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1Unit-1
EDUCATION AND CULTURE
UnitStructure
1.0 Objectives
1.1 Introduction
1.2 Concept of culture
1.2.1Meaning and Nature ofculture
1.2.2 Characteristics of culture
1.2.3 Kinds of culture
1.3 Concept of Modernization
1.3.1Meaning of modernization
1.3.2Factors ofmodernization
1.3.3 Obstacles in the way of modernisation
1.3.4 Education in India and modernization
1.4 Relationship between education and culture
1.4.1Education as an Instrument of culture
1.4.2Cultural Lag
1.4.4Impac to fculture on education
1.4.5Impact of education on culture
1.5 Summary
1.6 Unit Exercise
1.7 References and Suggested Reading
1.0 OBJECTIVES
After going through this Unit, you will be able to:
define culture and its kinds;
analyse the role of Educa tion in preservation ,transmission
and renewal of culture;
explain the usefulness of culture base pedagogy and also,
understand interrelationship of education and culture.
1.1 INTRODUCTION
We human beings are not only social animals ,human are
also a cultural being. However, the societies in which we live are as
much inherited by us from the past as we shape these in the
present. This shows how dynamic the societies are. We do notmunotes.in
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2always see these dynamic aspects of societies unless we return to
the past and study the processes through which different societies
have been transformed. In every simple and complex society,
there exist sstandards, norms, customs, values, beliefs and
conventional ways of behaving which shape the behaviour and
preferen ces of its members. These behaviours may differ from
society to society and from era to era, but they represent a process
through which the social heritage or the culture, is passed on from
generation to generation. Culture generally includes patterns and
products of learned behaviour, as well as the material objects of the
society and the artefacts produced.
In this Unit we will understand how culture isnot static and
how changes are continuous processes which could be detected
not only in the physica l contexts of societies but also in their
educational and cultural contexts. This will lead us to study about
culture and the changes which come about in through education .
Modernisation is also a factor which affects the society and culture
Besides, we will also study the roles and functions of education
which plays the role of catalyst to shape the societal and cultural
values and norms and also guide the processes of social
development and change. In this section, we will try to understand
the concept ofculture and modernization and also the relationship
between education and culture.
1.2 CONCEPT OF CULTURE
Let us try to understand what is meant by culture .A sw e
have stated earlier, human beings by nature are social animals.
They need societies fo r their survival and existence. Being social is
also an essential condition for the progress of human life on earth.
Conversely, a society is one which is consisted of people. But
people do not come together to live as a body for long unless they
have comm onalities to share. These commonalities include
common cultural traits, common habitation areas and distinct
identities. Thus, we could say that a society is an entity that is
made up of a group of individuals who share a distinct culture and
thrive throug h those institutions which they fashion to ensure their
survival and progress in an area that they learn to identify with.
According to E.B. Taylor, "culture is that complex whole
which includes knowledge, be liefs, art, morals, law, custom sa n d
other ca pabilities acquired by man as a member of society".
1.2.1Meaning and Nature of Culture
Definitions
Ingeneral language culture means good manners ,good
behaviours .munotes.in
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3Taylor defines culture as "that complex whole which includes
knowledge, belief, art, m orals, law, custom and any other
capabilities and habits, acquired by man as a member of society.
Ellwood says that "culture includes man’s entire material
civilization, tools, weapons, clothing, shelter, machines and even
system of industry.
According t oB r o w n ,b o t hm a t e r i a la n dn o n -material are
dependent upon each other. But culture cannot be defined. It is
better to describe it.
The culture of a people is the way of life of that people, the
things its people value, the things they don't value, their habits of
life, their work of art, what they do and what they like. By material
elements is meant the whole of man's material civilization, tools,
weapons, clothing, machines and industry. By non -material
elements is meant language, art religion, morality, law and
government."
The University Education Commission 1948 -49 defines
culture as “an attitude of mind, and inclination of the spirit ”.
According to T.S. Eliot, “the term culture includes all the
characteristic activities and interests of the people.
Mahatma Gandhiji has described culture in these words,”
Culture is the foundation, the primary thing. It should show itself in
the smallest details of your conduct and personality behaviour how
you sit, how you walk, how you dress etc. Inner culture must be
reflected in your speech, the way in which you treat visitors and
guests, and behave towards one another and towards your teacher
and elders”.
Culture, Education, Society and Personality are co -related
with each other, since culture affects the develop ment of
personality and the form of education is affected by the form of
social culture. In the society the sources of education are also other
than the schools.
Culture bymean the system of norms and standards that a society
develops over the course of many generations and which
profoundly affects every day behaviour of people in that society.
The main aim of culture is to give to the society by
conscious process of learning and experience, patterns of
behaviour which are found useful for a harmon ious existence and
smooth functioning in all occupations and interactions and thereby
ensuremunotes.in
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41.2.2 Characteristics of Culture
Culture is social; it does not exist in isolation. It is a product of
society. It develops through social interaction. No man can
acquire culture without interacting with others.
Culture is uniformly shared by individuals .I ti sn o ts o m e t h i n g
that an individual alone can posses. Culture is sociological
sense, which is shared e.g. customs, traditions, beliefs, ideas
and morale etc. are all shared by people of a group of society.
Culture is a learned entity :C u l t u r ei sn o ti n b o r n .I ti sl e a r n t ,
culture is often called “learned ways of behaviour. Those are not
learned behaviour is not culture.
Culture is transmitted from generation t og e n e r a t i o n .L a n g u a g e
is the main vehicle of education. Language in different form
makes the possible for the present generation to understand the
achievement of earlier generation. Transmission of culture may
take place by reproduction as well as by ins truction.
Culture is Dynamic: Culture is not static it is responsive to the
changing conditions of the physical world. Hence culture is
dynamic.
Culture values from Society to Society: Every simple or complex
society has a culture of its own. It varies f rom society to society.
Culture of every society is unique to itself.
Culture is continuous and c ollective : Culture exists as a
continuous process. In its historical growth it tends to become
cumulative. Sociologist Linton called culture “the social herit age”
of man.
Culture has adaptive and integrity quality.
Culture stand for ideals and norms and values of individuals.
Cultural behaviors became way of life.munotes.in
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5
Figure 1.1: Culture
1.2.3 Kinds of Culture
There are different kinds of culture:
Individu al culture
Communal culture
National culture
World culture
Each individual has some personal traits and qualities which
guide the habits, thinking and behaviour of the person. These
personal likes, dislikes, interests, modes of thinking and patterns o f
social behaviour constitute his individual culture. Similarly, different
communities have their different customs, traditions, beliefs and
styles of living which is known as community culture. Likewise each
nation has some distinct patterns of ideals, va lues, modes of
thoughts and behaviour. Such national traits are known as national
culture. Further with the rise in the means of transport and
communication the whole world has shrunk into a small unit. The
whole world are now supposed to be having common values of life
such as cooperation, empathy, sympathy, social services, social
awakening and social sensitiveness which is termed as world
culture.
According to contents there are two types of culture in every
society:
Material culture
Non material cult ure
Material culture: It includes all those man made things and
objects which human society has created for its physical welfare.
As for example clothes, utensils, TV, radio, various machinesmunotes.in
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6Non material culture: It includes those ideals, attitudes an d
values which modify the behaviour of an individual. Language,
literature, art, music, religion, customs, traditions etc are some of
the example of non material culture.
Activity 1.1
Make a list of non material culture groups which can be found living
ind i f f e r e n tp a r t so fI n d i a .
Check your Progress
1.Define culture in your own words?
2.What do you understand by material culture? Explain it with one
example.munotes.in
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73.Explain, how culture is a way of life?
1.3CONCEPT OF MODERNIZATION
1.3.1Meaning of Modernisation
The slogan of Modernization is echoing every corner of
world. It’s a process of change from traditional society to mo dernity
in the fie ld of economic, political psychological and education.
Modernizatio n is simply not a concept it is response, how
individuals respond to it is important. It is a socio cultural
transformation of society . Modernization, a process of change with
respect to the development in social, economical & political
systems, is not on ly a concept now; rather it is our thought, our
perception. When we talk of modernization, it refers to the change
in the way of living (better life style), communication, urbanization,
literacy, change in residence, profession etc. Modernisation led us
from talk to chat mat to table barter system to online shopping etc.
It can not remain touched without Education. Education has a
greater impact of modernisation in India.
Kothari Education commission discussed on transitional
problem of modernisation and offered the solution “The only
solution to the transitional problem is to move rapid forward and
create a new equilibrium based on the full implication of the
process of modernisation ".
Figure 1.2: Facets Of Modernisationmunotes.in
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8Modernization of education and cultural renaissance is
needed to evolve education fro mits own culture. India is taking
steps forward with the promise of a new renaissance in the making.
The most powerful tool in the process of this renaissance and
modernization is education based on mo ral and spiritual values on
the one and on the other on science and technology.
In this context we cannot do better than to quote Pandit
Jawaharlal Nehru, "Can we combine the progress of science and
technology with the progress of the mind and spirit al so?" We
cannot be untrue to science because that represents the basic fact
of life today. Still less can we be untrue to those essential principles
for which India has stood in the past throughout the ages. Let us
then pursue our path way to industrial prog ress with all our strength
and dynamism at the same time, remember that material riches
without toleration and compassion and wisdom ma yw e l lt u r nt o
dust and ashes. Education should transmit the culture to the new
generation and transform the outlook of the young towards life in
the light of the past; in the context of multi -cultural influences and in
the light of the future requirements of the individual and the society.
1.3.2Factors of Modernisation
There are many factors of modernisation briefly di scussed below -
1.Universalization of education. Constitution of India emphasized
on Universalization of education to cater the need of the society.
The compulsory primary education aims at universal literacy.
2.Decentralisation of democratic education in In dia
Our nation has adopted decentralization in democr atic
administration which also includes education as important
entity .Democratic attitude stands for freedom of expression and
tolerance. Every body is equal before law.
3.Urbanization .
The fast gro wth of population in India lead to Urbanization. As in
urban area people availing better facilities and amenities , rural
people migrate in large number to these cities. Villagers are
attracted by the glamorous life of cities and leads to
modernization.
4.Advancement of Science and Technology
In other words that the people give up their traditional ways of
living, strategies of agriculture and transportation. In early days,
the majority of the people in India used to live in villages in old
ways in kachha (non -concrete) houses and they used to
cultivate their lands through ploughs and travel by means of
bullock -carts. Now scenario has been given up entirely as themunotes.in
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9people now live in well advanced houses, cultivate their fields
through tractors and using modern methods of agriculture .
Now Instead of using other mode of communication people
prefer to travel by aeroplane and super -fast trains. This means
in other words that the people are using modern methods of
technology and mechanisation
5.Industrializat ion
In early times the people used to spin cloths through spindles
and live in traditional ways and use their old patterns of
occupation and places of residence. Due to industrialisation of
a country , the people give up their traditional rural and
agric ultural economy. Its replaced by industrialisation. New
factories and mills continue to grow daily and use latest
techniques
6.Scientific attitude. A man with scientific attitude is open minded
critical in thinking. He adopts planned procedure in solving
problems.
7.Explosion of knowledge. With the advancement of science and
technology there is explosion of knowledge. Human being
started using machines computers wireless apparatus and
modern mode of communication.
8.Faith and trust in change which takes place because of
modernization.
9.Removal of superstitions has resulted modernization
10.International outlook of human being.
1.3.3 Obstacles on the way of Modernisation
Ther eare many obstacles in India acting as impediments in the
way of effective modernizat ion
1.Huge gap between ideals and actuality practicability .T h e r e
is a wide gap between theory and practice of peoples life
which stands in the way of modernization in india.
2.Ascription vs achievement dilemma .
3.Stretch of cultural tradition .M a n yo r t h o d o xp e o ple find
difficulties to adjust with fast changing social set up of life.
4.Diffused system of expectation and rewards
5.Rigid system of hierarchical stratification
6.Narrow religious belief and customs and traditions
7.Lack of positive attitude
8.Low feeling of oneness of nationmunotes.in
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109.Diversity
10.Poverty
11.Illiteracy
12.Casteism.
In Indian context a balance between material and physical
rewards is necessary for the success of the prorgramme of
Modernization.
1.3.4 Education in India and Modernization
1.Aims of education: In the light of abov e factors of
modernization the aims of education has to be viewed
differently. Imparting knowledge with curiosity and develop
positive attitude interests values among students.
2.Science based education :Science based education must
become an i ntegral part of school curriculum. Some study of
science should become part of all courses i.e humanities in
university level. The quality of teaching science has to be raised
and it should develop the spirit of enquiry and experimentation.
3.Vocationalisat ion of Education :Greater emphasis must be
placed on vocational subjects and research.
4.Mass education :It is very essential to produce educated and
skilled citizen and train an adequate intelligent sia to modernize
society as fast as possible.
5.Education fo r social and national integration :which is pre
condition for modernization
6.Development of skilled manpower :The skilled manpower
needed for the relevant research and system atic application to
agriculture , industry and other sector of life can only come f rom
a development of scientific and technological education.
7.Dynamic method of teaching :In modern society people are
concerned with something th at is to be actively discovered
rather than ‘to know’ aspect.
8.Harmony between science and spirituality: The pu rsuit of
material affluence and power should be harmonized with the
higher values.
India is on the move again with the promise of a new making of
renaissance. The most powerful tool in the process of this
renaissance modernization in education based on mo ral and
spiritual values on one hand and science and technology on other
hand .munotes.in
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11Activity 1.2
Make a list of instrumental factors of modernisation in India .
Check your Progress
4.What is the meaning of Modernization?
5.What do you und erstand by link of education and
modernization?
6.Explain ,obstacles on the way of modernization?munotes.in
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121.4 RELATIONSHIP BETWEEN EDUCATION AND
CULTURE
Culture is a concept which can t be conserved , transmitted
and promoted without touch ed with Education. Education is act as
the agent of social change and social control .There is relationship
between Education and Culture .
1.4.1 Education as an instrument of Culture
Education as a cultural instrument has three functions:
a.conservation,
b.transmission, and
c.renewal of culture.
In relation to culture, education indeed is a process of
instilling in young people the conventionally inherited and
contemporarily renewed values and beliefs which lie at the heart of
cultures. This role of educati onal aims at cultural conservation.
Sociologists commonly conceive the function of education as the
transmission of culture from generation to generation. In societies,
the school is the major institution fabricated by the adult
generation for maintainin ga n d commemorate culture.
Besides imparting the tools necessary for survival, it also
transmits knowledge and values to future generations. The values,
beliefs and norms of a society are maintained and passed to the
next generation not merely by teachi ng about them but also by re -
orienting the entire process of education as per demand with the
essential parts of culture.
Education also contributes significantly to the promotion of
culture by bringing about change in the beliefs and values
manners , attitudes of society and in the norms of behaviour of
individuals and groups in accordance with the changing times
under the impact of modernization.
In the post -Independence period, attitudes towards women
and caste system have undergone a visible chang e. The beliefs in
old customs and rituals have progressively lost their strength and
intensity.
The National Policy on Education (1986) also highlighted
the three functions of education mentioned in this section, namely,
conservation transmission and ren ewal of culture. It emphasized
that education is fine synthesis between change -oriented
technologies and the continuity of the country's cultural I traditions.munotes.in
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13The curricula and process of education must be enriched by
cultural content in as many manifest ations as possible. Education
has an acculturating role so as to refine the sensitivities and
perceptions of individuals for the development of faith in scientific
temper, socialism, secularism and democracy .
Activity 1.3
Observe the educational institut ions and identify the bases of
education and culture.
1.4.2Cultural Lag
People are concerned not only with the perpetuation of
society but with its improvement. The school is not mirror of society
where the faith beliefs traditions customs ofsociety are reflected It
should serve as a laboratory for testing the traditions, values,
beliefs, and attitudes, prevailing in a particular society and taking
upon itself the task of making the society a better one, It brings us
to the problem of
•R e m o val of social lags and
• Planning of model society.
Cultural lag is defined as the degree to which certain
elements of culture lag behind the changes in its other related
aspects. In other words, the huge difference between the material
and non material culture is known as social or cultural lag. All the
parts of our modern culture are not changing at the same speed
and since there is correlation or inter -dependence of parts, a rapid
change in one part requires re -adjustment through other changes in
various correlated parts.
A culture lag occurs "when the different element so ft h e
society fail to adjust themselves to changes effected in some of its
parts." The changes in ideas, beliefs and value systems, for
example, will be slower than the changes in m aterial conditions. In
our society, the economic system is developing fast, industrial
economy is replacing the rural economy. A lot of work is being done
by machines or we can say that human labour is being replaced by
machines. But the religious and soci al structures are not changing
with the changes in the economic structure. Education is the only
element or means to b ridge the cultural lagmunotes.in
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141.4.3Impact of Education on Culture
Culture and Education both compliment and supplement to
each others in va rious aspects. Followings aspects influences
education on Culture.
1.Conservation ofculture: Every society has its own distinct
culture . Hence, it tries to preserve its culture and its
distinctiveness in its original form. Education is the only means
throu gh which this assignment can be accomplished. Thus,
education preserves the culture of a society.
2.Transmission of culture from generation to generation :T h e
famous sociologist Ottaway has defined ‘The function of
education is to transmit social values an di d e a l st ot h ey o u n g
and capable members of the society.’
3.Development of culture: The function of education is to bring
the needed and desirable change in the cultural ideals and
values for the progress and continued development of the
society without wh ich social progress can not take place.
Education cultures an individual modifies cultural processes by
research and deeper investigations into all areas of human
requirements.
4.Continuity of culture :Culture is a life of a society. Without
which a society is bound to decay. Education controls the
continuity of culture through its diverse activities and
programmes. A society establishes educational institutions to
preserve and transmit its culture to the coming generations.
Children should be motivated to le arn more and more from
cultural interaction among various cultures. Thus cultural
integration and assimilation will enrich the composite culture of
a society.
5.Personality development :Education aims at developing the
personality of a child. It employs varieties cultural patterns of
thinking, behaviour and cultural values so that children are
physically, mentally, morally, socially and intellectually develop
with the development of society to the greater extent.
6.Removal of cultural lag: While material cult ural develop at a
rapid speed due to scientific and technological advancement
non material culture consisting of ideas, values and norms lags
behind and create a gulf between the two. Education is the only
vehicle by which these gaps can be bridged.
