1) The document discusses several aims of education including knowledge, vocational skills, and character building.
2) It states that education should impart knowledge, skills, and information to make students self-reliant and productive members of society. Vocational training is seen as important to prevent unemployment.
3) Developing good character through qualities like honesty, courage, and morality is also discussed as a key aim of education by many philosophers and leaders like Gandhi. Education is meant to cultivate the best qualities in students.
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
This document discusses human values and value education. It defines values as enduring beliefs that guide conduct and determine goals. Value education aims to develop students intellectually, mentally, and functionally by imparting moral, social, and spiritual values through the curriculum. This helps foster affective development. The document outlines the significance of values in promoting human rights and shaping society. It traces the evolution of values education in India and discusses the key components of a values-based curriculum, including moral education, environmental education, and teaching Indian culture and history. The conclusion emphasizes that educating the mind without educating morality produces a threat to society.
Concept of Human Values
Value Education as Holistic Education
Significance of Values
Aim of Education & value Education
Evolution of Value oriented Education
Types of values
Components of value Education
The document discusses key concepts in education including definitions, aims, principles, and functions. It provides definitions of education from thinkers like Pestalozzi and Dewey. The aims of education discussed include utilitarian, vocational, social, intellectual, and moral development. Principles like purposeful activity and education being a planned process are covered. Functions of education mentioned are completing socialization, transmitting culture, and reforming attitudes.
1. The document outlines several general aims of education including the knowledge aim, vocational aim, harmonious development aim, complete living aim, character aim, and social aim.
2. It also provides definitions of education from various sources such as Latin words meaning "to nourish" and "to draw out" as well as definitions from thinkers like Kautilya, Vivekananda, Gandhi, Plato, Aristotle, and Dewey.
3. The overall aims of education discussed in the document are the intellectual, practical, personal, social, and moral development of individuals.
1. The document outlines several general aims of education including the knowledge aim, vocational aim, harmonious development aim, complete living aim, character aim, and social aim.
2. It also provides definitions of education from various sources such as Latin words meaning "to nourish" and "to draw out" as well as definitions from thinkers like Kautilya, Vivekananda, Gandhi, Plato, Aristotle, and Dewey.
3. The overall aims of education discussed in the document are the intellectual, practical, personal, social, and moral development of individuals.
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
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
This document discusses human values and value education. It defines values as enduring beliefs that guide conduct and determine goals. Value education aims to develop students intellectually, mentally, and functionally by imparting moral, social, and spiritual values through the curriculum. This helps foster affective development. The document outlines the significance of values in promoting human rights and shaping society. It traces the evolution of values education in India and discusses the key components of a values-based curriculum, including moral education, environmental education, and teaching Indian culture and history. The conclusion emphasizes that educating the mind without educating morality produces a threat to society.
Concept of Human Values
Value Education as Holistic Education
Significance of Values
Aim of Education & value Education
Evolution of Value oriented Education
Types of values
Components of value Education
The document discusses key concepts in education including definitions, aims, principles, and functions. It provides definitions of education from thinkers like Pestalozzi and Dewey. The aims of education discussed include utilitarian, vocational, social, intellectual, and moral development. Principles like purposeful activity and education being a planned process are covered. Functions of education mentioned are completing socialization, transmitting culture, and reforming attitudes.
1. The document outlines several general aims of education including the knowledge aim, vocational aim, harmonious development aim, complete living aim, character aim, and social aim.
2. It also provides definitions of education from various sources such as Latin words meaning "to nourish" and "to draw out" as well as definitions from thinkers like Kautilya, Vivekananda, Gandhi, Plato, Aristotle, and Dewey.
3. The overall aims of education discussed in the document are the intellectual, practical, personal, social, and moral development of individuals.
1. The document outlines several general aims of education including the knowledge aim, vocational aim, harmonious development aim, complete living aim, character aim, and social aim.
2. It also provides definitions of education from various sources such as Latin words meaning "to nourish" and "to draw out" as well as definitions from thinkers like Kautilya, Vivekananda, Gandhi, Plato, Aristotle, and Dewey.
