Basic in Education PDF
Basic in Education PDF
Basic in Education PDF
Basics in
Education
Textbook for B. Ed. Course
13108
NCERT
ISBN 978-93-5007-283-7
Basics in
Education
Textbook for B. Ed. Course
ISBN 978-93-5007-283-7
First Edition
June 2014 Jyaishtha 1936 ALL RIGHTS RESERVED
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Foreword
What is ‘Education’? What is its primary purpose, and what
is not? Which approaches support it, and at which levels of
cognition? So many basic questions that many of our ‘trained
teachers’, among others, ask. And very few fora to discuss the
limited responses they have found so far. Therefore, the need
for a book of this kind, on basic concepts and introductions
to various relevant theories, was felt.
The present textbook, ‘Basics in Education’, is related to
one of the core components of the two-year B. Ed. Programme,
introduced by NCERT recently. It aims to help the student-
teachers understand and analyse diverse concepts related
to education, their premises and contexts. It discusses
crucial concepts like the nature and goals of education, the
processes of education, different forms of knowledge and
the process of knowing, organisation of knowledge in school
curriculum, autonomy of the teachers and the learners, and
the role of education in inculcating values among children.
The textbook has been written in a self-instructional format,
which provides the student-teachers with considerable scope
for engaging in the processes of inquiry, critical analysis
and intellectual discourse. Each chapter, in addition to
the relevant content, carries Learning Checks, Activities,
Summary, Review Questions, and References/Further
Readings, providing opportunities to the student-teachers to
engage with those concepts. As you go through it, you will see
that the material reflects and propagates inclusiveness too.
The NCERT gratefully acknowledges the joint effort of all
the educationists involved in preparing this material, and
particularly Professor Bharati Baveja for reviewing it.
We hope that the book will be a meaningful resource
to student-teachers, teachers, teacher-educators and all
stakeholders in the schooling systems in our country.
We would appreciate receiving feedback from you to bring
further improvements in the book, which can be sent to
the Editor of the book, Professor A.K. Srivastava (e-mail:
[email protected]).
Parvin Sinclair
Director
New Delhi National Council of Educational
June 2014 Research and Training
iv
Textbook Development Team
Contributors
Chanchal Goel, Lecturer, District Institute of Education and
Training, Pitampura, New Delhi (e-mail:achanchalgupta@
rediffmail.com) – Chapter 7
Daya Pant, Professor and Head, Department of Educational
Psychology and Foundations, National Council of Educational
Research and Training, New Delhi (e-mail:head_depfe@
rediffmail.com) – Chapter 10
G.L. Arora, Professor and Head (Retd.), Department of
Teacher Education, National Council of Educational Research
and Training, New Delhi (e-mail:[email protected])
Chapter – 2
Girishwar Misra, Professor, Department of Psychology,
University of Delhi, Delhi (e-mail: misragirishwar@gmail.
com) Chapter – 11
Kiran Walia, Associate Professor, Department of Teacher
Education, National Council of Educational Research and
Training, New Delhi (e-mail:[email protected])
Chapter – 8
Manjula P. Rao, Professor, Regional Institute of Education,
Mysore. (e-mail: [email protected]) Chapter – 1
Naresh K. Gupta, Associate Professor, Division of Educational
Research, National Council of Educational Research and
Training, New Delhi. (e-mail: [email protected])
Chapter – 3
Poonam Agrawal, Professor, Division of Educational Research,
National Council of Educational Research and Training, New
Delhi (e-mail: [email protected]) Chapter – 9
Ramesh Babu B., Professor at Regional Institute of Education,
Bhopal (e-mail: [email protected]) Chapter – 4
Sunil Behari Mohanty, (Retd.) Professor of Education,
presently residing at Puducherry (e-mail: sunilmohanty@
gmail.com) Chapter – 6
Uma Vyas, Associate Professor and Head, Departmnet of
Teacher Education, Bareilly College, Bareily (e-mail:druvkv@
yahoo.co.in) Chapter – 5
Editor
Ashok K. Srivastava, Professor and Head, Division of
Educational Research, National Council of Educational
Research and Training, New Delhi (e-mail:ashokksrivastava@
yahoo.com)
Reviewer
Bharati Baveja, Professor, Department of Education,
University of Delhi, Delhi (e-mail:[email protected])
vi
Acknowledgement
A number of scholars contributed towards the development
of the textbook. The planning meeting was held in January
2010. The following scholars contributed towards the
planning of the book: Professor M. Sen Gupta, Gurgaon;
Professor M.D. Usha Devi, ISEC, Bangalore; Professor H.K.
Senapati, RIE Bhubaneswar; Professor G.L. Arora, Gurgaon;
Dr. Minal Narawane, Pune; Professor A.K. Mishra, NERIE,
Shillong; Professor A.K. Srivastava, NCERT; and Dr. N.K.
Gupta, NCERT.
During the period April 2010 to November 2012, the work
related to the development of textbook was coordinated by
Professor Poonam Agrawal, NCERT; and Dr. Sharad Sinha,
NCERT. A review meeting was held in February 2012 in
which the following scholars contributed: Dr. S.B. Mohanty,
Puducherry; Dr. Seema Joshi, Jaipur; Dr. Shivani Vij, Delhi;
and Professor D.K. Bhattacharjee, formerly with NCERT.
Professor G. Ravindra, Bangalore sent his comments by post.
The Director, NCERT assigned the task of finalising the
book to Professor A.K. Srivastava in November 2012. The
final editing of the chapters was done by him. Professor
Bharati Baveja, University of Delhi took the painstaking
task of reviewing the chapters and gave valuable insights.
The finalised versions of the chapters were looked into by
the respective authors and modifications were suggested
by them. The final manuscript was relooked by Professor
Anupam Ahuja, NCERT from the perspective of inclusion
(gender and disable friendly). The contributions of all the
scholars are thankfully acknowledged.
Contents
Foreword iii
2. Goals of Education 42
STRUCTURE
• Introduction
• Objectives
• What is Education?
–– Etymological meaning
–– Narrow and Broader meaning
–– Education as process and product
–– Concept and meaning of education according to
Indian thinkers
–– Western views on education
–– Analytical concept of education
• Whether Education is Natural or Social Process?
• Whether Education is Intentional or Unintentional?
• What Does Education Comprise of?
• Does Education Occur only in Educational
Institutions?
Let Us Sum Up
Review Questions
References
Basics in Education
Introduction
The term ‘education’ is a very common and a popular word
that is uttered by many of us but understood by a very few
in its right perspective. It is in one way or the other appears
to be as old as the human race, though during the course of
time, its meaning and objectives have inevitably undergone
certain changes. As a student of education course, and, as
a future teacher, it is essential for you to understand the
meaning of education, its conceptual features and different
perspectives that have shaped its meaning from time to time.
Understanding the concept of education and its dynamic
features will help you to develop insights about the purpose
of becoming a teacher and help you while educating your
students.
This chapter analyzes different perspectives and views of
Indian and western thinkers on education. The contemporary
meaning of education is discussed here from analytical view
points. Education as a natural and a social process and
also education as an intentional activity are discussed with
suitable illustrations. The different processes of education
and understanding the role and the need of institutions
in educating the individuals are also examined by drawing
relevance to school context.
Objectives
After going through this chapter, you will be able to:
• Analyse various perspectives and views on the concept of
education.
• Explain the concept of education as an initiation process
in the western and eastern perspectives.
• Explain the concept of education as a worthwhile activity
in the context of school education.
• Differentiate between education as a natural process and
as a social process with suitable illustrations.
• Understand the dimensions of education and their
relevance.
• Understand the role and the need of institutions in
educating the individuals.
2
Concept and Meaning of Education
What Is Education?
You are, by now, familiar with the term ‘education’, ‘educated
person’ ‘educating’ and so on. You must have also used these
terms on several occasions in conversation with others. What
do we mean by education? Does ‘teaching’ or ‘instructing’
become education? Or is it learning in an institution? Does
developing the child into good human being known as
education? Is it possible to have one meaning of education?
There are many more such questions that come to our mind
when we attempt to understand the concept of education.
The term ‘education’ has been interpreted by different
people in different ways. Some people refer to it as formal
schooling or to lifelong learning. Some others refer to it as
acquisition of knowledge, skills and attitudes. Some say
that education is nothing, but training of people’s mind in a
particular direction to bring about desired changes. If you ask
a statesman, an artisan, a teacher, a parent, a philosopher
and a student about what education means to them, you
would be surprised to know the multiple interpretations and
views people have about education. This only shows that
education doesn’t have one precise universally accepted
definition. It has various meanings with various functions.
Analysis of these meanings would help us to understand
what education really is. To begin with, let us look into how
the term ‘education’ has evolved and some of the views of
great thinkers that exemplifies the concept and meaning of
education.
Etymological Meaning
Etymologically speaking, the word education is derived from
the Latin word ‘educare’ meaning ‘to raise’ and ‘to bring up’.
According to few others, the word ‘education’ has originated
from another Latin term ‘Educere’ which means ‘to lead forth’
or ‘to come out’. These meanings indicate that education
seeks to nourish the good qualities and draw out the best
in every individual. Education seeks to develop the innate or
the inner potentialities of humans. Some other educationists
believe that the word ‘education’ has been derived from the
Latin term ‘Educatum’, which means the act of teaching or
training. The meanings of these root words lead us to believe
3
Basics in Education
4
Concept and Meaning of Education
5
Basics in Education
Learning Check 1
1. Analyse the views of Raymont on education.
6
Concept and Meaning of Education
Activity 1
Discuss the following meanings of education by
referring to the books cited in the reference list at the
end of this chapter or by going to the library.
• Education as preparation for life
• Education as direction
• Education is a lifelong process.
Learning Check 2
1. Explain the etymological meanings of education.
2. Why is the broad meaning of education preferred
to the narrow meaning of education?
3. ‘Education is considered as a dynamic and an
active process’. Explain.
7
Basics in Education
8
Concept and Meaning of Education
9
Basics in Education
Learning Check 3
1. What were the aims of education in ancient
India? Are they relevant to the present system of
education? Discuss in your groups.
2. How was education conceptualised by Mahatma
Gandhi?
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Concept and Meaning of Education
11
Basics in Education
Rabindranath Tagore
Rabindranath Tagore was born in 1861 in Calcutta, and was
one of the early educationists of India whose ideas gleamed
through his various writings and educational experiments
at Shantiniketan. As an alternative to the existing forms of
education, he started a small school at Shantiniketan in 1901
that developed into a university and a rural reconstruction
centre, where he tried to develop an alternative model of
education that stemmed from his own learning experiences.
In general, he envisioned an education that was deeply
rooted in one’s immediate surroundings but connected to
the cultures of the wider world, predicated upon pleasurable
learning and individualised to the personality of the child.
He felt that a curriculum should revolve organically around
nature with classes held in the open air, under the trees,
to provide for a spontaneous atmosphere. In his opinion,
schools should not be factories, but should provide a free
atmosphere for the pupils to have close contact with the
nature and universe. To Tagore, “the highest education is
that which does not merely give us information but makes our
life in harmony with all existence. But we find that this type
of education is not only systematically ignored in schools,
but it is severely repressed. From our very childhood habits
are formed and knowledge is imparted in such a manner
12
Concept and Meaning of Education
that our life is weaned away from nature and our mind and
the world are set in opposition from the beginning of our
days”. Tagore saw education as a vehicle for appreciating the
richest aspects of other cultures, while maintaining one’s
own cultural specificity. Freedom, creative self expression
and active communication with nature and man are the three
cardinal principles of his educational philosophy. According
to him, education should aim at the development of the
active tendencies of the child. It should be for developing an
individual into ‘whole being’. Education should also promote
peace, love, kindness, and ideals and should aim at gaining a
sense of freedom and of sympathy with all humanity. Tagore
considered education as essential need of human life. In his
view, education is that social process by which man attains
physical progress and spiritual wholeness. True education,
according to him, consists in knowing the use of any useful
material that has been collected, to know its real nature and
to build along with life, a real shelter for life. Besides this,
Tagore considered that god pervades in every particle of the
nature, and felt that the ultimate aim of human life is to
experience this spiritual unity which is the supreme aim or
function of education.
Activity 2
Read the book On Education by Sri Aurobindo and
find out more about the integral education, its means
and implementation in the school started by him and
the mother. Make presentations in your class.
Find out about the kind of education practised in
Shantiniketan during Tagore’s times.
Jiddu Krishnamurthi
Jiddu Krishnamurthi, a philosopher and one of the 20th
century’s most influential teacher, devoted his life to the
awakening of ‘intelligence’ and transformation of society.
Krishnamurty’s interest in education was long standing and
always passionate. He addressed the nature of education in
majority of his books as well as in his speeches to the public
and students in India as well as abroad. Krishnamurthi’s
(1994) ideas on education, though radical, attempt to meet
13
Basics in Education
Activity 3
1. Read the book Why are you being educated? by J.
Krishnamurthi, which consists of six talks given
by him in the Indian Universities and at the Indian
Institutes of Technology between 1969 and 1984.
Make a list of questions that he asks students
about education and their future. Discuss his
views with reference to the existing educational
scenario in our country. Is it possible to bring
changes in our education system based on his
views? Analyse.
2. Find out about Rishi Valley school run by
Krishnamurthi Foundations of Education. What
are the educational practices followed in this
institution? How does it differ from the other
educational institutions? Explore the details and
make a presentation followed by discussion.
Learning Check 4
1. Why was Mahatma Gandhi opposed to the education
system prevalent during the British rule? What
kind of education he proposed and why?
2. What is the right kind of education according to J.
Krishnamurti?
3. Explain Sri Aurobindo’s concept of education.
15
Basics in Education
16
Concept and Meaning of Education
Activity 4
Analyze and discuss the following views on education
in your groups:
Socrates: “Education means the bringing out of
the ideas of universal validity which are latent in
the mind of every man.”
Plato: “Education is the capacity to feel pleasure
and pain at the right moment. It develops in the
body and in the soul of the pupil all the beauty and
all the perfection which he is capable of.”
Aristotle: “Education is the creation of a sound
mind in a sound body. It develops man’s faculty,
especially his mind so that he may be able to enjoy
the contemplation of supreme truth, goodness
and beauty of which perfect happiness essentially
consists of.”
17
Basics in Education
Activity 5
Analyze and discuss the following quotations in your
groups:
Rousseau: “Education of man commences at his
birth; before he can speak, before he can understand
he is already instructed. Experience is the forerunner
of the perfect.”
Spencer: “Education is complete living.”
Pestalozzi: “Education is natural, harmonious and
progressive development of man’s innate powers.”
Froebel: “Education is unfoldment of what is already
enfolded in the germ. It is the process through which
the child makes internal external.”
Progressivists’ Views
These views, propagated in the 17th and 18th centuries, grew
somewhat slowly and took a better shape in the 20th century.
Education reforms appeared in many guises in the opening
decades of the twentieth century. Progressive education
came into focus with the renowned and reform philosophers
like John Dewey, Francis W. Parker, and William Wirt who
were also known as progressivists. Progressive education
movement was influenced by the new scientific outlook and
the empirical discoveries which were at their peak during
that time. Thinkers like J.S. Mill, Spencer, John Dewey and
his followers reflected on the concept of education, influenced
by the social and economic conditions, which shifted from
the individual to group or collective freedom. It was felt that
man’s nature is social in origin and hence the educational
activities are of prime importance in making man of what he
is. The educational institutions were viewed as the agents
with the responsibility for not only making the social nature
of the pupils and also for the reconstruction of society itself.
It was also implied that what the child is, or will become,
depends upon society. Education is seen from the notion of
individual’s free choice. Extending further, it was also felt
that the education given by teachers who understand growth
and development will somehow predetermine the person to
make choices which are in harmony with nature.
