1) The document discusses the role of college teachers in educating youth in a changing society.
2) It explains that youth face unique challenges due to rapid social changes and need guidance from teachers.
3) The roles of college teachers include understanding students' mindsets, providing counseling, fostering social responsibility, developing political awareness, cultivating good citizenship, and imparting value education.
This document discusses efforts to teach character building through education. It suggests that schools can play an important role in strengthening students' characters by modeling good behaviors and emphasizing moral values. The document provides some specific techniques schools can use, including displaying banners with moral messages, using literature and media to highlight examples, and incorporating discussions of values across subjects like English. It emphasizes the need for a holistic approach integrating character development into all aspects of school life, and notes that success requires involvement from teachers, parents, and society as a whole.
This document discusses the educational system and equality of educational opportunities in Pakistan. It defines education and describes it as a social process that transmits culture and social norms. Education serves social functions like socialization and cultural transmission. It also facilitates social change and mobility between social classes. However, inequality exists in educational opportunities due to factors like poverty, rural-urban disparities, and social stratification. The government aims to provide equal opportunities for all through measures like improving rural education infrastructure and boosting access for disadvantaged groups.
Foundation of education education role in pakistanNazish Jamali
This document provides an analysis of the role of education in society. It discusses what education and society are, and the relationship between the two. The key role of education is to make better citizens by teaching skills, etiquette, and rules to help social organization. An educated populace helps a country progress through awareness, confidence, ensuring a bright future, and contributing skills. Overall, education plays a major role in developing individuals and society by transferring cultural knowledge between generations and establishing social hierarchies.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
This document summarizes Simon S.M. Ho's presentation at the 2010 IAU Annual Conference on value-based education and university ethical leadership. Ho discusses the major challenges facing the world today, including financial/economic, ecological/environmental, socio-cultural, and identity issues. He argues that universities have a moral responsibility to promote core values through education and foster ethical leadership. Specifically, Ho advocates for a "learning common" approach that emphasizes community, connectedness, and addressing social concerns through curriculum to help resolve issues in higher education.
This document provides a summary of the National Curriculum Framework 2005 document. It discusses the process by which the framework was created, including consultations with experts, teachers, and the public. It outlines the broad aims of education identified in the framework, such as developing independent thought and sensitivity. It proposes five guiding principles for curriculum development, including connecting knowledge to life outside school and moving beyond rote memorization. It also recommends reconceptualizing curricular areas like language, mathematics, science, and social sciences to make education more relevant and reduce student stress.
Education plays a key role in social development by facilitating socialization and the transmission of social norms. It is considered both a basic human need and human right. While initiatives like Education for All have aimed to bring education to all, many challenges remain globally. Access to quality education remains unequal, especially for girls and those in poverty. Despite decades of efforts, millions of children remain out of school due to social, economic and physical barriers. Weak governance has been a root cause of the failure to fully achieve education goals. Education must empower individuals and societies to enact positive social change.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
This document discusses efforts to teach character building through education. It suggests that schools can play an important role in strengthening students' characters by modeling good behaviors and emphasizing moral values. The document provides some specific techniques schools can use, including displaying banners with moral messages, using literature and media to highlight examples, and incorporating discussions of values across subjects like English. It emphasizes the need for a holistic approach integrating character development into all aspects of school life, and notes that success requires involvement from teachers, parents, and society as a whole.
This document discusses the educational system and equality of educational opportunities in Pakistan. It defines education and describes it as a social process that transmits culture and social norms. Education serves social functions like socialization and cultural transmission. It also facilitates social change and mobility between social classes. However, inequality exists in educational opportunities due to factors like poverty, rural-urban disparities, and social stratification. The government aims to provide equal opportunities for all through measures like improving rural education infrastructure and boosting access for disadvantaged groups.
Foundation of education education role in pakistanNazish Jamali
This document provides an analysis of the role of education in society. It discusses what education and society are, and the relationship between the two. The key role of education is to make better citizens by teaching skills, etiquette, and rules to help social organization. An educated populace helps a country progress through awareness, confidence, ensuring a bright future, and contributing skills. Overall, education plays a major role in developing individuals and society by transferring cultural knowledge between generations and establishing social hierarchies.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
This document summarizes Simon S.M. Ho's presentation at the 2010 IAU Annual Conference on value-based education and university ethical leadership. Ho discusses the major challenges facing the world today, including financial/economic, ecological/environmental, socio-cultural, and identity issues. He argues that universities have a moral responsibility to promote core values through education and foster ethical leadership. Specifically, Ho advocates for a "learning common" approach that emphasizes community, connectedness, and addressing social concerns through curriculum to help resolve issues in higher education.
