MZU BA 2nd Sem (Education) Unit 2,3,4,5

PAPER II- PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION Unit II: Major Schools of Philosophy and their contributions to present day Education • Idealism • Realism • Naturalism • Pragmatism 2019 • • • 2018 • • • 2017 • • • 2016 • • • 2015 • • • What do you mean by pragmatism in education? Describe the contributions of pragmatism to present-day education. 5+5=10 What is Realism? Draw out its educational implications. 3+7=10 Principles of idealism OR Naturalism and Curriculum. 3 Fundamental principles of realism OR Pragmatism and methods of teaching What is idealism? Discuss the aims of education according to the idealistic school of philosophy. 4+6 =10 What is naturalism? Explain the contributions of naturalism to the present-day education. 5+5=10 Explain the concept of realism. Discuss the method of teaching as envisaged by realism. 4+6=10 What do you mean by pragmatism in education? Describe the contributions of pragmatism to present-day education. 5+5=10 Fundamental principles of naturalism Or Idealism and method of teaching What is idealism? What are the aims of education according to the idealistic school of philosophy? 4+6=10 What is pragmatism? What are the aims of education according to the philosophy of pragmatism? 4+6=10 Realism and aims of education What is naturalism? Explain the contribution of naturalism to the present-day education. 4+6= 10 What are the aims of education and methods of teaching according to the realist school of philosophy? 5+5= 10 Pragmatism and methods of teaching IDEALISM Idealism is a school of philosophy which believes in mind and idolizes it. This philosophy seeks to explain and interpret man and universe in terms of spirit or mind. It gives its priority to spirit, which is real and as such the entire universe is the extension of the mind or spirit. Idealism shifts its emphasis from the scientific facts of life to the spiritual aspects of human experiences and activities. It asserts that material world is not the manifestation of reality. It, therefore, attaches supreme importance to the study of man and his mind. This school of philosophy places emphasis on the ideas and ideals than the full fact of matter which guides the actions of men in every aspect. Chief exponents of this school of philosophy are Plato, Descartes, Berkeley, etc. Knowledge through activity of mind, rather than through the senses, is the first article of faith in idealism. For idealists, all knowledge is independent of sense experience, the act of knowing takes place within the chamber of the mind. Fundamental Principles: The fundamental principles of idealism are: 1. Spirit and mind constitute reality, not body and matter. 2. Spiritual man is the supreme creation of God and he must strive for self-realization. 3. God is the source of all knowledge. 4. Values are absolute and unchanging and are so called spiritual values: truth, goodness & beauty. 5. What is ultimately real is not the object itself but the idea behind it. 6. Freedom of mind is the highest virtue: a necessity of realizing spiritual reality. 7. Spirit or ideal constitutes the pillar of this philosophy. Idealism and Aims of Education: The following are the aims of education according to the philosophy of idealism: 1. Self-Realization: Idealism gives much importance to self-realization, man is the most beautiful and powerful creation of man, thus, the idealists lay great stress on the exaltation of human personality or self-realization. 2. Universal Education: Education should be universal as it is the birthright of every man. The idealist believe that every man is equal and so they must be given the fullest opportunities to realize his/ her highest potential. 3. Spiritual and Moral Development: Idealists give greater importance to spiritual values rather than to material attainments. According to them, the aim of education is to develop the child mentally, morally and above all spiritually. Moral development enables the child to distinguish between right and wrong, good and evil. Only citizens endowed with the quality of morality can make the society progressive with peace and security. Therefore, idealistic education aims at the development of morality. 1. Conservation, Promotion and Transmission of Culture: According to idealism aim of education should be related to preserve, promote and transmit culture from time to time, person to person and place to place. Moral, intellectual and aesthetic activities of man help in preserving, promoting and transmitting culture from generation to generation. 2. Development of Physical Health: Idealist philosophers advocate that education should be religious, moral, intellectual, aesthetic and physical. Emphasis should be given on physical health i.e. sound health through spiritual values. Education should aim at developing child into a complete man with full mental, intellectual, moral and cultural uplift. So sound health provides sound mind where creative values are produced for the wellbeing of human society. 3. Simple living and high thinking: Simple living and high thinking are an important aim of idealistic education. It is the mind that should be developed, trained and controlled in order to lead a simple life with high thinking. It implies that gaudy and fashionable clothes and rich living means nothing in the end. Idealism and Curriculum The idealists give importance to thoughts, feelings, ideals and values than to the child and his activities. The idealist curriculum is concerned with the whole humanity and its experiences. Idealism stresses three highest values i.e. ‘truth’, ‘goodness’ and ‘beauty’. These three values determine four types of human activities- intellectual, moral, aesthetic and physical. Hence, great importance is given to subjects such as humanities, languages, social sciences, physical sciences, ethics, religion and aesthetic activities like art and poetry. Idealism and Method of Teaching: Method is the weakest point in idealistic philosophy of education. It does not advocate any special method but touches a host of methods to fulfill the aims. Methods like questioning, discussion and lecture are very important. Platonic methods i.e. inductive and deductive methods are advocated. Learning through memorization and imitation has also been suggested. Proceed from simple to complex in teaching, which was the popular method of Rene Descartes finds a place in the scheme of teaching in idealistic education. For gathering knowledge, idealistic philosophy advocates the use of textbooks. But for the assimilation of knowledge Socratic or Discussion method is a fundamental method under the idealistic philosophy. Besides this, Kindergarten method i.e. Play which is based on spontaneous activity of the child and self-activity method of Pestalozzi which is based on psychological principles and practices are suggested. Contribution of Idealism to Education: The profound influence of idealism upon the field of education can be judged by the yardsticks of the following: 1. Aim: Idealism has helped in the determination of educational aims. The aim of personality development through self –realization and creation of an ideal society has helped in the construction of curriculum and teaching techniques. Indian schools have given importance to moral education in order to develop moral and spiritual values. This is based on the idealistic philosophy. 2. Teacher: Idealism has given the teacher a place of pride and has raised the feelings of respect towards the teacher. It stresses the ideal character of the teacher, how the teacher ought to act in the society and spells out qualities which he/ she should possess. 3. Child: Idealism has recognized the individuality of the child and tries to stimulate his creative potentials. Idealists want to develop eternal values in the child. These views have been adopted in framing curriculum and methods of teaching. 4. Teacher- Student relation: Idealists advocate intimate relationship between the teacher and the student. In order to develop this affinity between the two, the teacher – student ratio is being reduced today. 5. Universalization of education : Idealists are in favor of universalisation so that the ideal society maybe formed. Education must be provided to every individual in order to make him move towards social welfare. As such, universalisation of education has now become one of the objectives of the educational policies in India. REALISM Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on the body/objects. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind. Fundamental Principles: The following are the chief characteristics of realistic education: 1. Based on Science: Realism emphasized scientific education. It favored the inclusion of scientific subjects in the curriculum. 2. Thrust upon present Life of the Child: The focal point of realistic education is the present life of the child. As it focuses upon the real and practical problems of the life, it aims at the welfare and happiness of the child. 3. Emphasis on Experiment and Applied life: It emphasizes experiments, experience and practical knowledge. Realistic education supports learning by doing and practical work for enabling the child to solve his or her immediate practical problems for leading a happy and successful life. 4. Opposes to Bookish Knowledge: Realistic education strongly condemned all bookish knowledge, for it does not help the child to face the realities of life adequately. It does not enable the child to decipher the realities of external things and natural phenomena. The motto of realistic education is “Not Words but Things.” 5. Freedom of Child: According to realists, child should be given full freedom to develop his self-according to his innate tendencies. Further, they view that such freedom should promote self-discipline and self-control the foundation of self-development. 6. Emphasis on Training of Senses: Unlike idealists who impose knowledge from above, realists advocated self-learning through senses which need to be trained. Since, senses are the doors of knowledge, these needs to be adequately nurtured and trained. 7. Balance between Individuality and Sociability: Realists give importance to individuality and sociability of the child equally. Bacon lucidly states that realistic education develops the individual on the one hand and tries to develop social trails on the other through the development of social consciousness and sense of service of the individual. Realism and Aims of Education: The following aims of education are articulated by the realists: 1. Preparation for the Good life: The chief aim of realistic education is to prepare the child to lead a happy and good life. Education enables the child to solve his problems of life adequately and successfully. Leading ‘good life’ takes four important things-self-preservation, selfdetermination, self-realization and self-integration. 2. Preparation for a Real Life of the Material World: Realists believe that the external material world is the real world which one must know through the senses. The aim of education is to prepare a child for real life of material world. 3. Development of Physical and Mental Powers: According to realists, another important aim of education is to enable the child to solve different life problems by using the faculty of mind through the development of physical and mental powers which will in turn help the child to develop intelligence, discrimination and judgment. 4. Development of Senses: Realists believe that development of senses is the necessary to achieve the fullest development for realization of the material world. Therefore, the aim of education is to help the development of senses fully by providing varied experiences. 5. Acquainting with External Nature and Social Environment: Realists consider man as a part of the material world. Hence, the child should be acquainted with both external nature and social environment. 