MES-051

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Ans 1: Social change refers to an alteration in the social order of a society. Social

change may include changes in nature, social institutions, social behaiours, or

social relations.

Social change may refer to the notion of social !rogress or sociocultural eolution,

the !hiloso!hical idea that society moes for"ard by dialectical or eolutionarymeans. #t may refer to a !aradigmatic change in the socio$economic structure, for

instance a shift a"ay from feudalism and to"ards ca!italism. Accordingly, it may

also refer to social reolution, such as the Socialist reolution !resented in Mar%ism,

or to other social moements, such as &omen's su(rage or the )iil rights

moement. Social change may be drien by cultural, religious, economic, scienti*c

or technological forces. +eelo!mental !sychology can !lay a role in social change.

The role of education as an agent or instrument of social change and social development is

widely recognized today. Social change may take place – when humans need change. When the

existing social system or network of social institutions fails to meet the existing human needsand when new materials suggest better ways of meeting human needs.

According to aclver social change takes place as a response to many types of changes that take

place in the social and nonsocial environment. !ducation can initiate social changes by bringingabout a change in outlook and attitude of man.

"t can bring about a change in the pattern of social relationships and thereby it may cause social

changes.

The relationship between education and social change takes a dual form#education as an

instrument and education as a product.

This implies that education as an instrument is used as a means for bringing about desired

changes in the society and in the later case changes in the educational structure follows as a

conse$uence of changes which have already taken place in the society.

There are three types of relationship between education and social change which are as follows%

1. Education as a Necessary Condition of Social Change.

&istorical experience of advanced countries has shown that for any social revolution education is

the pre#condition. "lliterates remain satisfied with their existing conditions and feel that they aredestined to be what they are.

They never bother to exert to bring change in their present social and economic conditions. Theyare guided by orthodoxy' traditions and fate rather than by rationality in their actions. !ducation

helps people to make them rational in their thinking and approach.

2. Education as an Outcome of Social Change

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There is inter#dependent relationship between education and social change. (n the one hand it brings change in social conditions. (n the other hand it is influenced by social change' which

means social change helps spreading education.

!ducation follows social change. "t has its place before and after social change )irst come social

changes and then teaching process is changed according to those social changes. !ducationsystem changes according to the needs of society.

3. Education as an Instrument of Social Change

!ducation as an instrument of social change means how education helps people to bring social

change. !ducation changes the outlook and the tradition approach towards social and economic problems. "t sharpens the skills and knowledge of the children.

Technical education helps in the process of industrialization which results in vast changes in

society. !ducation not only preserves the cultural traditions i.e.' customs' traditions and values

etc. of the society but also transmits them to the next generation.

"t also motivates the children to adopt new pattern in order to remain dynamic and forward

looking. !ducation fulfils the needs of the society and propagates such ideas which promote

social changes in all fields of life.

Ans : S"ami -ieananda "as not only a social reformer, but also the educator, a

great -edanta/s, !atriot !ro!het of #ndia, born at )alcutta in 12, "ho sought to

moderni3e the nation of its social and cultural harmony. 4is contribution to the

a"aening of modern #ndia is critiue in its ind and uality. #f education is ie"ed

as the most !o"erful instrument of social change, his contribution to educational

thought is of !aramount im!ortance. 4e de*nes education as 6the manifestation of

!erfection that is already in man.

/ According to him education is a continuous !rocess7 it should coer all

as!ects of life $ !hysical, material, intellectual, emotional, moral, and s!iritual. 4is

attitude to"ards moderni3ation is that the masses should be educated before

anything else is done. 4e "anted to remoe from #ndia four ma8or eils, ia7 19

!riest$craft, 9 !oerty 29 ignorance 9 tyranny of the "ise. 4e tried to mae the

!eo!le of #ndia understood that !olitical and social strength should hae their

foundations on cultural strength. 4e has a true ision of !hiloso!hy of education in

#ndia in its cultural conte%t.

4is educational thought has ery great signi*cance today because modern

education has lost much of its connection "ith the alues of human life. ;herefore,

he suggested that education should not be for stu<ng some facts into the brain, but

should aim at reforming the human mind. ;rue education to him, "as not for the

carrier, but for the contribution to the nation. ;he great religious saint and social

reformer died in 1=0 "hen he "as 8ust 2= years. 4e is no more but he "ill be

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remembered for eer on this earth. 4is missions and his !reaching are "ill continue

ins!iring the coming generations.

A#MS >? E+@)A;#>

;he ultimate aim of all education and all training, according to S"ami-ieananda, is man$maing and also he recommends the follo"ing ma8or aims of

education.