This document provides a summary of the National Curriculum Framework 2005 document. It discusses the process by which the framework was created, including consultations with experts, teachers, and the public. It outlines the broad aims of education identified in the framework, such as developing independent thought and sensitivity. It proposes five guiding principles for curriculum development, including connecting knowledge to life outside school and moving beyond rote memorization. It also recommends reconceptualizing curricular areas like language, mathematics, science, and social sciences to make education more relevant and reduce student stress.
Education plays a key role in social development by facilitating socialization and the transmission of social norms. It is considered both a basic human need and human right. While initiatives like Education for All have aimed to bring education to all, many challenges remain globally. Access to quality education remains unequal, especially for girls and those in poverty. Despite decades of efforts, millions of children remain out of school due to social, economic and physical barriers. Weak governance has been a root cause of the failure to fully achieve education goals. Education must empower individuals and societies to enact positive social change.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
1) International understanding is important for developing countries' economic programs and global cooperation. It requires viewing all people equally while overcoming cultural prejudices.
2) International understanding promotes peace by analyzing issues like refugees, armed conflicts, and the role of media. It also highlights the importance of international legal systems for human rights.
3) Education is the best way to develop international understanding and solve global issues. Classroom activities that teach about different cultures and global interdependence can enhance international understanding.
This document provides an overview of the International Commission on Education for the 21st Century. It lists the members of the commission and introduces the chairman, Jacques Delors. It then provides a brief outline of the contents of the commission's report to UNESCO, including its outlooks on moving from local to global communities, social cohesion to democratic participation, and economic growth to human development. The report also outlines its principles on the four pillars of education and learning throughout life. It concludes by providing directions on moving from basic education to university, the role of teachers, political choices for education, and international cooperation to educate the global village.
The document discusses how neoliberalism has affected higher education and equality of opportunity. It notes that neoliberalism allows private interests to control social life for profit. This has negatively impacted faculty, students, and society. Additionally, neoliberalism promotes the idea of "marketopia" where people are solely seen as consumers. The document concludes that in order to achieve equal opportunity in education, the notions of neoliberalism, marketopia and capitalism must be challenged as they have corporatized schools.
The document discusses modern trends in curriculum movement in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework (KCF) in 2007, which was informed by the National Curriculum Framework of 2005. The KCF aims to create a progressive education system that promotes social justice, environmental awareness, citizenship, nationalism, and rights. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The document also discusses teaching science in an integrated manner linked to real life and traditional knowledge, and ensuring inclusive, equitable education for all students.
Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
Quotes from Leaders in the Civic Engagement Movement Talloires Network
The Talloires Network presents the Leaders in the Civic Engagement Movement series, a collection of interviews with influential leaders around the world focusing on the intersection between universities and the communities that surround them. This presentation introduces some of the featured civic engagement pioneers, with short quotes from their respective interviews.
This document discusses strategies to promote world peace through education proposed by the Peace Pals group of City Montessori School in Lucknow, India. It identifies the main problem as the inability of the current education system to build bridges of unity and peace. Through surveys and analysis, the group found the root causes to be a lack of moral/divine inputs, innovative approaches, global understanding, and interaction with information technology. The strategies proposed include promoting universal values, global understanding and service through activities like seminars, camps, and technology to help develop students and society as conscious global citizens dedicated to peace.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
The document discusses the role of higher education in educating responsible citizens beyond just training professionals. It argues that higher education needs to transform to address societal challenges through intercultural dialogue and understanding. Curricula should promote shared values, global and national citizenship, and intercultural competencies to enable students to act as global citizens and recognize the rights of others.
MaryLou Forward: Globally Networked Learning through Virtual ExchangeAlexandra M. Pickett
Day 1 Presentation
MaryLou Forward
Presentation: Globally Networked Learning through Virtual Exchange
http://opensunysummit2018.edublogs.org/2018/01/22/coil/
Open SUNY Summit 2018 -
Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/
February 28 - March 2, 2018, SUNY Global Center, NY, NY.
