BHABHA UNIVERSITY

MEd - Semester - I, 2022

PHILOSOPHICAL PERSPECTIVES OF EDUCATION
Assignments Paper-1

Q 10. What are the branches of Philosophy?

Ans.

Broadly there are 7 branches of Philosophy. They are as follows:

 Metaphysics: Study of the fundamental nature of reality

 Axiology: Study of the nature of value and valuation
 Logical philosophy: Study of the nature and types of logic
 Aesthetics: Study of beauty and taste
 Epistemology: Study of the nature, origin, and limits of human knowledge
 Ethics: Study of what is right and wrong in human behaviour
 Political Philosophy: Study of government, addressing questions about the nature, scope, and
legitimacy of public agents and institutions.

Philosophy is the study of the search for the truth and equally an effort to know the hidden realities
and truths about ourselves. Students who are in Philosophy programs are engaged in a pursuit of
asking, answering, and resolving problems. In a sense, Philosophy is a type of Science, a reservoir of
knowledge that can only be understood through rigorous investigation and study.

Let’s dive into each of the branches one by one.

Metaphysics

Metaphysics has been a primary area of philosophical debate. It is mainly concerned with explaining
the nature of being and the world. Traditionally, it has two different study areas, including Cosmology
and Ontology. Cosmology is focused on understanding the origin, evolution, and eventual fate of the
universe, which includes laws that keep it in perfect order. On the other hand, Ontology investigates
various types of things that exist and their relationship with each other. Much before the discovery of
modern science, all science-related questions were asked as a part of Metaphysics.

Axiology

Also referred to as the theory of value, Axiology explores the nature of value and its metaphysical
aspects. Value Theory is often interchangeably used with Axiology and this branch of Philosophy
peruses upon the value of goodness. To put it simply, Axiology looks at the concept of value in terms of
its philosophical terms and argues questions about nature and what actually is valued.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Logical Philosophy

We use this word in our commonplace conversations, so we are all aptly familiar with it. People
constantly ask each other, “where is the logic behind this or that?”. People even acknowledge a good
thought or act by calling it logically correct. Hence, the question arises, what does the Science of logic
have to do with Philosophy? In logic, we usually construct two sentences which are called premises,
and they are used to make a conclusion. This sort of logic is called syllogism, pioneered by Aristotle.

Aesthetics

Every person defines beauty as per his or her own perspectives. This philosophical subject is wholly
devoted to defining the different aspects of beauty, even its contours. How do we find something
beautiful? Is beauty always subjective or can it be objective too? Can everyone find a thing beautiful? It
also examines individual tastes and attempts to provide answers about these things in a scientific
manner. Aesthetic Philosophy’s primary topic of investigation is beauty and art. It is often debated
inside its classrooms. It also talks about performing arts like music.

Epistemology

Another major component of Philosophy is Epistemology. Going back into history, this term originated
from the Greek word episteme which literally means knowledge, and the other half of the word ‘logy
means ‘the study of’. Basically, it is about the study of knowledge. A fundamental question concerning
Epistemology is, what is knowledge? It also asks questions like, can knowledge ever be absolute? Is
there a limit for humans to know certain things? If we are living in a world of simulation, how can we
know it? These are some of the essential questions Epistemology seeks answers for.

Ethics

Everyone in their day-to-day life tries to conduct themselves according to some established ethical
norms. This philosophical concept has different applications in a person’s real life. For instance, certain
organisations have ethical committees that lay down rules of behaviour for their employees. Ethics is
concerned with the definition of right and wrong. It elucidates schools of thought that instruct us how
to act in a given situation, which has always been a matter of contention between philosophers. Every
philosopher has defined it according to their own subjective understanding.

Political Philosophy

Combining the two fields of Politics and Philosophy, Political Philosophy studies political government,
laws, liberty, justice, rights, authority, political states and systems, ethics, and more. It explores the
concepts of why we need governments, the role played by governments, and what are its constituents,
amongst others.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Assignments Paper-1

Q 5. What is Meta-Physics ? Discuss it’s characteristics.

Ans.

