CHAPTER – I

INTRODUCTION "Any enlightened human being can be created by the teacher through providing two unique characteristics. One is building capacities among the students to inquire, to innovate, be creative and moral leadership; second is the development of social value system."

(Kalam A. P. J., 2008, Malappuram)

The above quotation of Dr. Kalam put forth the whole scenario of process of education including aims of education, dimensions of education and role of the teachers. Here, the emphasis is given on social development and role of teacher.

It also explore the interdependence between individual and social development and role of a teacher as a catalyst in this process, and this relationship between society and education is also explained in the report of UNESCO. 'Learning to be : Treasure Within, 1996'. The report says -

"Education is a social experience through which children learn about themselves, develop interpersonal skills and acquire basic knowledge and skills. This experience should begin in early childhood in different forms depending on the situations but always with involvement of families and local communities."

(Delors, J. B., 1996)

The report claims education as social practice through knowledge and skills. With relation to this quotation report also emphasise that –

"Education is at the heart of personal and community development, it's mission is to enable each of us, without exception, to develop all talents to the full and realize our creative potential, including responsibility for our own lives and achievements of personal aims."

(Delors, J. B.,1996)

Both the arguments made by Delors Commission are with different perspective, the first one highlights the role and significance of society for education and the other focuses the vitality of education for individual as well as social development. These two arguments are complimentary to each other but the relationship between them is not simple and easy to manipulate.

Education has uplifted mankind from status of animal to human being. It has driven human desire from stone age to contemporary age of technology to know the world and create new things for his development. Education has initiated a new process of evolution on the social, cultural, psychic, scientific level. It has produced significance

2

in human life. It's role in the individual and social development is beyond the debate but the debate on meaning of aims, curriculum and methodology is ongoing.

The meaning, goals and functions of education have been changed in the context of philosophy of Education. There are many schools of educational philosophy developed in Eastern and Western countries. In India, Sankhya, Vedanta, Yoga, Nyaya, Buddhism, Jainism, Charvaka etc. are the most popular schools; Idealism, naturalism, realism, pragmatism and existentialism are popular western schools. They have proposed objectives of education, curriculum, teaching methods etc. with there own views.

The different opinions on educational issues among the various schools have enriched education in many ways. The plurality in views, approaches and methodology broaden the educational horizons. It has given opportunity to include diversified people in the process of Education. Now a days, education is not purely scholastic as it was in ancient or medieval period. It is being global process in all dimensions. In the conventional education pupils are made to learn from a fixed syllabi of courses, it is subject centred and it leads to greater use of memory than of other mental processes. Reasoning, creativity and originality. So conventional nature of education is insufficient and unable to fulfill the needs of pupils in the modern world. Due to the conventional nature of education is being vanished and new form of education is coming into appearance through the efforts initiated by all sides.

1.1 Goals of Education and their Vitality

Goals produces meaning and significance in the education, they provides direction to curriculum, teachers, students, society and all the elements of educational system.

The goals of education are emerged from the needs and context of the society. They reflect the ideology of the society since the long history of development of society. The goals of education are changed in accordance of philosophy of society, geographical, socio-economic-political context of the society. Many time the contradictory goals were set by education in same period due to different philosophical perspective. The whole process of Education is based on three foundations; Philosophical, Sociological and Psychological Foundation. The goals of Education emerged on this backdrop. These goals determined the directions in which the society moves and moulds. Generally these goals are classified with the following perspectives.

a) Cognitive

b) Affective

c) Social

3

1.1.1 Goals of Education : Cognitive Perspective

Cognitive development has a key role in the development of human being. Therefore, this is one of the vital aspects. Benjamin Bloom has proposed taxonomy of objectives in the field of Cognitive, Affective and Psychomotor domain. Here, in place of those specific objectives inclusive goals are given.

Knowledge Acquisition

Education is process of dealing with knowledge. The value and dignity of knowledge has universal recognition. According to Bhagavad-Gita, ""Z{h kmZoZ gÑe§ n{dÌ{_h {dÚVo'' (Nothing is holy as knowledge is.") Knowledge is considered as supreme value because it leads mankind to absolute truth and liberty. It is the foundation of all the development. Therefore, it is the first goal of Education.

(Padma Ramchandran, 2006)

There are various epistemological approaches to define the knowledge some of them give importance to spiritual nature of knowledge and some other recognize knowledge as result of reality and human experiences. But all the traditions of knowledge have established acquisition of knowledge as goal of education.

Development of Mental Abilities and Innate Capaciti es

Human beings are considered to be set of various mental and innate capacities. Like the seeds have capacity to develop as a tree. (Kalam, 2009). According to Vivekananda "The manifestation of perfection within the man is education." Therefore, the education is aimed to develop various mental faculties like logic, numerical ability, synthesis, analysis etc.

Skills and Practical Wisdom

Knowledge, ideas became meaningful when they are applied in practical field. Therefore, knowledge must be connected to practical and education must be concerned to life. The pragmatic and realistic schools have emphasised this goal of Education.

(National Skill Commission, 2009)

1.1.2 Goals of Education : Affective Perspective

Constructive Attitude

Constructive attitude is essential for healthy civic life. Therefore, education is aimed to develop constructive attitude among the students to channelize their energy into creative functions like art, literature, culture, science and various walks of development.

4

Enrichment of Interest

Education enriches the interest of students to develop through various courses, they are motivated to work with involvement of their aptitude, knowledge for individual as well as social development. It satisfies the curiosity of the students.

Value Inculcation and Moral Development

The human life is identical than other living beings due its moral nature and the foundation of various values. Therefore, to lead the life towards excellence value inculcation and moral development is vital.

1.1.3 Goal of Education : Social Perspective

Productivity and Self Sufficiency

This goal is based on need of employment generation through education. Kothari Commission (1966) has focused it its report 'Education and National Development.' The goals was advocated by Mahatma Gandhi in Basic Education Scheme (1957).

Universal Development of Personality

Education is mean to making man perfect in his circumstances. Therefore, it is aimed to universal development of personality. It means cognitive, affective, psychomotor, social, moral, spiritual development of individual. Gandhi has proposed this goal through idea of '3H' model.

Social Development and Social Change

Education has individual as well social commitment for development. This is claimed as major cause of social development and social change. Education enables society through competent human resource. Finally, the welfare of all mankind can be achieved through social development. Therefore, it is one of vital commitment of education.

(NKC, 2007)

Cultural Development

Culture has significant place in human life. According to Whitehead "Culture is an activity of thought and receptiveness to beauty and humane feeling." Culture produces healthy, enthusiastic environment in the society through art, music, literature etc. Therefore, protection, conservation and transfer of culture from one generation to another are the functions of Education.

(NCERT: Vision 2020, 2006)

Social Justice and Democracy

Education is committed to social justice and democracy. Therefore, it is being fundamental right of each individual. The educational thinkers and social reformer like Mahatma Phule and Dr. Ambedkar has given long fight for social justice.

5

Democracy is accepted by Indians as a way of life (Radhakrishnan, 1948) and it is our constitutional duty to inculcate democratic values through education.

International Understanding

International understanding is need of hour in the context of global problems of natural and anti humane activities. From ancient period India has proposed this aim by calling "dgwY¡d Hw$Qw>§~H$_'. (All the earthen life are on family.) Swami Vivekananda, Rabindranatha and Sri Aurobindo advocated international understanding for welfare of whole human being, to bring peaceful civic life on earth.

(NPE, 1986)

These goals have both individual as well as social goals but they are very long term to achieve. Therefore, the 'term' like 'objectives' is being used for the short term purpose. There many goals according to various schools, nation and thinkers some goals are put forth by UNESCO in four pillar of Education.

1.1.4 Four Pillar of Education

Contemporary education is at a decisive point in this context. The role of education has became more challenging, complex and vital today rather than any age that mankind has seen. A new exercise as millennium goals has been placed by UNESCO. Education as a total experience organised around four equal and complementary types of learning which enable learning throughout life.

1. Learning to learn

2. Learning to do

3. Learning to be

4. Learning to live together.

Learning to live together means understanding others take responsibility for participating in and contributing to society.

Learning to live together involves –

1. Understanding self and others.

2. Respecting, diversity and different system of function.

3. Understanding civics and responsible citizenship.

4. Ready for cooperation, contribution and participation.

5. Understanding rights and responsibilities.

6. Shared purpose, similarities, common human experience and interdependence.

6

By this mean 'Education' should contribute peace and security by promoting understanding and collaboration by fostering human development and for this development school education played a vital role. Hence, it is necessary to carefully consider some specific objectives.