18
Concept and Meaning of Education
19
Basics in Education
Activity 7
Collect the views of school teachers, of people belonging
to other professions and of some community members
on ‘what education and educated person mean to
them?’ Analyse their views with reference to what you
have understood by education in this sub section.
Learning Check 5
1. Compare the classical views with that of the
Liberalists views on education.
2. What is the role of educational institutions
according to progressivists?
3. Why does John Dewey view ‘education as a process
of reconstruction of experiences’?
4. Why is Education not a unitary concept?
5. ‘Education is a process of Initiation.’ Explain.
21
Basics in Education
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Concept and Meaning of Education
23
Basics in Education
away from nature and our mind and the world are
set in opposition from the beginning of our days.
Thus the greatest of educations for which we came
prepared is neglected, and we are made to lose our
world to find a bagful of information instead. We
rob the child of his earth to teach him geography, of
language to teach him grammar. His hunger is for the
Epic, but he is supplied with chronicles of facts and
dates...Child-nature protests against such calamity
with all its power of suffering, subdued at last into
silence by punishment.
— Rabindranath Tagore
24
Concept and Meaning of Education
25
Basics in Education
Activity 7
1. Give illustrations to show how education received
at home helps in the socialisation process of the
child.
2. Have you come across a school where education
is treated as a natural process? If so, prepare a
paper giving all details and share your experiences
with the entire class.
at the same time initiating him/her into the society, for which
school prepares him/her. The individual is means to an end
– the end of perpetuating the social order in the socialisation
process and the individual is an end by him/herself in the
educative process.
Learning Check 6
1. Identify the role of school in the socialisation
process of the child.
2. What role should the school play to make
education as a natural and as a social process?
3. As a teacher, how would you contribute to the
education of a child for socialisation?
26
Concept and Meaning of Education
27
Basics in Education
Activity 9
1. Identify the various educational activities that are
carried out in schools with a purpose. Analyse
the purpose of the educational activities and their
relevance in educating children.
2. Is it possible to have education with intrinsic
values alone? Discuss and present your views in
the class.
3. Identify the activities of schools that are non-
instrumental?
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Concept and Meaning of Education
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Basics in Education
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Concept and Meaning of Education
31
Basics in Education
Activity 10
1. Identify the qualities of an ‘educated’ person. What
Qualities do you expect an educated individual
should have?
2. Read the UNESCO report on ‘Learning to be’.
Identify the points that describe the dimensions of
education. Discuss their relevance to the criteria
of education mentioned above.
3. Analyse the role of the school in satisfying the
criteria of education.
EDUCATIONAL PROCESSES
You have already seen that education does not refer to a
single process, but to a family of processes leading to the
achievement of being educated. It is, therefore, necessary to
isolate the different aspects of being educated and consider
which educational processes are of particular relevance.
Training
Training refers to the development of specific skills which are
to be exercised in relation to particular ends or functions in
accordance with the rules pertaining to the activity. Skills
of reading, writing and computations are some of the basic
skills to be mastered before formal education can proceed
further. A skill cannot be learnt instantaneously by just seeing
somebody performing it. It requires a kind of drill or constant
practice, especially under the supervision of the instructor
or the teacher who is teaching the skill. The teacher who is
teaching a skill also provides a model of the performance and
corrects it to bring it to perfection. In this case, very little
emphasis is given to the underlying rationale for performing
32
Concept and Meaning of Education
Learning Check 7
1. Which part of your course has a training
component in it?
2. Does training result in education?
3. Does education of a person involve training?
33
Basics in Education
34
Concept and Meaning of Education
the growth of the plant – why the roots of a plant always grow
towards the ground? And why do the leaves and fruits fall
down? and so on. In morals, similarly, principles are needed
if one has to justify the human conduct. Therefore, the grasp
of principle is not just acquisition of knowledge, but goes
beyond it in stating the rules and the relationships.
Logical and Critical Thinking
Logical and critical thinking is one of the educational processes
involving the purposeful application of cognitive abilities in
order to attain more and higher cognitive structures and
capabilities. Development of such higher cognitive processes
in children is another important aspect of teaching. The
responsibility of a teacher is to create learning contexts in
such a way that the concepts and meanings are discovered
and at the same time a critical attitude towards them are
also developed. Creating appropriate learning environment
to develop logical thinking and critical thinking is a part
of educative process. Further, mere passing on a body of
knowledge or principles without any systematic attempt to
explain or justify them does not constitute true education;
rather it leads to indoctrination. Indoctrination means
imposing the principles of a particular school of thought so as
to create faith in those principles in the minds of learners. You
must have come across certain institutions or schools which
impose their dogmatic beliefs and ideals on children without
letting them to question or inquire into them. Education can
never take place in an indoctrinated environment, where the
individuals are treated as mere objects, but not as thinking
minds.
Learning and teaching is the process of education. In this
process, the teacher and the learner interact with each other,
exchange thoughts and ideas, ask and answer questions, etc.
In contrast, the indoctrination does not allow any reasoning
or development of critical mindedness. Developing critical
mindedness involves an attempt to explain and justify
beliefs and practices, giving an opportunity to question the
fundamental assumptions on which the beliefs are based,
looking for evidences for belief, probing into presuppositions
and thinking in a clear, coherent and rational way. The
importance of critical thinking in a democratic society is
35
Basics in Education
36
Concept and Meaning of Education
37
Basics in Education
38
Concept and Meaning of Education
Learning Check 8
1. Explain the role of a school as an institution in
educating students.
2. What are the other possible things that the child
learns from his/her environment before coming to
school ?
LET US SUM UP
The word education is derived from two Latin words ‘Educare’
and ‘Educere’. The first one meaning ‘to raise’ and to ‘to bring
up’, while the second one means to ‘to lead forth’ or ‘to come
out.’ The narrow meaning of education is confined only to a few
specific, deliberate, planned influences that have a bearing
on the development of the individual. However, education is
much more than this. It is considered to be a lifelong process,
which includes all the events, experiences, knowledge and
wisdom that an individual acquires at different stages of
one’s life formally, informally and incidentally.
Education in ancient India was aimed at training of the
mind as an instrument of knowledge and the discharge of
one’s dharma. The contemporary Indian thinkers linked it
with the human and societal development. The western view
on education has also changed over time from it being the
activities of mind to reconstruction and reorganisation of
39
Basics in Education
REVIEW QUESTIONS
1. Compare the views of Indian thinkers with western
thinkers on the concept of education. How did the
concept of education undergo changes over a period of
time? Explain with justification.
2. Analyse the following statement and give your
interpretation. “You do not educate a man by telling him
what he knows not, but by making him what he was
not.”– Ruskin.
3. Explain the concept of education as (i) initiation, (ii)
worthwhile activity with examples.
4. What are the criteria of education? Which are the criteria
that you think are satisfied by schooling? Explain with
examples.
5. Discuss the concept of ‘educated man’ with reference to
today’s educational context.
6. Why education does not refer to a particular process?
Justify your answer.
7. Which of the two is important – ‘Education as a natural
process’ or ‘Education as a social process’ ?
8. What kind of educational processes are important in
developing an inquiring mind? Support your answer
with suitable illustrations.
9. Does education take place through training and
instruction? Justify your response with suitable
examples.
10. Why does education comprise of development of critical
attitude? Give reasons.
40
Concept and Meaning of Education
11. What are the sources other than schools, through which
education takes place? Do those sources satisfy the
criteria of educative process?
12. Explain the role of an institution in educating a person.
What are the requirements of education that are satisfied
in an institution?
REFERENCES/FURTHER READINGS
Aurobindo. S. 1990. On Education. Aurobindo Ashram,
Pondicherry.
Dewey, J. 1916. Democracy and Education, The Macmillan
Company, New York.
Good, C.V. (Ed.) 1973. Dictionary of Education (3rd edition).
McGraw Hill, Michigan.
Kabir, Humayun. 1961. Indian Philosophy of Education, Asia
Publishing House, Bombay.
Kriplani, K. 1980. Rabindranath Tagore: A Biography,
Viswabharathi, Shantiniketan.
Krishnamurthi, J. 1994. Education and the Significance of Life.
Krishnamurthi Foundation, India.
Mani, R.S. 1996. Educational Ideas and Ideals of Gandhi and
Tagore (A Comparative Study). New Book Society of India,
New Delhi.
National Council of Educational Research and Training.
2005. National Curriculum Framework, NCERT, New
Delhi.
Peters, R.S. 1967. The Concept of Education. Rutledge &
Kegan Paul Ltd. Great Britain.
Peters, R.S. 1971. Ethics and Education. George Allen and
Unwin, London.
Raymont, T. 1906. The Principles of Education. Longmans,
Green, and Company, London.
Srivastava, G. 2003. Compiler. Reflections of Eminent Indian
Thinkers about Women - A Monograph. NCERT (DWS),
New Delhi.
Thapan, M. 2006. Life at School: An Ethnographic Study.
Oxford University Press, New Delhi.
UNESCO. 1996. The Treasure within Learning.
41
Chapter 2
Goals of Education
STRUCTURE
• Introduction
• Objectives
• Bases of Educational Goals
–– Social Desires and Aspirations
–– Vision about an Educated Person
• Nature of Educational Goals
–– Universality
–– Country Specificity
–– Responsiveness to Changing Socio-economic
Realities
• Goals of Education in India
–– Societal Aspirations
–– Qualities of an Educated Person
–– Documents in India
–– Educational Goals in the Emerging Indian
Society
• Functions of Educational Goals
Let Us Sum Up
Review Questions
References
Goals of Education
Introduction
In Chapter 1, you studied the meaning and nature of
education; how and in what situations it occurs. It was
mentioned that education is a pre-planned as well as an
incidental process which takes place in social settings. It is
a human enterprise organised by a society for its survival,
stability or perpetuation, and in due course of time it also
becomes an agent of transformation of the society. Like
any other pre-planned and deliberate human enterprise,
education also has pre-specified goals which make it focussed
and goal-oriented.
In this chapter, you will study the sources and nature of
educational goals. The goals are derived from the universal
goals of the humankind, national goals and life goals of the
individuals. The educational goals are universal as well
as culture-specific and are modified from time to time in
accordance with the changing desires and aspirations of
the society. You will also study in this chapter the desires
and aspirations of the contemporary Indian society and our
vision about the attributes of educated Indians. You will also
come to know about the views of various commissions on
education in the independent India about the goals which
the country’s education system endeavours to achieve. We
shall also take note of the ways in which educational goals
affect various educational processes such as curriculum
content, curriculum transaction, evaluation, educational
management, and so on.
Objectives
After going through this chapter, you would be able to:
1. Explain the bases of educational goals.
2. Describe major characteristics of educational goals.
3. Analyse the basis of educational goals in the present day
Indian society.
4. Examine the rationale of educational goals articulated
in the reports of various Commissions and policy
documents.
5. Describe how educational goals influence the content
and process of education.
6. Formulate desirable goals of education in India for the
second decade of the 21st century.
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National Societies
Being part of the global society, most of the nations, to a large
extent, share their aspirations with global societies, with
modifications in accordance with their historical and cultural
traditions and current developmental status. The aspirations
of a national society are reflected in its constitution, laws and
policy pronouncements. An under-developed society aspires
to improve its position on various developmental indicators
and a developing society may aspire to strengthen its clout
and prestige in the comity of nations. A liberal democracy
may strive to develop democratic values, openness and
liberal attitudes, while a totalitarian and authoritative
society may expect citizens to conform to the established
norms. A secular society expects its citizens to develop
secular values and rational outlook. A multilingual, multi-
religious and multicultural society may aspire to promote
national and emotional integration, and develop feelings
of togetherness and respect for diversity. It is well known
that many societies in the world do not allow women equal
opportunities for development, while liberal democracies do
not allow any type of discrimination on the basis of gender.
A theocratic state gives preferential treatment to the citizens
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Goals of Education
Activity 3
List your vision of an educated person. Discuss it with friends
and teachers. Note the commonalities and differences.
Learning Check 1
1. Which documents/sources you shall consult to
formulate goals of education for your country?
2. Mention two goals which should be adopted by
educational systems of all countries.
3. What is your vision of an effective learner?
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Universality
You might have read or heard that education aims at the
‘all round development’ of the child’s personality. Some
educationists hold the view that one of the goals of education
should be to enable a person to realise his/her potential. That
is, through the instrumentality of education, a child should
be equipped to become what she is capable of becoming. You
will realise that this statement has a universal appeal and,
therefore, is equally relevant for almost all countries of the
world.
The UNESCO’s Commission on Education in the 21st
Century, headed by Jacques Delor, in its report Learning the
Treasure Within (1996), identified the following four pillars of
learning which ought to be the basis for the organisation of
education in any part of the world.
1. Learning to know
2. Learning to do
3. Learning to live together
4. Learning to be
Let us examine these goals in some details.
Learning to Know
A student has to continuously strive to ‘know’ things by adopting
a variety of methods such as reading, listening, questioning,
discussion, exploration, observation, experimentation, etc.
However, it is not enough for a person to obtain information
about certain things or to know certain facts. He must
develop the ability to examine the obtained facts and pieces
of information to arrive at conclusions leading to learning
of concepts and principles. In other words, a learner should
be enabled to learn ‘how to learn’ and not only to acquire
knowledge on her own but also to construct knowledge on the
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Country Specificity
In addition to universal goals, each country also formulates
its own educational goals in tune with its culture, polity and
economy. As the world is fast becoming a global village, the
countries aim to produce citizens who not only have faith
in socialist ideology but also practise socialist values in life.
Likewise, you must have noticed that, in recent years, there is
fast development in the societies, fast means of transport and
communication, and large scale migration of people from one
country to another. As a result of such migration, countries
like United Kingdom (UK), Australia, USA, Canada and many
others have adopted ‘multiculturalism’ as a goal of education
to promote respect and harmony among different cultural
groups. A country like India, with multiple diversities based
on religion, language, ethnicity, etc., emphasises ‘national
and emotional integration’, or development of national
unity and spirit of togetherness as the goals of education.
A democratic country like India emphasises development
of democratic values like tolerance, accommodation and
respect for divergent viewpoints. In such a society, the vision
of educated person is that of a true democrat. On the other
hand, counties at different stages of industrial development,
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Societal Aspirations
The vision and ideal of the Indian people are emphasised in
the Preamble to our Constitution:
WE, THE PEOPLE OF INDIA having solemnly resolved
to constitute India into a SOVEREIGN SOCIALIST
SECULAR DEMOCRATIC REPUBLIC and to secure to all
its citizens:
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity;
and to promote among them all
FRATERNITY assuring the dignity of the individual and
the unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth
day of November, 1949, do HEREBY ADOPT, ENACT
AND GIVE TO OURSELVES THIS CONSTITUTION.
The resolve of the founding fathers of our constitution
mandates adoption of the principles of socialism, secularism
and democracy as the bases of all aspects of national
endeavour including education. The values of justice, liberty,
equality and fraternity must be the guiding forces for the
organisation of various social, political and economic systems
including education. The unity and integrity of the Nation has
to be the overriding goal of education as it is the pre-requisite
to achieve breakthrough in any other aspect of national life.
The vision of the founding fathers has been elaborated
and interpreted at regular intervals through a large number
of policy resolutions, statements and legislations. In the
21st Century, the country has a vision to develop as political
and economic super power, on the one hand, and to ensure
inclusive and balanced development across regions and
communities in the country, on the other. In the field of
education, the country aspires to achieve excellence with
Activity 4
Invite teachers and students to participate in a seminar
on the topic “Preamble to Indian Constitution”.
Request each one of them to pick one basic principle
of the Constitution and address the gathering on the
same, with particular focus on education.
