Importance of Time Table in School Education

Second school clock, spark plug and a mirror: Time table is said to be the second clock which indicates all the activities undertaken in a school. It shows the hours of school work, kind of work or subjects, the teachers at work and at rest, the rooms being used in a certain period, recreational time, time of roll call, time of morning assembly, time of drill, games and other co curricular activities and time of interval. The school is the spark plug of the school which sets into motion its various activities and programmes. Time table is a mirror that reflects the entire educational programme followed in the school. It serves the following purposes:

(1) Eliminates Wastage of Time and Energy:

Undoubtedly all planned programmes eliminated wastage of time and energy and it equally true in the case of a school time-table. The work is and by is large,

equitably distributed among the members of the staff. It directs the teachers and students energy and attention to one thing at a time by placing proper persons at their proper place at the proper time and in die proper manner.

(2) Ensures due attention to every Subject or Activity:

The framing the time-table, due attention is given to every subject. Periods are allotted to different subjects according to their importance and their nature.

(3) Develops Moral Values:

It helps to develop Qualities like punctuality and regularity both in the teachers and the taught by placing before them a set programme of activities.

(4) Brings System in the School Life:

It provides work for students and keeps them busy and thereby helps in maintaining discipline. In the absence of any time-table there is found to be chaos and confusion in the school.

(5) Ensures Regular and Even Progress:

Regular and even progress is ensured because time­table prevents laxity and shortages.

(6) Psychological Value:

It has got a psychological value leading to the removal of fatigue which may occur due to prolonged hours of teaching and learning.

(7) It ensures equitable distribution of time to different subjects and activities:

Time-table helps in avoiding the allotment of too much or too less work to any teacher.

(8) Develops Good Habits:

It helps in developing regular habits of work.

(9) Advance Planning by the Teachers and Students:

Time-table helps in chalking out plans in a systematic manner.

Form of a Time-table:

The form of a time-table depends upon the nature of activities carried in a school the more the number and variety of activities, the more type of time-tables. In an ordinary school four forms of time-table i.e. consolidated time-table of the school, class time-table, teacher's vacant period time-table and teacher's time­table will serve the purpose. Time-table for co curricular activities is coming into vague in view of their importance in the field of education. Similarly in school where games are properly organised, the need for games, be stressed. The time-table for home-work is also maintained by sonic schools.

Ideally speaking there should be seven types of time-table:

(1) Master time indicating the entire programme of the school

(2) Class time-table.

(3) Teacher's time-table.

(4) Vacant period time-table.

(5) Games time-table

(6) Co curricular activities time-table.

(7) Home-work time-table.

One copy of the class time-table should be kept in the classroom concerned. A copy of the teacher's time­table should be put in the staff room. One copy of each time-table should be kept in the Head Office, so that he may know at a glance what work a particular class or teacher is doing at a given time.

Recommendations of the Education Commission:

(1) The working hours per day should vary from four hours at the pre-primary stage to about six hours at the higher secondarily stage.

(2) The total period does not include the time for co curricular activities.

(3) The period includes the time for library period or the guided studies.

(4) At the lower primary stage the hours of instruction should be about 900 at higher primary and secondary stages they should be not less than 1,000 and preferably raised to 1,000 or even 1,200 if conditions are favourable.

Importance of Time Table in School Education

EDUCATIONAL PLANNING Definition Objectives Steps

What is Educational Planning?

According to Philip H Coombs

"Educational Planning is the application of rational systematic analysis to the process of educational development with the aim of making education more effective in responding to the needs and goals of the students and society".

What are the importance of Educational Planning? 

1. Educational planing helps to attains the educational objectives. 

2. Educational planing helps to reduce the wastage of resources, manpower, time, finance.

3. Educational planing helps to keep pace with social development.

4. Educational planing helps to gives direction to administration.

Objectives of Educational Planning
1. Attained objectives of education.
2. Reduce wastage of resources.
3. Provide the base for accountability
4. Keep pace with social development.
5. Reduce regional imbalance in educational development.
6. Coordinate different educational activity. [example: Pre-primary to Primary, Primary to Secondary, Higher  Secondary to College Education etc.]
7. Overall (social, cultural, economic) development of country.