6. Imparting Vocational Knowledge and Skill: According to realists, another important aim of education is to provide vocational knowledge, information, skill etc., to make the child vocationally efficient for meeting the problems of livelihood. Realism and Method of Teaching: Realists favored principles of observation and experience since imparting knowledge of objects and external world can be given properly through the technique of observation and experience. Further, they encouraged use of audio-visual aids in education as they would develop sensory powers in the children. Children would have “feel” of reality through them. Realists also encouraged the use of lectures, discussions and symposia. Socratic and inductive methods were also advocated. Memorization at early stage was also recommended. Besides, learning by travelling was also suggested. The maxims of teaching are to proceed from easy to difficult, simple to complex, known to unknown, definite to indefinite, concrete to abstract and particular to general. In addition, realists give importance on the principle of correlation as they consider all knowledge as one unit. CONTRIBUTION OF REALISM TO EDUCATION The impact of realistic philosophy has been reflected in every principle and practice of education. Its influence is great on practical education due to overemphasis on the study of natural sciences. The following changes in educational principles and practices are the contribution of realism to education. 1. Widens the scope of education: Realists have widened the scope of education in order to bring out a balanced personality development in the child. In fact, they include scientific subjects, technical subjects, social sciences, humanities and literature in the curriculum. 2. Education for practical utility: Realists regard that education should have practical utility. It means education should include those subjects and activities which prepare the child for real and practical life. The realist insists the practical nature of education which has been the root of empirical, experimental and practical method followed in the present system of education. 3. Vocational education: According to the realists, education imparted to the child should prepare him for livelihood. For this purpose, they advocate and include the study of handicrafts and agricultural farming in the curriculum. The idea of vocational education has a great influence on modern education and changed it according to the needs of the individual and society. 4. Methods of education: Realists have modernized the teaching - learning process by applying different methods of teaching, for example, debate and discussion, observation, learning by experiences, travelling and tour, heuristic method, sense training and experimentation in place of bookish knowledge. They stress integrated knowledge through co-curricular activities. 5. Child-centered education: Realists consider that education should be given according to the needs of the child and demands of the society. Hence, they advocate child-centered education and change the method of teaching according to the requirements and interests of the child. 6. Science education: Realists emphasize the study of science subjects, such as, physics, chemistry, biology and neglects literature, music, dance and art. According to them, only science subjects have practical utility which develop a scientific outlook in the child. 7. Senses training: Realists believe that senses are the gateways of knowledge. Therefore, senses should be trained properly in order to observe, experiment and understand the natural objects and phenomenon clearly and comprehensively. NATURALISM Naturalism is the belief that nature is all that exists, and that all things supernatural (including gods, spirits, souls and non-natural values) therefore do not exist. Naturalists emphasize upon matter opposing to the very concept of idealism. It is not the ideas but matter that governs our relationship and activities and man must submit to it. For them, nature is the reality. Behind everything there is nature. There is nothing beyond nature, behind nature and other than nature. Nature justifies all existence including human beings and their nature represents the wholeness of reality. Naturalism applies natural laws to the entire human experiences. It subordinates spirit to matter, spiritual world to material world. Material world is the real world, governed by certain laws and principles which guide the man in his activities. The chief exponents of naturalism are Rousseau, Aristotle, Comte, etc. Fundamental Principles: 1. Nature is the final reality. All things originated from matter; all are ultimately to be reduced to matter. Matter takes different forms. 2. The entire universe is governed by the laws of nature which are unchangeable. Science reveals the mysteries of nature; hence only that knowledge is true that is derived from science. 3. There is no God or Spirit. Therefore, there is no religion. There are no higher or eternal values. There is no spiritual goal or ideal of human life. Man, himself creates values in interaction with the environment in which he is placed. 4. “Follow Nature” is the greatest slogan of naturalism in education. Natural development of the child, the naturalists believe, takes place in the natural environment rather than in artificially designed atmosphere of the school. 5. The child occupies the central position in the educative process. The child should be educated according to his nature. Unnecessary interference on the part of parents or teachers should be avoided. 6. Children should be treated as children and not as small adults. Instead of imposing adult ideas on them, let them have the opportunity of formulating their ideas through personal experiences. 7. The naturalists advocate freedom in education. Only under freedom, the naturalists believe, the child can grow in his natural way. Freedom should be the pivot round which the educational program should revolve. 8. Senses are the gateways of knowledge. Real knowledge comes through the senses and, therefore, the sensory experiences should be provided for effective learning. Naturalism and Aims of Education: 1. Self-Expression: Naturalism lays stress on self-expression and self-preservation. Education should acquaint a person with laws of health, enable him to earn a living and train him to preserve and maintain life. 2. Redirection and Sublimation of Instincts: Man’s main instincts are the guiding force and the basis of all human conduct. Therefore, the aim of education should be the re-direction and sublimation of these instincts, towards socially useful work. Fulfillment of individual and social needs through nature is the main aim of education. 3. Struggle for Existence: Education must equip the individual to struggle for existence and ensure his survival. It should help children to adjust themselves, physically and mentally to their environment and to the changing circumstances of life. 4. Education according to Nature: Education should not only be according to physical nature but also in accordance with the nature of the child. In other words, it should be according to the child’s tendencies, capacities, instincts, likes and dislikes. The pressure on physical nature supplies the laws of learning. It urges that while educating the child his whole nature should be kept in view. Education and school aim at providing full opportunity for the development of natural endowments of the child. 5. Perfect Development of Individuality: According to some naturalists, perfect development of individuality is a supreme aim of education. Education should aim at developing the child into a joyous, rational, balanced useful and mature person. Naturalism and Methods of Teaching: Naturalists revolt against the traditional methods and bookish system of education. They want to keep the child active in the process of education. They follow different methods of teaching according to the interests, capacities and aptitudes of the child. 1. Learning by doing: Naturalists believe that direct experience is the best teacher. Rousseau opposes the rote method of learning on the ground that knowledge acquired through actual doing or actual experience is permanent. 2. Direct method: Naturalists advocate this method in teaching language. Here chalk and talk procedure is followed. 3. Heuristic method: This method is emphasized in the teaching of science and mathematics in order to prepare the child to solve problems and involve himself in discoveries and inventions. 4. Observation and excursion: History and geography are taught with practical exercises through actual excursion and observation. 5. Play-way method: This method is suitable to the nature of the child. It is also a direct experience that makes learning more interesting. Play-way method is regarded as the most natural and suitable method of creative education, it creates the spirit of joyful and spontaneous activity. 6. Learning through senses: Naturalists believe that senses are the gateways of knowledge. Hence, senses should be trained and utilized fully. Rousseau wants the maximum utilization of senses. 7. Learning through participations: Naturalists advocate this method of teaching to develop a better human society. A child requires social learning to enable him to take part in social activities. Contributions of Naturalism: The contribution of naturalistic education to modern education has been unique. This philosophy makes the teaching-learning process more effective and attractive, 1. New psychological methods: Naturalism has given an impetus to new psychological methods in education. Self-expression, Follow-Nature', Learning by doing', 'AutoEducation', Play-Way' techniques are some of the important contributions of naturalistic philosophy. 2. Importance of child: Naturalists consider the child as the gift of nature. According to them, the child is good and pure. He has been regarded as the hero' in the drama of education. Thus, this philosophy has given primary importance to the children in all stages of education. Today, children (students) decide the success or failure of educational industries. 3. Study of society and sociology: This philosophy attaches much importance to the study of man. As a result, people start to study the impact of society and environment on man and vice versa. Thus, naturalism gives birth to the scientific study of society and social process. Sociology is gaining ground as a scientific study of modern times. 4. Experience-centered curriculum: Naturalists shift from a subject-centered curriculum to an experience-centered curriculum. In fact, this is a 'must' in modern life. Modern life needs various experiences to be given to the child through co-curricular activities so that he would be educated and trained to face life squarely and solve all its problems successfully. 5. Freedom: Naturalists advocate unrestrained freedom for the natural development of the child. They emphasize the principle of discipline through natural consequences. 6. Place of educational institutions: Naturalists insist that educational institutions should be established in natural surroundings. According to this philosophy, schools should be situated in the lap of Nature, far away from cities and free from environmental pollution such as noise pollution and air pollution. Nature is more suitable for learning. This view needs to be followed at the time of construction of educational institutions in our country. 7. Favor of co-education and residential school: The naturalists want to protect the learners from evils. For this purpose, they favor residential schools so that the environment of the learners who reside in hostels attached to the school can be maintained on a healthy level. They also advocate co-education because it develops more natural attitudes in boys and girls towards family and community life. PRAGMATISM Etymologically the word pragmatism is derived from the Greek word ‘Pragma’ which means activity, or the work done. It is a typical American school of philosophy. It is intimately related with the American life and mind. It is the product of practical experiences of life. It arises out of actual living. It does not believe in fixed and eternal values. It is dynamic and ever-changing. Pragmatism means action, from which the words practical and practice have come. The pragmatist lays down standards which are attainable. Pragmatists are practical people. The central theme of pragmatism is activity. Fundamental Principles: 1. The main principle of pragmatic philosophy is that man creates his own values during activity. There are no fixed values for all times to come. 2. Pragmatism lays a special stress on the value of experimentation. It stands for testing every statement by finding out its practical implications. If these implications are desirable, the statement is accepted, otherwise rejected. 