Module 2

Paedocentric education

Concept of paedocentric education

Paedocentric education is also known as child -centered

education. In paedocentric education, the child is considered as the
centre of the educational process. Allother things such as the teacher,
the text books the curriculum and the schools are in the background.

Paedocentric education was a reaction against the teacher centered

education. In teacher centered education the child was not considered as
the most important and vital element in education. Instead of developing
the natural endowment of the child, educationists gave importance
content dominated, academic-centered education.

Philosophical background of Paedocentric Education

Rousseau (1712-1778) is the pioneer of Paedocentric Education.

He advocated that education of children should be according to the
nature of the child. Complete freedom of activity should be allowed for
the child and discipline must never be artificially imposed on the child.
Teachers should not interfere with the child's spontaneous self
expression in the name of teaching. He/she must merely act as a guide, a
friend and as a helper.

Pestalozzi (1746-1827), the Swiss teacher tried to put into practice

the psychological approach to education and suggested that the teacher
should know the child he/she teaches. Education is not merely teaching
of three R's (reading, writing and arithmetic). It is natural, progressive
and harmonious development of the child'spower and faculties.
Froebel(1782-1852) was a German educator, famous for his
Kindergarten System of education for little children. He believed that
child-centred education should not remain merely confined to the

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reading of books and acquiring facts. It can come only through self
activity, play -way, free- expression and social cooperation.

John Dewey (1859-1952) is considered as the greatest exponent of

child-centred education in the last century. Dewey presented his
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interpretation in almost every aspect of education school, society,
discipline, pupil- teacher relationship, interest and so on. He aimed at
realistic type of education emphasizing two points- a childmust learn
through activity and learning must be acquired in social environment.

Maria Montessori (1870-1952), the Italian educationist,

advocated that true learning takes place spontaneously if the sense
organs are properly trained. Her system of child-centered education can
be described as auto education, in which the child learns by himself/
herself.

Merits of Paedocentric education

a) Paedocentric education helps the natural, harmonious and

progressive development of the child.
b) There is love and respect for the child
c) Play and enjoyment form the basis of education
d) Stress on the all-round development of child
e) In a free environmenta child can learn, discipline one self and
develop his/her personality fully

Aims of Paedocentric Education

a) Holistic development of the child
b) Education for complete living
c) To help the child become independent, responsible, and confident
d) Development of senses
e) Liberal cultivation of innate endowment

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Features / Characteristics of paedocentric education
1. Freedom
Freedom is granted to the child to discover things than getting
second hand information through books. Absolute freedom is
given for children to learn and create in their own ways.
2. Self-activities
Paedocentric education stresses the self development of the child
through plays, games and songs and occupations, designed
especially to stimulate the child's self-activity.
3. Process of spontaneous development
The child progresses at his/her own speed in a subject. The role of
the teacher is to understand the child. The child's freedom and
individuality have found expression spontaneously in the lap of
nature.
4. Development of interest and needs
The education of children depends on their interest and needs. The
physical, social,moral and spiritual development of the child is the
main objective of the child-centered Education.
5. Education-based on experience
The main objective of child centred education is to enable the child
to learn through experience which is permanent. The course and
subjects should be experience- oriented to meet the need of the
child.
6. Child is the centre of the education process
Child is the centre of the whole education process. The great
philosophers at different times emphasized on it. The role of
teacher is like a guide and observer to provide complete freedom to
the child to grow naturally.

