A webinar on 'Socialization and Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr.A.Faritha Begam
Controller of Examinations
St.Ignatius College of Education
Palayamkottai
2. Prof. K. Pitchumani
Hon’ble Vice Chancellor
Manonmaniam Sundaranar University
Tirunelveli
Patron
Organizing Secretary
Prof. B. William Dharma Raja
Dean, Faculty of Arts
Head, Dept. of Education
Manonmaniam Sundaranar University
Tirunelveli
5. EDUCATION
Man becomes man only through
education. It is to humanize
humanity. Man is distinguishable
from lower animals because of his
educable ability.
6. Life gets glorified
only through
education
TWO ASPECTS OF LIFE
BiologicalExistence is
through
➔ Food
➔ Shelter and
➔ Reproduction
Sociological or Cultural
aspects
● signifies his supreme
position and thus
reflects the noblest
work of God
7. EDUCATION
It is a dynamic process of
continuous growth and
reorganization of Ideas,
related to living and
pruning out of inert ideas
‘By education I mean
the all round drawn out
of the best in the
child and man body,
mind and spirit’ says –
Mahatma Gandhi.
8. THE
ETYMOLOGY
The Etymology – ‘Educere’,
‘Educare’, ‘Educatum’ brings
out the meaning, purpose and
path. The germinal in the
individual should be drawn out,
nourished and disciplined. In
this context the child centered
Education gets focused
9. What germinal in the
individual his education
decides?
The what why and how
of education should be
centered on the
individuals’ needs for his
life and living
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bibendum luctus.
INDIVIDUAL
PROGRESSION
SOCIETY
PROGESSION
Education and its system
must be geared toward a
learning society, and
learning without
frontiers.
10. The seed is put in the ground and
earth air and water are placed around it. Does
the seed become the earth or air or the water?
It becomes the plant; it develops after the law
of its own growth… and grows into plant’.----
SWAMI VIVEKANANDA
11. Education from the point of view of the individual...
The art of behavior
modification in all the
three domains of his
person
● Cognitive,
● Psychomotor
● Affective.
TO KNOW
PILLARS OF
EDUCATION
12. MODERN AND A MORE PRACTICAL REFLECTION OF THE OLD CONCEPT
CONCEPT OF EDUCATION
Individuation and
socialization
Self realization and Service
to mankind
Philosophical
purview
sociological
perspective
14. What is
Socialisation?
“The process of making social”
The act of adapting behavior to the
norms of a culture or society is called
socialization
Socialization Process
children and adults learn from others
Lifelong process of social interaction
through which individuals acquire a self-
identify and the physical, mental, and
social skills needed for survival in society.
15. why socialization is important?
Knowledge
of Skills
Disciplined
&
Enact roles
Personality
development
Man into
a social
being
socialization
18. IMPORTANCE OF SOCIALIZATION
➢ Without socialization human development is problematic.
➢ Our biology co-evolved with our culture and co-dependent upon it.
➢ Without social interaction at proper times human development is derailed.
19. Elements of Socialization
• There are three elements which play their part
• in the socialization process of the individual.
• They are the physical and psychological
• heritage of the individual.
• The environment in which he is born, and Culture in which he is because of the action a
interaction between these elements.
20. Most socialization is meant to turn us into conforming
members of society.
We do some things and not others as a result of
socialization. Our social mirror the result of being socialized
into self and emotions sets up effective controls over our
behavior.
CONCLUSION
22. What is culture ?
It is the characteristics and products of the
learned behavior of a group of people.
23. Some Definitions
Websters international Dictionary – Culture has been derived from its Latin form Cultra – Means to till
or to cultivate. This means that ‘Culture’ is to be cultivated and it can not grow itself.
24. Some Definitions
“Culture is a complex
whole which includes
knowledge, Belief, art,
morals, law custom and
any other capabilities and
habits acquired by man as
a member of society.
-S.B.TAYLOR
“Culture includes on the
one hand, the whole of
man’s material
civilization, tools,
weapons, clothing,
shelter, machines and
even systems of industry,
and on the other hand all
of non-material or
spiritual civilization such
as language, literature,
art, religion, rituals,
morality, law and
government”.
-C.A.A ALLANWOOD
“A Culture is a common
way of life particular
adjustment of man to his
natural surroundings and
his economic needs.”
-DAWSON
25. Characteristic of Culture
According to George Peter Murdock
1. Culture is learned:
Man is not born with culture hence it is
learned process and moulds himself
according to environment.
1. Culture is Transmitted:
Culture is transmitted from person to
person. From generation to generation. The
individual is moulded according to his
family and society of which he is a
member.
26. Characteristic of Culture
3. Culture is Idealistic:
It is based on some ideals. Each generation
acquires it from its predecessors and each
member has to follow ideals.
4. Culture is a product of social culture:
Each society has culture. The main reason
for it is that each member of a society is
dependent on the other and each expects
from another. By this expectation society is
bound by culture.
27. Characteristic of Culture
5. Culture is Gratifying:
Man has Number of needs and they are
satisfied by culture..
6. Culture is Adaptive and Integrative:
Each culture tries to adopt the qualities
outside its own culture. The contact of two
or more cultures takes places, and this
interaction lends to the adaptive quality to
the culture. The different aspects of culture
join hands to form a whole or integrative
culture.
28. Characteristic of Culture
7. Culture is always Idealized:
Human beings are continuously refining and
polishing their behaviours, action and thought.
Culture is therefore, the embodiment of
refinement. At the same time culture stands for
ideal norms of human behaviour.
8. Culture meets the Recurring Demands of
Mankind:
The demands of reproduction, of nursing an
infant to maturity and finally of disposal of the
dead, all are met by culture from generation to
generation. Culture points out the smooth and
sure course to meet the perpetual demands of
29. Characteristic of Culture
9. Culture is Cumulative:
All the elements of culture grow as a result
of centuries of cumulation. Every
generation preserves the old and adds
something new.
