The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
The document discusses the relationship between democracy and education. It states that in a democracy, the development and promotion of democratic citizenship should be education's primary concern. It then defines democracy as a system of government where power belongs to the people. Finally, it concludes that democracy and education are mutually necessary - democracy requires an educated populace that can make wise decisions, and education is needed to understand the meaning and applications of democracy.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Industrialization and Education: A glanceHathib KK
What is industrialization? What are the aims of education in an industrialized society? What are the educational implications of Industrialization? What are the purposes of education in an industrialized society? Impact of industrialization on education. Positive aspects of industrialization. Negative aspects of industrialization.
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
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.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathiThanavathi C
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
1. The document discusses key concepts related to epistemology including types of knowledge, skills, teaching, training, information, reason, and belief.
2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
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.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
The document discusses the relationship between democracy and education. It states that in a democracy, the development and promotion of democratic citizenship should be education's primary concern. It then defines democracy as a system of government where power belongs to the people. Finally, it concludes that democracy and education are mutually necessary - democracy requires an educated populace that can make wise decisions, and education is needed to understand the meaning and applications of democracy.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Industrialization and Education: A glanceHathib KK
What is industrialization? What are the aims of education in an industrialized society? What are the educational implications of Industrialization? What are the purposes of education in an industrialized society? Impact of industrialization on education. Positive aspects of industrialization. Negative aspects of industrialization.
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
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.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathiThanavathi C
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
1. The document discusses key concepts related to epistemology including types of knowledge, skills, teaching, training, information, reason, and belief.
2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
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.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Knowledge has always been a prime source through which human societies have advanced materially and elevated themselves spiritually. Knowledge comprises many hundreds of fields and sub-fields, known as subjects, which are interlocking and interlinking
The document discusses different theories of knowledge, including the objective theory and conception theory. The objective theory asserts that an external world exists independently of our perceptions. The conception theory holds that knowledge of universals comes from repeated sensations stored in memory. Other discussed sources of knowledge include customs, traditions, sense perception, intuition, and reason. Philosophers have debated the limits of human knowledge and whether true knowledge is possible given barriers like biases, logical fallacies, and propaganda.
This document discusses epistemological bases of knowledge. It defines epistemology as the study of knowledge and discusses the main areas of focus in epistemology, including the nature of knowledge, scope of knowledge, means of producing knowledge, and skepticism about knowledge claims. It also defines knowledge, discusses the sources of knowledge such as empiricism and rationalism, and lists the types of knowledge as personal, procedural, and propositional. Finally, it differentiates key concepts like knowledge and information, knowledge and skill, teaching and training, and reason and belief.
Knowledge is an organized set of statement of fact or ideas, presenting a reasoned judgment or an experimental result, which is transmitted to others through some communication medium is some systematic form. Knowledge consists of new judgments (Research and Scholarship) or presentation of older judgments as exemplified in text books, teaching and learning and collected as library and archival material
The Case Study Method in Social Inquiry1 ROBERT E. STAKE .docxmamanda2
The Case Study Method in Social Inquiry1
ROBERT E. STAKE
University of Illinois, Urbana-Champaign
It is widely believed that case studies
are useful in the study of human affairs
because they are down-to-earth and
attention-holding but that they are not a
suitable basis for generalization. In this
paper, I claim that case studies will
often be the preferred method of re-
search because they may be epistemo-
logically in harmony with the reader's
experience and thus to that person a
natural basis for generalization.
Experience. We expect an inquiry to
be carried out so that certain audiences
will benefit — not just to swell the
archives, but to help persons toward
further understandings. If the readers of
our reports are the persons who popu-
late our houses, schools, governments,
and industries; and if we are to help
them understand social problems and
social programs, we must perceive and
communicate (see Bohm, 1974; Schon,
1977) in a way that accommodates their
present understandings.2 Those people
have arrived at their understandings
mostly through direct and vicarious ex-
perience.