Conference website: http://opensunysummit2018.edublogs.org/
Program: http://opensunysummit2018.edublogs.org/about/program/
Recordings: http://opensunysummit2018.edublogs.org/mediasite/
Materials: http://opensunysummit2018.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
This research was aimed at describing how is the model of educational character in High School Al-Istiqamah Simpang Empat, West Pasaman, West Sumatera and what strategy that was used by High School Al-Istiqamah to keep the quality outputs which have character, then this research became a model in organizing educational character related to the sustainable development and capacity human building. To get the aim of the research, the researcher used qualitative ethnography methodology. This study carried out on the condition of natural and cultural nature, it is more descriptive, it emphasis on the process rather than the product or outcome, data analysis conducted inductively, and further emphasize the significance (data behind the observed). The techniques of collecting data consisted of interviewing, observation, documentation, and triangulation. The model of educational character was (1) religious; (2) moderate; (3) smart; and (4) independent. The Strategy which was done to keep the output was forming the school’s culture such behavior, tradition, daily life, and symbols which were applied by all members of school and society around school.
This document provides information about an adult education course called EDAC 631 at the graduate level. It profiles three important figures in the history of adult education: Margaret Sanger, who advocated for women's health and founded Planned Parenthood; Sharan Merriam, an influential researcher in the field of adult education; and summaries programs like Goodwill Industries and the Maine College Transition Initiative that provide educational opportunities for adults. It also reflects on the future of adult education and how the course has impacted individual students' perspectives.
The document discusses the purpose of higher education in three main points. First, higher education provides opportunities for greater financial and career success by increasing lifetime earnings potential compared to only a high school degree. Second, it educates citizens to participate in and lead a democratic society by developing skills like critical thinking. Third, the college experience exposes students to new ideas and experts that broaden their understanding of the world in ways that are hard to gain elsewhere.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
This document summarizes a presentation on higher education's role in educating responsible citizens beyond just training professionals. It discusses how higher education needs to adopt new roles and realign missions to foster personal development, critical thinking, social analysis skills, and equip students to constructively engage with societal problems. It also emphasizes cultivating intercultural understanding and dialogue to address the interconnected challenges facing humanity.
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
The document contains a LET reviewer for professional education focusing on social dimensions in education part 2. It includes 25 multiple choice questions covering topics like the four pillars of education according to Delors, globalization, human rights education, peace education, multicultural education, and implications of globalization for education. The questions assess understanding of key concepts, frameworks, and issues in various areas of social education.
The document contains a 25-question LET reviewer for the Professional Education Prof. Ed. subject "Social Dimensions in Education Part 1". The questions cover topics related to globalization, education paradigms, multicultural education, gender issues, and peace education. Sample questions assess understanding of tensions between tradition and modernity, characteristics of globalization, approaches to addressing diversity in the classroom, and the aims of organizations like UNESCO in promoting peace.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
Paper Presentation given by Sree Devi Gundpaneni on Re-conceiving school leadership in the 21st century at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
This document discusses issue-based learning and the need for a new education system. It argues that the current system does not adequately address inequalities and injustices in society. A new system should use education for social reformation by incorporating social issues into the curriculum. This would allow students to develop skills like critical thinking while working towards social justice goals like addressing lack of resources, marginalization, and environmental issues. The proposed issue-based curriculum would help students understand the roots of problems, form their own opinions, and potentially intervene in social issues.
Community education is an educational philosophy that promotes learning through collaboration between community members. It uses both formal and informal methods to educate individuals and groups within their communities. The goals of community education are to make education relevant to community needs, facilitate learning within the community, and foster mutual understanding between learning outcomes and community services. It aims to develop problem-solving skills and positive attitudes to serve society. Community education can take place in any setting and for people of any age or profession.
1) International understanding is important for developing countries' economic programs and global cooperation. It requires viewing all people equally while overcoming cultural prejudices.
2) International understanding promotes peace by analyzing issues like refugees, armed conflicts, and the role of media. It also highlights the importance of international legal systems for human rights.
3) Education is the best way to develop international understanding and solve global issues. Classroom activities that teach about different cultures and global interdependence can enhance international understanding.
This document provides an overview of the International Commission on Education for the 21st Century. It lists the members of the commission and introduces the chairman, Jacques Delors. It then provides a brief outline of the contents of the commission's report to UNESCO, including its outlooks on moving from local to global communities, social cohesion to democratic participation, and economic growth to human development. The report also outlines its principles on the four pillars of education and learning throughout life. It concludes by providing directions on moving from basic education to university, the role of teachers, political choices for education, and international cooperation to educate the global village.