Thus, education and culture are interdependent and
complementary and supplementary to each other. However the
existing system of education in India has not evolved from its own
culture. There is a need that education should be related to our
own culture. E ducation system not related to Cultural Heritage. Itmunotes.in
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15has been rightly said. "The existing system of education is largely
based on the ideals of spreading western science and literature
and way of life among a small minority of the population and of
trainin g persons for services under the government. It is still
academic and book -centered and fails to promote social, cultural,
economic or political development on proper lines." A foreign
system of education was introduced in India without taking into
account the cultural heritage of India. It is cut off from Indian
cultural traditions and is alien to masses. Reorganization of
education has remained a challenging task right from the
beginning after independence.
K.G. Saiyidain an eminent educationist obser ved, "We are
to-day at one of the great cross roads of our history when the
pattern both of our culture and our social order is being
refashioned. It is obvious that education should always be
essentially a forward -looking activity, in normal times when
changes take place rather slowly and decorously, its function is
mainly conservation —adjusting the child to relatively stable
environment. But in periods of crisis like the present, when the
older is dying out and the new one is not quite born, when the old er
forms of culture have lost their grip on the loyalty, at least, of the
young and the new "shape of things" is far from being clear,
education has a special difficult and critical role to play."
Modernization of education and cultural renaissance is
needed to evolve education fro mits own culture. India is on the
move again with the promise of a new renaissance in the making.
The most powerful tool in the process of this renaissance and
modernization is education based on moral and spiritual values on
the one and on the other on science and technology.
In this context we can better quote Pandit Jawaharlal Nehru,
"Can we combine the progress of science and technology with the
progress of the mind and spirit also?" We cannot be untrue to
science becaus e that represents the basic fact of life today. Still
less can we be untrue to those essential principles for which India
has stood in the past throughout the ages.
Let us then continue in our path to industrial progress with all our
strength and vigour and at the same time, remember that material
riches without toleration and compassion and wisdom may well turn
to dust and ashes. Education should forward the culture to the new
generation and transform the outlook of the young towards life in
the light o f the past; in the context of cross -cultural influences and
in the light of the future requirements of the individual and the
society.munotes.in
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161.4.4 Impact of Culture on Education
Like culture influences education, in the same way education also
influences cul ture of a society. It can be discussed in the following
manner
1.The Aim and objectives of education are mostly determined by
the values and patterns of society.
2.Curriculum isprepared according to the culture of society. It is
framed according to the ideal s and needs of the society to
realise the cultural values.
3.Methods of Teaching and culture are intimately connected. The
changing cultural patterns of a society acts powerful influence
upon the method of teaching also. The shift from traditional
teacher ce ntred teaching to child centred education is an
example. Socialised methods like project method seminar,
symposium, discussion etc are widely used in the teaching
learning process because of the influence of culture.
4.Discipline is also influenced by the cu ltural values. The present
cultural patterns of thinking and living are directly linked to our
concept of discipline.
5.Text Books which are written according to the formulated
curriculum and promote and foster cultural ideas and values
which are welcomed.
6.Trained teacher : Teacher the one who has imbibed the cultural
ideas and values of the society only can achieve this mission
successfully. Only such teacher is able to infuse higher ideals
and moral values in children.
7.School is a miniature of society, the overall activities and
programmes of the school are organised accordingly to the
cultural ideas and values of society.
Hence, school is the centre of promoting, moulding, reforming, and
developing the cultural pattern of society.
Check Your Progress
1.Define cultural lag in your own words.munotes.in
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172.What are the main aspects of education influenced by culture?
Activity 1.4
Observe your local society and cite four examples from within it to
identify with the various changes occurs due to cultural influences
1.5 LET US SUM UP
In this Unit we have discussed that education is an instrument
which influences the socio -cultural c hanges in society. Culture and
Education are closely related with each other. Education conserve
and t ransmit culture from generation to generation and contribute
towards perpetuation. It also promotes and refines the culture in
Indian Society, Modernization is also emphasises socio cultural
transformation in society. The most powerful tool in the process of
modernization is education based on science and technology. The
expanding knowledge and growing power of modern society must
be combined with strengthening and deepening social responsibility
and appreciation of moral and spiritual values. Education is
technique while culture is value. Education is the process of
creation perpetuation transmission and enrichment of cultural
values. As education and culture is inte rrelated ,it responds to the
socio cultura l changes happening in the society by re -orient ingits
content and process and by re interpret its goal and objectives. In
past decades it is observed acculturation ,multiculturalism are living
together have been emphasized as desirable goals of education in
21stcentury.
In short, culture and education are supplementary and
complimentary to each other and both are highly dynamic at themunotes.in
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18same time. Hence , Education is a vital ingredient in the process of
socialization of the individual which is a tremendously important
aspect of culture.
1.6UNIT END EXCER CISES
I: Answer the following
1.Discuss the characteristics of Culture .
2.What is cultural lag?
3.Write f ive obstacles on the way of Modernisation .
4.‘Education as a part of Culture has dual function of
conservation, transmission and promotion of culture ’. Elabo rate
the statement.
5.Keeping the present -day context in mind, explain
modernization factor sthat characterizes Indian society.
6.Explain the impact of Education on Culture with examples.
II.Fill in the Blanks
(cultural lag, social, man made things, modern isation, value)
1---------------------------- includes Material Culture
2.Diifference between material and non material culture is called
----------------
3.Culture is ------------------------------ it does not exists in isolation.
4. Casteism is a obst acle in the process of ---------------------------------
-------------- .
5. education is a technique whereas culture is a -----------------
III. Select the correct option
1. What is a main factor of modernisation
a.Industrialization
b.Culture
c.Society
d.Human bein g
2. Culture is -------------
a. rigid
b. flexible.
c. Partly rigid
d. constant
1.7 REFERENCES AND SUGGESTED READING
Johnson, Allan G. (1999). The Blackwell Dictionary of Sociology
–A User’s Guide to Sociological Language , Massachusetts,
USA.
Kumar, An and (2002). Indian Society and Culture ,V i v e k
Prakashan, New Delhi: India.munotes.in
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19NCERT (2013). Introducing Sociology, Test Book for Class XI,
New Delhi: India.
NCERT (2013). Social Change and Development in India , Test
Book in Sociology for Class XII, New Delhi :I n d i a .
NCTE (2009). National Curriculum Framework for Teacher
Education (NCFTE) 2009. New Delhi: India.
Agrawal, J C (2010) Theory and practice of Education, vikas
publication, New Delhi: India.
Walia J.S(2001)Foundations of education.Paul publisher .India.
https://sol.du.ac.in/mod/book/view.php?id=1449&chapterid
=1335
https://www.quor a.com/What -is-the-relationship -between -
culture -and-education
munotes.in
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20Unit -2
EDUCATION FOR DEVELOPMENT
Unit Content
2.0 Objectives
2.1 Introduction
2.2 National Integration
2.2.1 Meaning and Need of National Integration
2.2.2Obstacles to National Integration
2.2.3 Role of Education in Promoting National Integration
2.3 International Understanding
2.3.1 Meaning and Need of International Understanding
2.3.3 Obstacles to International Understanding
2.3.2 Role of Teachers and Education in International
Understanding
2.4 Citizenship
2.4.1 Teaching Citizenship Educati on
2.4.2 Global Citizenship
2.5 Summary
2.6Exercise
2.7References
2.0OBJECTIVES
After studying this unit, you will be able to:
define the terms National Integration, International
Understanding and Citizenship
explain meaning of the term National Integration
justify the need of International Understanding
explain the role of education in promoting International
Understanding
understand the need of being a Global Citizen
discuss the role of education in attaining citizenship in its
true essence
formulate and v erify the characteristics of educationmunotes.in
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212.1 INTRODUCTION
In the previous unit we have seen how culture and education
are closely related with each other. Education conserves and
transmits culture from generation to generation and contribute
towards perpet uation. Hence, it was rightly concluded that,
education is a vital ingredient in the process of socialization of the
individual which is a tremendously important aspect of culture.
In this unit, we shall be seeing the role of education in
maintaining national integration, developing international
understanding and understanding the role of a national and global
citizen.
2.2NATIONAL INTEGRATION
National integration is the cherished desire of peace -loving
people of India. The country showed its humanitari an values at the
time of freedom movement adhering to non -violence -strategy to
release the country from the foreign shackles. This sub- continental
country needs unity and integrity for its survival with all peculiarities
of differences in its culture.
2.2.1 MEANING AND NEED OF NATIONAL INTEGRATION
Meaning:
National integration is the awareness of a common identity
amongst the citizens of a country. It means that though we belong
to different castes, religions and regions and speak different
languages we recognize the fact that we are all one. This kind of
integration is very important in the building of a strong and
prosperous nation.
Need:
In India national integration is needed due to following reasons:
Threat of Foreign Aggression
National integratio n is vital for India’s survival especially at a
time when the country is under the threat of foreign aggression
and internally the people are divided on the basis of castes,
religions, regions, communities, languages and Races
For the Development of Natio nal Character
National integration is an essential element for the development
of national character. These days there is lack of national
character. Corruption is increasing day -by-day. We are
sacrificing national interests for the sake of money. National
character can be formed only when we have the feeling of
national integration.munotes.in
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22For Success of Democracy
India is a democratic country. National integration is an
essential pre -requisite for the success of our democracy. It is a
basic need for the success of democracy; otherwise, the
fissiparous tendencies in the country may lead to serious
consequences.
For Diversity
National unity is essential for any country at any time. There is
unity in diversity in India but now unity is in danger. Therefore,
nationa l unity is essential in order to maintain the eternal value
of unity in diversity.
For Peace
National integration is essential for keeping peace at national
and international level.
Modern age is the age of science. It has changed the whole
world in a fa mily. Every nation is dependent on one another.
Therefore, scientific achievement should be used for constructive
work in order to provide peace to humanity. This feeling can
develop only when we have the thought of national integration.
2.2.2 OBSTACLES T ONATIONAL INTEGRATION
Following are the major barriers that come in front of
National Integration (in India)
Communalism
Communalism is one of the great obstacles on the way of
national integration. There are many communities, tribal groups
and parties in India trying their best to snatch the fruit of
independence for satisfying their selfish desires ignoring the
interest of the society as a whole. As a result of which, every
now and then, we have communal riots taking place in different
parts of our co untry.
Casteism
In ancient times Indian society was divided into a number of
castes, sub -castes and sub -castes based on birth. The people
of high castes develop a feeling of superiority towards the low
caste. This causes bitterness among the people. It be comes
very difficult to develop a sense of oneness among the people.
Regionalism
Regionalism is also an obstacle on the way of national
integration. Now our country has been divided into a number of
states. This develops a rivalry between different region s,
different states and also within the slate. Now the people ofmunotes.in
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23Assam, Meghalaya and Manipur have started agitation against
the outsiders living in these states which go against national
integration.
Provincialism
People of different province think thems elves as Gujarati,
Marathi, Bengali, Punjabi etc. without thinking themselves to be
Indians. This tendency of provincialism should be checked
because it lends to disunite us.
Linguism
India is a land of many languages. This variety of language is an
indic ation of cultural enrichment. But it is a matter of regret that
a number of ‘linguistic conflicts exist in our country. People have
developed a tendency of unwillingness to grant to other
languages the same rights as they claim for their own. Quarrel
or co nflict over languages will definitely disintegrate us.
Religious Prejudices
Every community is free to develop its religion but not at the
cost of other religions. India is a secular country but still there
are sudden out breaks of violence in the name of religion. Our
people do not have sufficient knowledge about different religions
and ways of life of others. So, they become suspicious of others
religion and hate them which creates an obstacle on the way of
national integration.
Economic Conditions
Econ omic conditions affect national integration. At one end are
those millions who suffer from poverty and on the other end
those who maintain a life of economic sufficiency. The provision
of employment opportunities to those young men shall prove
helpful to n ational integration.
2.2.3 ROLE OF EDUCATION IN PROMOTING NATIONAL
INTEGRATION
In view of promoting national integration in November 1960,
the Education Ministers of all the States met to consider this matter.
The problem of national integration was cons idered in all its gravity.
It was then decided that a committee be constituted under the
leadership of Dr. Sampurnananda for promoting national and
emotional unity in the country.
The committee apart from considering other aspects of the
problem, devoted thought to the role of education in promoting
national integration. The Committee was set up in May 1961 and it
began it’s; work soon thereafter.munotes.in
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24Education and the Recommendations of National and
Emotional Integration Committee: The Committee recommended
that the aim of education should be merely to give or exchange
knowledge, but also to bring about the all -round development of
personality of the students. Through the medium of education, the
qualities of sacrifice and tolerance should not be evolved in t he
student behaviour so that, the feeling of national unity may be
fostered.
The important recommendations of Committee areas follows:
(i) Recognition of Education In stitutions: Recognition should be
granted only to those educational institutions which do not practiced
discrimination on the grounds of caste, creed, religion, clan etc.
(ii) Basis of Admission: The basis of admission to educational I
institutions should be the merit of student and not caste, clan,
religion, class etc.
(iii) School Unifor m: The uniform of students in every school should
be identical.
(iv) Oath to be taken by the students: Every year, students should
be required to take oath twice to devote themselves to the service
of their country and countrymen. The oath was to the effe ct that
“India is my country; all Indians are my brothers and sisters. I love
my country. I am proud of its glorious traditions and that I will
always strive to make myself worthy of my country.”
(v) National Anthem: Students should be taught the meaning of our
national anthem and sing properly in chorus.
(vi) Respect for the National Flag: Students should be taught the
importance of the national flag and to show due respect to the
national flag.
(vii) Celebration of National Days: Students and teachers in co -
operation with other members of the Community should celebrate
such national days as 15thAugust, 26thJanuary,2ndOctober etc.
(viii) Organization of lectures of National Unity: The gathering
organized for the various activities and purposes of school should
be utilized for laying emphasis upon national integration.
(ix) Exhibition of Films and Organizing Tours: The exhibition of films
depicting various aspects of national development and national
Unity. Organizing tours to places of historical import ance.munotes.in
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25(x) School Project: Project should be initiated in schools for the
specific purpose of acquainting students with their country. These
projects should increase knowledge about various parts of the
country and thus stimulate love for the country.
(xi) Open Air Theatre: At least four times in a year, play should be
staged in schools for the benefit of students. The themes of these
plays should be ancient India, contemporary India, and unity at the
time of freedom movement and the promotion of national
integration.
(xii) Reorganization of the Curriculum: The Curriculum of schools
should be organized on the basis of modern India’s democratic and
secular values.
(a) Primary Level: Importance should be laid on prayer meeting,
singing national songs tellin g stories of great -men, folk -song,
patriotic song and social studies.
(b) Secondary Level: Priority should be given to moral and ethical
education, Co -curricular activities, knowledge of languages and
literature and social studies.
(c) University Level: Special emphasis should be placed upon the
various social science, languages, literatures, culture and art.
CHECK YOUR PROGRESS
1)Give the meaning of National Integration
2)Why do we need National Integration in India ?munotes.in
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262.3 INTERNATIONAL UNDERSTANDING
Education for International Understanding means a
cosmopolitan education which will produce a loyalty to world
citizenship. There are some of the ways and means of organising
education for promoting the feelings of internationalism and the
teacher plays a very vital role in contributing international
understanding.
2.3.1 MEANING AND NEED OF INTERNATIONAL
UNDERSTANDING
Meaning:
Dr. Radhakrishnan has rightly said, "It is essential for us not
to live apart but to live together, understanding one another's fears
and anxieties, aspirations and thought. We must work for racial
harmony. we may be American; we may be Russian but we are
essentially human beings. Let us learn to live in a world
community."
Education for International Understanding m eans a
cosmopolitan education which will produce a loyalty to world
citizenship. It also refers to international efforts at co -operation and
harmony in the exchange of teachers and students, rehabilitation of
backward cultural areas, mutual understanding t hrough school
instruction and the like.
Need:
The need of international understanding is felt essential all
quarters in modern times. The countries are coming close to each
other now -a-days through rapid communication revolution. The
sense of unity, co -operation and mutual relation are to be fostered
among people to ensure a peaceful living in the globe, TV
programmes on the role of UNESCO, UNO and World Bank for
international understanding .
It basically means people coming together, and
understanding eacho t h e r ’ s differences and cultures, and mixing
those cultures all together so that we might all have an
understanding of each other, and merge together in a peaceful way
2.3.2 OBSTACLES TO INTERNATIONAL UNDERSTANDING
The problems of all the men of all the countries are the
same. The people of the world are fighting to conquer nature and to
master science and technology. Their aim is to bring peace in the
world with prosperity and sufficiency of everything. But this peace,
pros-perity and sufficiency cannot be achieved without international
understanding. If there is tension in the mind of man, if there is the
fear of war, man cannot try for peace People of the world will havemunotes.in
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27to crush the tension of war and destructive elements to conquer
peace and prosperi ty. For this aim, we will have to fight for
inter-national understanding and will have, to strive for one world
Government.
Now, the world has realized that the national barriers must
be broken. These barriers divide men and nations. Men have
reali-zed th is because they wish to survive and not to be perished.
Now men have started thinking over the problem of international
under standing. As such the men are think ing to have one world
authority aW o r l dG o v e r n m e n tb a s e do ni n t e r n a t i o n a l
understanding and goo dw i l l .T h i sI n t e r n a t i o n a lG o v e r n m e n to r
Government will ensure peace and progress it will give the chance
of prosperity to the people of the World.
If we want to serve the human race, we will have to consider
this point. If really we are interested in li ving and progress, some
sort of a world state based international understanding is sure to be
founded. This is the age when all the barriers are breaking down,
when science with technology is trying to remove poverty and
maintaining peace. The goal appears to be in our grip. We have
simply to held it and make it our state. If we do not solve this
problems, the problems of international understanding, we are sure
to he ruined.
It would not be here to describe something about two great
world wars and their c onsequences. This will enable us to lay force
on international understanding. We all know that First World War
(1914 -1919) and the Second World War (1939 -1945), shattered the
entire economic edifice of the world. It gave birth to fear, distrust
and suspici on. As a result of these wars, the nations are always in
the fear of the next world war, and so they have become self -
centered.
All the nations are fighting single -handed to defeat poverty
and unemployment but they can do nothing separately. The people
will have to be international minded giving up narrow national
outlook. They will have to co -operate with one -another in defeating
poverty and unemployment. The feeling of nationalism must be
changed into internationalism. A concern of universal brotherhood
friendliness and good will must prevail. As soon as this feeling
arises in our mind, the problem of international understanding will
arise itself.
