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This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
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The document discusses different perspectives on realism and its role in education. It covers classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. Realism in education aims to help students understand the material world through inquiry, science, and essential knowledge. Teachers play an important role in presenting curricula in a systematic, organized way to help students acquire the knowledge needed to survive.
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Jainism is an ancient Indian religion that predates Buddhism. It was founded by Mahavira in the 6th century BCE. Jainism is divided into the Digambara and Swetambara sects. The religion places great emphasis on non-violence, asceticism, and spiritual liberation through right knowledge and conduct. Jain monastic life was well-organized, with students receiving a rigorous education that included logic, scripture study, and developing equanimity. Jainism also had an influence on education through its establishment of libraries, hospitals, and financial support from merchant communities. The religion's goal of education was to help students progress spiritually towards liberation from rebirth.
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This document provides an overview of the philosophical and educational thoughts of Swami Vivekananda. It discusses that Vivekananda strengthened India's sense of cultural unity and nationalism. He advocated for mass education and emphasized serving the downtrodden. His educational philosophy was based on developing character, realizing one's inner potential, and promoting universal brotherhood. He advocated for teaching methods like concentration, yoga, and activity-based learning. The role of the teacher was to awaken knowledge within students and act as a spiritual guide.
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The document discusses the Concept Attainment Model (CAM) instructional strategy. It was developed by Jerome Bruner and focuses on concept formation through inductive reasoning. With CAM, students are presented with examples and non-examples of a concept and must determine the underlying attributes. They form hypotheses, test them against the data, and refine their understanding until they can define the concept. CAM promotes active, inquiry-based learning and helps students examine concepts from multiple perspectives.
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Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
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The document discusses different perspectives on realism and its role in education. It covers classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. Realism in education aims to help students understand the material world through inquiry, science, and essential knowledge. Teachers play an important role in presenting curricula in a systematic, organized way to help students acquire the knowledge needed to survive.
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Jainism is an ancient Indian religion that predates Buddhism. It was founded by Mahavira in the 6th century BCE. Jainism is divided into the Digambara and Swetambara sects. The religion places great emphasis on non-violence, asceticism, and spiritual liberation through right knowledge and conduct. Jain monastic life was well-organized, with students receiving a rigorous education that included logic, scripture study, and developing equanimity. Jainism also had an influence on education through its establishment of libraries, hospitals, and financial support from merchant communities. The religion's goal of education was to help students progress spiritually towards liberation from rebirth.
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This document provides an overview of the philosophical and educational thoughts of Swami Vivekananda. It discusses that Vivekananda strengthened India's sense of cultural unity and nationalism. He advocated for mass education and emphasized serving the downtrodden. His educational philosophy was based on developing character, realizing one's inner potential, and promoting universal brotherhood. He advocated for teaching methods like concentration, yoga, and activity-based learning. The role of the teacher was to awaken knowledge within students and act as a spiritual guide.
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The document discusses the Concept Attainment Model (CAM) instructional strategy. It was developed by Jerome Bruner and focuses on concept formation through inductive reasoning. With CAM, students are presented with examples and non-examples of a concept and must determine the underlying attributes. They form hypotheses, test them against the data, and refine their understanding until they can define the concept. CAM promotes active, inquiry-based learning and helps students examine concepts from multiple perspectives.
