EDU-01: Knowledge and Curriculum: Philosophical and Sociological Perspectives PDF

EDU-01: KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES UNIT-1 TEACHER AND EDUCATION Meaning and concept of Education General Aims of Education Definitions of Education...

EDU-01: KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES UNIT-1 TEACHER AND EDUCATION Meaning and concept of Education General Aims of Education Definitions of Education Formal, Informal and Non-formal Education Child Centered and Life Centered Education Teacher-Qualities and Competencies Teaching –An Art and Science Professional Ethics of Teachers MEANING AND CONCEPT OF EDUCATION INTRODUCTION: Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated. For a civilized and socialized society, education is the only means. Its goal is to make an individual perfect. Every society gives importance to education because it is a panacea for all evils. It is the key to solve the various problems of life. Education has been described as a process of waking up to life: · Waking up to life and its mysteries, its solvable problems and the ways to solve the problems and celebrate the mysteries of life. · Waking up to the inter-dependencies of all things, to the threat to our global village, to the power within the human race to create alternatives, to the obstacles entrenched in economic, social and political structures that prevent our waking up. -Education in the broadest sense of the term is meant to aid the human being in his/her pursuit of wholeness. Wholeness implies the harmonious development of all the potentialities God has given to a human person. - True education is the harmonious development of the physical, mental, moral (spiritual), and social faculties, the four dimensions of life, for a life of dedicated service. 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. 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. Webster defines education As the Process of Educating or Teaching (now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Etymological Meaning of Education Etymologically, the word ‘Education’ has been derived from different Latin words. a) ‘educare’ which means ‘to bring out’ or ‘to nourish’. b) ‘educere’ which means ‘to lead out’ or ‘to draw out’. c) ‘educatum’ which means ‘act of teaching’ or ‘training’. d) ‘educatus’ which means ‘to bring up, rear, educate’. e) ‘ēducātiō’ which means “a breeding, a bringing up, a rearing.” · The Greek word ‘pedagogy’ is sometimes used for education. · The most common Indian word ‘shiksha’ is derived from the Sanskrit verbal root ‘shas’ which means ‘to discipline’, ‘to control’, ‘to instruct’ and ‘to teach’. · Similarly the word ‘vidya’ is derived from Sanskrit verbal root ‘vid’ which means ‘to know’. Vidya is thus the subject matter of knowledge. This shows that disciplining the mind and imparting knowledge where the foremost considerations in India. Back in the 1500s, the word education meant “the raising of children,” but it also meant “the training of animals.” While there are probably a few teachers who feel like animal trainers, education these days has come to mean either “teaching” or “the process of acquiring knowledge.” AIMS OF EDUCATION Every work of life depends on an objective. No one can have interest in aimless work. Purposeless education too is meaningless. We can never expect any result from it. It makes both teacher and student dispirited. In the words of B.D. Bhatia, “without knowledge of aim, teacher is like a sailor who does not his destination and student is like that rudderless boat, who keeps floating towards shore getting wave strikes of sea”. Purposive education makes process of education lively; makes teachers and students aware; creates far sightedness; creates force to have enthusiasm, inspiration and immense power to do work. Purposive education only guides activities of teacher. Learning student knows that what he has to learn and teacher imparting education knows what he has to teach? We can clarity importance of aims of education by the following as well— 1. Education is a purposive process and aims of education provide desired direction to this process. 2. Aims of education are helpful in analyzing results of process of education. 3. Aims of education provide importance and continuity to process of education. 4. Aims of education provide clear and defined direction to the works of students. 5. Aims of educations are very important for dexterity of school administration. Selection of teachers, syllabus, planning, organization of library and syllabus related associated activities etc are directed by the aims of education only. 6. Aims of education are important for parents, guardians and general public as well. 7. Aims of education help an individual to do any work with intelligence. With aim before, any one knows what he is doing and why? It saves time and energy GENERAL AIMS OF EDUCATION Aims give direction to activities. Aims of education are formulated keeping in view the needs of situation. Human nature is multisided with multiple needs, which are related to life. Educational aims are correlated to ideals of life. The goal of education should be the full flowering of the human on this earth. According to a UNESCO study, “the physical, intellectual, emotional and ethical integration of the individual into a complete man/woman is the fundamental aim of education.” The goal of education is also to form children into human persons committed to work for the creation of human communities of love, fellowship, freedom, justice and harmony. Students are to be molded only by making them experience the significance of these values in the school itself. Teachers could achieve this only by the lived example of their lives manifested in hundreds of small and big transactions with students in word and deed. Individual and Social Aims: Individual aims and social aims are the most important aims of