EDU 11 Educational Thoughts & Practices

Farook Training College Innovative Academia (FTCIA)
Online Collaborative Learning

Project (OCLP)
Farook Training College Innovative Academia (FTCIA)

Online Collaborative Learning Project (OCLP)
Project Team:
Project Head: Dr. T. Mohamed Saleem. Principal
Project Director: Dr. K. Vijayakumari. Associate Professor
Associate Directors:
1. Dr. G. Manoj Praveen. Associate Professor.
2. Dr. Niranjana. KP. Assistant Professor
Student Directors:
1. Rishad. PT. B.Ed Mathematics
2. Kabbab Beeran. B.Ed English
3. Mohamed Ansar. B.Ed Natural Science.
4. Mohammed Sadique. B.Ed Social Science.
5. Sreehari. B.Ed Malayalam
6. Rohit. B.Ed Natural Science.
B Ed. IV. Sem. EDU 11 EDUCATIONAL THOUGHTS AND PRACTICE
Unit 1
Philosophical thoughts on Education
1. Althaf
2. Akhila
3. Aswathi TP
4. Aswathi M
5. Fasna
6. Hafiza
7. Jinsha
8. Meghna
Althaf
Jiddu
krishnamu
rti
BACKGROUND
SWAMI VIVEKANANDA (1863-1902)
a. Life sketch
❏ Born in Calcutta.
❏ Meeting with Guru Sri Ramakrishna Paramahamsa 1881.
❏ He started the Ramakrishna Mission in 1897.
❏ 1893 address at Parliament of Religions,Chicago,USA.
b. Main publications:
❏ Bhakti yoga
❏ Karma yoga
❏ My Master
❏ Meditations and its methods
❏ The master as i saw him
c. Vivekananda’s Philosophy
❏ Its partly based on spiritualism and partly on pragmatism.
❏ His mission was to revive hinduism ,and make it useful for the service of humanity.
❏ Knowledge is hidden in the minds of men.concentration is the key to all
knowledge.
❏ He attributes individual difference among individuals to the variation in the degree
of concentration
d. Educational Philosophy
❏ “All the power is within you, you can do anything and everything.believe in
that,don’t believe that you are weak.Stand-up and express the divinity within you.”
❏ All knowledge is in the human mind.
❏ Education is the manifestation of the perfection already in man.
❏ Knowledge is inherent in man.No knowledge comes from outside.
e.Aim of Education
❏ To give positive education to the children.
❏ Character building
❏ Attaining self sufficiency
❏ Developing spiritual life
❏ Making people self reliant
d. Curriculum(three parts)
❏ For spiritual perfection:he prescribed Religion,Philosophy,Puranic

lore,upanishads,company of saints and their preaching.
❏ For material advancement and prosperity: he recommended
languages,geography,science,political science,economics,psychology,art,agriculture and
techinical subject.
❏ For physical development:he advised games,sports and other physical exercises.
PHILOSOPHICAL THOUGHTS OF WESTERN THINKERS
1. PLATO (427 B.C - 347 B.C)
a. Life sketch :
❏ Born in Athens.
❏ Philosopher, Scholar as well as sports man.
❏ Disciple of socrates for nearly ten years.
❏ Founder of platonist school of thought,Academy
b. Main Publications :
❏ The Republic
❏ The Laws
❏ Protagoras
c. Plato’s philosophy :
❏ He believed in the world of ideas and not in the world of objects and senses.
❏ The world of ideas was considered eternal and unbounded.
d. Educational philosophy :
❏ Education should aim at the achievement of the absolutes - beauty,goodness

and truth.
❏ It should give to the body and soul all the perfection to which they are
susceptible.
❏ The citizens of the state belong to three classes,viz administrators,soldiers
and farmers.
❏ The first two should be given education,the third one need no education at all.
e. Aims of education :
❏ Human perfection
❏ Inculcation of virtue and citizenship
❏ Development of the body and soul
❏ Vision of truth
❏ Appreciation of beauty
f. Curriculum :
❏ Music and physical education along with mathematics and geometry should be
included in primary school curriculum.
❏ Physical education, higher mathematics, geometry, astronomy, philosophy and
music in higher education.
g. Methods of teaching :
❏ Presentation of the subject in an interesting manner. “Knowledge which is

acquired under compulsion obtains no hold on the mind”.
❏ Play method
h. Role of teacher :
❏ Teacher is like the torch bearer who leads a man lying in a dark cave, out of the
darkness into the bright light of the outside world.
❏ Teacher must be a person of high integrity and must possess high self worth.
❏ Teacher must have pleasing personality,in depth knowledge and professional
training.
i. Educational implications :
❏ Founder of platonist school of thought - Academy
j. Defects of plato’s scheme of education :
❏ Education is meant for the ruling class only and ignores the lower class.
❏ Education did not pay attention to vocation.
❏ Absence of variety.
❏ Stress on philosophy.
❏ Neglect of literary education.
❏ Education was not democratic in nature.
2. JOHN DEWEY (1859-1952)
a. life sketch :
❏ Born : oct 20,1859 at vermont in New England.

❏ American philosopher,psychologist and educational reformer.
❏ Started career as Teacher.
❏ Father of educational philosophy
b. Main publications :
❏ The school and society

❏ The school and the child
❏ School of tomorrow
❏ Democracy and education
❏ Moral principles of education
c. Dewey’s philosophy :
❏ Experimentalism, Functionalism, pragmatism, practicalism, progressivism.

❏ Core of philosophy : Experience
❏ He emphasized the importance of science and scientific methods
❏ Knowledge and thinking are closely associated with action.
d. Educational philosophy :
❏ Main contribution - pragmatism

❏ Influenced by the philosophy of Hegel in his early days and William James in his
later days.
❏ His philosophy is a combination of Darwin’s theory of evolution and James’s
theory of pragmatism.
❏ He considers truth as a force which fulfills the purposes of life.
❏ Thinking is related to action.
❏ He advocates that ideas are the tools and instruments for solving human problems.
❏ He highlighted the need and significance in reflective thinking in internalising
knowledge and experiences.
❏ Believed in the importance of proper social environment in developing human
personality.
❏ Education is the process of socialisation of an individual.
e. Aims of education :
No fixed and ultimate aims of education.
❏ Creation of values.
❏ Maximum growth.
❏ Rich present life.
❏ Harmonious development of the individual.
❏ Social efficiency.
“Education is not preparation for life; education is life itself” - John Dewey
f. Curriculum :
❏ No fixed curriculum.
❏ Centered around child’s activities.
❏ Integrated curriculum : subjects, activities and experience.
❏ Against traditional conception of discipline

❏ Social discipline
❏ Advocated free discipline and self discipline
g. Methods of teaching :
❏ Project method and problem method

❏ Experimental method
❏ Direct experience and activity method
❏ Emphasised self education, self learning, play way technique and motivation
h. Role of teacher :
❏ Observer and guide

❏ Friend and helper
❏ Must be professionally trained and an efficient person to discharge duties successfully.
i. Educational implications :
❏ Emphasis on the relation of the school, community and education with the realities of life.
❏ Stress on social aspects of education.
❏ Stress given to experiments and experiences in the curriculum.
❏ Emphasis on psychological and social aspects of education.
❏ Emphasis on the project method.
❏ Emphasis on critical thinking.
j. Defects of Dewey’s scheme of education :
❏ Emphasis on the present

❏ Too much emphasis on utility.
❏ Too much reliance on experimental method.
❏ Project method is not suitable under all situation
❏ It puts heavy responsibility on the teacher.
JEAN JACQUES ROUSSEAU (1712-1778)

a) Life Sketch
● Born in Geneva.
● Philosopher, writer, composer.
b) Main Publications
● The Progress of Arts and Sciences

● The New Heloise
● The Social Contract
● Email
c) Rousseau’s Philosophy
● Champion of naturalism and pleaded for liberty,fraternity and equality

● Education is a process of developing into an enjoyable,rational,harmoniously
blended,useful and hence natural life.
d) Educational Philosophy
● Education is life itself, not a preparation for a future stage in life.

● Education is the development of the nature and virtues of the learner to the
highest level.
e) Positive Education and Negative Education
● Divided education into two types-Positive and Negative Education.
● Positive Education- education that was prevalent during early periods and
during the tenure of his life time.The emphasis was on bookish knowledge
and verbal instruction.strict discipline was imposed upon chidren.
● Negative Education-education that is imparted according to the tendencies
and faculties of the child.it develops the sense organs.it is self education.
f) Emile
● First published in 1760.

● It is full of revolutionary ideas.
● It has five parts- four are devoted to various stages of education of an
imaginary child Emile and the fifth one deals with the education of an
imaginary wife for Emile, named Sophy.
● It is an attempt to teach children the proper methods of education.
PAULO FREIRE(1921-1997)
a) Life Sketch
● Born at Recife,Brazil in 1921.
● Educator,Philosopher and advocate of critical pedagogy.
● Died on May 2,1997.
a) Main Publications
● Pedagogy of the oppressed.
● Cultural Action for Freedom.
● Education for Critical Consciousness.
● The Politics of Education.
● Pedagogy of hope.
c) Freire’s Philosophy
● His Philosophy is known as “Scientific Revolutionary Humanism”

● Those who attempt to redress the ills of the suffering of humanity are not
leaders who work for the people,but who work with the people as their
servants.
● It involves techniques of adult and non formal education.
d) Educational Philosophy
● Freire refers Prescriptive style of teaching as “Banking system”.

● According to Freire “No one can teach anyone else;no one learns
alone;people learn together,acting in and on their world”.
● Freire feels the role of education was to maintain the “Culture of silence”
● According to Freire ,education should promote the “Culture of freedom”
e) Major contributions
● Freire’s ideas are specially relevant to the teachers and educators in

developing countries.
● He converted the classroom an arena of empowerment for the poor and the
oppressed.
● He advocates that the hearts of persons should be won through love,non
violence and peaceful resistance and radical action.
f) Critical pedagogy
● It is an educational approach for developing critical consciousness in the

learner.
● This teaching approach help the students question and challenge

domination,and the beliefs and practices that dominates.
● It considers how education can provide individuals with the tools to better
themselves and strengthen democracy.
g) Problem posing Education
● Alternative method of education instead of the existing authoritarian and

oppressing banking education.
● Based on the principle that a student learns better when he creates
knowledge and when knowledge is created for him.
● The whole learning is driven by a problem that pops up from the life situation
of the learner.
● In problem posing education ,learning always begins from a problem thrown
Up in the classroom.
● The responsibility of the teacher is to diversify subject

matter and to use students thought and speech as base
for developing critical understanding of personal
experience.
RABINDRA NATH TAGORE (1861-1941)

A. Life Sketch :
● Poet, dramatist, novelist, actor, composer, educator, philosopher and painter.

● Established Shanthinikethan in 1901.
● Awarded Nobel prize for GItanjali in 1913.
● In 1921 established Viswa Bharati.
B. Main Publications :
● Githanjali
● My school
● Sadhana
● Greater India
● The gardener
● Creative unity
● Personality
● Fruit gathering
C. Tagore’s Philosophy :
● He believed in the Vedas.

