1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
OBJECTIVES OF TEACHING SCIENCE
Education is a process of bringing about changes in an individual in a desired direction. It is a process of helping a child to develop his potentialities to the maximum and to bring out the best from within the child. To bring about these changes we teach them various subjects at different levels of school. Science as subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves, such as,
• Why do we teach them science?
• What are the goals and objectives of teaching science?
• What changes does science teaching bring about in the behaviour of the students?
In this slide, you can learn a lot about education. such as
aim of education
aim of education
type of education
formal education
example of formal, informal, nonformal education
discipline
discipline definitions
education as a discipline
element of education
features of education discipline
scope of education discipline
the foundation of education discipline
the philosophical foundation of education
the social foundation of education
The psychological basis of education
History of education
Maxim and Approaches to education
Learning by doing
Learning through joyful experience
Child centric learning
Teacher pupil rapport in learning
Reinforcement in learning
a teacher always a student but a good student.
DEFINITION “Health is a state of complete physical, mental and social well-being and not merely an absence of disease or infirmity”. -WHO (1948)
CONCEPTS OF HEALTH
BIOMEDICAL: - Absence of disease. Person free from disease is considered as healthy
ECOLOGICAL: - Dynamic equilibrium between man and his environment = health. Maladjustment of humans to environment = disease
PSYCHOLOGICAL: - Development of social sciences revealed that health is influenced by social, psychological, cultural, economic and political factors.
HOLISTIC: - Synthesis of all other concepts. Sound mind in a sound body, in a sound family, in sound environment
DIMENSIONS OF HEALTH
• PHYSICAL
• MENTAL
• SOCIAL
• SPIRITUAL
• EMOTIONAL
• VOCATIONAL
DETERMINANTS OF HEALTH
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
Business analytics is a custom of transforming the data into business understandings enabling the end users for better decision-making. By using the modern tools and techniques, business analytics can help assess complex situations, consider all the available options, and predict outcomes and showcase critical risks for the decision makers.
Business Analytics can simply be described as a practice that includes the use of various techniques such as Data warehousing, Data mining, Programming in order to visualize and discover several patterns or trends in data. In simple, Analytics help convert the data into useful information, which can be used for decision-making. As a means of sorting through data to find useful information, the application of analytics has found new purpose
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
E satisfaction e-loyalty of consumers shopping onlineAbu Bashar
With the advent of information technologies and emergence of online stores, the
online shopping has not been the same as it was in the past. Now in order to strive
in this cut throat competition it is of vital importance for the organizations to
understand the factors that matter for consumers when they shop online. As the
competition in e-commerce is intensified, it becomes more important for online
retailers to understand the antecedents of consumer acceptance of online
shopping. Such knowledge is essential to customer relationship management,
which has been recognized as an effective business strategy to achieve success
in the electronic market. The current research study is an effort to understand
the satisfaction and loyalty pattern for the consumers shopping online. The objective
of this research is to study the impact of emotional state and perceived risk of
remote purchase on e-satisfaction during the Internet shopping. As well, it aims
to study the influence of e-satisfaction on e-loyalty. The data gathering was carried
out by a questionnaire. The results show that three dimensions of the emotional
state during Internet shopping (the pleasure, stimulation and dominance) have a
significant positive impact on e-satisfaction. Dimensions of the perceived risk of
remote purchase, (the total risk, the financial risk, the social risk, the
psychological risk, the functional risk, and the physical risk) don't have a significant
impact on e-satisfaction, except the risk of loss of time has a negative impact.
Finally satisfaction influences positively and significantly the e-loyalty of the cyber
consumers.
The main purpose of the paper is to determine the correlation of consumers’ demographic factors on
the impulse buying behavior with respect to a number of single impulsivity indicators and one collective
indicator. The paper consists of theoretical and research aspects. The first part encompasses theoretical
insights into the secondary research regarding impulse buying while the practical part presents the
methodology and primary research results. With respect to the subject matter, research goals as well as
previous findings and primary research results, corresponding hypotheses were set and mainly confirmed.
