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Philosophical Foundation of Education Unit 5 Curriculum
Philosophical Foundation of Education Unit 5 Curriculum Notes cover all the exercise questions in UGC Syllabus. Philosophical Foundation of Education Unit 5 Curriculum 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.
Curriculum
PHILOSOPHICAL FOUNDATION OF EDUCATION
| VERY SHORT TYPES QUESTIONS & ANSWERS |
A. Choose the Correct Option:
1. Curriculum is:
(i) Course.
(ii) Syllabus.
(iii) Co-curricular activities.
(iv) Overall activities of an institution.
Ans: (iv) Overall activities of an institution.
2. Important factor of curriculum is to help to achieve the:
(i) Education.
(ii) Objectives.
(iii) Values.
(iv) Job.
Ans: (ii) Objectives.
3. Which of the following is the nature of curriculum?
(i) Critical.
(ii) Creative.
(iii) Conservative.
(iv) All of the above.
Ans: (iv) All of the above.
4. Curriculum is supposed to:
(i) Be organized by the school.
(ii) Achieve the objective.
(iii) Both (a) and (b).
(iv) None of the above.
Ans: (iii) Both (a) and (b).
5. Which one is not the component, of the Curriculum
(i) Design.
(ii) Contents.
(iii) Objectives.
(iv) Evaluation.
Ans: (i) Design.
6. A curriculum is the sum total of a school’s t influence a child’s:
(i) Personality.
(ii) Attitude.
(iii) Behaviors.
(iv) action.
Ans: (iii) Behaviors.
7. Curriculum reflects the culture of:
(i) School.
(ii) Home.
(iii) Area.
(iv) Society.
Ans: (iv) Society.
8. Effectiveness of curriculum is determined by:
(i) Objective.
(ii) Design.
(iii) Method.
(iv) Evaluation.
Ans: (iv) Evaluation.
9. The arrangement of the elements of curriculum can be can as:
(i) Curriculum Foundation.
(ii) Curriculum Design.
(iii) Curriculum Development.
(iv) Curriculum Construction.
Ans: (i) Curriculum Design.
10. The importance of curriculum in the system of education just like a:
(i) Constitution in a country.
(ii) Provision of latest knowledge.
(iii) Preparation of students for service.
(iv) None of the above.
Ans: (ii) Provision of latest knowledge.
11. Which is not the element of educational process?
(i) Aims.
(ii) Curriculum.
(iii) Evaluation.
(iv) Motivation.
Ans: (iv) Motivation.
12. The sum of curricular and co-curricular activities is?
(i) Aim.
(ii) Curriculum.
(iii) Pedagogy.
(iv) Summative evaluation.
Ans: (i) Curriculum.
13. The curriculum will be child centered if teacher is?
(i) Realist.
(ii) Perennialist.
(iii) Progressivist.
(iv) Essentialist.
Ans: (i) Progressivist.
(B) Fill up the Blanks:
1. A curriculum is blue print or pip of the school that includes experiences for the __________.
Ans: learner.
2. Curriculum provides guidance for _________.
Ans: Students.
3. Syllabus is a part of _________.
Ans: Curriculum.
4. The major purpose of co-curricular activities is to _________.
Ans: Help students achieve a well-adjusted personality.
5. “Curriculum” is a word of _________.
Ans: Latin.
6. How many basic components of curriculum have ___________.
Ans: four.
7. Curriculum construction should be the work of __________.
Ans: pupils.
8. Curriculum improvement should a _________ process.
Ans: continuous.
9. Curriculum reflects the culture of ___________.
Ans: culture.
10. Subject Centered designs revolve around ___________.
Ans: content.
(C) Say True or False:
1. Effectiveness of curriculum is determined by Evaluation.
Ans: True.
2. Subject-centered curriculum is also known as modern curriculum.
Ans: False.
3. The modern concept of curriculum is much wider than the traditional concept.
Ans: True.
4. Traditional education is called child-centered curriculum.
Ans: False.
5. The word curriculum has been derived from the Latin word ‘currere’.
Ans: True.
6. Curriculum has wider scope than syllabus.
Ans: True.
7. Syllabus is practical in nature.
Ans: False.
8. The curriculum that lays great importance to the child in place of subjects or activity is known as core centered curriculum.
Ans: False.
9. Traditional curriculum is not flexible in nature.
Ans: True
SHORT TYPE QUESTION & ANSWERS
1. From which latin word has the word curriculum been derived?
Ans: The word “curriculum” is derived from the Latin word “currere”.
2. What is the meaning of the word “currere”?
Ans: It means ‘run’.
3. What are the components of education?
Ans: The components of education are:
(i) Pupils/ Society.
(ii) Teacher.
(iii) Curriculum.
(iv) Educational institution.
4. Mention five physical cocurricular activities.
Ans: The five physical cocurricular activities are:
(i) Athletes.
(ii) Boating.
(iii) Swimming.
(iv) Outdoor games.
(v) Yoga.
5. Mention five academic co-curricular activities.
Ans: The five academic co-curricular activities are:
(i) recitation.
(ii) essay writing.
(iii) debates.
(iv) extempore speech.
(v) educational tours.
6. Mention five social cocurricular activities.
Ans: (i) NCC.
(ii) Red cross.
(iii) School cleanliness.
(iv) NSS programmes.
(v) Social education.
7. Mention five emotional cocurricular activities.
Ans: (i) Singing.
(ii) Dancing.
(iii) Music.
(iv) Dramatisation.
(v) Art painting.
8. Mention five objective of co curricular activities?
Ans: The five objective of co curricular activities are:
(i) To make proper use of leisure time of the students.
(ii) To give the younger generation training for citizenship.
(iii) To remove the dullness of school life and make it interesting.
(iv) To prepare the students for social life.
(v) To provide scope for the outlet of special aptitudes.
9. Name five different types of curriculum.
Ans: The five different types of curriculum are:
(i) The children-centered curriculum.
(ii) The knowledge-centered curriculum.
(iii) The society-centered curriculum.
(iv) Rigid and flexible curriculum.
(v) Subject-centered curriculum.
10. Mention five defects of the present day curriculum.
Ans. The five defects of the present day curriculum are:
(i) The curriculum is narrowly conceived.
(ii) It is overcrowded without providing rich, significant contents.
(iii) It is bookish and theoretical.
(iv) It does not cater to the various needs and capacities of adolescents.
(v) It is too much dominated by examinations.
11. Mention five principles that should be adopted while constructing the curriculum?
Ans: (i) The principle of discipline.
(ii) The principle of utility.
(iii) The principle of flexibility.
(iv) The principle of correlation.
(v) The principle of character formation.
12. What are the number of main category of curriculum of provided at different parts of the world?
Ans: The main categories of curriculum are three types:-
(i) Subject centered curriculum.
(ii) Educant centered curriculum
(iii) Community centered curriculum.