The document discusses how neoliberalism has affected higher education and equality of opportunity. It notes that neoliberalism allows private interests to control social life for profit. This has negatively impacted faculty, students, and society. Additionally, neoliberalism promotes the idea of "marketopia" where people are solely seen as consumers. The document concludes that in order to achieve equal opportunity in education, the notions of neoliberalism, marketopia and capitalism must be challenged as they have corporatized schools.
The document discusses modern trends in curriculum movement in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework (KCF) in 2007, which was informed by the National Curriculum Framework of 2005. The KCF aims to create a progressive education system that promotes social justice, environmental awareness, citizenship, nationalism, and rights. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The document also discusses teaching science in an integrated manner linked to real life and traditional knowledge, and ensuring inclusive, equitable education for all students.
Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
Quotes from Leaders in the Civic Engagement Movement Talloires Network
The Talloires Network presents the Leaders in the Civic Engagement Movement series, a collection of interviews with influential leaders around the world focusing on the intersection between universities and the communities that surround them. This presentation introduces some of the featured civic engagement pioneers, with short quotes from their respective interviews.
This document discusses strategies to promote world peace through education proposed by the Peace Pals group of City Montessori School in Lucknow, India. It identifies the main problem as the inability of the current education system to build bridges of unity and peace. Through surveys and analysis, the group found the root causes to be a lack of moral/divine inputs, innovative approaches, global understanding, and interaction with information technology. The strategies proposed include promoting universal values, global understanding and service through activities like seminars, camps, and technology to help develop students and society as conscious global citizens dedicated to peace.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
The document discusses the role of higher education in educating responsible citizens beyond just training professionals. It argues that higher education needs to transform to address societal challenges through intercultural dialogue and understanding. Curricula should promote shared values, global and national citizenship, and intercultural competencies to enable students to act as global citizens and recognize the rights of others.
MaryLou Forward: Globally Networked Learning through Virtual ExchangeAlexandra M. Pickett
Day 1 Presentation
MaryLou Forward
Presentation: Globally Networked Learning through Virtual Exchange
http://opensunysummit2018.edublogs.org/2018/01/22/coil/
Open SUNY Summit 2018 -
Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/
February 28 - March 2, 2018, SUNY Global Center, NY, NY.
Conference website: http://opensunysummit2018.edublogs.org/
Program: http://opensunysummit2018.edublogs.org/about/program/
Recordings: http://opensunysummit2018.edublogs.org/mediasite/
Materials: http://opensunysummit2018.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
This research was aimed at describing how is the model of educational character in High School Al-Istiqamah Simpang Empat, West Pasaman, West Sumatera and what strategy that was used by High School Al-Istiqamah to keep the quality outputs which have character, then this research became a model in organizing educational character related to the sustainable development and capacity human building. To get the aim of the research, the researcher used qualitative ethnography methodology. This study carried out on the condition of natural and cultural nature, it is more descriptive, it emphasis on the process rather than the product or outcome, data analysis conducted inductively, and further emphasize the significance (data behind the observed). The techniques of collecting data consisted of interviewing, observation, documentation, and triangulation. The model of educational character was (1) religious; (2) moderate; (3) smart; and (4) independent. The Strategy which was done to keep the output was forming the school’s culture such behavior, tradition, daily life, and symbols which were applied by all members of school and society around school.
This document provides information about an adult education course called EDAC 631 at the graduate level. It profiles three important figures in the history of adult education: Margaret Sanger, who advocated for women's health and founded Planned Parenthood; Sharan Merriam, an influential researcher in the field of adult education; and summaries programs like Goodwill Industries and the Maine College Transition Initiative that provide educational opportunities for adults. It also reflects on the future of adult education and how the course has impacted individual students' perspectives.
The document discusses the purpose of higher education in three main points. First, higher education provides opportunities for greater financial and career success by increasing lifetime earnings potential compared to only a high school degree. Second, it educates citizens to participate in and lead a democratic society by developing skills like critical thinking. Third, the college experience exposes students to new ideas and experts that broaden their understanding of the world in ways that are hard to gain elsewhere.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
This document summarizes a presentation on higher education's role in educating responsible citizens beyond just training professionals. It discusses how higher education needs to adopt new roles and realign missions to foster personal development, critical thinking, social analysis skills, and equip students to constructively engage with societal problems. It also emphasizes cultivating intercultural understanding and dialogue to address the interconnected challenges facing humanity.