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Vedic literature is supposed to be a part of our daily life.Its nothing to do with employment
opportunities . It would be great if we can have it as a essential subject in school itself. Vedic education is the
core foundation of India's culture & rich heritage. No one can be called educated who cannot preserve and
expand his cultural heritage.This study is about the importance of vedic ideals of education in the modern
education system.The need of this study is to maintain the decipline in the modern educational institutes and to
create cordial relation between teacher and student.This study can convence the modern generation that in
order to achieve high ideal of perfect mastery over senses,in order to erect the ideal of truth, the ideal of
liberty,the ideal of equality and ideals of peace and unity then we need to accept the ideals of vedic
education.The practice and utilization of Vedic knowledge can indeed assist us in many ways.Vedic education is
the solution to all problems which we presently find in this world.We need to look now deeper view to find out
the answers and solutions. The formation of character by proper development of the moral feeling was aim of
vedic education. Therefore the direct aim of all education, whether literary or professional, should be to make
the student fit to become a usefull member of society.Education ought to develop man's ideal nature by giving
him a sure moral feeling and enabling him to control his original animal nature. The aims and ideals of Vedic
education were to promote simultaneous and harmonious development. Men are social beings,vedic education
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This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
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theory of education
The document outlines four theories of education:
1) Essentialism focuses on basic skills and high standards, emphasizing discipline and effort. It supports subject-based curriculums taught in a specific sequence.
2) Perennialism believes education should lead students to discover universal truths and values by studying classics. It supports a general liberal education.
3) Progressivism comes in child-centered and social reconstructionist forms, generally opposing routine instruction and favoring activities encouraging creativity.
4) Critical theory aims to empower the disenfranchised by making them aware of domination and facilitating conversations about diverse values to bring about social change.
Jainism
The document provides an overview of Jainism, including its origins, principles, philosophies, beliefs, and practices. Some key points:
- Jainism originated in India and its oldest scriptures date back thousands of years. It believes in ahimsa (non-violence) and has 24 spiritual guides called Tirthankaras.
- Core principles include non-violence, non-attachment, non-stealing, truthfulness, and acceptance of multiple viewpoints. Jains follow strict vegetarian diets and lifestyle rules to minimize harm.
- The goal is to eliminate karmas through ethical conduct and spiritual practices over multiple lifetimes until reaching moksha (liberation).
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1. Vyasacharya compiled the Vedas and authored the key Hindu scriptures - the Upanishads, Bhagavad Gita, and Brahma Sutras. These three texts form the "Prasthanatraya" and provide the foundation for the different schools of Vedanta philosophy.
2. There are three main schools of Vedanta - Advaita (non-dualism), Vishishtadvaita (qualified non-dualism), and Dvaita (dualism). They differ in their views of the nature of the soul, God, world, bondage, liberation, and spiritual practice.
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This study aimed to improve the academic achievement of 22 grade 11 biology students at Jaffna Hindu College in Sri Lanka. The students had declining marks in biology over the past three terms. Data was collected through surveys, interviews, tests, and attendance records. Various methods were used to improve achievement, including extra classes, field trips, multimedia lessons, and a nature club. Analysis found that pre-test scores correlated with attendance. Post-test scores increased for all students after the interventions. The study concluded the methods were effective but had limitations due to sample size and timeframe. Further research on additional factors and larger populations was recommended.
A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education
The modern educational system which has been adopted in India is badly equipped to achieve the overall objective of humane, scientific, and peaceful social order. It does not provide them wealthy opportunities for their all round development to make them self reliant. Nowadays the students are passing examinations and earning their degrees with first or higher divisions, but most of them are unable to become self reliant and incapable to face the challenges. So, to overcome this condition Mahatma Gandhi has attempted to explore a system of education which is called 'Basic education’ or 'NaiTalim’. This system of education conforms with his philosophy of life and values. In the Basic Education system, knowledge must be related to activity and practical experience. Gandhi realized that basic education was an essential component of the structural and socio economic imbalances that were badly affected. His idea of basic education not only changed the educational system of India but also led to a social revolution. This paper aims to understand the Basic education system and its impact on the modern education system. Humayun Kabir Biswas "A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38587.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38587/a-study-on-gandhiji’s-basic-education-and-its-relevance-in-the-modern-education/humayun-kabir-biswas
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Gandhi's educational philosophy emphasized developing students' character and vocational skills through practical, hands-on learning centered around basic crafts. He advocated for an education system that promoted self-reliance, national integration, and social reform through mother-tongue instruction, vocational training, and linking academic subjects to students' lives and environments. His "Basic Education" or Nai Talim model aimed to provide a free, universal 7-14 year education that cultivated students' physical, intellectual and spiritual growth through craft-based learning experiences.
