Deploma in Elementary Education

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First Year

PAPER - II

School and Society

 CHAPTER - I
Aims and purposes of Education
“The mights treee of Education has roots that are bitter and fruits if gives are sweets”
- Aristotle.
Sub Units:
1.1. The relation between schooling could Education and Exploration of various Educational practices
(process) in human societies.
1.2. Education – Values and Goals; Constitutional Values, NPE – 1986, NCF – 2005, APSCF –
2011.
1.3. Human nature, Society, Learning and Aims of Education: Understanding fundamental concepts.
1.4. Nature of Education in Human Society and Exploration of Needs.
1.5. Perspective of Indian and western Educationists on Schooling and Education.
1.6. Swami Vivekananda, Mahatma Gandhi, Ravindranadh Tagore, Jiddu Krishna Murthy, Gijubhai
Badheka (Bageka), Jyothi Ba Phule, Pandit Madan Mohan Malavya, Sri Aurobindo, The
Mother, Sarve Palli Radha Krishnan, Sant Kabir, Pr. J.P. Naik, Prof. D.S Kothari, John Dewels,
Froebel and Montessori.
Objectives of the Unit:
After rading this unit the pupil teachers (Student teachers will …
· Know the relation between schooling and Education, the advantages of Educational pratices in
various human societies.
· Understand of the aims of Education, and their importance; The constitutional values to moulda
an ideal citizen; and the aims and values in NPE-1986, NCF – 2005, SCF – 2011
· Get to know the achievement of Educational goals through society, human nature and learning.
· …………. The understanding on the nature of Education, and Educational needs.
· Understand the perspectives of Indian and western Educationists on Schooling and Education.
Introduction:

All human beings (form/decide) certain aims, ideals, goals and objectives regarding their life. A
life without aims is like a boat without rudder. That is the reason why human beings fix certain goals for
their life in order to have direction in their life. These goals have some ideals as their base. The life will
be organised, happy in the pursuit of these goals. Pursuit of such goals will give satisfaction in life. Also,
It is very much essential to have aims in the process of education. Similarly, framing curriculum is based
on these aims and objectives.
 Any action or any experience that influences individual’s psychological, physical, moral abilities
can be called Education. It starts from the birth of a child and goes on till the end of the individual. The
individual learns new things depending on the experience and need, in an attempt to change the situation
he is in. He learns certain things in his interaction with the surrounding. In a real life situation, he relates
his previous experiences he faced in similar circumstnces. In this process, he keeps on reconstructing
his experiences. For this very reason, Education is considered a constinuous and dynamic process.
For all these reasons, the prospective teachers need to obtain complete knowledge of the
essential concepts, principles and philosophical understanding of Education. They have to research on
the necessity of Education. They have to understand the aims, meaning and advantages of Education.
India was a source of wisdom and Education in the past. Indians enjoyed international fame in their
thought, experience, observation, research, education, literature, science and technology. In this unit,
you will understand the perspectives of various Indian as well as western Educationsts who contributed
to the field of Education.
1.1. The relation between schooling and Education and Exploration of Various Educational
practices in different human societies:
1.1.1 Schooling:
We can understand that schooling means acquiring knowledge required for individual
development and social efficiency in a controlled context called school. societies establishes schools
with a view to purposely transmit its heritage, knowledge accumulated over a period of time, values and
skills from one generation to another. The process of pupils experiencing the learning contexts from
teachers is called “Schooling” Education received through school is called schooling.
Education:
The term Education is like a diamond. A diamond appears in different colours when viewed
from different angles. Also, Education has numerous meanings. “Education” appears differently to different
people. Philosophers, statesmen, Educationists, priests or religious people and many people like this,
depending on the time they lived in their life and contexts, commented on Education. One said Education
is questioning”. Yet another person stated, “Education is bringing in behavioural change”. Both are
concepts relevant to Education. Definitions of Education – Indian and western context.
Concept of Indian Education:
Ancient Indian thinkers explained Education from an Idealistic or Spiritual view point. On the
other side, Modern Indian Scholars seem to have explained Education from a pratical view point. They
defined Education differently in different times. Now let us look at some of the Indian definitions on
Education.
Ancient Indian definitions of Education:
1. Rigveda: Education is making a man self-reliant and selfless.
2. Upanishads: The process that shows way to emancipation is Education.
3. Sankaracharya: “Education is self actualisation”
4. Yagnavalkya: Education is that which makes man of character and social sensibility.
Definitions of Modern Indian Education:
1. Vivekananda: “Bringing out the Divinity existing in man is Education”
2. Gandhiji: “Education is the best way of brining out the best of physical, mental, spiritual
powers is Education”.
3. Swami Dayananda Saraswathi: “Moulding of character is Education”.
4. Aurobindo: “Development of mind and spiritual powers of man is Education”
Western Concept of Education:
Different concepts of Education were put forward by western Educations also. They give no
importance to spiritual matters. There was a change in the western thought with regard to Education.
Now let us look at certain western concepts of Education.
1. Socrates:- “Driving a way the evil and guest for the truth is Education”
2. Plato:- “The ability to become happy, and ecstatic is Education”.
3. Aristotle:- “Creating a sound mind in a sound body is Education”.
4. Dewy:- “Education is the development of Social efficiency.
5. Spencer :- “Preparation for a complete life is Education”.
6. Emerson:- “Controlling of mind is Education.
7. Herbert:- “Moral Development is Education.
8. Redden:- Redden gave a compreshensive definition of Education “Education is influencing
with the help of instruction and discipline by nature individual to make an
immature person a physically, mentally, aesthetically, socially and spritually
developed and ultimately make him an Educand and make a part of his creator
with a purpose and social background.

Socpe of Education:
The scope of Education is extensive. We can difine limits to education. The Scope of Educaion
is as vast as the world and is extensive as the history of human kind in this world.
We have known the concepts of formal, Non formal types of Education, and the difinitions
given by Indian and western Educations For the most part Scope of Education is clear to us. We have
also known that Education in the allround development of the child. Such development includes physical,
mental, socia, aesthetic and spiritual development. To put it differently, Education is the developmant of
human being completely.
According to Swami Vivekananda, “Education is man making”. Education leads to character
formation. Psychological abilities of the learner improve. The mental horizon increases. That way the
individual becomes self – reliant. In this respect, Education is life it self. Values, morals, interests, skills,
attitudes that contribute to the complete development of human personality and inculcation of these
characteristics becomes the scope of Education.
We can understand that the scope of Education has two essential components. They are: 1)
Which subjects are to be taught for the development of physical, mental and cultural development of
the children. In other words, which domain of knowledge, which skills need to be taught to learners. 2)
Which particular ways or techniques (policies) are needed to teach the required knowledge and skills.
Relationship between Schooling and Education:
School is a place where chidren get Education. Schooling is the kind of Education learners get
in school. Schooling begins at the same age almost in all states. A kind of uniform syllabus, examinations,
teaching are practised. There are certain formalities observed in school education. This type of Education
is called formal Education.
Education is everywhere. It can be found in kitchen, or on the farm. We can get Education
anywhere even outside the school . This kind of Education has no formalities. This kind of Education is
known as “Non formal Education”. Parents, friends, elderly people, media, political and other factors
like them help us get educated in a Non – formal context.
There are teachers and learners in schooling. The learners learn the prescibed syllabus. But in
an informal set up there are no definite learners and teachers. The learners learn several expected and
unexpected things through their experiences.
Schooling is based on certain objectives and a curriculum based on those objectives and is well
regulated under different managements. Learners pursae their education full time with in the frame work
of certain rules and requlations. Schooling facilitates the purposeful transmission of cultural heritage,
knowledge, values and skills accumulated in the society from time to time.
Any action or experience that influences physical, mental, physical, moral abilities, the individual
can be called Education. In this sense, actions like travel, reading, living to gether also are considered
educational experiences. In this extended sense, Education is a lifelong process.
Schooling includes assembly, Various educational, cultural, games and sports, NCC, NSS,
NGC, National festivals, rallies, entertainment and project activities are undertaken. The learners who
take an active part in these become ideal citizens, and emerge as leaders subsequently. Schooling is
intended to take the responsibility of overall development of the individual. The statement that the fature
of a country is shaped in the class room is absolntely true.
 Education in not just teaching 3R’s (Reading, Writing, Arithmetic) Every action in life is an
experience by itself. By keeping these experiences in view, Education gives the fortitude to face all
future problems or contexts.
Education and Schooling
S. No Aims Education Schooling
1 Aims Integral Development and Primarily mental, physical,
Employment moral development
2 Scope Vast Part and Parcel of Education
3 Nature Natural Artificial
4 Types 2 types: 1) Formal 2) Non formal Importance to Formal Education
5 Time Continuous, a process that Takes place only in Educational
continues life long. institutes.
6 Place Different types of institutes like Limited to only Education Institues.
house, religious, cultural, social,
schools and colleges
7 Curriculum Comfortable and easy Subjects are definite.
8 Methods of Varied and practical Limited to only certain methods.
teachings
9 Discipline Social control is exercised Discipline is well defined
10 Individuals Teachers change as per the need They are appointed based on the
subject.
11 Institutions Different institutions offer Offered primarily by school.
12 Surroindings Natural, favorable surroundings Artificially created enviroment.
13 Evaluation Evaluates the personality Different types of questions and
technical methods.
14 Co – curricular Different types of social services They are taken up with in the school
activities are undertaken to some extent.
15 Certificates Certificates is not conditional Certification is done after the courage.

1.1.2 Exploring various educational processes in human societies:

Human being is a social creature. Human beings lead the life based on the incidents in the early
life. Later, as they grow they are gradually influenced by parents, other family members, neighbours and
the company of others. As they join the school, they interact with their peers and acquire the social traits
under the guidance of teachers and grow. Under the influence of school, they cultivate the traits of a
mature personality and thereby continue as social beings and contribute to the progress of the society.
 For an infant to grow as an adult individual, Education that begin with modern becomes complete
with the acquisition of knowledge from school, society and other systems. That way, Education and
society play a major role in the life of an individual to understand these roles. The pupil teachers need to
understand well the mutual relationship of the Education and Sociology.
Sociology:
Sociology is an English word derived from a Latin word “Societus” or “Socias” and the Greek
word “Logos”. “Societes” or “Socius” means “Society” or “Social life” and “Logos” means “study” or
“Science”. They sociology is the scientific study of society or Social life.
Auguste kompte thought that sociology also can be studied scientifically in the same way as
other sciences. Kompte is considered to be pioneer of modern sociology. In his work “The course of
philosophy” Kompte detailed the nature of sociology.
Sociology studied the processes that take place among different human societies. The interaction
of the humanbeings with the surroundings informs the main study of sociology. Education in one of the
many issues studied as a part of sociology.
Educational Sociology:
Education brings out the talents from the individual. In the same manner, it imparts training to
enable the individual to the society and social development. Education acts as a tool to transmit the
specific culture of the society to the individual Education can not ignore the society in moulding the
citizen. Every individual is a member in the society. Hence every individual needs to be moulded in
accordanace with that particular society. Other institutions along with Education mould the individual.
Thus, Education also appears as a social process.
George Payne established a national institue to specially study Educational Socielogy The
Educational monthly edited by George Payne, wrote a treatise with the title “The Principles of Educational
Sociology”. The significant contribution made him the “Father of Educational Sociology”
Institution Delivering Education – Their Role:
Education is spread by various Educational Institutes not only teach syllabus but also teach the
culture of that land, traditions, customs, values and thereby facilitate moulding of citizens as complete
personalities.
These institutes can be classified into many classes. We can discuss some of the classes here.
First clasification:
Educational Institutes
Direct Institutes Indirect Institutes
Schools Cinemas
Colleges Radio
Religious Institutes Television
 Families Daily etc.
Sports clubs
Youth Associations
Social clubs etc.
Educational Institutes
Formal Institutes Non – formal Institutes Infirmal Institutes
Schools Non – School Institutes Family
Colleges Open Schools Neighbours
Religious Institutes Non – formal Institutes Society
Libraries Adult Education Centres Cultural clubs
Museums etc. Youth Clubs
Systematised Multi media
Sports & Recreation Peer groups
Centres etc. etc.

All the above institutes are representative Educational institutes. Let us try to discuss their role
in the spread of Education.
1. Representative Educational Institute – Families:
Family is the oldest social system. It is an informal institute. Family is the first school to any
individual. Parents are the first teachers. Hence, Family is the foundation pillar to Education.
Frobel maintained that on the training foundation laid by family, future Education of children depends.
The duties performed by a family in brief:
¨ Physical Development
¨ Emotional Balance
¨ Vocational Skill Development
¨ Spiritual Development
¨ Cultivation of moral values.
¨ Promoting entertaining surroundings
¨ Facilitating Language Development
Thus in the Educational pursuit of children and their personality development, family is of
paramount importance.
2. Society – Education:
We discuss the issues of the society with Human population, Human society, Human community
and such other terms.
Every society has to discharge certain Educational duties. It has to guide the prospective citizens.
The officers, elders, students associations have to work in tandem with each other to discharge their
duties to the society.
Society – Duties
¨ Socialisation; moulding every individual in accordance with the cultural norms.
¨ The responsibility of imparting vocational training and promotion of self employment.
¨ Social control, which means the values pertaining to the behaviour of the individuals, are properly
adhered to by a controlling procedure implemented by social officers at various levels.
For the development of Science and Technology, Knowledge transmission needs to happen.
Transmission of knowledge implies that the responsibility of handing over the knowledge to the next
generation in also responsibility of Society.
¨ Formation of School Development Committees.
¨ Society and School jointly take up cerain activities. They are mainly literacy and conseervation of
Environment.
3. Non – Governmental organisation – Education:
In the Commission of Education Non – Governmental, voluntary organisations play a key role.
According to article 45 of the constitution, Universatisation of Elementary Education, The copperation
of these non Governmental organisations is essential.
Some of these institutions provide Education ar various levels. Some more institutions are
engaged in imparting Education indirectly help the all-round development, and socialisation of children.
Certain shoulder the responsibility of imparting Education in pre- primary, Primary and Secondary
levels in rural and urban [Link] most important of all 1) Social institutions, 2) Cultural
organisations, 3) Religious Institutions.
All these organisations work as voluntary organizations. In certain organisations membership is
given to every one. While, it is limited to a few in some other organisations. These are established to
help the transform to an egalitarian society as was envisioned by the Consitution.
Important Multiple Media as Representative Educational Institutes:
1) Print Media – journals, books, reference books, brochures etc.
2) Films
3) Radio
 4) Television
5) Internet.
These days media are very much useful in imparting Education. In this modern, technology
progress the role of multiple media is very important. These are playing an important role bith in formal
and non-formal Education. Parents, Teachers, Government, society and individuals should take interest
in making the learners utilize these resources properly.
1.1.3 Education as a process and product in Human societies:
We can consider Education as a process and a product. Development of Knowledge, Skills,
Feelings, Values in the learner through a programme can be considered Education process.
Education is also considered a product. When we cell a person educated, we need to understand
that the person has understood the knowledge, skills, attitudes, values and ideals of his group culture.
The “Knowledge” acquired over a period of time is this “Product”. This is the total achievement or
“Product” through the process of Education.
We can divide the three processes depending on the important aspects of Education.
1. Unipolar process.
2. Bipolar process.
3. Tripolar process.
1. Unipolar process:
In the past Education was considered a unipolar process. In this the learners learnt everything
that was taught by the teacher without any further discussion. The learners used to be passive, the
teachers used to be active. The whole teaching learning process was dominated by the teacher.
Teacher – Education – Learners.

2. Bipolar Process:
As times went on, Education was considered a bipolar process. John Adams first declared that
Education is a bipolar process. In this bipolar entity, two sides are involved – the teacher and the
learner. The teacher who teaches and the learner who learns. After the teaching, the learner is expected
to ask questions and the teacher responds to the queris. In the Bipolar process, the teacher and the
learner are engaged in mutual interaction and response carryout teaching and learning process. In this
process, the teacher and the learner achieve the activities of Education. Here the teacher – Pupil
relationship is conscious and deliberate.
3. Tripolar process:
Education as a bipolar process is possible only when it is outside the society. When it is with in
the society, every educational activity will be influenced by the outside society. With this understnding,
Education was understood as a tripolar prcess. It is identified as a process that takes place among three
poles. This was first proposed by John Dewey. This process has teacher, learner and society. Society
is the new role that added a new dimension to Education. The teacher may teach effectively and the
learner may have natural interests the social background influence the learning process. So, Education
is identified as a tripolar process. We can observe the tripolarity from the picture below.
Society

Teacher Learner
The learner will be a virtuous citizen in future, only when the teachers and the learners discharge
their responsibilities in the interests of the society. So the process of Education is meaningful with the
mutual cooperation of teacher, learner and social surroundings.
“Try to be a person who gives importance to values than a person who never knows defeat”.
- Albert Einstein.
1.2 Aims and objectives of Education and Values: Constitutional Values, NPE 1986, NCF –
2005, APSCF – 2011
Aims of life are the basis for aims of Education. The cultures of the Societies are the foundation
for the aims of life. In the field of Education, aims and purposes have an important place. These aims act
as the guidelines for making Educational policices and curriculum. For this reason, aims are described
as potential seeds from which sprouts called good Educational polices emerge.
Values are an integral part of human culture. Human being is superior because of the unique
values cherished by the human society. The values are responsible for the behaviour of human beings.
These are powerful implements to keep the society and human beings in their safe limits. Values are the
standards established by society to compare their routine life, to decide their priorites, to measure
happiness and sorrows. There is a strong relation between values and Education.
Aims of Education:
The Need:
The process of Education has been discussed everywhere in terms of its goals, every time, in
every era by every one. In every period of time, scholars, Philosophers and Educationists stressed the
importance of goals in Education.
John Deweny stated:
“Working with an aim is acting intelligently”. Any Educational policy is bound to fail if the aims
are not clear, B.D. Bhatia has clearly stated the importance of aims of Education is no different from a
sailor who does not know what his aim and destiny are. In such situation, Education becomes a rudderless
boat which goes along with the wind or flow of water with no certain [Link] can put the same in
clearer aims mentioned below.
¨ Show a way to organise Education
¨ Help utilize time effectively and, act wisely
¨ Facilitate anticipate the result of Education.
¨ Make school administration more effective.
¨ Helps us avoid unnecessary criticism from parents and general public.
¨ Allow us to work meaningfully to provide continuum to Education.
The factors determining the Aims of Education: The term Education is a concept that is vast in
nature. Educationists, intellectuals, philosophers, statesmen, sociologists have commented on the meaning
and aims of Education differently.
1. Philosphical factors
2. Sociological factors
3. Economic factors
4. Political factors
5. Scientific and Technological factors.
Types in Aims of Education:
The aims of Education change in different levels the aims are mainly divided into two types.
They are:
1) Traditional aims of Education
2) Contemporary aims of Education.
Aims of Traditional Education.
The aims of traditional education are of the following [Link] for knowledge
[Link] for character [Link] for vocation 4. Education for cultural heritage 5. Education for
utilisation of leisure 6. Education for self realization [Link] for humanity
Contemporary Aims of Education

The contemporary aims of education are as follows:

1. Education for democracy

2. Education for friendship

3. Education for the all round development

 4. Education for national integration

5. Education for international understanding

6. Education for world peace

Concept of Values and its Importance

We give value to whatever we want to become or whatever you want to have. Young kid
values its mother and milk bottle much. They satisfy the hunger with the help of that.

As a child grows older, the mind is occupied by new values. In this stage, children feel that toys
are valuable. When it comes to adolescence form childhood, the children give value to friends. Treating
something valuable does not limit to milk bottle, mother, toys or individuals or abstract values such as
characteristics.

The important thing is which particular things are valued by us – like what we want to become
or what we want to have. For example, a child wants to become a good athlete. Then we give more
value to physical activities.

Values can be termed as the ideals we have formulated in order to achieve something. If education
can foster values the learners make their lives happy and they also make valuable contributions to the
development of nation.

While discussing values in education, Bru Becher states that to mention values in education is
to mention objectives of Education. Education not only conserves values but also sustain them.

Importance:
¨ education coupled with values gives importance to development of complete personality.

¨ Social utility is possible if values like religions tolerance, non-violence, peaceful co-existence,
compassion are inculcated as a part of Education.

¨ In the field of Science and Technology, there has been development, on the other side, the
danger of depletion of ozone layer is clearly observed. Kothari Commission has stressed the need
of Value Education for finding solutions for scientific and economic problems.

Kinds of Values

Values can be classified into several Kinds. They are personal values, scientific values, humanistic
values, Constitutional values, social values.
1.2.1. Aims of Education as Stated in the Constitution of India.

The constitution of any country is the fundamental document that dictates the governing policies
of several development programmes in that country. The constitution of India has provided for certain
articles and clauses that are meant for Education. The aims of Education as per the Constitution are as
follows.

Specific Aims

1. Providing free and compulsory Elementary Education for all children of 6-14 age group.

2. Providing right to establish minority institurions.

3. Making mother tongue as the medium of instruction.

4. Encouraging the study of national language.

5. Providing educational facilities to socially backward classes.

6. Encouraging women education.

General Aims

1. Facilitating the formation of sovereign, secular state

2. Achieving economic, social and political justice

3. Ensuring the right to expression ( freedom of speech), right to believe, to all people
4. Providing equal opportunities to all in terms of development.
5. Promoting fraternity.

6. Protection of the unity and integrity of the nation

7. Promoting democratic values

The significant values provided in the Constitution of India

1. Democracy

2. Socialism

3. Equality

4. Justice

5. Secularism

6. National unity
 The preamble of the Constitution stated that the values mentioned above and has directed to
ensure development of people based on those values.

India became a Republic with implementation of the Constitution of India. India has been
sovereign, democratic, Republic since 26th January in 1956. The teacher has to identify such constitution
related contexts while teaching any lesson, and transmit them to the students. If the learners are not
sensitized properly to the constitutional values, they cannot become ideal citizens.

The constitution of India is unique in the whole world. The ideals, constitutional aims need to be
conveyed to the learners. The preamble of the Indian constitution has provided for social, economic,
and political justice and has ensured freedom of expression to all.

Constitutional Values:

The following are the values to be promoted among children.

¨ Achieving equality in status and opportunities.
¨ Individual dignity and dignity of labour.

¨ Understanding that power is vested with the people

¨ The Constitution adopts a neutral stand towards all religions.

¨ Recognizing that freedom without justice and equality are futile.

¨ Equal opportunities to all citizens.

¨ Promoting a sense of “all for one and one for all”

¨ Appreciating the right to vote, and exercising the right in a meaningful way.

¨ Achieving social justice by eradicating social inequalities.

¨ Being compassionate towards the poor and deprived sections and other living things.

¨ Conserving environment and passing the natural resources and sound environment to the future
generations.

The learning experiences created in school need to promote the spirit of citizenship and
constitutional values among children. Only then it is possible to mould a new generation with values.