Steps of Educational Planning
1. Deciding the educational objectives based on educational policy.
2. Analysis of the recent trends and the present situation. SWOT (Strength / Weakness / Opportunity / Threat) analysis to find out the alternative.
3. Selection of the best alternative.
4. Preparation of the of the plan. That is how to do the work, find out source of resource and requirement of schedule timing.
5. Implementation and monitoring (supervision).
6. Evaluation

Types of Educational Planning
1. Macro Planes and 2. Micro Plans

Macro Plans in Education 
In educational planning Central level and State levels plans are macro plans. It is long term plans.

• Central Level Plans
• State level plans

Micro Plans in Education 
In educational planning District level, Block level and Institution level planning are micro planning. It can be both long term and short term

• District level
• Block level
• Institution level

Micro plans helps Macro plans to succeeds.

FOUR PILLARS OF EDUCATION

Four Pillars of Education

Concept, Nature and Scope of Education

Concept, Nature and Scope of Education

B Ed NEW SYLLABUS West Bengal State University

NEW SYLLABUS OF B Ed SYLLABUS 

WEST BENGAL STATE UNIVERSITY

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INDUCTIVE AND DEDUCTIVE METHODS OF TEACHING

Students have different intellectual capacities and learning styles that favour or hinder knowledge accumulation. As a result, teachers are interested in ways to effectively cause students to understand better and learn. Teachers want to bring about better understanding of the material he/she wants to communicate. It is the responsibility of the educational institutions and teachers to seek more effective ways of teaching in order to meet individual's and society's expectations from education. Improving teaching methods may help an institution meet its goal of achieving improved learning outcomes.

Teaching methods can either be inductive or deductive or some combination of the two.

The inductive teaching method or process goes from the specific to the general and may be based on specific experiments or experimental learning exercises. Deductive teaching method progresses from general concept to the specific use or application.

These methods are used particularly in reasoning i.e. logic and problem solving.

To reason is to draw inferences appropriate to the situation.

Inferences are classified as either deductive or inductive.

For example, "Ram must be in either the museum or in the cafeteria." He is not in the cafeteria; therefore he is must be  in the museum. This is deductive reasoning.

As an example of inductive reasoning, we have, "Previous accidents of this sort were caused by instrument failure, and therefore, this accident was caused by instrument failure.

The most significant difference between these forms of reasoning is that in the deductive case the truth of the premises (conditions) guarantees the truth of the conclusion, whereas in the inductive case, the truth of the premises lends support to the conclusion without giving absolute assurance. Inductive arguments intend to support their conclusions only to some degree; the premises do not necessitate the conclusion.

Inductive reasoning is common in science, where data is collected and tentative models are developed to describe and predict future behaviour, until the appearance of the anomalous data forces the model to be revised.

Deductive reasoning is common in mathematics and logic, where elaborate structures of irrefutable theorems are built up from a small set of basic axioms and rules. However examples exist where teaching by inductive method bears fruit.

EXAMPLES:  (INDUCTIVE METHOD):

1)      MATHEMATICS:

A)   Ask students to draw a few sets of parallel lines with two lines in each set. Let them construct and measure the corresponding and alternate angles in each case. They will find them equal in all cases. This conclusion in a good number of cases will enable them to generalise that "corresponding angles are equal; alternate angles are equal." This is a case where equality of corresponding and alternate angles in a certain sets of parallel lines (specific) helps us to generalise the conclusion. Thus this is an example ofinductive method.

B)    Ask students to construct a few triangles. Let them measure and sum up the interior angles in each case. The sum will be same (= 180°) in each case. Thus they can conclude that "the sum of the interior angles of a triangle = 180°). This is a case where equality of sum of interior angles of a triangle (=180°) in certain number of triangles leads us to generalise the conclusion. Thus this is an example of inductive method.

C)    Let the mathematical statement be, S (n): 1 + 2 + ……+ n =. It can be proved that if the result holds for n = 1, and it is assumed to be true for n = k, then it is true for n = k +1 and thus for all natural numbers n. Here, the given result is true for a specific value of n = 1 and we prove it to be true for a general value of n which leads to the generalization of the conclusion. Thus it is an example of inductive method.

2)    LANGUAGES:

A)    Development of a story from a given outline is an example of inductive method because the student may develop any story from the given outline (specific) based on his/her imagination.

B)     Writing a letter to his father describing a particular event of his life, is an example of inductive method because, the event and the language (use of words) differs from student to student (general) while the format of the letter is always specific as it always starts with "Respected Father", then is the body of the letter and finally the closure is done by "your (loving) son/daughter" followed by name.