● God is one and he is the creator of man as well as of nature.
● He was individualist and a naturalist comparable to Rousseau.Also he was
a spiritualist too.
D. Educational Philosophy :
● His educational philosophy has been drawn from his philosophy of life.
● Freedom , creative self-expression and active communication with nature
and man are the three cardinal principles.
● Nature, life, and the teacher are the three sources of knowledge.
E. Aims of education :
● Development of active tendencies of the child.

● Developing one into the whole man.
● Promote peace, love, kindness and ideals.
● Aim at gaining a sense of freedom and of sympathy with all humanity.
● Education should realise the essential spiritual unity of man.
F. Curriculum :
● Craft, music, dancing, fine arts , but emphasis mainly on science and conducting
experiments as well as also recognise the importance of mother tongue.
● In higher education Shantiniketan developed into Viswa Bharati in 1921 and it
promotes inter-social amity and the unification of mankind.
● Educational system is a synthesis of the systems of the East and West, the
ancient and modern, and of science and Vedanta.
MAHATMA GANDHI
LIFE SKETCH
Born on October 2 1869 in Porbandar,Gujarat.
His life was dedicated to the ideals of Truth, Non-violence and love.
Propagated the concept of Satyagraha.
He built an ashram on the banks of Sabaramati river near Ahmadabad called

‘Satyagraha Ashram’.
The way of life that he practised there was known as ‘Sarvodaya’.
Main Publications
The story of My Experiments with Truth
All Men Are Brothers
Truth Is God
Diet and Diet Reform
Trusteeship
Hind Swaraj or Indian Home Rule
Key to Health
Philosophy of Life
Gandhi’s Philisophical views were :
AHIMSA
SATYA
ASETYA
BRAHMACHARYA
APARIGRAH
SHARIRSHRAMA
SWADESHI
SPARSHBHAVNA
PHILOSOPHY OF EDUCATION
According to Gandhiji “literacy is neither the beginning nor the end of education”.
Education is development
Education is not literacy
Objectives of education
Education through craft
Curriculum
Methods of teaching
Basic education
ALTERNATIVE THOUGHTS
IVAN ILLICH
LIFE SKETCH
● Born in Vienna
● Philosopher, Writer, Teachers and Thinker
● Critic of the institution of modern western culture
PUBLICATION
● Deschooling Society
● Tools for Conviviality
● Medical Nemesis
● Gender
DESCHOOLING
Deschooling movement is a tendency of making the children withdraw from traditional

school education, starting that schools are not providing opportunities for developing
the innate powers of children and they make the children unworldly
DESCHOOLING SOCIETY
● Critique of institutionalised education

● Opposed universal education
● More education does not produce better educated individuals
● Institutionalization of education cause the institutionalization of the society
● Suggests that educational funnels be replaced by learning webs
WHY DESCHOOLING ?
● Formal schooling gives prime importance to rote memorization

● The teacher dominating school atmosphere never makes children democratic
● Schools often make children away from practical life
● Schools make children stereotypes so that they are not able to keep unique style of
living
● Highly result oriented and professionalized school system do not give regard to the
aesthetic sense and creativity of children
● Schools compel youngsters live in a world where everything is measured and make
divisions in the society
● Traditional schools focus on consumerism so that the youngsters approach
everything with consumers mind
● Schools always compel us to keep a way of institutionalised planning in all walks of our life
● The hectic and strict schedule at schools never provide an opportunity to keep contact
with nature
● Traditional schools propagate the concept that only the behaviour, developed in the
presence of a teacher has got some value
LEARNING WEBS
● Provide access anytime to anyone

● Provide platform to share knowledge
● Provide venue for contact, public debate
● They are: refrence service to educational objects, skill exchange, peer matching, directory
of professional educators
Everett Reimer
1. Life sketch
● Born in United States
● Director of the Centre for Intercultural Documentation(CIDOC) seminar on Alternation in
Education
2. Publications
● An essay on alternatives in education (1970)
● The school is dead: Alternatives in Education(1971)
3. Philosophy on Education
● Strong supporter of Illich
● Man is a slave of technology
● School has become the universal church of technological society.
● There is no questions of man’s rejecting technology.
● Everett Reimer first used the term “alternatives in education” in an essay
published by the Cuernavaca Press in 1971
● The true education of free man capable of mastering technology rather
than being enslaved
● Technology can kill by poisoning the environment, by modern warfare, by
over -population.
● Our major threat today is a worldwide monopoly in the domination of
men’s minds.
● School was a lagging institution in an increasingly efficient technological
society.
● Schools in all nations combine four distinct social functions: custodial
care, social-role selection, indoctrination, education, and the development
of skills and knowledge. It make a school a total institution.
● Which makes it such an effective instrument of social control.
● A second function of schools is the sorting of the young into the social slots
they will occupy in adult life.
● The third function of schooling is indoctrination. Indoctrination is a bad word.
Bad schools, we say, indoctrinate. Good ones teach basic values.
● Alternatives to schools must be more economical than schools: cheap
enough so that everyone can share in them
● Education should not be separated from work and the rest of life, but
integrated with them
● Alternatives to schools must allow everyone the opportunity to learn what he
needs to know in order to act intelligently in his own interests
● Effective alternatives to schools cannot occur without other widespread
changes in society.
● Most of the children in the world are not in school. Most of those who are
drop out as soon as possible.
● The most urgent priority, he argues, is for a consideration
of alternatives in education -- alternative content,
organization and finance.
● He assert that school deal only with rationalizations and
mythologies.
1 Mark Questions & Answers

2 Mark Questions & Answer key words
4 Mark Short Essays & Value Points

10 Mark Essays & Value Points
Unit 2
Education and Society
GROUP MEMBERS
1. MUFEEDA
2. NAJIYA
3. RISHAD
Social change
Definition
“social change is a term used to describe variations and movements of
social progress, social interactions or social organization.”
- Jones
“social change refers to any modifications in the established pattern of
inter-human relationship and standard of conduct.”
- Lundberg
Characteristics
● It is universal
● It is continuous
● It is inevitable
● It is temporal
● Degree or rate of change is not uniform
● It may be planned or unplanned
● It is multi causal
● It creates chain reactions
Factors responsible for social
change
● Geographical factors like climate conditions
● Sociological factors like social conflicts, social
oppressions, modernization etc
● Demographic factors like population explosion, male-
female ratio etc
● Industrial factors like newly built cities, industries,
urbanisation etc
● Scientific and technological factors like technical
advancements, new inventions, modern machineries, tools,
etc
● The ideological factors like social philosophy, political
philosophy and religious philosophy.
● The legislative factors like legislation on temple entry,
banning child marriages etc.
● Environmental or natural factors like flood, earthquake,
tsunami, fire etc
Factors resisting social change

● Cultural inertia-refers to those blind beliefs, customs and traditions.
● Fear of new things-some minds are always very apprehensive and
doubtful about any change
● Degree of isolation- people with vested interests, resist any
change because of the danger to their self interests.
● Vested interests- some people in the society try their best to
remain in isolation and insulated from other influences.
● Lack of new researches and inventions.
● Lack of education.
● Generation gap- the old and conservative people resist the new
ways of youth.
Education and social change
Education is most powerful instrument of social change. Through education the society can bring desirable changes. Education
can transform society by providing opportunities and experiences through which the individual can cultivate himself for adjustment with the
emerging needs and philosophy of the changing society.
The functions of education in the sphere of social change outlined as under:
1)Assistance in changing attitudes
Helps to change the attitudes of people in favour of modern ways of life.
Develops attitudes which can fight prejudices, superstitions and traditional beliefs.
Change in attitudes of people in favour of socio-cultural barriers of caste and class and towards religion and secularism.
2) Assistance in creating desire in change

Desire for change in a society is a pre-requisite for any kind
of change to come.
It makes people aware of social evils like drinking, dowry,
gambling, begging etc and creates an urge to fight.
Education makes under-privileged, down-trodden and
backward people aware of their rights and instils a desire to improve
their conditions.
3) Analysis in change
Education invests the individual with the capacity to use his
intelligence, to distinguish between right and wrong and to establish
certain ideals.
4) Emergence of new changes

Education initiates, guides and controls movements for
8)Stabilizing democratic values
Education help in developing democratic attitudes and values for
better living. Education is a weapon of democracy.
9) National integration
Education can prove very useful in bringing about national
integration which is the basis for unity among people.
10)Economic prosperity
Education is the most important factor in achieving rapid
economic development and technological progress and in creating a
social order founded on the value of freedom, social justice and
equal opportunity.
11)National development
Education is the fundamental basis of national development.
12) Certain factors create resistance for social change are

overcoming through education.
13)The highly educated peoples take leadership in social
change( Vivekananda, Gandhi
Education is a powerful instrument of
economic, political, scientific social change.
SOCIAL CHANGE IN INDIA
Social changes are happening in India at a rapid rate after independence . Social
changes with regard to status of women , caste system , industrialization , etc are
remarkable given below :
(a) Status of women :

★ Women have right to vote and 30% of the seats are reserved for them in
Panchayati Raj institutions .
★ They are getting equal opportunities for education and for employment .
★ Women labour is showing signs of mobility .
★ Inter - caste marriages are taking place in large numbers .
Women education has perhaps been instrumental in bringing about such changes.
(b) Caste system :
Social change had a great impact on breaking down the rigidity of the caste system .
★ The backward classes are trying to go up the ladder .