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This document provides information about a course assignment on analyzing the culture dimensions of Pakistan using Hofstede's framework. The assignment instructions ask students to analyze the key cultural elements and features of Pakistan and relate it to concepts taught in class. The document outlines the evaluation criteria, learning outcomes, and includes sections on the culture of Pakistan under various topics such as language, festivals, education, sports, cuisine, clothing, and heritage. It also discusses Hofstede's cultural dimensions of Pakistan on power distance, individualism, masculinity, uncertainty avoidance, long-term orientation, and indulgence.
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Relevance Of Vedic Ideals Of Education In The Modern Education System
Vedic literature is supposed to be a part of our daily life.Its nothing to do with employment
opportunities . It would be great if we can have it as a essential subject in school itself. Vedic education is the
core foundation of India's culture & rich heritage. No one can be called educated who cannot preserve and
expand his cultural heritage.This study is about the importance of vedic ideals of education in the modern
education system.The need of this study is to maintain the decipline in the modern educational institutes and to
create cordial relation between teacher and student.This study can convence the modern generation that in
order to achieve high ideal of perfect mastery over senses,in order to erect the ideal of truth, the ideal of
liberty,the ideal of equality and ideals of peace and unity then we need to accept the ideals of vedic
education.The practice and utilization of Vedic knowledge can indeed assist us in many ways.Vedic education is
the solution to all problems which we presently find in this world.We need to look now deeper view to find out
the answers and solutions. The formation of character by proper development of the moral feeling was aim of
vedic education. Therefore the direct aim of all education, whether literary or professional, should be to make
the student fit to become a usefull member of society.Education ought to develop man's ideal nature by giving
him a sure moral feeling and enabling him to control his original animal nature. The aims and ideals of Vedic
education were to promote simultaneous and harmonious development. Men are social beings,vedic education
not only emphasised social duties but also promoted social happiness
Ncert Solutions for Class 7 Hindi Mahabharat
Ncert Solutions for Class 7 Hindi Mahabharat are created by experts of the subject, Hence sure to prepare the student to score well.
For more info visit here: https://www.vedantu.com/ncert-solutions/ncert-solutions-class-7-hindi-mahabharat
Bhuddist philosophy of education. M.ED
It describe about buddist education in bhuddist era . it explain the method of teaching and their noble truths and eight fold paths.
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This document discusses the educational implications of various philosophies in Indian society. It summarizes the views of several influential Indian thinkers such as Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Sri Aurobindo, Jiddu Krishnamurti, and Dr. Radhakrishnan on education. The key educational implications discussed are character development, social service, mother tongue education, learning while earning, developing the latent powers of children, discipline, attention in learning, and developing a democratic, humanistic education system. The document emphasizes the role of education in strengthening social harmony and integrating Indian society.
How to develop a lesson plan on concept attainment model, by Dr.Thanuja.K (au...
This document outlines a concept attainment model lesson plan about quadrilaterals. The lesson involves presenting students with positive and negative examples of quadrilaterals and having them identify the defining attributes. Students compare examples, hypothesize about the concept, and generalize that a quadrilateral is a closed four-sided figure. The teacher confirms the concept is a quadrilateral and restates the definition. Students then analyze additional examples to identify further properties of quadrilaterals.
digital lesson plan of Mathematics
This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
Pragmatism
Pragmatism is a philosophy that emphasizes the practical application of ideas rather than abstract theories. It originated in the United States in the late 19th century. According to pragmatism, ideas and beliefs are true if they are useful and practical in solving problems and ideas are constantly evolving and changing based on new experiences. Charles Sanders Peirce is considered the father of pragmatism and believed that the meaning and value of ideas comes from their practical consequences and results. John Dewey further developed pragmatism and emphasized applying pragmatic ideas to education, believing that education should involve learning through real-world experiences and problem solving.