3. The overall aims of education discussed in the document are the intellectual, practical, personal, social, and moral development of individuals.
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
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Education has several key aims, including developing knowledge, the individual, social skills, morality, culture, and vocational skills. Knowledge is essential for humans to achieve life's values and build mental capacity. Education also focuses on the all-round development of each individual so they can contribute to society. It helps children fit into social contexts and satisfy social needs by cultivating cooperation. Additionally, education fosters truth, beauty, and goodness to develop morality. It both preserves and reforms culture in socially acceptable ways. Finally, vocational education enables individuals to earn a livelihood and satisfy basic needs.
An educated man is well respected in the society, it is the accepted truth. It is also true that a man without education doesn’t have any value in the world.
This document provides an overview of the basics of education including:
- Definitions of education from various scholars and perspectives
- Characteristics of education such as it being a lifelong process and modifying behavior
- Aims of education at the individual, social, vocational, and national levels including development, adjustment, and citizenship
- Functions of education for the individual in developing skills and personality and for society in social change and developing values
- Various levels and forms of education and viewing education as both a process and product
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
P.Selvi conducted a study on research in value education. Value education has deep historical and cultural roots in India and aims to cultivate citizens with education and good character. In Maharashtra, value education became compulsory in 1997. The study highlights the historical background of value education in India and concepts of value education. It also discusses objectives of value education curriculums, the role of teachers in imparting values, and conclusions that more research is needed on value education to promote tolerance and coexistence.
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
The document discusses the various aims of education, including individual development, moral and character formation, vocational aims, and education for citizenship. It provides definitions and perspectives on education from thinkers like George F. Kneller, Pestalozzi, Socrates, Aristotle, Plato, and Dewey. The key aims highlighted are the development of individuals physically, mentally, and spiritually, the formation of good character and morality, preparing students for their future careers, and educating them to be effective members and citizens of society.
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.
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.
1. The document discusses the philosophy and objectives of Edukasyon sa Pagpapakatao/Values Education/GMRC in the Philippines. It provides background on laws passed to strengthen moral education for youth.
2. Key principles of teaching values education are outlined, including teaching values through both instruction and modeling, developing understanding as well as attitudes, and cultivating virtues from a young age.
3. The objectives of values education are to develop moral reasoning, build strong character, promote social cohesion, encourage civic engagement, and nurture well-rounded individuals and future leaders.
This document discusses the concepts and aims of education from various perspectives. It defines education as facilitating learning and the acquisition of knowledge, skills, values and habits. The aims of education discussed include attaining virtue (Plato), happiness (Aristotle), developing individuals and serving society (idealism), understanding reality through science and critical thinking (realism), vocational training, acquiring knowledge, transmitting culture, and character development. The document also outlines aims from Muslim and global perspectives, such as individual and societal growth.
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
AIMS OF EDUCATION It is accepted by all that with...Binal Joshi
This document discusses the various aims of education that have been proposed over time and in different contexts. It outlines individual aims like the development of knowledge, harmonious development of personality, religious development, vocational skills, individual happiness, and use of leisure time. Social aims discussed include developing good citizenship and serving society. The document also notes that educational aims depend on factors like time period, location, and philosophical attitudes. Overall, it provides a broad overview of the multifaceted nature of defining educational aims and how they have varied historically and culturally.
Learning And Teaching Are Social In Nature And Begins In Infancynoblex1
Assumptions/Givens About Human Nature:
- Human beings are innately curious with a desire to know the environment in which they live. They show this curiosity throughout their lives and therefore they are life-long learners.
- Human beings are innately social and learn how to operate in social settings during their infancy.
- Human beings have multiple ways in which they show their intelligence. There are however two basic components of thought: Logico-scientific and narrative.
- There are stages of development which children go through. Their appearance is partially natural and partially through the assistance of adult (scaffolding).
- Human beings are Subjects -- human beings make a difference and can through their actions make changes to the world in which they live.
- Human beings are unfinished (historical) -- Because human beings are Subjects, they always have the potential to change both themselves and society around them – in this sense learning as well as reflection and social action are a continuing part of their lives. But human beings live within social structures that can either expand or limit their options. Thus human beings all have a history and are affected by that history.