13. Write two main co-curricular activities.
Ans: The two main co-curricular activities are:-
(i) Activities for physical development.
(ii) Activities for educational development.
14. Mention the two drawbacks of current curriculum.
Ans: The two drawbacks of current curriculum are:-
(i) To emphasis on book reading.
(ii) Lack of vocational education.
15. Mention the three principles of curriculum construction.
Ans: The three principles of curriculum construction are:-
(i) Curriculum should be vocational.
(ii) Curriculum should be importance individual differences.
(iii) Curriculum should be life long.
16. Mention five advantage of the co-curricular activities.
Ans: The five advantage of the co-curricular activities are:
(i) They help in removing dullness and monotony created by the traditional curriculum and can motivate the students to study better.
(ii) They help in developing the psycho-physical health and hygiene of children and develop their manual and motor skills.
(iii) They help in the development of mental alertness, intellectual keenness and problem solving ability of the students.
(iv) They provide freedom and spontaneity of self-expression and self-realisation essential for good education.
(v) A child develops control over his emotion and attains emotional maturity through them.
17. Distinguish between rigid and flexible curriculum.
Ans: The differences between rigid and flexible curriculum are:
(i) Rigid curriculum is more or less static for a certain period of time. It does not allow frequent changes.
On the other hand, flexible curriculum allows change and reformation in accordance with the needs and requirements of the society along with changing time.
(ii) Rigid curriculum stands for maintenance of uniformity of standard in education which often give public recognition to the students. Flexible curriculum believes in the continued process of human evolution that serves the need of education.
(iii) Rigid curriculum is revolutionary but flexible curriculum is evolutionary.
18. What is curriculum?
Ans: The word “Curriculum” has been derived from Latin word “currere” which means ‘run’. Thus curriculum means a course to be run for certain goal or distinction.
In the narrow sense curriculum is understood as a prescribed course of study for the learner to be accomplished within a definite time frame. The educational authority prepares and prescribed it for the students to be accomplished within its academic session. After completing a curriculum degree, diplomas, certificate is awarded.
On the other hand in wider sense, curriculum means totality of experiences that an educational institution may provide inside and outside the classroom for all round development of child’s personality. It covers all the useful knowledge and experiences needed for personal and social development.
19. Write about the narrow and wider meaning of curriculum?
Ans: The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.
20. What do you mean by Curriculum Development?
Ans: It means continuous reconstruction and re-organisation of curriculum to accomplish individual needs and social goals, keeping in view the socio-economic and cultural changes. It is a continuous process. curriculum should not be static. It should be dynamic. Hence, from time to time it should be reconstructed and reorganised. This type of revision of the curriculum is known as curriculum development.
21. Write the Definition of Syllabus.
Ans: The syllabus is defined as the documents that consist of topics or portion covered in a particular subject. It is determined by the examination board and created by the professors. The professors are responsible for the quality of the course. It is made available to the students by the teachers, either in hard copy or electronic form to bring their attention towards the subject and take their study seriously.
A syllabus is considered as a guide to the in charge as well as to the students. It helps the students to know about the subject in detail, why it is a part of their course of study, what are the expectations from students, consequences of failure, etc. It contains general rules, policies, instructions, topics covered, assignments, projects, test dates, and so on.
22. Write a short note on curriculum?
Ans: The word “Curriculum” has been derived from Latin word “currere” which means ‘run’. Thus curriculum means a course to be run for certain goal or distinction.
In the narrow sense curriculum is understood as a prescribed course of study for the learner to be accomplished within a definite time frame. The educational authority prepares and prescribed it for the students to be accomplished within its academic session. After completing a curriculum degree, diplomas, certificate is awarded.
On the other hand in wider sense, curriculum means totality of experiences that an educational institution may provide inside and outside the classroom for all round development of child’s personality. It covers all the useful knowledge and experiences needed for personal and social development.
23. Explain the modern concept of curriculum.
Ans: When education is viewed as a dynamic process, the old concept of curriculum can not be accepted in its entirety. The courses of study no doubt still form important part of the concept but they are only a part of the curriculum. The experiences gained at school and community by students under the guidance of teachers are also included in the curriculum. Modern curriculum course all the under areas of individual and group life.
It encomposses for the meaningful and desirable activities outside the school provided that these are planned organized and used educational. As such curriculum is something more than the course of study. It is now reviewed as a chase with no rigidity fixed goal rather a race in which the goal and the course lading to the goal are both fixed in advance. As Professor D.I. Lal says, “the change concept of learning and better understanding of children have gave a long way in changing rather revolutionizing our concept of curriculum.
Instead of starting with the cultural heritage to be put across to children so as to be mastered by them or preparing them for future life, start with the children or we find them discover their needs and try to meet them in the base possible manner. According to Payne, “curriculum consists of all the situations that the school may select and consciously organized for the purpose of developing the personality of its pupils and for making behaviour change in them.
Curriculum in fact is a means with which children adjust themselves to their environment. The acknowledgement of the fact that experience is the best teacher has given a new approach to curriculum.
LONG TYPE QUESTION & ANSWERS
1. Explain the Traditional Concept of Curriculum.
Ans: In the past the second name of curriculum was “course of studies”. This term was considered to be a program related to various subjects only. However, the terms “Curriculum” and “courses of studies” were, sometimes interchangeable but used in a very limited sense. As a matter of fact, this viewpoint was a static-view which emphasized only the text-book knowledge or factual information. In those it was correct because the main objective of education was to help the learner to memorize the contents.
Furthermore, curriculum was a body of preserved factual knowledge to be transmitted from the teacher to the pupils and mastered by them through memorization, recitation and drill; and to be reproduced on the demand of the teacher.
A traditional curriculum is an educational curriculum which follows established guidelines and practices. This term can refer both to a curriculum as a whole, as in the set of courses which students must take to graduate and the order in which they are presented, and to the curriculum in the form of the content taught in an individual class. This curriculum is sometimes criticized for being too narrow, and a number of education professionals have developed alternative educational methods, or suggestions for teaching a traditional curriculum in a more expanded way.
In the sense of an entire curriculum, a traditional curriculum includes core subjects and electives. Core subjects usually include topics like math, science, history, and English. Students may also take courses in the social sciences, and can expand their curriculum with topics like art, foreign languages, music, acting, and so forth. The curriculum is designed in a progressive way, with each level being slightly more challenging than the last, requiring students to build skills and use them as their work their way through the curriculum.
2. Explain the Modern concept of curriculum.
Ans: When education is viewed as a dynamic process, the old concept of curriculum can not be accepted in its entirety. The courses of study no doubt still form important part of the concept but they are only a part of the curriculum. The experiences gained at school and community by students under the guidance of teachers are also included in the curriculum. Modern curriculum course all the under areas of individual and group life.
