Education Final Notes

7/26/2019 Education Final Notes

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Unit I: INTRDUCTION:-

Meaning of education and philosophy.

1. Meaning of education:

The word education is derived from the word educo which means I lead

out Here E means out of while duco means I lead In other words it means

I lead out of darkness into a light Here I denotes a teacher.

2. Meaning of philosophy:

The term philosophy is derived from or can e traced to the !reek word

philosophia which is made up of two words phileo means loeand

"ophia means !isdo" Therefore literal meaning of the word#hilosophy is

#oe of $isdo" it is concern with search of eternal truth.

Natu%e scope and functions of educational philosophy:

1. $ature of educational philosophy.

REALISM:"cientific attitude ased on realistic principle where the learner

can e%tends his knowledge& which he learnt through ooks can e developed

and considered as a real need of education.

NATURALISM' "cientific attitude ased on $atural principle where the

learner can e%tends his knowledge& which he learnt through nature alone

represents the entire reality there is nothing is nothing eyond(ehind and

other than nature and considered as a real need of education.

IDEALISM' "cientific attitude ased on Idealistic principle where the

learner can e%tends his knowledge& which he learnt through self reali)ation&

spiritual development& transmission and promotion of cultural heritage&

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character development& and cultivation of moral value which can e

developed and considered as a real need of education.

PRAGMATISM:"cientific attitude ased on pragmatic principle where the

learner can e%tends his knowledge& which he learnt through giving emphasis

on e%perience and e%perimentation& continuous construction of e%perience&

elief in practical philosophy& creating own values& interacting environment&

putting faith in democracy& can e developed and considered as a real need

of education.

2. "cope of educational philosophy.

The scope of Educational philosophy means the topic covered or su+ect

matters are included under the oundary of the concerned institutional aim

of education& ,indgren emphasi)ed that the focal areas of educational

philosophy are the learner& the learning process and the learning situation or

the conditions in which learning takes place this means educational

philosophy concerned only or centered around the study of human ehavior

in educational situations through different philosophies. The educational

philosophy is to develops the curriculum of a particular education& course&

and to put up a institutional aim towards the education.

The contriution of philosophy of education is considered to significant in

the educational field e%cept methods of teaching& all educational programme

such as aims of education curriculum& educational organi)ation educational

resources etc. are determined with the help of an educational philosophy.

-ccording to the need will e useful.

The scope e%tends with determining educational aims& the contriution of

educational philosophy is important ecause in the asence of the


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knowledge of related circumstances and prolems& the aim cannot e

determined and without aim success remain doutful even after great efforts.

The educational philosophy important for curriculum construction ecause

curriculum should not only help in the mental development.

The aim of education is attainment of knowledge and that of philosophy is

discovery of knowledge.

#hilosophy determines the aims of education& while science considers the

means of achieving it.

&. /unctions of educational philosophy.

0otivation to the learner.

The first and foremost aim of education is to effect

an all round development of the child. Hence the

function of educational philosophy is to help

education in this sacred task.

!oal attainment of institutional aim towards

education.

-ttention to the educative process.

To determine the aims of education.

It is to provide original idea regarding all aspects

of education particularly educational aims.

It gives proper guidance to education y findingsuitale ends from the diversities of life and

selecting the means accordingly.

To harmoni)e the old and the new in education.

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To guide the student through social& cultural and

mental comple%ities.

To save the education from various contradictory

notes which are prevailing in the modern society

today.

Ma'o% philosophies and the%e %elationship to the education:

REALISM:"cientific attitude ased on realistic principle where the

learner can e%tends his knowledge& which he learnt through ooks can

e developed and considered as a real need of education.

Meaning & Importance- 2ealism is an outcome of scientific development.

2ealism provides education which is useful for life where man can en+oy his

activities and comforts in reality.

Basic concepts:- 2ealism elieves that all knowledge is derived from

e%perience.The result elieves that the real world is world of nature.

Supports o rea!ism:--ccording to Herert "pencer education has to teach

man to lead a complete life and live full happy life the learner has to engage

in the following acts in a desired manner.

3 "elf preservation 4care of health5.

3 Earning a living 4#reparation for vocation5

3 /ulfilling responsiilities related to race preservation.

3 /ulfilling citi)en responsiility.

3 6tili)ation of leisure time.

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La"s o nature an# rea!ism:- The realist elieves that the physical universe

is operated y natural laws.

Rea!ism an# science:- The realist tries to discover truth with the help of

scientific methods. "uch a discovery of truth helps to control the

environment.

Rea!ism an# re!igion:- There is no asolute antagonism etween realism

and religion though many realist hold the view that religion is merely man

made and there is no god.

Rea!ism an# $a!ue:-0ost of the realist share the elief that a thing has an

aesthetic value to the e%tent it harmoni)es with the eauty of nature 0any

realist think that the ehavior is what is socially and rationally acceptale.

Rea!ism an# o%ecti'es o e#ucation:-8roadly speaking there are two

o+ectives of education according to realism

a5 E9uipping students with knowledge and skills needed to understand

and master their physical environment.

5 Enaling students to ad+ust themselves to the reality of the physical

world and to ad+ust with adult approved ehavior.

Rea!ism in e#ucationa! practice:- The realist concern with systematic

organi)ation of teaching and learning. "cientific evaluation is the most

important contriution made y the realism in the field of education 2ealism

lays stress on the use of standardi)ed test.

