This presentation includes origin and meaning of education,definitions of "Education" by different philosophers, uses of education and narrow as well as broader concept of education.
The document discusses curriculum in education. It defines curriculum as the totality of a student's learning experiences, including a planned sequence of instruction aligned with educational goals. It notes there are different types of curriculums, such as traditional subject-centered, activity-centered, child-centered, and experience-centered curriculums. Principles for developing curriculum include making it child-centered, community-centered, activity-centered, integrated, and forward-looking to prepare students for adult life.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
The most important system of education in medieval period was the Buddhist system of education. Buddhist education came into the existence in the 5th century B.C. Buddhist system of education was monastic. All castes were admitted to Buddhist sangh. The history of education in Buddha period is inter-related with the history of monasteries and Vihara because there were no independent educational institutions or centers, other than those religious centers. Those centers were highly responsible for the spread of Buddhism in India by 600B.C.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
The document discusses curriculum in education. It defines curriculum as the totality of a student's learning experiences, including a planned sequence of instruction aligned with educational goals. It notes there are different types of curriculums, such as traditional subject-centered, activity-centered, child-centered, and experience-centered curriculums. Principles for developing curriculum include making it child-centered, community-centered, activity-centered, integrated, and forward-looking to prepare students for adult life.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
The most important system of education in medieval period was the Buddhist system of education. Buddhist education came into the existence in the 5th century B.C. Buddhist system of education was monastic. All castes were admitted to Buddhist sangh. The history of education in Buddha period is inter-related with the history of monasteries and Vihara because there were no independent educational institutions or centers, other than those religious centers. Those centers were highly responsible for the spread of Buddhism in India by 600B.C.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
This document discusses the relationship between democracy and education. It defines democracy as "power of the people" and education as "systematic instruction." The educator John Dewey believed education and democracy are reciprocally related, as democracy requires an educated populace that understands freedom and responsibility. For democracy to function properly, all citizens must receive an education that teaches democratic values and prepares them to participate actively in civic life. The development of democracy depends on the level of knowledge and awareness societies have achieved through education.
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document summarizes the National Policy on Education (NPE) of 1986 in India. It discusses the key aims of the NPE, which include universal access to education, equality of educational opportunities, integration of education and national development, and scientific and technological education. The NPE is divided into 12 parts and covers elementary to higher education. It emphasizes developing values of socialism, secularism, and democracy through education. While the policy set lofty goals, challenges remain in its implementation due to lack of infrastructure, resources, and proper monitoring. Suggestions to improve the policy include more effective implementation of schemes, focus on quality of education, and evaluation of teachers.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
The document discusses secularism in India and education. It provides context that India is a diverse, multi-religious society and secularism means that the state does not impose any single religion. It emphasizes that classroom instruction should include teachings from all religions to promote understanding between faiths. Secularism aims to develop students' intellectual, moral, and physical nature through education independent of religious influence.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
Status of secondary education in India.pptxDr. Shilna V.
This ppt shows the Part B of the module 1 'Introduction to secondary and senior secondary education in India' in the paper - MED 12.1 CONTEXT AND ISSUES OF SECONDARY EDUCATION comes in the 3rd semester of M.Ed course under University of Calicut.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Vedic education was centered around spiritual knowledge and development of character. There were four main Vedas - Rig, Sama, Yajur, and Atharva - that formed the basis of curriculum. Education was provided through the gurukul system and differed according to caste, with Brahmins focusing on language and rituals. The teacher-student relationship was authoritarian, with students serving their gurus. Overall, Vedic education aimed to develop a balanced personality and help students progress through different life stages to achieve moksha or self-realization.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
Teaching can be understood both traditionally and modernly. Traditionally, teaching is the act of imparting instructions to learners in the classroom, involving the teacher giving information to students. Modernly, teaching is defined as causing students to learn and acquire knowledge, skills, and ways of living through a systematic and psychological process to achieve goals. Teaching involves the interaction between the teacher, students, learning environment, and curriculum, with the teacher consciously designing educational experiences based on the social environment and students participating in social situations. Good teaching is characterized by giving desirable information, creating self-motivation for learning, having effective planning, keeping students active, focusing on selected information, being democratic and directional, and enhancing students' potentialities
Education for International UnderstandingTanzeelaRonad
This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
This document discusses definitions and philosophies of education from various historical figures and authors. It begins by outlining some key characteristics of education, such as it being a tripartite process involving students, teachers, and society. It then provides definitions and philosophies of education from different time periods and cultures, including from ancient Indian texts, prominent Indian philosophers, and Western thinkers like Plato, Aristotle, and Froebel. The document also discusses different branches of education like educational philosophy, psychology, sociology, and teacher education. It emphasizes that education is a lifelong process of holistic development that helps individuals adjust to society.