education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the development of society through individual not fulfilling his desire. But it will be seen that development of individuality assumes meaning only in a social environment. Individual Aims – Sir Percy Nunn observes, “Nothing goods enters into the human world except in and through the free activities of individual men and women and that educational practice must be shaped the individual. Education should give scope to develop the inborn potentialities through maximum freedom.” Because: (1) Biologists believe that every individual is different from others. Every child is a new and unique product and a new experiment with life. Thompson says, “Education is for the individual”. Individual should be the centre of all educational efforts and activities. (2) Naturalists believe that central aim of education is the autonomous development of the individual. Rousseau said, “Everything is good as it comes from the hands of the Author of Nature, but everything degenerates in the hands of man.” God makes all things good, man meddles with them and they become evil. God creates everything good man makes it evil. So individual should be given maximum freedom for its own development. (3) Psychologists believe that education is an individual process because of individual differences. No two individuals are alike. So education should be according to the interest of the individual. Criticism of Individual Aim: Individual aim is not desirable because man is a social animal. Society’s interest should be protected. (1) Individual aim makes individual selfish. (2) Maximum freedom may go against the society. (3) Individuality cannot develop from a vacuum; it develops in a social atmosphere. (4) Unless society develops, individual cannot develop. (5) Who will recognize society- where individual is selfish? Social Aim: The supporters believe that society or state is supreme or real. The individual is only a means. The progress of the society is the aim of education. Education is for the society and of the society. The function of education is for the welfare of the state. The state will make the individual as it desires. It prepares the individual to play different roles in society. Individuality has no value, and personality is meaningless apart from society. If society will develop individual will develop automatically. Here society plays an important role. Criticism of Social Aim: (1) It makes individual only a tool of government. (2) It reduces individual to a mere non-entity. (3) Society ignores the legitimate needs, desires and interests of the individual. (4) It is against the development of individuality of the individual. Synthesis between individual and social aims of education: Individual aim and social aim of education go independently. Both are opposing to each other. It is not in reality. Neither the individual nor the society can exist. The individual is the product of the society while society finds its advancement in the development of its individual member. Individual cannot develop in vacuum. According to John Adams, “Individuality requires a social medium to grow.” And T.P. Nunn says,” Individuality develops in social environment.” According to James Ross, “The aim of education is the development of valuable personality and spiritual individuality.” The true aim of education cannot be other than the highest development of the individual as a member of society. Let education burn the individual flame, feeding it with the oil of society. DEFINITIONS OF EDUCATION Since time immemorial, education is estimated as the right road to progress and prosperity. Different educationists’ thoughts from both Eastern and Western side have explained the term ‘education’ according to the need of the hour. Various educationists have given their views on education. Some important definitions are: 1. Mahatma Gandhi – “By education I mean an all-round drawing out of the best in man – body, mind and spirit.” 2. Rabindranath Tagore – “Education enables the mind to find out the ultimate truth, which gives us the wealth of inner light and love and gives significance to life.” 3. Dr. Zakir Husain – “Education is the process of the individual mind, getting to its full possible development.” 4. Swami Vivekananda – “Education is the manifestation of divine perfection already existing in man.” 5. Aristotle – “Education is the creation of sound mind in a sound body.” 6. Rousseau – “Education is the child’s development from within.” 7. Herbert Spencer– “Education is complete living.” 8. Plato – “Education is the capacity to feel pleasure and pain at the right moment.” 9. Aristotle – “Education is the creation of a sound mind in a sound body.” 10. Pestalozzi – “Education is natural, harmonious and progressive development of man’s innate powers.” 11. Froebel -“Education is enfoldment of what is already enfolded in the germ.” 12. T.P. Nunn – “Education is the complete development of the individuality of the child.” 13. John Dewey – “Education is the process of living through a continuous reconstruction of experiences.” 14. Indira Gandhi – “Education is a liberating force and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances.” John Locke said, “Plants are developed by cultivation and men by education”. This world would have been enveloped in intellectual darkness if it had not been illuminated by the light of education. It is right to say that the story of civilization is the story of education. Thus, education is an integral part of human life. It is the basic condition for a development of a whole man and vital instrument For accelerating the wellbeing and prosperity by the light of education.  