1.2.2 National Policy of Education:

The policy on Education should keep on changing with ever changing social, economic, conditions
of the country. If that does not change, there education system will be detached from people’s aspirations
and the social needs. In such situation, Education system becomes ineffective and meaningless.
 Eversince the nation became independent, there have been revolutionary changes economically,
socially and politically in an unexpected pace. But appropriate changes did not take place in the Education
system. The Government of India through its Ministry of Education has released a document on
“Challenges in Education – Policy Perspective for the sake of collecting public opinion.
The document invited opinion and suggestions from Educationists, Teacher Associations and
general public regarding problems faced by the Education system, other social, economic problems
and their impact on Education, the status of Education system of those times and what kind of programmes
will be useful for further policy making. The opinions thus collected, were collected observed and
analysed the suggestions and that paved way to the enactment of National Policy on Education 1986
(Document I) under the leadership of Sri. P.V. Narasimha Rao, the then minister for Human Resource
Development. This was popularly called ‘National Policy on Education-1986’. The “Programme of
Action” was also released to implement the suggestions and opinions.
The aims as expressed in the document are as follows:
· Achieving Universal Education
· Producting equal educational opportunities for all.
· Achieving national unity, and contributing to International peace.
· Promoting Scientific thought.
· Achieving democratic, secular, socialist aims
· Effective utilization of Human Resources
· Population control
· Providing equal status to women
· Making high quality Education available to all.
Aims of National Policy on Education:
National Policy on Education has accorded importance to Universalisation of Elementary
Education. The aims of Primary Education in the New Policy on Education.
1. Modernisation, and Promotion of Scientific Thought.
2. Enriching human resources for rural development.
3. Promoting social and individual values.
4. Laying foundations for the reconstruction of democratic and egalitarian society.
5. Facilitate national integrity
6. Reviving Indian culture.
This is the bedrock for the future. These objectives are to be achieved within this century.
They are:
1. Enrollment of all School aged children and ensuring their continuation upto the age of 14 or
their completion of 5 standards.
2. Achieving significant progress in Educational standards.
The National Policy on Education has proposed certain means to achieve these aims They
are:
1. The Primary Education should be made child centred which is primarily teacher centred.
Curriculum and school activities should be designed to suit to the interests and thoughts of the
child.
2. The school environment and surroundings should be comforting and attractive to the child.
3. All the resources required for achieving high standards should be provided.
4. Boys and Girls of all classes of the society should be accommodated.
5. Every child has to be given opporunities to pursue Education in formal schools. The people
who don’t have the opportunities to study in formal schools, enough opportunities should made
available to them to pursue Education informally.
6. A uniform system of Education be implemented across the nation.
7. Curriculum design should take the regional resources, opportunities and plan programmes
accordingly.
8. Teachers and Teacher Associations are to be given importance in programmes to implementation
of new Education policy.
9. All Educational programmes should have a direct relation with the society.
Values of Education as per National Policy on Education 1986:
In order to achieve high standards in Education, Education with values needs to be imparted:
· The values of ancient culture and modern culture need to be assimilated into Education.
· Vocational courses be started at different levels and diginity of labour and sense of equality be
promoted.
· Different values be intergrated with the syllabus and Education with values should be implemented.
· Sports and physical exerise need to be given due importance and leadership qualities be
promoted.
1.2.3 Aims and values to NCF – 2005:
According to NCF-2005 the educational aims, the ideals and norms are useful as broad guidelines
to choose the educational processes. Educational aims reflect the aspirations, values, immediate collective
priorities of the society and broad human ideals. On the whole, educational aims are derived from the
socially accepted norms and values. If we look at the issue from that view point, the following can be
stated as Aims of Education.
Fundamental Considerations of NCF – 2005:
1. Be consistent with democratic values.
2. Being concerned with equality, justice, independence and welfare of others.
3. Be consistent with secularism, human rights and other such issues.
4. Responding sensitively to others’ welfare and experiences.
5. Responding to new contexts based on the previous learning in a simple and
creative manner.
6. Developing the capacity of all to partcipate in a democracy.
7. Develop capacity of all to participate in economic processes and achieveing
social change.
8. Impacting knowledge to children, which is needed in aesthetic development.
The Framework stated that creativity and natural happiness are essential to childhood. It
expressed concern that these essentials are totally destroyed by the adults.
1.2.4 State Curriculum Framework – 2011.
National Curriculum Frame work – 2005, The Preamble of the Constitution and the provisions
of 2009 and the State Curriculum Frame work – 2011 (SCF – 2011) have mandated the following.
They are as follows:
· Children should become ideal citizens and be able to respect the feelings of others.
· Observe nature and environment, and think critically.
· Recognise the importance of flora and fauna, and be patient enough to conserve nature.
· Understand and respond to the concepts newly read and known from different sources.
· Question without fear.
· Be sympathetic and compassionate and practice human values with a single of equality.
· Understand practice the concepts of love, concern and peace.
· Practice cooperation and fraternity.
· Strike a right balance between, physical, psychological, intellectual development of children.
· Recognise and respect the plurality of Society and thereby assert his/her existence.
· Tranform as dedicated citizens.
· Be ready to share happiness and sorrows of fellow human beings and be sensitive to human
beings.
· Be democratic and cooperative while working with others.
· Believe in the work and be enthusiastic in the effort.
· Recognise the diverse cultures and respect diversity and respect them. We should be able to
cooperate with those groups.
· The innate potentialities and skills need to be tapped and developed.
Humanity, Compassion, tolerance, peace, love and other such human values are essential for
happiness of human society. When we accept that aims of Education are framed based on this
understanding accordingly. Scientific and technological process, modern inventions are making our
lives more comfortable, Hence aims of Education are framed in order to study this.
Modern society is full of challenges. Aims of Education need to prepare the prospective citizens
for facing the challenges effectively and the aims need to be framed accordingly. Making the democratic
system self reliant, strengthening national integrity have to be addressed by school system. So aims of
Education are decided for serving this purpose. Education and dynamic society are mutually dependent
aims of Education should aim for utilising the indigenous resources.
The individual who does not live in society is either the God or an insane person”
- Aristlotle.
1.3. Understanding the basic assumptions of human nature, Society,
Learning and aims of Education:
1.3.1 Basic assumption about Human Nature:
1. Human Nature:
Human being is a freedom looing creature. By Birth man is independent, But sad thing is that
every where he is bound in chains. Roussean stated: “Man is born free. But he is every where in
chains”. Development is possible only when he is liberated from these. The innate abilities of the individual
have to be awakened in a free atmosphere. This is possible only with Education.
Man comes into being with a pure mind. The personality of man is moulded by the environment
that surrounds him. If an individual happens to be in house, Society, town, country or continent with
violent surroundings, the individual is likely to pick up these qualities and become violent. But, if every
member of the society live and strive for self actualization, those people will be happy. Every individual
in such surroundings strives for self actualisation. If society aims at success, the members of the
society. Then only they can make the society better.
The psychologists Allport and Erickson have proposed eight stagesin human nature.
1. Liberty – Decisiveness: - Moving forwards the thought of liberty.
2. Rationality – Irrationality:- Prefering rationality to irrationality.
 3. Completeness – Elementalism:- Preferring completeness.
4. Consitutionalism – Environmentalism:- To strike a balance between the two.
5. Materialism – Objectivity:- Through there is a balance between these two, there should be a
balance between these two.
6. Proactivity – Reactivity:- Preferring proactivity to reactivity.
7. Homeostatis – heterostasis:- In this context, preferring homeostatis with humanity.
8. Knowing – Not knowing:- Knowing is more important than not knowing. Hence observing
human nature or behavioral traits is more important.
We can judge human nature on the basis of thought, feelings and behaviour. Human nature is
influenced by culture and traditions. This is the reason for belnding culture and civilization with Education
while designing curriculum.
Human nature has certain institutions as foundations, They are: family, neighbourhood, feer
groups, community, religion, education systems, state and mass media.
1.3.2 Basic Assumptions about Society:
1. Society:
Society is a vast and abstract concept . Society can be defined as a union of groups, associations
working for a common cause. F.H. Giddings, a sociologist defined society as follows:
“Many individuals with similar thoughts will be able to identify common style of living and work
collectively for common interests. This confluence may be called society”.
Briefly put, Society comprises “Individuals, groups, institutions and communities. These factors
are controlled by social relations, standards and values. Social relations are subject to changes. But
society keeps on progressing while protecting interests of its members. The relations among the members
also is very complex and varied. Indian society, European Union, the United States can be taken as
examples for the society. There are many societies across the world.
Features of a Society:
There are certain variations in human societies, yet there are certain common features. The
important of them are:
1. Population/Members Occupying a Geographic Territory:
There is a sense of solidarity among the members as they belong to the same territory. As a
result, they can form their aims in accordance with the needs of that particular society and work for their
interests and achieve them easily.
2. Social Relations:
The members of the society cooperate with each other, by sharing happiness and sorrows etc.
These mutual relations lead to sound social fabric. For example, whenever there is a calamity, whenever
there is an injustice, every one of that region face them unitedly. When everyone is united, the relations
are strengthened. The courage needed to face such eventualities develops among the members.
3. Establishment:
The members of the society follow the norms of the society; they respect each other and their
suggestions,consultation for social development and making the (organisation, systematisation,
establishment) of the society possible. As a result, the desired goal of development is realised.
4. Unity, Achieving the Goal:
Any society faces some internal contradictions, differences of opinion among people. Inspite of
the present of differences like caste, religion, class, region, language, unity is the prerequisite and sense
of unity and solidarity are essential for the achieviment of social aims.
5. Culture:
Every society has a culture. Culture of that society reflects all communities of the society.
Culture is what distiuguishes one society from the other. Culture is the token of the society. For example,
Andhra Pradesh, Karnataka, Kerala are different states. Wherever we go, the citizens of those societies
represent a particular culture and behave accordingly.
6. Values, Goals :
Every society has its culture and that culture represents the society. The people of that society
follow a set of values suitable to that society. All societies have definite values. Some values are applicable
to some societies. The goals of the society are in accordance with the cultural values.
The region with the features discussed above is considered a society.
Every citizen is a member of that society by the virtue of birth. Every member of the society is
bound by the culture and tradition of that society. The citizens adjust themselves to the needs of the
society and discharge their duties, Shoulder their responsibility while respecting the opinions of others.
Only then, the society will flourish like a peaceful, egalitarian society.
Every society should discharge certain duties pertaining to Education. It has to direct the
prospective citizens in a right direction, towards a right goal. Apart from that, it has to shoulder the
responsibility of coordinating certain systems that are already existing in the society.
The elderly people, the officials, the student associations have to coordinate with each other
and discharge their duties as citizens.
Educational duties (Responsibilities) of the society
· Socialisation
· Transmission of Culture
· Vocational Training
· Social Control
· Development of Science & Technology, dissemination of knowledge.
 The treasure of knowledge accumulated by the society has to be passed to the next generation.
This responsibility is vested with the society itself.
1.3.3 Basic Assumptions about Learning:
Learning:
In line with the changing times, society has advanced by leaps and bounds in terms of Science
and Technology in 21st century. Accordingly, the learning needs, skills sets and other practices are also
changing. Mainly, there have been sweeping changes in the Education system. The Aims of Education,
the teaching – learning process have under gone changes.
Aims of Education and the teaching learning process have been altered to promote self –
learning by the learners. The content part of the curriculum has focussed more on estimating the thoughts
of individual child.
· There are certain fundamental assumptions and estimates regarding learning, planning and
Educational programme. All these estimates have evolved from Educational philosophy.
· The process of acquiring learning, Education and knowledge acquired through experience skill,
beliefs.
· People of all age groups have the capacity to learn. The pace of learning depends on the
interests and attitudes of the learners.
· Learning in new learning contexts creates some pressure on the learners. The learners who
want to know something new may get motivation to learn some thing new – But when the
pressure crosses a limit, the pressure becomes an impediment to learning.
· Sharing of opinions and adapting problem solving approaches facilitate effective learning.
· As the target concepts are practised more, the pace of learning is more. In other words, the
time taken to learn the concept successfully becomes less.
· Number of Concepts / Subjects increases with exercise or practice.
· With more and more practice or exercise, the number of incorrect responses becomes less.
With the help of this, we will be able to know the progress rate of learning.
· Learning is effective only when the learner in actively involved in learning.
· When innovative and varied methods of teaching are adopted, the learners are better motivated,
and more interested and learning is complete in these conditions.
· Learning is complete and meaningful only when the learners are able to apply the concepts in
real life contexts.
Definitions:
Gates: “The behavioural change brought about by experience and Training in Learning”.
 Henry. P. Smith: “Manifesting new behaviour or strengthening and weakening of old behaviour as a
result of experience is learning”.
Dececo and Crowford: “Learning is an almost permanent change in behaviour that takes place
because of reinforced practice”.
Woodworth: “Any process that brings in development(good or bad), and change in behavior of the
individual can be called Learning”
From the definitions we have seen above, we can conclude. “Learning implies achieving
experiences. It also means that Learning involves retention of new experiences in the form of culture,
improving up on them substantially, making changes systematising, analysing, integrating and identifying
old and new experiences. The behavioural change brought about by experience is called learning.
1.3.4. Basic Assumptions of Aim of Education:
“The aim of Education is moulding of a virtuous individual” – Radha Krishnan.
“Working with an aim is nothing but acting wisely” – John Dewey.
Education without aim or objective is like a boat without rudder. The aims of education are
framed keeping the needs of the country and the s. Aim of Education which hold good in one society
may notice practical in another society in a different [Link], Aims of Education keep on changing
with the time and society. They facilitate social progress and individual development. Similarly, Aims of
Education depend on the levels of Education like Primary, Secondary and tertiary Education. They are
different for specialised disciplines like medicine, technology, commerce, arts, language.
Cunningham felt: “Educational values became aims of Education” According to Bru Becher “If
one has to state the aim of Education, he has to explain the values of Education first. Any kind of
Education has certain aims determined by certain values. With the help of those predetermined values
and the aims of Education, that particular kind of Education moulds the learner as a complete man.
It is important that we need to have definite aims in the process of Education. The difinite aims
need to be achieved in a definite duration of time in different levels. When aims are clearly farmed, then
only they will be able to guide the system correctly. A right attempt to achieve these aims will only lead
to successful accomplishment of the goals. Curriculum will be designed on the basis of aims and objectives
determined as a precondition.
Educational programmes with noble aims of Education are like a sailor who has complete
knowledge of directions in an ocean. As such, the aims will help the learner in reaching their goals.
Individual, Society and Education – all the three are the determeining factors.
The aims,educational plans, methods of teaching all are determined by definite factors. The
factors are: 1) Religion, 2) Culture, 3) Science and Technology, 4) Political thought, 5) Economic
Conditions, 6) National goals, 7) Interntional goals.
I. The objective of Educational can be categorised as following.
1) General and specific aims
2) Social and individual aims
3) National and international aims
II. Aims of Education on the basis of philosophy.
1. Education for self actualisation
2. Education for social efficiency
3. Education for good life
4. Education for building character.
III. Sociolgical and Educational aims based on Sociology:
1. Vocational / professional aims
2. Objectives of Professional Development
3. Aims for ideal citizenship
4. Aims for making a responsible family member.
The different commissions and committees have proposed the aims of Education as follows:
Importance of Educational aims.
Educational aims are embodiment of spirit of the democratic, social and cultural continuum. They….
1. Show a direction and help us proceed in taking forward the spirit of Education.
2. Take educational administration efficient by providing a clear frame work.
3. Help determine curriculum and methods of teaching.
4. Help assess the results of Education.
5. Cater to the needs of the learner and the Society.
6. Help evolve values for life and help us keep us committed to the values.
7. Help achieve maturity of the individual.
8. Contribute to the character building.
9. Channelize the thoughts of individuals and make discriminate from one another.
10. Help design and frame Education and vocation necessary for the society.
11. Promote values that worth practiced by the society.
12. Construction of Society and its Development.
Aims and objectives occupy an important place in the field of Education. They act as guidelines
and help the policy makers to decide on the policies, syllabus and planning.
“The first step of Education is to help children cuiltivate honesty” - John Ruskin.
1.4 Exploring and enquiring into the nature and the needs of Education in human society:
1.4.1. Nature of Education:
From the ages, the occupation, Skills that are essential to the society are passed to the
next generation in formally. This phenomenon can be observed in tribes even today.
The meaning of the very term “Education” tells us the nature of Education. Education brings out
the innate potentialities and helps develop them to the fullest to the extent possible. It makes an individual
self reliant. It helps build the character of an individual. It develops the capacity to adjust with surroundings
and other members. It caters to the needs that are of immediate need of the time. Education helps
evolve the complete human beings.
The following points explain to us the nature of Education:
1. Education is a process: No single act or experience can be treated as equal to Education, on
its own. At the same time, a sheer series of facts can not be termed as education. The process
which has intrinsic continuity that is justly called Education.
2. Education is and Integrating process: The very task of Education in developing a Total
individual (a complete individual). Individuals of that quality alone will have the ability and
intelligence to solve common and individual problems.
3. Discovery of Educating Values: Education helps determine lasting values. The values help
us over come national and social obstacles.
4. Education is a lifelong process: Education is a life long process. It influences the behaviour
and conduct of the individual from birth to death.
5. Modification of Behaviour: The fundamental expectation of Education is bring in a change in
behaviour. It enriches the human experience through thought , response and brings in a change
in the behaviour of the individual.
6. Education is life: According to John Dewey, changing the human behaviour is not Education.
Education is life itself. According to T. Raymont, really life provides Education. Occupation,
family life, friendship, marriage, entertainment and travel are some of the experiences from
which individual derives Educational experiences. This way, one’s own culture also be considered
a part of Education.
Thus we can say that Education has multifaceted nature. Social life of human beings keeps on
changing with the changes the meaning of Education, nature also under goes certain changes.
Society:
Society is a group of people live in a place and together with a feeling of “We” is called a
society. Society is a system that has certain standards traditions, properties methods. It regulates human
behaviour and liberty and keeps them under control.
Collinwood:
Collinwood defined society as “Society is a group of People live in a place and who have
common values and aims. The individuals in a Society,their interaction, Social relationships, standards,
values, affairs all these are a part and parcel of society.
Contemporary world has democracy as dominating forms. The social function of Education
have assumed importance in the success of Government. They are:
1. The individual should evince interests in the needs of Society.
2. Self sufficiency, striving the increasing material wealth, achieving powerful social system.
3. Understand social values
4. Taking the learner close to standard behaviour
5. The ability to adjust with the surroundings and adapting them to his needs.
6. Promote national unity and international understanding.
Society – Role of Education:
1. Society has to establish formal and non formal Educational institutions and maintain them.
2. The society should convince the members and to send their children to schools and ensure their
continuation in school.
3. The society should provide for the physical facilities required for a school like site, construction
of buildings, use of Teaching Learning material (TLM) and the like.
4. The elders and educated people of the society should come forward and teach the children
voluntarily.
5. Society should provide an opportunities to get Education irrespective of caste, religion, class
differences.
6. There should be Educational opportunities for the elders of the society.
7. Conducive atmosphere for learning should be provided.
8. Adequate financial resources should be provided for the development of Educational activities.
9. Vocational and employment opportunities need to be created.
10. Community library and reading rooms need to be established.
11. The problems faced by the staff of the schools need to be addressed.
12. The disputes between parents and teachers should be resolved and a pleasant and healthy
environment needs to be created.
Nature of the Society:
Society comprises individuals, institutes, groups and associations. The social relation among
these factors are controlled by certain standards and values. Social relations are never constant they
are subject to transformation. Society moves forward while catering to the needs of its members and in
the process protects their interests.
 When we look at the total society, we find several subsystems in it. These subsystems serve
different purposes of the society. If we consider Education is the subsystem of society, Education
should make every effort to make society sustain and develop and taking care of the needs of the
society.
1.4.2 Educational Needs in a Human Society:
Education is referred to as transforming agent of the society. Now-a-days it is well recognised
that the Education is a powerful tool for social development and transformation. It is a facilitating factor
which brings about changes in social relations. Transforming human being and bringing in changes in his
life styles is one of the aims of Education. Transforming human being is equal to transforming society.
Let us know the importance of Education to Society.
1. Education solves cetain social problems and helps in social transformation. For example, illiteracy,
casteism, untouchability, child marriages etc.
2. Education helps bring changes in the economic system. For instance, Education utilizes the resources
properly. It helps create material wealth using the intellectual resources in society with scarcity of
resources.
3. Education and spread of Culture: Education system develops science and technology with the
help of appropriate machinery. It also endeavours to spread the fruits of Science and Technology
among the people. Education help transmission of culture and values from one generation to the
other.
4. Vocational Education: Education introduces individuals to different fields of society depending on
the abilities and makes them specialists in their respective fields.
5. Modernisation: Education system brings in the necessary and appropropriate changes by
enconraging innovations and researches. This way, Education acts as agent to social transfomation
and modernisation.
6. Social control: Education Socialises individuals. Education is necessary to bring control in
behavior.
7. Education develops self sufficiency (self – reliance). It helps the individual to understand his
abilities and attitudes (characterestics) and there by enables him to develop the skills.
8. Education help individuals become self reliant and achieve autonomy. Individuals who respect
society deserve the same from the society. .
9. Education improves the efficiency in planning and discharging duties.
10. Education promotes emotional development, character building and moral development. If the
behaviour of the individual is acceptable, the society also gets acceptability is a much broader
society.
11. Education develops a sense of commitment to the society among the children. Love Fraternity,
Compassion, Cooperation, tolerance, Sympathy and readiness for sacrifice and the features
like that are developed in the children by way of Education.
12. National Security: Education helps uphold national security. It provides training and a sense of
patriotism and nationalism among individuals.
Education makes citizen who have concern for social welfare, and who are ready to give
priority to [Link].
“Education is a mighty tree; its roots are bitter, yet the fruits it gives are sweeter - Aristotle
1.5 Schooling and Education as Visualised by different Indian and Western Thinkers:
India had once acted as a source of Education and wisdom to the rest of the world. Countless
Indians achieved world fame by the virtue of their thoughts, experience, observation, research, Education,
literature, science and technology. Educational Development is taken of a collective effort and ideas.
Educational Development takes place while keeping the individual, social needs and ideals in view with
new trends added to it. Many Educationists tried to add quality and excellence to it. Swami Vivekananda,
Mahatma Gandhi, Rabindranath Tagore, Jiddu Krishna Murthy, Giju Bhai Badheka, Jyothi Ba Phule,
Pandit Madan Mohan Malavya, Sarvepalli Radha Krishna, Aurobindo, The Mother, Sant Kabit, Prof.
J.P. Naik, and Prof. D.S. Kothari, the western Educationists like John Dewey, Froebel, and Montessori
made long lasting contribution to the field of Education. They contributed to take Educational thought,
educational aims, Educational planning, methods of teaching, discipline, therole of teacher, the role of
learner to newer heights. Since, we embarked on a profession of national and humanitarian import, It is
our responsibility to know their contributions.
Indian Educationists:
1.5.1 Swami Vivekananda:
Swamy Vivekananda was born on 12.01.1863 in Kolkatta. His father’s name is Viswanadha
Dutta and Mother was Bhuvaneswari Devi. Young Vivek’s name was Narendra nadha Dutta. Narendra
nath came into contact with Sri. Rama Krishna, Paramahamsa. In his companionship, Narendranath
was motivated towards Spiritualism and became swamy Vivekananda. He took charge of Rama Krishna
Mission after the demise of Sri Rama Krishna Parama Hamsa. He dedicated 15years of his time for the
well-being of humanity of the world. He toured extensively in India, Europe and America and worked
for the spiritual advancement of people. The speech delivered in the city of Chicago in 1893 in the
conference of world Religions brought him international acclaim. He spoke on the spirit “Hinduism” in
the conference.
Vivekanada’s Thoughts on Education:
· Education brings out the innate spiritual values in human beings.
· The process of Education should give more importance to liberty and Independence.
· Education is not for giving information. It is for moulding a life, it is for moulding individuals of
characters. It makes an individual understand the ideals of life.
· When we mean Education, we mean that we should enable the child to learn on his own.
Aims of Education:
· Promoting right behaviour
· Instilling self confidence
· Serving human beings.
 · Chershing the value of fraternity
· Achieving self-readiness
· Pursuing spiritual life.
· Maintaining physical well-being.
Curriculum:
Education should promote service mindedness. Appropriate plans should be made for scientific
knowledge and English language. Educational plan should include essence all religions and historical
knowledge.
Methods of Teaching:
The teachers should learn to teach in free environment. They should rely on the methods based on
experience and thoughts. Use of Teaching Learning Material is imperative.
Role of Teacher:
The teachers have to dedicate to the profession. He should be ideal and free from sins. Teachers
should learn to love the learner. And teacher has to tailor teaching to appeal the interests of the students.
The teacher should learn to practice restraint, practice skill to handle different situations and should
possess sound memory.
Salient features:
Learners should have the knowledge of all religions. Vivekanada Preached for the Education
for the common public and equal opportunities for women in Education. He stressed the importance of
western science and technology and Education that promotes cultural heritage.
1.5.2 Mahatma Gandhi:
Mohan Das Karamchand Gandhi was born in Porbander in Gujarat state on 02.10.1869. He
is famous statesman, Social reformer and a great Educationist also. His parents are Karamchand Gandhi
and Putli Bai. Immediately after completing Matriculation, he left for England to pursue law in England
at the age of 18. In 1891 he graduated and started his career as barrister in Bombay. Later, he left for
South Africa to practice law in 1893. There he stayed for 20 years. He found the insults and injustice,
perpetrated against the Indians and was moved by the humiliation that Indians were subjected to. The
political awareness made him vow for liberation of Indians. Gandhiji used the non violence and Satyagraha
as his weapons. Finally he lead the freedom movement and succeeded in liberating Indians from cruel
rule of the British and became “Father of the Nation” and won laurels and reverence world wide. He
established and Ashram in Wardha and worked for a new pattern of Education.
Key concepts of Gandhiji’s Thoughts on Education:
· Education moulds the individual physically, Mentally, Spiritually and socially and brings out the
virtues of the individual.
 · Education should make the individual strong not only in physical terms but also spiritually.
· Education should facilitate character building, virtues, and [Link] with discipline
should be given importance.
· Mother tongue should be the medium of instruction.
· Education should promote acquisition of Knowledge through handicrafts. The learners should
not be compelled to learn everything by heart.
· Self less service, sacrifice, non – violence and such qualities need to be promoted. Importance
should be given to spiritual and moral instruction.
· Education should be socially efficient and it should act as a tool for social reform.
· It should be the aim of Education that there should be no differences in the society like rich and
poor. Also that achieving social equality and all round should be the essence of Educational
aims.
Basic Education:
Basic Education is foundation to the life of an individual and wealth of the nation. That is the
reason why such Education is called “Basic Education”.
· All children between 7 – 14 age group should be given free and compulsory Education without
English.
· Education should be primarily vocational and improve effeciency in handi crafts.
· Education should not be a mechanical one. It should be based on sound and scientific principles.
· Education should provide experiences that are essential for the indivudual development and
cooperative living.
Curriculum:
Curriculum should include primary vocations like agriculture, carpentry and mathamtics, Social
Sciences, Biology, Human physiology, Physics, Chemistry, Health Science and Home Science.
He advocated that painting, music, and Hindi be made a part of curriculum. He also stressed that there
needs to be a correlation among these issues.
1.5.3 Rabindranadh Tagore:
Tagore was born in a progressive family in kolkatta in 1861. His father was Maharshi
Devendranadh and Mother was Sharada Devi. Tagore learnt Upanishads, Sanskrit and Astronomy
from his father. He has a geuine interest in music, poetry and beauty of nature. He was admitted in
[Link]’s School. There he felt out of place. He did not like the teaching there as he felt that the
teaching was boring and what he was learning there was of no use. As a result, he left the school. His
teachers judged that he is not fit for education. Surprisingly, he became a world famous scholar in later
years.
 He established a school at Bolpur in 1901. The same school was later named world famous
“Viswa Bharathi”. In 1909, he authored the “Geetanjali”, a world famous piece in poetry. He received
Nobel Prize in the year 1913 for this work.
Tagore’s Educational Thought:
· Freedom should be in the central place of Education. Psychological, ideological and Sociological
freedom is essential in life. When the child is given complete freedom, then only there will be
scope for the mental faculty to develop.
· If painting and drama are made a part of Education, that will lead to creativity, Cultural awareness
and spirituality are possible.
· The basic tenets of Tagore’s Educational thought are: freedom, creativity, self expression, active
communication with nature and human beings and International understanding.
Aims of Education:
Tagore advocated that Education should aims at Physical, Mental, Moral, Spiritual and Social
development international understanding and international Fraternity.
Curriculum:
Tagore was opposed to traditional system of Education. The learner should be exposed to
social relations and norms through experiences. He recommended languages, literature, sciences,
geography, history, arts and music etc as subjects.
Tagore felt that teaching in mother tounge is equal to breastfeeding. He said that medium of
instruction should be only in the mother tongue. However, he never opposed to English in higher Education.
He also wished that the learners should be made a part of service activities.
Methods of Teaching:
Tagore felt that Education channelises learners into activities (active part of life). Children’s
interests, abilities and experiences need to be given importance. That is why Tagore argued in favour of
Teaching in natural context.
“Don’t come in the way of children’s freedom. The minor problems they face will mend their
ways” opined Tagore. Real teaching involves conveying the unknown things using the known ones. If
Educational tours are organised, the children will have an Opportunity of directly observing in these
contexts and learn newthings which appeal to their interests. Apart from this, Tagore advocated discovery
and self expression in Teaching.
The Teacher:
The Teacher should act as a role model and guide to the learner. The children should be
encouraged to listen to others when they speak. The teacher should be like a child when he is among
children. A teacher can not teach unless he learns new things. “A lamp can not kindle another lamp
unless it keeps in lighting”, said Gurudev as he was affectionately called.
1.5.4. Jiddu Krishna Murty (1895-1980)
Jiddu Krishna Murthy is an accomplished modern Indian Philisopher. He was born on May 11,
1895. He was adopted by Annie Besant and that made Krishna Murthy’s life more important. He
wrote a book called “Importance of Education – life” in 1973 to express his views on Education. As a
part of implementing his novel ideas, he started schools in different countries. Examples for these are:
Rishi Valley school in Chittoor and Rajghat School Varanasi.
Main features of Philosiphical & Educational Thought of Jiddu Krishna Murty:
1. The main purpose of Education is to know life completely and make individuals with complete
personality.
2. Humanity will not be in peace when Education is not able transform heart
3. Education has to establish a new culture and mould individuals with humanity and personality.
4. Encourage observation and enable them to know truth of life.
5. Truths of human life be known through experiences.
6. Education should not be a machine that provides employment to the learner.
7. Education should tap the mental abilities in the individual.
8. Education should advance educational qualifications and effeciencies without total dependence
on teacher.
Jiddu Krishna murthy pointed out the demerits of present system of Education:
1. Reading is limited to collection of information.
2. Education does not promote creativity.
3. Present Education focuses only on technology and skills.
4. The interests and aims of children are oppressed and Education is no way promoting all round
development of children.
5. There is freedom no to child.
6. Education is making the children obey the orders of the officers.
The Role of Teacher:
Teacher should have an ideal personality and be able to create atmosphere so that children will
be able to solve their problems on their own. The environment should create carefully filled with joy. In
order to achieve this teacher should know himself. The teacher is always a learner. He should not treat
that learner and teacher are not separate.
When it comes to discipline, teacher can implement self discipline as a means to achieve
orderliness. Krishna Murthy felt that teachers need training.
The Rishi Valley School:
· Krishna Murthy’s thoughts are implemented in Rishivalley School.
· The school is located the middle of nature.
· The teachers and students live together.
· The children take care of every thing they need in school cleanliness, hostels, and mess hall.
· All children are equal. They do every thing for themselves.
· The children in the school respect dignity of labour. Truth is pursued seriously by everyone with
true spirit.
· There is a lot of room for creativity among children.
· There are lectures on physical health, mental health, spiritual issues etc.
· Importance is given to physical exercise, music, painting along with other curricular aspects.
· Every body takes part in sports, songs, drama, dance programmes.
1.5.5 Gijubhai Badheka:
Gijubhai is famous, modern Indian Educationist. His full name is Girija Shankar Badheka. He
was born in chittal of Sowrashtra region of Gujarat on November 15. The graduated in law in 1913 in
Bombay and worked as High court lawyer for some time.
Gijubhai’s Educational Thought:
Gijubhai is an accomplished Educationist. He established an Educational institute called Dakshina
Murthy in Gujarat and continued to try his new experiment and new methods in Education. For this
reason, Gujarat state considered him as an ideal Educationist.
Gijubhai proposed that Education should bring out the internal abilities of each child. The argued
in favour of independence to children and that the teacher should play a role that is expected of him. In
the process of Education, the affectionate relationship between the teacher and the learner makes
learning happen faster.
Every experience in life is important in learning. The learner becomes stronger when he applies
Education to real life. He will be able to undertsand the value of Education comprehensively.
Every child has a unique personality. He grows when his natural behaviour is close to the nature. That
way, he will be able pick up virtues from real life experiences.
Aims of Education:
1. Every child has certain virtues and [Link] should provide apt conditions for this.
Effective teaching aids should be used.
2. Education should facilitate mental development which is free of fear.
3. Schools should not be limited to just rule making but become centres character building.
 4. Self discipline is necessary for every living being that should be made felt by the children as a
part of learning.
5. Every experience of life should be incorporated into Education.
6. Teacher should take sufficient preparation before he enters the class.
Curriculum:
Books with entertainment knowledge, matters of seriousness have to be provided to children.
Attempt should be made to arouse enthusiasm among learners and make the children apply that to
external world. Such conscious effort only will make Education meaningful. The learners will try to
gather information from whatever source is available to them depending on the need curriculum should
also include hygiene.
Methods of Teaching:
Children love stories. Stories have importance in teaching and real life as well. It is not enough
it the story teller is good at that art. It is important that the storytellers should be able to link the message
from the story. The teacher should select only these stories that he thinks are apt as per the existing
teaching method. Teacher should not try to correct them. Good models may be kept before them so
that they will choose what to follow. Then they will automatically correct themselves. Conscious
correction of errors is not good. It happens naturally. It does not happen just because we are making an
attempt. If the child learns on his own he will really feel the thirll of learning. Hence, the teacher should
tell the learners what to do carefully but not point out their mistakes.
Teacher – Pupil:
The teacher should treat the children tenderly, and try facilitate their development. Children
may learn slowly, they may learn only a little. But they should not be tired of learning. Every learner
wants to become an ideal individual. Teacher should cooperate with the learner in this process. When
the learner takes a wrong direction in learning, teacher should try to put the learner on the right track. In
such condition, the teacher should show love and compassion and put the learner in an appropriate
direction.
Discipline:
Most commonly observed phenomenon in primary schools is indiscipline and unhygienic
conditions. These things can be overcome by the teacher if he takes special care of these things.
Gijubhai’s classes were well known for discipline, peace and hygiene.
Important Features:
Girija Shankar Badekha is a great teacher from Gujarat. He established and experimental
training institute called Dakshina Murthy and started teaching in montessori Methods. The methods and
experiments recommended by Gijubhai may seems daydreams to the teachers who are working like
machines. But Gijubhai successfully proceed by implementing them in his Balamandir.
 His methods are widely recommended not only to the teachers of Gujarat but also to the
teachers of the whole nation as worth implementing and not something like “Fantasy”. No doubt if all
teachers derive inspiration from Gijubhai as all his experiments and methods can be practiced every
where.
1.5.6 Jyothi Ba phule:
Jyothi Rao Phule was born in katgaon village in Maharashtra state on April 11, 1827. His
parents were Govinda Rao and Chenna Bai. His grand father was a florist in Pune. So Jyothi Rao
joined Scottish mission High school and completed his school Education by 1847. He was married to
Savitri Bai. He founded a school for girls in 1848. In 1854, he started a home for widows of upper
strata of the society. He comdemned foeticide and infanticide. He vehemently opposed vedas and
[Link] struggled relentlessly to eradicate untouchability. Satya Shodhak Samaj was an organisaion
established by him on 24 September 1873 to uphold the rights of oppressed and deprived sections of
the society. He was honoured with the title Mahatma Jyothi Rao Phule by Vithal Rao Krishanajee
Vadekar 11th May 1888. A weekly called “Deenabandhu” was started in 1871 on be half of “Satya
Shodhaka Samaaj”.
Significant Features of Phule’s Thoughts:
Jyothi Rao Phule championed the cause of people of oppressed castes. He instilled a sense of
confidence among them. He is a Social activist and Social Philosopher.
The strongly believed that social progress is not possible if women in the society do not develop.
In 1848, he started a school for girls, He launched awareness campaign on widow remarriages. He
established an anti abortion centre in 1867 and worked for pregnant women. He also opposed gender
discrimination. He dreamed for a unity in society.
Educational Philosophy and Principles of Education:
1. Education should be equally available to both men and women.
2. The learners should learn required skills for life through Education.
3. Education should learn a required skills for life through Education.
4. Education should promote individual and social development
5. Education should lead to sound logic and thereby eradicating untouchability.
1.5.7. Pandit Madanmohan Malavya:
Pandit Madanmohan Malavya was born on 25 December 1861 in Allahabad. His parents
were Pandit Bijnadh and Moona Devi. Their ancestors came from Malwa (now Ujjaini) of Madhya
Pradesh to Allahabad. Hence he had the last name Malavya. Their family name was originally Chathurvedi.
Madanmohan Malavya Completed his primary Education in Haradeva Dharmagna Uapadesh
School and Vidya Vardhini Sabha School. Later, he completed his Secondary Education in Allahabad
district School. He used to write poetry with magazines. He matriculated in 1879 from Meyer Central
College which is now known as Allahabad University. Though he longed to pursue M.A, his family
financial condition did not permit him to do that. He assisted his father in his work. Subsequently, He
joined Allahabad Government High School as assistant teacher.
Later, he completed his law degree and worked in Allahabad court between 1887-1891 and later
practiced in Allahabad High Court in 1893.
Malavya joined hands with Annie Besant founded Benaras Hindu University in 1915. It is the
biggest residential university Asia. It started functioning in 1916. Malavya served the university in the
capacity if Vice- Chancellor from 1919 to 1938. Later Sarvepalli Radhakrishnan continued his legacy
a Vice-Chancellor.
Malavya was the President of Indian National Congress for four times (1909, 1913, 1919,
1932). In 1934 he left congress. He was a main leader in Hindu Mahasabha. He was one of the
founders of Bharat Scouts and Guides. He founded the English daily “Leader” from Allahabad in 1909.
He was the chairman of Hindustan Times from 1924 to 1946. His services helped start the Hindi edition
in 1930. As a recognition of his services he was posthumously awarded ‘Bharat Ratna’ title in 2015.
Malavya’s Education Philosophy:
1. Madan Mohan Malya strongly advocated Education for All.
2. Character, Virtues, tolerance should be fostered through Education.
3. Education should help different skills that are useful in life so that individuals can achieve self –
reliance and settle in life.
4. When Education helps foster mental development along with physical fitness among learners,
they will be enrich themselves physically, mentally healthy.
5. Education of economic inequalities, untouchability and social inequalities should be the mission
of Education.
6. Teaching learning process should take place in pleasant and conducive environment.
1.5.8 Sri Aurobindo Ghosh (1877- 1950)
Aurobindo Ghosh was recognised as a sage, a poet, Philosopher, Educationist and revolutionary
freedom fighter. He was born on 5th August 1877. He had been to England for studies and learnt
several languages, later he joined Baroda estate as a teacher. Bifurcation of Bengal has awakened the
politician in Aurobindo. Later life in “Alipore” jail transformed him into a Yogi. In 1910, he left for
pondichery as a soujourn and founded an Ashram there. He established a residential School in 1943.
This school subsequently became an international centre for learning. Soil samples were collected from
120 nations and the foundation stone was laid on 23rd February 1968. He introduced integral Education
to the work.
Aurobindo Philosophical Thought:
· Education brings about self realization.
· A national policy on Education should be framed.
· Education should strike a balance between material and spiritual aspects as both are important
for human welfare.
· Complete freedom should be given to students. The needs, thoughts, abilities and skills of the
learners need to be taken into account.
· Use of mother tongue is inevitable in child Education.
· Parents have to take a lead role in providing education to children from chilhood itself.
Integral Education:
Education should provide for the physical, Vital, Mental, Psychic and spiritual processes that
pertain to human beings and that are very essential. All these different aspects should be intertwined
with each other and they go on till the end of life. This integral Education should give importance not
only to the evolution of individual but also to the evolution of humanity. Physical and health Education
for physical development, arts, music, dance, drama for vital development, languages, mathematics,
sciences for social sciences, values for human and spiritual development should be taught. Education
should encourage, human evolution, development, universal love, fraterinity, sympathy and compassion.
Aims of Education:
· Physcial development, Games and Songs should be included as a part of Education.
· Spiritual development
· Physiological development
· Development of Soul
· Vital energy
· National Educational Policy
· Past is foundation, present is material, future is aim
Teacher:
Teacher is an assistant, and a guide. He suggests learners but will not impose his thoughts on
children. The teacher should help the learners in acquiring knowledge with the help of appropriate
strategies and thereby making child’s mind a mature one, and a complete one. It is better to suggest a
way to obtain knowledge rather than passing knowledge to learners. The teacher should act as a guide
in getting worldly, knowledge (ways of the world), knowledge of life and God. His teaching should be
the token of his philosophy and his personality.
Aims of International Centre for Education in Auroville:
· Development of Integral Education system.
· Providing right surroundings for physical, basic, mental and spiritual development of learners.
· Asserting unity of knowledge and introducing scientific and social issues.
· Falling way to the moral development.
Mirra Alfassa – The mother:
“The Mother” is the spiritual assistant to Aurobindo. Her original name is Blambe Rachel Mirrow
Alfassa. She was attentionately called the Mother by her disciples. She was born on 21st February in
1878 in Paris. Her father was MorrisAlfassa, a Turkish Jew and mother Madilte Ismalan, an Egyptian
Jew. One year before her birth, her family migrated to Paris.
She used to rich a state of “Trans” at a tender age of five. At the age of eleven and thirteen, she
discovered existence of God and integrate with God with the help of her super sensory and spiritual
experiences. At the age of 12, she practiced tantrik and was able to make soul travel outside from the
physical body.
On the advice of certain friends, Mother came to Pondicherry and met Sri Auro bindo. After
spending a period of Eleven Months, she returned to France as the world was I broke out. Agrain she
came to Pondicherry and met Aurobindo in April 1920.
In 1927 November wher Aurobindo ashram was founded, sri Aurobindo had faith in Mother
and entrusted with the responsibility of Maintenance of the Ashram along with propagation ofAurobindo’s
Philosophical thought. For almost 50 years, the Ashram flourished multifariously under her guidance.
In 1952, Mother established International Centre of Education in 1952 and an International
Township in “Auroville”. The mother left the material world on 17th November, 1973. There was broad
concurrence of ideas between the educational thought of Aurobindo and the Mother. That is the reason
why both of them influenced each other in terms of ideology.
1.5.9. Dr. Sarve Palli Radha krishnan (1888-1975):
Radha Krishna was born in Tiruttani of Tamil nadu in 1888. He finished schooling and college
Education in his place. He finished his post graduation in 1910, and worked as professor in philosophy
in certain Indian Universities. Then only he began his pursuits in writing treatises, monography etc.
He reduced his services in Andhra University and Benaras Hindu University in the capacity of
Vice – Chancellor. He delivered a lecture on “The Hindu way of Life” in Oxford University. He headed
the University Grants Commission. Also, he was the chairman of the first Indian team in UNESCO of
the United Nations.
He started his political career as Indian Ambassador in Russia. In 1952, he was elected the
Vice-Presdent of India. He was elected the second President of India in 1962. He was honored with
the prestigeous title “Bharat Ratna” in 1967.
Radha Krishnan’s Philosophy on Education:
This Philosophy of life was close to his philosophy of Education. Let us have a glance at the
salient features of his philosophy.
1. Education:
According to Radha Krishnan “Education is the process of conserving the valuable part of our
culture and ignore those parts which are of little value with this individual will become ideal Citizens. It
is the time for educational institutions to do what family, religious, politics and Social institutions had
done in Primitive Societies. Education is a continous process. The learner gets Education from the
teacher, self effort, peer group and life experience.
Aims of Education:
· Introducing the learner to the world and quality life should be the main aim of Education.
· Education should aim at the eradication of ignorance, poverty and ill-health.
· Students should not only adjust with the social surroundings but also improve these surroundings.
· Education should provide quality life.
· Moulding individuals of character.
· Intellectual development, Creativity and imagination should be one of the aims of Education.
· Promoting National unity and integrity should be one of the aims of Education.
· Promoting National unity and intergrity should be one of the aims of Education.
· Education should promote spirit of international Citizenship and secular values.
Curriculum:
In order to realise the above aims to material form, Curriculum should be designed carefully the
classified the issues meant for this purpose as three main types.
1. Things that are related to nature or things.
2. Things that are relevant to human beings or Societies.
3. Things that have relation spirituality and Values.
According to Radha Krishnan, Knowledge to be obtained as per the three types. They are:
1) Science and Technology, 2) Social Studies, 3) Humanity including language, Literature, arts,
moral, philosophy religion. Radha Krishnan suggested that there should be enough provision for co-
curricular activities as well.
Methods of Teaching:
· Providing opportunity to the learners and make them read.
· Observing silence for some period. This is called meditation.
· Lecture method should be used.
· Organisation of Seminars on a regular basis
Role of the Teacher:
The teacher should shower limitless love and care towards children. Teacher should be a model
to the learners by their actions. Radha Krishnan expressed his opinion that teacher should act in way
that brings out creativity and critical abilities of the children.
Religious Education:
Religion should not be taught in the form of lessons; Radhakrishnan suggested that there should
be silent meditation every morning in schools and colleges.
Women Education:
Progress of any nation depends on women Education. If Education has to be limited wther to
men or women, then women should given priority…... men. This was the categarical stand taken by
Radha Krishnan towards women Education. According to Radha Krishnan. Women should be provided
with Education that helps them in family, Welfare home making. He also felt that Educationlist Domestic
economics, nursing, teaching, five arts should be provided to women.
Radhakrishnan’s view point on Education:
1) Education is a process that develops a mind, intelligence and soul. Well being of human kind is
the aim of Education.
2) Education should promote scientific attitude. These should be enough scope for new ideas and
scientific attitude.
3) Education should promote democratic spirit. Every citizen should have equal Educational
opportunities.
4) Self discipline should be encouraged.
5) Education should aim for purity of soul. It should be designed as per the routine needs.
6) Women should enjoy equal opportunities in Education.
7) Education should promote sense international humanity.
8) Education should foster intergation of all abilities.
9) Education should help discriminate between virue and nice (good and bad)
10) Education should promote spirit of research
The University Grants commission 1948 submitted Radhakrishna is a valuable contribution to
the Indian Education system.
1.5.10 Bhaktha Kabir (sant Kabir):
Bhaktha Kabir Das is considered to be one of the most precious Jewels in the empire of
devotion. The word Kabir means a great Wiseman. He was born in Kasi. Kabir was not an erudite
scholar. But his disciples recorded his preachings the book form known as “Kabir Beejak”.
Kabir is a devotee of Sir Rama. Ramananda was his teacher following the holy preachings of
Ramananda, Kabir sanctified his life.
 After the death of Kabir, there was quarrel between Hindus and Muslims about Kabir’s religious
identity. In the meanwhile, his mortal remains disappeared and in its place flowers appeared from this
incident it was evident that Kabir really had some sacred powers.
Literature:
Kabir wrote “Doha”. Doha means poem with two lines.
Preachings:
It is unwise to disturb harmony in the name of religion. Ram and Allah are one (Ram Raheem
EK hai) we do not need not search for God here and there. The God is with in you. What is the use of
musk deer searching outside in grass for the fragrance which is already oozing out from its body. The
God who is already with in you. The musk deer can not find the perfume going out of its own body and
it looks for in straw; In the same way God is within you and don’t look for him else where.
Educational Thought:
· Though Kabir did not say anything about Education specially, his “Dohas” are clearly helpful in
education for instilling sense of critical thinking.
· God is only one; we need to bring in harmony among different religious.
· The essence of religious should be spread among people and that will lead to harmony.
· If every one is educated the superstitions will vanish and every one will be happy.
· Education brings in the social well being.
Western Educationists (1819 – 1952)
1.5.11 John Dewey:
John Dewey was born in Vermont of New England. He graduated from Vermont University
and later pursued philosophy for two years. He took up teaching for some time. Later he did his Ph.D
and joined Michigan University as a lecturer and worked there upto 1894. After that, he worked in
Chicago for some time. He established a primary school in 1892 and worked there. The work he did
in that school brought him enormous fame. He tested his Educational theory and made them popular.
He joined Columbia University in 1940 as professor in philosophy and delivered lectures upto 1952.
He us a famous philosopher, Educational thinker, psychologist. He is a great intellectual who worked
on Educational issues.
Dewey’s Thoughts on Different Educational Issues:
1. Educational Aims:
· Education should at catering to the present needs of the child rather than the future needs.
· Education should promote social skills and abilities among children
· Education should create awareness about physical development among the learners.
2. Educational Thought:
· Education is life. Education is not the effort made as the beginning of life. It goes on till human
being reaches the last stage of his life.
 · Education should take the learner close to life experiences.
· Education should be able to cater to the needs of human society.
· Education policy should be designed on the basis of social and physical resources.
3. Curriculum:
· According to John Dewey, Curriculum should be designed to suit to the levels, needs and
abilities of children.
· Curriculum should be flexibile.
· Curriculum in the primary Education should be based on 4 interests
(1) communication of information (2) Their interests in inquiry, (3) Their interest in doing or
exploration (4) Interest in artistic expression.
· Reading, writing and Arithmetic and Drawing should be main components of Curriculum.
· All main subjects should correlated and taught (There should be no compartmentalisation).
· the curriculum should include knowledge of languages, health, history, geography, physical
education, mathematics and sciences.
4. The Teacher.
· Teacher is the friend, philosopher and guide to learners. The very process of education is
compared to boat and teacher is the captain of the boat.
· The God has treated the teacher as his messenger. The teacher shows us the way to the
kingdom of God
· Teacher is the one who guides children for social life, and thereby promoting social discipline
and development.
5. Methods of Teaching.
· Scope should be given to children for self learning.
· Dewey as the first person to suggest child centred education, play-way method and project
method.
· Method of teaching should be based on the basic principles like learning by doing, activity,
correlation with child’s life.
6. John Dewey’s Model School.
John Dewey established a school to take care of 4-14 year old children with the help of
experienced teachers. This was called a university school. He used to explore for natural ways of
teaching and learning. Dewey’s school was considered an enlarged home.
The teachers in this school were just like parents. That means the teachers used to practice
cooperation, sacrifice, patience, fraternity and such parental qualities.
 Dewey felt that school is a miniature society. In this school, social experiences are provided to
the children on a small scale. The child learns while working and participating in other useful activities.
The useful activities include cooking, tailoring, weaving, and such activities. In this manner, different
types of social, economic, moral experiences that are useful to children are provided in school premises.
1.5.12 Froebel (1783-1852)
Frederich August Froebel is a great German Educationist. He was a neglected child in his
childhood and youth. He led a vagrant life. Moving form here and there, he learnt many things and
several vocations. He started his own school in Germany and Switzerland. Those schools did not take
off well as there was oppression from the Governments and schools also did not have much funding. He
did not spend his time idol. He wrote some great books on education. Important of them are: 1. The
Education of Man, 2. Pedagogy of Kindergarten, 3. Mother Plays and Nursery Songs, 4. Education by
Development. In these books, Froebel extensively discussed the educational issues of children below 7
years. His school “Kindergarten” ushered in a new era for the preschool age children. In his last stages
of life, he worked on the methods to teach and prepared teaching kits to teach in “Kindergarten”.
Educational Thought:
· The main purpose of Education is to promote creativity among children.
· The teacher should explain the interrelatedness of the children’s experiences to life.
· He felt that free atmosphere is very important for natural development.
· Every child should take active part in social activities and developed on its own.
· Education should train the learners to pursue a friendly and cooperative approach and help self
realization and socialisation of children.
· There should be provision to learn through sports, songs, freely and happlily.
Kinder Garten
Froebel became very famous the world over with the establishment of “Kindergarten”. He
established his first kindergarten school in a village called Blankendarg and spent most of his time
making teaching aids.
The salient feature of this school is, children learn more in playing groups, singing, drawing
pictures, playing with dolls, listening to stories, making dolls, observing nature, imitating elders than
form teachers. In this method, the teacher is limited to the role of supervisor.
Froebel firmly believe that children can design and organise many activities on their own. The
quintessence of Froebel’s Kindergarten is teaching form, number concepts, music, and activities like
games using not so familiar geometric blocks.
Froebel’s kindergarten clearly manifests three unique features. They are:
1. Self activity
2. Creativeness
3. Social participation
Curriculum:
Froebel’s educational thought is reflected in his curriculum. The curriculum has:
1. Handicraft( hand work)
2. Religion and religious training
3. Sciences and Mathematics
4. Languages
5. Arts and Articles.
Teacher:
Froebel’s thought holds it that the teacher should be like a gardener. The teacher acts like a
gardener and takes care of tender human plants and takes care of them for natural development of the
children.
1.5.13 Maria Montessori (1570 -1952)
Maria Montessori was born in Italy in 1970. She went to become an actress and joined a
school of drama. She was not satisfied with the school. Then she opted for medicine as her interest
shifted from becoming an actress to become a doctor. After finishing her medicine, she took up teaching
Anthropology in the University of Rome. There she got an opportunity of observing mentally retarded
children. That context helped her find the following facts.
1. Dullness is because of mental retardation and malfunctioning of sense organs.
2. These children can be enabled to learn better when this retardedness is addressed through
training.
3. The same training can be applied to normal children to get better results.
Montessori came to Chennai in 1939 and established many Montessori Institutes. The child education
that she proposed is now famous all over the world.
Educational Thought:
1. Education should be start from internal abilities of children
2. Learning in school should take place in a scientific manner and not come in the way of learner’s
freedom.
3. Children should neither be punished nor be rewarded.
4. There are individual differences among children. That is the reason why children should be
allowed to learn in their own pace and interest. Group learning is not in the interest of the
learner.
5. There should be not interference of adults when the children are in the path of learning. she
designed certain apparatus.(it is called didactic apparatus.) with the help of this apparatus
children will be immersed in activities and learn to read, write and maths.
 6. Sense organs are the windows that allow sense of knowledge from the outside world. Hence,
Montessori feels that these sense organs need training.
7. Teachers are sheer directors. They should be allowed to grow on their own.
8. Pre-primary education should focus on writing, painting and conversations. Their minds should
not be filled with imagination.
Montessori Education:
This educational practice is applicable to the children of 3-7 age group. All children are engaged
in activities while learning. In this method discipline is automatically internalised. There are friendly and
affectionately relations among learners.
Children are trained to do things on their own. Wearing garments, washing them and keeping
them in wardrobe will be taken care of by children themselves. In this method, education divided in 4
stages.
First Stage: first stage involves training of sense organs. There are several activities designed for
the sake of training touch (tactile), vision (visual) and auditory training. Suitable devices are made
available for these organs.
Second Stage: the second stage is meant for identifying distinctions(differences) between different
senses. For example, colours, sizes, shapes etc. Montessori feels that writing should be taken up first
and reading should follow that. In this stage children learn things name wise.
Third Stage: The third stage is assembling separate parts to build shapes. In this visual and
tactile(touch) senses are developed and ample exercise is provided to muscles. In this stage reading
should start. Reading is not just identifying letters but also understanding the meaning of certain words.
Fourth Stage: the fourth stage focuses on training for needs of routine life, environmental hygiene,
interior decoration, etc. Reading, Writing and Arithmetic (3Rs) are taught. Children will be able to
count on their own. Scientific teaching aids are useful in this.
1.5.14: J.P. Naik
Jayanth Panduranga Naik is popularly known as [Link]. He is an eminent Indian Educationist,
a great humanist, a freedom fighter, a versatile and a socialist philosopher. He was one among the three
guiding educationists identified by the UNESCO. People call him “Karma Yogi”(a work-minded sage)
[Link] was born in Maharashtra on September 5th in a small town called Bahiravadi in
Kolhapur district. He is from a family with rural background. He has an illustrious academic career. He
pursued of literature, history and mathematics very ardently.
When , Naik was about to receive his first degree, freedom struggle under the leadership of
Mahatma Gandhi was slowly taking off. Naik was inspired by the tenets of Gandhism. As a sincere
follower of Gandhi, Naik played a constructive role in rural areas of his region. Naik was one of the
very few educationists who shouldered varied different responsibilities. He rose to the level of an
advisor for the Ministry of Education of Union Government form a humble position of rural school
teacher.
His educational services started from establishing primary school in rural areas. Similarly, mass
education, literacy, adult education, basic education were given priority by him and dedicated a lot for
them.
He authored Indian Educational History since the British rule in several volumes. He played an
instrumental role in establishing Indian Institute of Education in Bombay. He was equally active in
establishing a rural university at Kolhapur and managed it effectively.
He rendered services to the Ministry of Education, Government of India as a chief adviser. He
assisted premier institutes like NCERT, NIEPA with out accepting any monetary benefit. He was the
member secretary of the first Education Commission( 1964-66). He collaborated with UNESCO and
other internal agencies working on education.
He also worked in many committees and commissions very actively. He authored many books
on the issues of Education. He encouraged many young scientists when he was the secretary of
ICSSR. He helped them wherever necessary. He supervised many research institutes. He struggled a
lot improve the social status of the weaker sections of the society.
His contributions to the field of Education.
J. P. Naik was a man of dedicated social service. Soundness of his thoughts and vision are hard
to describe and analyse. He had authored 35 books only on education. His contributions to Indian
Education can be better understood if we look at his books and the committees and commissions that
he was involved in. He had complete command over every aspect of Indian Education. His works can
be broadly divided as:
a) Historical Works: Historical account of Indian Education.
b) Works on Basic Education: SUPW and Work experience
c) Works on Community Education(?): work on adult education and non-formal education.
d) Curriculum and Planning: it is a detailed account on states, district and local body administration.
e) Education and national development: Report of Education Commission
f) Other works on Education and society.
J.P. Naik is the first Indian educationist who dwelt on the importance of social, economic and
politics in curriculum in the international context. He took up extensive research on education. He
delivered a series of lectures on different forums. He had been updating himself with the ongoing changes
in the educational reforms that suit to India. As a representative of UNESCO, he prepared curricular
planning in Africa, Middle East, and South East African nations. As such, he contributed to the
development of those nations.
As [Link] was from rural India he had rural leanings. His rural background helped him
understand the concept of rural universities as take active part in establishing the rural university near
Kolhapur.
 [Link] was the first person to start National Teacher’s Day during 1950-51. This way we are
fortunate enough to commemorate the contribution of [Link] Radha Krishnan to the field of
Education and Indian polity. He also established teachers welfare fund in the Ministry of Education.
He was a forerunner in the field of Education for almost 4 decades. [Link] passed away on
30th August 1981.
1.5.15: Professor [Link]
Daulath Singh Kothari was an eminent Indian Scientist and educationist Kothari was born in
Udaypur of Rajastan on 6th July 1906. His father was fatelal Kothari, who worked as a school teacher.
He completed Matriculation in 1922 and came out well in Intermediate in First Rank in 1924. He got
distinction in Physics, Chemistry and Maths. He was able to secure a merit scholarship of Rs.50/- a
month and continue his higher studies with that. He finished his [Link]. in 1926. He obtained [Link]. from
Meghnadh Saha University in 1928.
Kothari’s meritorious performance in [Link]., helped him in getting placed as a demonstrator in
the department of physics. He completed two years of service there and then he left for England to
pursue his higher studies. He completed Ph.D under the supervisor-ship of Ernest Rutherford in Cavendish
Laboratory, Cambridge University. After his return to India, he joined Delhi University as a reader and
head of the department, Physics. He was the driving force behind the subsequent development of Delhi
University in the subsequent years. In his leadership, the department caught the attention of great scientists.
Neils Bohr, Paul Derek rack, C.V. Raman, K.S. Krishnan were among the eminent scientists who
visited the laboratory. He published research articles in Plasma Physics, Quantum Physics, Astrophysics.
He made every effort to develop libraries in universities as he realised that without laboratory and
library facilities no quality research can be expected from universities.
Kothari was appointed the chairman of Education Commission 1964 by the government of
India. It is beyond any doubt that the proposals made by Kothari Commission ushered in revolutionary
changes in the Indian Education system. The reforms were intended to modernise and standardise
Indian Education system. He made many suggestions for the improvement of primary education,
secondary education, university education and vocational education. The recommendations of Kothari
commission helped decide the role and scope of NCERT. The National Talent Search Examination
was the outcome of Kothari’s initiative.
The book “Nuclear Physics and their Effects” jointly authored by Kothari and Homi J Baba
was translated into German , Russian and Japanese Languages.
The Government of India appointed National Education Commission under the chairmanship
of Dr. D.S. Kothari in 1964 to study Indian education system thoroughly and make recommendations
for its improvement. The commission submitted its report with the title “Education and National
Development’ in which a slew of measures were recommended.
The salient features of the Report:
1. Increasing productivity, achieving social and national integrity, expediting the process of
modernisation, promoting social and spiritual values should form the core of National Educational
Goals.
2. Education should be in 10+2+3 pattern.
3. Science education should be a part of education
4. There should be enough opportunities to attract right attitude to take up teaching as profession.
5. Work experience should be given importance in education.
6. National service and social service should be a part of all levels of education.
7. Mother tongue should be the medium of Instruction. In the higher primary lever(upper primary
level) two languages can be introduced.
8. Vocationalisation of education is important.
9. Common school system should be introduced for universalisation of education.
10. More educational facilities should be provided for differently abled and backward sections of
society.
11. Spread of Education should be regulated depending on the need of the human resources.
12. Adult Education schemes should be taken up for eradication of illiteracy.
13. New methods of teaching should be adopted with due accommodation of practicals.
14. Equal educational opportunities should be provided for all.
15. Textbooks should be provided and distributed free of cost.
16. The facilities of primary school should be accessible with in the radius of a mile, upper-primary
education should be accessible with in the radius of 3 miles.
17. No tuition fee should be collected at the primary level
18. In primary level, one language, mathematics, sciences, social studies, work experience, health
education, and creative activities should be a part of curriculum.
19. In upper primary level Hindi or English, Mathematics, Sciences, Social Sciences, arts, work
experience, physical education, moral education should be a part of the curriculum along with mother
tongue or regional language.
 Evaluation
Essay Type questions
1. What are the aims of education as stated by the Constitution of India?

