EDUCATIONAL SYSTEM
A NARRATION ON EDUCATION
Tuesday, December 22, 2020
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Sunday, September 10, 2017
IMPLICATIONS OF PRAGMATISM IN EDUCATIONAL SYSTEM
INTRODUCTION
One
of the most important schools of philosophy of education is pragmatism.
Pragmatism stands between idealism and materialism a sort of compromise. Its
origin can be traced from the Sophists philosophers of ancient Greece who held
that man is the measure of all things.
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The
term pragmatism derives its origin from a Greek word meaning to do, to make, to
accomplish. So the use of words likes ‘action’ or ‘practice’ or ‘activity’.
Action gets priority over thought. Experience is at the centre of the universe. Everyone is
tested on the touch-stone of experience. Beliefs and ideas are true if they are
workable and profitable otherwise false. Will Durant sums up pragmatism as the
doctrine that truth is the practical efficiency of an idea. It follows there
from that pragmatism is not a philosophy but a method–the method of
experimentation. As a basis for school practice pragmatism opposes
pre-determined and pre-ordained objectives and curriculums. The past of the
pragmatist is dead.
Values are instrumental only. There are no
final or fixed values. They are evolved and are not true for all times and for
all situations. According to an undeviating standard of worth, pragmatism tends
to be individualistic, selfish; has no values; has no ethics and is thus superficial.
FORMS OF PRAGMATISM
Sunday, September 22, 2013
VEDIC EDUCATION -GURUKULA SYSTEM OF EDUCATION
INTRODUCTION
The education system which was evolved first in ancient India is known
as the Vedic system of education. In other words, the ancient systems of
education were based on the Vedas and therefore it was given the name
of Vedic Educational System. Ancient education emerged from the Vedas.
They are supposed to be the source of Indian philosophy of life. Vedas
means ‘to know’.
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Vedas occupy a very important place in the Indian life. The basis of Indian
culture lies in the Vedas which are four in number – Rigveda, Samveda,
Yajurveda, and Atharavaveda.
The education system which was evolved first in ancient India is known
as the Vedic system of education. In other words, the ancient systems of
education were based on the Vedas and therefore it was given the name
of Vedic Educational System. Ancient education emerged from the Vedas.
They are supposed to be the source of Indian philosophy of life. Vedas
means ‘to know’.
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Vedas occupy a very important place in the Indian life. The basis of Indian
culture lies in the Vedas which are four in number – Rigveda, Samveda,
Yajurveda, and Atharavaveda.
Monday, September 2, 2013
PRE-SERVICE AND IN SERVICE TRAINING FOR QUALITY IMPROVEMENT
INTRODUCTION
According to Kothari commission, a teacher who
unlike an ordinary worker, acts as a master, crafts man, an artist, a strategist
and a powerful motivator. The environs of a classroom are enlivened by the
inspiring, dynamic, enthusiastic, encouraging, skillful and dedicated teacher.
It is he who shapes the destiny of students and that of the future citizens who
eventually shape the destiny of the country. Such a teacher only can
successfully in culture among children values that strengthen the ideals of
social justice, equity, secularism and pluralism.
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By
its very definition, a professional, including a teacher is a lifelong learner
because of his association with scientific knowledge which keeps growing and so
opportunities have to be afforded to ensure that he keeps learning and
developing throughout his professional life. This is precisely the
responsibility of teacher education system which is more than a mere
combination of two of its major components i.e. pre-service teacher preparation
and in-service education.
Professional
preparation and professional development of teachers is a continuous process.
It begins with the selection of an aspirant teacher and includes his initial
preparation induction into the profession and his continuous development
throughout his teaching carrier. The formulation of policy and design of
teacher preparation and continuing professional development should optimally
take into account the whole spectrum of teacher learning.
PRE-SERVICE
TEACHER EDUCATION, MEANING AND SIGNIFICANCE
Pre-service education of
teacher means, education of teachers before they enter into service as teacher.
During this period of teacher education programmes, teaching practice goes side
by side, while they are getting knowledge about theory papers.