Rea!ism an# t(e Ro!e o teac(er:- 2ealism doesnt attach much importance

to the personality of the teacher The realist also doesnt give importance to

the opinion of the teacher.

Rea!ism an# curricu!um:- The realist gives high priority to the su+ects likr

physical sciences and mathematics.

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PRAGMATISM:"cientific attitude ased on pragmatic principle

where the learner can e%tends his knowledge& which he learnt through

giving emphasis on e%perience and e%perimentation& continuous

construction of e%perience& elief in practical philosophy& creating

own values& interacting environment& putting faith in democracy& can

e developed and considered as a real need of education.

Meaning o Pragmatism:-The term pragmatism is derived from a !reek

word meaning active and efficient. In ordinary language it means a matter

of fact treatment of things ased solely on their practical utility.

)%ser'ations:- #ragmatism tends to e individualistic& selfish& has no values

& no ethics& and is thus superficial. 8y maintaining the status 9uo pragmatism

doesnt come up to our e%pectation as a philosophy3 philosophy defined as

the theory of deliverance.

Pragmatism an# t(e e#ucation process:- -ctivity lies at the center of all

educative process The asis of all teaching is the activity of the child says

/oster every continuous e%perience or activity is educative and all education

in fact resides in having such e%perience. The educative process thus

ecomes empirical& e%perimental& piecemeal in a word pragmatic.

Pragmatism an# Democrac*:-The foregoing discussion shows that pupil

immediate e%periences felt need and purposes play a prominent part in the

determination of educational programme and policies. This confirms the

faith in the worth and improvaility of individuals which is the asic tenet of

democracy.

Important princip!es o pragmatism:-

1. $o ultimate values.

2. Emphasis on e%perimentation.

&. 8elief in practical philosophy.

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(. Human development according to environment.

). /aith in ontinuous reconstruction of e%periences as the aim of education.

>hild as the center of activity.

,ife situations as the asis of education.

"tress on the freedom of child.

E%perience and the e%periments as the asis of learning.

#ositive education.

Aims o e#ucation in pragmatism:-

I. "ocial efficiency is the primary aim of education.

II. #ragmatism holds that aim of education changes with the

changing times.

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III. #ragmatism stresses more and more education and continuous

growth.

I@. #ragmatism regards adaptation to environment as one of the

ma+or aims of education.

Thus& it is comes under the following heading.

>reation of new values.

-ctivity and e%periences.

#ersonal and social ad+ustment.

2econstruction of e%perience.

-ll round development.

Pragmatism in curricu!um:-

-. #ragmatism stresses e%perience curriculum.

8. #ragmatism regards utility as a prime mover in the

determination of curriculum.

>. #ragmatism assigns due place to the interest of the

child.


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, >urriculum provides for creative

activities in the teaching learning

process.

. >urriculum advocates the purposeful

activities.

/ >urriculum includes activities which

lead to learning through e%perience.

0 #ro+ect method is considered to e an

Indispensale method for successful

teaching learning.

Thus& the pragmatism B methods of teaching comes under the heading&

o ,earning y doing.

o #rovision of real life situation.

o #ro+ect method.

Ro!e o t(e teac(er in pragmatism:

I. #ragmatism regards teacher as a helper and guide.

II. #ragmatism considers teacher as an arranger of e%perience

Discip!ine an# pragmatism:

*. #ragmatism stresses social discipline.

. #ragmatism elieves that discipline comes through purposive and

cooperative activities.

1ontri%ution o pragmatism to e#ucation:-

a. #ragmatism provides definite aims of education.

. 6tility in the education process is the first criterion.

c. #ragmatism makes child the center of educative process.

d. Teaching methods are ased on learning y doing.

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e. . #ragmatism doesnt provide for regular and systematic instruction.


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IDEALISM' "cientific attitude ased on Idealistic principle

where the learner can e%tends his knowledge& which he learnt

through self reali)ation& spiritual development& transmission

and promotion of cultural heritage& character development& and

cultivation of moral value which can e developed and

considered as a real need of education.

Meaning o I#ea!ism:-

The word idealism may e derived from ideals or ideas so according to

idealism. Idealism or higher values are much more to e%plain man and

universe in terms of spirit and mind. It takes it due from the philosophy of

ideas& evolved y #lato the great philosopher of all ages.

1(ie Assertions o i#ea!ism:

*. Idealism elieves in the universal mind.

. Idealism regards man as a spiritual eing.

1. The world of ideas and values is more important than the world of

matter.

7. 2eal knowledge is perceived in mind.

I#ea!ism in E#ucation:-

The educational idealist elieves that man is orn with spiritual self. He can

reali)e his spirituality and understand its true nature only through the

agencies of education.

I#ea!ism an# Aims o E#ucation:-

I. E%altation of human personality.

II. 6niversal education.

III.


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@I. "elf reali)ation.

I#ea!ism an# 1urricu!um:-

The idealist approach the prolem of curriculum from the domain of

ideas and ideals. "o they give preference to the e%perience of the whole

human race.

The idealistic curriculum comprises of physical intellectual and spiritual

activities which will enale a man to develop fully that is why the idealistic

curriculum should e reflect all the diverse e%periences of the 2ace.

