8/18/2020:
We are happy and proud that our college has been arranged online class for us today due to this pandemic situation. Our first and foremost class is Knowledge Curriculum which has been taken and presented by our professor Mrs Vijaya mam.
1.Epistemology Bases of learning
Subject: Knowledge Curriculum
Unit : 1
Name of the unit : Epistemological Bases
, 8/18/2020:Introduction: First of all, professor Mrs Vijaya mam has been given introduction about the subject and its unit content.
Epistemology
She explained about Epistemology is a main branch of philosophy. The term Epistemology comes from the Greek word “episteme” &”logos”. Episteme means knowledge or understanding or acquaintance while logos means account or argument or reason. Then she explained about Epistemological bases of Education is as given below in the presentation
Knowledge
She explained about Knowledge is a branch of learning and considered to know about something. It is about understanding other mental activities. Then she gives a brief explanation about Types of knowledge
Types of Knowledge are,
Experiental knowledge – it is nothing but Experienced throuknowledge.
Experimental knowledge- it is gaining knowledge by experimenting
Intuitive knowledge– it is based on subjective judgement
Reasoned or logical knowledge
Revealed knowledge– it is the only source from which to learn how to make spiritual progress, while material progress is based on a knowledge of nature.
She also explains physical knowledge is, now how we are handling the smartphone.
She explained about Skill and its types. In simply Skill means – Talent needed in order to do our job. Then she gives definition and what are the types of skills in the presentation and explains it. Types of skills are,
Labour skill- A skilled worker is any worker who has special skill, training, knowledge, and ability in their work. It is helpful for certain jobs and also she gave the example of Vadivelu comedy apprentice
Life skill– It is related to our life
Social skill– related to socialisation
Soft skill– related to emotional
Hard skill- related to a specific task
Teaching
In simply, teaching means making a person to learn. Creating a learning situation. Great teachers could have a balance between curriculum centred and student-centred. Then she explained about nature of teaching
Training
It is an act of teaching a person. She explains that you are the trainer now doing B.ed., and this academic year you have gone for training to school. Then she gives definition, types of training and method of training.
Definition: It is an organized procedure by which people learn knowledge or skill for a definite purpose.
Types of training
Induction training
Sharp instruction training
Distribution training
Refresher training
Methods of training: There are 2 types of the method they are 1. On the job training method & 2. Off job training method
Information
It is Learning about something or someone. It is conveyed message either as direct or indirect. Then she explains about definition.
Definition: It is defined as the knowledge received or communicate concerning particular facts.
Reasoning
The reasoning is a justification of action or event.
Definition: It is defined as highly purposeful controlled selective thinking.
Type of Reasoning: There are 3 types of reasoning. They are as follows,
Inductive reasoning- it is from specific to general. For e.g when the iron is heated it would expand
Deductive reasoning– it is from general to specific. For e.g A matter is made up of material and materials are iron, metal etc.
Creative reasoning- it is the reasoning of own creativity. Using human knowledge-creating something.
Belief
Belief is nothing but truth/ confident in something or someone.
Definition: It is the state of mind in which a person thinks something to the case with or without there being empirical evidence to prove that something is the case with factual certainty.
Types of Belief
Self Belief- own belief. Belief with ourselves. i.e., self-confidence
Social Belief- it is with society
Religious Belief- belief in religious
Cultural Belief- it is a belief that related to culture
After that, she explains about differentiate between,
Knowledge and skills
Teaching and training
Knowledge and information
Reason and Belief
2.
Sociological bases of curriculum
- Society influences the school curriculum.
- Every society, community or nation has an essential social obligation to arrange the education of children.
- Sociological considerations influence curriculum development in following distinct ways:-
- It provides a way of carrying out changes in the behavior of the students as per the needs and demands of the society or nation.
- To make education as an instrument of social changes and progress.
- To preserve the culture and transmit it to young children.
- To prepare the learners for the future society.
Thus sociological considerations provide necessary guidelines for developing a useful curriculum for the betterment and the progress of society.