Inter variable correlation and regression analysis has been performed to test the hypothesis. The results
showed that demographic factors, such as the disposable income and age, are related to most impulse
buying indicators and to the impulsivity collective indicator. However, educational qualification and
gender produced marginal association with impulsive buying behavior. The paper also summarizes
research limitations as well as the work contribution and future research guidelines.
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling and schools. One way of approaching the question ‘What is teaching?’ is to look at what those called ‘teachers’ do – and then to draw out key qualities or activities that set them apart from others. The problem is that all sorts of things are bundled together in job descriptions or roles that may have little to do with what we can sensibly call teaching. Another way is to head for dictionaries and search for both the historical meanings of the term and how it is used in everyday language. This brings us to definitions like: “Impart knowledge to or instruct (someone) as to how to do something; or Cause (someone) to learn or understand something by example or experience”
Women empowerment’ is the process of enabling and developing ability or potential in women so that they can think and act freely, exercises their choice and control their lives and thereby reducing discrimination and exploitation towards them. It brings about upliftment of women in social, economic and political spheres where they are able to play an equal role at par with men in society. But women who constitute half of the population in India yet they have been subjected to the oppression of patriarchal order and suffered from fewer rights and lower social status than men for centuries.
After the World War II, in the post modernization era, one of the issues which had attracted the attention of the policy makers and social scientists was gender issues and concerns. Gender issues mean the discussion on both men and women, though women who suffer from gender inequality. From all gender issues, gender inequality is the most prevalent in India. Consideration of gender inequality is now common in Government, Non-Government organizations, and in the politics in India. The policy makers are strongly believed that a positive commitment to gender equality and equity will strengthen every area of action to reduce poverty because women can bring new energy and new sights. A lot of debates are going on women and their development since last few decades. Thus, several national and international organizations are trying to promote the advancement of women & their full participation in developmental process & trying to eliminate all forms of inequality against women. The importance of feminism has been steadily growing and gaining intellectual legitimacy.
Language is the ability to acquire and use complex systems of communication, particularly the human ability to do so, and a language is any specific example of such a system. The scientific study of language is called linguistics. Questions concerning the philosophy of language, such as whether words can represent experience, have been debated since Gorgias and Plato in Ancient Greece. Thinkers such as Rousseau have argued that language originated from emotions while others like Kant have held that it originated from rational and logical thought. 20th-century philosophers such as Wittgenstein argued that philosophy is really the study of language. Major figures in linguistics include Ferdinand de Saussure and Noam Chomsky.
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
Reading, in very simple words, is the process of looking at a piece of written work, make out what is written on the page or sheet and understand what is written there.
Here, we have to make a distinction between reading silently and reading aloud. These two ways of reading have different purposes. Primarily, reading aloud is done to make others listen and understand and reading silently is to read "in the mind", so that we can understand, what we are reading, better. The teacher reading out a lesson or a story or a poem in the classroom is a good example for reading aloud. People reading the newspaper or a magazine at home or elsewhere is a good example of reading silently. In other words, reading aloud is aimed at improving our pronunciation while reading silently helps in improving our comprehension.
Drama is a word of Greek origin meaning "action" and referring to a performance on the stage in which actors act out the events and characters of a story. A dramatic work is usually called a play, but if you want to specify what type of drama it is, you can call it a comedy, a. tragedy, a farce or tragicomedy or other names. As wel1 as a play, drama usually involves
o a playwright or dramatist, that is, the author of the play;
o a stage, that is, the area in a playhouse or theatre where the play is performed;
o an audience, that is, the people who go to the theatre to watch the performance.
The Elements of drama
The elements of drama, by which dramatic works can be analyzed and evaluated, can be categorized into three major areas:
Literary elements
Technical elements
Performance elements
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Subject and discipiline
1. What is a Subject?
A subject or a field of study is a branch of knowledge that is taught and researched at the school,
college or university level.