Metaphysics

Metaphysics has been a primary area of philosophical debate. It is mainly concerned with explaining
the nature of being and the world. Traditionally, it has two different study areas, including Cosmology
and Ontology. Cosmology is focused on understanding the origin, evolution, and eventual fate of the
universe, which includes laws that keep it in perfect order. On the other hand, Ontology investigates
various types of things that exist and their relationship with each other. Much before the discovery of
modern science, all science-related questions were asked as a part of Metaphysics.

branch of philosophy whose topics in antiquity and the middle ages were the first causes of things and
the nature of being. In postmedieval philosophy, however, many other topics came to be included
under the heading “metaphysics.”

Some of the Basic Characteristics of Metaphysics

The subject of Metaphysics is something that has been given much attention over the course of the
history of philosophy. However, just because it is one of the more noted areas of philosophy, does not
mean it will be easy to define, much less discuss. Quite the contrary in fact. Metaphysics is a topic that
tends to be difficult to nail down both in terms of its definition and the concept itself.

A lot of people's familiarity with metaphysics will come from the book by Aristotle. There is of course a
catch to this, however. Aristotle never actually used the term metaphysics and it was only something
that was applied to his work after he died and the various works making up the book were put together.

When we look at the prefix “meta” it might give off the impression that metaphysics is the study of
things that are beyond the physical. In reality, this isn’t exactly true. This idea actually dates back to
previous millennia when an early title of metaphysics implied it was to be studied after people read
what is now known as Aristotle's work “physics”.

As stated, Aristotle never used the term metaphysics. When describing what we now consider to be
metaphysics he used the term “first philosophy”. Aristotle identifies multiple components of “first
philosophy”, those being, first causes, “being as such” and things that are not subject to change.

In the early sections of the books, Aristotle makes sure to differentiate between different methods of
study. From the beginning, he explains how “first philosophy” is only one way in which we study being.
Mathematics is also a way of studying being, however, it is limited. This limit comes into play when
trying to study things that are susceptible to change.

From here, the realm of science comes into play. Here we very much study things that are susceptible to
change. However, Aristotle once again argues there are limits to the way in which we are able to study
being from this framework. He argues that studying being in a scientific framework is limited by the fact

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
that we typically study things in relation to causes. This of course would not really work if there were
infinite causes.

This is where metaphysics or “first philosophy really comes into play. For Aristotle, metaphysics is the
study of first causes, of “being qua being” or being as such.

It’s worth noting that Aristotle conceptualized metaphysics at a theological level also. While he has
explained the limits of natural science and mathematics, he argues for another kind of science. A science
not subject to the limits of mathematics and natural science, one that is able to examine first causes and
the immaterial. This would of course be at the theological level and something he conceptualized as the
most important science.

Logic and contradiction

Probably one of the most known concepts that is found in Aristotle's metaphysics is his concept of the
law of non-contradiction. The relation between this and first philosophy is that first philosophy by its
very nature is concerned with axioms due to the fact that they are at the very foundation of reasoning.

The basic idea of the law of non-contradiction is that something cannot be itself and also not itself. The
example he uses is that one cannot be a man while at the same time, not being a man. He also points
out the caveat that comes along with such a basic principle. While his law is obviously true, there isn’t
any way it can really be proven.

As he argues, it is the most fundamental of all principles as it relies on presupposition. This is true
regardless of the argument one is making or the perspective on any other issue they hold. It isn’t a
principle that follows from something else or any other principle due to its fundamentality.

Substance
In my opinion, it is necessary to pay attention to when discussing metaphysics is Aristotle’s conception
of substance. In book Delta of his metaphysics, he gives numerous examples of how to define substance.
these are;

(i)The simple bodies. Examples: earth, fire, water, etc. Also bodies more generally and the compounds of
them, animals, divinities and their parts. All these things are said to be substance because, far from their
being predicated of some subject, the other things are predicated of them.

(ii) In another way, something which, being intrinsic to one of the sort of things that are not predicated
of another, is the cause of being for it, as the soul is for the animal.