2. What are the aims, objectives, values of education according to National Policy Education
1986?

3. What are the salient features discussed in APSCF 2011?

4. What are the characteristics of society?

5. State Mahatma Gandhi’s educational philosophy

6. Explain the educational thought of Jiddu Krishna Murty

7. State the tenets of education according to Giju Bhai Badheka?

8. State educational philosophy of John Dewey.

9. What are the salient features of Kothari Education?

Short Answer Questions

1. ‘Education is a tripolar process. Explain?

2. State the educational functions of family and society.

3. What are the basic assumptions of NCF-2005?

4. Write the basic concept of learning?

5. Explain the importance of aims of education

6. State educational concepts and aims( objectives) of education.

7. State educational philosophy and educational aims of Aurobindo Ghosh.

8. Write Radhakrishnan’s opinion on Education

9. Explain Kindergarten method of teaching

10. Write about Montessori method of education

Very Short Answer Questions

1. What is tripolar process?

2. What is society according to Society?

Objective Questions.
1. The word “Sociology is the combination of —————————— , ————————
words.
2. The educationists who were against the traditional education are ———————.
3. Rishivalley was established by ———————————
a)Tagore b)Gijubhai c) Froebel d) Jiddu Krishna Murty
4. The author of “The Principles of Educational Sociology”
a)the mother b)Montessori c) George payone d) Rousseau
 2. Education – Politics and State (Government)
2.1. Political nature of Education: The influence of power and ideology in determining the aims of
Education.
2.2. The Role of State (Union and State Governments): Establishment of Educational institutes,
Curriculum Development and Syllabus, Methods of Teaching and assessment practices,
Educational culture in school. Training of Teachers and appointment.
2.3. The statues of teacher in society: The opinions of public about the status of Teacher, policy
matters and systematization of power.
2.4. The role of society and civic bodies in Education: Critical Analysis:
2.0. Objectives of the Unit:

· to know the political nature of Education across times.

· to understand how aims of Education are determined by power and ideology.
· to recognize the role of Government in Education.
· to acquire knowledge of establishing educational institutions.
· to understand the need of curriculum.
· to analyse how Governments help the preparation of text books.
· to compare present the status of teacher with that of the past.
· to know the opinion of people about teacher’s status.
· to understand the impact of systematisation of power.
· to understand the role of society in Education.
2.1. The Political Nature of Education:

The influence of political power and ideology.

“Education is not preparing for life. It is the life itself.” - John Dewey.

Introduction:

There is a Telugu saying that ‘Person without Education is a strange beast’. Education draws a
line between a beast and a human being in terms of the life style. From the times immemorial, certain
kinds of skills are transmitted from the elderly people in the society to the young children according to
the need of the society. The change that is brought about by a grown up person in a growing individual
by way of instruction in terms of physical, psychological, scientific , social and spiritual aspects can be
called Education.