- Human beings are curious – Human beings are struck by things that are different (ingenious or spontaneous curiosity). They want to understand things, they want to know why and how things are the way they are. Epistemological curiosity examines itself through the application of dialogue and analysis.
Implications for Educators:
- Learning and teaching are social in nature and begins in infancy.
- Adults play an essential role in the development of the child. Developmental stages cannot be rushed, but they can be help by the aid of an adult community member.
- Subject areas may have unique but interrelated structure that relates to the operations of the human mind.
- Through the use of language a child learns to "negotiate" meaning in life. "Negotiate" has more than one meaning – the two most important of which are (a) learns way around obstacles and (b) engages in exchanges for the purpose of finding mutually satisfying results.
- Learning involves the "construction" of meaning. There is no reality, truth, right or wrong existing in the world waiting to be discovered. Each person in conjunction with the communities in which they operate construct reality, truth, right and wrong.
- Human beings are curious. A major part of the curiosity is the desire to know and learn.
- Human beings naturally learn a culture. Human knowledge has a significant cultural component that is grounded in shared information. Human beings are not simply products of nature but shape nature toward desired ends.
- Human knowledge requires information upon which to apply the formal rules of thinking, creating and problem solving. Facts and skills are inseparable.
Source: https://ebookschoice.com/learning-and-teaching-are-social-in-nature-and-begins-in-infancy/
The Shiv Nadar Foundation runs various meaningful and sustainable rural development programs to not only offer traditional learning but also focus on nurturing essential life skills and leadership qualities.
The principal task of a learning institution is to equip individuals with the skills and competencies needed to function in a constantly changing world. This helps develop self-confidence and allows people to excel in areas like the workplace by helping them solve problems creatively. Learning institutions should offer education and training that meets individual interests and needs while also helping people develop character and life skills to deal with challenges. It is a shared responsibility between individuals, families, and society to ensure all have access to necessary education and training for personal development and integration into the community.
1) Gandhi believed that the purpose of education is to create ideal citizens with strong virtues and good character. He saw education as a process of developing these internal qualities in people through shaping their hearts and minds.
2) Gandhi's basic education system emphasized imparting values like simplicity, courage, respect for manual labor, and self-reliance. It used mother tongue education, practical skills learning, and community/cooperative activities as ways to nurture qualities like teamwork and mutual aid.
3) By incorporating self-help, industry, and community life into schooling, Gandhi's basic education aimed to develop well-rounded individuals able to lead independent and virtuous lives.
This document discusses value education and its importance for national development. It begins by defining values and categorizing them into universal, cultural, and individual values. It then discusses how value education aims to develop students holistically and equip them to face life's challenges effectively. Value education is important because it helps individuals lead good lives as good citizens by inculcating positive values and habits. However, realizing its goals requires a coordinated effort from teachers, parents, and society. The document raises some issues regarding integrating values into the education system and reconciling what is taught in schools versus observed in society. It outlines India's national policy on strengthening culture and value education in schools.
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.
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Education has several key aims, including developing knowledge, the individual, social skills, morality, culture, and vocational skills. Knowledge is essential for humans to achieve life's values and build mental capacity. Education also focuses on the all-round development of each individual so they can contribute to society. It helps children fit into social contexts and satisfy social needs by cultivating cooperation. Additionally, education fosters truth, beauty, and goodness to develop morality. It both preserves and reforms culture in socially acceptable ways. Finally, vocational education enables individuals to earn a livelihood and satisfy basic needs.
An educated man is well respected in the society, it is the accepted truth. It is also true that a man without education doesn’t have any value in the world.
This document provides an overview of the basics of education including:
- Definitions of education from various scholars and perspectives
- Characteristics of education such as it being a lifelong process and modifying behavior
- Aims of education at the individual, social, vocational, and national levels including development, adjustment, and citizenship
- Functions of education for the individual in developing skills and personality and for society in social change and developing values
- Various levels and forms of education and viewing education as both a process and product
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
P.Selvi conducted a study on research in value education. Value education has deep historical and cultural roots in India and aims to cultivate citizens with education and good character. In Maharashtra, value education became compulsory in 1997. The study highlights the historical background of value education in India and concepts of value education. It also discusses objectives of value education curriculums, the role of teachers in imparting values, and conclusions that more research is needed on value education to promote tolerance and coexistence.
