ROLE OF EDUCATION TO INCULCATE VALUE DEMOCRACY.pptx
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- Education plays an important role in instilling democratic values such as freedom, equality, fraternity and justice. - A democratic education system provides equal opportunities for all students to develop according to their individual abilities and interests. It emphasizes student-centered and activity-based learning. - Democratic principles like sharing responsibility, recognizing individual worth, and cooperation should be reflected in education administration and teaching methods. Teachers act as guides and respect students' individuality in a democratic classroom.
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Nationalism is the feeling of unity among people of a country regardless of language, culture, or religion. Education plays a vital role in promoting nationalism by teaching students that all Indians share a common identity. Teachers should teach respect for all religions, democracy, history, biology, and encourage tolerance in order to spread nationalist sentiments through the education system.
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The document discusses constitutional values and education in India. It covers the following key points:
- The preamble to the Indian constitution outlines values of justice, liberty, equality and fraternity.
- The constitution establishes fundamental rights like right to equality, freedom of speech and religion. It also outlines fundamental duties of citizens.
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Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
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3) Focus on women's education through schemes to promote girls' enrollment and literacy.
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The document discusses Flanders' Interaction Analysis (FIAC), a system for categorizing and analyzing classroom interactions. It describes FIAC's 10 categories for coding teacher and student talk. The categories are divided into indirect and direct teacher influence as well as student talk in response to or initiation of ideas. FIAC involves encoding classroom interactions using the categories, tabulating the data in a matrix, and interpreting the matrix to understand classroom dynamics. Theoretical assumptions underpinning FIAC include the importance of verbal communication and teacher influence in the classroom.
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Democracy and education are closely linked according to John Dewey. Education should prepare students for active citizenship in a democratic society by developing skills like critical thinking, efficacy, and participation in political and community life. For education to be truly democratic, it must be accessible to all and value student participation. Dewey believed mass education is only possible in democratic societies that equitably distribute resources and opportunities for growth. The document then discusses measures of democratic society, the roots of democracy in Pakistan, the relationship between Islam and democracy, and concludes that curriculum needs to improve to better educate students for democratic participation and responsibility.
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Human rights education aims to rectify the injustices of apartheid and integrate human rights values across the South African curriculum. It seeks to educate students about their rights and responsibilities according to the constitution to create a more just, peaceful and equal society. However, some teachers resist emphasizing human rights as they feel it undermines their authority and they are not prepared for the changes in teaching practices required. Overall, incorporating human rights education is meant to empower students and foster respect for all.
Education_Purpose of_2022_08.pdf
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.
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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.
Ideologies Lecture
The document discusses different ideologies that underpin approaches to education, including progressivism, classical humanism, reconstructionism, and instrumentalism. It explores how these ideologies influence factors like curriculum design, teaching methods, learner and teacher roles, and assessment. While governments and initiatives often promote certain ideologies, there can be tensions, such as between a personalized learning approach and the constraints of a national curriculum. An awareness of the ideologies at play is important for educational professionals to maintain integrity and critical thinking.
Human rights education
Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
Wasan Abu Baker My Philosphy In Education
This document is a philosophy paper written by Wasan F. Abu-Baker for a history and philosophy of education course. The paper discusses Abu-Baker's beliefs about education based on critical theory. It argues that education should promote freedom, intellectual growth, and critical thinking. The purpose of schools according to critical theory is to provide historical perspective, human liberation, and raise consciousness. Teachers should listen to students and encourage free thinking and expression. An essentialist approach that focuses only on basic skills ignores developing students' social skills and ability to think critically.
Learning And Teaching Are Social In Nature And Begins In Infancy
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/
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- 1. ROLE OF EDUCATION TO INCULCATE VALUE DEMOCRACY EDU-01 : Knowledge and Curriculum: Philosophical and Sociological Perspectives Submitted to Dr. George Varghese Assistant Professor MTTC Pathanapuram Submitted by Archana M S I BEd Mathematics MTTC Pathanapuram
- 2. Democracy The word democracy is derived from two Greek words. “Demos” and “Cratia”. “Demos” means public / people. “Cratia” means power. Thus democracy means Power of the people.
- 3. Definition of Democracy “Democracy is a government of the people, by the people, and for the people” - Abraham Lincoln “A government by the many” – Aristotle “Democracy is a government in which everybody has to share” - Seely
- 4. Basic principles of Democracy Freedom Equality Fraternity Justice
- 5. Democracy in Education The impact of democratic tendency in education is evident on the working of the following elements. Provision of equal opportunities and recognition of individual differences. In a democratic setup, each child is a sacred and valuable entity of society. Equal opportunities are made available to one and all for their fullest development. Each child receive-proper support according to his interest, aptitude and capacities to develop individuality to fullest extent
- 6. Universal and compulsory education Free education Provision of adult education Child - centred education Methods of teaching Social activities( co-curricular activities ) Students unions Respect of teacher's personality
- 7. School administration Intelligence test Physical health of children School Cooperation between all agencies of education Importance of individual attention
- 8. Democracy and Aims of Education Development of democratic values Development of worthy interest Development of vocational efficiency Development of sound habits Development of thinking power(think rationally & scientifically) Development of Social outlook Development of harmonious personality Development of leadership quality
- 9. Development of national & international feelings(true patriotism ) Training for citizenship Development of tolerance Development of the capacity to receive new ideas
- 10. Democracy and Curriculum Education is according to 4A's, i.e., age, ability, aptitude and aim of the students. Diversified - must include activities, sports, games, co curricular activities etc…. Achievement of Social aims Emphasis on flexibility Emphasis on local needs Provision of vocational needs Emphasis on activity
- 11. Group activities and group work Place for leisure hour activities Regional languages should form part of curriculum
- 12. Democracy & Education Administration Principle of sharing responsibility Principle of equality Principle of freedom Principle of cooperation Principle of justice Principle of recognising the individual worth Principle of leadership
- 13. Democracy & the Methods of Teaching Students centered Group and project work Activity teaching method Montessori, Dalton & Heuristic are worth mentioning Learning by doing
- 14. Democracy and Teacher Teacher as a guide and helper Teacher as a friend Creation of a healthy environment Student centered teaching - learning process Teacher should be impartial and sympathetic Teacher should embibe democratic feelings
- 15. Democracy and the Child Education according to the interest, aptitude and ability of the child for his all round development. Democracy and Discipline Self - discipline Participation in school Parliament, association, clubs etc…to be encouraged
- 16. THANK YOU