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Philosophical Foundation of Education Unit 1 Concept of Education
Philosophical Foundation of Education Unit 1 Concept of Education Notes cover all the exercise questions in UGC Syllabus. Philosophical Foundation of Education Unit 1 Concept of Education provided here ensures a smooth and easy understanding of all the concepts. Understand the concepts behind every Unit and score well in the board exams.
Concept of Education
PHILOSOPHICAL FOUNDATION OF EDUCATION
| VERY SHORT TYPES QUESTIONS & ANSWERS |
1. Who said that education is a bi-polar process?
Ans: Sir John Adams said that education is a bi-polar process.
2. Who said that education is a tri-polar process?
Ans: John Dewey said that education is a tri-polar process.
3. Who said that “Education is the creation of a sound mind in a sound body?”
Ans: Aristotle said that “Education is the creation of a sound mind in a sound body.”
4. Who said that “Education is the manifestation of perfection already in man”?
Ans: Swami Vivekananda said that “Education is the manifestation of perfection already in man.”
5. From which language is the word “Education” originated?
Ans: From Latin language is the world “Education” originated.
6. Who is the most ardent advocate of individual aim of education?
Ans: Sir T. Percy Nonn is the most ardent advocate of Individual aim of education.
7. State the definition of education given by Greek philosopher Herbert Spencer.
Ans: The definition of education given by Greek Philosopher Herbert Spencer, “Education is a process of preparation for complete living.”
8. Write the definition of education given by Plato.
Ans: According to Greek philosopher Plato, “Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and in the soul of the pupil all the beauty and all the perfection which is capable of.”
9. What is the definition of education according to Comenius?
Ans: According to Comenious, “Education is the development of the whole man.”
10. What is the meaning of education according to Panini?
Ans: According to Panini, “Education means the training one gets from nature.”
11. What should education be according to Kautilya?
Ans: According to Kautilya, “Education means training of the country and love of the nation.”
12. State the definition of education given by Mahatma Gandhi.
Ans: “By education, I mean an all round development of the child, his body, mind and spirit.”
13. State the definition of education given by Sarvapalli Radhakrishnan.
Ans: “Education means the training of intellect, refinement of heart and discipline of the spirit.” According to Dr. Sarvapalli Radhakrishnan.
14. What did Aurobindo say about education?
Ans: “Education is the building of the power of the human mind and spirit.”
15. From which language the word ‘Educare’ come?
Ans: Latin.
16. Who was the Chief supporter of individual aim of education?
Ans: Sir Percy Nunn was the Chief supporter of individual aim of education.
17. Who said that education is a bi-polar process?
Ans: Sir John Adams said that education is a bi-polar process.
18. Who said that education is a tri-polar process?
Ans: John Dewey said that education is a tri-polar process.
19. Who said that “Education is the creation of a sound mind in a sound body?”
Ans: Aristotle said that “Education is the creation of a sound mind in a sound body.”
20. Who said that “Education is the manifestation of perfection already in man”?
Ans: Swami Vivekananda said that “Education is the manifestation of perfection already in man.”
21. From which language is the word “Education” originated?
Ans: From Latin language is the world “Education” originated.
22. Who is the most ardent advocate of individual aim of education?
Ans: Sir T. Percy Nonn is the most ardent advocate of Individual aim of education.
23. State the definition of education given by Greek philosopher Herbert Spencer.
Ans: The definition of education given by Greek Philosopher Herbert Spencer, “Education is a process of preparation for complete living.”
24. Write the definition of education given by Plato.
Ans: According to Greek philosopher Plato, “Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and in the soul of the pupil all the beauty and all the perfection which is capable of.”
25. Which country does Educationist Frobel belong to?
Ans: German.
26. Which country does Pastalozzi belong to?
Ans: Switzerland.
27. Which country does John Dewey belong to?
Ans America.
28. What is the definition of education according to Comenius?
Ans: According to Comenious, “Education is the development of the whole man.”
29. Which country does John Adams belong to?
Ans: Europe.
30. What is the meaning of education according to Panini?
Ans: According to Panini, “Education means the training one gets from nature.”
31. What should education be according to Kautilya?
Ans: According to Kautilya, “Education means training of the country and love of the nation.”
32. State the definition of education given by Mahatma Gandhi.
Ans: “By education, I mean an all round development of the child, his body, mind and spirit.”
33. State the definition of education given by Sarvapalli Radhakrishnan.
Ans: “Education means the training of intellect, refinement of heart and discipline of the spirit.” According to Dr. Sarvapalli Radhakrishnan.
34. Which country does Ravindranath belong to?
Ans: India.
35. What did Aurobindo say about education?
Ans: “Education is the building of the power of the human mind and spirit.”
36. From which language the word ‘Educare’ come?
Ans: Latin.
37. What is the meaning of the word ‘Duco’?
Ans: ‘Duco’ means ‘I lead.’
SHORT TYPE QUESTION & ANSWERS
1. From which word, the word ‘Education’ has been originated?
Ans: The word ‘education’ has a latin derivation. In Latin the word “Educare” means “to draw out”, “to bring up”, “to foster”.
2. Mention two general functions of education.
Ans: The two general functions of education are as:
(i) Progressive development of Innate powers.
(ii) All round Development of personality.
3. Mention two functions of education in human life.
Ans: (i) Adaptation to environment.
(ii) Modification of environment.
4. Mention two function of education in National Life.
Ans: (i) Training for leadership.
(ii) National Integration.
5. What are the name of specific aim of education?
Ans: There are mainly two specific aim of education. Such as-
(i) Individualistic aim of education.
(ii) Socialistic aim of education.
6. Write about the “three dimensions of education.”
Ans: The ‘three R’s’ – reading, writing and arithmetic – are still very important in education. But, on top of that the Delors Commission talks about three important dimensions of education for future. These are–
(i) The ethical and cultural.
(ii) The scientific and technological.
(iii) The economic and social.
7. Mention two characteristics of a good aim?
Ans: The two characteristics of a good aim are as follows:
(i) An aim should emerge out of the existing, political and socio economic conditions.
(ii) An aim must be flexible to help an individual to adopt to the changing social conditions. An aim must provide a broad framework of action and be experimental in character.
8. Write a short note on the concept of education.
Ans: The concept of education is a complex one. Education may be termed as the reconstruction and modification of experiences as a result of it actions and reactions with different environments. Man born by the law of nature. Being educated after birth is a great work. Only through education man becomes able to develop knowledge and intelligence and to apply them in appropriate time and place as needed. Education helps man in developing new thoughts and ideas and in searching a new way of life. Thus, education may be termed as a necessary ingredient of human life.
9. Give two suitable definition of education.
Ans: According to Aristotle, “Education is the creation of a sound mind in a sound body.”
Gandhi defines, “By education I mean an all round drawing out of the best in child and man-body, mind and spirit.”
10. What is the meaning of the word ‘Education’?
Ans: The word ‘education’ derived from the two Latin word ‘E’ which means ‘out of’ and ‘Duco’ which means ‘I lead’. This means that ‘out of’ the native potentiality I lead or develop. ‘Education’ is a process of draw out of the dormant qualities from within rather than imposition of some qualities from out. The proper function of education is therefore is to bring up or to facilitate the unfolding capacities and potentialities of the human child. Thus, education is an act of development from within.
11. What is Education? Explain its meaning by giving suitable definitions.
Ans: Education is one of the most powerful agencies in moulding the Character and personality of the individual and determine the future of individuals and nations.
According to Plato and Aristotle education as a process of collection of informations and knowledge which helps intellectual growth and development.
Rousseau regarded education as “plants are developed by cultivation and men by education”.
Rabindranath regarded education as “that process which makes one’s life in harmony with all existence and thus enables the mind to find the ultimate truth which gives as wealth of inner light and love”.
According to swami Vivekananda “Education is the manifestation of divine perfection already existing in man”.
12. “Education is a social process.” – Explain.
Ans: In the wider sense, education is considered as a social process. Education gains in a social environment. It gains through the way of interactions to one another among man and woman, various institutions, unions etc. Education is not possible outside a social environment. Because, without social environment, it is not possible to gather knowledge. On the other hand, experience is the only element of education. Above all, real experience depends on the society and thus, the education process is termed as a social process all the times.
13. Discuss “Education as a science.”
Ans: Science is a branch of knowledge. This branch of knowledge unifies and classifies the elements in a systematic way through various experiments and proves its need to reach a truth. Science is classified into two classes viz-Normative and positive science.
14. Discuss “Education as an art.”
Ans: Education is popularly known as a art. Teaching the young involves the sense of art and a skill that needs to be inherited by the worthy teacher. A teacher is, thus born and not made. As an artist he should know how to deal with the student in imparting education. He should have the art of presentation of his thought, feeling and activity to students quite lucidly.
He is truly an artist at work. He should have a clear image of an ideal personality of the child to build up, train and develop. Without the finer senses of art and aesthetics, one cannot be a successful teacher. It is the artistic, skill that makes one the great teacher. So, education is basically an art.
15. Write briefly about narrow meaning of education.
Ans: Education from a narrow angle, we get the following characteristics of education are as follows:
(a) Education is knowledge and skills acquired only in a school.
(b) Teacher is the giver and student is the receiver.
(c) Student is only a passive listener and spectator.
(d) Learning material is confined to the school syllabus.
(e) Education is unchangeable and static.
(f) Needs, interests, abilities, sentiments etc. of the educand are neglected.
(g) Education is an investment only to ensure a job or any other employment.
(h) Education is a school centric process.
16. Write briefly about Broad meaning of education.
Ans: The following characteristics emerge when we view education from a broad angle:
(a) Education is a lifelong process.
(b) Education is continuous restructuring of experience.
(c) Education is solution of real problems at different steps of life.
(d) Education is a socialization process.
(e) Education is an adjustment process.
(f) Education is a preserver of unique social characteristics.
(g) Education is a developmental process.
(h) Education is a society centric process.
17. Name the different types of aim of education.
Ans: The name of the different types of aim of education are:
(i) Vocational aim.
(ii) Liberal or cultural aim.
(iii) Citizenship aim.
(iv) Knowledge aim.
(v) Harmonious development aim.
(vi) Education for leisure aim.
(vii) Self-expression aim.
(viii) Moral aim.
(ix) Complete living aim.
18. What is aims of education?
Ans: Meaning of education and aims of education are, correlated terms. One should be clear of its aims and purpose as much as its meaning and concept. Education is always purposive and goal seeking. In the complex world of today clearness of educational aim has all the more become necessary. They have to think of their children’s future life and vocation so that their education may become purposive and useful and life becomes beautiful. To have an effective aim of education has become urgent also from the country’s socio-economic point of view. So, aim of education is a matter of concern to all those who are involved in the task of education.
19. Write the characteristics of an aim.
Ans: An aims has the following specific characteristics:
(i) Aims as directions: Aim is considered as directions for growth. It is an indication of where to go from here. There are two essential features of aims as directions. Firstly, they are rooted in the immediate situation. secondly, such aims are framed in terms of methods by which one is to advance from this point to the next.
(ii) Aims as goals: An aim many be understood as a goal or destination to be reached by the individuals. Attention is centered rather than upon either the present situation or the path to be taken from that situation to the future.
(iii) Variable and constant aims: Educational aims may be regarded as regarded as variable because they are subject to revision from time to time or they may be constant.
20. Write briefly about the functions of education.
Ans: Philosophically considered, functions of education are as broad as life itself. All the thought, activities and programmes that make the living of a fuller and a better life of man possible are comprising the scope of education. It covers the three broad aspects of our development as physical, mental and spiritual. Education is said to be the harmonious development of body, mind and soul. Education should bring about harmony and integrity among them.’ From its more practical and realistic points of view, the function of education use to cover the various areas and their mechanism that constitutes education. They include the teacher, the students, the curriculum and co-curricular programmes, the method of education the teaching aids and apparatus, the standard of discipline and evaluation that constitutes the total educational enterprise.
21. Write the necessity of vocational education.
Ans: Following are the necessity of vocational education.
(i) To develop individual’s skill strength, power.
(ii) By vocational education one can involve himself in productive activities.
(iii) Vocational aim of education is encourage individual to learn with work.
(iv) Vocational aim of education helps individual to develop expertise and to engage it in productive activities.
(v) Vocational aim of education improve the economic status of individual and that help to develop productive capacity in society.
22. Write briefly on knowledge aim of education.
Ans: Knowledge aim of education means that education means only for the spiritual upliftment of an individual. Knowledge is a kind of divine light which can remove ignorance, miseries, sorrows and sufferings of human life. It is based on philosophy of attainment of Nirvana of the Buddhist ideology.
This aim of education was promoted by Idealistic philosophers. They always maintain that divine light of knowledge should be the sole aim of education.
The main criticism against the knowledge aim of education is that it has given more stress upon the spiritual knowledge and has ignored the material and practical knowledge which serves the immediate needs of man.
23. Make a difference between individual and social aim of Education.
Ans: The difference between individual and social aim of Education can be discussed under the following points-
(i) Basis: Individual aim of education is based on biological heredity of man.
While social aim of education is based on social heredity of man.
(ii) Power or freedom: Individual aim of education entrust complete freedom to the individual.
While social aim of education entrust complete freedom and power to the state.
(iii) Believes: Individual aims of education believes the social development as a sub originate to the individual development.
While social aim of education believes individual development as a sub-originate to the social development.
(iv) Dependent: Individual aim of education is dependent on the philosophy of naturalism.
While social aim of education depend on physiology of pragmatism.
24. Explain the following concepts:
(a) Education as a life long process.
Ans: Education is a continuous and lifelong process. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality.
(b) Educational as modification of human behaviour.
Ans: Education is the modification of behaviour. It enlarges human experience and so it produces some change in one’s behaviour which involves thinking feeling and action.
(c) Education as an instrument of social change.
Ans: Society is changing frequently education helps to bring the constant changes of the society. Children of the society get the correct concept of right and wrong from the help of education. Through education old customs and other things can be modified and they can accept some new and progressive changes.