Education is derived from the root ‘Vidya’ in India. The word ‘Education’ implies that it is
process involving ‘knowing’. The equivalent for ‘Vidya’ is ‘Eduation’. It is believed that the word
‘Education’ takes its root from Latin word ‘educere’. The prefix ‘e’ means ‘out of ’ and ‘duco’ means
‘to bring up’. The whole word “Eduation” conveys the meaning of “Leading forth”.
Education is the process of stabilizing the interests manifested among sensory organs,
intellect and heart from the birth of the individual to the process of becoming a complete human being.
This was the opinion expressed by an eminent philosopher while Education is bringing out the innate
abilities in body, mind and soul was the definition by another educationist. Yet another felt : “Education
is showing the human being a way to live a pure life”. One more thinker said: “Education is life it self”.
In a civilized world Education is necessary for all. In general, it is not possible to give one definite
explanation to Education. Philosophers, statesmen, religious preachers expressed different opinions on
education depending on the context and time. The social life of an individual keeps on changing. Along
with the social life, the meaning and nature of Education also changes. Just like the evolution of human
being, the nature of education also is in the process of evolution.
Education and its Scope:
The nature of Education is unlimited. It is as endless as the universe itself. It is the oldest and is
progressive in nature. After human beings started social life, Education became an important tool for
their development and that of the society. Educationists and thinkers tried to define Education while
doing so, they tried to discuss the functions of Education. The scope of Education can be understood
with the help of this. Education helps in the all round development of the individual. Physical, mental,
social, aesthetic, moral and spiritual aspects are a part and parcel of Education. As has been rightly
stated by Swami Vivekananda, “Moulding human being in Education”. With the help of education
character of the individual is moulded. Mental power increases and intellect of individual flourishes.
There by human being becomes self-reliant.
2.1.1 Education – Politics:
India is the largest democracy in the world. Right from the olden days, our nation has been a
source of unlimited knowledge to other part of the world. As a result of invarions from other countries,
there have been some upheavals in the medieval period. But the unique features of the country helped
in overcoming those hurdles. In the context of Globalisation, India has been able to adopt the changes
favorable and maintain its uniqueness and has been getting the essence of Education. The unique broad
features of Indian society like patience, adjustment, intellectual resources, cultural heritage, unity in
diversity, sense of unity, an family system intact, social norms and ideals, the concept of the whole world
as family, humility, civic sense need to be passed on to the next generation. This responsibility is vested
with the citizens and the Government as well.
In the olden days and the medieval period there was the rule of kings and emperors in force.
India became independent because of the scarifies made by many freedom fighters. We have a written
constitutions and implemented the same to bring in accountability in the system of administration. We
have taken the essence of successful democracies and applied the same to our society which is full of
diverse cultures. The Government of India works according to the aspirations of the people.
We have broad political perspective which was stated in the preamble of the constitution of
India. They are 1) democratic ideals 2) socialist ideals 3)secular ideals 4)right and duties 5)equal
educational opportunities for all. The measures taken for the creation of educational opportunities by
the Government. The Government has initiated many measures to create education opportunities to
bring in many equality directed by the constitutions. These measures have been successful to a large
extent.

There are…

1. Establishment of schools for people of all regions of the country .

2. Provides tree and compulsory primary education to the children of 6-14 years age.
3. Providing education opportunities’ to SC,ST,BC, minority and women.
4. Implementation of Mid-Day Meals ( MDM) scheme for poor children.
5. Sanction of funds and implementation through Sarva shikhsha Abhiyan (SSA).
6. Sanction of scholarships supply of free textbooks and establishment of hostels.
7. Provision of the opportunity of distance education through open universities like [Link]
and Indira Gandhi National Open Universities to the deprived sections.
8. Catering to the educational needs of the children with severe adversities with the help of special
Education.
9. The initiatives of the Government by providing Educational opportunities to all by providing
special provisions and resources to different sections of people.
The Government is taking every step to make ‘Education for All’. a reality, only thing that needs
to happen is to use those opportunities every one should get educated to build ‘a knowledge society’.
Our social, democratic ideals are a source of inspiration to other countries. We have to overcome
certain obstacles in order to make these ideals a reality. Every individual desires to have equal recognition,
equal opportunities rights and dignity. Only through Education, the political organizations and Government
we can make equal educational opportunities a reality.
Education should not be limited to classroom and school. It is not even limited to a lifetime. It is
a continuous process-goes on from womb to tomb. It is a continuous and ever green process. It can be
described as a process without any gap.
Edward Thing, John Stuart Mill opined that Education goes on from womb to tomb and all the
factors influencing life are included in it. Every experience in the life of an individual has some educational
value. It helps to alter the individuals behavior according to the situation. In broader sense, every
experience that influences the individual are a part of Education. Individual’s behavior, courage, social
life, family life, religious affairs, natural surroundings, mass media etc. are all a part of the process of
Education.
Individual is a social being the state or the Government is to make life comfortable and it in
built by the individuals. In olden days, Grecians called state “Police”. The word ‘police’ in Greek
language means city state. In the modern times, an Italian thinker of 16th century, Machiavelli in his
treatise ‘Prince’ used the word ‘state’ for the first time. Aristotle categorically stated that individual is
not only a social king but also a political being. Aristotle was of the opinion that the state is to make
individuals life comfortable and it continues.
State – Definitions:
1. “The group of people of a definite geographical region who obey law is state”.
- Woodrow Wilson.
2. “State is the group of people in a definite region autonomous and is legally loyal to a powerful
Government.” - [Link].
3. “The group of people which is composed of normal residents in a definite region and is legally
loyal to the established Government”. - Garnam.
4. “State is the group of people which lives in a limited region and is politically established”.
- Blantplee.
Education, state and politics are an integral part of each other and are unseparable from on
another. Society and politics flourish because of quality Education. It is only through Education good
government and governance are possible in a society. Quality Education will be accessible to all if the
governance is ideal.
2.1.2. Political Nature of Education: How power and Ideology determine Educational aims?
Political conscionsness starts from the student life in any country. The student community came
forward receiving Gandhiji’s call for participating in the Indian struggle for independence. Many students
sacrificed their lives for the sake of freedom of the country. Whenever the country is in danger, whenever
there is an emergency, it is welcome of students take part in active politics. Students of today, will have
to act people’s representative. Hence participation in politics should not be treated as something unwanted.
But students should not poke their nose into unwanted politics.
It is a well known fact that the relation between Education and politics is inseparable. Politics is
to the students as wings are to a bird. All political parties in India have student, teacher association
affiliated them. This is an example for the relation between politics and Education. For example, Akhila
Bharatha Vidyardhi Parishad (ABVP) and Andhra Pradesh Upadhyaya Samiti (APUS) are affiliated to
BJP. Similarly, National Students Union of India (NSUI) is a student organization which is affiliated to
Congress party, the students by name All India Students Federation (AISF) and students Federation of
India (SFI) and UTF, STU, APTF are teacher associations that are affiliated to communist parties.
Students are in the pursuit of Education. To get educated is the ultimate goal and objective of
students. All affairs related to state are considered politics. In the time student life, students are expected
to make all out efforts to study in a concentrated way. Today’s student is tomorrow’s citizen. The future
of the country, progress, discipline and behavior depends on disciplined citizens. This is the reason why
student life is very critical to in the life of an individual. Political awareness generally begins in the student
life in any country. The whole student community responded to the call given by Gandhiji. Many students
sacrificed their lives for the sake of country and its freedom. Whenever the country is in danger, whenever
it is really necessary, the students entering active politics is justified. Today’s students are the prospective
citizens. They have to act as people’s representatives and heads of state and exercise authority. So
there is nothing wrong if the students take part in politics. But they should not be involved in unnecessary
politics in the name of politics.
 It is very sad that the some of the students of spoiling their lives by dedicating their lives to
politics. Students should become a part in the matters of administration, curriculum designing, determining
academic needs, framing Educational policies, taking the reforms forward. But some students are
becoming scope-goats by becoming puppets in the hands of certain political leaders. The selfish politicians
are exploiting selfless students and making their life useless. So, it is very much desirable that students
should be cautious and limit their activities only to Education.
Students should know thoroughly about civil rights, child rights-duties, internal and external
affairs, contemporary issues, future of the country, the responsibility of people’s representatives and
other such issues. It is a part of Education. Every citizen is eligible to participate in the matters of
constitution and is able to run the state.
Society is the sum total of individuals. Human being is a social creature. It is everybody’s
responsibility to work for the improvement of society and well being of it. Human life is integrated with
society at every stage of life. Education is not bookish knowledge. Experiential knowledge, social
cooperation also provide a lot of Education.
Education without goal or objective is like boat without a rudder. A set of goals applicable in
one society may not be applicable in another society. So, goals of Education aim at changes in line with
the times and needs and look for individual and social progress. Similarly, depending on levels of
Education like primary, secondary and higher levels and humanistic, scientific, technical, commercial,
arts and linguistic education, the educational goals differ.
According to cunning, “Educational values become Educational aims / Educational goals”.
Similarly, according to Bru Becher, “If one has to express his goal/aim the before that he has to state his
Educational aims”. That means, whether type of Educational we purse, if moulds a complete man within
the framework of certain values.
[Link] of Educational Aims:

1. To show a way to the process of Education.

2. To help develop a meaning process of Education.

3. To define efficient educational administration.

4. To design syllabus.

5. To develop teaching methods.

 6. To help estimate the educational outcomes.

7. To cater to the needs of the student and social needs.

8. To see that student works meaningfully.

9. To continue the process of Educaiton.

Personal Aims of Education:

10. To make the soul of an individual conscious.

11. To develop values of life and help achieve them.

12. To help an individual in achieving completeness.

13. To cooperate in the mental development of the individual.

14. To contribute in the character building of an individual.

15. To develop complete and comprehensive personality.

16. To enable an individual to develop proper discriminating abilities.

17. To help an individual to shoulder his own responsibility in the society.

18. To help an individual to shoulder his own responsibility in the society.

Educational Aims of Society:

19. To foster a healthy and practical values in the society.

20. To particle in social reconstruction and progress.

21. To foster social attitudes, process and interests.

22. To develop Education and vocations as per the needs of the society.

Educational Aims of Politics:

“A man without Education is a beast”, is an old saying. Education discriminates between human
beings and beasts. Certain goals and objectives are essential for the life at a human being. The aims of
Education have been determined by the society some times and by the life of the individual some times.
In the olden days, spiritual values have been give more importance. Accordingly the aims of Education
have been framed. It is evident that the aims of Education keep on changing depending on the political
and philosophical ideologies in power and the circumstances of the society. Educational aims determine
the educational policies, process of education, methods of teaching and the process of learning.
Education should promote modernisation at a faster pace. Development of knowledge has
been immense the second half of 20th century. The Government has to take responsibility providing
equal opportunities to all on the foundations of secularism in democratic countries. Educational aims
should take another view point into consideration. However noble be the ideals kept as goals,
unfortunately the educational institutions and educationists are not making sincere efforts to realize
them.
India is the largest democracy in the world. The Indian society has a basic feature of plurality.
The Educational aims of this country have been specified by several Educationists and commissions.
Kothari commission (1964-66) National Policy on Education (1986), National Curriculum Frame
work (2005) are the important ones among them.
2.1.5. Educational Aims and Importance:
Educational Aims as per Kothari Commission:
The Commission on Education (1964-66) under the leadership of Kothari submitted a
comprehensive report on Education. Recommendations of this committee have been implemented by
the Government to a large extent. This commission is also called the National Commission on Education
(1964-66). The Educational aims as recommended by the commission are:
1. Development of productivity.
2. Achievement of social and national unity.
3. Expedite the process of modernization.
4. Development of social, moral, spiritual values.
2.1.6. National Policy on Education:
Educational Aims: After independence, our nation could not experience significant development. Lack
of development was felt by the people in the form of inconveniences. The Government released a
document by name “Challenges in Education – A policy perspective” for sake of inciting opinions from
the public. Opinions were collected from all parts of the country about the problems faced by the field
of Education, other social-political issues, their impact on Education, the condition of education system
at the time, the future programmes to be taken up. The opinions were sought from educationalists and
teacher organizations.
The opinions were collated, and the remedies for the problems were compiled and analysed.
Later the Government released an official document in the title ‘The National Policy on Education –
1986’. The Educational Aims as stated in the policy released:

1. Achievement of Universalisation of Education.

2. Providing equal opportunities in Education.

3. Achieving National unity and promote International peace.

4. Promoting scientific thought.
5. Achieving the ideals of democracy, secularism and socialism.
6. Utilising human resources properly.
7. Conserving cultural heritage.
8. Controlling population explosion.
2.1.7. National Curriculum Frame Work (2005):
Educational Aims:
The steering committee of National Curriculum Frame Work – 2005 was setup under the
chairmanship of prof. Yashpal. The Frame work starts with an excerpt from “Civilisation & Progress”
written by Rabindranath Tagore. In this it was stated that creative abilities and natural beauty are
important for Joyful childhood. The first chapter of the document out lined the efforts made in curricular
and reform front.
The National Policy on Education (NPE-1986) stated that curricular frame work will act as an
implement ot design a National Education System. It has mentioned the key provisions in corporate in
the constitution of India for national development. According to this, Plan Of Action (POA) has stressed
the need of curriculum with sociability, transformability and equality. The aims of Education according
to the ‘Plan of Action are as follows:
1. Be consistent with the democratic values.
2. Thinking independently, make value based decisions and working independently.
3. Responding to other’s welfare, and feeling sensibly.
 4. Responding simple and creatively to newer contexts that are relevant to the knowledge acquired
previously.
5. Having knowledge understanding about the world and having rationality.
2.1.8. Classification of Educational Aims:

Aims of Education

Specific Aims Universal Aims Individual Aims Social Aims

Specific Aims: 1. These aims are limited to one region and on time period.

2. These are limited.

3. These are flexible.

4. These are determined under specific circumstances.

Universal Aims: These aims are not limited to any region, politics or economic status. They hold
good for all times and useful for all. The whole human kind derives benefit out of them. We can say that
complete development of individual, physical, mental and moral aspects are the aims.

Individual Aims: Several Educationists gave importance to individual development. They are of the
opinion that individual is more important than society. All educational activities are planned keeping the
individual development in view. The supporters of individual aims propose to develop individual’s ability
to the maximum possible extent.

Social Aims: Some people argue that society is nobler/greater than individual. They were of the
opinion that social development, individual development is possible. So, all educational activities are
developed keeping social development in view. Ross is of the opinion that individual is of no value
without social environment. Self realization is possible only through social service.

From the times immemorial, to the present day, discussion about the aims of educational in
going on. It is very much essential to know some conventional opinions and contemporary opinions on
aims of Education is essential.

Education for Knowledge: It is undisputed that ‘Education is for Knowledge’. Socrates holds it that
knowledge is necessary to solve the problems in the individual’s life. Mental training is needed for a
happy life. That is the reason why some educationists argue that ‘acquisition of knowledge’ be the aim
of Education. Knowledge promotes individual development. The greatness of an individual depends on
the individual’s thinking ability. That is why Bacon advocates complete knowledge for all.

Education for character: Most of the educationists are of the opinion that promoting good behavior
in the aim of education. The germen education, Herbert is one among such people. Herbert believes
that Good behavior (virtuous behavior) in the one with moral values and foundation.

It is because of moral behavior development of an individual or a society is possible. Aim of

education is the concept of moral values.

Instincts and attitudes in an individual create disorders in the society. So, Education should
suppress or purify the instincts and mould thoughts, ideas and actions to help in divisional development
or social development. Socrates felt that education should be used as an implement for this. In plato’s
opinion, Education in imparting training to the basic instincts that responsible for the behaviour of an
individual. In Gandhi’s opinion, building of good character is the aim of Education. Education develops
courage, strength, values. Apart from that it also helps achieve noble ideals. This might lead to
psychological conflict in certain cases. So, development of character need not be taken as the only aim
of Education.

Education for Vocation: In olden days, life used to be very simple. The younger generation used to
learn the vocation that their parents practiced. So there was no need of any special training. But, at
present, industrialization has gained momentum because of the progress registered in the field of science
and technology. Life has become very complicated. Neither the home nor the society is in a position to
equip the youth with the knowledge of science and technology. Education should help the individuals to
cater to the life needs of the individual. The first and foremost important thing in life is to earn his own
livelihood. Only then, human being will not depend on others and achieve self sufficiency. Hence it is the
responsibility of Education to know which work the individual like to do and train the individual in the
vocation of his interests there by making the individual equipped in that particular trade or individual
while coordinating the social needs with development.

National commission on Education (1964-66) also proposed the introduction of work

experience in schools for this very purpose. Godwin was of the opinion that making the individual really
happy is the real aim of Education. The individual derives maximum satisfaction only when he gets
training that is useful for his vocation. Though preparing the individual for a vocation, Education should
foster complete development of the individual.

Education for Cultural heritage: Some philosophers were of the opinion that cultural development is
one aim of Education. According to the western tradition, the social attraction, higher knowledge, and
coordinated habits can be considered culture. Boardus was of the opinion that the behaviour of the
Traditional human being can be taken as culture. Civilized human being will give up narrow thinking and
subjective opinions and tries to cultivate noble values and achieve aims.

Education for Leisure Time: In the present days, science and technology is well developed. With the
help of it, people are able to complete the routine activities within time and are enjoying the free time.
Keeping this in view, some educationists found that there is a need of having leisure time Education
develops the children in the aspects emotional and fine arts development. This gives an opportunity to
take part in creative activities. But there is a relation between work and leisure. The people who work
without break are no equal to machines, Leisure leads to work and because of work we will get leisure.

Education for self Realisation: Self –realisation is nothing but the state of possessing understanding
about nature, human, God and the mutual relationship among all these entities. So some educationalists
go to the extent that the very aim of Education is making the child acquaint with moral value system and
understand the concepts of spiritualism. But as this happen, the instincts are suppressed in the name of
ideals and values. As a result, the child may develop criminal attitude. The expression of instincts gives
the child happiness. So there is every need to create contexts to express those instincts.

In ancient India, the ideals and development of soul were given paramount importance in human
life. There was enough instruction that lead to spiritual development. Peace, happiness and joy lead to
self-realisation of the individual. When this aim is seriously pursed there is a possibility of developing
moral, divine values in the human being.

Education for Humanity: Human beings are now looking for physical comforts, In oreder to get
these comforts they are ready to do anything, even if it is murder. This kind of peole will never contribute
to the improvement of society but they are causing destruction. In this state education has to inculcate
human values. The individuals should be able to discriminate between good and bad. To develop this
ability Education should stimulate and develop thinking among humans. The human being should be
able to understand others’ concerns and try to solve them to the best of their possibility. Education
should try to develop qualities like compassion, forgiveness, patience, tolerance, cooperation among
the individuals. It should inculcate the quality of respecting others and a sense of treating service to man
is service to God. To put it in nut shell, Education should make human beings who really have the
qualities of human beings.

2.1.9. Factors that determine Aims of Education:

Education in a Broad concept. Many intellectuals, philosophers, statesmen, sociologists and
scientists have observed education and expressed their views on the t methods of determing the aims
of Education. So, it is not possible to say that one method is correct and the other is not. Before
deciding on the aims of Education, it is important to look at what factors influence in determining the
aims of Education. Only then we will be able to know the factors/ reasons and make a decision on
framing the aims of education. Mainly, aims of education are influenced by politics.

Determining the aims of Education is a critical issue. The aims intend to develop the individual
and there by aim for social development. In a dictatorial regime, social development is given importance
while in a democracy individual development is the priority. We need to keep the philosophy of life into
consideration and decide on the aims of Education. Whenever the philosophy of life changes, we need
to alter the aims of education accordingly.

2.1.10. Political Aspects and Aims of Education:

Curriculum helps as a tool to achieve aims of education. Priority is to be given to needs, ideals
and wishes of the society while deciding on the educational policy or aims of education. That means it
should be the aim of education to mould individuals who have social traits concepts and who respond
to the call of social need while developing individually.

Philosophical, social aspects play an important role in determining the education policy/aims of
education. Along with the political, social issues, politics also influence educational policy and the process
of determining the aims of education. Human being has the capacity to adapt the surroundings to suit to
his needs rather than acting as slave to the physical environment. If we look at the Indian history, we
come to know what changes took place in Indian Education System from Vedic period to now. In
Vedic period, sages & saints and sanyasis used to propagate literacy/education. Teachers used to
reside with students in ancient residential (Gurukula) system of education. They were not influenced
by politics.

Later many changes occurred in the pattern of education. In the British period, education
provided by East India Company was no way similar to ancient Indian Education.
 In the year 1813, following the recommendations of charter reports the British Government has
taken responsibility of Indian Education to some extent. British officers like Macaulay, William Bentinck
decided the kind of education is needed to Indians. Later, the Government further made certain decisions
with regard to curriculum, objectives, medium of instructions, methods of teaching and certain other
things. In the 1882, Hunter commission favored the Government aid to the Private individuals who
come forward to run educational institutions. In 1919, education became one of the functions of the
state. After independence, education has been made a subject in the concurrent list. Aims and objectives
of education are determined by the State Government.

When ever there is a change in the Government policy, appropriate changes take place in
education also. In a kings rule, there is no freedom for the individual regaling the kind of education that
in suitable to him. The individuals had to sacrifice their lives for the well being of the government. All
subjects that are related to education are completely under the control of government. In an aristocratic
state Education is limited to only a few sections of people. It promotes humility and servitude among
the general public. Education is used as a tool to inculcate humility like patience, sense of labour, self
sacrifices among the general public.

Contrary to it, if the power in decentralized in a democracy, there will be conditions for society
and the individual to develop on equal footing . Then will be more importance cooperation, associated,
service and sacrifice and qualities like that with fraternities, equality and freedom. Teachers have provide
conditions for fostering mental development among students. There will be scope for everyone to
choose education of his/her choice and abilities. In a socialist country, there will be importance to social
development. In such contexts, there will be a chance to pursue science & technology or vocational
education. Everyone will have equal opportunities to pursue education. These are some the ways in
which politics influence the field of Education.
2.2. Role of State in Education:
¨ Role of State in Education.
¨ Establishing Educational Institutions.
¨ Curriculum and Text Books Development.
¨ Pedagogic and Assessment practices.
¨ Culture of Pedagogy.
¨ Culture of Schooling.
¨ Preparing and recruiting Teachers.
No system of Education will long last if it does not adhere to national goals and conventions. If
we blindly follow western Educational practices and neglect national conventions, then our Education
system will be like a body without soul. The stream of ideas of our culture and traditions that took shape
of national education/practices that evolved over a period of time in the process of natural evolution are
no longer followed. The traditional stream has to continue forever. We have keep on reflecting on our
Education system. We need to review the educational practices every now and then, We need to
identify our real needs. We need to modernize our educational practices, The modernization should
happen to suit to the needs of our societies. Only then there will be coordination between individual and
the society. Let us first recollect the ancient Indian Educational practices. Let us know what qualities
are lacking in the present education system and how can we make up for this.
“True education is that which suits to the needs and aspirations of people.” - Kothari.
The new trends in Education should help us face the challenges effectively and they should be
helps us face the challenges effectively and they should be suitable to the changing times. In order to
attain this efficiency needed strategies and community participation we need certain will defined frame
work of aims.
The societies that recognized the importance of education are making an effort to achieve
individual, social and national progress by extending education for all. AAs a result of countless efforts
for quantitative and qualitative expansion of education across the world, every day the education system
is undergoing some kind of change or other.
All of us know pretty well that in a civilized world education is very much essential to everyone.
Education not only brings out the inmate abilities but also moulds a broad conduct of the individual. It
moulds a comprehensive personality. It enhances physical and mental beauty also. Education brings in
maturity through practice. In the end, Education makes modern man out of a primitive man.
Education became an integral part of human life. Just because of education human being is
enjoying a status in the society. The human being is influencing his surroundings and inturu is getting
influenced by the society. Education is playing a pivotal role in the political progress and progress of the
world. It keeps on changing its form, direction, pace and goals strictly in accordance with the time.
2.2.1. The role of State in Education: In the Indian democracy certain subjects are the central list.
Some other subjects are in the state list. Though some of the subjects that are related to Education are
included in the state list, in many instances, state Government is playing a key role. The constitution has
share the responsibilities to both union Government and the state Government. There are 97 items in
central Government list and 66 items are in the state Government list. However, 47 items are included
in the concurrent list.

Chief Minister

Council of Ministers

Minister of Education Department/

Ministry of Human Resource Development

Primary Secondary Higher Technical Health

Education Education Education Education Education

Principal Secretary

Secretary

Commissioner/DSE

ST Welfare BC Welfare [Link] Libraries CGE SIET Government

Society Society Society Press

JD/RJD/IASE

DEO/Principal DIET

Deputy Educational Officer/ Deputy Inspector

Mandal Educational Officer

 The State Government is trying its best to reform the Educational system ……there by to provide
qualities education and help a responsible society to evolve. As a part of that effort, Education for All,
many welfare activities are under taken to provide free education KG to PG. Residential schools to
BC,SC,ST and minorities. The Governments initiatives are visible from the activities like providing
quality education to all, establishing new educational institutions, developing curriculum and text books:
Training teacher in teaching processes, assessing learning, analyzing the experience of new trends and
creating environment that helps improve school culture, Equipping the teachers to make them love their
calling (Profession), rercruiting teachers are some of the activities that the State Government and
Department of School Education are continuously involved in. Trainings, research activities, meetings,
surveys, reviews are conducted by them. The Government and the Department of Education are striving
very hard in establishing Model schools, primary Education projects, district Primary/Secondary? Higher
education projects, Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamika Vidhya Samitis (RVSA).
Similarly, the RUSA Rashtriya Ucchatar Shiksha Abhiyan which is implemented by the Union Government
is another programme that is taken of the role played by the Government.

2.2.2. Education – Powers of the State:

As per the provisions made in the constitution the following subjects are included in the State
Government control.
¨ Establishment and Administration of Educational Institutions.
¨ Sanction of grant-in-aid to the recognised Educational Institutions.
¨ Making arrangements for supervision and inspection of schools.
¨ Recognition of schools and awarding them Grades.
¨ Development of curriculum and syllabus.
¨ Training teachers in the preparation of teaching learning material.
¨ Attempt to improve Academic standards.
¨ Selection and Appointment of teachers.
¨ Collection of Academic Statistics.
¨ Encouragement to Voluntary organization in the expansion of Educational Institutes.
¨ Contribution to the spread of Education and curriculum development.
¨ Elevation of status of teachers.
2.2.3. Role of State in Establishing Educational Institutions:
Educational Institutions promote socialization among children. Every Society has certain systems
or machines to cater to the needs of the society. These entities or systems are called institutions.
Let us observe the following definitions to understand the word institution better.
“Educational Institution is a social structure which is meticulously designed to cater to the
needs of people.” - Bogardus.
“An institution is woven around a concept and a structure.” - Nomnaar.
Educational Institution is the one with definite aims and objectives, staff, useful physical material,
cultural symbols and features like those. Apart from that every institution has certain well defined
standards, behavioral patterns, Values, ideals, concepts for which it works. Every Educational Institute
builds an establishment. It discharges its responsibilities and activities in a limited area and scope.
2.2.4. Types of Educational Institutions:

The Educational institutions can be classified into three categories as shown below.
Educational Institutes

Formal Educational Institutions Non-formal Institutes Informal Institutes

Family

Schools Colleges Educational Free schools Open schools Neighbour hood

Institutions Open Universities Peer groups

Outside schools Complex

Socialisation

Cultural

Institutions

Religious

Institutions

State Government

Institutions

Mass Media
Formal Educational Institutions:
Formal institutions are established a planned manner these are established in a planned manner
and they have specific objectives. These institutions have certain formalities or rules and regulations.
For example, schools, colleges, vocational institutes like polytechnic.
Non-Formal Educational Institutions:
The institutions that function differently from formal institutions are neither informal institutions
nor formal institutions but is an entity having a via-media features. These don’t have strict rules or
regulations. They provide an opportunity to learn in a manner that is convenient to the learner. There is
individual liberty. For example: Open schools, Open Universities.
Informal Collectivities:
Some social organizations take up socialization activities in Education without any planning,
and in an informal way. There are no fixed relations. Family, neigbourhood, peer groups, complex/
community, social, cultural, religious, political, mass media and the like fall under this category. The
individuals unknowingly learn many things through these institutions. Let us know the important role of
informal educational institutions in the process of education.
Family: The individuals learn a lot from family. The important things learnt from a family are food
habits, habits that promote health and hygiene, language, speaking style. Customs and traditions and
many such things.
Neighbourhood: Discipline, Psychological traits, local sports, games, means of entertainment and
such other things help socialization.
Peer groups: Peer groups are very dynamic in nature, The members of these groups learn many things
from peer groups. These have a strong influence on education of the members.
Community: Community is a group of some families. We can say that the community is a group of
individuals with similar living style.
“If there is social unity in life of one region, then that region can be called Community.
- Mekaiver
“ Community is the social group living in a definite region with a sense of camaraderie.”
- Bogardus.
School is expected to become a centre for integral development.
Religion: Religion promotes spiritual sense and values among learners. Every individual can pursue
their religious with all their faith as per their belief. While being tolerant to the groups of people of other
religious.
Social-Cultural Organisations- Education: Socio-cultural organization helps individuals develop
social life, social service, cultural interests and attitudes as the individuals participate in social activities.
State-Education: Political parties, Mass media, Social activities and other such institutes and individuals
help mould popular opinion in favour of social aims and there by contribute in the Educational
development.
Permission from the State Government is necessary to start any Educational Institution. Though
the powers are developed or decentralized from district officers to regional offices and Mandal
Educational Officers. The permission will be granted only in the name of the State Government. Any
kind of Educational Institute, whether it is primary school, middle school, high school, college or training
institutes, vocational institutes, there are rules, stipulated differently to different levels of institutes, every
institute needs ot get the permission form the state for it to be established.
The application for establishing an Institute should be made to the officers concerned with a
detailed analysis and information its need, the opinion of the local people on establishing certain
establishments, the rules and regulations of the Government, financial status of the management, availability
of other resources. The officers concerned will scrutinize the applications submitted and appoint an
expert committee to review the information furnished. This committee is usually constituted with the
permitting authority, Regional officer and subject expert. They look at the need of establishing the
institution, the resources available, the resourcefulness of the institute, the physical facilities, human
resources needed, teaching-learning resources, financial resources, the opinion of the local people and
such other things will be assessed and a report will be sent to the officer concerned. The officer thoroughly
examines the report and if he satisfied with the conditions and resources of the proposed institutes, then
he will issue a permission letter to establish the institute. If the conditions required partially satisfied then
the permission will be accorded on a conditional basis. Other than these two categories, there is a third
category managements that fail to satisfy the conditions, which will be sent a letter rejecting proposal.
Thus for every institutions that has the required infrastructure and resources, as per the G.O.s
specified by the Government, permission will be granted to such institutes. In the permission they
clearly state whether the rules have to be strictly followed and if there are any addition requirements, or
exemptions are given to the permitted institute.
2.2.5 Curriculum Development and Design of Text Books:
Though all the educational activities are under the control of commissioner, school education,
there is a convention that these responsibilities are entrusted to SCERT. In telugu speaking states,
establishment of Educational Institutions, design of curriculum and the text books, teaching and learning
experiences, the culture of the school, selection of teachers and activities like trainings are looked after
by the SCERT along with the commissioner.