It encompasses for the meaningful and desirable activities outside the school provided that these are planned organized and used educational. As such curriculum is something more than the course of study. It is now reviewed as a chase with no rigidity fixed goal rather a race in which the goal and the course lading to the goal are both fixed in advance. As Professor D.I. Lal says,” the change concept of learning and better understanding of children have gave a long way in changing rather revolutionizing our concept of curriculum. Instead of starting with the cultural heritage to be put across to children so as to be mastered by them or preparing them for future life, start with the children or we find them discover their needs and try to meet them in the base possible manner.
According to Payne, “curriculum consists of all the situations that the school may select and consciously organized for the purpose of developing the personality of its pupils and for making behaviour change in them. Curriculum in fact is a means with which children adjust themselves to their environment. The acknowledgment of the fact that experience is the best teacher has given a new approach to curriculum.
3. State the relationship between curriculum and education.
Ans: Education has two interacted processes. One is the individual process and other is the social process. In the former sense, it is identical with individual growth and development of talent, powers in the child, “From the latter point of view it is identical with socialization, adjustments to environment and imbibing of culture.
Both the processes are integrated. What is gain during the processes is experienced of behaviors pattern in the form of knowledge, skill and traits. Curriculums may be defined as the sum total of such experience. So, curriculum is intimately related with education. While education is a process, curriculum in the form of new experience is means to the processes.
While education is learning curriculum signifies situation of learning. Education desk with how and when but curriculum deals with what. Education is the product and curriculum is the plan. The purpose of the curriculum are the behavioral sense that we intend to make in the students. For these purpose, it needs instructional material for the subject matter of experience which can be utilized for making derived sense.
The curricular processes also includes the learning processes or the procedure to be used in making sense in all phrases of development, physical, mental, emotional and social. The end product of curriculum in the growth and the development students specially in relation to his powers, ability, and in talent. The starting point of curriculum is the experience at home and the classroom, local community, state and country.
4. Explain the needs and importance of Curriculum.
Ans: The needs and importances of Curriculum can be summarized as under:
(i) Accomplishment of educational aims: Curriculum helps in achieving the aims and objectives of education. Without suitable curriculum aims of education cannot be achieved. Curriculum is said to be a means to an end. It leads the students towards the objectives.
(ii) Acquisition of knowledge: Curriculum helps the educand in the acquisition of knowledge. By studying various subjects laid down in the curriculum, the educand gains a variety of new knowledge. Acquisition of knowledge is one of the fundamental of curriculum.
(iii) Development of citizenship: One of the most important responsibilities of education is the development of good citizenship. Curriculum is the most important means to develop the qualities of worthy citizenship. The curriculum should be constructed carefully in order to achieve this aim.
(iv) Discoveries and inventions: At the university and higher level of education, curriculum is framed to encourage research, discoveries and inventions.
(v) Selection of teaching methods: Suitable curriculum enables the teacher to select suitable methods of teaching.
(vi) Development of character: Building of character is one of the most significant aspects of modern education. Character can be developed with the help of suitable curriculum.
(vii) Development of personality: Modern education aim at the development of wholesome personality. Suitable curriculum helps in the development of different aspects of personality i.e. physical, mental, emotional, etc. aspects. These aspects of personality should be considered well while preparing curriculum.
(viii) Creation of suitable environment: Curriculum helps to create an environment suitable to the educand. This environment assists the educand in achieving the maximum possible development of his facilities, abilities and capabilities.
5. Explain the four important basis of curriculum construction.
Ans: The four fundamental basis of curriculum construction ar explained below:
(i) Philosophical basis of curriculum: There is an intimate relationship between the philosophy and the school curriculum. Philosophy determines the goal of life and education tries to achieve that goal through its aims and curriculum. As goals of life and aims of education change from time to time, from place to place accordingly to philosophical ideologies, the curriculum of education cannot escape from these transformations. It also changes according to changes in times, places and prevalent philosophical ideology.
(ii) Sociological basis of curriculum: According to sociologists only those subjects and activities should be included in the curriculums which are useful from the point of view of society. In other words, curriculum should be constructed in accordance with the needs, requirements, conditions and aspirations of the society. With this view point, the curriculum should include such socially useful subjects as Arithmetic Health education, social studies, General science etc. which develops the individual side by side with the society.
(iii) Psychological basis of curriculum: Psychological basis of education emphasizes that education is for the child and not that child is for education. In other words, child is the centre of educational process. Psychology has also established the fact that every child has his own needs, interests and impulses which are differ from one another. Hence curriculum should be so flexible that it is able to meet the individual differences effectively and allow each child to develop along his natura path and progress at his own speed. For this, the curriculum should contain various games, sports and creative activities.
(iv) Scientific or technological base: Scientific basis emphasizes that in the curriculum, the main and important place should be given to the scientific subjects and secondary place to the academic disciplines. Hence science subjects like Physics, Chemistry, Botany, Biology, Psychology etc. should be included in the curriculum.
6. Explain the importance of curriculum in school system.
Ans: Following are the importance of curriculum in school system.
(i) The philosophy of education is translated into actions through curriculum. Curriculum gives the practical shape to the philosophy underlying education.
(ii) Curriculum makes educational aim to a reality. Achievement of an educational aim is made possible through working out of the curriculum.
(iii) Curriculum is a guide both for teaching and learning. In the absence of a curriculum programmed of activity of learners and teachers will be confusing.
(iv) Curriculum builds up method of teaching. How to teach depends on the curriculum i.e. What to teach.
(v) Curriculum link-up the knowledge and experiences of past, present and future.
(vi) Organized and systematic study of a subject depends upon curriculum.
(vii) Evaluation of knowledge and achievement of the learner and their classification and gradation are made possible through the curriculum.
7. What are the defects of curriculum?
Ans: The defects of curriculum as highlighted by Mudaliar Commission of 1952-53 are as follows:
(i) Narrowly Conceived: Present curriculum is not prepared keeping the broader meaning of curriculum. Present curriculum is no more than the lessons to be prepared for examination. This gives only a comprehensive view of knowledge.
(ii) Emphasis on bookish knowledge: The present curriculum gives emphasis on theoretical aspect of education and neglects the practical aspect. Even in the theoretical side, there is overcrowding of the items of syllabus which are not related to practical life and interest.
(iii) Single track curriculum: The present curriculum lacks the diversity of tastes and talents. The mono track system was framed century ago and it is still continuing.
(iv) Absence of vocational and technical studies: The old curriculum framed century ago lacks vocational and technical education. After independence due to set up of industries and advancement of technology necessitated a suitable curriculum at school stage.
(v) Domination of Examination: The present curriculum is dominated by examinations. The importance of Contents, the weightage given to the topics and types of study are determined by the types of questions asked in the examination.
(vi) Overcrowding of subjects: The curriculum given too many subjects but due attention has not given due capability and interest of the student.