FORMAL EDUCATION, INFORMAL EDUCATION AND NONFORMAL EDUCATION Formal education means what is learned in school with an accredited certificate or degree will be given at the end. Formal education is the structured system of learning provided or overseen by a local or national government body for its citizens. Generally speaking, a person's formal education begins at nursery or kindergarten and may stretch on through University. Formal education corresponds to a systematic, organized education model, structured and administered according to a given set of laws and norms, presenting a rather rigid curriculum, objectives, content and methodology. Informal education means what is learned from experience or by studying on one's own initiative. An individual learns many useful lessons of life from the family, Peer groups, society, etc. This is informal education. Non-formal education is learning acquired independently through non- academic means. It can either mean that is self taught through one's own reading and research, or through experience. As for Non formal education, it is an instruction that is not obligatory and structured and is learned outside the context of a formal school. (Extra hours - learning other languages, evening classes without expecting to be given an accredited or an official certificate). Distance education, Correspondence course, Open University system E-leaning etc. are examples for agencies of non formal system of education. 1. Teacher-centered education. Teacher, child and curriculum are the three major elements of any system of formal education. In teacher-centered education, the teacher is the pivot around which the whole process of education revolves. According to the idealists the child is born imperfect and education makes him perfect. It is the duty of the teacher to help the child in this process. He decides the curriculum and the method. He is like a gardener who prunes and shapes the plant in a garden. Just as the pruned plants make the garden look beautiful, the educated persons whose unwanted instincts are removed, will make the society good. The individuality of the child is not taken care of. In teacher-centered education, the teacher is an authoritarian. Autocracy and indoctrination favor teacher centered education. Rigid curriculum and strict discipline are its characteristics. Medieval Church stood for teacher-centered education. It laid stress on absolute values. This is the conservative view on education. 2. Child-centered education. The child is the pivot in child centered education. Its interests, attitude and aptitude are important. The teacher is like a good farmer who prepares the ground and allows the natural and spontaneous growth of the seed. He creates the situation for the natural growth of the child. Its inborn potentialities are helped to grow. The teacher does not teach, the child teaches itself. Nature is m than nurture. Unlike the idealist, they maintain that the child is born good. Naturalism advocates child-centered curriculum. Each child is unique. Individuality of the child is recognized. The likes and dislikes of the child is important. Motivation is significant in education. The teacher is a guide and a stage setter. Freedom and flexibility are its watchwords. In democracy it flourishes, there is scope for activity in child-centered education. The child learns by doing Discipline springs from within the child. This is the modern and liberal view on education; DPEP & SSA are based on these views. 3. Life-centered education. In life-centered education the actual life in the present is given importance. Life-centered curriculum is used. It is learning by experience. The experience of the child in the school is from the total human experience. It gives greater importance to the vocational aim of education. The teacher's duty is to create problematic situation for the child. This experience of solving problems will help the child to solve problems of life. Pragmatism is life- centered. John Dewey and Gandhiji stood for life-centered education. Gandhiji's basic education which is craft-centered is an example for life-centered education. TEACHER -QUALITIES AND COMPETENCIES 1. A good teacher has the highest level of knowledge and skill in his/her field. A teacher must be an expert in his/her field and needs to be respected as a scholar by both the students and colleagues. This can be achieved through formal education which must include up-to-date knowledge but it must be fostered and furthered by continuing professional development in order to continue to provide the students with the highest quality knowledge and skills throughout one's professional career. A good teacher must be a good student throughout his life. 2. Having the highest level of knowledge and skills in one's field is not enough to be a good teacher. A teacher must know to transmit his/her knowledge to the students in an understandable and interesting way. This requires a high level of pedagogical skills that are adjusted to the needs and learning practices of the new generations. In addition to following an implementing the best pedagogical methods, a teacher must also be flexible, trusted by the students and parents. 3. Commitment, dedication and positive approach to teaching. are the next important quality of a good teacher. Students who learn from teachers who are dedicated and committed to their work achieve more success. This is related to the fact that committed and dedicated teachers have a natural tendency to continue their professional development through which they provide their students with the highest quality education. In addition, they often serve as role model in the sense of commitment and dedication to work. With positive approach to teaching, on the other hand, they create more pleasant and relaxed atmosphere among the students who are more likely to ask questions if they feel comfortable with their teacher 4. Personality traits are the fourth quality of a good teacher.. Being a good teacher whose students achieve success in life requires certain personality traits many of which, however, can also be learned through education process and continuing professional development. A teacher