The document provides an overview of the purpose and disciplines of education, emphasizing the need for social, moral, and spiritual development in students. It discusses various educational approaches, including formal, informal, and non-formal education, while outlining the principles and methods of effective learning. Furthermore, it highlights the significance of historical, philosophical, and psychological foundations in shaping educational systems and practices.

1. Introduction to Education

2. Education is the process of training man to
fulfill his aim by exercising all the faculties to
the fullest extent as a member of society.
EDUCATION DEFINATION

4. Through education, the individual child should be provided with the required assistance to
become a useful member of the society irrespective of the socio-economic status.
SOCIAL AIM
Education should prepare the child to earn his livelihood so that he can lead a productive
life in society
VOCATIONAL AIM
INTELLECTUAL AIM
Improvement of knowledge through instruction will empower the youngster to lead an
autonomous existence with certainty.

5. By going through training kid gets refined and humanized. Social advancement is through
the improvement of tasteful sense and regard for others' societies.
SPIRITUAL DEVELOPMENT
Education assists the child to develop certain human values, attitudes, and habits which
are essential for building a desirable character.
CULTURAL EDUCATION
Virtues like genuineness, reliability, resistance, equity, discretion, and truthfulness
advance the social proficiency of a person.
MORAL AIM

6. b. Education for problem-solving
a. Education for adaptability
Scope of education includes-
c. Education for leisure
d. Education for family-living
e. Education for understanding modern
world and society

7. formal
Education
Informal
Education
There are three main types of education
Non-formal
Education

8. formal Education

9. EXAMPLES OF FORMAL EDUCATION
Learning in a classroom
Planned education of different subjects having a proper syllabus acquired by
attending the institution.
School grading/certification, college, and university degrees

10. INFORMAL EDUCATION

11. EXAMPLES OF INFORMAL EDUCATION
Someone learning his/her mother tongue
Teaching the child some basics such as numeric characters.
Parent teaching how to ride a bicyle.

12. NON-FORMAL EDUCATION

13. EXAMPLES OF NON-FORMAL EDUCATION
Cub scouts and Girls Guides build up certain games program, for example, swimming goes under nonformal
instruction.

14. Education Descipline
Unit-3
Descipline
Meaning

15. Descipline definitions

16. Education as a discipline

17. Element of discipline
Explicit beginning or history: The center component of any control is experienced and checked over a significant stretch of time. Each order Maths, Scienc e has their long history.
Explicit establishment: The establishments of any discipline are those subject matters, which lay the bases for an order. For instance establishmen t of science is identified with the
information on the physical world, which is isolated into living and non living substances.

18. A theoretical structure: Theoretical structure is the main body of a discipline, which gives it a distinct existence. Every discipline should have a s ound theoretical structure in which its
underlying body of knowledge is interlinked in a form as an intact area of knowledge
Own research methodology: Every discipline should have its own research methodology. The aim of research is theorizing or theory building. Every disc ipline can be made rich and the
sound disciplinary base of it can develop via research.
Attributes of instruction as an discipline
Characteristics of education as a disciplineEducation has been originated due to the endeavor of human beings as the process of human learning. The main question related to the origin
of education as a discipline is "What is real knowledge and how an individual acquires the knowledge?" Following characteristics of education signify education as a distinct discipline.

19. Theory building: Every disciple has its own theory, theory guides the education. Willpower contains content and variegated theories for usin g these contents, so towers theory is the characteristics o
education.
Process of education: Education is the process of transforming knowledge and skills, when we implement the objectives, changes towards in policie s so process is the important characteristics of discipline.
Education System: Like the other things education moreover need the system. Input, process and output are the system of education. Hence havi ng a system is the characteristics of discipline.
Code of conduct: In the process of conducting the education the rules, strategies, plans, techniques are tabbed lawmaking of conduct. Educat ion has self lawmaking of conducts. So education is a discipline
Formulation of base: Education has reliability, validity, objectivity, measurable, countable etc types of features so education has taken as the variegated discipline.