And those readers who are most
learned and specialized in their disci-
plines are little different. Though they
write and talk with special languages,
their own understandings of human af-
fairs are for the most part attained and
amended through personal experience.
I believe that it is reasonable to con-
clude that one of the more effective
means of adding to understanding for
all readers will be by approximating
through the words and illustrations of
our reports, the natural experience ac-
quired in ordinary personal involve-
ment.
At the turn of the century, German
philosopher Wilhelm Dilthey (1910)
claimed that more objective and "sci-
entific" studies did not do the best job
of acquainting man with himself.
Only from his actions, his fixed ut-
terances, his effects upon others, can
man learn about himself; thus he
learns to know himself only by the
round-about way of understanding.
What we once were, how we de-
veloped and became what we are, we
learn from the way in which we
acted, the plans which we once
adopted, the way in which we made
ourselves felt in our vocation, from
old dead letters, from judgments on
which were spoken long ago.. '. .we
understand ourselves and others only
when we transfer our own lived ex-
perience into every kind of expres-
sion of our own and other people's
lives.
He distinguished between the human
studies and other kinds of studies.
The human studies are thus founded
on this relation between lived experi-
ence, expression, and' understand-
ing. Here for the first time we reach a
quite clear criterion by which the de-
limitation of the human studies can
be definitively carried out. A study
belongs to the human studies only if
its object becomes accessible to us
through the attitude which is founded
on the relation between life, expres-
sion, and understand.
Kelompok 8 Rangkuman Seluruh PPT P.Filsafat IlmuAndra Firmansyah
PENGANTAR FILSAFAT ILMU
Dosen Pengampu : DR. Sigit Sardjono, M.Ec
Oleh Kelompok 8
1. Andra Firmansyah 1211900249
2. Desideria Tokan 1211900223
3. Fderica Anggi Velingka 1211900231
FAKULTAS EKONOMI DAN BISNIS
UNIVERSITAS 17 AGUSTUS 1945
SURABAYA 2021
This document discusses different sources of knowledge, including revealed, intuitive, authoritative, rational, and empirical knowledge. Revealed knowledge comes from divine revelation, intuitive knowledge from insights or beliefs, and authoritative knowledge from experts. Rational knowledge is derived from reason and logic, while empirical knowledge comes from sense experiences and observations of the world. The document provides examples and explanations of each type of knowledge source.
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.
This document discusses sources and barriers of knowledge. It outlines several sources of knowledge including custom, traditions, intuition, reason, perception, introspection, memory, testimony, authority, and empiricism and rationalism. Barriers to knowledge mentioned include awareness, cultural factors, distance, experience, knowledge hoarding, relationships, time constraints, blind adherence to authority, propaganda, prejudice, linguistic fallacies, and material fallacies. Sources are discussed in epistemology as possible ways of gaining knowledge, while barriers refer to obstacles that can prevent the acquisition or sharing of knowledge.
This document provides an outline of knowledge and discusses various topics related to epistemology. It begins by defining epistemology as the branch of philosophy concerned with the nature of knowledge. It then discusses four main areas of debate in epistemology including the definition of knowledge, problems of skepticism, sources and scope of knowledge, and criteria for knowledge and justification. The document goes on to discuss related topics like metaphysics, meta-epistemology, genetic epistemology, constructivist epistemology, sources of knowledge, and theories of knowledge structure like foundationalism and coherentism.
The document discusses different sources of knowledge according to Greek philosophers' perspectives on education. It describes revealed knowledge as coming from supernatural revelation and being the basis for beliefs in God and qualia. Intuitive knowledge is described as based on subjective feelings and insights without reason. Authoritative knowledge comes from experts documented in works. Rationalists believe knowledge comes from reason and logic, while empiricists view it as derived from sensory experience. Socrates used dialectical questioning to arrive at truth, while his students Plato and Aristotle contributed theories of education based on class divisions and virtue.