must have a great deal of patience, understanding for young people and flexibility as the needs and expectations of the students tend to change with time. But above all, a teacher must strive to help young people to learn and develop which is why it is crucial to communicate with other teachers and share ideas, innovation and good practices as well as to be prepared to learn from others. A good teacher is one who is able to bond with his/her students, to understand and to resonate with their feelings and emotions. A good teacher has a positive mental attitude, is flexible and is open to change. A good teacher should also be a role model to the students. He is someone that can use patience with his students. He is flexible and willing to go over and beyond to help their students. Good teachers endowed with these qualities should have certain competencies.. These competencies may be classified into three broad performance dimensions: professional practice, leadership and management, and personal effectiveness. Professional practice. A competent teacher seizes every opportunity to encourage learning, believing that all students can learn. And learning isn't limited to the classroom. To this end, the teacher takes every opportunity to improve on his or her own professional practice, in order to provide quality learning. Leadership and management. A competent teacher is a leader who wins the hearts and minds of the students. Such a teacher sees the value in developing and working with others, including parents and colleagues, and actively seeks out opportunities for professional collaboration within and beyond the school. Personal effectiveness. A good teacher understands the importance of developing oneself before he or she is able to provide support for others. As a professional, this teacher maintains high standards of personal and professional integrity when carrying out all duties and responsibilities. These performance dimensions align with MOE's Enhanced Performance Management System (EPMS), which spells out the knowledge, skills and professional characteristics for teachers at different stages of their career. Good teaching does not occur in a vacuum. Every competent teacher also needs to possess a strong set of values, skills and knowledge. TEACHING -AN ART AND SCIENCE Teaching is both an art and science. Art and science may seem very different, but they are actually quite the same.. The art of teaching focuses on the process of creating atmosphere, delivering relative information through a performance and creatively incorporating unexpected events into the lessons. The science of teaching focuses on the experimental aspect o teaching, facts, and cause and effect. The book The Art and Science of Teaching, describes a teacher as “an artist whose medium of expression of the spontaneous, unrehearsed and creative encounter between teacher and student. The art of teaching is presentational as well as improvisational. The lesson should be planned and scripted, but the script must allow for the unexpected teachable moment. It is important to be receptive to feedback. An effective teacher develops the art of reading his students and measuring comprehension. According to Constructivists, teaching is an artful approach to learning that allows the students to use their thinking skills in order to discover information. The teacher in this case is an artist who skillfully guides the students' thought processes. Mastery Learning, as described in The Art and Science of Teaching, claims, "students learn best when they participate in a structured, systematic program of learning that enables them to progress in small, sequenced steps." This methodic approach is scientific. The information is organized and broken down to its fundamental components. This step-by-step approach is quite like a scientific experiment, and it suggests a formula to follow. The formula can contain any number of content. As long as the content is presented within the parameters of the format, learning should be successful. The Behaviouristic approach to learning reinforces positive behavior. The teacher presents the stimuli and the student reacts. The teacher reinforces the reaction either positively or negatively. This approach focuses on Both. It is a science in that you can apply set principles and follow certain rules, but the real art comes when those principles and rules don't work on a student and you have to improvise. Teaching is a science or art depending on the philosophy of education - behavioral, or humanistic? If behavioral, people can be conditioned to learn, and teachers only need to study the science behind that. Of humanistic, one cannot be taught how to understand and connect with kids and adults, so it is an art PROFESSIONAL ETHICS OF TEACHERS The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should Endeavour to create conditions, which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community "The chapter on Teachers begins with these lines in the National policy on Education-1986 It is universally felt that like all other professions, the teaching profession should also have its own Code of Professional Ethics which indeed is a pre-requisite to ensure its dignity and integrity. It is also significant that the Right of Children to Free and Compulsory Education Act, 2009 entrusts teachers with some onerous professional responsibilities to be internalized by them in the performance of their duties. Accordingly, NCTE has formulated the Code of Professional Ethics for the teaching community. This Code of Professional Ethics is an attempt to provide direction and guidance to the teachers in enhancing the dignity of their professional work These codes of professional ethics can be arranged under the following three heads 1. Obligations towards Students 1. Treats all students with love and affection. 