C)     Writing an essay on "the book I like most", is an example of inductive method because while the format of essay i.e., introduction followed by body and finally, the conclusion, always remains the same (specific) but the book and the reasons for liking it and the words used differ from individual to individual (general).

3)    CHEMISTRY:

Elements in the periodic table are divided into several groups which have similar properties and electronic configurations etc. Thus if the properties of individual elements in a group like chemical reactivity, melting point, boiling point, ionization energy etc. are known the properties of the elements of the entire group can be predicted with very few exceptions. Thus it proceeds from specific to general and so is an example of inductive method.

4)    PHYSICS:

By noting the amount of work done in lifting a body from the ground to a height h, we can derive the relation between the  potential energy of the body (P.E.) with the height attained by it from the ground, which is P.E. = m g h, where,  g = 9.8 m/sec2, the acceleration due to gravity acting vertically downwards. The height being specific, it proceeds from specific to general and so is an example of inductive method.

5)    BIOLOGY:

a)     Morphological and anatomical characteristics can be studied in particular plants with prominent characteristics, such as Lemna (Duckweed), Eichhornia (water hyacinth) hydrilla, Opuntia, Accacia, Calotropis (AK); for understanding the ecological adaptations of plants into three groups on the basis of plant water relationships as Aquatic (Hydrophytes), Terrestrial (Xerophytes, Mesophytes) and Halophytes. As it proceeds from particular to general, therefore it is an example of inductive method.

b)    The children are explained the consequences of depletion of resources like coal, petroleum and then let them reason the need for conservation of resources and methods for it. As it proceeds from particular to general, therefore it is an example of inductive method.

6)    ECONOMICS:

By studying the factors affecting inflation which are specific, like the supply and demand of goods in an economy etc, we can predict as to whether the rate of inflation will rise or fall during a given period of time (general) which ultimately gives an estimate of the cost of living in an economy and calculating the cost of living index number, the govt. is able to decide regarding the extent of increase in the dearness allowance (DA).

EXAMPLES:  (DEDUCTIVE METHOD):

1)      MATHEMATICS:

A)    We have an axiom that "two distinct lines in a plane are either parallel or intersecting" (general).  Based on this axiom, the corresponding theorem is: "Two distinct lines in a plane cannot have more than one point in common." (Specific). Thus this is an example of deductive method.

B)     We have a formula for the solution of the linear simultaneous equations as  and(general). The students find the solutions of some problems like  based on this formula (specific). Thus this is an example of deductive method.

2)    LANGUAGES:

A)   Writing a summary of a passage known as précis writing is an example of deductive method because for the given passage (general) we always have certain key points which are included in the summary (specific).

B)    Explaining a poem in prose with reference to context is an example of deductive method because the poem being given (general), we always try to pen the specific idea or thought of the poet in prose. Hence it is an example of deductive method.

3)    CHEMISTRY:

The experiment of salt analysis is an example of deductive method because here, we firstly perform the preliminary test also known as dry test (general) to ascertain as to which group it may probably belong. The group being ascertained, we proceed to perform specific confirmatory test to identify the particular salt. Thus it proceeds from general to specific.

4)    PHYSICS:

By using the properties of semi-conductors (general), we make several instruments like diodes and transistors which have (specific) uses like the light emitting diode (LED) is used in remote control instruments; the photo diode is used for counting the exact number of people present in a stadium at a particular interval of time. As it proceeds from general to specific thus this is an example of deductive method.

5)    BIOLOGY:

a)       This method can best be made use of in the study and understanding of diseases where the symptoms and precautionary measures of various diseases caused by bacteria, virus and other organisms can be explained and children are asked to identify the same on the basis of their understanding.

b)      Classification of animals into chordate and Non-Chordate on the basis of their differences. Since, the differences are general in nature, and the classification as mentioned above is particular in nature, it proceeds from general to particular. Thus this is an example of deductive method.

The examples cited above are not exhaustive. Many more examples can be given and from variety of subjects as well.

Logic and Problem solving are two more areas where these methods find extensive usage.

The major task of logic is to establish a systematic way of deducing the logical consequences of a set of sentences. In order to accomplish this, it is necessary first to identify or characterize the logical consequences of a set of sentences. The procedures for deriving conclusions from a set of sentences then need be examined to verify that all logical consequences and only these are deducible from that set.

From its very beginning, the field of logic has been occupied with arguments, in which certain statements, the premises, are asserted in order to support some other statement, the conclusion. If the premises are intended to provide conclusive support for conclusion, the argument is a deductive one. If the premises are intended to support the conclusion, only to a lesser degree, the argument is called inductive.

