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UNIT II - Social Diversity in India.pptx
- 4. •What did yousee in the picture? •Do you want to be different from others? Why? •Is there any relationship between difference and unique?
- 5. UNIT II Understanding the SocialDiversity
- 6. Meaning and Definition •Literaryterms – Diversity – Differences •In social context – the meaning is specific. •Collective differences among people •One group is different from other •Diversity – existence of differences in the whole.
- 7. Definition •It refers tothe range of personnel who accurately represent minority populations and people from varies backgrounds, culture, ethnicities and viewpoints. •Barker - 2003
- 8. •The diversity inIndia is unique. •UNITY in DIVERSITY •Being a large country with large population •India presents endless varieties of physical features and cultural patterns. •It is the land of many languages •It has many religions. •India is ‘the epitome of the world’
- 9. Levels of SocialDiversity Individual diversity Regional Diversity Linguistic Diversity Religious Diversity Caste Diversity Tribes Diversity
- 10.
- 11. Individual diversity •From newborn baby to Young •Young to adult and even to older there is a difference within a person. •This difference is b/w two or more persons. •In appearance or in belief systems, virtues, characters and so on. •The society maintain its identity in the midst of changes.
- 12. Individual differences Ethic RegionPhysique Gender early family experiences Social Factors National Culture Motivation Perception Attitudes Personality Traits and Types Intelligence Abilities Cultural Factors
- 13. • The individualshare similarities with our parents in respect of many physical attributes like • Height • Colour of Eyes • Shape of nose • Cognitive • Emotional • Intellectual competence • Love for sports • Creativity • Customs • Socio – economic status • Family environment interaction • School Environment
- 14. Nature of Individualdifferences These differences are as a result of • Interaction of genetic and environmental factors. • Individual inherit certain characteristics from their parents through genetic codes. • Some of the characteristics depend on contributions of the Socio-cultural environment.
- 15. Types of Individualdifferences Heredity Environment Self
- 16. Types of Individualdifferences •Heredity •By Chromosomes and genes •Female - 23 pairs of Chromosomes •Male – 23 + 2 singles represented as XY the X and Y are called sex chromosomes •The heredity is hidden within the chromosomes •They are assumed to be ‘Packets of Chemicals’ •No two siblings gets an identical heredity
- 17. •Environment: •Environmental influences arethose which act upon the organism. •Self: •Individual differences are also due to the particular constitution of self the individual himself. •Though twins are look like same there is also differences.
- 18. Regional Diversity Nature •India consistsof 29 states and 7 Union Territories •This creates Regional diversity Diversity exists in • Language • Food • Dress • Customs
- 19. Regional Diversity •Every statehas its own distinctive cultural identity within the common Indian culture. •The North Indian states are significantly different from the South Indian states in all these areas. •Meaning: In +ve sense, •It is a political attribute associated with people’s love for their region, culture, language, etc. •with a view to maintain their independent identity.
- 20. Regionalism •Definition: Regionalism is thesense of affection and attachment for people belonging to one’s own region rather than for those who belongs to some other region.
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- 23. Historical Causes •The We-feelingwas crushed due to some historical causes. •Conflicts are in the states. •These conflicts had created bitterness among them – no open heart and open mind.
- 24. Political Causes •In differentregions some people have demanded for the formation of regional government. •This leads to regional interest.
- 25. •Psychological Causes -wish of the people – progress and achievement of the region. •Social Causes – marriages are preferred with the person of the same regional background. •Social Causes – Due to economic problems such as lack of resources, unemployment etc of a particular region people from those region often migrates to comparatively stable economic region
- 26. Role of Educationin Eradicating Regionalism Encouragement of travel and communication Propagating National History Prevention of influence of Regional political parties in education Purposive teaching of History
- 27. Linguistic Diversity •The censusof 1961 listed as many as 1,652 languages. •Since most of these languages spoken by very few people, the subsequent census regarded them as spurious but the 8th schedule of the constitution of India recognizes 22 languages. •These are (1) Assamese, (2) Bengali, (3)Gujarati, (4) Hindi, (5) Kannada, (6) Kashmir, (7) Konkani, (8) Malayalam, (9) Manipuri, (10) Marathi, (11) Nepali, (12) Oriya, (13) Punjabi, (14) Sanskrit, (15) Tamil, (16) Telugu, (17) Urdu and (18) Sindhi, (19) Santhali, (20) Boro, (21), Maithili and (22) Dogri.