(vii) Unmindful of individual difference: Individual taste, interest and aptitudes of the students are not takes note of by the curriculum. As a result it has failed to serve diversity of taste and talent of the students.
8. Write the principles of curriculum construction.
Ans: Following are the basic principles of curriculum Construction.
(i) Principle of child-centered: Curriculum should be based on the present needs, requirement and circumstances pupils. A child need experience more than instruction. Hence, meaningful, practical curriculum should be prepared so as to face the challenges.
(ii) The principle of community centered: Curriculum should focus to fit a child for community. A child is a growing member so community. Hence, the curriculum should be prepared with hopes of end aspirations of the community or society.
(iii) Principle of flexibility: Curriculum should be based on the principle of flexibility and dynamism. So as to serve the varying needs of individual and society.
(iv) Principle of utility: Curriculum should have utility. It should include the technical, vocational education to train as it could be useful for the students.
(v) Principle of correlation: There should be correlation in between the subjects.
(vi) Principle of training for leisure: Curriculum should teach students both for work and leisure. Provision should be made to include co-curricular activities to use the leisure.
(vii) Principle of creative development: Curriculum should have space to develop creative talents of students. It should be exploratory in nature so as to enable the teacher to search for the native talents and creativity inherent in his students.
(viii) Principle of character formation: Building of character, good manner is essential for individual and society. Hence, curriculum should include moral lessons for building good moral character. Through regulated activities and programme good character could be built. Hence, curriculum should include all these.
(ix) Principle of mental discipline: Training needs to be given through curriculum for sharping mental powers of individual.
(x) Principle underlying development characteristics: Every stage of development has its own psycho-physical characteristics for our consideration. Accordingly, there are differential needs and interests of the students that should be served appropriately. The curriculum should therefore include the development characteristics that appear in different stages of children.
9. Discus Different Types of Curriculum?
Ans: Curriculum have many types: Here types are:
(i) The traditional or subject-centered curriculum.
(ii) Activity curriculum.
(iii) The Experience curriculum.
(iv) The undifferentiated curriculum.
(v) Basic Education Curriculum.
(vi) Life created or balanced curriculum.
(i) The traditional or subject-created curriculum: The traditional curriculum, which has been in vogue for a sufficiently long time is conceived in terms of subjects. It is nothing but a statement of the subjects of study with indication of their extent and time limit. Each subject to a separate entity and its nature and score is clearly defined. All stress is on the intellectual attainment of the child rather then on the valuer of (sources) studies for personal and social development.
(ii) The Activity Curriculum: It is a pity that earn at present educational system in India lays in due emphasis an verbal information, Internal examination and bookish knowledge and there is little attempt to see whether such knowledge and information produce that deserve effect on the behaviour of pupils. Thinkers like Rousseau, Montessori, Dewey and Gandhi realised that education which does not influence the child’s conduct is not worth the time, money and energy invested on it. (The activity curriculum).
In activity curriculum subjects matter is translated in terms of activities and knowledge is gained as an outgrowth and product of those activities. Activity as used as the medium for importing all the requisites, knowledge, skills and attitudes. So, teaching of structure and purposeful activities is quite in accordance with the nature and interest of children. Activity develops the constructive and creative urges of children and thus leads to full and all round growth of the personality.
(iii) The Experience Curriculum: A Curriculum which gives rich and varied experiences of knowledge, skills, attitudes and appreciation is called the ‘Experience curriculum’ Experience, in fact, is the product of the activity process. No activity can be separated from experience. An educative and meaningful activity must end in a gainful experience. In words of John Dewey: ‘Experience is a matter of the interaction of organism with its environment, an environment that is human as well as physical that includes the materials of tradition and institution as well as local surrounding”.
(iv) The indifferent curriculum: “Differentiation” means speciation and indifferential is the opposite of specialisation. Undifferentiated curriculum, therefore, means a curriculum which does not aim at the specialised study of various subjects. Specialisation should come at the higher secondary and the college levels.
At the primary and junior secondary levels. At the primary and junior secondary school stages, we should have undifferentiated or funed curriculum, which lays stress on the formation of worthwhile habits, skills and virtues. Development of fuller and all-round personality is possible only though integrated experiences and the only means of bringing about this integration is the unification of subjects and activities.
(v) Basic Education Curriculum: With a view to bring about on all round development of the child, the curriculum of Basic Education has been constructed around three integrally related centers:
(a) Physical environment.
(b) Social environment. and
(c) Crafts – All subjects and activities are coordinated with these centres, in order to give much need unity to school curriculum.
Basic curriculum should be interpreted in the light of the general principles of Basic Education which have been discussed separately. Basic education which have been discussed separately. Basic Education, as conceived and explained by Mahatma Gandhi, in essentially an education for life, and what is more, an education through life. It aims at creating a social order which is free from all exploitation and violence. This is the reason why productive, creative and socially useful work for pupils, without any distinction of class or caste, is placed as the very centre of Basic Education. In this scheme of education, all knowledge.
(vi) Life centred (and) or balanced curriculum: After discussing the different types of curriculum we should now be in a position to decide as to what a balanced curriculum is. Infact, if we deep all the important principles of constructing curriculum in mind and then select activities and subjects for various graders of pupils, the result will be a balanced curriculum. Such a curriculum will include all the aspects of human activity and human development and will thus, cater to the needs of both the present and the society. It will transmit the cultural heritage, explain the present and help in planning the future and will in this way enable the child to adjust himself properly to the modern complex and fast changing world.
10. Explain the defects of curriculum construction?
Ans: The defects of curriculum construction are explained below:
(i) It is conceived in terms of subjects: It gives a pre-designed and predetermined place and a fixed amount of time to each subject in the daily time table. The extent and scope of each subject to be studied in a particular class during a particular period is strictly defined. Thus knowledge to be acquired by children is divided into watertight compartments, with little of correlation among it. Thus curriculum is not integrated and hence knowledge gain is not unified and systematic.
(ii) Rigid and Static: The modern curriculum is static. It does not take notice of the conditions. The some facts are to be learned by all the students, irrespective of their taste, interest, and capacity. Such a curriculum can neither meet the needs of the individual child nor can serve the purpose of society. It therefore, defer its own aim and purposes.
(iii) Constructed by adults after their own image: This curriculum is constructed by the adults to prepare the child for the future, according to adult standard and values. It is imposed from above. The teachers who carry out actual instructory work in school have no say in the matter. It is generally framed by the high upon in the education department or the political administrators who have absolutely no idea of the actual needs and interests of the child.
(iv) Stresses repetition and modernization: In traditional curriculum, the teacher’s main concern is with what to teach and not with how to teach. Hence, it emphasise only on the text book. This subject matter may not be related to the actual life of the child. Knowledge is acquired for is own salve and therefore, it does not enable the child to solve his practical problems of life. So, there is little initiative, originality and creative thinking on the part of children.