1. )BEA;#> >? SEC? – )>?#+E)E A+ SEC? – BEAC#DA;#>:

Man has an immortal soul "hich is the treasure –house of in*nite

!o"er. Man should, therefore, hae full con*dence in himself and strie to reach the

highest goal of his life, self$con*dence leads to self $ reali3ation. #n S"ami8i/s o"n

"ords: ?aith in us and faith in Fod – this is the secret of greatness.G Education of

the right ty!e should aim at remoing the eil ignorance from our mind and mae

us understand that "hat actually "e are.

. ?>BMA;#> >? )4ABA);EB

)haracter is the aggregate of a Man/s tendencies, the sum –total of

the bent of his mind. &e are "hat our thoughts hae made us. #t is, therefore, that

education should aim at sublimating the eil tendencies of our mind. S"ami8i said,

&e "ant that education, by "hich character is formed, strength of mind is

increased, intellect is e%!anded and by "hich one can stand on one/s on feet.G

Education must build u! character and manifest our real nature.

2. SEB-#)E >? M#+

Another im!ortant aim of education is sering the Fod in man. #t is the Fod

in the sic, the !oor, the miserable, the ignorant and the do"n – trodden "hat "e

should "orshi!. #n S"ami8i/s o"n "ords, if you "ant to *nd god, sere man.G 4e

"as !ained to see the "retched !oerty of his countrymen. 4e, therefore, "anted

that education must enable eeryone to stand on his o"n feet and satisfy his o"n

!rimary needs.

. PB>M>;#> >? @#-EBSAC HB>;4EB4>>+

S"ami -ieananda/s loe for manind ne" no geogra!hical boundaries.

4e al"ays !leaded for the harmony and good relationshi! of all nations. 4e said,/through education, "e should gradually reach the idea of uniersal brotherhood by

Iinging do"n the "alls of se!aration and ineuality. #n eery man, in eery animal,

ho"eer "ea or miserable, great or small, resides the same omni!resent and

omniscient soul. ;he di(erence is not in the soul, but in manifestation.G 4e insisted

the education must call forth this !o"er in eery !erson and broaden it to such an

e%tent that it may coer the "hole "orld.

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Ans 2 b9: Education is the basic human need, and essential for a decent living and moral life. Without education

the human society would be uncivilized and useless hum grouping, without any social, political, religious, and

physical developments. Before discussing the relationshi! bet"een !hiloso!hy and education first we would

understand and what is education and then philosophy.

+e*nitions of Education Education has been defined by various scholars according to their cultural and

social set ups. The few definitions are as follows:

Plato says, education is to deelo! !hysically and mentally a human being, in such a way that his / her

potentialities could be realized.

Aristotle says, education is the process though which a sound mind is developed in a sound body.

According to +e"ey education is the process to develop all the capabilities of a person as he/she could control

his/her environment and fulfill his / her duties.

+e*nition of Philoso!hy

There is no e%act de*nition of !hiloso!hy, but in general sense !hiloso!hy is considered as: The love for

wisdom, elational approach to any phenomenon and To see! "ustification of something through rational

interpretation.

#hilosophy and education are two different fields of studies but they are closely lin!ed together, because without any

rational thin!ing prior to education, the whole educational process is directionless.

$. Aims J >b8ecties Education in every society is directed for specific aims and ob"ectives. That

aims and ob"ectives are set by a philosophical approach.

. Methods J )urriculum Eery educational system is based u!on s!eci*c teaching

methodologies and the curriculum. What should be the teaching methodology% &nd what !ind of

teacher should be% &nd what !ind of curriculum be taught to the students% &ll the answers are given by

philosophy. 'o education is dependent on philosophy for guidance in various of areas.

Ans 2 a9:

Indoctrination (Propaganda Education

*. +ses generalizations' ,allness,

statements% -acks specific references

and data.

*. +ses $ualifiers% Statements supported

with specific references and data.

. (ne sided% /ifferent or opposing views

are either ignored' misrepresented'

underrepresented' or denigrated.

. 0ircumspect and multifaceted% "ssues

examined from many points of view.

(pposition fairly represented.

1. 0ard stacking% /ata carefully selected to

present only the best or worst possible

case. -anguage used to conceal.

1. 2alanced% 3resents representative

samples from a wide range of available

data on the sub4ect. -anguage used to

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reveal.

5. isleading use of statistics. 5. Statistical references $ualified withrespect to size' duration' criteria'

controls source' and subsidizer.

6. -umpism% "gnores distinctions and

subtle differences. -umps superficially

similar elements together. 7easons byanalogy.

6. /iscrimination% 3oints out differences

and subtle distinctions. +ses analogies

carefully' pointing out differences andnonapplicability.