A logically correct argument is termed "valid", while an acceptable inductive argument is called cogent. The notion of support is further elucidated by the observation that the truth of the premises of a valid deductive argument necessitates the truth of the conclusion. It is impossible for the premises to be true and the conclusion false. On the other hand, the truth of the premises of a cogent argument confers only a probability of truth on its conclusion: it is possible for the premises to be true but the conclusion is false. For example let the premise is: "All teachers are scholars" and the conclusion be: "There are some scholars who are not teachers". Let the premise be true then obviously, the conclusion is false. Hence it is a cogent. Again let the premise is "no policeman is a thief" and the conclusion be "no thief is a policeman". Let the premise be true then the conclusion is also seen to be true. Thus it is a valid (deductive) argument.

Problem solving is another area where inductive and deductive processes may be used.

In inductive thinking, one considers a number of particular or specific items of information to develop more inclusive or general conceptions. After aspirin was synthesized, for example, some people who swallowed the substance reported that it relieved their particular headaches. Through induction the reports of these specific individuals were the basis for developing a more inclusive notion: "aspirin may be helpful in relieving headaches in general".

"Deduction" is reasoning from general propositions –or hypotheses-to more specific instances or statements. Thus, after the general hypothesis about the effectiveness of aspirin had been put forward, physicians began to apply it to specific, newly encountered headache cases. The deduction was that, if aspirin is generally useful in managing pains in the head, it might also be helpful in easing pains elsewhere in the body.

Although a person may deliberately choose to use induction or deduction, people typically shift from one to the other depending on the exigencies of the reasoning process.

Finally let me compare these two methods.

S.NO

INDUCTIVE METHOD

DEDUCTIVE METHOD

1.

It gives new knowledge

It does not give any new knowledge.

2.

It is a method of discovery.

It is a method of verification.

3.

It is a method of teaching.

It is the method of instruction.

4.

Child acquires first hand knowledge and information by actual observation.

Child gets ready made information and makes use of it.

5.

It is a slow process.

It is quick process.

6.

It trains the mind and gives self confidence and initiative.

It encourages dependence on other sources.

7.

It is full of activity.

There is less scope of activity in it.

8.

It is an upward process of thought and leads to principles.

It is a downward process of thought and leads to useful results.

To conclude, we can say that inductive method is a predecessor of deductive method. Any loss of time due to slowness of this method is made up through the quick and time saving process of deduction. Deduction is a process particularly suitable for a final statement and induction is most suitable for exploration of new fields. Probability in induction is raised to certainty in deduction. The happy combination of the two is most appropriate and desirable.

There are two major parts of the process of learning of a topic: establishment of formula or principles and application of that formula or those principles. The former is the work of induction and the latter is the work of deduction. Therefore, friends, "Always understand inductively and apply deductively" and a good and effective teacher is he who understands this delicate balance between the two. Thus: "his teaching should begin with induction and end in deduction."

What is ‘Pragmatism’ and what should be the role of teacher according to it.

INTRODUCTION :

Pragmatism is based on traditional ways of thinking and finding ways to incorporate new ideas to achieve a desired result. This philosophy keeps people looking for effective methods for completing specific tasks. Because the world is constantly changing, people continue to change things of the past. The nature of pragmatism reflects a naturalistic humanism approach. It also developed a worldview through the scientific revolution. This is an American philosophy with roots from the British, Europeans, and ancient Greeks.

PRAGMATISM AND EDUCATION :

The aim for education is to teach children to be comfortable in their learning environment to an extent that children are living their life. Dewey believed in this type of environment that is not considered a preparation for life, but life. He believed that educators should know the things that motivate and interest children and plan accordingly. Dewey believed that aims should grow out of existing conditions, be tentative, and have an end view. The methods of educating are unique to each individual. This philosophy believes that not all children learn the same way, so it is important to vary educational methods. This philosophy supports large print text, small desk, and things that move easily. The classroom would be a functional atmosphere with the interest of the children at hand. Problem solving, themes, experiments are all parts of the pragmatic philosophy.

The curriculum for the pragmatic philosophy supports a connection between knowledge and experience. It is important for children to connect the two so learning can become meaningful. According to Dewey, children must be interested in the subject matter to gain meaning. Subjects that are difficult and cause children to struggle should be organized and designed to build motivation about the topics. Children should enjoy learning and leave with a sense of accomplishment.