★ The lower classes are tending to change their traditional occupations and are
moving towards higher social strata .
★ The STs and SCs are trying to get rid of the discrimination and exploitations by
the upper castes .
★ We developed greater sensitivity to the needs of the under privileged and
suppressed groups of the society .
Education has helped everyone to develop socially and economically .

c) Industrialization :
★ The agricultural feudal society is changing into an industrial

capitalist society .
Social structure is not changing towards a scientific pattern ,

i.e wealth becomes concentrated in the hands of the
industrialists .
(d) Other aspects :
★ Monarchies existed in India prior to Independence have gone

and democracy has taken deep roots .
★ Participation of people in political activities are increased .
Effective communication of ideas and better opportunity for
mobility might have helped in creating such a sense of political
awareness , but education has a crucial role in it .
★ Social and legal equality guaranteed in the constitution has

brought new hopes to the power .
★ Increased awareness of democratic ideals of freedom and
equality as intensified the conflict between employer and
employee, as well as between organised management and
trade unions .
★ The spiritual outlook which was a marked characteristic of
Indian people is vanishing .
In spite of such changes , social change in India is far from
being satisfactory. The country is being torn by forces of :
# Disintegration
# Inflation
# Corruption
It is so happened because of the failure of the education
system in bringing about social changes along the desired
direction .Therefore , it is suggested that our educational
system should keep pace with the coveted social
develop higher values of life .
ROLE OF EDUCATION IN PROMOTING DESIRED SOCIAL CHANGES :
➔ Education is the powerful instrument for social change as it deals mainly with
the thought processes and behavioural patterns of the younger generation.
➔ Although , every change is resisted by the public at beginning , it is education
that prepares people for accepting change .
➔ Education makes the outlook of man liberal and broad .
➔ It encourages new inventions , discoveries and researches .
➔ The darkness spread by irrational traditions ( such as superstitions , ignorance,
prejudices ,etc) can be washed out by the light kindled by education .
➔ Education also serves as an instrument of indirect propaganda meant for
changing the attitude of the pupil by inculcating new ideas , ideals , and
ideologies .
➔ Thought patterns of individuals are mostly developed in educational

institutions .
➔ Societal norms quite often get modified by education .
To satisfy the above roles of education :
# Education must adjust itself to the changing situations .
If education does not fit in with the changed circumstances it will remain
unrealistic, useless and meaningless . Our system of education was meant
to serve our foreign rulers .Therefore , this system has outlived its utility .
Far reaching changes are taking in our society . Education also should
change accordingly and at the same time should give meaning and
desirable direction to these changes .Only then education can fulfill its role .
MODERNIZATION AND EDUCATION
❖ Meaning of modernization
➢ Modernization is the process by which fundamental social and cultural
changes take place as a result of adoption of science based technology
➢ It is a process of global harmonisation with the ultimate aim of effecting

changes in the very outlook of people in the economic , social , industrial
and technological systems.
➢ It is the movement of society from the traditional order to a more rational

and scientific order
➢ It involves not only the changes in the material cultural of a nation but
also in its belief , values and ways of life on the whole
➢ It is a process which help a nation to establish it’s own identity

➢ FEATURES OF A MODERNIZED SOCIETY
■ It is the society which can make full but appropriate use of the discoveries
and innovations in the field of science and technologies
■ It can tap the natural resources for the welfare of it’s numbers
■ It has cultural patterns that favour the adoption of new methods and
techniques in enriching the societies physical , moral and socio - economic
life , without sacrificing the essence of it’s cultural heritage.
➢ The process of modernization is very slow in india , the main reasons for this are
■ A closed system of hierarchical stratification
■ Debilitating pull of our cultural traditions
■ Narrow religious faiths
■ Diversified communal systems
■ Lack of unity
■ Wide gap between ideas and reality
❖ Role of education
➢ Education and modernization are closely linked
➢ It serves as an efficient instrument for effective modernization
by being instrumental to the renewal of culture
➢ The pace of education is taken as the index of the level of
modernization a nation has attained
➢ It is the key that opens the door of modernization
➢ It bring about the attitudinal changes in the society , which is a
pre-requisite for modernization
➢ It helps to create a feeling of oneness in the nation
➢ It eradicate cast feelings and class feelings
➢ Mass education helps in the development of new values ,
attitudes , beliefs and knowledge
SOCIAL MOBILITY AND SOCIAL STRATIFICATION

SOCIAL MOBILITY
Meaning
The term social mobility refers to the movement of individuals from one social class to another .
Concept
Social mobility involves the movement of individuals,families,or groups through a system of social hierarchy.
Definition
According to Mills , social mobility is the ability of individuals or groups to move upward or downward in status based
on wealth,occupation,education,or some other social variable.
Types of social mobility
According to Sorokin , there are two types of social mobility - horizontal and vertical .
1. Horizontal Mobility
Horizontal social mobility means the transition of an individual from one social group to
another situated on the same level of the social hierarchy . It involves moving within the same
category.
Eg :A teacher leaves one self financing college to take a position as teacher at another self
financing college for the convenience of journey .
2.Vertical Mobility
Vertical social mobility means transition of an individual from one social stratum to to
another.In this case, there are two directions - upward and downward mobility.
Eg:Upward vertical mobility occurs when a Clerk inn State Service gets Civil Service selection
and becomes a District Collector .
Downward vertical mobility occurs when an upper caste man from an affluent family marries a lower caste
woman a from a poor family.
Sociologists have also identified two main type of social mobility : Intra- generational and inter-generational
mobility
1.Intra - generational Mobility

Intra - generated (within a generation )mobility is defined as changes in social status over a single life time .It
refers to the social mobility within a single generation . It is measured by comparing the occupational status
of an individual at two or more points in time
Eg:A person begins his career as a school teacher,later becomes a Training College Lecturer and finally to a
University Professor .
2.Inter - generated Mobility

Inter - generated (across generations ) mobility is defined as changes in social status that occur from parent’s
to the children’s generation .It is measured by comparing the occupational status of the members of different
generations .
Eg : The son of an unskilled worker becomes a school teacher and his grandson becomes a doctor.
Social Mobility and Education.

Education is the prime means of social mobility .The most common way that people achieve upward
mobility is through educational advancement . The specific role played by education in effecting
social mobility are the following :
● Education acts as an agent for vertical social mobility .
● Education is a means to achieve higher social status and position in society .
● Getting more education results in the upward mobility . Failing to keep up with increasing
standards in educational attainment can result in downward mobility .
● Education is the most universal factor that can contribute to both intra - generational and inter -
generational upward mobility when other factors remain constant .
● Education provides access to highly paying government positions .
● Education has become an important factor in determining which jobs people enter and in
determining their social class positions .
● Education will help reduce the social inequality that makes the social mobility easy .
● Spread of modern education made the vertical mobility of suppressed castes easy .
SOCIAL STRATIFICATION
Meaning
Stratification means the division of something into different layers of groups . Social stratification
means the division of a society into distinct and unequal groups or classes .
Definition
According to Moore , social stratification is a social division of individuals into various hierarchies of
wealth,status and power
According to Miller , social stratification is the hierarchical arrangement of individuals into social
classes,castes and divisions within a society .
Types of Social Stratification
● In ancient Indian society caste was the most important means of stratification . There were
four castes : Brahmins, Kshatriya,Vaishya and Shudra .
● According to Karl Marx , the history of all existing societies is the history of class struggle.
Class struggle arises due to division of society into classes having opposite interests .
● Other means of social stratification are -
1. Education
2. Occupation
3. Wealth
4. Source of income
5. Place of residence
6. Kind of residence
7. Power
8. Prestige
9. Political influence etc
EDUCATION AND CULTURE

CULTURE
● Culture is the sum total of human creations and experiences.It includes

all that man has acquired in the mental and intellectual sphere of his
individual and social life.
● According to Edward Taylor,”culture is that complex whole which
includes knowledge, belief, art, morals, law, customs and any other
capabilities acquired by man as a member of the society.”
● characteristics:
a) Cumulative - All elements of culture grow as a result of cumulative
experiences during a very long range of time.
b) Conservative and transitive - Culture is preserved and transmitted to

the new generation.
c) Diffusive - Culture is transmitted not only from generation to

generation, but also from one group to another.This acceptance of
cultural patterns between the groups is called diffusion.
d) Culture is in constant change - Culture undergoes changes according

to the changes in the society. Every generation adds something new and
modifies something of the old.
Culture and Education
These two are closely related.Three important functions of education are:
1. Conservation of culture
Conservation or preservation of cultural heritage is the primary aim of

education.According to Percy Nunn, function of a nation’s school is to consolidate
its spiritual strength,to maintain its historic continuity, to secure its past
achievements and to guarantee its future.
1. Transmission of culture
Culture is transmitted by every society to its next generation.Language is the

basic medium for the communication of culture.A child learns the concept of good
and bad , right and wrong etc. from home as well as from educational institutions.
3) Transformation of culture
Refinement of culture is possible only through education.It creates favourable

attitude towards change.It makes people adapt with the acceptable emerging
trends in social life.
ACCULTURATION
● Acculturation is the process in which members of one cultural group adopt the
beliefs and behaviours of another group.
● It results in changes to culture, customs and social institutions
● At group level, it causes changes in food, clothing, language etc.
● At individual level, it brings changes in daily behaviour, psychological and
physical aspects of an individual.
● It is a type of culture change initiated by the conjunction of two or more
autonomous cultures.
● It includes selective adaptation of the value system which may be through

integration, assimilation, rejection or deculturation.
● Education and acculturation are closely related as education itself is a
process of learning new values and ideals for changing society.
ENCULTURATION
● Enculturation is the process where the culture that is currently established

teaches an individual the accepted norms and values of the culture or society
where the individual lives
● It is a life long process affecting not only the child but the adult as well
● It teaches an individual what is and is not acceptable within the framework of
that society
● Enculturation occurs in three ways:Direct teaching, watching others and
imitating their behaviour or unconsciously through events and behaviours that
prevail in a culture.
● Through enculturation individuals acquire knowledge, skills, attitudes and
values that enable them to become functioning members of the society
● It gives an identity to a person within a group
● Enculturation may be formal, which is the education given through institutions
or informal, which is the child training given through family or friends
CULTURAL LAG
● The idea of cultural lag was introduced by W.F.Ogburn to describe a condition

in which cultural changes in a society are not always congruent with its
economic and other materialistic changes
● It is the gap due to the absence of proper harmony between the material aspect
projected by a society and its cultural aspects that regulate its pattern of life
Causes of cultural lag
● Family tries to retain old behaviour patterns and transmits