(iii)The intrinsic parts of such things, which delimit them and indicate their thisness, parts on the
elimination of which the whole is eliminated, as the body is eliminated by the elimination of the plane,
on some views, and the plane by the elimination of the line. More generally, some hold that number is
like this (the claim is that if it is eliminated then nothing has being and that it delimits all things).

(iv)The what-it-was-to-be-that-thing, whose account is a definition, is also said to be the substance of

the particular.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
We now see exactly how substance is conceptualized as a classification of being. A substance is what
defines a thing, makes it what it is. It defines it in the sense that the substance of a thing doesn’t belong
to anything else. Substance can be both material and immaterial and often times will involve both.

His views on substance also tie in with his views on actuality and potentiality, which I will explain soon.
There are kinds of substance that exist as material, these are the kinds of substance that can change o
be changed. They can be either eternal or not. The next kind of substance is eternal but also not subject
to change the way material factors are.

Actuality and Potentiality

Let us now move on to explain the difference between actuality and potentiality in
metaphysics. Aristotle explains how there are two different ways in which something can produce a
change. This power is exercised in what would best be described as an action or process.

For example, let’s say you have a carpenter, he exercises power in that he used his tools to make things.
This would be referred to as the actuality of a thing. Next, we have potentiality. Potentiality is much
more concerned with the activity, rather than the process of a thing. What this means is, Aristotle would
argue that there is a certain capacity for things to be in a higher, more developed state of being.

There is a dialectical relation between the two insofar as you can’t have one without the other. An
example of how this can manifest would be, if you have a piece of wood, there is potential for it to be
made into something, such as a fence. The actuality in this context is the wood itself. The potentiality, is
what the wood could be used to make, such as a fence.

For Aristotle, actuality is more important than potentiality. The reason for this is fairly simple. If we are
to determine the potentiality of a thing, we must first cover the actuality in order to determine a thing's
potentiality.

There are some who might object to this. Some would rank potentiality as more important than
actuality. They might argue that before there is an actuality, there needs to be a potentiality that it
derives from. Aristotle however argued against this assumption.

If you have, for example, a plant seed, that seed might be regarded as prior to the plant it produces.
Once again, however, Aristotle would argue that this is not the case as there must have been an
actuality that produced the potentiality, in this case, the seed.

The Prime Mover, God

One of the most important parts of metaphysics is Aristotle's argument for the existence of God. Later
on, in metaphysics, Aristotle once again takes us back to explaining the three kinds of substance he
previously identified. Those that are perishable and unperishable, are the kind of substances he
relegates to the sciences. Finally, he includes substances that are not subject to change, these are
usually studied in the realm of philosophy or mathematics.

Aristotle straight up rejects the idea that the universe came about through the logic of infinite causality.
Instead, he insists that there must be a beginning point with a substance that was non-perishable. He
identifies this substance as the great prime mover or God.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
In previous chapters he spoke of substances as having both actuality and potentiality, in the case of the
prime mover, however, he makes an exception. Instead of containing both, he argues that the prime
mover is only an actuality, and does not feature a potentiality.

As well as this, he argues that this substance must be eternal and this is how the universe is eternal.
Simultaneously, he argues that this prime mover or substance is unmoving due to the very nature of it
being the prime mover in the universe. It’s worth noting that while he argues in favor of the existence of
a prime mover, he does not specify how many prime movers there are.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Assignments Paper-1

Q 6. Discuss the nature and scope of education.

Ans.

Meaning of Education
Education, like philosophy is also closely related to human life. Therefore, being an important life
activity education is also greatly influenced by philosophy. Various fields of philosophy like the political
philosophy, social philosophy and economic philosophy have great influence on the various aspects of
education like educational procedures, processes, policies, planning and its implementation, from both
the theoretical and practical aspects.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to
educere "bring out", "bring forth what is within", "bring out potential" and educere, "to lead".

Education in the largest sense is any act or experience that has a formative effect on
the mind, character or physical ability of an individual. In its technical sense, education is the process by
which society deliberately transmits its accumulated knowledge, skills and values from one generation
to another.

Definitions of education

Concepts of Education as defined by Western philosophers.

1. Socrates: "Education means the bringing out of the ideas of universal validity which are latent in the
mind of every man".