We have come to the conclusion that there is great need of
international understanding to defeat poverty and to bring
prosperity among the nations of the world. There are certain
conditions for maintaining international understanding. The more
important ones are —munotes.in
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28(1) First of all, we shall have to scrap all military pacts and will have
to renounce narrow nationa lism.
(2) We will have to try that no further blocks or pacts are going to
be framed. We will have to wipe off the differences and conflicts
for international understanding.
(3) There is the great need of common ideology among all the
nations of the world. International brotherhood cannot be
con-sidered without the common ideology. So long as there are
the conflicting political ideologies, mutual fear, suspicion and
political and economic exploitation will exist in the world, and
this will be the greatest h indrance in the way of international
understanding.
(4) For the foundation of international understanding, exploi-tation,
racial hatred and narrow n ational interest must be comple tely
avoided. All the nations of the world must be joined together and
they m ust obey the order of the international body. Justice, both
political and economic, equality and co -operation must be the
principle of the one -world body.
In the end, it may be said that there is great need of
inter-national understanding today to wipe of fp o v e r t yf r o mt h e
world and to secure peace and order. The idea of international
under-standing is not a dream. The world of today is marching
ahead and if the people have to exist in the world, the feeling of
international understanding will not be far a way. This is the way for
peace and prosperity of the world.
2.3.3ROLE OF TEACHER IN INTERNATIONAL
UNDERSTANDING
The teacher is even more important than the curriculum
because he is medium through which the curriculum is
implemented and its goals are achi eved. A teacher can make the
following contributions towards international understanding:
i) Broad Outlook
The teacher must have broad outlook among his students.
He must have international outlook and world -mindedness to
promote international understan ding among his students.
ii) To understand man as man
The major objective of the teacher should be to enable
children to "understand man as man", first then as a Indian,
American, Jew, Hindu or any other
iii) Removing idea of violence and war
The teacher has to keep in mind that, "since war begins in
the minds of men, it is in the minds of men that defence of peace
must be constructed." Every person should grow up with faith in
man and courage in himself.munotes.in
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29iv) Emphasizing peace :The teacher must emphasize that the
maintenance of peace is the only panacea for all the ills of the
present sick world and to build that peace in the minds of man is
our major task.
v) Cultivating right values :The teacher should inculcate among
children the right values of life, like co -operation, friendliness, love
for justice, love for truth and love for humanity.
vi) Educating adult society :The teacher should make an all -out
effort to educate the adult society for peaceful co -existence and
international understanding.
vii) C orrect Interpretation :The teacher should not give a biased
view of other countries. He should give correct facts, correct
knowledge and correct interpretation of history, culture, life style
etc.
viii) Use of effective methods of teachin g:The teacher sh ould
teach in such a way that ideal of 'world citizenship', 'live and let live'
may be developed.
CHECK YOUR PROGRESS
1)Explain any one obstacle to International Understanding .
2)Why do we need to work towards International Understanding?munotes.in
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302.4 CITIZENSHIP
Citizenship education can be defined as educating children,
from early childhood, to become clear -thinking and enlightened
citizens who participate in decisions concerning society. ‘Society’ is
here understood in the special sens eo fan a t i o nw i t ha
circumscribed territory which is recognized as a state.
A knowledge of the nation’s institutions, and also an
awareness that the rule of law applies to social and human
relationships, obviously form part of any citizenship education
course. Taken in this sense, citizenship education is based on the
distinction between:
The individual as a subject of ethics and law, entitled to all
the rights inherent in the human condition (human rights);
and
The citizen –entitled to the civil and po litical rights
recognized by the national constitution of the country
concerned
All human beings are both individuals and citizens of the society
to which they belong. Therefore, human rights and citizen rights are
interdependent.
Men, women and children all come into the world as
individual human beings. Thanks to the immense historical
conquest of human rights, we are equal, in rights and dignity, to all
other human beings. When citizenship education has the purpose
of ‘educating future citizens’ it mus t necessarily address children,
young people and adults, who are living beings, having the status
of human beings endowed with conscience and reason. It cannot,
therefore, exclude consideration of individuals as subjects, each
with individual characteristi cs.
Moreover, human rights include civil and political rights, the
latter obviously relating to the rights and obligations of citizens.
Thus a comprehensive human rights education takes account of
citizenship, and considers that good citizenship is connec ted with
human rights as a whole.
Conversely, citizenship education which trains ‘good’
citizens, ie. citizens aware of the human and political issues at
stake in their society or nation, requires from each citizen ethical
and moral qualities. All forms o f citizenship education inculcate (or
aim at inculcating) respect for others and recognition of the equality
of all human beings; and at combating all forms of discrimination
(racist, gender -based, religious, etc.) by fostering a spirit of
tolerance and pe ace among human beings.munotes.in
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31Thus, when we speak of the purposes to be ascribed to
either citizenship education (producing citizens with moral qualities)
or human rights education (comprising a knowledge of the social
and political rights of all human beings, a nd their recognition) we
inevitably end up with the complementarity between citizenship and
human rights.
Depending on the cultural traditions of each education
system, we shall have, in some cases, civics education, comprising
a knowledge of human rights and their exercise, and in others,
human rights education, stressing civil and political rights as the
basis of citizenship, and hence the national features assumed by
these rights and guaranteed by states.
Bearing in mind this complementarity, citizensh ip education
means not only ‘educating citizens’ but also ‘training children for
adulthood and citizenship’.
Citizenship education has, therefore, three main objectives:
Educating people in citizenship and human rights through an
understanding of the prin ciples and institutions [which govern a
state or nation];
Learning to exercise one’s judgement and critical faculty; and
Acquiring a sense of individual and community responsibilities
These three objectives correspond both to educating the
individual as a subject of ethics and law, and to educating citizens.
These objectives suggest four major themes for citizenship
education:
The relations between individuals and society: individual and
collective freedoms, and rejection of any kind of discrimination
The relations between citizens and the government: what is
involved in democracy and the organization of the state
The relations between the citizen and democratic life
The responsibility of the individual and the citizen in the
international community
2.4.1 TEACHING CITIZENSHIP EDUCATION
The introduction and continuance in schools of a democratic
culture forbid dogmatism in any kind of civics education. The
methods and approaches chosen are those based on discussion
among pupils and between pupils and teacher s, and make
provision for children and young people to speak and express
themselves. Modes of expression may be varied: in addition to oral
exchanges, drawings, songs, poems, different kinds of writtenmunotes.in
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32material are excellent instruments for reflection on c itizenship,
democracy, justice, freedom and peace.
In a democracy, citizenship education seeks to educate
citizens who will be free to make their own judgements and hold
their own convictions. Compliance with existing laws should not
prevent citizens from seeking and planning better and ever more
just laws. Respect for law, which is one of the objectives of civics
education, calls not for blind submission to rules and laws already
passed but the ability to participate in drawing them up.
One of the practi cal tasks of citizenship education is
therefore to look at the rules governing a school, improve them and
reformulate them.
The values transmitted by citizenship education are not
dogmatic principles laid down once and for all. A living culture calls
forthe creation of new values, although they should all be judged
by the criterion of respect for others and for human dignity.
Thus, with regard to the laws and values accepted by an
entire social group, citizenship education can in no way be a
catalogue of set questions and answers. Citizenship education
should be the forum which gives rise to and nurtures a genuine
culture of discussion. Whatever the problem posed, such as the
ongoing development of humanity or the stability of the rule of law,
an exchange of ideas, notions, judgements and individual opinions
is necessary. Even among young children, dialogue of this kind is
possible.
Citizenship education needs also to be taught in ways that
bring out the ever -constant link between knowledge and practice.
The interaction between concepts and action gradually produces
the ability to think in terms of values and to refer to them. Values
are universal when they concern human rights: for example, the
values of liberty, dignity, solidarity and tolerance. As they are firmly
anchored and promoted in different cultures they can also concern
a region of the world or even a special country, nation or religion.
All should be made the subject of discussion and reflection and be
studied in each course of citizenship educ ation.
In other words, citizenship education is based on knowledge,
practice and values that constantly interact. To be precise, let us
say that awareness of the necessary reference to values gradually
gives rise to practices and action which are themselv es related to
knowledge and skills about human rights and the institutions that
regulate life in society. Pupils benefiting in this way from citizenship
education learn step by step that citizenship unfolds and develops
in a society imbued with values and in the human community as a
whole.munotes.in
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332.4.2 GLOBAL CITIZENSHIP
The large worldwide population flows that are a
characteristic feature of the modern world mean that schools cater
for children from different cultural backgrounds. This cultural
heterogeneity sh ould be regarded as an opportunity for citizenship
education.
In this situation, children are all required to mingle with and
thus learn about and understand cultures other than their own. Far
from blurring the cultural diversity of pupils, citizenship ed ucation
can bring out the value of differences while respecting and affirming
the universality of human rights principles. Respect for others -a
universal principle -means, in the daily life of the school, a dialogue
with others, and taking an interest i n other family lifestyles, social
habits and cultural practices. Citizenship education is the ideal
forum, since discussion on social issues can be organized so that
opinions can be expressed on ways of looking at the world, in other
words, on cultures.
This is a new form of action to combat racism. Racism is
frequently due to the ignorance in which children are reared in
respect of cultures other than that which is the majority culture of
their country. Through a knowledge of these other cultures and the
very existence of multicultural life in the classroom, children are
fortified against despising the ‘Other’ and against hostile
indifference, both of which are sources of racist behaviour.
CHECK YOUR PROGRESS
1)Why is there a need to teach Citizenship Educ ation?
2)Explain the role of a global citizen.munotes.in
Page 34
342.5 SUMMARY
National integration and international understanding can be
developed only through the right education which will provide
aware -ness, for healthy attitudes, create desirable interest, and
promote critical thinking and appreciation among the students. It is
the responsibility of the educational institution to generate a
suitable atmosphere in which children can develop the feelings of
oneness and world unity.
Students should f eel that they are the members of one
world, one community. They should be encouraged to practice
tolerance, mutual help and respect for others. The feeling of world
citizenship is to be fostered among students through co -curricular
activities in school.
The problem posed by citizenship education is how to blend
together the particular and the universal, the national and the
international, the individual and society. The difficulty can be solved
by integrating human rights education in this new subject, civ ics
education. This approach opens up new paths for education for
peace, human rights and democracy.
Thus, citizenship education addresses both the individual
and the citizen and provides an avenue for each individual citizen to
acquire an understanding o f the issues of peace in the world, and
the challenges of the globalisation of economic, environmental and
cultural problems. Since sustainable development of human beings
and the world they live in is linked to the quality of education, the
time has come to regard citizenship education as a vital part of any
education system and any teaching programme.
2.6 EXERCISE
1. Discuss the importance of National Integration. Explain the role
of education in this regard.
2. What is meant by National Integration. D iscuss its need and
importance in the 21stCentury.
3. What are the barriers in the way of achieving National
Integration? How can education overcome these?
4. What is meant by International Understanding? Explain its
importance in the 21stcentury.
5. ‘The teacher plays a very significant role in imparting
Internationalism.’ Comment.
6. Why do we need to work towards International Understanding?
7. Why is there a need of Global Citizenship?
8. State and elaborate in the objectives of Citizenship.munotes.in
Page 35
352.7 R EFERENCES
Safaya, R N and B. D. Shaida (1998). Development of
Educational Theory and Practice. Delhi: Dhanpat Rai and
Sons.
Aggarwal J C (2010). Theory and Principles of Education (13th
Edition). New Delhi: Vikas Publishing house.
Bhatia, K K and C.L .Narang (1998). Principles of Education.
Ludhiana: Prakash Brothers Publishers.
Taneja,V R (1997). Educational Thought and Practice. New
Delhi: Sterling Publishers.
munotes.in
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36Unit -3
CONCEPT OF SUSTAINABLE
DEVELOPMENT
UNIT STRUCTURE
3.0 Objectives
3.1 Outcomes
3.2 Introduction
3.3 Concept of Sustainable Development
3.3.1 Meaning and definition of sustainable development
3.3.2 Definition of sustainable development
3.3.3 Some more definitions of sustainable development
3.3.4 Important aspects of sustainable development
3.4 Need for sustainable development
3.5 Principles of sustainable development
3.6 Summary
3.7 Exercise
3.8 References
3.0OBJECTIVES FOR THE UNIT
Atthe end of the unit, the student will be able to
define sustainable development
trace the history of sustainable development
the three important aspects of sustainable development
explain the need for sustainable development
explain swhy economic de velopment has to be integrated
with social development
examine the examples of sustainable development inIndia
and abroad.
explain the principles of sustainable development
evaluate the objectives of sustainable development
applyt h e concept of sustainable de velopment to daily life
experiences.munotes.in
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373.1 OUTCOMES
1.Deeper Understanding of the difference between economic
growth, development and sustainable development.
2.Application of concept of sustainable development to
environmental and social challenges .
3.Sensit ization to the urgency for sustainable development .
4.Evaluate the principles of sustainable development in today’s
world.
Connecting to previous unit:
In the previous unit, we have studied about development and
its connect to social concerns like citizens hip, international
understanding, so development is not just economic activity for
making profit, limited to few powerful people. Even in this unit we
will see that how economic activi ties are inter twined and inter -
dependent on environment and social equit y.For development to
befar sighted and useful, it is important that we are educated about
right perspective of development. The development which focuses
on present gains, use of resources without losing sight of
conservation of environment and mindful s ocial health for present
and future comes under substantial development.
In this unit we shall concentrate on what is substantial
development, the need for it, objectives ad principles of substantial
development. You have to be alert and aware of various programs
and plans undertaken in cities, towns and villages for promoting
substantial development.
3.2INTRODUCTION
LET’S PONDER : SOME EXAMPLES
Bombay High Court regarding allotment of Aarey Colony for
construction of Metro III car shed, warned tha tplanned and
sustainable development is the need of the hour ,development
cannot be at the cost of environment and ecology.
Suman told Anil , “ Don’t get your car from tomorrow, let us cycle to
the university.”
Anne told her grandmother, “ Now we have to carry our own
reusable bags to the super market, instead of getting our groceries
in plastic bags, like you used to when you were small, granny. ”
The society secretary said, “ We are to install solar panels in our
building is a unanimous decision.”munotes.in
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38The D epartment Canteen put up the board ,” Bring your own mug
to the office, paper cups will not be provided”.
“Green spaces like parks, lakes , forests are the lungs of the cities ,
without which the cities will be breathless and suffocating.” Said the
teach er to her eight grade students.
These kinds of statements are not new for us to hear nowadays. In
our own small way, we are contributing to preservation of the
environment and carrying on our economic and so cial activities.
The economic growth from indivi dual to national growth have to be
alert to environmental and ecological preservation. This is nothing
else but the concept of sustainable development, which we have to
understand and educate others about. But what is sustainable
development ?
3.3CONCEPT OF SUSTAINABLE DEVELOPMENT
Development has been associated with advent of
industrialization and technological advancements in 18thand
19thcentury ,thishas made our life comfortable but as we enter the
20thcentury it was realized that this fast growth in the name of
developed civilizations was at the cost of our one planet -earth. The
ruthless and unplanned use of resources has brought us to a point
of ecological imbalance and lopsided progress. With global
warming, pollution of all types, increasing s ocio-economic gaps,
poverty, illnesses have made it crucial that we have to take
sustainable development seriously. Now, sustainability and
development are two sides of the same coin and have to go hand in
hand with each other o therwise it spells the destr uction of our and
planet’s existence
3.3.1 MEANING AND DEFINITIONS OF SUSTAINABLE
DEVELOPMENT
By 1970 s,‘progress, growth and development linked to
economic advancement was being challenged as it was the growth
of only advanced countries at the stake ofdeveloping countries. It
was assumed in earlier decades that the economic growth can help
to overcome global inequalities. On the contrary many more
challenges came u p like environmental deterioration, climate
changes, scarcity of resources along with widening economic gap
between haves and have -nots.
It was considered that development and conservation had
been regarded as conflicting ideas, because conservation was
understood as the protection of resources, and development as the
exploitation of resou rces (Paxton 1993) , So, the term sustainablemunotes.in
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39development came up as am i d d l ep a t h to bring together
sustainability and development. It was realised that development
hasto consider not only economic progress but also how to sustain
the available resources, especially non -renewable resources for the
future generation. Thus, the goal was to have sufficient resources
for all andnot just economic efficiency.
Sustainable development and sustainability appeared on the
scene in the 1980s as there was a growing c oncern about the
balance and sustenance of living beings. It was realised that
economic growth is not the only one area .
“Unsustainable development has degraded and polluted the
environment in such a way that it acts now as the major constraint
followed b y social inequity that limits the implementation of
perpetual growth.” Emil Salim, Institutionalising Sustainable
Development .Mismanagement of resources can have unapprised
consequences which can lead to irreversible damages, can harm
the society to such an extent such that it can lead to mass
destruction of environment and people .
3.3.2DEFINITIONS OF SUSTAINABLE DEVELOPMENT
Brundland Commission : Sustainable development is
development that meets the needs of the present without
compromising theability of the future generations to meet their own
needs . (World Commission, 1987).
The Brundland report has brought to light th ef o l l o w i n g concerns:
a.The economic growth is divisive, it is widening the gap
between rich and poor, developed and developing.
b.The co mforts and wants of few are met and others are
struggling to fulfill even their basic needs. The quality of
living is also at extremes as if the earth is shared not by all
but owned by few and resources used for their advantages.
c.There is a need for sustai nable population as all get the
equitable if not equal advantage of the resources available
and there is no exploitation of developing and
underdeveloped population.
Thus, sustainable development is not just thinking about the
present but a conscious effo rtto think about future, totake steps for
secure future of others , as the quote by Nelson Henderson, “The
true meaning of life is to plant trees, under whose shade you do not
expect to sit. ”This is in true sense sustainable development ,
where the future with its roots and fruits are sown in present.