In Indian Society the individual is prepared for performing various in society at a very earlyage by a series of impressions deliberately made upon his mind. For example, the ceremony of marriage places upon the individual’s shoulders the responsibility of procreating and thus ensuring the continuity of the race. Culture includes all those elements for which ceremonies and their consequent impressions are required. It is the process of purification. In ancient India Sanskrit was believed to be the language of the educated people, and this too is intimately concerned with culture, because the Hindi synonym is ‘sanskriti’.Just as culture influences education, much in the same way education also exerts a powerful influence upon the culture of a country. Following are the various ways by which education influences the culture of a country.
Generally, the meaning of modernity is associated with the sweeping changes that took
place in the society and particularly in the fields of art and literature, between the late 1950s and the
beginning of Second World War. There is, however, no clear demarcation by date, and although the
term ‘postmodern’ is increasingly used to describe changes since the Second World War, there are
some who argue that modernity persists, and others who see its demise as having occurred much
earlier.
When modernity is explained in terms of history, it is said that the world first experienced
renaissance, and then, enlightenment and thereafter modernity and post modernity. As a matter of
fact, there is much disagreement on the precise dates of the beginning and end of modernity. There
appears to be general consensus on its meaning and social formations.
Abraham Lincoln defined democracy as a government of the people, by the people and for the people. Despite the frequent attempts at defining democracy, the is probably the most accurate description. In a democracy on finds a government of the people which is made up of the elected representatives of the people, elected on the basis of adult suffrage. The ideals of democracy are liberty, equality and fraternity. Democracy aims to establish political, economic and social equality, and gives every individual the constitutional right to express his own opinion, to associate with any group, to indulge in any legitimate action. The final objective of democracy is not merely successful government but the creation of an ideal society in which people have the greatest chance of evolving brotherhood. Democracy seeks to create an environment which is conducive to the highest and most beneficial development of the human personality. Democratic education begins with the premise that everyone is unique, so each of us learns in a different way. By supporting the individual development of each young person within a caring community, democratic education helps young people learn about themselves, engage with the wo`rld around them, and become positive and contributing members of society. Dr. B.R. Ambedkar’s birth in an untouchable community and in a system based on the graded
inequality and injustice and deprivation of basic human rights to his brethren was responsible for
giving a purpose and a mission of his life. “Ambedkar was all sound and fury against social
injustice. His weaponry was legal-political, his anathema Hindu caste exclusivism and his ambition
social democracy...His life was a planning forge, his commitment was to free the ancient un free,
his economics, law and politics were welded into a constitutional militancy and geared to social
emancipation movement.” Recalling his struggle for Social Justice, both in pre-Independent India,
and in Constituent Assembly and more importantly to ponder over its continued relevance today is
always an enriching exercise.
One of the key themes of the writings of Dr. B.R. Ambedkar was the attainment of Social Justice
and establishment of a just society, which, for him, was essentially also a casteless society. He not
only provided a ruthless criticism of the existing social order but also came up with an alternative
vision and alternative model of social order based on justice liberty, equality, fraternity and
annihilation of caste. Ambedkar was convinced that a good social order or society has to go
through two tests namely ‘the test of justice’ and the ‘test of utility’. His judgmental analysis of the
caste based Hindu social order was based on these two tests.
Caste and consequent graded structure has been a dominant issue in Ambedkar’s quest and
vision of Social Justice. He was deeply conscious of the fact that Indian society was and had been
caste ridden. In the past, there existed no such area of social existence and governance where caste
as political, social, economic, educational and cultural factor was not present. Even today, after
more than six decades of introduction of Republican Constitution, the caste factor is dominant in
every sphere of life of the people of this country. Before the commencement of Ambedkar era,
there were the untouchable Hindus in India, who due to Hindu social system, had, remained
socially graded, economically impoverished, politically suppressed, religiously ostracized and
indefinitely excluded from educational and cultural opportunities. They were condemned to the lot of serfs and deprived of all human rights
UNIT -3 CHILD-CENTRED EDUCATION
INTRODUCTION
All children have a right to an education that helps them grow and develop to their fullest
form. Child centred learning aims to develop skills and practices of learner.The great philosophers
and educationalists like Rousseau, Tagore, Froebel, Pestalozzi and Montessori have given emphasis
on the child-centred Education at different times.
Meaning of Child-Centred Education
Child-centred education is a sort of revolt against subject-centred education. Child-centred
Education seeks to provide natural flow of activity and spontaneous growth of the child. He must
be allowed to enjoy complete freedom of action subject to the condition that he should not interfere
with the freedom of others.