1.1.5 General Objectives of School Education

Perspective of teacher education emerge from the objectives of school education which reflect concerns for fulfillment of individuals potential in harmony with collective human aspirations. To this end the NCFSE-2000 presents a comprehensive set of educational objectives. They are as follows –

1. Learning abilities of Listening, Speaking, Reading, Writing and Thinking and Communication Skills – verbal and visual needed for social living and effective participation in the day to day activities.

2. Mathematical abilities to develop a logical mind that would help learner performs mathematical operations and apply them in everyday life.

3. Scientific temper characterized by the spirit of enquiry, problem solving, courage to question and objectively leading to elimination of obscurantism, superstition and fatalism. At the same time, sustaining and emphasizing indigenous knowledge ingrained in the Indian tradition.

4. Understanding of the environment in its totality both natural and social and their interaction processes, the environmental problems and the ways and means to preserve the environment.

5. Understanding of the diversity in lands and people living in different parts of the country and the country's composite cultural heritage.

6. Appreciation of the scarifies and contributions made by freedom fighters and social workers from rural, tribal and weaker sections from all the regions of the Indian society, particularly from the North-East and the Andaman and Nicobar Islands, in India's freedom struggle and social regeneration and readiness to follow their ideals.

7. Appreciation for the need of a balanced synthesis between the change oriented technologies and the continuity of the country's traditions and heritage.

8. Knowledge of and respect for national symbols and the desire and determination to uphold the ideals of national identity and unity.

7

9. Deep sense of patriotism and nationalism tempered with the spirit of Vasadhaiva Kutumbakam.

10. Understanding of positive and negative impact of the processes of globalization, liberalization and localization in the context of country.

11. Qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective, giving meaning and direction to life.

12. Knowledge, attitude and habits necessary for keeping physically and mentally fit and strong in perfect harmony with the earth, water, air, fire and the sky.

13. Qualities and characteristics necessary for self learning, self directing learning and life long learning leading to the creation of a learning society.

14. Capacity not only to process information but also to understand, reflect and internalize and develop insight.

15. Willingness to work hard, entrepreneurship and dignity of manual work necessary for increasing productivity, obtaining job satisfaction and creating wealth generating systems.

16. Acquisition of pre vocational/vocational skills.

17. Appreciation of various consequences of large families and over population and need for checking population growth.

18. Cultivating proper understanding of and attitude towards healthy sex related issues and respectful attitude towards members of opposite sex.

19. Cultivating proper respect and care for the aged.

These objectives focus on the continuous growth and development of individuals as Indians in the twenty first century. Hence, teachers need a thorough understanding of the emerging social, cultural and economic contexts and also the sensitivity and social concerns while imparting education by considering man as a social animal.

1.1.6 Man : Social Animal

As soon as we call a man as a social animal by nature, the question at once arises; In what sense man is a social animal? What types of relations exist between the individual and the social system?

Man is a social animal by nature. Man nature is such that he cannot afford to live alone. No human being is known to have normally developed in isolation. Human nature develops in man when he lives in

8

society, only when he shares with his fellow beings common life. The children cited above had capacity to learn but failed to develop their human traits in the absence of human contacts. It shows that society is something which fulfills a vital need in man's constitution, it is not something accidentally added or super imposed on human nature. Indeed, man is social by nature.

1.1.7 Process of Socialization

The process of socialization is operative not only in childhood but throughout life. It is a process which begins at birth and continues unincreasingly until the death of the individual. It is an incessant process. The concept of socialization has been broadened to include aspects of adult behaviour. It is now thought of an interactional process whereby a persons behaviour is modified to conform with expectations held by members of the group to which he belongs. Thinkers describe this process in reference to children only because therein such complicating factors as are introduced when the persons becomes conscious of self and others are absent. When the person begins to read books, listen to stories and is enabled to have an imagination of ideal society, it becomes difficult to separate the subjective factors from the objective ones and asses their respective contribution in the socialization of the child.

Since socialization is an important matter for society it is but desirable that the childs socialization should not be left to mere accident but should be controlled through institutional channels. What a child is going to be is more important than what he is. No doubt, it is Education, which turns the child into a useful member of the society and gives him social maturity. Therefore, it is of paramount need to know as to who educate the child.

1.1.8 Agencies of Education

Society has developed a number of specialized institutions to carryout the functions of education. Some of these agencies are formal set up more or less deliberately by society. Such agencies have been specifically created with the objective of carrying out the various functions of education.

Informal agencies include institutions which diffuse and transmit culture and knowledge from one generation to another in an informal, unorganized manner. The family, the play group and the community are some of the informal agencies.

1.1.8.1 The Family

The parents of family are the first to socialize the child. They are not only closely related to the child but physically also they are nearer him than others. From parents he learns his speech and language. He is taught societal morality. He learns respect for persons in authority. In the family, he learns a number of civic virtues. The family is rightly called the cradle of social virtues. The child gets his first

9

lesson in cooperation, tolerance, self sacrifice, love and affection in the family. The environment of a family influences the growth of the child. The psychologists have shown that a person is what he becomes in a family. In a bad family the child learns bad habits whereas, in a good family he acquires good habits. An important cause of juvenile delinquency is bad family environment. Of the parents it is the mother who first begins the process of socialization. The family continues to exercise its influence throughout life.

1.1.8.2 The School

The school is the second agency of Education. In the school the child gets his education which moulds his ideas and attitudes. A good education can make the child a good citizen, while a bad education can turn him to a criminal. A well planned system of education can produce socialized persons.

1.1.8.3 The Playmates and Friends

The playmates and friends also are an important agency of Education. The relation between the child and his playmates is on of equality. It is based on cooperation, and mutual understanding. They are mostly of similar age. The child acquires something from his friends and playmates which he acquires cooperative, mortality and some of the informal aspects of culture like fashion, crazes, modes of gratification.

1.1.8.4 Religion

Religion has been important factor in early society religion provided a bond of unity. Though in modern society the importance of religion has diminished, yet it continues to mould our beliefs and ways of life. In every family some or the other religious practices are observed on one or the other occasion. The child sees his parents going to the temple and performing religious ceremonies. He listens to religious ceremony which may determine his course of life and shape his ideas.

1.1.8.5 The State

The state is an authoritarian agency. It makes laws for the people and lays down the modes of conduct expected of them. The people have compulsorily to obey these laws. If they fail to adjust their behaviour accordance with the laws of the state. They may be punished for such failure. Thus, the state also educate the persons. By changing nature of society role and expectation from society also have been changed.

1.1.9 Changing Nature of Society

This planet on which man lives is made up of people in social relationship with each other. It breaks down into specific societies where people with a common culture carry on a shared life based on their interdependence. The nature of society has not been the same

10

everywhere on this planet nor has it been similar throughout the course of human history.

1.1.9 Society

Society is a system or organisation of mutual relations between human beings, implicit in certain communities and institutions and society is a dynamic and changeable structure in which a remarkable evolution is found as follows :

1.1.9.1 Agrarian Society

In an agrarian society the dominant type of economic activity was agricultural. The development of agriculture greatly altered the social structure and institutions. The new form of economy made possible a more rapid growth in population. They are living close together for protection and co-operation and lived nearer to the land give birth to agricultural villages. The village was not only the residential place of farmers, it is also the social integrator.

The different physical types, interests, occupational role, values, religious group and attitudes so obvious in an industrial society was absent from agrarian society. The people tend to be much alike in body build as well as cultural patterns.

One striking feature of agrarian society was the great importance of family not only as child rearing agency but as an economic unit. The members of an agrarian society exhibit a strong in group feeling. Since the whole of their social lives was wrapped up in a society which was physically, economically and socially homogeneous they are inclined to view the entire outside world as an out group. There was strong 'we feeling.' Their relations were person. In an agrarian society neighborhood is one of the important units which was disappeared from industrial society.

1.1.9.2 Industrial Society

The social structure began to change with the beginning of industrial revolution. As a result of economic revolution, several importance alternations occurred in the social structure and new type of society called industrial society was borne.

The emergence of modern family was the first feature of industrial society. The family in industrial society has moved from an institution to companionship. The women was no longer the devotee of man but an equal partner in life with equal rights.