Therefore Idealism and curriculum has highlights on following points'

I. It lays on the nature of the child.

II. >urriculum should emphasi)e the higher values like truth.

III. >urriculum provides humanities a place of prominence.

I@. Ethics religion and arts find an important place in the curriculum.

I#ea!ism an# met(o# o teac(ing:-The main contriution of the

philosophy is in the formulation of lofty goals in the life and education.

Idealism have provided certain teaching techni9ues These are'

- uestioning.

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Ro!e o t(e teac(er an# I#ea!ism:-

*. It assigns special role to the teacher.

. It considers teacher as a spiritual guide for the child.

1. ,earning through memori)ation and discussion.

7. It regards the teacher as a priest of mans spiritual heritage.

:. It holds the teacher as a friend& philosopher and guide.

I#ea!ism an# Discip!ine:-

Idealist are not in favor of free discipline it may lead a child astray they feel

that strict discipline is essential for self reali)ation. There is no situation in

which restraint is not re9uired teachers guidance is necessary at every step

ecause he will impress upon his pupils the importance of higher value y

leading a virtuous and they will try to follow his e%ample.

Therefore Idealism ased on following points in


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1. !od is the source of all knowledge.

7. @alues are asolute and unchanging.

:. Fhat is ultimately real is not the o+ect itself ut the idea ehind it.

;. 0an is not a creator of value.

Aims o e#ucation in I#ea!ism:-

*5 "elf reali)ation.

5 "piritual ultivation of moral values.

:5 >haracter development.

P(i!osop(ica! princip!e o I#ea!ism.'3

I. "tress on spiritual environment.

II. "elf reali)ation as the -im of Education.

III. 2elatively unimportant place for the child in the

educative process.

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the student with great achievement in literature& art& mathematic and

science.

1. Idealism holds that every human eing must receive a chance to e

educated and the goal of idealist is universal education.

7. The most important in social culture& according to idealism is moral

character.

:. Emphasis of idealist in personality development has resulted in a fresh

look at human relation in teaching.

;. Idealistic philosophy provides clear and direct guidelines for the aims

in education& curricular& teachers role and method of teaching.

?. Education according to idealist pattern is ideal centered.

A. Idealistic philosophy restores man to his proper place and educational

institutions ecome places for learning and creating values like truth&

eauty and goodness.

C. 0any education schemes and plans have had there eginning in

Idealism.

2ea3ness an# !imitations o I#ea!ism in e#ucation:

I. Idealism may e considered to e outmoded in the prevailing

scientific world view.

II. Idealistic concept like spirit& mind soul the cosmos have

little relevance in classroom teaching.

III. The Idealistic education stresses on imitation of models ut

younger generation prefers invention and originality rather than

imitation.

I@. Too much emphasis on good manners and modesty may mistaken

for diffidence.

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@. Emphasis on gaining knowledge is likely to turn educational

institutions as information3mongers workshop.

@I. Idealistic scheme of education& y and large pays less attention to

physical industrial& social and electronic environment of today.

NATURALISM'"cientific attitude ased on $atural

principle where the learner can e%tends his knowledge&

which he learnt through nature alone represents the

entire reality there is nothing is nothing eyond(ehind

and other than nature and considered as a real need ofeducation.

Deinition o Natura!ism'3 -ccording to george Hayward +oyce

$aturalism is a system whose characteristics is the e%clusion or

whatever is spiritual or indeed whatever is transcendental of e%perience

from our philosophy of nature and man.

Its funda"ental p%incipleswhich e%plains its nature scope and

implication'

*. -ccording to naturalism material world is a real world.

. 0ind is suordinate to matter.

1. $ature alone is the source of knowledge.

7. @alues are created in terms of specific needs.

:. -ll real values e%ist in nature3 in living close to nature.

;. There are no possiilities of any supernatural eing.

,. The individual is always giving precedence.

. 0an creates societies only to meet some of his needs.

Dierent orms o natura!ism'

$aturalism as a philosophic doctrine has three distinct forms'

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#hysical $aturalism.

0echanical $aturalism.

8iological $aturalism.

Natura!ism in e#ucation:$aturalism elieves that the education should e

according to the nature of the child. Te%took& timetale& syllai& and even

teacher are not so very important as the child who is to e taught. $aturalism

advocates the creation of conditions in which the natural development of a

child can take place in a natural way.

Natura!ism an# aims o E#ucation: The aims of education are advocated y

different naturalist may e stated as under.

"elf e%pression.

2edirection and sulimation of instincts.

"truggle for e%istence.

Education according to nature.

#erfect development of individuality.

Natura!ism an# curricu!um: The naturalist does not advocate a fi%ed

curriculum. Every child is given right to determine his own curriculum. He

is e%pected to learn direct from nature through personal e%perience.

>hief characteristics'

>urriculum is ased on the nature of the child& his interest etc.

It lays stress on su+ects that are helpful in self preservation.

It stresses asic sciences.

It emphasi)es physical and health education.

Natura!ism an# met(o#s o teac(ing:

*. ,earning y doing.

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. play way method.

1. Gservation and e%perimentation.

7. "elf government and self effort.

Natura!ism an# Discip!ine:They do not advocate any sort of punishment

for the child e%pect that he is allowed to suffer the natural conse9uences of

his action. E%ternal discipline is not desirale as it stands in the way of

>hilds natural development.