Educational thoughts of Mahatma Gandhi
• Education for character building, education thought mother-tongue.
• Place of manual work in education and co-education.
• Moral education though character and good conduct.
• Educational of soul should be imparted thought teacher’s (model) life rather than through
books.
• Health education for physical fitness and health and insistence for simple life.
• Education for self-help and self-reliance, education for personality development.
• Education for avoiding caste and colour distinction, education for vocation useful for life.
• Education for equality of all the religions, education based (founded) on truth, non-violence
and justice”.
Aims of Education According to Tagore (Discovery)
(1) Self Realization:
• Spiritualism is the essence of humanism; this concept has been reflected in Tagore's
educational philosophy.
• Self-realization is an important aim of education.
2) Intellectual Development:
• Tagore also greatly emphasized the intellectual development of the child.
• By intellectual development he means development of imagination, creative free thinking,
constant curiosity and alertness of the mind.
(3) Physical Development:
• Tagore's educational philosophy also aims at the physical development of the child.
• He gave much importance to sound and healthy physique.
(4) Love for humanity:
• Tagore held that the entire universe is one family.
• Education can teach people to realize oneness of the globe.
(5) Establishment of relationship between man & God:
• Man bears the diverse qualities and potentialities offered by God.
• These qualities are inborn and innate.
(6) Freedom:
• Freedom is considered as an integral aspect of human development.
• Education is a man-making process, it explores the innate power exists within the man.
(7) Co-relation of Objects:
• Co-relation exists with God, man and nature.
• A peaceful world is only possible when correlation between man and nature will be
established
(8) Mother tongue as the medium of Instruction:
• Language is the true vehicle of self-expression.
• Man can freely express his thought in his mother-tongue.
(9) Moral and Spiritual Development:
• Tagore emphasized moral and spiritual training in his educational thought.
• Moral and spiritual education is more important than bookish knowledge for an integral
development of human personality.
(10) Social Development:
• According to Tagore, "Brahma" the supreme soul manifests himself through men and other
creatures.
• Since He is the source of all human-beings and creatures, so all are equal.
EDUCATION IS A BIPOLAR PROCESS.
It has two sides the psychological and the sociological.
The psychological side is the study of the child, with all his inclinations, instincts, potentials and
interests.
The sociological side is the social environment in which the child is born, lives and grows for
society.
His educational theory has four fundamentals
EDUCATIONS AS GROWTH
Growth is the real function of education. But growth is not directed towards any predetermined goal
or end.
The end of growth is more growth and so the end of education is more education. Education is to
promote critical thinking and with the mind will grow to think further.
EDUCATION AS LIFE
According to Dewey education is not preparation for life but it is life itself.
School is now taken as a miniature society which faces problems, similar to those faced in life
outside. In school community pupil are active participants and they are to be trained for
cooperative and mutually helpful living.
They should be encouraged to face actual life problems in the school and gain varied experiences
EDUCATION AS SOCIAL EFFICIENCY.
Education is to bring out the ability to function as an effective member of his community by
partaking in its activities and at the same time contributing to its refinement and advancement.
EDUCATION AS RECONSTRUCTION OF EXPERIENCE.
Experience is the source of the true knowledge.
One experience leads to further experience and each new experience calls for revision, modification
or rejection of the previous experience.
AIMS OF EDUCATION
John Dewey is a pragmatist. As physical and social environments are always changing, aims of
education must also change. They cannot be fixed for all times to come.
To develop an ability to understand and analyse the problems
To develop skills for intelligent application of knowledge and insight into solving problems
To arouse interest through planned experiences
To helo in the adjustment to changing needs and ideals of society.
Educational thoughts of Plato
PHILOSOPHY
His philosophy is concerned with justice e, virtue, character and the human soul. He wanted
students to become independent thinkers.
The only good life or life worth living is a life reasoned by your own mind, not other’s ideas
and opinions, change your life and mind.
Examine your life,. History and ideas once you self examine yourself then you are ready for
knowledge.
All knowledge begins in not knowing to state “I don’t know is the first step- open to
learning.
Every thing has a truth or an essence your job is to seek this truth. Life is an adventure and
joournmey7 not destination.
The good teacher will spark you lead you to the truth with integrity, reason imagination.
Virtue is excellence or doing your best- teaching your highest potential for goodness and to
shape good character. The potential rests in the human soul everyone born with a soul.