A school subject refers to an area of knowledge that is studied in school . It can be called
a learning tool or the criteria by which we learn. More precisely, subjects are the parts into which
learning can be divided. It is a field or sphere of knowledge in which the learner has chosen to
specialise.
It can sometimes be used synonymously with the term ‘discipline’ and can be referred to
as a systematic instruction given to the students in a particular area of learning that follows a
specific code of conduct.
Humanist educators argue that school subjects are created to provide students with
“intrinsically rewarding experiences” that contribute to the pursuit of self actualization, personal
growth, and individual freedom . School subjects, therefore, need to be formulated according to
the interest, attitudes, and developmental stages of individual students. They need to derive content
from a wide range of sources – such as personal experiences, human activities, and community
cultures and wisdoms. Disciplinary knowledge might (or might not) be useful for the formation of
school subjects.
From the perspective of social efficiency, school subjects are constructed for the primary
purpose of maintaining and enhancing economic and social productivity by equipping future
citizens with the requisite knowledge, skills, and capital. The formation of school subjects,
therefore, is justified with close reference to the needs of occupation, profession, and vocation.
Specialized and applied fields (e.g., engineering, accounting, and marketing, among others),
therefore, are the primary sources from which the contents of school subjects are derived.
For social reconstructionist, school subjects are created to provide students with
meaningful learning experiences that might lead to emancipation and engender social agency. To
this end, the formation of school subjects is based upon an examination of social contexts, social
issues, and futures, with the intention of helping individuals reconstruct their own analyses,
standpoints, and actions. Like humanistic educators, social reconstructionist believe that school
subjects derive contents from a wide range of sources.
Subject refers to a branch of knowledge studied or taught. In schools, children learn a number
of subjects such as mathematics, science, language, history, religion, music, art, dancing, health,
etc. These subjects are also branches of knowledge but are often adjusted to accommodate the
goals of education. When speaking of subjects attention paid to research is rather minimal.
The word subject has other meanings as well. It is used to refer to the word in a sentence naming
who or what performs the action of the verb. Let us look at an example.
Jim played tennis.
2. In the sentence, the subject or the person who does the action is Jim. Hence, Jim is the subject.
It can be used to refer to a member of a state ruled by a monarch. For instance when we say the
kind addressed his subjects, it denotes that the king spoke to his people.
Definition for School Subject
A school subject can be defined as a branch of knowledge or a body of knowledge that is being
provided to its learner.
According to Zongyi Deng “a school subject refers to an area of learning within the school
curriculum that constitutes an institutionally defined field of knowledge and practice for teaching
and learning.”
Features of School Subjects
Grossman and Stodolsky (1995) defined three features of school subjects: Statue, perceived
sequentiality and scope.
(i) School subjects differ in the status they have in the school and larger community.
(ii) Sequentiality is perceived as important in school subjects, where certain knowledge and skills
have to be known before proceeding to a new learning. For example in mathematics, learners
should have number concept and the concept of place value before proceeding to addition,
subtraction etc.
(iii) The scope of the subject refers to the different disciplinary areas included in the subjects,
which can be broad or restricted. An example of broad based subject is social studies, which draws
on discipline like history, political science, economics, geography etc.
Meaning of Discipline
What is a Discipline?
Let us begin with the word discipline. As mentioned above, discipline refers to a branch of
academic study. For example, psychology, sociology, anthropology, mathematics
and philosophy are all disciplines. These can mostly be seen in higher educational institutions such
as universities. This, however, does not denote that disciplines cannot be seen in other educational
settings such as schools. For example, mathematics is a school subject that is also a discipline that
is found in higher educational institutions.
Disciplines usually consist of theoretical backgrounds, research and experiments, groups of experts
in the discipline, etc. For example, a person who is pursuing his studies in a particular discipline
not only gains an in-depth understanding of it but also conducts experiments or research as well.