10. Culture is in constant Flux
It changes as society changes, civilization
changes. Every generation adds something
new and modifies something of old.
30. Functions of Culture
Culture defines the patterns of social
interactions and social processes in a
society.
It maintains social order of the society.
It renders solidarity to any society.
It meets the demands of the society.
It gratifies man’s needs.
It guides, controls and modifies the
behaviour of the individuals in the group or
society.
31. Functions of Culture
It integrates the personality of the individual
belonging to the society.
It defines proper motives and renders
meaning to life of the individuals in the
society.
Cultural change paves way for social change.
33. ● Includes all ideals,
attitude and values
which modify the
behaviour of an
individual. Language,
Literature, art, music,
religion, customs and
tradition etc.
● Man-made things and
objects (eg) Items
such as
clothes,homes, roads,
utensils ornaments,
T.V. radio gadgets,
machines, means of
transport of
communication etc.
Non Material Culture
(Behaviour Pattern of Beliefs)
Material Culture
(Tangible Products)
34. Material Culture
(Tangible Products)
Non Material Culture
(Behaviour Pattern of Beliefs)
● It is difficult to assess
the degree of
development of this
Non-material culture.
● These things are easy
to see and can be
measured. These
things makes it clear
that at some time in
some place,
education is
necessary to prepare
people, who could
produce such
evidence of an
advanced civilization
35. A.K.C. Ottaway calls material aspects as ‘techniques’ and non-
material aspects as ‘values’. It is through the interaction between
techniques and values that ‘ culture’ is created and transmitted.
Social scientists have various names for this ‘store of shared social
experiences’ The most common name is ‘culture.
Through traditions, customs institutions ideologies the society
performs as teachers for its members as students.
36. And We Learn
a) What and how to see
(The cognitive dimension of motivation)
b) What and how to judge
(The normative and evaluation dimension of
motivation)
c) What and how to feel
(The emotional dimension of motivation)
37. Societies vary from one another very sharply as to these
motivational dimensions.
Example: FAMILY –
○ What and How to see it,
○ What and how to judge it
○ What and how we feel it
to Varies enormously from one society to another often
enormously within the society.
38. Culture Lag
Both material and non material aspects of culture should progress in a
corresponding pace, as the two wheels of a chariot. But due to the rapid progress of
a scientific and technological advancement material aspect of culture has gone
ahead and its area has been greatly widened, while the non-material aspect of
culture has been left far behind.
But the beliefs and attitudes of people may not change. But this change is a must to
meet the changes brought about by science of technology. eg Social mobility. This
vast difference between the material culture and the non-material culture is known
as cultural and social lag.
Education – only instrument to eliminate this cultural lag and inspire the public to
march on the road of progress and modernization as best as they can.
39. Influence of Culture on Education
Culture influences the following aspects of education.
Influence of culture on Aims of education:
The cultural aims, ideals values and
patterns of society determines the Aims of
Education.
40. Curriculum
The aims of Education are achieved through
curriculum. As the aims of education are
determined according to the culture of the society
so the curriculum is conditioned according to the
culture of society. In short the system of education
tries to realise the cultural needs of society
through curriculum which condition all educational
activities and programmers.
41. Methods of Teaching
Culture and methods of Teaching are intimately
connected. As and when there is change in the
cultural patterns of a society, it exerts powerful
influence upon the methods of teaching also.
In ancient times education was teacher centred but
now it is student centred. Ie in short we can say that
the cultural and social needs condition the
methodology of teaching.
42. Discipline
The cultural patterns of thinking and living are
directly linked to the concept of discipline.
eg. In ancient and middle ages societies where
authoritarianism ruled ,the concept of discipline
was repressionistic. But in modern times
democratic values are accepted all over the
world, the concept of discipline has become
impressionistic or self discipline.
43. On Text books
Curriculum is contained in the Text Books. ie.
Text books are written according to the
determined curriculum. So the text books
should foster and promote cultural ideals and
values.
44. On Teacher
Each individual Teacher is imbued with cultural
ideals and values of the society of which she is
an integral member. Only such teacher achieves
his/her mission successfully. So teacher should
infuse higher ideals and moral values in
children. A good and efficient teacher should be
the embodiment of higher cultural ideals and
values of the society.
45. On School
According to the ideology of pragmatism, school is
a miniature society. The total activities and
programmes of the school should be organised
according to the cultural ideals and values of the
society. Hence school is the place of promoting,
moulding, reforming and developing the cultural
patterns of the society which establishes schools
for its own welfare.
46. Influence of Education on Culture
Just as culture influences education, much
in the same way education also exerts its
powerful influence upon the culture of a
country. In the following lines, we are
explaining the various ways by which
education influences the culture of a
country.
47. Preservation of Culture
Each country believes and flaunts the
superiority of its own culture over the rest.
Hence, it tries to preserve its culture in its
original form. Education is the only means
to complete this task. In other words,
education preserves the culture of society.
48. Transmission of Culture
The process of preservation includes the process of
transmission as well because through transmission of
culture from one generation to another is the best
guarantee of its preservation. The famous sociologist
Ottaway has rightly remarked. “The function of
education is to transmit the social values and ideals
to the young and capable members of society”.
49. Development of Culture
The function of education is not only to preserve and
transmit the culture of society, but it also brings about
the needed desirable changes in the cultural ideals and
values for the progress and continued development of
society, without which social progress will stratify and
come to naught. In other words, education culturises
individuals, modifies cultural processes by research
and deeper investigations into all areas of human
requirements.
50. Maintaining the Continuity of Culture
Culture is the life blood of a society. Without culture a society
is bound to decay and die sooner or later. Education upholds
the continuity of culture through its diverse activities and
programmes. It may noted that a society establishes schools
to preserve and transmit its culture from generation to
generation. But some schools try to develop cultural
chauvinism and superiority complexes among its children.
This is very undesirable. This cultural integration and cultural
synthesis is the dire need of the world society in modern
times.