The document discusses various topics related to doctoral training programs including:
- What a PhD entails in different countries like the UK, US, and Nordic countries.
- An overview of philosophy, science, research, qualitative vs. quantitative research, epistemology, and different research methodologies like deductive, inductive, and falsification.
- The importance of knowledge civilizations that originated in ancient Egypt and Mesopotamia, and how knowledge developed and integrated over time in Eastern and Islamic traditions.
Theoretical foundation of_library_and_information_scienceWahid Ullah
Epistemology is the branch of philosophy that investigates the origin, nature, methods and limits of human knowledge. It seeks to understand what knowledge is, how it is acquired, and what can be known. There are different theories about the nature of knowledge, including empiricism which believes knowledge comes from sensory experience, rationalism which believes knowledge comes from reason, and idealism which believes reality is associated with ideas rather than material objects. Skepticism also questions the extent and limitations of human knowledge. Epistemologists explore questions around whether knowledge is possible and what types of knowledge exist.
The document discusses the structure of knowledge and experiential learning theory of development. It explains that knowledge results from continuous construction through interaction between apprehension (grasping reality through direct experience) and comprehension (abstract conceptualization). This interaction leads to a dialectic relationship where new knowledge emerges. Development is seen as a transactional process between the individual and their environment, involving increasing differentiation and integration of functions over time in a multi-linear rather than exclusively linear way. Experiential learning shapes development through increasing complexity across the four learning modes of concrete experience, reflective observation, abstract conceptualization, and active experimentation.
This document provides an introduction to learning theories by defining learning and outlining some first principles. It discusses what learning is as both a process and a product. As a process, learning involves individuals, others, and environments over time. As a product, learning results in ideas, behaviors, skills, attitudes and values. The document then discusses how our understanding of learning has evolved historically from thinkers like Plato, Aristotle and Locke. It notes that understanding learning theory is important for educators as it influences their approach to education, specifically their beliefs about knowledge, learning, and instructional practices.
This document discusses different ways of knowing and categorizing knowledge. It defines knowledge as a type of belief that is distinct from opinion through justification. Knowledge is categorized as either personal knowledge, dependent on individual experiences, or shared knowledge, which is systematic and built upon by multiple individuals.
The document then outlines various ways of knowing, including language, sense perception, emotion, reason, imagination, faith, intuition, and memory. It notes that these ways of knowing interact and do not operate in isolation.
In discussing a preferred way of knowing for an area of research, the document suggests examining the scope, concepts, methods, history and interaction with personal knowledge through a knowledge framework. It provides examples of areas of knowledge and ways
This document does not contain any substantive information to summarize in 3 sentences or less. The document only contains the word "Angles" with no other context.
Algebraic expressions can be formed using variables, constants, and mathematical operations. Variables represent letters that can take on any value, while constants represent fixed numbers. There are different types of algebraic expressions including monomials, binomials, and trinomials. The value of an algebraic expression can be found by substituting values for the variables and simplifying. Identities are equations that are always true regardless of the values of variables. Common identities include (a+b)2, (a-b)2, and a2 - b2.
This document discusses different methods of heat transfer - conduction, convection, and radiation. It provides examples of each in daily life and defines key related terms like temperature, units of heat, calorimetry, calorimeter, thermostat, and thermoflask. Conduction occurs through direct contact between objects and involves the transfer of kinetic energy between adjacent particles. Convection involves the movement of molecules or atoms within fluids like liquids and gases. Radiation can transfer heat through empty space via electromagnetic waves.
The document discusses different types of changes that occur around us. It defines slow changes as those that take hours, days, months or years, such as hair and nail growth or seasonal changes. Fast changes are those that occur within seconds or minutes, like a bursting balloon or burning paper. Reversible changes can return to the original state, like stretching a rubber band or melting ice, while irreversible changes cannot be reversed, such as curdling milk or digestion. The document provides examples of each type of change and distinguishes between reversible and irreversible, as well as slow and fast changes.