Such a person is considered as specializing in the chosen discipline.
However, the word discipline can also refer to the training of people to obey rules or a code of
behavior. For example in schools disciplining the child is considered as an important part of
learning as subject knowledge.
3. Characteristics of academic disciplines
1. Body of specialised knowledge
2. Has theories and concepts
3. Specific terminology
4. Specific object of research
5. Definite methodology of research
6. Institutional manifestation in form of subjects taught , professional organizations
The term ‘discipline’ originates from the Latin words discipulus, which means pupil, and
disciplina, which means teaching. A discipline is focused study in one academic field or
profession. A discipline incorporates expertise, people, projects, communities, challenges, studies,
inquiry, and research areas that are strongly associated with a given discipline. A discipline may
have branches, and these are often called sub-disciplines.
Meaning of Academic Discipline
An academic discipline or field of study is a branch of knowledge that is taught and researched as
part of higher education.
Definition for Academic Discipline
According to Zongyi Deng “an academic discipline is a field or branch of learning affiliated with
an academic department within a university, formulated for the advancement of research and
scholarship and the professional training of researchers, academics, and specialists.
Types of Discipline.
Self-Discipline.
Self-discipline is a willing and instinctive sense of responsibility that leads you to know what needs
to be done. Getting to work on time, knowing the job, setting priorities, and denying personal
preferences for more important ones all measure how self disciplined you are. This is the highest
order of all disciplines because it springs from the values you use to regulate and control your
actions. The ideal situation is to motivate cadets to willingly discipline themselves, and exercise
self control and direction to accomplish the task.
Task Discipline.
Task discipline is a measure of how well you meet the challenges of your job. Task discipline
requires that you have a strong sense of responsibility to do your job to the best of your ability.
Group Discipline.
Group discipline means teamwork. Since most jobs in CAP require that several people work
effectively as a team, group discipline is very important. Imposed Discipline. Imposed discipline
4. is the enforced obedience to legal orders and regulations. It is absolute in emergencies when there
is no time to explain or discuss an order an order. Much of your CAP training is to teach you to
carry out orders quickly and efficiently. This type of discipline provides the structure and good
order necessary throughout your unit to accomplish a task no matter the situation.
Internal discipline:
The students develop the feeling of responsibility while learning through internal discipline. All
the students treated in the class equally. They play, sing, study and all the activities done in the
classroom with the help of internal discipline.
School discipline:
In our country school discipline based on corporal punishment given. But these types of
punishments reduce in the school. Now using different methods used to make positive results.
Positive discipline:
Positive discipline is based on praise, rewards and encouragement provides students to solve their
problems. Positive discipline mainly aims in students behavioral changes.
Boundary based discipline:
It means focuses on setting limits, and making the rules clear up front. Kids are then given choices
and there are clear consequences for misbehavior, such as logical consequences, or natural
consequences, it would set a limit and make the consequence.
Emergence of academic disciplines
Educational institutions originally used the term "discipline" to catalog and archive the new and
expanding body of information produced by the scientific community. Disciplinary designations
originated in German Universities during the beginning of the nineteenth century.
Most academic disciplines have their roots in the mid-to-late-19th century secularization of
universities, when the traditional curricula were supplemented with non-classical languages and
literatures, social sciences such as political science, economics, sociology and public
administration, and natural science and technology disciplines such as physics, chemistry, biology,
and engineering.
In the early 20th century, new academic disciplines such as education and psychology were added.
In the 1970s and 1980s, there was an explosion of new academic disciplines focusing on specific
themes, such as media studies, women's studies, and black studies. Many academic disciplines
designed as preparation for careers and professions, such as nursing, hospitality management, and
corrections, also emerged in the universities. Finally, interdisciplinary scientific fields of study
such as biochemistry and geophysics gained prominence as their contribution to knowledge
became widely recognized.