Curricular Frame work: SCERT holds responsibility of designing curriculum. This design is taken up
in consultations with national and state experts. The suggestions extended by the experts will be taken
into consideration; the existing rules in the state will be followed with the department officers, subject
experts, representatives of the teacher student organizations, social activists, parents and educationists.
Many experts will express opinions on the need and design of text books. Some are of the opinion that
there is no need of any text books. While, others are of the opinion that if the text books are there, they
feel that such books need to limit themselves to learners. Yet, there is another group who say that the
text books need to address the social needs. Before the advent of curriculum and text books everything
was taken care by the teachers alone.

At that time, Education was in a narrower sense and was within the scope of the teacher. After,
the implementation of curriculum and text books, the curriculum is increasingly becoming comprehensive,
but there are no drastic changes. The same opinion was expressed by the National Curriculum Frame
Work (NCF-2005) and the State Curriculum Frame Work – 2011 also expressed a similar opinion.
When the design of curriculum and development of text books, the instructions given. Indian Education
Commission (1964-66), National Policy on Education (1986) and 10 important points included maintain
those social surroundings, economic status, availability of resources, status of students, the commitment
of teachers needs to be kept in view.

With the information that came from NCTE, subject expert will add the future technological,
social changes to the existing curriculum. Teacher representation, intellectuals and educationalists discuss
the trends in the implementation of curriculum. They adapt syllabus level to suit to the needs of students.
If needed, they will further simplify it. After, collecting opinions of all, instructions and suggestions of all,
they design a syllabus to suit to the needs of the past, future and present times.
2.2.6. Development of Text Books:
Immediately after the design of curriculum the development of Text books is taken up. In this
process, first the text books of the primary classes, next the syllabus for middle and higher classes will
be taken up. Before the development of text books, the Government needs to issue orders on the
existing syllabus, the contents of the prospective syllabus and the time schedule for the development of
textbooks.
In the development of text books, editors, writers, artists, technical specialists and officers
need to be consulted to decide on the level of language of learners, their social and scientific levels, Text
book writer has to take these issues into conditions before taking any writing, The writer has to consider
the level of knowledge expected with the student, its correlation with other subjects, feasibility for self
study, examples and illustrations and write. The writer has to maintain rapport with the editor, subject
experts and educationists and discuss the quality issues of the content and make them draw suitable
clusters and illustrations to complete the task of writing a book.

The editor and the editorial board members will examine the lesson for its clarity and novelty.
They take every care that the pictures, tables, signs are in the right place. The writer should give
importance to activates, experiments, projects due importance. The time allotted to the lesson, the
importance of the lesson and background and other such issues need to be considered while developing
lessons.

Thus with many priorities, standards and uniqueness, the text book once completed is sent
for DTP in the Government Press and proofread the book, then the curriculum and text book
development, they make necessary corrections with the help of subject experts and finally send for
printing.

The directions of State Curriculum Frame Work – 2011:

- Learning should not be limited to just the text books.

- It should bring out internal abilities of the children.
- Text book development should take place on the basis of social values, beliefs, culture, customs
and traditions and with a view to develop scientific attitude.
- Text book should be child centered; it should promote self hearing and be suitable to activity
based learning.
2.2.7. Pedagogic and Assessment Practices:
The teachers and officers of department of Education are of the view that assessing the level of
students is a part of teaching and learning. They are also under the impression that assessment is needed
only for the award of marks or grades. They are of the opinion that written exam is a must to assess the
achievement levels of children.

At present Continuous Comprehensive Evaluation (CCE) is implemented in which assessment

is done on the basis of achieving objectives. This pattern of Evaluation is touch stone for practice by the
teacher. It holds mirror to the quality of teaching. Also that, the assessment should be in such way that
it measures the ability of students. Examination pattern is a part of teaching but not something outside
the teaching process. It should be complete, cumulative and comprehensive in nature.

Pedagogy:

The true meaning of learning is to promote the spirit of questions, challenges, beliefs and the
courage to face the experiences. The learner thinks beyond the information he gets from the society.
The learner associates experiences to reaction, incidents, processes and understands lesson, essence,
basis, and the social context. Similarly the teaching learning process should happen in a meaningful way.
Through learning process teachers and learners should be able to understand the political surrounding
education. The teaching learning process should cover the political opinions of the teacher, the political
values assigned to scientific knowledge in a way that is understood by the teacher.

Process of Assessment:

Continuous Comprehensive Evaluation is very much needed of the all round development of
children. Evaluation……

¨ Should drive the fear of examination away from the minds of students.
¨ Students understand better if teachers plan well and make assessment a part of teaching and
learning problems and should provide room for solving the same appropriately.
¨ Teachers should have clarity on teaching and assessments.
¨ Teachers should identify students having learning problems and teacher them and address their
learning problems with concentration.
¨ Assessment should continuous and be formative in nature. That helps the teacher to adopt
suitable strategies of teaching. With this, the teacher can help slow learners with suitable remedial
teaching and assessments.
How to assess in schools:

¨ Awarding marks/grades to the home assignments, projects, anecdotes and informing the students
of their responses in the form of documents.
¨ Giving more scope for analytical questions to promote thinking skills among students.
¨ There will be considerable influence of co-curricular activities in the assessment of curricular
processes. That is why assessing co curricular should be done with at most care. For example
sports, experiments, exhibitions, projects etc.
Suggestions from Right to Education 2009:

¨ There should be no board exams up to upper primary level. After high schools there should be
examination in line with Continuous Comprehensive Evaluation.
¨ Examination reforms should not cause any pressure or fear among students.
¨ Activities like projects, experiments, home work, co-curricular activities should be allotted
50% marks
¨ There should be 50% marks to the written tests.
¨ Creative activities like health, physical arts, handicraft, work experience, Values should be
given importance in assessments.
¨ The learning ability among the students be improved by implementing grading system in the
place of marks.
¨ Grading system should be implemented in curricular and co curricular areas.
¨ Open book system in examinations may be adopted in examinations.
¨ Open book system should be applied to post primary stage.
¨ Reading a book in an open book system promotes critical thinking analytical ability and research
base approach.
2.2.8. School Culture:
Attitudes about schools written and un written conventions influence school administration to a
large extent. The significant changes in school administration the mental and intellectual development of
children play fields, school management without any conflict in terms of caste, religion and race is called
school culture. Apart from conduct of school activities by students, parents, teachers, administrative
officers and staff, the progress registered by the school in a way that attracts community participation
also is a part of “school culture”.
 Positive school culture promotes school progression while negative school culture leads to
regression of the school. The professional satisfaction of school, joy of learning among children
infrastructure, playfield influence the school culture a lot. The school culture is nothing but the conditions
which promote the well being of children and progress in learning.

Characteristics of Culture of school:

¨ The culture of the school recognizes and appreciates the success registered by pupils and
teachers.
¨ Honesty, trust, respect, relations and culture are honored.
¨ Personal relations among staff, cooperation, technical abilities lead towards productivity.
¨ Teachers and staff all have professional skills.
¨ Children, teachers and staff have a sense of security.
¨ Polices of school, comforts and infra structure enhance trust, self confidence and security among
children.
¨ School leadership, teachers and learners will be symbols to the school.
¨ Students will have healthy and pleasant conduct.
¨ Mistakes and failures are not dealt with by punishments but they are treated as opportunities
for learning.
¨ Teachers and students use the continuous assessments in making important decisions.
¨ Receive constructive criticism and follow own judgments.
¨ Educational opportunities and needs are kept accessible to all.
¨ All educational facilities and benefits are kept in the reach of all and pave way for every one’s
success.
2.2.9. Measures to Develop School Culture:

There are many measure to develop school culture. Some of them are given below.

¨ Transfer of skills should be encouraged among teachers.

¨ All members of team should work together for positive results.
¨ Vocational learning communities need to be formed.
¨ Divers cultures, festivals, regions and classes be treated with respect.
¨ Frequent seminars and meetings with advisory council need to be organized.
 Development of school culture can’t happen on its own or it is not possible for a single
person to develop it. Similarly, several aspects like beliefs, attitudes, traditions and conventions, language
and attire, social conditions are involved in school culture. School culture includes the functioning of
school, facilities, resources, relations, needs and progress of school. All these issues cannot be addressed
by one individual in order to progress. Development of school culture includes students, staff, head
teacher, organisers, officers, parents, villagers, village education committee (VEC), school education
committee (SEC), parents, teacher association, regional officers, state officers, district officers,
Government, other Heads of Departments, elderly people, voluntary organizations, service organization
in schools like NCC, NSS, Scouts and Guides, NGC, Eco clubs, Science clubs, Maths clubs, Mock
assembly, Mock Parliament and ethics are a part of school culture.

2.2.10. Training and Recruiting Teachers:

Every individual in the education system is responsible for the functioning of the system. Of
these responsible persons, the learner and the teachers are very important in the functioning of educational
system. Among them teacher is the centre of action. The Government takes responsibility of training the
teachers and recruiting them from time to time.

2.2.11. Training of teachers:

Teachers are an essential component. Government is establishing many schools as everyone
feels that education for all is necessary. In every school, teachers are needed in proportion to the
enrollment of children. Commitment of teacher very committed for providing qualities education to
children by improving schools. Committed teachers are of immense help to the society for the development
of new social order. Training such teachers is the objective of the State Governments. Teacher training
is subject addressed by the State Government. In the beginning, only the State Government used to
establish and organize teacher education institutions. Later, as it was felt that the number of trained
teachers was felt inadequate, the Government subsequently permitted private training institutes. Now
training institutes established by Private Management also. Now we have enough number of training
institutes.

2.2.12. Pre Primary Teacher Training Institutes:

These institute train teachers at the pre primary level. These teachers train children at the pre
primary level, Children are taught through play way method in these learning centers under “Lower
Kinder Garden” and “Upper Kinder Garden”. These children are not taught how to read and write. But
they are taught through singing and playing, talking to other children along with behavioral training by
these institutions. Most of these institutions are private institutions.

2.2.13. Primary Teacher Training Institutes:

In primary teacher training institutes training imparted for teaching primary classes. In primary
schools, there are class I to class V. For every class there are text books that are included in the
syllabus. Primary teacher training duration is for two years. This course has theory and practical
components under the name Diploma in Elementary Education. The candidate who are qualified Teacher
Eligibility Test (TET 1 &2) are eligible for appearing for the test conducted by District Selection
Committee (DSC). After that, they are appointed as primary teachers. They can also take CTET
conducted at the National Level. In this state previously the candidate had to clear interview after the
written test. Now they have to clear only the written test to get appointed as teachers.

2.2.14. Teacher Training Institute:

Teacher Training Institutes train the teachers for teaching to teach classes VI to X. Eligibility for
this is graduation of a recognised university. These institutes take the syllabus developed by the universities,
train the candidates to become teachers., These institutes train the teachers under the …….. of the
Government implementing the syllabus. These institutes inculcate professional attitude and train them to
become qualified teachers.

Apart from these Training Institutes, there are Physical Education Teacher Training Institutes,
Language Pandit Training Institutes are also run. There are teacher training institutes for training other
teachers also. All these institutes need permission from the State Government.

2.2.15. Selection of Teacher Training:

The candidates with passion for teaching will only be successful as teachers. A common
entrance test is conducted to identify the eligible meritorious candidates. Some of the common entrance
tests are DEECET, [Link], CET, LP CET. The successful candidates in these tests are allotted to
different training institutes. At present all these tests are conducted online. After finishing training, the
candidate take different tests like DSC, APPSC, Residential, Muncipal, Navodaya, Kasturba and
Model Schools. They are selected on the basis of merit.
2.2.16. Recruitment of Teachers:

Teaching profession is considered a noble profession. It is the highest reputed profession in

the society. The candidates who are selected as teachers will have to maintain good relations with the
students, officers and society. Similarly, the candidates who are recruited as teachers are highly qualified
and are selected in competitive examination. Hence, these teachers are considered the best by the
Government. But in the recent times, all teachers who are recruited as teachers are not successful
because of several reasons like poor quality training and inefficient way of conducting exams.

The Union Government and the State Governments made eligibility tests mandatory with a
view to maintain standards in education. Various State Governments are conducting Teacher Eligibility
test to screen candidates. Every year TET is being conducted by States and the Union Government.
The candidates who become eligible in the test are considered taking the teacher recruitment test. The
successful candidates in the TET will be eligible to take the recruitment test from time to time.

2.2.17. Selection for the Teacher Post:

The candidate who have the general qualification and the professional qualification, who are
qualified in the TET and Teacher selection test are eligible for teacher post. The Union Government and
the State Governments notify vacancies under different managements subject wise, Zonal wise and
District wise and follow the procedure meant for recruitment and recruit teachers. In the process of
recruitment, the score achieved in TET also is taken into consideration. Every detail will be clearly
stated in the notification. The candidates with qualifications and interest have to submit application in the
procedure mentioned in the notification. The recruitment test will be conducted and Roaster-cum-merit
basis is followed for appointing candidates in the post.

Training of teachers, Teacher Eligibility Test, Selection of teachers and such procedures are
limited to Government schools and Aided schools only. The number of students studying in Private
school is increasing day by day. In private schools quality of education is taking a back seat as importance
is given to quality. Even in teacher training quality is the order of the day. Lack of quality is clearly
evident. Strengthening of Teacher Education Institutes in Private and Government sectors in very
important. Supervisory committees should be constituted with the help of subject forums and quality
forums by the Government and thereby work culture should be encouraged.
 Government should give a thought to improve quality in education even in Private schools by
way of recruiting deserving teachers to improve quality in Education. Governments have decided to
establish sub DIETs in Visakhapatnam of Andhra Pradesh to train tribal teachers as a matter of taking
education close to tribal population. It is the duty of every department for the recruitment of better
teachers.

Steps have to be taken to provide infrastructure, lab facilities with advanced technology, libraries,
class rooms and recruit staff in sufficient number. There a need of regular supervision by higher officials.
Digital class rooms, Internet facility, video conferences, linking of DIETs with the help of Mana TV
classes with the help of satellite new inventions. Designing of websites for training from DIETs may be
taken up with the help of directions and suggestions from outsiders. There should be an attempt to
access and view the programmes going on in premier institutes. The office of the Commissioner should
nked with all DIETs. As of now, there is scarcity of staff in DIETs and lack of supervision is affecting the
efficiency of DIETs. If these problems are addressed, there is no doubt importing quality Education is
very much possible.

2.3. Teacher’s Status in Society:

“Guru Brahma; Guru Vishnu; Gurudevo Maheswaraha: Guru Sakshat param Brahma; Tasmai
Sri Gurave Namaha:” is and often quoted verse. Form the times immemorial teacher was revered in the
whole world. India the status and the respect enjoyed by the teacher is matchless, Teacher is admired
and adored more than that of a God. Orthodox Indian tradition and culture have given an ideal place to
a teacher,. Teacher is considered a back bone to the Education system in the past and present. Teacher
is the creator, architect and designer of the human kind, Whenever we go whichever the field we enter
the honor or the respect we enjoy is just because of the teacher. So, we can understand that for a nation
to be prosperous and peaceful, the teaching community of the country needs to be in a comfortable
status.

The personal qualities of the teacher, educational qualifications, training his place in the school
will enhance the prestige of the school. The impact of a teacher is constant in the lives of the people.
Apart from the way the teacher dedicates himself to the profession influences the prestige. For their
reason, the secondary education commission (1952-53) recommended that all problems of teachers
be given priority and solved. Kothati Commission has made certain recommendations which make the
status of teacher very clear.
 ¨ The first person to achieve quality in Education and to take the nations to the path of development
it undoubtedly a teacher.
¨ Any serious academic exercise needs personal qualities of a teacher and professional
competencies.
¨ The teacher should be given and important place in the society. They should be given salaries
and allowances, commensurate to the qualifications and responsibilities and better service
conditions for the teacher to work better.
¨ Teacher Education, particularly in service teacher training should be given importance (National
Policy On Education – 1986).
¨ It is the status of the teacher which reflects the cultural characteristics, No person can go
beyond the level of his teacher.
¨ The Government and the society have to sincerely attempt to inspire teachers and make them
aware of the need to be constructive and creative.
¨ Teacher should have the liberty to explorer new methods of communication. They should be
rewarding paid and their needs are to be addressed.
UNESCO (ILO):

The respect given by the society to the teacher depending on the progress, qualifications and
efficiency in terms of humanity, personality, instruction and technical qualities.
The Educationalists, administrators, social scientists, parents and everyone who is concerned
with education should try to elevate the status of the professional status of the teacher.
Status of the Teacher: The respect or the prestige accorded by a society is the status given to
that particular profession. Status of teacher is an appreciation given to the teacher for his adherence to
the duties, the performance shown by him in the form of meritorious service conditions, salary and
allowances and other benefits.
Teacher’s status can be decided by several factors and reasons. The teacher’s statues can be
divided into 4 types. They are: 1. Academic Status 2. Professional Status 3. Financial Status 4. Social
Status.
Academic status can be understood the general understanding on ther profession, the minimum
qualifications required to become a teacher, undergoing in service teacher trainings and improving the
qualifications.
 Financial status means salaries and allowances, medical facilities, accommodation, leisure time
facilities, teacher welfare fund and such financial parameters which are necessary for the teacher to
improve his financial conditions.

Professional Status includes service conditions service particular, working nature of the teaching
profession, good relations with the society, promotions and designations which help us estimate the
status of a teacher.

Social status includes all kinds of services rendered to the society and the recognition from the
people for the services rendered by him. This is the real recognition.

2.3.1 Teachers status in India:

In India teachers used to be respected a lot. In the independent India there more untrained
teachers than the number of trained teachers. Later, there has been an increase in the number of
educational institutes, and increase in the number of students and teachers, the number of Institutes that
train teachers also have increased. Apart from project like APPEP, DPEP,SSA, School buildings were
constructed and other facilities provided with the help of other agencies.

Salaries given to teachers have increased substantially in many status. Other than the salaries,
teachers have been provided with health care facility, house rent allowance, special service in tribal and
urban areas, all kinds of provisions and facilities have been provided to teachers. Teachers children are
treated appropriately in studies, in marriages, during child care period and social services. Their services
are appropriately acknowledged with titles and awards.

¨ Teachers are encouraged for their innovations and conduct of experiments.

¨ Teacher felicitated on the occasion of Teachers Day Celebrations and election duties.

¨ Several teacher associations are initiating publishing weeklies, monthly bulletins and other news
items.

¨ Many associations are initiating teacher welfare measures like activities on teaching and learning,
organizing seminars and meetings.

¨ In certain states there are teacher MLCs taking part in policy making also.

Since the adoption the National Policy on Education -1986, the Government of India has taken
up a lot of activities.
2.3.2. Orientation Programmes to Teachers:
Many teachers have participated in pre service, in service teacher orientation programmes.
Apart from these programmes, in line with the National Policy on Education -1986 programmmes like
SOPT, APPEP were implemented for improving teaching techniques among teachers. DPEP was
implemented for preparing Teaching Learning Material (TLM), OBB for provide in teaching kits and
the teachers wre trained for using these kits, The in service programmes were very much useful in
equipping the teachers. Similarly, sports kits, Science Kits, Maths Kits, story books for children and
other books were supplied to schools, under this scheme, more number of schools were built and
minimum facilities were taken care of.
DIET, SCERT, ELTC programs are organized on a regular basis for improving teachers status.
Programmes like QUIP, CLAP and CCE (Continuous Comprehensive Evaluation) are implemented
and the performance of students expressed in terms of grades and teaching and techniques of grading
is taught to teachers. Similarly, efforts are made to improve teacher’s health condition by practicing
Yoga, Meditation and training to improve physical and mental health along with self-confidence. Gradually
awareness in language abilities, maths, scientific and technological information is also disseminated
among teachers. NCERT at the national level, SCERT at the state level, DIETs at the district level are
organiging in service programme and improving teachers capacities.
Policy Issues:
In spite of the recommendations made by different commissions and steps for improving teacher’s
status, we have to accept that status of the teacher is day by day deteriorating for decades. There are
clear evidences of this deterioration, in academic standards service conditions, treatment in the society,
mushrooming private institutes, systems, lack of quality in the Teacher Education Institutes, negligence
of duties, lack of supervision, degration of values in the name of teacher associations, giving more
importance to individual benefits, monopolization of Education system, mudslinging all these activities
are diluting the nobility of the profession. The very purpose of founding the teacher associations and
their actual functioning are quite contradictory. As a result, the value accorded to teachers is gradually
decreasing. Likewise, we can conclude that the prestige enjoyed by teaching as a profession is on the
decline.
2.3.3 Suggestions to improve Status of Teaching Profession:
¨ Selection of candidates to teacher training should be based on positive attitude to profession at
along with qualifications and make the profession more credible and respectable.
 ¨ Importance is to be given to special and dynamic needs and decisions made should be impartial.
¨ More opportunities to promotion and development are needed. Only then, adequate number
of skilled and dedicated teachers will be attracted towards the profession, Quality training can
be given to those teachers.
¨ All Educational institutes should compulsorily have toilets, drinking water facility, furniture, TLM,
electricity facility and infrastructure.
¨ Teachers should be involved in activities that are directly related to teaching.
¨ Enough opportunities should be given to enrich content knowledge, moral values and technical
skills depending on the need.
¨ Teacher should be encouraged to perform duties within the stipulated time .
¨ Teachers need to be encouraged to study further by granting them paid leave.
¨ Opportunities should be given to higher studies, values and means to develop.
¨ Teachers families should be given encouragement and help. The Government should pay attention
to their welfare.
¨ Administrative posts in the department of Education are better filled with teachers who have
direct experience in schools. So, they will be able to take wise decisions.
¨ The work of teachers should be periodically reviewed and their status can be further elevated
by providing them with the opportunity to improve skills in all fields.
2.2.4. Authority – Positive Decision:

Education system can not function well without authority or officers. Same in the case with the
status of teaching profession. We have seen that teachers, students, society, associations, Governments
have given constructive suggestions on the elevatious the status of teachers. These suggestions can be
come a reality only when they are approved by the Government. Given below are some of the suggestions:

¨ Every one should have access to quality education to make teaching profession more efficient.
For this, teacher training should be qualitative and skill oriented. The commitment of Teacher
Educators who train pupil teachers is very much important.
¨ For the post 20 years, recruitment of staff was not possible.
¨ The awards given to teachers have hardly any sanctity.
¨ DIETs need to be linked with technology.
 ¨ The number of teacher associations should be limited and committed.
¨ Most of the SSA funds are spent improperly misappropriation. There is no coordination among
officers.
¨ Gazetted posts in the administrative like Headmaster, MEO, Deputy EO, DEO, RJD, JD,
Director need to be filled with honest officers. There should be vigil on them.
¨ All the official activities should be made online and all headquarter officers should be brought
under CC camera a surveillance.
¨ If the department is developed with modern facilities we can expect clean administration and
good governance.
2.4. Role of Community and Civil Society Organisations in Education- A
critical Appraisal.
“Education for All” is a concept which gained importance. All types of Governments and Non-
Government organizations are trying work in the field of Education. There is an awareness in civil
society. In order to make this slogan a reality, teacher associations, religious institutions, charity
organizations, Voluntary organizations, caste associations, research organization , parents committees,
vocational associations, students associations, social activists and other such organizations should join
hands for the improvement of society.

2.4.1. Role of Civil society in Education :

According to Dakar declaration Government at the National Level, civil society and partners
of “Education for All” should take part in discussions that lead to decisions. Which ever areas are not
properly addressed by the State Government, those areas should be taken up for discussion seriously
by the civil society. Only civil society that is familiar with the local culture can take positive decisions.
Empowerment, Community schools, Reproduction-Health, Early Childhood Education are some areas
where the civil society’s presence is very mucdh essential. These issues can be taken up by civil society,
skillfully and managed correctly.

Service minded people, charity trusts, innovators, the people with experience in these issues,
supporters of “ Education for All”, critiques and people from diverse fields are joinging hands and
working together and holding a dialogue with the Government. They are supporting free and compulsory
and quality education.
2.4.2. Collective Consultation of NGOs on Education for All:

Education is very much valuable for all. If all citizens of a country are educated, then only that
society will progress economically, socially and politically. For any society to progress harmoniously,
the first precondition is all members of the society need to be educated. Our constitutional experts had
rightly recognized the value of education. That is the reason why with in a period ten years after the
constitution came into force, free and compulsory education was declared important. But, even now
that dream is not fulfilled.

The union Government has amended the constitution for the 86th time in favour of making
education a right for 6-14 year old children, According to this amendment, Education ‘for all children’
was addressed by the implementation of ‘Sarva Siksha Abhiyan’ programme. It was helpful for achieving
total literacy. But still, we have illiterates in large numbers.

The “Human Rights Declaration” made on the 10th December 1948, has categorically stated
that “Every citizen has a right to Education”. The United Nations Organisation (UNO) made it clear in
the declaration that it is the responsibility of respective Goverments. Inspite of that “Education for All”
has become a distant reality.

It is true that the successive Governments failed in making education accessible to all. It is
undisputed that it is the responsibility of the Government to make every citizen a literate. But, the ideal
“Education for All” will not progress if every one keeps on criticizing the Central Government. Non
Government entities, voluntary organizations and other should work together. Only then we will able to
reach the aim of total literacy.

“Education is an ornament in prosperity and a Refuse in adversity”. - Aristotle.

2.4.3. Education for All – The Role of NGOs:
¨ An extensive campaign should be launched for achieving “Education For All”. It should be
explained to everyone so that it in understood by all.
¨ The role of the civil society should be recognized and fulfilled.
¨ In supervision and Evaluation the participation of civil society and voluntary organizations need
to be encouraged.
¨ Awareness should be created regarding Regional, State level, National level, International
education systems and programmes.
 ¨ Literacy centers should be set up in every village.
¨ Saksharatha Mission should be made a success with the help of children who are students or
who are educated.
¨ The necessity of education should be made a campaign through various Government Welfare
activities.
¨ It is important to know the family background of the dropped out children and encourage them
and adopt them up to primary level.
¨ A campaign should be launched to make elders know about the children education.
¨ We should provide education directly or indirectly and help socialization process.
¨ We should teach children issues like social issues, co existence and social service.
Apart from this, religious institutions, family, associations, social clubs, films, radio, television,
daily news papers, libraries, museums, recreation centers, youth organizations, Women organizations,
DWACRA units, multimedia, non academic institutions, open schools, adult literacy centers, Non
formal institutions, Volunteer centers etc. are all contributing to Universalisation of Education.

2.4.4. Strategies to be Implemented by the Government:

The programmes mentioned below should be systematically implemented. Then will become
someone who really helped in improving the status of the teacher.

¨ Follow in free financial process.

¨ Harmonious blend of relating should be followed.
¨ Right, active decisions may be stated immediately.
¨ Civil mobilization process, citizen awareness programmes be taken up.
¨ Economic, Political, Cultural, Traditions need to be blended.
¨ Family as a unit should be considered and developed.
¨ Awareness about the importance of socialization along with education.
¨ Civilization should be promoted to improve social systems.
¨ Along with citizenship qualities, good family characteristic features be promoted.
¨ Self confidence be instilled among family and society should respond to child development and
growth.
 ¨ Sufficient encouragement, liberty are ensured among families and moral courage be imbibed to
make progress.
¨ Teacher should communicate to parents regarding the progress made by the children from time
to time
¨ .Everyone should be made a part to encourage children to come to school happily.
¨ Parents need to be invited in all activities of the schools.
¨ PTA, SMCs be formed. They should be properly informed.
It is strongly believed that by undertaking certain novel activities, Educational Development in
society is possible. Though there are separate strategies to Government officials and civil societies,
Education for All is every body’s slogan for that to progress, teacher’s status should move forward ,
then the status of teacher can be improved in all levels.