51. Helping the Development of Personality
Education aims to develop the personality of
the child. For this, it employs diverse cultural
patterns of thinking, behaviour and items of
cultural values so that children are physically,
mentally, socially and emotionally developed
to the maximum extent.
52. Removing Culture Lag
When material culture develops at a fast pace
due to scientific researches and inventions,
non-material culture consisting of ideals,
values and norms lag behind creating a gulf
between the two. Education is the only means
to bridge this cultural lag by its activities and
programmes of development.
53. It is clear from the above discussion that
whereas on one hand education culturises
an individual, on the other hand it preserves,
transmits and develops the culture of a
society. In short, education and culture are
mutually interdependent, complementary
and supplementary in all their aspects and
activities.
54. A note on the remarks of Shri Aurobindo
on indian Culture
Culture is to excavate the reality of the harmony inherent
in life through its principles, doctrines, conceptions,
forms and models, especially through the style of living
and life ---- aurobindo
56. • Swami Vivekananda was born at Calcutta in 1863.
• Father –Viswanath Dutta
• Mother – Bhuvaneswari Devi
• Parents named him as Narendra nath Dutta
• Formal Education
• Metropolitan school
• Presidency college
• Graduated from Calcutta University
• He had acquired a vast knowledge of different subjects,
especially Western philosophy and history.
• At the threshold of youth Narendra had to pass through a
period of spiritual crisis when he was assailed by doubts about
the existence of God.
57. With Ramakrishna
● In 1881 November Narendra went to meet Sri Ramakrishna who was staying at the
KaliTemple in Dakshineshwar.
Difficult Situation
● Sudden death of his father in 1884
● Narendra had to bear the burden of supporting his mother, brothers and sisters.
`To Sanyasa
● 16 August 1886 Sri Ramakrishna gave up his mortal body.
● 1887 he took the formal vows of sannyasa
Real Life
● Deep meditation on the rock-island at Kanyakumari
Discovery of Real India
● All my patriotism is gone. Everything is gone. Now it's only Mother, Mother
● The national ideals of India are Renunciation and Service. Intensity her in those channels,
and the rest will take care of itself.
58. ● MEANING OF EDUCATION
● Education must provide ‘life-building, man-making, character-making assimilation of ideas”. The ideal of this
type of education would be to produce an integrated person. Education Philosophy is stated as follows :
“Education is the manifestation of perfection already in man“
What a man “learns” is really what he discovers by taking the cover off his own soul which is the mine of
infinite knowledge.
The aim of all education, all training should be man making.
59. PHILOSOPHY OF EDUCATION
KNOWLEDGE RESIDES WITHIN THE
INDIVIDUAL
THE CHILD FURTHERS ITS OWN
DEVELOPMENT
EDUCATION ACCORDING TO THE NATURE
AND NEED OF THE CHILD
THE ABILITY OF CONCENTRATION IS THE
ESSENCE OF EDUCATION
60. AIMS OF EDUCATION
SERVICE OF MIND
PROMOTION OF
UNIVERSAL
BROTHERHOOD
SEARCHING UNITY
IN DIVERSITY
MORAL AND
SPIRITUAL
DEVELOPMENT
PHYSICAL AND
MENTAL
DEVELOPMENT
KEEPING IN VIEW THE
PRACTICAL ASPECTS OF
LIFE
DEVELOPMENT OF
PERSONALITY
FORMATION OF
CHARACTER
CREATION OF SELF – CONFIDENCE
AND SELF – REALIZATION
RELIGIOUS
DEVELOPMENT
61. attitude of
renunciation
influence children
through his ideal
example
love his
students
sympathize at
their difficulties
teaching
according to the
needs, abilities
and interests of
the them
contribute to
their spiritual
development
TEACHER
“Teacher is a Philosopher friend and Guide helping the educand to go forward in his own way”
62. STUDENT
an inclination
and eagerness
to learn
follow the ideals
laid down by his
teacher
control over his
senses
an observer of
celibacy
“Until the inner teacher opens all outside teaching is in vain”
63. Material Advancement02
● Languages,Geography,Political Science,Science,Economics
Phschology
● Art agriculture Industrial and Technical Subjects
● Games Sports and Other Physical Excercises
Spiritual Advancement01
● Religion,Philosophy,Ubanishads,Company of Saints
and their preaching
CURRICULUM
Social Advancement03
● Women Education
● Mass Education
64. METHODS OF EDUCATION
1
To control fleeting mental
faculties by the practice of
Yoga.
To develop the mind by
concentration and deep
meditation.
2
To gain knowledge
through lectures,
discussions, self-
experience and creative
activities
3
To imitate the
qualities and
character of teacher
by intelligent and
clear understanding.
4
To lead the child on the
right path by means of
individual guidance by
the teacher.
5
The school must provide a congenial atmosphere based on freedom and
discipline
65. RELEVANCE OF SWAMI VIVEKANANDA’S IDEAS IN FOR
CONTEMPORARY INDIA
1. VALUE EDUCATION
2. PEACE Education
3. ENVIRONMENTAL EDUCATION
4. CITIZENSHIP EDUCATION
66. SWAMI VIVEKANANDA’S CONTRIBUTION TO
SOCIAL CHANGE
Viewed in the light of contemporary thought, Vivekananda was actually an epoch,
capsule into a life span of less than forty years updating his mother country to fight
against all kinds of social evils. ‘
‘Equilibrium’ and ‘synthesis’ were the watchwords of Vivekananda.
Contemplation and devotion to duty were unified in his personality.
He had gone deep into the social and political decline of India and attempted to
prescribe a workable formula to eradicate all social inequalities. The awakening and
liberation of modern India as viewed by him was a stage for the realization of universal
love and brotherhood.
He gave his fellow brethren, a dynamic gospel of supreme fearlessness and strength.
He mercilessly denounced the arrogance and sophistication of the upper classes of
Indian society.
He was one of the great thinkers in India to offer a sociological interpretation of Indian
history.