25. Write a short note on the concept of education.
Ans: The concept of education is a complex one. Education may be termed as the reconstruction and modification of experiences as a result of it actions and reactions with different environments. Man born by the law of nature. Being educated after birth is a great work. Only through education man becomes able to develop knowledge and intelligence and to apply them in appropriate time and place as needed. Education helps man in developing new thoughts and ideas and in searching a new way of life. Thus, education may be termed as a necessary ingredient of human life.
26. “Education is a social process.” – Explain.
Ans: In the wider sense, education is considered as a social process. Education gains in a social environment. It gains through the way of interactions to one another among man and woman, various institutions, unions etc. Education is not possible outside a social environment. Because, without social environment, it is not possible to gather knowledge. On the other hand, experience is the only element of education. Above all, real experience depends on the society and thus, the education process is termed as a social process all the times.
27. Discuss “education as science.”
Ans: Science is a branch of knowledge. This branch of knowledge unifies and classifies the elements in a systematic way through various experiments and proves its need to reach a truth. Science is classified into two classes viz-Normative and positive science.
28. Discuss “Education as an art.”
Ans: Education is popularly known as a art. Teaching the young involves the sense of art and a skill that needs to be inherited by the worthy teacher. A teacher is, thus born and not made. As an artist he should know how to deal with the student in imparting education. He should have the art of presentation of his thought, feeling and activity to students quite lucidly. He is truly an artist at work. He should have a clear image of an ideal personality of the child to build up, train and develop. Without the finer senses of art and aesthetics, one cannot be a successful teacher. It is the artistic, skill that makes one the great teacher. So, education is basically an art.
29. Give two suitable definition of education.
Ans: According to Aristotle, “Education is the creation of a sound mind in a sound body.”
Gandhi defines, “By education I mean an all round drawing out of the best in child and man-body, mind and spirit.”
29. Discuss about the functions of education.
Ans: Philosophically considered, functions of education are as broad as life itself. All the thought, activities and programmes that make the living of a fuller and a better life of man possible are comprising the scope of education. It covers the three broad aspects of our development as physical, mental and spiritual. Education is said to be the harmonious development of body, mind and soul. Education should bring about harmony and integrity among them.”
From its more practical and realistic points of view, the function of education use to cover the various areas and their mechanism that constitutes education. They include the teacher, the students, the curriculum and co-curricular programmes, the method of education the teaching aids and apparatus, the standard of discipline and evaluation that constitutes the total educational enterprise.
30. What is aims of education?
Ans: Meaning of education and aims of education are, correlated terms. One should be clear of its aims and purpose as much as its meaning and concept. Education is always purposive and goal seeking. In the complex world of today clearness of educational aim has all the more become necessary. They have to think of their children’s future life and vocation so that their education may become purposive and useful and life becomes beautiful. To have an effective aim of education has become urgent also from the country’s socio-economic point of view. So, aim of education is a matter of concern to all those who are involved in the task of education.
31. Write short notes on four pillars of education.
Ans: Delors Commission proposes four pillars of education.
These are:
(i) Learning to know: Given the rapid changes brought about by scientific progress and the new forms of economic and social activity, the emphasis has to be on combining a sufficiently broad general education with the possibility of in depth work on a selected number of subjects. The school should impart both the desire for and pleasure in, learning the ability to learn how to learn and intellectual curiosity.
(ii) Learning to do: Apart from learning to do a job or work, students should be encouraged to acquire competence that would enable them to deal with a variety of situations in future which are often unforeseeable, They should learn to work in teams-a feature which educational methods do not at present pay enough attention.
(iii) Learning to live together: Students should be encouraged to develop understanding of other people-their history, traditions and spiritual values. They should also be helped to recognise our growing interdependence and the necessity of common analysis of the risks and challenges of the future.
(iv) Learning to be: Each and every student should be helped to develop his personality and be able to act with ever greater autonomy, judgement and personal responsibility. None of the talents which are hidden like buried treasure in every person must be left untapped.
32. Write about the “three dimensions of education.”
Ans: The ‘three R’s’ – reading, writing and arithmetic – are still very important in education. But, on top of that the Delors Commission talks about three important dimensions of education for future. These are-
(i) The ethical and cultural.
(ii) The scientific and technological.
(iii) The economic and social.
33. Why aim is necessary to have aim in education?
Ans: In absence of an aim in life is bound to be clumsy, desperate and whimsical that lacks in the sense of initiative and direction. Clear determination of educational aim may only ensure development of life in the right direction towards reaching the goal. Consciousness of educational aim may help to remain alert and overcome the hurdles and difficulties that stand in its way. Necessity of an educational aim may be summarised with the following points-
(i) Clear concept of educational aim is necessary to make effective plan and programme of life.
(ii) Educational aim may ensure development of life in the right direction.
(iii) It may help to remain alert for the possible problems and difficulties to be encountered on its way.
(iv) Its theoretical and practical aspects of knowledge and experience may be designed in accordance with the aim.
(v) Educational aim may act as a yard-stick to achievement or failure in the attempt of teaching and learning.
34. What are the name of specific aim of education?
Ans: There are mainly two specific aim of education. Such as-
(i) Individualistic aim of education.
(ii) Socialistic aim of education.
35. Name the different types of aim of education.
Ans: The name of the different types of aim of education are:
(i) Vocational aim.
(ii) Liberal or cultural aim.
(iii) Citizenship aim.
(iv) Knowledge aim.
(v) Harmonious development aim.
(vi) Education for leisure aim.
(vii) Self-expression aim.
(viii) Moral aim.
(ix) Complete living aim.
36. Mention five difference between Liberal and Vocational aim.
Ans: The five difference between liberal and vocational aims are as follows:
| Liberal aim | Vocational aim |
| (i) Its philosophical basis is idealism. | (i) Its philosophical basis is pragmatism. |
| (ii) It gives priority to thought and culture. | (ii) It gives priority to activity and productivity. |
| (iii) It aims at the past. | (iii) It aims at the present. |
| (iv) It serves the aesthetic moral and spiritual need of man. | (iv) It serves the economic, material and realistic need of life. |
| (iv) It highlights the need of leisure. | (v) It highlights the need of labour. |
37. Write about the knowledge aim of education?
Ans: The idealistic philosophers maintain that knowledge or education is meant for our spiritual living. Knowledge is considered as a divine light that may remove all the darkness of ignorance, earthly miseries, sorrows and suffering of human life. ‘Lead kindly light’ or ‘Tamaso Ma Jyotirgamaya’ was, therefore, the accepted ideal of ancient Indian education. The highest knowledge was the realisation of the divine power of God that led to emancipation of man from all the earthly worries and suffering of life. So, the divine light of knowledge should be the aim of all education.
This aim is subjected to criticism from the ideal of pragmatic philosophy. It is maintained that knowledge is not something heavenly or spiritual but earthly and useful that serves the immediate needs of life. More practical view is that knowledge is the means and not the end or aim of our life.
38. Mention two aims of primary education.
Ans: The two aims of primary education are-
(i) To spread literacy among the children by giving training in three R’s.
(ii) To develop quality rather than quality of education.
39. Mention two aims of secondary levels of education.
Ans: The two aims of secondary levels of education are as follows:
(i) Secondary education should make the boys and girls good and responsible citizens of the country. After completion of this education majority of them enter into the social life.
(ii) This level should make one economically self-sufficient and productive member of society.
40. Write short notes on “students as human resources.”
Ans: Students are the focal point of our attention in the whole educational enterprise. Modern child centric education cannot but to know the nature and necessary of the child more than anything else. The whole educational plant and its organization must be directed towards the students in serving their psycho-physical needs. “Teacher taught John Latin, teacher should know John as well as Latin.” Whom to teach implies that the teacher must have to know the learner’s basic potential of learning and development. Accordingly he is to make his necessary planning of education and its execution. An attempt has been made here to know the nature and potential of the students.
41. Write briefly about primary level of education.
Ans: This is the first formal level of education that comprises from 6 to 10 or 11 years of age. This is called primary stage of education in the sense that the child is formally introduced to disciplinary rules of education that are socially recognized. Child at this age of 6 years is expected to attain necessary psycho-physical maturity to undergo formal training in a primary school.
This is the minimum educational standard that is expected of an individual to attain. Completion of this education makes a mab literate. The major task of this level of educations is to give training in three R’s-reading, writing and arithmetic. This education is supposed to remove illiteracy and ignorance of the mass people. So, primary education is described as education of the masses. This education is the birth right of every individual.
42. Mention the aims of primary education.
Ans: The aims of primary education are mentioned below:
(i) The spread literacy among the children by giving training in three R’s.
(ii) To develop quantity rather than quality of education.
(iii) To introduce the child formally to the world of knowledge.
(iv) To help the child in his mental growth and intellectual discipline.
(v) To develop genuine curiosity in mind towards the world of nature.
(vi) To develop language ability of the child more particularly on the mother tongue.
(vii) To train in formation of desirable social habits and the socially accepted way of life.
(viii) To develop moral and aesthetic senses in the child.
(ix) To keep physical health and hygiene.
(x) To develop the social senses and help in social adjustment of the Child.
43. What do you mean by secondary school level of education?
Ans: Secondary level is comparatively the longer and more complicated level of education. It comprises the age of 11 years to 17 years of students. Considering its course of study and the nature of its treatment it can be subdivided into lower secondary, secondary and higher secondary level. Secondary education may be comprehensively defined as an intermediate between the elementary and university level of education. It generally covers the period of adolescence the most vital stage of anybody’s life that brings about colourful changes in all directions. This stage of education is to serve the individual needs of children on the one hand and social needs, hopes and aspirations on the other.
44. What are the factors of social cohesiveness.
Ans: There are some forces of cohesiveness.
They are:
(i) Personal gain one can get from the members ship of the group or society.
(ii) The advantages one gets from the group inside and outside the state.
(iii) Co-operation of the person of the same culture or group.
45. Mention the characteristics of group cohesiveness.
Ans: The characteristics of group or social cohesiveness are as follows:
(i) The social cohesiveness is also individualistic or personalized.
(ii) Cohesiveness can be created in a group quickly and temporarily.
(iii) Social cohesiveness may be the strongest link which binds together many sub groups or it may be so weak that all the sub groups fall apart.
(iv) The need of affiliation, achieving group goals and need for power and status are various motives which promote group or social cohesiveness.
(v) Cohesiveness promotes greater cooperation among the members, because they have a shared goal or a group or social goal.
(vi) There is “we” feeling among the members of the group.
(vii) Cohesiveness is a major determinant of the expression and acceptance of influence.
46. Is group or social cohesiveness can be measured?
Ans: Social cohesiveness can be measured through the following steps:
(i) By asking direct questions to group members. For eg. Do you like your group? How much you like your group? Do you like your group members?
(ii) By asking indirect questions to the group members. For e.g. Whom do you like most? How many friends do you have? Who is your best friend in the group?
(iii) By examining the pattern of interaction. The inter relationship is maintaining must be known to the group members. For eg. The group members mix with each other by conversation or not.
(iv) By examing the behaviour pattern of group members towards each other & also from this conversation i.e. how they talk with each other. If the members use the word “we” then there would be definitely group cohesiveness. How many times the members use the term “we” instead of ‘I’. By examine the behavioural pattern, we can come to know the group or social cohesiveness.
(v) By using projective techniques. For eg. The projective techniques help to project the inner feelings of a person. From the internal feelings we can measure the group cohesiveness various types of list have been performed like Ink blot list etc.
47. Write briefly about narrow meaning of education.
Ans: Education from a narrow angle, we get the following characteristics of education are as follows:
(a) Education is knowledge and skills acquired only in a school.
(b) Teacher is the giver and student is the receiver.
(c) Student is only a passive listener and spectator.
(d) Learning material is confined to the school syllabus.
(e) Education is unchangeable and static.
(f) Needs, interests, abilities, sentiments etc. of the educand are neglected.
(g) Education is an investment only to ensure a job or any other employment.
(h) Education is a school centric process.
48. Write briefly about Broad meaning of education.
Ans: The following characteristics emerge when we view education from a broad angle:
(a) Education is a lifelong process.
(b) Education is continuous restructuring of experience.
(c) Education is solution of real problems at different steps of life.
(d) Education is a socialization process.
(e) Education is an adjustment process.
(Af) Education is a preserver of unique social characteristics.
(g) Education is a developmental process.
(h) Education is a society centric process.
49. What do you mean by function of education.
Ans: The field of education is very vast. It includes all those activities and experiences which prepare the individual to engage himself in activities of his own good and good of the society of which he is an integral part. The nature of such activities or tasks changes according to times and circumstances and they differ from country to country.
According to Daniel webster, “The function of education is to discipline feelings, to control emotions, to stimulate motivations and to develop religious sentiments.”
According to John Dewey, “the function of education is to help the growing of a helpless young animal into a happy, moral and efficient human being.”
50. Mention two general functions of education.
Ans: The two general functions of education are as:
(i) Progressive development of Innate powers.
(ii) All round Development of personality.
51. Mention two functions of education in human life.
Ans: (i) Adaptation to environment,
(ii) Modification of environment.
52. Mention two function of education in National Life.
Ans: (i) Training for leadership.
(ii) National Integration.
53. What is the meaning of the word ‘Education’?
Ans: The word ‘education’ derived from the two Latin word ‘E’ which means ‘out of’ and ‘Duco’ which means ‘I lead’. This means that ‘out of the native potentiality I lead or develop. ‘Education’ is a process of draw out of the dormant qualities from within rather than imposition of some qualities from out. The proper function of education is therefore is to bring up or to facilitate the unfolding capacities and potentialities of the human child. Thus, education is an act of development from within.
54. Describe the scope of Education.
Ans: The scope of education is very broad. Education facilitates the full growing of virtues and capacities, powers and qualities that are in a dormant condition. In the process of growth and development of human being two factors are generally involved, viz, the teacher and the student. According to Sir John Adams, “education is “Bi-polar”.
One is the teacher and the other is the student and recalling process of their cooperation is education. This involves interaction between the teacher and the student. With the spread of pragmatic philosophy another element has appeared in the field of education namely, the curriculum. According to John Dewey and others we must recognise the importance of curriculum in education along with the teacher and the taught. Hence, education is called tripolar.