them to children
● There is a sort of inertia in man and a fear for change
which make him reluctant to welcome new change
● There may be vested interests in a group that they may be
reluctant to change their beliefs
● Isolation of a particular group also hinder cultural changes.
MULTICULTURALISM
❏ What is multiculturalism?
❏ As descriptive term it refers to cultural diversity
❏ It can also refers to government policy as a formal recognition of
the cultural distinctiveness of particular groups
❏ It implies a positive endorsement of cultural diversity
❏ Definition
❏ It is the coexistence of diverse cultures , where culture includes
racial , religious or cultural group and is manifested in customary
behaviours , cultural assumptions and values , patterns of
thinking and communicative styles.
❏ Origin
❏ Originated in USA
❏ First originated in the 1970s and was used in canadian academic
scenario for the problem of immigrants then it spread to
countries like Australia , UK , India and some countries in the European
union
❏ Features of a multicultural society
❏ Awareness : Individual awareness about other cultures
❏ Empathy : It is the ability to think from other culture’s point of view
❏ Tolerance : Several culture emerged in india while several cultures
came to india. This has resulted in a greater tolerance for other cultures.
❏ Non discrimination : A multicultural society must not discriminate it’s
members based on caste , class , creed , gender , relegion etc.,
❏ Multicultural Education
❏ It describes a system of instruction that attempts to foster
cultural pluralism and acknowledges the differences between
races and cultures. It addresses the educational needs of a
society that contains more than one set of traditions, that is
mixture of many cultures.
❏ It is an educational philosophy that focuses on celebrating
cultural differences while also recognizing the importance of
challenging all forms of discrimination based on race , gender ,
age , religion , ability or sexual orientation.
SOCIAL
Social control means, control of individual behaviour
CONTROL
of society, and
that control of social institutions should be in the
interest and
welfare of the whole society. To maintain the society
effectively,
it needs some rules and regulation. To obey and
Follow these rules
and regulation society needs its implementation.
There are various
ways to implement such things. In other words we can
Forms of social
control
The sociologist have classified the means of social control
into types such as
Informal means andA.formal
Informal
means. These are traced out
below:
means
The informal means of social control grow themselves in
society.The brahmins do not
take meat. The Hindu women do not smoke. One can marry only in
one’s caste.
The children should respect their parents. Informal control prevails
over all aspects of
man’s life.
.
1. Social suggestions:
▪ We celebrate the anniversaries of Mahatma Gandhi and Lal
Bahadur sastri ,
we build monument in the memory of great men. We place
their ideals before
the people and exhort them to follow these ideals.
▪ Making suggestion through literature ,Books, Journals,
newspapers etc.
may inspire people to follow heroic deeds and develop in
them national
feeling.
▪ Through education.
▪ Through advertisement.
2. Ideologies:
▪ Ideologies influence social life to a very deep extent.
▪ Leninism- had influenced the social life to Russians.
▪ Hitler’s theory of socialism influenced the German to the
extent that they began
to regard themselves as the supreme race of the world.
▪ Gandhism has influenced social life in India.
3.Folkways:
▪ Ideologies
Folkways arearethe
powerful dynamic
recognised forces
modes of contemporary
of behaviour,
socialautomatically
which arise life.
with a group. They are the behaviour patterns of
everyday life, which arise
spontaneously and unconsciously in a group.
4. Modes:
Modes are those folkways , which are considered by the
group to be of great
significance, rather indispensible to its welfare. Modes
5.Customs:
are always moulding
Customs are the long established habits and usage of the
human
people. They behaviour.
are those
folkways and modes , which have persisted for a very long
time and have passed
▪ Religion is an
down from attitude
one towards
generation super human
to another.
powers.
▪ Religion is a powerful agency in society.
6.Reigion:
▪ It influence man’s behaviour.
▪ Religion makes people benevolent, charitable,
forbearing and truthful.
7. Art and
Literature:
▪ Art in its narrow sense includes painting , sculpture .
Architecture, music, and
dance.
▪ Literature – includes poetry, dream and fiction.
▪ Both and
8. Humour
art and literature influence the imagination and
satire:
exert control on human
Humour is also a means of social control. It assumes
behaviour.
various forms depending
upon the situation and purpose.
satire employs wit and scorn as indirect criticism of
actions felt to be vicious
and socially harmful.
9.Public Opinion:
The influence of public opinion as a means of social
control is greater in simple
B. Formal
Among the formal Means
means of social control , the importance ones
are law , education
and coercion.
▪ Law is the most important formal means of social
1. Law: control.
▪ Law is a body of rules enacted by legally authorised
2. Education:
bodies and enforced
Education is the process of socialisation. It prepares the
by punishments for their violation.
child , for a social living.
It reforms the attitudes wrongly formed by the children
already.
3. Coercion:
Coercion is the use of force to achieve a desired end. It
may be physical or
non- violent. Non- violent coercion consists of the strike ,
Agencies of social
control
There are several agencies of social control. The important
agencies of social control
are given below:
1. Family:
It is the first place where an individual is socialised. He
2. Neighbourhood:
Neibourhood is a simple and specific part of a community. It has feeling or
learns various methods
sentimental of local unit. The local neighbourhood reinforces or strengthens
the of living, family
individual behaviour patterns
as an agency , convention
of social control. etc. He learns
customs , folkways ,
3.Church:
Church is regarded
traditions andas an institutionalised
modes from theexpression
family. of religion. It serves as an
agency of social control. The church and the priests were held in high esteem.
4. Religion:
It is religion , which supports the folkways and modes of a society by playing
super
natural sanctions behind them.
5. The school:
It exercises social control through education. The child learns
many things from the
school , which he cannot learn from other sources.
6. Law :
The state runs its administration through the government. It
enforces law within
8. Force:
its territory with the help of the police , the army, the prison
Physical force or coercion is an important means of social
and the court;
control.
it enacts laws to regulate the lives of the people.
It is ancient as society itself. It is essential for progress.
7.Administration:
9.Public opinion:
It forces the individual to obey social control.
The state controls the behaviour of the people through
public opinion and
mould people in favour of its policies.
10.Propaganda:
Propaganda is a systematic attempt by an individual or
National development
● It means development in all aspects of the nation.
● United Nations Decade Report defines national development
as”national development is growth plus change . change is turn
in social and cultural as well as economic and qualitative as well
as quantitative”
Aspects of National Development

● Economic development
It is comprehensively the total effect of development of the labour

force.
● Cultural development
It is the development and enrichment of the cultural
heritage.
● Social development
It demands faith in the future of the country, equality
of political, economic and social opportunities, faithful
identification with the nation and the infusion of the
character in to the infusion of the character in to the
government services.
● Development of democratic values
The nation as a whole must uphold democratic values
to
establish a socialistic society based on secular outlook.
● Modernisation of Indian society
The nation must take advantage of world's scientific
advances and introduce new technologies in to its own
scientific and technological institutions.
● Secularism
‘Different religions one nation’ is the pre-condition for
national development.
● International understanding and peace
It is through international give and take that nations
strengthens their industrial and technological fields.
Role of Teachers in National Development
1. Promoter of National character and

consciousness
2. Participant in the national development
programmes.
3. Protagonists of social and national cohesion.
4. Promoter of feelings of national integration.
5. Patriot to the core.
6. Ardent striver of national goals and aspirations.
Education as Economic Good
Education is an economic good;since
anything that satisfies or is capable of
satisfying a human need is a good.if a good
is scarce and is capable of being
economised ,it is called an ‘economic good’.
Education is a non-material good as it is in
the form of service rendered by and for
persons.
Role of education in Economic Development

● Expenditure on education is regarded as an
investment on human capitals.
● Education results in producing knowledgeable
citizens who can contribute to the development of
the resources of a country.
Factors conducive to Economic Development

There are a number of factors which would help to
make education an effective instrument for economic
development.They are
1. Proper educational planning
It should cover the following three functional aspects.
● Building up motivation and providing incentives.
● Employed personnel should be encouraged to
undergo further training and education.
● Unskilled workers should get the benefit of non-
formal education.
2.competent teacher
Teaching man power occupies the most important
place in a developing economy.
3.Technological Education
Programs have to be designed for advancing scientific
technical and technological education which will lead
to economic growth of the country.
4.Production oriented education
It helps children to become earning members after
completion of education and at the same time to solve
the problem of educated unemployed.
5.work experience and vocationalization of
secondary education
Mahathma Gandhi insisted that manual and
productive work should not only be an integral part of
education but
education should centre around it.
6.Relating education to manpower needs
Care has to be taken with regard to all
aspects of education including designing of
various courses of study.


Unit 3
Constitutional provisions of Education
Group members:
● Anjana k
● Anusha Gopal A
● Athira c
● Fasna KT
● Fathima anshida
● Fathima Ramna K
● Haritha TV
1 EDUCATION AND DEMOCRACY
● Development and promotion of democratic citizenship is the primary

concern of education in a democracy.
● A study of the relation between education and democracy would be of
special interest for the prospective teacher.
CONCEPT OF DEMOCRACY
● The word Democracy is derived from two Greek words demos and
kratia which means people and power respectively.
● Democracy means power of the people.
● Democracy is usually considered as “ the government of the people, by

the people and for the people “.
● Democracy include political, social, cultural and economic democracy.
● Political democracy implies the right to vote the majority to power. It gives
sovereignty to the people.
● Social democracy implies a classless society as well as equality before law
and justice.
● Cultural democracy implies a respect for all cultures.
● Economic democracy implies right to work and earn. It does not permit
exploitation of the poor by the rich. It holds control over wealth , means of
production, distribution, etc..
● Principles underlying democracy are justice, liberty, equality and
fraternity.
EDUCATIONAL IMPLICATIONS
● There is an inseparable connection between democracy and education.

● Democracy cannot be thought of you in segregation from the spectrum of
education.
● Radhakrishnan commission ( 1948-1949) said “ Education is the great
instrument of social emancipation, by which democracy establishes,
maintain and protects the spirit of equality among its members”.
● Democracy can function properly only if all its citizens are properly
educated.
The aims of education in a democracy include,