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
The document discusses the various aims of education, including individual development, moral and character formation, vocational aims, and education for citizenship. It provides definitions and perspectives on education from thinkers like George F. Kneller, Pestalozzi, Socrates, Aristotle, Plato, and Dewey. The key aims highlighted are the development of individuals physically, mentally, and spiritually, the formation of good character and morality, preparing students for their future careers, and educating them to be effective members and citizens of society.
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.
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.
1. The document discusses the philosophy and objectives of Edukasyon sa Pagpapakatao/Values Education/GMRC in the Philippines. It provides background on laws passed to strengthen moral education for youth.
2. Key principles of teaching values education are outlined, including teaching values through both instruction and modeling, developing understanding as well as attitudes, and cultivating virtues from a young age.
3. The objectives of values education are to develop moral reasoning, build strong character, promote social cohesion, encourage civic engagement, and nurture well-rounded individuals and future leaders.
This document discusses the concepts and aims of education from various perspectives. It defines education as facilitating learning and the acquisition of knowledge, skills, values and habits. The aims of education discussed include attaining virtue (Plato), happiness (Aristotle), developing individuals and serving society (idealism), understanding reality through science and critical thinking (realism), vocational training, acquiring knowledge, transmitting culture, and character development. The document also outlines aims from Muslim and global perspectives, such as individual and societal growth.
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
AIMS OF EDUCATION It is accepted by all that with...Binal Joshi
This document discusses the various aims of education that have been proposed over time and in different contexts. It outlines individual aims like the development of knowledge, harmonious development of personality, religious development, vocational skills, individual happiness, and use of leisure time. Social aims discussed include developing good citizenship and serving society. The document also notes that educational aims depend on factors like time period, location, and philosophical attitudes. Overall, it provides a broad overview of the multifaceted nature of defining educational aims and how they have varied historically and culturally.
Learning And Teaching Are Social In Nature And Begins In Infancynoblex1
Assumptions/Givens About Human Nature:
- Human beings are innately curious with a desire to know the environment in which they live. They show this curiosity throughout their lives and therefore they are life-long learners.
- Human beings are innately social and learn how to operate in social settings during their infancy.
- Human beings have multiple ways in which they show their intelligence. There are however two basic components of thought: Logico-scientific and narrative.
- There are stages of development which children go through. Their appearance is partially natural and partially through the assistance of adult (scaffolding).
- Human beings are Subjects -- human beings make a difference and can through their actions make changes to the world in which they live.
- Human beings are unfinished (historical) -- Because human beings are Subjects, they always have the potential to change both themselves and society around them – in this sense learning as well as reflection and social action are a continuing part of their lives. But human beings live within social structures that can either expand or limit their options. Thus human beings all have a history and are affected by that history.
- Human beings are curious – Human beings are struck by things that are different (ingenious or spontaneous curiosity). They want to understand things, they want to know why and how things are the way they are. Epistemological curiosity examines itself through the application of dialogue and analysis.
Implications for Educators:
- Learning and teaching are social in nature and begins in infancy.
- Adults play an essential role in the development of the child. Developmental stages cannot be rushed, but they can be help by the aid of an adult community member.
- Subject areas may have unique but interrelated structure that relates to the operations of the human mind.
- Through the use of language a child learns to "negotiate" meaning in life. "Negotiate" has more than one meaning – the two most important of which are (a) learns way around obstacles and (b) engages in exchanges for the purpose of finding mutually satisfying results.
- Learning involves the "construction" of meaning. There is no reality, truth, right or wrong existing in the world waiting to be discovered. Each person in conjunction with the communities in which they operate construct reality, truth, right and wrong.
- Human beings are curious. A major part of the curiosity is the desire to know and learn.
- Human beings naturally learn a culture. Human knowledge has a significant cultural component that is grounded in shared information. Human beings are not simply products of nature but shape nature toward desired ends.