2. Plato: "Education is the capacity to feel pleasure and pain at the right moment. It develops in the
body and in the soul of the pupil all the beauty and all the perfection which he is capable of."

3. Aristotle: "Education is the creation of a sound mind in a sound body. It develops man's faculty,
especially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and
beauty of which perfect happiness essentially consists.

4. Rousseau: "Education of man commences at his birth; before he can speak, before he can
understand he is already instructed. Experience is the forerunner of the perfect".

5. Herbert Spencer: "Education is complete living".

6. Heinrich Pestalozzi: "Education is natural harmonious and progressive development of man's innate
powers".

7. Friedrich Willian Froebel: "Education is unfoldment of what is already enfolded in the germ. It is the
process through which the child makes internal external".
Submitted by : Snigdha Tripathy
Registration No : 222501039 Enrollment No : 13ED221MD012
The Concepts of Education as given by prominent Indian educationists are as follows.

Principles of Education and School Organization;

1. Rived: "Education is something which makes man self-reliant and selfless".

2. Upanishad: "Education is for liberation".

3. Bhagavad Gita: "Nothing is more purifying on earth than wisdom."

4. Shankaracharya: "Education is the realization of self'.

5. Kautilya: "Education means training of the country and love of the nation".

6. Panini: "Human education means the training which one gets from nature".

7. Vivekanand: “Education is the manifestation of the divine perfection, already existing in man."

8. Gandhiji: "By education, I mean an all-round drawing out of the best in the Child and man body,
mind and spirit."

9. Tagore: "The widest road leading to the solution of all our problems is education."

10. Sri Aurobindo: "Education which will offer the tools whereby one can live for the divine, for the
country, for oneself and for others and this must be the ideal of every school which calls itself
national".

In the modern times it has acquired two different shades of meaning namely:

A. an institutional instruction, given to students in school colleges formally; and

B. a pedagogical science, studied by the student of education.

Nature of Education
As the meaning of education, so its nature which is very complex. The natures of education are:

(i) Education is life-long process- Education is life long process because every stage of life of an
individual is important from educational point.
(ii) Education is a systematic process- It refers to transact its activities through a systematic institution
and regulation.
(iii) Education is development of individual and the society- It is called a force for social development,
which brings improvement in every aspect in the society.
(iv) Education is modification of behavior- Human behavior is modified and improved through
educational process.
Submitted by : Snigdha Tripathy
Registration No : 222501039 Enrollment No : 13ED221MD012
(v) Education is a training- Human senses, mind, behavior, activities; skills are trained in a constructive
and socially desirable way.
(vi) Education is instruction and direction- It directs and instructs an individual to fulfill his desires and
needs for exaltation of his whole personality.
(vii) Education is life- Life without education is meaningless and like the life of a beast. Every aspect and
incident needs education for its sound development.
(viii) Education is continuous reconstruction of our experiences- As per the definition of John Dewey
education reconstructs and remodels our experiences towards socially desirable way.
(ix) Education is a power and treasure in human being through which he is entitled as the supreme
master on the earth.

Therefore, the role of education is countless for a perfect society and man. It is necessary for every
society and nation to bring holistic happiness and prosperity to its individuals.

Scope of education
Scope means range of view out look field or opportunity of activity operation and application.
Education has a wider meaning and application.

1. Educational philosophy
Philosophy of education covers aims of education, nature of education, importance of education,
function of education its very old and essential part of education.

2. Educational psychology
Main aim of education is the development of child. Psychology helps to understand the child better and
development of child with respect of physical, mental, emotional, social adjustment, individual
difference, personality, thinking, reasoning, problem solving.

3. Educational sociology
A child lives in the society so its important for him to know about the society the nature of society, type
of society, interdependence between culture and society.

4. History of education
It is also important to know background, origin, development, growth and aspect of the subjects.
And also education system method of teaching during ancient period, medieval period, British period
and modern period.

5. Economics of education
For the growth of business and market the world class economical education is important for each and
important.

6. Method of teaching
In ancient time the pupil were passive listeners but now they actively participate with the teacher in
the process of education. So the skill and proficiency of difference teaching methods needs to be
developed.