1. Development of personality
2. Education for leadership training.
3. Improvement in vocational efficiency.
4. Developing democratic citizenship.
● Citizenship consist of four dimensions. They are:
1. Citizenship of family.
2. Citizenship of school.
3. Citizenship of one’s country.
4. Citizenship of the world.
● Education for citizenship should be conceived of as a life long process that
begins in the family, gathers strength in the school, widens into national level
and culminates into world citizenship.
● Education for citizenship begins in the family.
● The democratic values like tolerance, co-operation,fellow feeling etc..are to
be inculcated in the young children in the family.
● The foundations laid I. The family should be consolidated and extended in the
school year.
● The curricular and the Co curricular activities should be organised in the
school in such a manner that real experience in democratic living can be
provided to th child.
● The best way to imparting citizenship education to children is to

provide every opportunity for direct experiencing the rights and
responsibilities as well as the joys and suffering of a democratic living.
● Appropriate class climate and school climate that would facilitate
democratic outlook should be created.
● Our democracy habours many races and religions, castes and
communities.
● A healthy development of democratic education will ameliorate the
difficulties and differences arising ou of such diversities.
2. NATIONAL VALUES ENSHRINED IN THE CONSTITUTION
1. Democracy
2. Socialism
3. Secularism
4. Equality of opportunity
5. Nationalism
6. Internationalism
7. Justice
8. Liberty
9. Fraternity
DEMOCRACY
“Democracy as the government of the people ,by the people and for the people”.
-Abraham Lincoln
● This means that the Government is elected by the people,it is responsible and
accountable to the people.
Principles of Democracy
1. Democracy believes in the self respect
and dignity of the person.
2. Democracy believes in freedom.
3. Democracy believes in equality.
4. Democracy believes in sharing and
decisions.
SOCIALISM
● Socialism is a scheme of social organisation
which places the means of production and
distribution in the hands of the community.
● Socialism had been used in the context of
economic planning.
● It signifies major role in the economy.
● It also means commitment to attain ideals
like removal of inequalities, provisions of
minimum basic necessities to all,equal pay
for equal work.
● Education aims for a socialistic pattern of
society.
SECULARISM
● India is neither religious,nor
irreligious nor anti-religious.
● The state has no official religion
● All citizens enjoy equal rights and
privileges irrespective of
religion,caste or creed.
● The state gives constitutional
rights to everyone to profess,
practise and propagate any religion
of one's choice.
● Education should play a positive
EQUALITY OF
OPPORTUNITY
● Everyone is equal before law,
without any distinction of
position,race,colour,class, religion,
language,sex,etc.
● This feature contributes to the
development of a socialistic
society.
● The educational system can be
organised in a manner that will
help to awaken the feeling of
equality among the citizens.
NATIONALISM
● Nationalism is the feeling of
oneness among the citizens of a
country.
● It is the binding force among the
citizens.
● Nationalism emerged in India
during freedom struggle.
● Foundations of Nationalism:
1.Union and its
territories,2.Citizenship of the
country.
INTERNATIONALISM
● Internationalism is a feeling of
international citizenship.
● Our constitution promote
nationalism along with the respect
the feeling of the citizens of other
country.
● Different articles of our
constitution directly or indirectly
promote internationalism.
● Promotion of international peace
and security, maintain just and
honourable relations between
3.EQUALITY OF EDUCATIONAL
OPPORTUNITIES (MEANING AND CAUSES)
● One of the important social objectives of education is to equalize

opportunities enabling the backward or underprivileged classes and
individuals to use education as a lever for the upliftment of their condition.
● Equal opportunity implies that the rich and poor alike should have equal
access to the educational system and programmes without any
discrimination.
● All material barriers should be removed.
● Caste, colour, creed or sex should not put any check on an individual to
persue course of education in accordance with his ability and aptitude.
Causes for inequality in educational opportunity
1. Lack of educational facilities.

2. Poverty of a large section of the population.
3. Differences in the standards of educational institutions.
4. Difference in home environment.
5. Disparity in education of boys and girls.
6. Disparity between forward classes and backward classes.
7. The huge expenditure required for quality education.
4. MEASURES TO PROMOTE EQUALITY
The following measures can be suggested to promote
equality in educational opportunity.
1.Tuition free education
2.Reduction in other costs
3.Scholarship
4.Transport facilities
5. Day -study centres and lodging houses
6. Earn and learn facilities
7. Special facilities for girls
8. Education of the backward sections of the society
9. Admission policy
10. Special assistance to backward areas or states
11. Meeting the needs of slow learners
12. Common school system
13. Multipurpose schools

1.Tuition free education :school education is completely free in advanced countries
so,our country should gradually work towards such a condition.
2. Reduction in other costs :At the primary stage,text books should be given free of
cost.A programme of book banks should be developed in secondary schools and in
institutions of higher education.The top 10 percent of the students in educational
institutions should be given small grants annually for the purchase of books other
than mere text books.
3.Scholarship: There should be an adequate programme of scholarahips so that to

support talented economically backward students.
4. Transport facilities : Adequate transport facilities may be provided in rural areas

so that students are encouraged to attend educational institutions.
5.Day-study centres and lodging houses : A large no of day-study centres at the
Secondary and university stages should be provided for students who do not
have adequate facilities for study at home.Lodging houses ie, places where
students can stay throughout the day and even during night may also be
provided.They will have to go home only for taking food.
6.Earn and learn facilities : As a supplement to the programme of

scholarships, facilities for students to earn and pay a part of their expenses
should be provided on a large scale.
7.Special facilities for girls : Special incentives may be provided to girls.
8. Education of the backward sections of the society: The major issues

regarding the education of scheduled caste and scheduled tribe and their
influence on equality of educational oppirtunities should be thoroughly studied.
9.Admission policy : It is highly essential to introduce an egalitarian outlook in
admissions to institutuons so that students coming from rural areas are not
handicapped due to language or other factors.
10.Special assistance to backward areas or states : The government of India

should provide incentives for equalisation of educational development among
the different states. Special assistance to the less advanced states should be
organized.
11. Meeting the needs of slow learners : The slow learners need individual
attention , special remedial help and probably a modified curriculum to suit
their ability and pace of learning. Special schools have been established for
this category in some countries.special classes for such students may be
organized in ordinary schools also. Guidence and councelling services have
an important role to play in the education of such children .
12.Common school system: This concept was first evolved by the Indian
Education Commission (1964-66).This concept is based on the ideology that
everyone inspite of various distinctions that exist in society should have access to
comparable standard of education. The existing discrimination between schools
under different managements should be reduced to the minimum and all schools
should have the minimum essential conditions necessary for quality education.
13.Multipurpose schools : Multipurpose or multilateral schools were

recommended by the Secondary Education Commission for the introduction of
diversified courses. Programmes calculated to meet varying aptitudes, interests,
and talents which come in to prominence towrds the end of the period of
compulsory education.They provide more comprehensive courses which include
both general and vocational subjects and pupils should have an opportunity to
choose from them according to their needs. This school help to divert to different
vocations at the end of the secondary stage
5. EDUCATIONAL NEEDS OF SPECIAL GROUPS
● In India some groups especially SC, ST and other backward sections
and girls have less educational oppertunities.
● A no. of strategies aimed at accelerating their rate of enrolment and
retention are introduced.
● Because of this the the enrolment of these categories has considerably
increased at the primary level.
● But dropout, though declining is still significantly large. At primary stage
it is 49% among SCs and 64% among STs. At the upper primary these
are 68% and 79% respectively.
● Gender disparities are also conspicuous among SCs and STs.
EDUCATION OF SC CHILDREN
● To ensure universal access and enrolment in rural areas,

priority is given to their needs while opening primary and
upper primary schools.
● Access and enrolment are ensured primarily in formal
schools.
● If they are not able to attend the formal schools, provision
is made for non formal schools and distance education
Centres.
EDUCATION OF ST CHILDREN
● Every ST habitation is provided with a primary school or

any other suitable institution.
● In tribal areas, the educational plan is implemented in an
integrated manner.
● Pre-school education, non-formal education, elementary
education and adult education are linked together and
integrated to ensure acheivement of total literacy of entire
population.
● Adequate incentives are provided to the children of the SC, ST and

other backward sections in the form of scholarships, textbooks,
stationery and midday meals.
● All schools, non-formal education centres and pre-school centres in
SC/ST habitations are provided necessary and essential infrastructural
facilities in relation with the norms laid by operation blackboard.
● The poor families among SC/ST are given incentives to send their
children particularly girls, to schools.
.
EDUCATION OF GIRLS
● Gender disparities are very conspicuous with regard to the

enrolment and retention.
● Over the past 25 years enrolment of girls at the primary stage has
grown from 5 million to 47 million at primary stage and 0.5 million
to 16 million in upper primary stage. But still disparities persist.
● Today girls account for only 46% of enrolment at the primary stage
and 38% at the upper primary stage.
● Dropout rates are very higher compared to the boys in both
primary and upper primary.
● In some regional areas especially in some major north indian states,

female literacy is very poor.
● The rural girls are disadvantaged by non-availability of educational
facilities and by the domestic duties they have to do at home and child
marriage.
● Various non formal education (NFE) programmes are now designed for
girl child in rural areas and urban slums with view to getting them back
to formal school system.
● This programmes are also joined together with the total literacy
campaign (TLC) to reach out 10-20 age group.
● Programmes for continuing education are designed to ensure the neo
literates and school going girls have access to reading materials.
● One of a major constraining factor in poor female literacy is the lack
of female teachers in rural areas.
● So special efforts are taken in recruiting women teachers and to
increase qualified women teachers in such areas by providing
teacher training facilities.
● Co-ordinated efforts are also taken, to provide necessary support
services to enhance their participation and performance.
6. EQUALITY AND JUSTICE IN THE INDIAN

CONSTITUTION
● Equality and justice are the two values emphasises in the Indian
Constitution.
● The Preamble of Indian Constitution secure all citizens social,
political and economic justice and equality of status and opportunity.
CONCEPT OF EQUALITY
● The state of being equal, especially in status, rights or opportunities.

● It ensures individuals or groups of individuals are not treated
differently or less favourably on the basis of their specific protected
characteristics, including areas of race,gender,disability, religion or
belief,sexual orientation and age.
● Promoting equality should remove discrimination in all above mentioned
areas.
● Right to equality is the first fundamental right assured to citizens of India.
● Articles 14-18 guarantees this right.
● EQUALITY is one of the magnificent corner stones of the INDIAN
DEMOCRACY.
● ARTICLE 14 “ the state shall not deny to any person equality before the
law or equal protection of the laws within the territory of India “.
● It stresses on two expressions - EQUALITY BEFORE LAW and EQUAL
PROTECTION OF LAWS.
● Equality can be defined in two terms- FORMAL EQUALITY and

PROPORTIONAL EQUALITY.
● Formal Equality -It means the law treats everyone equal and does not
favor anyone either because he/she belongs to the advantage section
or disadvantage section of the society.
● Proportional Equality - It expects the state to take affirmative actions in
favor of disadvantage section of the society within the framework of
liberal democracy.
● CONSTITUTION OF INDIA through Article 14 and 16 maintain a
Proportional Equality in India .
CONCEPT OF JUSTICE
● Justice is the legal or philosophical theory by which

fairness is administered.
● The concept of justice differs in every culture.
● When an individual while enjoying his/her rights also fulfils
his/her duties and behaves in an appropriate manner with
others, then he/she is said to be doing justice.
Characteristics of Justice
● Human welfare.
● Ethical concept.
● Changeability.
● Fulfilment of reasonable interests.
● Performance of duties.
● To provide everyone his reasonable share.
● Justice is related to values prevailing in society.
In Indian Constitution, justice is considered in terms of social, economic and
political grounds.
1. SOCIAL JUSTICE
● It means to give proper opportunities to every citizen, in every sphere of life,
to develop his personality and to end all types of inequalities.
● It concerns with the distribution of benefits and burdens throughout a society
as it results from social institutions, property system ,public organization etc.
● Article 17 abolished untouchability because untouchability among Hindu
community was a great social injustice.
Article 25 permitted the state to make any law providing for throwing open all
public Hindu religious temples to untouchables.
2 . ECONOMIC JUSTICE
● It means to provide equal opportunities to everyone to earn his livelihood.