67. Philosophy of Swami Vivekananda
His Philosophy had the essential characteristics of Idealism , Naturalism and
Pragmatism
● Like Idealists he insists that the chief aim of education is to develop to
full the moral and spiritual nature of the child, the essence of which is
already presence in him.
● Like Naturalists he emphasized the real education is possible only
through nature and natural propensities
● Like Pragmatists he laid great stress on western education of
technology, commerce, industry and science to achieve material
prosperity thus his philosophy is a harmonious synthesis of ancient
Indian Ideals and western beliefs.
68. CONCLUSION
He wanted to remove the evils of the society by giving re-orientation to
politics, sociology, economics and education. Swami Vivekananda laid stress
on education as a powerful weapon for this change. As an educationalist he
believes in absolute values which have to be realized by a good system of
education. Education should be the preparation for life. It should develop a
feeling of nationalism and international understanding, it should leads to the
development of character and make individuals self-dependent. Today there
is a deterioration of cultural ethics and standards. The supreme need of the
hour is to counteract this emotional, moral and cultural collapse. Only a
process of a good system of education can bring about a healthy political
and social life. Swami Vivekananda stands for this and his message is for all
time.
85. SRI AUROBINDO 1872 - 1950
BRIEF LIFE – SKETCH
• Sri Aurobindo – Born in Calcutta on 15th August in 1872
• At the age of 7 – went to England and live there for 14 years
• Latin, Greek, French, German, Italian and Spanish
• Brilliant and Passed I.C.S.
• Returned to India in 1893 and joined Baroda College as lecturer
• Cultural and literary activities
• Learnt Sanskrit, Marathi, Gujarati and Bengali and prepared him for
his future missionary
86. SRI AUROBINDO 1872 - 1950
BRIEF LIFE – SKETCH
• Began Yoga in 1904
• In 1905 joined Political movement
• Started the journal “Bandemataram”
• Arrested in 1908, remained in a jail for a year
● Spiritual experiences
In 1910, went to Pondicherry and Started Sri Aurobindo Ashram.
Spent the rest of his life in the Ashram doing Yoga sadhana, meditation
for spiritual growth and development
87. • Aurobindo was transformed from a politician to a philosopher
• Preached to the world his philosophy of Dharam, spiritual growth,
Brahmacharya, Yoga and Educational ideology
•He was the first political leader in India to openly put forward, in
his newspaper Bande Mataram, the idea of complete
independence for the country“ Our actual enemy is not any force
exterior to ourselves but our own crying weakness, our cowardice,
our selfishness, our hypocrisy, our purblind sentimentalism
• Died in 1950
88. Aurobindo’s View on Education
Sri Aurobindo’s (1956) concept of ‘education’ is not
only acquiring information, but “the acquiring of various
kinds of information’’, he points out, “is only one and
not the chief of the means and necessities of
education: its central aim is the building of the
powers of the human mind and spirit”.
89. 1
Mental Development
3
Development of Senses
5
Physical Development and
Purity
2
Development ofConsious
4
Development of Morality
Spritual Development
AIMS OF EDUCATION
6
90. Role of
Education
To bring out the real man in
oneself.
To build the power of the human
mind and spirit i.e. evoking of
knowledge, character and culture
To enable the individual to
establish a clear continuity
between the past, present and
future
To enable the individual to
establish right relationship within
himself and outside-world.
.Education to be complete must
have five principal aspects
relating to the five principal
activities of human being:
1.Physical
2.Vital
3. Mental
4.Psychic
5.Spiritual.
91. Functions of
Education
Realization of Inner Self
Perfection of Soul
Physical Development
The Development of
Senses
Development of Morality
Development of
Consciousness
Cultivation of Values All life is Education
94. Principles of Methods of Teaching
1.Love and sympathy for the child.
2.Education through mother tongue
3.Education according to the interests of the child
4.Education through self experience
5.Emphasis on learning by doing
6.Education through co-operation of teacher and students in the education
process
7.Education according to the nature of child- considering the divinity in the
child and latent gifts of mind and spirit
8.Freedom of child- free environment to gain more knowledge through his
own efforts.
95. Curriculum is not
limited to syllabus
development of
integral personality
flexibility to meet individual
needs and interests.
Should motivate
children.
Involve creativity of life
and constructive activities
Should be interesting
It should include all
those subjects which
promote mental and
spiritual development
96. PRINCIPLES OF TEACHING AND
LEARNING
The mind has to be consulted in its
growth.
“Nothing can be taught, but everything
can be learned”
Teaching should go from near
to far, from the known to
unknown
97. ● One must be a saint and a hero to become a good
teacher.
● One must be a good yogi to become a good teacher.
● He should be absolutely disciplined and have an
integrated personality.
● One must have the perfect attitude in order to be able
to extract a perfect attitude from one‟s pupils.
● He should be able to eliminate his ego, master his
mind and develop an insight into human nature.
● The most important thing in a teacher is not knowledge
but the attitude.
● The teacher also should grow along with the pupils.
● If a teacher is to be respected, he must be
respectable.
● A teacher is not an instructor or task master.
● He does not impart knowledge but shows how to
acquire knowledge that is within.
● He does not train the pupils mind but shows him how to
perfect his instruments of knowledge
TEACHER
98. CONCLUSION
Aurobindo strongly argued for national system of education. He put
forward the following elements.
i.Education does not become national by tagging the word „national‟ to
the system.
ii.Education should pay due attention to sacrifice, progress and
increasing knowledge.
iii.Mere knowledge of science doesn‟t make us educated in the true
sense. This must be related to powers of the human mind and spirit.
iv. There should be a balanced understanding of the national and
international relationship of universal relationship.
99. CONCLUSION
All beings are united in that one self and spirit but divided by
certain separativity of consciousness, reality in the mind.
žHe said it is possible only through psychological discipline to
remove the person of separative consciousness and became
aware of true self, the divinity within us and all .