Natura!ism an# teac(er:-ccording to naturalism the teachers place is

ehind the scene He is spectator or oserver in the childs development

rather than a giver a information. He is not to interfere with the activities of

his pupils.

Princip!es o e#ucation accor#ing to natura!ism:

*. $aturalism lays stress on physical environment.

. $aturalism emphasi)es the present life of the child as the asis of

education.

1. $aturalism accords an important place to the child in the educative

process. $aturalism advocates the education in accordance with

nature of the child.

7. $aturalism gives prominent place to the concept of freedom in the

education of the child.

:. $aturalism has insignificant place for knowledge form ooks or

ookish knowledge.

;. $aturalism regards education as the dynamic side of philosophy.

Met(o#s o teac(ing in natura!ism:

,earning y doing.

,earning through e%perience.

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,earning through oservation.

,earning through heuristic method.

1ontri%ution o natura!ism to e#ucation:

*. $aturalism has rought to the forefront the importance

and the recognition of the child in the educative

process.

. $aturalism advocates that education should e a

pleasurale activity for children.

1. $aturalism stresses that the education should engage

the spontaneous self activity of the child.

7. 0ethods of instruction must e inductive to make

teaching effective inspirational and attractive.

:. The concept of discipline in naturalism is very desirale

punishment is ased on the conse9uences of wrong

deeds.

;. $aturalism in education draws our attention to the

aesthetic aspects of surroundings.

?. $ew schools and new movement came into eing as a

result of naturalism.

2ea3ness o natura!ism in E#ucation:

I. $aturalism in its e%treme form neglects ook and

other media.

II. #hysical nature is alone is not sufficient for

providing education.

III. -solute freedom to child is a myth.

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I@. $aturalism ignores the higher ends in the education

process.

@. It is very difficult to find naturalistic surroundings

locating educational instructions.

@I. $aturalism assings very importance to the teacher in

the educative process.

Mode%n conte"po%a%y philosophies of education:-

The world and its values are continuously changing. The educational system

also changes from time to time& each one philosophy has its own

contriution and limitation no one philosophy is complete in itself and can

e applied successfully in all situation. Education has to fle%ile and

dynamic It has to adopt to the changing condition and environment through

out the ages.

*. E%istentialism'

. #rogressivism.

1. 8ehaviorism.

7. Humanism.

:. E%perimentalism.

;. Eclecticism.

?. 2econstructionalism.

i"s of /ducation:

Education is mostly planned and purposeful activity.

Need fo% the i"s in /ducation.

*. Education is purposeful and organi)ed activity which

delierately endeavors to modify the ehavior of the educant&

with a specific end in view.

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. -cting with an -im is all one with acting intelligently.

1. The aim helps us to take stock of the results of our efforts.

7. The aim of education keeps oth the teacher and the talk on

oth right track.

0acto%s dete%"ining /ducational i".

-. #hilosophy of life and educational aims are closely

related.

8. Elements of human nature is always considered for the

determination of education aims.

>. 2eligious factors e%erts their influence on educationalaims.


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Indiidual and special ai"s of education.

$aturalism and idealism are the two main school of philosophy which

have formulated important ideals of human life and have greatly

influenced human out look as well as educational theory and practice.

>orresponding two these philosophies& there are two ultimate aim of

education3 Individual and "ocial.

The indiidual ai" of education:

Education should aim at training and development of the education The

individual aim are stress on following grounds.

1+ Bio!ogica! stan#point:-The iologist elieve that everyindividual different from others. Every child that comes to

this world is new and a uni9ue product and a new

e%periment with life.

2+ Natura!istic stan#point:3 The central aim of education is

the autonomous development of the individual it is

therefore that education should e according to nature

which would make an individual what he ought to e.

&+ Ps*c(o!ogica! stan#point:3The work of education should

e find out the individual childs innate power and

possiilities and to provide the means y which he may e

enaled to reali)e the highest of them.

(+ Spiritua! an# mora! stan#point:3 The spiritualist hold that

every individual is separate entity& and as such responsile

for his or her own actions since the individual development

of man is individual the main function of education should


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e to lead the individual to self reali)ation of higher values

in life.

)+ Progressi'e stan#point:3 The progresivist are of the opinion

that the progress and advancement of mankind is due to

great individual orn in orn in different periods of history.

C%iticis":- However the individual aim in its

e%treme form is undesirale& it is ecause of the

following reason.

3 It makes a person selfish and self centered.

3 It ignores "ociocultural influence.3 It ignores rich heritage.

3 It ignores social fitness.

The social ai" of education:- -s against the individual aim

there is the social aim of education which in it e%treme shape

The individuality has no value and personality a meaningless

term apart from the social environment in which they are

developed and made manifest.

pecific ai"s of /ducation:-

. $ocationa! Aim:- The son usually adopted the profession of his

father and therefore there was seldom any need of speciali)ed

training& out side home in ordinary occupations and callings of

life. $ow days there are institutes of vocational training to

develop individuals vocational ailities so sun can adopt

different vocation than his fathers original.

Importance of vocational aim'

It makes once economically self sufficient.

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@ocational aimgives purpose to educational activity.

@ocational aim is the only hope of children with lower

intelligence.

@ocational education is essential for ridging the gap of

society.

. Cultu%al i":- Education for cultural aim at giving such

knowledge and characteristics to man as may add eauty and

grace to his life. It is knowledge which leads to a culture

worthwhile e%periences of the race are assimilated in such a

way in the mind that it ecomes polished and cultured

Limitations of cultural aim:

Diversity of culture

Misuse of culture.