● It considers a justiciable distribution of wealth to all citizens of the country.
● If there is wide gap between rich and poor, there is no economic justice,
Indian Constitution proclaims a socialist country, where all wealth will be
under the ownership of the state and will be distributed equally.
3. POLITICAL JUSTICE
● Nobody should be denied of political rights and to provide equal political

rights is political justice.
● It safeguards the political rights of all the citizens.
● Indian Constitution ensures a multi party democracy, where everyone can
take part in the political activities of the country including election.
● Following conditions are necessary to ensure political justice
- Universal adult franchise
- Right to contest elections
- Right to protest.
7. EQUITY AND EQUALITY. INDIVIDUAL OPPORTUNITIES AND SOCIAL JUSTICE.
C● Dr Ambedkar was a chief architect of Indian

constitution
● He tried to achieve social justice and social
democracy in terms of one man one value
● According to him justice is based upon equality,
liberty and fraternity of all human beings
● Aim of social justice is to remove all kinds of
inequalities based upon caste, race, sex, power,
position
E
Equity and equality

Eee
● To Ambedkar equity and equality are two similar
words but essentially different in meaning
● Equity is justice where everyone are fairly treated
and there is an equitable distribution of wealth in
country
● Equality is simply equal status and equal
opportunity
● Equality considers that there must not be any type
of discrimination based on gender, caste, class etc
Individual opportunity
● According to Ambedkar Indian constitution the
state shall not discriminate on the ground of
religion, race, caste, sex, place of birth or any of
them with any employment under the state
● The provision also ensures provision for
reservation of appointments in favour of any
backward class citizens who are in the opinion of
states is not adequately represented service
under state
Social justice and dignity
● The objective of social justice is removing
inequalities and affording equal opportunities
to all citizens in social, economic,and political
affairs
● Social justice is the application of the concept
of distributive justice to the wealth, assets,
privileges and advantages that accumulate
with in the society or state
● Two major conception of social justice,one

embodying the nation of merit and desert,the
other those of needs and equality
● The first conception involves ending of
hereditary privileges and an open society in
which people have the chance to display
their desert
● The second conception implies that goods
should be allocated according in each
person’s varied needs
● Social justice is compensatory justice to off
set the accumulated disabilities suffered by
the historically disadvantaged sections of
society and absorb them educationally and
occupationally in the mainstream of nation
life
● Ambedkar view on social justice was to
remove man made inequalities of all
shades through law,mortality and public
con science,he stood for justice fora
sustainable society
Ambedkar concept of social justice

include
● Unity and equality of all human
beings
● Equal worth of men and women
● Respect for the weak and the lowly
● Regard for human rights
● Benevolence
● Mutual love
● Charity towards fellow being
● Human treatment in all cases
● Dignity of all citizens
● Abolition of caste distinctions
● Education ad property for all and
good will and gentleness
1. Suggest any two measures to develop

Nationalism among students.
● Teacher should create some feeling in their
students their students that we are one.
● Educational institutions should teach basics of
each and every religion.
● Should teach history and specialities of
democracy.
1. Write a note on equality and justice in Indian Constitution.
Key words- concept of equality and justice -equality as a

fundamental right- dimensions of justice.
2.
Explain the role of education in prompting
secularism.words-KEY WORDS:
Meaning,concept of secularism and related
educational practices.
3. What are the measures taken to improve retention rate

SC, ST and other backward children?
Key words - scholarships, uniforms, stationery, midday

meals etc
1. Write a short note about efforts taken to improve female
literacy?
Keywords- NFE rogrammes in rural ares and urban slums,

Total literacy campaigns, programmes for continuing
education, infrastructure, girl's schools, recruiting women
teachers in rural areas, increasing no.of qualified female
teachers, support service programmes to improve participation
amd performance.

1. Write a note on National values enrished in the
constitution.As a teacher what steps you will adopt
to inculcate those values among students.
● Value points: Concept of Democracy,Socialism,
Secularism,Nationalism, Internationalism (5
marks)
● Educational implications:5 marks
Unit 4
Curriculum Development
Group members:
● Indhulekha
● Jannath Shirin
● Rasha Fathima E
● Rifadha
● Salma
● Salva
● Shafeera Zahir
● Sulfath mol
CURRICULUM-MEANING & DEFINITION
Meaning
● The term curriculum is derived from the latin word currere which means path
● It is the path through which the student has to go forward in order to reach
the goal envisaged b education
● It usually mean a group of subjects prescribed for study in a particular course
● Curriculum should be considered has a broad-based term used to denote the
overall course content of education, i.e the totality of experiences a pupil is
exposed to within the boundaries of the school & out side
CURRICULUM-MEANING & DEFINITION

Definition
“ Curriculum is a tool in the hands of artist (teacher) to mould

his materials (pupils) according to his ideals (objectives) in his
studio(school)” - Arthur Cunningham
“Curriculum embodies all the experiences which are utilised

by the school to attain the aims of education” - Munroe
“Curriculum is made up of everything that surrounds the

learner in all his working hours” - H L Laswell
BASES OF CURRICULUM
Philosophical bases
❖ It is philosophy that determines the ultimate aims of

education.
❖ The social structure & its economics organization are also
based on philosophical foundation.
❖ Philosophy consider fundamental & profound issues such as
man’s place in the universe,the aims of nature, the aims of
society,the relationship between man & society,and so on.
BASES OF CURRICULUM
Sociological Bases
❖ Sociological approach considers not only the needs of the

society,but it also recognises the needs of the learner.
❖ It not only takes in to its cognisance the needs of the pupils at
the present times but also their future needs as citizens & adult
members of the society.
❖ Since curriculum suggests the plan of action for an educational
system, these sociological considerations will be reflected in it.
TYPES OF CURRICULUM
1.Traditional or subject-centered curriculum
● It is the most widely used method of instruction.
● Also called the Knowledge-centered curriculum.
● Curriculum is organised with the greatest emphasis on facts, principles and skills in the
subject concerned.
● Emphasize on the cognitive attainment of the learner.
2. Activity-centered curriculum
● Modern approach in curriculum development.
● The subject matter is translated in terms of activities
and knowledge is gained as an outgrowth and
product of those activities.
● Activity is used as the medium for imparting
knowledge, attitude as well as skills.
3. Child-centered curriculum
● Learner oriented.
● Designed to develop the individual and
social qualities of a student rather than
provide a generalized information or training
by way of prescribed subject matter.
4. Experience-centered curriculum
● Experiences of the learners becomes the
starting point of the curriculum.
● This type of curriculum is given by pragmatism.
● It establishes the relationship between school
and society.
5. Undifferentiated curriculum
● The undifferentiated curriculum emphasis on the
development of habits, skills and virtues.
● Development of all round personality is possible only
through integrated experiences.
● Curriculum does not aim at the specialised study of
various subjects.
MODERN TRENDS IN CURRICULUM DEVELOPMENT

GENERAL PRINCIPLES OF CURRICULUM DEVELOPMENT
❖PRINCIPLE OF CHILD-CENTREDNESS :
➢Curriculum is based on present needs ,circumstances of child
➢Accordance with child’s developmental characteristics and needs of
particular stages.
❖PRINCIPLE OF COMMUNITY-CENTERDNESS:
➢ Purpose of society determines content of curriculum and needs of child
must harmonize with needs of society.
➢Curriculum prepare learners to face the challenge ie,dynamic society.
❖PRINCIPLE OF ACTIVITY-CENTREDNESS:
➢Curriculum should provide activities in which children are naturally
interested.
➢Activities must be fulfill child’s needs and social requirements.
➢Emphasise ‘learning by doing”
Primary stage-Project activities

Secondary stage-Constructive and creative activities
❖ PRINCIPLE OF INTEGRATION:
➢Integration of child’s needs and needs of democratic society
❖ FORWARD LOOKING PRINCIPLE:
➢Curriculum should reflect an insight in to future life of child.
➢Should prepare him for vocation,Euip him with the calibre to meet
challenges in all domains of life.
❖ CONSERVATIVE PRINCIPLE:
➢Curriculum should preserve,transmit the traditions and culture.
➢Cultivate a sense of respect for traditions and culture.
❖ CREATIVE PRINCIPLE:
➢ Curriculum should include such subjects bthat would enable children
to exercise their creative powers and enable them to modify their
environment according to needs of time.
❖ PRINCIPLE OF MOTIVATION :
➢ Goal directed Curriculum.
➢ Motivate students to participate in learning process.
❖ MATURITY PRINCIPLE:
➢Curriculum should suited to mental ,physical maturity of pupil.
❖ PREPARATION FOR LIFE:
➢Prepare children for their future life, adjust themselves with society
efficiently.
❖ ELASTICITY AND FLEXIBILITY:
➢Instead of rigid curiculum, it is enough to incorporate new subjects
and activities as demanded in changing times.
➢Elastic curriculum cater individual difference in intelligence,taste,
and skills.
❖ COMPREHENSIVENESS :
➢Must be broad-based to include wide variety of subjects suited to
needs of pupil and society.
➢Also cater total development of child
❖ PRINCIPLE OF BALANCE:
➢Curriculum should maintain balance between direct and indirect
experiences , liberal and professional education, individual and social
aims and compulsory and optional subjects.
❖ PRINCIPLE OF UTILITY:
➢ Curriculum should be of practical use to pupil
➢ Due emphasis for vocational technical areas.
SPIRAL APPROACH to curriculum development:

● Whole curriculum spread over number of years
● At beginning of course, all essential aspects are given to pupil in a
simplified way.In next year more details of them added.
● So a topic is developed in successive years accordance with mental
development of pupil.
● This approach follows maxims of teaching ie from whole to complex,
from easy to difficult.
●
● Bruner is the exponent of spiral approach of curriculum.
● When compare with concentric approach, spiral approach ensure the linkage
of the topic not broken while studying in the successive years.
Concentric approach indicate only widening scope of topics,but linkage is
not taken care of.
CORE CURRICULUM
“The core curriculum designates those learning experiences that are fundamental for
all learners because they derive from (i)our common individual drives and needs, and
from (ii)our civic and social needs as participating members of a democratic society.”
-Faunce and Bossing
● Core curriculum consist of set of common learning mainly compulsory subjects

like Mathematics,General science and Social science.
● It is minimum as it helps individual to leading a satisfactory life in his society
● The core curriculum is emphasize in early initial stages of education
Core curriculum continues….

