC.  Measures for the Schedule tribes Residential schools including Ashrams schools will be established on large scale -Anganwadis , non –formal and adult education centers will be opened on priority bases .  Minorities Education - Greater attention will be paid to these education of these group on the basis of equality and social justice these were allowed to established and administer their own educationalist institutions.  Education of the Handicapped - Their objective was to integrate the physically and mentally handicapped with general community as equal partners -The measures are as follows :-Where ever feasible education of children with motor handicap or minor handicap there were common. - Special schools were provided to severely handicapped children - Adequate arrangement were made to give vocational training to the disabled . -Special teachers training program to be reoriented to deal with special physically challenged pupils .  Adult Education Adult literacy received special attention during the last ten years of administration. -The whole nation must pledge itself to the eradication of illiteracy ,the central and state governments are organizing mass media and educational institution to diverse nature .The main aim is to provide awareness among learners about the socio economic reality and the possibilities of their change . SECONDARY EDUCATION     Primary education is different from secondary education . Management of schools should be transferred to local native by without lowering the standard of education . Management should hike the fees in order to raise the funds . Q3 :PROGRAM OF ACTION Ans : Modified National Policy of Education states that education should have the main aim for all for which it would help in the normal development of material and spiritualism According to POA 1992 education should contribute to national cohesion a scientific temper and implements of Indian spirit ,thus furthering the goal of holes of secularism ,socialism and democracy Education develops man power for different levels of the economy The relation between economy and education:- education should give the ultimate growth of national self reliance It gave stress on early childhood care and education and recommendation day care centre’s and encouraged play methods .POA -1992 also aims at developing a national system of education upto a given level of universalization It also gives stress on the educational opportunities early they didn’t gave stress on women education but now they are enhancing the reservation . It proposes continuous and comprehensive evaluation and gave more priority in internal assessments Introduction of semester system from the secondary stage in phase manner using of grades in place of marks . POA.Stress on all round development of the child . POA gave more emphasis on the following :elementary education to all universal access and enrolment towards the education universal retention of children upto 14 years of age quality of education gave more emphasis on vocalization of secondary education Examination System POA gave emphasis on qualitative improvement in the field of education . character and excellence in all fields of human endeavor. 4. training. religion. for the people. direct voting. - Every citizen can enroll for education in any educational institution irrespective of race. equality. Develops self-esteem and human dignity of the individual 2. - Freedom to choose profession of one’s choice and pursue the education of interest. Respects basic civil liberties and ensures them in practice. 3. - Education should develop in children mutual respect for all and sense of fraternity. argument and adjustment of conflicting views. . Democracy is form of government: Govt. It is a way of life and not a mere political arrangement.1: Democracy – definition. class. Develops respect for and appreciation of talent. Democracy involves open discussion. 2. of the people. Sub-unit: 7. It is based on love. The constitutional ideals of freedom. Direct democracy 2. Democracy is a system of government by which political sovereignty is retained by the people and exercised directly by citizens. 2. types & role of education Definition & meaning: 1. meaning. 5. Types of democracy: 1.Unit –VII: State and Education Sub-unit: 7. Indirect democracy Role of education: 1. Serves each individual with justice and provides equal opportunities for all. process. co-operation. Process: 1.2: Indian Constitution and Educational Provisions 1. - No discrimination in educational process on the basis of religion. Democratic approach in society consists of pursuation. Democracy means “rule of the people”. policy formation in all realms of social life. by the people. Ensures balanced attitude towards one’s rights and duties. 3. language or region. gender. fraternity and secularism included in the Preamble provide a direction to Indian Education. consent and on-violence. predominantly agricultural economy. It is the development of loyalty to the country as a whole which makes all Indians rise above their personal and group interests.Food habits . spiritual bent of mind. cultural.Archaeological factors: Ancient Indian civilization as depicted in archaeological findings. Free and compulsory primary education (Article 45) 2.Region . .Language .Historical factors: Indian history is a record of evolution of unique civilization of a full-fledged nation. tolerance.Geographical factors: India as a region by itself. mutual understanding. Education of women (Article 15 (3)) Sub-unit: 7. National integration means unification of diverse linguistic. Right of minorities to establish and administer educational institutions (Articles 29 & 30) 3.Caste . Education of socially and educationally backward classes (article 46) 4. Factors of National Integration: 1. social. 2. Educational provisions: 1. 3. Factors that promoted National Integration: . Instruction in mother tongue (Article 350) 5. Factors that disrupt National Integration: . regional. . The constitution has divided the duties and rights pertaining to education policies and programs between the central and state governments and some are included as common for both (concurrent list). Promotion of Hindi (Article 351) 6.Geographical conditions . religious and political groups in a country.Cultural factors: Indian culture is ancient and preserved over ages despite several foreign influences.3: National Integration Meaning & Definition: 1. . .Unity in diversity 2. Loyalty to the country.Culture .Religion .2. spirit of co-operation and coexistence are the essential requirements of national integration. National integration is one of the primary aims of education. literary activities. 