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
The document contains a LET reviewer for professional education focusing on social dimensions in education part 2. It includes 25 multiple choice questions covering topics like the four pillars of education according to Delors, globalization, human rights education, peace education, multicultural education, and implications of globalization for education. The questions assess understanding of key concepts, frameworks, and issues in various areas of social education.
The document contains a 25-question LET reviewer for the Professional Education Prof. Ed. subject "Social Dimensions in Education Part 1". The questions cover topics related to globalization, education paradigms, multicultural education, gender issues, and peace education. Sample questions assess understanding of tensions between tradition and modernity, characteristics of globalization, approaches to addressing diversity in the classroom, and the aims of organizations like UNESCO in promoting peace.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
Paper Presentation given by Sree Devi Gundpaneni on Re-conceiving school leadership in the 21st century at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
This document discusses issue-based learning and the need for a new education system. It argues that the current system does not adequately address inequalities and injustices in society. A new system should use education for social reformation by incorporating social issues into the curriculum. This would allow students to develop skills like critical thinking while working towards social justice goals like addressing lack of resources, marginalization, and environmental issues. The proposed issue-based curriculum would help students understand the roots of problems, form their own opinions, and potentially intervene in social issues.
Community education is an educational philosophy that promotes learning through collaboration between community members. It uses both formal and informal methods to educate individuals and groups within their communities. The goals of community education are to make education relevant to community needs, facilitate learning within the community, and foster mutual understanding between learning outcomes and community services. It aims to develop problem-solving skills and positive attitudes to serve society. Community education can take place in any setting and for people of any age or profession.
Role of the teachers and effects of education on cultural developmentThaliaBrito5
Describes the social problems of educational institutions and the role of the teacher in education and social changes, and its impact on the effects of education on Cultural development.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
Students play a vital role in developing countries and are the future of those nations. As students gain education and skills, they will become productive members of the workforce and leaders in both public and private sectors. If students are neglected, it could cause major long-term problems for their country. Students are like the building blocks of a nation and the country's development relies on their contributions.
The document discusses the transformative power of education. It argues that education empowers individuals by providing tools for personal growth, fostering creativity and problem solving. Beyond academics, education shapes character and values through social interactions. Nations that prioritize education see advances in areas like technology, healthcare and economics as education fuels innovation and economic growth. Additionally, education promotes global citizenship by cultivating understanding of diverse cultures and perspectives. The document concludes that investing in inclusive, quality education systems empowers individuals and contributes to humanity's collective progress.
Social reconstructionism focuses on using education to eliminate social inequities. It aims to inform students about issues in their society, equip them with skills to enact change, and encourage them to improve society. The curriculum presents social challenges and problems to stimulate critical thinking and a desire for reform. It incorporates action-oriented lessons to teach civic responsibility. Teachers facilitate learning and foster democratic discussion to empower student voices for change.
Social reconstructionism focuses on using education to eliminate social inequities. It aims to inform students about issues in their society, equip them with skills to enact change, and encourage them to improve society. The curriculum presents social challenges and problems to stimulate critical thinking and a desire for reform. It incorporates action-oriented lessons to teach civic responsibility. Teachers facilitate learning and foster democratic discussion to empower student voices for change.
This document discusses issue-based curriculum, which focuses on developing knowledge through exposing learners to social issues. It presents issue-based curriculum as a departure from traditional knowledge transmission models. The challenges for teachers in developing and teaching issue-based lessons are discussed. Key issues addressed in Kerala that could be studied include land and water management, agriculture, human resource development, and health. The Critical Thinking Curriculum Model is presented as a framework for designing issue-based lessons using multidisciplinary real-world problems.
This document summarizes a speech given at the International Association of Universities 13th General Conference on the theme of higher education serving and shaping society. The key points made are:
1) Universities need to mobilize their resources of teaching, research, and community outreach to address complex global issues like poverty, disease, and environmental threats.
2) Professional education in particular needs to focus more on civic purpose and human rights, beyond just specialization. Service learning initiatives that engage students in community work should be emphasized.
3) Traditional teaching methods alone are not sufficient and must be supplemented with technology and initiatives to reach more learners globally and integrate community outreach into the learning experience.
