1. NATURE VS NURTURE
1……..Controlled by genes/ Heredity / Natural Phenomenon /
2……..Happens automatically(0ld age/beard/straight or curly
hair/polio)
3……..It has long been known that certain physical characteristics
are biologically determined by genetic inheritance.
4…..Growth and development are evolutionary processes.
• Color of eyes, straight or curly hair/Natural color of the
skin and certain diseases blood pressure/eye
diseases/sugar/color blindness are all a function of the genes
we inherit.
• Other physical characteristics, if not determined, appear
to be at least strongly influenced by the genetic make-up of our
biological parents.
2. • Height, weight, hair loss (in men), life
expectancy and weakness to specific illnesses are
positively correlated between genetically related
individuals. E..g (Eye sight, thalesemia,
anemia(blood deficiency HB percentage decreases)
,color blindness, height, Mental Disorder etc)
• These facts have led many to speculate as to
whether psychological characteristics such as
behavioral tendencies, personality attributes and
mental abilities are also “wired in” before we are
even born.
3. If these things are controlled by nature
then whether intelligence, learning and
education are also controlled by heredity.
Also
If everything is controlled by nature then why
training , schooling , guidance and counseling
etc ?
4. There are two views regarding this issue
Those who adopt an extreme heredity
position are known as Nativists .
Their basic assumption is that the
characteristics of the human species as a
whole are a product of evolution and that
individual differences are due to each
person’s unique genetic code
5. At the other end of the spectrum are the
environmentalists – also known as EMPIRICISTS (not to
be confused with the other empirical / scientific
approach). Their basic assumption is that at birth the
human mind is a Tabula Rasa (A Blank Slate) and that
this is gradually “filled” as a result of experience
(e.g. behaviorism).
(Affective Domain)
These are the basic requirements for learning
1…..Readiness
2…..Effectiveness
3…..Stimulus
6. From this point of view psychological
characteristics and behavioral differences that emerge
through infancy and childhood are the result of learning.
It is how you are brought up (nurture) that
governs the psychologically significant aspects of child
development and the concept of maturation applies
only to the biological.
Conclusion
Nurture …………….Psychological and
Nature …………….Physiological/Biological
7. – This question was first framed by Francis Galton in the
late 19th century. Galton (himself a relative of Charles
Darwin) was convinced that intellectual ability was largely
inherited and that the tendency for “genius” to run in families
was the outcome of a natural superiority. Superiority of genes
– This view has cropped up time and again in the history
of psychology and has stimulated much of the research into
intelligence testing (particularly on separated twins and
adopted children). A modern proponent is the American
psychologist Arthur Jenson.
– Finding that the average I.Q. scores of black Americans
were significantly lower than whites he went on to argue
that genetic factors were mainly responsible – even going so
far as to suggest that intelligence is 80% inherited.
9. INDOCTRINATION
Indoctrination is the process
of inculcating ideas, attitudes, cognitive strategies or a
professional methodology (see doctrine It is often
distinguished from education by the fact that the
indoctrinated person is expected not to question
or critically examine the doctrine they have learned.
As such the term may be
used pejoratively/disapproving, often in the context of
education, political opinions, theology or
religious dogma. The term is closely linked
to socialization; in common discourse, indoctrination is
often associated with negative connotations,
while socialization refers to cultural or educational
learning.
10. 1 Religious indoctrination
2 Military indoctrination
Religious indoctrination
Religious indoctrination, the original sense
of indoctrination, refers to a process of
imparting doctrine in an authoritative way, as
incatechism/a group of questions and answers,
especially about a set of Christian beliefs
. Most religious groups among the revealed
religions instruct new members in the principles of the
religion; this is now not usually referred to as
indoctrination by the religions themselves, in part
because of the negative connotations/ something
suggested by an object or situation the word has
acquired.
11. Critics of religion, such as Richard Dawkins, maintain
that the children of religious parents are often unfairly
indoctrinated.
Military indoctrination
Recruit training
The initial psychological preparation of soldiers during
training is referred to (non-pejoratively) as
indoctrination.
12. NATION EDUCATION
ns, "allness" statements:
rences and data.
1. Uses qualifiers: Statements supported w
specific references and data.
nt or opposing views are
ed, misrepresented,
or degraded.
2. Circumspect(cautious) and multifaceted: Is
examined from many points of view. Opposi
fairly represented.
ata carefully selected to
est or worst possible case.
onceal.
3. Balanced: Presents representative samples fro
wide range of available data on the sub
Language used to reveal.
tatistics. 4. Statistical references qualified with respec
size, duration, criteria, controls source,
subsidizer.
distinctions and subtle
ps superficially similar
ther. Reasons by
5. Discrimination: Points out differences and su
distinctions. Uses analogies carefully, poin
out differences and non applicability.
14. The Learner
• The learner is
dependent upon the
instructor for all
learning
• The teacher/instructor
assumes full
responsibility for what
is taught and how it is
learned.
• The teacher/instructor
evaluates learning
• The learner is self-
directed
• The learner is
responsible for his/her
own learning
• Self-evaluation is
characteristic of this
approach.
Pedagogical Andragogical
15. Role of the Learner’s Experience
• The learner comes to
the activity with little
experience that could
be tapped as a resource
for learning.
• The experience of the
instructor is most
influential.
• Learner brings a greater
volume and quality of
experience
• Adults are a rich resource
for one another
• Different experiences
assure diversity in groups
of adults
• Experience becomes the
source of self-identify
Pedagogical Andragogical
16. Readiness to Learn
• Students are told
what they have to
learn in order to
advance to the next
level of mastery.
• Any change is likely to
trigger a readiness to
learn.
• The need to know in
order to perform more
effectively in some
aspect of one’s life.
• Ability to assess gaps
between where one is
now and where one
wants and needs to be.
Pedagogical Andragogical
17. Orientation to Learning
• Learning is a process
of acquiring
prescribed subject
matter
• Content units are
sequenced according
to the logic of the
subject matter
• Learners want to
perform a task, solve a
problem, live in a more
satisfying way
• Learning must have
relevance to real-life
tasks
• Learning is organized
around life/work
situations rather than
subject matter units
AndragogicalPedagogical
18. Motivation for Learning
• Primarily motivated
by external
pressures,
competition for
grades, and the
consequences of
failure
• Internal motivators:
self esteem,
recognition, better
quality of life, self-
confidence, self-
actualization
Pedagogical Andragogical
19. BY :TARIQ ALI
1. Instructor At Provincial Institute for Teachers Education (PITE)
Khyber Pakhtunkhwa
2. Visiting Lecturer & Research Supervisor at Institute Of Social
Policies And Research (ISPaR)
3. Tutor & Resource Person Distance Education University Of
Peshawar
4. Tutor And Resource Person Of Allam Iqbal Open University
Islamabad
5. Member of LMTF,IPTWG,
Cell No : (+92)03469196279
&
(+92)03347027177
E-mail: tariq_shah98@yahoo.comBY TARIQ ALI