● This curriculum is same for all pupils in beginning and at later stage
specialization take place (specialisation needed only at plus two and above)
● Core curriculum help a learner to become human being first,then he become an
expert in any professional virtue to the interest.
● CORE ELEMENTS identified by National Policy on Education-1986 for inclusion
in the curricula are:
● History of India’s freedom movement
● Constitutional obligations
● Content essential to nurture national identity
● India’s common cultural heritage
● Egalitarianism,democracy, and socialism
● Equality of the sexes
● Protection of environment
● Removal of social barriers
● Observance of small family norm
● Inclusion of scientific temper
COMPETENCY BASED CURRICULUM(CBC)
● CBC is a curriculum concept that emphasizes the development of the

ability to do (competence) tasks by students in the form of mastery of a
set of knowledge, abilities, attitudes and interests of students in order to
be able to do something in the form of skill with full responsibility.
● The application of competency-based curriculum allows teachers to
assess learning outcomes that reflect mastery and understanding of what
is learn by children.
● Basic principles of teaching and learning activities developed in the CBC
are developing the ability to think logically, critically, creatively, behave and
be responsible for daily habits and behavior through active learning.
● The competency-based curriculum is a core framework that has four
basic components, namely: 1) Curriculum and Learning Outcomes, 2)
Class-Based Assessment, 3) Teaching and Learning Activities, and 4)
Management of School-Based Curriculum.
CBC continues..
● CBC involves Minimum competency Testing
● Minimum competencies defined as basic proficiencies associated with
knowledge and skill needed to perform efficiently in real life activities.
This will help raise academic standards and increase educational
achievement of pupil.
HIDDEN CURRICULUM:
● Refers to unofficial and informal instructional influences support the attainment

of manifest goals.
● These are not explicitly stated in the curriculum, but are part of curriculum as it
helps the learner to achieve educational goals.
● To deal with hidden curriculum an insight is needed, as it consist of secondary
messages behind the true curriculum.
● The educational goals realized by hidden curriculum are concern with
modification of affective domain- interests, attitudes, values etc
●
Modern trends in curriculum construction:
1) Digital Diversity
●For the effective transaction of curriculum ICT is must.
●Web 2.0 applications must be used for the effective teaching
learning process.
●Teachertube is very useful source for the educational resources.
Khan academy.org also provides good videos, lectures and many
more which makes learning meaningful, easy and effective. Curricki
merlot, K2-12 Hippocamus all these provides educational resources
which students can use, edit reconstruct and so on.
2) Need based Curriculums
Need based curriculum is the foremost need of the present
education system. Many universities are developing need based short
term programs for this purpose.
Mumbai University has introduced courses like – certificate course in
Power Point, certificate course in tally, certificate course in marketing
3) Modular Curriculum with credit based system
Modular curriculum gives real freedom of learning ,especially in

the open learning system this approach has been adopted at first
but now majority of traditional universities also accepting this
system; this is a real emerging trend in the modern curriculum.
4) Constructivism
Constructivist approach believes that learner should be given

freedom to construct his/her knowledge. Spoon feeding must be
avoided. If a learner is fully active in construction of knowledge then
learning process will be highly effective. In all the curriculums
constructivist strategies must be given important place.
ISSUES IN
CURRICULUM
DEVELOPMENT
RASHA FATHIMA E
A. Curriculum Evaluation - a conceptual analysis

Curriculum is a system of learning experiences
deliberately designed and transacted for
realising educational goals. Evaluation is a
systematic process of determining and
appraising the proficiency level of a system or a
practice by comparison and judgement.
Curriculum development is an evolutionary
process and its evaluation includes specific
steps and criteria to evaluate that process at
various stages. The various stages of
curriculum evaluation are given below:
1. Goal specification : It includes the role of experts of
evaluation with a view to drawing the attention of
decision makers concerned with educational goals
2. Planning : It involves an examination of the
adequacy of objectives, content, learning
strategies ets
3. Validation : At this stage study material is
submitted to subject experts for their judgement.
4. Field testing : On the basis of

suggestions the material is developed
and has to be field tested with a
representative sample.
5. Regular monitoring : Regular
monitoring helps to update the old
programme or to develop a new one.
B.Defects of the existing pattern of curriculum
● Very conception of the curriculum is narrow.
● It is bookish and theoretical.
● It is out of tune with life.
● The curriculum is highly compartmentalized.
● It is not flexible.
● Segmentation of school life.
● It is dominated by examination.
● It is partly out outmoded.
c. Remedies suggested for the improvement of the curriculum

i. Curriculum should be related to the needs of the pupils.
ii. Schools should be given autonomy to devise, evolve and adopt
curricula suited to their own needs.
iii. Schools should be given freedom to experiment with new
curricula.
iv. Formation of Subject Teaher's Associations which can discuss
about specific aspects of the curriculum clearly and at a depth
level, has to be implemented.
v. Science should be a basic component of the curriculum at all
stages of the school education.
d. Factors that necessitate curriculum
revision
i. Updating knowledge in the concerned
discipline
ii. New theories of psychology and
pedagogy
iii. Political change especially change of
government
e. Factors contributing to curricular
iv. Social needs
organisation
i.
v. Teacher
Economy of the country
ii.
vi.Pupils
Cultural diffusion
iii. Text book and instructional materials
iv. Evaluation and examination
v. Guidance and counselling
vi. Supervision and administration
vii. Research
f. Types of curricular organisation

i. Factual or conceptual
ii. Pupil centred or teacher centred
iii. Process oriented or content oriented
iv. Disciplinary or integrated
v. Flexible or Structured
g. Steps in curriculum planning
i. Curriculum construction
ii. Curriculum development iii. Curriculum
implementation
iv. Curriculum evaluation
v. Curriculum change and innovation
vi. Curriculum improvement
CURRICULUM
FOR GENERATING
KNOWLEDGE
● Main functions of curriculum is to generate new

knowledge
● Curriculum provides more opportunities to learner to
intract with teachers,peer groups,elders,parents,and
other members of the society
● It also promotes an interdisciplinary learning
environment
Curriculum promotes higher level thinking
process including
● Reflective thinking
● Creative thinking
● Analytical thinking
● Problem solving
● A learner in this curriculum acts as a

scientists,mathematician,historian,and so on
● This type of curriculum makes learning
purposeful,realistic and experinetial
● Teacher role in this curriculum model is of a
facilitatir,mentor or a co- learner.
EDUCATION FOR A
KNOWLEDGE SOCIETY
By Salva P
CHARACTERISTICS OF A KNOWLEDGE SOCIETY
● Enables personal empowerment:by providing the means to become more

self-dependent,self-governing and more involved with community controlled
organisations or institutions.
● Its members have attained a higher average standard of education in
comparison to other societies and a growing proportion of its labour forces
are employed as knowledge workers.
● A society of imagination and intuition,where artistic and innovative initiatives
and approaches are encouraged and fostered.
● Facilitates more interpersonal discussion which make people easy to talk
individually and in groups where sharing of ideas,experiences and solutions
are encouraged.
● An ideal society characterised by communities of
informed,active,healthy people.
● Society with low levels of unemployment and crime, and high
levels of achievement,accomplishment and life satisfaction.
● A society where decisions are made from global perspective
and implemented on a local level where individuals in a
communityREQUIREMENT FOR A plan and act
work together to think globally,but
locally.
KNOWLEDGE SOCIETY
1. Thinking skills and creativity
2. Lifelong readiness to learn and unlearn.
3. Skills at knowledge search and retrieval
4. Just in time delivery of knowledge that is up to
date and appropriate to the task in hand.
PRINCIPLES OF A KNOWLEDGE SOCIETY

● FREEDOM OF EXPRESSION:this must apply not only to traditional media
but also to new media,including the internet.UNESCO whose mandate is to
promote the “free flow of ideas by word and image”.through this
creativity,innovation,criticism, and questioning can be brought in.
● ACCESS TO QUALITY EDUCATION:essential for building necessary skills
and capacities for development,progress and social peace in all
societies.Integrating information and communication technologies
(ICTs)provide immense opportunities of increasing access.
● RESPECT FOR CULTURAL AND LINGUISTIC DIVERSITIES:expression of
cultural and linguistic pluralism both in content and in the various types of
production-news,documentaries and educational materials.
● UNIVERSAL ACCESS TO INFORMATION AND KNOWLEDGE:information
in public domain is important
KNOWLEDGE ECONOMY
● The knowledge economy is the use of knowledge to create goods and
services. In particular, it refers to a high portion of skilled workers in the
economy of a locality, country, or the world, and the idea that most jobs
require specialized skills.
● In a knowledge economy,knowledge is a product,while in a knowledge-
based economy,knowledge is a tool.
● It is in which the generation and the exploitation of knowledge has
come to play the predominant part in the creation of wealth.
● For example,to farm,to mine and to build;and this use of knowledge
has been increasing since Industrial Revolution.
THE LEARNING SOCIETY

● A new kind of society in which the old limits on where and when organised
knowledge could be acquired no longer apply.
● The four pillars of education are
1. Learning to know:learning how to learn by developing one’s
concentration,memory skills and ability to think.
2. Learning to do:to equip people to do the types of work needed in the future.
3. Learning to live together:teach students about the human diversity and to
instill in them an awareness of the similarities and interdependence of
people.
4. Learning to be:education should contribute to every person’s complete
development-mind and body,intelligence,sensitivity,aesthetic appreciation
and spirituality.
THE MILLENNIUM DEVELOPMENT GOALS(MDGs)
● Eight international development goals officially established in the

Millennium Summit of the United Nations in 2000.
1. Eradicating extreme poverty and hunger
2. Achieving universal primary education
3. Promoting gender equality and empowering women
4. Reducing child mortality rates
5. Improving maternal health
6. Combating HIV/aids,malaria,and other diseases
7. Ensuring environmental sustainability
8. Developing a global partnership for development
CURRICULUM CHANGES SUGGESTED BY NPE 1986
The national policy on education (NPE) was adopted by parliament in may