3. Pragmatism believes that philosophy is not simply wisdom of the past. True philosophy is one that helps in the solution of practical problems of life. 4. Pragmatism believes that growth of human personality takes place because of interaction with environment. Man tries to adjust himself to his environment and this result in his growth. During the process of adjustment man not only adopts himself to his environment but he also tries to change the environment according to his own needs. 5. Pragmatism is a utilitarian philosophy which holds that the reality of a principle lies in its utility. Any idea or thing which is useful to us is proper and right. In case it is of no use. It is improper, wrong and untrue. In other words only those ideas and things are true which have a utility for man’. 6. Pragmatism lays great emphasis on activity rather than on ideas. Pragmatists hold the view that ideas are born out of activities. Man is an active being. Thus the greatest contribution of pragmatism to education is the principle of “Learning by doing “. Pragmatism and Aims of Education 1. Creation of new Values: Pragmatists have no fixed aims or goals of education. The creation of new values to meet the needs of the individual and the new social demands are the aims of education. 2. Activity and Experience: For the creation of new values, activity and experience are essential. Education should, therefore, provide physical, intellectual, moral and aesthetic activities as the media for the creation of values. 3. Personal and Social Adjustment: Pragmatic education wants to develop in the child a dynamic mind to enable him to adjust and control his environments successfully according to the changing scenario. 4. All Round Development: All round development of the individual is also important aim of education. The individual develops physically, mentally, socially, morally and aesthetically. 5. Social Efficiency: Socialization of an individual is the core aim of pragmatic education. According to pragmatism, education is the development of social efficiency in the child i.e. education should prepare the child for social life. Pragmatism and Methods of Teaching: Pragmatism opposes the traditional methods of teaching. It does not believe in any fixed method of teaching. Their main methods of teaching are project method and problem- solving methods. 1. Learning by doing: The pragmatists believe that the child learns best when he performs acts related to subjects. The child is spontaneously active by nature. Therefore, the child should be acquainted with facts while he is engaged in activity related to those facts by which he can develop his own natural abilities and qualities. Thus, the child learns best through his activities. 2. Project method: It is a direct outcome of the philosophy of pragmatism. Through this method, a problem is posed, and a situation is created. The pupils find a solution after trying out various possibilities. They develop an insight, foresight and various other skills. 3. Experimental method: Knowledge is gained through experimentation. The pragmatists want their pupils to think and act for themselves, to do rather than to know, to originate rather than repeat. Thus, they want the pupils to test and verify any idea to find the reality. 4. Problem-solving method: This is another method of teaching introduced by pragmatists. Several problems are put before children and teaching is done through problems. The child gets knowledge to solve the practical problems of life. This method is related to the life of the pupils and enables them to tackle problems that occur in natural situations. 5. Integrated approach of teaching: All subjects are taught in a correlated and integrated manner to make knowledge a single unit. This method of teaching is most effective and brings about the correlation and integration of all subjects, activities and experiences. It implies that all knowledge and experiences are to be coordinated in human terms. Contribution of Pragmatism to education The contribution of pragmatism is of considerable importance in the field of education. It has brought about revolutionary changes in modern education. . 1. Social efficiency: Socialisation or social efficiency is a very significant concept put forth by pragmatism. It is the main aim of pragmatic education and leads to the development of vocational efficiency and feelings of social and national service in the child. 2. School-a miniature society: Pragmatists name the school as a "miniature society". In fact, the school and the society are complementary to each other The school provides education according to the needs of the society and seeks help from the society for its growth. In this way, the school has become a community center. This view is widely accepted by the philosophers and educationists of the modern world. 3. Child-centered education: Pragmatists advocate the child-centered education based on the interests, aptitudes and capacities of the child. It helps the child to develop his personality according to his will. 4. Utility education: Pragmatic education prepares the child to live in the society. Whatever we do, it must have utility. The school provides learning experiences and skills which will be useful to the child in future. 5. Equal importance to teacher and the taught: Pragmatism assigns equal importance to the teacher and the child in the educative process. The teacher has been accepted as the creator of social environment, harbinger of social progress, friend, helper, guide, counselor and philosopher of the child. It also gives equal importance to the child and his personality development through life-centered subjects, activities and experiences in the free environment. UNIT III: INTRODUCTION TO EDUCATIONAL SOCIOLOGY Long Answer Type • • • • • • Concept Meaning Sociology- (every year) Nature and Scope of Sociology – 2015 Nature and Scope Educational Sociology- 2016, 2017, 2018 Concept Meaning Educational Sociology – 2015, 2016, 2017, 2018 Relationship b/w Sociology and Education – 2015, 2017 CBCS, 2018, 2019 Need for Sociological Approach to Education – 2017, 2017 CBCS, 2019 Short Answer Type • • • • • • Meaning of Educational Sociology- 2015,2017CBCS Need for Sociological Approach to Education- 2016 Role of Education in Culture Change – 2017 Define Sociology- 2018 Scope of Educational Sociology- 2018, 2019 Nature of Educational Sociology- 2019 Meaning The word Socio originates from latin word “socius”, which means "companion"; and the suffix -ology, originiates from the Greek word “logos”, which means "knowledge". This term was coined by Auguste Comte in 1838. Sociology is the scientific study of human social life. Sociologists study people as they form groups and interact with one another. The groups may be small eg. married couples, or large eg. People of Chanmari Veng. Sociology is the study of groups. According to many sociologists, humans are members of a group and a participant in culture. Human beings cannot live alone, they need one another to survive. Sociology studies human beings in their group relations, human behavior in terms of groups and groupings. From the various viewpoints of sociologists, we can derive the following meanings 1. Sociology is a science of society. 2. Sociology is the study of groups or social system. 3. Sociology is the study of social relationships. 4. Sociology is the study of human interactions and interrelations, their conditions and consequences. 5. Sociology is the study of social action and social phenomenon. 6. Sociology is the scientific study of human social life and groups. 7. It is the study of societies, giving special emphasis on modern societies. 8. Sociology is the systematic study of social institutions; their nature, functions and interactions, sequences of continuity and change. Definitions A general definition of sociology is: the systematic study of human society, culture, and relationships on a group level. According to Morris Ginsberg: “In the broadest sense, sociology is the study of human interactions and interrelations, their conditions and consequences” According to MacIver and Page: “Sociology is about social relationships, the network of relationship we call society”. Relationship between Sociology and Education 1. Studies Society: Sociology is the study of society and education in an important part of society. Both Sociology and Education studies societies. Schools/Colleges are like a mini society, and therefore, the ideas that apply in society also applies in schools/colleges. Similarly, the problems seen in our society can also be seen in schools/colleges. If we need to bring change in society, we need to start from the education system. 2. Structure of a Social System: Sociology studies the structure and functions of social systems. One of the social systems is education. Education and Sociology can never be separated because education is a part of Sociology. Similarly, education deals with students, and students are part of a society. Therefore, Sociology can never be separated from Education. 3. Studies Social Groups. Both Sociology and Education study people in a social group. However, the social groups studied in sociology is very large, as it covers the entire world. Education also studies social groups, but it is only limited to educational institution and educational organizations. 4. Same Goals. The goals of Sociology and Education is very similar. Both aim to create a civilized society that functions in harmony. 5. Helps in Sociological Research. Education is the laboratory of sociology. To study society, one needs to have knowledge. Education provides the knowledge needed to study societies. 6. Sociological Methods in Education. Sociology develops methods and techniques to be used by schools and colleges. Classroom activities like group discussion, group assignment, teamwork etc. are ideas recommended by Sociologists. Subjects like Peace Education, SUPW (Socially Useful Productive Work) are the outcome of Sociology. 7. Judging of Education. Sociology helps us in judging the quality of education. Sociologists make sure that schools create good students with good values and culture. Many educational plans and policies are based on the judgement of sociologists. 8. Affects One Another: Sociology attempts to find how the education system of a country affect the members of the society. Educational attempts to find out how society affects the thinking and behavior of students. 9. Provides Information: Sociologists provide needed information to the education system. Information such as employment rate, poverty rate, illiteracy rate etc helps education system to change the curriculum, school system, education standards etc. 10. Recommends Rules and Regulations: Sociology helps in developing rules and regulations that must be followed by schools and colleges. For eg. Sociologists recommended that govt. schools should not include religious subjects, as it can lead to religious discrimination. 11. Spread of Values: Sociology studies the values of the society. It finds out which values are good and which values are bad. This helps schools and colleges decide which values should be taught and developed in students. 