The role of the teacher is important in successfully educating children. The teacher must capture the child’s interest and build on the natural motivation that exists. Teachers need to remember to vary their teaching methods to accommodate each individual learning style. Not all children learn at the same pace or are at the same point; therefore, the teacher must vary his/her style. Dewey believed that knowledge should be organized and relate to current experiences.

The focus of research is to make an impact on the child’s life with regards to their

individuality. Throughout the history of this philosophy, Dewey conducted experiments

that fostered his thoughts and ideas. Each experiment reflected individual growth.

There are several philosophers that were advocates of pragmatism. Francis Bacon had a significant influence on pragmatism. He suggested an inductive approach, which became the basis for the scientific method. John Locke was a philosopher that believed that the mind at birth is blank. He disagreed with Plato in that a person learns from experiences. Another philosopher was Jean-Jacques Rousseau. He was interested in the relationship between politics and education. He believed that people are affected by the outside world, but are basically good at heart. Auguste Comte, who was not a pragmatist, influenced pragmatism to use science when problem solving. His dream was to use science to help reform society. Another philosopher was Charles Darwin, who was considered the most important and influential with regards to pragmatism. He was attacked because of his religious theories. He believed that nature operates without an intended end or result. Organisms will live and then die out when changes in nature

occur. Charles Sanders Peirce was an American pragmatist that never received the recognition he deserved. He believed that ideas were nothing until they have been tested in actual experiences. Another important philosopher was William James, who made pragmatism a wider public view. He believed that an idea must be tried before it can be considered good. The final philosopher, which is considered to be the greatest asset to pragmatism, was John Dewey. According to Dewey, no changeable absolutes or universals exist.

Pragmatism as a philosophy of education has not totally been used correctly. Many schools have used certain parts of the philosophy, but not many use it consciously. Most people were interested in using the practical parts than focusing on the philosophy. Pragmatism as an educational belief does not have everyone agreeing. Some believe that it is too vague and others believe it is too watered down. After analyzing pragmatism, I feel that this philosophy best describes my teaching style. This philosophy was easier to understand and make connections. Pragmatism reminds teachers to individualize their instruction to meet the needs of each learner. One must remember to keep old traditions, but incorporate new ideas

PRAGMATISTS :

Charles Sanders Peirce (1839-1914)

     His ideas were important because he believed in the necessity for testing ideas in experience. He felt that ideas had practical consequences and that they could not be separated from human conduct.

William James (1842-1910)

     William James’ philosophy can be related to one of his statements that “the proof is in the pudding”, meaning that to tell if pudding is good, you must taste it.  Individuals experience things that may be true for them, but not for others. He therefore did not believe in universal truths. His ideas were often referred to as radical empiricism. William James is responsible for making pragmatism popular.

John Dewey (1859-1952)

     Dewey liked to work with real life problems and the practical consequences of ideas.  He felt that humans could work toward a more satisfying life by using processes that would help mankind. We begin to think, according to Dewey, because of a problem. By dealing with the problem we are beginning to think creatively. Dewey felt that each situation was unique and should be dealt with by experimenting with various solutions, meaning that one solution did not fit all problems. He felt that experience and nature could not be separated because nature was what a person experienced. Dewey felt that a child should not be taken out of their social environment when being educated meaning that he considered social relationships important in the education process. He would not appear to have been a proponent of home schooling. He believed in testing ideas on an experimental basis with regard to the results of their successfulness. Method, rather than abstract answers was very important. Dewey also believed that learners would be most motivated to study organized knowledge when they could relate its usefulness to the present.

   Dewey thought that industrialization had depressed individuality and that the individual and social aspects of children could be nurtured through democratic experiences within the school. Individuality was important because if individual choices were made intelligently, then people had greater control over their destiny. Dewey felt strongly individuals must be educated within a group because of the necessary interplay of the two. Individuals and society support each other. In fact he felt that this social life was the job of the school.  141This duality of coexistence supported Dewey’s views on religion, holding to the idea of a connecting link between individuals and society. Each action was judged as moral according to its affect on society.

AIMS OF EDUCATION

    According to Dewey, education was a preparation for life that allowed cultures to survive over time and that allowed all individuals to have the fullest life possible in a social environment using democratic ideals.  He felt that educators should be as interested in the interests of children as they were in the environments from which they were coming.  Education according to Dewey is a social process that should be flexible and always have an objective in mind. The aim of education is the growth in the ability to learn from experience and to make good decisions based on that experience because humankind is ultimately responsible for bringing order to the universe. Education should be a process that looks at the past for guidance, choosing the ideas that work and apply for the situations of today, solving problems intelligently rather than automatically relying on tradition.

