|
B.Ed - 1 Year
CODE: 003
PAPER -3 :Perspective of Education.
|
S.No |
UNIT
|
(TOPIC) |
BY
|
|
1 |
UNIT -1 |
Determining aims of
education :
|
A |
Meaning of Education
Student teachers will
be enabled to reflect on their own notions and
experiences of education
and schooling to understand what it meant to
them. They will get an opportunity to discuss
issues like the relation between Education and
schooling, Education for society (0212013 and
individual development, Education for skill
building and developing understanding and
dispositions.
They will also reflect
on social purpose attributed to education
who is considered educated, why do parents want
their children to be educated, what an educated
person hopes to do, etc |
|
B |
Why
do we need aims?
What sort
of functions do aims perform in thinking about
education? Articulating aims
helps us to design education in accordance with
it and to frame curriculum and a scheme for
assessment and everything in between. But can
'aims' be articulated and fixed at the beginning
and remain constant till the end of the process
of education or do aims also change and evolve
along with the execution of the educational
process? Some broad norms for education in a
democratic and secular society which strives for
equity and justice will be worked out. |
|
|
|
2 |
UNIT -2 |
Understanding
Educational thinkers :
|
1 |
A framework
for studying the views of educational thinkers
will be developed and applied
to some of the important thinkers. This will be
in the form of situating them in their socio-
historical context and their larger
philosophical perspective. |
|
1 |
Their
critique of contemporary society |
|
2 |
Their
conception of human nature and potential |
|
3 |
Their
conception of individual and society |
|
4 |
The role of
education in realizing these ideals |
|
5 |
Specific
pedagogies for educating |
|
6 |
Role
of teacher.
Extracts
from the writings of the thinkers will be used
for this purpose. Attempt will also be
made to compare and contrast different aspects
of the theories of different thinkers Students
will be encouraged to use this method to study
some more thinkers on their own
Special focus will be on the following thinkers: |
|
1 |
MK Gandhi |
|
2 |
Rabindranath Tagore |
|
3 |
J
Krishnamurti, |
|
4 |
Aurobindo
Gosh |
|
5 |
John Dewey |
|
6 |
Swami
Vivekananda, |
|
7 |
Giju Bhai
Badheka |
|
|
|
3 |
UNIT -3 |
Fundamental Processes
Shaping Social Context of Education
|
1 |
Industrialization and society: meaning of
industrialization and a brief account of changes
in
industrial organization (factory system, Fordism
& Taylorism, and current systems).
Industrialisation and emergence of modern school
education: historical linkages (case studiesof
India), Parallels between industrial
organisation and school system. |
|
2 |
Democratic
processes and schooling: Concepts relating to
democracy, public participation in decision
making rights and role of citizens,
answerability, etc: Role of school in promoting
democratic participation |
|
3 |
Globalization and education: Concepts relating
to globalization, casualization and
informalisation of labour, knowledge societies,
and their implication for nation states and
education. International comparisons and
standardized student achievement test
comparisons |
|
4 |
Educational
and National Integration, education and
International understanding. |
|
|
|
4 |
UNIT -4 |
Critical perspectives
on modern education
|
1 |
The
promise of modern education
To what extent has modern education lived up to
its promise of fostering autonomy of the
individual, equity and democracy shall be
reviewed with the help of some contemporary
commentators on education. The experience of
schooling by marginalized communities
and their attempt at developing alternative
conceptions of education
New Sociological Perspectives on education of
the poor and marginalized
New topical perspectives on education and
inequalities will be explored |
|
2 |
Classroom processes
Classroom
processes will be studied to understand how
teachers and students relate to each
other - how their mutual expectations from each
other influence the teaching learning
outcomes in the classroom. Students will be
introduced to symbolic interactions concept to
understand this process |
|
3 |
New
Sociological Perspectives on education of the
poor and marginalized |
|
4 |
New topical
perspectives on education and inequalities will
be explored education function of reproducing
inequalities will be discussed. |
|
5 |
Critical
Pedagogic traditions (PaluoFriere) |
|
|
|
5 |
UNIT -5 |
Aims of Education in key
policy and curriculum documents
|
|
The aims of
education as outlined in some of the important
policy and curriculum documents of
post-independence period. |
|
a |
Mudaliar
Commission Report |
|
b |
Kothari
Commission Report, |
|
c |
National
Education Policy 1986, |
|
d |
Curriculum
Framework 2000 and 2005. |
|
e |
As a part
of this exercise they will also review current
media debates on education. |
|
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