People in industrial societies had segmentalized roles. An industrial society was marked by impersonal rather than personal relationship. In place of mutual obligation system there was found contract system in industrial society. The industrial society was a mass society with differencing sub culture. So it was necessary to gave multicultural education in order to maintain national integrity. Its members lived under stress and strains caused by acute

11

competitiveness. They were surrounded by complex and heterogeneous rules of behaviour laid down by various agencies represent an enormous number of constraints on human behaviour. Because of this, complexity and narrower attachment towards family leads to vital responsibility of school agency for nurturing social skills, attitudes among pupils.

1.1.9.3 Information Society

Sociologist note that with the advent of the computer microchip, the world was witnessing a technological revolution. This revolution is creating a post industrial society, based on knowledge and information. Potential social division based on those who have appropriate education and who do not. Sociologists believes society was became more concerned with the welfare of all members of society. They hope post industrial society was less characterized by social conflict, as everyone works together to solve society's problem through science.

1.1.9.4 Knowledge Society

The transformation of existing societal structures by knowledge as a core resource for economic growth, employment and as a factor of production must constitute the basis for designating advanced modern society as a "knowledge society" as the most valuable asset investment in intangible, human and social capital, together with the potential global value of our knowledge.

As a 'Mission 2007' hosted by the National Academy of Agricultural Science in New Delhi observed, "Achieving sustainable human security is a priority task. It was call for harmony with nature and with each other. Knowledge connectivity within and among countries will help to achieve this goal.

There is always a relation between nature, needs of society and educational system because there are specific expectations of the society from education. It is made clear in the following table.

12

Table No. 1.1

Expectation of Society, Aims of Education and Natur e of Education with respect to various societies

Sr. No. Society Expectation of

Society Aims of Education Nature of Education

1. Agrarian Society

To develop a sensible, well-cultured and vigilant citizen for the establishment of peace and harmony in the society.

1. Moksha (Salvation)

2. Social development through individual development

3. Knowledge for knowledge

4. To develop a citizen which are able to fulfill the need of the society and establish peace in the society

5. To develop well cultured human.

1. Liberal Education

2. Philosophy and Art having dignitive place.

3. Opportunity of education for particular class.

4. 'Gurukul' Education system.

2. Industrial Society

To construct human power for increasing the production.

1. Believes in the human competencies and give shape to human life.

2. Use of science and technology to solve the human problems.

1. Formal and informal education.

2. Separate Education for girls and boys.

3. Science, Maths and Chemistry subjects were involved in the curriculum.

4. Vocational Education.

5. Reading and Listening skills are involved.

6. Starting of job at the age of 12.

7. Apprenticeship was one of the important part of Education.

.....contd. on next page

13

.....contd. from previous page

Sr. No. Society Expectation of

Society Aims of Education Nature of Education

3. Information Learning Society

1. Skillful learner having interest in life long learning to face the globalize changes.

2. To develop practical and life oriented education system.

1. To develop a skill for information collection and proper management of information.

2. To face globalize changes through life long learning.

3. Develop a learner, which is suit for world of information and communication technology.

4. Nourishment of vocational and social skills of students.

5. To made continuous effort for personality development.

• Life long learning

• Vocational Education

• Student centred education

• Education for all.

.....contd. on next page

14

.....contd. from previous page Sr. No. Society Expectation of

Society Aims of Education Nature of Education

4. Knowledge Society

1. Achievement of knowledge to face the globalize competition.

2. To create human power for creation and proper utilization of knowledge.

3. To provide educational opportunity for national welfare and sustainable development and to avoid the social inequality.

4. To increase productivity through knowledge.

5. To make special effort for development of innate competencies of student and preparation of student as a knowledge creator.

1. To help a student for development of knowledge.

2. Application of knowledge for preparation of human life cherished human life.

3. To introduce various resources of knowledge.

4. Application of knowledge for social and human welfare.

1. Life oriented curriculum.

2. Formal and informal education.

3. Student centred education.

4. Trace on qualitative education.

In knowledge society where the people are highly literate, scientifically trained, economically prosperous but individualistically oriented. Will human relationship in such a society be more integrated and stable?

The social functions of educational system arise out of the goals, needs and culture of the respective society. The goals, needs and culture of small-scale simple and static, tribal, agricultural societies are different from those of the large scale, complex and changing societies. As a result, the social functions of their educational systems are also different.

15

Besides the goals, needs and culture of a complex society changes over a period of time. As a result, in the same society, the functions of education may be different at different times. For e.g. in Agricultural Society, the main function of educational system was the socialization of the new generation by transmission of the cultural heritage and maintenance of stability and continuity by conforming them to the social traditions. After independence, the functions of the educational system have been greatly diversified and enlarged. Besides the socialization of the new generation, it has to perform several new functions of preparing it for social change, providing them diversified education and training for varied occupations, selecting and allocating the trained personnel for different positions in society, providing social mobility to them.

Due to changing nature of society all type of development of child is pressured on Educational system.

Hence, Education is at the heart of personal and community development, its mission is to enable each of us including responsibility for our own lives and achievement of social life skills.

The present education is focused to the scholastic achievement and short term goals. It is far away from social goals of education. It is become essential to focus the relationship among the education, individual and social development.

According to National Knowledge Commission (2007)

"NKC believes that providing universal access to quality school education is a corner stone of development and a minimum necessary condition for any progress towards making India a knowledge society."

Again, NKC in their reports of year 2008 and 2009 emphasised the access, affordability, equity and excellence in the field of education as necessary condition of development. In the developmental child 'Intelligence' is one of the part of development and this concept have a wider sense in new era of world.

1.1.10 Intelligence : Meaning and Nature

"Intelligence" is popular term used for connotation of wiseness, degree of scholastic success or tactfulness etc. But the psychology has specific meaning to this.

According to Dookrell (1970) intelligence might be taken to mean 'ability' what a person can do at this moment. Earlier definitions have termed it the ability to judge all, to comprehend well, to reason well. Vernon (1960) mentioned it as 'mental efficiency.' Vernon (1960) and Guilford (1967) discussed the biological, experimental and psychological, developmental and operational approaches to define the meaning of intelligence. Operational meaning of intelligence is that what intelligence test measures (N. K. Chaddha, 1986). Standard definitions proposed by psychologists are as follows :

16

Intelligence is the tendency of thought to take and maintain definite direction, the capacity to make adaptations for the purpose of attaining a desired end and the power of self criticism.

Alfred Binnet

Intelligence is the ability to adjust oneself successfully to a relatively novel situation.

William James

Intelligence is represented in behaviour by the capacity of the individual to adjust himself to new situation to solve new problems.

Freeman

Intelligence is the aggregate capacity of the individual to act purposefully to think rationally and to deal effectively with his environment.

Waschler

An individual is intelligent in proportion as he is able to carry abstract thinking.

Terman

Since 1940 with work of Binnet the concept of intelligence is explained by various theories. Theory and its features are summarized as follows :

Table No. 1.2

Summary of Theory of Intelligence and Their Feature s

Sr. No.

Theory of Intelligence Features of theory Remark

1. Two Factor Theory

1. Intelligence as composition of

i) General Factor and

ii) Specific Factors.

1. Unnecessary importance to general factor.

2. No concrete relation between factors and progress in specific field.

2. Thomson's Group Factor Theory

1. Intelligence as result of groups of general and specific factors.

1 = (G+S1) (G + G2) +.....

No concrete correlation between factors and progress in specific field.

3. Thurstone's Multi Factory Theory

1. Intelligence is set of primary mental abilities.

1 = (PMA1) + (PMA2) ....(PMA)8

Mental abilities have been included in construct of intelligence.

4. Thorndike's Theory

1. Intelligence as set of abilities in

i) Concrete Intelligence

ii) Abstract Intelligence

iii) Social Intelligence

The components of intelligence are not clear.

.....contd. on next page

17

.....contd. from previous page

Sr. No.

Theory of Intelligence Features of theory Remark

5. Guilford's Theory (1954)

1. Guilford proposed intelligence model of 120 components.

2. Components are categorised as

i) 05 operations

ii) 04 contents

iii) 06 products

Complicated to understand but useful in educational field.

6. Stunburg's Theory

1. Focused on functions of abstract functions

i) Self control

ii) Maintenance of Relations

iii) Management of working field.