2. Respects the value of being just and impartial to all students irrespective of their caste, creed, religion, sex, economic status, disability, language and place of birth. 3. Facilitates student’s physical, social, intellectual, emotional, and moral development. 4. Respects basic human dignity of the child in all aspects of school life. 5. makes planned and systematic efforts to facilitate the child to actualize his/her potential and talent. 6. Transacts the curriculum in conformity with the values enshrined in the Constitution of India. 7. adapts his/her teaching to the individual needs of students. S. Maintains the confidentiality of the information concerning students and such information only to those who are legitimately entitled to it. 9. Refrains from subjecting any child to fear, trauma, anxiety, physical punishment, sexual abuse, and mental and emotional harassment. 10. Keeps a dignified demeanor commensurate with the expectations from a teacher as a role model. 2. Obligations towards Parents, Community and Society 1. Establishes a relationship of trust with parents/guardians in the interest of all round development of students. 2. Desists from doing anything which is derogatory to the respect of the child or his/her parents/guardians. 3. Strives to develop respect for the composite culture of India among students. 4. Keeps the country uppermost in mind, refrains from taking part in such activities as may spread feelings of hatred or enmity among different communities, religious or linguistic groups. 3. Obligations towards the Profession and Colleagues 1. Strives for his/her continuous professional development. 2. Creates a culture that encourages purposeful collaboration and dialogue among colleagues and stakeholders. 3. Takes pride in the teaching profession and treats other members of the profession with respect and dignity. 4. Refrains from engaging himself/herself in private tuition or private teaching activity. 5. Refrains from accepting any gift, or favor that might impair or appear to influence professional decisions or actions. 6. Refrains from making unsubstantiated allegations against colleagues or higher authorities. 7. Avoids making derogatory statements about colleagues, especially in the presence of pupils, other teachers, officials or parents. 8. Respects the professional standing and opinions of his/her colleagues. 9. Maintains confidentiality of information concerning colleagues and dispenses such information only when authorized to do so. Teachers are the most responsible and important members of society because their professional effort affect the fate of the earth. Teaching is the profession on which all other professions depend. Indeed everybody who is anybody was enabled to become somebody by a teacher. NATURE OF EDUCATION As is the meaning of education, so is its nature. It is very complex. Let us now discuss the nature of education: 1. Education is a life-long process- Education is a continuous and lifelong process. It starts from the womb of the mother and continues till death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality. 2. Education is a systematic process- It refers to transact its activities through a systematic institution and regulation. 3. 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. 4. Education is modification of behavior- Human behavior is modified and improved through educational process. 5. Education is purposive: every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all educational activities. 6. Education is a training- Human senses, mind, behavior, activities; skills are trained in a constructive and socially desirable way. 7. Education is instruction and direction- It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality. 8. 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. 9. Education is continuous reconstruction of our experiences- As per the definition of John Dewey education reconstructs and remodels our experiences towards socially desirable way. 10. Education helps in individual adjustment: a man is a social being. If he is not able to adjust himself in different aspects of life his personality can’t remain balanced. Through the medium of education he learns to adjust himself with the friends, class fellows, parents, relations, neighbors and teachers etc. 11. Education is balanced development: Education is concerned with the development of all faculties of the child. it performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that the individual may get rid of his animal instincts by sublimating the same so that he becomes a civilized person. 12. Education is a dynamic process: Education is not a static but a dynamic process which develops the child according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society. 13. Education is a bipolar process: According to Adams, education is a bipolar process in which one personality acts on another to modify the development of other person. The process is not only conscious but deliberate. 14. Education is a three dimensional process: John Dewey has rightly remarked, “All educations proceeds by participation of the individual in the social consciousness of the race.” Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of education consists of 3 poles – the teacher, the child and the society. 15. Education as growth: The end of growth is more growth and the end of education is more education. According to John Dewey, “an individual is a changing and growing personality.” The purpose of education is to facilitate the process of his/her growth. 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 individual. SCOPE OF EDUCATION Scope means range of view outlook 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, and 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 was 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 The educational institution and the system have 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. Dr.S.Bella Wiselet Asst.Professor C.S.I college of Education Parasala