Evaluation
Essay Questions:

1. Explain the political factors on Aims of education and analyse the political nature of Education
with illustration.
2. Explain school culture with examples.
3. Write about Teacher Training and Appointment.
4. Explain the status of teacher in society; mention the implements to improve Teacher’s status.
5. Review the roles of Education- society and civil society.
Short Answer Questions:

1. Write about aims of Education.

2. State the principles followed while developing text books.
3. State the role of State in Education.
4. What the factors that influence teacher’s role in the society.
5. Mention the role of civil society in Education.
Project Work:

1. In determining the influence of power and ideologies, the goal of education have to be collated.

2. Regarding Teacher’s status in the society, collection of opinions of individual.

Seminar:

1. Types and kinds of Educational aims and factors.

2. Comparing the teacher’s status then and now.

*****
 3. Knowledge and Understanding
3.1 Construction of knowledge vs. Knowledge-information
3.2 belief, information, concepts knowledge and understanding: knowledge is different
from information, knowledge is total of experiences, methods of inquiry.
3.3 Branches of knowledge: types of knowledge, process of finding truth.
3.4 Knowledge and power: mutual supremacy , boo knowledge vs. Experience knowledge
3.5 Types of knowledge and problem solving, mathematics sciences social studies history,
philosophy etc – the role of the teacher.
Objectives
1. Knowledge
2. Understanding and construction of knowledge
3. Knowing the similarities and differences between knowledge and information.
4. Knowing different types of methods of inquiry
5. Different types of knowledge and understanding the methods of proof
6. Understanding the process of construction of knowledge among children
7. Understanding children’s frame work of thoughts.
8. Understanding different types of knowledge
Introduction:
The word “knowledge” is very difficult to define. Every one applies the work in his/
her won way and interprets it differently. Recitation of a poem by a child, knowledge of
certain mathematical formulae, interpretation of an epic by a scholar all comes under the
category of knowledge. The word ‘guru’ (teacher) means the person who drives away the
darkness of ignorance and illuminates with the light called knowledge. But it is very difficult
to decide what ignorance is and who is ignorant. Everyone will have opinions that are largely
based on hi s mind set. Finally, we can understand that knowledge is something that sets free
from the clutches of narrow thoughts.
 According to Plato, knowledge is the real opinion coupled with discrimination. But,
knowledge is different from opinion. Knowledge throws light on certain facts. But opinion
cannot do this.
Knowledge is comprehensive in nature. It is extensive in its sense. Segregation of
knowledge in terms of subjects is artificial. Attainment of knowledge is a continuous life
long process. Knowledge is beyond emotions. The school should make an attempt to promote
self exploration and pursuit of truth as a matter of facilitation construction of knowledge.
The method of teaching should in question and answer form but not in a teacher centred
method. Process should be given importance rather than paying attention to production the
attainment of knowledge.
In this chapter, the topics taken for discussion are – what is knowledge? What
is understanding? What is the relation between these two? How is knowledge superior to
information? Different methods of pursuit of knowledge are also discussed. Apart from
attempting to know knowledge and power, the mutual supremacy of these two is also
discussed. What is construction of knowledge? How does construction of knowledge take
place in children? How does children’s alternative frame of work of thought emerge? –
issues like this are discussed. Different forms of knowledge and problem solving are
discussed. Role of the teacher in helping construction of knowledge also is detailed.
3.1 construction of knowledge vs. Knowledge and information:
If the learner collects some information, understands it and gets or skill to interpret
the information, then we can say that knowledge construction has happened. Knowledge
involves cognitive abilities. A single topic may be used for achieving different objectives
for creating social awareness, to promote logical thinking, analysis and constructions, etc
The National Curriculum Framework -2005 has stated that construction of knowledge
an essential component. The teacher should create an environment that is conductive to the
construction of knowledge. Construction of knowledge takes place on the basis of
experiences. Hence, the teacher should try to provide learning opportunities that are suitable
to the level of learners, and make the learner’s involve in those activities and construct
knowledge. Learner should not be treated as information gatherer; stores persons who stores
knowledge as commodities. The information that is available to him should be analysed,
and be able to convert the same into other forms. Only then we can consider that construction
of knowledge hash append.
Construction of knowledge can be defined as follows: construction of knowledge in
to continue or after the understanding based on previous knowledge while actively
participation in real life situations and learning form the life experiences and understanding
issues and applying the knowledge.
Process of construction of knowledge:
The teacher should motivate and create interest among the students for knowledge
to be constructed. Then learners will be able to construct knowledge utilising his internal
abilities. They are:
1. Selecting relevant information
2. Organising selected information
3. Integrating organised information
In the construction of knowledge process is equally important as the product.
Information vs Knowledge:
Information is a collection of certain facts. For example, if we take a dictionary, we
have a lot of information on language. If we type a small work, we will have a lot of information
about the word in front of our eyes.
In olden days, only print medium was the main source of dissemination of
information. But with the advancement of technology availability information became easier.
Information is available through mass media or internet. Information can be treated as data.
Information is not obtained from a single individual or a book or other source. Information
is helpful for the improvement of knowledge. But information itself is not knowledge. It is
a part and parcel of knowledge. If information is used meaningfully, that leads to knowledge.
The development of knowledge is not just storage of information. It should be not
only accessed whenever it is needed but also using ideas in a variety of ways. Attitudes,
emotions, moralities etc are all an integral part of cognitive development of children.
Knowledge is information existing in the form of facts. This information is legal and rational
belief. According to John Dewey, know denotes inference form evidence. Information is
just a raw material. Knowledge is a process related to the utilisation of information.
Memorising some information temporarily learning by heart cannot be considered
knowledge.
Information is physical. Knowledge represents mental images... Information gives
answers to the questions like who? Where? What? When? Whereas as knowledge give
answers to the question ‘why’. If organised content becomes information, organised
experience becomes knowledge. Information transfer is easily done. But for knowledge
transfer to happen, learning becomes a precondition.
3.2 Information, Knowledge, and Understanding, Faith, Belief Concept.
Belief is a kind of agreement. This may not be available in terms of an experimental result;
it may not have any relation with science related issues. We cannot always question belief.
We cannot show evidence for everything. For example, many people believe that there is
God. This belief cannot be questioned. It is related to cultural context and previous
experiences. Belief is mental state. It shows a positive attitude. If an individual has belief,
he or she can progress in the field of his/her choice.
Faith can be defined as follows: “belief is the mental state of an individual about
something which has no material basis for proving the reality of it”.
Information:
Information conveying something. It is nothing but data. Knowledge accumulates or
forms on the basis of data. Information is available in verbal form or non-verbal form.
Pictures, tables, symbols, signals etc., are all a part of information. Information is a raw
material. This can be obtained from mass media or books.
Concept of Knowledge:
The subject is information, and if the same is applied in a desirable manner then it
becomes knowledge. The source of knowledge is information. If the information is properly
analysed then it becomes knowledge. Analysing information, interpreting, applying a will
certainly help in the enrichment of knowledge.
 “The information, understanding, skills through education or experience is
knowledge. Knowledge can be treated as the essence of experience.”
Concept of Understanding:
If an individual understands some piece of information and acquires the ability to
interpret in a desirable manner, then we can treat that construction of knowledge has
happened. Knowledge is not only just knowing some information or some subject. But it is
also the ability to analyse, utilise the information to make something new.
If a learner learns a poem by heart without actually understanding, we cannot treat
that knowledge has been constructed. Knowledge with understanding leads to logical thinking,
understanding society form various aspects, responding properly towards others, possessing
aesthetic sense, working with others logically will develop in the individual. Curriculum
should included experiences that lay foundation to foundations of knowledge. Learners
should be able to regenerate this wealth of knowledge. For example, when the learner looks
at a leaf he gets unlimited thoughts on the colour, shape, size and use of leaf. That means
some new knowledge has been created. If we understand the concept of knowledge
thoroughly, we will not look at as a product. Rather we will understand now knowledge is
created, how it is developed, how knowledge is used. If children learn concepts well be
analysing them they will be able to apply the same to new situations. This is not possible if
knowledge is treated as memorisation. Understanding any concept or issue includes
interpretation, comparing or contrasting, dividing the data into groups, new concepts, words,
explaining the signs, giving examples, discriminating, establishing the cause and effect
relationship, all these will come under understanding.
Knowledge and Information are different:
If information is related to physical concepts, knowledge is related to mental images.
Information does not pass any comment. But knowledge there is comment involved in ti.
Knowledge answers the ‘why’ of anything. Knowledge is related t thoughts and insight.
When we participate in any activity the experiences we come across will help us a lot.
Methods of Inquiry:
The meaning of the word inquiry is keen observation. Let us now try to observe
certain methods of inquiry.
1. Observation method:
If we observe something completely and gather information from it, then construction
of knowledge is possible.
2. Deep questioning:
If we pose questions very critically, that will lead to construction of knowledge.
3. Scientific Method:
Scientific method is used in the pursuit of truth or problem solving by scientists.
This method helps in constructing knowledge scientifically.
4. Experimental Method:
Experimental method is used for collecting data, solving problems, or for proving
facts. As a result, knowledge will be constructed.
5. Analytical Method:
When we observe or analyse anything, we get through knowledge about it.
6. Logical Method:
Logical method helps us know the pros and cons of anything. As a result, new
knowledge comes into existence. Inquiry can be of any method. Depending on the need,
and context the method of inquiry changes. But if the inquiry takes place in true spirit, the
information received from this inquiry, real knowledge will be constructed.
3.3. Branches of Knowledge: different types of knowledge:-the methods
of Proof:
The branches of knowledge help children improve their knowledge in schools. They
enhance the understanding and skills of children. The teachers or educationists who design
curriculum should be well aware of the branches of knowledge. Let us observe some of
these branches.
1. A prioric knowledge:
It is knowledge beforehand. This knowledge is acquired only though logic. There is
no prior experience. This is also called knowledge acquired through discretion.
2. A prosteric Knowledge:
It is also called “knowledge after”. Understanding certain things before and later
trying to understand the same using some discretion leads to posteric knowledge. That is
why this knowledge is also called experiential knowledge. Priori knowledge becomes a
precondition to the experiential knowledge.
3. Propositional Knowledge:
Propositional knowledge is nothing but proposing knowledge in the form of proposals is
called propositional knowledge. Propositional knowledge is expressed in terms of
statements. In propositional knowledge we try to learn certain new facts.
4. Non-propositional knowledge:
Knowledge is acquired by doing. After that, it is applied to any new context. The processes
used in scientific method are used in this method also. Importance is given to experience in
this.
3.3. Validation Process:
Indian philosophers and western thinkers have stated the types of validation. Let us
look at four types of validation.
1. Perception:
The knowledge receive through sense organs is called ‘direct knowledge’. Direct
knowledge is acquired from the relation between sense organs with the outside world.
2. Inference:
Inference is a process in imagining new knowledge based on the previous experiences.
Inference is a mental process.
3. Testimony:
The knowledge that is acquired with the help of experiences has to be passed to the
next generations. So, the knowledge is preserved in the form of books. For example, Vedas
are based on sounds
4. Comparison:
Understanding the relation between one object and other object is called comparison.
The teacher has to provide opportunities to children to know the truth. From this
knowledge, they will come to a conclusion on what is right and what is wrong.
Ways of Knowledge:
¨ Senses
¨ Reasons
¨ Intuition
¨ Direct experiences
¨ Indirect experiences
¨ Culture and traditions
3.4. Knowledge and Ability (Mental Ability):
Mutual Supremacy of Book Knowledge vs. Experiential Knowledge:
It is well known that knowledge is power and many Indian and Western thinkers have
stated this.
Knowledge and ability are both two different issues. They do not have any relation at
all. If not, then what is the relation between the two?
Like wise, what is the similarity between knowledge and experiential knowledge?
What are the differences? Let us try to find out.
Knowledge: knowledge is either theoretical or practical understanding about
something.
Ability: Ability is the capacity to do something- Its is physical. The mental ability to
utilise knowledge constructively is ability.
Mental Supremacy of Knowledge and Ability:
The supremacy cannot be achieved with money and power. It can be achieved with
the help of knowledge. The Sanskrit saying ‘vidwan sarvatra pujyathe’ conveys the great-
ness of a scholar who has abundant knowledge. The ancient teachers of India commanded
the kingdoms, systems with the help of their knowledge. For example, Dronacharya,
Vashishta, Dr. Radhakrishnan and Dr. [Link] Kalam from Modern India are outstanding
teachers that India had even seen. Similarly, the western thinkers like Socrates, Aristotle,
Einstein belong to the same category.
Extension of knowledge is leading to enrichment of languages, mathematics, sci-
ences, computer field, arts, etc. It is well known that, at present, knowledge is expanding
from nuclear energy to space science in an unexpected pace. Knowledge is not limited to
just physical entities only. It is also known that scholars like Vivekananda have gained spiri-
tual knowledge and shared their treasure of knowledge with the whole world. Knowledge is
extensive. The more we know of anything, the more knowledge is discovered. In any field
knowledge is limitless. We should acquire knowledge selectively, depending on our needs.
The ability needed to do some work is called energy in Physics. In other context,
the ability to use knowledge can be called mental ability. Individual acquires knowledge
through various forms. That knowledge promotes thinking ability, utilising ability and many
other abilities. As knowledge increases, mental ability also increases. But it is the respon-
sibility of the individual to use the knowledge for constructive purposes. America tested
nuclear bombs on Japan. It is an example of misusing nuclear energy.
As the knowledge increases in a human being, ability also increases. Ability is a
blend of infinite knowledge. The ability (power) in nature is unlimited. It is many forms.
Knowledge and ability mutually depend on one another. Without knowledge there will be
no question of existence of mental ability. For example, a soldier becomes strong only
when he acquires the techniques of warfare.
However, at times, knowledge and mental ability exhibit supremacy over the other.
Applied knowledge is mental ability. Once the ability comes into existence, that gives rise
to new vistas of knowledge.
Knowledge and ability each develop because of the other. Human being acts as a
conductor between knowledge and mental ability. If the person wants to misuse ability, the
knowledge he acquired will be used for destructive purposes.
Ability increases mental readiness. Power gives the ability to solve any kind of
problems
 That is the reason why without knowledge there will be no power (ability). The knowl-
edge with ability will be of very, very limited use. Knowledge and ability need to be blended
to keep learners in the path of progress. For this to happen, the necessary activities should
be included in the curriculum.
Book Knowledge Vs. Experiential Knowledge:
We can get knowledge in many different ways. We can get knowledge by reading
different books. It can also happen by conducting experiments in the laboratory. It can happen
from the life experiences. There are many other ways in which knowledge can be acquired.
But, are the knowledge acquired by reading books and the knowledge gained from life
experiences one and the same? Which needs more priority to be given? Let us observe.
Book knowledge is
1. Helpful to understand words, concepts, theories in books.
2. Not helpful for the learner to use his own innate abilities as most of the time he
spends more time on reading the books.
3. Boring s the entire information is same for everyone and is based on the interest of
the learners.
4. Likely to lead to as nature of the learner is not taken into account and all facts are
imposed on all learners.
5. Organised in a definite order. The same order has to be followed by the learner.
6. Given importance in examinations. Learners usually learn by rote.
7. Always not helpful in understanding the real life events and for solving certain problems.
8. Not related to the own thoughts of the learner.
9. Not suitable to cater to individual differences.
10. Learner inactive.
However, experiential Knowledge.....
1. Gives importance to the learner’s experiences.
2. Helps the learner develop his own thoughts based on the real life experiences
 3. The learner pays attention to the issues or subjects that he is interested in.
4. Creates interest among the learners.
5. The experience has no order. But whenever he faces a new experience, he will be
able to link the old experiences.
6. Priority is given to the solving the real life problems. There is importance to
examinations. There no chance of learning by rote.
7. The truths and theories learnt through books will be reinforced by experiential
knowledge.
8. The learner is active
9. New thoughts, new trends will be assimilated by the learner and habits formed.
10. Book knowledge gives experiential form to it.
In order to promote experiential knowledge among the learners field trips need to
be organise, project works can be given to suit to the needs of learners. In accordance
with that curriculum should be designed.
3.5. Construction of Knowledge among children –
What? How? Alternate Frame work to Children’s thoughts.
School is a forum that promotes thought process among children. It is very much
essential that children should think freely, express their opinions, participate in activities
and there by acquire knowledge.
Construction of knowledge among children:
Construction of knowledge was thoroughly discussed by National Curriculum
Framework NCF-2005. What is construction of knowledge? How is knowledge constructed
among children? Children participate in different activities on their own and construct
knowledge. Activism (dynamism) is the basis for any new knowledge to be constructed.
Questioning by children, linking their learning experiences with outside experiences replying
in a variety of ways than giving a fixed stereotype responses—all these will help children in
their construction of knowledge. Observation, research, application, discussion, formation
of attitudes, new inventions etc are involved in it. Teacher should not treat children as
machines that store information and give out when needed. Technology in these days is so
advances that it is sheer waste to store information in the minds of the learners.
There is every possibility for the children to construct knowledge from their own
experiences, from family, from the experiences of individuals in the society, from libraries
and environment. Children should be given questions suitable to their experiences. Children
will understand the concepts related to the questions and construct knowledge. The subjects
should not be compartmentalised, they should be able to prove the interrelationships, and
the knowledge gained by the student is mutually dependent.
Children should apply their social experiences with their knowledge in their text
books. Otherwise, the knowledge remains just in the form of information. If children’s
knowledge needs to be meaningful, it should be linked with local issues and contexts. Children
gain new knowledge form their own observations, reactions, got classification and division
abilities and get new knowledge form questions. Children construct knowledge when they
get the opportunity of expressing them creatively. As the children make efforts to construct
knowledge, if the teachers can become active partners in that process, there will be more
importance accorded to it. In this age, the new means of information and communication
technology are helping a lot to the children to construct knowledge. Every in primary stage
children are able to know the use of computers and internet and use them successfully.
Thereby a wide range of information came to the reach of the children and this made new
inventions possible. Mass media like TV are designing scientifically, creatively and
telecasting them. By watching these programmes children are able to get exposed to new
frontiers of knowledge. Quiz programmes in languages and science should promote this
interest and encourage them.
Selection of Knowledge:
Fields of knowledge have increased manifold. That is why; we should select what is
really needed to us. While selecting a field of knowledge we should keep
1] Relevance
2] Interest and
3] Meaningfulness in view.
The process of Knowledge Construction:
Let us observe how knowledge is constructed among the children. Knowledge is
naturally formed in children. It is the responsibility of the teacher to channelize that
knowledge into constructive channels. It is not correct that child’s mind is like a blank slate.
It is the duty of the school to create stability and maturity among them. The teacher acts as
a director when the child constructs knowledge.
When does construction of knowledge take place?
1. Formation of background knowledge.
2. Creating love, interest and enthusiasm
3. Different mental processes come into operation
4. Thought stimulation
5. Providing opportunities.
How do we recognize that construction of knowledge is happening?
1. The way of conversation, the vocabulary used.
2. Display of gestures
3. Change in individual behaviour
4. Changes in individual and social life, adjustment.
Children’s thought process is not exactly the same in all contexts and times. There will be
some gaps between the adult way of thinking and the child’s way of thinking. On many
occasions, children’s thoughts are dominated by pictures, imagination etc. Children’s
thoughts are classified in many ways. Let us observer them.
1. Thoughts (Ideas) through stories:
If children are shown a picture and if they start talking about it the children’s thought
will come out.
2. Logical Thinking:
These thoughts will lead to problem solving.
3. Creative Thinking:
Creative thinking help us in thinking in a novel way about something.
4. Problem Solving Thinking:
Problem solving thinking will develop by defining the problem and understanding it.
5. Critical Thinking:
Critical thinking helps us mould a child the most meritorious child.
An alternate Framework for child’s thoughts:
The programmes that can be taken up in a school.
1. Giving importance to children’s language, culture and traditions, and rituals.
2. Allowing freedom to children to think on their own as they are involved in problem
solving.
3. Associating children’s learning to projects, field trips and joining observations to
activities.
4. Giving less importance to learning by rote, mutual discussions, giving more
importance to laboratory activities
5. Providing more opportunities to activities that foster creativity among children.
6. Linking children’s knowledge to real life.
7. Giving importance to interrelate different subjects rather than compartmentalising
them.
8. Including activities in the curriculum that give room for the complete development
of child.
3.6. Types of Knowledge and Problem Solving - Maths, Sciences, Social
Studies,History, Language, Philosophy and others - The role of
Teacher :
Construction of knowledge takes place differently in different subjects. The problem
solving in subjects depends on the nature of the subjects and the special features associated
with the subject. The problem that needs to be solved decides the kind of knowledge that is
generated. Let us look at different knowledge construction processes.
Maths:
The knowledge in mathematics is in the form of understanding the principles,
analysing, establishing relations etc. It also includes arriving at the topic form the data
using a few stages, writing mathematical sentences in the form of equations, displaying
date in mathematical form, drawing conclusions, estimating. Synthesising and analysing
will lead to the creation of mathematical knowledge. New methods will be discovered in
problem solving.
Sciences:
As far as science is concerned, observation and exploration as a part of problem
solving, logical proof, and discussion etc. will lead to new knowledge. The knowledge in
sciences is in the form of principles, definitions, concepts, theories, etc.
Social Studies:
In social studies there are geography, history, civics, economics etc are included.
Knowledge in social studies will depend on nature of different aspects. Estimating
geographical conditions of a region, collecting the information of the crops, observing the
crops is a part of geographical knowledge. Knowing the life style of people, their traditions,
and customs, economic resources, other economic issues will lead to knowledge. The history
of the country, famous leaders, respecting, improving social values and such other issues
knowledge construction takes place.
History:
Thought history is a part of social studies, this is a very important branch of social studies.
If we know the history of one region, we know the administration and the individuals who
influenced that, we also know the main visiting places of a region and gain knowledge about
it also is coplete history. History paves way to future.
Language:
We use language to converse, write, and read books in the target language. Knowledge
construction by knowing the grammatical concepts, sentence patterns, studying the books
that enrich language are some activities that help construct knowledge in language.
Philosophy:
Individual can gain knowledge by understanding the philosophical principles, and
understanding the theories and applying the same to life. When we know about preachings
os famous philosophers, we understand the knowledge of truths of life.
The role of the Teacher in the construction of knowledge:
The learners get new knowledge from their experiences. Self experiences are the
foundations of construction of knowledge. Class room should become a forum that shares
these experiences. The real teaching contexts in a class room should contribute to the
construction of knowledge.
Let us observe certain aspects of the role of the teacher in the construction of
knowledge.
The teacher
¨ Should help the child take his own decisions.
¨ Should be a facilitator and guide the children.
¨ Should use the child’s experiences in problem solving.
¨ Should become a partner in the construction of knowledge.
¨ Has to extend cooperation to children whenever needed.
¨ Should not discourage children even when there are failures in learning, even if it
happens often, we should not discourage them.
¨ Should identify the strengths and weaknesses of children and allot them work
accordingly.
¨ Should be a good researcher.

If the teacher encourages the learners in the right meaner, then only construction of
knowledge will gain momentum. There will be desirable changes in the children.
 Evaluation
Essay Questions:
1. Explain the concept of construction of knowledge. Writ e any five differences
between knowledge and information.
2. Explain any 3 methods of enquiry of knowledge.
3. Discuss the mutual supremacy of knowledge and ability.
4. Experiential knowledge is different from book knowledge. How?
5. Explain how construction of knowledge happens among children.
6. Discuss alternative framework for children’s thoughts.
7. Discuss how construction of knowledge happens in (a)Maths (b)Language(c)Social
Studies (d)Philosophy
Short Answer Type Questions:
1. How is knowledge superior to information?
2. Explain the role of teachers in the construction of knowledge
3. State the three stages of construction of knowledge model as suggested by Meyer.
4. How does experiential knowledge help construction of knowledge?
5. How do knowledge and ability influence each other?
6. State the factors that promote construction of knowledge?
CHAPTER – 4
Contents:

4.1 Curriculum, Syllabus and Text Books

4.2 The guidelines and processes followed in the design of curriculum
4.3 Knowledge in the design of curriculum and Text Books Representation; Inclusion
and Exclusion of knowledge of different social groups.
4.4 Hidden curriculum: school culture, schooling processes, beliefs and thoughts of
teachers.
4.5 Curriculum, pedagogy and Assessment of child’s learning: Knowledge, curriculum
and relationship between learners, Inclusive Education, Learner Friendly class rooms,
continuous Assessment for Learning.
4.6 Design and Implementation of curriculum for society with diverse cultures and
Languages.
Objectives of the Unit:
After reading through this unit we will be able…..
1. to understand the concepts and meanings of Curriculum and Text Books.
2. understand the principles in the choice and design of curriculum.
3. know that curriculum represents different social groups by including the knowledge
of different social groups of society.
4. understand the concept of hidden curriculum, school culture, schooling process
and become aware of Teachers beliefs and practices.
5. become aware of the interrelation among Knowledge, Curriculum, Text Books
and learners.
6. know the need of inclusive Learner friendly class rooms, Learner friendly
environment.
7. get acquainted to the concepts of continuous Assessment for learning in the teaching
learning process (TLP)
8. get knowledge of changing nature of objectives of Education,
9. understand the role of education in catering to the diverse needs with the help of
people’s participation.
10. understand the necessity of assured learning for all.
11. get knowledge of the process of regulating the factors and ideas contributing to
learning.
12. understand the choice of different Teaching Learning Processes.
13. know the use of Teaching Learning Material appropriate to the topic.
14. understand the difference between Assessment and Evaluation.

5. Introduction:
In this chapter, As pupil teachers, we need to understand the concepts curriculum,
syllabus, Text Books and Learning. We have to understand the principles and processes
practiced in the design of curriculum. We also have to understand the contrasts and similarities
between curriculum and syllabus. The knowledge of different social groups has to find a
place in curriculum and syllabus. The knowledge needs to be integrated in the curriculum.
Another important thing is, the hidden curriculum that is implemented in the schooling
processes has to be thoroughly understood. Every pupil teacher has a responsibility of
understanding the relation between knowledge, curriculum, syllabus and learners. Inclusive
Education, Learner friendly class rooms and environment should receive due to attention.
The procedures of continuous Assessment that help to improve children’s learning are also
important to make a complete teacher.
6. Sub Topic wise context analysis:
Content: Society and social needs change continuously. Education has to mould individuals
in accordance with the needs of the society. Education systems make every effort to mould
citizens needed to the society through formal education. In order to make this a realites,
curriculums are being determined and designed. The curriculum expectations are transformed
into syllabus and Text Books. Let us know the differences between curriculum, syllabus,
concepts of Text Books and curriculum syllabus in the present chapter.

4.1.1 Curriculum is very important in the process of Education: It guides the process
of education by systemically organizing the Teaching Learning Experiences. Curruculum is
taken from the Latin word‘currere’. The word ‘currere’ means a run way. The word
runway also means : ‘a course which one runs a goal’. The word curriculum is generally
understood as the sum total of all activities, the children are expected to complete, in the
context of Education.
The traditional curriculum is defined as follows:
1. The structure of different courses by an Educational institute.
2. The structure of different vocational courses.
3. The work plan undertaken in a course.

However, the modern understanding about curriculum is some how different from the
traditional view point.
Definations of curriculum:
Given below are the definitions by certain Educationalists on curriculum.
Edward (1956):

Anderson/Underson (1986):

Kimbalvilles:

Saividen:

[Link]:

Alberty & Alberty:

Cunningham:

Ster House.L.

Secondary Education Commission:

Crow & Crow:

Murray:
[Link]:
4.1 Need and Importance of Curriculum:
Needs of life keep on changing in the society. Education should be able cater to the needs
of life. So, Educational Policies, curriculum also have to change in accordance with that
curriculum is predetermined while learning psychological level and individual differences in
view. Hence, it is a guide to the teachers and learner. If we are to think about moulding
sensible citizens, the school has to provide the required knowledge and learning experiences
to the learners at the school level. It is possible only with the help of an ideal curriculum. It
is considered the constitution at the school level. It decides the subjects to be studied by
the learners and the order of purse ting them to the learners.
W.K. Jacobson (1970) has suggested that the nature of the learner, the nature of
the society and the nature of the subject have to be considered while making decisions
about curriculum.

If we observe the points discussed above we will certainly come to an understanding

that curriculum is an important factor of the Education System, also that, it is the bedrock
on which the Education system study.
Objectives of Curriculum:
1. To encourage new inventions, decision making abilities, research with a spirit of
building a knowledge society.
2. To develop knowledge, skills, values, interests, aptitudes, experiences and abilities
among learners to lead a successful life in future.
3. To create an educationally rich environment to ensure development of inmate abilities
of learners.
4. To ensure construction of educational experiences.
5. To develop educational objectives, Objectives of teaching, course related lessons,
teaching learning processes, text books and other supplementary materials.
NCF-2005 Guidelines:
1. Relating knowledge with life outside school.
2. Moving away from rote-learning.
3. Enriching school curriculum for the all round development of children as against
text book centered.
4. Liberalising examinations and linking real life with class room.
5. Developing children’s interests and attitudes within the framework of nation’s
democratic principles.

State Vision:
It is vision of the State Government’s vision that all the children in Andhra Pradesh
state get high quality education. The children should be in a position to posses knowledge
about surroundings and be able to think about them critically. They need to have an ability
to question. The teachers have to pay attention to this and try foster this ability in the
learners. Teachers need to conduct teaching learning activities in a learner friendly environment
in a way that the children can freely express their thoughts and clear their doubts. Teacher
have to learn from the society and put their newly learnt experiences into practice in the
classroom. The society has own the school and participants in its day-to-day activates.
Qualities as responsiveness and cooperation have to take the place of mechanicalness,
materialism and competition. Humanities and moral values need to be fostered.
State Curriculum Frame work – 2011:
1. Children should learn to respect others opinions and grow as responsible citizens.
2. They should observe nature and environment carefully and be able to think critically.
3. Recognise the importance of natural resources and take the responsibility of
conserving them.
4. Try to be compassionate to fauna and flora and conserve biodiversity.
5. Respond appropriately to different issues they read and learnt.
6. Learn to question fearlessely.
7. The school practice sympathy and empathy and practice humanistic values.
8. Appreciate and follow love, generosity and peace concepts.
9. Practice mutual cooperation and brotherlihood.
10. Children’s development should be comprehensive with physical, psychological
and cognitive development in a harmonious manner.
11. Assert existence by recognizing and respecting the social plurality.
12. Develop as dedicated/responsible citizens.
13. Be ready to take part in the happiness and sorrows of fellow human beings and
evolve as sensible individuals.
14. Behave democratically and develop as cooperative citizens while working with
others.
15. Be enthusiastic and dedicated to the work they undertake with belief.
16. Diversity is the wealth of the nation. We should be able to remise diverse culture in
the society.
17. Foster the innate abilities and inborn skills in the children.
4.1.1 Syllabus:
The two words curriculum and syllabus are used almost synonymously. In fact,
curriculum has more scope than syllabus. Syllabus emerges from curriculum. This is only a
part of syllabus. Co-curricular activities are a part of curriculum. Syllabus is meant for
class room teaching. It has limitations. Syllabus let us know the limit of the subject that is
taught. It depends on the psychological maturity and abilities of the children.
The differences between curriculum and syllabus:
Curriculum Syllabus
1. Curriculum includes many other
things along with syllabus.2. Curriculum is objective oriented.3.
It has a wide scope.4. It theoretical in nature.5.
Complete personality of the learner is important. 1.
Syllabus is just one part of curriculum.2. Syllabus is content oriented.3.
It has narrow scope.4. It is practical in nature.5.
Knowledge and skills are important.