Cognitive skills are not considered.

7. Brown's Theory

Focused on cognitive process

i) Planning

ii) Control

iii) Validity

iv) Evaluation

v) Rethinking

Useful in the field of management and placement.

The theories of intelligence are till under construction. Therefore, no one theory is absolutely perfect but at many levels these theories of intelligence are found effective.

An interesting aspect of intelligence which has been a focus of great deal of alleviation is the structure of intelligence. Various theories have been proposed.

Now a days, the Thorndike's theory of intelligence is taking place especially, in regradence of social intelligence. Recently studies in India and abroad are conducted in the area of social intelligence. It is now considered as prime element of success in profession.

The relation between conventional concept of intelligence and success in life is discussed as follows :

1.1.11 Relation of Intelligence and Success of Life

Intelligence was the criteria of success of person in life. Especially, memorisation was identified as an indictor of intelligence. As the formal education and examinations have been sprayed the scholastic achievements in terms of marks was the parameter of success. The scientific studies in psychology had shown that scholastic achievement is a part of intelligence or success.

18

There are several examples of great people who were declared failed in school exams and were considered as low intelligent personas and it is also seen that rankers of school exams are not much successful people in their life. Such cases have challenged the relations between and within conventional approach of intelligence, scholastic achievement and success of life.

The threats to conventional approach of intelligence now shifting to more broad construct including the conventional intelligence and beyond it. the term like emotional intelligence, ecological intelligence, social intelligence are now in interest in the field of education, psychology, professional and social guidance and counseling.

Each and every individual is indivisible part of society. Individuals are nurtured by the society and they can fulfill their personal needs by contributing the society. The individual and society are dependent on each other for their development. Therefore, the success of a person should be measured in terms of social concern. A successful life never loose balance between individual achievements and community development.

"Human Resource" is seen as capital in this new era. Human resource availability of population with knowledge, attitude skills that may engaged in productive work and social development. The corporate sector is taking consult of human resource experts in the top to bottom selection and recruitment of employees for successful execution of their organisation. They are not demanding highly intelligent people or rank holders of university rather they are searching ability to communicate, team work, collaborate and commitment, emotional maturity and involvement in the work.

Human resource development trainings are held all over the globe for increasing efficacy, coping the stress and growth of organisation. This approach of human resource is focused on qualities of individual in regardance of community or organisations.

The above discussed paradigm shift of isolated, individual centred intelligence to community oriented, social abilities focused intelligence has given rebirth to the concept of social intelligence proposed by E. L. Thorndike (1920). The details of social intelligence, its meaning, nature and other related issues are discussed below :

1.1.12 Concept of Social Intelligence

Edward L. Thorndike mentioned that there are three intelligence – abstract, mechanical and social. In a Harper's Magazine article in the 1930 he defined social intelligence as the ability to understand others and act wisely in human relations.

He mentioned that social intelligence is different from academic ability and a key element in what makes people to succeed in life.

19

Thorndike focuses on dimensions of social intelligence include situational awareness, presence, authenticity, clarity and empathy.

I) Situational Awareness – Ability to read situations, understand social context that influence the behaviour and choose behavioural strategies that are most likely to be successful.

II) Presence – Presence is the external sense of one's self that other perceive, confidence, self respect and self worth.

III) Authenticity – Way of behaving which engenders a perception that one is honest with ones self as well as others.

IV) Clarity – Ability to express one's self clearly, use language effectively, explain concepts clearly and persuade with ideas.

V) Empathy – More than just an internal sense of relatedness or appreciation for the experiences of others, ability to create a sense of connectedness with others, to get them on our wavelength and invite them move with and toward you.

Here, the five major dimensions of social intelligence given by Thorndike (1920) are mentioned. But these dimensions are the categories or the set of many sub dimensions of social intelligence. All the human behaviours, activities, abilities, skills and interactions are direct or indirect part of social intelligence. Therefore, it become complex and difficult to measure as a whole but limited dimensions of social intelligence are studied by researchers. The detail discussion of research findings related social intelligence is given in next chapter- II.

Chaddha, N. K. and Ganeshan, Usha (1986) has constructed social intelligence scale to measure social intelligence. It is one of the important work in India. In the researches of Agarwal (2003), Kajal (2002), Kumar, H. (1996), Verma M. (2002) above said test is applied. The test involves following eight components. There meaning and nature is discussed as follows :

A) Patience

B) Cooperativeness

C) Confidence

D) Sensitivity

E) Recognition of Social Environment

F) Tactfulness

G) Sense of Humour

H) Memory

20

1.1.12.1 Patience : Meaning and Nature

Patience reflects calm endurance under stressful situation. The term connotes tolerance, compassion etc.

Each individual has ability of coping with stress up to some extent but that ability is not nurtured fully and in inverse peoples loose their tolerance to show their identification. Impatient person looses his relationships and remains alone willingly or unwillingly.

It is essential to enhance patience to cope with stress and to keep happy one self. Due to patience one enables himself to cooperative others. There are some behavioural indicators of patience are as follows :

1. Equanimity

2. Satisfied Attitude

3. Alertness

4. Pleasing Disposition

5. Control over temper etc.

1.1.12.2 Cooperativeness : Meaning and Nature

Cooperativeness means ability to work together. But it meaning in broader view is ability to interact with others in a pleasant way to be able to view matters from all finding.

Cooperativeness is essential for achieving collective goals and assisting each other with the dignity and equality. There are some behavioural indicators of cooperativeness which are as –

1. Will to help

2. Belief on collaborative working

3. Compliance

4. Commitment

5. Accountability.

1.1.12.3 Confidence Level : Meaning and Nature

Confidence is essential ability for each individual to perform any tasks. From trust in one self and ones chance is confidence. It produces a positive attitude and self esteem for progression of person.

There are some behavioural indicators of confidence level which are as follows :

1. Positive attitude

2. Clarity about self ability

3. Enthusiasm

21

4. Rely on others

5. Intrepid.

1.1.12.4 Sensitivity

Sensitivity is ability to respond to affective changes in interpersonal environment. It is the quality of insight and sympathetic understanding. It is defined as "To be acutely aware of and responsive to human behaviour."

There are some behavioural indicators of sensitivity which are as follows :

1. Awakened

2. Watchful

3. Self motivated

4. Receptivity

5. Acute observation etc.

1.1.12.5 Recognition of Social Environment : Meani ng and Nature

Recognition of social environment is ability to recognise existence of self and others in the context of social environment. It can be defined as, "Ability to perceive the nature and atmosphere of existing situation."

There are some behavioural indicators of recognition to social environment which are as follows :

1. Fervent

2. Empathy

3. Action oriented

4. Humility

5. Earnestness

1.1.12.6 Tactfulness : Meaning and Nature

Tactfulness is skill in dealing with delicate or difficult situation. It is keen sense of appropriateness and is defined as, "Delicate perception of the right thing to say or to do."

There are some behavioural indicators of the tactfulness which are as follows :

1. Withdrawing whenever necessary

2. Adjustment

3. Skillful

4. Deliberate

5. Long sighted etc.

22

1.1.12.7 Sense of Humour : Meaning and Nature

Sense of humour reflection of social and intellectual maturity of person. It is defined as "Capacity to feel and cause amusement; to be able to see the lighter side of life."

There are some behavioural indicators of sense of humour which are as follows :

1. Joyful

2. Parody attitude

3. Presence of mind

4. Creative etc.

1.1.12.8 Memory : Meaning and Nature

Memory is psychological phenomenon related to retention and recognition through mental images. In a broader sense it is defined as, "Ability to remember all relevant issues; names and faces of people."

There are some behavioural indicators of memory which are as follows :

1. Retention power

2. Accurate mental representation

3. Reminiscent

4. Awareness of duty

5. Retrospective attitude etc.

The significance and development of social intelligence is discussed as follows :

1.1.13 Significance and Development of Social Intel ligence

In social intelligence Daniel Goleman explores an emerging new science with starting implications for our interpersonal world. Social intelligence means combination of understanding of people, a kind of strategic social awareness and set of skills for interacting successfully with them. It is the most fundamental discovery, we are designed for sociability constantly engaged in a neutral ballet that connect us brain to brain with those around us characteristic of social intelligence are the stuff of interpersonal polish, the necessary ingredients for charm, social success and even chrismal.