- 28. •But four ofthese languages namely Sanskrit, Kashmiri, Nepali and Sindhi are not official languages in any State of the Indian Union. •But all these languages are rich in literature. •Hindi is recognized of the official language of the Indian Union by the Constitution.
- 29. Constitutional Provision forpreserving linguistic diversity •The constitution of India contains various provisions related to the languages as well as the conservation of languages. •The article 346 of the Indian constitution recognises Hindi in Devnagri script as an official language of the centre.
- 30. Need and importanceof preserving linguistic diversity in India Cultural Identity: Cultural Diversity: Human rights: A glimpse of our past Environment: Cognitive abilities:
- 31. •Need and importanceof preserving linguistic diversity in India: •Cultural Identity: For individuals, language is constitutive of cultural identity. We are what we speak. Any destruction to language impact identity of individuals leading to identity crisis. This impact their ability to grow and develop as an individual. •Cultural Diversity: Diversity in languages reflects and enhances cultural diversity. This in turn enriches the world. Unwritten languages rich in oral traditions, stories, songs, poetry, and ritual passed down through the generations constitute cultural diversity of a nation. •Human rights: Since language is central to identity, one’s freedom to use one’s language is seen as inherent in the dignity of the human person. Many people don’t know English and thus fail to enjoy rights provided due to lack of understanding.
- 32. •A glimpse ofour past: Languages provides a glimpse of our history. Once a language is lost it is a loss of history and culture associated with that language. Many languages have not been preserved and thus many traditions have lost due to this. •Environment: Languages are closely connected to the environment they are spoken in, so in such areas they contain rich, detailed and technical knowledge about the flora, fauna, and habitat of that area. These languages are ecological encyclopedias. The biological diversity and linguistic diversity go hand in hand. If one is threatened, then so is the other. •Cognitive abilities: Research has shown a strong correlation between improved cognitive abilities in children when they are taught in their mother tongue in primary school. If a child is not taught in the language that he or she uses at home, then he suffer poor learning and critical abilities.
- 33. Religious diversity •It hasbeen an important part of Indian life for centuries, despite the lack of an official state religion in India. •Religion plays an important role in temple festivals, ceremonies, pilgrimages, and family traditions.
- 34. Religious Diversity •India isnot religiously a homogenous state even though nearly 80 percent of the population own up Hinduism. •India is a land of multiple religions. •We find here followers of various faiths, particularly of Hinduism, Islam, Christianity, Sikhism, Buddhism, Jainism. •We know it that Hinduism is the dominant religion of India. •According to the census of 2001 it is professed by 80.05 percent of the total population. •Next comes Islam which is practiced by 13.04 percent. •This is followed by Christianity having a followers of 2.03 percent, Sikhism reported by 1.9 percent, Buddhism by 0.8 percent and Jainism by 0.4 percent.
- 35. Religious Diversity -Causes Historical Evolution Geographical and Cultural Differences Migration and Diaspora Colonialism and Imperialism Freedom of Religion Conversion Personal Choice Globalization Interfaith Marriages Secularization Pluralism and Tolerance
- 36. Caste Diversity •India isa country of castes. •Caste or Jati refers to a hereditary, endogamous status group practicing a specific traditional occupation. •It is surprising to know there are more than 3,000 Jatis in India. •These are hierarchically graded in different ways in different regions.
- 37. • Brahmins: Theywere considered to be of the highest order in society. • They acted as guardians of the religion. • They were highly respected and usually perform jobs of teachers, priests, and other respectable jobs. • Kshatriyas: They were placed in second-order after Brahmins. • They were assigned jobs of warriors or landlords in society. • They were well-known for their bravery and courage. • Vaishya: They were people involved in the business. • They were merchants, goldsmiths, small traders, and others. • They were suppliers of essential commodities in society. • Shudra: They were the people who did menial jobs like laborers, artisans, craftsmen, and others. • They were not allowed any formal education of Vedas and were last in order. • Dalits: They were the people engaged in jobs like sweepers, shoemakers, washers, and others. • They were also untouchables and were not even treated like humans.