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Documents in India
In the earlier section, we have discussed the aspirations of
the contemporary Indian society and also its vision of an
educated person. The discussion may appear to be sufficient
for the formulation of educational goals for the 21st century.
However, before attempting this, it would be worthwhile to
briefly reflect on the goals of education enunciated in the
reports of various Commissions on education and important
policy statements.
The University Education Commission (1948-49)
The Commission, set up immediately after independence
under the chairmanship of Dr Sarvapalli Radhakrishnan,
deliberated on the aims of university education in the context
of new political changes in the country and expectations from
the universities as organs of civilisation. The Commission
visualised education as a means of building new India by
undertaking the following steps.
(i) Strengthening Democracy: The Commission
emphasised that education should aim at the development
of body, mind and spirit of each individual. Therefore,
each individual in a democratic society needs to be
recognised as a valuable asset and should be enabled to
develop his/her potentialities in all dimensions and get
adjusted to the society.
(ii) Promotion of Social Justice: Promotion of social
justice is an important pre-requisite for the success of a
democracy. In the absence of equitable development of
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Goals of Education
Learning Check 3
1. What is meant by development of body, mind, and
spirit?
2. What position did the Chairman of the University
Education Commission finally occupied in India?
3. What is the difference between promoting
fraternity at the national and international levels?
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Learning Check 4
Find out the similarities and differences in
the recommendations of Secondary Education
Commission and Education Commission.
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Learning Check 5
1. What suggestions were given by Kothari
Commission for the modernisation of Indian
society?
2. Why did Chattopadhya Commission emphasised
the need for a caring and humane society in India?
3. As per NPE-1986, what is sought to be realised
through acculturating role of education?
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Activity 7
Divide yourselves into five groups. Each group may be
asked to select one of the following goals:
1. Strengthening Democracy
2. Modernising Society
3. Promoting National Unity
4. Learning to Live Together
5. Nurturing Individual Talents
Each group shall be required to work out
implications of the selected goal for the content and
process of education and present its report in the
class for discussion.
Learning Check 6
1. Why is it necessary to lay down goals of education?
2. What role do goals play in determining the suitability
of educational schemes and programmes?
3. How shall absence of well-articulated goals impact
the work of curriculum development institutions?
LET US SUM UP
In this chapter we have engaged with a few questions
concerning goals of education, such as what forms the bases
for the formulation of educational goals, what is the nature
of educational goals, what goals of education have been
identified by various commissions and policy frame-works
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REVIEW QUESTIONS
1. ‘Learning to live together’, is one of the four pillars of
education emphasised by the Delors Commission. How
is it related to development of social and emotional
integration as a national goal in India?
2. What promoted the Education Commission (1964-66) to
emphasise ‘Modernisation’ and ‘Productivity’ as national
development goals?
3. Is education a means to realise social goals or is it an
end in itself? Give arguments in favour of either of the
two viewpoints.
4. How shall you justify accepting ‘Self knowledge’ as one of
the educational goals and also as an area of curriculum
at all stages of education?
5. How far is India a ‘Caring and Humane Society’? How
shall you justify its acceptance as a national goal?
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Chapter 3
Introduction
In the previous chapters you have read about the meaning,
scope and goals of education. You know that the education
is a product of social aspirations, national priorities and the
futuristic perspectives of the individuals and the society.
It has to keep pace with the national and international
developments as well. It is not a restricted activity or a one-
time affair with rigid nature or water tight boundaries. It
is not a transitional activity which could be conducted at
random. Rather, some aspects of education are transmitted
across generations in the form of knowledge or skills. In this
chapter we will discuss whether education is an activity or
the process and how the transmission of education takes
place from one generation to the next. This chapter will also
help you to understand what are the different processes of
education and in what manner this whole process is carried
out and why is schooling essential? This chapter will help us
in understanding different processes and modes of education.
Objectives
After going through the chapter, you would be able to:
1. distinguish between the education as an activity or a
process;
2. explain the processes of education;
3. differentiate between different modes of education; and
4. analyse the linkage between schooling and the outside
experiences.
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EDUCATION AS AN ACTIVITY
When education is consciously imparted through a formal
process, it can be called as an activity taking place in an
institution or elsewhere. When we talk of instruction, it is an
activity conducted with a definite purpose. When education
focuses on the development of skills with an objective and
rationale, it is an activity. Providing degrees through education
may be termed as an activity. Whenever we want to get
knowledge, we have to resort to an activity and thus gaining
knowledge is an educational activity. Imparting knowledge is
also an educational activity. Learning too cannot be without
an activity whatsoever it may be. Teaching or instructions
provided for education are also activities. Reading, writing,
calculating, performing, etc., are activities associated with
education. All these indicators suggest that education is an
activity. To meet the desired goals or in order to achieve the
objectives of education the activities will have to be performed.
Now let us take the example of development of skills. Can
the skills be developed without an activity? For example,
if you want to develop the skill of carpentry or fishery or
writing or reading, how will you do so? The skills can only be
developed through some activities. Developing these skills is
covered under education and thus education is an activity.
Not only development, but even testing of the skills or showing
how to perform a skill, repeating something or recapitulation
also involve activities. Thus, even development of skills
suggests that education is an activity. Further, application
of knowledge to new situations is covered under education.
How this application of knowledge can be understood or
taught? This is possible through activities only. A person can
be taught application through examples as activities.
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Processes and Modes of Education
Activity 1
1. Organise a panel discussion of your classmates to
show that education is an activity.
2. Give two examples to suggest that education is a
purposeful activity.
3. Devise ways to show that application of knowledge
can be regarded as an educational activity.
EDUCATION AS A PROCESS
We discussed that education is an activity which is organised
to achieve some desirable goals. But is education only
an activity? Education is certainly not only restricted to
activities.
Let us take an example of a day in a school. It begins with
morning prayer involving prayers, exercises, yoga, National
Anthem, etc. Why all these activities are done during morning
prayer? These are consciously done to promote physical
and mental development of children. There is a way and a
rationale for performing these activities, which may be called
as process of organising morning prayers. Then classes are
held in organised manner which again involves a process.
Children learn games, or a concept through the process
of thinking and doing. Learning from simple concepts to
complex concepts involves a process. In a way, education
is a continuous lifelong process as an individual continues
to learn one or other things from the time of birth till death.
Some people equate education with formal schooling where
the child learns things in a graded fashion. The schooling in
the graded manner is also a process. Learning or teaching
is a process which involves a series of activities. Education
concerned with all round development of the child is a
process. Developing one’s potential to its optimum level
through education is a process. Understanding, using or
applying knowledge gained through education according
to situations also refer to the processes of education.
Observation and drawing inferences from the observations
are also educational processes. Education as you know
helps in a transmission of knowledge, skills, societal values
and processes from one generation to the next and thus
education can be considered as a process of transmission
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Basics in Education
Learning Check 1
1. What is the difference between education as an
activity and education as a process?
2. Which definition of education suggests that
education is an activity?
3. Analyse different meanings of education from the
point of it being an activity or a process.
Processes of Education
Though you must be familiar with some of the processes of
education but let us discuss some of these processes for the
sake of convenience and understanding. The process refer
to activities that take place under the umbrella of education
and the way these activities take place. You will be tempted
to say that in educational processes reading takes place or
the writing takes place. You may also say that educational
processes are nothing but teaching and learning. But
educational processes may include many things besides
teaching and learning. It may include understanding, training,
instructing, developing skills, acquisition of knowledge or
information and much more. The processes could also include
the verification of knowledge, revision and reinforcement
as well as creation of new knowledge. Education is also a
process of learning values, attitudes, norms and attributes
of culture. It is a process of understanding social interaction,
knowing traditions, religions, etc. All these processes lead to
the education of the child.
The processes of education include the socialisation of the
child; development of his/her personality, physical, social,
emotional and cognitive development, as well as harnessing
the innate potential. These processes of education are
practised through several means and modes. Let us begin
with the means and we will discuss different modes of
education in the latter part of this chapter.
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Processes and Modes of Education
Modes of Education
The ways in which education takes place or the processes
are carried out in educating the child are known as modes
of education. It is the manner in which all the educational
activities are carried out. In order to understand different
modes of education, let us try to understand how education
has developed historically. You must be familiar that earlier
education was confined to a limited number of people who
could afford it. This was the privileged class or the so called
elites who only had a reach to education. However, with the
passage of time and realisation of the importance of education
by all nations including India towards its contribution in nation
building, the outreach of education has now been expanded
to every citizen. With the implementation of national schemes
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Activity 2
1. Discuss among your colleagues how they have
got their education till now and classify them
in different categories by thinking of different
possible classifications.
2. Ask your classmates to make a list of some other
ways in which the education can take place.
Informal Education
Even when few people had an access to education, all humans
learnt a lot of things without making any conscious effort for
the same. An illiterate person, without even having familiarity
with a single alphabet, possesses a lot of knowledge. From
where did he/she acquire knowledge? Who taught them?
Every child, or for that matter every human being or even
animals, has a tendency to learn. Every one learns a lot of
things consciously or unconsciously through observation,
experience or imitation at home or in the surroundings, from
parents, peers, family members and the community. This
kind of education earned by an individual from the sources,
other than the ones that are purposely meant for imparting
education, is called informal education. The type of learning
resulting from daily life activities related to work, family
or leisure is called informal learning. It is not structured
(in terms of learning objectives, learning time or learning
support) and typically does not lead to certification. Informal
learning may be intentional like the one from mother telling
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Processes and Modes of Education
Activity 3
1. Organise a panel discussion with your classmates
to find out the characteristics of informal
education.
2. Observe a child for a few days to understand the
role of informal learning in the development of the
child.
3. Make a list of ways in which informal education
can take place.
4. List, with the help of your friends, different ways
in which informal education takes place at places
other than at home.
Formal Education
Since ancient time, education is consciously imparted through
different institutions. The Guru-Shishya Parampara (Teacher-
Pupil tradition), prevalent during ancient days, desired the
pupil to live in the ashram of the Gurus, called Gurukuls,
for getting education. This kind of institutionalised effort to
provide education may be termed as formal education. Thus,
formal learning is the learning that is typically provided by
an institution, is structured (in terms of learning objectives,
learning time or learning support), and often leads to
certification. Formal learning is intentional from the learner’s
perspective (Cedefop, 2001). With the passage of time, the
formal mode of education took the shape of schooling.
The most popular and effective mode, formal mode of
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Processes and Modes of Education
Learning Check 2
1. What is formal mode of education?
2. How can formal education be imparted?
3. Discuss different ways of face-to-face education.
4. Is distance education an alternative to formal
education? Discuss.
5. What are different modes in which distance
education is imparted to the children?
6. Which mode of education do you think is preferable
and why?
7. How EDUSAT can be a powerful mode of
education? Discuss.
8. Can you think of some more modes of distance
education than those discussed in this unit?
Non-Formal Education
There are other modes too through which education
takes place. Do you know how literacy campaigns help in
educating masses? There are many other programmes, such
as awareness campaigns, adult literacy, etc., which may not
conform to the requirements of formal educational mode but
are equally important and are carried out with specific aims
and objectives. These alternative modes are called non-formal
modes of education. This non-formal education is a mix of
formal education and informal education in the sense that it
takes place informally in a formal environment. Non-formal
education, therefore, refers to the organised and sustained
educational activities that do not correspond exactly to the
definition of formal education. Non-formal education takes
place both within and outside educational institutions,
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Activity 4
1. Organise a seminar on non-formal mode of
education.
2. Discuss in your class how non-formal education
is useful and why?
3. Discuss with your teacher about the utility of
non-formal education for unorganised sector.
4. Make two groups in your class and have a debate
on formal and non-formal education.
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Processes and Modes of Education
Learning Check 3
1. Why education has been made a Fundamental
Right?
2. Is there a need to make education a right?
Activity 5
1. Organise a debate on the issue of Right to
Education in your institution.
2. Make different groups in your class and discuss
the utility of different modes of education in
separate group.
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Let Us Sum Up
In this chapter, you have learnt that education is both an
activity as well as a process. There are several modes of
education. We all get educated through various informal
modes as is imbibed at home or through observation and
experience. Education can be imparted through formal, non-
formal or informal modes. Formal education is the most
practised and largest set of institutionalised educational mode.
It can be provided through face-to-face mode or the distance
mode. Face-to-face is the classical system of education as is
provided in schools. Education through distance mode could
be provided in various ways like correspondence education,
online education, teleconferencing, video conferencing, etc.
e-learning, and m-learning are the latest additions to
the distance learning mode. Non-formal education is the
education provided through untraditional mode like the one
provided through mass media or the adult education, etc. It
is clarified that no one mode could be said to be inferior, or
superior to the other. Every mode has its own advantages as
well as limitations. Every mode has a specific purpose and
need to be used accordingly. Two or more modes of education
can also be used simultaneously.
Education does not take place in the schools only. The
experiences gained by an individual outside the school
also contribute immensely to his/her education. In fact,
the school education becomes more meaningful when it is
integrated with the outside experiences. The education in
schools has to be linked to outside school experiences. The
education has been very well recognised as an activity that
needs to be provided to every individual and the schools are
the best the foremost sought means to provide it. The schools
can meet the demand as well as the need of education as
per the individual and social requirement. Education is the
Fundamental Right of an individual. It meets the national
priorities as well as the individual and social needs.
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Processes and Modes of Education
Review Questions
1. Why is education known as an activity?
2. Is education a process or an activity? Justify your answer
with appropriate examples.
3. Differentiate between different modes of education on
the basis of their objectives.
4. What is the informal mode of education? How does it
help in education?
5. Which mode of education is most sought of?
6. Through what means can education through distance
mode be imparted?
7. What is the relationship between the school education
and the outside experiences? How can the two be
integrated?
8. Why education in the form of schooling is needed to be
provided to all citizens?
REFERENCES
Eaton, Sarah Elaine. 2011. Formal, non-formal and informal
learning. http://www.infed.org/archives/e-texts/eaton_
formal_nonformal_informal_learning. htm] Archived 22
May 2011.
Cedefop Glossary http://www.cedefop.europa.eu/EN/about-
cedefop/projects/validation-of-non-formal-and-informal-
learning/european-inventory-glossary.aspx]
Mc Givney, V. 1999. Informal Learning in the Community: A
Trigger for Change and Development (Leicester: NIACE).
Cited in Helen Colley, Phil Hodkinson and Janice Malcolm
(2002), Non-formal Learning: Mapping the Conceptual
Terrain. A Consultation Report. Leeds: University of Leeds
Lifelong Learning Institute. Also available in the informal
education archives:http://www.infed.org/archives/e-
texts/colley_informal_learning.htm]
Hodkinson, Phil; Colley, Hellen and Janice Malcolm. 2003.
The Interrelationships between Informal and Formal
Learning. Journal of Workplace Learning, 15, 313–318.
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90
Chapter 4
Knowledge: Meaning
and Facets
STRUCTURE
• Introduction
• Objectives
• Understanding Knowledge
–– Definition of Knowledge
• Knowing and Knowledge
–– Ways of Knowing and Forms of Knowledge
• Knowing and Knowledge: The Indian Way
• Forms of Knowledge
• Characteristics of Knowledge
• Facets of Knowledge
Let Us Sum Up
Review Questions
References
Basics in Education
Introduction
The school is one of the agencies which write down, transact,
and transform knowledge and thereby influence the lives of
children who attend the school for a specified number of
years. Schools facilitate and distribute knowledge among
its inmates. Though human individual gets knowledge from
every experience in life, the knowledge that a child receives
in school decides his/her future life and place in the society.
Since teachers as professionals deal with knowledge, there
is a need to understand the concept of knowledge itself.