Thursday, July 4, 2013
VOCATIONAL EDUCATION AND TRAINING
Vocational
Education and Training
At
present, Vocational Education is provided only at
the +2
stage and, even here, it is restricted to a distinct
stream
that is parallel to the academic stream. In
contrast
to the NPE 1986 goal of covering 25 per cent
of the +2
enrolment in the vocational stream by the
year 2000,
less than 5 per cent of students choose this
option at
present. The programme has been debilitated
by a range
of conceptual, managerial and resource
constraints
for more than 25 years. Apart from being
viewed as
an inferior stream, it suffers from poor
infrastructure,
obsolete equipment, untrained or underqualified
teachers
(often on a part-time basis), outdated
and
inflexible courses, lac k of vertical or later al mobility,
absence of
linkage with the ‘world of work’, lack of a
credible
evaluation, accreditation and apprenticeship
system,
and, finally, low employability (Report of the
Working
Group for the Revision of the Centrally
Sponsored
Scheme of Vocationalisation of Secondary
Education,
NCERT, 1998)
Wednesday, July 3, 2013
INSERVICE COURCES(EDUCATION) AND TRAINING OF TEACHERS
In-Service
Education and Training of
Teachers
In-service
education can play a significant role in the
professional
growth of teachers and function as an
agent for
change in school-related practices. It helps
teachers
gain confidence by engaging with their
practices
and reaffirming their experiences. It provides
opportunities
to engage with other teachers
professionally
and to update knowledge. The Education
Commission
(1964–66) recommended that in-service
education
for teachers should be organised by
universities
and teacher organisations to enable every
teacher to
receive two or three months of in-service
education
once in five years; that such programmes
should be
based on research inputs; that training
institutions
should work on a 12-month basis and
organise
programmes like refresher courses, seminars,
workshops
and summer institutes. The Report of the
National
Commission on Teachers (1983–85) mooted
the idea
of Teachers' Centres that could serve as meeting
places,
where talent could be pooled and teaching
experiences
shared. It suggested that teachers could go
to centres
of learning on study leave. The NPE (1986)
linked
in-service and pre-service teacher education on
a
continuum;
Tuesday, July 2, 2013
ROLE OF LIBRARY TO IMPROVE QUALITY OF EDUCATION
Libraries
School
libraries have been a subject of policy
recommendations
for a long time, but a functioning
library in
the school continues to be a rarity. It is
important
that future planning treats the library as an
essential
component of the school at all levels. Both
teachers
and children need to be motivated and trained
to use the
library as a resource for learning, pleasure,
and
concentration. The school library should be
conceptualised
as an intellectual space where teachers,
VEDIC EDUCATION
MAJOR FEATURES OF THE VEDIC SYSTEM OF
EDUCATION IN ANCIENT INDIA
CONTENTS
v Introduction
v
Salient
Features Of Vedic Education In Ancient India
v
Forms
Of Educational Institutions In Vedic Period
v Role
Of Teacher And Students
v Conclusion
INTRODUCTION
The education system which was evolved first
in ancient India is known as the Vedic system of education. In other words, the
ancient system of education were based on the Vedas and therefore it was given
the name of Vedic Educational System. Vedas occupy a very important place in
the Indian life. The basis of Indian culture lies in the Vedas which are four
in number – Rigveda, Samveda, Yajurveda, and Atharavaveda. Some scholars have sub divided Vedic Educational
period into Rig
Veda
period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period
etc but all these period, due to predominance of the Vedas, there was no change
in the aims and ideals of educations. That is why, the education of these
periods, is studied under Vedic period.
This verse widely quoted in India illustrates
the significance of education in India. The education system of Vedic period
has unique characteristics and qualities which were not found in the ancient
education system of any other country of the world.
According to Dr. F. E. Key, “To achieve their
aim not only did Brahmans develop a system of education which, survived even in
the events of the crumbling of empires and the changes of society, but they,
also through all those thousands of years, kept a glow of torch of higher
learning.”
In the words of Dr. P. N. Prabhu, “Education
in ancient India was free from any external control like that of the state and
government or any party politics. It was the kings duties to see that learned
Pundits, pursued their studies and performed their duty of imparting knowledge
without interference from any source what so ever.”
The
education system that prevailed during the Vedic times had some unique characteristics.
Education was confined to the upper castes, and to those who were BRAHMACHARIS.
In Indian tradition, a person’s life cycle is divided into four stages of which
BRAHMACHARI is the second phase. This is the time set aside for learning and
acquiring skills. During Vedic period, most of the upper castes, which were
either Brahmins or Kshatriyas had their education in a unique system called GURUKULAM.
Students had their education by living with their preceptors in forests far
removed from cities, towns or villages. The life of students who were called
SHISYAS was very rigorous and demanding. Those who failed to live up to these
high standards would simply fall by the wayside. There were legendary acharyas
like Sanandeepani and Dronacharya who taught epic heroes like Krishna and
Arjuna martial skills, but what makes the Vedic period unique is the existence
of sages like Gautama and Jaimini who were founder of different schools of
Indian philosophy like Nyaya and Purva Mimamsa.
This was a period of intense intellectual activity and speculation, which we
hardly find even now. While Nyaya and Vaisheshika
were theistic philosophies, Sankhya was atheistic.
Monday, July 1, 2013
ROLE OF EDUCATIONAL TECHNOLOGY IN EDUCATION
Educational
Technology
The
significance of Educational Technology (ET) as a
site for
curriculum planning has been widely recognised,
but
detailed guidelines and strategies for its educationally
optimum
use have not yet been worked out. Generally,
technology
has been used as a medium to disseminate
information,
and as a way of addressing the scarcity
of good
teachers—usuallythe consequence of poor
recruitment
policies.ET, which is used toredress the problem
of quality
of teaching, can only exacerbate the disillusionment
of
teachers withteaching. If ET is to become a means of enhancing
curricular
reform, it must treat the majority of teachers
and
children not merely as consumers but also as active
producers.
There must be widespread consultation
regarding
use during development and implementation.
ET
facilities need to be used at all levels of schools —
cluster
and block resource centres, district, state and
national
level institutions — in order to provide handson
experience
in using ET. Such experiences provided
to
children, teachers and teacher educators, could
include
something as simple as the audio-recording of
an
interview with a village elder, to making a video
film or a
video game. Providing children more direct
access to
multimedia equipment and Information
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