Inquiry training model
This document summarizes the inquiry training model developed by J. Richard Suchman in 1966. The model focuses on training students to engage in the scientific inquiry process to solve problems and form explanations. It involves five phases: encountering a problem, gathering data to understand the problem, experimenting to test hypotheses, formulating an explanation, and analyzing the inquiry strategies used. The model is based on beliefs that knowledge is tentative, there are usually multiple possible explanations, and individuals can learn to consciously engage in and analyze their thinking. It aims to develop students' inquiry, intellectual, and autonomous learning skills through structured social interaction between teachers and students.
Staff council
The staff council is a group consisting of the headmaster and teacher representatives that advises the headmaster on academic and administrative matters at the school. It helps the headmaster lead by discussing problems like strikes, indiscipline, misbehaviors and disobedience. The staff council also creates a friendly atmosphere, plans events and supports teachers experiencing issues. Its major functions are to discuss discipline problems, advise on actions for misbehaving pupils, consider academic works, and plan festivals and co-curricular activities.
Adi Shankara Philosophy
This document discusses Adi Sankara and the path of renunciation and devotion to achieve self-realization according to Advaita Vedanta philosophy. It contrasts true liberation of the soul with merely intellectual understanding. It explains that renunciation requires positive determination to reach the goal of liberation, not escapism or laziness. Devotion through Bhakti Yoga is described as spiritual culture that can help prepare one for the path of knowledge or Jnana Yoga. The document shares stories of Adi Sankara and other enlightened souls who demonstrated true characteristics of an Advaitin through supernatural feats.
theory of education
The document outlines four theories of education:
1) Essentialism focuses on basic skills and high standards, emphasizing discipline and effort. It supports subject-based curriculums taught in a specific sequence.
2) Perennialism believes education should lead students to discover universal truths and values by studying classics. It supports a general liberal education.
3) Progressivism comes in child-centered and social reconstructionist forms, generally opposing routine instruction and favoring activities encouraging creativity.
4) Critical theory aims to empower the disenfranchised by making them aware of domination and facilitating conversations about diverse values to bring about social change.
Jainism
The document provides an overview of Jainism, including its origins, principles, philosophies, beliefs, and practices. Some key points:
- Jainism originated in India and its oldest scriptures date back thousands of years. It believes in ahimsa (non-violence) and has 24 spiritual guides called Tirthankaras.
- Core principles include non-violence, non-attachment, non-stealing, truthfulness, and acceptance of multiple viewpoints. Jains follow strict vegetarian diets and lifestyle rules to minimize harm.
- The goal is to eliminate karmas through ethical conduct and spiritual practices over multiple lifetimes until reaching moksha (liberation).
Open Book Examination
Open book exams allow you to take notes. texts or resource materials into an exam hall.
They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
Advaita, Dvaita & Visistadvaita
1. Vyasacharya compiled the Vedas and authored the key Hindu scriptures - the Upanishads, Bhagavad Gita, and Brahma Sutras. These three texts form the "Prasthanatraya" and provide the foundation for the different schools of Vedanta philosophy.
2. There are three main schools of Vedanta - Advaita (non-dualism), Vishishtadvaita (qualified non-dualism), and Dvaita (dualism). They differ in their views of the nature of the soul, God, world, bondage, liberation, and spiritual practice.
3. For a serious spiritual seeker
BEd.project ppt presentation
This study aimed to improve the academic achievement of 22 grade 11 biology students at Jaffna Hindu College in Sri Lanka. The students had declining marks in biology over the past three terms. Data was collected through surveys, interviews, tests, and attendance records. Various methods were used to improve achievement, including extra classes, field trips, multimedia lessons, and a nature club. Analysis found that pre-test scores correlated with attendance. Post-test scores increased for all students after the interventions. The study concluded the methods were effective but had limitations due to sample size and timeframe. Further research on additional factors and larger populations was recommended.