Development of social intelligence will better prepare students for the competitive knowledge economy that requires the flexibility and fortitude to solve real world problems for which no easy answers might be found. There is need to pay special attention to developing social intelligence skills, particularly as life becomes potentially more impersonal with technology, e-mail and distance deliveries for instance becoming increasing pervasive. As nurturing social intelligence

23

increasingly emphasis on creative thinking, teamwork will contribute tremendously to academic performance.

Through social intelligence people will learn how to more effectively express ourselves so that we can learn how to better understand. This helps to improve our better interaction and ultimately strengthen our relationship. Getting at a quality in human being which makes them capable of awareness and understanding in the broadest possible term but understanding which makes it possible to make their lives worth while.

"Human development and education focuses on development throughout life span from infancy through adulthood, special consideration is given to how issues of cognitive, social and emotional development intersect with community and cultural context."

(Cozalino, 2006)

Daniel Siegel, a pioneer in the neuroscience of relationship, mentioned that, "our brains are profoundly social...we need connections to other people to feel in balance and to develop well. (Siegel, 2006) He explained how interpersonal relationships help the brain balance emotions, regulate the body and increase self awareness. According to Sigel, the human connection is necessary for people to sustain their, "flow of well being." From birth through childhood, we attune to our parents for regulating our psychology and for pattern of interactions and care that develop our emotional and physical well being. This foundational relationship establishes the biological, behavioural and psychological structure that carries through to our adulthood

Human development through relationship does not stop in childhood. In our adult relationships, our interactions can literally forge new pathways in each other's brain that change our assumptions and behaviours (Cohen, 2005). Cohen also explains how the interpersonal relationship help the brain balance emotions, regulate the body and increase self awareness. Therefore, it can be conducted the concept of social intelligence have strong theoretical basis psychology and neurosciences.

The discussion is extended states of human development as follows :

1.1.14 Status of Human Development and Social Intel ligence

Human development process is one of the major area of study in the field of Education and Psychology. Because the developmental characteristics have direct influence on one's educational progress. According to psychologist and physiologists there are four important states of development. The stages and their duration is given in the following table.

24

Table No. 1.3

Stages of Development and Their Duration

Sr. No. Stage of development Duration

1 Infancy Stage 0 – 6 years

2 Childhood 6 – 12 years

3 Adolescence 12 – 18 years

4 Adulthood 20 and above

The duration of stages mentioned in above table is approximately given. It may vary in exceptional cases. The process of development of child begins with pregnancy but the formal education begins from the age of 6 years (Childhood).

The development of child is different process than that of growth. The growth is quantitative change and qualitative change is termed as development. The following five dimensions are important.

1. Physical Development

2. Mental Development

3. Affective Development

4. Ethical-Aesthetic Development

5. Social Development

According to stages and dimensions of educational development, it is clear that human development is not linear but it is spiral. It is complex process the dimensions are not developed isolatedly they are connected to each other. The stagewise discussion of dimensions is as follows :

Infancy Stage

In this stage the child is under care of his mother and his development is majorly physical. During first three child begins to use small sentences and they become aware about the use of language, ownership of things.

This stage is useful for education at LKG or UKG.

Childhood Stage

This is important period in development of all dimensions. The children in this age are enthusiastic, curious. Their interest in various field like sports, art, drama, music etc. is developed in this stage. They should be motivated for sports activities.

25

Adolescence Stage

Generally the adolescence stages begins among the girls from 11-12 years and among boys from 12-14 years. The significant physical changes in weight and height are found in this stage. This stage is beginning of becoming member of society. All the dimensions of development are fully engaged in this stage.

Adult Stage

It is the stage o being a mature member of society. The physical, emotional and other developments are at final stage of development.

All the four stages are important for education. Especially, the stage of adolescence is important in the further progress and success of life. Therefore, it is discussed in details in regardance of social intelligence.

1.1.15 Social Intelligence and Adolescence Stage

The characteristics of adolescence stage are mentioned in the beginning to understand role of social intelligence in adolescence. The characteristics of adolescence stage with special reference to social development are given below :

1. Preference to isolation and lonelyness.

2. Rebellious nature against dogma, social hypocrisy.

3. Attraction of destruction, violence.

4. Interest in rational thinking, reasoning.

5. Development of self opinions.

6. Ambiguity in self concept.

7. Making ideals, role models etc.

In summary, adolescence is age shaping one's personality and behaviour. A child in this phase is at point of standing having many ways to move. Therefore, the role of education, school teachers, parents is most important to engages the energy in constructive way.

There are many studies conducted on the social process as related to this age group. The most of studies in India are included in Fifth Survey of Educational Researches (Vol. II, 2000).

The development of social dimension has its roots in theories of psycho-sociology like Bandura, Freuid, Maslow etc. The construct has been influenced by many internal and external factors.

The external factors like family, socio-economic background provide a context to social development and among the internal components like intelligence, emotions, attitude, interest, sentiments; intelligence is core component because all another components are also influenced by intelligence. It is essential to engage intelligence

26

in social concern unless the adolescence mind preferring isolation, lonelyless, violence, destruction may be problematic to society.

The discussion is extended to agencies playing key role in social development of adolescence. The elements playing key role in social development of adolescences are as follows:

1. Family

2. Peer and friend circle

3. School

The family and parents have special responsibility in the development of child. They introduce the child with culture, behaviour pattern, language, social skills, values etc. Then the same things are imitated by child in the group of friends. School is formal system of fastening the knowledge o specific subjects and media is became a strong source of transformation of information, skills and attitude through entertainment. Therefore, the adolescence have special interest in watching TV or movie.

The roles of above said agencies are discussed in detail as follows :

1.1.15.1 Family

Family is basic unit of society and has special role in the socialization of child. The treatment by parent to child is reflected in the form of life of a person.

In adolescence stage the children are in confusion and chaos due to tremendous physical changes and changes in their mental set up. They need the security and love to face the chaos. He has to be enabled to understand and manipulate his emotions. Children has to be taught how tolerate and make adjustment with others. The moral advising is not useful upto long extent. For this parents have to create a rapport and healthy environment to express the thoughts and feelings of child.

The various social factors like feeling insecurity, need of protection, status, accountability, values, approach are shaped in the adolescence stage. Parent have to put good behaviour patterns through their own behaviour.

1.1.15.2 Peers and Friend Circle

In adolescence stage the need parent is changed comparison to the stage of childhood. In this stage, the groups of similar age are special attraction of adolescence. These groups inculcate cooperativeness, commitment, friendliness, adjustment ability in adolescences.

27

The behaviour pattern, values and interest of a child in this stage are the contribution of peers and friend circles. Therefore they have vital role in development of social intelligence among the adolescence.

1.1.15.3 School

The schools have special responsibility in the enhancement of social intelligence. Because the changing context of society has shown that the agencies like peers, media, family are unable to reach to succeeding stage. Among these agencies school is only structured, formal system working for long period on children. Therefore, the role of school is became more important.

The school has following channels for enhancing social intelligence among the school pupils.

i) Curricular activities (Based on syllabus of school subjects)

ii) Co-curricular activities.

iii) Extra curricular activities.

The above mentioned channels are described in brief as follows:

i) Curricular Activities (Based on syllabus of scho ol subjects)

The teaching is core activity in schools. The syllabus is implemented through teaching. In India, the pattern of subjects for secondary school level is as : 03 languages, mathematics, science and social sciences. The text books are developed by according to polices of appropriate boards.

In Maharashtra, the textbooks are prepared by "Balbharati' in the alienation of State Council of Educational Research and Training, Pune. Among the three language 'Marathi' is first language because it is the regional language of Maharashtra.

The activities of teaching, guidance, testing, evaluation etc. are the curricular activities. These activities are majorly are subject oriented and teacher centred. Therefore their effectiveness in the enhancement of social intelligence is difficult tool.

ii) Co-curricular Activities

The activities of organization of literary activities, debate competitions, poster making, model preparation are the part of co-curricular activities. But the time availed in the schedule of school is low in comparison of other activities.

The co-curricular activities have no weightage in examination in terms of marks. Therefore it is carried as formalities. Many of time, the same students frequently participate in the same activities. Therefore these activities are not found much effective for enhancement of social intelligence.

28

iii) Extra Curricular Activities

National Cadet Core (NCC), Sport Competitions, SUPW are the extra curricular activities are organized by schools for social development of school pupils.