This document discusses carbon and its compounds. It begins by introducing carbon as an important non-metallic element that exists in both free and combined states in nature. It then distinguishes between organic carbon compounds found in living organisms and inorganic compounds found in non-living matter. The document goes on to describe several unique features of carbon, including its ability to form chains, exist in different allotropes like diamond and graphite, and form multiple bonds. It concludes by emphasizing carbon's abundance and importance to life.
This document is about fluids and their properties. It provides an index of topics to be covered, including pressure, equations of pressure, Pascal's principle, buoyancy, Archimedes' principle, fluid flow, and Bernoulli's equation. Key concepts that will be explained are how pressure is transmitted in fluids, hydraulic devices that use Pascal's principle, calculating buoyant force, and equations governing fluid continuity and flow.
This document discusses measurement in physics. It introduces the need for measurement and defines physical quantities. There are two types of physical quantities - fundamental and derived. Seven units make up the fundamental units used to measure the seven dimensions of the world: length, mass, time, temperature, amount of substance, electric current, and luminous intensity. Two supplementary units are also introduced. The document outlines different units for measuring length and defines the dimensions of physical quantities. It concludes by mentioning the least count of instruments used for measurement.
This document discusses different types of motion including linear, circular, rotational, and vibratory motion. It defines concepts like rest and motion using a frame of reference. The document also covers 1D, 2D and 3D motion with examples. It distinguishes between scalar and vector quantities and discusses types of vectors and how they can be added.
This document provides an overview of electricity, atomic structure, electric charge, and electric circuits. It defines electricity as the flow of electric charge through a conductor. Atoms consist of protons, neutrons, and electrons, with protons and neutrons in the nucleus and electrons orbiting the nucleus. Protons have a positive charge while electrons have a negative charge. Electric circuits allow the flow of electrons from higher to lower potential through components connected in series or parallel. Key differences between series and parallel circuits are that current is the same but voltage varies in series circuits, while current varies but voltage is the same in parallel circuits.
This document discusses various methods for purifying organic compounds, including sublimation, crystallization, differential extraction, distillation, and chromatography. Purification is necessary to study the structure, physical, chemical and biological properties of organic compounds and must isolate the compound from any impurities. The appropriate purification method depends on the nature of the impurity and the organic compound. Common techniques include sublimation for volatile solids, crystallization using solvent selection and isolation, differential extraction using immiscible organic solvent layers, distillation, and chromatography using adsorbents and mobile/fixed phases.
This document provides an overview of electrochemistry and electrochemical cells. It defines electrochemistry as the branch of chemistry dealing with the relationship between electrical energy and chemical change. An electrochemical cell is a device that uses a chemical change to produce electricity or uses electricity to produce a chemical change. The document describes the components of electrochemical cells, including electrodes and electrolytes. It distinguishes between galvanic cells, which produce electricity from chemical reactions, and electrolytic cells, which use electricity to drive chemical reactions. Examples of the significance of electrochemistry include metal refining and batteries.
The document discusses various aspects of sound. It defines sound as a form of energy produced by vibrations that travel through a medium and are detected by the human ear. It describes how sound is produced by vibrating objects and propagated through materials like air, water and steel. It discusses key characteristics of sound including amplitude, frequency, wavelength, velocity and their definitions. It also covers topics like reflection of sound, echo, reverberation, ultrasound, sonar and their uses and applications. The document provides information on the structure of the human ear and production of sound using a tuning fork experiment.
The document discusses key concepts relating to heat and temperature. It defines heat as the spontaneous flow of energy from objects at a higher temperature to those at a lower temperature. Temperature is defined as the degree of hotness or coldness of a body. Different temperature scales such as Fahrenheit, Celsius, and Kelvin are also discussed. The document also covers heat capacity, specific heat capacity, and the various effects of heat such as expansion, changes in temperature and state, and chemical changes.