55. Whether education is a Science or an Art? Discuss.
Ans: An art is learnt directly by continuous practice. In this sense education is an art. Education also needs continuous practice. But he may prove to be an inefficient teacher if he is not familiar with the principles and methods of imparting knowledge to his students. This needs continuous practice. Education is also a science. It has its own philosophy and principles. It deals with educational psychology, methodology of teaching and educational research. It is how an independent field of study and not a branch of philosophy or religion. Experimental factor in education is very important. Hence, we can conclude that education is both science as well as an art.
56. What is formal education?
Ans: Formal education is provided in educational institution according to a particular pattern. Formal education is provided through school, college with a pre-determined syllabus and programme within a specific time. The advantages of formal education is that it can be scientifically and consistently provided to a large number of children simultaneously. The objectives of this education is also determined before hand. Although education is one form or the other continues as long as a person lives education in its more common meaning starts at the age of four or five and continues to be the age of twenty five. During the period an individual is passes through a succession of institution of primary, secondary and advanced education is the form of schools colleges and universities. By this is a pupil receives formal education.
57. What is non-formal education?
Ans: Non-formal education is an arrangement wherein flexibility is the key word such a system is an open one with regards to various aspects of education i.e. admission curriculum place of instruction mode of instruction and the time and duration of instruction. Various examples of such a system are the open school and open university, open learning out correspondence courses.
58. Discuss the nature and objectives of non-formal education.
Ans: Non-formal education is an arrangement wherein flexibility is the key word such a system is an open one with regards to various aspects of education, i.e. admission curriculum place of instruction mode of instruction and the time and duration of instruction. Various examples of such a system are the open school and open university, open learning and the correspondence courses.
Nature of non-formal Education: Non-formal education is a missing ingredient in accelerated social and economic development schemes that work. Therefore, it has its own valid schemes that do not work. Therefore, it has its own valid claim to reality. It is deliberate planned, staffed, financially supported life formal education, it is functionally unrestricted as to time and place and in general responsive to needs like informal education.
It is much more responsive to needs and change. Thus it is more effective tool for rural development. It blocks the doors of development plans. According to Malcom Adiseshiah, non-formal education should be marketable and vocational. It should lay emphasis on the sell-learning pattern. According to H.S.S. Lawrence, non-formal education system was not-rival to the formal education system but it was complementary to the latter. The common ingredients in both should be identified and integrated system evolved.
Objectives of Non-formal Education: Following are the objectives of non-formal education.
(i) Removal of illiteracy is the main objectives of non-formal education.
(ii) The application of new knowledge to resolve economic, cultural and social problems.
(iii) To provide for life-long education.
59. What are the various types of non-formal education?
Ans: Following are the various types of non- formal education:
(i) Adult functional literacy programmes.
(ii) Correspondence courses.
(iii) Open school studies.
(iv) Satellite instructional television programme.
(v) Programme for drop-outs in the age group 6-14 years.
60. What are the advantages of non-formal education?
Ans: Following are the advantages of non-formal education:
(i) Universalisation of primary education.
(ii) Eradication of adult illiteracy.
(iii) Meeting the enormous and imperative challenges of democratic set up.
(iv) Enabling the pupils to learn and earn.
(v) Enabling those students to study who had to discontinue formal education owing to peculiar and other circumstances.
(vi) Enabling the student in geographically remote areas to get education because the formal education cannot be within their easy reach.
(vii) Enabling individuals to refresh and update their knowledge.
(viii) Rectifying the educational facilities to socially and economically neglected sectors or society.
61. Distinguish between formal and non- formal education.
Ans: Formal and non-formal education can be distinguish from each other on the following ground.
(i) Formal education is limited to a period of being taught. On the other hand, non-formal education is life long and not limited to any period of being taught.
(ii) Formal education is generally not integrated with work. On the other hand, non-formal education is integrated with work.
(iii) Formal education has fixed point of entry and exist. On the other hand, non-formal education has flexible point of entry, exist, reentry and re-exist.
(iv) Formal education has fixed curriculum. On the other hand, non-formal education has diversified and varied curriculum.
(v) Formal education has geared to knowledge and acquisition. On the other hand, non-formal education is a process of enabling the individual to understand his needs the environment situation and mutual relationship.
62. What is population education?
Ans: Population education is an educational programme which provides the population situation in the family, community, nation and world for the purpose of developing students and behaviours towards situation. The emerging problem of population growth i.e. over population can be controlled through population education.
63. What is population education? What are its various objectives?
Ans: Population education is an educational programme which provided the population situation in the family, community, nation and world for the purpose of developing students and behaviours towards situation. The emerging problem of population growth i.e. over population can be controlled through population education.
Following are the objectives of population education:
(i) To enable the students to understand that family size is controllable.
(ii) The population limitation can contribute materially to the quality and standard of the individual.
(iii) The family can contribute materially to the quality and standard of the individual.
(iv) To give an accurate information to the students about the effect of change in the family size and the national population.
(v) To create among the younger generation an understanding of one of the most important phenomenon of the modern world-the rapid growth of population its causes, treats and controlling measures.
(vi) To study the influence of population as the various aspects of life and the national economy.
(vii) To create an awareness about the need of family planning.
(viii) To realise the significance of population growth of individual and family.
(ix) To understand the relationship between population size and quality of life.
64. Write a note on adult education.
Ans: The National Literacy Mission which was launched on May 5, 1988 as a Technology Mission to import functional literacy to non-literates in the country in the age group of 15-35 years in a time bound manner. This is popularly known as adult education. The National Education Policy 1986 as modified in 1992, also has recognized the National Literacy Mission as one of the tree instruments to eradicate illiteracy from the country, the other two being Universalisation of Elementary Education and Non-formal Education.
The mission objective is to attain a sustainable threshold literacy rate of 75 percent by 2007. The total Literacy Campaign (TLC) has been the principal strategy of National Literacy Mission for eradication of illiteracy in the target age-group.
65. What is formal education? What are its characteristics?
Ans: Education received or provided in school, collages keeping a definite plan, programme, discipline, curriculum, examination system, etc. is known as formal education through this system of education students get degrees, diplomas, certificate etc.
Following are the important characteristics of formal education:
(i) Formal education is planned and systematic.
(ii) Formal education have beginning and end.
(iii) Formal education has definite time-frame.
(iv) Formal education has age bar.
(v) Formal education has only one system of entry.
(vi) Formal education has a definite stairs.
(vii) Formal education gives degree, diploma, certificate, etc.
(viii) Formal education has aim.
(ix) Wastage and stability is serious problem of formal education.
(x) The appointment of teacher, grant-in-aid, supply of instruments etc. are provided by state government’s department in formal education.
66. What should be the main works of school?
Ans: The school derived from the Greek word ‘skhole’ – meaning leisure. In ancient Greek society youth were gathered together for playing, exercise, military training, and for intellectual development and in these places they were discussing education, philosophy etc. Afterwards these places turns to schools, where high level intellectual, taught were philosophy were discussed. Now a days, the place where children are thought are known as school. School is the centre point of all societal works. School is a social organization. Being a social organization the principle aim of school is to help all round development of children. Hence, the main functions of school are as follows:
(i) School should takes necessary discipline, instructions, and works to create Jenuin, truthful, reliable and responsible person of society.
(ii) To transform social ideology, customs, tradition, thought etc. to the future generation through education.
(iii) To create conducive environment in school to learn integrity, unity, discipline, good manners etc.
(iv) To create conducive atmosphere in schools to teach children and feel their responsibilities by doing work together in school work.
(v) There should be encouragement to enhance and maintain rules, discipline, respectful manners, co-operation, cordiality etc.
(vi) Children should given opportunity to work in group to create social sense, responsibility, dutiful, virtue etc. and thereby to create democratic society.
67. What are the principal aim of education in school?
Ans: The principal aim of education in school are:
(i) To help to built moral value.
(ii) To provide knowledge to become an able and worthful member of family and society.
(iii) To help built economic growth by providing vocational education.
(iv) To create conducive atmosphere as to pass leisure by creative work.
(v) To make children a responsible and good citizen.
(vi) To develop individual’s personality.
(vii) To allow once thought, talents etc. freely.
(viii) To develop the standard of human being.
(ix) To include science, work experience, vocational education in school syllabus.
(x) To modernise society develop school curriculums education system, examination system, etc.
68. Describe the relationship between school and society?
Ans: There is close relationship between school and society. School is created for society. School is regarded as social organization.
A school is not only a place for formal education but it is also a place to learn social experiences. School is regarded as central point of social work and development of education.
Society is changes and this changing nature of society could be brought only by society. Education create creativeness in the minds of people. The social blindness, are removed only through education. Education helps individual to take the goodness and to farewell the bads. Education can takes the society to progress. So the development of school is associated with the development of society. There is develop school system in a develop society. Likewise, only school education can make a develop society. For social development the school curriculum are taken on and it helps to build individual personality and life.
69. What is the relationship between home and school?
Ans: Home is the first and foremost informal institution of education. Home and family is the informal form of education since time immemorial. Home is the origin of all social institution. School is the second and formal institution of learning. Every individual spends most of the time at home. Foundation of life of our future development is laid at home. Child comes to school for his formal learning by carrying the good and bad efforts of home with him. Formal learning of a child in school, therefore, largely depends upon informal education received at home.
School is a place where children receive education. It is the only agency which holds the responsibility of the educational welfare of the society. Through its varied curriculum, school gives instruction in different subjects.
70. What are the advantages or disadvantages of magazine?
Ans: Magazines are playing an important place in speeding education.
These are as follows:
(i) Magazine helps to express intellectual thoughts of educated people.
(ii) Magazine is a medium to enhance knowledge of learner.
(iii) Through Magazine the practical, effective, and mature knowledge could be formal.
(iv) Magazine helps to enhance nationality, citizenship, social, more thoughts and discipline of learners.
(v) Magazine helps to use leisure time effectively.
(vi) Learns get the opportunity to express through magazines.
(vii) Magazines helps to form thought, imagination etc.
(viii) Magazine helps to grow attention to other subjects.
(ix) It helps to enhance creative capacity of students.
(x) It helps and strengthen the knowledge of pupils.
71. Write the importance of Distance education.
Ans: The importance of distance education is very wide.
(i) Distance education extends educational opportunity to all sections of society without keeping any bar among sex, class, community age.
(ii) Distance education helps to extend education to the door steps. makes people realise that education is universal to all.
(iii) Distance education helps make education capable of every individual regardless of age, prepare education curriculum systematic to all category of students.
(iv) Distance education helps to make efficient human resources by giving importance is electronic media like radio, television, computer, internet, email etc.
(v) Distance education helps the students of interior places by providing meaningful, knowledge.
(vi) Distance education plays an important role by providing sufficient social, economic, support to every individual.
72. Explain the scope of non-formal education.
Ans: Scope of non formal education is very vast. It covers various levels of education ranging from pre-primary to university education. It comprises all areas of formal education. It provides new knowledge, understanding, interests, skills, critical thinking, appreciation etc.
Non-formal education complements formal system of education. It exploits the time and resources of the individual and develop innate potentialities to the maximum.
The non-formal education can include within school education other kinds of professional and vocational programme like community development, farming agriculture extension, technical training etc. It is meant for all for whom formal education is either unsuitable or unavailable.
Non-formal education may be class-room activities or distance Education or correspondence course. It may on the job, part time, full-time as well as recurrent.
LONG TYPE QUESTION & ANSWERS
1. Define Education as put forward by different Educationists.
Ans: Different educationists have define education. However, the concept of education have changes with time and social order. Some of the prominent definition as defined by educationist as given below:
(i) According to Herbert Spencer, education is “The preparation for complete living”.
(ii) Currie define education as, “Education comprises all the influences which go to form the character”.
(iii) According to Drever, “It is a process by which knowledge, character and behaviour of the young are shaped and moulded”.
(iv) According to Rousseau, “Plants are developed by cultivation and men by education”.
(v) Socrate said, “Education helps us to dispel error and discover the truth”.
(vi) Jowey Dewey defined education as “Process of reconstruction of experience”.
(vii) Thompson defined Education as, ” Education is the influence of the environment on the individual with a view to producing a change in the habits of behaviour of thought and attitude.
(viii) Dumvil said, “Education includes all the influences which act upon the individual during the passage from cradle to grave”.
(ix) Mahatma Gandhi said, “By education I mean an all-round drawing out of the best is the child and the man, body, mind and soul”.
2. What is the meaning of Education? Describe the narrow and wider meaning of Education.
Ans: The word ‘education’ derived from the two Latin words- ‘E’ which means out of and ‘Duco’ which means ‘I lead’. This means that out of the native potentiality I lead or develop. Education is a process of draw out of the dormant qualities from within rather than imposition of some qualities from out. The proper function of Education is therefore, is to bring up or to facilitate the unfolding capabilities and potentialities of the human child. Thus, education is an act of development from within.
In a common parlance, education means schooling. In a narrow sense education means the three ‘R’s i. e. – Reading, Writing and Arithmetic. Generally, if a p a person pass out some examination he is said to be educated. However, education received formally through school, colleges are educated. However, formal education is not enough for all round development of a child. This is the narrow sense of education.
In wider sense, education means the influence of the whole environment on the individual. Infact, education is a continuous process of development, change and adjustment. Real education teaches the individual to adopt himself to the physical, social and spiritual environment. Education is a lifelong process of growth and development. Whatever, new things experience teaches us, gives and improve our thinking capacity and intellect and this is education in realsense. According to Dumville, “Education includes all the influences which act upon the individual during his passage from cradle to grave”.
3. What do you understand by education? How does education help in the all round development of a child?
Ans: The word education derived from the two Latin word – ‘E’ which means ‘out of’ and ‘Duco’ which means ‘I lead’. This means that out of the native potentiality I lead or develop. Education is a process of draw out of the dormant qualities form within rather than imposition of some qualities from out. The proper function of education is therefore, is the bring up or to facilitate the unfolding capabilities and potentialities of the human child. Thus, education is an act of development from within.
Education is the influence of the whole environment upon individual. Education is a process of development. It is a process of change and a process of adjustment. Education is an experience that is derived from whole life. It is the continuous process of modification of behaviour. According to John Dewey. “Life itself is development and developing itself is life. Education is a life long process of development. Whatever broadens our mental outlook sharpen our intellect, refines our reactions and stimulates our thoughts and feelings educate us.” In fact education does not stop in schooling. It continues till death.