METHODS OF EDUCATION

     Pragmatism seems to encourage a curriculum that is flexible and open ended, involving cross curricula project based activities which involve the application of all subject matter. It is an action based philosophy which would include using multiple methods of educating students, some of which involve going into the community or involving community members. Teachers need to be concerned with teaching children how to solve real life problems in a practical setting. This philosophy advocates meeting the needs and interests of individual children through a directed approach. Experimentation is basic, leading to problems which children must learn to solve.

CURRICULUM

     The pragmatic curriculum focuses on learning experiences in a curriculum that is diversified and problem centered, not fragmented or compartmentalized. All learning starts with a problem or question that allows students to search for answers according to interests and abilities that may involve working alone, or in group. Use of a wide variety of resources from traditional to modern, is encouraged with students identifying those resources which are best suited for the project at hand.

ROLE OF TEACHER

    According to Dewey, learning was essential for the continuation of society, which would make the job of the teacher pretty significant. Pragmatists believe that people learn through informal processes, but these processes must have a purpose and a flexible plan of action. The teacher’s job is to provide an open ended opportunity for study in an environment that allows the child to think and act intelligently in order to test ideas and skills. All children do not learn in the same way or at the same rate, so teachers are the guides to the learning process, which meets children at their level of ability. In that respect teachers must have sufficient knowledge of a subject to be able to break it down into parts for students to study, and they must be able to link the learning to a motivation and natural curiosity that the children already possess.  It is also important for teachers to also understand the background and environment that learners are bringing to school so that they can make suggestions and arouse student interests in order to help them grow by leading them into new areas of knowledge.

CRITIQUE

    One criticism of the pragmatist philosophy of education is that it dilutes the curriculum by incorporating pieces of each discipline or subject area without exploring any of them in detail. It is also often said that this philosophy rejects traditional values for values that are uncertain or impermanent. However the pragmatist believes that traditional methods that work should be kept. Those that don’t should b replaced. Sometimes the replacement process involves experimenting with new ideas and processes.  The teacher who teaches in a pragmatist curriculum must be an extremely capable and organized person who is able to think spontaneously and possess a wide base of knowledge. In the past, many teachers were not well trained enough to be able to support this concept adequately. Because of the idea that the curriculum should be centered on the interests of children, pragmatists are also often charged with being too permissive with children.

PERSONAL OBSERVATIONS

     Each time that I reflect on another philosophy, I can find evidence of its use in today’s educational systems. I believe that the pragmatic philosophy may actually be seeing a renewal in modern education. On several occasions, supervisors have come to my school to observe engaged learners participating in real world experiences. However, the use of the guaranteed curriculum seems to deviate from the philosophy because of the fact that it has very specific objectives which are not very flexible in most cases. However, I think this philosophy can be utilized to some extent in spite of the curriculum.  By using the objectives in the curriculum as a starting point for a project concept, by utilizing the concept maps, the technology tools, and a little advanced planning, it’s possible to devise project based learning opportunities that are open ended and general enough to allow children to be creative in their explorations of information and concepts. I believe that a parish wide initiative called Working on the Work may be incorporating pragmatic ideas to some extent. However, I still have much to learn about this new endeavor.

CONCLUSION :

Pragmatism represents a perfectly familiar attitude in philosophy, the empiricist attitude, but it represents it, as it seems to me, both in a more radical and in a less objectionable form than it has ever yet assumed. A pragmatist turns his back resolutely and once for all upon a lot of inveterate habits dear to professional philosophers. He turns away from abstraction and insufficiency, from verbal solutions, from bad a priorireasons, from fixed principles, closed systems, and pretended absolutes and origins. He turns towards concreteness and adequacy, towards facts, towards action and towards power. That means the empiricist temper regnant and the rationalist temper sincerely given up. It means the open air and possibilities of nature, as against dogma, artificiality, and the pretence of finality in truth.