7. Educational administration and supervision

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
The educational institution and the system has to be supervised and administrated smoothly so that
the process of education goes well. Regulation of fund, democratic administration, autonomy,
personnel management etc.

8. Problems of education
This scope includes problems of teaching management of education and also suggestion and remedies
for it.

9. Population education
Viewing at the undesirable growth of population, an awareness is created through population
education.

10. Environmental education

Ecological in balances have drown the attentions of intelligence today.
So looking at the environmental problems study of environment education has great importance.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Assignments Paper-1

Q 11. Describe the education philosophy of Tagore.

Ans.

Educational Philosophy of Rabindranath Tagore

Rabindranath Tagore was a philosopher, poet, dramatist, teacher, essayist and painter of outstanding
repute. His philosophy of life was based on the ideals of dedication, patriotism and naturalism.
Although he was an ideal philosopher, but the thoughts of naturalism, pragmatism and individualism
are also reflected in his philosophy.

Rabindranath Tagore was primarily an educationalist rather than a political thinker. he put emphasis on
naturalism for framing educational model. In education, freedom is the basic guiding force for
inculcating interest within a student who will drive inspiration from nature to pursue any branch of
knowledge he likes. The establishment of Santi Niketan fulfilled the derived goal of Tagore in the
educational front.

Unity of West and East

Tagore’s education marked a novel blending of the ideas of the east and West. the spiritualism of
Indian philosophy and progressive outlook of the western people were blended together to give rise to
an educational philosophy which marked its distinction in comparison to other educationalists of India.

Natural growth in natural circumstances

Tagore envisaged that nature is the best teacher to the pupil. Nature will provide the student with
necessary situation to earn knowledge. No pressure should be exerted upon the student to learn
anything. It is nature which will be the guiding force to inculcate the spirit of learning in the mind of a
student to pursue the education he likes. It will shape his behavior and character.

Goodbye to book-centered education

For the first time in the arena of education, Tagore established a new milestone. With boldness and
firmness, he rejected a book-centered education for students. To him, it is not just to confine the mind
of boys and girls to textbooks only. It will kill the natural instincts of a student and make him bookish. It
will kill his creative skill, So, students should be freed from the book centered education and should be
given a broader avenue for learning.

Freedom to learner
Tagore had championed the cause of freedom. The same he wanted to implement in the field of
education. With that object he head opened Santiniketan, Sriniketan and Brahmmacharya Ashram.
Accordingly, he gave free choice to students to develop their interest in any field they like. To him,
education should be after the heart of a man. he explained freedom in three categorized ways, i.e.
freedom of heart, freedom of intellect and freedom of will.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Education imparted in a natural way will lead to the fulfilment of these three freedoms. One may
pursue the vocational education or education of an intellect, or education in any branch of the arts or
one may become a sensei by observing celibacy.

Teaching- Practical and Real

According to Tagore, teaching should be practical and real but not artificial and theoretical. As a
naturalist out and out, Tagore laid emphasis on the practicality of education. that will definitely
increase the creative skill within a learner. that creativity will bring perfection in the learning process
and the students will be a master in his own field but not a slave to mere theoretical knowledge which
one delves deep.

Palace of fine arts (dance, drama, music, poetry, etc.)

Tagore attached great importance to the fine arts in his educational curriculum. to him, game, dance,
music, drama, painting, etc. should form a part of educational process. Students should take active part
in these finer aspects of human life for these are very essential to enrich soul.

Education for rural reconstruction

Tagore was aware about the rural poverty of our country. So, he wanted to eradicate it through
education. the practical training imparted in different crafts to the students will make them skilled
artisans in their field. They can remove the poverty of the rural bulk by applying their education helping
thereby in the process of rural reconstruction.

Aims of Education
The aims of education as reflected in educational institution founded by Rabindranath Tagore
in Snatiniketan are as follows:

1. Self-realization:
Spiritualism is the essence of humanism; this concept has been reflected in Tagore’s educational
philosophy. Self-realization is an important aim of education. Manifestation of personality depends
upon the self-realization and spiritual knowledge of individual.