Therefore, this chapter focuses on understanding the nature
of knowledge and knowing, in general, and its manifestation
in the school context, in particular. Reflective reading is a
prerequisite to make meaning of the content presented in this
chapter. Therefore, students, while ‘reading’ this chapter,
need to be more reflective about the ‘content’ of knowledge
and knowing.
Objectives
After reading this chapter, you will be able to:
• describe meanings of knowledge;
• understand the non-material and abstract nature of
knowledge;
• formulate one’s ‘own’ meaning of knowledge;
• identify different facets of knowledge;
• classify knowledge into different forms and identify differ-
ent ways of knowing;
• understand the nature of school knowledge and their cor-
responding ways of knowing; and
• become conscious of critical role of culture in knowing in
schooled context.
Understanding Knowledge
Knowledge is always concerned about knowing something.
This something could be natural objects, man-made things,
events, processes, persons, their activities, their relationships
and many others. All of these and many other ‘objects’ of
knowledge may, collectively, be called as phenomena.
Therefore, knowledge always refers to comprehension
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Knowledge: Meaning and Facets
Learning Check 1
1. Give examples of acquisition of knowledge from
the daily life.
2. Differentiate between ignorance and knowledge.
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Definition of Knowledge
Many believe that the knowledge cannot be defined. The
problem of definition of knowledge is ongoing and is a
never ending debate among philosophers. Knowledge, says
Prichard (1976, P. 100), ‘is sui generis, and, as such, cannot
be explained’. Since knowledge is sum total of definitions
and explanations of phenomena, it is not possible to define
knowledge. In spite of this difficulty, philosophers have made
attempts to define knowledge.
The most accepted definition of knowledge is that it is
a justified belief. In one of his dialogues, Theaetetus, Plato
examined three definitions of knowledge that were widely in
circulation at that time. The three definitions of the knowledge
are (as given in Encyclopedia of Philosophy):
1. Knowledge is Perception or sensation;
2. Knowledge is True belief, and
3. Knowledge is True belief accompanied by a rational
account of itself or ground.
After thorough examination, Plato defined knowledge as,
‘justified true belief’. According to Plato’s definition, human
knowledge, in order to be given the ‘status’ of knowledge,
should fulfill the condition of being a belief – true and justified.
John Locke, the founding father of empiricism, and who
defined ‘mind as tabula rasa’, surprisingly defined knowledge
as “the perception of the agreement or disagreement of two
ideas”. For pragmatist Dewey (2010), knowledge denotes an
‘inference from evidence’.
The National Curriculum Framework–2005, while
placing the experience of the knower at centre, also defined
knowledge. According to it, “Knowledge can be conceived
as experience organised through language into patterns of
thought (or structures of concepts), thus creating meaning,
which in turn helps us to understand the world we live in. It
can also be conceived of as patterns of activity, or physical
dexterity with thought, contributing to acting in the world,
and the creating and making of things. Human beings over
time have evolved many bodies of knowledge, which include
a repertoire of ways of thinking, of feeling and of doing things,
and constructing more knowledge (P.25).”
The process of understanding the meaning or defining
knowledge direct us to identify, at least, three aspects
associated with knowledge. These aspects are:
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Knowledge: Meaning and Facets
Activity 1
1. Collect various definitions of knowledge, and
analyze the differences and similarities among
them.
2. Think of various goals and functions of knowledge
in different contexts. Discuss it with fellow student
teachers.
3. Organise a group discussion to deliberate on the
various forms of knowledge and their uses.
Activity 2
Select a piece of knowledge (e.g. physical exercise
is good for health, one should drink a lot of water,
etc.) from your daily life. Try to establish relationship
between the knower and the known for the selected
piece of knowledge.
Activity 3
Select a piece of knowledge from your school textbook.
Reflect on the various processes or ways of producing
that particular knowledge. Prepare a flow diagram.
Discuss it with others.
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Learning Check 2
1. Describe the characteristics of sensation.
2. How is sensation converted into perception? Give
an example from your real life.
Perception to Conception
The first requisite for building-up of knowledge is obtaining
perceptions, that is, making observations arising out of
various relationships with phenomena. Secondly, having
entered into relationship with phenomena and obtained
observations about them, we must go on to formulate
judgments or propositions about them and their properties
and relations.
All the animals have perceptions, and their perceptions
contain definite, concrete ‘information’ about things. In the
absence of those concrete things in the context, animals
fail to ‘perceive’ things; this is what Adler calls ‘Perceptual
Abstraction’, an abstraction that is possible only in the
presence of an appropriate sensory stimulus and never in
its absence. However, humans perceive things even in their
absence due to their conceptual faculty. The unique ability to
conceptualise things and express them in the form of ideas,
propositions, and laws enables humans to create or generate
knowledge. However, there is a basic difference in active and
conscious role of the knower in the process of moving from
sensation to perception and perception to conception. It
must be remembered that the process by which sensations
are integrated into percepts is automatic. However, the
integration of percepts into concepts is a deliberate effort
on the part of human beings. It is a volitional process that
man must initiate, sustain and regulate. Thus, perceptual
information is the given, the self-evident. On the other hand,
the conceptual knowledge requires a volitionally initiated
process of reason.
You may like to know the process involved in converting
perception into conception and, thereby, resulting knowledge
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Activity 4
Select any school textbook. Organise a discussion in
the class to identify topics, chapters, subjects that fall
into different modes of knowing and different forms of
understanding.
Learning Check 3
Mention the characteristics of conceptual knowledge.
Differentiate between sensory, perceptual, and
conceptual knowledge.
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Activity 5
In your school, you will notice that children come from
different backgrounds. Observe them and note down
the variations in their conceptual understanding of
same objects, events, or phenomenon.
It may be further noted that the ideas do not merely
represent things in their immediate existence as presented
to the senses, but represent properties and relations in
abstraction from particular things. This is a product of
the second signal system in human brain. Sensations are
signal’s immediate connections with concrete particular
objects. Words are ‘signals of the first signals’, and their
reference is not only to particular, concrete things which are
signaled by sensations, but to the things in general which
produce sensations of a definite kind. Hence, by means of
words, we can express general conclusions about things and
their properties, and about how they are to be used. The
second signal system, from which comes the use of words,
does not and could not arise and develop as the personal or
private possession of individuals. The second signal system,
therefore, can develop only by the formation of a language,
common to a social group.
Culture and Knowing
The preceding discussion highlights the role of social
and cultural factors in knowing and construction of
knowledge. You must have read that Jean Piaget, the Swiss
psychologist, described intelligence in terms of assimilation,
accommodation, and adaptation. He viewed that cognitive
development among children takes places through four
stages. These are sensory-motor stage (0-2 years), pre-
operational stage (2-7 years), concrete operational stage (7-
12 years), and formal operational stage (12+ years). However,
Piaget was criticised for overlooking the effects of social and
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Learning Check 4
1. What is meant by pratyaksha?
2. Explain Anumana.
3. Describe the role of sabda in knowledge
acquisition.
4. What are the means of knowledge, as described
by Vedanta?
Forms of Knowledge
So far you read that the knowledge is sum of ideas, concepts
about object. Therefore, all knowledge has two elements—the
object and the conceptualisation of the object. Knowledge of
the real, says Clarence Irving Lewis (1929), “involves always
two elements, of given and ineffable presentation, and the
element of conceptual interpretation which represents the
mind’s response. We might say that the conceptual is the
formal element, of order or relation, and the given is the
material or content element.”
Since the knowledge consists of multiple objects and their
different conceptualisations, it is categorised into different
forms. Further, human knowledge is classificatory; the very
process of conceptualisation results into the categorisation/
classification of objects and, thereby, the knowledge.
Categorisation could be done either on the basis of object of
the knowledge or on the basis of level of understanding of the
phenomenon. Knowledge can also be classified depending on
the purpose and the perspective. Thinkers have classified
the knowledge into the knowledge of appearance and the
knowledge of essence. It is also classified as immediate
knowledge and mediate knowledge. John Locke distinguished
three kinds of knowledge (cited in Encyclopedia of Philosophy).
These are:
1. Intuitive knowledge, of such things as the fact that red
is not green and the fact of one’s own existence;
2. Demonstrative knowledge, which includes mathematics,
morality, and the existence of God; and
3. Sensitive knowledge, which is concerned with “the
particular existence of finite beings without us.”
Knowledge, in a practical way, can be classified into
following categories on the basis of means used in the
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Activity 6
Select a chapter from science textbook. Analyse it with
respect to the dimensions given in Table 2. Repeat this
exercise for other subjects.
Characteristics of Knowledge
Knowledge has following characteristics that explicates and
brings forth its nature.
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Table 2
Knowledge Classification
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Knowledge is Perspectival
Knowledge does not simply ‘explain’ the objective reality
hanging ‘out there’; it constructs the reality within the limits
set by experience. It is not simply explanatory in character;
rather, it is interpretative in character and nature. It is
interpreted in a social context. This inherent character of
interpretiveness of knowledge makes it perspectival rather
than simply perceptual. Knowledge develops perspectives
among knowers.
Learning Check 5
1. So far, you have seen the role of perception
in knowledge. As perception is conditioned/
facilitated/limited by biological constitution/
factors as well cultural factors that include,
language, beliefs and normative orientation of
individual, critically examine the roles of those
factors in their knowing.
2. What is the role of perception in different areas of
knowledge? How does it differ across various school
disciplines/subjects—language, mathematics,
social science, arts and science?
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Facets of Knowledge
Knowing is an act of identification that invariably and
instantaneously includes differentiation; to identify we
differentiate and to differentiate we identify. For example, first
of all you may identify the facilities available in two or more
schools and differentiate between them, which is a better
one, based on the identified characteristics. Unification and
differentiation are simultaneous dimensions of knowing or
cognition. Concept formation, says Nathaneil Branden (1971),
“moves from the apprehension of similarities and differences
among existents (entities, attributes, actions, relationships)
to an explicit identification of the nature of those similarities
and differences. Concept formation involves a process of
discrimination and integration.”
Therefore, concept means a cognitive act(s) of unification
of different internal aspects/properties/characteristics of an
object while separating it from and establishing relationship
with other things. It is non-material codification of material
reality. It is making ‘general’ statement of ‘particulars’.
Thus, knowledge has two facets: identification of specific
characteristics of different objects and drawing general
conclusions based upon the specificities. It is pertinent to
quote Jerome Bruner (1972) to make meaning of relationship
of two facets – particular and general – of knowledge. He
says, “We organise experience to represent not only the
particular that have been experienced, but the classes of
events of which the particulars are exemplars. We go not
only from part to whole, but irresistibly from the particular
to the general.” Knowledge is sum of meanings, concepts,
laws, and principles, that are ‘universals’ of particular
phenomenon; knowledge is abstracted (which are universals)
concretes (which are particulars). To be precise, knowledge is
abstraction of concrete reality. Abstract idea is the expression
of various concrete practices. It is the theory of practice that
emanates from the practice and shapes future practice.
Abstraction has various levels.
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Table 3
Knowledge in Relation to Information, Belief, and Truth
Information Belief Truth
It is raw data; Belief is personal and primarily Verified
It is discrete; subjective feeling and expectation, knowledge;
Pre-meaning though shared by others; Truth is a
stage of Could be verified or beyond property of
knowledge; verification; beliefs, and
Prerequisite to Pre-linguistic experience may be called derivatively
knowledge; ‘belief’ of sentences
Preliminary Preparedness for delayed reaction to a which
level of situation is belief – be it true or false; express
knowledge; preparedness for delayed reaction that beliefs.
It is about is only true is knowledge.
facts of known; Pre-intellectual response to a
Publicly situation;
available. Unverified knowledge; pre-verified
stage of knowledge;
Unquestionable knowledge.
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Learning Check 6
1. How do beliefs influence the pursuit of knowledge?
2. What are different knowledge claims in different
subject areas? Have an inter-disciplinary dialogue.
3. What kind of reasoning we do in social sciences
and natural sciences? Do we find any difference?
LET US SUM UP
We began this chapter by examining the nature of knowledge.
You have read that knowledge is both a process and a
product. You further read that sensation, perception, and
concept formation are the essential processes of knowledge
acquisition. The Indian way of knowing gives emphasis of
pratyaksha (sense perception), anuman (inference), sabda
(word), and upamana (comparison), arthapatti (postulation),
and anupalabdhi (non-apprehension). Further, the
knowledge can be categorised in different categories based
upon its nature and means of acquiring knowledge. Included
among the characteristics of knowledge are its abstract
nature, social embeddedness, cumulativeness, perspectival,
and limited and limitlessness. Information and belief play
important roles in formation of knowledge.
REVIEW EXERCISES
• Explain when the knowledge is considered to be a process
and a product.
• Describe the role of sensation, perception and concept
formation in knowledge acquisition.
• Explain the Indian way of knowing.
• What are the various classifications of knowledge?
• Explain the characteristics of knowledge with examples.
• What are the different facets of knowledge?
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Chapter 5
Process of Knowing
STRUCTURE
• Introduction
• Objectives
• Process of Knowing
• Ways of Knowing
–– Sense Perception
–– Language
–– Reason
–– Emotion
• Process of Knowledge Construction
–– Essentials for Construction of Knowledge
–– The Process of Constructivism
–– Guiding Principles of Constructivist Learning
Let Us Sum Up
Review Questions
References
Process of Knowing
Introduction
In Chapter 4, you have learnt about the nature of knowledge.
Now the question arises is that how do people come to know
the various things happening around them. What is the
mechanism or process of knowing? You should understand
that ‘knowing’ is not a one-time affair; rather, people learn
things daily and it is a life-long process. Life experiences
are great sources of knowledge. We keep on learning from
childhood to adulthood till old age, and gather knowledge
through various sources and methods. You will read in
this chapter the processes of knowing, what it entails and
what determines it. You will also learn the numerous ways
of knowing and the role played by each in the process of
knowledge construction. The various types of knowledge and
their mutual interaction are also enumerated upon.
Objectives
After reading this unit you will be able to:
• describe the meaning of knowledge;
• identify the different ways of knowing;
• describe the process of knowledge construction; and
• enumerate the relative roles of knower and known in
knowledge transmission and construction.
Process of Knowing
As you know, in today’s world, the knowledge and the
capability to create and utilise knowledge are considered to
be most advantageous to an individual. Knowledge creation is
a dialectical process, which involves systemisation of various
facts through dynamic interactions between individuals and
the environment. Knowledge creation is a spiral that goes
through seemingly opposing concepts such as order and
chaos, micro and macro, part and whole, mind and body,
tacit and explicit, self and other, deduction and induction,
and creativity and efficiency. There is a need to understand
that knowledge creation is a transcending process through
which entities (individuals, groups, and institutions) go
beyond the boundary of the old into a new self by acquiring
new knowledge. In the process, new conceptual artifacts
and structures for interaction are created, which provide
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Activity 1
1. Think of how knowledge construction is the spiral
process.
2. Select a few social incidents or phenomenon. Try
to analyse how their meanings vary according to
the context.
Learning Check 1
1. Why is it important to know the views of people
having diverse perspectives in the process of
knowledge construction?
2. Differentiate between practical and discursive
knowledge.
3. Explain the relationship between knower, process
of knowing, and known.
Ways of Knowing
We come to know about the environment through various
ways. In the earlier chapter, you read that perception, reason,
logic and language are all valid ways of knowing and all have
a particular purpose and place. A child, from infancy to early
childhood, relies heavily on sense perception for knowledge
acquisition. It is only after stepping into late childhood that
the other three ways of knowing start taking place. Language
and emotions are followed by reason. By adulthood, it is
a combination of all the four that actively converge in the
process of knowledge acquisition.