Text Books:
Because of the advancements in science and technology, the printing machine was invented.
Human society is able to preserve its knowledge and is able to pass it to the next generations.
Now a days books are available on every subject. For every class and every subject, text
books written based on syllabus by different writers are available. That is the reason why
text book is the primary tool to teach any subject.
Text Book - Definations:
Long:

Bacon:

Text book is a tool that intends to give prescribed syllabus a practical form in the programme
of science education/ education/ technical education. It is different from other general books
in the choice of lessons, in designing strategies for the teacher help learners and in presenting
content carefully to the group of students while following the governing principles.
Features of Text Books:
 The aims of education have been formulated to cater to the needs of our country.
The Andhra Pradesh State Curriculum Frame work (APSCF-2011) which is based on the
National Curriculum Frame Work (NCF-2005). Syllabus has been designed following
APSCF-2011 which lead to the development of Text Books.
The Text Books developed so far have been revised almost for every 10 years.
But yet, the fundamental changes in the nature of text books have been very very nominal.
Similarly, there was no curriculum frame work or position papers developed previously.
So, the text books and the lessons in them changed. But there was no variety in the content
layout or exercises. The outcomes or the nature of the subjects, and the nature of children
were not taken into account while developing the text book. The textbooks are usually
loaded with information in the name of standards. The concepts of higher classes are
included in the syllabus of lower classes, in subjects like mathematics and Sciences. This
becomes a pressure on the psychology of children, But because of the implementation of
some programmes like APPEP, DPEP; there have been some changes in the primary text
books. These changes need to be more comprehensive as per NCF-2005, RTE-2009,
APSCF-2011.
Andhra Pradesh State Curriculum Frame Work – 2011 (APSCF-2011) has made
some proposals to overcome these.
1. There should be position papers to develop textbooks in subjects like Languages,
Mathematics, Sciences and Social Sciences.
2. Text books should be though provoking help children in learning with the help of
their innate talents.
3. Text books should not be loaded with information, Instead, they develop the ability
should of collection of information, analysis of the information among children,
4. The text books should help children construct their own knowledge. There should
be enough space to use the knowledge in the day-to-day life.
5. The children’s learning should not be limited to text books only. The text books
should motivate the children to consult reference books, magazines, newspapers and journals
intact with the members of the community.
6. The language used in text books should simple. It should not become an impediment
to learning. The text books should take multi linguality as promoter of learning.
7. There should be no gender discrimination in the lessons included in text books.
They should build self-confidence, promote thinking and conscious on human rights in
children. The text books should be developed in such a manner that thinking skills like
responding, critical thinking, thinking from multiple perspectives, thinking creativity,
communication skills are fostered.
8. The text books should include local arts, culture, productive activities and local
issues.
9. The exercises for the prescribed subjects and academic standards should be suitable
to achieves learning outcomes.
10. Exercises included should also be in the form of activities, project works, discovers,
experiments, questions leading to multiple answers, games and puzzles.
11. The exercises should facilitate individual group and whole class participantion and
learning.
12. The lesson and exercises included in the text books should also accommodate the
co-curricular areas like humanistic values, moralities, arts, health, work experience and
other such things.
13. There should be space for revision of fundamental abilities, target abilities of the
class and link the topics of higher classes.
14. The text books should be printed attractively on per quality paper and printing
with suitable pictures and illustrations.

Qualities of a good text book::

Good text book should have the following qualities:
1. Content:
1. The content included in a particular text book of a particular class, should be current as
per the syllabus of the class.
2. The content should in accordance with the objectives.
3. The content needs to child centric.
4. The content should prepare for studying subject and stimulate the ability to solve problems.
5. The content should cater to the needs of learners.
6. The content should be sufficient to develop fundamental concepts.
7. The content should be appropriate to the learner’s level.
8. The content should develop cultural and social values, There should be scope for social
understanding.
9. There should be ample opportunity to exhibit creativity in the students.
10. Co curricular activities should be accommodated.
2. Physical Qualities:
1. Text books should be convenient to be taken to school.
2. The cover of the text book should be colorful and attractive with scientific
concepts. It
Should be in a bounded form.
3. Size of the letters should be suitable to the age and psychological levels of the students.
4. The paper used in the text books should be of good quality and white in colour.
5. It would be useful if teacher manuals are developed along with text book.

3. Writer:
1. The writer of a text book should have the required educational qualifications and
experience.
2. He should have been teaching the subject quite for a longtime.
3. The institute in which the text book writer works should be help to some extent.
4. Language:
1. The language used in a text book, the new words used in a text book should be
understandable to students.
2. The sentences used in a text book should be small, so that the students would feel it easy
to understand them.
3. Spelling and alphabetical order should be free of mistakes.
4. Commas, full stops and other punctuation marks should be proper.
5. There should be no grammatical errors in textbooks.
5. Visual Illustrations:
1. Relevant illustration should be included.
2. The examples used should be useful and used in a right place in a text book.
3. Different exercises should be included.
4. The exercises should be applicable to real life.
5. The exercise should stimulate interest in the learners.
 The principles mentioned above and such others should be observed while
developing a text book. In spite of all this, the text books may not be complete in all
respects. There will be some dearth in including the new knowledge. Whether be the
limitation in the text books, they are essential. Whatever be the limitation in the textbooks,
they are essential. They have their own importance. Hence the text books should be
periodically evaluated and designed with all possible good characteristics.
Advantages of a text book:
The following are the advantages of a text book.
1. Text book is useful to the teacher as a reference book.
2. It guides the learning process of students.
3. It is useful as a carrier of culture. It drives away the superstitions and helps build a
new society and transmit.
4. It makes the required knowledge available to students in one place.
5. There will be uniformity ensured to students in the standard of topics or lessons.
6. Text book promotes logical understanding and comprehensive learning.
7. Text book forms a base for teachers and students a base in the classroom activities.
However, we should not forget that there are certain disadvantages in the text books.
The disadvantages of text books as stated in NCF-1975:
1. Inclusion of information that needs rote learning without any understanding.
2. The information included is in a difficult language.
3. Information is provided in an ungraded form.
4. Teaching history from biographical perspective even in higher standards.

4.2. Processes and criteria for Curriculum selection and construction:

After reading this, we be able……
(i) to state the principles and criteria followed in curriculum selection and construction.
(ii) to under stand the choices made in curriculum selection.
Content:
In the past, curriculums were far remained from the realities of life, and they only
tended to pay interests to examinations instead of the individual differences among student,
their capacities, interests, attitudes and problems. As a result, these text books did not
enjoy universal acceptance and have attracted a lot of criticism. Hence, in order to make
the prospective teachers awake, the processes and criteria followed in the selection of
curriculum have been included. Let us discuss them in detail.
4.2.1. Guidelines used in the selection and construction of curriculum:
The following guidelines have to be taken in to account in the selection and
construction of curriculum:
1. The principle of child centeredness: Curriculum should be developed t cater to
the needs of child’s needs and interests and age. If curriculum is based on this principle, it
will be able to stimulate impulses, instincts and nature of utilize them. The concepts included
in this should try to accommodate the knowledge of experiences with the help of which the
child gets a due place in the society. Curriculum should give importance to the physical,
psychological, emotions and social aspects.
2. Principle of creativity: The curriculum should develop creative and constructive
abilities of students; It should also consider the individual differences among the students.
It should develop the special abilities and interests of the students.
3. Principle of communities’ centeredness: Education is a process that prepares
individuals for social development. That means individual development should be connected
with social development. Education should try to inculcate the attitudes that help social
development. The curriculum should be in accordance with the changing social needs.
4. Principle of Utility: Education should prepare curriculum should of practical utility
to learners. The curriculum should give due importance to the real life problems and
experiences of the children.
5. Principle of utilization of leisure: Learners have energies and interests in
adolescence. If the learners don’t have suitable activities either their abilities are wasted or
they spend their energies and time in unimportant activities, So, there should be programme
to enable the learners utilize the time in a meaningful manner. Philatelist, collection coins,
preparation of scrap book, different subjects clubs, Green corps are some of the activities
that need due place in the curriculum.
6. Principles of Life Centeredness: Principle of life centeredness advocates self
sufficiency of learners in terms of social needs, skill sets that suits to a vocation and physique.
7. Principle of Simplicity: Curriculum should be simple and dynamic. If it does not
allow changes according to the changing social needs, it would be hardly of any use to
either the society or the learner, If we have a broad curriculum and if it is flexible, it would
be useful for the learners of all societies and religious.
8. Principles of conservation: Society has a set of traditions observed from olden
period. Every society has its own culture. Curriculum has every responsibility to conserve
and transmit the same to the next generations. This is the essence of principle of conservation
and design of curriculum has to bear this in mind.
9. Principle of totality of experiences: All experiences are lessons. There should
be enough space in the curriculum to make learners reads to the life by providing them with
future life. Utilization of leisure time, organization, social activity, play ground experiences
etc. will be able to provide them with meaningful and life centered experiences.
10. Principle of Integrations: Curriculum is expected to integrate personality
development of the learner and social development. Availability of resources, utilization of
resources and social development are divers. Similarity, individual needs of the learners
development, interests, attitudes are also diverse. Everyone should try to utilize the resources
and help the society in its progress. Social unity and integrity are possible in this manner.
11. Principle of Activity Cenredeness: The learner’s learner better by doing than by
mere listening to teacher activities involve learners. The learners are more inclined to perform
tasks or take part in activity. They remember the experience for longer time. Activities like
direct experiences field trips should be given more importance in teaching.
12. Principle of Integrated personality development: Curriculum needs to bring
changes in physical, mental, spiritual aspects and lead to the development of complete
personality. All experiences needed for the development of an integrated personality need
to be duly accommodated in curriculum.
13. Principle of Balance: Curriculum should strike a balance among the divers
subjects, activities and experiences. Each one of these should find a due place in the
curriculum and no single component should be neglected. The same principle was elaborated
by Safaiya, Saida elaborated the same as the “Curriculum should find a blend from direct
and indirect individual and social objectives, compulsory and optional experiences”.
14. Principle of Evolution: Society is not static. It is ever evolving. This evolution is
rapid in the context of scientific and technological progress. This is evolution is leading to a
lot of problems.
4.2.2. The Principles/Guidelines of the Secondary Education Commission:
Secondary Education commission discussed the diversity of the traditional
curriculum and recommended the following principles to address them.
1. Principle of Experience: The traditional content taught in the schools is not just
enough to the needs of the present society. The experiences faced by the learner should
become a part of the curriculum. Experiences are available to the learner from formal ways
like the classroom, library, laboratory, workshops and playfield. Some experiences are
available non formally. If we observe all these the sum total of all experiences becomes
curriculum. The commission recommended that all the experiences needed for a child
need to be made available by the school.
2. Compare, Contrast Principle: No two individuals in the world have similar
interests and abilities. Every individual is unique. Similarly, the aims, interests and ability of
learners in the school are different. Hence it suggested that curriculum has to provide for
the individual differences. The learners should not be imposed on the subjects in which
they are not interested in. If they imposed, they will get frustrated. The frustration will affect
social progress. All students have the knowledge and skills at the macro level. The curriculum
should include these areas/subjects. However, level of these areas/subjects included should
be suitable to the level of the learners.
3. Principle of Social Relevance: The activities included as a part of curriculum
should have relevance to present and future needs of the society. Productivity is like the
backbone to organized human society. The curriculum needs to focus on such productive
effort. The teacher should inculcate in the minds of the students that school an integral part
of the society.
4. Principle of Leisure time activity trainings: It is important for every learner to
have some activity. It is equally important that every learner should have leisure time.
Curriculum should be designed keeping both these aspects in view. For this reason, the
learners should be trained well enough to learn knowledge/skills in social, art-related aspects
and sports in leisure time. The teacher should have good understanding about utilizing
leisure time meaningfully and be able to guide the students well.
5. Principle of Mutual Relations: Curriculum should be logically divided. As far as
possible, every unit needs to be divided into sections and they should be integrated with
the routine life. Otherwise, Educational values cannot be achieved. The curriculum should
be done in a way that the interrelations are proposed. This way the Secondary Education
Commission recommended the curriculum should designed so that the learners are prepared
for the future life.
4.2.3. Approaches to Curriculum:
There are many Approaches in curriculum design. Every approach has certain
merits and certain limitations. The pupil teachers need to know these approaches, Knowledge
of these approaches helps us in assessing the present curriculum and to decide the suitable
approach for the contemporary and future curriculum needs. The following are the main
approaches in practice for designing curriculum.
1. Psychological Approach.
2. Logical Approach.
3. Concentric Approach.
4. Spiral Approach.
5. Chronological Approach.
6. Correlation Approach.
7. Topical Approach.
8. Unit Approach.

1. Psychological Approach: The topics in the respective subject/area have to be arranged

in accordance with the level of the learners and their interests. Psychological Approach
helps us in arranging the topics in this order. The mental abilities and needs of the learners
are given priority in this approach. Child psychology deals with the Growth of the learners,
efficiency, interests, attitudes and natural abilities of the learners. No two individuals will
have the same abilities, interests and psychology. We can observe the individual differences
very clearly. So it different abilities, interests, emotional and artistic talents are taken into
consideration in arranging the subject that is psychological approach. This treats child as
the centre and wherever needed there is possibility that curricular limits are sometimes
ignored for the sake of learners.
Raeburn, an educationalist felt that it is not correct to argue in favour of a definite curriculum.
The Secondary Education Commission suggested the curriculum should give sufficient
scope for stimulation, expression of readiness and diversity. The learners should be
introduced whatever is known and immediate knowledge to the learners first and unknown
and revote knowledge later.

Merits:
1. This is very close to child centered education.
2. This is easier to children as it is designed on the basis of psychological principles.
The learners will be learning enthusiastically.
3. There is reinforcement to learning as there is scope for relearning and revision.
The organization of content in curriculum should be arranged similarly, from experiential
facts to new facts, from physical entities to non physical entities, from concrete to abstract
ideas and from easy to difficult.
Demerits:
1. It is very difficult to design the entire curriculum on the basis of psychology.
2. It is not possible to take all individual differences into consideration.

[Link] Approach: Understanding certain concepts is not possible to understand without

the knowledge of certain basic concerts. Hence, introducing the basic concept first and
later the concepts based on the fundamental concepts be arranged. Arranging the curriculum
in terms of the cause and effect relation, the level of difficulty and the level of learners is
called logical order. Whatever be the order, if it should be useful and then it called logical.
Merits:
1. Learners understand better if teaching learning proceeds in an order.
2. When the learners proceed from known to unknown it is better, children understand
better and they are motivated to learn further.
3. Learners think better and the ability to discriminate better.
4. Rational thinking is promoted among learners.
If we discuss in terms of the principles of learning, local order means arranging concepts
from ‘Simple to Complex’, ‘Known to unknown’ and so on. In this, complex of the concept
is not considered. In order to decide the order of the lessons Psychological Approach is
used. In order to decide the rationale, Logical Approach is meaningful. Both these process
are interdependent. So for designing curriculum, a blend of both these approaches is
considered better.

De Merits:
1. The concepts that are logical to some learners may not be so for others.
2. It may not be possible to arrange everything logically.
3. It may be difficult to arrange certain and concepts in logical order.
4. The order may not hold good for the learners with different ability.

3. Concentric Approach: Concentric Approach may not be based on psychological

Principles. The main principle in this Approach ‘Conveying all aspects of an idea in a
simple manner’. Development of different concepts in the curriculum is termed as
‘Concentric Approach’. In this approach, the simple fundamental concepts are taught in
the lower classes. The complexity will be more in the next classes. Further more complex
are the concepts in the classes following later. In another way, the key concepts in a topic
or a lesson are taught according the age, mental level, skill level of the learners. The level of
key concepts goes on increasing with the class, age and skill level of teachers. As we move
to higher classes, the scope of the subject increases. Simple, fundamental concepts are
introduced in the Primary classes and complex concepts are introduced in the higher classes.
The order of learning moves from simple to complex.
10th Class
History
Civics
9th Class
8th Class
7th Class
Geography
Economics
6th Class

Merits:
1. This Approach moves from simplicity to complexity. Hence this is suitable to the
mental level of the children.
2. Every year children are exposed to the same subject year after year. As a result,
children can understand deeper concepts well and the internalize the concepts.
3. Every if the child drops out, he/she will have the fundamental knowledge and
remember the concepts for long.
4. The concepts included in one class have the foundation in the concepts learnt in
the lower classes. So the children understand better.
5. The topic of study is dealt with holistically.
6. The content included in different classes, in familiar to the learners. We can be sure
that all the topics are familiar to the learners. There will be no topic that the child has no
previous knowledge.
7. In every class, many concepts are included. So the learners will have the basic
knowledge of different concepts.
8. The organization of the content is done to suit to the age, maturity and psychology
of the learners. As a result, children understand the concepts easily.
9. The learners develop more interest in the concepts and revision becomes easy.
Each circle represents one class. Each quarter stands for the scope of the subjects.

Limitations:
1. The same concepts are taught every year. As a result, children get bored. There is
no variety.
2. Some are of the opinion that it waste of time to learn the same concepts every
year.
3. It is very difficult to divide the single concept to suit to the age, maturity and individual
differences over a period of several years.
4. The students have no opportunity of learning a single concept completely in one
year.

[Link] Approach: Spiral Approach depends on the principle that no subject should be
taught totally in the primary level itself. This approach nullifies the demerits found in the
Unitary Approach. Every topic is distributed according to the level of complexity in this
approach. ‘The concepts are distributed according to the easy to difficult principle.’ But,
there is one precaution to be taken in this approach. While dividing or distributing the
topic, some parts of it should not be too small and some parts should not be too big. If they
are to small the child can not learn anything meaningful, as he/she learns it for a short time.
In this approach, the content is not taught in one class. The content of the lesson is spread
across several classes progressively. As we reach higher classes, the level of the topics
also continuously increases.
For example, when we teach Indian History, it is better to teach the life history of certain
historical personalities, the successes they achieved their contribution to India first.
Secondary Classes
Studying history through enquiry

Primary classes studying history

through incidents.

Primary classes studying history

through personalities

Merits:
1. The organization of content is done through psychological level of the children.
2. The topics are organized from simple to complex and whole to the part.
3. In this process, children will understand complex concepts of the subject areas.
4. This approach creates interests among the learners. Remediation also becomes
easy.
5. This approach follows simple way.
6. This approach facilitates continuous revision. The content is retained for more
time.
7. The difficulty level of the content is in accordance with the level of the learners.
The process of learning will be more fruitful.

Limitations:
1. We need highly skilled teachers to implement this approach.
2. If the same content is taught repeated by children may get boredom.
3. There is no novelty in the lessons, children can not know about certain incidents by
following shortcut methods.
4. This approach is not suitable to meritorious children.
5. It can not attract the attention of the learners.
6. Children get familiarity with the new concepts. But they also have a feeling that
they don’t know complete knowledge in the subject.
[Link] Approach: Chronological Approach gives importance to the time line.
The incidents or events that had taken place earlier are introduced earlier. The incidents
that took place later, in gradual manner. If we look at the general practice, it will be better
if we apply chronology from past to present. If we do so, we will get a logical, clearer
sequence at activities with this, we will be able to understand how an institute, a movement,
a tradition started or evolved to the present stage.
Ancient Period
Medial Period
Mughal Period
Post Independence Period

If we follow unifying method and arrange the content, teaching becomes easy. The learners
will be able to know the interrelation, among several facts. This needs to motivation and
further learning several facts. This leads to motivation and further learning will be there.
The main purpose of this approach is to teach facts in terms of the time order. Once the
topic is taught, it will not reappear. The entire course has to be divided into definite phases.
For example, Indian History can be divided as follows:

This approach is suitable to primary level. This is more useful in secondary level. It is very
much suitable in teaching history. The reason for this is entire history is based on the timeline.
Apart from history, it can also be applied to other subjects as well.
Merits:
1. The children develop interest to learn the facts of the past.
2. The children develop understanding of the Nation, culture, customs and traditions.
3. There is variety as every year new facts are taught. The children tend to like to
learn better.
4. This approach helps foster patriotism and nationalism among children.
5. Learning takes place according to the learners.
Limitations:
1. This might lead to boredom among students as the content is from different time
periods.
2. When learners start knowing period they might forget the facts regarding other
periods.
3. The children who dropout from school will lose the opportunity of knowing new
facts.
4. This approach is limited to the principle of whole to the part.

[Link] Approach: The technique of correlating the other subjects/topics while

teaching one subject/topic is called Correlation Approach. If the teacher has sound
knowledge of topics of other subjects he or she will be able to correlate better focusing on
the similarities and differences between them.
Merits:
1. Teaching subjects while correlations with other subjects will make the concepts
comprehensive.
2. The subjects will be more interesting to learners, because of correlation.
3. Creativity and development of scientific thought will be enhanced in correlation
approach.
4. The learner will find this approach useful in routine life.
For example, if the teacher is teaching a lesson ‘population’ he/she should relate the topic
with population explosion and its disadvantages and enlighten the learners. The knowledge
of social sciences should be integrated with his subject to make children understand the
disadvantages of population explosion. In order to explain the uneven distribution in the
world, knowledge in geography becomes necessary. This way, while teaching the topic
‘population’ it is essential to combine and correlate the concepts of other subjects. This is
the essence of Correlation Approach.
Limitations:
1. Correlation between topics of different subjects may unnatural.
2. The objective of Education will be defeated by trying correlation different subjects
artificially.
3. The aims of correlation will not be achieved, if correlation is not properly done.
4. If the teachers try too much to correlate, it may result in improper correlation.

[Link] Approach: In Topical Approach, a topic is selected and all aspects of the topic
are included curriculum. All aspects of the topic are introduced in the same class. This
topic will not appear in the sylkting of other classes.
Topic Approach can be adopted in many ways. First, the teacher will declare the topic,
invite the learners in discussion and finally explanation is given. This way the learners are
motivated better and natural learning will take place. Otherwise, teachers can introduce
the topic with the help of certain teaching aids. Generally, the real life contexts, routine
activities and surroundings will be taken up.
However, this approach is very un natural and it is difficult to implement. In every topic
there are certain concepts introduced in one class may not be taught in any class in the
school level. As a result, the learners may completely. If one has to understand the topic
completely. so many other factors should be favourable. That is why in this approach, the
children are less likely to get complete understanding in the concepts.
Merits:
1. The learners also take part in teaching. This approach enhances their interests and
motivation.
2. Learning is very close to the real life situations and routine activities of the learners.
The learners will actively take part in learning.
3. Leadership qualities and initiative are increase in this method.
4. Teaching learning activities are full of liveliness.
5. The learner will get complete understanding in the concepts.

Limitations:
1. This approach is practically difficult to implement.
2. A library is needed for the success of this approach.
3. Skilled teachers are very much essential to make it success.
4. Sufficient teaching learning material should be available.
5. This approach is not suitable to all topics. It is suitable only to certain units.

8. Unit Approach: Unit Approach is conceptualized based on psychology proposed that

human behavior and human nature should be observed as a whole. They proposed
unitaryners from their perspective.
In this approach, the content of one subject is divided into certain parts. Each of
these parts is called a Unit. Every unit promotes a set of skills, habits and interests among
the learners. Every unit has to be psychologically organized as submits on the basis of easy
to difficult. Similarly, each unit should be organized systematically with some interrelation
between two units. Learners get a good understanding when they study the inter relation of
two units. The concepts that are interrelated will be thematically organized in the core of
the unit. Each unit is considered as one ………………. The topic that are closely associated
will be treated as one standard or one unit.
Definition of Unit:
Henry Morrison: “One comprehensive part of a surrounding, science,art or behavior is
the unit or division.
Wesley: “Unit is the systematic organization of content and experiences of the inherent
desirable traits among the learners is called unit.”
Preston: “Unit is an elaborate subject content subject content that mutually connect.” The
sub units in turn have lessons. The essence of each lesson is in the direction of reflecting the
comprehensive idea of the unit.
The characteristic features of good unit:
1. A unit should be in accordance with the age, level and needs of the learners.
2. In accordance with the individual differences of the learners.
3. Develop creative abilities among the learners.
4. Provide the complete idea of one idea.
5. Encourage learner physically, mutual and learning activities.
6. Suit to the living style of the learners.
7. Have the logical correlation.
8. Useful for meaningful teaching.
9. Relevant to important problem or idea.
10. Framed for the convenience of teaching.
Units-Types:
There are several unit types based on the content included in it.
1. Resource Unit: The units that give extensive information provided to the teachers is
called Resource Unit. These are useful for the teachers to stimulating ideas and knowledge
bank. The scope of resource units is vast.
2. Teaching Unit: The units that include information to learners are called teaching units.
Teaching Units are a part of resource unit. These are in line with the special purpose. This
is the executive part. The teachers prepare this to a class room context.
3. Experience Unit: These are central around experiences. The concepts related to real
life contests or problems are included in this. Ballard felt that an experience unit is a real life
portion imported in to class room. The learners will gain problem solving skills from such
experiences. These units provide the knowledge and understanding for the children to lead
their future life efficiently.
4. Subject Matter Unit: The units that give more importance to content that the children
are called the subject matter units. The knowledge component expected to be possessed
by the learners is prescuted comprehensively.
5. Structured Unit: Promoting the activities to face the real life challenges is the objective
of this unit.
[Link] Morrison, who was played an important role in devincing unit plan in teaching
has deviated an approach with its steps.
1. Exploration: This helps in observing the prior knowledge of the students and
motivating them to know new things.
2. Presentations: New concepts are taught to students. If needed, same concepts are
repeatedly explained to the students till they understand.
3. Assimilation: Teachers have to design activities that help assimilate the new concepts
presented with the earlier knowledge. In this process, teachers and learners be involved in
activities that promote assimilated. While doing so, teachers have to keep the abilities of
learners in mind. This step helps a lot in identifying individual differences and planning
remedial teaching a lot. Discussions, Book reading, Assignments, Activities that help in
problem solving are given to learners and an attempt is made to achieve the objective.
4. Organisation: All students together will arrange the concepts is a proper order
and organize it.
5. Recitation: The children learn concepts by reciting them for many times and get
complete knowledge. This exercise may be in oral form or written form.

Merits:
1. It is possible to organise in an order. Correlation is established between topics and
concepts are gradually made understood by the learners.
2. Teacher has a freedom. If needed he/she may go beyond the limits and add new
concepts that are needed for the learners.
3. It is possible that this objective is achieved through selecting appropriate teaching
aids and teach using them.
4. Teaching is planned. So teaching is finished with in time.
5. Learning activities are designed basing on the abilities of learners. So learners will
learn enthusiastically.
6. Learning activities are designed basing on the abilities of learners. So learners will
learn enthusiastically.

Limitations:
1. There is no special training in using method.
2. It is not possible to develop teaching aids may not be possible.

Process of Curriculum:
The cycle of curriculum has been divided in to five stages.
[Link]. Selection of Aims, Goals and Objectives:
Curriculum is the plan of educational activities. Curriculum has specific aims.
Curriculum helps us in achieving aims. Educational aims originate from the purposes and
goals. The goals are of three stages.
1. Ultimate Goals,
2. Intermediate Goals.
3. Immediate Goals.
Generally the things to be achieved.
Goals: Goals are broad in nature and aim to long term and ultimate benefits.

Aims: Aims take their origin from goals. These are not only specific but also point to the
direction of education. In order to achieve them a definite long term period is needed.
Objectives: Objectives can be achieved within a short period of time.

[Link] of content:
In curriculum development, syllabus in considered the most important aspect. We can see
the content selection in three phases.
Phase General
I Conceptual framework for content themes.
II Selection of Basic things/Concepts.
III Selection of Specific Content themes.

In the first stage the concepts related to the content can be clearly stated.
In the second stage, basic themes are selected and key concepts of syllabus are collated.
Then, the content is provided a cognitive structures.
The third stage is very specific, the content is compared with key concepts and themes and
whether the content is within the scope of curricular expectations.
4. Organisation and Integration of Learning Experience and Content:
Learning experiences and content orgainsation are coordinated in the middle of real learning
condition, the ……...... between teacher and the students, the level of learners and the
teaching strategies in the class room.
Choice of Learning Experiences: Learning experiences help in bringing about behavioural
change in the learners. As a result of this, the aims and objectives are achieved. Different
learning experiences tend to improve human behavior their interests and problem solving
trends in specific contests. The learning experiences provide physical, mental, emotional
experiences separately and as a mixture. The experiences chosen should be according to
the age and psychological level of the learners.

[Link] and Development of Text books: Inclusion of knowledge of different

Social classes and Representation:
India is a land of castes, races, languages and religious. Hindu, Buddism, Jain, Sikh religious
originated in this land. Many religious have entered this land from other countries.
Curriculum and syllabus should include knowledge of all traditions, code of conduct and
discipline in order to facilitate equality and fraternity among the people of all castes, religious,
regions and promote all round development of all. Along with the syllabus, the curriculum
should also include co curricular activities: Art forms, cultures, skills and knowledge of
some sections can be understood by all forms if they are included in the curriculum. Some
social classes have more knowledge in language, social sciences, arts, culture then the
others. That knowledge is necessary for all sections of the society. Once, it is included in
the curriculum that will come into a documented form.
The art forms, traditions, culture of traibals are written and un documented form. Tribals
may not come forward to document these art forms. This knowledge should be made
accessible to all. These cultures are often neglected in the name of urbanization and civilization.
Our curriculum has no place to tribal culture, rural culture and women’s culture. So, the
cultures need to be included in curriculum.
As per Right to Education Act, 2009, it is the responsibility of the Government to provide
Education for All. It is better to include the knowledge of all social classes in the curriuculum.
Curriculum and Syllabus: Representation of knowledge of various social Groups-Inclusion
and changes. Text books are developed on the basis of curriculum. So, text books reflect
the curricular issues-since curriculum is the reflection of different social classes, the knowledge
belonging to different classes should be represented in the curriculum. Different issues of
various social classes can be observed as follows:
1. Caste Groups: Different castes in the society have their own traditions and customs.
Every caste has certain traits useful to the society. Family system, marriage system, bringing
up children, property sharing, family affairs should be included in curriculum. So that
family system will be intact in future also.
2. Racial Groups: There are Racial Groups also along with caste and religion. There
is a sense that their racei in superior to others.