žLife is the first step of this release to consciousness; mind is
the second but the evolution does not finish with mind it awaits
a release into something greater a consciousness which is
spiritual and supramental
100. CONCLUSION
He said education is cultivation of four things:-
● Beauty - Refers to Physcial Culture
● Love - Organising Desired Psychic
● Power - Controlling the senses
● Knowledge - Developing Mental make up
These factors function to make relationship with GOD
101. Knowledge
(not toinstruct
but to impart
it)
EDUCATION IS
CULTIVATION FOR
FOUR MAIN THINGS
Love
(love for
nation,
humanity)
Power
(To empower
with intellect)
Beauty
(beauty is in
the eye of
man to see
every child
beautiful)
102. CONCLUSION
Man is a transitional being, he is not final. He has some radiant
degrees by which he covers the journey from man to superman.
Example: the difference b/w man and superman will be the difference
b/w mind and a consciousness.
žThe differentiating essence of superman will be super mind or a divine
gnosis (knowledge, spiritual truth)
žTo enable the individual to establish right relationship within himself
and outside world.
104. BRIEF LIFE SKETCH
• Born in May 12th, 1895 at Madanapalle, a small town in Andhra Pradesh as one
among the eight children of a traditional Hindu Family
• Early age lost his mother
• At the age of 14 he joined his father – actively involved in the functioning of
Theosophical Society at Adayar, Chennai
• Madam Annie Beasent and Lead Beater were his guide and Metors
• At the age of 16, he authored the book, “At the feet of Guru”
• He knew English, Spanish, French and Italian languages
• His scholarship was vast, his philosophy was really deep and his thinking was
original
105. BRIEF LIFE SKETCH
• His lectures used to be well attended
• He made the listeners ponder over their inner self
• He wrote what he spoke, in a simple truthful manner
• He is a great scholar, philosopher and an original, genuine thinker
• He was a great orator and also a writer
• The books by him were the result and outcome of his speeches
• Unhappy with the present systems of education
106. EDUCATIONAL PHILOSOPHY OF J.KRISHNAMURTHI
● His essay ‘The Noisy Child and Silent Mind’ Noisy Children
become silent when they do something
● Education should strive for inner peace and hence bliss
● Learning – sources like nature and psychology of human being
● To learn listening and reading are not sufficient since it will lead to
indoctrination and will become slaves of others thinking.
● Childrens should be encouraged an independent thinking.
● Critically analyzing what he has seen listened and read in relation
to his own personal experience.
107. EDUCATIONAL PHILOSOPHY OF J.KRISHNAMURTHI
System of Education
● He opposed any established system and also the narrow
education system
● Education should bring about the total development of the
individual and the ultimate end should be towards inner peace and
bliss
108. EDUCATIONAL PHILOSOPHY OF J.KRISHNAMURTHI
School
● School is the place of learning which should not emphasis on book
learning alone
● Should encourage learning from other sources including nature.
● To cultivate a good mind a certain amount of discipline must exist.
● Learner must try to secure a inward grasp of what is being said.
● Voluntary attention is necessary to increase comprehension
● Nothing should be forced on promise of reward or punishment.
● Knowledge coming to us in compartmentalised fashion in the form
of many different subjects has rendered our world abnormal and
dangerous to live in; and we must find a new way of living and
thinking together
109. Process of Learning
● Infinite and unending
● Constant thirst for intelligence should be kept up
● Encourage competition – sustain conflict
● Complete freedom
● Intelligence is a by-product of thought – result of knowledge and
ignorance
● Teacher’s duty – teaching and learners have a communion with
other human beings – oppressed sections
● Freedom is necessary in the process of learning
● Real learning brings equality among men
● It liberates the mind from thought of prestige, position and status
consciousness
110. Freedom in Learning
Freedom in learning means that the learner has got the capacity
to independently observe everything around him,and examine all
ideas without any pressure or compulsion. Freedom is that which is
neither given,nor any state that we desire to attain; but learn anything
the enquiry related to it is continued. Freedom denotes the opposite
of “being imprisoned “ ; capacity to go out or beyond anything.
111. Freedom in Learning
● The school should provide adequate opportunities for
students to observe and enquire everything around them
independently without the pressure of competitive
examination etc
● The classroom should be fearless and non threatening
,offering total freedom to students.
● In this situation alone, students can shoot all possible
questions and develope their spirit of enquiry
● Only in an atmosphere of total freedom, students can learn
quick interest and be creative.
● Learning will become joyful experience and experience
become learning
112. Learning without Competition
● Competition in learning will lead to fear , jealousy fear of
failure violence etc.,
● Learning with cooperation will be more effective.
● Student should be allowed to set their own goals based on
their learning speed and individual abilities and then progress
towards the set goal devotedly with the cooperation of all
others.
113. Freedom and Responsibility
● Freedom and Responsibility are the two sides of the same
coin
● People acting with true responsibility will realize that they
are responsible for their actions
● They will not try to escape from the consequences of their
actions by putting the others or the circumstances
● Teachers are responsible for total behaviour of the students
and their progress.
● Teacher should bring about the unconditioning of the human
brain - of the students and also of themselves
114. Individual Awakening and Liberation
● Individual should have communion with other human beings
who suffer struggle and have great pain or poverty through
this we can learn more than from books
● School should be a place to gather knowledge and
information about the world outside and world around us the
nature and social environment and economics
● If individual change for the better the society will change
● The essence of JK’s Philosophy is change should come from
you; form within you because you are the seed of change. Thus
true learning brings about equality among human beings by
freeing the mind from prestige and status.
127. ● Born in Spitalfields in 1759
● Eighteenth-century British
writer
● Philosopher,
● Mother of Feminism.
● She wrote novels, treatises,
a travel narrative, a history
of the French Revolution, a
conduct book, and a
children & apos; s book.
128. ● In 1784, at the age of 24, opened
up her own school for girls at
Newington Green.
● In 1786, Mary Wollstonecraft wrote
a short tract entitled Thoughts on
the Education of Daughters but it
was the advent of the French
Revolution
● In 1789 that brought Mary into the
public eye
● . In 1792, Mary Wollstonecraft
produced A Vindication of the
Rights of Woman.