Education helps in all round development of a child. Man is a social element. Hence, he must learn to live in a society. Man creates society and he learn and able to live with the environment of the society. Education helps a child to develop all the physical, mental and spiritual life. Education helps a child to become a good human being and a good citizen. A child’s character, behaviour, attitude, knowledge – all are shaped and moulded by education. The child learns culture, language, literature, science, behaviour and many other important things of life through education. A child’s power of thinking, reasoning, imagination and creative power are increased through proper education.
A child’s education starts from home and or from the family with the loving are of family at home, child learn many things of life. Mother gives him the first informal education. Child’s personality is shaped and developed under the impact of the family. A congenial family environment is indispensable to the healthy growth of the personality of a child.
4. Describe the scope of education.
Ans: Education is a comprehensive concept which comprehend the knowledge obtained through news papers, Magazines and radio, television and other means in addition to the formal education provided in collages.
The scope of education discuss as follows:
(i) General Education: General education is the minimal education required by an individual to satisfy all his various needs. It aims at developing the general qualities of a child. It also evolves him to earn his livelihood and to behave properly in accordance with his age. It is generally believed that this general education continues up to the 8th class. All modern states make general education compulsory for all children and in many cases it is provided free of charge.
(ii) Specific education: General education is supplement to specific education. The modern age is a period of socialisation. Nowadays individual are given vocational guidance for which their abilities are best suited.
Formal Education: Education is divided into formal and informal. The formal education provided in educational institution according to a particular pattern. The teacher teaches the students through a particular programme which is called syllabus. Formal education is provided through school, colleges.
Informal Education: Informal education complements formal education. Education of this kind has no specific time or place. There is no fixed syllabus, rules and formalities in informal education. Education of this kind is received in home, play ground, roaming around and everywhere.
Direct education: Direct education is the equivalent to formal education and specific education. There is direct contact between the teacher and learner in this form of education. Hence, there is much scope of interaction between a teacher and learner.
Indirect Education: Indirect education was efficious and practicable in the post when the population was not too large and life has not become as complex as it is today. In the past this form of education was also popular because of comparative, primitive forms of communication. In the modern times due to development of printing press, radio, television etc. have made it possible to communicate the idea of educationist thinkers who have not come to direct contact.
Individual Education: Education is also classified into the individual and the collective books. Many of the modern psychologist have stressed the importance of individual differences between people and suggested the educators should pay attention to the individual pupil and remove his difficulties and if necessary, modify the syllabus and teaching programme to suit the specific abilities and trails pupil kindergarden. Motessory and project methods all of which are modern methods of child education make the highest degree of individual attention possible.
Collective Education: Collective education is provided to a group of individual at one place. Formal education is often also collective education. This form of education is comparatively economical.
Conscious education: Education is also divided into conscious and unconscious kind. The conscious kind of education is the education which is provided with a full knowledge of the objectives to be achieved through it. College education is of this kind.
Unconscious education: An individual does not learn all the things. Many of the important facts that a child learn are absorbed unconsciously from his natural and social environment which surrounds him. This kind of education is informal and since it supplements the education receive consciously neither can be said to be more or less important than the other.
Among all the classification mentioned above the formal and informal classification are more common. A study of each one of these can help to throw much light on the vast field of education and various aspects of it.
5. Education is a “Bi-polar” as well as “Tri-Polar process”- Discuss.
Ans: Education- A Bi-polar Process: Modern education regards education as a Bi-Polar Process. It involves the interplay of the educator and the educand.
Bi-Polar process means the personality of the educator which modifies the behaviour of the child and on the other hand the personality of the child also acts on the personality of the educator. Thus process is not only conscious but also deliberate. According to Dewey this process has psychological and sociological side. The psychological side is the basis of this process. It furnishes the materials and given the starting points for all education. In order to make education real and useful, the educator must-know about the nature interest and activities of the educant.
Education – A Tri-Polar Process: Education is also regarded as a Tri-Polar process involving the interaction of the personality of the educators on that of the educand in a social setting which affect the modification of the behaviour of the educand. According to John Dewey on the other hand, the sociological side is more important than the psychological. The child is to live in and for the community to which he belongs. Social conditions should be studied by the teacher and mould the child according to the social setting. Therefore, education is considered as a tripolar process where teacher, student and society community is interrelated.
6. What is meant by education for individuality? How far do you accept this view?
Ans: According to Percy Nunn the ardent advocates of individuality life aims at the fullest development of individuality and therefore education should aim at developing the individuality of the child. In his words “educational efforts, it would seem be limited to securing for every one the conditions under which individuality is most completely developed, that is to enabling him to make his original contribution to the variegated whole of human life as fully and as truely characteristic as his nature permits, the form of contribution being left to the individual as something which each must in living an by living forge out himself.” The individualistic ideal of education emphasises individual excellence and personal self-realisation. I accept this view due to its some advantages.
These are:
(i) Biological support: The biologists believe that every individual is different from the other. In the words of Prof. G. Thompson, “Education is for the individual, its function being to enable the individual to survive. and live out its complete life. Education is imparted to preserve the individual life. Community exists for the individual, not the individual for the community. Therefore, individual and not society should be the centre of all educational efforts and activities:”
(ii) Naturalists’ support: Naturalists like Nunn and Rousseau believe that aim of education should be the autonomous development of the individual. They stress that education should be imparted according to the nature of the individual.
(iii) Psychologists’ Support: According to psychology, every individual has his own unique personality. Every individual differs from the other in terms of mental abilities and talents. The task of education should be to help in the development of the innate powers of an individual.
(iv) Spiritualists’ support: The spiritualists believe that every individual is a separate entity and responsible for his own actions. The main task of education should therefore, be to help the individual in self-realisation.
7. Explain the social aim of education with its merits and demerits.
Ans: John Dewey, the pragmatic philosopher has put forward a broad aim of education which is known as the socialistic aim. According to this socialistic theory the claims of society are always above the claims of the individual members composing the society. Therefore, every scheme of education should try to prepare individuals the social living. In fact the school should be a “miniature society” and everything taught in the school should have social bearing. Education is really a strong instrument of Social change. The champions of this ideals maintain that the society as a super personal entity has absolute right to dictate what should be the ultimate aim of education. Every individual should try to contribute as far as practicable towards social welfare and social progress.
Merits of Social aim: Educationists have stressed on the social aim of education for the following reasons-
(i) Man is a social animal and therefore, he develops through social contacts. It is not possible for an individual to live without society. Raymont believes that the ‘isolated individual is a figment of the imagination”.
(ii) John Dewey, the Chief supporter of this aim believes that education should develop in each and every individual social efficiency which must be achieved by the positive use of individual powers and capacities in social occupations. Such person is not a burden on society but contributes to its development. He also follows the moral and social standards of conduct.
(iii) Gandhi who also supported this aim had formulated the basic scheme with the objective of making people realise that education was not only for their individual benefit but also for the needs of a predominantly rural and agrarian population.
Demerits of Social aim:
(i) Some educationists are of the view that social basis of human nature is not instinctive but habitual. We can change the habit of an individual, but not his instinct. Education helps us to the develop good habits to lead a healthy social life.
(ii) Social aim if carried to the extreme reduces the individual to a mere entity.
(iii) The extreme notion of the all powerful state or society ignores the legitimate needs, desires and interests of the individual and suppresses his creative power.
(iv) It makes the individual only a tool in the hands of the govt, and demands unquestioning obedience and loyalty from the individual.
(v) It does not give any importance to individual development and his inherent qualities.
8. “The individual and social aim of education are not contradictory but complementary to each other”. Discuss the statement.
Ans: As man is potentially divine education should help the individual to develop his potentialists to such an extent that he is in a position to perfect himself. Man should therefore be educated as man. If education fails to realise the unique potentialities of each man, it will harm him as well as the society. Progressive thinkers feel that when individuals are developed society will automatically be developed. Great socio-cultural changes have been brought in this world by the personal influence of exceptional individuals.
For example no one can deny that the contributions of people like Buddha. Mahatma Gandhi, Lenin, Martin Luther King etc. have had tremendous influence on the life of the people. People life these create society and preserve purify and promote and transmit culture to the young generation. Therefore the aim of education should be to develop individuality. Bertrand Russel rightly said that, “Education of the individual is a fair thing than the education of the citize.”
By instinct, man is social. The sociological approach stresses that the development of an individual should be thought of in relation to his society and culture. Dewey maintained that education should produce socially efficient individuals who are socially aware and culturally refined. Every individual in the society must be vocationally efficient or else he will be a parasite in the society. He should also be tolerant towards others and he aware about the rights and duties of a citizen. Hence, the social aim of education gives more importance on social heredity.
The individual and social aims of education are contradictory to each other. Some one say that a synthesis of education for individuality and education for the development of the state is not possible. In their extreme forms both the aims are undesirable and not at all. Conducive for the enhancement of either the individual or the society because unrestricted freedom produces undisciplined and selfish persons and on the other hand subordination of individuals by the state results in the suppression of one’s potentialities.
In reality, however, the argument that the two aims are contradictory is baseless. Events in history have proved that there have been unparalleled individual achievements in the field of art, literature, science, philosophy etc. and also in the life of the society. The Gupta period in Indian history is a glorious example of this. In today’s world we can find this in many advanced countries. So we can say that both the aims are complementary to each other. Percy Nunn one of the chief exponents of the individual aim admitted that ‘Individuality develops only in a social environment where it can feed on common interests and common activities”. Aristotle also said that, “The individual human being was not only a rational but a social and political animal, and because of this he had always lived in some kind of society.”
Thus it follows that a person develop as a human being in a community- a family, a village or in a city state. Neither the individual nor the society should be regarded as superior to each other. Instead the individual is essential for the society and the latter is necessary for the individual. So the individual and social aims of education can be coordinated to achieve the maximum development of both man and society. John Dewey rightly said that, ‘The individual who is able to the educated is a social individual and the society is an organic union of individuals.
9. Define Education as put forward by different Educationists.
Ans: Since time immemorial, education is estimated as the right road to progress and prosperity. Different educationists’ thoughts from both Eastern and Western side have explained the term ‘education’ according to the need of the hour. Various educationists have given their views on education.
Some important definitions are:
(a) Mahatma Gandhi: “By education I mean an all-round drawing out of the best in man-body, mind and spirit.”
(b) Rabindranath Tagore: “Education enables the mind to find out the ultimate truth, which gives us the wealth of inner light and love and gives significance to life.”
(c) Dr. Zakir Hussain: “Education is the process of the individual mind, getting to its full possible development.”
(d) Swami Vivekananda: “Education is the manifestation of divine perfection already existing in man.”
(e) Aristotle: “Education is the creation of sound mind in a sound body.”
(f) Rousseau: “Education is the child’s development from within.”
(g) Herbert Spencer: “Education is complete living.”
(h) Plato: “Education is the capacity to feel pleasure and pain at the right moment.”
(i) Aristotle: “Education is the creation of a sound mind in a sound body.”
(j) Pestalozzi: “Education is natural, harmonious and progressive development of man’s innate powers.”
(k) Froebel: “Education is enfoldment of what is already enfolded in the germ.”
(l) T.P. Nunn: “Education is the complete development of the individuality of the child.”
(m) John Dewey: “Education is the process of living through a continuous reconstruction of experiences.”
(n) Indira Gandhi: “Education is a liberating force and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances.”
10. Explain briefly the Nature/ Characteristics of Education.
Ans: Let us discuss the nature and characteristics of education:
(a) Education is a life-long process- Education is a continuous and lifelong process. It starts from the womb of the mother and continues till death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality.
(b) Education is a systematic process- It refers to transact its activities through a systematic institution and regulation.
(c) Education is development of individual and the society- It is called a force for social development, which brings improvement in every aspect in the society.
(d) Education is modification of behaviour- Human behaviour is modified and improved through educational process.
(e) Education is purposive: every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all educational activities.
(f) Education is balanced development: Education is concerned with the development of all faculties of the child. It performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that the individual may get rid of his animal instincts by sublimating the same so that he becomes a civilized person.
(g) Education is a dynamic process: Education is not a static but a dynamic process which develops the child according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society.
(h) Education is a bipolar process: According to Adams, education is a bipolar process in which one personality acts on another to modify the development of other person. The process is not only conscious but deliberate.
(i) Education is a three dimensional process: John Dewey has rightly remarked, “All educations proceeds by participation of the individual in the social consciousness of the race.” Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of education consists of 3 poles – the teacher, the child and the society.
11. Write in brief about the narrow and wider meaning of education.
Ans: The Narrow meaning of Education: The most general and common meaning the education is schooling. In common parlance, people regard this concept of education to be synonyms with intellectual knowledge or formal instruction. From the narrow stand point education means more literacy, the knowledge of 3R’s (reading, writing and arithmetic). In this narrow sense a man is ‘said to be educated if he has a vast store house of information or has passed some examinations from educational institution. From this stand point therefore, imparting of the knowledge of 3Rs is the only function which education has to discharge. But this is a very narrow meaning of this concept because education includes not only the special influence of formal educational institutions but also many other indirect influences of some other agencies lying outside the schools like the library, the press, the cinema, the family etc.
The wider meaning of Education: In the wider and less definite sense educational implies the influence of the whole environment upon the individual. It is infact a process of development. In the words of Raymont- “Educational means that process of development in which consists the passage e of human beings from infancy to maturity the process where by he gradually adopts himself in various ways to this physical, social and spiritual environment”. In this comprehensive sense education is a process of growth and all experience is education.
It is a continuous process of modification. In the words John Dewey, the famous educationist of America, “Life itself is development and developing itself is life. Education is also a life-long process of development.’ In fact “whatever broadens our mental outlook, sharpens our insight, refines other reactions and stimulates our thought and feeling educates us”. Education in this sense does not cease with the cessation of school life. It has no end beyond more growth the and change. In the words of Durville- “Education in its wide sense includes all influences which set upon the individual during the passage from the cradle to the grave”- Mahatma Gandhi also made a remark that education covers the entire field of life. There is nothing in life however small which is not the concern of education. Dewey also remarked “Education is all one with growing, it has no end beyond itself”.