Activity 2
1. Observe children of different age groups. Note
down the incidents that reflect the children are
using perception, reason, logic and language in
knowledge acquisition. Note down their ages also
when they begin using these processes.
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Sense Perception
Though sense perception is the most basic and immediate
‘way of knowing’, sometimes it might not be a very reliable
source. All the five senses, i.e., touch, taste, sight, smell
and hearing, contribute immensely towards our quest for
knowledge acquisition. They are sometimes referred to as the
gateways of knowledge.
Some questions pertinent to Sense Perception
• How do sensation and perception differ?
Perception is described as a process of registering sensory
stimuli as meaningful experience. A common distinction
between sensation and perception is that sensations
are simple sensory experiences, while percepts are
complex constructions of simple elements joined through
association. Another is that perception is influenced by
expectations, needs, unconscious ideas, values, conflicts,
and past learning of the person.
• To what extent do our senses give us knowledge of
the real world?
All the five senses (touch, taste, sight, smell and hearing)
contribute in providing us with the knowledge of the real
world.
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Learning Check 2
1. Why sense organs are considered the gateways of
knowledge?
2. Why knowledge acquired through sensory
perception is not considered reliable?
3. Give examples of external stimuli. How are they
different from internal stimuli?
4. Describe the role of technology in sense perception.
5. What is the role of experience in sense perception?
Language
Language acts as a carrier or medium for conveying the
knowledge from one individual to the other. It integrates
knowledge acquired through varied sources at varied places
and names it (concept- name). It helps in memorising and
recalling. In this context, the followings should be kept in view.
Contribution of Language to Knowledge Acquisition and
Transmission
The acquisition of a first language occurs so easily for most
people, and communication with others is so effortless, that
the influence of language in shaping thoughts is seldom
noticed. The appeal of a well-constructed argument can be
sensed even without any formal training in logic or other
forms of reasoning. Language is so much a part of human
activity that it is easily taken for granted. The issues related
to language and knowledge call for conscious scrutiny in
order to recognise its influence on thought and behaviour.
Knower–Known Relationship
Language facilitates the process of knowing. The role of
language in constructing knowledge is vital. Language is
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Activity 3
Think of concrete examples of three issues related
to the role of language and meaning in knowledge
construction and discuss them with your teacher.
Reason
Developing rational and critical thinking abilities is pivotal
to acquiring reliable knowledge. It involves both conscious
and unconscious reasoning. Sometimes what has happened
in the past (previous experience) teach us to reason with
reference to the future. Developing association between
past, present and future occurrences is part of the reasoning
process creating patterns/chains in process of learning.
In logic, we often refer to the two broad methods of
reasoning as the deductive and inductive approaches.
Deductive reasoning works from the more general to the
more specific. Sometimes this is informally called a ‘top-
down’ approach. Inductive reasoning works the other way,
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Activity 4
Think of examples of deductive and inductive reasoning
from science, language, maths, etc. Discuss them in
group with other students.
Emotion
The emotions and their expression vary across cultures and
hence knowledge so acquired may not be as reliable. It is
subjective and less measurable. It helps as well as hinders
in the process of knowledge construction. The training of
emotions is a key factor in enhancing the teaching-learning
process. Arousing positive emotions in the knower facilitates
smoother transmission of knowledge. The teacher should
help create positive emotions in the knower about the known.
Curiosity and eagerness are the most essential ones.
Learning Check 3
1. Describe the characteristics of sensory knowledge.
2. How does language shape the acquisition of
knowledge?
3. Differentiate between deductive and inductive
reasoning.
4. What role do emotions play in knowledge
acquisition?
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Activity 5
Think of concrete examples of three processes of
knowledge construction, mentioned above from real
life experiences.
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Learning Check 4
What are the various ways through which teachers
can help students to construct their knowledge? Give
examples.
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Learning Check 5
1. What are the basic premises of constructivism?
2. Show with examples how does hands-on-
experiences help in constructing knowledge?
3. Describe the role of teacher in the process of
knowledge construction.
4. What is meant by internalisation of concepts?
Give examples.
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Activity 6
1. Select a concept from science textbook and
perform an experiment to personally verify the
nature of the concept.
2. Organise a field trip to a zoo with other classmates.
Observe and note down the behaviour of animals.
Find out similarities and differences between their
behaviour.
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Process of Knowing
Table 1
Constructivist Learning Situation
(from National Curriculum Framework-2005, p.19)
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Activity 7
Discuss the implications of major shifts given in table
2 with your teacher and classmates.
LET US SUM UP
Knowledge creation is the integration of opposing aspects
through a dynamic process of dialogue and practice. The
process of knowing is a personalised, individual task that is
impacted by experience and unintentional contextual cues
and ‘learning’ as an intentional process of conveying and
receiving knowledge. There are three aspects of knowledge–
the knower (the consciousness of the participant), the known
(the field of study), and the process of knowing (which
connects the knower to the known). Knowledge results from
the coming together of the knower, the process of knowing,
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REVIEW QUESTIONS
1. What are the various aspects of knowledge?
2. What are the different ways of knowing?
3. What are known as the ‘gateways of knowledge’?
4. What is considered as a ‘vehicle of thought’?
5. How is deductive reasoning different from inductive
reasoning?
6. Name the processes crucial to knowledge construction.
7. What are the various modes of knowledge creation?
8. Name a few factors which affect knowledge transfer.
9. What is constructivism?
10. Name a few instructional approaches which may be used
in a constructivist classroom.
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Chapter 6
Organisation of
Knowledge in Schools
STRUCTURE
• Introduction
• Objectives
• Meaning of Knowledge Organisation
• Forms of Knowledge Included in School Education
• Selection of Knowledge Categories in School Education
• Agencies for Selection and Organisation of Categories
of Knowledge in Schools
• Process for Developing Curricula, Syllabi, and
Textbooks
–– Principles of Formulating Syllabus
–– Characteristics of a Good Syllabus
–– The Process of Curriculum Development in
India
Let Us Sum up
Review Questions
References and Web Links
Basics in Education
Introduction
As a student, you must have wondered how the knowledge
that you received in the schools is selected and organised.
Who does this? Do the teachers have autonomy to decide
what will be taught in a particular class? Why some topics
are introduced in a particular class and not in some other
class? What are the various subjects that are taught in school
and what is the basis of introducing a particular course in a
particular class? Which are the agencies that decide about
the courses? How the mechanism for evaluation of what and
to what extent students have learnt is decided and which are
the agencies responsible for implementing it? Whether the
courses and evaluation mechanisms are same throughout
the country? These are some of the questions that this
chapter attempts to address.
Objectives
After reading this chapter, you will be able to:
• describe meaning of knowledge organisation;
• appreciate the different forms in which knowledge is
organised in the school;
• explain the methodology of organising knowledge;
• enumerate the agencies responsible for developing
syllabi in India; and
• explain the process of developing curriculum, syllabi,
and textbooks in the country.
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Activity 1
1. Visit a couple of schools. Prepare a list of activities
(curricular and co-curricular) conducted in the
school.
2. Observe the efforts made by the school to organise
these activities according to the needs of the
individual learner.
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Organisation of Knowledge in Schools
Learning Check 1
1. What are the school activities covered under
knowledge organisation?
2. What is, in your opinion, the purpose of learning
organisation?
3. Give examples to show that organisation of
knowledge in schools is a cyclic as well as ongoing
process.
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Organisation of Knowledge in Schools
Activity 2
1. Visit your institution library and pick up the
National Curriculum Framework–2005. Prepare
a list of the subjects included in it with their
purpose.
2. Organise a group discussion to chalk out the
various issues concerned with the implementation
of three-language formula.
Learning Check 2
1. What are the characteristics of a good curriculum?
2. What is three-language formula?
3. What is the purpose of teaching mathematics to
the students?
4. Why the purpose of teaching science and social
sciences at different stages vary?
5. What is the purpose of including health education
in school curriculum?
6. Do work and education go together? Give reasons.
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Activity 3
1. Analyse a curriculum to see the extent to which it
caters to the needs of the society. Discuss it with
teachers.
2. Think of a few concrete activities that will make
school curriculum more interesting to the learners.
Discuss the same with teachers for introducing
the same in the school.
3. Think of the ways in which culture of a society
can be preserved by education.
Learning Check 3
1. What are the characteristics of a good curriculum?
2. What is the purpose of relating various subjects
with each other?
3. What does the principle of utility refers to?
4. What is meant by democracy in education?
5. What is the meaning of equality in education and
how can it be achieved in our context?
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Organisation of Knowledge in Schools
Learning Check 4
Differentiate between a curriculum and a syllabus.
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Learning Check 5
1. What are the implications of placing education in
the concurrent list?
2. What are the major recommendations of Learning
without Burden?
3. Describe the role of Panchayati Raj institution in
education.
4. What are the major recommendations of NCF–2005
regarding teaching of different subjects in the school?
LET US SUM UP
Reorganising knowledge in schools at suitable intervals
is an accepted practice in educational science. Such an
exercise is inevitable to take care of a good deal of knowledge
explosion taking place that makes in a certain span of years,
a significant portion of formal knowledge informal. In case
of a scientific exercise, the evaluation of the existing manner
of knowledge organisation becomes the basis for reframing
of knowledge organisation strategies–technique as well as
content.
The knowledge in school is organised in terms of curricular
areas. While organising such knowledge, a number of
things are kept in mind. In India, there are several agencies
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REVIEW QUESTIONS
1. Describe the meaning of organisation of knowledge.
2. What are the areas under which school knowledge is
organised?
3. Explain the basis of knowledge organisation.
4. List the central level agencies involved in knowledge
organisation.
5. What roles do state level agencies play in this endeavour?
6. Mention some of the characteristic features of NCF–
2005.
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Chapter 7
STRUCTURE
• Introduction
• Objectives
• Meaning of Autonomy
–– Freedom vs. Autonomy
• Teacher Autonomy
–– Characteristics of Teacher Autonomy
–– Domains of Teacher Autonomy
–– Arguments for Teacher Autonomy
–– Factors Affecting Teacher Autonomy
–– Ways to Develop Teacher Autonomy
–– How Does Teacher Autonomy Help in Enriching
Learning Situations
• Accountability
–– Meaning of Accountability
–– Types and Functions of Accountability
• Do Autonomy and Accountability Go Together?
Let Us Sum up
Review Questions
References and Web Links
Teacher Autonomy and Accountability
Introduction
By now, you are familiar that the National Curriculum
Framework (NCF, 2005), and the Right of Children to Free and
Compulsory Education Act (RTE, 2009), have brought about
a paradigm shift in school education. These developments
focus on our commitment to achieving universalisation of
elementary and secondary education with inclusion of all
children in regular schools by adopting the constructivist
pedagogy. To achieve these goals, teachers are required to
be skilled, smart and adaptable to the requirement of every
student. Imagine a classroom full of 20-30 students, each
student with a distinct learning style and different learning
needs. A common teaching strategy for all students would
obviously not work in such a situation. It requires adopting a
distinct teaching technique, even a distinct curricula to suit
the needs and capabilities of each student. Such situation
demands teachers to be autonomous to make pedagogical
choices. NCF-2005 advocated that teachers’ autonomy is
essential for ensuring learning and to address children’s
diverse needs. It further emphasised that as much as the
learner requires space, freedom, flexibility, and respect,
the teacher also requires the same. Related to the concept
of autonomy is the accountability of the teacher. The
present unit addresses these issues. In this unit, we shall
be discussing the concept of teacher autonomy, why it is
required, and how it is related to accountability.
Objectives
After going through this unit, you will be able to;
• describe the concept and importance of teacher autonomy;
• analyse critically the factors that influence teacher
autonomy;
• understand the strategies that may be adopted to develop
autonomy among teachers;
• explain the role of accountability in realising the objectives
of educational system; and
• critically evaluate the contemporary scenario with respect
to teacher autonomy and accountability.
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Meaning of Autonomy
The notion of autonomy has been one of the central concerns
of philosophers since ancient times. The concept first came
into prominence in ancient Greece and was derived from the
Greek words ‘auto’ (self) and ‘nomos’ (rule or law), meaning
one who gives oneself their own laws. According to Collins
Cobuild English Dictionary (1995), autonomy refers to
‘the ability to make your own decisions about what to do
rather than being influenced by someone else or told what
to do’. The terms such as independence, self-sufficiency,
self-government, self-rule, sovereignty, etc., are used as
synonymous to autonomy. Initially the term was used to
characterise states that were self governing. But later on
it came to be widely understood as a property of persons.
Today, the concept of autonomy is used in both the senses,
although philosophers deal with autonomy primarily as a
virtue of the person.
The concept of autonomy for the first time came into
philosophical prominence with the work of Immanuel
Kant who was strongly influenced by the writings of Jean-
Jacques Rousseau. Although Rousseau did not use the term
‘autonomy’, his conception of moral freedom–defined as
“obedience to the law one has prescribed to oneself”– has a
clear relation to Kant’s understanding of autonomy. Kant’s
moral theory is based on the position that rational human
wills are autonomous. Kant enforced that autonomy does
not consist in being bound by no law, but by laws that are
in some sense of one’s own making. His idea of autonomy
goes beyond the ‘negative’ sense of being free from influences
on our conduct originating outside of ourselves and contains
foremost the idea of laws made and laid down by oneself, and,
in virtue of this, laws that have decisive authority over oneself.
As per Kant’s philosophy, an autonomous person’s
sources of authority, or principles that bind him, are in his
own will. Also, to achieve autonomy, one has to make himself/
herself free from the influence of external circumstances and
to give himself/herself laws that are expressive of his/her
own power. It means the autonomous person is conscious of
his/her own power and freedom, and is not merely governed
by the value judgements of others. Rather, she/he is capable
of determining values for himself/herself.
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Learning Check 1
1. What is autonomy?
2. Give examples of freedom from daily life.
3. How is autonomy different from freedom?
Teacher Autonomy
Now the question arises what is teacher’s autonomy and why
is it required? To understand this, let us take an example.
Suppose you want to get an almirah built. What would you
do? You will definitely hire a carpenter and tell him about
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your expectations and end results, but you will never tell him
how to do it. You will respect him as an expert and hold him
accountable for results. So, you give him complete autonomy
in determining how to do it. If he doesn’t live up to the
expectations, you can negotiate changes but his autonomy
and expertness in no way will be questioned. But the same is
not true for teachers. They are held accountable for results,
while their autonomy is limited.
How Teachers Lose Their Identity in Hallowed
Portals
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Teacher Autonomy and Accountability
M Ramya,
TNN,The Times of India: Chennai, 14 November 2010
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Activity 1
Visit a nearby school and discuss with teachers
and principal about their autonomy. Discuss about
various domains in which they feel autonomous and
the domains in which they demand more autonomy?
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Learning Check 2
1. What is teacher autonomy?
2. Does teacher autonomy refer to isolation and
absolute state of freedom?
3. What are the domains of teacher autonomy?
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Learning Check 3
• Discuss how autonomy can contribute to personal
and professional life of a teacher?
• Describe the various concrete actions which
reflect that the teacher is autonomous.
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Learning Check 4
1. Is autonomy a basic human need? Give examples.
2. How does a teacher’s autonomy require him/her
to move from private to public spaces?
3. What are the external constraints that affect
teachers’ autonomy?
4. What are the psychological constraints that affect
teachers’ autonomy?
5. What are the approaches of professional teacher
development?
6. How does peer collaboration increase teachers’
autonomy?
7 How can teachers’ involvement be promoted in
decision making process?
8. How does teachers’ autonomy help in enriching
learning situations?