Concept of Education is explained with definitions of eastern and western concept of education. Meaning, definitions , nature, features/characteristics of education are explained.
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
This document discusses the relationship between democracy and education. It defines democracy as "power of the people" and education as "systematic instruction." The educator John Dewey believed education and democracy are reciprocally related, as democracy requires an educated populace that understands freedom and responsibility. For democracy to function properly, all citizens must receive an education that teaches democratic values and prepares them to participate actively in civic life. The development of democracy depends on the level of knowledge and awareness societies have achieved through education.
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document summarizes the National Policy on Education (NPE) of 1986 in India. It discusses the key aims of the NPE, which include universal access to education, equality of educational opportunities, integration of education and national development, and scientific and technological education. The NPE is divided into 12 parts and covers elementary to higher education. It emphasizes developing values of socialism, secularism, and democracy through education. While the policy set lofty goals, challenges remain in its implementation due to lack of infrastructure, resources, and proper monitoring. Suggestions to improve the policy include more effective implementation of schemes, focus on quality of education, and evaluation of teachers.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
The document discusses secularism in India and education. It provides context that India is a diverse, multi-religious society and secularism means that the state does not impose any single religion. It emphasizes that classroom instruction should include teachings from all religions to promote understanding between faiths. Secularism aims to develop students' intellectual, moral, and physical nature through education independent of religious influence.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
Status of secondary education in India.pptxDr. Shilna V.
This ppt shows the Part B of the module 1 'Introduction to secondary and senior secondary education in India' in the paper - MED 12.1 CONTEXT AND ISSUES OF SECONDARY EDUCATION comes in the 3rd semester of M.Ed course under University of Calicut.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Vedic education was centered around spiritual knowledge and development of character. There were four main Vedas - Rig, Sama, Yajur, and Atharva - that formed the basis of curriculum. Education was provided through the gurukul system and differed according to caste, with Brahmins focusing on language and rituals. The teacher-student relationship was authoritarian, with students serving their gurus. Overall, Vedic education aimed to develop a balanced personality and help students progress through different life stages to achieve moksha or self-realization.
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
Teaching can be understood both traditionally and modernly. Traditionally, teaching is the act of imparting instructions to learners in the classroom, involving the teacher giving information to students. Modernly, teaching is defined as causing students to learn and acquire knowledge, skills, and ways of living through a systematic and psychological process to achieve goals. Teaching involves the interaction between the teacher, students, learning environment, and curriculum, with the teacher consciously designing educational experiences based on the social environment and students participating in social situations. Good teaching is characterized by giving desirable information, creating self-motivation for learning, having effective planning, keeping students active, focusing on selected information, being democratic and directional, and enhancing students' potentialities
Education for International UnderstandingTanzeelaRonad
This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
This document discusses definitions and philosophies of education from various historical figures and authors. It begins by outlining some key characteristics of education, such as it being a tripartite process involving students, teachers, and society. It then provides definitions and philosophies of education from different time periods and cultures, including from ancient Indian texts, prominent Indian philosophers, and Western thinkers like Plato, Aristotle, and Froebel. The document also discusses different branches of education like educational philosophy, psychology, sociology, and teacher education. It emphasizes that education is a lifelong process of holistic development that helps individuals adjust to society.
Concept of Education is explained with definitions of eastern and western concept of education. Meaning, definitions , nature, features/characteristics of education are explained.
EDUCATION MEANING, NATURE AND SCOPE CC-1.pptxMonojitGope
This document discusses the meaning, nature, and scope of education. It defines education as the process of developing an individual's innate abilities and adjusting them to their social environment through both formal and informal learning. The document outlines different perspectives on education from ancient Indian thinkers like the Rig Veda and Upanishads as well as Western philosophers like Plato, Rousseau, and Dewey. It identifies key characteristics of education, including it being a lifelong process, dynamic, focused on individual development, developing one's innate powers, enabling social adjustment, involving interaction between teacher and student, and enriching experiences to help attain life goals.
Definition of Education and Philosophy-1.ppttanzeelkhan62
This document discusses different definitions and concepts of education. It begins by noting that education has no single definition and means different things to different people depending on factors like their outlook and circumstances. Education is also a dynamic process that evolves over time. The document then explores the etymological roots of the word "education" in Latin and provides definitions from Western philosophers like Aristotle, Spencer, and Dewey. It distinguishes between broader and narrower meanings of education, with the broader referring to lifelong learning and experiences from birth to death, and the narrower meaning focusing on formal schooling and curriculum.