4.4. Education – Process:

The teaching learning process that goes on in schools is called ‘schooling’. As long
as the system of school exists teaching-learning process will be continuous. Let us discuss
this in detail as follows:
1. Teaching: Children are equipped with complete knowledge when teaching is done
as per the curriculum and text books. Teaching makes the child wise.
2. Learning: Teaching is done as per the curriculum and activities included in the text
book. If that is done the child becomes a good learner and become a useful member of the
society and he will be helpful to the parents. There by child creates a self learning
environment.
3. Co curricular Activities: Conduct of co curricular activities discussion, exhibitions,
games and sports competitions, drawing, music concerts, field trips to children promote
enthusiasm and helping among the children.
4. Group Activities: Learner develops sense of brotherhood when team activities
are conducted. They feel the happiness and the quality of work in working [Link]
enjoy the fruits of it. This way, respect for work, sense of cooperation, reverence develop
and thereby they lead to the development of a good society.

4.4. Hidden Curriculum: School culture, School Process-Beliefs and practices:

Hidden curriculum is unwritten and unofficial. It is any lesson, values or perspectives
learnt by children at school. Curriculum includes lessons, the learning activities participated
by children and knowledge and skills taught by teachers. But hidden curriculum means the
untaught, un expressed social and cultural message in school or school organizes that the
child learnt. Those experiences are form all or non formal or non formal lessons learnt by
children. The way of children behavior with children, teachers and elders is called ‘Hidden
Curriculum’.
Incase of different religious, casts and people from social diversity, children
understand certain things. Though students and Educationists don’t recognize this, because
of the behavioural changes and changes we notice in the personalities, this is called ‘Hidden
Curriculum’.
The society cannot notice the presence of hidden curriculum. This can not be
tested either. But still, the aspects of hidden curriculum an accepted by all. So, under the
influence of hidden curriculum, the values and contents of the syllabus are strengthened.
The experiences, values, beliefs, inequalities, equality, freedom, liberty etc are
expressed by hidden curriculum.
Examples of Hidden Curriculum:
Cultural Expertations: Hidden Curriculum conveys the objectives, topics, social and
behavioral estimates expected by educationalists and schools. For example, students of
some schools get more marks than their expected level. Students of some of the schools
get less marks, through they feel that the performance in examination is easy. This is a n
encouragement to some students and discouragement to other students. One way is
appealing to some and another way is appealing to others.
Cultural Values: The cultural values spread by schools, teachers, peer groups also are an
example of hidden curriculum.
Cultural Perspective: In schools, students of diverse backgrounds are identified and
treated in friendly manner. Some school managements, certain types of schools encourage
the parents of children inviting them to participate in meetings without caring for their
background or status.
Curricular Topics: The topics in child in the curriculum are chosen from divers ideologies
and cultural information. Customs and traditions and cultures of different regions are learnt
by students.
Teaching Strategies: Teaching Strategies followed by teachers of a school influence the
reputations of the school. Some schools encourage teachers to know the leaning gaps and
change teaching strategies and …………….. The strategies are adopted by schools to
create project based learning experiences increase efficiency among students and promote
social understanding among students.
School Structures: The physical facilities and equipment to help children and many things
we that come into the scope of school building. Generally, learners …….interest in the
way the school is run. They are not much interested in the physical qualities of the school
building.
Institutional Rules: School complexes, uniform, punctuality, the regulations to be followed
by the learners in the school and their parents at the time of their visit to school – all these
are examples of hidden curriculum.
[Link] Culture:
The aspects of school culture have been discussed in the Unit-2 of this book.
[Link] and Practices of Teachers: School teachers have different belief systems
and practices about different issues.
1. Teacher’s Beliefs: Irrespective of the teacher’s individual opinions about education,
learning, learners, every teacher should believe in the following:
(i) All children can learn well.
(ii) All children should be treated equally.
(iii) The teacher should ensure that children reach the class level in learning.
(iv) All children be treated equally.
(v) The teachers should provide opportunities to children based on their interest,
intelligence and abilities.
(vi) Children should derive joy in learning.
(vii) The diversity among the learners should be treated as the strength of the class.
(viii) Teachers should shoulder responsibility for learning among children.
(ix) Children should be motivated.
(x) Children should be recognised and praised.
[Link] of Teachers: The class room practice of the teacher makes the teaching learning
process successful. As suggested by OECD, the teacher should show the following in
practice.
(i) Teacher should have complete knowledge of the content.
(ii) Teacher should make the classroom ready to suit to his teaching needs.
(iii) Children should be oriented.
(iv) Children should be provided with additional activities.
(v) There should be scope for cooperative learning.
(vi) The teacher should be punctual in his activities.
(vii) There should be an orderly environment in the class room.
(viii) Children and teacher should maintain good relations.
(ix) Children should learn in a conductive environment.
(x) The result should be at the desirable level.
(xi) The teacher should get cooperation from follow teachers.
(xii) Suitable teaching method should be used to teach the topic.
(xiii) There should be pleasant environment in the class room.
(xiv) The teacher should be contended with his profession.
Teacher’s beliefs and practices influence the field of Education a lot.
4.5. Curriculum, Teaching Method and Assessment of children’s learning:
1. Curriculum: ‘The series of activities undertaken by the learners to achieve the objectives
of the school are the form of curriculum’. :- Alberty and Alberty.
2. Pedagogy: ‘Using the theory and practice of educational principles is known as
pedagogy’.
3. Assessment: All processes and activities used to estimate the progress and abilities of
children are called Assessment.
4.5.1. Curriculum, Pedagogy and Assessment:
Curriculum is designed to achieve educational aims for different classes, subjects
and co curricular areas. Goals of students and social goals are achieved with the help of
curriculum. The curriculum provides the content knowledge to the learner through different
subjects. That helps the learner in constructing knowledge from the learning experiences.
Physical and mental development takes place with the help of co curricular activities, This
way curricular helps in the complete development of personality.
The teacher has to use suitable teaching methods in order to implement the curriculum
in school. Mainly child centered teaching methods, activities based method, inductive,
deductive teaching methods, synthesis, analysis, discovery methods of teaching should be
un plecented in the class room with ICT based teaching, Teaching method should be
correctly employed in order to make teaching learning process a success.
If we want to understand the influence of curriculum and teaching methods
implemented in the class room, children’s learning should be continuously assessed. At
present, Continuous Comprehensive Evaluation is being implemented. It is implemented in
the form of Formative Assessment and Summative Assessment.
It is clear that curriculum, pedagogy and assessment have an imseparable
relationship with one another.
4.5.2. Relationship among Knowledge, Text books, Curricular and Learners:
The knowledge of learning has been continuously expanding from the early years
of 20th Century. Though many issues have been extensively researched about human learning
. The approaches that are really useful in the evolution of human being mainly live
behaviourism can not be forgotten by educationists the design of curriculum.
Nature of knowledge and construction of knowledge among children is another
basis for curriculum. How is knowledge different from information? How do children convert
information into knowledge? How are different thought processes related to Cognitive
Processes skills? Questions like these have been matters of interest. If educationalists can
find answers to these questions, it is possible that knowledge in curriculum be regulated.
The design of curriculum should include styles of learning and policies. For the
learners who like different styles of learning, the curriculum should provide learning in
alternative ways and means.
4.5.2. Inclusive Learner Friendly Education:
The concept of integrating all children in a school irrespective of their strengths,
weaknesses in any field. All learners in the school should feel that they are also a part of
along with other children, teaching staff and non teaching staff (Support staff). This is the
essential thing in the concept of inclusive Education. Any kind of Education that includes all
kind of practices is treated as Inclusive Education. The people who are more concerned
about children, who guide all children defined Ideal Inclusive Education as follows: “Inclusive
Education” is based on the notion that people or citizens work in inclusive groups that are
composed of people different races, religious, ideals, weakness. Children should learn to
live in surroundings in which they are further going to live in real life.
Nature of Inclusive Education:
1. All children are kept in view while deciding teaching learning process.
2. All children have a right to participate in all subjects and in all activities.
3. Teacher and learners feel that they all belong to the same group and are equally
placed in the group as the others are placed.
4. Parents are involved in the design of Inclusive education. The syllabus can be
designed depending on the needs of the children.
5. Inclusive Education is always child centered in nature.
In an inclusive class room children from ill privileged classes like girls, opposed classes,
minorities and tribes also take part in learning in that very class.
Learner in an Inclusive Class room – Child friendly class room:
The teacher has to put a lot of effort to create learner friendly environment in the
class. The teacher has to create opportunities in a wider perspective. Many kinds of learning
experiences should be in the reach of children. For example, one activity may performed
individually, in groups or as a whole class activity.
The inclusive learner should be given activities based on oral, written activities and activities
based on objects. The teachers should know skills, knowledge, interests and previous
experience of learners. As a result, if possible that we can create class room activities and
we can promote that we can promote right interests in the objective of achieving an inclusive
class room.
By participating in various learning activities, the children will be able to identify their
priorities.
Story Telling:
Role playing
Word games
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………………..
Creating stories
Discussions, drawing, riddles.
We can foster a variety of interests among children. The teacher needs to encourage all
children to participate in co-curricular activities. Children should be taken by the teacher
to tours for as a recreational activity.
Barrier Free Environment: A barrier free environment for the differently abled children
should be created. There should be no impediment for the differently abled children to go
to school and come back along with the other children with normal abilities. For example,
inclusive childrent should be in a position to enter school building or come out of it. Library,
Assembly hall, auditorium, toilets, canteen or dining room and play fields without any
impediment.
The following points are to be kept in view regarding the differently abled children
studying in a normal school.
1. The entry-exit passage to school.
2. A railing to help walking.
3. Door and courtyard.
4. The floor should not be slippery.
5. The building should have a corridor and surroundings.
6. Information board and signages.
7. Light and sound.
8. Toilet
9. Play field
10. Drinking water facility
11. Emergency exit.
If all the above mentioned aspects are kept in view, the differently abled children will be
able to studying in a normal school.
Equal Opportunities for the children form ill privileged classes:
The children of ill-privileged sections should be given equal opportunities in the
school activities. Girls should be treated on par with the boys and equal opportunities
should be provided to this. They can be given representation as class leader, school
cleanliness responsibility should be made a part of this. Also, girls should be encouraged in
co-curricular activities.
Girls from Dalit and Traibal social groups should be encouraged to participate in
learning activities and co-curricular activities. The teachers should see that all benefits of
the welfare schemes implemented by the Government should reach these children. The
teachers should encourage to appear for all competitive examinations and get a fair share
of the better opportunities.
Special plans need to be prepared to improve attendance in the children of minority
groups. Every attempt should be made to retain those children in schools and complete
schooling. Dropouts should be minimised and retention should be improved. The teachers
need to take steps in this direction.
The teacher should try to make all children sit together while taking mid day meal
and enforce that all children attend the school in uniform.
Continuous Assessment for Learning:
One of the aims of education to provide education to children in a way that promotes
creativity logical thinking and understanding in line with the changing times. We have complete
development of children our aim. For this purpose, we have focused on constructivist
class rooms and Teaching Learning Process. Then comes the question – How to assess
these processes? In this context, NCF-2005 and RTI-2009 have mandated ‘Continuous
Comprehensive Evaluation (CCE)’ and further stressed the learning as a process rather
than learning as a product. They recommended a complete reform in the existing system.
The tests and examinations conducted in our schools are in no way sufficient to
assess the complete development of personality. The present examinations are useful only
to remember factual information and reproduce the same. They are not useful to achieve
learning outcomes. The periodical, occasional written examinations conducted to assess
children’s progress are unscientific and they are not comprehensive at all. They are subjecting
the learners to a lot of pressure. To overcome this situation, alternative evaluation procedures
need to be implemented. Accordingly, the teachers need to develop assessment tools on
their own and utilize the same to assess learning.
If we take language learning as an example, many kinds of assessment tools are
required to develop language skills among children. While assessing, children’s language,
skills and interests the strategies for differently abled children should also be kept in mind.
Acquisition of language is not just learning a language. It is also to use language creatively,
logically, contextually and confidentially. We have to think serious about whether we are
taking this inot account or not as we teach languages. The necessary assessment tools and
process need to be developed. We need to prepare a plan to integrate assessment with
learning. Before we do that, we need to understand the following concepts thoroughly.
1. Assessment as Learning
2. Assessment for Learning
3. Assessment of Learning
1. Assessment as Learning:
 “Assessment as Learning” means children’s abilities as a part of regular teaching
and learning and not done separately from learning. As a result of this, assessment also
helps leaning. This is useful to children not only as a process to assess themselves but also
to assess their peers with the help of this process, children decide the objectives depending
on what extent they learnt and what is to be learnt. It means that the child learns, assesses
and corrects and moves forward. In this process assessment not only helps children in
learning but also becomes a part in learning.
2. Assessment for Learning:
Assessment for Learning is a very important aspect of teaching and learning. In this process,
teacher and children respond to each other, discuss and come to a conclusion. It is an
integral part of teaching and learning. The main purposed “Assessment for Learning” is
teaching the children how to learn. It is a continuous process. It helps in identifying which
particular leaning experiences are needed to provide a continuum to the class room teaching-
learning activities.
3. Assessment of Learning:
“Assessment of Learning” tells us how the children learnt something. Children keep on
participating in different activities and learn different concepts, practice forms and process
skills. This kind of testing the knowledge and skills learnt by children after some time is
“Assessment of Learning”. This is done internally by teachers and externally with the help
of assignments. In this process many learners are assessed at the same time. Generally, the
tests or examinations conducted after a unit or a term comes under the category of
“Assessment of Learning”. This is the method of declaring the final outcome of learner
achievement.
Characteristic Features of Assessment of learning:
- This assesses the learners progress only with the help of teachers or assignments.
- The children progress results are expressed in terms of marks and grades.
4.6. Design and Implementation of Curriculum for multi cultures, multi languages:
Multi Cultures:
A society with more than one convention culture and customs and practices is called
Multicultured Society. This show the difference between cultures of different races. It
conveys the needs of a society with more than one culture.
In a country like India, there are learners form diverse social backgrounds catering
to the needs of learners from diverse cultural backgrounds is the spirit of multicultured
class room. In this age, gender, social, economic states play a key role.
Multi Linguality: In a society with different races, religious, classes and castes, there are
people speaking multiple languages. In our country, there are people speaking more than
one languages. India ruled by rulers from different cultures and traditional. Their culture,
language and traditional influence the life styles of people. Similarity, relation between local,
regional, national and international relations improved significantly. Multi lingunalism became
a significant entity in India.
In the present society every individual needs to learn more than one languages.
Students have to learn different languages. Otherwise, they cannot progress with the social
pace.
Language improves the knowledge of an individual. Multi Lingualism promots
national unity. In India, there are people speaking many languages. In many states three
languge formula is being implemented. Priority should be given to the language that is
spoken in different parts of India. The languages spoken by people living in hill regions,
valleys, sea shores and forests should be accommodated in the curriculum. Some respect
should be given to the languages spoken in that region. This languages need to be introduced
to citizens of other cities and towns.
The Relation between Language and Cultures: The relation between language and
culture is inseparable. They depend on each other. Traditional languages developed from
traditional cultures. Language came into existence to share ideas of the culture. The people
got an opportunity to share their culture ideas, traditions and customs with the help of
language. Language and Culture are developing with the changing times. At present,
knowledge of multi languages is necessary to understand multi cultures.
[Link] and Implementation of curriculum for Multi Languages, Multi
Culture:
‘In the traditional curriculum, texts and stories. The languages and culture of dominant
classes were represented. But, in those days, the languages and cultures of minority groups
and cultures do not find place in text books. Especially in the tribal regions, rural areas,
folk areas and their traditional songs their traditions and customs their love for language are
not accommodated in the curriculum. These trends are adversels impacting human relations.
All the cuttures and languages of the society have be kept in mind while designing
curriculum and the classes of society and their cultures should find a place in curriculum.
The cultural events orgnised in educational instututes modern trends are reflected
in the programmes. If more importance is given to Indian culture by including folk dances,
folk songs and famous plays from different Indian Languages, it will be an encouragement
to Indian languages and culture. In the receny times, Government of Indai is organising a
programme called “Kala Ustav” Which id intended to give importance to Indain culture
and traditions. In this programme culture competitions are conducted in Schools.
Teachers should mention the service, merit of those people who have great qualities
like patience, Social service and acknowledge their qualities irrespective of their back
ground or social class. For example, the lradership qualities and intellectual abilities of
Komaram Bheem, Savitri Bai Phule, Farmer President A.P.J. Abdul Kalam have to be
mentioned on the basis of the meriforious services rendered by them and not on the basis
of social background. Their humanistic values and the services they rendered are of grat
inspiration to all students.
As stated by Dr. D.S. Kothari, the teacher should be committed to multi lingual
and multi cultural confrence and provide learning experiences which encourage the fifferent
lingcistic, cultural blend and there by provide a good example to students. If common
activities are allotted to students they all will collect information to gether, improve knowledge
and contibute to the convergence of multi tingual, cultural entities.
Curriculum should be desined without any discrimination to caste, religion, gender,
language culture and economic inequalities. More research is needed in the fields of languahes
and culture and the outcomes of such research has to be included in text books.
4.6.2. Realising the Aim of Education:
The concept of education is very extensive many intellectuals, philosophers,
poloticions and social scientists observed fron their prespective and expressed their views
on education, its meaning, aims, methods etc.
Aims of Education is influenced by many factors. The influence of different factoes
a education has to be care fully understood. Only then we can coordinate the influence of
those factors and decide the aims from time to time appropriately.
In achieveing the aims of education language skills should be promoted among
students speaking multiple languages. The mother tongue of students should be linked to
class room with the spreed of multuple languages and culture we can drive away
misconcoptions and superstitions among students. Educatuin should be beyond any
discrimination of race, religion, caste, gender, refion and cultures because there are multiple
languages and cultures are in operation. It should help the spread of universal education.
Decision on Educational aims is important. we have to decide wherther the aims
are fir individual development or social development. This is to be decided at philosophical
plane. If social developemt is given importance in a dictatorial regime, in a democracy
individual development is given importance we have to keep the philosophy of life in view
while framing the sims of education. Whereve there us a change in the philosophy of life,
the aims of education also have to change. Syllabus helps in achieveing aims of education.
Philosophy decides not only the aims of education but also the syllabus also. Once it was
believed that knowledge of reading, writing and arithetic is compler education. But now
the nation has changes. As a result maulding of character, moral training also became a part
of aims of education. When the philosphical thought shifts, there us a change in syllabus
also. Idealists included logic and religion in syllabusm the naturalists on the other hand,
argue that the child present needs, interests and activities that are relevent to children in
syllabus. Where as realists advocate priority to vocational education and suggest a syllabus
to eater to this. In the same lines, philosophy influences the methods of teaching and discipline
also.
1. Philosophy - Aims of Education:
The word philosphy takes its origin from two Greek words “Philos” and “Shophia”.
The word philos means “Love” and “Sophia” means wisdom. From these we can understand
that the word “Phislosphy” means love understand that the word “Philosphy is a way of
thinking Every indicidual is a philosopher by birth. Every one will decide their way of life
and in order to follow that theye keep on adjusting the behaviour. For that theydecide to
pursue a particular kind of Education. decide to pursue a particular kind of Education.
Pjilosophy and Education are the two sides of the same coin. Ross considered Education
as the dynamic side of philosophy. However Hohn Dewey defined philosophy as the general
theory of Education.
2. Aims of Education - Sociological Foundations:
Many thinkers commented different on the aims of Education. Along with
philosophical and psychological foundations of Education, Sociological foumatations are
also important. In deciding the patteran of Education (or policy of Education) the needs,
ideals and aspirations become key condiderations. Hence, with the help of Education, the
indidviduals should discharge their duties in the society and live peacefully. While doings
so, the indidividuals should also contribute to social development. This should be be aim pf
Education.
Human being is a social king. This life is gift given by society. Individual has to learn
to speak, write and read. A part from that he can not develop isolated by without any
relation onto society. Individual can not live without society. He is equally reponsible for
social development as well as the social destruction. The innate intersts, attitudes and
abilituies are developed with the help of society. Individual development, social development
are all interdependent. Sir Percy Nunn said: “Any virtue in the society enters as a result of
deeds of the individuals’.
According to Roussean “If the individual is allowed to develop in a natural
environment without any social compusions then he contrubutes to the development of
society”. On the other hand, Socilogists are of the opinion that human being can not be
imagined with out any social relation.
If we observe the above theories proposed, it becomes clear that society is
important for individuals development. At the same time we have to agree that individuals
contribution society is equally important.
George payne, in his book “Social principles of Education” discussed the influence
of Education social life, and social influence of Education. Education al sociology decodes
to what extent school needs to contribute to social development, the effort of the teacher
to social percess, desiging syllabus with complete understanding on sociak economic and
cultural attitudes, dissemination of adequate knowledge fir fostering democratic values,
knowing what kind of social factors influence the individual education are decoded by
Educational sociology.
4.6.3 Education For All:
In the process of Education, learning is important. The instinctive responses alone
cannot satisfy the needs of to live a social life. So, inorder to lead a sucessful life, learning
should start from birth itself. So learning goes on from womb to tomb. It is a continuous
process that continuous till the end of human life..
School Education is an important state in the life of an individual. Teacher has a
lost of role to play in this stage. Children have to improve skills, values and abilities ti lead
life in the society. The school makes every effort develop these from the childhood itself.
The curriculum has to be designed in accordance with the physical, mental, emotinal,
social and moral development. Learning experiences have to be provided to learners keeping
the individual difference, abilities, cultures and intersets in view. Teaching methods and
Teaching learning materials should be prepared to satisfy different cultures. This curriculum
with multi cultural ot language curriculum should integrate the topice of different subjects.
This way, the learners will be able to understand students, different races and languages.
4.6.4. Choice of Teaching Learning Methods:
Teaching is a Science. Teaching is an art. It is also a skill. The main purpose of
teaching is to bring about desirable changes among the learners. The quality of result depends
on the teaching method. Methods of teaching help in achieveing aims of education as a
tool.
If the teaching learning should happen in an intersting manner, the teacher has to
choose the teaching method to teach the content. In older days, Teaching used to be
intraditional methods. Now many kinds of teaching methods are followed in accordance
with the changinf times, and the developements in the fields of Science and Technology.
Teacher has to creats with the help of his method, an impression in the minds of students
that learning is reasonable easy.
Teaching would not succeed if the teacher does not think about how teach the
content and what kind of teaching learning experience need to be provided.
The factors that influence the choice of teaching methods:
1. Nature of the content
2. Importance of the content
3. Readiness of children and their level
4. Previous experiences
5. The resources in resach
6. The talent of the teacher.
All these factors will help the teacher un chossing the right method and teach
efficiently.
The teachers have to introspect regarding the encourage ment they are giving, who
is given more involvement, who in encourages and who are finding solutions to the problems,
as the class context is a multi culture class. If the teacher conducts the above activities by
assigning them to the learners of sound back ground, it sends a worng signal to the learners
from ill - privilegaed classes. That is the reason why, the teacher should encourage all
children by questioning, them and make them participate in learing. The teachers have to
involve learners of certain social classes, As far as possible teaching should be done in
mother tongue.
The teacher has to understand the knowledge level and ability level of the students,
then he can decide the method through which knowledge is taught bets. All languages,
cultures, literature and opinions should be repected and comprehensive topics be taught to
children.
Meeting Diverse Needs through partnership with communities:
There are deverse needs in the social life. If these needs are satisfied human life
will be satisfactory.
People from multiple languages and cultures have needs that are based on their
culture, traditions, custims, rites, habits and beliefs. The Right to education Act - 2009,
declares education as a right to people of all languages and cultures. This act provides for
free compulsory education to all children studing in schools of Government anf private
manage ments. All children shoul recive quality education. If the frvits of these provisions
are to reach all children, the Government and the members of the commity should join
hands with the Government. Peoples participation is playing a cucial role in the making the
shcools function effectively and in providing infrastructure to schools. The school
Management committees are playing an important role in this. These SMCs are supervising
the educational needs and progress of the children from multi lingual and multi culture
groups. These are striving hard to achieve compreehesive development of children. The
society should arrauge for the children of multi lingual and multy culture background and
provide training in order to live effeciently in future. That way, these children can achieve
self - reliance, Skills development trainings are also essential to improve professional
comperenciss of multi lingual and multiculrure groups. If this is done, the children will
contribute to the development of the country and the society.
The learners from multylingual and multi culture gropus will develop their personality
completely if they are given training in physical, mental, social, moral and spiritual fields.
In a democratic society, there is need for lraders in all levels. Hence learnes from
multi lingual, and multi culture groups may be come leaders, For this to happen, the learners
should be trained to improve social service, loyalty, patience and other noble qualities.
If community participation in accepted, all the needs of multi lingual, mulity culture
groups.

Organization of Curricular Experiences:

Curricular experiences should be organized in such a was that all children will get
usual opportunities. Multilingual and must cultural discrimination should be got rid of. If the
language and culture are suitable to the lesions then only all children should learn them.
Curricular experiences are the organization of lesions and the experiences associated
with lesions. It reflects the philosopher of school. Every school’s Philosophy, identification
the activities to be included and organization of curricular experiences, curriculum, starts
with analogies of aims. Learning experiences are generals selected in a logical method.
Curriculum informed according to the aims of education. The chief aim of education
is to make every learner a rational and responsible citizen.
Multilingual, cultural heritage should be respected and the learners should be enough
to act as represent actives for social transformation.
Curriculum should not be limited to just syllabus. Its vision should keep the society
in view. Languages and cultures of various tradition should included in the curriculum. For
example, folk songs, tribal dances and other Hindi crafts should find place in the curriculum.
Teaching Learning Material and Assessment.
“Teaching Learning Material is the collection of tools that help communicate thoughts
between individuals and groups in different teaching and training contexts.”
EDGAR DALE
This Teaching Learning Material makes teaching easy for the teacher. It also helps
the children by addressing their basic Educational needs. It improves the achievement
levels of children. Teaching Learning materials promotes interest among the teachers. The
teachers can prepare TLM easily from surroundings and make their teaching easy. TLM
helps in reinforcing concepts that learners had learnt. Using TLM is a part of teaching
process.
In a class room with learners from multiple linguistic, cultural back round, the TLM
should be suitable to their surroundings, their history and culture. Children from different
back rounds and regions respond differently. Hence Teaching learning Materials should be
accommodative to different perspectives.
Teaching Learning Material should not be artificiality made. The teacher and the
learners should prepare TLM with whatever material available in school surroundings like
soil, & mud, pebbles, water, wood etc. The TLM should inexpressive or made of low cost
no cost material. The material prepared should reusable.
In order to achieve the objectives of teaching, the TLM use should be suitable to
the cutelligence level of the students. It should be suitable to the topics that are taught to
children.
In a multilinghel, cultural context, stories, proverbs dialects in use and songs of the
children’s mother tongue should be used. It necessary TLM should prepared in children’s
mother tongue and the school language. The children should be asked to narrate stories
from their culture. Tribal games, songs, dances, their dressings, music instruments should
be used. Naturally available material like handicrafts, toys, branches of trees should be
used.
Assessment:
The Right to Emanation Act – 2009, provides for frees and pulsar Education for
all school aged children’s. All children should develop physically and mentally through
Education. Hence, it is that the teaching needs to coordinate the topics that help children
develop physically, and mentally and the same are to be taught to the children. The
assessment proceedings should be in accordance with the teaching method. Hence, there
is every need to assess children physical, mental, emotional aspects, it is not possible to
assess physical and mental and emotional development. All these aspects need to be
assessed on a continuous basis. Continuous comprehensive Evaluation (CCE) as a strategy
designed to hence this purpose.
All Children in the class are to be assessed in a multilingual multi cultural context.
The learning gaps can be identified with the help of this. With the help of assessment tools,
we can know children of which classes are languish in learning. From this, remedial instruction
can be planned according by and flow learners can looked to learn better.
Continuous comprehensive Evaluation is conducted in two ways.
1. Formative Assessment.
2. Summative Assessment.
Formative Assessment: Formative Assessment is conducted to know how academic are
achieved the time of teaching and learning. The following teaching learning processes need
to be used to assess children progress.
1. Children’s participation- Resources.
2. Written works.
3. Project works.
4. Slip tests.
The above processes are implemented as a part of teaching and learning process. In this
process, teachers have to observe how learners at different languages and cultures are
responding. The teachers have to discuss, with learners, conduct activities, asking
questioning, asking the learning attempt motivation sums on the board, conduct of slop
tests, preparing reports for the assigned tasks, gliding the children continuous, observing
the errors committed by learners and helping them accordingly.
Summative Assessment:
‘ Summative Assessments have understanding how children achieved the academic
standards in the year / or regular periods of time, in an academic year. The schedule of
Summative Assessment is communicated to children well in advance. Written test in
conducted in the lessons that were taught or covered for that period of Summative
Assessment. Achievement of children is recorded in marks, and grades.
Teachers have to pay attention to the progress at children from maltields, multi
culture back ground. It their achievement is not in the expected lines, necessary strategies
have to be prepared. The teacher should try to improve learning in such children.