(v) Not on expression of cultural and spiritual heritage: This curriculum is not relevant to the cultural and spiritual heritage of India. Unless the curriculum is closely related to the liner of people, past and present, it fails to turn the emotion of the pupils.
(vi) It neglects other informal agencies of education: This curriculum neglects the other informal agencies of education viz, home, press, the platform, the radio, television, cinema, etc. Entire education can not be imparted by the school where the child lives for five to six hours.
(vii) It neglects mother tongue: The traditional curriculum play undue attention on English, which is a foreign language. Naturally, a foreign language is a poor substitute for mother tongue as a means of self-expression. National language is the store house of Nation’s culture and tradition. It is not only instrument of thought but also a natural means by which emotions are refined. The neglect of mother tongue made thus entire education process quit unnatural.
11. What do you mean by co-curricular activities? What are these activities?
Ans: The activities outside the school hours are called co-curricular activities. These were not considered important in education hence called extra curricular activities with the development of psychology, the importance of extra curricular activities is recognized and these are called co-curricular activities.
Co-curricular activities are important for all round development of a child. These physical, mental, spiritual etc. Music, dance, art, drama, theatre, games, sports, excursions, scouts, guide, social service, painting etc. are included in co-curricular activities. These activities are necessary all round physical, mental and spiritual development of a child.
Various types of co-curricular activities: The following are the various types of co-curricular activities.
(i) Physical Activities: There is a proverb “Health is wealth” physical activities help to develop physique of students. In the school curriculum physical well being of the students should be given due attention. The school should have games, sports, swimming, rowing club, body building facilities. Establishment of N.C.C., Scouts and guide, Red Cross Society etc. be formed.
A great deal of enjoyment combined with knowledge is achieved from physical activities. Physical well being is achieved through delightful exercises.
(ii) Academic activities: Academic co-curricular activities like debating, quiz competition, seminars, symposium, discussions, excursions, etc. offer opportunities for the development of intellect of students. These activities stimulates the power of imagination. Reading of papers on a variety of subjects offer opportunities for mental alertness and thinking.
(iii) Social Activities: Participation of social activities teach many social vetches like discipline, good habits, fellow-feeling, dignity of labour, besides giving immense pleasure.
(iv) Literary Activities: Literary activities develop the intellectual capacity of a child. These include, school magazines, wall papers, etc.
(v) Artistic Activities: Dance, Music, Art, Drama, etc. develop artistic quality of child. Hence, school should organize artistic activities which give pleasure and creative talents to the students.
(vi) School administration: The student’s union, students council, etc. give opportunity to participate about school administration, discipline and parliamentary system. Hence, these should include in schools.
(vii) Excursion: Excursion or educational tour etc. gives students first hand knowledge, experiences of a items, place, historical place, etc. They also acquire knowledge about people, place and culture.
(viii) Other Activities: There are so many other co-curricular activities, which are beneficial for all round development of child. The parent teacher meeting, interaction with notable persons, speak on a variety of topics, social gathering etc. can go a long way in inculcating good habits and talents.
Co-curricular activities are getting due recognition because of its value. These activities are integral part of education system.
12. Explain the need and importance of Co-curricular activities.
Ans: The need and importance of Co-curricular activities may be briefly discussed as under:
(i) Ensure good physical and mental health: It contribute immensely to the physical development of the pupil. Specially the physical activities help the normal growth and development of the body. It is said that a sound mind is possible only in a sound body.
(ii) Psychological value: Co-curricular activities have sound psychological and mental significance. These activities satisfies the psychological need of children like sublimation of their instincts, healthy development of their emotions, satisfies their need etc. helps in maintaining sound mental health.
(iii) Social development: It helps to develop social qualities among students like-civic sense, cooperation, friendship, fellow-feeling, tolerance, social adjustment etc.
(iv) Develops democratic consciousness: It can develop democratic consciousness to social living. These can inculcate democratic values like co-operation, fellow-feeling, team spirit, group attitude etc. in the minds of children.
(v) Emotional development: Co-curricular activities can play a significant role in the training of emotions. These activities in the form of liberty activities, fine arts, music and other aesthetic activities may form healthy sentiments and secure emotional balance.
(vi) Disciplinary value: the problem of school discipline can be solved to a great extent through efficient organisation of co-curricular activities. Games and sports, Scout activities, N.C.C. can foster punctuality and sense of discipline in children.
(vii) Training for citizenship: Co-curricular activities like NCC, NSS, Girls Guide, Boys Scout, Ambulance Service etc., inculcate in students the ideals of social service, good conduct, respect for leaders and good citizenship.
(viii) Discovery of innate traits: Through co-curriculum activities a child can discover himself and become conscious of his abilities and interests and accordingly he can receive his future education.
13. Discuss the educative significance of co-curricular activities.
Ans: Co-curricular activities have given due recognition because of its value. These activities have become integral part of education.
(i) Co-curricular activities may provide ideal situation for training and development for the user experiences necessary for life.
(ii) Co-curricular activities help to identify native talents, potentialities and prospects of students for effective development.
(iii) Co-curricular activities can develop mental alertness, intellectuals thought, imaginative power and problem solving capacity of students.
(iv) Students can learn emotional binding and control development of cooperation, understanding through it.
(v) Co-curricular activities develop democratic values, friendship, leadership, co-operation, equality and social justice, etc.
(vi) Co-curricular activities helps to remove monitory, idleness and give recreation and refreshment.
(vii) Co-curricular activities develop the qualities like tolerance, reverence, self control and will force in child’s personality.
(viii) Co-curricular activities gives a good scope to pass leisure time in creative works.
The co-curricular activities is necessary all round personal development of a child.
14. What are the challenges in Organising Co-curricular activities?
Ans: There are many challenges, obstacles and problems in organising co-curricular activities. Some of these are explained below:
(i) Lack of variety: There is no variety of co-curriculum activities in a good number of schools. Due to lack of suitable infrastructure, staff, finance etc., the school authorities select a few activities to be organised in their schools. Hence students do not get more freedom to select activities based on their interest and aptitudes.
(ii) Not involving parents and teachers: The success of a balanced curriculum can only be achieved under the guidance from teachers and parents. Identifying a child’s talent in the early stages helps the teachers guide the leaner in balancing academics and co-curricular activities. Parents should also be willing to cope with the pressure that comes with their kid’s participation in sports such as traveling and training with possibilities of sustaining serious injuries.
(iii) Lack of necessary facilities in schools/ infrastructure: A number of schools have facilities that support extracurricular activities while a few have fallen short but continue to operate. One can wonder how they realize the balance between academics and sports. Schools should consider developing their student’s talents by providing the necessary needed facilities such as play grounds.