This document defines and provides examples of different types of energy, work, and their relationships. It states that work is done when a force causes an object to be displaced, and is calculated as the product of the force and displacement. Kinetic energy is the energy of motion, while potential energy depends on an object's position or state, such as gravitational potential energy which depends on height or elastic potential energy from deformation. Power is defined as the rate at which work is done or energy is delivered over time.
An electric motor is a device that converts electrical energy into mechanical energy. It works by passing an electric current through a conductor coil located in a magnetic field, which creates a force on the coil and causes it to rotate. Electric motors are crucial to modern life as they are used in many appliances and machines, powering things like fans, drills, and vehicles. The speed of an electric motor's coil rotation can be increased by strengthening the current, increasing the number of coil turns, enlarging the coil area, or boosting the magnetic field strength.
This document discusses the basic elements of electric circuits. It defines electric current as the flow of charges and an electric circuit as the path electrons flow through. It then lists the four elements of a simple circuit: a battery as the electricity source, a wire as the conducting path, a lamp as the resistor, and a switch to control the circuit. It also briefly mentions series and parallel circuits as types of simple circuits.
More from Thiagarajar College of Preceptors (Aided) (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Digital Artefact 1 - Tiny Home Environmental Design
KNOWLEDGE AND CURRICULUM
1. KNOWLEDGE AND CURRICULUM
Knowledge
Introduction-Epistemology & Knowledge
By
Arthy R
Assistant Professor
Thiagarajar College of Preceptors
Madurai
2. EPISTEMOLOGY
Epistemology, the philosophical study
of the nature, origin, and limits of
human knowledge.
The term is derived from the
Greek epistēmē (“knowledge”)
and logos (“reason”)
the field is sometimes referred to as
the theory of knowledge.
3. WAYS OF ACQUIRING KNOWLEDGE
Knowing and Knowledge: Epistemology is
one of the branches of philosophy,
concerned with the theory of knowledge.
It refers to the origin, nature and limits of
human knowledge.
It deals with some important issues,
as whether knowledge of any kind is
possible,
whether knowledge is innate or learnt,
whether knowledge is a mental state, etc.
4. KNOWLEDGE
Epistemology, deals with two fundamental
problems of knowledge
-origin of knowledge
- focuses on the relative roles of knower and the
known in the making of knowledge.
- It is required to focus on process of how we
come to know.
-validation of knowledge
- the generated wealth of knowledge on both
ways and forms of knowing and knowledge.
5. PHILOSOPHERS
all human beings wish to comprehend the
world they live in,
many of them construct theories of
various kinds to help them make sense
of it.
philosophers are captivated by the idea
of understanding the world in the most
general terms possible.
6. THE PROCESS OF INQUIRY
the process of inquiry develops a
philosophy about matters.
Example: Stick in water/railroad
Vision and Thinking
vision is not sufficient to give knowledge of
how things are. Vision needs to be
“corrected” with information derived from
the other senses.
7. KNOWLEDGE
the fact or condition of knowing something
with familiarity gained through experience
or association.
acquaintance with or understanding of a
science, art, or technique.
the fact or condition of being aware of
something.
the range of one's information or
understanding answered to the best of
knowledge.
8. KNOWLEDGE
the circumstance or condition
of apprehending truth or fact through
reasoning.
learned by a person of unusual knowledge.
understanding of or information about
a subject that you get by experience or study,
either known by one person or
by people generally.
the state of knowing about or
being familiar with something.
all the facts that someone knows about
a particular subject.
9. THE CONCEPT OF KNOWLEDGE
Expressions such as know them, know
that, know how, know where, know
why, and know whether,
Concept of Knowledge: Knowledge,
the noun, is used in different contexts
and situations to convey different
meanings to different people.