Bhumika Singh presented on the role of youth in nation building. The document discusses how youth are energetic and can help bring social reform. It emphasizes that nations require youth participation to progress in fields like technology and sports. Youth should be empowered and educated to help reduce poverty and crime. The National Service Training Programme aims to develop youth's well-being and teach them to become leaders and volunteers to serve the nation. Today's youth will determine the future of the country and have responsibilities to help develop India through skill development, improving agriculture and technology.
Sociology is the study of human behavior and interaction in groups and society. It examines how social structures, culture, and institutions influence education. A sociological approach to curriculum considers issues in society that impact education, such as social and economic problems, cultural transmission, and political awareness. Educational sociology specifically researches how culture and society can improve education. Curriculum based on sociology is flexible to society's needs and aims to develop social skills while transmitting cultural heritage. Teachers have an important role in shaping students through democratic values and moral development. Schools should reflect the larger society through disciplined and socially engaged activities.
This document discusses the importance of global learning opportunities for students' education and future success. It argues that global learning needs to be integrated throughout students' learning experiences, including in expanded learning opportunities outside the traditional classroom. These opportunities are well-suited to building global competence through inquiry-based learning, collaboration, and problem-solving. The document recommends policy support for global learning in expanded learning to provide more students engaging opportunities that develop critical skills and prepare them for academic and career success in an increasingly global world.
- Education both shapes and is shaped by society. It both preserves existing social structures but can also help drive social change, especially when aimed at disadvantaged groups.
- While education typically reflects the existing social order, reformers argue it should aim to transform society by promoting values of equality, cooperation, and social progress.
- Multiple factors influence the relationship between education and social change, including political systems, economic conditions, urbanization, and access to education across all segments of society. Education alone is not sufficient to create social change but is an important tool when combined with other reforms.
This document outlines an assignment for students to analyze the role and goals of secondary education based on suggested materials including a TED talk. It discusses how secondary education should prepare students for today's globalized world by developing cognitive, linguistic, and cultural skills through diverse activities and texts. It argues that while the 20th century focused on teaching practices and contents, the 21st century requires new goals, redesigned pedagogies, and deeper learning to develop students' critical thinking and prepare them for a changing job market. Specifically, schools should cultivate skills like creativity, collaboration, problem solving, ethics and resilience to make students engaged global citizens capable of progressing society.
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
The document discusses the importance of youth work in communities. It argues that young people and communities are often seen as separate, but they should be brought together. Good youth and community work can help develop pride in local areas and create inclusive communities where young people are valued. The challenges include demonstrating how youth work contributes to key issues like employment, health, and crime prevention. Youth work must also listen to young people and communities to understand local needs. Framing youth work outcomes can show it is worth investing in.
As teachers it is very important that we have a clearly defined and articulated educational philosophy that would serve as our guide in our entire professional career as Mentors.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
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1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
Role of College Teachers in Educating the Youth in the Changing
Society
Abdul Awal
Asstt. Professor, Deptt. Of English KharupetiaCollege.P.O.KharupetiaGhat District-Darrang:Assam(India)
Darrang:Assam(India)
Email- abdul.awal 786@ yahoo. Com.
Introduction :-
We live in a rapidly changing society. In fact , love for change and progress is inherent in human nature. It is this
reason why man, since the dawn of human civilization, has been trying to make adjustment to physical and social
world around him.But in this age of globalization and information communication revolution , this change has
been even more rapid and dramatic, affecting our life styles, our ways of thinking , feeling and acting . The youth,
like any other section of people simply can not remain unaffected by this change. Teachers as educators have
sacred duty to educate and guide the youth to cope with this rapidly changing society. The College teachers who
are considered to be highly intellectual section of the society have even a bigger role to play in t regard. An
this
attempt has been made in this paper to throw some light on the role to be played by the teachers in general and the
College teachers in particular in educating and guiding the youth in the fast changing society.
Objectives:-
The objectives of this paper are as follows :
:-
(i) To highlight the importance of educating and guiding the youth in the fast changing social scenario.
(ii) To identify the needs, problems and challenges faced by the youth in the changing society and the areas in
which they need guidance of the teachers.
(iii) To highlight the role of teachers in general and the college teachers in particular in educating and guiding
the youth in the changing society.
Why the youth need to be educated / guidedguided:.