Sustainable development is an integration of three important
angles -ecological, economic and social. These three are
intertwined and canno t be compartmentalised.munotes.in
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Figure 3.1 Sustainable Development :I n t e r c o n n e c t e d n e s s
3.3.3 SOME MORE DEFINITIONS OF SUSTAINABLE
DEVELOPMENT
1.Sustainable development involves the si multaneous pursuit
of economic prosperity, environmental quality and social
equity .” (World Business Council on Sustainable Development)
2.“ Sustainability is meeting the needs of allhumans, being able
to do so on a finite planet for generations to come wh ile
ensuring some degree of openness and flexibility to adapt to
changing circumstances. ” (Jerry Sturmer, Santa Barbara South
Coast Community Indicators)
3.“Human beings are at the center of concern for sustainable
development. They are entitled to ah e a l t hy and productive
life in harmony with nature. ” (Rio Declaration, adopted by the
United Nations conference on Environment and Development in
1992)
3.3.4 THE IMPORTANT ASPECTS OF SUSTAINABLE
DEVELOPMENT
1.Economic Perspective of sustainability
Economic sustainability believes in macroeconomics, that is
development is not just limited to profit or market valuables, but
a wider perspective of economic growth as means for social equity
orconscious use of resources especially non -renewable .I ti sn o t
just l imited to population control or regulated consumption of goods
and resources but also mindful choice of goods, technologies,
resources with goal of social integrity and environmental protection.munotes.in
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Building multimodal corridors (picture below ) can d efinite ly
connect places and increase trade and profit but will destroy fertile
hectares of forest area s. Such development is lopsided with
concentration of immediate goals of profit and monetary gains but
at cost of the environment, the people living there, their social risk
and liabilities. But economic perspective should make conscious
efforts to balance economic profit with minimal ecological damage
and guided by social equity and justice, which means the
development gains reach the remote parts of the society and not
just limited to handful few. Under environmentally sustainable
development production, consumption and expansion must be
guided by con scious social action .
2.Environmental Sustainability :A sustainability which maintains
biodiversity balance. It emphasis on reduce waste ,emission of
harmful gases in the air, toxic effluence which is harmful to the
environment and human he alth. Thus enviro nmental
sustainability is about athinking and sensitive economy, the
industries, factories and other development are done keeping in
mind the damage they can have on the environment .The use of
non-renewable resources has to be limited and even renewable
resources the use has to be done judiciously. The earth is not
one or two developed countries of few powerful people’s
monopoly, and for survival of all, earth has to sustain.munotes.in
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423. Social Sustainability: Our society is diverse with wide
spectrum of people from different economic and cultural
background. While it is important to work for increased production
for increased economy, it is simultaneously essential to keep the
workers’ health as an important criterion of development .T h e
working conditions ,m e d i c a l ,health care facilities, educational
opportunities for all comes under social justice and sustainability.
Development should not misunderstand the end and means
interpretation, the humans as well as the nature are end in
themselves and cannot be treated as tools or instruments for
someone else’s progress and development. Social gap of haves
and have nots to bridged rather than widened more with unbridled
economic growth. Social integrity, respect for local/ indigenous
resources is essential as for economic expansion local resources
aredissolved and disappear for developed countries taking over
the market with the ir products, goods and services. Recently ,i n
Indian context too ,commercialization of food, medicines and even
unhealthy food habits are being fin ding new markets in rural and
tribal regions. The rural scenario in Maharashtra itself is changing
with growing demand for junk food and cold drinks aschildren are
influenced by mass media and market full of attractive offers such
that health and healthy lifestyle of rural side is compromised.
A sustainable development thus envelopes grassroots level to
the policy making governance as it needs decentralised ,
democratic and inclusive ideology. The pluralism and diversity have
to be respected and should no tb e c o m ea nopen ground for rich
and powerful people to play with the natural, human and material
resources f orthe benefit of handful people, thebalance between
means and ends has to be maintained.
https://www.conserve -energy -future.com/what -is-sustainable -
development -and-its-goals.phpmunotes.in
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43CHECK YOUR PROGRESS:
1.Fill in the blanks:
a.____________,____________ and __________ are
important aspects of sustainable development .
b.Sustainable development involves the simultaneous pursuit
of economic prosperity, _______ ____quality and
________________.”
2.Define sustainable development according to Brundland
Commission.
3.What is meant by environmental sustainability?
4.Difference between social and economic perspective and social
perspectives on sustaina bledevelopment.munotes.in
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445.https://www.youtube.com/watch?v=3eBLZR5fU9Q
After watching this video answer the following questions
What is sustainable development?
What are the three key aspects f or sustainability?
3.4NEED FOR SUSTAINABLE DEVELOPMENT:
The need for sustainable development is to balance
environmental, social and economic needs, thus, making way for
well-being of present and coming generations. Man being self
centric h as always been a consumer and hardly a replenisher of the
earth’s resources. But with over -population, increasing
industrialization , technological advancements, pollutant increase
and each one for their own progress, there has been neglect and
alienation of nature and man. To build peace, control damage of
our eco system and promote well being of all , there is urgent need
for sustainable development. The following points explain the need
for sustainable development :
1.To ensure quality and safe future for the next generation .
The present generation has to be morally responsible for
handing over a safe and healthy earth to the coming
generations.
2.The resources have to conserved, preserved and used
judiciously, for example deforestation and exploiting eart hf o r
its resources has brought us to environmental crisis, social
imbalance and depletion of resources. Reforestation,
conserving available resources and educating people of
judicious use of resources is the need of the times.
3.Tohave a stringent watch and check over the mindless
exploitation of the resources and if need be ,stop the harm that
isimpeding in the recent future.munotes.in
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454.There is an urgent need for humans not to take for granted
earth and i ts capacity to fulfill our wants as a one -sided
relationsh ip.Now is a need for human taking leadership to
take ownership ofpreserving and regenerating earth’s
resources. Understanding this ownership is not of owning the
rights on earth but owning up to the duties and responsibilities
towards our planet. We are notjust the takers of the earth but
Care takers of earth and its resources.
5.There is a need for integration of environment with economy
and social responsibilities. There is an increase need for
participatory approach towards development . Participatory
approach of development facilitates the local communities to
play a central role in the planning, implementation and funding
of activities for the benefit of all, conscious of avoiding
exploitative imbalance .
6.There is a need for knowledge and skill sh aringo f
environment friendly economic development .There has to
beinnovative strategies for conflict resolutions and social
development , with collaborative planning and implementation
taking help of local communities, educationists, NGOs,
government policies ,a tn a t i o n a la n di n t e r n a t i o n a ll e v e l .
7.The need for sustainable development is for developing respect
for local resources , empowering the local communities,
preserving local ways of p reserving earth’s re sources,
regeneration of local resources , at the sametime thinking wider
of being a global citizen. We should act locally and think
globally.
CHECK YOUR PROGRESS
A)Write in 1 -2 sentences
1.Write any two exam ples of environmental imbalance
.munotes.in
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462.How can we act locally and think globally as a pa rt of
sustainable development mindset?
3.What does shared responsibility and ownership mean ?
B)Write note on Need for sustainable development
3.5PRINCIPLE S/ OBJECTIVES OF SUSTAINABLE
DEVELOPMENT :
The main principle of sustain able development isour vision,
our perspective and rethinking about development .The world
view that we all are a small part of the entire universe, ap i e c eo f
the complete picture and have to think of well-being not of one
individual, one country but dif ferent nations .W e areap a r to ft h e
whole and what happens at one end will affect other parts of the
world too , we are connected beyond boundaries across time and
place.munotes.in
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47Sustainable development stands on 3 pillars –economy,
environment and social .
Figure 3.2. Three Pillars of sustainable development
https://www.google.com/url?sa=i&source=images&cd=&ved=2a hU
KEwjp3IidnNvjAhXGfisKHeO6C1cQjRx6BAgBEAU&url=https%3A
%2F%2Fwww.thwink.org%2Fsustain%2Fglossary%2FThreePillars
OfSustainability.htm&psig=AOvVaw0jcTRwRX -
YlZmES__TLqXs&ust=1564443181116959
The principles of sustainable development are:
1.Environmental and e conomic amalgamation :The
understanding and bonding between economic development
and environment is not just a matter of principle but it’s a
requirement in today’s times. If we need place for metro trains
shed then forest cannot be torn down for it, we ne ed to think of
strategies, plans and ideas to have both metro trains for better
trade as well as forests for maintain the ecological balance. The
production and consumption plan ning has to be made after
keeping in mind the consequences of damages to enviro nment.
Economy and ecology have to go hand in hand for future
sustainability not part ways or be exploited one for the other’s
gains .T h e untimely, uncontrollable natural disasters, global
warming, melting of glaciers et cis the result of our attitude that
nature is for our servitude .This will also help to br idge the gap
between developed and developing cou ntries. Gandhiji had put
it very well that,“The world has enough for everyone's need ,b u t
notenough for everyone's greed ”,summaries how economic
devel opment without thoughtful control of our greed can only
lead to destruction of the individual, nation and the earth .
Certain indigenous, local ways of life style can help in balancing
economy with environment as in past humans didn’t face these
concerns as industrialisation and technological misuse and
overuse has brought in.munotes.in
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482.Management of Natural Resources: Following the above
principle leads to we are responsible for the preservation of the
resources , conserving the biodiversity, focusing on our
ecologic al heritage. The attitude that the natural resources are
meant for our luxuries and benefits can lead to only slow death
of nature, of our present and a sudden destruction of the future
or at least a life of suffering and insufficient resources for a good
living. Our actions have already resulted in poor quality of air,
water, soil, harsh effects of sunlight and balance of other
elements of nature. Thus, conservation of natural resources can
be a savior for humankind today and for a better future.
3.Prevent ion is better than cure and better safe than sorry:
These idioms have been meaningfully stated to remind us that if
we don’t wake up from our complacency and slumber then what
we will face the consequences that will be fatal not for our
quality life on ea rth but even for our sustenance in near future. It
is better to educate an activate ourselves to wards preventing
any further damage to the environment, so before planning for
any new development and economic leap it is better to be far -
sighted and plan acc ordingly, keeping in mind the environment
and social dynamics. It is said that with the kind of rush in
capturing maximum from the natural resources for few powerful
countries ,the injustice will be on the environment as well as still
developing countries and societies . This injustice will lead to
fight for survival, thu sl e a d i n gt or u l eo ft h ej u n g l ea n dm i g h ti s
right. It is said that the third world war if it takes place will be for
Water ,t h u si t ist i m e now to open our eyes to the fact that there
is no solution than being cautious, far sighted , safe than sorry
andaccept sustainable development.
4.Shared Responsibility and taking onus (ownership):
Sustainable development is not one individual’s or even one
nation’s work , it is a cooperative effort asthedamage done also
is mammoth ignoring sustainable aspect of development .T h e
wisdom, support, creativity and efforts of maximum number of
people is imp ortant. Each one of us irrespective of nationality,
religion and ideologies ha ve to come together to bu ild a
stronger, safer earth for all to stay and for coming generations. I t
is an joint effort with leadership and ownership taken by all to
think of ways for a better tomorrow. It has to focus on personal,
social, ecological and economic well-being as different parts of
one whole thing. The people involved have to think of balance
and integrity of nature, at the same time also seek economic
progress. It is important that we live within environmental limits
and manage the economic development with strategie sf o r
sustainable development taking shared responsibility.munotes.in
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5.Waste Minimization, rehabilitation and reclamation :
Sustainable development emphasizes control of over-
exploitation of resource sa n d promote ofwaste minimization
using knowledge of science and t echnology for rehabilitation
and recl amation .
6.Ensuring a strong, healthy and just society: The social
sustainability aspect of sustainable development focuses on the
majority of people must benefit from development not just a few
of them, it stresses on environmental justice and social
sustainability . In actual situation , few powerful and strong
nation salone may have control on the resources and may
exploit other nations for its use. But in sustainable development
it is important for us to ensure that the resources are judiciously
used and distributed as it is not the monopoly of one or two
countries but it belongs to all, so ensur inga strong, healthy and
just society also is a part of sustainable society. Similarly, in
context of smaller society, resourc es must be used judiciously
by all for the ben efit of all. Thus, achieving universal primary
education, improving mental health, improving child mortality
levels, promoting gender equality, waste minimization, recycling
etc, are some of the examples of soc ial sustainability of
development.
Let’s Ponder
EXAMPLES OF SUSTAINABLE DEVELOPMENT: INDIA
1.DHARANI, BIHAR
Once struggling to get
basic elect ricity like
most villages in India,
Dharnai has now
changed its fate and
become the first village
in India to completely
run on solar
power. Residents of
Dharnai had been using
diesel -based generators and hazardous fuel like cow dung to meet
the electricit yr e q u i r e m e n tf o rd e c a d e s , which were both costly and
unhealthy. Since the launch of Greenpeace’s solar -powered 100
kilowatt micro -grid in 2014, quality electricity is being provided to
more than 2,400 people living in this village in Jehanabad district.munotes.in
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2.Thefirst village in Telangana region to win the Nirmal Puraskar
in 2004 -05,Ramchandrapur came
into focus a decade ago when the
villagers pledged to donate their eyes
for the visually challenged. Among its
many achievements, all the houses in
thevillage have smokeless chullahs
and toilets with tap -water facilities. It
is the first village in the state to construct a sub -surface dyke on the
nearby river and solve drinking water problems by constructing two
over-head tanks in each house. The village does not have drainage
system and all the water generated from each house is diverted to
the gardens, which are planted by the villagers in each house.
https://www.thebetterindia.com/85354/inspiring -indian -villages -
sustainable -development/
Conclusion:
Sustainable development ensures deve lopment with
judicious and equitable use of resources , ensuring that present
needs are satisfied but future quality of life is not compromised.
It also lays stress on the conservation of resources. A
sustainable world is one where basic needs of all are satisfied and
wher eby one can get access to clean en ergy, healthy food, pure
water , where the deprived have equal rights and where one can
enjoy work and growth without harming the ecosystem .
CHECK YOUR PROGRESS:
1.State any two principles of sustainable development with
examples.
2.Which are the three pillars of sustainable development ?munotes.in
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513.“The world has enough for everyone's need ,b u tn o t enough
for everyone's greed”. Explain with reference to sustainable
development .
4.Name two actions which are to be considered as unsustainable.
5.Picture Study : Explain this strategy for sustainable
development and write its advantages
munotes.in
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526.Watch this video and answer the following questions :
https://www.youtube.com/watch?v=neGf9Z7K 4LE
What are the principles on which sustai nable development is
based?
7.“If we destroy nature, nature will destroy us “ . A statement by
the late Nobel peace prize winner Laureate Wangari Maathai
regarding sustainable development. Discuss
3.6 CONCLUSION
Thus, this unit has covered what is understood by meaning
of sustainable development, how it is important to draw a balance
between economic development but along with ecological
conservation and social equity. The need for sustainab le
development and the principles on which sustainable development
is based has also been discussed. The efforts taken by small
towns, villages, cities to fulfill the goals of sustainable development
have been highlighted with help of some examples, more s uch
examples and endeavors can be referred to learn more about
sustainable development. Thus, this unit helps us to be more
concerned about our own earth and how individual as well as social
goals can be achieved without compromising one for the other.munotes.in
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533.7 EXERCISE
1.The Brundtland Commission defined sustainability as
a. Optimum use of natural resources
b. natural environment is not to be exploited for human
development
c. all control of resources must be shared by developed and
developing countrie s
d. Meeting the needs of the present without compromising the
ability of future generations to meet their own needs
2.The Brundtland Commission definition included which of the
following concepts:
a. The concept of present needs to be used judiciously fo r
better future
b. The concept of increasing the ability of future generation for
meeting their needs
c. The ability of using technology so that future needs are met
d. The future generation can meet their own needs
3.The three pillars of sustainability includes:
a. Ecological, social and economic factors
b. Knowledge, sharing and energy
c. Human, animal and plant factors
d. All of the above
4.Which of the following is an example of balancing
development with environment?
a.Solar energy
b.Rain Water har vesting
c.Clean Sanitation for all
d. All of the above
Q.1Explain with examples the urgent need for sustainable
development in today’s times.
Q.2 Examine the principles which promote social and
environmental development for sustainable development
Q.3 De duce the primary goals of sustainable development on the
basis of the concept of sustainable development ?
Q.4 Write down 5 ways you will adapt to contribute to sustainable
development
Q.5 A2 0 0 8r e p o r tb yt h eG l o b a lF o o t p r i n tN e t w o r ka n d
Confederation of Indian Industries suggests that India has the
world’s third biggest ecological footprint, that its resource use
is already twice of its bio -capacity, and that this bio -capacity
itself has declined by half in the last few decades. In the lightmunotes.in
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54of above s entence, explain why India needs to adapt
sustainable development.
Q.6 Ignoring the needs and principles of sustainable development
can lead to adverse consequences. Do you agree? Justify
your answer.
3.8 REFERENCES
Ossewaarde M (2018) Introduction to Sustainable Development
Singh B. K.P (2012)Sustainable Development and Climate
Change, Surendra Publications
Vashist H, (2002) Environmental Education , Book Enclave
SOURCES :
http://www.biologydiscussion.com/sustainable -
development/sustainable -development -meaning -concept -and-
policies -ecology/70876
http://www.ncert.nic.in/departments/nie/der/publication/pdf/RAlexan
dar.pdf
http://www.sjalfbaerni.is/media/frodleikur/OECD -skyrsla.pdf
https://ocw.mit.edu/courses/engineering -systems -division/esd -123j-
systems -perspectives -on-industrial -ecology -spring -2006/lectur e-
notes/lec4.pdf
https://www.academia.edu/1799555/Framing_the_Elusive_Concept
_of_Sustainability_A_Sustainability_Hierarchy
https://www.environmentalscience.org/sustainability
https://www.jagranjosh.com/current -affairs/susta inable -
development -and-india -1503408725 -1
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2822183/
https://www.slideshare.net/EOTOWorld/sustainable -development -
webinar -series -12326815/17 -
Many_conflicting_views_of_sustainable
https://www.thebetterindia.com/85354/inspiring -indian -villages -
sustainable -development/
https://www.thebetterindia.com/85354/inspiring -indian -villages -
sustainable -development/
https://www.thp.org/wp -content/uploads/2016/08/2016 -
05thpwhitepaper.pdf
Watch the video for understanding History of sustainabl e
development: https://www.youtube.com/watch?v=fcf3uFoLwgk
munotes.in
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Unit -4
ROLE OF EDUCATION FOR
SUSTAINABLE DEVELOPMENT
UNIT STRUCTURE
4.0 Objectives
4.1 Introduction
4.2Place of Sustainable Development in School Curriculum
4.3Role of Teacher in Sustainable Development
4.3.1 Introduction
4.3.2 Role of Teacher
4.4Role of UNESCO
4.4.1 Introduction
4.4.2 Role of UNESCO
4.5Summary
4.6Exercise
4.7References
4.0 OBJECTIVES
After studying this unit ,you will be able to:
explain the place of sustainable development in school
development
explain the role of a teacher in sustainable development
explain the role of UNESCO in sustainable development
4.1INTRODUCTION
In the previous unit you have studied about the meaning,
need & objectives of sustainable development .I nt h i su n i tw ew i l l
study about the place of sustainable d evelopment in school
curriculum as well as role of a teacher & role of UNESCO in
sustainable development.