12. Discuss the role of family in the education of the child. How does the mother influence the child’s education?
Ans: Family is the first and foremost institution of education. Family is regarded as the starting point of education. The child learn many qualities from the congenial atmosphere of home. Child is imitative by nature. He likes to imitate action and behavior of elders. He learns to stand, walk, talk, play, etc. dress and love in the loving care of his mother. Infact, mother is the first teacher and home and family is the first institution of education.
Family provides informal education to child. Character and good habits are formed first in the family. The child learn morality, discipline, honesty, punctuality, love, good manners, respect for elders, truthfulness etc. from the environment of family. Family is the real centre of education of the child. There should be peace, love and co-operation in the family. So that the child can develop himself to be a useful member of the society.
The influence of the mother on the education of child: Mother has tremendous role for development of a child. Mother look after every need of a child. In the loving care of mother child learns to express his feelings, emotions, hunger, thirst, desires, etc. The child depends is great extent with his mother. With help of his mother child gradually learns many things. So the mother is regarded as the first and the best teacher of a child.
13. What are objectives of non-formal education? What are its advantages?
Ans: The importance of non-formal education is expending. Following are the objectives of non-formal education.
(i) To make education universal for the children of age group 6-14.
(ii) To enhance literacy rate among the adults.
(iii) To bring back the children to the line of education.
(iv) To extend education to underdeveloped poor and the deprived section.
(v) To provide scientific health education.
(vi) To enhance awareness of environment, democratic rights, social sense, through education.
(vii) To improve standard of living.
(viii) To enhance interest to productive and working knowledge.
(ix) To establish relation among the development plan and works.
(x) To offer vocational training and extensive services to improve services.
Advantages of non-formal education:
(i) Non-formal education extends education daily 2 hours a day without disturbing working time.
(ii) The left out students of formal education can get education at home. So, it solve the problem those can not come to school.
(iii) Non-formal education helps people to realise the value of life.
(iv) The guardians are also get aware of education through this system of education.
(v) After completion of non-formal education students can certificate, with this certificate the students can ensue in formal education system.
(vi) Students are provided book-papers, study materials, etc. Hence, its attraction increases.
(vii) The curriculum are prepared looking at the needs of students which increase the eligibility and capacity of students.
14. Distinguish between:
(a) Formal and informal education.
Ans: Difference between formal and informal education are:
| Formal Education | Informal Education |
| 1. Formal education has formal means and purpose. | 1. Informal education has no such means and purposes. |
| 2. Schools are the formal a gencies of education. | 2. The various constituents of a the society are the agencies of informal education. |
| 3. In formal education there is formal course of study. | 3. In informal education there is no syllabi or formal course. |
| 4. In formal education there is beginning and end. | 4. Informal education is a life long process having no beginning and end. |
| 5. Only qualified teachers impart in formal education. | 5. Different individuals and agencies imparinterest education. |
| 6. Formal education is dominated by examination. | 6. In informal there is no place for examination. |
| 7. Formal education came into existence after informal education. | 7. Informal education proceeds formal education. |
| 8. Rules regulations and discipline are indispensable parts of formal education. | 8. Informal education is regulated by rules regulations and discipline. |
| 9. In formal education there is limited freedom for the individuals. | 9. There is ample freedom for the individual in informal education. |
| 10. Formal education is expensive. | 10. Informal education is not expensive. |
| 11. Formal education awards Degree, Diploma etc. to the individual. | 11. In informal education there is no provision for awarding Degree, Diploma etc. |
| 12. Formal education is pre-planned and designed. | 12. Informal education is not planned and designed. |
| 13. Formal education is time, space and age bound. | 13. Informal education is not bound by time, space and age. |
(b) Formal and Non-formal education
Ans: Difference between Formal and Non-formal education are:
| Formal Education | Non-formal education |
| 1. Formal education is organised for teaching. | 1. Non-formal education is organized for learning either by one self or by a group. |
| 2. Formal school is a full time institution. | 2. Non-formal education is patet-time. |
| 3. The role of the teacher is more dominating. | 3. The role of the teacher is less dominating. Teacher-Pupil relationship is more intimate. |
| 4. Formal education is run by professional teachers on full and Non-professional persons. | 4. Non-formal Programmes are run by professional and non professional persons. |
| 5. Formal education is organised through schools and colleges. | 5. Non-formal education may be organised by social, political, cultural organizations. |
| 6. In formal education there is uniformity and rigidity. | 6. Non-formal education is characterized by flexibility and diversity. |
| 7. In formal education attendance is compulsory. | 7. In non-formal education attendance is voluntary. |
| 8. Formal education includes non-workers. | 8. In Non-formal education programmes are organized for workers. |
| 9. Formal education is centralized. | 9. Non-formal education is decentralized. |
| 10. Formal education is more expensive. | 10. Non formal education is less expensive. |
| 11. Formal education is space bound and time bound. | 11. Non-formal education is not space-bound and time bound. |
| 12. Formal education is employment oriented. | 12. Non-formed education is guided by individual development and motivated by self renewal. |
15. The individual and social aim of education are not contradictory but complementary to each other. Discuss the statement.
Ans: As man is potentially divine education should help the individual to develop his potentialists to such an extent that he is in a position to perfect himself. Man should therefore be educated as man. If education fails to realise the unique potentialities of each man, it will harm him as well as the society. Progressive thinkers feel that when individuals are developed society will automatically be developed. Great socio-cultural changes have been brought in this world by the personal influence of exceptional individuals.
For example no one can deny that the contributions of people like Buddha. Mahatma Gandhi, Lenin, Martin Luther King etc. have had tremendous influence on the life of the people. People life these create society and preserve purify and promote and transmit culture to the young generation. Therefore the aim of education should be to develop individuality. Bertrand Russel rightly said that, “Education of the individual is a fair thing than the education of the citize.”
By instinct, man is social. The sociological approach stresses that the development of an individual should be thought of in relation to his society and culture. Dewey maintained that education should produce socially efficient individuals who are socially aware and culturally refined. Every individual in the society must be vocationally efficient or else he will be a parasite in the society. He should also be tolerant towards others and he aware about the rights and duties of a citizen. Hence, the social aim of education gives more importance on social heredity.
The individual and social aims of education are contradictory to each other. Some one say that a synthesis of education for individuality and education for the development of the state is not possible. In their extreme forms both the aims are undesirable and not at all. Conducive for the enhancement of either the individual or the society because unrestricted freedom produces undisciplined and selfish persons and on the other hand subordination of individuals by the state results in the suppression of one’s potentialities.
In reality, however, the argument that the two aims are contradictory is baseless. Events in history have proved that there have been unparalleled individual achievements in the field of art, literature, science, philosophy etc. and also in the life of the society. The Gupta period in Indian history is a glorious example of this. In today’s world we can find this in many advanced countries. So we can say that both the aims are complementary to each other. Percy Nunn one of the chief exponents of the individual aim admitted that ‘Individuality develops only in a social environment where it can feed on common interests and common activities”. Aristotle also said that, “The individual human being was not only a rational but a social and political animal, and because of this he had always lived in some kind of society.”
Thus it follows that a person develop as a human being in a community a family, a village or in a city state. Neither the individual nor the society should be regarded as superior to each other. Instead the individual is essential for the society and the latter is necessary for the individual. So the individual and social aims of education can be coordinated to achieve the maximum development of both man and society. John Dewey rightly said that, ‘The individual who is able to the educated is a social individual and the society is an organic union of individuals.
16. What is vocational aim of education? What makes this aim so important for the society.
Ans: One of the most important aims of education in the present society is the vocational aim. In today’s world earning one’s livelihood is considered to be the most honourable experiences of his life. Parents expect their children to the educated enough to earn a respectable being this makes them self-sufficient in life and consequently develops self satisfaction, mental and moral strength and self confidence. Vocational aim of education makes education a purposeful activity. It helps to develop various interests and arouses thoughts and feelings in the minds of the young students. Vocational aim again helps in placing a person in the right vocation and instils the right attitude to work. This aim increases the industrial competency of a person without which he becomes a parasite in the society.
Advancement of science and technology and rapid industrialization has emphasized importance of the vocational aim of education. When the people of a nation become vocationally efficient, there is economic progress and consequently political and social stability. Mahatma Gandhi said “True education ought to be for children a kind of insurance against unemployment”. So preparation for a vocational is an important part of our education. Vocational education bridges the gulf between the rich and poor people. The education of the advanced countries lay special emphasis on developing the vocational efficiency of the people. According to John Dewey “Education is meaningful only when it aims at some vocation or employment.” Today’s child should grow up to be a responsible citizen tomorrow and one of his main responsibilities is to earn a living. Hence the importance of the vocational aim of education cannot be ignored.
17. Discuss the individual and social aim of education.
Ans: Individual aim of education: Perry Nunn describe the fullest development of the individuality should be the aim of education. The individual has tremendous potentialities and if he gets the right atmosphere he can do well.
Every child has certain qualities. when a child born he carries certain qualities with him. These qualities need to improve for development of society. Modern psychology emphasises the need for the development of the inherent qualities, powers, abilities of the individual. Hence, the development of individual should be the aim of education.
Good individual can make a society good. It is necessary that for a good society. We create a congenial atmosphere in which the fullest development of the individual is possible. Great personalities like Mahatma Gandhi, Rabindra Nath Tagore, Einstein, Karl Marx and others have contributed considerably to the progress and development of the society. Democracy also lays emphasis on the freedom of individual. So, the individual must have freedom and opportunity for the development of his creative power.
Social aim of Education: John Dewey advocated for the social aim of education. He emphasised for the development of society. Individual learn from social environment. Individual learns his ideas, nature, customs, manners and many other things from the society. Man is a social animal.Man can not live without society.
According to John Dewey, every scheme of education must try to prepare the individual for social living. Education must aim at social progress. The school should reflect the needs and aspiration of the society. The individual should learn to live and work together for social welfare.
Thus, both the individual and society are closely related. Individual needs society and society depends on individual for over all development of society. To determine the aim of education both individual and society need to work together.
18. Discuss the arguments in favour and against individual and social aim of education.
Ans: The educationist in favour of social aim of education advocated that “The State is conceived of as an idealised metaphysical entity,over and above the individual citizen, superior to him by in every way, transcending all his desires and aspirations”.
Following are the arguments in favour of social aim of education:
(i) Concept of social mind: According to this view social mind is the corporate mind of all. In the field of education the corporate mind of the pupils and teacher organise around some principle of knowledge on which all minds think as one. Even to learn a lesson, an individual has to become a member of a class. Thus, the social lie minds the teacher and the pupil together into a class.
(ii) Organigenic view: Just as biological organism is a whole consisting of many parts, each performing its unique function in integration with the rest, so also the society consists of many individual persons in its whole Towards the integrated totality all make their unique contributions. Hence, more importance should be given on the society than on the individual.
(iii) Society originates in human nature it self: Man is social by instinct. This theory regards individual is endowed with social nature. Education should give emphasis on social welfare for the development of the individual and society.
(iv) Society changes the animal instinct of each individual: Man is born with animal instincts. This animal instinct get modified because the magic touch of social environment. Therefore, “The aim of life in general and education is particular is definitely the good of the state of the individual”.
(v) The study of every individual is to serve society: People living together are said to live in society. One of the important functions of education is to prepare individuals for membership of their society. The sociological approach stresses that the development of an individual should be taught of in relation to his society and culture.
Views against Social view of education:
(i) Social basic of human nature is not instinctive but habitual: Some educationists are of opinion that individual is endowed with a social nature. Man is social by instinct. However, opponents of this view opined that the social basis of human nature is habitual and not instinctive.
(ii) Agencies of education are used for the good of the state: In totalitarian states, state gives first priority to the education of the elite class of exceptional endowment. People learn to sacrifice their time, energy and resources not for themselves, but for the state. Therefore, all the three channels of education informal, formal and non-formal, are used for the purpose of social development.
(iii) Social aim encourages narrow nationalism: Social aim emphasises superiority of the state over the individuals. Education in such a state teaches people for sacrifice of the self in the interest of state, literacy education is confined to the praise of the nation.
(iv) Education of the ‘whole man’ is neglected: It has been accepted by all that the scope of education is quite vast.It attempts to develop the personality of the individual and prepare him for membership of society. Thus education helps in development of ‘whole man’ or ‘total man”.
(v) Purpose of education becomes indoctrinal: Education, in such a state is used for the purpose of teaching people what to believe. People do not have freedom to ‘believe’ according to their own way. They are instilled with ideas that are beneficial to the state.
(vi) Individual aim of education: Individual aim of education is not a new-comer to the field of education. There is evidence of in ancient India, Greece and some other countries to have this kind of education.
Argument in favour of individual aims of Education:
The following are the arguments in favour of individual aim of education.
(i) View of the biologist: The biologists believe in the concept of individual difference. Education is meant for individual. Society exists for individual not the vice-versa.
(ii) Views of the psychologists: Researchers in the field of psychology has proved these day that so far as interest, tates, aptitudes, needs and capacities are concerned, children differ from one another.
(iii) Views of the progressivists: Progressivists are of opinion that “the development of individual lead the development of the society. History proves that all important social and cultural changes are brought about by men of genius”.
(iv) Views of the Spiritualists: The Spiritualists are of opinion that spiritual progress and self realisation is an individual progress. They believe in the doctrine of ‘Karma’ according to which an individual cannot escape from the effect of good or bad deeds.
(v) Views of the democrats: According to this view aim of education should be the development innate potentialities and qualities of initiatives, enterprise and self-reliance in the individuals.
Views against individual aim of education:
(i) Individual aim of education result is indiscipline conflicts and crisis in the society.
(ii) Under emphasis on the innate potentialities: Biologists give emphasis on the “autonomous development of individuality”. This due emphasis on the innate potentialities of the child will result in future to reach the on aiming generation about the existing social culture.
19. “The individual and social aim of education are not contradictory but complementary to each other” Explain
Ans: The individual as social aim of education are not contradictory but complementary to each other. Individual develop in an societal environment and society depends on individual for its progress. Both the society and the individual are interdependent. Society should promote good qualities and the feeling of patriotism through the formulation of good laws.
Percy Nunn the advocate of individual aim advocate that “Nothing good enters to the human world except in and through the free activity of individual man and women and that educational practice must be shaped in accordance with that truth”.