A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education
The modern educational system which has been adopted in India is badly equipped to achieve the overall objective of humane, scientific, and peaceful social order. It does not provide them wealthy opportunities for their all round development to make them self reliant. Nowadays the students are passing examinations and earning their degrees with first or higher divisions, but most of them are unable to become self reliant and incapable to face the challenges. So, to overcome this condition Mahatma Gandhi has attempted to explore a system of education which is called 'Basic education’ or 'NaiTalim’. This system of education conforms with his philosophy of life and values. In the Basic Education system, knowledge must be related to activity and practical experience. Gandhi realized that basic education was an essential component of the structural and socio economic imbalances that were badly affected. His idea of basic education not only changed the educational system of India but also led to a social revolution. This paper aims to understand the Basic education system and its impact on the modern education system. Humayun Kabir Biswas "A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38587.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38587/a-study-on-gandhiji’s-basic-education-and-its-relevance-in-the-modern-education/humayun-kabir-biswas
Role of women during dravidian culture
Women held high respect and status in Dravidian culture. They were seen as equal to men and actively participated in social, cultural, and family affairs. Dravidians viewed women as embodiments of the "Mother Goddess" and "Shakthi" or power. Women had freedom to choose their mates and enjoyed superior positions in the family, with some restrictions to protect them. Education was closely tied to religion and women were encouraged to pursue education to care for their families.
Humanism
The document summarizes key aspects of humanism theory in education. It discusses two of the main founders, Carl Rogers and Abraham Maslow, and how humanism focuses on the individual student's potential and self-actualization. The teacher acts as a facilitator, while students engage in self-directed learning through open classrooms, cooperative groups, and exploring their interests. Technology can enhance this by enabling independent research and creative projects online or through various software programs.
Assignment gandhi contribution to education
Gandhi's educational philosophy emphasized developing students' character and vocational skills through practical, hands-on learning centered around basic crafts. He advocated for an education system that promoted self-reliance, national integration, and social reform through mother-tongue instruction, vocational training, and linking academic subjects to students' lives and environments. His "Basic Education" or Nai Talim model aimed to provide a free, universal 7-14 year education that cultivated students' physical, intellectual and spiritual growth through craft-based learning experiences.
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Relevance Of Vedic Ideals Of Education In The Modern Education System
Relevance Of Vedic Ideals Of Education In The Modern Education System
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Educational philosophy -Teacher's Role in Indian Society
How to develop a lesson plan on concept attainment model, by Dr.Thanuja.K (au...
How to develop a lesson plan on concept attainment model, by Dr.Thanuja.K (au...
A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education
A Study on Gandhiji’s Basic Education and its Relevance in the Modern Education
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El documento describe un proyecto de reforestación realizado por estudiantes de la Escuela Normal Experimental de El Fuerte "Prof. Miguel Castillo Cruz" en Mazatlán, Sinaloa. Los estudiantes del cuarto semestre del grupo C, dirigidos por su maestra de ecología María Isabel Ramírez Ochoa, llevaron a cabo el proyecto en marzo de 2016, donde recibieron instrucciones de su maestra, trabajaron juntos en el espacio asignado y platicaron sobre el proyecto antes de regresar a su salón de clases.