May not specialize a person.

C. Mo%al o% cha%acte% 3uilding i"' "ome educationalist

advocate that moral or character uilding aim should e kept in

the fore front and all other aim will e suordinated it.

Ma(atma Gan#(i: Education of heart or moral education is the

prime most function of education to provide if it is worthy of its

name. if we succeed in uilding the character of individual society

will take care of itself

4er%ert: The one and the whole work of education& which is along and comple% training& may e summed up in the concept of

morality

P!ato:$othing should e admitted in the education which doesnt

conduce to the promotion of virtue.

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D. The spi%itual i": The idealist proclaim that the only aim of

education is to develop the spiritual side of individual along

with education of vocation education for citi)enship

democracy a slogan like education for spiritualism may appear

to e the lasted fad to ewilder the poor teacher.

*5@ocational efficiency.

2+ =nowledge.

&+ >omplete living.

(+ Harmonious personality development.

)+ "elf reali)ation.

*+ >ultural development.

,+ >iti)enship.

+ ,eisure.

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o #assion for social ustice.

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o -ccelerating the process of moderni)ation.

o >ultivating social& moral& and spiritual values.

8ene%al i"s of /ducation.

, Pro#uce 3no"!e#ge

. E#ucation use or comp!ete !i'ing

/ 4armonious De'e!opment

0 Menta! an# Emotiona! De'e!opment

8 P(*sica! De'e!opment

9 Mora! De'e!opment

1(aracter De'e!opment

; Se! Rea!i5ation


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Each generation has to handover the e%periences& traditions customs&

thoughts and values of its own as well as those that it has inherited to the

succeeding generation it is that each society has to maintain and develop

institutions for the transmission of a rich cultural heritage to the rising

generation such institutions are called as -gencies of Education.

There are two main types of agencies.

0o%"al agencies' These are those institutions and

organi)ations& which are systematically organi)ed and

delierately setup y society. Those agencies which are

developed with the specific and e%clusive aim of impartingeducation are called the formal agencies of education.

Info%"al agenciesJ It grows up spontaneously and also

dissolve in the same way& they oserve no formalities of rules&

regulations and discipline. Their main function is also not

imparting of education ut indirectly they e%ercise the great

educative influence on their memers through these agencies a

lot of education is availale to children without effort or cost.

"uch agencies are called informal agencies of education.

Cu%%ent t%ends and issues in /ducation:

Meaning :- Trends means movement in a particular direction. It is a change

currently taking place in a any area of nursing and influencing the profession

as a whole.

Reason fo% t%ends in nu%sing.'3

1. -n intensive effort y the govt. to meet the health needs of the

people especially those in the rural population.

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2. !radual improved education of the people with growing

awareness of health needs.

Technology.

1. >hange role of a women.

7. >hange in other profession.

:. #rofessional leadership.

;. International influence and -Ilinical speciali)ation .

o -dvanced practice in $ursing.

o $ursing -udit.

o >areer Gpportunity.

o >omputeri)ed ross cultural and Trans cultural learning.

Nu%sing /ducation.

1. $ew Technology.

2. hange in curriculum.

,. 6tili)ation of married $urses.

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. "tandardi)es e%amination centers.

4. 2enewal of the license or 2epeat 2egistration.

Issues in Nu%sing:-

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- -dmission can e done.

- @irtual classroom. 4 teacher somewhere and

students somewhere ut education can take

place.

). Evaluation

o #revious was summative

evaluation now it is turn

into formative

evaluation& 4continuous

education5.o /ormative evaluation

saves time of student.

o !rading system.4 most

of the autonomous

courses has this system5.

o >omprehensive

evaluation.

*. /oreign 6niversity

,atest trends as a result of ,#!. Gr

!loali)ation this trend came.

9 Issues in /ducation:

Fomen education.

/amily life and se% education and health

education.

#ollution.

Higher education vs. primary education.

1*


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"ocial and economical.

#opulation.

I"pact of social and Technological dances'

Unit II CONC/T O0 T/C;IN8 ND #/RNIN8

Definition of teaching and lea%ning.

1. Definition of teaching' -ccording to 8G "mith a famous

educational technologist Teaching is system of action which

intend to induce learning through interpersonal relationship.

2. Definition of Learning.' -ccording to !ate ,earning is the

modification of ehavior through e%perience and training.

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Theo%ies of teaching and #ea%ning.

T(eories o Learning'

*. -ssocianist or connectionist or 8ehaviorist or

"timulus 2esponse 4"325 theories of learning.

. >ognitive or field or !estalt or Grganismic or

central theories of learning.

1. Thorndikes theory of trial and error 4 "32 theory

of 2einforcement .

7. "kinner operant or instrumental conditioning

theory 4"32 theory with 2einforcement5

:. #avlovs classical or respondent conditioning

theory 4"32 theory without 2einforcement5.

;. >ognitive( /ield(!estalt theories of learning.

?. ,ewin field theory.

T(eories o teac(ing' Theories of teaching are classified as'

*. Formal theory of teaching.

o 0aieutic theory of teaching.

o >ommunication theory of teaching.

o 0oulding theory of teaching.

o 0utual In9uiry theory of teaching.