John Dewey, the main advocate of social aim was also on the same view with the individual aim of education. He believed that for progressive development of society there is individual need of “intellectual freedom” to be granted to individuals such freedom may be achieved in a democratic set up of a society. Newton, Darwin, Gandhi and other eminent personalities have made significant contributions to the world.
It can be concluded that individual and social aspects of education are not opposed to each other but both these aims of education are complementary. The individual and social progress depend on a “healthy relationship between the individual and society.
20. State the relationship between philosophy and education.
Ans: Philosophy provides the purpose of the aim and education makes it practical. Philosophy shows the way and education proceeds on in that direction. When we define education as the modification or behaviour, the direction in which modification to be carried out is determined by philosophy. Thus, philosophy deals with the end and education with the means.
Infect, it cannot be denied that the great philosophers like Socrates and Plato were famous educators. Locke as a philosopher had a passion for truth and sanity and he firmly believed that education is a means for realising these virtues. His philosophical dictum ‘Tabula Rosa’ is based on education. According to this theory a child’s mind is just like a clean state, a white paper, a blank tablet on which nothing is written and in due course experience writes everything on it. Thus, experience is nothing but education. Russian’s philosophy of natural education and Dewey’s anagrammatism are the bright example of education expression.
(i) In practical life we found that the general philosophy of life of a particular society at a particular time influence the character of its education. But here we must be careful about one thing. In education no philosophy would have any influence if it is not intimately connected with vital currents of life. Divorced from real life situations of philosophy would not have meaning.
(ii) In respect of the aims of education we feel the necessity of philosophy. It is the scope of philosophy to decide what should be the aim at life and education suggests how this aim is to be realised in practice.
(iii) In the sphere of curriculum construction also the influence of philosophy is distinct. For the framing of a proper school curriculum we need some philosophical principles.
21. Write briefly about “Education as human resource development.”
Ans: Modern education basically aims at development of human resources. A country owns its two types of resources that need to be utilised and developed for its prosperity and the situation of plenty. These two resources are the natural resources and the human resources. Natural resources fixed but human resources are variable. It may be noted that utilization of the vast natural resources of the country depends upon development of human resources and human resource development depends upon education.
The importance of the human factor is any type of cooperative endeavour cannot be over emphasized. It is a matter of common knowledge that every business organization depends for its effective functioning not so much on material and financial resources as on its pool of able and willing human resource.
Education is the key of training and development of the human resources, and in turn it effects the utilisation of the God gifted natural resources of the land. In the absence of education more possession of natural resources cannot ensure individual and social progress. Thus in the context of modern educational aim development of human resources is the matter of primary concern.
The human resource becomes even more important in the service sector such as an educational institution where the value is delivered through effective teaching-learning healthy human interaction and finally preservation, promotion, and transmission of our culture and tradition The over whelming importance of the human factor is due to its unique characteristics, a few of which are briefly mentioned below:
(i) Man is the only resource which can produce unlimited amounts of good through his excellent performance. There is no apparent limit to what people can accomplish when they are motivated to use their potential to create new and better ideas. This is just not possible for any other resource.
(ii) The human resource is animate, active and living. It is man alone who with his ability to think, feel, conceive and grow, show satisfaction or dissatisfaction, pleasure or resentment, resistance or acceptance for all types of prevailing conditions Such vital feedback is not possible from any other resource which are inanimate, inert and passive. All emotional factors emanate from the human resource.
(iii) It is only the human resource that appreciates with the passage of time. As time passes people become experienced and skilled. It is not so with other resources which generally depreciate as time goes on.
To mobilise human resource is not always an easy job. Only an experienced person with deep insight into human nature can do it successfully.
22. Can there be universal aim in education? Show reasons.
Ans: It may be said that there can be no universal aim of education possible to be emerged. There are certain psycho-social factors affecting the educational aims that need to be considered. They are-
(i) There is individual difference in ability, aptitude, needs and prospects for which aims are to be determined accordingly.
(ii) Ideological differences exist in respect of man’s life and its work. It builds up different philosophy of life and aim of education is to be adopted accordingly.
(iii) Socio-economic situation of a country urges people to accept educational aim differently to solve their problems. Educational aims are socio-economically need based.
(iv) Political ideology adopted by the government and the principle of peoples administration worked out may give their setting of the educational aim. State is to determine the aim of education accordingly.
(v) Man’s world of thought and action is greatly influenced by the geographical situation in which we live and develop. Such situation can create, sustain and direct man’s way of life and vocation.
(vi) Time is powerful factor in bringing about changes in educational aim. With the changes of time human values, out look and need use to change that give effect to changing educational aim.
The above points are the determining factors of the educational aims. They make it obvious that universally acceptable aim in education is not possible to be drawn. Man’s world of thought and action cannot be guided in the same direction towards a single aim.
23. Mention the aims of secondary level of education.
Ans: The aims of secondary level of education are mentioned below:
(i) Secondary education should make the boys and girls good and responsible citizens of the country. After completion of this education majority of them enter into the social life.
(ii) This level should make one economically self-sufficient and productive member of society.
(iii) It should provide scope for unfoldment and identification of individual native talents, interest and aptitude for necessary training and development.
(iv) Higher secondary level of education is to make diversification of the course of study but not to make specialization of it.
(v) At the lower secondary stage education should be exploratory rather than academic in nature.
(vi) It should provide scope of education for leisure to the youths and keep their mental health and hygiene.
(vii) It should give training in leadership to students in various socio cultural fields of activity.
(viii) It should develop academic abilities and competence of the students for their higher studies and research.
24. Mention the difference between primary and secondary level of education.
Ans: The difference between primary and secondary level of education are as:
| Primary level | Secondary level |
| (i) Age group is from 6 to 10 years. | (i) Age group is from 11 to 17 years. |
| (ii) Stage of development is childhood. | (ii) Stage of development is adolescence. |
| (iii) Major objective is to give literacy. | (iii) Major objective is to make good citizens. |
| (iv) Education has no vocational bias. | (iv) Education has vocational bias. |
| (v) Curriculum is simple into ductory to general knowledge. | (v) Curriculum is exploratory and diversified. |
| (vi) Education does not involve faculties. | (vi) Curriculum involves higher mental higher mental faculties. |
| (vii) Child needs simple memory and understanding. | (vii) Child needs critical judgement and power of analysis. |
| (viii) Discipline is simple, habitual and playful. | (viii) Discipline aims at making self-realisation. |
25. Discuss about Human Resource Development.
Ans: Of all the factors in any organisation-whether production-oriented or service – oriented – man is by far the most important. If the man behind the machine is not knowledgeable, adequately skilled and efficient, even the best machine cannot deliver the goods as expected. The importance of the human factor in any type of co-operative endeavour cannot be overemphasized.
It is a matter of common knowledge that every business organisation depends for its effective functioning not so much on its material and financial resources as on its pool of able and willing human resource. The human resource becomes even more important in the service sector such as an educational institution whether the value is delivered through effective teaching learning, healthy human interaction and finally preservation, promotion and transmission of our culture and tradition. The overwhelming importance of the human factor is due to its unique characteristics, some of them are as follows:
(a) Man is the only resource which can produce unlimited amounts of good through his excellent performance (think of a great teacher, for example). There is no apparent limit to what people can accomplish when they are motivated to use their potential to create new and better ideas. This is just not possible for any other resource.
(b) The human resource is animate, active and living. It is man alone who with his ability to think, feel, conceive and grow shows of prevailing conditions. Such vital feedback is not possible from any other resources which are inanimate, inert and passive. All emotional factors emanate from the human resource.
(c) The human resource is the most complex and unpredictable in its behaviour. For example, there is no cook book formula to guide the headmaster of a school how to motivate his teachers, his students and their parents. There is no readymade means in his hands with which he can buy their enthusiasm, their initiative, their loyalty and devotion.
(d) Each individual has his own distinct background. This makes each individual unique in his psychological framework. No two individuals have exactly similar psychological framework. Hence, they cannot be interchanged, much less standardised.
(e) It is only the human resource that appreciates with the passage of time. As time passes people become experienced and skilled. It is not so with other resources which generally depreciate as time goes on. To mobilise human resource is not always an easy job. Only an experienced person with deep insight into human nature can do it successfully.
26. Mention the aims of secondary education according to Mudaliar Commission.
Ans: India is a developing country must have distinct aims and objectives of education particularly at the secondary stage. According to the commission following aims and objectives of secondary education should receive priority of considerations:
(i) Development of democratic citizenship: Training in citizenship has been described as a very challenging responsibility for every citizen. Secondary education is the end of majority of the citizens of the country. The first requisite of this education is to develop the capacity for clear thinking and receptivity to new ideas. It should develop an open mind to receive new idea and not to confine oneself within the walls of outmoded custom a traditions and belief. Qualities of discipline, co-operation, social sensitiveness and tolerance should be cultivated. A passion for social justice should be kindled in their heart and mind. For citizenship there is also the need of developing a new sense of love and patriotism for their country without the sense of regionalism.
(ii) Improvement of vocational efficiency: Secondary education should have a major aim of increasing productive efficiency of the students. It does not mean mere creation of work-attitude but should develop an attitude of dignity of all forms of work. With the development of such attitude there is the need to promote technical skill and efficiency through work. For this purpose there should be greater emphasis given on craft and productive work in all secondary schools. Students should be encouraged to take up agricultural, technical, commercial and all other practical courses which may train varied aptitude of students.
(iii) Development of personality: The school should develop different areas of pupils personality. The areas should include emotional life, social impulses, creative talents and artistic taste. In our existing secondary education programme such effects of personality development are seriously lacking. Curriculum should therefore include subjects like art, craft, music, dancing and formation of desirable habits students should not only be able to enjoy the cultural heritage but should enrich it further through their creative talent.
(iv) Education for leadership: On passing out of secondary school many students do not go for higher education or technical education. They enter into the various walks of life and play their role of leadership at the intermediate level of society. So its function is to train people assuming the responsibility of leadership in cultural, social, political and industrial field in their own small community.
27. Mention the aims and objectives of higher education according to Indian education Commission or Radhakrishnan Commission. (1948-49)
Ans: The aims and objectives according to Indian education Commission are as follows:
(i) The universities have to provide leadership in politics, administration, education, industry and commerce.
(ii) The university should be organised as centres of civilization to train intellectual pioneers of civilisation.
(iii) The aim of university education should be to produce intellectual adventures.
(iv) Universities should produce such wise persons who may disseminate learning to make democracy successful and who may make an incessant search for new knowledge and unceasing effort to plug the mission of life.
(v) Contents of education must accept the best of what the modern advancement has to offer but without neglecting our cultural heritage from the past.
(vi) One of the main functions of universities is to bring about the spiritual development of students.
(vii) Universities should preserve the culture and civilisation of a country. To be civilised, we should sympathise with the poor, respect women, love peace and independence, and hate tyranny and injustice. The university education should infuse these ideals into the youths.
(viii) Education should discover the innate qualities of a person and develop them through training.
(ix) Attention should be paid not only to the mental but also to the physical development of students in universities.
(x) University should give the most important place to the mother tongue in general education.
28. Discuss briefly the conditions conductive to social progress.
Ans: Social progress is a change in a desired direction. It has to take place according to definite ideals and goals. A change can be termed as social progress only if it fulfill the requirements of social values. Social values differ from society to society and that is why the concept of social progress is multi-dimensional.
Conditions conductive to social progress: Social values play a vital role in bringing about social progress. No social change can be called social progress unless it conforms social values. Apart from this the factors that are responsible and conductive to social progress are as follows:
(i) Physical and Mental health: If the physical and mental health of the members of a group or society is sound, it can bring about social change in a desired direction.
(ii) Material prosperity: If a particular society has good economic conditions or possesses material prosperity, it can certainly bring about progress.
(iii) Education: Education is conductive to progress. It helps the individuals to acquire scientific knowledge about the society. It also adds knowledge of social values and direction.
(iv) Social Security: Social security is another name for material prosperity. If the members of a particular group feel themselves socially secured against the risks they shall make efforts to bring about social progress.
(v) Liberty and equality: These are essential social values and norms that add to social progress. If members are free to do correct things and are treated equal before the society, they shall be able to make progress.
(vi) Possibility of progress: If the members of a society or group have faith in progress and have ability of making progress, the group or the society shall progress.
(vii) Minimum obstacles: If the members of a group or society are free from obstacles and worries that beset the path or social progress they shall be able to achieve the desired social change in a proper manner. In other words, freedom and liberty are helpful in the path of social progress.
29. Mention the characteristics of social progress.
Ans: The characteristics of social progress are as follows:
(i) Change towards a desired direction: In almost all the changes and progresses, with material or immaterial, the progress always takes place in a desired direction. Every change is not progress change becomes progress when it is directed towards a desired direction.
(ii) Definite goal: Social progress is a social change towards a definite goal. This change brings about social prosperity and improvement.
(iii) The concept of progress differs from society to society: Social progress assumes different forms and different conceptions in different social orders. This is on account of ideals and objects of the society.
(iv) Progress is collective: Social progress way be personal, but in social psychology, it is the progress of the community unless the entire group moves forward, a change cannot be termed as a social progress.
(v) Voluntary: Social progress is voluntary moving forward in the desired direction. One has to make efforts and be active. Without activity and efforts social progress is not possible.
(vi) Element of Gain and loss: Social progress does not always bring about gain. Sometimes it causes loss also. If loss is greater than the gain, the social change cannot be formed as social progress. In social progress, community as well as individuals have to make progress.
30. Distinguish between social change and social progress.
Ans: The difference between the two is being brought out in the following passages:
(i) Any change that takes place in the social order or social structure may be called a social change.
On the other hand every change cannot be called a social progress. A change in order to be a social progress. A change in order to be a social progress has to be in a desired direction.
(ii) There is no specific or definite direction of a social change. It can also bring out disorganisation in the society. The case of social progress is just the reverse. It always follows a prescribed direction and invariably leads to social organization.
(iii) Social change is a natural and spontaneous process. On the other hand social progress is a result of human effort.
(iv) There is no element of morality in social change, but social progress is definitely linked with morality.