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Activity 2
Discuss with your friends and teachers whether
increasing teachers’ autonomy leads to quality
education or lack of control? Record their viewpoints
Accountability
You have so far read that autonomy encourages teachers to
teach in their own style, and use the techniques, materials,
and technology that work best for students. In return for
this autonomy, teachers should be held accountable for
students’ progress. The teacher should realistically be held
accountable for what he/she actually tried to teach the class
and how much he/she helped each student improve. Now
the question arises what is accountability and what are its
functions?
Meaning of Accountability
Teachers’ accountability is a long debatable issue. It is
concerned with making teachers responsible for the quality
of their teaching. Over the years, attempts have been made
to define teachers’ accountability. One working definition of
accountability is proposed by Heim (1995). According to him:
“Accountability is the responsibility that goes with the
authority to do something. The responsibility is to use
authority justifiably and credibly.”
Heim considered accountability as a multi-faceted
concept involving responsibility, authority, evaluation and
control. According to him, it involves at least two parties and
a mutually acknowledged relationship between them. One
party delegates authority, to take action, to another party
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Activity 3
Discuss the different types of authority that can be
delegated to staff members in schools.
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Activity 4
Visit your nearby school and discuss with the principal
how she/he ensures accountability by teachers.
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Learning Check 4
1. Define accountability.
2. How does accountability exercise democratic
control?
3. What is the relation between teachers’ autonomy
and accountability?
LET US SUM UP
In the present chapter, we have discussed autonomy in general
and teachers’ autonomy in particular. We have learnt that
there are a number of views regarding teachers’ autonomy
including the teacher’s ability and willingness to help learners;
freedom from control by others over professional action;
capacity to engage in self-directed teaching or professional
action; and autonomous teacher as an autonomous learner.
There are various characteristics of teacher autonomy and
different domains in which teachers exercise their control
including teaching and assessment, curriculum development,
school functioning, and professional development. It is further
emphasised that teacher autonomy is not an omnipresent
attribute of certain teachers; it manifests itself differently in
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REVIEW QUESTIONS
1. Explain your understanding of teacher autonomy. In
which domains do you, as a teacher, require autonomy
and why?
2. “Teacher is a wild animal in captivity.” Discuss the
statement.
3. Explain how teacher autonomy influences learner
autonomy?
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Chapter 8
Learner Autonomy
STRUCTURE
• Introduction
• Objectives
• Meaning of Learner Autonomy
• Development of Learner Autonomy
–– Family Pressure
–– School Practices
–– Teacher Factor
• Curriculum, Textbooks, Instructions and Discipline
in Learner Autonomy
• School and Developing Learner Autonomy
• Individual Autonomy and Collective Responsibility
Let Us Sum up
Review Questions
References and Web Links
Basics in Education
Introduction
As you know, a growing child has the capacity to observe,
assimilate, explore, investigate, and organise the information
presented to him/her. It is the ingenuity of the people
present around him/her to nurture these hidden capacities
of the children. As academics and scholars gained better
understanding of ‘how children learn’, they diverted their
attention from the role of teacher as transmitter of knowledge.
Teachers are now viewed as the ones who are partners,
facilitators, observers, co-workers, co-investigators, co-
learners, etc., in the teaching-learning process. It is realised
that children come to the school with huge, often amazing,
amount of information and teachers’ job is to help this
information getting converted into meaningful knowledge.
This view is in contrast to the long prevailing beliefs and
practices where the teacher was assumed to be the only
repository of all knowledge and information, and only the
teacher could determine what and how much was to be
transferred to the learner. It was only the teacher who decided
what information was suitable for the particular age and
stage of the learner. Subsequently, it became the prerogatives
of government and school boards to prescribe age-specific
curricula that the teacher should transact and the learners
must learn. Rote-memory and reproduction of information
became the concern of schools, teachers, learners and
parents. The learners were reduced to obedience in its worst
form. There was no chance or time for the learners to pursue,
explore, examine and analyse what they would genuinely be
interested in on their own. It was this effective prescription
which numbed the creativity and possibilities of innovative
action among the learners. This chapter focuses on ways and
means to make learner autonomous for deciding what is to
be learned, the pace of their learning, and the teachers’ role
in developing such competencies among the learners.
Activity 1
Consult literature to find out the salient characteristics
of teaching-learning processes prevalent during
ancient period. Prepare point-wise comparison of the
traditional practices with the contemporary ones and
discuss it with classmates.
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Objectives
After reading this chapter, you will be able to:
• differentiate between the nature of learner and teacher
autonomy;
• explain the factors affecting learner autonomy;
• describe how learner autonomy can be fostered in the
school context; and
• understand the way autonomy helps in fulfilling societal
responsibility.
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Learning Check 1
1. Are learners more efficient and systematic when
given autonomy?
2. List the characteristics of an autonomous learner.
3. What are the conditions that nurture autonomy
among the learners?
4. Do high scorers in board examination excel in
other aspects of life as well? Comment.
Activity 2
For a particular class, find out the set of skills
that learners can achieve on their own. Write a few
sentences about the methodology of achieving the
same.
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place a tight noose around not only the learners but also the
teachers. Included among these factors are family pressure,
school practices, teacher factor, etc.
Family Pressure
As you know, it is wrong to assume that children begin
learning in the school; rather, learning begins at the time of
birth itself and parents, other family members, peer group,
neighbours play important roles in influencing the learning
process of children. The disciplinary practices of the parents;
be it authoritative, authoritarian, permissive or restrictive;
affect the development of autonomy among learners. You
must have observed that parental wishes, desires and their
unachieved goals in life often decide the course and direction
of studies for their children. My son must become an engineer
or do MBA and my daughter must become a medical doctor
could be the parental prescription even before his/her child
celebrates his/her first birthday. In a society that values
obedience as one of the essential duties in life, child’s own
interest and talent gets wasted in umpteen cases. Parental
pressure, particularly from the educated ones, often retards
the process of expression of interest by the child in his/her
desired direction.
It has another dimension too. Comparison of learner
attainments, mostly marks/grades obtained by them,
with their classmates is often done by the parents, which
frequently results in admonition to score better than ‘him’
or ‘her’. It creates unavoidable pressure and stress on the
learner. It is a great depreciation in the cognitive capital of
the country when a child interested in literature is confined
to study subjects of parental choice and made to sit in an
entrance examination for an engineering course and, finally,
ends up as an electrical engineer. Tuitions at individual level
and coaching in identified institutions restrict the natural
and emerging talents. These practices leave little scope
for the learner to think beyond what has been transferred
by the teacher. There is neither the scope nor the time for
reflection, experimentation and observation for children. All
these factors negatively affect the development of autonomy
among the learners.
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School Practices
Presently, a large majority of schools in the country follow
prescribed curricula and syllabi. Once these syllabi reach in
the hands of the teacher, he/she redefines the task before
him/her: completion of the assigned task given in terms
of syllabus and the textbooks in the prescribed time. The
parents, learners and teachers all seem united on one count:
only those components matter which are to be examined
for the award of marks in the final year end examination;
everything else is secondary. If the schools give due
importance to activities, such as work experience, socially
useful productive work, working with community, etc., the
process of nurturance of talent would definitely get a big
boost by providing opportunities to the learner to delineate
their area of interest and move ahead in that direction.
Another opportunity to boost learner autonomy could be
seen in assigning ‘project work’ to them on topics/themes of
their choice and permit full play to them to use their skills
and talents. Currently, conducting a project work has, by
and large, been reduced to a farce. The children can purchase
‘project work’ in the market and submit it in the school. The
teacher may be overworked and not in a position to guide
students about how to do the project work. Project work, when
done in group with peers, innovative ideas do emerge and take
practical shape. Occasionally one does receive some sporadic
reports of an amazing innovation by someone working in
tough conditions without much support or motivation. These
are instances of learner autonomy leading to innovations.
In India we still have a long way to go to provide a
cafeteria approach to the learners in selection of subjects.
The similar is the case with year-end examinations which
continue to remain a source of great stress and strain both
for the parents and the students. Imagine a situation in
which a child could select subjects of choice and arrange
these in order of preference and offer him/her for evaluation
when ready for it! A transparent, flexible, non-restrictive
curriculum that permits many choices and interests could
effectively enhance the scope for learners to gain experience
in themselves, their capacity to reinterpret, incisively analyse
and come out with new explanations and possibilities.
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Teacher Factor
Most of the aspects mentioned above could be taken away
from the list of restrictive practices in the context of learner
autonomy if the teacher is professionally competent,
committed, performing, proud of his/her task and willing to
guide his/her students on the basis of individual differences.
The teacher could generate awareness amongst parents
about the level to which they should impose their wishes
on their children in matters of nurturing talents and giving
them the liberty of making choices and taking decisions.
A teacher, who keeps himself/herself abreast of the new
developments in the field, can indicate possibilities and
encourage students to realise the bliss of learning on their
own. For this, the teacher should be willing to work with the
students as a partner and co-worker. A teacher who ‘grows’
with years often presents an example of the ‘positive outcomes
of learner autonomy’. Young persons would innovate even
when enmeshed in restrictions and restraints, once they find
someone ready to stand with them with affection and always
ready to provide encouragement.
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Learning Check 2
1. Can every learner become an autonomous learner?
Give reasons in support of your answer.
2. What changes can be made in the school practices
to develop learner autonomy?
3. What is the meaning of a non-restrictive
curriculum?
Activity 2
Consult the library and find out the difference
between authoritative, authoritarian, permissive and
restrictive child-rearing practices. Discuss with other
students and parents.
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Activity 3
1. Make a list of few sources of knowledge and
learning.
2. List various activities that teachers must do to
develop autonomy among the learners.
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Learning Check 3
1. According to you what are the restraints schools
impose on the learner?
2. How do you see the recommendations of Delors
Commission in terms of developing learner
autonomy? Give reasons.
Activity 4
Try to recall the good things you learnt from your
mother, father and other adults in the family. How did
it help you in your future development?
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Table 1
Teachers’ Roles and Corresponding Students’ Roles and
Outcomes (Weaver, 1970)
Likely Student
Teaching/
Teachers’ Roles Students’ Roles Quality as
Learning Process
Outcomes
1. Appreciator As determined 1. Searcher Self-
by students Determination
2. Partner Participation 2. Partner Responsibility
3. Patron Making 3. Designer Creativeness
4. Guide Searching 4. Explorer Adventurousness
5. Questioner Experimentation 5. Searcher Investigation Skill
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Activity 5
Select a theme of study in your course. Delineate
the roles of teacher and students in transacting that
theme with a view to develop autonomy among the
learners.
LET US SUM UP
You have read in this chapter that autonomous learning
requires greater, intelligent and sustained effort on the part
of the teacher. It is not a teacher-less learning. Learners
become autonomous only gradually and acquire better and
higher traits as they move along and move ahead. Some may
take longer time and require greater persuasion than others.
Committed, competent and ‘performing teachers’ interacting
with willing and curious learners create conditions conducive
to autonomous learning. This subsequently leads to creation
of new ideas and knowledge, and thereby enhancing the
global knowledge capital that could be utilised for the good
of the people making their lives better and meaningful.
REVIEW QUESTIONS
1. Explain the concept of learner autonomy. How is it
related with teacher autonomy?
2. Explain the factors affecting teacher autonomy.
3. What role do curriculum and textbooks play in
development of learner autonomy? How can their
influence be negated?
4. Does learner autonomy develop outside the formal system
of education? Elaborate your answer with examples.
5. How does individual autonomy influence collective
responsibility?
REFERENCES/FURTHER READINGS
Benson, P., and Voller, P. (Eds.). 1997. Autonomy and
Independence in Language Learning. Longman,
London.
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Chapter 9
Introduction
You must have often come across the thoughts of the well-
known thinkers, philosophers and educationists emphasising
the significance of values, not only as a way of life, but also
something which justifies our existence as human beings.
For example, the Jain Tirthankar, Lord Mahavira, said
“Anger annihilates affection, pride the politeness, deceit
the friendship but greed destroys all – affection, politeness
and friendship (Mahashramana, 2001). Mahatma Gandhi
expressed that “humility is the primary thing to be acquired.
One who is not humble cannot put one’s learning to proper
use.” Jawaharlal Nehru said “A consideration of cultural and
moral values and standards is essential if we have to solve
the problems that afflict the world today.” (Jayaswal, 1955).
The Nobel Prize winner scientist Albert Einstein has said “Try
not to become a man of success but rather try to become a
man of value.”
In our daily life, however, we constantly face situations or
come across news items which compel you to wonder whether
values exist at all in the modern societies. For example,
you must have come across news items such as teacher
raped student, teacher beat student such that student
became deaf, student murdered teacher for being strict, a
boy made an objectionable MMS of a fellow girl student and
circulated on web and among friends, son murdered mother
for property, children threw mother out of house and she is
living on street, new born girl child thrown in dust bin, etc.
These news items lead one to ponder whether values exist
in our society. If so, what actually are values? How does one
acquire values in life? Whether every individual should have
the same value system or is it justified if you and I have
different values? What should happen when two persons have
values which are in conflict with each other? Who determines
what is right? Can there be a human being with no values
at all? It is often said that the money is the only value left in
contemporary society. Is money really a value? Who creates
values or who determines what a value is? While reading this
chapter you may get answers to some of these questions,
or else you would develop enough insights to analyse such
situations and come out with a logical explanation. This
chapter takes you to a systematic journey into what is the
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Activity 1
Before proceeding further, reflect on and discuss
your thoughts with fellow colleagues on the questions
raised above and prepare a brief.
Objectives
After reading this chapter, you would be able to:
• describe the meaning of values;
• conceptualise values from different perspectives and
relate these to everyday life;
• discuss as to what extent values are absolute;
• reflect on the necessity of values in human life and the
process of development of values; and
• analyze values in present day context.
— Mahatma Gandhi
Activity 2
Reflect on the thoughts of Gandhiji (given above) and
give your opinion on the same.
The word ‘value’ comes from the Latin word valere and an
old French word valoir meaning ‘be worth’. The psychological
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Learning Check 1
Derive a viable, comprehensive definition of values
and explain your concept with suitable examples.
An Incidence in a School
Let us take a situation from a school setting. Mr Data
Ram, a local property dealer of the area and father
of Savitri, visibly disturbed other parents and their
wards during Parent Teacher Meeting by bringing his
fleet of personal security guards in the classroom. He
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Activity 3
Reflect on the incident described in the Box given
above. What values or lack of values can be deduced
from this incident? As a Principal, class teacher or
parent, how would you have reacted and why? Give
justifications.
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Types of Values
Values have been classified in different ways. One simple
classification is personal, social, and core or universal
values. Values important to a person are referred to as
personal values, those to the society are called social values
and values prized by all can be termed as core values.
Eduard Spranger identified six value types (refer Rao &
Rao, 1996). These are described below.
1. Theoretical Value: The chief motive under this class is
the discovery of truth. A person who believes in such
values aims to systematise and order knowledge with an
overwhelming interest to reach the truth.
2. Economic Value: This refers to practical values based on
what is useful. In this sense this can well be related with
the pragmatic theory of values.
3. Aesthetic Value: Values related with harmony and beauty
are called aesthetic values. Here we need to understand
that beauty has a wider and deeper connotation than
generally understood (and projected by the commercial
world). It is not only the external beauty but the beauty
within. An aesthetic person sees and seeks beauty
everywhere. He/she may not be an artist but has artistic
pursuit in all spheres of life.
4. Social Value: These are the values considered important
by the society guiding the desired social conduct, serving
as criteria for the members of the society to decide
their preferences and course of action from various
alternatives. These decide the social standards and are
very essential for maintaining a harmonious society.
5. Political Value: Achieving power, success, etc., are the
values that can be put under this category. Individuals
believing in these values are not afraid of struggle and
competition. They nurture a desire to be on the top and
have power over others, be it people or nature.