12. Education changes Sociology: Sociology, like any field of study, must change, develop and evolve with time. Sociological ideas from 100 years ago may not be applicable in today’s world. Education brings changes in the field of sociology by giving new ideas and new finding. Educational Sociology Meaning Educational Sociology deals with application of sociological findings in the field of education . In educational sociology, schools are a social institution. Schools as a social institution perform certain process and functions that can change the personality, behavior and ideologies of studies. Therefore, it is very important to study education through the perspective of educational sociology. Educational sociology provides suggestions and methods in order to improve the quality of education field and these are usually based on deep research done on the particular society’s culture, values and norms. For eg. Research is done on how poor students and rich students interact inside the classroom. Poor students may feel insecure and small near rich students which may affect their confidence and may have a bad affect on their studies. So educational sociology tries to find ways to bring equality using various sociological theories and methods. Through these studies, education scientists find it easy to prepare for future challenges and to plan new activities for the field’s improvement. Thus, Educational Sociology involves a deep examination for the field of education and this mostly benefits the people who are engaged in the field of education. According to Brown “Educational Sociology is the study of the interaction of individual and his cultural environment including other individuals’ social groups and patterns and behavior.” According to Ottaway “Educational sociology starts with the assumption that education is an activity which goes on in the society and the society in turn determines the nature of education.” Nature of Educational Sociology (a zia) 1. An applied branch of sociology: There are several branches of sociology, one of them being Educational sociology 2. A mixture of sociology and education: It is the field of education which combines sociology and education together 3. Sociological Principles: It is the science that applies theoretical and practical sociological principle in the field of education 4. Deals with Culture: It is a subject which deals with the interaction of individual and his cultural environment. In schools, students are taught cultural values and taught about respecting other cultures. 5. Solves Educational Problems: Problems of the society can have a bad effect on schools. Similarly, poor education can also have a bad effect on society. Educational Sociology studies these problems to solve the problems of education. 6. Development of Society: Good education leads to a good society. Educational Sociology focusing on finding way to provide good education to students so that society can develop. 7. Gives Methods and Ideas to Teachers. Most teachers are trained to teach subjects and give lectures, but very few teachers are trained to solve sociological problems. Educational Sociology provides teachers method and plans to bring good changes in students. 8. Makes Learning Better: Students are different from one another, therefore learning can be difficult or easy to some students. Educational Sociology helps is making a curriculum and syllabus for students that deals with sociological problems they face, such as homework pressure, stress, parental pressure, family responsibilities etc. Scope of Educational Sociology (a huam chin) 1. It examines the mutual relations of teachers, students, parents and community. 2. The studies the contribution of teachers in a society. 3. The study of social problems of competition & conflicts and its effects on education. 4. It studies small units of society and their interrelationship. 5. It studies school and it relationship with local institutions 6. It studies the effect of social life on a student’s school life. 7. It sees whether schools are democratic or not, if there is discrimination, sexism, bullying etc 8. It makes changes in curriculum to develop student’s moral, values and social skills 9. It encourages critical thinking and investigation through class discussion and debate 10. It studies the effect of T.V, radio, press, social media on students. 11. It develops the best teaching methods for the social development of students. 12. It studies the problems that prevents social development of students 13. It studies the role of education in social change, and finds ways to bring positive change. Need for Sociological Approach to Education Every society has its own change in socio-cultural needs. These societies have certain expectations from its younger generation, and for that we need education. As society changes, education system also changes. Hence there is a need for considering Sociological Approach to Education. The following are the Reasons why we need Sociological Approach to Education. 1. Vocationalisation of Education: To be a valuable member of a society, a person needs to have a job. The sociological approach to education gives stress on enabling the child to earn his livelihood through education. Many of society’s problems can be solved if people are employed. 2. Avoid Individual Thinking. The habit of being independent and not caring about other is bad for the welfare of the society. An individualistic man tries to separate himself from the society. The sociological approach to education aims to stop this attitude and tries to make people give more importance to society. 3. Social Progress: Social welfare is one of the aims of education according to sociologists. Sociological approach to education tries to promote for social welfare by making sure every person, rich or poor, male or female to receive education. A society cannot progress if only the rich get education. This should make them responsible members of society. 4. Social Justice: Simply having education is not enough. Members of a society should have the sense to protect other people from injustice and mistreatment. Sociological approach to education aims to brings a sense of social justice in young students and encourage them to fight for justice. 5. Develop Social Skill: A society can live in harmony if everyone can talk to each other and understand each other. Some people lack manners and are be rude to others, which can create bad feelings and break the harmony in society. Sociological approach sees to it that students develop good social skills like respecting elders and accepting other’s opinion. Peaceful talks can only happen with good social skills. 6. Making a Democratic society: The success of democratic country like India depends upon the education its members. Without respect and love for one another, there can be no democracy. A Sociological Approach to education will allow students to learn about the necessity of respect and co-operation between the various members of a country. 7. Understanding and Solving Social problems: The sociological approach helps students understand the social problems and suggests ways and means of solving them through education. Positive social changes can be brought about by education and it can create an entirely new generation when may be free of the bad habits, behaviors and practices which was followed by the older generation. 8. Raising the Standard of Social life: The sociological aim of education is to raise the standard of social life by raising the standard of living. Money is not the only way to raise the standard of living. One needs to have mature thinking, responsible behavior and good work ethics. Education must train the individual to fulfill his social responsibilities. 9. Moral Development: People in the society show a lot of good and bad habits. For a young student who is exposed to society, it can be very easy to pick up the bad habits, eg. smoking, drinking etc. Sociological approach to education focuses on providing moral education to students, so that students will understand what they should do and what they should not. Students are also encouraged to tell their parents to stop their bad habits like smoking, drinking etc. 10. Encourage Empirical Knowledge: Empirical means “based on proof and evidence”. Rumors and blind-beliefs are not empirical. Empirical knowledge is the knowledge which is true because it is based on facts and evidence. Sociological Approach to education is making education empirical, ie. Based on evidence and proof. Students are encouraged on believing in truth, and not on rumors and blind belief. Many of society’s problems occur when people don’t follow facts and simply believe in lies. 11. Education as an agency of Social progress: According to sociologists, education is the best means of social change and social progress. A society functions effectively only if its members follow the society’s rules, ethics, customs, values etc. A society needs to be progressive and ever changing with the times. Schools and Universities impart valuable information to the students who can then use this information to bring a change in the society. 12. Teach living in Peace and Harmony: Subjects like Peace Education and Moral education helps students realise that peace is the best solution to all problems. In school, students will often get into fights. Teachers must encourage students to solve their problems through mutual understanding and compromise. This peacefull attitude can help in creating a peacefull and harmonious society. 13. Understanding Individual Difference: In a society, there are people with different needs and wants, different beliefs and ideologies. Similarly, in school, there are students who are different from each other and all have different needs. A Sociological approach to education ensures that every student is given the education based on his needs. In a classroom, teacher should give attention to both the smart students and dull student. UNIT IV: EDUCATION AND CHANGE Long Answer Type • • • • • • • Role of Education in Social Change- 2015, 2016, 2017 CBCS, 2017,2018 Secondary Group and Educational Implication – 2015,2019 Primary Groups and Educational Implication -2016, 2017 CBCS,2018 Concept of Social Change – 2017, Concept of Mass Media -2017 Role of Mass Media in Social Change - 2017 Role of Education in Culture Change – 2019 Short Answer Type • • • • • • • Characteristics of Primary Group – 2015, 2017 Characteristics of Secondary Group- 2016 Meaning of Social Group – 2017 CBCS Meaning of Social Change – 2018 Role of Education in Social Change – 2018 Mass Media as means of Social Change – 2019 Meaning of Social Group -2019 Meaning and Concept of Social Change Social change refers to the modifications in the life pattern of people. It occurs because all societies do not stay the same. Change is an important part of society. For a society to progress and develop, there has to be a change. The word ‘change’ means a difference in something over some period. Hence, social change would mean observable differences in any social phenomena over any period of time. Social change is also called the transformation of culture and social institutions over time. According to M.D. Jenson, “Social change may be defined as modification in ways of doing and thinking of people”. Social Change happens in a good way and also in a bad way. During wars, famine, natural disasters, the society changes in a bad way. During times of peace, technological advancement and educational growth, society changes in a good way. Through education, we can change society for in a good way. Education as an Instrument of Social Change Education is the most powerful instrument of social change. It is through education that the society can bring desirable changes and modernize itself. Education can transform society by providing opportunities and experiences through which the individual can develop good values and behaviour. Education also helps society to adjust with the emerging needs and philosophy of the changing world. Social progress needs careful planning in every aspect of life– social, cultural, economic and political. If it is not planned properly, instead of social progress there may be a social decline. In the same way, Education plans and policies must be planned in such a manner that the changes it brings in schools and colleges is for the good of students and society. The following are the ways in which education brings social change: 1. Changing attitudes: Education helps to change the attitudes of people in favor of modern ways of life. It also develops attitudes which can fight superstitions and outdated beliefs. It can bring about a change in attitudes of people so that they have progressive thinking. Their attitude is changed to love one another and not discriminate based on gender, race, religion, caste etc. 2. Creating desire for social change: Education creates a desire for change in a society which is necessary for any kind of change to come. It makes people aware of social evils like drinking, gambling etc. and creates a desire to fight these social evils. Education makes the poor and backward people aware of their problems and encourages them to improve their conditions. 3. Helps in Adopting social change: Whenever some social change occurs, some people easily adopt change while some find it difficult to adopt the change. One of the aims of education is to assist people to adopt new changes. In schools, children are taught to be flexible and willing to improve and change themselves for their selfimprovement. 