Безопасност и защита на Android – мобилни комуникации
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Безопасност и защита на Android – мобилни комуникации
Безопасност и защита на Android – мобилни комуникации
Priya.pdf
- 1. അധ്യാപികയുടെ പപര് : പ്രിയജാന്സി എം വിദ്യാലയത്തിടെ പപര് : ക ാട്ടന്ഹില് വിഷയം : മലയാളം പാഠം : ാര്മു ിലി ുഗദ്യത്തില്ഒരുഅര്ച ാഗ ം ആമുഖം: ക .രി.അപ്പകെ ‘പ്രക ാര ങ്ങളുകെ രുസ് ം’ എന്ന സമാഹാരത്തില് ഉള്പ്കപ്പെുന്ന കലണ മാ ’ ാര്മു ിലി ു ഗദ്യത്തില് ഒരു അര്ച ാഗ ം’.കമണം എന്ന പ്രരഞ്ചപ്ര ിഭാസകത്ത ുറിചുള്ള എഴുത്തു ാരകെ സവാ ുഭവങ്ങളും ഒപ്പം ഇംഗ്ല ഷ്, പ്ഗ ക്ക് സാഹി യത്തിലും, ബൈൈിളിലും കമണ ല്ര ള്പ് എപ്ര ാരമാ എന്ന അക വഷണവും ഈ കലഖ ത്തില് അെങ്ങിയിരിക്കുന്നു. രി. ുഞ്ഞിരാമന് ായര് എന്ന വിക്ക് കമണം എങ്ങക അ ുഭവകപ്പട്ടു എന്നുള്ള വിവരങ്ങളും കലഖ ത്തികെ ഭംഗി വര്ധിപ്പി ുന്നു. പഠനലക്ഷ്യങ്ങള്: ാര്മു ിലി ു ഗദ്യത്തില് ഒരു അര്ച ാഗ ം എന്ന ി രരിചയകപ്പെു കമണകമന്ന പ്രരഞ്ചപ്ര ിഭാസകത്ത ുറിച് മ സിലാക്കു കലഖ ത്തികെ പ്രക യ ള്പ് കെത്തു രഠക ാര രണങ്ങള്പ്
- 2. മുന്നറിവ്:ബ്ലാക്ക്കൈാര്്, ചാര്ട്ട്, ലാപകൊപ്പ് കമണങ്ങള്പ് െിട്ടുെ്, അ ികെ ഭംഗി ്സവദ്ിചിട്ടുെ് ക .രി.അപ്പക രരിചയകപ്പട്ടു ്ശയം: പ്ര ി മുക്ക് മുന്നില് ഒരിക്കിയിരിക്കുന്ന അക ം വിസ്മയങ്ങളില് ഒന്നാ കമണം. അവ പ്ര ിസൗന്ദരയത്തികെ ഉത്തമ അെയാളങ്ങളാ . വി ള്പ്ക്കും സാഹി യ ാര്ാര്ക്കുമാ കട്ട അല് എലപായികപ്പാഴും പ്രകചാദ് മായിട്ടുെ് നൂതനപദ്ങ്ങള് ഭാഷാപരം: പ്രകചാദ് ം, ലക്കാര്, ിപ്ദ്, ിറുക്കു ള്പ് പ്പപയാഗങ്ങള് സാഹിതയപരം: പ്രവാഹസന്നദ്ധമായി ില്ക്കുന്ന, കരയ്യാന് വി ുമ്പി ില്ക്കുന്ന സകന്ദശം : പ്ര ിസൗന്ദരയം ്സവദ്ിക്കു
- 3. രഠക ാല്പ്പ ങ്ങള്പ്: കമണകത്തക്കുറിചുള്ള സി ിമാഗാ ങ്ങളുകെ കശഖരം രഠ പ്രവര്ത്ത ങ്ങള്പ്:
