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B.Ed - 2 Year 

PAPER -3 : CURRICULUM AND KNOWLEDGE

S.No UNIT (TOPIC) BY
 1 UNIT -1 CURRICULUM SYLLABI : TEXT BOOK AND CLASS ROOM.
1 Understanding the meaning and nature of curriculum, need for curriculum in schools. Objectives behind framing/developing a curriculum. Arms and curriculum; the relationship between the two. Relationship between these two and pedagogy. Curriculum, syllabi and textbooks: what's the relationship between these? What are implications of this for a teacher?
2 Hidden Curriculum' - meaning and concerns of 'hidden' curriculum Unstated implications of some text book features and class room practices especially relating to gender and marginalized groups..
3 Types of curriculum:
Liberal curriculum which seeks to develop understanding and perspectives, vocational curriculum which focuses on skills and is geared towards livelihood, mixed curriculum.
 
4 Curriculum visualized at different levels - national-level, state-level and related issues
 
2 UNIT -2 NATURE OF KNOWLEDGE.
1 Introduction to discussions about knowledge: What is knowledge? Knowledge as human endeavor: Curiosity, Practice and Dialogue. The nature of human curiosity, its limits; the complex interaction between knowledge and social practice; knowledge being formed through dialogues and shared with a lager community.
2 Growth of knowledge and revision of knowledge.
3 Analysis of the concept of knowledge; types of knowledge: propositional (belief, truth and
justification), procedural  and acquaintance. Notions of
objectivity and universality. The place of propositional , procedural and acquaintance knowledge in the curriculum.
4 Sociology of knowledge: privileging of Certain kinds of knowledge through curriculum and
its impact upon unequal leaning Opportunities.
 
3 UNIT -3 MORAL VALUES.
1  What are values & morality?
2  What are the values prevalent in contemporary Society
3 Morality in a multi-cultural , multi religious and democratic society: different cultures, religions have different value systems and preferences. Can any one of them become the basis of moral education in schools? Can there be democratic norms of dialogue between different value systems.
4 Objectives of moral education: Is it to impart information about what is valuable or to train the student how to take moral decisions or is it to instill in the student a desire to be moral person? Should investigation into why it is difficult to be moral be a part of curriculum?
5 How does the school system nature a culture of peace?
 
4 UNIT -4 CURRICULUM AND PRODUCTIVE WORK.
1 Understanding work as a productive activity which aims at producing tangible goods or services. Changing nature of work in recent times. Is 'work' incompatible with education?
2 Gandhian notion of education through productive work and a review of experience of its actual implementation. Can we substitute traditional crafts with modern industrial work? From Gandhian notion to 'Socially useful productive work' (SUPW).
3 Vocational Education: education as preparation for a particular field of employment.
4 Visioning - human beings and just society, the role of students and teachers, the nature of knowledge and leaming, the role of assessment and evaluation in education
 
5 UNIT -5 CHILDREN AND KNOWLEDGE CONSTRUCTION.
1 How knowledge can be constructed ? What is involved in construction of knowledge?
2 Teaching as 'imparting' knowledge Vs teaching as enabling children's construction of knowledge
3 Children as individual constructors of knowledge vs the notion of social construction of knowledge  and scaffolding by peers and seniors
4 Children's experience and knowledge and community knowledge in the shaping of their
understanding new concept and ideas.
5 Class room as a space for collaborative construction of transfer or reconstruct ion of pre-existing knowledge.new knowledge vs a space for
 
 

 

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