4. Overcoming resistance to social change: Certain factors create resistance in the way of accepting social change. Most illiterates and people from backward backgrounds refuse to change their lifestyle and way of thinking. Through school education and awareness campaigns, people can be convinced to change. 5. Judgement about social change: Education gives the individual with the capacity to use his intelligence, to distinguish between right and wrong and to establish certain ideals. Education determines the values which act as a criterion for the analysis of social change. Through education, we can judge whether a social change is good or not. 6. Emergence of new changes: Education helps in bringing social reform. If there is a certain bad practice in society (like Sati system and Dowry system,), educating the people and spreading awareness will help in removing these bad practices. Education encourages the public to unite and raise their voice towards the abolition of malpractices. 7. Leadership in social change: Raja Ram Mohan Roy, Swami Vivekananda, Mahatma Gandhi etc. were highly educated freedom fighters who made several social changes in India. Without education, we cannot have the leadership qualities to bring social change. Hence, we need to educate society so that they have the leadership qualities to make social changes. 8. Advances in knowledge: New ideas and knowledge that change the society is created by highly educated people. New ideas help in broadening the mind of the people. New ideas like democracy and secularism which changes society came only through education. 9. Economic prosperity: Education is the most important factor in the economic development of a nation. Educated people earn money for themselves, their family and the society. In this way, education helps in bringing positive social change. A poor country with poor education will have lots of crime, which would bring a negative social change. 10. National development: Education leads to national development. Any nation which is developed and has happy citizens will always show a very good educational infrastructure. Good education and high literacy rates are signs of a developed and modern society. For a country to have good positive social changes, it needs to have good education system. Mass Media as A Means of Social Change. Over the past two decades, Mass Media in India has grown to its full strengths. With the advent of cheaper electronic devices, can watch television channels and surf the internet from all corners of the country. Nowadays, people spend a lot of time-consuming content from Mass Media like TV, Radio, Internet, Newspapers etc. This exposure to Mass media has a huge influence on people’s minds. When a large population consumes mass media, their views, opinions and ideology get influenced and affected by it. In Mizoram, the Tv Stations help promote awareness through its local made shows. Mizos are also known to make good use of the mobile app Whatsapp to spread information and awareness, making the Mizo Society more techno savvy and well informed. Mass Media brings social change through various means, such as 1) Print Media (Magazines, Newspaper, Journals) 2) Television (Serials, Educational Shows) 3) Radio 4) Motion Pictures (Movies, Documentaries) 5) Internet Role of Mass Media in bringing social change Positive Role 1. Creation of Awareness. Media has contributed a lot in increasing the general knowledge, who is who and what is what, knowledge of current issues etc. The programmers having media discussions, current affairs, documentaries, etc. have been instrumental in enhancing the common man’s awareness. 2. Advancement of India’s Agricultural Society. Radio programs like Kisan Vani have been broadcast since 1962 to spread knowledge and awareness about the new agricultural methods of India’s Green Revolution. This brought a huge social change in the rural areas of the country, causing many farmers to escape poverty and have a better way of life. 3. Development of Public Opinion. Media discussion on TV and Radio helps in enlightening the people. Through internet social media like Facebook and Youtube, people can express their opinions and share ideas. This brings ideas from various backgrounds together and causes changes in society’s ideology. 4. Helps in Educational Efforts. Education is the biggest tool of Social Change. Mass Media helps in spreading knowledge to remote areas. It also helps in presenting ideas in interesting manner such as videos, music, movies etc. The raising of education standards and spreading of literacy brings positive change in the society. 5. Supports Democracy. Mass Media gives every Indian citizen the opportunity to express himself. Today, a common man can post an article criticizing the govt. in newspapers, magazines or on the internet via Facebook, WhatsApp etc. with full freedom. Negative Role 1) Consumerism. Our society is consuming all messages being spread by the Media. The youth of our society nowadays are more brand conscious and materialistic. The effect of media is very strong with respect to advertisement on consumer products. Materials goods are being valued more and more. The Social Change taking place due to this is very bad for humanity in the long run. 2) Decline of Moral Values. Most of the content delivered by Mass Media is focused on entertainment. The number of educational channels and programs are reducing day by day. The dramas, programmes etc shown on media glamorize everything other than spirituality and good morals. A quick look at the past 20 years shows that the Indian Society has had a negative social change when it comes to the upliftment of good spiritual and moral values 3) Westernization. Most developing nations become victims of westernization, since the western countries like USA are very dominating in terms of mass media. Since Mass Media has a huge impact on the way we think, the foreign shows, songs, movies, serials etc. has made society prefer foreign culture instead of our own culture. In Mizoram, the influence of south east Asian culture like S.Korea and has brought a harmful social change among the youth 4) Excess information. Sometimes, too much of something can be harmful. Nowadays, everyone has access to various forms of Mass media, and they receive lots of information at a time. This can lead to confusion, as in the case of TV News, where different news channels give different news reports on the same incident. When there is too much difference of opinion and ideas among the society, it could bring a negative social change. The spread of fake news has also lead to the distrust of news channels which is harmful to society. 5) Prevents Physical Socialization: It is said that Mass media mentally connects but physically disconnects. Communication between people across the world has become very easy and convenient. People no longer need to physically meet someone to talk, as they can talk using electronic devices like mobile phones. This leads to the lack of human interaction which could endanger the society. The youth of today, called millennials are called the most disconnected generation because these young people no longer experience the real human socialization. Role of Education in Culture Change Culture is the characteristics and knowledge of a group of people, which includes language, religion, food, social habit etc. According to Horton & Hunt: "changes in the culture of society is called cultural change." Cultural Change can happen naturally or deliberately. It is very important for a society to have cultural change, as change leads to progress. Most of the Culture Change takes place through education inside the school or outside the school. The following are the ways in which Education plays a role in bringing Culture Change 1. The Study of Culture: By studying culture in subjects like Sociology, Philosophy, History, Education etc students can become well aware of the various cultures around the world. Students can compare various culture and decide which culture is better. This kind of studies encourage people to bring a change in the culture of the society. Freedom fighters like Rabindranath Tagore studied Indian and foreign culture to bring a cultural change in India. 2. Development of culture: The function of education is to bring the needed and desirable change in the cultural ideals and values. Cultures cannot be static. It has to be dynamic, flexible and change according to time. The cultural values that were acceptable 100 years ago may not be acceptable today (eg. Dowry system, Zawlbuk System) In Education, culture is studied in detail and new ways of developing culture is researched. 3. Spread of culture. Education upholds the spread of culture through various activities and programmes. Through school education, TV, Radio programmes, etc people are made aware of various cultures, including their own culture. The advancement of communication technology, internet and cable Tv has allowed the spread of culture all across the world. The Mizo youth culture of today is very different from what it was 20 years ago mainly due to the spread of western and Korean culture in Mizo society. 4. Development of Personality Education aims at developing the personality of a child. It employs several cultural patterns of thinking, behavior and cultural values. Someday, these children will grow up to be adult members of the society. The personality they express in society will be determined by the personality they developed in school. People with a great personality tends to bring cultural change eg. Mahatma Gandhi. 5. Respect for Other Cultures. Cultural changes happen when people admire and respect other people’s cultures. In Education, students are made to learn and respect the values of other cultures. Cultural changes happen when we adopt qualities of other cultures, and this happens only when we respect those cultures. 6. Spreading Awareness. Education spreads awareness about the current problems of the society. It informs people about what needs to be done. Culture Change can happen when people are convinced that change is needed. During the Independence struggle, education made Indians aware of cultural problems and that a cultural change was needed. 7. Willingness to Change: Education encourages people to bring positive change in themselves. In school, children practice self-improvement and developing themselves. This creates a strong willingness to change. Many people in our society do not want to change. If there is no change, there can be no improvement. Cultural Change cannot happen if people are not willing to change. 8. Provides the tools for change: Even if we want to bring Cultural Change, we may not have the means and tools to bring a change. Education gives us the skills, knowledge and tools to bring a change. Some educated people write articles to bring culture change, while some write novels or books. For Mahatma Gandhi, his tool was Young India Journal, a weekly English journal where he wrote articles that brought cultural change in India. Some people like Mrs L. Thanmawii, Mizoram’s first female MLA, used politics as a tool for cultural change. She brought women empowerment to our Mizo culture. Social Groups: Primary and Secondary Groups Meaning of Social Groups Social groups consist of two or more people who regularly interact and share a sense of unity and common identity. They see each other often and consider themselves as part of the group. Most people belong to many different types of social groups. They could include family, neighbors, or members of a sports team, a club, a church, a college class, or a workplace. What sociologist try to find out is how the members of these groups relate and interact. In Education, the study of social group is very important as social groups have a large influence on a student’s life. Teachers have to keep a close watch on the friends and family of the student. The behaviour of a student is affected by their interaction with their social groups. Concept and Meaning of Primary Group A primary group is a small social group (small-scale society) whose members share close, personal, long lasting relationships. These groups are marked by members' concern for one another, in shared activities and culture. Examples include family, childhood friends, and highly influential social groups. The concept of the primary group was introduced by Charles Cooley. Although the group initially referred to the first intimate group of a person's childhood (family), the classification was later extended to include other intimate relations (best friends, bf/gf etc.). Primary groups play an important role in the development of personal identity. A primary group is a group in which one exchanges implicit items, such as love, caring, concern, animosity, support, etc. Examples, of these would be family groups, love relationships, crisis support groups, church groups, etc. Relationships formed in primary groups are often long-lasting and goals in themselves. When a person is having personal problems, he will seek the help of people in his Primary group. Primary groups are usually formed naturally. For e.g. When a child is born, he automatically becomes member of the family. Primary groups can also be formed intentionally. For e.g. A man falls in love with a girl and they form a small primary group. Educational Implications of Primary Group 1. Student’s Personality: The primary group, particularly, the family, defines the personality of a child. The quality of behavior that a child picks up during its childhood in primary groups is reflected in school life. A student with bad behaviour has a high chance of belonging from a broken family or a family which doesn’t care for its children. Students from good families make new friends quickly which helps them in studies like group work and group projects. 