2. Intellectual development:
Tagore also greatly emphasized the intellectual development of the child. By intellectual development
he means development of imagination, creative free thinking, constant curiosity and alertness of the
mind. Child should be free to adopt his own way learning which will lead to all round development.

3. Physical development:
Tagore’s educational philosophy also aims at the physical development of the child. He gave much
importance to sound and healthy physique. There were different kinds of exercises. Yoga, games and
sports, prescribed in Santiniketan as an integral part of the educational system.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
4. Love for humanity:
Tagore held that the entire universe is one family. Education can teach people to realize oneness of the
globe. Education for international understanding and universal brotherhood is another important aim
of his educational philosophy.

5. Establishment of relationship between man and God:

Man bears the diverse qualities and potentialities offered by God. These qualities are inborn and
innate. The relationship between man and God is strong and permanent. However, the dedication to
spiritualism and scaredness will lead to the harmonious relationship with man, nature and God.

6. Freedom:
Freedom is considered as an integral aspect of human development. Education is a man making
process, it explores the innate power exists within the man. It is not imposition rather a liberal process
that provides utmost freedom to the individual for his all round development.

7. Co-relation of objects:
Co-relation exists with God, man and nature. A peaceful world is only possible when correlation
between man and nature will be established.

8. Mother tongue as the medium of instruction:

Man can freely express his thought in his mother tongue. Tagore has emphasized mother tongue as the
medium of instruction for the child education.

9. Moral and spiritual development:

Tagore emphasized moral and spiritual training in his educational thought. Moral and spiritual
education is more important than bookish knowledge for an integral development of human
personality. There must be an adequate provision for the development of selfless activities, co-
operation and love fellow-feelings and sharing among the students in educational institutions.

10. Social development:

Rabindranath Tagore said, “Service to man is service to God”. All should develop social relationship and
fellow-feelings from the beginning of one’s life. Education aims at developing the individual personality
as well as social characters which enables him to live as a worthy being.

Method of Teaching

a. Teaching through tours and trips:

Tagore believed that the subjects like history, geography, economics and other social sciences can be
effectively taught through excursions and tours to impart spots. By this, students will get an
opportunity to observe numerous facts and gain first hand knowledge through direct experience.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
b. Learning by activities:
Tagore sad that for the development of child’s body and minds, learning through activity is essential.
therefore he included activities like climbing tree, drama, jumping, plucking fruits, dancing, etc. in his
educational program.

c. Narration-cum-discussion and debate method:

Narration-cum-discussion and debating activities were organized Tagore’s education center to develop
oratory abilities of the students.

d. Heuristic method:
Rabindranath Tagore introduced this method as an important method of teaching. In this method, first,
the students are asked questions to clarify their doubts on topics and teachers try to satisfy them by
their correct answers. Then the teachers asks the questions to students to evaluate how far the
students are able to comprehend the topic discussed in the class.

Conclusion
Rabindranath Tagore, a true philosopher and a greatest prophet of modern Indian renaissance who
sought to bring changer through education. He stressed on harmonious development of the child with
equal emphasis on mental, social and emotional growth.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Assignments Paper-1

Q 15. Discuss the role of school in the process of socializing children.

Ans.

Schools are an integral part of our youth. Children are considered to be the future, and their growth is
significant for the betterment of society. As we all know, the school has multiple roles in a child’s life.

They are not just institutions that impart education but have a variety of other roles to play. The role of
school in children’s life is manifold, ranging from practically transforming their personality traits to
grooming them morally.

As the educational institute has many different roles to play in childhood, so do many factors that
contribute to it. The role of school in kids’ life can be characterised by various factors including
curriculum, surroundings, teachers, etc. Such a role of school in kids’ lives can be divided into major
categories such as the Role of school for providing knowledge and school for giving values and ethics.
Role School for providing knowledge is self-explanatory, and the role of school for giving values and
ethics is much more than the former.