Most of the environmental problems are man -made and can
be resolved by humans only for which education can play a key
role. Over the yea rs we are facing rapid deterioration in the quality
of environment including pollution of air, water and land, loss of
ecosystems and species etc. Climate change has now become onemunotes.in
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of today’s most serious global challenges to sustainable
development and re quires immediate and urgent action to address
its adverse impacts.
4.2PLACE OF SUSTAINABLE DEVELOPMENT IN
SCHOOL CURRICULUM
Good quality education is an essential tool for achieving a
more sustainable world. This was emphasised at the UN World
Summit i n Johannesburg in 2002 where the reorientation of current
education systems was outlined as key to sustainable
development. Education for sustainable development (ESD)
promotes the development of the knowledge, skills, understanding,
values and actions req uired creating a sustainable world, which
ensures environmental protection and conservation, promotes
social equity and encourages economic sustainability. The concept
of ESD developed largely from environmental education, which has
sought to develop the k nowledge, skills, values, attitudes and
behaviours in people to care for their environment. The aim of ESD
is to enable people to make decisions and carry out actions to
improve our quality of life without compromising the planet. It also
aims to integrate the values inherent in sustainable development
into all aspects and levels of learning
A curriculum is the combination of instructional practices,
learning experiences, and students' performance assessment that
are designed to bring out and evaluate the target learning
outcomes of a particular course .Integrating the objectives,
concepts and learning experiences of Education for Sustainable
Development into syllabus es and teaching programmes is very
import ant. If the curriculum is defined as ‘the sum of all the formal
and informal teaching and learning experiences provided by a
school’, then Education for Sustainable Development cannot just be
added to the curriculum as a new subject. Rather, it is a dimension
to be emphasised in every aspect of school li fe.
Sustainable development can be achieved by integrating these
activities in school curriculum
1.Academic calendar -Academic calendar plays very important
role for the smooth functioning of all the curricular as well as co -
curricular activities. Many Nat ional as well as international days
can be celebrated in the school related to sustainable
development. Throughout the year activities can be conducted
to sensitize students towards sustainable environment –For
example -Tree plantation, one act play, gues t lectures, display,
concerts, field trips, visits, exhibitions etc.munotes.in
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2.Interdisciplinary learning -Education for Sustainable
Development can be taught in all school subjects in such a way
that the learning objectives of the subject are achieved as well
theknowledge of sustainable development is given through it.
This can be done either through infusion of it into each subject
area or by introducing special subject in the curriculum.
3.Inculcation of Knowledge and values -Through curriculum
transaction we ca n give knowledge of sustainable development
related issues to the students. The values that are used to
select the knowledge that is taught in lessons should take
account of student learning needs, local community interests
and ways of learning to live sus tainably.
Figure 4.1 : Scope of Sustainable development in School
Curriculum
4.Teaching and learning methods -How students learn is often
more important that what they learn. This is because of the
‘medium’ is as important as the ‘messa ge’. If the medium is
correct then definitely the message will reach to the students.
Student -centered interactive approaches can help students to
feel their responsibility towards sustainable environment.
5.Awareness of Rights & duties –Awareness of their rights &
duties should be taught through thesubject s. Democracy has to
be practices in all aspects of school life & personal life. It willmunotes.in
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help them to understand their rights & duties towards sustainable
environment.
6.Group projects /activities -It is very easy to integrate group
projects into the formal curriculum. Projects that start off as
small classroom tasks can be presented to the whole school,
and maybe even can be undertaken as a competition. It can be
conducted in the school campus andalso in local community by
a class or club which can provide valuable learning experiences
to the students .E x a m p l e sa r e surveys on Environmental
awareness, health issues, maintaining & caring for a garden,
visiting and helping senior citizens, working in a child cent re or
orphanage, monitoring local air or water quality, and so on.
Such activities help the students to help each other & share
knowledge with each other.
7.Use of Resource in the campus (Green Campus ) –The
concept of Recycle, Reuse, & Reproduce can be the motto in
the school campus. Schools can undertake environmental
audits of resources such as water and energy used and the
amount of waste produced in the school. This will help the
school to gather information about problem areas and the
associated costs. Auditing and the consequent s aving of
resources can save school smoney by reducing the cost of
resources such as water and electricity. Small Recycling
activities can be conducted in the school premises Example are
-Paper Recycling, vermi -composting ,use of e-waste in the
laboratory ,rain water harvesting, installation of solar panels,
etc.
8.Establishing Student Clubs -Many extra -curricular activities
can be organised by/for students at lunch time, after school, at
weekends, and during vacations. Student clubs (e.g.
Environment Clu bs, N ature club , Scouts, Guides, etc.) are an
ideal way of integrating sustainable development issues into
young people’s thinking and activities.
CHECK YOUR PROGRESS
Explain the Place of Sustainable development in school curri culummunotes.in
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4.3ROLE OF TEACHER IN SUSTAINABLE
DEVELOPMENT
4.3.1 INTRODUCTION
Education must effectively empower all people to make
responsible and informed decisions, both individually and
collectively, thus preparing them to successfully deal wi th present
andfuture challenges and to commit their active participation in the
construction of common future for all. Teachers and learning
communities are key components in the dissemination of those
sustainability principles that will lead to the neces sary changes in
attitude of students.
It is important that, irrespective of the academic su bject the
teacher’s major overall respo nsibility is to mould the student’s
socially and emotion ally well -adjusted individuals and understand
their responsibilities towards sustainable environment.
4.3.2 ROLE OF TEACHER
Now let’s see how the teachers can help the students
1.Use of Teaching strategies in the classroom -The classroom
is a dynamic environment, bringing together students from
different backgrounds with various abilities and personalities.
Being an effective teacher therefore requires the implementation
of creative and innovative teaching strategies in order to meet
students’ individual needs.
Examples of some teaching strategies are:
Cooperative learn ing-It means students work together in
groups to complete a project or task. The goals are for students
to learn how to contribute to a team, demonstrate individual
responsibility, and also share accountability for the outcomes of
the group. Activities bas ed on awareness on sustainable
development can be taught through this method.
Experiential learning –Experiential learning provides
opportunity to the s tudents to learn through first-hand
experience. Skills, knowledge, and experience are acquired
outside of the traditional academic classroom setting, and may
include internships, studies abroad, field trips, fiel d research,
and projects.
Use of latest Technology in the classroom -Incorporating
technology into teaching is a g reat way to actively engage themunotes.in
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students. It will help them to update with the latest knowledge
through internet. Examples are-Use of Blogs and other ‘Social
Networking Websites’, Video Conferencing, Google Earth,
Google earth is a free Google Earth programme
(http://earth.google.com) t o view recent satellite images of your
community right down to the level of being able to identify
individual buildings etc.
Problem solving -In a problem solving method, children learn
by working on problems. This enables the students to learn new
knowle dge by facing the problems to be solved. The students
are expected to observe, understand, analyze, interpret find
solutions, and perform applications that lead to a holistic
understanding of the concept.
Critical thinking -It helps students to formulate their own
opinions and drawing conclusions regard less of outside
influence. It teaches the discipline of analysis and seeing the
connections between ideas, and being wide open to other
viewpoints and opinions. Teacher can use these techniques for
teaching critical thinking ski lls in every lesson and subject to
sensitize students towards sustainable environment.
Role playing -Role playing is an interesting example of an
active learning and teaching strategy. It can incorporate drama,
simulations, games, and demonstrations of real life cases
related to any topic.
Brainstorming -This technique encourages new ideas among
students which would never have happened under normal
circumstances , it helps students to provide their inputs .
2.Learning beyond the classroo m-Studying within the
boundaries of the classroom is not always sufficient for
educational excellence. Sometimes teachers need to take
classes outside the classroom. They can organize field trips /
visits that are relevant to the lessons taught. Moreover t aking a
small walk or occasionally conducting classes outside in touch
with nature can be refreshing. Through such sessions students
can learn a lot and easily remember whatever has been taught
to them.
3.Professional development -Engaging in regular profess ional
development helps teachers to update their knowledge time to
time. Professional development programmes are a great way to
enhance teaching and learning process in the classroom.
4.Curriculum constructor -Teacher should function as curriculum
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done by using appropriate content, learning experiences and
assessment techniques.
5.Teacher should be able t o inculcate sensitivity and foster
positive attitude and values towards environment .
6.Use avai lable resources -Teacher should use locally available
resources (low cost and no cost) for contextualizing children’s’
learning.
7.Teacher should adopt school based and community oriented
approaches.
CHECK YOUR PROGRESS
Explain teaching strategies used b y teacher for sustainable
development
4.4ROLE OF UNESCO IN SUSTAINABLE
DEVELOPMENT
4.4.1 INTRODUCTION
UNESCO is the lead UN agency for Education for
Sustainable Develo pment (ESD) and is responsible for the overall
management, coordination and implementation of the Global Action
Programme (GAP) on ESD (Education for sustainable
development) .The GAP focuses on generating and scaling up
action, around five priority action areas. These are to advance
policy, transform learning and training environments, build the
capacities of educators and trainers, empower and mobilize youth
and accelerate sustainable solutions at a local level.
4.4.2 ROLE OF UNESCO
UNESCO supports key partners, raises awareness and visibility,
advocates ESD (Education for sustainable development) at an
international level and supports Member States in integratingmunotes.in
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ESD (Education for sustainable development) into edu cation
plans and programmes.
UNESCO supports countries to develop and expand
educational activities that focus on sustainability issues such
asclimate change ,biodiversity ,disaster risk reduction ,water ,
cultural diversity ,sustainable urbanisation and sustainable
lifestyles through ESD .
It advises policy -makers on how to integrate ESD into
education policies, curricula and teacher training.
UNESCO emphasizes on Empowering lea rners to live
responsibly and to address complex global challenges means
that education has to promote critical thinking, imagine future
scenarios and make decisions in collaborative ways .
UNESCO encourages training teachers to ensure that schools
integra te ESD. For instance, online courses are available for
secondary school teachers on climate change education.
UNESCO creates discussion around ESD through organizing
and participating in international meetings and events; by
publishing key resources such a s“Education for Sustainable
Development Goals: Learning Objectives” .
UNESCO organises various series of symposia on the future of
ESD, the objective of which is to stimulate discussio no nE S D
beyond the GAP (Global action Programme) and in the context
of the 2030 Agenda for Sustainable Development and to help
UNESCO plan beyond the first phase of the GAP which ends in
2019.
UNESCO led the UN Decade for ESD (2005 -2014). The
2014 UNESCO World Conference on ESD , held in Aichi -
Nagoya, Japan, marked the end of this Decade and saw the
launch of the Aichi -Nagoya Declaration on E SDand the
roadmap for the implementation of the GAP (Global action
Programme) on ESD.
UNESCO aims to improve access to quality education on
sustainable development at all levels and in all social contexts,
to transform society by reorienting education an dh e l pp e o p l e
develop knowledge, skills, values and behaviours needed for
sustainable development.
UNESCO believes that education is a human right for all
throughout life and that access must be matched by quality. The
Organization is the only United Nati ons agency with a mandate to
cover all aspects of education. It has been entrusted to lead the
Global Education 2030 Agenda through Sustainable Development
Goal 4munotes.in
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CHECK YOUR PROGRESS
Explain the role of UNE SCO in sustainable development
4.5SUMMARY
Sustainable development is development that meets the
needs of the present without compromising the ability of future
generations to meet their own needs. The concept of ESD
developed largely from envi ronmental education, which has sought
to develop the knowledge, skills, values, attitudes and behaviours
in people to care for their environment. The aim of ESD is to enable
people to make decisions and carry out actions to improve our
quality of life with out compromising the planet. It also aims to
integrate the values inherent in sustainable development into all
aspects and levels of learning.
4.6EXERCISE
Answer Briefly
1.Explain the place of sustainable development in school
curriculum
2.What is the role of teacher in sustainable development ?
3.Explain teaching strategies used by teacher for sustainable
development
4.Explain the role of UNESCO in sustainable development
Short answers questions
1.Sustainable development
2.School Curriculum
3.Teaching strategy
4.UNESCO
5.Interdisciplinary learning
6.Academic calendar
7.Experiential learning
8.Cooperative learningmunotes.in
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Choose the correct option from the following
1.------------------- plays very important role for the smooth
functioning of all the curricular as well as co -curricular ac tivities
in the school.
a.Academic calendar b. Sustainable development
c.experiential learning d. Interdisciplinary learning
2.The process in whichStudents work together in groups to
complete a project or task is called as ----------------- .
a. Learning b. Cooperative learning
c. Experiential learning d. Interdisciplinary learning
3.ESD stands for -----------------------
a.Education for Sustainable development
b.Enviro nment for sustainable development
c.Education for smooth development
d.Educate for sustainable development
4.UNESCO stands for --------------------
a.The Union of National Environmental, Scientific and Cultural
Organization
b.The United Nations Educational, Sc ientific and Cultural
Organization
c.The United Nations Environmental, Scientific and Cultural
Organization
d.The Union of National Educational, Scientific and Cultural
Organization
5.GAP stands for ----------------
a.Global Active programme
b.Global Action Progra mme
c.Global Action Plan
d.Global Active plan
4.6 REFERENCES
Alexandar R. January, 2012 “Environm ental education for
sustainable development in selected schools of Puducherry and
Cuddalore regions”, d ept of Ecology and Environmental
Sciences, Pondicherry (C entral) U niversity, Puducherry
605014, India. www.ncert.nic.in/departments/nie/der/publication/p
df/RAlexandar.pdf
“Education for sustainable development sourcebook” Published
in 2012 by the United Nations Educational, Scientific and
Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP,
France ISBN 978 -92-3-001063 -8
https://sustainabledevelopment.un.org/content/documents/926u
nesco9.pdfmunotes.in
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65
Teaching –Learning of Environm ental Studies (EVS) at the
Primary School Level: A Position Paper, Karnataka D.Ed
Curriculum Framework, Directorate of State Education,
Research and Training, Bengaluru,2012.
Kumar Anju “Sustainable Development —Role of Teacher to
protect environment” In dian Journal of Educational Studies : An
Interdisciplinary Journal , 2015, Vol.2, No.1, ISSN No. 2349 -
6908,
http://ccemohali.org/img/Ch%2011%20Dr%20Anuj%20Kumar.p
df
Krishnamacharyulu V.(2005) “Environmental Education”
Neelkamal publications Pvt. Ltd. Hyderabad
Authors: Gillian Cambers ,Grace Chapman Paul, Diamond
Lorna ,Down Anthony D. Griffith,Winthrop Wiltshire “Teachers’
Guide for Education for Sustainable Development in the
Caribb ean“https://unesdoc.unesco.org/ark:/48223/pf000016176
1Published by the UNESCO Regional Bureau of Education for
Latin America and the Caribbean OREALC / UNESCO Santiago
Lay-out: Claudia O'Ryan ISBN: 978 -956-8302 -91-7P r i n t e di n
Chile by Salesianos Impresores S.A.Santiago, Chile, July 2008
Pandey V.C.(2005)” Environmental Education” Isha Books Delhi
Rajpurkar Sunil “Sustainable Environmental Management”
Himalaya Publishing House , First editio n2 0 1 2 .
Shah Sanjib (2012) “Environmental Education” APH publishing
corporation New Delhi.
Web References
What UNESCO does on Education for Sustainable
Development, https://en.unesco.org/themes/education -
sustainable -development/what -UNESCO -does
http://www.unesco.org/education/tlsf/mods/theme_b/mod06.html
,”©UNESCO, 2010. All Rights Reserved ”
http://www1.udel.edu/educ/whitson/897s05/files/definitions_of_c
urriculum.htm
https://www.developmenteducationreview.com/issue/issue -
6/education -and-sustainable -development
http://www.unesco.org/education/tlsf/mods/them e_b/mod06.html
?panel=1#top
https://www.quizalize.com/blog/2018/02/23/teaching -strategies/
http:/ /www.dsert.kar.nic.in/circulars/position/EVS -
positionPaper.pdf
https://theknowledgereview.com/strategies -enhance -
effectiveness -classroom -teaching/
munotes.in
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66Unit -5
FUNDAMENTALS OF SOCIOLOGY OF
EDUCATION
UNIT STR UCTURE
5.0 Objectives
5.1 Introduction
5.2 Meaning and Scope of Sociology of Education
5.2.1 Meaning of Sociology
5.2.2 Meaning of Sociology of Education
5.2.3 Scope of Sociology of Education
5.3 Distinction Between Sociology of Education and
Educational Sociology
5.3.1Meaning of Educational Sociology
5.3.2Distinction between Sociology of Education and
Educational Sociology
5.4 Concept of Peace Education and Aims of Peace Education
5.4.1C o n c e p to fP e a c e
5.4.2 Concept of Peace Education
5.4.3 Aims of Peace Education
5.4.4 Check your progress
5.5 Summary
5.6 Unit Exercise
5.7 References
5.0OBJECTIVES
After reading this unit, you willbe able to:
define Sociology and Sociology o fE d u c a t i o n
explain the meaning of Sociology of Education
statethe Scope of Sociology of Education
distinguish between Sociology of Education and Educational
Sociology
describe the concept of Peace and Peace Education
state the Aims of Peace Educationmunotes.in
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675.1INTRODUCTION
Man is a social animal. He lives in a society and develops
himself to become the productive member of the society. A society
is a group of people who coexists in organised manner. It is a
system of inter -relationships that connects the ind ividual in a
common culture .It includes all aspects of life that people choose to
share i.e. home, work , life, religion, school, politics etc. are all
aspects of society. The term ‘social’ refers to the interactions and
relations that take place between p eople. Hence, human beings
live in society and become social.
During the 19th century social science emerged as separate
science in Europe and its objective was to study the society. The
founding fathers of Sociology like Auguste Comte, Herbert Spencer
and Emile Durkheim ,besides many other social thinkers ,wanted to
establish the idea of society as a matter of study which was a
distinctive study in itself. They examined the entire society as a
whole unit. Society is always more than the actions, thought s,
values, belief inand wishes of its individual members. Though it is
a complex and abstract reality ,all human beings live in a society.
5.2MEANING AND SCOPE OF SOCIOLOGY OF
EDUCATION
5.2.1MEANING OF SOCIOLOGY
The word ‘Sociology’ was derived from both, the Latin and
Greek origins. The Latin ‘Socius’ meaning ‘companion’ and the
Greek ‘Logos’ meaning ‘the study of’. Hence, the word literally
means the study of companionship, or social relations.