● In 1977, married to William
Godwin,
129. Wollstonecraft’s Writing
• 1787 Thoughts on the Education of Daughters
▫ Criticizing poor education for women•
1790 A Vindication of the Rights of Man
▫ Defending the French Revolution•
1792 A Vindication of the Rights of Woman
▫ Defending women’s rights
130.
131. REASON VS EMOTION
women were
incapable of the full
development of
reason by their very
nature
Creatures of Emotion
and Passion.
132. ANGELS IN THE HOUSES
supposed nature
dependency‘ and
biological role
mothering‘
133. It is seen as both a political and an educational
treatise.
It is above all a celebration of the
rationality of women. It
constitutes an attack on the view
of female education put forward
by Rousseau and countless
others who regarded women as
weak and artificial and not
capable of reasoning effectively.
134. VINDICATION IN THE RIGHT OF THE WOMEN
In the late 20th,
● reason versus passion, critics and slavery, philosophers
began the relevance of the to take great work to
contemporary interest in struggles for rights, Wollstone
crafts
● the unflattering treatise as one of portrayal of women, the
founding works
● the status of the work of feminism, and as a foundational
discussed authors feminist text.
135. She extended the basic ideas of Enlightenment philosophy to
women and Rousseau’s educational ideas of how to educate
boys to girls.
She maintained that if girls were encouraged from an early
age to develop their minds, it would be seen that they were
rational creatures and there was no reason whatsoever for
them not to be given the same opportunities as boys with
regard to education and training. Women could enter the
professions and have careers just the same as men.
136. ● In 1791, two events
took place
prompting
Wollstonecraft to
rite her treatise: the
new French
Constitution, which
excluded women
from all areas of
public life and
granted citizenship
rights only to men
activities over the
age of 25.
● The 2nd was the
report on education
given by Charles
Maurice de
Talleyrand-Périgord
to the French
National Assembly
recommending that
girls education
should be directed
to more subservient
137. ● .... Men are destined to live on the stage of the
world. A public education suits them [...] The
paternal home is better for the education of
women; they have less need to learn to deal with
the interests of others, than to accustom
themselves to a calm and secluded life.
138. A Vindication of the Rights of Woman covered a wide range of topics relating to the
condition of women. Not only did she argue for women’s equality with men in
education but she also called for their equality within the law as well as their right to
parliamentary representation
Not only is it necessary to ensure that coeducation is ‘girl and women friendly’
it is also necessary to design education for both sexes that ‘incorporates the
virtues of rationality and self-governance that Rousseau attributed to men and
also the virtue of patience and gentleness, zeal and affection, tenderness and
care that he attributed to women’ (op. cit.). Mary Wollstonecraft was a pioneer
for women. She led the way for feminists and her book is a classic that still
inspires many today.
142. LifeOutLook 1977
She became a
member of stanford
faculty
She raised 10
children
11957-1972
Seventeen and odd
years in teaching
school children
1948
Bachelors Degree in
Mathematics and
physical sciences from
Montclair,State college
NJ
Masters Degree in
Mathematics from
Rutgers University
1929
Born on Jan
19th in
Irvington New
Jersy
143. RECOGNITIONS
POSITION AT
STANFORD
Associate Dean
4 Years
AWARDS
Teaching
Excellence in 1981,
1982 and 1997
LEADERSHIP
President of
Philosophy of
Education society
Topmost position
2002-2003 John W. Porter
Chair in Urban Education at
Eastern Michigan University
146. Goals of Education
" In the other arena, Noddings says that subjects in
school remain the standard modern-day
disciplines, but incorporate themes of care
throughout; for example, "such themes as war,
poverty, crime, racism, or sexism can be
addressed in almost every subject area." In both
examples, Noddings suggests that the schools
"allow free discussion of these [topics] É with
powerful stories of honesty, compassion,
moderation, and chastity."
147. CARING STRANGERS
& GLOBAL OTHERS
BELIEVES
THEMES OF
CARE IN SCHOOLS
NEL NODDING AND GOALS OF EDUCATION
That the main aim that of
education should be to produce
competent, caring, loving and
lovable people.
students should learn the
knowledge and skills necessary to
help them to navigate the world
around them, while simultaneously
caring for children, the elderly,
animals and the environment.
subjects in school are organized
around the thematic units of care;
for example,
Noddings writes, "we might
consider life stages, spiritual
growth, and what it means to
develop an admirable character; in
exploring the topic of caring for
intimate others, we might include
units on love, friendship, and
parenting
we might study war, poverty, and
tolerance;
in addressing the human-made
world, we might encourage
competence with the machines that
surround us and a real appreciation
for the marvels of technology
148. ● Noddings believes that “Authentic human liberation and social justice can
only be achieved by caring people in caring communities” (Bergman, 2004)
● She sees education as being central to the cultivation of caring in society.
(Smith, 2004)
● Therefore, caring should be taught in schools.
The Ethics of Care
149. What is caring?
❖ The need to be cared for is a human
universal (Bergman, 2004)
❖ Noddings says that in a caring
situation we will notice that we are
attentive in a special way and that
receptive attention is an essential
characteristic of a caring encounter.
ELEMENTS OF CARE
A cares
for B
As’
Consciousness
Engrossment &
Motivational
displacement
A performance
B Recognises
that A cares for
himWe could say that a caring person ‘is one who fairly regularly
establishes caring relations and, when appropriate maintains
them over time
150. Why Noodings
says caring is so
important ?
care is basic in human life – that all people
want to be cared for (Noddings 2002: 11). She
also starts from the position that while men
and women are guided by an ethic of care,
‘natural’ caring – ‘a form of caring that does
not require an ethical effort to motivate it
(although it may require considerable physical
and mental effort in responding to needs)’ can
have a significant basis in women’s experience
151. NATURAL CARING VS ETHICAL CARING
NATURAL CARE
Natural caring’, thus, is a moral attitude – ‘a
longing for goodness that arises out of the
experience or memory of being cared for’
(Flinders 2001: 211)
ETHLICAL CARE
‘A state of being in relation, characterized by
receptivity, relatedness and engrossment’
Nel Noddings, the ethics of care and education –
infed.org:
For further reading click this link
153. Theories of education
Theory of Values
What knowledge and skills are worthwhile
learning?