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School and Classroom in Paedocentric Education
School and classroom should be a place of recreation for children.
School should be place which gives them necessary freedom and
opportunity to do what they like. Students take the help of the
teachers. The school makes effort to arrange subject related to real
life.
Role and duties of teacher in Paedocentric Education
In Paedocentric Education the role of the teacher is behind the
curtain. Teacher is considered as a friend, philosopher and guide
tothe student. T'eacher has to create such an environment in the
school which enables the child todevelop his/her personality. In
Paedocentric Education teacher should be continuous learner. A
teacher should be a psychologist too, teacher should know and
appreciate individuality of every child.
Activity Centered Education – John Dewey (1859-1952)
John Dewey was an American Philosopher, Psychologist, and
educationist, whose thoughts and ideas have been greatly influential not
only in the United State but also around the world.
Activity-centered education is a reaction against the traditional
curriculum which was subject-centered or teacher dominated. This has
been stressed by all other educationists and psychologists like John
Dewey, Piaget, Tagore, Gandhi, and Aurobindo and so on. The
importance of activity principle led to the evolution of various modern
methods of teaching like Project Method, Dalton Plan, and Problem
Solving Method.
Meaning of Education
According to Dewey "Education in its broadest sense, is the means
of this social continuity of life". Dewey considered it is not the
preparation of child for his future life, but it is life itself. The purpose of
education is to train the child as a true citizen. The natural tendencies
of the child should be so developed through education that enable him
to successfully face the social situations. All education proceeds by the

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participation of the individual in the social consciousness of the race.
This process begins unconsciously almost at birth, and is continually
shaping the individual's powers, saturating his consciousness, forming
his habits, training his ideas, and arousing his feelings and emotions.
The only true education comes through the stimulation of the child's
powers by the demands of the social situations in which he finds
himself. Through these demands he is stimulated to act as a member of a
society, to emerge from his original narrowness of action and feeling
and to conceive of him from the standpoint of the welfare of the group to
which he belongs.
Meaning of Activity Centered Education
According to Dewey, “education is the process of reconstruction or
reconstitution of experience". All education proceeds by the
participation of the individual in the social consciousness of the race and
true education comes through the stimulation of the child's powers by
the demands of the social situations in which he finds himself.
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Educational process has two sides psychological and sociological. The
psychological basis, child's instincts and powers, give the starting point
for all education. Individual should be educated as a social individual
and there is an organic relationship between the individual and the
society. Activity Centered education is essentially a view of education
that emphasizes the need to learn by doing. Dewey believed that human
beings learn through a hands on' approach. This places Dewey in the
educational philosophy of pragmatism. Activity Centered education go
along with Paedocentric Education. According to Dewey child centered
education should be based on the key interest of a child, namely (1)
interest in conversation or communication (2) interest in the enquiry
or finding out things (3) interest in the construction or making out
things (4) interest in artistic expression.
Features of Activity Centered Education
Pragmatists believe that reality must be experienced. From
Dewey's educational point of view, this means that students must
interact with their environment in order to adapt and learn. His view of

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the classroom was deeply rooted in democratic ideals, which promoted
equal voice among all participants in the learning experience. According
to John Dewey “Activity centered education is a continuous stream of
child's activities, unbroken by systematic subjects and springing from
the interests and personality felt needs of the child". Dewey's approach
was truly Paedocentric Education. Activity centered approach to
education places the emphasis of learning on the needs and interests of
the child. In Dewey's view, children should be allowed to explore their
environments. In activity-centred education, the subject-matter is
presented through activities and knowledge is the result of the
purposeful activities performed. Activity is the medium of imparting
knowledge, teaching skills and developing attitudes.
Merits of Activity Centered Education
a) Balanced development
b) Development of social values
c) Motivation for further learning
d) Development of the leaderships and initiatives among learners
e) Preparation for life Co-operation among learners

Critical Pedagogy- Paulo Friere (1921-1997)

Paulo Freire was a Brazilian educationalist. His book Pedagogy of the
Oppressed (1970) deals with adult education. In this book Freire
introduced concepts like "banking model of education" "culture of
silence"problem posing education," "conscientisation," "dialogical
method," *critical pedagogy'"and "transformative education," etc.
Banking model of Education
,
In the “banking" model of education knowledge was treated as
another commodity tobe transferred as efficiently as possible from the
teacher to student. In this traditional view of education, teachers are
pillars of knowledge; they know everything and students know nothing.
Teachers deposit knowledge in students and never ask them to question