Ans 2 f9: Education and society both are inter$related or inter$de!endent because

both mutually inIuence each other i.e. com!limentary. &ithout education ho" "e

can build an ideal society and "ithout society ho" can "e organi3e education

system systematically that means both are needed to understand. Education hel!s

indiiduals to learn ho" to lie, ho" to behae, ho" to organi3e eerything in their

lies so it is an agent "hich brings change in society or "e can say in one line

Education is a social change agent. Cet us describe the inIuence of society on

education.

19 #nIuence of social structure and ideals.

9 #nIuence of !olitical condition.

29 #nIuence of Economic condition.

9 #nIuence of Beligious )ondition.

59 #nIuence of social ;hought.

;o sum u!, society !roides a !latform for education or contributes a lot in the

education system.

Education !lays a ery im!ortant role in moulding the character of an indiidual. #t

is one of the concrete sources from "hich one get information and no"ledge. #t

a(ects the society. &e can mae sense of its e(ectie role from the follo"ing !oints.

Ans : &e all "ant a 8ob that !ays us in handsome salary eery month. Hut "e are

not ready to see the ground reality of our education system that ho" come it is

going to hel! you in getting a 8ob that could !ay you in si% *gures.

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&ith my o"n e%!erience, # hae 8ot do"n some fundamental !roblems "ith

education system in our country.

1. Education System Promotes Bat Bace

>ur education system basically !romotes rat race among our children. ;hey hae toread and mug$u! entire te%t boo "ithout any understanding of it. So a student "ho

scores =0 out of 100 and comes *rst actually remains a rat. # mean to say he or she

does not hae any analytical sills that a child must hae.

. o )ritical Analysis, only ?ollo"ing the Establishment

>ur children are not able to do critical analysis of anything, for e%am!le our history,

culture and religion. ;hey tae the line of establishment or the ie"s of !redominant

ma8ority.

;hey are sim!ly not able to loo things from their o"n !ers!ectie. #f you "ant a

society should become a lot better than "e must deelo! a culture of looing at

things critically.

&e are sim!ly failing at this because of our education system. )hildren must learn

to critici3e our o"n culture and other established narraties.

2. ;eachers ;hemseles are ot ;rained and E<cient

;o mae things "orse, our teachers themseles are not su<ciently trained to teach

ids. ;hey do not hae !ro!er training that ho" they are going to im!art alues in

children that are going to change the future of the country.

#f they can teach !ro!erly then the goernment does not hae enough salary to !ay.

4ence, to im!roe our education system teachers should be better trained and

more im!ortantly better !aid.

Kou cannot imagine a country "ithout res!ecting teachers.

. Medium of Canguage of our Education System

;his is also a big !roblem that needs to be addressed. &e are not able to decide on

the medium of language of our education system.

Still em!hasi3e is gien on English "here ma8ority of children cannot understand thelanguage. So ho" does they are going to understand "hat teachers are teaching.

Moreoer, sub8ects lie mathematics, !hysics and arts hae nothing to do "ith the

medium of communication. 4ence, oer$em!hasis on English could be "rong.

5. Education Fien is #rreleant to Lob$Maret

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;his is !erha!s the most a!!arent failure of our education system that after

com!leting graduation in any disci!line students are not able to get 8obs.

#t is sim!ly because sills that are reuired in a 8ob maret are sim!ly not !resent in

a fresh graduate. All that a student is taught in his entire school and college life is

almost redundant for 8ob marets.

Sill that is reuired by them is not taught in schools and colleges. 4ence our

education system is needed to be ream!ed and must be designed according to our

economic !olicies.

. Missing #nnoation J )reation because >nly A!ing &est

#f "e tal about the !riileged children in #ndia then een they are not able to

innoate and create ne" things. Although they hae eerything that a child need

but still they lac something in them.

&hat they are doing is only a!ing "estern culture and not being able to do

something ne". >n the one hand children are not able to go to schools and on other

hand, if they are going then are not able to innoate or sole the !roblems that the

country is facing.

4ence, this is yet another fundamental !roblem "ith our education system.

. Fross ?ailure of >ur Education System to End Social +is!arity

;he last but not the least failure of our education system is after so many years it

has not being able to reduce social dis!arity in our country. #n fact, social dis!arity

has gone u!.

#t is such a shame that education itself has become a tool for creating diisions. A

child of a rich !arent "ould get good education and a child of !oor !arent cannot

a(ord een a basic education.

Foernment should interene and mae education its !rime res!onsibility.

)onclusion

?inally, # "ould say "e s!end only fe" !ercent of our F+P on education, so our

goernment should mae education its *rst !riority and try to address issues those

are mentioned in this blog.

#f goernment is able to tae note of these 10 !roblems then "e can de*nitely

oerhaul our education system.

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MES-051