2. Discipline and Control :Primary groups control the student’s behavior. What a student does and does not depends on how much control the Primary group has on him. If the parents are strict, then the student will be obedient and listen to his teachers and maintain good discipline. If the student’s best friends are obedient, the student will also be obedient. 3. Students Interests: The primary groups not only provide happiness to students, but they also provide a reason to pursue their interests. A student from a carpenter family will have more interest in arts and craft. A student from a doctor family will be interested in science. The ambitions of a student are also affected by the interest of parents. 4. Acquired Habits: Many bad behaviours like smoking, chewing kuhva, eating shikhar etc can be learned at home. A family with many smokers will cause the children to be smokers as well. Close family members and close friends can teach bad habits. All these bad habits have a huge impact on studies. 5. Ambitions and Goals in life: Some students have high ambition while some students have very low ambition. This is because different families have different expectations from their child. The son of an officer will always be under pressure to study hard, while the son of a farmer will not be so much under pressure. These pressure from parents can have a huge impact on a student’s studies. 6. Attitude and Outlook : Some students have positive attitude while some have negative attitude. The way they see the world differs from one student to another. Primary groups have a huge impact on students as it can encourage the students to do good and be optimistic. But if the students is surrounded by people who are always discouraging him, he will be pessimistic, and will have a negative outlook on life. 7. Moral Values: Moral values are first developed at home. Parents teach their child how to respect elders and teach them good manners. A student from a good family will have good moral values, and will respect their teachers and senior students and it will be less trouble for teachers in disciplining them. Concept and Meaning of Secondary Group A secondary group is a small or big group which is created for a particular purpose. Here, they interact on a less personal level than primary group. They are mostly impersonal and usually short term. These groups are typically found at work and school. Since secondary groups are established to perform functions, people’s roles are more interchangeable. A secondary group is one you have chosen to be a part of. They are based where many people can meet close friends or people, they would just call acquaintances. Secondary groups are groups in which one exchanges explicit commodities, such as labor for wages, services for payments, etc. Examples of these would be employment, classmates, or a committee for planning picnic. Sometimes, the primary and Secondary group can overlap. For e.g. Students in a classroom are part of a secondary group. One of the students may fall in love with another student, forming a primary group (boyfriend/girlfriend) inside a secondary group (classmates) Educational Implication of Secondary Groups 1) Develops new talents: The secondary groups provide a greater chance to develop new talents. By meeting new classmates and making friends with them, a student learns things which cannot be learned in Primary groups. 2) Allows efficient learning: When there are more people working on a project, the work can be done much quickly and efficiently. Students can make use of his classmates to help him in studies, clearing doubts and confusion in a topic and even help him with homework. If the students is separated from the secondary group (classmates) then his studies will be severely affected. 3) Broadens the Mind: A secondary group broadens the outlook of students. In a primary group the outlook of students gets narrowed because they think of their limited interests. In schools, students interact and discuss with the secondary group (classmates) to widen their outlook on various issues like sports, politics, movies, music etc. 4) Acquired Habits: Many bad behaviours like smoking, chewing kuhva, eating shikhar etc can also be learned from secondary groups. Many students in Mizoram who are addicted to alcohol and drugs are as such due to their secondary group (classmates, local friends). These habits can lead to bad performance in studies and low concentration in class. 5) Ambitions and Goals in life: Some students have high ambition while some students have very low ambition. This is because different families have different expectations from their child. The son of an officer will always be under pressure to study hard, while the son of a farmer will not be so much under pressure. These pressure from parents can have a huge impact on a student’s studies. 6) Attitude and Outlook: Some students have positive attitude while some have negative attitude. The way they see the world differs from one student to another. Primary groups have a huge impact on students as it can encourage the students to do good and be optimistic. But if the students is surrounded by people who are always discouraging him, he will be pessimistic, and will have a negative outlook on life. 7) Moral Values :Moral values are learned in Primary groups but can by further developed from friends and classmates. In school, students learn about cooperation and teamwork, which can develop good moral values like caring for one another and working to help one another. Values like gender equality and not caring about caste, color, religion etc. can be developed from classmates, teachers and friends. Characteristics: Primary Groups vs. Secondary Groups Characteristics Primary Secondary Size Usually small Usually Large Nature of Relation Relationship is personal. Relationship is formal Membership Usually, the individual becomes its member since his childhood. The individual becomes its member later and its membership is required Aims of members The aims of the members are identical or same. There is love and sympathy. The aims or interests of the members are not identical or same. Lack of co-operation and sympathy. Duration The membership is compulsory and continues for lifelong. The membership is optional. He can resign from the membership at any time. Death in Relationship More emotional and painful Less emotion and pain Reason for Formation For one’s own emotional need To fulfill an objective Effect on personality Huge effect on shaping one’s personality Very less effect Stability of relationship Very stable Unstable Time of Development Early stage of life Later stage of life Rank and Position of The position of each person is members determined based on family and personal closeness The position of member is determined by his work or function. PAPER II : PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION Long Answer Type • • • • • • • • • Concept Backward Class and Schemes – 2015,2017 CBCS,2017 Concept of Freedom and Discipline -2015, 2017CBCS,2019 Importance of Freedom – 2017CBCS, Importance of Discipline in School – 2017 Importance of Discipline in Social Life - 2019 Relationship between Freedom and Discipline -2015 Concept Equalization of Educational opportunities and Schemes -2016, 2018 Factors for Low Women Literacy- 2016 Steps to improve Women Literacy -2016 Short Answer Type • • • • • • • Equalization of Educational Opportunities – 2015,2017CBCS Freedom and Discipline in Education – 2016 Scope of Backward Classes – 2017 CBCS Importance of Girls Education- 2017, 2019 Concept of Freedom- 2018 Problems of Backward Classes – 2018 Discipline in Education -2019 Equalization of Educational Opportunity Meaning and Concept: After independence, India formulated the goal of equalization of opportunity in education and employment because India believed in democratic philosophy. According to the Indian Constitution, every individual should have equal opportunities for getting education, no matter which race, religion, culture, sex, caste etc. Regarding equalization of educational opportunity, the report of the Education Commission 1964-66 states, “One of the important social objectives of education is to equalize opportunities, enabling the backward underprivileged classes and individuals to use education as a lever for the improvement of their condition”. According to NPE-1986, equalization of education means “to provide for equal opportunity to all not only in access but also in the conditions for success”. In India, equality of educational opportunities generally means as : • opening of schools within walking distance of the learner, • providing residential schools for children, • admission of children of all communities, • reducing the dropout rates, • provision of non-formal education for the dropouts and • provision of pre-matric and post-matric scholarships etc. Problems Faced in Our Country Regarding Equality of Educational Opportunity In-equalization of educational opportunities arise in various ways. 1. Lack of Schools and Colleges: India is a developing country with very high population. There are many young children who cannot go to school because construction of schools and hiring staffs and teachers costs a lost of money. The govt. provides compensation to private individuals to build private schools so that the heavy burden of building schools does not fall upon the govt. alone. 2. Difference in economic status of the people: Most of the schools in India is private, and private school fees are very high. Poor parents cannot send their child to private schools. Even though education is free for children from age 6-14 in govt., schools, many children cannot attend these schools because of overpopulation in govt. schools. 3. Gender Discrimination: Indian society is very conservative even today. Many parents don’t want their daughters to go to school because of several sociological reasons. Many parents don’t think that it is worth investing money on their daughter’s education as they expect them to be housewives in the husband’s home. Some parents are also afraid that their daughter will be in close contact with boys which is considered immoral in certain societies. 4. Difference in the standards of educational institutions: Govt. schools follow the same standards set by CBSE or State Boards (MBSE), but some govt. schools receive more benefits compared to others. Among private schools, there is a huge gap in quality. Some private schools can provide world class education through CIB (Cambridge International Examinations) curriculum, while some private schools don’t have the money to provide basic quality education. This leads to a huge divide among school graduates and students from poor schools cannot compete with students from rich schools. 