- 38. Caste Diversity •It mayalso be noted that the practices of caste system is not confined to Hindus alone. •We find castes among the Muslims, Christians, Skish as well as other communities. •We have heard of the hierarchy of Shaikh, Saiyed, Mughal, Pathan among the Muslims, Furthermore, there are castes like Teli (oil pressure). •Dhobi (washerman), Darjee (tailor) etc, among the Muslims.
- 39. Caste Diversity - Causes Historical Factors Ancient Origin Migrationand Settlement Social Factors Endogamy Social Hierarchies Cultural Factors Traditions and Rituals Occupational Specialization Economic Factors Economic Specialization Resource Distribution Regional Factors Geographical Variation Local Historical Events
- 40. Caste Diversity - Causes Government Policies AncientOrigin Social Mobility Changes in Social Status Interactions and Integration: Urbanization and Globalization
- 41. •Historical Factors: •a. AncientOrigin: Caste systems in various regions of the world, such as India, Nepal, and parts of Africa, have ancient origins. Over time, these systems have evolved and diversified due to historical developments. •b. Migration and Settlement: Different caste groups migrated to different regions and settled in various areas. As a result, they retained their distinct identities, leading to caste diversity in those regions.
- 42. Social Factors •a. Endogamy:The practice of marrying within one's caste or social group contributes to the preservation of caste identity and diversity. •b. Social Hierarchies: Caste systems often involve hierarchical structures, with different castes occupying different positions in the social hierarchy. This hierarchy can lead to the perpetuation of caste diversity.
- 43. •Cultural Factors: •a. Traditionsand Rituals: Each caste group typically has its own set of traditions, rituals, and customs, which help maintain their distinct cultural identity and diversity. •b. Occupational Specialization: Historically, caste groups were associated with specific occupations, which contributed to their unique cultural practices and identities.
- 44. •Economic Factors: •a. EconomicSpecialization: Certain castes traditionally specialized in specific economic activities, such as agriculture, trade, or craftsmanship. •This economic specialization can lead to caste diversity based on occupation. •b. Resource Distribution: Access to resources and opportunities can vary among different caste groups, further reinforcing caste diversity based on economic disparities.
- 45. •Regional Factors: • a.Geographical Variation: Caste diversity can be more pronounced in regions with diverse geographical and ecological conditions. Different castes might adapt to different environments, leading to regional caste diversity. • b. Local Historical Events: Specific historical events, such as wars, invasions, or the influence of rulers, can also impact the caste composition of a region. • Government Policy • a. Reservation Policies: In countries like India, affirmative action policies provide reserved seats and opportunities for historically disadvantaged caste groups. These policies can influence the distribution of different castes across various sectors, contributing to caste diversity.
- 46. •Social Mobility: •a. Changesin Social Status: Over time, some individuals and families from lower-caste backgrounds may achieve higher social status, education, and economic success. This can result in changes to the composition and diversity of castes in a given area. •Interactions and Integration: •a. Urbanization and Globalization: Increased urbanization and globalization can lead to greater interaction and integration among people from diverse castes, potentially blurring caste lines to some extent.
- 47. Tribes Diversity •Tribe isa social group having many families, nomadic (travelling) bands and other sub groups living on a definite geographical area having separate language, separate and singular culture. • Gillin and Gillin considers any collection of pre-literate local group that occupies a common general territory speaks a common language and practices a common culture as a tribe.
- 48. T.B Naik hasgiven the following features of tribes in Indian context • A tribe should have least functional interdependence within the community. • It should be economically backward (i.e. primitive means of exploiting natural resources, tribal economy should be at an underdeveloped stage and it should have multifarious economic pursuits). • There should be a comparative geographical isolation of its people. • They should have a common dialect ( Language). • Tribes should be politically organized and community panchayat should be influential. • A tribe should have customary laws. • There are over 700 scheduled tribes notified under Article 342 of the Constitution of India. • According to the 2015-16 Annual Report of the Ministry of Tribal Affairs the population of the Scheduled Tribes in the country is 10.45 crore which as per 2011 census constitutes 8.6% of the total population.