- Human knowledge requires information upon which to apply the formal rules of thinking, creating and problem solving. Facts and skills are inseparable.
Source: https://ebookschoice.com/learning-and-teaching-are-social-in-nature-and-begins-in-infancy/
The Shiv Nadar Foundation runs various meaningful and sustainable rural development programs to not only offer traditional learning but also focus on nurturing essential life skills and leadership qualities.
The principal task of a learning institution is to equip individuals with the skills and competencies needed to function in a constantly changing world. This helps develop self-confidence and allows people to excel in areas like the workplace by helping them solve problems creatively. Learning institutions should offer education and training that meets individual interests and needs while also helping people develop character and life skills to deal with challenges. It is a shared responsibility between individuals, families, and society to ensure all have access to necessary education and training for personal development and integration into the community.
1) Gandhi believed that the purpose of education is to create ideal citizens with strong virtues and good character. He saw education as a process of developing these internal qualities in people through shaping their hearts and minds.
2) Gandhi's basic education system emphasized imparting values like simplicity, courage, respect for manual labor, and self-reliance. It used mother tongue education, practical skills learning, and community/cooperative activities as ways to nurture qualities like teamwork and mutual aid.
3) By incorporating self-help, industry, and community life into schooling, Gandhi's basic education aimed to develop well-rounded individuals able to lead independent and virtuous lives.
This document discusses value education and its importance for national development. It begins by defining values and categorizing them into universal, cultural, and individual values. It then discusses how value education aims to develop students holistically and equip them to face life's challenges effectively. Value education is important because it helps individuals lead good lives as good citizens by inculcating positive values and habits. However, realizing its goals requires a coordinated effort from teachers, parents, and society. The document raises some issues regarding integrating values into the education system and reconciling what is taught in schools versus observed in society. It outlines India's national policy on strengthening culture and value education in schools.
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.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
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1. We welcome all
the participants
@ COE- Noida
AIMS OF
EDUCATION
RP-ANURODH CHITRA
PRINCIPAL
DELHI PUBLIC SCHOOL
KURUKSHETRA
2. – Krishnamurti often stated that the purpose of
education is to bring about freedom, love, “the
flowering of goodness” and the complete
transformation of society. ... Rather he is interested
in the deeper freedom of the psyche and the spirit,
the inner liberation that he felt was both the means
and the ends of education.
3. • According to J.K ,
“Freedom in learning means
that the learner has got the
capacity to independently
observe everything around
him, and examine all ideas
without any pressure or
compulsion”
4. AIM OF EDUCATION
–education should aim at imparting
knowledge, skill, and information to the pupils
in order to make them self-reliant; not to be a
drag or parasite upon others. As such,
vocational bias in education is absolutely
necessary for enabling pupils to be productive
members in the society.
5. Derived from two Latin words
Educare (Educere) - to train or mould.
“Educatum” - act of teaching
In Hindi, the term “Siksha” derived from Sanskrit
word
Shash- to discipline, to control, to order, to direct, to
rule etc.
Education in the traditional sense means controlling
or disciplining the behaviour of an individual.
– 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.
6. – Aims of education are determined by aim of life
or philosophy of life.
– Philosophy formulates the ends of life, and
education offers suggestions how these ends
are to be achieved.
– Aims of education change with the changing
philosophy of life.
7.
8. – The aims and objectives of education must be a real one that
makes every child to be unique in nature.
– It must create in a child enthusiasm that inspires the child to
learn more for life.
– When we go into the core of life style of the society today,
often we get a different picture altogether about education.
– We live in a world where the relevance and practicality of
morals is often questioned.
– Where honesty and sincerity are seen in many instances as
aspects of overlooking the right and the just and weakness.
9. – Where the right path is often regarded as the longest path to
instant success, in a such world stands.
– The education institutions must take a lead ,to imbibe in the
young minds that true education will take place steady in its
growth and attainment of the goal.
– That includes not only academic excellence but also the
development of the complete personality.
– Every educational institution must cater service to the young
minds with the promises to carry forward with much vigor
and fervor that every child is a best citizen in making.