5. As the twentieth century approached, these designations were gradually adopted by other countries
and became the accepted conventional subjects. However, these designations differed between
various countries. In the twentieth century, the science disciplines included: physics, chemistry,
biology, geology, and astronomy. The social science disciplines included: economics, politics,
sociology, and psychology.
Prior to the twentieth century, categories were broad and general, which was expected due to the
lack of interest in science at the time. With rare exceptions, practitioners of science tended to be
amateurs and were referred to as "natural historians" and "natural philosophers"—labels that date
back to Aristotle—instead of "scientists”. Natural history referred to what we now call life sciences
and natural philosophy referred to the current physical sciences.
Few opportunities existed for science as an occupation outside of the educational system. Higher
education provided the institutional structure for scientific investigation, as well as economic
support.
Soon, the volume of scientific information rapidly increased and people realized the importance
of concentrating on smaller fields of scientific activity. Because of this, scientific specializations
emerged.
As these specializations developed, modern scientific disciplines in universities also improved.
Eventually, academia's identified disciplines became the foundations for people of specific
specialized interests and expertise.
DIFFERENCE BETWEEN SCHOOL SUBJECTS AND ACADEMIC
DISCIPLINE
BASIS OF DIFFERENCE SCHOOL SUBJECTS ACADEMIC DISCIPLINES
Aims of education Development of basic skills
and awareness.
Development of a social
citizen.
Development of specialised
knowledge and skills.
Development of scholars,
researchers, academics,
specialists, etc.,
Nature of content Simple ideas and
informations.
Complex theories of educators.
Curriculum construction Considering needs, wants of
learners. Includes learner
centred teaching methods.
Contents are arranged for the
development of different
specialised skills at complex
and wider levels.
Development of skills Gives importance for the
development of basic skills ,
such as reading , writing and
arithmetic.
Gives importance for the
development of specialised
skills, mainly professional and
vocational skills.
Area of operation Limited to Schools. For university and other higher
education.
6. Developmental phases School subjects comes first
in the development of a
person.
Academic disciplines comes later
in one’s learning journey from
school to university
Content of a School Subject
The argument proposed here is that teachers do need basic knowledge of related academic
disciplines, but knowing the content of a school subject lies at the heart of their professional
understanding. School subjects, not academic disciplines, constitute the “locus” of classroom
teaching; they frame classroom teachers’ practice and per- spectives on curriculum and instruction
. Knowing the content of a school subject involves knowing more than the content per se; it entails
knowing the theory of content – i.e., knowing how the content is selected, formulated, framed, and
transformed in ways that render meaningful and educative experiences for students. This knowing
is crucial for disclosing the educational potential inherent in the content.
Teachers need to have three kinds of subject matter knowledge: content knowledge,
pedagogical content knowledge, and curricular knowledge. Content knowledge includes
knowledge of the substance and structure of the academic discipline. Pedagogical content
knowledge involves an understanding of pedagogical representations and instructional strategies,
and of students’ pre-conceptions with respect to particular curriculum topics at particular grade
levels. By means of this knowledge, the teacher transforms his or her disciplinary content into
“forms that are pedagogically powerful and yet adaptive to the variations in ability and background
presented by students”. Curricular knowledge involves an understanding of the curriculum and the
instructional materials available for teaching a subject at various grade levels, which can be an aid
to the transformation process.
RELATIONSHIP BETWEEN SCHOOL SUBJECTS AND ACADEMIC
DISCIPLINE
School subjects can have different and variable relationships to academic disciplines,
depending on their aims, contents, and developmental phases. School subjects are derived from
and organized according to the “structure” of academic disciplines. They constitute a faithful and
valid introduction to the academic disciplines. While students are dealing with relatively simple
ideas and methods in school subjects, they study the same ideas and methods known by experts in
the academic disciplines. So school subjects are the connecting links to academic disciplines.
Academic disciplines are of complex nature, and they are the continuation of school subjects.