- 4. സജ്ജ രണം അധയാരി ുട്ടി ളുമായി സൗഹയദ്സംഭാഷണം െത്തുന്നു ുട്ടി കള ഴിഞ്ഞ ുകറ ദ്ിവസങ്ങളായി മ്മള്പ് ഒരു രാഠഭാഗം രഠിചുക ാെിരിക്കയായിരുന്നു. ഏ ാണല്? ‘രൂക്കളും ്െറു ി ളും’. വി. െി. ഭട്ട ിരിപ്പാെികെ കലഖ ം അകലപ? ശരി. ഓണം, വിഷു, ിരുവാ ിര, രൂക്കള്പ് ഇവകയലപാം ിങ്ങളുകെ ഓര്മയില് ഉെകലപാ. ഇന്നുമു ല് മ്മള്പ് രു ികയാരു രാഠമാ രരിചയകരൊന് കരാ ുന്നല്. ഏ ാണല്? ാര്മു ിലി ു ഗദ്യത്തില് ഒരു അര്ച ാഗ ം (ൈിൈി). ലപ ുട്ടി ള്പ്. ്രാണില് എഴു ിയല്? ക .രി.അപ്പ ാ (ൈിൈി). ശരി, അകേഹത്തിക ക്കുറിച് െ ചര് ഇന്നകല രറഞ്ഞിരുന്നു ഓര്മയുകൊ ? ഒന്ന് പ്ശദ്ധിക്കു (ചാര്ട്ട് പ്രദ്ര്ശിപ്പിക്കുന്നു) ഇ ി മറക്കരുല്. െ ചര് ാകള കചാദ്ിക്കും. ശരി മുക്ക് രാഠഭാഗത്തികലക്ക് െക്കാം. പാഠാവതരണം (ക ാക്െര് ൈിജുവികെ ‘് ാശത്തികെ ിറം’ എന്ന സി ിമയികല ഗാ ദ് ശയം ാണിചുക ാെുക്കുന്നു. ുട്ടി ള്പ് പ്ശദ്ധകയാകെ ഓകരാ രംഗവും ിര ക്ഷിക്കുന്നു). എലപാവരും െകലപാ. എന്താ മ സിലായല്? (ഓകരാരുത്തകരാൊയി കചാദ്ിക്കുന്നു) സി ിമാഗാ മാകണന്ന് മ സിലായി െലുെ്, ് ാശമുെ് മകെകന്തങ്കിലും? കമണത്തികെ വയ യസ് ഭാവങ്ങള്പ് ാണാന് സാധിക്കുന്നുെ്. മിെുക്കി.്രാണല് രറഞ്ഞല്?എലപാവരുകെയും ഉത്തരങ്ങള്പ് ശരിയാ .രകക്ഷ ഈ ഉത്തരമാ ൂെു ല് കയാജിചല് . കമണത്തികെ വയ യസ് ങ്ങളായ സൗന്ദര ലങ്ങള്പ് ഇ ില് ്വിഷ് രിചിട്ടുെ്. ശരി, ഇ ി മുക്ക് രാഠത്തികലക്ക് െക്കാം. [ ുട്ടി കള ക ാെ് വായിപ്പിക്കുന്നു.”എ ിക്ക് മഴകയക്കാള്പ് ഇഷ്ടം മു ിലാ .................................................................................... ....................മെുള്ളവര്ക്ക് ഇല് ിറുക്കു ളായി ക ാന്നാം] പ്ര ി ര ണം
- 5. മഴ ഇഷ്ടകപ്പൊത്ത ്കരങ്കിലും ഉകൊ? ഇലപ അകലപ,എലപാവര്ക്കും മഴ ഇഷ്ടമാ . എന്നാല് മഴക്ക് മുന്രുള്ള ാര്കമണകത്ത ഇഷ്ടകപ്പെുന്നവര് എപ് കരരുൊ ും? വളകര ചുരുക്കം. എലപാവരും സാധാരണ മഴയാ പ്ശദ്ധിക്കുന്നല് ാര്കമണകത്ത അരൂര്വ്വംചിലര് മാപ് കമ പ്ശദ്ധിക്കാറുള്ളു.അത്തരത്തികലാരു വയക്തിയാ മ്മുകെ കലഖ ും.