10. – It also must keep in mind its aims and objectives to scale
greater heights in providing and nurturing the whole child.
– With the right mixture of academics and personal care to
give a sure footing for a great future.
– The child’s future depends on the education that they
receive during their younger age.
– So the aim of education must prepare every child to face
the challenges of the world in a positive manner.
11. – Education has a very wide connotation.
– The educations organizations, therefore, not only caters to
the educational needs of children and youth.
– In normal academic schools but also imparts technical
education, education to the deaf and the blind, the
differentlyabled and engages in village upliftment and social
work among the downtrodden and the marginalized which
makes them realize that life can be lived meaningfully
12. – Today the education seeks to total development of the
young.
– They are helped to discover their God given talents and
work towards their fullest development.
– In order to place them at the service of the society.
13. It seeks to enable the young to search for the truth
by training them to analyze reality, form critical
judgments, search for solutions and work out a
synthesis.
14. It is concerned with forming a moral conscience
that is capable of discerning what is good and
choosing it.
15. – It imparts an appreciation of the ones own
countries culture, heritage and enables the
students to imbibe its culture and ethos for
building a harmonious society.
– Irrespective of difference of faith, language, caste
and class and at the same time to remain open to
the positive elements of other cultures.
16. It instills in the pupils the values of
love, freedom, forgiveness, honesty
and justice.
17. – ‘Total Education’ which implies a holistic approach
to education and which is concerned with the
total development of an individual as a person, is
the quintessence of education. It aims at
developing the body, mind and spirit to the
greatest extent.
18. – The rote method and memorization and the
strong thirst for marks must be reduced and more
focus on life skills should be encouraged.
– The main focus of education must address several
academic issues to empower the schools and
institutions enabling the students to realize their
holistic learning.
19. – Every school must make it a point that learning becomes a
joyful experience for the child.
– This will help the child to discover the hidden oceans of
knowledge and nurture creative potential in them which will
make them to be greater wealth for the nations.
– It must make a way for the child to boom into the world of
wonders that he/she can face it and be a successful
personalities.
20.
21.
22.
23.
24. Aims of education
• Physical development aim
• Mental development aim
• Moral and spiritual development aim
• Development of all the faculities
• Development of international attitude aim
26. Knowledge
– individual develops his individuality and fulfills his possibility by
the help of knowledge.
– Knowledge is considered as power by which things are done. So,
“Knowledge is power” was said by Bacon. It is knowledge that has
enabled humanity to make progress.
– Man becomes resourceful through knowledge. Socrates said that
“one who had true knowledge could not be other than virtuous”.
Knowledge is sine qua non for every spheres of human life—
physical, social, moral, spiritual and economic. Great philosophers
Socrates, Aristotle, Dante, Comenim, Bacon have propounded
knowledge as an important aim of education.
27. – In the narrow sense, knowledge aim implies “Knowledge for the
sake of knowledge”. In its wider sense, it means development of
mental powers-thinking, reasoning, discrimination, judgement,
memory, problem solving, imagination, intelligence etc. True
knowledge consists in possessing ideas of universal validity and
universal relevance.
– In other words, knowledge and wisdom must be for the good of
the greatest number. Further, knowledge acquisition should not
be considered as an end in itself. Rather it should be a means to
other ends—individual development, civil efficiency, economic
competency, living a richer and healthy life, welfare of the
humanity, etc.
28. Vocational
– In the modern times, it is felt that education should have its
preparatory value to enable individuals to earn his livelihood or
to make both ends meet in order to live happily and
successfully. It is the economic self-sufficiency of a person
which makes him a worthy and contributing citizen.
– The advocates of this aim say that all the knowledge that the
child has gained, all the culture the child has acquired in the
school will be of no use, if he cannot make both ends meet as
an adult member of the community. Therefore, education
should aim at imparting knowledge, skill, and information to
the pupils in order to make them self-reliant; not to be a drag
or parasite upon others.
29. “True education ought to be for the boys
and girls a kind of insurance against
unemployment”.
– As such, vocational bias in education is absolutely necessary
for enabling pupils to be productive members in the society.