School subjects are basis for the development of basic informations that will turns the
learners into specialists in academic disciplines. A school subject results from the transformation of an
Academic Discipline. School subjects come first and academic disciplines later in one’s learning journey
from school to university. An academic discipline provides the endpoint for the formation of a school
subject and the school subject furnishes the avenue for getting to know the academic discipline.
7. School subjects can have different and variable relationships to academic disciplines, depending on their
aims, contents, and developmental phases. Stengel (1997) identifies five possible relationships between
academic disciplines and school subjects.
(1) Academic disciplines and school subjects are essentially continuous;
(2) Academic disciplines and school subjects are basically discontinuous;
(3) Academic disciplines and school subjects are different but related in one of the three ways:
(3a) academic discipline precedes school subject,
(3b) school subject precedes academic discipline, or
(3c) the relation between the two is dialectic.
She argues further that each of the relationships implies a curricular position, reflecting particular political
and moral interests.
WHY STUDYING SCHOOL SUBJECTS ?
To develop basic skills like reading ,writing and arithmetic [ 3R’s]
To enhance students’ understanding of themselves, their society, their nation, the human world and
the physical environment.
To enable students to develop multiple perspectives on contemporary issues in different contexts
(e.g., cultural, social, economic, political, and technological contexts).
To help students become independent thinkers so that they can construct knowledge appropriate to
changing personal and social circumstances.
To develop in students a range of skills for life-long learning, including critical thinking skills,
creativity, problem-solving skills, communication skills, and information technology skills.
To help students appreciate and respect diversity in cultures and views in a pluralistic society and
handle conflicting values.
To help students develop positive values and attitude towards life, so that they can become informed
and responsible citizens of society, the country and the world.
They contribute to the pursuit of self actualization, personal growth, and individual freedom.
School subjects and academic disciplines are basically discontinuous.
In this curricular position school subjects and academic disciplines are essentially discontinuous
in purpose and substance. Hence, school subjects are allowed for construction, which could get
beyond the narrow academic or disciplinary concern.
The discontinuous position finds support in humanism, social efficiency, and social
reconstructions.
Humanist educators argue that school subjects are created to provide students with rewarding
experiences that contribute to personal growth and individual freedom. School subjects, therefore,
8. need to be formulated according to the interest, attitudes, and developmental stages of individual
students.
They need to derive content from a wide range of sources – such as personal experiences, human
activities and community cultures and wisdoms. Disciplinary knowledge may or may not be useful
for the formation of school subjects.
From the perspective of social efficiency, school subjects are constructed for the primary purpose
of maintaining and enhancing economic and social productivity by equipping future citizens with
the requisite knowledge, skills, and capital. The formation of school subjects, therefore, is justified
with close reference to the needs of occupation, profession, and vocation. Therefore, specialised
and applied fields like engineering, accounting, and marketing, among others, are the primary
sources from which the contents of school subjects are derived. Academic disciplines are drawn
upon only when they demonstrate their efficacy in promoting those skills and knowledge actually
needed in occupations. School subjects are created to provide students with meaningful learning
experiences that might lead to liberation and cause social activity.
The formation of school subjects is based upon an examination of social contexts, social issues,
and futures, with the intention of helping individuals reconstruct their own, standpoints, and
actions.
Like humanistic educators, social Reconstructionist believe that school subjects derive contents
from a wide range of sources. Contemporary curricular views like autonomous learners,
participatory citizenship and globalisation further set school subjects apart from academic
disciplines.
The curricular discourses call for a learner-oriented approach to the construction of a school subject
that allows learners to construct their own knowledge according to their individual needs and
interests.
The curricular discourses require the school subject to be formulated in ways that help students
cultivate certain kinds of sensitivity, disposition and awareness needed for responsible
participation in society. The school subjects equip students with general skills and lifelong learning
abilities, essential for facing the challenges of globalisation and the knowledge-based economy.