Major essential roles of school in a child’s life

There are 10 important roles of school in a kid’s life. They are,

1)Role of School in Providing Knowledge

This is the most crucial factor that plays a vital role in building a good student career. The concepts
must be taught with an effective teaching method that helps them not only memorise but also helps
understand the subject application-wise. Such examples include mathematics formulas used while
solving algebraic expressions or history facts used while understanding the historical context of the
period. In this way more and more students will get attracted towards learning new things at schools
rather than at home. This role of school in providing knowledge is also useful for parents who get an
opportunity to get their kids introduced to the work culture and organisational structures at a tender
age.

2) Role of school in Building Social Skills

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
The role of school in building social skills is vital as it will ensure that students develop the ability to
interact with people from different backgrounds and understand them better. The role of school
cannot be stressed enough when it comes to building interpersonal and communication skills among
kids. It not only help them find new friends and expand their social circle but also helps build close ties
with teachers through class discussions, group work, etc. Usually, schools celebrate major festivals
together, which also helps bring about greater cohesion among everyone involved.

3) Provides a well-structured environment

The role of school in a kid’s life cannot be overstated when imparting discipline. Schools provide the
kind of well-structured environment that develops self-discipline among students. Most schools have
their own set of rules and regulations, which must be strictly adhered to by every student. Students are
taught to adhere to these rules at all times whether inside the campus or outside; this ensures
harmony among different people.

4) Helps in personal development

The role of school in a kid’s life cannot be overstated regarding the students’ personal development.
Some schools have their own set of extra-curricular activities, which help students excel in areas
outside the curriculum. Students are encouraged to participate in these activities by teachers and
parents alike. It helps them develop leadership qualities and establish themselves as role models
among peers.

5) Provides primary education

The role of the school is vital in providing the basics needed for future generations. An environment
conducive to learning must be provided at all costs so that kids get ample opportunities to acquire
knowledge and grow up into responsible adults who can give back to society. Schools offer just that
with well-trained teachers who impart information to their students in the most appropriate manner.

6) Helps to mold personalities of kids

Schools are not just about making kids sit down and memorise information about various fields of
study. They are also places where they may learn many other things that will help them get along
better with others, develop leadership qualities, take on challenges, become more confident about
themselves and be able to go out into the world armed with the necessary social skills to deal with
different types of people. All these attributes can be developed within school walls, so it becomes an
integral part of the role of school in life.

7) Forges relations between kids

Another role that schools play in promoting relationships among different age groups so that passing
on knowledge has a positive effect far beyond the classroom. The role of school in a kid’s life can be

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
seen from this perspective because schools have information about their communities and what is
happening within them, including social trends that impact the learning process.

8) Builds future citizens

The role of school in a kid’s life also becomes a role of raising responsible citizens who will take an
active role in their societies going into the future. Kids learn a lot while they are still in school. That has
to do with developing civic virtues such as trustworthiness, fairness, kindness, and cooperation which
help them become productive members of society.

9) Encourages learning

Children spend a lot of time at school, both in class and outside of it, where they can discover things for
themselves rather than having them handed to them. All kids learn differently and the role of the
school encourages that through doing experiments or role-plays, asking each other questions, or
playing games. This helps students develop all kinds of skills that are useful later on in life.

10) Builds social networks

The role of school also includes building up friendships between children, which will continue into their
adult lives. Kids learn how to work together during important lessons or even just while playing
together. This makes the role of school very important because these are the kinds of people who will
help you find jobs introduce you to new friends, and the school’s role is one of the best roles of building
up social networks.

Conclusion
The role of the school is vital in a kid’s life, and its importance is increasing more and more with each
day that passes. The school ensures the child’s overall development. The role of the school is vital in a
kid’s life as it encourages kids to make friends and learn how to work with others. In addition, the role
of the school ensures that children are mentally and developmentally ready for the real world by
learning many lessons which will benefit them later on in their adulthood.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
BOOK REVIEW – KABULIWALA – AUTHOR - RABINDRANATH TAGORE

Review by Snigdha Tripathy

I have read many books since my childhood in many languages. However I always
felt emotionally attracted and attached with the above book written by
Rabindranath Tagore.

And it’s a pleasure to write a review of my childhood favorite reading, Tagore’s

story Kabuli Wala.