Character is what is developed from this soul and is moulded and tested and shaped –
dynamic process.
Society is our ultimate teacher and it may produce errors and evils as well as wrong values.
Previous generation may have been wrong and transmitted bad ideas and practices.
PLATO’S CONCEPT OF EDUCATION
Role of Education
Education should make people fit for their different social roles; as he said, “A purpose of
education is to create a balance, a harmonious state; where the workers are to be trained to obey
their masters and offer important economic services to the state”
STAGES OF EDUCATION
Plato named three stages of education: reading and writing as the first stage; second stage: physical
education; and the third stage: secondary or literary education.
READING AND WRITING
Education was not started for the children after birth, even before birth a mother was supposed to
exercise properly, to ensure the health of the baby. After birth, exercise must be supplemented by
various means that will keep the child from becoming frightened or emotional. This was followed
by supervised play, instruction for both boys and girls; although they were supposed to learn the
same disciplines and sports, it was suggested to be done separately.
In this stage children should be taught through music, play, physical work, geometrical exercises:
this should be done when children are in the age of six. The major aim of this stage is to “promote
culture and right living by exposing the child to the proper kind of environment and atmosphere
through play, music, discussion, and criticism”
PHYSICAL EDUCATION
In this stage Plato was thinking more of military training rather than mere athletic training. This
stage starts from 18th to 20th year. Big emphasis was on physical education because it helped to
build healthy bodies. And the other purpose of training was to give them stability in judgement.
They were supposed to get physical strength, courage and a philosophical temperament: they
should have self-control, self-discipline and they must also show wisdom. By those characteristics
they could be able to care for laws and customs
SECONDARY OR LITERARY EDUCATION
This is the study of the works of poets, which were learnt to be recited and were sung to the lyre, so
it included knowledge of music.
Greeks didn’t have a Bible; the poets were the source of theology and morals. An ordinary Greek
was expected to acquire his morals and theological notions from these poets and use them to
educate his young, so it was expected that those poets must be suitable for the intended purpose i.e.
to teach morality.
This was strictly considered because most of the existing poetries were unsuitable and because of
this, Plato was afraid that unsuitable poetry could misrepresent God who is Perfect.
ROLE OF THE TEACHER
• In Plato’s plan of education educator is considered to have greatest importance.
• He is like torch bearer who leads a man lying in the dark cave, out of the darkness into the bright
light of the outside world. The teacher is thus the constant guide of the students.
• The teacher must be a person of high integrity and must possess high self worth.
• He must have pleasing personality, in depth knowledge and professional training .
• He should be deeply committed to his profession, have high sense of responsibility and a true
role model.
• Teachers should lead a true moral life.
They should practice what they preach.
Educational Thoughts Martin Buber
Philosophy
Buber is famous for his thesis of dialogical existence, as he described in the book I and Thou.
However, his work dealt with a range of issues including religious consciousness, modernity, the
concept of evil, ethics, education, and Biblical hermeneutics.
Buber rejected the label of "philosopher" or "theologian" claiming he was not interested in ideas,
only personal experience, and could not discuss God but only relationships to God.
Dialogue and existence
In I and Thou, Buber introduced his thesis on human existence. Inspired by Feuerbach's The
Essence of Christianity and Kierkegaard's Single One, Buber worked upon the premise of existence
Dialogue
The highest education is that which does not merely give us information, but makes our life in
harmony with all existence”
At first, children must gather knowledge through their life because children are in love with their
life, and it is their first love. All its color and movement attract their eager attention, and then they
will renounce their lives to gain knowledge
“I felt clearly that what was needed was not any particular material object, not wealth or comfort or
power, but our awakening to full consciousness in the freedom of soul, the freedom of life in God,
where we have no enmity with those who must fight, no competition with those who must make
money, where we are beyond all attacks and above all insults
Luxuries are the burdens of other peoples habits, the burdens of the vicarious pride and pleasure
which parents enjoy through their children”
The mind of the child is always on the alert, restless and eager to receive firsthand knowledge from
mother nature. Children should be surrounded with the things of nature which have their own
educational value. Their minds should be allowed to stumble upon and surprised at everything that
happens in todays life
Educational thoughts of John Dewey
Conclusion
Every child is a unique and special individual. Children are active participants in their
own education and development. This means that they should be mentally involved and physically
active in learning what they need to know and do. Child centred has been an important foundation
of early childhood education.