6. Religious Value: Religious values are ethical principles
founded in religious traditions, texts and beliefs.
Religious values are often based on scriptures and a
religion’s established norms (Wikipedia). To be one with
the nature and with the supreme power, the God, is
considered to be the highest religious value.
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Activity 4
Do you think that the above classification is complete?
Do you agree that for each value, there is a cultural
bias or it is a social construct? Reflect and put your
arguments.
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Activity 5
Think what could be different bases for classification
of values. Divide yourselves in groups and work out
various possible classifications. Then also reflect
whether there can be one unified classification for
values.
Table 2
Values and Motivational Goals Associated with Them
(after Schwartz, 1994)
Value Motivational Goal
Hedonism Self centred sensual gratification
Power Status and prestige
Achievement Competitive personal success
Stimulation Encourage risk taking and adventure
Self direction Autonomous thought and action
Universalism Concern for welfare of others
Benevolence Preserve and enhance welfare of those
with whom one is in personal contact
Conformity Self-restraint
Tradition Traditional and religious activities
Security Stability, safety and harmony of society,
relationships and self
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Value Conflicts
There are different levels of values – spiritual, ethical, moral,
material, etc. A ruthless pursuit of materialism has retarded
development and achievement of higher level values, e.g.
moral values. Thus, the crisis we face today is essentially
moral and spiritual. Material values are often in conflict with
ethical and spiritual values. We want to live long and healthy
lives but do not care to preserve our environment. We want
plenty and don’t care for sharing. In the complicated world
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Activity 6
Recall a situation of value conflict you faced or
witnessed. Critically analyse the actions taken in that
situation.
Perspectives on Values
Psychological Perspective
Modern theories of values are based on the research
conducted in the discipline of psychology. Kluckhohn and
Strodbeck (1961) proposed that cultural value systems are
variations of a set of basic value orientations that flow from
answers to basic questions about being: (a) what is human
nature – evil, neutral, mixed, or good? (b) How do we relate to
nature or supernatural – subjugation, harmony, or mastery?
(c) What is the nature of time – past, present, future? (d) What
is the nature of human activity – being, being-in-becoming,
doing? (e) What is the nature of our relationship to others?
They organised a system for comparing values in terms of
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Sociological Perspective
From sociological perspective, values are internalised as
social constructs, underneath which there is a moral/ethical
framework. Preferences, judgments and actions are commonly
explained in terms of values that the society believes in and
passes on from one generation to another. Individuals take
on values as part of socialisation process into the family or
group or society. Societies differ in their value preferences.
For example, in Indian society, truthfulness, honesty,
compassion, and non-violence used to be the preferred
values, while Americans are set to value life, liberty, and the
pursuit of happiness. At the group level values are scripts or
cultural ideals held in common by members of a group.
It should be remembered that values are codes or
general principles guiding action, they are not the actions
themselves. Two societies can both value achievement but
differ tremendously in their norms as to what to achieve and
how to achieve. A value system presents what is expected
and hoped for, what is required and what is forbidden. It
is not a report of actual behaviour but a system or criteria
by which behaviour is judged and sanctions applied. Values
differ from goals in that values provide a general rationale for
more specific goals and motivate attainment of goals through
particular methods (Oyserman, 2001).
Now the question arises is that how do you know that
values exist? A number of options are available: (a) Individual
testimony, (b) Behavioural choices – yet behaviours are
influenced by many variables other than values, (c) Cultural
and social structures, (d) Social interchange – observation
of behaviour in situation of conflict, and more generally
observation of what is rewarded or punished, praised or
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Activity 7
Recall or imagine certain real situations in a classroom
and identify existence of values among teachers and
students. Also, attempt to identify the conflicting forces
that individuals faced in that situation. Do these arise
due to differences in socialisation processes?
Philosophical Perspective
The study of values from the philosophical point of view is
the study of ethics and aesthetics. The branch of philosophy
dealing with it is called axiology. This refers to a philosophical
enquiry into what is ‘good’ and the concept of ‘goodness’. It
makes a distinction between intrinsic and extrinsic values.
Intrinsic value is an end in itself and, thus, is valuable for
its own sake, while extrinsic value is valuable as a means to
achieve something else, and thus is instrumental value. For
example, money is instrumental in achieving a goal, which
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Learning Check 2
List out the differences in diverse perspectives on
values.
Theories of Values
Values have been conceptualised in different ways, forming
various theories, such as, Pragmatic, Realist, Empiricist
and Idealist. The basis of classification of these theories
is epistemological. Let us briefly analyse the viewpoint
associated with each of these theories.
Pragmatic Theory
Pragmatic means practical. Thus, this theory assumes
that values are determined by their practical applicability,
significance, or outcome. For example, John Dewey, an
American Pragmatist, argues that a bird’s nest and a palace
are same in their aesthetic value as both support life. Thus,
nothing is valuable in itself but depends on its practical
utility. A pragmatist goes with the Darwinian theory of
evolution, believes in the survival of the fittest and values
are seen in the context of survival. In the above example as
a bird’s nest and a palace both support life, there is no basic
artistic difference in them. Both are equally beautiful and,
hence, have equal aesthetic value. The pragmatist theory of
value is that life is all about survival and all values are for
life; anything that is helpful in furtherance of life is valuable.
Empiricist Theory
In pragmatic theory an individual is in the centre of creation
of values, i.e. an ‘active’ agent. A bird makes a nest, a nest
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Values: Concept and Context
Realist Theory
“According to realism, the objects of our experience are
independent of the experience and since values are also
objects of experience, they do exist independent of us”
(Ruhela, 2000). In other words, values exist independently of
human responses to them.
If you look into the criticism of the theories of pragmatist
and empiricist, you will find that these argue for the objective
nature of values. Through this criticism, the transcendental
source of values is also practised. Thus, while for a pragmatist,
individual is the creator of values, for a realist an individual
is directed by values which are self-existent.
A pragmatist does not believe in universal values. What
was suitable in ancient times may not be pertinent for the
modern living. The values should suit to the need of the time
and situation. Thus, in the pragmatist approach, there is no
space for a transcendental source of values but these are
created by experiences. The pragmatist theory of values are
individualistic in nature. Ruhela (2000) explains that in order
to understand the pragmatic theory of values more critically
we must examine its basic assumptions. It is essentially
personalistic. While defying universality and objectivity to
values it reduces their meaning and significance to the level
of the individual person. Thus, it accepts relativism in the
sphere of all values. There might be similarity between the
notions of values of different persons but, since the experience
and background of each person is different, the notion of
values of each individual will also be different. However, the
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Activity 8
There is and can be more arguments for and against
each theory. Critically analyse and put your augments.
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Activity 9
1. Divide the class in two groups. Let one group take
situations from real life experiences, preferably
from school/classroom situations which pose
value conflicts and let the other group answer
what actions they would prefer to take and why.
Keep reversing the roles.
2. Collect examples from newspapers of the events
which justify values as absolute or relative. Put
yourself in situation of some character and place
your arguments in favour or against the action
taken by that character in the given circumstance.
Creation of Values
Values are said to be derived from life, from the environment,
from the self, society, culture, and beyond all, from the ideal
transcendent dimension of human existence and experience.
The awareness, utilisation and transmission of values are
uniquely human and linked with the mental and social
evolution of human beings (Mukerjee, 1964). Kantian ethics
and aesthetics hold that human capacities such as will and
imagination create values. Sri Aurobindo said, “The first rule
of moral training is to suggest and invite, not command or
impose, the best method of suggestion is by personal example,
daily converse and the books read from day-to-day.” (Sri
Aurobindo Ashram, 1997). Scientifically, it is reported that
an area in human brain, the limbic area, motivates to think
of God and absolute values.
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Basics in Education
Activity 10
Reflect on ‘a baby is born free of values’ and put your
arguments with examples.
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Activity 11
Reflect on the process of value development described
by Massey. Try to devise your own model of value
development and justify it.
LET US SUM UP
The text here has established that values can be taught,
inculcated and learned and that early years of life are the
most important in value inculcation as young children are
keenly observing, absorbing and imitating what they hear
and see. There is a growing concern on erosion of values,
especially those of the higher order such as moral, ethical
and spiritual values in contemporary society. The process of
value development also emphasises the influence of teachers
on young minds. All these put together make a solid ground
for value education in schools. The chapter that you read next
will deal with issues such as to what extent can education
transform values in the society and what kind of values can
education, especially school education, perpetuate and such
others.
REVIEW QUESTIONS
1. Describe in your own words the meaning of values.
2. Give examples of different types of values.
3. What values/value set do you follow in life? Put forward
a critical argument in favour of your value set.
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Values: Concept and Context
REFERENCES/FURTHER READINGS
Agrawal, P. 2003. Value education as catalyst to build peace
and harmony to be imbibed in consumerism dominated
environment filled with paradoxes. In. K.P. Joseph
(Ed.), Peace and Value Education. A Creative Response
to Consumerism and Communalism. Dharma Bharti. P.
53-61.
Rao, M.G., and Rao, P.S. 1996. Attitudes, Values and
Perception. Kanishka Publishers and Distributors, New
Delhi.
Kluckhohn, C. 1951. Values and value-orientations in the
theory of action. In Parsons & Shils (eds) Toward a General
Theory of Action (pp. 388–433). Harper, New York.
Kluckhohn, F.R., & Strodbeck, F.L. 1961. Variations in Value
Orientations. In D. Oyserman (2001), Values: Psychological
Perspectives. International Encyclopedia of the Social and
Behavioral Sciences (pp. 16150-16153).
Mahashramana Yuvacharya. 2001. Thus Spoke Mahavira.
London: Jain Vishwa Bharati. In J.S. Rajput, Symphony
of Human Values in Education. NCERT, New Delhi.
Massey, Morris. en. wikipedia.org/wiki/Morris-Massey
(downloaded on 12.2.2014)
Mukerjee, R. 1964. The Dimensions of Values: A Unified
Theory. George Allen and Unwin Ltd., London.
Naik, J. P. 1975. Equality, Quality and Quantity: The Elusive
Triangle in Indian Education. Allied Publishers, New
Delhi.
Njayarkulam, K. 2003. Need for peace and value education
to promote inter-religious cooperation. In. K.P.
Joseph (Ed.), Peace and Value Education: A Creative
Response to Consumerism and Communalism. Dharma
Bharathi.
Oyserman, D. 2001. Values: Psychological Perspectives. In
International Encyclopedia of the Social and Behavioral
Sciences (pp. 16150-16153).
Rezsohazy, R. 2001. Values, Sociology of. International
Encyclopedia of the Social and Behavioral Sciences (pp.
16153-16158).
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Chapter 10
STRUCTURE
• Introduction
• Objectives
• Challenges to Education for Values
–– Complex Nature of Modern Society
–– Opportunities for Development
–– Value Priorities of Different Cultures
–– Changing Family Structure
–– Parental Aspiration for Children’s Career
–– Media
–– Systemic Factors
• Integrated Approach to Education for Values
• Developing Values Consensus
• Role of Curriculum Developers
• Role of Teachers
–– Teachers’ Self and Identity
–– Pedagogical Approach
–– Leadership
–– Communication Skills
–– Teaching of Subjects
–– Evaluation
Let Us Sum up
Review Questions
References
Basics in Education
Introduction
You must have heard people lamenting about the erosion of
values in present-day society. The blame is, by and large, put
on the education system for not doing enough in this regard.
What is your opinion? Do you know that ever since formal
schooling started, educators like Sri Aurobindo, Mahatma
Gandhi, Rabindranath Tagore, Dayanand Saraswati,
Vivekananda, Gijubhai Badheka, Zakir Husain and others
had continually argued for evolving an educational system
that would lead to personal development of individuals in
line with the cherished ‘ideals and values’ of the society.
It may be mentioned that education does not simply aim
at mental development of the person; rather it focuses on
his/her overall development including personal, social and
moral enhancement. Towards this end, the school curricula
are organised not only for learning languages, mathematics,
science, etc., but also for learning to live effectively and
peacefully with others in the family, the neighbourhood
and society. It may be pertinent to mention here that the
National Curriculum Framework–2005 identified certain
broad aims of education that include “independence of
thought and action, sensitivity to others’ wellbeing and
feelings, learning to respond to new situations in a flexible
and creative manner, predispositions toward participation in
democratic processes, and the ability to work towards and
contribute to economic processes and social change” (p. vii).
Thus acquisition of values is integral to the education system
and personal, social and moral developments are intertwined
inextricably with the aims of education. The development of
these characteristics is, however, influenced by the family
and social contexts. This chapter introduces you first to
the various challenges to education in India that retard
Activity 1
Organise a group discussion with your fellow students
and teachers to deliberate the role of school and
teaching practices for nurturing personal, social
and moral values among students? Prepare a list of
activities that school should initiate towards this end.
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Objectives
After reading this chapter, you should able to:
1. identify the challenges that retard the value nurturing
potentials of schools;
2. explain the integrated and holistic approach to education
for values;
3. explore opportunities inherent in the curriculum for
developing values; and
4. appreciate your own role in organising activities/
curricula in schools for value education.
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Activity 2
For a moment look at your neighbourhood and note
down the different kinds of people living together. Find
out similarities and differences among them.
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Education and Values
Activity 3
• Think of your own experiences in the school where
the socio-economic gap and motivation for upward
mobility among different groups may have led to
challenges in education in values.
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modern busy life style where both the parents are working.
The quality of adult-child interaction has implications for the
ethical and moral development of children. Hurried parents,
having very little time to spend with children, have less chance to
influence and nurture attitudes of responsibility, compassion,
caring, and sensitivity to others among their children. The
pressure and anxiety generated among children, due to lack
of parental supervision and warmth, further works against
their learning of appropriate beliefs and attitudes towards
themselves, their responsibilities and work. The vacuum
created by the absence of older parents in the family has to
be filled and the school being the next important institution
in the life of children has to take up this responsibility.
Media
The mass-media, be it electronic, print or video, and even
the hoardings and displays on the roadside, pose problems
to the nurturance of values. Media is such an important
influence in our lives but we are not even aware of it. Do you
know why media influences us so much? It is because media
exposure takes place even when we are not very alert and
critical to its messages. When you are watching TV or seeing
posters, do you realise that there are values embedded in
those programmes, and a lot of messages get into our sub-
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Systemic Factors
The challenges emerging from socio-economic, cultural,
environmental, and technological changes could be further
intensified by the factors implicit in the organisation of the
schools, their policies, practices and activities, attitudes of
the various personnel, teachers and the local community.
For instance, the school uniform policy that the girls wear
skirts may come in conflict with the cultural ethos of the
community. Similarly, the expectation that all students
must perform at a very high level in all subjects puts stress
on those for whom academic assistance is not available at
home. Another instance could be that some of the students
in the school are not from affluent background and can’t
afford expensive clothes and gadgets available with other
children which may lower their self-esteem. If attention is
not paid, these situations could further undo the potential
of the school to nurture values. The factors that challenge
the value nurturing capacity of the schools may lie in the
society but their identification, and school-based action in
this regard is the need of the hour.
Activity 4
Recall how did your school influence your life. Could
it have been different? What would you like to do to
make it better for future students?
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Learning Check 1
1. What are the major aims of education?
2. Do you agree that modern society is a complex one?
Give arguments.
3. How do media retard the value development potential
of schools?
4. Describe the role of school factors in value development.
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Learning Check 2
1. What is the meaning of an integrated approach?
2. Physical spaces of the school, like library,
playground, corridors, etc. influence learning and
imbibe values. Do you agree with this statement?
List suggestions for using these spaces for
promoting Education for Values in your school.
3. Opportunities for inculcating values are hidden in
the school routine and discipline. Explain.
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Activity 5
Observe a few schools and prepare a list of values that
the schools attempt to inculcate among the students.