– Education with the vocational aim will prepare each
individual for an occupation which will suit to his needs,
abilities, interests and attitudes. Vocational aim of education
is also superscripted as ‘Bread and Butter, aim’, ‘Blue Jacket
Aim’ and ‘White collar Aim’. M. K. Gandhi says,
30. Character
– Character is a mental quality and it should be built very
cautiously by education. T. Raymond opines, “Education finds its
real meaning and value when its aim is character-building”.
Bertrand Russel emphasizes that the formation of character is
the chief aim of education. Herbart, the great educator of
nineteenth century says, the whole work of education may be
summing up the concept of “morality”.
– M.K.Gandhi viewed, “Character building is the aim in education I
would try to develop courage, strength, virtue, the ability to
forget oneself in working towards great aims. I should feel that if
we succeed in building the character of the individual, society
will take care of itself”.
31. – Swami Vivekananda, Dayanand Saraswati and all other
philosophers of the east also emphasized the development of
character as the aim of education. Character, essentially,
includes all the best and noble qualities which can be better
cultivated by education. Morality or moral qualities include
tolerance, truthfulness, honesty, courtesy, loyalty, justice,
sincerity, endurance, courage or fortitude, fellow feeling,
freedom, self-control, non-violence, forgiveness, will power,
conviction, temperance, etc.
– These should be fostered by a suitable programme of
education. Therefore, S. Radhakrishnan says, “The troubles of
the whole world including India are due to the fact that
education has become a mere intellectual exercise and not the
acquisition of moral and spiritual values”.
32. – It is education for character which will enable a man to rise above
narrow mindedness, self interest, anger, fear, miserliness and to utilize
his knowledge for the betterment of humanity rather than for its
destruction and dilapidation. As such, the aim of education should be
the development of character or building of character for the larger
interest of the community and humanity as a whole.
33. Cultural
– Culture is defined as complex whole which includes knowledge,
belief, art, morals, law, custom, tradition, folk ways, religion,
literature and any other capabilities and habits acquired by man
as a member of society. M.K. Gandhi attaches his importance
upon this cultural aspect more than the literary aspect when he
said, “culture is the foundation, the primary thing………………. It
should show itself in the smallest details of your conduct and
personal behaviour, how you sit, how you walk, how you dress,
etc. Inner culture must be reflected in your speech, the way in
which you treat visitors and guests, and behave towards are
another and towards your teachers and elders”.
34. – Culture comprises vast array of inter-related knowledge, skills,
values and goals. A cultured person is he whose personality is
refined, whose aesthetic tastes are developed, who lives a
socially Useful life, who is socially efficient, who appreciates
ideas and values, who understands the best thought of the
community and who not only assimilates the rich experiences
of the race but also utilize these experiences in a meaningful
way for the development of the society.
– Culture is essential for refinement of physical, intellectual,
moral and aesthetic parts of personality of an individual.
Culture also expands one’s outlook, sharpens one’s interest and
fosters an acceptable behaviour of the individual.
35. – Therefore, the aim of education is to help the
individuals to inherit rich cultural heritage of past,
to preserve and enrich it through activities and
transmit it to the rising generation in a fruitful and
meaningful way. Moreover, education should cater
to the development of all attributes essential for
evolution of a cultured personality, for a cultured
person is an invaluable asset in a society.
36. All-round Development
– It is also known as harmonious development aim of education.
It refers to harmonious development of the physical,
intellectual, emotional, spiritual, moral and aesthetic sides of
human personality. It is with this harmonious development of
all aspects of human nature that he will be able to play his part
well in life and achieve success in all fields of human life.
– This aim was first advocated by Rousseau who said education as
“the process of development into an enjoyable, rational,
harmoniously balanced, useful and hence natural life”. Other
important supporters of this aim are Pestalozzi, Ross and M.K.
Gandhi. Pestalozzi regards, “Education is natural, harmonious
and progressive development of man’s innate powers”.
37. – By harmonious development he means the education of 3
H’s—Head, Heart and Hand. Ross views, “Harmonious
development means the intellectual, religious, moral and
aesthetic development of the child”.