This document discusses the meaning and concept of education. It defines education broadly as a process that brings about the development of an individual according to their needs and the demands of society. More narrowly, education refers to school instruction and the transmission of predetermined knowledge through teaching methods. The document explores definitions of education from various educators throughout history. Overall, it argues that education should have a comprehensive definition that encompasses the development of individuals as well as society.
Education can be broadly or narrowly defined. Narrowly, education refers to formal schooling - a systematic process of imparting knowledge at an institution. Broadly, education is a lifelong process of developing one's body, mind and spirit through both formal and informal experiences from various sources including family, community and culture. Education shapes individuals and societies by modifying behavior over time. It aims to cultivate our inherent powers and qualities for holistic development.
This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.
Education is defined in several ways based on its Latin roots. It generally refers to the process of facilitating learning and transferring knowledge, skills, beliefs, and habits to others through various means like teaching, training, or research.
Education seeks to nourish individuals and draw out their best qualities by developing their innate capacities. It aims to provide desirable knowledge, understanding, skills, interests, attitudes, and critical thinking abilities. The goal is for individuals to think critically and make informed decisions as members of society.
Prominent Indian thinkers have defined education as self-reliance, liberation, wisdom, self-realization, service to others, training for one's country and love of the nation. Education is seen as the manifestation
This document discusses the aims and objectives of education in India according to the Indian constitution. It provides context on the importance of education for national development and realizing individual potential. It also outlines key aims such as developing knowledgeable, skilled, and just citizens and preserving cultural heritage. The document emphasizes that education aims must be clearly defined to guide curriculum, teaching methods, and evaluation of the education system.
Education refers to the process by which societies deliberately transmit knowledge, values and skills from one generation to the next through formal schooling institutions. It is also a lifelong process that occurs both inside and outside of formal school settings. Education can be considered both as a product, meaning the knowledge and skills acquired, and as a process of developing these. The role of education is important for both perfecting society and individuals by bringing holistic happiness and prosperity. It aims for the total development of a person through modification of their behavior via all life experiences.
Nursing education aims to prepare nurses through professional education to provide nursing care for people of all ages in health and illness across various settings. It involves the interplay between educators, students, and social forces to develop individuals who are socially responsible. The goals of nursing education include developing knowledge, professional and personality growth, leadership skills, democratic citizenship, and advancing nursing research. Nursing education adopts concepts from both Western and Indian traditions that view education as a means of self-realization, harmonious development, and contributing to national development.
This document discusses the meaning and concepts of education. It provides definitions of education, including that education is the process of facilitating learning or the acquisition of knowledge, skills, values, and beliefs. It also discusses key concepts in education, such as the idea that concepts should be revisited in different contexts to help students embed understandings. Additionally, the document explores the etymological meaning of education and various Western and Indian concepts of education put forth by important thinkers like Socrates, Plato, Aristotle, and Gandhi. Finally, it notes broader and narrower meanings of education, stating the broader meaning is a life-long process while the narrower meaning refers to traditional schooling.
Education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual, and aesthetic abilities. It seeks to develop good character and citizenship skills to allow students to successfully face the future and control their environment. Nursing education specifically plans instruction and discipline to develop these abilities in order to provide professional nursing care to patients of all ages and health situations.
chief minister girls cycle scheme-introduction and conceptual frameworkVinci Viveka
The document provides an introduction and conceptual framework of education. It discusses 1) the introduction of education and its meaning, 2) the etymological meaning of education, 3) definitions of education from various perspectives, 4) aims of education including knowledge, vocational skills, character building, and democratic citizenship, 5) the status of education in Bihar including challenges around women's education, and 6) the role of education as an instrument of social change. The key ideas are that education shapes human behavior, aims to develop individuals holistically, and can initiate social changes through influencing attitudes and relationships.
Concept and aims of education by jaynal sir | what is education.notes b.edJAYNAL HUSSAIN
Concept of education
Aims of education
Concept and aims of education
Meaning of education
What is education
What is education notes.b.ed
Jaynal sir notes pdf
Education notes by jaynal sir
B.ed notes by jaynal sir
Education is a systematic process through which individuals acquire knowledge. It aims to make people perfect by developing their body, mind and spirit. Education is important for every society because it provides solutions to life's problems and is a remedy for social issues. Education can be defined in both narrow and broad terms - narrowly as formal schooling but broadly as a lifelong process of learning through experiences. The importance, nature, and significance of education is that it makes people better citizens by opening their minds, expanding their horizons, and allowing them to understand their culture and history. The ultimate goal of education is the highest development of individuals as valuable members of society.