What are the goals of education?
154. EDUCATIONMETHODOLOGY
MODELING
Ones own behavior what it
means to care.
DIALOGUE
PRACTICE
Engaging in conversation about
caring and finding out ways it
can be showed.
CONFIRMATION
Practice in caring and
reflection on that practice
Confirmation is affirming and
encouraging the best in
others. .
155. Theories of
education
Theory of Human Nature
What is a human being?
How does it differ from other species?
What are the limits of human potential?
160. Theories of
education
Theory of Consenses
Why do people disagree?
How is consensus achieved?
Whose opinion takes precedence?
161. NODDINGS RECOMMENDATIONS
Education will produce
competent, caring
people
Create bonds and
attachments to others
like themselves
Relax the impulse to
control
Provide excellent,
enriching programs for
all children – college and
non-college bound
164. WE, THE PEOPLE OF INDIA, having solemnly resolved to
constitute India into a SOVEREIGN SOCIALIST SECULAR
DEMOCRATIC REPUBLIC and to secure to all its citizens:
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity;and to promote among them all
FRATERNITY assuring the dignity of the individual and the unity and integrity of the
Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do
HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION
Note: The three terms socialist, Secular and Integrity were added to the original
text of the preamble through the 42
nd amendment in 1976.
165. What do you mean by constitution?
● Constitution means a set of fundamental principles, basic rules and
established precedents (means standards/instances).
● It identifies, defines and regulates various aspects of the State and
the structure, powers and functions of the major institutions under the
three organs of the Government – the executive, the legislature and
the judiciary.
● It also provides for rights and freedoms of citizens and spells out the
relationships between individual citizen and the State and
government.
166. A Constitution
❏ may be written or unwritten, but it contains fundamental laws of the
land
❏ is the supreme and ultimate authority. Any decision or action which is
not in accordance with it will be unconstitutional and unlawful.
❏ lays down limits on the power of the government to avoid abuse of
authority.
❏ is not a static but a living document, because it needs to be amended
as and when required to keep it updated.
❏ Indian Constitution is the longest of all the written constitutions.
❏ It was prepared by a representative body, known as the Constituent
Assembly
167. The purpose of a Constitution
● It lays down certain ideals that form the basis of the kind of country that we
as citizens aspire to live in.
● These form the basis according to which the people want the country to be
governed and the society to move on.
● This includes not only an agreement on the type of government but also on
certain ideals that the country should uphold
● The Indian Constitution has certain core constitutional values that
constitute its spirit
168. Value
Values are Standards or Principles Considered important in life.
In a layman’s understanding, value is that which is very essential
or ‘worth having and observing’ for the existence of human society as
an entity. The Indian Constitution contains all such values, the values
that are the universal, human and democratic of the modern age.
169. Constitutional values
The Preamble to any Constitution is a brief introductory statement that conveys the
guiding principles of the document. The Preamble to the Indian Constitution also does
so. The values expressed in the Preamble are expressed as objectives of the
Constitution. These are: sovereignty, socialism, secularism, democracy,
republican character of Indian State, justice, liberty, equality, fraternity, human
dignity and the unity and integrity of the Nation.
170.
171. Sovereignty:
● Being sovereign means having
complete political freedom and being
the supreme authority. It implies that
India is internally all powerful and
externally free
● It is free to determine for itself without
any external interference (either by
any country or individual) and nobody
is there within to challenge its
authority.
This feature of sovereignty gives us the dignity of existence as a nation in the international
community. Though the Constitution does not specify where the sovereign authority lies but a
mention of ‘We the People of India’ in the Preamble clearly indicates that sovereignty rests
with the people of India. This means that the constitutional authorities and organs of
government derive their power only from the people.
173. You may be aware that social and economic inequalities have been inherent in the
Indian traditional society. Which is why, socialism has been made a constitutional
value aimed at promoting social change and transformation to end all forms of
inequalities. Our Constitution directs the governments and the people to ensure a
planned and coordinated social development in all fields. It directs to prevent
concentration of wealth and power in a few hands. The Constitution has specific
provisions that deal with inequalities in the Chapters on Fundamental Rights and
Directive Principles of State Policy.
The following provisions under the Directive Principles of State Policy promote the
value of socialism: “The State shall, in particular, strive to minimise the inequalities
in income, and endeavour to eliminate inequalities in status, facilities and
opportunities, not only amongst individuals but also amongst groups of people
residing in different areas or engaged in different vocations. “ (Article 38(2)
174. ● Socialism lies midway between capitalism and communism. While capitalism
gives unlimited freedom for individuals and their growth, communism is based
on the absolute power of the state representing the society.
● Socialism aims at achieving maximum individual development in conformity
with the social norms and regulations.
● Socialism advocate that all natural resources of the country including land,
production and distribution of goods and services should be largely under the
control of the state.
● Private participation in the economic processes will be accepted but to a limited
extent and that too under the regulations of the state.
● Socialism is founded on the concept of ‘Social mind’ rather than ‘social
contract’
● The word socialism has been incorporated in the Indian constitution in 1976.
175. Features of Socialism
Reducing the economic
inequalities to a large extent.
Establishing a secular and
classless society.
Striving for social justice and
equality.
Ensuring the availability of all
basic needs to all.
Eradicating all forms of
exploitation and oppression.
Implementing uniform pattern of
education throughout the country
through common school system.
176. Meaning of secularism
Secularism means treating all religion equally.
A secular state is the one which does not support any particular
religion.
No individual should be discriminated on the basis of his/her religion.
Secularism and religious tolerance are two sides of the same coin.