(v) Planning: There is no need for planning in a social change. It takes place spontaneous. For social progress definite planning is required.
(vi) Human control: Social change is free from human control, but this is not the case with social progress. It has to be under the control of human agency.
(vii) Human desires: In social change human desires are present. These desires may be constructive as well as destructive. But this is not the case with social progress. In social progress only constructive huma desires find a place.
(viii) Goal: Social change has no definite goal. For the social progress there has to be a definite goal.
31. Discuss the materialistic theory of social progress.
Ans: This theory recognises the material or physical environment as the basis of social progress. According to materialistic theory, human behaviour, social status, economic status, social and political organisations etc. are affected by material conditions.
The importance of material condition has been recognised by ancient Indian as well as Greek and Chines thinkers. These thinkers have held the view that population, distribution of population, dress, food, habits etc. are responsible for social progress.
The factors that constitute the material or physical environment are enumerated below:
(i) Population and material conditions: Material condition or physical conditions do effect the population and its growth. Usually population grows at the place where material condition is useful for their growth.
Historical speaking big cities and populous places and grown at the places where geographical and physical conditions were congenial for agricultural and industrial production.
(ii) Physical condition and human abodes: People seek their places of living on the places where physical conditions are congenial and proper. That is way more people live on the places where geographical and physical conditions are good.
(iii) Dress and material conditions: Physical condition do influence the dress. That is why we see in hot places people putting on loose dress while in cold countries people put on tight dress.
(iv) Physical condition and food: Food, habits and the types of food are very much governed by material conditions. That is why people living on the sea-shore are fond of fishing and their food mainly consists of fish and its products.
(v) Material conditions and economic life: Material conditions influence the economic life of a country places where material conditions are congenial are rich and full of economic facilities.
(vi) Industrial and material conditions: Industrial grow at the places where material conditions provide them with proper conditions. Usually textile industry grow at the places where cotton is produced. Similarly electricity is produced at places where there is plenty of water.
(vii) Order and process of economic life and material conditions: Material conditions are very much responsible for a type of business for industry that is carried on in a particular society, poverty and prosperity of that society W.H. Shaw, H.Stanley Jevous are prominent amongst the thinkers who held this view.
(viii) Material conditions and human efficiency: Huntington has expressed the view that material conditions influence the efficiency of the human being. Generally it is seen that people living in temperate climate are more efficient & capable of doing hard work. On the other hand people living in hot climate are not so efficient and no capable of doing hard work.
32. What do you mean by social cohesiveness?
Ans: Social cohesiveness the term ‘Cohesive’ means literally ‘sticking together.” So social cohesiveness indicates the degree to which the members stick together so that there is unity in the society.
Cohesiveness is the important property or characteristics of a group cohesiveness is the strength of the forces that keep the society together. If a group is highly cohesive it remains intact even when it is faced by many adverse circumstances. So, cohesive is that feeling which keeps the people on one group. It is that resultant force which keeps the members within the group.
Social cohesiveness may be the strongest link which binds together many subgroups and it may also be so weak that all the sub groups fall apart. For e.g.-the family will be a well knit group if the husband and wife love and respect each other and if there is neutral love between the parents and children. Even if there is temporary separation even if there is illness or such other misfortunes, the group will function with great cohesion. On the other hand, if the relationship between the parents is not satisfactory, all the individuals may be nominally living together gets done at the appropriate time on the appropriate occasion.
Thus the society or group may be united and highly cohesive or it may break down and go two pieces, as it were. This is true not only of the family but also of all kinds of groups high up to the levels of nations. A highly cohesive joint family may divided up into a number of sons in the family either as a result of bitter conflicts or as a result of mental misunderstandings. This social cohesiveness may be the strongest link which binds together many sub groups or it may be so weak that all the sub groups fall apart.
33. Discuss in briefly the general function of education.
Ans: General function of education are as follows:
(i) Progressive Development of Innate Powers: Psychologically speaking each child is endowed with some inherent tendencies as love, affection, curiosity, reasoning, imagination and self respect etc. Almost all educationists agree that the first function of education is to develop these inborn capacities.
(ii) All round development of personality: The second important function of education is the total development of individuals personality. With this development goes the devotion and pursuit of the highest ideals namely truth, Beauty and goodness ultimately resulting in self realisation. It may be noted that total development of personality includes the physical, mental, emotional and social development.
(iii) Control, Redirection and Sublimation of Instincts: The third function of education is to control, redirect and sublimate the animal instincts into desirable patterns of behaviour conducive to the good of the individual and welfare of society by pursuing higher goals of life.
(iv) Character formation and Moral development: Another important function of education is to develop moral quantities in the individual and build his character. As a matter of fact, it is the basic instincts which go to form an individuals character. Goodness or badness results from their proper or improper sublimation and modification. Only education can do this job efficiently and effectively. Hence the fourth function of education is to build a strong moral character of the child by moulding & sublimating his basic instincts.
(v) Preparation for adult life: The child of today is a citizen of tomorrow. Hence, it is the fifth function of education to prepare a child for his future life. In other words, education develops such abilities and capacities in the child that as he grows older, he is able to confront the problems of life courageously and solve them successfully.
(vi) Creation of Good Citizenship: For a good and great country, its citizens need to be good and dynamic. Good citizenship qualities are sense of responsibility, fellow feeling, co-operation, love, service, sense of duty and qualities of leadership. Education is the only creative process which prepares and develops these qualities in good citizens.
(vii) Social Reform: Another function of education is to bring about social reforms and social progress. For this, education removes all blind beliefs, useless traditions and evil customs which war the progress and development of society.
(viii) National security: Last but not the least, the important function of education is to secure and provide for continued national security. Education develops such necessary qualities in the individuals so that they are eager to sacrifice their all even lives for the security and honour of the nation. Education can give us necessary training and inculcate in us the noble sentiments of patriotism, nationalism and sacrifice.
34. What are the functions of education towards individual or in human life.
Ans: The functions of education towards individual or in human life are mentioned below:
(i) Development of natural abilities: When a child in born, he or she is endowed with certain natural and innate abilities and qualities. These abilities are unfolded by education by providing right opportunities and stimulation, these innate abilities are developed and the child is adjusted to the environment or situation properly.
(ii) Adaptation to Environment: Every living being struggles for existence against the environment. Adaptation leads to life and maladjustment leads to decay and destruction. Education teaches this adaptation. So essential for life and existence. Thus, the second function of education in human life is to teach adaptation and adjustment.
(iii) Modification of Environment: Adaptation to environment requires certain essential capacities and skills which in turn, help the child to control and modify the environment in consonance with his needs and requirements of the situation.
(iv) Character building: The main function of education is to develop the character of an individual. Character is called the bed rock of life in its real sense which shows the path amidst darkness. Herbert rightly quotes, “Education is the development of good moral character.”
(v) Development of personality: Personality of the individual finds its expression in its totality with the aid of education. Totality of personality includes physical, intellectual, social, emotional, moral, spiritual and aesthetic sides. Education through its agencies formal, informal and non-formal, brings out the whole some and integrated personality.
(vi) Making the man civilised: Education transforms the child into a civilised individual. During infancy and early childhood, the behaviour of the child is guided by animal instincts which needs to be sublimated and channelised into a socially desirable way for making him civilised.
(vii) Satisfaction of needs: Every individuals is beset with certain needs, biological, physical, social, economic and education. All these needs need to be fulfilled by education. If needs are fulfilled or satisfied, then the individual becomes a developed entity in its truer sense.
(viii) Preparation for life: Education develops and promotes preparation for the present as well as future life of an individual. It may be noted that life is a continuous struggle and an individual faces various problems from time to time in his life. Education develops his capacities and powers to the full, so that he is able to face those problems with self-confidence and solve them successfully to his own good and good of the society.
(ix) Creation of good citizens: A good citizen is an asset of the nation. He should be dynamic and resourceful imbued with a spirit of service and sacrifice. He should fully be conscious of his duties and responsibilities towards other in the society and towards the nation. Therefore the task of education is to foster citizenship qualities in the individual to be responsible and useful citizen of the nation.
(x) Vocational Efficiency: It is one of the important functions of education that helps the individual to achieve more and more vocational efficiency and professional competency. The aim of vocational efficiency is to make him or her to lead a self reliant life.
35. What are the functions of education towards the society.
Ans: The functions of education towards the society are as follows:
(i) Social change and control: The society is never static. It is progressing and dynamic. The child lives in society. It is the social environment where the personality of the child can be developed. The old traditions, customs are preserved and transmitted with the situations, which are ever changing. We should not think or believe in the blind belief, which are hindrances towards our development. Education helps to walk with the development of science and technology.
(ii) Reconstruction of experience: Education is life long process life is education and education is life. Life is full of experiences. One cannot live with his past experiences. One cannot live with his past experiences which are unable to adjust in the society. So, education helps the individual to reconstruct the experience and adjust with the environment.
(iii) Development of special and moral value: The present day society in India has lost all its faith in the traditional values under the impact of westernization, secularization, urbanization and a host of similar influences. There is no social and moral values. So education teaches the moral and social value like co-operation, tolerance, sympathy, fellow feelings, love affection, respect towards elder, helping the poor and needy persons etc.
(iv) Promoting opportunity or equality: Indian constitution has introduced the term “equality” because we are not getting equal opportunities in all aspects. Education teaches us to give equal opportunities in all aspects irrespective of caste, creed, colour, sea and religion.
(v) Social Conservation: Life without society is meaningless and incomplete. Social education is necessary for an individual so that he can mix with other members of the society and get the inspiration to more at the same place with them. Man realises his social existence through education. The social experience of one generation is preserved for generation to come through the medium of education and in this way the process of social preservation remains dynamic.
36. Discuss about the functions of education towards the nation.
Ans: The functions of education towards the nation are as mentioned below:
(i) Training for leadership: Success of democracy is possible only with efficient public leadership. The leadership quality of an individual is developed when he participates in all sphere of social, political, religious and educational activities. Therefore, the function of education to develop the qualities of leadership among the rising generation.
(ii) Inculcation of civic and social responsibility: Education helps to make the rising generation to understand its rights and duties as citizens of a democratic country. It is through education that social traditions ideals and values are passed on to the future generation.
(iii) Emotional Integration and National Integration: India is a land of diversities we are living in one country having diversities in respect of colour, caste, language, diet, dress, habits and physical environment. It is the function of education to bring unity in diversity. Again, Educational integration leads to national integration. Education trains people for broad national outlook.
(iv) National Development: Education is the foundation stone of national development. Hence, all citizens should be provided with minimum standard of education, and after that various types of education should be made available to those who have a need, aptitude and gets for any of the types. Only such educated persons will exercise their right to vote properly so that able, patriotic and devoted leaders are elected to run the government efficiently and achieve national progress and prosperity. Our education should strive to create such citizens.
(v) National Discipline: National discipline is essential for the growth and development of a country. Education promotes national discipline. It may be noted that India is an independent country now. To maintain its freedom, national discipline is a must. Hence, our educational system should be shaped such type of national discipline.
(vi) Training in Morality: Morality is the valuable treasure of every nation. Without a high sense of morality, national character does not develop. Even individual character is not formed without the inculcation of moral and spiritual values. Education is the only means to develop this moral sense and train children for moral behaviour and moral activities.
37. Write briefly about the importance of aims of Education.
Ans: The importance of aims of education are mentioned below:
(i) Aims help in acting intelligently: An aim helps to speculate the outcome of an activity. The nearer the goal, the efforts will be more vigorous and intelligent.
(ii) Aims give direction to an activity: Education is an organised and purposeful activity as it endeavours to modify the behaviour of an individual. It is only after an aim is specified that particular methods can be devised, and curriculum can be designed to achieve the desired goal.
(iii) Necessary for efficient school administration: Aims are necessary for efficient school management. They help in proper selection of teachers, proper curriculum planning, effective designing of curricular and cocurricular activities. The aims act as a yard stick to measure the success and failure of the students.
(iv) Aims highlight the significance of education: An aim does not allow the educational activity to become haphazard, vague and confused. It helps to keep both the teacher and student to be on the right track. Education is a process which has an intrinsic continuity. Thus an aim highlights the significance of education as it brings out the needs of the social situations and prepares the individual to meet such situations.
38. “Culture as an aim of Education” Explain (Acquaintance with heritage preservation and transmission).
Ans: Every society is distinguished from every other in one very important characteristic which is known as culture. Culture refers to the totality of what is learned by individuals as members of a society, it is a way of life, a mode of thinking and feeling. Culture is the most distinguishing characteristic of any society, just as personality is the most distinguishing characteristic of any individual. According to Sir Edward Tylor, “Culture is that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society”
Culture means ‘something repined as against the raw, crude and unrefined nature of man. Culture usually means its non-material aspect like art, language, religion, habits, literature, ideologies etc. which gives refinement and grace to life.
John Dewey described culture as “the cultivation of power to join freely and fully in shared or common activities” and according to Mahatma Gandhi, “culture is the foundation or the primary thing. It should show itself in the smallest detail of your conduct and personal behaviour, how you dress etc. Inner culture must be reflected in your speech, the way in which you treat visitors and guests and behave towards one another and towards your teachers and elders.”
Therefore, culture means the rich heritage in form of traditions, manner and customs which is conserved and transmitted from one generation to another. The young generation must seek the guidance of the cultural heritage to adjust to the realities of the present.
Each society inherits an intellectual, social, and cultural heritage and it is the study of the education system to preserve and transmit it. Culture of any society can be thought of as consisting of two parts the core and the periphery. Broadly, the content of culture can be classified into two large components material culture and non-material culture.
Material culture is the sum total of all man made objects even natural objects that have meaning to man and are used by him, but not manufactured by him are also included in material culture. Non-material culture, on the other hand, includes all man made intangible cultural traits such as technical skills, norms, knowledge, beliefs, attitudes, language etc.
In respect of culture the school has four important things to do identification, promotion, preservation and transmission. In a growing and changing society the body of culture goes on increasing along with time. The school can never transmit the entire cultural heritage to its students. Moreover, culture contains both good and bad aspects, both desirable and undesirable aspects.