5. Difference on home environment of the children: Educational awareness has improved a lot in India since Independence, but even to this day, there are many families who cannot support their children in studies. Rich parents can help their child in studies or send them to expensive tuition classes. While Poorer parents cannot help their children, financially and intellectually. Because of this student passing out from same school can have different educational experience. 6. Difference between rural and urban, backward and advanced classes: People in rural and village areas have lesser educational awareness. The village culture is more focused on agricultural work and less focused on school education. People in urban and town/city areas are more aware of the importance of quality education and therefore tend to have higher quality education. 7. Non-availability of adequate opportunities: Many people in India are systematically prevented from getting education. In several societies, the untouchable casted like Harijans and Dalits are not allowed to sit next to upper class people. Racism, Communalism and religious discrimination prevents school children from getting the educational opportunities. 8. Lack of motivation towards education. Lack of motivation can happen among students due to laziness or boredom. But a lot of students, who are hardworking and sincere, do not feel motivated to study because they don’t feel the importance of school education. India is an agriculture society where most people are engaged in agriculture. Indian schools have little knowledge about the agriculture profession. Students interested in arts, music, painting, singing etc. don’t get motivated to study because the subjects in school are related to their future ambition. Schemes and measures adopted for equalization of educational opportunity in India After the independence the Government of India has undertaken a adopted several steps and schemes for equalization of educational opportunities. They are are follows: 1. SarvaShikshaAbhiyan (SSA): It is a programme aimed at the universalization of elementary education. The 86th Amendment to the Constitution of made free education for children between 6-14 a fundamental right. To fulfill this Amendment, SSA was launched in 2001. It aims to create equality of educational opportunity be making sure every child is made to go to school. 2. Kasturba Gandhi Balika Vidyalaya (KGBV): Gender discrimination still exists in rural areas and among disadvantaged communities. The KGBV scheme was introduced by the Government of India in August 2004 to provide educational facilities for girls belonging to ST/SC and OBC minority groups. The objective is to ensure that quality education is feasible and accessible to the girls of disadvantaged groups of society by setting up residential schools with boarding facilities at elementary level 3. Mid-Day Meal Scheme. : The Midday Meal Scheme is a school meal programme of the Government of India designed to improve the nutritional status of school-age children nationwide. The programme supplies free lunches on working days for children in primary and upper primary govt schools and other govt. sponsored educational institutions. Mid-Day Meal encourages poor families to send their children as the govt is taking care of providing food for the school hours. 4. Kendriya Vidyalaya Sangathan (KVS): The Kendriya Vidyalayas are a system of central government schools in India that were instituted under the leadership of the Ministry of Human Resource Development (MHRD). It comprises over 1,094 schools in. It is one of world's largest chain of schools. The main purpose was to provide boarding school education for children of military personnel. And other govt. employees. It helped solved the problem of educating children whose parents had to be posted in several parts of the country. 5. National Institute of Open Schooling (NIOS): The National Institute of Open Schooling (NIOS), is the board of education under the Union Government of India. It was established by the Ministry of Human Resource Development of the Government of India in 1989 to provide education to remote areas under the motive to increase literacy and aimed forward for flexible learning. Here children can study without coming to school. It also offers vocational courses after the high school. Despite being established for distance education, NIOS provides a formal and regular secondary and Senior Secondary program equivalent to CBSE Education of the Backward classes The term backward classes broadly refer to the category of people who have been designated as backward by the government and are entitled to get certain benefits and privileges from the government. The backward classes form a very important section of Indian society, accounting for more than 30% of the total population. They are however not a homogeneous category but consists of three broad division the scheduled castes the scheduled tribes and the other backward classes. Each of these categories has its own distinctive background and to some extent its own problems. Backwardness is an attitude of a group and not an individual. Membership this backward classes is determined by birth like all other caste groups in society. Description of the backward classes 1. The backward classes’ commission in its report of 1956 described the backward classes consisting of the following groups. 2. Those who suffer from the Stigma of untouchability or near untouchability. These groups are classified as scheduled caste. (SC) 3. Those tribes who are not yet sufficiently assimilated into the mainstream of the National life. These groups are classified as scheduled tribes (ST) 4. Those tribes who due to neglect have been forced to commit crime. These tribes were previously known as criminal tribes and are presently called denotified tribes. a) Other backward classes which consist of b) Communities consisting of Agricultural landless labourers. c) Communities engaged in cattle breeding sheep breeding of fishing on small scale. 5. Communities the majority of whose people do not have sufficient education and not secured adequate representation in government services. Communities not occupying positions in social hierarchy Problems of the backward classes 1. Educational backwardness It is well known that the poor and the underprivileged sections of the Indian society including the OBC's, SC's, ST's are lagging behind in education. It is reflected in the literacy level achieved by these section, illiterates are found in a large number in this category. Those who are interested in education are not able to continue higher levels of education for this financial reasons. Only during the recent years some of these have pursued their education at higher level due to the reservation facilities provided for them. 2. Social backwardness Socially the SC's, ST's and OBC's are not only backward but also innocent and ignorant. This is especially true in the case of rural people belonging to lower castes. Even though people who belong to this category are not directly to victims of untouchability of social distance prevails between these and the so called forward classes. 3. Economic backwardness Backward classes as the very term indicates are economically backward. Though most of these communities are comparatively better than those of STs and SCs in economic matters they are not self-reliant. Most of these communities are poorer than the other general population. Many poor unemployed and employed and only seasonally employed are found in this category. Negligible number of economically exploited people belong to this category. Steps taken to solve the problems of education of backward classes in India The NPE-1986 recommended certain measures to be undertaken to improve the educational status of the SCs and STs. Some of them are mentioned below :1. Giving special incentives to SC and ST families to send their children to the schools at least up to 14th year. 2. Maintaining a proper record relating to the enrolment of SC and ST children, and their attendance in schools and their performance in the examination. 3. Pre-matric scholarship scheme for children of families engaged in low occupations such as scavenging, sweeping, curing hides, tanning, oil-grinding, shoe making etc. 4. Appointing teachers from the category of SCs and STs. 5. Providing for as many hostel facilities as possible. 6. Encouraging educated tribals to take up teaching in tribal areas. 7. Establishing educational institutions in the remote places like hilly areas, mountainous forest areas. 8. Designing instructional materials in tribal languages at least at the initial stage. In addition to the above, there are some centrally sponsored schemes also for the educational benefit of both SCs and STs. The Central Government sponsored the following schemes to facilitate the educational improvement of SCs and STs:1. Free coaching and training for those candidates to appear for the competitive examinations. 2. Book-bank scheme. 3. Post-matric scholarships to provide financial assistance for higher education. 4. Construction of hostels. 5. Financial assistance to do research work. 6. Supply of text-books free of cost; and 7. National overseas scholarships and passage grants for higher education. Literacy and Girl’s Education Girls’ Education is an aspect that has been emphasized in our society and across the globe for several decades. It is a process of developing the knowledge and skills of the girl children and women in the society. This includes educating them through regular schooling system so that they acquire basic literacy but also includes development of skills and knowledge of girl children to make them more employable in the future. This emphasized to promote gender equality and harmony around us. The benefits of this would be immense. Importance of Girl’s Education 1. Encourage gender equality: Educating girl children will promote equality between males and females in the society. Educated girls will in future seek employment which in turn improves their financial position and it will also improve the chances of women engaging in gainful employment. 2. Gender parity in pay: Often the lack of skills is cited for the gender differences in pay but by educating the girl child equally as the boy child would ensure parity in pay. 3. Management of resources: Educated girls are in a position to take better decisions for their future. Women generally take up the position of management of household resources and educating girls would ensure efficient allocation and use of resources within the households. 4. Improving health outcomes for children: Women play an important role in raising children and education would enable them to make better health choices for their children. Also, education of girls improves sanitation and health outcomes for them and their families, thereby reducing the incidence of illness. 5. Reduce risk of violence against women: Education along with employment increases the awareness and access to resources for women making them less vulnerable to violence within the household and outside. 6. Bring out their talents and develop them: Education and going to school helps girls to identify and develop their talents and thus increases their chances of getting into professional careers. 7. Comprehensive policy making incorporating female perspectives: Educated women would be able to put forward their issues and perspective in public discourse which in turn would influence policy making. 8. Social benefit from improved contribution: It increases social benefit because women will be in a position to contribute better to the society and the family. Educating a girl child is like planting a seed. It is a long term investment which will continue to provide immense benefits to the society for a very long time in the future. The lack of basic education lies at the heart of gender inequality and girl child education is the first step in the long struggle for women empowerment. The benefits and significance is so exhaustive that the failure to implement it at present would lead to immense losses in the future. Barriers to Girl’s Education The evidence that educating girls creates healthier, wealthier, fairer, and more stable communities is overwhelming—so why isn’t every girl getting a quality education? The barriers, particularly for girls in the poorest countries, are wide-ranging and complex but these are some of the most challenging: 1. Cost: The cost of supplies can limit girl’s access to education. Even in areas where school fees are non-existent, there’s still a price to pay. Students are often required to buy uniforms, transportation, and supplies, like textbooks, pens, and notebooks, not to mention the indirect costs such as loss of potential income from missed labor opportunities or contributions around the home. 2. Violence and Security: In some regions, parents do not allow their daughters to attend school, but it isn’t necessarily because they don’t want them to be educated. Sometimes parents keep their children home because the commute to and from school is unsafe and the risk of attacks on girls’ schools is a serious concern. 