Secularism, in the world of education is taken to mean as the absence
of any relationship among religion, the state and education.
177. Secular Outlook
It implies
➔ Equal treatment to people of all religions.
➔ Freedom of following any religion
➔ Freedom of worship.
➔ Tolerance for all faiths and beliefs.
➔ Rational outlook
➔ Belief in coexistence.
➔ Free enquiry freedom of mind from all dogmos
178. Teaching of secular values
Recommendations of Educational commissions
● Inclusion of well chosen information about each of the major religions in the syllabus
as part of the course in general education or as part of the course in citizenship up
to first degree .
● Highlighting the fundamental similarities in the great religions of the world.
● Emphasis on the cultivation of certain broadly comparable moral and spiritual
values.
● Celebration of festivals of different religions.
● Must develop the habit of free critical inquiry and apply the method of objective
criticism not only to the beliefs and attitudes of people who differ from us but also to
our own beliefs and attitudes
● From the school level there should be value education and in higher education there
should be a paper on Ethics or comparative religion for all students..
179. Characteristics of Secular Education
Democratic values04
● Secular education develops in man the
democratic values like liberty, equality, fraternity
and cooperative living
Pluralistic outlook03
● Develops pluralistic outlook which fosters the
science, art, philosophy and even religion. This is the
very essence of Democracy.
Development of wider vision
towards life02
● Education makes him courageous enough to face the
challenges of life and solve the issues to the best of
his efforts and intelligence.
Moral Outlook01
● It inculcates in students humanity, truthfulness, tolerance,
honesty, courtesy, sympathy, spirit of service and sacrifice
which form a noble character of man
180. Characteristics of Secular Education
Humanitarianism07
● It encourages the policy of live and let live. It replaces hatred
by self-sacrifice and violence by non –violence. This education
leads to order, contentment and happiness in the society by
cultivating faith in truth, goodness and beauty.
Synthesis of spiritual and
material values06
● Secular education glorifies material needs and promotes
reverence for earthly life without rejecting spiritual values.
It helps to strike a balance between material and spiritual
needs.
Cultural Development05
● Education develops in individuals scientific values of
rationality, objectivity, open mindedness and
humanistic values like tolerance and compassion.
182. Democracy
Democracy is derived from two Greek Words “Demos” which means the
people and “kratos” which means “power”. Democracy is power of people.
“A government by many.”
-Aristotle
True Democracy refers to the progress of all through all under the
leadership of wisest and the best
-Mazzine
Democracy is the rule of the people by the people and for the people
183. Democracy
According to Indian Constitution,
“Democracy is a rule based on Justice,Liberty, Equality and Fraternity”
184. Democracy and Education
Democracy has always found education as its greatest support and
constant company* Without education democracy is lame, lifeless and
limp; without democracy, education is dry, dreary and dead*
---- John Dewey
187. Secondary Education Commission’s View on Role of Education in Democracy
● To be effective, a democratic citizen should have the
understanding and the intellectual integrity to shift truth from
falsehood, facts from propaganda and to reject the dangerous
appeal of fanaticism and prejudice
● He must develop a scientific attitude of mind to think objectively
and base his conclusions on tested data
● He should also have an open mind receptive to new ideas and
not confined within the prison walls of out-moded customs,
traditions and believes”.
188. Republic
India is not only a democratic nation but it is also a republic. The most
important symbol of being a republic is the office of the Head of the State,
i.e. the President who is elected and who is not selected on the basis of
heredity, as is found in a system with monarchy. This value strengthens
and substantiates democracy where every citizen of India is equally
eligible to be elected as the Head of the State. Political equality is the
chief message of this provision.
189. Justice
Justice is an important factor and principle added in
India. According to this principle, all social economic
political and other institutions bestow equal
consideration and provide equal opportunities to all
individuals irrespective of color cast creed and sex
● All are equal before law and rules of the
constitution to which they belong
● All are free to employ and exercise their own
rights and duties both for their welfare and
community as a whole.
190. Liberty
The Preamble prescribes liberty of thought, expression, belief, faith and
worship as one of the core values. These have to be assured to every
member of all the communities. It has been done so, because the ideals of
democracy can not be attained without the presence of certain minimal
rights which are essential for a free and civilized existence of individuals
191. Fraternity
There is also a commitment made in the Preamble to promote the value of fraternity that
stands for the spirit of common brotherhood among all the people of India. In the absence
of fraternity, a plural society like India stands divided. Therefore, to give meaning to all the
ideals like justice, liberty and equality, the Preamble lays great emphasis on fraternity. In
fact, fraternity can be realized not only by abolishing untouchability amongst different sects
of the community, but also by abolishing all communal or sectarian or even local
discriminatory feelings which stand in the way of unity of India.
192. Education should develop in the individual the virtue of treating every one in the
society as their brothers and sisters and unity in diversity. Thus education
should strive as an instrument to develop social cohesion
193. Unity and Integrity
To maintain the independence of the country intact, the unity and integrity of the
nation is very essential. Therefore, the stress has been given on fostering unity
amongst all the inhabitants of the country. Our Constitution expects from all the
citizens of India to uphold and protect the unity and integrity of India as a matter of
duty
194. International Peace and Just International Order
The value of international peace and a just international order, though not
included in the Preamble is reflected in other provisions of the Constitution. The
Indian Constitution directs the state
(a) to promote international peace and security,
(b) maintain just and honourable relations between nations,
(c) foster respect for international law and treaty obligations, and
(d) encourage settlement of international disputes by arbitration. To uphold and
observe these values is in the interest of India. The peace and just international
order will definitely contribute to the development of India.
195. Fundamental Duties
Our Constitution prescribes some duties to be performed by the citizens. It is
true that these duties are not enforceable in the court of law like the
fundamental rights are, but these duties are to be performed by citizens.
Fundamental duties have still greater importance because these reflect certain
basic values like patriotism, nationalism, humanism, environmentalism,
harmonious living, gender equality, scientific temper and inquiry, and individual
and collective excellence