UNIT 4: NATIONALISM, UNIVERSALISM SECULARISM AND EDUCATION
nationalism is by definition the attachment to a nation of this world, it is also a form of
secularism. Nationalism is something of which Orthodox Christians are often accused. The classic
case of such a nationalist lack of love for God is surely that of the Old Testament Jews, who stoned
the prophets and crucified the Son of God. This was represented by the racism and ethnic
exclusivity of the Pharisees, condemned by the Saviour. However, as we can see below, Judaism
has no monopoly on nationalism.The dictionary defines secularism, first recorded in 1846, as 'the
doctrine that morality should be based solely on the well-being of mankind in the present life, to the
exclusion of all considerations drawn from belief in God or in a future state'. secularism is therefore
a lack of love for God and the justification for that lack of love. Tagore says Universalism is a
human scientific view of it is also that of the scientific man.it is a relative world depending for its
reality upon consciousness.
Nationalism and globalization are often considered processes leading to opposite poles in cultural,
economic, and political history, but in fact the relationship between them has been far more
complex, and in the past century and a half they may be said to have worked in tandem.
Nationalism emerged in a sixteenth-century country in Western Europe – England – its emergence
coinciding with the dawning of “the European Age in History”: the rise of Western Europe, in
particular, and societies of Western European descent, to the position of economic, political, and to
a certain extent cultural leadership of the entire world.
Universalism
it is an idea or belief in the existence of a universal, objective or eternal truth that it
determines everything, therefore, is and must be equally present in all human beings.
Definition of universalism
Universalism is the philosophical doctrine that affirms the existence of certain principles that
are universally indisputable, for being real, and which must therefore be admitted by all persons and
cultural groups as a guide for their conduct and to distinguish the good deeds of the evil. On the
theological level, each religion tries to their beliefs to be recognized as the only true.
SECULARISM:
It means that state shall not discriminate against the followers of a particular religion.
All Indian-Hindus,Muslims,Sikhs, Christians and others have the freedom to preach their religions.
Secularism has been made one of the basic element of the structure of the constitution of India.
Characteristics of secular education:
Secular education is identified with the following characteristics,
• Moral out look
• Development of wider vision
• Pluralistic out look
• Democratic values
• Cultural development
• Synthesis of spiritual and material
• Humanitarianism
Educational implications:
Many positive steps have been taken to promote secularism in the country. It is laid down in
the constitution that religious minorities are free to establish their educational institutions from
grant.
Secularism is a philosophy of moral education. Secular behavior springs in the school from the
influence of school through the conduct and behavior of teachers themselves and life in the school
community as a whole.
All the activities and programs of school must strive for the inculcation of values of love, truth and
tolerance
Conclusion
Education should play a positive role in preparing people for a secular society and a purposeful
life. We must realize the fact that we are not conditioned by the environment. Only the right kind
of education offers this freedom in children mind.Education should help an individual to cultivate
right relationship between individuals and society and this is possible only if he understands his
own psychological process. Intelligence lies in understanding oneself and going above and beyond
oneself.
UNIT-5: EDUCATION AND DEMOCRACY
MEANING OF DEMOCRACY
Etymologically the term democracy is derived from two Greek words namely, ‘Demos’ and
‘Krators’. ‘Demos’ means the ‘the people’ and ‘Krators’ means ‘power’. Thus democracy means
.
‘power of the people’.
Democratic education can take countless forms, each shaped by the adults and young people
in a community or educational setting. Here are a few ways in which democratic education is
practiced by teachers, young people, schools, programs, and communities (follow the links for
specific examples):
Teachers creatively engaging students. They may work within more conventional school settings, but still provide students with a chance to have choice in their learning. These teachers go beyond the conventional curriculum to build a more relevant and engaging experience that
connects to the lives of young people.
Unit 6: Meaning and Nature of Curriculum
In this unit she discussed the topic meaning and definition and concepts of curriculum and also dealt the topics if structure and dynamics of curriculum and changing of curriculum.
Unit vii
Unit VIII Reources of curriculum
unit ix:curriculum Implementation
In this unit she covered the chapters like curriculam as an enacted process and other topics under curriculum Implementation .
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