7.4 . Education promotes appreciation of cultural diversity and understanding the need for unity in diversity. 3. scouts and guides programs.Role of Education in National Integration: 1. 4. Integration of linguistic groups can be achieved by education through three-language formula. Schools can promote internalization of national integration through practice in the form of national festivals. . exhibitions and competitions on different aspects of national importance at different levels. 5. 6. national and social service programs etc. Universities can conduct comparative studies of religion and organize of broad cultural activities. Education helps students to understand that regional and national development depends on mutual co-operation. All the commissions on education since independence stressed the role of education in National integration.Sub-unit – 7. 2. religion. Right to Development: - Rights of mentally or physically disabled child. The rights enlisted under different articles are: a) Inherent right to life b) No capital punishment before the age of 18. - Right to highest standards of health. e) Freedom of expression f) Food and water g) Fair trial. sex. Sub-Unit-8. 4. The child Rights Convention (CRC) was approved by UNO on 20th November 1989. Four categories of child rights: (a) Right to survival. . language. 3. . 2. social.Formulation and implementation of childhood development policies in all the countries. Right to protection: - Taking legislative. protection against narcotic drugs. it establishes an international law that ensures the rights of all children without discrimination regardless of age. 4. 2. CRC is an international treaty that recognizes the human rights of chidren. administrative and educational measures for protection of refugees. In 41 substantial articles. (b) Right to protection.1: Overview of Child Rights Convention 1. 3. protection from economic exploitation. birth or other status. c) Liberty d) Special rights in armed conflicts. Sub-Unit-8. protection against sexual exploitation. wars etc. defined as persons up to the age of 18 years.2: Categories of Child Rights 1. disability. protection against abduction and protection against cruelty and punishment. (c) Right to development & (d) right to participate. Right to survival: Goals: -Reduction in the mortality rate of children below 5 years by 2/3 by 2015.Unit – VIII: Child Rights Education. - Freedom to seek.3: CRC and its implications to Education 1. Sub-Unit-8. - Freedom of thought. language. Goals: - Early childhood education to be expanded and improved. equality. 4. values. 5. cultural identity. and is known as “Right to Education Act 2006”. national values.- Right to adequate standard of living. An act to put into effect the right to free and compulsory educationof equitable quality to all children in the age group of 6 to 14 years was enacted in 2006. - Article 28: Right to education: primary and secondary - Article 29: Education should be directed to development of (a) child’s personality. peace. cultural development of child. Sub-unit: 8. (c) respect for parents. (e) respect for natural environment etc. Stress on quality of education throughout the world. . are also considered in CRC. (b) respect for human rights.4: Right to education act 2006: 1. Salient features of the Act are: (a) Every child who has attained the age of 6 years shall have the right to participate in full time elementary education and to complete it. - Quality of education to be improved. - Right to development of personality. Right to participation: - Right to express freely. The problems of drop-outs. national unity. 3. - Right to rest and leisure. 2. spiritual. minority children etc. 2. - Gender disparity in primary and secondary to be eliminated. receive and impart information and ideas of all kinds. Important Relevant articles of CRC: - Article 17: Access to national and international mass media for promotion of social. tolerance. talents and abilities. (d) preparation of child for spirit of understanding. - Right to Education. - Number of out of school children to be reduced. (e) No child shall be held back in any grade or expelled from a school until she completes elementary education.(b) A non-enrolled child in the age group 7 to 9 years has the right to be admitted to an age-appropriate grade in a neighborhood school. . is not able to participate in elementary education. (c) Non-enrolled child in the age group of 9 to 14 years has the right to be provided with special programs within neighborhood school. though enrolled. (d) A child who. has the right to be provided with suitable conditions to enable participation. The importance of economics of education was recognized only after 1930 and it emerged as a discipline only after 1960. It is the science that studies human behavior as a relationship between ends and scarce means. It is concerned with land. trade. Economics of education is the branch of economics concerned with human welfare. Problems of educational finance . The importance of economics as a science can be appreciated from the fact that a separate Nobel Prize has been instituted exclusively for economics.2: Meaning and Scope of Economics of Education: Meaning: 1. Production.UNIT – IX: ECONOMICS OF EDUCATION Sub-Unit-9. manpower planning and everything that concerns the economic life of the nation. Economics is a science of wealth vitally and essentially related to all those activities of human beings that are connected with production. our efforts and our satisfaction with our activities in the business of life. It is the science of wealth dealing with human welfare. 5. It explains theories. It is concerned with growth combined with social justice. It is concerned with all materialistic aspects of human development. consumption. consumption. 3. 2. labor. Economics is described as the Oldest of Arts. banking. The term “Economics of Education” was first used by Schultz in 1960. laws and principles connected with agriculture. commerce. Scope: Some important aspects of study in economics of education are: 1. 3. Newest of Sciences. exchange and distribution of wealth. Sub-Unit 9. capital investment. capital and organization. and the Queen of all Social Sciences. \\ 4. It deals with unlimited human wants and the limited resources for qualitative improvement of human beings. Economics deals with our wants. exchange and distribution constitute the basic aspects of economics.1: Economics : Meaning and Nature 1. 2. 5. The human capital can be developed through education. if not more important. 12. job training. 