Rehmat the main protagonist of the novel came all the way from Afghanistan to
a community in Bengal, to earn money. It was way before 197, and the times
were difficult back home so he and some of his friends went to Bengal to earn
their living by selling shawls and some nuts and raisins.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
Rehmat was a very honest man, he was simple and trusted everyone he met. He
let them have the shawl and nuts, even if they couldn’t pay on the
understanding, they would give the money at a later date.

Some people cheated him, they claimed they did not owe anything to the
Kabuliwala (Rehmat) and that he was lying.

During this time, he met a little girl named Mini, he called her Khuki. Mini and the
Kabuliwala became good friends, he’d give her nuts and raisins free and the two
played some simple games.

The maid servant of Mini’s parents was very suspicious, she told the mother that
Kabuliwala would take her daughter away and sell her. At first the mother did
not pay attention, but the maid convinced her it was true. This created a
misunderstanding, the mother refused to let her daughter see the nice man.

Kabuliwala actually had a daughter Mini’s age. He felt better interacting with his
little friend, who was so much like Rabeya his daughter.

Tagore’s portrayal of Kabuliwala and the little girl Mini was excellent.

The message I get from the story is we humans tend to suspect someone who is
different from us, especially if they are poor speak a different language, we think
they should not be trusted.

The father liked the man, but the mother did not. It took the mother a long time
to realize how innocent the man was. She showed it by giving him the money she
saved for her daughter, Mini’s wedding ceremony.

Kabuli Wala went to see Mini before he left to go back to his home in
Afghanistan, it was tough for him to see his little friend had grown up.

It made him realize he missed seeing his own daughter growing up.

Tagore loved the poor people regardless of where they came from, he used to
move around with them whenever he went to take care of his family’s lands.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
 DISSERTATION ABSTRACT - 1
Subject: Impact of New Education Policy 2020 on Higher Education Ajay Kurien ,
Dr Sudeep B. Chandramana
1. Internal Quality Assurance Cell, MACFAST, Tiruvalla, India

2. Department of Management Studies, MACFAST, Tiruvalla, India

Abstract
The New Education Policy announced by Government of India (NEP 2020) was a welcoming change and
fresh news amidst all the negativities surrounding the world due to the challenges posed by Covid19
pandemic. The announcement of NEP 2020 was purely unexpected by many. The changes that NEP
2020 has recommended were something that many educationists never saw coming. Though the
education policy has impacted school and college education equally, this article mainly focuses on NEP
2020 and its impact on Higher Education. This paper also outlines the salient features of NEP and
analyses how they affect the existing education system.

Objectives of the study

The primary objective of this research is to study the impact of New Education Policy 2020 on higher
education. The study also outlines the salient features of NEP and analyses how they affect the existing
education system.

Research methodology

This research is a descriptive study. The necessary secondary data was collected from various websites
including those of Government of India, magazines, journals, other publications, etc. This data was then
analysed and reviewed to arrive at the inferences and conclusions.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012
 DISSERTATION ABSTRACT - 2
Subject: Equity Related Concerns: Impact of Private tutoring in India
Harshita Sharma
National Institute of Educational Planning and Administration 17-B, Sri Aurobindo Marg,
NCERT Campus, New Delhi,
Delhi-110016, India

Abstract
Aim

The paper attempts to explore the impact of private tutoring considering the equity-related concerns
especially in the context of the Indian society. Private tutoring is a phenomenon that has been an
intrinsic part of the Indian education system since the 1980s.

Methods

The paper is an outcome of the Master of Philosophy dissertation work of the scholar submitted to
National University of Education Planning and Administration, Delhi, India.

Results

The structure of private tutoring is such that it mimics the regular school curriculum and modiÀ es itself
to match the needs of the school and the children. Any changes in the regular school curriculum bring a
change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private
tutoring was believed to enhance learning opportunities of weak students, it has now become a ‘parity
of prestige’ issue.

Conclusion

The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified
schooling system and society at large.

Submitted by : Snigdha Tripathy

Registration No : 222501039 Enrollment No : 13ED221MD012