Very few students, who are motivated either by teachers of family show readiness to participate in such activities. These programmes have significant role in enhancement of social intelligence but due to marks oriented approach of parents and students very few students are involved in these activities.

The overall discussion of channels of social development in schools shows that the responsibility of school has been changed in the new context. But the syllabus and examinations and scheduled of routine engages school and the other dimensions of development are neglected. The discussion is extended wit issues related to family structures, social development and role of teachers.

1.1.16 Family Structures, Social Development and Ro le of Teacher

The structure and functions of family in India which were stable for a very long time and are being transformed rapidly for various reasons, chief among them being education, industrialization, poverty, unemployment and other pressures. India's joint family provided not only the social security and ensure welfare of the old, invalid and unemployed but also served as an effective means of socialization, education, value inculcation and character formation. But joint family system is breaking and is being replaced by nuclear family. Besides this, the influence of primary group is rapidly declining and that of the secondary group is increasing.

The outcome of all these changes demands, rethinking about the role of education, school and the teachers and calls for additional responsibility. Many functions which were formerly performed by parents, family and primary groups will have now to be discharged by the teacher and the school, chief among them being character formation, value inculcation, socialization and developing need based vocational skills.

In addition to these, the teacher will have to ensure emotional satisfaction in children. The school and the teacher will have to play the role of family and meet the challenges caused by its destabilization. This situation demands new commitments, additional competencies and professional skill among the teachers. The professional education of teachers has to take a serious view of these problem.

(WCTE, 2004 – Discussion Document – 38-39)

The quality of teachers and teacher preparedness becomes a key factor in implementing the educational policies framed by policy makers in the government and the high expectations of a society having changing value systems. To improve the quality and efficiency of school education we need teachers who perform well in classroom

29

and in and out of school activities. It requires band of teaches who are lived and lied by children, appreciated by the community and endeared by the peers who possess self motivation and confidence, a teacher should therefore possess the competencies required for exemplary performance in these areas. Under such circumstances education has to develop decent behaviour and empower students to control their irrational desires.

The diminishing influence of family and primary groups calls for additional educational approaches. Education has not only to collaborate with the efforts made by other agencies but also it itself has to take seriously, value inculcation is not an independent item of education but is its integral component to be interwoven with all its activities curricular and co-curricular.

(NCTC-2004 (53) – Discussion Document)

The way to enhancement of social intelligence cannot be isolated from the regular activities of the school. For this purpose it essential to train the teachers to focus social intelligence through classroom teaching. The concern among the social intelligence, curriculum and teaching has to be developed. Relating social intelligence and curriculum needs deep understanding of knowledge of content, students and society. The improvement in pedagogical understanding is expected for this purpose.

The discussion is extended with issues related to family structures, social development and role of teachers.

The pedagogical content knowledge in regardance of social intelligence and teacher training is discussed in details.

1.1.17 Pedagogical Content Knowledge : Introductio n and Origin

The professional learning of teachers is an ongoing process of knowledge building and skill development in effective teaching practice (NPEAT 2003). In the context of a diverse society, it is the process through which teachers in high minority schools master both content and diverse student pedagogy.

If all content teachers are formally trained, why is professional learning still necessary? Both research and first hand observation of teaching and learning dynamics have discovered that what a teacher knows and what he or she does and that these dynamic behaviour and dispositions that evolve over time and include the right types of content specific skills after referred to as PCK (Gess – Newsome & Lederman, 2001).

Lees Shulman (1986) argued that developing pedagogical skills was insufficient for preparing teachers as education that stressed only on content knowledge, in his view the key to distinguishing the knowledge base of teaching rested at the intersection of content and pedagogy.

30

Study of teachers knowledge takes several important steps toward solving the problem of knowledge for teaching. First he fills in gaps left when the focus is on only teachers credentials. This approach probes the intricacies of knowledge to explore and identify what there is to know inside the school curriculum, inside the ideas and procedures that teachers must help others learn.

Idea of PCK substantially improves our understanding of the knowledge required for teaching. The concept implies that not only must teachers know content deeply, know it conceptually and know the conceptions among ideas, but also must know the representations for and the common student difficulties with particular ideas.

(Shulman, Lee, 2002)

1.1.18 Pedagogical Content Knowledge : Meaning and Nature

Shulman defined pedagogical content knowledge as "teachers interpretations and transformation of subject matter knowledge in the context of facilitating student learning." He further proposed several key elements of pedagogical content knowledge.

Shulman (1986, 87) has posited that the knowledge related to teaching exist in different forms.

Fig. No. 1.1 : Types of Teachers Knowledge

The components of PCK are described in brief as follows :

1.1.18.1 Subject Matter Knowledge

Cochran & Jones (1998) identify 4 components of subject matter knowledge.

i) Content Knowledge – The facts and concept of the subject matter.

ii) Substantive Knowledge – It includes explanatory structure or paradigms of the field.

General Pedagogical Knowledge

2

Curricular 4 Knowledge

3 Pedagogical Content Knowledge

Subject Matter Knowledge

1

31

iii) Syntactic Knowledge – It involves the methods and process by which new knowledge in the field is generated.

iv) Beliefs about the subject matter includes learners and teachers feeling about various aspects of the subject matter.

Beliefs represent what is true and what is false to the believer, are developed through personal experience.

Some beliefs may persist over time, others may weaken and disappear and new beliefs may be formed (Ajzen, 1988).

Parker (1996) discovered views that were completely different that student never understood their teacher beliefs about the importance of the subject matter could be explained by the fact that those beliefs never were publicly shared the class.

1.1.18.2 General Pedagogical Knowledge

Represents what a teacher understand about the principles and strategies that are designed to guide class instruction, organization and management (Shulman , 1987). This form of knowledge is generic to teaching and not specific to subject matter. The degree to which it is incorporated into lessons may be influenced by teaching context and significant individual such as the pupils whom the teacher encounter. (Graber, 1995)

1.1.18.3 Pedagogical Content Knowledge

Pedagogical content knowledge involves both what teachers know about their subject matter and how that knowledge is translated into classroom curricular events. Carter (1990) defines PCK is domain specific and includes a teachers knowledge of student interest and motivation to learn particular topics within a discipline and understanding about student preconception that can interrupt or derail their learning (Shulman, 1986).

1.1.18.4 Curricular Knowledge

Curricular is broad term including conventional subject knowledge as well as whole experiences gained to school environment, co-curricular, extra curricular activities. Therefore, curricular knowledge is constituted by principles and foundations of curriculum, types of curriculum and its structure.

Curricular knowledge defines objectives in various context and value of teaching content regarding objectives.

Proponent of the PCK concept say that there is special value in their work in that it has served to refocus educators attention on the important role of the subject matter in educational practice and away from the more generic approach to teacher education, that dominated in the field since 1970's. (Gess – Newsome & Lederman, 2001)

32

PCK illustrates how the subject matter of a particular discipline is transformed for communication with learners. It includes recognition of what makes specific topic difficult to learn, the conceptions students bring to the learning of these concepts, and teaching strategies tailored to this specific teaching situation. To teach all student according to today's standards, teachers indeed need to understand subject matter deeply and flexibly so they can help students map their own ideas, relate one idea to another, and redirect their thinking to create powerful learning. Teachers also need to see how ideas connect across fields and everyday life. These are the building blocks of PCK.

1.1.19 Significance of Pedagogical Content Knowledg e Package

At the heart of effective content teaching is the teachers pedagogical content knowledge. To improve the quality of teaching and learning in critical core content areas, we need to resist some old traditions in professional learning. Instead we should acknowledge and expand the insights of expert who develop competence in subject matter teaching. We should additionally commit to high quality professional development targeted to develop this expertise. When we do this we support the growth of the teacher as a person and a professional who can expertly lead a student to academic as well as social success. Concurrently, we will contribute to the realization of the goals and priorities of the classroom and the school system as a whole.

In short, construct of Pedagogical Content Knowledge of teachers is based on the assumption that Pedagogical Content Knowledge of teacher is rolled in the socio-cultural emotional context of the student (Smith, 1992). Therefore, the term has to face following questions –

1. What is the role of PCK in the social development of pupils?

2. How PCK can play role in nurturing social intelligence?

3. How to built teachers pedagogical content knowledge in regardance of social intelligence?

4. How the social intelligence based pedagogical content knowledge is related scholastic achievement of pupils?

5. Is there any potential in conventional syllabi and textbook to develop social intelligence?

On backdrop of these questions and discussion behind them have been lead researcher to place following problem for study.