In 1837, Auguste Comte , a French philosopher first coin the
word ‘Sociology’. By sociology he meant, ‘the application of
scientific method in the study of the relationship between the
society and the individual ’. A society is where a group of people
lives as a community. A society could be a village, a school, a rest
house, a college or a university. These are part of human beings
and their social environment. Socialization takes place in different
groups of human beings in their social environment and they
influence each other.
Sociology can be defin ed ‘as the study of man and his
environment in their relation with each other.’
According to Duncan, ‘ Sociology is the scientific study of the
processes of interactions of persons .munotes.in
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68According to E.T. Hiller ,‘Sociology is the study of relations
between in dividuals, their conduct and reference to one another
and standard by which they regulate their association ’.
Thus, Sociology primarily concerns itself with social
relationships. It studies the interactions between the people in a
society .An e t w o r ko f social relationships is called the society. The
main focus of sociology is the social relationships of humans .It is a
scientific study of human behaviour in groups. Sociologists are
most interested in knowing how these people interact with each
other, ho w groups influence individuals and how the individuals
influence the group. Sociology makes an attempt to explain how
these influences function and bring changes in the personality
development of the individual.
Sociology helps us to understand the socia l world in which
we live and which shapes our lives. It helps us to understand
ourselves better, since it examines how the social world influences
the way we think, feel, and act. Sociology does not solve the
problem, but get information to help the people solve problems. It
offers a perspective (a world view). View of the world is referred as
sociological perspective. It expands our awareness of social
relationships, various cultures and social institutions that shape
both, our lives and human history.
5.2.2. MEANING OF SOCIOLOGY OF EDUCATION
Briefly, Sociology of Education is defined as ,‘a study of the
relations between education and society ’. It is an investigation of
the sociological processes involved in an educational institution. To
Ottaway (1962) ,it is a social study and in so far as its method is
scientific, it is a branch of social science.
Peter Harold (1968) defines Sociology of Education as “the study
of origins, organisations, institutions and development of human
society’. This approach explains how society and the institution
develop. It studies the interactions within the society and also
society and other institutions.
Emile Durkheim ,d e f i n e s Sociology of Education as “a systematic
study of sociological perspective”. Perspective is a view of the
world . It enables us to gain a new vision of social life. In other
words, it helps us to find out why people do what they do, like
eating, talking and many more. Durkheim further stated that
sociology of education is the “study of education”. He applied a
sociological approach to the understanding of education system.
He came up with an idea that education should be studied from the
sociological perspective which helps students to understand
sociology of education.munotes.in
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69InSociology of Educatio n, we try to understand the problem
of education from a sociological perspective. It is concerned with
educational aims, methods, institutions, administration and curricula
in relation to the economic, political, religious, social and cultural
forces of th e society in which they function. As far as the education
of the individual is concerned, sociology of education highlights on
the influence of social life and social relationships on the
development of personality. Sociology of education emphasizes
sociol ogical aspects of educational institutions. The problems
encountered are essentially theproblems of sociology and not the
problems of educational practice. Sociology of Education, therefore,
may be explained as the scientific analysis of the social proces ses
and social patterns involved in the educational system. It is the
study of how public institutions and individual experiences influence
education and its outcomes. It mainly focuses on thesociological
problems in the field of education.
5.2.3 SCOPE OF SOCIOLOGY OF EDUCATION
The scope of Sociology of Education is vast and it covers the
following fields:
It is concerned with such general concepts such as society
itself, culture, community, class, environment, socialization,
internalization, accommodation , assimilation, cultural lag,
subculture, status, role and so forth.
It is further involved in cases of education and social class,
state, social force, cultural change, various problems of role
structure, role analysis in relation to the total social syst em and
the micro society of the school such as authority, selection, and
the organization of learning, streaming, curriculum and so forth.
It deals with analysis of educational situations in various
geographical and ethnological contexts. E.g. Educational
situations in rural, urban and tribal areas, in different parts of the
country/world, with the background of different races, cultures
etc.
It helps us to understand the effectiveness of different
educational methods in teaching students with different kin ds of
intelligences.
It studies the effect of economy upon the type of education
provided to the students ,e . g . education provided in IB, ICSE,
CBSC,SSC Board institutions.
It helps us to understand the effect of various social agencies
like family, scho ol on the students.
It studies the relationship between social class, culture,
language, parental education, occupation and the achievement
of the students.munotes.in
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70It studies the role and structure of school, impact of peer group
on the personality of the studen ts.
It provides an understanding of the problems such as racism,
communalism, gender discrimination etc. the problems such as
racism,
It studies the role of schools in socialization of the students.
It suggests ways to develop national integration, inte rnational
understanding, the spirit of scientific temper, globalization
among the students.
It promotes research studies related to planning, organization
and application of various theories in education.
CHECK YOUR PROGRESS
1. Define Sociology.
2. Explain the meaning of Sociology of Education.
3. State the scope of Sociology of Education.munotes.in
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715.3DISTINCTION BETWEEN SOCIOLOGY OF
EDUCATION AND EDUCATIONAL SOCIOLOGY
5.3.1 MEANING EDUCATIONAL SOCIOLOGY
Before understanding t he distinction between Sociology of
Education and Educational Sociology, let us understand the
meaning of Educational Sociology.
Educational sociology is the application of general principles
and findings of sociology to the administration and processes o f
education.
Emile Durkheim was the first person who indicated the
need for a sociological approach to education. He considered
education “to be essentially social in character and in its functions
and as a result the theory of education relates more clea rly to
sociology than any other science.” He emphasized that education is
not static but a dynamic and ever -changing process. Every society
has its own socio -cultural needs which requires the education to
meet them. As these needs change continuously, th ee d u c a t i o n
must also change. Thus, society is the prime factor in deciding the
pattern of education which can satisfy the needs of the society.
Educational sociology is by definition ‘a discipline which studies
education sociologically’, with the premise that it recognizes
education as a social fact, a process and an institution, having a
social function and being determined socially. It evolved as a
discipline to prepare the educators for their future tasks.
Ottaway explains Educational Sociology as “E ducational
Sociology starts with the assumption that education is an activity
which goes on in a society, and its aims and methods depend on
the nature of the society, in which it takes place ”.
According to George Payne ,t h ef a t h e ro fE d u c a t i o n a l
Sociol ogy, “Educational Sociology is the science which describes
and explains institutions, groups and social processes in relation to
the educational system in its evolution and changing function.” He
discussed the influence and effect of education and group li fe on
each other and laid emphasi s upon the study of all those social
influences which influence human beings in their growth and
development.
Educational Sociology uses the results of sociological
researches in planning educational activities and in dev eloping
effective methods to implement these plans. The main aim of
educational sociology isto study social interaction. It studies all
social activities, human groups, social institutions and agencies
which fulfil the needs of edu cation.munotes.in
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72Francis Brown de fined Educational Sociology as that
discipline which applied the general principles and findings of
sociology to the process of education. It is the application of
sociological principles and methods to the solution of problems in
an educational system.
5.3.2 DISTINCTION BETWEEN SOCIOLOGY OF EDUCATION
AND EDUCATIONAL SOCIOLOGY
The terms ‘Sociology of Education and 'Educational
Sociology’ are used in the discipline as different approaches .The
usage of the two terms rests on the preference of the expert. The
concern and focus is still on the society, whether it is Educational
Sociology or Sociology of Education.
Educational sociology is the application of general principles
and findings of sociology to the administration and processes of
education. The a pproach means the application of sociology to the
institution sof education as a separate societal unit. Whereas,
Sociology of Education isan analysis of the sociological processes
involved in the educational institution. It emphasizes the study
within th e institution of education. It highlights on sociological
aspects of educational institutions.
The sociology of education is concerned with general
concepts, such as society itself, culture, community, class,
environment, socialization, internalization, a ccommodation,
assimilation, cultural lag, sub -culture, status, role etc.It further
involves the effect of the polity and economy on education, the
social forces and determinants that effect educational and cultural
change; the social institutions involved in the educational process,
various problems of role structure and role analysis in relation to
the total social system and the micro -society of the school; the
school viewed as a formal organisation, involving such issues as
authority, selection, the orga nization of learning and streaming; the
relationship between social class, culture and language, and
between education and occupation and so forth.
The challenges of Educational Sociology are derived from
the field of education. Educational Sociology throws light on the
importance of the interactions of different elements of the society
with an individual. It emphasize sthe progress of the society
through the medium of education. Ittriesto answer the questions --
as to what type of education should be given to children ?What
should be the curriculum? Why children become delinquent? It
throws light on those institutions organizations and social
interactions that were important in educational process. It use s
educational interactions that help sin the dev elopment of the
personality of the individual so that he becomes a better social
being.munotes.in
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73Educational Sociology evolved as a discipline designed to
prepare educators for their future tasks. It uses the results of
sociological researches in planning education al activities and in
developing effective methods to implement these plans. On the
other hand ,sociology of education is that branch of knowledge
which presents a sociological theory of education developed
through the analytical studies of the interaction sb e t w e e n
individuals in formal or informal educational situations.
CHECK YOUR PROGRESS
1.What is Educational Sociology?
2. Distinguish between the Sociology of Education and Educational
Sociology.
5.4CONCEPT OF PEACE EDUCATION AND AIMS
OF PEACE EDUCATION
5.4.1 CONCEPT OF PEACE
Peace is very important in each and everyone’s life. It is a
global concept and every one of us needs to be filled with peace for
leading our life peacefully. It is regarded as one of the humanities
highest values and we cherish it from birth till death. Yet there is no
consensus on the meaning of the peace.
Peace was first defined as merely ‘the absence of war or
direct violence’. Its simple meaning was that of absence of deathmunotes.in
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74and destruction as re sult of war or physical violence. It is also
known as ‘positive peace’ .
But surely peace is more than that. It should mean not only
absence of war, but violence in all forms, such as extreme poverty,
starvation, avoidable diseases, discrimination agains tm i n o r i t y
groups, conflicts, exploitation, injustice, denial of human rights and
so on. Peace cannot be built in such violent social structures,
because it leads to violence. Absence of all such obstructive factors
to a good life can be called as ‘negativ e peace’. Thus ,Peace is
both the absence of personal or direct violence i.e. positive peace
and the presence of social justice and equality, and the absence of
structural or indirect violence i.e. negative peace.
As per the Declaration and Programme of A ction of a Culture
of Peace General Assembly Resolution A/53/243, 1999, “Peace is
not only the absence of conflict, but also required a positive,
dynamic participatory process where dialogue is encouraged, and
conflicts are solved in a spirit of mutual und erstanding and co -
operation”.
“Peace is the behaviour that encourages harmony in the way
people talk, listen and interact with each other, discourages actions
to hurt, harm, or destroy each other.” (Bey and Turner, 1995)
Peace is a comprehensive concept , hence it is difficult to find
any universally accepted definition of peace. It depends upon the
context in which it is considered. Each definition discussed above
is true in its own context. Each has its own meaning. They all can
be combined together a nd can give us a holistic meaning of peace.
Thus, all ranges of shades of meanings of peace can come under
three basic sources:
1. Inner Peace :I t i s h a r m o n y a n d p e a c e w i t h o n e s e l f , g o o d h e a l t h
and absence of inner conflicts. It is a sense of joy, free dom, insight
and feelings of kindness, compassion and content and appreciation
of art.
2. Social Peace : It is harmony arising from human relationships at
all levels. It is conflict resolution, love, friendship, brotherhood,
tolerance, democracy, communit y building, human rights, and
morality.
3. Peace with Nature :I ti sh a r m o n yw i t hn a t u r a le n v i r o n m e n ta n d
mother earth. Peace with nature implies stopping the violation of
her dignity through environment and ecological degradation,
exploitation, etc.munotes.in
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75
Fig.5.1 Sources of Peace
Source: Peace Education, Framework for Teacher Education,
UNESCO, New Delhi.
This holistic meaning of peace is more useful than the fragmented
meaning of it.
5.4.2 CONCEPT OF PEACE EDUCATION
No education system is complete without some form of
component similar to peace education. It may take such forms as
moral, value or citizenship, democratic or global education. The
differentiating feature of peace education is the focus it has on the
problem of human violence. In short, peace education can be
defined as an educational response to the problem of human
violence. It has the following basic features: It aims at protecting
children’s minds from being influenced by violence in the society. It
prepares them for building a peaceful wo rld by empowering them
with necessary knowledge, attitudes, and skills. It humanizes the
child, teaching and learning, and school.
Following are some of the definitions of Peace Education;
Peace education is an attempt to respond to problems of
conflict a ndviolence on scales ranging from the global and national
to the local and personal . It is about exploring ways of creating
more just and sustainable futures -R. D. Laing (I 978)
Peace education is holistic. It embraces the physical,
emotional, intellec tual, and social growth of children within a
framework deeply rooted in traditional human values. It is based on
philosophy that teaches love, compassion, trust , fairness, co -
operation and reverence for the human family and all life on our
beautiful planet -Fran Schmidt and Alice Friedman (1988)munotes.in
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76Peace education in UNICEF refers to the “process of
promoting knowledge, skills, attitudes and values needed to bring
about behavior changes that will enable children, youth and adults
to prevent conflict and viol ence, both overt and structural; to resolve
conflict peacefully; and to create the conditions conducive to peace,
whether at an intrapersonal, interpersonal, inter -group, national or
international level.”
Thus, we see many definitions which have focused o np e a c e
education as a process that develops knowledge, skills, attitudes
and values among learners, brings behavioural change, which
empower the learners to tackle their problems and lead a peaceful
life.
Peace Education means to learn about peace and to learn
for peace. Learning about peace means obtaining knowledge and
understanding of what contributes to peace, what damages it, what
leads to war, what peace mean on each level and what is my role in
it? Learning for peace means learning the skills, at titudes and
values that one needs in order to contribute to peace and help
maintain it. For example, this means learning to deal with conflicts
without the recourse to violence, learning to think creatively,
learning to apply the methods of active non -violence or learning to
deal with cultural differences in a constructive way.
From the above definitions we can say that peace education
is holistic and interdisciplinary field that seeks to promote
knowledge, skills, values and attitudes for peace. It is a n
educational response to the problem of human violence. One must
acquire necessary skills such as problem solving, critical thinking,
decision making, effective communication, conflict resolution etc.
and values like self -respect, respect for life and nat ure, tolerance,
compassion, love, co -operation etc. to face the challenges of
today’s world and resolve the conflicts non -violently. Peace
education tries to inculcate such higher human values and
develops a new attitude and a set of behavioural skills which is
necessary for peaceful living. It aims at building a culture of peace
which will benefit the entire humanity.
5.4.3 AIMS OF PEACE EDUCATION
The overall aim of the Peace Education is to educate every
student to become peacemakers and to devote their talents,
potentials , capacities and energies towards the creation of a
civilization of peace based on the culture of peace.
Declaration of the 44th session of the International Conference
onEducation held at Geneva in 1994 has listed the following aims
of peace education :munotes.in
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771.To develop sense of universal values in every individual.
2.To prepare citizens to cope with difficult and uncertain situations
and fitting them for personal autonomy and responsibility.
3.To educate the individual and develop the ability to recognize
and accept the values which exist in the diversity of individuals.
4.To strengthen peace, friendship and solidarity between
individuals and people.
5.To develop the ability of non -violent conflict –resolution among
the individuals.
6.To cultivate the ability to make informed choices, basing their
judgments and actions not only on the analysis of present
situations and the vision of a preferred future among the
individuals
7.To teach the citizens to respect the cultural heritage, protect the
environme nt and social harmony.
8.To cultivate citizens in the line of solidarity feeling and feeling of
equity at the national and international levels in the perspectives
of a balanced and long -term development.
Thus,peace education aims at vide variety of subjec t. Peace
and educat ion go hand in hand. They are inseparable. A society
cannot progress without education and education system must be
based on universal principles of peace for the proper development
of the society.
Peace education can be taught in form al and informal school
setting with following objectives ;
1.To foster changes in order to make the world a better and more
humane place.
2.To develop values and skills to assist the students in striving for
the fullness of life.
3.To help students deve lop a rich vision of peace to work for a
visible global society.
4.To create constructive behaviour for dealing with problems so as
to minimize and eliminate conflict.
5. To explore peace both as a state of being and as an active
process for the promotion ofpositive human relations.munotes.in
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78Therefore, the peace education is an inclusive approach
towards a holistic way of living which should be practiced at all
levels of education.
CHECK YOUR PROGRESS
1.Explain the concept of Peace.
2.Define Peace Education. Briefly explain the concept of Peace
Education.
3.State the aims of Peace Education .
5.5 SUMMARY
The unit dealt with the fundamentals of sociology of
education. We discussed the meaning of sociology as scientific
study of the processes of interactions of persons. We further
defined Sociology of Education as scientific analysis of the social
processes and social patterns involved in the educational system.munotes.in
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79We discussed the scope of sociology of education and understood
the meaning of Educational sociology. It is the application of
general principles and findings of sociology to the administration
and processes of education. The distinction between Sociology of
Education and Educational Sociology was discussed.
Further, t he concept of peace was analysed in brief. Peace
is both the absence of personal or direct violence i.e. positive
peace and the presence of social justice and equality, and the
absence of structural or indirect violence i.e. negative peace. The
holistic meaning of peace includes Inner Peace, Social Peace and
Peace with Nature. The concept and aims of Peace Education were
studied. Peace Education is a process of promoting knowledge,
skills, attitudes and values needed to bring about behavior changes
that w ill enable children, youth and adults to prevent conflict and
violence, to resolve conflict peacefully; and to create the conditions
conducive to peace. The overall aim of the Peace Education is to
educate every student to become peacemakers and to devote their
talents, potentials, capacities and energies towards the creation of
a civilization of peace based on the culture of peace.
5.6 UNIT EXERCISE
A. Answer the following in brief.
1. Define Sociology.
2. Explain the meaning of Sociology of Education and state its
scope.
3. Distinguish between the Sociology of Education and Educational
Sociology.
4. What do you mean by ‘Peace’? Elaborate the concept of Peace
Education.