REFERENCE:

1. Boldt M (1993). Surviving as Indians: the challenge of  self-government. Canada, University of TorontoPress:  162–166.
2. Department of Health and Aged Care. CDHAC (2000). National action plan for promotion, prevention and early intervention. Canberra,Commonwealth Department of Health and Aged Care.
3. City of Yarra (2003). Report to VicHealth. Melbourne, City  of Yarra. Committee on Indigenous Health (2002). The Geneva  declaration on the health and survival of indigenous peoples.
4. New York, United Nations Permanent Forum   on Indigenous Issues. Deloria V (1994). God is red.Colorado, Fulcrum  Publishing: 172–173.
5. Desjarlais R, Kleinman A (1997). Violence and well-being. Social Science Medical Journal, 45(8):1143–45.
6. Durie M (2003a). Indigeneity: challenges for indigenous doctors. In: Durie M, ed. Ngä kähui pou: launching  Mäori futures. Wellington: Huia Publishers: 269–288.

Mention the Aims of Education in present scenario

INTRODUCTION :

For a fairly long time now, we have been engaged in the great task of educating the children of India, an independent nation with a rich variegated history, e x t r a o r d i n a r i l y   c o m p l e x   c u l t u r a l diversity, and commitment to democratic values and general well-being. Given the

enormity and importance of this task, it is necessary that we create occasions from time to time to sit back collectively As an apex national agency of educational reform, NCERT is expected to review the school curriculum as a regular activity, ensuring the highest standards of rigour and deliberative openness in the process. Consequently, in 2004, the NCERT initiated the review of National Curriculum Framework for School Education– 2000. In the context of this exercise, a National Steering Committee chaired by Prof. Yash Pal and 21 National Focus groups were set up. These focus groups were created to generate ideas and to reflect upon curricular areas, national

concerns and systemic reforms. Each Focus Group through discussions and intensive deliberations produced a research-based Position Paper providing a comprehensive view of existing knowledge in the area and future direction. The position papers prepared by the NFGs provided inputs to the National Curriculum Framework–2005. All these position papers are available in print form and also on NCERT’s website. For the readers of the Journal of Indian Education we present

here the text of one such position paper Aims of Education. and ask ourselves, ‘what are we doing in our engagement with this task? Is there a need to ask ourselves afresh some of the basic questions such as what ought to be the purpose of education?’ The constitution of the focus group on the aims of education is perhaps meant to provide such an occasion.

AIMS OF EDUCATION : THE PRESENT SCENARIO :

§                       Establishment of schools on the lines economic and social background (corporate schools for the rich, English Medium schools for the Middle class families and government schools for the people of lower standards).

§                       Linear thinking assuming that engineering an medicine courses are the ultimate.

§                       Disappearance of childhood rote memory replaces joyful learning.

§                       Exam oriented study.

§                       Schools have turned into agencies that provide guidance only for exams.

§                       Commercialization of Education.

§                       Disparity between aims and methodology.

§                       Vagueness on expectations and abilities.

§                       Assumption of confining education to classroom.

§                       Repulsion towards new methods.

§                       Lack of coordination between society, school and administration, not catering to the needs  

            of the society.

§                       Development of passivity.

§                       No scope for the enrichment of cognitive resources of the child such as questioning,  

             observation, inquisitiveness and expression.

§                       Diminishing of values, cooperation collaboration patience, self-confidence, discretion and rational thinking.

§                       Absence of human values, individual values and social values.

§                       Mechanization of the child’s mind by the current education system.

§                       Focus only on enrollment.

§                       No stress on quality education.

§                       Inequality, lack of freedom, negligence and irresponsibility.

§                       Inferior training programmes, monotonous teaching training, training institutes and universities far away from the real world and lack of psychological element in education.

§                       School is just information centre and exam centre.

§                       Laborious Learning and intolerable schools.

§                       Dumping of monotonous syllabus into lower levels in the name of curriculum revision.

§                       Education promoting dependability, not self-confidence.

§                       Gulf between labour and intelligence.

§                       Children of the poor engaged in physical work whereas children of the rich capture power and administration.

§                       Teacher-centered classes and only text books provide true knowledge.

§                       Satisfying the officials and lack of decision making.

§                       Disbelief among the teachers, the management and the society.

§                       Lack of resources and lack of utilizing the resources available.

§                       Completing the syllabus in time is the ultimate goal.

§                       No idea of the aims and objectives of present education.

§                       Lack of awareness of the aims of education.

§                       The consequences of the present system.

§                       The role of the school, the teachers and the society.

THE PROPOSED AIMS

§                       Education should provide foresight and proper guidance.

§                       Education is an instrument to achieve democracy, social equality and justice.

§                       Thoughtfulness and independent work with values.

§                       Concern for the others.