It goes without saying that the youth constitute a sizeable portion of the world population. Youths of today will be
the responsible citizens of tomorrow. Again youth is also the period which is characterized by certain unique
features which are usually not found in the other stages of human development. This stage no longer exhibits the
stability and uniformity that marked his preceding stages i.e childhood and boyhood. Furthermore, youth or
adolescence being a period of rapid growth, development and change, is most likely to be accompanied by a
number of difficulties and problems. The needs and problems of the youth are very peculiar and hence, these
need to be understood and addressed very carefully. Without proper education and counseling it will be next to
impossible on the part of the youth to make proper adjustment in the changing society. In the absence of such
guidance, the youths are likely to face the danger of being misled and will be unable to translate their dreams and
aspirations into reality.
Educating the youth: Role of College teachers:
ege
Collegiate education has undoubtedly a significant role in shaping and moulding the future of the youth, and
college teachers, being highly intellectual, are entrusted with the onerous responsibility of guiding the student
youth in the proper direction. . In fact ,college teachers as social engineers have a multifarious role to play in this
respect. The role of college teachers in educating the youth can be discussed under the following headings:
i) Understanding the mindset of the youth:
The first and foremost task of the teachers in general and the college teachers in particular is that they must be
st
capable of reading the mindset of the college youth who are confronted with a myriad of emotional and
psychological problems at this stage. College going youths are usually highly vulnerable to the limitations in
personal growth, imposed by emotional disturbances of varying severity. Furthermore, problems of the youth are
unique in that many of the difficulties are related to development issues of gen
gender, self – esteem, competition and
cultural membership in a population in transition. These developmental issues lead to vague symptoms of anxiety
and depression, rather than to clearly defined emotional disturbances one would expect in a general adult
population. College teachers can play a crucial role in addressing these problems . In order to address these
opulation.
problems of the youth college teachers need to be very sympathetic and cordial towards them.
ii)Teachers as counselor:
College teachers can effectively play the role of a counselor in educating the young generation. They can not only
vely
guide and advise the youth, but also help them to get over their stress and anxieties which are caused by the fast
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
changing socio-political-cultural milieu around them. As a successful guide and counselor a teacher is capable of
cultural
giving new direction to the lives of the young people.
iii)Inculcating a sense of social responsibility
responsibility:
Youth is also the period when the society expects something from the young generation. Yout being the future
Youth
assets of the nation, they have great social responsibility. Being a product of the society they must be sensitized to
the needs and problems facing the society or the region they live in. It is needless to state that a team of dynamic
and energetic youth can change the very fabric of a given society. In view of this, college teachers should be
capable of sensitizing the young generation to the burning problems of the society and should also prepare them to
shoulder social responsibilities in right earnest. The youths should be trained in such a way that they will use their
es
skills and talents in the services of his community, his country and the whole world.
iv)Making the youth politically conscious
conscious:
The youth of today being the future custodian of democracy, need to be politically conscious. If the youths are to
custodian
assume the future leadership of the country they must be trained to be conscious of their own rights and duties, and
they must be made to feel respectful to the democratic process. College teaches can do a lot in making them aware
process.
of their roles in building up the economic prosperity of their country.
V) Cultivating qualities of good citizenship
citizenship:
Though the concept of education for good citizenship has been an old one, it has its relevance in all times. In this
relevance
fast changing world, the necessity of educating the youth for good citizenship has assumed greater significance.
Youth is the most opportune time to inculcate a sense of good citizenship. The youth should be taught to cultiva
cultivate
the qualities of a good citizen which include, among others, the following:
- Ability to be aware of the importance of meeting human needs and to be concerned with the extension of the
essentials of life to individuals.
- To owe allegiance to the ideals of democracy.
- Practice the kinds of relationships that are consistent with a democratic society.
- Recognizes and endeavours to help in the solution of the social problems of the time.
- Possesses and uses knowledge, skill and abilities to facilitate the process of democratic
living.(Harris:Encyclopaedia of Educational Reasearch)
- Ability to work with others in a co co-operative way.
- Ability to understand, accept and tolerate cultural differences.
- Willingness to resolve conflicts in a non non-violent manner.
- Ability to be sensitive towards and to defend human rights and rights of women,etc.
vi)Imparting value education:
The period during which the youth prosecute college education is very crucial in so far as the perception of values
is concerned. In fact, student youth in modern society is constantly subjected to confusion of values all around
them. There is great contradiction in what parents, teachers and leaders preach and what they themselves practice.