. Descriptive theory of teaching.

3 Fillingness and aility to learn.

3 /orm of knowledge.

3 "e9uence.

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3 2einforcement.

3. Normalitive theory of teaching

>ognitive theory of teaching.

*. Types of teachers activity.

. Types of educational o+ectives.

1. Types of learning theories.

7. Types of components of learning.

The theory of teachers ehavior

#sychological theory of teaching.

!eneral theory of teaching.

Relationship 3et!een teaching and lea%ning.

Teaching is a system of action intended to induce learning. ,earning is

relatively permanent change in ehavior. The learning and teaching

strategies may e of three types'

G8E>TI@E TE->HI$! ,E-2$I$!

>ognitive ,ecturing =nowing

-ffective


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o The effective teaching aids may e selected for creating learning

situations.

o The teaching strategies and tactics may e selected to achieve the

optional o+ects of learning.

o The concepts of relationship of teaching and learning will e an aid

to understand the nature of teaching and teaching theories may e

evolved.

o The knowledge of relationship may e helpful to teacher educator

to produce effective teacher.

Thus& no learning is possile without teaching and all teaching may not

result in learning.

Me"o%y- Retention and fo%getting. Methods of i"p%oing

%etention.

Me"o%y:-Definitions'3

1. -ccording to stout& Gld e%periences are awakened through

memory.

2. -ccording to spearman& To recollect a learnt things or an

incidence is a sign of memory.

&. -ccording to


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1. 2ecall.

7. 2ecognition.

Methods of memorizing.

a5 #art vs. whole method'

#art method means memori)ing thins in parts.

Eg. - poem containing *DD lines is divided into *D parts of *D lines each part

is memori)ed one y one.

In the whole method an effort is made to memori)e the

whole poem at a time& each time the complete poem is read.

5 6se of oth part and whole method'

c5 >ontinuous and space learning' 2est at intervals necessary

depending upon the nature of the su+ect.

Kinds of Memory'

Hait 0emory.

Image or True 0emory.

Las of Memorizatiom:

I. "ufficient mental effort is needed to memori)e the thing.

II. Fhile memori)ing the su+ect should not e divided into

different parts otherwise the continuity will e roken and it will

e difficult to understand the interrelationship of the ideas

involved.

III. -fter memori)ing the thing it is necessary to revise it from time

to time. This will e keep the thing fresh in mind.

I@. 2est at interval helps in the process of memori)ation.

Measurement of memory:

Me"o%y span:2epeating correctly.

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The ma%imum time after which an individual is ale to repeat the

memori)ed thing without any mistake is called as Me"o%y span.

There are 7 method of measurement of memory'

!. Learning Method' In this method of measuring the span of memory an

attempt is made to know how many times individual is ale to repeat

the thing correctly after having seen it once. Here some random words

are written on a cylindrical tin& this tin is revolved efore the person

and in this way the memory is measuered.

". #aving Method' -ccording to this method an attempt is made to know

the numer of repetition made efore the individual succeed in

learning the thing and memory is measured y the time he is taken for

repetition and it is saved .

3. $rompting Method' In this method the individual is given some

meaningful and meaningless word to memori)e. Then he is asked to

repeat them. His memory is measured y the numer of prompting

made for correct repetition.

%. #coring Method ' In thismethod the individual is told pairs of

meaningless words like #innage& Teamagh&


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Gften the development of retention power is at its peak at the age of :

years.

Factors affecting retention'3

-ge' >hildren posses retention power in large measure where as

after : years complaint of weakness of their retention power.

>onscious and 6nconscious mind.

Individual differences' Individual weakness and strongness.

Thin7ing- Reflectie thin7ing- 0acto%s inoled in thin7ing6

#eels of thin7ing. teps in p%o3le" soling.

Thinking' Thinking may e defined as organi)ation of concepts& or ideas&

organi)ation may include rearrangement or restructuring.

Thinking refers to making an orderly arrangement of ideas to

the drawing of inferences and to discovery of conceive relationship so as

to derived new insight from e%isting information and prior e%periences.

2eflective thinking' There are 7 forms of thinking ased on reflectivethinking.

*. 2easoning. 4/inding the result with the help of concept.5 It is a

form of thinking in which concepts are recogni)e in such a way

that a new understanding or meaning immerges wrong previously

estalished knowledge.

. #rolem solving.4/inding out the answer with the help of

identifying -ssumption& procedure and conclusion.5 It is a form of

thinking in which a person is confronted with a prolem he

recogni)e his ideas or restructures his e%perience in order to

overcome ostacle and attend goals.

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1. >ritical thinking.4It is comparison critical thing for creativity5

>2ITI>I"0. It is a particular form of prolem solving where in

you estimate the worth of something or met in evaluating +udgment

of relative merits of two or more o+ects.

7. >reative thinking.4#ositive thoughts5 It is a 9uality which leads to

production of something new and desirale It is rearrangement of

concepts so as to produce something which had not e%isted

previously.

/actors involved in thinking'

Interest. Incidences.

2evision 42ereading5

>onsciousness.

0ental capacity4I5

-ge of learning

"tudy e%ercises on retention of highlights


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"urrounding

Thinking involves the highly mental processes that are'

*.


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1. 2epetition( 2evision.

7. 2ememering .

:. 2ecapitali)ation.

;. 0arking system.

40emonics("ymolising5

?. >onstant touch.