5. State the aims of Peace Education.
6. Explain the meaning and aims of Peace E ducation.
B.M u l t i p l e c h o i c e q u e s t i o n s :
1. Application of principles of sociology to education is known as
(a) Sociology of Education (b)Social Science of Education
(c) Educational Sociology (d) Social foundations of Education
2. Ab sence of war or direct violence is known as
(a) Inner Peace (b) Negative Peace (c) Positive Peace
(d) Social Peace
3. Educational Sociology deals with which aspect of Education?
(a) Social (b) Political (C) Economical (d) Psychologicalmunotes.in
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804.Schools are social institutions because they
(a) suggest ways and means of social progress
(b) are established by society
(c) suggest solutions to problems
d) preserve and instil in future generations t heKnowledge,
ideas and customs of our culture
5. Peace education is holistic. It is based on philosophy that
teaches
(a)love (b) discrimination (c) conflict (d) violence
5.7REFERENCES
[1].Aggarwal, J.C. (20 12):Psychological, Philosophical and
Sociological foundations of Education. Shipra Publications,
Delhi.
[2].Balasooriya, A. S. (2001). A teacher’s guide to peac e
education. New Delhi: UNESCO Publication. Retrieved from
http://www.ncte -india.org
[3].Bhattacharya, S. (1996): Sociologi cal Foundation of Education.
New Delhi: Atlantic Publishers and Distribution.
[4].Charles, K. and Selvi, V. (2014). Peace and Value Education.
Neelkamal Publications PVT. LTD. Hyderabad.p -3.
[5].Fountain, S. (1999). Peace Education in UNICEF . Working
Paper, PD -ED-99/003, Education Section, Programme Division,
UNICEF, New York. Retrieved
from https://www.unicef.org/education/files/PeaceEducation.pdf
[6].Mathur, S.S. (2007). A Sociological a pproach to Indian
Education. Vinod Pustak Mandir, Agra.
[7].Rao, U. (2012). Education for Peace (First Edition), Mumbai,
Himalaya Publishing House Pvt. Ltd.
[8].Saxena, N.R. (2008). Philosophical and Sociological Foundation
of Education .L a lB o o kD e p o t ,M e e r u t .
[9].Schmidt, F., & Friedman, A. (1993). Peacemaking ski lls for little
kids. USA: Peace Education Foundation
[10].United Nations. (1948). Universal declaration of human
rights .G e n e v a :U n i t e dN a t i o n s .A v a i l a b l ef r o m
http://www.u n.org/en/ documents/udhrmunotes.in
Page 81
81[11].United Nations (1999) UN Resolution 53/243 (A),
‘Declaration on a Culture of Peace Retrieved from
http://www.un -documents.net/a53r25.htm
Web References
[1].http://ddceutkal.ac.in/ Syllabus/MA_SOCIOLOGY/Paper -16.pdf
[2].https://www.academia.edu/36065283/INTRODUCTION_TO_SO
CIOLOGY_OF_EDUCATION
[3].http://www.achieveriasclasses.com/notes/ESO11_1%20Nature
%20and%20Scope%20of%20Sociology.pdf
[4].http://ddceutkal.ac.in/Syllabus/MA_Education/Paper -2.pdf
[5].http://unesdoc.unesco.org/images/0012/001252/125228eo.pdf
munotes.in
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82Unit -6
MULTICULTURISM IN INDIAN
CONTEXT
UNIT STRUCTURE
6.0 Objectives
6.1 Introduction
6.2 Characteristics and Goals of Multicultural Education
6.2.1 Characteristics of Multicultural Education
6.3 Dimensions of Multicultural Education
6.4 Approaches to Multicultural Curriculum Reform By James A.
Banks
6.5 Summary
6.6 Exercise
6.7 References
6.0 OBJECTIVES
The following are the objectives of this unit:
to enable the student to understand the concept of
Multiculturism in the Indian context.
toe n a b l et he student to understand Characteristics and Goals
of Multicultural Education.
to develop an understanding of Dimensions of Multicultural
Education and approaches to of Multicultural Education.
6.1 INTRODUCTION
In Unit 5 of this section , you have studie dt h em e a n i n g and
scope of sociology of education. You have also studied the concept
of Peace Education and aims of Peace Education. You have the
fair Idea of Sociology of education and educational sociology. Now
in the Unit 6 we shall focus on Multicultur al Education in the Indian
Context, its Characteristics and Goals. In this Unit you will learn
about Dimensions and approaches to Multicultural Education.
Multiculturalism is a system of beliefs and behaviors that
recognizes and respects the presence of a ll diverse groups in an
organization or society, acknowledges and values their socio -
cultural differences, and encourages and enables their continuedmunotes.in
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83contribution within an inclusive cultural context, which empowers all
within the organization or society. (Yusof, 2003).
‘Multiculturalism’ is now used not only to define
disadvantaged and marginalized groups like tribal, linguistic -
cultural -religious minorities, LGBT, disabled, etc., but also
immigrants who may come under ethnic, religious minorities as well
as minority nations and indigenous peoples.
Multiculturalism in India is the best example of multicultural
society where people speak 122 major languages and 1599 other
languages. Unity in diversity is the beauty of India and the Indian
Constitution assi gns equal rights, privileges and duties to all people
irrespective of gender, caste, class, community, language and
religion. The Indian society has been multi -cultural, multi -religious,
multi -racial, multi -ethnic and multi -linguistic from time immemorial.
At the same time our country has been confronted with forces of
divisiveness. Hence the biggest challenge before major
multicultural countries like India is to preserve the pluralistic
tradition and to bring the various communities into the mainstream
society by promoting the spirit of multiculturalism.
Multicultural education refers to any form of education or
teaching that incorporates the histories, texts, values, beliefs, and
perspectives of people from different cultural backgrounds. At the
classroom level, for example, teachers may modify or incorporate
lessons to reflect the cultural diversity of the students in a particular
class.
James A. Banks, considered the “father of multicultural
education,”
Banks and Banks 1995 –Define Multi cultural Educ ation as a field
of study and an emerging discipline whose major aim is to create
equal educational opportunities from diverse racial, ethnic, social
class and culture.
James Banks 2001 -The primary goal of multicultural education is
to transform the sc hool so that male and female students,
exceptional students and students from diverse cultural, social
class, racial and ethnic groups experience an equal opportunity to
learn.
6.2 CHARACTERISTICS AND GOALS OF
MULTICULTURAL EDUCATION
India is arguably the oldest civilization on this planet. And
with thepassage of time it has become culturally, linguistically,munotes.in
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84religiously and ethnically one of the most diverse countries of the
world. With 35 States & Union Territories and 200 languages, it can
easily b e termed as the cultural melting pot of the world. To
maintain this cultural diversity, every aspect of our life should be
taken care of. And what could be better than education to start with.
Multicultural education is the need of the hour, to make
educa tion really effective, and to ensure that the knowledge of
India’s cultural diversity is available to all children in India. When
the Indian constitution guarantees free as well as mandatory
education to children between the age of six to fourteen years, i t
ensures that the cultural values of a civilization like India, passes
on and on. In today’s India, children, attend one of the two types of
schools: private funded schools or government funded schools -all
depending on their family’s orientation and wea lth. But the
curriculum in both types of schools, predominantly chartered by the
central government and guided by the constitution of India, is
basically pluralistic in nature. Thus, the main goal of multicultural
education is quality education for all its children
6.2.1C H A R A C T E R I S T I C SO FM U L T I C U L T U R A LE D U C A T I O N
India is aunique country in the world in the base of culture,
because there are so many cultures in this country and one of
the oldest cultures in the world. So, multicultural education is
demand of Indian scenario. Multicultural education advocates
the belief that students and their life histories and experiences
should be placed at the center of the teaching and learning
process and that pedagogy should occur in a context that is
familiar to stu dents and that addresses multiple ways of
thinking. In addition, teachers and students must critically
analyze oppression and power relations in their communities,
society and the world.
Multicultural education may also contribute to the lives of
students of color beyond the classroom. It may facilitate the
development of positive self -esteem, leading to students who
feel better about themselves and their work. This positive view
extends to the home cultures of the students as well,
demonstrably increasing pride in and comfort with their home
cultures. Multicultural education may also enhance the skills of
students of color with other racial and ethnic groups, increasing
positive cross -cultural interactions. Lastly, multicultural
education may provide these students with the tools to have
better navigate dominant paradigms of the mainstream White
world.
Multicultural education is a progressive approach for
transforming education that holistically analyzes and addresses
current shortcomings, failings, and di scriminatory practices inmunotes.in
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85education. It is grounded in ideals of social justice, education
equity, and a dedication to facilitating educational experiences
in which all students reach their full potential as learners and as
socially aware and active beings , locally, nationally, and
globally. (Paul Gorski 2000) Multiculturalism is not restricted to
people of color it is a universal issue that needs implementation
in educational institutions, on all levels. Equality does not have
to mean monolingual or biling ualism in every building, but it
does require a multicultural awakening in curriculum
development, which provides Equity. --
The seven basic characteristics of Multicultural education
i.Multicultural education is anti -racist education.: Multicultural
educat ion is antiracist education Antiracism, indeed
antidiscrimination in general, is at the very core of a
multicultural perspective. Eliminate typical stereotypes of
multicultural perspective Although the beautiful and heroic
aspects of our history should be taught, so must the ugly and
exclusionary.
ii.Multicultural education is basic education: Multicultural
Education Is Basic Education Multicultural education must be
understood as basic education. The major stumbling blocks
to implement a broadly conceptualiz ed multicultural education
is the ossification of the canon, which assumes that the
knowledge that is most worthwhile is already in place.
iii.Multicultural education is for all student: Multicultural
Education Is Important for All Students. The widespread
misperception: multicultural education is only for students of
color, or “disadvantaged” or “at-risk” students. Multicultural
education is, by definition, inclusive. Because it is about all
people, it is also for all people
iv.Multicultural education is pervas ive: Multicultural Education Is
Pervasive A true multicultural approach is pervasive. It
permeates everything: the school climate, physical
environment, curriculum, and relationships among teachers
and students and community. Multicultural education is a
philosophy, a way of looking at the world.
v.Multicultural education for social justice: Multicultural
Education Is Education for Social Justice Developing a
multicultural perspective means lea rning how to think in more
inclusive and expansive ways. Multicul tural education invites
students and teachers to put their learning into action for
social justice. Preparing students for active membership in a
democracy is also the basis of Deweyian philosophymunotes.in
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86vi.Multicultural education is a process : Multicultural Educat ion
Is a Process Curriculum and materials represent the content
of multicultural education, but multicultural education is above
all a process. First, it is ongoing and dynamic Second, it is a
process because it involves relationships among people
Third, a nd most important, multicultural education is a
process because it focuses on such intangibles as teacher’s
expectations, learning environments, student’s learning
styles, and other cultural variables that are absolutely
essential for schools to understand how to be successful with
all of their students. -The process of multicultural education
are generally more complex, more politically volatile or more
threatening to vested interests. -Must be accompanied by
unlearning conventional wisdom as well as dism antling
policies and practices that are disadvantageous for some
students at the expense of others.
vii.Multicultural education is critical pedagogy: Multicultural
Education Is Critical Pedagogy Knowledge is neither neutral
nor apolitical, yet it is generall y treated by teachers and
schools as if it were. It is important to understand that as
teachers, all the decisions we make, no matter how neutral
they seem, may impact in unconscious but fundamental ways
the lives and experiences of our students. Accordi ng to
Banks, the main goal of a Multicultural curriculum is to help
students develop decision -making and social action skills. By
doing so, students learn to view events and situation from a
variety of perspectives. A Multicultural approach values
diversi ty and encourages critical thinking, reflection and
action. Critical pedagogy acknowledges rather than
suppresses cultural and linguistic diversity. “A genuine
multicultural orientation that promotes minority student
empowerment is impossible within a tra nsmission model of
pedagogy.” (Cummins)
Critical pedagogy is not simply the transfer of knowledge from
teacher to students, even though that knowledge may contradict
what students had learned before. Critical pedagogy is also an
exploder of myths. Criti cal pedagogy is based on the
experiences and viewpoints of student rather than on an
imposed culture.munotes.in
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87
Figure 6.1: Characteristics of Multicultural Education
Multiculturalism is defined as the state of co -existence of
diverse cultures. Culture includes, racial, religious, linguistic, etc.
which may have differences and distinctions in customary
behaviours, cultural assumptions and values, patterns of thinking
and communicative styles. It also aims at the preservation of
different cultures and their ident ities within a unified society as a
state or nation.
6.2.2. Goals of Multicultural Education
India is a multi -ethnic, multi -language, multi -caste,
multiregional country, the inclusive growth of the country depends
on the development on these different mi nority groups and this
inclusive growth demands all social groups to get equal access to
services and opportunities for economic and social development.
Generally speaking, multicultural education is predicated on
the principle of educational equity for a ll students, regardless of
culture, and it strives to remove barriers to educational
opportunities and success for students from different cultural
backgrounds. In practice, educators may modify or eliminate
educational policies, programs, materials, lesso ns, and instructional
practices that are either discriminatory toward or insufficiently
inclusive of diverse cultural perspectives. Multicultural education
also assumes that the ways in which students learn and think are
deeply influenced by their cultural identity and heritage, and that to
teach culturally diverse students effective educational approaches
are required that value and recognize their cultural backgrounds. Inmunotes.in
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88this way, multicultural education aims to improve the learning and
success of all st udents, particularly students from cultural groups
that have been historically underrepresented or that suffer from
lower educational achievement and attainment.
The goal of multicultural education is to help students
understand and appreciate cultural di fferences and similarities and
to recognize the accomplishments of diverse ethnic, racial, and
socioeconomic groups. It is a practice that hopes to transform the
ways in which students are instructed by giving equal attention to
the contributions of all th e groups in a society. Special focus may
be placed on minority groups that have been under -represented in
the past.
Goals of Multicultural Education.
1.Educational Equity
2.Empowerment of Students and Their Parents and Caretakers
3.The Development of a Society that Values Cultural Pluralism
4.Intercultural/Interethnic/Intergroup Understanding in the
Classroom, School, and Community
5.Freedom for Individuals and Groups
6.An Expanded Knowledge of Various Cultural and Ethnic Groups
7.The Development of Students, Parents, a nd Practitioners
(teachers, nurses, journalists, counselors, principals,
custodians, documentary producers, bus drivers, curriculum
coordinators, etc.) Whose Thoughts and Actions are Guided by
an Informed and Inquisitive Multicultural Perspective
The Nati onal Association for Multicultural Education
Advancing and Advocating for Social Justice & Equity. There are
six points of consensus regarding multicultural education that are
central to NAME's philosophy, and serve as NAME's goals:
To respect and apprecia te cultural diversity.
To promote the understanding of unique cultural and ethnic
heritage.
To promote the development of culturally responsible and
responsive curricula.
To facilitate acquisition of the attitudes, skills, and knowledge
to function in vari ous cultures.
To eliminate racism and discrimination in society.
To achieve social, political, economic, and educational
equity. ---munotes.in
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89The Goals of Multi -Cultural Education
1.To help individuals gain greater self -understanding by viewing
themselves from the p erspectives of other culture.
2.To provide students within cultural, ethnic and language
alternative.
3.To Provide all students with the skills, attitudes and knowledge
needed to function within their community, cultures, n and
across other ethnic cultures.
4.To reduce the pain and discrimination that members of some
ethnic and racial groups experiences because of their unique
racial, physical and cultural characteristic.
5.To help students to acquire the reading, writing and
math ematical skills needed to functi on effectively in a globalised
technological world.
6.Educators must realize that group membership is not an
important part of personal identity for many individual members
but more important identities are individual identities such as
religion, social clas s, gender, or sexual orientation.
7.Education and Global citizenship –To help individuals from
diverse, racial, cultural, language and religious groups to
acquire the knowledge, attitude and skills needed to function
effectively within their cultural commun ities, their national civic
culture, their regional culture in the global community.
8.To help students to develop positive attitude towards the
different racial, ethnic, cultural and religious group.
9.To promote democracy and democratic living
10.To help studen ts to acquire knowledge and commitments
needed to make reflective decision.
11.To transform school so that male and female students
exceptional students from diverse cultural, social class, racial
and ethnic groups experience theequal opportunity of learnin g.
12.To help students to acquire knowledge attitude and skills
needed to function effectively in pluralistic democratic society.
CHECK YOUR PROGRESS 1
Notes :a) Write your Answer in the spaces given below.
I) What is the main goal of Multicultural Educatio n?munotes.in
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906.3 DIMENSIONS OF MULTICULTURAL EDUCATION
As we proceed further into the 21st century, multiculturalism
becomes more relevant to obtaining a truly glo bal society. Dr.
James A. Banks defines the meaning of multicultural education and
its potential impact on society when it is truly integrated into
American classrooms. In his lecture, Democracy, Diversity and
Social Justice: Education in a Global Age, B anks (2006) defines
the five dimensions of multicultural education that serve as a guide
to school reform when trying to implement multicultural education
(Banks 2010). The goal of multicultural education is to encourage
students to value their own cultur es and the diverse cultures of
those around them without politicizing their differences but rather,
Content Integration
Content integration is a key feature in multicultural education
and refers to the ways in which a teacher will use ideas from a
range o f cultures or ethnicities to describe a concept, generalization
and issues within their subject area or disciplines. An example of
this may be when the teacher brings an ethnic minority actor into
the discussion as an example of whatever is being taught.
Knowledge Construction Process
The knowledge construction process teaches students to
understand how knowledge is understood and interpreted within
different cultural groups. This characteristic of multicultural learning
help students toidentify how knowl edge is a reflection of a certain
culture's experience and value system. It helps students to
deconstruct this knowledge system and build knowledge
themselves.
Prejudice Reduction
Prejudice reduction are lessons specifically aimed at
teaching students to develop a positive view of different ethnic and
cultural groups. These type of lessons will often include positive
imagery of ethnic minorities. Research has shown that classes
such as these can help students to develop a positive image of
other cultural g roups.
Equity Pedagogy
This part of multicultural education deals with how lessons
are taught when facing a class of mixed race. Research has shown
that Mexican American and African American students learn better
in a cooperative learning environment as o pposed to a competitive
one. Equity pedagogy aims to deal with this difference in learning
style and employ styles of learning that will best achieve the
academic ability of the students.munotes.in
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91Empowering School Culture and Social Structure
This is a term that describes how a schools culture must
change in order to accommodate students from different cultures
and make them all feel a sense of equality. This is done by
employing learning methods as described above and making a
concerted effort to change the atti tudes and beliefs in a school to
suit a multi -ethnic group of students.