In such confusing situation everybody suffers from a dilemma with regard to various values. The impact of social
regard
forces unique to youth’s time, economic dependency, subordinate role in the society, adult’s attempts to
understand them in the light of their own experience, ambitions and aspirations, distorted perceptions of the urges
and aspirations of the youth create a social situation where the youth comes to occupy a marginal place and is
pushed to a stage of anxiety. Moreover, the weakening of social and moral values in the younger generation is
creating many serious social and ethical conflicts and there is already a desire among some great western thinkers
ocial
to balance the knowledge and skills which science and technology bring with the values and insights associated
with ethics and religion at its best. It is in this context that the role of college teachers assumes significance.
context
Teachers in general and college teachers in particular must be able to inculcate in the youth a clear sense of values
values-
- moral, social and spiritual. In this context, the following aspects may b kept in view:.
be
a) To balance knowledge with essential social skills.
b) To balance science and technology with ethics and religion.
c) To help form character besides training in skills.
d) To cultivate true citizenship spirit.
e) To work for the fulfillment of national goals.
f) To attempt eliminate religious fanaticism, superstition and fatalism.
g) g) To attempt to transcend linguistic regional barriers.
vii) Motivating the youth to dream :
Adolescence or youth is also the time for dreams and aspirations to achieve better future. Indeed , the education
of individuals as well as of societies is propelled by the power of dreams – of visions of what to be, of what we
want to become, of what kind of world we would like to live in, of how to find peace and happiness . Education
is goal oriented and is motivated by the values we cherish, the ideals we seek, the priorities we choose to live by.
In the words of Leonard Cheshire (1981) quoted from Educating World Citizens : “We need a vision, a dream.
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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Vol 3, No 12, 2012
The vision should be the oneness, the essential and organic solidarity of the human family. The dream, that we
s,
each in our own way make our personal contribution towards building unity and peace among us.” The college
teachers are expected to lead the societies not only by motivating the youth to dream high, not merely by
the
preparing them to meet the challenges of the changing societies but by empowering them to image preferred
futures, better worlds for their generations and for those to come.
(viii) To instill self confidence :
Mere making the youth dream high will be of no use unless they are taught to develop the will power. In this fast
changing society, newer and newer challenges are coming before them which they must be able to face and get
over with their strong will power. They must be taught that failures and even repeated failures can not deter them
taught
from achieving success. They must be encouraged to proceed with self confidence towards achieving their goal
Teachers can surely play a crucial role in developing such confidence and positive attitude among the youth.
Conclusion :
To conclude it may be said that the importance of the role of the teacher in general as an agent of social change,
promoting understanding and tolerance has never been more obvious than today. Teachers have crucial role to
play in preparing the young people not only to face the future with confidence but to build it with purpose and
responsibility. This role is likely to become more crucial in the days to come. The need for change from narrow
nationalism to universalism, from ethnic and cultural prejudice to tolerance, understanding and pluralism from
ism,
autocracy to democracy in its various manifestations, and from a technologically divided world where high
technology is the privilege of the few to a technologically united world, places enormous responsibilities on
united
teachers in general and the college teachers in particular who participate in the molding of the characters and
minds of the new generation.
References :
1. Agarwal J.C : New Education Policy 1986 Sterling publication Pvt. Ltd., New Delhi.
1986, blication
2. Kennedy Kerry J. : Building Civic Society for a New Century : Engaging young people in civic
institution and civil society,” Paper Presented at the 7th UNESCO-ACEID conference. Bengkok.
,” ACEID
3. Mukherjee S.N. : Education in India ; Today and Tomorrow, Acharya Book Depot, Vadodara.
,
4. Prayag Mehata : The Indian youth : Emerging Problems and Issues, Bombay, Somaiya Publication Pvt.
,
Ltd. 1971.
5. Quisumbing lourds : Citizenship Education for Better World Societies.: A Holistic Approach, Paper
presented at the 8th UNESCO
UNESCO-ACEID conference on Education, Nov. 29th 2002, Bengkok.
6. Srinivas M.N. : Social change in Modern India, Orient Longman, New Delhi, 1995.
India,
7. World Education Report (1998) : Teachers & Teaching in a Changing World, UNESCO Publishing
Publishing.
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