EDUCATION IN CONTEMPORARY INDIA, CONSTITUTIONAL CONTEXTSasikala Antony
Education in India has both formal and informal components. Formal education typically occurs in schools and colleges and involves a standardized curriculum, assessments, and certifications. It aims to develop students' knowledge, skills, character, and prepare them for further education or work. Informal education occurs through daily interactions, media, community activities, and aims to enrich one's experiences and cultivate learning. India's education system has several stages including pre-primary, primary, secondary, and higher education. At each stage, education aims for students' holistic development while also building skills for life and citizenship.
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.
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
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Secondary and higher secondary education in Pakistan is assessed through internal and external examinations administered by government and private boards. Internal exams, conducted by teachers, monitor student learning but may lack rigor. External exams administered by boards are higher-stakes and standardized, aiming to evaluate students, teachers, and curricula but risk promoting rote memorization. Recommendations to improve the system include using frameworks like SOLO Taxonomy that encourage understanding over memorization and increasing accountability to reduce cheating.
Assessment at Secondary and Higher Secondary level in Pakistan.Bint-e- Hawa
The document discusses assessment at the secondary and higher secondary level in Pakistan. It provides historical background on examinations before and after independence. There are currently 27 government boards and 2 private boards that administer exams. Exams include internal exams conducted by teachers and external exams administered by the boards in a standardized way. Results are tabulated and the system is evaluated, noting demerits like widespread cheating. Recommendations include using the SOLO taxonomy to improve exam quality and discourage rote learning.
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Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.
It is a topic related to computer science and many other courses.It will tell you in detail that how a computer transforms data into information and make data meaningful and useful.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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10. DEFINITION OF EDUCATION
According to Aristotle, “Education is the
creation of a sound mind in a sound body… it
develops man’s faculty, especially his mind so
that he may be able to enjoy the
contemplation of supreme ‘truth, goodness
and beauty’ of which perfect happiness
essentially consists.”
According to Spencer, “Education is complete
living.”
According to John Dewey, “Education is the
process of living through a continuous
reconstruction of experiences. It is the
development of all those capacities in the
individual which will enable him to control
11. Redden’s definition of Education:
It is perhaps, in the words of Redden that we
can best describe the term ‘education’. According
to him,
“Education is the deliberate and systematic
influence, exerted by mature person on the
immature through instruction, discipline and
harmonious development of physical,
intellectual, aesthetic, social and spiritual
powers of the human being, according to
individual and social needs and directed
towards the union of the educand with his
creator as the final end.”
12. BROADER MEANING OF
EDUCATION
In the broader sense, education means the process of
development from ‘infancy to maturity’. It begins at birth and
continues throughout the life, till death; from ‘Womb to tomb’ as
they call it. It includes all the knowledge and experiences
acquired during infancy, childhood adolescence, youth,
manhood or old age, through any agency of education i.e. the
school, home church, society etc. In this way ones whole life
activities become the real source of education. The education
becomes sum total of all experiences that the child receives
inside the school or outside, through the study of different
subjects, through various activities, through the library, the
playground, the workshop or through other agencies. So
education is life and life itself is education. Education is nothing
but experiences of life. It starts in the cradle and ends in the
grave.
13. Education in the wider sense has also been
emphasized International Commission on Development
of Education (UNESCO). In their report ‘Learning to Be’,
they have given the concept of ‘Life Long Education’ by
saying… human beings keep on learning and training
themselves throughout their lives, above all through the
influence of surrounding environment and through the
experience which mould their behavior, their conceptions
of life and the content of their knowledge.
14. NARROWER MEANING OF
EDUCATION
In its narrower or relatively restricted meaning, the term
education is applied to whatever taught in school or university
system of education. It refers to whatever knowledge is made
available to an individual at a specific time, in a specific place
(school, colleges etc.), according to a specific curriculum and
specific time-table, and by a particular team of teachers. It has a
limited field and it primarily emphasizes the intellectual
development of the student. This type of education is formal,
intentional and consciously organized by the institution.
Students need to pass a pre-conceived set of examination
patterns through the organized way. The knowledge imparted by
this method is primarily theoretical, based on information
derived from text books, which only constitutes cognitive
domain of human behavior. It does not take into account the all
round development of the student’s personality and other
domain of human behaviors.