20. Based on social needs: Education system is conducted by the society. It fully depends upon the needs of society. It fulfills the needs of society so social need is the important characteristics of discipline.
Research conduct: Education must be associated with the science and technology. Education must follow the changes of time. Education must be based on research and construct the theory. Researches are needed for
conducting the education discipline. So research self-mastery is the characteristics of education.
Finding truth: Education must help us to find the truth. For finding the truth, we have to select the towardly content, construct the lear ning theories and construct the teaching methods. So finding truth is the characteristics of
the discipline.

21. Features of education discipline
Education has its own code of conduct, such as finances, legitimacy, entrepreneurship, quantitative, And these are done accor ding to the discipline Features of education discipline.
Scope of education discipline
Education as a discipline has defined purpose and objectives. It is for the development of the people, therefore, education c an be considered an applied discipline.

22. Foundation of education discipline

23. The philosophical foundation of education
Human life cannot be properly understood without philosophy.Life and education are inseparably linked. Therefore, such a phil osophical foundation of life as a philosophical foundation for education.
Philosophy sets goals for life and teachings provide ways to achieve those goals. People are common to both philosophy and ed ucation.So the philosophical basis in education is very important.

24. The social foundation of education
The role of social base in education is many. Because schools, colleges and educational institutions are made up of society. Education meets the needs of the society, so the society has a deep
connection with education. Education helps to solve many social problems, society is as changeable as education. The educatio n system is based on the society, so the education system of all countries
and all societies is not the same, the education system is formed according to their society. We can say that there is a lot of social basis in education.

25. The psychological basis of education
Psychology has greatly influenced the development of modern education. Psychology discusses the process of student developmen t, the process of learning. Psychologists discuss physical abilities and
mental characteristics to solve various problems with psychology, child interest and inspiration and mentality. The job of ps ychologists is to know about a child and his / her ability to acquire and to study
how he / she can get proper education. So we can say that psychology is an integral part of education.

26. History of education
In order to know a subject well, one must first know its past condition and history is the name of knowing something before. So if you want to know better about education, you have to know better about
its history, So history is very important in education, If we know about the history of education then we can learn about the different types of education and learn about the education system of their time
so that we can improve our education system with experience. So we can say without any doubt that the importance of the histo ry of education is not less than any other branch.

27. Unit-4
Maxims and Approaches of Education
Maxim is a brief expression of a basic moral rule or principle that is educational and motivates certain actions. The maxims are discussed below,
Simple to complex means moving from easy to difficult. This means that our education system goes from simple to complex with our age. For example, when we first go to primary school, we are
younger, After that when we are a little older we go to secondary school which is a little harder than primary, When we get a little older, we finish high school and go to college. It becomes more difficult to
study in college and its called simple to complex.

28. Known to unknown means to know from unknown. That is, the name of knowing the unknown by using what we know is known to unkno wn, Like we didn't learn to solve big math problems in the first
place,First we learned to calculate that up to 1-100, then we learned better about it. Using this knowledge, I learned how to add, how to subtract, then how to multiply. But we didn't learn addition,
subtraction, multiplication and division at first .This is because we know the unknown by using the known, so it is known to unknown.
Near to far means to know well about near things and to know about distant things by using that known thing. That is, we firs t know about the near thing, then we know about the far thing by using that
known thing.

29. This maxim is the offshoot of gestalt theory of learning whose main emphasis was to perceive things or objects as whole and n ot in the form of parts. Whole is more understandable, motivating and
effective than the parts. In teaching, the teacher should first give a synoptic view of lesson and then analyze it into diffe rent parts. For example the teacher while teaching the pollination in plants, he
should first take the flower then analyze it into different parts and give detailed information about each and every part lik e the sepals, petals, androceium, gynoceium etc. In this way, maximum learning is
possible. It is actually the reverse of the maxim “analyses to synthesis”.