– M.K. Gandhi, the father of our nation says, “Man is neither
mere intellect, nor the gross animal, nor the heart and soul
alone. A proper and harmonious combination of all the
three is required for making the whole man and constitutes
the true economics of education”.
38. Complete Living
– The eminent naturalistic philosopher, educationist and biologist of the
nineteenth century Herbert Spencer expounded complete living aim of
education. He said that education should bring about the whole-some
development which enables an individual to face all problems of life in
all spheres and solve them with great courage and conviction.
– He asserted that the chief task of education is to enable the individuals
to prepare for life and the art of life consists of right ruling of conduct in
all directions under all circumstances. In this connection he says that
education must tell us “in what way to treat the body; in what way to
manage out affairs; in what way to bring up our family; in what way to
behave as a citizen; in what way to utilize those sources of happiness
which nature supplies— how to use all facilities to the greatest
advantage of ourselves and others”.
39. – So, education should acquaint us with the laws and
ways of complete living. He writes in his treatise “on
Education”, “To prepare us for complete living is the
function which education has to discharge, and the
only mode of judging any educational course is to
judge in what degree it discharges such function”.
He identified certain activities which have bearing
upon complete living according to their respective
values in order of priority.
40. Spiritual
– The idealistic philosophers contend that the chief aim of
education is to develop the spiritual side of an individual. The
sole aim of education should be the maximum development of
spiritual potentialities of the individual. In turn, this
development gives the real strength to human soul and mind.
Regarding the importance of education for spiritual side of the
individual.
– Dr. S. Radhakrishnan says, “The aim of education is neither
national efficiency nor world solidarity, but making the
individual feel that he has within himself something deeper
than intellect, call it spirit if you like”.
41. – Shri Aurobindo views, “The chief aim of education should be
to help the growing soul to draw out that in itself which is
best and make it perfect for a noble cause”. Thus, the central
aim of education should be the development of spirituality
in men.
– Inculcation of spiritual values in the minds of individuals by
the programme of education is the need of the hour to save
the humanity from plunging into the morass of hat redness,
selfishness, corruption, aggression, violence, chaos, disorder,
narrow-mindedness, malevolent spirit, tensions, fears,
conflicts, brutality, suspicion, destruction and disaster.
42. – Pristine glory and pride of the nation can be brought back by
education, by inculcating the spiritual values or truths in
children and by propelling them to practice in their day to
day lives. Because it is said that the taste of pudding lies in
eating it In short, spiritual education will bring happiness,
order and contentment in the world by cultivating spiritual
faiths in the minds of the individuals.
– Therefore, it is through the aim of education that awakening
of self can be done and development of spirituality should
be the be-all and end-all of human life.
43. Citizenship
– It is admitted that a good citizen is an asset for the nation.
The development of nation depends upon the nature of the
citizens and in order to be a good citizen, certain qualities are
essential ingredients—a sense of social responsibility and
social duty, a love for freedom, power of independent
thinking, a spirit of national service, a sense of sacrificing
one’s personal interest for the larger interests of the
community and nation, courage to express freely, free from
fear, and a knowledge of socio-political system i.e. socio-
political consciousness.
44. – Therefore, these values should be fostered in the minds of
children and individuals through the planned and organised
system of education. Plato, the author of the treatise on the
system of government, “The Republic’ writes, “Education for
citizenship is the only education which deserves the name;
that other sort of training, which aims at the acquisition of
wealth or bodily strength, or mere cleverness apart from
intelligence and justice, is mean and illiberal and is not worth
to be called education at all.”
45. Democratic
– It is accepted that education should aim at the promotion of
democratic values which are necessary for the success of a
democracy. These values are the pre-requisites for the
successful living in a democratic nation wedded to democratic
cult and principles.
– The aim of education in the democratic countries in the world
should be the cultivation of democratic values in the minds of
the children and individuals—faith in democratic way of living,
respect for dignity of other persons, freedom, equality of
opportunity, justice, faith in tolerance, faith in change, and
peaceful methods and faith in co-operative living and above all
fellow-feelingness.