A. 2oad learning.

C. "elf 2ecitation.

*D.2ead with meaning or -ttempted

2ecall.

Teache%s influence in lea%ning.

Teachers ehavioral characteristics is greatly influenced in learning& and

it can e descried with the aid of dimensions& primary dimensions are

considered to e emotional dimension The emotional dimension can e

more e%actly define y the following su dimension.

-ppreciation Farmth affection vs contmptcoleness aversion.

6nderstanding vs lack of understanding.

"ocial reversiility vs social irreversiility.

Encouragement vs ivility vs incivility.

"incerity vs Insincerity.

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-ctive participation vs lack of participation.

,earning ehavior vs teaching ehavior.

,ucidity vs -miguity.

The teacher should 2ating himself y asking following 9uestions.

- -m I HelpfulK

- -m I >heerfulK

- -m I HappyK

- -m I !ood $atureK

- -m I ollyK

- -m I "ense of HumourK

- -m I >an take a +oke friendlyK

- -m I >ompaneale one of usK

- -m I Interested in and understand pupilK

- -m I 0ake class workK

- -m I #leasuraleK

- -m I >ommanding respectK

- -m I ImpartialK

0acto% influences lea%ning.

o hysical /ni%on"ent.

>lassroom& ,ight& @entilation& >omfortale accommodation etc..

o tudent

Intellectual capacity& Health& Hereditary6 etc.

o Teache%

!esture and #osture& ,anguage fluency&


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Unit III. INDI


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Individual difference means no two persons of the world are alike each other .even two

sons of same parent or two twins are different from each other this lack of similarity is

called individual differences.

-reas of individual differences'3

*5 #hysical and psychological


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gradation from one e%treme to the other with a

concentration of individuals aout a central point& and

the fre9uency of occurrence decreasing as the deviation

from mean increases.

Fe consider the I of very large group of -dolescence

we shall find that ma+ority have an I etween CD and

**D a few of them will have there Is etween **D and

*D on positive side of normal proaility curve and

may e an e9ual numer will have there I etween AD

to CD on there negative side of the normal proaility

curve and this situation may occur till the L 1 degree of

$#>.

Unit I< INT/##I8/NC/:-

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Intelligence means intellect and understanding generally speaking alertness with regards

to the actual situation of a life is an inde% of intelligence.

/rom layman point of view intelligence means common sense or application part of

knowledge. Intelligence is generally guessed from the way a person appears to

understand a fact or a group of facts and the manner in which he(she responds to those

facts


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@. The study of intelligence and the se%es have proved that there is

no significant difference etween male and female.

@I. The idea that intelligence continues to grow throughout life is not

strictly true.

@II. Intelligence helps a man to solve even complicated and

comprehensive prolems and situations.

Theories factors affecting intelligence.

The 0onarchic theory or 6nitary theory.

The Electric theory or two factor theory.

-narchic theory or multi3factor theory.

!roup factor theory.

"ampling or Gligarchic theory.

Hierarchical theory of intelligence.

!uilford theory of Intelligence.

0easurement of Intelligence and Importance in Education.

a. 0easurement of Intelligence'3 The individuals intelligence

assessed y means of Intelligence test& it may e individual or

group test& it also may e veral or language test and nonveral or non language test and performance test of

intelligence.

. Importance of Intelligence in Education'3

a5 Gne can understand the capaility of a student.

5 Homogeneous grouping of pupils can e done on the

asis of intelligence test results.

c5 #urpose of admission selection to various courses.

d5 Identifying gifted and ackward children.

e5 Educational and vocational guidance.

f5 6se in assessment of promotion& reporting to parents

and degree of responsiility.

g5 2aising the 9uality of teaching.

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h5 6se in research work.

Unit < /RON#IT=:


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ehavior gives us a very limited understanding of the individual to whom we are

oserving. In order to understand a proper personality and its proper connotation we have

to take help from sociology& psychology& iology and other allied sciences.

3 . The psychological or mental factors.


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III. >ase history or case study method.

I@. uestionnaires and the inventories method.

@. The interview method.

- G+ectives methods.

, Gservation method.

. 2ating scales.

/ "ituational or ehavioral test.

0 #sychoderma.

8 "ociometric method.

9 #sychological measures.

#ro+ective methods.

; 2orschach ink lot test.

hildren -pperception test 4>-T5.

,, Ford association test 4F-T5.

,. "entences completion test. 4">T5

,/ 2ole #laying.

Educational significance of individual

personality differences. Today individual differences occupies a verysignificant place in the field of education.

3/ollowing are the educational significance of the

individual personality differences.

3 "i)e of the class.

3 Homogeneity in grouping.

3-ttention towards the interest& -ptitude and -ilities.

30ethods of teaching.

3 #roper environment

3-ttention towards the personality and #hysi9ue.

3 #rovision of self learning at there own rate.

3>urriculum.

3Grgani)ation of special classes for e%ceptional pupil.

:D


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3Home assignment and guidance.

32ole of the teacher and individual difference.

Unit


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In counseling two phases are availale.

*. The -d+ustive phase 4!uidance5 'The emphasis is on social& personal and

emotional prolem of an individual.

. The distriutive phase 4 >ounseling5 ' The focus is upon educational&

vocational and occupational prolems.

Types of 8uidance and Counseling > 8%oup and Indiidual.