30. Particular to general means special to general. A teacher should always proceed from particular to general statements. Genera l facts, principles and ideas are difficult to understand and hence the
teacher should always first present particular things and then lead to general things. Suppose the teacher is teaching contin uous tense while teaching English, he should first of all give few examples and
then on the basis of those make them generalize that this tense is used to denote an action that is going on at the time of s peaking. Hence a teacher should proceed from particular to general.

31. A teacher should always start from definite because definiteness has its limited boundaries and jurisdiction than indefinite things. We always have confidence on definite and tested things. We learn
easily indefinite things on the basis of definite things. Hence a teacher while teaching any content should first present def inite things, ideas and then he can learn indefinite things easily. Definite things,
definite rules of grammar help the learner to have good knowledge. Gradually he can be taught about indefinite things.

32. The process of deriving general laws, rules or formulae from particular examples is called induction. In it if a statement is true in a special situation, it will also be true in other similar situations. It means
drawing a conclusion from set of examples. For example when hydrogen reacts with boron, it gives Boron hydride, potassium rea cts hydrogen, it gives potassium hydride, we come to the conclusion that
all elements when reacts with hydrogen they from hydrides. While using this process in teaching, a teacher has to present par ticular examples or experiences and tell about similarity of their attributes.
Deduction is just opposite of induction. In it, we derive a certain particular conclusion from general laws, rules or princip les. For example in language teaching, before giving the definition of noun, the
students are acquainted with the example of noun like man, chair, Delhi etc and then they are led to general definition of no un. So a good teacher always proceeds from induction and finishes at
deduction.

33. When we divide a thing into easy parts or separate elements in order to understand it easily is called analysis. It is the pr ocess which helps in understanding the hidden elements of a thing or the cause
of some incident or behavior. For instance, in order to tell about the structure or functions of heart, the parts of the hear t are shown separately and knowledge of every part is given. After it the students
are made to understand the structure or system of working of the heart. In this way, even a very difficult thing can be easil y understood. Synthesis is just opposite of analysis. All parts are shown as a
whole. The process of analysis is easier than synthesis for understanding a thing. This process develops the analytical power of the students. It is the best method of starting the teaching process.For
example while teaching digestive system, we should first analyse the different parts of digestive system one by one and then gives the synthetic view of it. Hence a good teacher always proceeds from
analysis to synthesis.

34. Learning by doing
Learning by doing means , learning by oneself, that is, when a student is asked to solve a subject without the teacher's guid ance, it is called learning by doing.
Learning Through Joyful Experience
Learning through joyful experience means that learning will be a combination of joyful experience. That is, when we learn som ething, if it is not difficult to learn, it is learned through various entertaining
activities, that is learning by doing.

35. Child centric learning
Child centric learning means child centered education or student centered education. Child -centered learning is when a teacher teaches his students how to read or take lessons according to their
condition.
Teacher- pupil rapport in learning
A teacher should give full cooperation to his students. Teacher -Pupil rapport in learning is the full cooperation of a teacher in a student to understand better in the case of learning in his class.

36. Reinforcement in learning
When a good student is made better by giving him more courage to solve his small mistakes he is called Reinforcement in learn ing
A teacher is always a student but a good student
A teacher is always a student. The teacher is always the student, because the qualities that a student has are also present i n a teacher.

37. Student Qualities:
Regular study
Regular practiceStudent Qualities:
Regular study
Regular practice
Elegant demeanor
Tasteful mentality
Punctuality
Environmental awareness
Elegant demeanor
Tasteful mentality
Punctuality

38. These are the qualities of a student, and these qualities are also found in a teacher. That is why it is said that a teacher is always a learner. A teacher is a good student. A good student has good thinking,
an interest in learning, an interest in learning something new, an interest in doing something new, a good student learns if he does not understand a subject correctly by repeatedly asking questions to his
teacher. They have good character traits. And a teacher also has these good qualities, so a teacher is a good student.