1986.the main curriculum changes suggested by NPE 1986 as follows
❏ Based on constitutional principles : It drives its inspiration from the ideals and
values of democracy ,secularism,and socialism enshrined in our constitution
❏ Common educational structure : It envisages a common 10+2+3 educational
structure
❏ National system of education: Proposed a national system of education based
on national curricular frame work.essential to nurture national identity
❏ Equality of oppurtunity in education: To promote equality it will be
necessary to provide equal opportunity to all not only in access,but also in
the condition for success
❏ Operation black board : Meant for the qualitative improvement of primary
education
❏ Minimum levels of learning: Will be laid down for each stage of education
❏ Universal character of higher education: Universal character of
universities and other institutions of higher education is to be maintained
❏ Early childhood care and education: Integrated with the integrated child
development services programme
❏ Navodaya schools : Meant for providing quality education for all

deserving and gifted children should be set up at various parts of the
country, mainly in rural areas
❏ Promotion of language: Link language will be promoted
❏ Delinking degrees from jobs: A beginning is to be made in delinking
degrees from jobs in selected areas
❏ Open and distance learning: Life long education is a long cherished
goal.everyone can continue the education of their choice,at a pace
suited to their convenience through open and distance education
SYSTEMATIC CURRICULUM REVISION-NCF 2005
*The national curriculum framework -2005 proposes five guiding
principles for curriculum development
1.connecting knowledge to life outside the schools
2.Ensuring that learning shifts away from rote method
3.Enriching the curriculum so that it goes beyond the text books
4.Making examination more flexible and integrating them with

classroom life
5.Nurturing an overriding identity informed by caring concerns

within the democratic policy of the country
NCF focused on
Learning without burden to make learning a joyful

experience and move away from textbooks to be a basis
for examination
To develop andof
a sense toself-reliance
remove stress andfrom children.
dignity of theIt
recommended major
individual which wouldchanges
for the in the design
basis ofrelationship
of social syllabus.
and would develop a sense of nonviolence and oneness
across the society.
To develop a child centered approach and to promote
universal enrollment and retention up to the age of 14.
To inculcate the feeling of oneness, democracy and unity in the

students the curriculum is enabled to strengthen our national
identity and to enable the new generation reevaluate.
LEARNING AND KNOWLEDGE
● NCF promote a holistic approach in the treatment of learners

development and learning
● Emphasized to cater learning disability needs through data based and
need specific program mes
● The main tenet of NCF 2005 is learner engagement for construction of
knowledge and fostering creativity and active learning through
experiential mode
● Connecting knowledge across the disciplinary boundaries
● Locak knowledge and children's experience are essential
components of textbooks and pedagogic practice
CURRICULAR AREAS
●Language - Three language formula system to be followed. medium of communication should
be the home language.
● The First language to be studied must be the mother tongue or the regional language.
●The Second language – In Hindi speaking States, the second language will be some other
modern Indian language or English, and – In non-Hindi speaking States, the second language
will be Hindi or English.
●The Third language – In Hindi speaking States, the third language will be English or a modern
Indian language not studied as the second language, and – In non-Hindi speaking States, the
third language will be English or a modern Indian language not studied as the second language.
Mathematics -The emphasis for learning mathematics is
that all students can learn the need to learn
mathematics.Pedagogy and learning environment have to be
made favorable for students to develop interest by going far
beyond basic skills and include variety of mathematics loving
models by pedagogy which devotes a greater percentage of
instructional time to problem solving and active
learning.mathematics makes learner systematic,
confidential,self evaluated,self esteem, self reliable etc.
Science - Pedagogy of learning sciences should be designed to

address the aims of learning science is to learn the facts and principles
of science and its applications, consistent with the stage of cognitive
development. To acquired skills and understand the methods and
processes that lead to generation and validation of scientific
knowledge. To develop a historical and developmental perspective of
science and to enable to view science as a social enterprise. To relate
to the, local as well as global, and appreciate the issues at the
interface of science, technology and society. To acquire the requisite
theoretical knowledge and practical technological skills to enter the
world of work. To nurture the natural curiosity, aesthetic sense and
creativity in science and technology. To imbibe the values of honesty,
integrity, cooperation, concern for life and preservation of environment
and to cultivate 'scientific temper'-objectivity, critical thinking and
freedom from fear and prejudice
Social Sciences - Social science a subject is included in
schools to assist students to explore their interests and
aptitudes in order to choose appropriate university courses
and/or careers. To encourage them to explore higher levels of
knowledge in different disciplines. To promote problem-solving
abilities and creative thinking in the citizens of tomorrow, to
introduce students to different ways of collecting and
processing data and information in specific disciplines, and
Art education
help them arrive at conclusions,
- The objectivesand to generate
of including new insights
art education
and knowledge
in schools is to in the about
bring process
the complete development of
the students personality and mental health, to appreciate
cultural heritage and develop respect for each other's work
and connect to environment.
Health and Physical education - To provide theoretical and practical inputs to provide
an integrated and holistic understanding of health, disease, accidents and physical
fitness among children. To provide skills for dealing with psycho-social issues in the
school, home and the community. To help children grow as responsible citizens by
inculcating in them certain social and moral values through games, sports, N.C.C., Red
Cross, Scouts & Guides, etc
Peace - Skills that are developed as part of curriculum activity such as to listening
with patience and endurance, purity of mind to develop concentration, aptitude for
cooperation and teamwork, to reach out to get answers (curiosity and rational
inquiry), acceptance of discipline, and a positive attitude to study/work are the
trademarks of a good student which in turn are also the skills of a peace-oriented
person. Thus the curriculum also inculcates peace and democracy into students
Work and Education - Work related education is
made as an integral component of the school
curriculum, in the form of – work experience, work
education, SUPW, craft education, life oriented
education, pre vocational education and generic
education. Work based education aims at involving
children in a variety of production or service oriented
activities, to develop skills, positive attitudes and values
through work and also to develop work related
competencies.
ASSESSMENT AND EVALUATION

● Assessing learner by any meaningful report on the quality and extent of
a childs learning need to be comprehensive
● Assessment in the course of teaching- teacher should pay attention to
every individual child during their every day teaching and interaction
● Curricular area such as work health yoga physical education music and
art are not tested for marks.it should be continuous and qualitative
assessment
● Test in knowledge based subjects are must be able to guage what
children have learnt and their ability to use this knowledge for problem
solving and application in the real world
School and Classroom environment
Physical environment has to be maintained favorable to

students in terms of infrastructure, adequate light and
ventilation, Student teacher ratio, Hygiene and safe
environment. Schools should also treat students with
equality, justice, respect, dignity and right of the students.
Give equal opportunities for all students to participate in all
activities without any bias. Policy of inclusion has to be part
of the school where differently abled and children from
marginalized section get equal opportunities. The schools
should also be well equipped with libraries, laboratories and
educational technology laboratories.
Systemic Reforms
The NCF has aimed at bringing about reforms in

the education system to bring about a curriculum
that is learner centric, has a flexible process,
provide learner autonomy, teacher plays a role of a
facilitator, supports and encourages learning,
involves active participation of learners, develops
multidisciplinary curriculum, focuses on education,
brings about multiple and divergent exposure,
multifarious, continuous appraisal in educational
system.
EXAMINATION REFORMS
Reducing stress and enhancing success in examination neccessitate
1. Shift from content based testing to problem solving and understanding

2. Setting up of single nodal agency for cordinating and conduct of entrance
examination
3. Availability of multiple textbooks
4. Sharing of teaching experience and diverse classriom practices to
generate new ideas and facilitate innovation and experimentation
5. Development of syllubi, textbook, and teaching learning resources could
be carried out in a decentralized and participatory manner involving
teacher s, expertsfrom universities, NGOs and teachers organization

● Name the apex body for curriculum related matters for
school education in india
● Define curriculum
● List out some glaring shortcomings of the present-day
curriculum.
● What are the factors that necessitate curriculum revision?

● Suggest some remedies for the improvement of the curriculum.
● Write down the steps involved in the curriculum planning.
● Write note on National curriculum Frame work 2005.
● List out the issues in curriculum development.
● Explain the philosophical and sociological basis of curriculum
construction.
● What is the philosophical base of curriculum
● Explain any two types of curriculum.
● Explain the philosophical and sociological basis of
curriculum construction.
● What are the major curricular reforms suggested in NCF
2005

EDU 11 Educational Thoughts & Practices

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Farook Training College Innovative Academia (FTCIA)

Online Collaborative Learning

Farook Training College Innovative Academia (FTCIA)

❏ For spiritual perfection:he prescribed Religion,Philosophy,Puranic

PHILOSOPHICAL THOUGHTS OF WESTERN THINKERS

1. PLATO (427 B.C - 347 B.C)

❏ Education should aim at the achievement of the absolutes - beauty,goodness

❏ Presentation of the subject in an interesting manner. “Knowledge which is

❏ Founder of platonist school of thought - Academy

j. Defects of plato’s scheme of education :

2. JOHN DEWEY (1859-1952)

❏ Born : oct 20,1859 at vermont in New England.

❏ The school and society

❏ Experimentalism, Functionalism, pragmatism, practicalism, progressivism.

❏ Main contribution - pragmatism

No fixed and ultimate aims of education.

❏ Against traditional conception of discipline

❏ Project method and problem method

❏ Observer and guide

j. Defects of Dewey’s scheme of education :

❏ Emphasis on the present

JEAN JACQUES ROUSSEAU (1712-1778)

● The Progress of Arts and Sciences

● Champion of naturalism and pleaded for liberty,fraternity and equality

● Education is life itself, not a preparation for a future stage in life.

e) Positive Education and Negative Education

● Divided education into two types-Positive and Negative Education.

● First published in 1760.

● His Philosophy is known as “Scientific Revolutionary Humanism”

● Freire refers Prescriptive style of teaching as “Banking system”.

● Freire’s ideas are specially relevant to the teachers and educators in

● It is an educational approach for developing critical consciousness in the

● This teaching approach help the students question and challenge

g) Problem posing Education

● Alternative method of education instead of the existing authoritarian and

● The responsibility of the teacher is to diversify subject

RABINDRA NATH TAGORE (1861-1941)

● Poet, dramatist, novelist, actor, composer, educator, philosopher and painter.

● He believed in the Vedas.

● Development of active tendencies of the child.

Born on October 2 1869 in Porbandar,Gujarat.

Propagated the concept of Satyagraha.

He built an ashram on the banks of Sabaramati river near Ahmadabad called

The way of life that he practised there was known as ‘Sarvodaya’.

All Men Are Brothers

Diet and Diet Reform

Hind Swaraj or Indian Home Rule

Education is not literacy

Education through craft

Deschooling movement is a tendency of making the children withdraw from traditional

● Critique of institutionalised education

● Formal schooling gives prime importance to rote memorization

● Provide access anytime to anyone

1 Mark Questions & Answers

4 Mark Short Essays & Value Points

B Ed. IV. Sem. EDU 11 EDUCATIONAL THOUGHTS AND PRACTICE

Factors resisting social change

2) Assistance in creating desire in change

4) Emergence of new changes