Note down the activities and sources of such values.
Activity 6
Prepare a draft guideline, in consultation with
classmates, for organisation of value-related activities
in the schools.
Role of Teachers
The teachers play an important role in nurturing values in
the schools. Apart from the pedagogical approach, teachers’
leadership qualities and their relationships with students,
other teachers, principal, staff members, parents, and
community all constitute areas of influence on development
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Education and Values
Activity 7
What are your immediate thoughts and feelings when
you are angry, frustrated or unkind to others? Note
your immediate thoughts. Reflect upon them.
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Pedagogical Approach
The approach to teaching is influenced by the teacher’s
attitudes toward children and toward teaching. The implicit
assumptions about ‘how children learn?’, ‘who is a child’ and
‘what are their psycho-social characteristics?’, inform our
teaching-learning practices. For example, if one believes that
children are innocent and it is the lack of parental guidance
that causes lapses in their development, one would try to
influence parents. The belief that children are basically wild
and they need to be punished to control would influence the
teachers’ behaviour accordingly.
The traditional approach to teaching assumed that
children learnt by listening to knowledgeable adults. As a
result, the traditional approach of teaching focused on
content or giving a lot of information. In such case, it is the
teacher who does most of the talking in the class. It is one
way communication, occasionally interrupted with a question
or two, posed by the students. Though the students are
active observers, their observations and experiences are not
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Activity 8
Observe a class and note down what happens in the
class. Find out the method of teaching adopted by the
teacher. Reflect on its implication for development of
attitudes and values among the students.
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Leadership
A teacher has to provide effective leadership to the students
within and outside the school. They could guide students to
manage their work and conduct in ways to avoid punishment
and criticism from teachers and parents, and work
effectively towards their educational goals. They could invite
participation of students in formulating classroom policies,
discipline and work schedule which would enable them to
relate warmly with students. Students would be motivated to
cooperate and follow established rules. Students could also
be involved in reflection on aberrations in policy or classroom
discipline or poor achievement or any other concerns and
device ways to deal with those problems with a positive frame
of mind.
Communication Skills
Communication skills influence interactions and relationships
a teacher could develop with the principal, students, staff,
and occasionally with the community. The quality of these
interactions affects the teacher’s efficiency as well. These
relationships impact not only students, but also the teacher’s
own mental health. The two most important communication
skills that she/he needs to possess are listening skills and
responding skills. Listening involves paying attention to what
the other person is saying, the verbal as well as non verbal
content of the communication. After listening, the teacher needs
to respond to the queries of students in an appropriate way.
Teaching of Subjects
Values are inherent in the subject content. During teaching
the subjects, teachers could make explicit the values inherent
in the content. All the subjects like science, social sciences,
languages, etc., are connected with real life and each one
has immense potential to convey values. The real purpose of
teaching these subjects is to understand their implications
in real life situations, including value inculcation. Integrated
approach to teaching values is more likely to enable students
to imbibe them. For instance, while learning History, the
students may critically examine the way perceptions of
different people about the same historical facts vary, and the
personal biases and prejudices that create different versions.
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Education and Values
Activity 9
1. Next time when you are in conversation with
others, observe yourself. Are you listening and
paying attention to the speaker or are lost in own
thoughts?
2. Do you want to improve your listening skills?
When you are talking with others – your friends,
acquaintances, strangers, etc. notice your own
thoughts. Write them down in your diary and reflect
upon them. Pay attention to your own and others’
non-verbal expressions during conversation.
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Education and Values
Evaluation
Evaluation of values is different from evaluation of any other
ability or learning. It poses problems as impact of values
on behaviour takes time to become visible and may not be
expressed at a time convenient for observation by others,
particularly teachers. The students may report inculcation
of values but real behaviour may or may not reflect the same.
For example, a child may believe in cleanliness but due to
certain impediments at home his personal appearance may
not reflect it. It is an internal assimilation of values that we
are interested in here.
Another problem that value assessment poses is that a
child could be caught in a dishonest act by chance; he/she
is labelled dishonest. All others who were with him or her do
not get caught, such a child will get stigma and humiliation
which is counterproductive to learning of values. There are
still other issues that argue against evaluation of the values
of students. For instance, a child who is not exposed to
values of courtesy, politeness, discipline at home will take
longer to learn. So, it is not fair to compare him with others,
and award less marks during assessment of values which
will be de-motivating.
In view of the above, it is not desirable to evaluate or rank
students. However, it is important to evaluate school ethos,
school policies, discipline, and classroom practices. The
evaluation has to focus on “what efforts are being made?, are
these efforts sufficient?, do they facilitate the development of
values among students?”, etc. The underlying assumption is
that an environment imbued with values is likely to nurture
values, subtly but surely.
The evaluation would require systematic data collection
on efforts made for nurturing identified values such as
cleanliness, health and physical fitness, self development,
work ethics and cooperation, non-violence in verbal and
non-verbal behaviour, respect for life and nature, etc. The
school policies and practices, for instance, special notices
on school bulletin board on maintenance of cleanliness in
the school and classrooms, and also personal cleanliness
or provision of resources for cleanliness, recognition for
maintaining cleanliness, creation of clubs on art, music,
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Let Us Sum Up
In this chapter you were introduced to the fact that conscious
efforts for promotion of values through school education have
been made for a long time. The reason values nurturance
falls short of expectation lies in the challenges posed by a
number of factors in societal structures, and complexity due
to socio-economic, cultural and technological developments,
aspirations of people, and the media. The integrated and
holistic approach to education for values, advocated by
NCERT, was elaborated. At the school level the process starts
with developing value consensus, and identification and
development of the opportunities for value education in the
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Education and Values
REVIEW QUESTIONS
1. Mention three important aims of education?
2. List out factors that challenge education for value
development?
3. Describe the integrated approach to value education?
4. What are the various sources of values?
5. Mention three important roles of curriculum developers
in the context of value education?
6. How can school discipline be organised for promotion of
values?
7. How can ‘Self’ or ‘Identity’ be a source of conflict or
peace?
8. Mention diverse pedagogical approaches for nurturing
values.
9. Why value assessment should not be done for students?
10. How best assessment of value education programmes
could be carried out?
REFERENCES/FURTHER READINGS
Anderson, M.L., and Taylor, H.F. 2008. Sociology. Wadsworth
Publishing Company, Belmont.
Dastidar, M. 2002. Minority Identity and Intergroup Differences
in Plural Societies: A Study of Political Response Towards
Majoritarian Discourses in India. www.open.ac.UK/Arts/
gips/delhi02/destigor.
Gintis, H. 1996. School Choice: The Issues and the Options.
Prospects, XXVI, 631-642.
NCERT. 2005. Education for Peace. Position Paper of National
Focus Group, New Delhi.
——. 2005. National Curriculum Framework–2005. NCERT,
New Delhi.
——. 2012. Education for Values in Schools- A Framework,
NCERT, New Delhi.
Singh, Y. 2000. Cultural Change in India. Rawat Publications,
Jaipur.
245
Chapter 11
STRUCTURE
• Introduction
• Objectives
• Perspectives on Values
–– The Emerging Social Context in India
–– Some Important Values
• Value Conflicts in Schools
• Education and Values
• Transforming Values through Education
–– The Curriculum
–– The School and Classroom Environment
–– The Teaching-Learning Process
–– Evaluation/Assessment
• Peace for All
Let Us Sum up
Suggestions for Further Reading
Values in the Emerging Social Context
Introduction
Box 1
Student: Ma’am I do not want to work in this
group. Can I please request you to put
me in some other group?
Teacher: Why child? I believe you are in one of the
best groups. Why do you want to change
your group?
Student: Ma’am because I do not feel comfortable
working with ‘X’
Teacher: Is there any issue between the two of
you?
Student: No Ma’am. We hardly talk. I feel
uncomfortable because of his religion.
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Basics in Education
Objectives
After reading this chapter, you will be able to:
• describe diverse perspectives on values;
• explain the effect of value conflicts on the school system;
• elucidate the role of education in transforming values;
and
• explicate the role of school system in nurturing the value
of peace.
Perspectives on Values
You have read in Chapter 9 that values are those broad
ideas and notions that a person or a group carries regarding
what is ‘good’, ‘correct’ and ‘desirable’. They are socially
accepted as ideals and direct personal and social conduct of
the people. Values are often shared by most of the members
of a society. So, there are group perceptions about the
desirability of things which get converted into values. Thus,
group perceptions of desirability result into formulations of
values. These notions and ideas of desirable and undesirable
is largely a matter of belief. You may also observe values
acting as guiding principles for persons and society. That
is, values, to a great extent, direct and shape a person’s
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Values in the Emerging Social Context
Learning Check 1
1. Explain briefly ‘normative’ nature of values.
2. Discuss the Indian notion of values.
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250
Values in the Emerging Social Context
251
Basics in Education
Activity 1
Organise a group discussion to find out how values
inherent in the Indian Constitution promote peace
and harmony? Indicate specific provisions made.
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Values in the Emerging Social Context
Activity 2
Think of the various ways through which schools can
promote and inculcate the values of democracy in
children.
Egalitarianism
Understanding democracy requires an understanding of
the basic premises of the Indian Constitution as well. The
Preamble to the Constitution distinctly embodies egalitarian
values. It should be noted that the relationship between
education and egalitarian values is bi-directional. Equality
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254
Values in the Emerging Social Context
Learning Check 2
1. What do the National Policy on Education and the
National Curriculum Framework say about values?
2. What do you understand by ‘Secularism’? Explain
with the help of an example.
3. How are education and egalitarianism related?
Discuss in the light of specific examples.
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believe in; and power conflict would occur when each party
would like to maintain or maximise the amount of influence
that it can exert on others in a social setting. In today’s world,
consumerism and competition are becoming key drivers in
life and promote individualist spirit in which everyone is
trying to maximise his or her gain irrespective of its cost in
terms of the consequences for the well-being of others.
Activity 3
Think of examples of economic, value, and power
conflicts. Discuss it with fellow students.
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Values in the Emerging Social Context
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Learning Check 3
What factors escalate value conflicts in school settings?
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Values in the Emerging Social Context
Learning Check 4
1. “Education shall not be a process of authoritarian
training of dogmas.” Comment.
2. Which values were practised in indigenous system
of education and how?
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Values in the Emerging Social Context
1. THE CURRICULUM
In the Indian context the relevance of values to the framing
of curriculum has an interesting history. The Sergeant
Committee felt in 1944 that a curriculum devoid of an ethical
base would prove barren in the end. The role of religious and
moral education in the growth of character was expressed
by the Mudaliar Commission in 1953. In 1964, the Kothari
Commission Report also concluded that there was a need
for preparing the youth to face both ‘work’, which could be
compared to living and ‘life’ which is higher and more sublime
than ‘living’.
Curriculum does not only include academic activities
but co-curricular activities also. Thus, every activity may
convey implicitly or explicitly a chosen value. To organise
any curriculum in such a way as to inculcate values, we
need first be aware of the objectives of the curriculum. There
should be a focus on an all round development of children
by covering cognitive, affective and psychomotor domains.
There shall not be over emphasis exclusively on the training
of the mind. Emphasis on an all round development assumes
that personal and social qualities, interests and values too
form an integral part of education.
• At the Nursery level some rhymes/songs can be used
which highlight the fact that God loves all his children
without any consideration of high and low births, religion,
creed and status. Games, both indoor and outdoor, which
instil a sense of equality among the children (for example
khokho, hide and seek) may be played. Teachers to teach
all children (whether someone is the ward of a village
pradhan, MLA, MP or an ordinary citizen) on the footing
of equality, especially on matters of arrival at school and
departure from it.
• At the Primary level some tests and stories should
be recommended which inculcate a feeling of oneness
among all sections of society, irrespective of caste, creed,
status, etc.
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Learning Check 5
Comment on the objectives of a curriculum that
implicitly conveys values.
Children’s Literature
As you know, children’s literature plays a very significant role
in imparting values. Choudhuri (2005) opines that children’s
literature reflects values in a more gentle and propositional
manner rather than being prescriptive and narrative. He
further goes on to say that Panchtantra tales invariably
convey a moral. They teach values. India has developed its
unique children’s literature that promotes national pride and
culture. Choudhuri says that most of children’s literature in
Indian languages is based on the traditional Indian literature
like folk tales, mythological stories, retelling of the Ramayana
and the Mahabharata stories, Jataka stories, and other
popular tales of Birbal, Tenali Raman, Gonu Jha and others.
You will be benefited by reflecting on the importance and
need of using the rich resource of Indian classical traditional
tales and folklores in the contemporary context. Due to
nuclear family system and absence of time with parents
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Values in the Emerging Social Context
Learning Check 6
Why is children’s literature considered as playing a
significant role in imparting values?
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Learning Check 7
Indicate specific ways through which the teaching-
learning process can play a role in transformation of
values.
4. Evaluation/Assessment
Continuous and comprehensive system of evaluation covers
scholastic as well as non-scholastic aspects of students’
development. Evaluation of attitudes and values is one aspect
of the scheme. But a dilemma and ambiguity regarding
evaluating values can be observed. Srivastava (2004) lists
different issues related to the same, such as whether values
should be evaluated at all or not; which technique or a
combination of techniques is more suitable for evaluating
values; whether all the students should be assessed on all of
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Values in the Emerging Social Context
Learning Check 8
Indicate evaluation strategies that shall be used by a
teacher in light of inculcation of desired values.
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Values in the Emerging Social Context
Activity 4
Select a topic from your discipline and plan it with a
view to promote peace and transform desired values.
Activity 5
Following are some techniques that can be used in the
process of transforming values through education.
Use these techniques and plan any topic(s) that you
find interesting and relevant.
(i) Learning by living/doing
(ii) Role play/enactment
(iii) Audio-visual and multi sensory experiences
(iv) Reading-listening-speaking/discussion/debate
activities
(v) Resolving value dilemmas and conflicts
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LET US SUM UP
You have read in this chapter that values provide a normative
dimension to individuals living in a society and guide their
actions and choices. Values lead to actions and at the same
time give meaning to actions. Values are not only abstract
conceptions of desirability but also carry motivational goals
with them. The Indian Constitution lays a firm foundation of
a sovereign, socialist, secular and democratic republic. Socio-
economic diversity and differences in personal values and
preferences may lead to serious value conflicts in schools.
Secularism recognises religion as a private affair, disjoint
from politics. The National Curriculum Framework–2005
proposes that these values should be promoted in schools.
Values and education can be integrated at the level of
curriculum development, teaching–learning process,
school and classroom environment and evaluation process.
Education can foster a culture of peace and tolerance in
students by promoting values of national concern.
REFERENCES/FURTHER READINGS
Bhardwaj, I. 2005. Value-oriented Education. Journal of
Value Education, 5, 9-24.
Choudhuri, Indranath. 2005. Promoting Value Education
through Children’s Literature. Journal of Value Education,
5, 29-36.
Fisher, R. 1990. Teaching children to think. Nelson Thornes,
Cheltenham.
Hitlin, S., & Piliavin, J.A. 2004. Values: Reviving a Dormant
Concept. Annual Review of Sociology, 30, 359-393
Katz. D. 1965. Nationalism and strategies of international
conflict resolution. In H.C. Kelman (Ed.), International
behavior: A social-psychological anlysis (pp356-390).
Holt, Rinehart & Winston, New York.
Misra, G. 2006. Psychology and Societal Development:
Paradigmatic and Social Concerns. Concept Publishing
Company, New Delhi.
Rokeach. M. 1973. The Nature of Human Values. Free Press,
New York.
Rokeach. M. (Ed.) 1979. Understanding Human Values:
Individual and Societal. Free Press, New York.
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269
Notes