Therefore, some desirable cultural components should be properly identified to form a manageable packet which can be conveniently transmitted. Before transmission, the quality of the chosen cultural components should be promoted much as possible. The school should endeavour to preserve the society’s culture through its chosen components by engaging the students in various programmes and activities throughout the year. It is only through maintenance of a high level of culture that a school can hope to be able to transmit cultural heritage to the growing generation of children.
To imbibe culture of a society by a child is an important function of education and this function should be carried out carefully by the teacher, who play the role of a conservator. The teacher must be concerned with the long term goals of education while teaching the young generation. He has to be aware that
(a) Education is product of culture.
(b) Education transmits culture from one generation to another.
(c) Education brings about cultural changes and
(d) Education helps an individual to adjust with the changing cultural, environments.
39. Mention the drawbacks of the cultural aim of education.
Ans: Following are the limitations of the cultural aim:
(i) According to Percy Nunn, “National traditions and institutions have a performance which makes individual life a trivial things.’ It means that too much emphasis on cultural heritage hampers the free growth of an individual according to his own interests and abilities.
(ii) Each society has its own unique culture. A custom or habit may be commonly followed in one society while in another it may be unlawful. People in every society like to assert the superiority of their own cultural traits. So the question is, “which is the best culture for us?” Therefore it is quite confusing for the education as well a the educand.
(iii) The term ‘culture’ has a very wide meaning the young children may not be able to cultivate the values. They make not make decisions about what cultural traits to accept and what to avoid. It we consider culture to be related to our ‘inner self,’ it may not be sufficient for socialisation.
(iv) Cultural changes occurs at very slow pace and it makes people conservative. The thoughts and ideas of people and their belief system take a long time to change. Hence it hinders their reasoning and thinking capacities which again, hampers the adjustment process.
40. Discuss the importance of the moral aims of education.
Ans: If love of God is the highest religion then we can say that love of man is the highest morality. Morality and religion are not the same thing in fact they have nothing to do with each other. Morality can be quite independent of religion, because in every society we find many highly moral people having no religion what so ever. On the other hand, we also find in our society many highly religious people who are less moral in their inter personal relations with others than their agnostic brethren. Morality of an individual means his possession of a moral code, i.e. his ideas of right and wrong, and his conduct of life according to that code.
Moral character is the product of influence of environment on the innate tendencies with constant introspection. The moral aim of education is important to develop qualities like honesty, tolerance, truthfulness, justice, sincerity, freedom and social efficiency. As Late Zakir Hussain said, “From individuality through character to personality, is the density of worth while human life.
It is a programme of life long endeavour of work, the work of self discipline and self perfection and work in the willing, and cheerful service of larger and higher aims than the mere personal.” According to Herbert, “Moral education consists in the suppression of the lower and primitive impulses and the cultivation of higher ideals.” Moral education is essential to direct our thoughts properly which bad to positive feelings and consequently to right actions.
Some of the essential social and moral values that a school should endeavour to develop in its students are co-operation, sympathy, love, self restraint, truthfulness, dependability, magnanimity etc. A person with desirable social and moral values is said to be a man of character.
41. Mention two limitations of the Moral aim of education.
Ans: The two limitations of the Moral aim of education:
(i) It is difficult to judge between right and wrong. What is right in a society may not be so in another as social norms differ not only in different societies but also in the same at different times. So the responsibility of the teacher is to develop those qualities in the young students which are beneficial not only for the growth of their individuality but also for the society.
(ii) The moral aim gives so much importance to the mental aspect that it neglects the other aspects like physical or intellectual or aesthetic. It also ignores the importance of vocational efficiency which is very essential in today world. So the moral aim is one sided.
42. Express your opinion on the importance of values in an individuals life.
Ans: Value education helps in eliminating obscurantism, religious fanaticism, violence, superstition and fatalism because it teacher us to: Presence of good things.
Develop moral, social, aesthetic and spiritual sides of a person which are neglected in formal education.
Develop sense of humanism and well being of others and the nation Transform a diseased mind into healthy mind.
Accept and respect the attitude of others.
Every human action is the reflection of an individual value and every human institution the outgrowth of social values. Since ancient time it has be found that great scholars have attached significant importance to values. A child is not born with any values. It is only after birth, in the process of growing up, that a child acquires them. Values account for the stabishly of social order. The term “value” has different meanings indifferent social sciences like economics, philosophy and sociology.
43. Discuss the importance of aesthetic education in the life of a human being.
Ans: An individual always has aesthetic impulses. A person expresses this impulse through various works of art like sculpture, drawings, paintings, clay modelling, wood carvings etc. right from early childhood, as one appreciates beauty in any form of art.
This is nothing but his expressions of profound emotions, feelings, thoughts and imagination. It expresses pleasure, pain, anguish as well as man’s beliefs, customs and manners of society. Aesthetic values differ from individual to individual. For example, classical music may be appreciated by a person while another may like modern music or a painting may be liked by a person while it can be disliked by another.
Aesthetic education develops one’s knowledge ‘what is beautiful’, fosters the socializing instincts of man and also sharpens the intellect. The Radha Krishnan Commission and the Mudaliar Commission have emphasised the educational values of art. Therefore, aesthetic education liberates their mind, and actralises their potentialities and they learn to create things of art by themselves. Therefore side by side with general subjects it is important to include subjects like drawing and painting, music, dancing sculpture making etc.
Art must have purpose and should ‘communicate’ effectively. Aesthetic education motivates a person in the right direction of expression, and stimulate natural rhythm, elegance, sense of curiosity and joy even in daily life experiences through actions, sounds and pictures. Therefore aesthetic education should be provided right from the pre primary upto the higher stages. Therefore to promote aesthetic education, programmes in the school may include
(a) two dimensional pictorial expressions like painting, drawing, printing etc.
(b) performing Art expressions like music, drama etc.,
(c) Three dimensional experiences like clay pottery making, creative expressions with paper, wood, stone etc. and
(d) community activities.
44. Write short notes:
(a) Individual aim of education
Ans: Perry Nunn describes the fullest development of the individuality should be the aim of education. The individual has tremendous potentialities, and if he gets right atmosphere he can do well.
Every child has certain potentialities, when a child born he carries certain qualities with him. These qualities need to improve for development of society. Modern psychology emphasizes the need for the development of the inherent qualities, powers and abilities or the individual. Hence, the development of individual should be the aim of education.
Good individual can make a society good. It is necessary that for a good society we create a congenial atmosphere in which the fullest development of the individual is possible. Great personalities like Mahatma Gandhi, Rabindra Nath Tagore, Einstein Karl Morx and others have contributed considerably to the progress and development of society.
Democracy also lais emphasis on the freedom of individual. So the individual must have freedom and opportunities for the development of his creative power.
(b) Social aim of Education
Ans: John Dewey advocated for the social aim of education. He emphasized for the development of society. Individual learnt from social environment. Individual learnt his ideas, values, customs, manners and many other things from the society. Man is a social animal and he cannot live without society.
According to John Dewey every scheme of education must try to prepare the individual for social living. Education must aim at social progress. The school should reflect the needs and aspirations of the society. The individual should learn to live and work together for social welfare.
Thus, both the individual and society are closely associated. Individual needs society and society depends on individual for over all development of society. To determine the aim of education both individual and society need to work together.
(c) Vocational aim of education.
Ans: The vocational aim of education is based on modern philosophy of our knowledge. It implies that education should give better livelihood or subsistence of our life. Whatever is learnt should be useful and helpful for our practical life. Education should make skill, productive and economically self sufficient members of society.
State has the responsibility to train the people and make economically productive. Effective use of manpower and development of human resources of a country can be made possible through vocational education Vocational efficiency and economic competence are the present need of social reality. The state or the government should therefore, serve this individual need towards social end.
(d) Liberal aim of education.
Ans: The ancient Greek as well as Indian philosophers maintained that education is to liberate or to set free our mind or soul from the bondage of the body. Our soul is eternal by birth and it is confined to the body and its bodily needs. Education is the means to liberate the soul and mingle as on the eternal soul, the God himself. For this purpose human being is to involve in the liberal culture of art, music, literature and philosophy. These intellectual culture make man refined and cultured that may enable him to rise from the animal level to the spiritual level. This aim is therefore, known as cultural aim of education.
(e) Democratic aim of Education.
Ans: Democracy is based on freedom, equality and integrity. In a democracy democratically elected representative work for the welfare of the country. So, to success democracy, the people should be conscious. Hence, is a democracy the compulsory and universal education should be provided to the citizen to acquire democratic ideology, attitude, value, habits, etc. Hence, there ideology are used in social life, economic field, family life and also in educational institution.
In a democracy importance is given to create a classless secular society. In democracy it is desirable all citizen in a society regardless its cast, religion, language are got equal opportunity for education.
Education gives importance for all round development of a child, adult in terms of physical, moral, spiritual, intellectual, social, political, family life etc. To develop a healthy attitude of social and individual in a democracy the aim of education should be a follows:
(i) To construct good moral character.
(ii) To give knowledge that are useful to family and society.
(iii) To provide vocational skill as to make economic self sufficient to develop the country and self.
(iv) To create conductive atmosphere to make possible of creative work in time of leisure.
(v) To teach the rules of democracy and the virtues of a good citizen.
(vi) To develop personality of individual through education.
(vii) To help and encourage leadership for cooperation, social sense to help other patriotism and to participate in social work.
(viii) To teach to obey the social norms, rules, discipline and laws.
(ix) Freedom to express individual’s self taught, imagination and talent freely.
(f) Moral aim of education.
Ans: To build up a moral character of a child is the main aim of any country. Generally, whenever we see some desirable and appreciated values like truthfulness, generosity, selfless etc. We regard him as good character people. Hence, to create moral and social character of individual should be the aim of education.
If the moral values are taught then there is development in every step of education. This can enhance peace and tranquility in society. In every stage of education is pre-primary, primary, higher education, moral education should be made a part. The courses like N.C.C., scout and guide, N.S.S. etc. develop the social and moral value of students.
To create moral value in child is the principal aim of education in every country.
(g) Supply of Skilled Man power.
Ans: It is an age of materialism, where the eminence and greatness of a nation is evaluated interns of its material prosperity and effluence. The standard of living of the people of a country can only be high if there is enough material prosperity and economic development in the country.
There is possible through vocational and technical education provided for more and more individuals of a country. Only a trained and skilled man power force can achieve material prosperity and industrial advancement which in term will raise the standard of living of the people. Education is the only means to provide for such a skilled manpower composed of artisans suitable to all levels of production.
(h) Priority to National Interests.
Ans: To promote national progress. It is essential that all citizens of the country give priority to national good over their own interests. In other words, national interests should prevail over selfish interests. The past history of our nation is a record of sacrifice for the freedom, integrity, security and honour of the nation. Such qualities of sacrifice, service, patriotism and nationalism should be developed in our children who are the citizens of tomorrow. Education alone can do it through its various activities and programmes.
(i) Promotion of Social Efficiency.
Ans: The welfare of a country depends upon the efficiency and dynamism of its citizens imbued with high ideals of nationalism, service and sacrifice. According to Professor Bagley of America, a socially efficient person is he who is self reliant and does not depend upon the income of others. Such a person does not interfere with the activities of others but helps to promote social welfare. Education produces such socially efficient persons by launching various schemes providing varied experiences namely, is service training or apprenticeship in trades and allied industries etc.
(j) Social values.
Ans: “Social Values” from an important part of the culture of a society. Individuals constitute society which has certain ideas, models and norms is general is respect of behaviour, conduct, duties and responsibilities towards one another. The values of a society provide goals for its members to achieve. Values such as respect for human dignity, fundamental rights, patriotism social equality, sacrifice, cooperation etc. guide our behaviour in the society.
Social values have been emphasised at every stage of social development, they provide stability and uniformity in group interaction social values also bring legitimacy to the rules that govern specific activities of human being in the society. Education for inculcating social values can be given right from the pre primary stage. Infants and children can be taught about the significance of qualities like love, truthfulness and also about obedience to group norms. At the primary stage curiosity for knowledge, straight forwardness, kindness, should be developed.
Formation of good character and cultivation of leadership qualities should be encouraged. At the secondary and higher education levels, dignity of labour, freedom of thought, speech and action in the right context, patriotism should be cultivated. Citizenship training is also an important aspect of social values which must be cultivated in the young minds.
(k) Cultural aim of education.
Ans: Culture is defined as complex whole which includes knowledge, belief, art, morals, law, custom, tradition, folk ways, religion, literature and any other capabilities and habits acquired by man as a member of society. Culture comprises vast array of interrelated knowledge, skills, values and goals.
Culture is essential for refinement of physical, intellectual, moral and aesthetic parts of personality of an individual. Culture also expands one’s outlook, sharpens one’s interest and fosters an acceptable behaviour of the individual.
Therefore, the aim of education is to help the individuals to inherit rich cultural heritage of past, to preserve and enrich it through activities and transmit it to the rising generation in a fruitful and meaningful way. Moreover, education should cater to the development of all attributes essential for evolution of a cultured personality, for a cultured person is an invaluable asset in a society.
(l) Democratic aim of Education.
Ans: Democracy is based on freedom, equality and integrity. In at democracy democratically elected representative work for the welfare of the country. So, to success democracy, the people should be conscious. Hence, is a democracy the compulsory and universal education should be provided to the citizen to acquire democratic ideology, attitude, value, habits, etc. Hence, there ideology are used in social life, economic field, family life and also in educational institution.
In a democracy importance is given to create a classless secular society. In democracy it is desirable all citizen in a society regardless its cast, religion, language are got equal opportunity for education.
Education gives importance for all round development of a child, adult in terms of physical, moral, spiritual, intellectual, social, political, family life etc. To develop a healthy attitude of social and individual in a democracy the aim of education should be a follows:
(i) To construct good moral character.
(ii) To give knowledge that are useful to family and society.
(iii) To provide vocational skill as to make economic self sufficient to develop the country and self.
(iv) To create conductive atmosphere to make possible of creative work in time of leisure.
(v) To teach the rules of democracy and the virtues of a good citizen.
(vi) To develop personality of individual through education.
(vii) To help and encourage leadership for cooperation, social sense to help other patriotism and to participate in social work.
(viii) To teach to obey the social norms, rules, discipline and laws.
(ix) Freedom to express individual’s self taught, imagination and talent freely.