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that knowledge. The teacher thinks, the students don't. The teacher
chooses the content, students comply with it. Teacher is authority and
students are obedient to authority. Students in this model are receivers of
knowledge. They receive, memorize and repeat. They are not asked to
relate this knowledge to the current problems and injustices in society
with the aim of improving the society. Freire calls it banking model of
education because it is like depositing of money in a bank.
Dialogue and Problem posing education
alternative to this system, Freire proposed 'problem posing
education'. In problem posing education various issues are analysed
with an open mind. Teachers and students engage in dialogical
process', in which they share their experiences in a nonhierarchical
manner. When children and teachers share and reflect on their individual
and collective experiences without fear of judgement, it gives them
opportunities to learn about others who may not be a part of their own
social reality. This enables them to understand and relate to differences
instead of fearing them. The heart of problem posing education is the
awareness about the oppressive aspects of life. It encourages learners to
challenge and change the world, not merely uncritically adapt
themselves to it.
Problem posing education involves uncovering of reality, striving
for the emergence of consciousness and critical intervention in reality.
This consciousness allows students to take the necessary actions to
improve their life conditions. It is based on the realities of learners and
their life situations. It shows people that they have the right to ask
questions. In this process of problem posing, the teacher listens to
students, then, he selects and brings known situations to students in
codified forms,finally he asks a series of inductive questions regarding

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the discussion of the situation. Problem posing education leads to
emancipation and liberation from oppressive social relations.

Critical pedagogy
Critical pedagogy is popularised by the Brazilian educationist
Paulo Freire through his book Pedagogy of the Oppressed (1970) which
deals with the ways and means of educating the illiterate, oppressed and
exploited peasants of Brazil. Critical Pedagogy is an approach to
teaching and learning which provides an opportunity for teachers and
students to reflect critically on issues in terms of their political, social,
economic and moral aspects. It is concerned with transforming the
oppressive social structures of the society.

Characteristics and features of critical pedagogy

Critical pedagogy is a teaching approach which helps students to
question and challenge the beliefs and practices and the power structure
of the society that leads to exploitation, oppression and dehumanisation.
In other words, it is a theory and practice of helping students achieve
"critical consciousness." The "critical" in critical pedagogy refers to the
ability to analyse, expose and challenge the hidden social, cultural and
political processes of the knowledge for learning (curriculum and
syllabus). The basic tenet of Critical Pedagogy is that there is an unequal
social stratification in our society based upon class, race and gender.
Critical pedagogy encouragesteachers and students to not only be aware
of injustices but to take action to transform the practices and structures
that perpetuate them.
The need for critical pedagogy

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 Students are critical observers of their own conditions and needs,
and should be participants in discussions and problem solving related to
their education and future opportunities. Hence children need to be
aware that their experiences and perceptions are important and should be
encouraged to develop the mnental skills needed to think and reason
independently and have the courage to dissent.
Critical pedagogy requires the acceptance of multiple views on
social issues and a commitment to democratic forms of interaction. This
is important in view of the multiple contexts in which our schools
function. A critical framework helps children to see social issues from
different perspectives and understand how such issues are connected to
their lives. For instance, understanding of democracy as a way of life
be explained through the ways children reflect on how they regard
others (e.g. friends, neighbours, the opposite sex, elders, etc.), how they
make choices (e.g. activities, play, friends, career, etc.), and how they
cultivate the ability to make decisions. Likewise, issues related to human
rights, caste, religion and gender can be critically reflected on by
children in order tosee how these issues are connected to their everyday
experiences, and also how different forms of inequalities become
compounded and are perpetuated. Critical pedagogy facilitates collective
decision making through open discussion and by encouraging and
recognising multiple views. It gives a platform for participatory learning
and teaching.

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