(iv) No definite time schedule: In most of the schools, there is no provision of fixed time-schedule to conduct co-curricular activities in the school programme. Generally, these activities are organised after the school hours when most of the students leave the school or lose stamina to participate in these activities.
(v) Academic pressures: The pressures of passing exams, completing assignments, syllabus completion among others can be very demanding to an extent that students concentrate only on one area and leaving out the other important aspects such as developing their talents. Students should be taught the skill of multitasking. Co-curriculum activities enable them to be in position to multitask even after school.
(vi) Examination oriented-education: The present system of education in our country is mostly examination-centered. Curriculum is constructed and administered in school with this end in view. Most of the co-curricular activities are not examination subjects. Hence, these are naturally neglected.
15. Mention the steps to be taken for success of co-curricular activities.
Ans: The social activities surrounded by the school take the form of the extra curricular activities or co-curricular activities. Because of the intense social interests of the students. Co-curricular activities constitute an important part of school life.
Following are some of the measures for success of co-curricular activities.
(i) Activities should be organized during the school time.
(ii) A wide programme of these activities should be drawn up.
(iii) Every student should have equal opportunity to take part in any activity.
(iv) No activity should be allowed to die.
(v) Fund should be provided sufficiently for development of co-curricular activities.
(vi) Co-curricular activities must be recognized and considered as means of education process.
(vii) The funds spending on co-curricular activities on such way that more students can get opportunity and benefit.
(viii) Teacher should be appointed for overall in charge of these activities.
(ix) The publicity of these activities should be wider as it reach to each student.
(x) Due appreciation should be given for organizer on these activities.
16. Write about reform of modern curriculum.
Ans: The Indian Education Commission of 1964-66 has suggested radical’s reform of school curriculum. These are-
(i) It recommends that school curriculum should be upgraded through research in curriculum development by university departments, education training colleges, State institute of Education and Boards of school education. All revision of curriculum should be based on such research.
(ii) It suggests that the teacher should be oriented to the revised curriculum through “In-service education”.
(iii) The school should be free to devise and experiment with new curriculum suited to their needs. Training colleges and Universities should give a lead through their experimental schools.
(iv) The state Board of school education should prepare advance curriculum in all subjects and introduce them in a phased manner in schools which fulfill certain staff conditions and provide certain facilities.
(v) The commission suggests a definite plan for the diversification of curriculum. It suggests that in general, in non-vocational schools, common curriculum of general education should be provided for first to year, and diversification of studies and specialization should begin only at the higher secondary stage. A unified approach should be made to the curriculum, synthesizing general education and specialized sources.
(vi) The commission lays stress on science education. It emphasizes that the explosion at knowledge in recent years and the reshaping of many scientific concepts have highlighted the inadequacy of the existing school science programme and brought about ‘mounting pressure’ for a radical reform to the curriculum.
(vii) The commission emphasizes the study of mathematics in view of the importance of qualification and the adequate of automation in the scientific and industrial revolution.
17. What do you mean by Co-Curriculum? Write the Characteristics of Co-Curricular activities.
Ans: Meaning of the term Co-Curriculum activities: The terminology co-assumes many meanings. Traditionally it includes all required content areas in the school programme. More recently the term “core” refers to type of course such as general education, united studies, common learnings, social living and integrated programme. Regardless of the terms that is employed in the school, the two ideas common to the concept of core are that they provide experience needed by all youth and the experience cut across subject lines. Many teachers and teachers brainless misunderstand the term core. They should remember that core is a method not a subject.
According to N.L. Boshing, “the co-curriculum’ designator those learning experience that are fundamental for all learner because they derive from:
(i) Our common, individual derives or needs. and
(ii) Our civic and social needs as participating members of democratic society.
Characteristics of co-curriculum:
(i) The first characteristics of the core phase of the curriculum is that it utilises the problems of personal and social development common to all youth.
(ii) A second characteristics is that it develops these problems without reference to the traditional subject-matter fields.
(iii) A third characteristic of the core is that it encourages the use of the problem solving technique to attack problems. These core issues are problems not topics of subject-matter;. They require a wide variety of techniques and materials for their development.
(iv) The fourth characteristics of the more programme is, its provision for individual and group guidance.
(v) A fifth and final characteristic might be mentioned. The core programme produces for a scheme of organizing around the core the majority of the teachers of the school in relation to dominant central purpose that of developing social compliance and a building the rest of the school programme around individual interests and (supplementing) purpose of supplementing the core work.
18. Offer your suggestions for the measures to be adopted for the success of co-curricular activities?
Ans: Different Co-curricular activities: The social activities surround by the school take the form of the extra curricular activities or, to use a more appropriate name, the “co-curricular” programme. Although the activities should always be based upon the spontaneous interests of boys and girls, they are nevertheless to some extent organized and suppressed by the school. Because of the intense social interests of the pupils, these co-curricular activities (constitute) constitute an important part of school life:
(i) Activities should be organised during the school time and not after the school.
(ii) A wide programme of these activities should be drawn up.
(iii) Every student should have equal opportunity to take part in any activity.
(iv) Every student should have equal opportunity to take part in any activity.
(v) No activity should be allowed to die.
(vi) There co-curricular activities should be started in a small way and developed gradually.
(vii) Sufficient funds should be raised to meet the expenses of these activities.
(viii) Every organisation must keep the record of various activities.
(ix) These activities should be less expensive.
(x) Co-curricular programme must be reorganised and considered as means of educative process.
(xi) Funds should not be spent on few promising items only. They should be spent in such a way that most of the students may be benefited.
(xii) Due appreciation should be given for the organisers of these activities.
(xiii) The teachers should act only as the advisors and not dominate the whole show.
(xiv) Some extra allowance should be given to the teachers who organise these activities.
(xv) The publicity of these activities is also important.
(xvi) A teacher should be appointed as an overall incharge of the activities.
These co-curricular activities help a lot in building the personalities and character of our students.
19. Write about Reform in Modern Curriculum?
Ans: The Indian Education commission of 1964-66 has suggested radicals reform of school curriculum:-
Firstly, it recommends that school curriculum should be upgraded through research in curriculum development by university departments, of education, training colleges, state institutes of Education and Boards of School Education. All revision of curricula should be based on such research. Research is also needed in the preparation of text books and learning materials.
Secondly, it suggests that the teachers should be oriented to the revised curricula through “inservice education.”
Thirdly, the schools should be free to devise and experiment with new curricula suited to their needs. Training colleges and universities should give a lead through their experimental schools.
Fourthly, the state Board of school education should prepare advanced curricula in all subjects and introduce them in a phased manner in schools which fulfill certain staff conditions and provide certain facilities.
Fifthly, the commission suggests a definite plan for the diversification of curricula. It suggests that in general, in non-vocational schools, common curricula of general education should be provided for the first 10 years, and diversification of studies and specialisation should begin only at the higher secondary stage. A unified approach should be made to the curriculum, synthesising general education and specialised sources.