3. Conflict and Emergency Situations: In conflict-affected countries, education is not always accessible. As a result, girls in these countries are almost 2.5 times more likely to be out of school than girls living in countries not affected by conflict. 4. Teaching and School Climate: The perpetuation of traditional gender norms can result in girls being excluded from learning important subjects like science, technology, engineering and math (STEM). Teaching must be inclusive and enable girls to learn the same lessons as their male counterparts. 5. Access to Resources: Where resources don’t address girls’ needs, it can limit their learning. Providing a wide range of resources that do address girls’ needs—such as textbooks, teaching guides, and the internet—all help ensure girls are both in school and learning. 6. Cultural Norms and Expectations: Household duties, the care of family members, early marriage, and early childbirth are all factors that contribute to girls missing out on an education. In cultures where these expectations are the norm, girls’ education may be lower on a family’s list of priorities. 7. Poor Infrastructure: Overcrowded classrooms and rundown schools provide students with a less-than-quality learning environment. Schools that don’t provide students with access to separate toilets, washing areas, and sanitary products can discourage girls who are menstruating from attending classes. Concept of Freedom Freedom is defined as the absence of constraint. It lies in the liberty to act according to preference, in the opportunity to exercise choice. According to Von Hayek, “freedom is a condition of men in which coercion of some by others is reduced as much as possible”. Smith also defines freedom as "To do as one pleases, this alone is liberty". When we say that an individual is free, we mean to say that he is free from something. Freedom, liberty, emancipation - all these terms implies chains which might be there but are not there. A prisoner is said to be free when his movement is not restricted in anyway. Like freedom of movement there can be freedom of speech, freedom of worship as well. But we should remember here that when we talk of freedom in the school or in the state we do not mean that the pupils or citizens are free from all restraints, we mean only that they are free from some particular checks which are imposed in the past or which may be imposed upon them in the future. Freedom in Education Freedom in school situation has been encouraged by all great educators and philosophers. Children, it has been observed, develop better in an atmosphere of freedom. Rousseau, the great educator and father of the philosophical school of naturalism, advocated that the child must not be subjected to any form of restraint. Mental faculties of child, unfold themselves when children are given the freedom to move, speak, think and imagine in their own way. The dormant potentialities of a child find expression in his free creative activities. Madam Montessori was so much impressed by Rousseau's educational thought that she advocated for children in her system of education all forms of freedom. Freedom first, freedom second, and freedom last was Madam Montessori's watchword in education for young children. Curiosity is a very dominant instinct in children and is the source of all their first - hand knowledge. It makes them to exercise all their sense organs to know. Curiosity in children acts best in an uninterrupted atmosphere. Putting restraint upon children's freedom made them to recoil their sense organs depriving them of knowledge about their environment which would otherwise freely enter their mind through the manipulation or exercise of their sense organs. This is the reason why it is said that a child learns best when placed in an atmosphere of freedom. In freedom the child's heart is intent upon learning and he learns twice as fast with half the fatigue. All these are very valid reasons why a very great degree of freedom to children is to be provided in schools. There is no absolute freedom. Nature has set certain limits to our capacities. Certain limits are set by our society in which we live. Certain restrictions are imposed by our own ideals of life. We accept these restrictions without questions. It is only when somebody invades our personal liberty without any: or social excuse that we raise protest. Discipline in Education The word 'discipline' is derived from the Latin word "discipulus" which denotes the concept of teaching, learning and developing by instruction and exercise. There is another word "Disciplina" meaning instruction to disciples, one who learns from the preceptor. Ordinarily the word discipline implies subordination of one's selfish wishes, desires and tendencies to a higher ideal. It means obedience to standard rules of an institution. It is a process of mental and moral training. It is a mode of life which follows certain rules laid down by the society. Discipline may be of two kinds : Negative discipline : Negative discipline is a discipline which is founded on fear, and is imposed from outside and from above by the use of authority. Positive discipline : Positive discipline is a discipline which is the result of the gradual building up of habits of self-control and of cooperation’s; accepted by the pupil and carried out not because, they are imposed from above, but because of his recognition of its necessity and value. Importance of Discipline in Social life Discipline is the very condition of life. It is as essential to children and individuals as to communities and nations. None can make any progress without discipline. In fact, nothing worthwhile can be achieved without discipline. Discipline is the essence of democracy. In democracy it is not forced from above, it grows from within. It is based on the realization by the individual of the worth of all other individuals. It is the result of training of conscience which consists in the cultivation of goodwill and the development of moral insight. Democratic discipline is self-discipline and is a discipline from within. Democratic discipline is free discipline based on love, sympathy, cooperation, human relationship. In such a situation discipline becomes positive and natural. To quote the Secondary Education Commission, "Discipline is the fruit, the valuable by product of cooperative work willingly undertaken and efficiently completed". For establishing control in a school, laws and rules are necessary. While laws can exist without liberty, liberty cannot exist without laws. Discipline is needed to maintain the traditions of the school and to secure obedience to them. It is also necessary to help the pupil to acquire knowledge, skills, values and attitudes useful for him and society. It is to obtain adjustment of the pupil to his environment. The Secondary Education Commission observes that "no amount of improvement and reconstruction in education will bear much fruit the schools themselves are undermined by indiscipline. If there is no discipline in a school, there is bound to be chaos and confusion, waste and inefficiency. Discipline is the lifeblood of an institution. If the pupil is to learn what society expects of him and if he is to be encouraged to control his behaviour to conform to these expectations, discipline should include three important components: • education in moral concepts, • rewards for socially approved behaviour • punishment for wrongdoing by intention. We should not neglect these if we wish the students to attain the desired objective of selfcontrolled and self-directed behaviour. Discipline cannot be considered as good unless it is founded upon worthy ideas of conduct that are becoming or become embedded in the children's characters. Maintenance of discipline has been a moral problem since time immemorial. Though every society has its moral codes, some moral values are accepted by all societies - e.g. honesty, patience, kindness, loyalty, courage, cooperation, perseverance, etc. Society demands its members to live up to the moral standard it has already established. "The aim of discipline", in the words of Welton, "is the training of conscience which consists in the cultivation of goodwill and development of moral insight". Discipline is an instrument by which a child or man is trained to bring out his refined behaviour to the society. Through his disciplined mind and actions he should create an ideal environment in the school and in the society. Thus, discipline is essential in making a country successful and a society cultured. For this every teacher should inspire his pupils through the ideals to achieve the desired behaviours. An undisciplined country or society may be counted as uncultured. Relationship between Freedom and Discipline The relationship between these two seemingly opposing forces freedom and discipline is one that is strong and interdependent. Often in the quest for freedom people will shun discipline. They believe that being disciplined somehow restricts their freedom. This couldn't be further from the truth. Having discipline of your mind and time brings freedom to you in so many ways. It takes discipline to achieve the life you want to lead. It is discipline that gives you the "freedom" to take care of yourself and your family on a level that you desire and of which you can be proud. It allows you to live the life you want to live. Discipline frees you from much frustration as you break the cycle of trying and then quitting and then trying again. There is a difference between trying to decide to do something and deciding to do it. If you try to quit smoking the opportunity to fail is already implied. If you on the other hand say I no longer smoke, then the discipline of your mind will free you from the habit. In everyday life the benefits of living a disciplined life is far reaching and rewarding. One of the greatest rewards being freedom, to live the things you most believe in. To live your beliefs gives your life a sense of fulfillment and satisfaction. To constantly fail to accomplish the things you set out to do leaves one drifting, dissatisfied and unfulfilled. You need only to learn to structure your life and discipline your mind around the things that you desire for your life. Accomplishing things in your life doesn't just happen because something inspires you for the moment. No, it takes discipline, but once you learn to discipline your mind and time then achieving things in your life becomes so much more accessible. It may seem that focusing and being disciplined takes away your freedom because you can't just procrastinate. Well it's true you do have to be focused and you can't live a life centered on laziness or procrastination, but it also teaches you to be clear of mind and helps you to accomplish much more in much less time. Discipline frees up your time to be truly leisurely, leisure time free from frustration or guilt because you know you should be doing something you haven't yet done. Many people are always busy and not lazy at all, but they do not accomplish the things they would like to because they lack focus and discipline. Discipline requires the mind to decide what it is you really want to do and then a plan that will accomplish these goals. It eliminates the flitting from one thing to another that simply wastes time and energy. The difference between wanting to do something in your life and doing it is discipline. If you just talk about or wish you could do something it will never happen. If you waste your energy doing, accomplishing nothing, you will end up in a cycle of frustration of starts and stops and failures. Lack of discipline does not make your life easy and relaxed like you may be tempted to believe, rather it steals your time and your ability to achieve the things you want.