10. THE CONCEPT OF KNOWLEDGE
Knowledge has different aspects, kinds
and levels.
in common sense understanding,
signifies all the human meanings,
beliefs about matters of facts (things,
objects, events), about relationships
between facts,
and about principles, laws, theories that are
at work in the nature and society.
11. THE CONCEPT OF KNOWLEDGE
Knowledge is understanding about the
relationships;
the relationship of the knower with the known.
In other words, it is the relationship of the
subject with the object.
Knowledge is the result of knower’s active
engagement;
with the object of knowledge.
Knowledge and its intensity depend on the
relationship between the knower and the
known.
12. PLATO - KNOWLEDGE
Plato defined knowledge as,
‘justified true belief’.
According to Plato’s definition,
human knowledge, in order to be
given the ‘status’ of knowledge,
should fulfill the condition of being
a belief-true and justified.
13. JOHN LOCKE - KNOWLEDGE
John Locke,
the founding father of empiricism,
and who defined ‘mind as tabula rasa’,
surprisingly defined knowledge as “the
perception of the agreement or disagreement
of two ideas”.
For pragmatist Dewey (2010), knowledge
denotes an ‘inference from evidence’.
14. JOHN LOCKE- KINDS OF KNOWLEDGE
John Locke distinguished three kinds of
knowledge, as:
1. Intuitive knowledge, of such things as the
fact that red is not green and the fact of one’s
own existence;
2. Demonstrative knowledge, which includes
mathematics, morality, and the existence of
God;
3. Sensitive knowledge, which is concerned
with “the particular existence of finite beings
without us.” Knowledge, in a practical way, can
be classified into following categories on the
basis of means used in the process of knowing
by which a particular ‘class’ of knowledge is
15. EXPERIENTIAL KNOWLEDGE
Experiential Knowledge, a form of knowledge
that can only be obtained through experience. For
example, the knowledge of what it is like to see
colours, which cannot be explained to a person
born blind.
Experimental Knowledge is based on or derived
from experience, or empirical evidences.
Reasoned or Logical Knowledge is knowledge
of the truths and principles of deductive logic.
Intuitive Knowledge is the knowledge that is
acquired without inference and/or the use of
reason. It comes from within by looking inside or
contemplation.
17. KNOWLEDGE CLASSIFICATION
School Subject - Natural Science
Phenomenon/ Object of Study - Nature-
Physical and Biological ‘Concrete things’
Nature of the Knowledge - Causal;
‘Objective’ with little subjectivity
Modes of Understanding - Observation,
Experimentation
Nature of Validation - Verification/
falsification
18. SCHOOL SUBJECT - SOCIAL SCIENCE
Phenomenon/ Object of Study - Society in
all its aspects
Nature of the Knowledge - Dynamic;
Normative; Interpretative
Modes of Understanding - Interpretative
Understanding; Critical evaluations;
Dialogue
Nature of Validation - Constantly
reconstructed in the light of values and
utilities; Judged in the light of Normative
resolutions
19. SCHOOL SUBJECT - MATHEMATICS
Phenomenon/ Object of Study - Numbers,
Symbols and Logic, ‘Abstract thought’
Nature of the Knowledge - Human
construction and Highly structured Axiomatic;
Abstract and Given
Modes of Understanding –Logical
Deductions
Nature of Validation - Proof
20. SCHOOL SUBJECT - LANGUAGE
Phenomenon/ Object of Study - Words,
Grammar; Culture;
Nature of the Knowledge - Human
construction but Highly dynamic; Inter-
subjective; Creative
Modes of Understanding -Narrations;
Creative expressions
Nature of Validation - Utilitarian
22. EPISTEMOLOGICAL TERMS- OBJECTIVISM
What is knowledge?
knowledge is absolute and true, and is independent from
and outside of the individual. Learning involves the transfer of
what exists in reality to what is known by the learner.
Source of knowledge?
Reality exists external to the individual, so therefore
knowledge simply exists and there is no need to construct
knowledge. Knowledge is acquired by experience.