Sixthly, the commission lays stress on science education. It emphasises that the explosion at knowledge in recent years and the reshaping of many scientific concepts have highlighted the inadequacy of the existing school science programme and brought about ‘mounting pressure’ for a radical reform to the curriculum.
Eightly, the commission emphasises the study of Mathematics in view of the importance of qualification and the adequate of auto nation in the scientific and industrial revolution.
20. Discuss about the role of co-curricular activities in imparting environmental education among students.
Ans: The co-curricular activities played an important role in Environmental Education. The teaching strategies of Environmental Education can be used to provide awareness, developing skills and attitudes towards the environment but active participation in problem solving and protection and conservation of environment is equally important area of environmental education. Various co-curricular activities can be organised as the most important and appropriate means for providing such opportunities to the students.
The co-curricular activities can be organised through various programmes:
(i) To clean the environment in and outside the school through NSS camps.
(ii) To grow plants and develop garden for the protection of the environment.
(iii) To clean the public places, park etc.
(iv) To construct roads in the village areas by organising NSS camps, scout and guide camps etc.
(v) To help the villagers to dig pits for waste management and also to teach them how the bio-degradable and non-degradable waste should be managed.
21. Society/ Pupils as a component of Educational process.
Or
Write about the mutual relationship between education and society/pupil.
Ans: Every individual is born in a society in this way he is a part of a society. The educative process can only be conducted in a society. Education cannot be separated from society. Education cannot be carried out and organized in space. It requires a society to take birth. Society affects individuals. Likewise, the role of an individual also affects the society. Social stability can been sued and maintained if there is a harmony between individuals and society.
If we wish to develop the abilities of the individuals, we will have to produce an appropriate social environment. This environment can only be produced through the establishment of the educative process. Education can never ignore the needs of society. Society can never survive without the existence of education. If there is no society, there is no education. The existence of education and society is interlinked and interdependent.
22. Teacher as a component of Educational process.
Or
Write about the mutual relationship between education and teacher.
Ans: Teacher is an essential element of the process of education that transmits the curricular content to the students. He guides the students in the selection of ways of life. He also supervises the co-curricular activities. No system of education of the world can get the objective of education without the active participation of the teacher in educative process.
Teacher is the person who transmit the curricular content and thereby causes positive changes in the character of the students. The instructional process cannot be conducted without the presence of a teacher. Teacher, content, methodology and the students should rightly understand their responsibilities for the successful conduct of the instructional process. The instructional process begins with the teacher and he himself evaluates the instructional process.
The experts agree that a teacher makes the instructional process meaningful and purposeful. As there is a gardener for the garden, a soldier for watching the border, a teacher is necessary for supervising the educating and training process of the children.
23. Curriculum as a component of Educational process.
Or
Write about the mutual relationship between education and curriculum.
Ans: The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.
An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course. In many cases, teachers develop their own curricula, often refining and improving them over years, although it is also common for teachers to adapt lessons and syllabi created by other teachers, use curriculum templates and guides to structure their lessons and courses, or purchase pre-packaged curricula from individuals and companies. In some cases, schools purchase comprehensive, multigrade curriculum packages-often in a particular subject area, such as mathematics-that teachers are required to use or follow.
Curriculum may also encompass a school’s academic requirements for graduation, such as the courses students have to take and pass, the number of credits students must complete, and other requirements, such as completing a capstone project or a certain number of community-service hours. Generally speaking, curriculum takes many different forms in schools-too many to comprehensively catalog here.
24. Student as a component of Educational process.
Or
Write about the mutual relationship between education and student.
Ans: Student is a most significant element of the process of education. A student is a person who has the desire to bring about changes in his behavior, attitudes and skills. This is the person for whom the learning process is conducted. The instructional process cannot be held without the students. To me, he is the pivot and central focus of the educative process. The objective of all the educational activities produce changes in the behavior of student. In the past, the student was regarded as the person sitting in the classroom and listening to his teacher.
Now, in the modern word the concept of a student is absolutely changed. Now, a student is a person who learns through formal, non-formal and in-formal methods of education. There are a lot of possibilities of learning before us. We learn from nature, mistakes and experiences and also from teachers. Now, the responsibilities of the students have been increased. In spite of all these, formal education cannot survive without the presence of students.
25. What are the defects in the Traditional Curriculum or Subject Centered Curriculum? Explain.
Ans: The defects in the Traditional Curriculum has been explained below:
(i) Narrow: The traditional curriculum is narrowly conceived. Traditional subject matter of mere academic interest has restricted the curriculum.
(ii) Rigid: There is rigidity and not flexibility in traditional curriculum. It does not suit the changing needs of the individual and the society.
(iii) Neglect mother tongue: The traditional curriculum still lays emphasis on the medium and study of English. Mother tongue is neglected in the curriculum.
(iv) One-sided: It is helpful for the total development of child’s personality. It emphasizes only the intellectual development of the child and neglects the other aspects of personality such as physical, social, moral, emotional and aesthetic.
(v) Dominated by examination: The existing curriculum is dominated by examinations which are neither valid nor reliable. The fear of tests and examinations is one of the tortures that make school work a frightening to many children. It cannot properly gauge the results of education.
(vi) Neglects cultural heritage: The traditional curriculum neglects cultural heritage. It is a matter of great concern that the Indian folklore, myth, religion, music, moral and spiritual values are not given due importance in the schools.
(vii) Lack of moral and sex education: There is no provision of providing moral and sex education in the traditional curriculum. Hence, it does not help in the total development of the individual.
(viii) Bookish and mechanical: Traditional curriculum is bookish, theoritical, impractical and mechanical. It gives over emphasis on the acquisition of academic theoritical knowledge rather than practical one. Knowledge acquired in traditional curriculum is not total or integrated.
26. What are the characteristics of Modern Concept of Curriculum? Explain.
Ans: The characteristics of Modern Concept of Curriculum are explained below:
(i) Dynamic concept: The modern concept of curriculum is dynamic and not static. The aims of education changes with the corresponding change in the aims and values of life.
(ii) Includes co-curricular activities: All the Experiences which are needed by an individual for his fullest development cannot be provided in the class environment alone, they need some out class experiences known as co-curricular activities. It is included in modern curriculum.
(iii) Child-centric: Modern curriculum is child-centric and life-centric. Any experiences which help directly or indirectly in the development of personality of the pupils are considered as an essential element of curriculum.
(iv) Concerned with modern aims of education: It is intimately concerned with the aims of modern education. Modern curriculum includes those experiences and activities which help in the all-round development of personality.
(v) Multiplicity of subjects: It consists of multiplicity of subjects and variety of activities and experiences. The curriculum has widened with the change of time and society.
(vi) The total school environment: In modern sense, curriculum is an inclusive and comprehensive term and it does not mean only a subject or group of subjects taught in the schools. It includes the complete school environment involving all the courses, experiences and activities of the pupils.