§                       Learning how to learn and updating what is learnt.

§                       Creative responses, creative thinking and implementing the new knowledge in various situations.

§                       School should promote social awareness and human relations.

§                       School as the resource centre comprising books for reference, books for the young, books for the children, etc)

§                       Laboratories equipped with all materials and apparatuses.

§                       Qualitative education aiming at educational goals.

§                       Teacher as social volunteer.

§                       Reformation in evaluation system so that the abilities of the children are assessed.

§                       Protection of environment, natural resources reducing wastages and disaster management.

§                       Promoting Self-reliance, social awareness, responsibility and inquisitiveness among the children.

§                       Professional and vocational trainings.

§                       Respecting Art Education, literature, culture study and traditions.

 SOME IMPLICATIONS FOR PEDAGOGY AND EVALUATION

It may be useful to consider some of the implications of what has been said so far f o r   p e d a g o g y   a n d   e v a l u a t i o n .   T h e strangeness of the school environment can be mitigated by imaginatively linking the experience of school with the child’s experience outside it in the community. While school might have many new and exciting experiences for the child, it must

not appear as rejecting or eve ignoring the child’s experience in the community. Pedagogy will gain but incorporating children’s experience of what the Greeks used to call oikos, and likewise and it can teach them fresh ways of experiencing t h e   w o r l d   o u t s i d e   t h e   s c h o o l .   F o r example, if a child has grown up in intimate contact with the nature around h i m ,   a s   m o s t   c h i l d r e n   i n   t r i b a l communities do, school can enrich and enhance this intimacy by sharpening the child’s awareness of his own natural environment–something that sadly does

not happen in most of our schools. The role of the teacher here is absolutely crucial. One is reminded of the nineteenyear-old teacher who came to help Tagore with the teaching in his school:

With him boys never felt that they were confined in the limit of a teaching class; they seemed to have their access to everywhere. They would go with him to the forest when in the spring the sal

trees were in full blossom and he would recite to them his favorite poems, frenzied with excitement…He never had the feeling of distrust for the boys’ capacity of understanding …. He knew that it was not a t   a l l   n e c e s s a r y   f o r   t h e   b o y s   t o understand literally and accurately, but that their minds should be roused, and in this he was always successful he was

not like other teachers, a mere vehicle of t e x t b o o k s .   H e   m a d e   h i s   t e a c h i n g

personal, he himself was the source of it, and therefore it was made of life stuff, easily assimilable by the living human nature.” Pedagogy must draw upon resources of creativity and exploration, such as literature in its various forms and history in its uncovering modes, e.g., unmasking

the mind of the colonisers as well as that of   the colonised.   I t   is  impor tant   to e s t a b l i s h   c o n n e c t i o n s   b e t w e e n apparently discrete events and things, between things and events close to one and those distant in time and space– connections which can bring sudden

light to the workings of the child’s own mind. If the world of education is, in a sense, moral education, and if means a n d   e n d s   i n   m o r a l   m a t t e r s   a r e organically or internally connected, the teacher, who is the primary vehicle of education, must be seen substantially as

an embodiment of virtues in his role as a teacher.

CONCLUSION :

National Policy of Education (1992) laid down many objectives for the development of education system in India but it has not been successful in achieving all of them. It has specified that the examination system should discourage the memorizing but it is what is going on. The education in India seems to encourage rote learning instead of experimentation and questioning. There is some disparity in assessment as all the State Boards have different standards of evaluation. 

The reservation on the basis of caste and religion is also a negative point in Indian education. Corruption is visible in the allocation of seats of institutions of higher studies and student politics is another sore point. These are some of the issues, which need to be worked upon. 

Though there are disparities between the objectives and their implementation in education but still education system in India has come a long way and will continue to improve in the future. 

REFERENCE:

1.     Estimate for India, from India, The Hindu

2.     "Really Old School," Garten, Jeffrey E. New York Times, 9 December 2006.

3.     "Education in India". World Bank.

4.      India achieves 27% decline in poverty, Press Trust of Indiavia Sify.com, 2008-09-12

5.      India still Asia's reluctant tiger, by Zareer Masani of BBC Radio 4, 27 February 2008

6.     SPECIAL REPORT: THE EDUCATION RACE, byNewsweek, August 18–25, 2011 issue

7.     "Science and Technology Education". Press Information Bureau. Retrieved 2009-08-08.

8.     How To Save The World's Back Office, by Sramana Mitra ofForbes, 03.14.08