Types of 8uidance:

1. Educational !uidance.

2. @ocational !uidance.

&. !uidance in social and civic activities.

(. !uidance in health and physical activities.

). !uidance in worthy use of leisure time.

*. !uidance in character uilding activities.

,. !uidance for home relationship.

. !uidance in personal welleing .

4. !uidance in right doing.

15. !uidance in thoughtfulness and cooperation.

11. !uidance in wholesome and cultural activities.

12. Economic !uidance.

1&. !roup guidance.

1(. >ounseling.

1). !uidance in clinical area.

Types of Counseling:

I. ounselor centered.

II. $on 3 lient centered.

III. "hort term counseling.

I@. ,ong term counseling.

@. Electic counseling.

@I. #sychological counseling.

@II. #sychotherapeutic counseling.

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@III. "tudent counseling.

IM. #lacement counseling.

M. 0arriage counseling.

MI. @ocational counseling.

MII. Individual counseling.

MIII. !roup counseling.

MI@. ase study counseling.

MM. Educational counseling.

MMI. @ocational counseling.

MMII. 0oral& 2eligious and "ocial

MMIII. #eer group counseling.

MMI@. -ppraisal service counseling.

MM@. Grientation service counseling.

MM@I. Information service counseling.

MM@II. risis counseling.

MMMI. "elf help group counseling.

MMMII. >ounseling in ,eisure time.

O%gani?ation of 8uidance and Counseling se%ices.

Techni@ues of Counseling.

:1


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Unit hanges that take place with group

Definition acco%ding to Otlo Cline3e%g& from one point if view- field of en9uiry&

a series of interrelated prolem.

/rom another point of view& - set of a techni9ues

then& - theory of group and of interaction within the group.

Definition acco%ding to ca%t !%ight D and hende& - group dynamic should e as

a field of en9uiry dedicated to advancy knowledge aout the nature of group the laws

of there development and their interrelationship with individual other group andlarger institution

%ope%ties of g%oup dyna"ic:

*. 0emer of group are aware of presence of each other they have sense

accommodation and togetherness their ehavior is determined y this

feeling.

. !roup are formed to meet recurrent prolem and satisfy recurrent needs of

individual.

1. They have common interest and common o+ectives.

7. they have high degree of solidatory and persistent group loyalty sense of

oligation readiness to sacrifice for the group sympathy& imitation&

suggestive and sense of devotion.

:. They may participate in similar activities.

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;. They share set of values and share common purpose.

?. They have set of norm of hold them place.

/ducational ignificance and facto%s fo% i"p%oing g%oup 3ehaio%.

ignificance of g%oup dyna"ic:!roup dynamic may e conceived as the scientific

study of group process group dynamic means a change of ehavior through

interaction in the group.

"egal lassroom is an active and important social group.

The asic characteristics of the gregarious and species sympathy enales each one to

perceive the psychologist state of the other memer he egins to feel as other

classmate feel as other classmate feel.

Teache% %ole in g%oup.

*. How need dissatisfaction is prestige setting recognition social relationship and

friendship information seeking and learning of pupil is e%pressed as negativeaggression& antisocial trends and withdrawal from school so it is to e

understood of the teacher.

. How the teacher set up classroom climate.

1. How the student are goal oriented y teacher is another determinants.

7. The classroom interaction depend upon the teacher and the student talk.

:. - teacher has to e sensitive to the friendship eing formed on iased.

;. 0otivation.

?. /unction as a learning -gent.

A. Evaluate the instructional programme.

C.


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*. He must knew the relationship with the group y using "ociometric studies

different conte%t so that he can detect star and assign them leadership

responsiilities to to see that group function is well in his asence.

*1. >o3operation.

*7. !roup techni9ue to improve group involvement.

8usiness.

8rain storming.

2ole playing.

2ecreational e%periences.

"tudent parliament.

*:. He must identify the group conflicts.*;. "et up goal.

*?. ,iason agent etween the school and community.

*A. /acilitate change in group structure and functioning depending on the

necessity of the situation and the re9uirement.

*C. Fhile planning his suggestions flow from different memer.

D. The process of social change has to e understood y the teacher.

Unit hilds learning.

2+ "ecuring attention& creating interest and enthusiasm.

&+ Teachers the degree of maturation re9uired for learning.

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(+ -ttitude in motivation.

)+ #raise and 2eproof in learning.

*+ Emphasi)e on positive guidance.

,+ Encouraging self motivation in students.

+ 2espect for the personality of the child -ppealing to Ego30a%imi)ation.

4+ >lear cut assignments and definite goals.

15+ 0aking unconscious and semiconscious needs and wants conscious.

11+


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atient Co"pliance.

0otivation is not enough for the need to e identified and verali)ed y the nurse& it must

e e%perienced y the client. Gften the nurse task is to help the client personally work

through the prolem and identified the need& sometimes client or support people need

help identifying information relevant to there situation efore the can see a need

Eg.

*. /or instance clientwith heart disease may need to know the effects of smoking

efore they recogni)e the need to stop smoking.

. dolescencemay need to know the conse9uences of an untreated se%ually

transmitted disease efore they see the need of treatment.

The clients desire to learn and act on the learning referred to as co"pliance& Fhen the

client recogni)es and accepts the need to learn and then follow through appropriate

ehaviors that reflect the learning.

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Documents

Education Final Notes