(vii) Totality of pupils experience: The modern concept of curriculum consists of the totality of the experiences pupils learn in the school.
27. What is the Key Differences Between Syllabus and Curriculum?
Ans: The basic differences between syllabus and curriculum are explained in the point given below:
(i) The syllabus is described as the summary of the topics covered or units to be taught in the particular subject. Curriculum refers to the overall content, taught in an educational system or a course.
(ii) Syllabus varies from teacher to teacher while the curriculum is same for all teachers.
(iii) The term syllabus is a Greek origin, whereas the term curriculum is a Latin origin.
(iv) The curriculum has a wider scope than the syllabus.
(v) The syllabus is provided to the students by the teachers so that they can take an interest in the subject. On the other hand, normally the curriculum is not made available to the students unless specifically asked for.
(vi) Syllabus is descriptive in nature, but the curriculum is prescriptive.
(vii) Syllabus is set for a particular subject. Unlike curriculum, which covers a particular course of study or a program.
(viii) Syllabus is prepared by teachers. Conversely, a curriculum is decided by the government or the school or college administration.
(ix) The duration of a syllabus is for a year only, but curriculum lasts till the completion of the course.
28. According to Mudaliar Commission what are the defects of curriculum?
Ans: The defects of curriculum as highlighted by Mudaliar Commission of 1952-53 are as follows:
(i) Narrowly Conceived: Present curriculum is not prepared keeping the broader meaning of curriculum. Present curriculum is no more than the lessons to be prepared for examination. This gives only a comprehensive view of knowledge.
(ii) Emphasis on bookish knowledge: The present curriculum gives emphasis on theoretical aspect of education and neglects the practical aspect. Even in the theoretical side, there is overcrowding of the items of syllabus which are not related to practical life and interest.
(iii) Single track curriculum: The present curriculum lacks the diversity of tastes and talents. The mono track system was framed century ago and it is still continuing.
(iv) Absence of vocational and technical studies: The old curriculum framed century ago lacks vocational and technical education. After independence due to set up of industries and advancement of technology necessitated a suitable curriculum at school stage.
(v) Domination of Examination: The present curriculum is dominated by examinations. The importance of Centents, the weightage given to the topics and types of study are determined by the types of questions asked in the examination.
(vi) Overcrowding of subjects: The curriculum given too many subjects but due attention has not given due capability and interest of the student.
(vii) Unmindful of individual difference: Individual taste, interest and aptitudes of the students are not takes note of by the curriculum. As a result it has failed to serve diversity of taste and talent of the students.
29. Write the principles of curriculum construction.
Ans: Following are the basic principles of curriculum Construction.
(i) Principle of child-centered: Curriculum should be based on the present needs, requirement and circumstances pupils. A child need experience more than instruction. Hence, meaningful, practical curriculum should be prepared so as to face the challenges.
(ii) The principle of community centered: Curriculum should focus to fit a child for community. A child is a growing member so community. Hence, the curriculum should be prepared with hopes of end aspirations of the community or society.
(iii) Principle of flexibility: Curriculum should be based on the principle of flexibility and dynamism. So as to serve the varying needs of individual and society.
(iv) Principle of utility: Curriculum should have utility. It should include the technical, vocational education to train as it could be useful for the students.
(v) Principle of correlation: There should be correlation in between the subjects.
(vi) Principle of training for leisure: Curriculum should teach students both for work and leisure. Provision should be made to include co-curricular activities to use the leisure.
(vii) Principle of creative development: Curriculum should have space to develop creative talents of students. It should be exploratory in nature so as to enable the teacher to search for the native talents and creativity inherent in his students.
(viii) Principle of character formation: Building of character, good manner is essential for individual and society. Hence, curriculum should include moral lessons for building good moral character. Through regulated activities and programme good character could be built. Hence, curriculum should include all these.
(ix) Principle of mental discipline: Training needs to be given through curriculum for sharping mental powers of individual.
(x) Principle underlying development characteristics: Every stage of development has its own psycho-physical characteristics for our consideration. Accordingly, there are differential needs and interests of the students that should be served appropriately. The curriculum should therefore include the development characteristics that appear in different stages of children.
30. Discuss different types of curriculum.
Ans: Curriculum has many types: These are as follows:
(i) The traditional or subject centered curriculum.
(ii) Activity curriculum.
(iii) The experience curriculum.
(iv) The undifferentiated curriculum.
(v) Basic education curriculum.
(vi) Life created or balanced curriculum.
(i) The traditional or subject centered curriculum: It is nothing but a statement of the subjects of study with indication of their extent and time limit. Each subject to a separate entity and its nature and score is clearly defined. All stress is on the intellectual attainment of child rather than on the values of studies for personal and social development.
(ii) The activity curriculum: Thinkers like Rousseau, Montessori, Dewey, Gandhi realized that education which does not influence the child’s conduct is not worth the time, money and energy invested on it. In the present education system of India lays due emphasis on verbal information, internal examination and bookish knowledge and there is little attempt to see whether such knowledge and information produce that deserve effect on the behavior of the students or not.
(iii) The experience curriculum: A curriculum which gives rich and varied experience of knowledge, skills, attitude and appreciation is called the “Experience curriculum”. Experience is the product of the activity process, No activity can be separated from experience. All educative and meaningful activity must end in a gainful experience. According to John Dewey, “Experience is the matter of interaction of organism with its environment, an environment that is human as well as physical that includes the materials of tradition and institution as well as local surrounding”.
(iv) The indifferent curriculum: Differentiation means specialization and indifferential is the opposition of specialization. Indifferentiated curriculum therefore means curriculum which has no specialized study of subjects. Specialization should come at the higher secondary and the college levels.
At the primary and junior school levels we should have in differentiated or funned curriculum, which lays stress on the formation of worth while habits, skills and virtues. Development of fuller and all round personality is possible only through integrated experiences and the only means of bringing about this integration is the unification of subjects and activities.
(v) Basic education curriculum: With a view to bring about all round development of a child, the curriculum of Basic education has been constructed around three integrally related centers.
(a) Physical environment.
(b) Social environment.
(c) Gafts-all subjects and activities are correlated.
Basic curriculum should be integrated in the light of the general principles of basic education which have been discussed separately. Basic education as conceived and explained by Mahatma Gandhi is essentially an education for life, and what is more an education through life. It aims at creating a social order which is free from all exploitation and violence. This is the reason why productive, creative and socially useful work for pupils, without distinction of class or caste, is placed as the very centre of basic education.
(vi) Life centered or balanced: If we deep all the important principles of constructing curriculum in mind and then select activities and subjects for various grades of pupils, the result will be a balanced curriculum. Such a curriculum will include all the aspects of human activity and human development and will thus, cater to the needs of both the present and the society.