അകേഹത്തി ു മഴകയക്കാള്പ് ഇഷ്ടം ാര്മു ിലാകണന്ന് രറയുന്നു. ിങ്ങളും രലകപ്പാഴും കമണത്തികെ വയ യസ് ഭാവങ്ങള്പ്, സൗന്ദരയാംശങ്ങള്പ് ്സവദ്ിചിട്ടുൊ ും. കമണകമന്ന് പ്രരഞ്ച പ്ര ിഭാസകത്ത ുറിചുള്ള കലഖ കെ അഭിപ്രായങ്ങളാ ഇവികെ വിവരിചിരിക്കുന്നല്. വായിച ഭാഗത്ത് ിങ്ങള്പ്ക്ക് എകന്തങ്കിലും പ്രക യ ാണാന് സാധികചാ? ഒന്നു ചിന്തിചു ക ാക്കു. ശരി, ഇവികെ ഒരു രദ്ം ്വര്ത്തിചുവരുന്ന ായി ാണാം [കൈാര് ില് എഴു ുന്നു. “പ്രവാഹസന്നദ്ധമായി ില്ക്കുന്ന ാര്കമണം പ്രവാഹസന്നദ്ധമായി ില്ക്കുന്ന മ സ് കരാകലയാ . പ്രവാഹസന്നദ്ധമായി ില്ക്കുന്ന വി കരാകലയാ . പ്രവാഹസന്നദ്ധമായി ില്ക്കുന്ന ്ശയങ്ങള്പ് കരാകലയാ ”. എന്താ ഈ വാച ത്തികെ സൗന്ദരയം? ഒന്നും മ സിലായിലപ. എങ്കില് െ ചര് രറയാം. രദ്ങ്ങളുകെ ഇത്തരം ്വര്ത്ത ങ്ങഗദ ഗദ്യഭാഷയുകെ സൗന്ദരയം വര്ദ്ധിപ്പിക്കുന്ന ിക ാകൊപ്പം അ ികെ ാവയത്മ കയയും ാളകൈാധകത്തയും വയക്ത്മാക്കി രുന്നുെ്. ഒന്നുവായിചു ക ാക്കു. കലപാരു ാളം,സവികശഷമായ ഭംഗി ിങ്ങള്പ്ക്ക് കെത്താന് സാധിക്കുന്നികലപ? രദ്യത്തികലന്നകരാകല ഗദ്യത്തിലും വാക്കു ള്പ്ക്ക് ാളം കെത്താന് സാധിക്കും. മ സ്സിലാകയാ? ഇന്നു മ്മള്പ് വായിച രാഠഭാഗം പ്രധാ മായും ക രി അപ്പന് എന്ന ിര ക്ഷ്ണങ്ങള്ളാ . കമണം അകേഹത്തി ു ഏക ാകക്ക രത്തില് അ ുഭവകപ്പെുകന്നന്നുള്ള ്ശയം ലളി മായി ഈ ഭാഗത്ത് വിവരിചിട്ടുെ്. പ്രവര്ത്ത ം കമണം എന്ന പ്രരഞ്ച പ്ര ിഭാസകത്ത ുറിചുള്ള കലഖ കെ അഭിപ്രായം ിങ്ങള്പ് പ്ശദ്ധിചകലപാ? കമണകത്ത ുറിചുള്ള അകദ്ധഹത്തികെ ിര ക്ഷണങ്ങളാണവ .അ ുകരാകല ിങ്ങള്പ്ക്ക്
- 6. എങ്ങക ാകക്കയാ കമണം അ ുഭവകപ്പട്ടിട്ടുള്ളല്. ുറിപ്പ് എഴു ു (പ്രവര്ത്ത ത്തില് മുഴു ുന്നു.) രു രവകലാ ം ാര്മു ിലിന് ഗദ്യത്തില് ഒരു അര്ച ാഗ ം ്രുകെ ിയാ ? രാഠഭാഗത്ത് വിവരിച സവികശഷ പ്രകയാഗങ്ങള്പ് കെത്തു ? ുെര്പ്രവര്ത്ത ം കമണം എന്ന പ്ര ി സൗന്ദരയകത്ത ുറിചുള്ള ക രി അപ്പകെ ിറുക്കു ള്പ് എകന്തലപാം ് ? കചറുവിവരണം യ്യാറാക്കു ?