- 49. Causes Geographic Variation: Historical Factors: LinguisticDiversity: Cultural Practices: Socioeconomic Factors: Interaction with Other Communities Government Policies Environmental Factors: Endogamy and Isolation:
- 50. Role of Educationin creating positive attitude towards diversity •It is important to understand the social diversity of a country like India, with its long history and rich and varied culture. •The following reasons may be suggested for inclusion from the educational context. •In schools, regional languages must be included and along with regional language, other languages must be made familiar. •History of India must be propagated. •Teaching and learning of History must be made purposive. •Travelling around the country as an educational trip must be encouraged in order to know the customs and cultures of the people in other parts of the country.
- 51. • Influence ofregional political parties in education must be prevented. • Education must propagate national integration. • Interest to lean many languages must be encouraged. • Co-curricular activities such as competitions, games and dramas promoting respect for various languages and religions should be encouraged. • Educational system must be reconstructed to emphasize the nature of four culture and inculcate secularism and scientific temper among your students. • The government should not yield to communal pressures and their negative influence on educational aims and policies. • Curriculum must be free from religious bias. • General activities of schools such as general assembly and celebrations of festivals must be irrespective of any religions.
- 53. Role of Educationin creating positive attitude towards diversity Awareness and Knowledge Cultural Competence Empathy and Perspective-Taking Critical Thinking Inclusivity and Respect Multicultura l Curriculum Role Models and Diverse Faculty Encouraging Dialogue Anti-Bullying and Inclusion Programs Experiential Learning Social and Emotional Learning Legal and Ethical Framework
- 54. Education as Interdisciplinaryand Multidisciplinary • Today, we have so many social problems that their solution is not possible in one discipline, therefore, the interaction between different disciplines is needed to solve this problem. • This interaction between two or more disciplines is called an interdisciplinary approach. • Through an interdisciplinary approach, students can make connections between disciplines in education and see the correlation which improves overall learning. • Education is a process of human development as well as an independent field of study or discipline. • Most of the content of education is the result of an interdisciplinary approach.
- 55. •Multidisciplinary education isa unique educational approach that allows students to learn and explore distinct subjects or curricula from various disciplines. •Education is not limited to a particular discipline. •It is a curriculum integration that highlights the diverse perspectives that different disciplines can bring.
- 56.
- 57. Importance of MultidisciplinaryEducation •The importance of multidisciplinary education is as follows: •With multidisciplinary education in colleges, students get the right to choose their favourite subject. •It allows your students to understand the power of new ideas. •It helps sharpen student’s personal growth. •Therefore, it is important in today’s world for limitless learning to have a unique education system that promotes a multi-disciplinary approach to help students follow their passion.
- 58. Philosophy and Education •Educationand philosophy are very closely related and in some areas they overlap each other. •There is a close interaction between the two; one without the other is inconceivable’ (Walter and Heckmann, 2003). •It is quite often said that, ‘Philosophy and Education are two sides of the same coin’ since Education is considered as the dynamic side of philosophy. •The art of education cannot be completed without philosophy and philosophy cannot convert others to its aims and values without education. •Education is practical in nature and philosophy is theory.
- 59. •The basic relationshipbetween philosophy and education can be analyzed as follows. •It is philosophy, that provides the purpose or the aim and it is education which makes it practical. •Philosophy shows the way and education moves on in that direction. •When we define education as the modification or behaviour, the direction in which modification ought to be carried out is determined by philosophy. •Thus, philosophy deals with the end and education with the means.
- 60. • According toThomson, every teacher should realize the importance of philosophy in education. • A true teacher should have knowledge of the subject he/she teaches the pupils and the society. • He/she should also have the moralistic sense, which comes from philosophy. • The choice of students must cater to the principles and purposes of philosophy. • Choice of curriculum needs philosophers or leaders of thought. • With the change of time and circumstances, the curricula also changes and this change can be brought out only by educators who are philosophers at heart!
- 61. RELATIONSHIP OF EDUCATIONAND PSYCHOLOGY •"Education is a process which enables the individual to distinguish between true and false, good and bad, right and wrong". •Stephen says, “Educational Psychology is the systematic study of the educational growth and development of a child".
- 62. How far educationand psychology are related to each other? •Education is concerned with aims, ideals and standards of life and psychology determines whether these aims are attainable or not. •Education demands the teacher to know the child as well as the subject matter of instruction, where the psychology helps to know about the child. •Psychology also helps the teacher to teach effectively undertaking effective and appropriate teaching techniques.