Understanding Education Philosophy and Hindrances

1. Understanding Education Philosophy and Hindrances
Capacity Building Centre KBC North Maharashtra University, Jalgaon
Prof. Anil P. Dongre
School of Management Studies,
KBC, North Maharashtra University, Jalgaon (India)

2. How Education been hold most of time in most of the countries ?
 The subject matter of the education consist of bodies of information and
skills that have been worked out in past; therefore the chief business of
the educational institutes is to transmit them to new generation
Past
Handed
Down
Students Books
Teacher
Communication and rules of conduct Enforced
Subject Matter
Knowledge
Skills
The GAP
The required subject-matter, the methods of learning and behaving are foreign to existing
capacities of the young
The current scheme of the education is, in essence, one of the imposition from above and from
outside by adult or teachers

3. What Education Appeal for Building the Capacities of Stakeholders ?
 Education is a process of overcoming natural inclination and substituting in is place habits
acquired under external pressure. - John Dewey –
Aim of education is to continue education for continuous experience
Activation of further experience
All genuine education comes through Experience but some experiences are miseducative – Distort
or arrest further experience – Richer experience in future restricted
MiseducativeExperience
Increases persons
Automatic Skill
Enjoyable Formation of Slack or
Careless Attitude
Disconnected Experience – Energy Dissipated and person become scattered brained

4. Others
Environing Condition
(Objective Condition)
Individual (Self)
Interaction Situation
Continuity
Knowledge&Skill
(Learning)
Genuine Education Miss - Educative
Richer Future Experience Distorting Experience Learning Disconnect
Experience
Experience
Active – Trying Passive – Undergoing
Goals of
Higher
Education
Providing Rich
Experience Students
Formation of
Habits
Maintaining continuity
in Experience
Produce Sensitivity &
Responsiveness
Increase Person Skill in
Particular Direction
Formation of Attitude of
Desire and Purpose
Individual Efficiency
& Individual Growth
Social Efficiency &
Social GrowthRole of Experience in Higher
Education
(Upper Box: Goal of Higher
Education & Lower Box: Process of
Formation of Experience)

5. Kolb Experiential Learning Cycle

6. Kolb Educator Role Profile (KERP)

7. The nine learning styles in the KLSI The Initiating style is characterized by the ability to initiate action in order to deal
with experiences and situations. It involves active experimentation (AE) and concrete
experience (CE).
The Experiencing style is characterized by the ability to find meaning from deep
involvement in experience. It draws on concrete experience (CE) while balancing active
experimentation (AE) and reflective observation (RO).
The Imagining style is characterized by the ability to imagine possibilities by
observing and reflecting on experiences. It combines the learning modes of concrete
experience (CE) and reflective observation (RO).
The Reflecting style is characterized by the ability to connect experience and ideas
through sustained reflection. It draws on reflective observation (RO) while balancing
concrete experience (CE) and abstract conceptualization
The Analyzing style is characterized by the ability to integrate and systematize ideas
through reflection. It combines reflective observation (RO) and abstract conceptualization
(AC).
The Thinking style is characterized by the capacity for disciplined involvement in
abstract and logical reasoning. It draws on abstract conceptualization (AC) while
balancing active experimentation (AE) and reflective observation (RO).
The Deciding style is characterized by the ability to use theories and models to decide
on problem solutions and courses of action. it combines abstract conceptualization (AC)
and active experimentation (AE).
The Acting style is characterized by a strong motivation for goal directed action that
integrates people and tasks. It draws on active experimentation (AE) while balancing
concrete experience (CE) and abstract conceptualization (AC).
The Balancing style is characterized by the ability to adapt by weighing the pros and
cons of acting versus reflecting and experiencing versus thinking. It balances concrete
experience (CE), abstract conceptualization (AC), active experimentation (AE), and
reflective observation (RO).

8. Dynamic Matching of Educator Roles and Learning Style

9. Dimensions Attributes of Learning Space
Physical Classroom, Architecture, Environment
Cultural Values, Norms & History, Languages
Institutional Policy, organizational goal, Tradition
Social Peer, Teachers, Community Member
Psychological Learning style, Learning Skill, Values
Dimensions of Learning Space
Many factors contribute to the creation of a learning space. A learning
space can be either facilitative to learning or a hindrance: the physical
space, the constraints of time, the learner’s psychological state,
institutional constraints and policies and so on.
B=f (p, e)

10. Thank You