1.2 Statement of the Problem

Development of pedagogical content knowledge package for teacher trainees to enhance social intelligence among secondary school pupils.

33

1.3 Definitions of Technical Terms

1.3.1 Conceptional Definition of Technical Terms

1. Development

The act or the process of developing where develop means to evolve to a higher or more useful stage.

(New Webster's Dictionary, 2000)

2. Pedagogical Content Knowledge

Pedagogical content knowledge identifies the distinctive bodies of knowledge for teaching. It represents blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented and adapted to the diverse interest and abilities of learners and presented for instruction.

Pedagogical content knowledge is the category most likely to distinguish the understanding of content specialist from the of pedagogue.

(Shulman, 1987)

3 Package

A number of items, plans, offered or proposed as an inseparable unit.

(Webster New Word, College Dictionary, 2004)

A self contained component or unit usually one that is already assemble.

(Webster New Word, College Dictionary, 2004)

4. Enhance

Increase or extend the quality or value.

(Oxford Dictionary, 2007)

5. Teacher Trainee

Participant in vocational, administrative or technical training program for the purpose of acquiring and developing job related skills.

6. Social Intelligence

Social intelligence means qualities of –

i) Seeing through the social myths and diversion.

ii) Understanding the necessity of life long self education.

iii) Recognising the necessity of social action including discerning what the social situation requires and creating a program to realize social form.

iv) Developing genuine feeling of compassion and regard for one's fellow human being.

34

7. Pupil

A younger child attending school, usually elementary school; also a synonym for student or an older person of any age being taught in individuals private lessons with singing or instrumental performance in music.

(Encyclopedic Dictionary of Education, Vol. 3)

1.3.2 Operational Definition of Technical Terms

1. Development

The act of defining, developing, evaluating and reconstructing the prepared pedagogical content knowledge package and finding its usefulness, effectiveness with respect to IX standard pupils; is development of pedagogical content knowledge package for this present study.

2. Pedagogical Content Knowledge

In present study researcher uses this term synonymous with Shulmans concept of Pedagogical Content Knowledge only the difference is that a term content which is used in pedagogical content knowledge that refer the researcher for preparing the social intelligence content.

3. Package

This package includes set of teaching skills, techniques, methods, teaching aid for enhancing social intelligence among IXth standard pupils of Marathi medium. It consists of –

i) Preliminary Part

ii) Part – I : Social Intelligence, Meaning, Nature and Types

iii) Part – II : Pedagogical Content Knowledge

iv) Part – III : Integrated Lesson Planning based on Pedagogical Content Knowledge with reference to social intelligence

v) Glossary, Activities etc.

4. Teacher Trainee

Teacher trainee who are learning to teach and have undertaken one year B. Ed. course in the College of Education affiliated to Shivaji University, Kolhapur (Maharashtra) during the academic year 2009-10.

The teacher trainees admitted in Modern College of Education, Malkapur, Karad, Dist. Satara (Maharashtra) for academic year 2009-10 for Marathi, Science and History subject as the teaching methodology.

35

5. Enhance

To attempt to develop or to promote the social intelligence of IXth standard pupils. This process of development is concern with one's ability to relate to others in a socially appropriate meaningful way.

A group of set of intelligence which will enable pupils for healthy interpersonal relation.

6. Social Intelligence

In this study social intelligence restricted with following components which are operationally defined in Social Intelligence Scale by N. K. Chadha.

A) Patience

B) Cooperativeness

C) Confidence Level

D) Sensitivity

E) Recognition of Social Environment

F) Tactfulness

G) Sense of Humour

H) Memory

7. Pupil

A students of Anandrao Chavan Secondary and Higher Secondary School, Malkapur, Karad, Dist. Satara (Maharashtra) in IXth standard for academic year 2009-10 having Marathi as medium of instruction.

1.4 Need and Significance of the Study

The enhancement of social intelligence among the secondary school students is linked with teachers pedagogical content knowledge in respected to their subjects. The researcher has selected three subjects Marathi, Science and History representing Languages and Literature, Sciences and Social Sciences to assess the ability to enhance social intelligence through their subject contents.

The study is directed to package development for training of teacher trainees of B. Ed. course. These teacher trainees are being trained to skills, techniques models and methodology of particular school subject. So, it can be considered that they are having essential pedagogical content knowledge to integrate component of social intelligence for purpose of teaching. They have provided opportunity to practice the teaching based on social intelligence in simulated as well as real classroom teaching. Therefore, the effectiveness of package may be assessed through changing level of social intelligence of secondary school pupils.

36

The study will provide a rational as well as empirical base to practice of enhancement of social intelligence in normal classroom situation through teaching activities. It explores the potential of syllabi and textbooks in this regardance . Also, the study justifies that inculcation of social intelligence is not a specific task based on specific content and performed by special teacher.

There are very few studies in the area of social intelligence or pedagogical content knowledge in India context (NCERT, 2006). Sixth Survey of Educational researches included four Ph. D. studies in its second volume (Agarwal, 2002).

1.5 Objectives of the Study

1. To identify the content related to social intelligence in IXth standard textbooks of Marathi, Science and History subject.

2. To develop a pedagogical content knowledge package for enhancing social intelligence among IXth standard pupils.

3. To find out the effectiveness of developed pedagogical content knowledge package for enhancement of social intelligence among IXth standard pupils.

4. To find out the effectiveness of developed pedagogical content knowledge package on the scholastic achievement of IXth standard pupils related to content of Marathi, Science and History subjects.

5. To find out the correlation between scholastic achievement and social intelligence of IXth standard pupils.

1.6 Assumptions

1. Each individual is a socially intelligent to a certain degree.

2. Social intelligence is essential component of pupil development.

3. Social intelligence can be measured.

4. Social intelligence can be enhanced through education.

1.7 Research Hypotheses

1. Pedagogical content knowledge package significantly enhances social intelligence of B. Ed. teacher trainees.

2. Pedagogical content knowledge package significantly enhances social intelligence of IX standard pupils.

3. Pedagogical content knowledge package significantly enhances scholastic acheivement of IX standard Pupils.

37

4. There is correlation between social intelligence and scholastic achievement of IX standard pupils.

These research hypotheses are concerned to the following null hypotheses :

1.7.1 Null Hypothesis Related to Pre-Test of Social Intelligence of B. Ed. teacher trainees

1. There is no significant difference between pre-test score of social intelligence of experimental and control group of B. Ed. teacher trainees.

2. There is no significant difference between pre-test score of patience as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

3. There is no significant difference between pre-test score of cooperativeness as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

4. There is no significant difference between pre-test score of confidence level as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

5. There is no significant difference between pre-test score of sensitivity as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

6. There is no significant difference between pre-test score of recognition of social environment as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

7. There is no significant difference between pre-test score of tactfulness as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

8. There is no significant difference between pre-test score of sense of humour as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

9. There is no significant difference between pre-test score of memory as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

38

1.7.2 Null Hypothesis Related to Pre-Test of Intell igence Quotient (IQ) and General Teaching Competency (GTC) of B. Ed . teacher trainees

1. There is no significant difference between experimental and control group of B. Ed. teacher trainees in pre testing of IQ.

2. There is no significant difference between experimental and control group of B. Ed. teacher trainees in pre testing of GTC.

1.7.3 Null Hypothesis Related to Post-Test of Socia l Intelligence of B. Ed. teacher trainees

1. There is no significant difference between post-test score of social intelligence of experimental and control group of B. Ed. teacher trainees.

2. There is no significant difference between post-test score of patience as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

3. There is no significant difference between post-test score of cooperativeness as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

4. There is no significant difference between post-test score of confidence level as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

5. There is no significant difference between post-test score of sensitivity as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

6. There is no significant difference between post-test score of recognition of social environment as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

7. There is no significant difference between post-test score of tactfulness as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

8. There is no significant difference between post-test score of sense of humour as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

39

9. There is no significant difference between post-test score of memory as a component of social intelligence of experimental and control group of B. Ed. teacher trainees.

1.7.4 Null Hypothesis Related to Correlation of GTC , IQ with Social Intelligence of B. Ed. teacher trainees in P re-Testing

1. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of experimental group in pre testing.

2. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of experimental group in pre testing.

3. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of experimental group in pre testing.

4. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of control group in pre testing.

5. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of control group in pre testing.

6. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of control group in pre testing.

7. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of experimental and control group in pre testing.

8. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of experimental and control group in pre testing.

9. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of experimental and control group in pre testing.

1.7.5 Null Hypothesis Related to Correlation of GTC , IQ with Social Intelligence of B. Ed. teacher trainees in P ost-Testing

1. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of experimental group in post testing.

2. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of experimental group in post testing.

40

3. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of experimental group in post testing.

4. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of control group in post testing.

5. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of control group in post testing.

6. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of control group in post testing.

7. There is no relation between social intelligence and general teaching competency of B. Ed. teacher trainees of experimental and control group in post testing.

8. There is no relation between intelligent quotient and general teaching competency of B. Ed. teacher trainees of experimental and control group in post testing.

9. There is no relation between intelligent quotient and social intelligence of B. Ed. teacher trainees of experimental and control group in post testing.

1.7.6 Null Hypothesis Related to Pre-Test of Social Intelligence of IXth Standard Pupils

1. There is no significant difference between pre-test score of social intelligence of experimental and control group of IXth standard pupils.

2. There is no significant difference between pre-test score of patience as a component of social intelligence of experimental and control group of IXth standard pupils.

3. There is no significant difference between pre-test score of cooperativeness as a component of social intelligence of experimental and control group of IXth standard pupils.

4. There is no significant difference between pre-test score of confidence level as a component of social intelligence of experimental and control group of IXth standard pupils.

5. There is no significant difference between pre-test score of sensitivity as a component of social intelligence of experimental and control group of IXth standard pupils.

41

6. There is no significant difference between pre-test score of recognition of social environment as a component of social intelligence of experimental and control group of IXth standard pupils.

7. There is no significant difference between pre-test score of tactfulness as a component of social intelligence of experimental and control group of IXth standard pupils.

8. There is no significant difference between pre-test score of sense of humour as a component of social intelligence of experimental and control group of IXth standard pupils.

9. There is no significant difference between pre-test score of memory as a component of social intelligence of experimental and control group of IXth standard pupils.

1.7.7 Null Hypothesis Related to Post-Test of Socia l Intelligence of IXth Standard Pupils

1. There is no significant difference between post-test score of social intelligence of experimental and control group of IXth standard pupils.

2. There is no significant difference between post-test score of patience as a component of social intelligence of experimental and control group of IXth standard pupils.

3. There is no significant difference between post -test score of cooperativeness as a component of social intelligence of experimental and control group of IXth standard pupils.

4. There is no significant difference between post -test score of confidence level as a component of social intelligence of experimental and control group of IXth standard pupils.

5. There is no significant difference between post -test score of sensitivity as a component of social intelligence of experimental and control group of IXth standard pupils.

6. There is no significant difference between post -test score of recognition of social environment as a component of social intelligence of experimental and control group of IXth standard pupils.

42

7. There is no significant difference between post -test score of tactfulness as a component of social intelligence of experimental and control group of IXth standard pupils.

8. There is no significant difference between post -test score of sense of humour as a component of social intelligence of experimental and control group of IXth standard pupils.

9. There is no significant difference between post -test score of memory as a component of social intelligence of experimental and control group of IXth standard pupils.

1.7.8 Null Hypothesis Related to Pre-test of Schola stic Achievement of IXth Standard Pupils

1. There is no significant difference between experimental and control group in pre-test score of achievement test of Marathi subject for IXth standard pupils.

2. There is no significant difference between experimental and control group in pre-test score of achievement test of Science subject for IXth standard pupils.

3. There is no significant difference between experimental and control group in pre-test score of achievement test of History subject for IXth standard pupils.

4. There is no significant difference between experimental and control group in pre-test score of achievement test of Scholastic achievement of IXth standard pupils.

1.7.9 Null Hypothesis Related to Post-test of Socia l Intelligence of IXth Standard Pupils

1. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of social intelligence.

2. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of patience.

3. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of cooperativeness.

4. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of confidence level.

5. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of sensitivity.

43

6. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of recognition of social environment.

7. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of tactfulness.

8. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of sense of humour.

9. There is no significant difference between post and pre testing of control group of IXth standard pupils with respect to score of memory.

1.7.10 Null Hypothesis Related to Post Test–Pre Tes t of Social Intelligence of IXth Standard Pupils

1. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of social intelligence.

2. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of patience.

3. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of cooperativeness.

4. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of confidence level.

5. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of sensitivity.

6. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of recognition of social environment.

7. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of tactfulness.

8. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of sense of humour.

9. There is no significant difference between post and pre testing of experimental group of IXth standard pupils with respect to score of memory.

44

1.7.11 Null Hypothesis Related to Post-test of Scho lastic Achievement of IXth Standard Pupils

1. There is no significant difference between experimental and control group in post-test score of achievement test of Marathi subject for IX standard pupils.

2. There is no significant difference between experimental and control group in post-test score of achievement test of Science subject for IX standard pupils.

3. There is no significant difference between experimental and control group in post-test score of achievement test of History subject for IX standard pupils.

4. There is no significant difference between experimental and control group in post-test score of achievement test of Scholastic subject for IX standard pupils.

1.7.12 Null Hypotheses Related to Correlation betwe en Social Intelligence and Scholastic Achievement of IXth Sta ndard Pupils

1. There is no relation between Social Intelligence and Scholastic Achievement of Experimental Group of IXth Standard Pupils in Pre Testing.

2. There is no relation between Social Intelligence and Scholastic Achievement of Control Group of IXth Standard Pupils in Pre Testing.

3. There is no relation between Social Intelligence and Scholastic Achievement of Experimental and Control Group of IXth Standard Pupils in Pre Testing.

4. There is no relation between Social Intelligence and Scholastic Achievement of Experimental Group of IXth Standard Pupils in Post Testing.

5. There is no relation between Social Intelligence and Scholastic Achievement of Control Group of IXth Standard Pupils in Post Testing.

6. There is no relation between Social Intelligence and Scholastic Achievement of Experimental and Control Group of IXth Standard Pupils in Post Testing.

The research hypotheses related null hypotheses are placed for testing by using appropriate techniques. They are mentioned in Chapter – V (Data Analysis, Interpretations and Results).

45

1.8 Limitations, Delimitation and Scope

1.8.1 Limitations

1. The study restricted with following components of social intelligence.

i) Patience

ii) Cooperativeness

iii) Confidence Level

iv) Sensitivity

v) Recognition of Social Environment

vi) Tactfulness

vii) Sense of Humour

viii) Memory

2. The textbooks of following subjects are considered for preparation of pedagogical content knowledge package.

a) From Language Group - Marathi

b) From Science Group - Science-II

c) From Social Science Group - History

1.8.2 Delimitations 1. The study is limited to one B. Ed. colleges which is from

Satara district, affiliated to Shivaji University Kolhapur. 2. The study is limited to those B. Ed. teacher trainees

admitted in academic year 2009-10 3. The study is limited to one Marathi Medium High School

which is from Karad City in Satara district 4. The study is limited to those High School pupils admitted

in academic year 2009-10

1.8.3 Scope

1. The same conclusions of this research can be extended to Marathi medium B. Ed. colleges .

2. The same conclusions of this research can be extended to all schools of Marathi medium using textbooks employed by S. S. C. and H. S. C. Board, Pune.

3. This research will be extended to those B. Ed. colleges which following the similar teacher education programme.

4. This study will be helpful for teacher educator to guide to teacher trainee for The enhancement of social intelligence among the secondary school students.

46

5. The conclusions of the study will be useful for teacher educators & teacher trainees of Marathi, Sciences & History teaching methodologies.

6. This pedagogical content knowledge package will make provision of guidelines for preparing same packages of another subject.

1.9 Scheme of Chapterization

Chapter – I : Introduction

Chapter – II : Review of Related Literature and Researches

Chapter – III : Development of Pedagogical Content Knowledge Package

Chapter – IV : Research Methodology

Chapter – V : Data Analysis, Interpretation and Conclusions

Chapter – VI : Summary, Conclusions and Recommendations

Thus, in this chapter, researcher has introduced the present study with consideration of theoretical background, rationale, need and significance of the study including the aspects of study.

In the next chapter researcher has given review of related literature and researches dealing with present study.