6. as physical capital. Impact of education on occupational structure of labour force 8. Education can also be viewed as an investment in the future. housing and social services. That is. Effects of socio-economic factors on education 4. It is similar to the process of investment in physical capital.3: Education as a Human Capital Capital: Capital is anything that involves costs but yields flow of income over time. Education as investment and consumption 9. Education as Human Capital 1. for economic development of a community. nutrition. and hence treated as Human Capital. Education as an industry 11. Education is both consumption and investment Sub-Unit-9. 4. Improvement of human capital leads to qualitative growth of manpower. etc. medical facilities. The process of educational expenditure over a period of time can thus be considered as a process of investment in the future of an individual or community. Economics of human resources 10. . Economic aspects of wastage and stagnation in education 5. Education can be analyzed in terms of consumption or investment 2. Human capital is equally important. public health. Capital is the basis for production of income. Problems of inequality in education 6. Educational planning 7.2. Impact of education on international trade. Effects of education on socio-economic and demographic variables 3. expenditure on education may be considered as investment for increasing the future flow of benefits. 3. i.7. (viii) Depreciation human capital is difficult to calculate. education becomes an investment in the present as well as in future. Hence. Education is instrumental in developing skilled manpower. The educational investment. (iv) No two units of human capital are similar. - Development of highly qualified manpower. (vi) Human capital has non-economic attributes also. (ix) Productivity of the human capital is influenced by the social and cultural environment. mortgaged or transferred. (ii) Human capital is part of the individual.4: Education and Human resource development. it cannot be sold. The functions of education in HRD are: - To bring about awareness and attitudinal changes among the masses as a starting point in the path of human resource development.e. 1.. (vii) Human capital is mobile and is subject to salary and status considerations. - To provide basic skills and knowledge. 2. Characteristics of human capital (i) Human capital has longer gestation period than physical capital. - Research and development in all fields of knowledge. Sub-Unit-9. (v) Marginal returns may vary between persons with the same qualifications. the human capital is measured by the cost of education. (iii) Human capital appreciates in value up to a point in time. . Peaceful co-existence implies removal of tensions between nations. 2. The Universal Declaration of Human Rights has stated that education shall promote understanding. Another objective – building up understanding through knowledge and mutual appreciation. 2. The main objective of International understanding is living together peacefully. International understanding means the awareness of all human beings as members of a single human society. 3. The report titled “LEARNING: THE TREASURE WITHIN” is a document prepared for the UNESCO by the International Commission on education for the Twenty-First century. - Economic growth to human development. racial or religious groups. submitted by Jacques Delor who was the chairman of the commission. Education for peace: 1. Teacher represents a vital factor for inculcating international understanding in students. Sub-unit: 10.2: International Understanding Concept & Principles: 1. Salient features: - Local community to a world society. Local community to a world society: . Education is a powerful tool for developing International understanding. tolerance and friendship among all nations. It is the ability to observe critically and objectively and appraise the conduct of men everywhere irrespective of the nationality or culture to which one belongs. - arranging international exchange programs for students and teachers etc. International understanding can be developed by education through - designing suitable curricula. - organizing extra-curricular activities. 3. 4. - Social cohesion to democratic participation. 2.Unit – X: Contemporary Issues in Education Sub-unit: 10. 5. 4. 3. Creatively striving together leads to oneness of mankind.3: Delor’s report: Four pillars of Education Delor’s report: 1. irrespective of national boundaries and other differences. 3. Learning to know 2. Learning to live together 4. - New links between educational policy and development policy to strengthen the base of knowledge and skills. (b) Education should foster the desire to live together. 5. process and implications to education Meaning. Four Pillars of Education:.4: Globalization – Meaning. Learning to do 3. Learning to be Sub-unit: 10. Characteristics of globalization: - Rapid growth in international financial transactions. (b) Education should provide access to knowledge for all and help people to understand the world and to understand others. It is the process of increasing economic openness and growing economic interdependence between countries in the world. definition and process: 1. definition. (c) Schools must contribute to the advancement and integration of minority groups. 1. 4. (d) Democracy education for conscious and active citizenship. Globalization means expansion of economic activities across political boundaries of nation states. - Emergence of global markets. .(a) World-wide inter-dependence and globalization extending well beyond the fields of education and culture. - Fast growth in trade among multinational corporations. Social cohesion to democratic participation: (a) Socialization of individuals should not clash with personal development. Economic growth to human development: - Effects of technical progress should change both private and community life. 2. - Propagation of technologies and ideas through rapid expansion of globalised transportation and communication systems. (e) Education for cultural background. - Teleconferencing and video-conferencing. - Introduction of environmental education.Implications to education: 1. - teacher as facilitator of learning. 4. Impact on the role of teacher: - rapidly changing relationship between teacher and student. 2. impact of globalization on aims of education: - developing the idea of global family through love of humanity. 3. non-violence and welfare of all people. - training for world citizenship. - Distance education. impact on curriculum: - Learning of modern and emerging sciences. . Impact on methods of teaching and learning: - Internet as `Global teacher’.