Associated terminology?
Objectivism is linked with empiricism - a process of
gaining knowledge, in which sensory experience (what we
can quantify with our own senses) is the only valid source of
knowledge. Kuhn and Weinstock (2002) describe this way of
knowledge acquisition as 'pre-procedural knowing', or the
first way to approach acquiring information.
23. PRAGMATISM
What is knowledge?
Pragmatism regards knowledge as a worthy but improbable
goal. This approach emphasises theories of meaning (of what
works) with the understanding that this may not reflect reality.
Source of knowledge?
Knowledge is interpreted and negotiated, through a process
of experience and reason.
Associated terminology?
Pragmatism also used when describing the acquisition of
knowledge, and involves active processing where no single truth
exists (Brownlee et.al.,2008). Kuhn & Weinstock (2002) describe
this way of knowledge acquisition as ' procedural knowing '
24. INTERPRETIVISM
What is knowledge?
In constructivism knowledge is not uniform and identical.
Rather, it’s constructed at an individual level and exists in
multiple formats.
Source of knowledge?
Knowledge is gained through reason, by considering the
available information and assembling a personal
interpretation. It’s not concerned with whether knowledge is
true in the absolute sense, since truth depends on the
knower’s frame of reference.
Associated terminology?
Interpretivism is linked with constructivism. Knowledge
is constructed individual or collectively, and varies from
person to person. These ‘constructed knowing’ beliefs are
more likely to be linked to constructivist beliefs in learning
(Brownlee, 2003; Hammer, 2003), which are based on a view
of knowledge as complex, tentative, and needing to be
actively critiqued (Gill, Ashton, & Algina, 2004).
26. COMMUNICATIVE KNOWLEDGE
Symbolic representations can be used to
indicate meaning.
thought as a dynamic process.
the transfer of the symbolic representation
- knowledge can be transferred.
Other forms of communication include
observation and imitation, verbal
exchange, and audio and video recordings.
Philosophers of language and
semioticians construct and analyze
theories of knowledge transfer or
communication.
27. SITUATED KNOWLEDGE
Situated knowledge is knowledge specific to a
particular situation.
It is a term coined by Donna Haraway as an
extension of the feminist approaches of
"successor science" suggested by Sandra
Harding.
Arturo Escobar explains as, "neither fictions nor
supposed facts."
Situational knowledge is often embedded in
language, culture, or traditions.
The integration of situational knowledge is an
allusion to the community, and its attempts at
collecting subjective perspectives into an
embodiment "of views from somewhere."
28. EMBEDDED KNOWLEDGE
Embedded knowledge is a significant
feature of the knowledge base in education.
Tests and other assessment instruments,
curriculum frameworks, the academic
organization of schooling, are all based on
prior investigation and other accumulated
knowledge which the teacher is not
involved in and may not advert to at the
point of use.
29. EMBEDDED KNOWLEDGE
Embedded knowledge makes a range of
intellectual resources available to teachers
which improve their understanding of
individual students, strengthen their
curriculum programming and enrich their
pedagogy.
Indicators - two dimensions, reflecting the
amount of knowledge embedded and the
extent of usage respectively.
30. PRACTITIONER KNOWLEDGE
teachers’ certification is based on the
measurement, through examinations and
observation of teaching practice, of
knowledge and competences or when
serving teachers are rated in terms of a
knowledge-related framework.
31. PRACTITIONER KNOWLEDGE
there are a number of indicators or quasi-
indicators based on either pre-service or in-
service training, on the grounds that length
and level of initial training and opportunities
for continuous professional development are
associated with expanding the teacher’s
knowledge base.
32. PRIOR KNOWLEDGE & POSTERIORI
KNOWLEDGE
It is independent of experience, as with
mathematics, tautologies, and deduction
from pure reason.
It is dependent on experience or empirical
evidence, as with most aspects of science
and personal knowledge.