Figure 6.2: Dimensions of Multicultural Education
To implement multicultural education effectively, teachers
and administrators must attend to each of the five dimensions of
multic ultural education described above. They should use content
from diverse groups when teaching concepts and skills, help
students to understand how knowledge in the various disciplines is
constructed, help students to develop positive inter group attitudes
and behaviors, and modify their teaching strategies so that
students from different racial, cultural, and social -class will
experience equal educational opportunities. The total environment
and culture of the school must be transformed so that students
from diverse ethnic and cultural groups will experience equal status
in the culture and life of the school.munotes.in
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92CHECK YOUR PROGRESS 2
1.What are the Dimensions of Multicultural Education?
6. 4APPROACHES TO MULTICULTURAL
CURRICULUM REFORM BY JAMES A. BANKS
Figure 6.3: Approaches to Multicultural curriculum reform
The Contributions Approach
Several identifiable approaches to the integration of ethnic
content into the curriculum have evolved since the 1960s. The
Contributions Approach to integra tion is one of the most frequently
used and is often used extensively during the first phase of an
ethnic revival movement. This approach is characterized by the
addition of ethnic heroes into the curriculum that are selected using
criteria similar to thos ewhich were used to select mainstreammunotes.in
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93heroes for inclusion into the curriculum. The mainstream curriculum
remains unchanged in terms of its basic structure, goals, and
salient characteristics.
The Heroes and Holidays Approach is a variant of the
Contribu tions Approach. In this approach, ethnic content is limited
primarily to special days, weeks and months related to ethnic
events and celebrations. Cinco de Mayo, Martin Luther King's
birthday, and Black History Week are examples of ethnic days and
weeks th at are celebrated in the schools. During these
celebrations, teachers involve students in lessons, experiences,
and pageants related to the ethnic groups being commemorated.
When this approach is used, the class studies little or nothing about
the ethnic g roups before or after the special event or occasion.
The Contributions Approach is the easiest approach for
teachers to use to integrate the curriculum with ethnic content.
However, it has several serious limitations. Students do not attain a
global view of the role of ethnic and cultural groups in U.S. society.
Rather, they see ethnic issues and events primarily as an addition
to the curriculum, and consequently as an appendage to the main
story of the development of the nation and to the core curriculum in
the language arts, the social studies, the arts, and to other subject
areas. The teaching of ethnic issues with the use of heroes,
holidays, and contributions also tends to gloss over important
concepts and issues related to the victimization and oppres sion of
ethnic groups and their struggles against racism and for power.
Issues such as racism, poverty, and oppression tend to be evaded
in the Contributions Approach to curriculum integration. The focus,
rather, tends to be on success and the validation o ft h eH o r a t i o
Alger myth that every American who is willing to work can go from
rags to riches and pull himself or herself up by the bootstrap.
The Contributions Approach often results in the trivialization
of ethnic cultures, the study of their strange a nd exotic
characteristics, and the reinforcement of stereotypes and
misconceptions. When the focus is on the contributions and unique
aspects of ethnic cultures, students are not helped to understand
them as complete and dynamic wholes.
The Ethnic Additiv e Approach
Another important aspect to the integration of ethnic c ontent
to the curriculum is the addition of content, concepts, themes, and
perspectives to the curriculum without changing its basic structure,
purposes, and characteristics. The Add live Approach allows the
teacher to put ethnic content into the curriculum without
restructuring it, which takes substantial time, effort, training and
rethinking of the curriculum and its purposes, nature, and goals.
The Additive Approach can be the first phase in a more radicalmunotes.in
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94curriculum reform effort designed to restructure the total curriculum
and to integrate it with ethnic content, perspectives, and frames of
reference. However, this approach shares several disadvantages
with the Contributions Approach. Its most important shortcoming is
that it usually results in the viewing of ethnic content from the
perspective of mainstream historians, writers, artists, and scientists
because it does not involve a restructuring of the curriculum. The
events, concepts, iss ues, and problems selected for study are
selected using Mainstream -Centric and Euro -Centric criteria and
perspectives. When teaching a unit such as "The Westward
Movement" in a fifth -grade U.S. History class, the teacher may
integrate her unit by adding co ntent about the Lakota (Sioux)
Indians. However, the unit remains Mainstream -Centric and
focused because of its perspective and point of view. A unit called
"The Westward Movement" is Mainstream -and Euro -Centric
because it focuses on the movement of Europ ean Americans from
the eastern to the western part of the United States. The Lakota
Indians were already in the West and consequently were not
moving west. The unit might be called, "The Invasion from the
East," from the point of view of the Lakota. An obj ective title for the
unit might be, "TWO Cultures Meet in the Americas."
The Additive Approach also fails to help students to view
society from diverse cultural and ethnic perspectives and to
understand the ways in which the histories and cultures of the
nation's diverse ethnic, cultural, and religious groups are
inextricably bound.
The Transformative Approach
TheT r a n s f o r m a t i v eA p p r o a c hd i f f e r sf u n d a m e n t a l l yf r o mt h e
Contributions and Additive Approaches. This approach changes the
basic assumptio ns of t he curriculum and enable students to view
concepts, issues, themes, and problems from several ethnic
perspectives and points of view. The key curriculum issue involved
in the Transformation Approach is not the addition of a long list of
ethnic groups, hero es, and contributions, but the infusion of various
perspectives, frames of reference, and content from various groups
that will extend students' understandings of the nature,
development, and complexity of U.S. society. When students are
studying the Revol ution in the British colonies, the perspectives of
the Anglo Revolutionaries, the Anglo Loyalists, Afro -Americans,
Indians, and the British are essential for them to attain a thorough
understanding of this significant event in U.S. history. Students
must s tudy the various and sometimes divergent meanings of the
Revolution to these diverse groups to fully understand it.
When studying Indian history, language, music, arts,
science, and mathematics, the emphasis should not be on the
ways in which various ethn ic and cultural groups have "contributed"munotes.in
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95to mainstream Indian society and culture. The emphasis, rather,
should be on how the common Indian culture and society emerged
from a complex synthesis and interaction of the diverse cultural
elements that originat ed within the various cultural, racial, ethnic,
and religious groups that make up Indian society. One of the ironies
of conquest is that those who are conquered often deeply influence
the culture of the conquerors.
The Decision -Making and Social Action Ap proach
His approach includes all of the elements of the
Transformation Approach but adds components that require
students to make decisions and to take actions related to the
concept, issue, or problem they have studied in the unit. In this
approach, stude nts study a social problem such as, "What actions
should we take to reduce prejudice and discrimination in our
school?" They gather pertinent data, analyze their values and
beliefs, synthesize their knowledge and values, and identify
alternative courses of action, and finally decide what, if any, actions
they will take to reduce prejudice and discrimination in their school.
Major goals of the Decision -Making and Social Action Approach are
to teach students thinking and decision -making skills, to empower
them, and to help them acquire a sense of political efficacy.
Mixing and Blending the Approaches
The four approaches to the integration of ethnic content into
the curriculum that wehave described are often mixed and blended
in actual teaching situations. On e approach, such as the
Contributions Approach, can also be used as a vehicle to move to
other and more intellectually challenging approaches, such as the
Transformation and the Decision -Making and Social Action
Approaches. It is not realistic to expect a teacher to move directly
from a highly Mainstream -Centric curriculum to one that focuses on
decision making and social action. Rather, the move from the first
to the higher levels of ethnic content integration into the curriculum
is likely to be gradual an d cumulative.
CHECK YOUR PROGRESS
1)Name the Approaches to Multicultural education given by
JAMES A. BANKmunotes.in
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966.5SUMMARY
Multicultural education is an idea stating that all students,
regardless of the groups to which they belong such as those rela ted
to gender, ethnicity, race, culture, language, social class, religion
sexual orientation, or exceptional should experience educational
equality in the schools. Some students, because of their particular
characteristics, have a better chance to succeed in school as it is
currently structured than students from other groups. Multicultural
education is a continuing process because ofthe ideali zed goals it
tries to actualizes educational equality and the eradication of all
forms of discrimination can never be fully achieved in human
society
6.6UNIT EXERCISE
1. What do you mean by multicultural education in India? Explain
the characteristics of multicultural education.
2. State the goals of multicultural education.
3. Explain the approaches to multicultu ral education given by
James A. Bank.
4. Illustrate the approaches to multicultural education given by
James A. Bank.
5. Describe the dimensions of multicultural education.
6. Identify some classroom areas that could be included in the
multicultural educat ion. Justify your answer with illustration.
7. True or False. If false, state the reason .
a) To help students to acquire knowledge attitude and skills needed
to function effectively in pluralistic democratic society.
b) Multicultural Education is to promot e dictatorship.
c) Multicultural education is only for specific group of people .
8.Fill in the blank.
a) _________________considered the “father of multicultural
education,”
b) Multiculturalism is defined as the state of co -existence of
__________.munotes.in
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976.7 REFERENCES
SUPPLIMENTARY REFERENCES
International Journal of Research and Scientific Innovation
(IJRSI) |Volume III, Issue IX, September 2016|ISSN 2321 –2705
Journal of Socio -Educational & Cultural Research, Vol. 2, No. 5,
July-December, 2016 ISSN : 2 394-2878
WEB REFERENCES:
https://www.teachingforchange.org/wp -
content/uploads/2015/11/Banks_James.pdf
https://www.edglossary.org/multicultural -education/
https://www.nameorg.org/mission_goals_objectives.php
https://www.slideshare.net/keziamae/multicultural -education -
45874904
www.healthofchildren.com/M/Multicultural -Education -
Curriculum.htm
https://intime.uni.edu/goals -multicultural -education
munotes.in
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98Unit -7
ISSUES IN EDUCATION
Unit Structure:
7.0 Objectives
7.1 Introduction
7.2 Human Rights Education
7.3 Issues i nH u m a nR i g h t sE d u c a t i o n
7.4 Multicultural Education
7.4.1 What is Culture?
7.4.2 What i s Multicultural Education?
7.4.3 Goals of Multi cultural classroom are
7.4.4 Dimension o f Multicultural Education
7.4.5 Issues i n Multicultural Education
7.5 Education for Values
7.5.1 Objectives
7.5.2The main Objectives of Education for Values is are
7.5.3Issues of Education for Values
7.0OBJEC TIVES
At the end of the unit student will be able to
define human rights education
examine the need for human rights education
explain the issues concerning human rights education
define multicultural education
examine the need for multicultural educatio n
explain the issues concerning multicultural education
define education for values
examine the need for education for values
explain the issues concerning education for values
explain the ways to resolve the issues in education
7.1INTRODUCTION
The wo rld is a global village with one part of world
influencing in more than one way.T h e r ei san e e d therefore, for
respect of the dignity of human life and acceptance of diversity. In
the world where hostility, war and intolerance are increasing the
seeds of peace, harmony and value systems have to be
strengthened right from impressionable age of the youth. These
values can be transmitted to a larger scope of people at almostmunotes.in
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99same time with the means of education as its medium and
therefore there is a need for education for human rights ,
multicultural andvalue -based education.
7.2HUMAN RIGHTS EDUCATION
a)HUMAN RIGHTS EDUCATION:
Sub Topic A
What are Human Rights ?
Human rights can be regarded as the common feature or
point of intersection of many recent t rends in education such as
conflict resolution, law -related education, development education,
issues -related education, peace education, anti -bias education,
multicultural education, and global education.
What is Human Rights Education?
Human rights educ ation is the knowledge, skills and attitude
towards promotion of hum anrights .Education is needed for
understanding importance of human rights .Human rights education
is all learning that develops the knowledge, skills, and values of
human rights.
The Uni ted Nations Decade for Human Rights Education
(1995 -2004) has defined Human Rights Education as "training,
dissemination, and information efforts aimed at the building of a
universal culture of human rights through the imparting of
knowledge and skills and the moulding of attitudes which are
directed to:
(a) The strengthening of respect for human rights and fundamental
freedoms;
(b) The full development of the human personality and the sense of
its dignity;
(c) The promotion of understanding, respect, gend er equality, and
friendship among all nations, indigenous peoples and racial,
national, ethnic, religious and linguistic groups;
(d) The enabling of all persons to participate effectively in a free
society;
(e) The furtherance of the activities of the Unit ed Nations for the
Maintenance of Peace." (Adapted from the Plan of Action of the
United Nations Decade for Human Rights Education (1995 -
2004), paragraph 2)
Human rights education teaches both about human rights
andforhuman rights. Its goal is to help p eople understand humanmunotes.in
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100rights, value human rights, and take responsibility for respecting,
defending, and promoting human rights. An important outcome of
human rights education is empowerment, a process through which
people and communities increase their c ontrol of their own lives
and the decisions that affect them. The ultimate goal of human
rights education is people working together to bring about human
rights, justice, and dignity for all.
Check your progress:
1.Define Human Rights Education .
2.What is the relationship between human rights and human
rights education
3.Explain the need for Human Rights Education in your words.
7.3ISSUES IN HUMAN RIGHTS EDUCATION
1.Education has to provide solid foundation for human rights:
Human rights education has to happen at all levels -primary,
secondary and tertiary . Teaching from the primary level will give
a structure and increasing level of depth in human rights
education. Thus, such a structure will be ingrained in students
from their formative age and be an integral part of their school
education.munotes.in
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1012.Human Rights Education must have a wider coverage: This type
of education should not be limited to only to formal but also non -
formal settings, ensuring that it has a wider coverage o f
reaching the youth, even those who cannot afford formal or
higher education. Educationalists should also ask themselves
the question, then, how do our educational establishments –
from primary to tertiary level –reflect the values we propa gate?
3.Interdisciplinary Impact: Human Rights Education should not be
limited to only Humanities stream. It should be a part of those
faculties or disciplines which does not have human rights
education in their curriculum can also h ave some relevant
content added in their syllabus .
Human rights can clearly be examined through different
disciplines in order to provide students with an overview and
deepen their understanding, from the arts, humanities and
languages to the sciences. The curriculum can thus have.
Human rights as core element around which creative curriculum
can be built ,a n dc a nh a v e interdisciplinary impact to it.
4.Developing best ways to teach human rights: Human rights
education cannot be transmitted as a lecture method, it has to
beaccompanying th e student on first -hand experience of
sensitive journey to know and empathize about human rights
education
through story -telling, oral tradition; through written works of
philosophy and literature; through drama and role -playing;
through art work, drawi ng, even cartoons; through public
speaking; through sports; an dthrough health education and
science in the service of human rights.
Conclusion: An important model of human rights education
was presented which outlined how participative learn ing (a
“hands -on” learning), active learning (whereby the student
seeks to learn) and experimental learning (the process of
making meaning from direct experience) can all play a part in
HRE. This model was shown to break down perceived barriers
between schools and their communities, and on a larger scale,
between nations with histories of suffering. The panel also
touched upon the importance of religious and cultural traditions
which have informed notions of dignity, law and human rights.
This is a worthy reminder that the concept of human dignity was
invented in 1948, or that the idea of human rights or principles
of equality were of an entirely secular originmunotes.in
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102Check your progress:
1.Explain with examples from present times the issues in Human
Righ ts Education
2.Examine the effective ways of transacting Human Rights
Education in different levels of educational stream
3.Describe the inter -disciplinary impact of Human Rights
Education.
https://shodhganga.inflibnet.ac.in/bitstream/10603/28300/8/08_cha
pter%202.pdf
http://hrlibrary.umn.edu/edumat/hredu series/hereandnow/Part -
2/HRE -intro.htm
https://unesdoc.unesco.org/ark:/48223/pf0000210895
7.4MULTICULTURAL EDUCATION
b)MULTICULTURAL EDUCATION
7.4.1 WHAT IS CULTURE?
Culture consists of sh ared beliefs, values, traditions,
knowledge of a particular group. It consists of perspectives,
symbols, interpretations, accepted norms that distinguishes one
group from another.munotes.in
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103As long as it was a homogenous society, mono culture and
micro cultural pat terns was accepted norms but with the world
becoming a global village, things started changing and there was a
need to move from ethnocentrism to pluralism and cultural
relativism. Such a shift has historical, socio -cultural implications
and is not easy asi t may seem, it is not just acce ptance and
tolerance but appreciation and celebration of dominant equally with
minority cultures. Thus, as society became multicultural,
heterogenous, plural; education too had to change to meet the
needs and goals of the diverse cultures. It is not limited to few
chapters in the text book or just content it is contextualizing the
culture in its historical, political and social perspectives. Thus,
multicultural education is a holistic understanding of knowledge,
values, att itudes and skills of a culture in its context.
7.4.2 WHAT IS MULTICULTURAL EDUCATION?
Gay (2000) and Ladson -Billings (2004) defined multicultural
education as adopting a culturally responsive pedagogy with
trained instructors facilitating it. Thus, mult i-cultural education
needs to relook at what is taught, how it is taught and by whom it is
taught. This the major issue of multicultural education.
Multicultural education aims at equipping students with the
necessary knowledge, skills and attitude for ef fective living in a
pluralistic society. Multicultural education promotes a perspective of
acceptance, celebration of other cultures. The cultural differences
in multicultural education is not looked upon as a liability but is
valued and cherished. Multi -cultural education is a sensitive to
needs, interests and challenges of students belonging to diverse
cultures. It aims at creating equal opportunities and conducive
environment for people belonging to different ethnic background,
race, linguistic variation , social class, religious affinity. Its objective
is to provide rich and comprehensive understanding of diverse
cultures and their traditions.
7.4.3 Goals of Multicultural classroom are :
1.To develop respect, responsibility to the cultural diversity,
reverence to earth, regard for human dignity and appreciation of
the pluralism in nature and culture.
2.To encourage multiple perspectives and be open minded to
interpretations from different angles.
3.To fight against prejudice, discrimination, bias and develop
scientific temper to promote rational and objective thinking
4.To develop self -awareness, awareness of one’s own and other
cultures.munotes.in
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104India is a second largest country based on the population. There
are so many culture, religion, caste and ethnic group in my country.
It is not possible to include every cultural ritual in the curriculum.
7.4.4 Dimension of Multicultural Education:
James A. Banks, professor of education and director of the
centre for multicultural education at the University of Washington in
Seattle, is recognized as a leading scholar in the f ield of
multicultural education. He has detailed find critical dimension of
multicultural education.
Content Integration -deals with the extent to which teachers
use examples and content from a variety of cultures and groups
to illustrate key concept, generalization and issues within their
subject area or disciplines. These include subjects like history,
languages as well as math and science
Knowledge Construction: student learns how to build
knowledge him or herself. It includes changing the ways in
which teachers and students view and interact with knowledge,
helping them to become knowledge producers, not merely the
consumers of knowledge produced by others. Multiculturalmunotes.in
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105theories assert that the values, personal histories, attitudes, and
belief s of researchers cannot be separated from the knowledge
they create.
Prejudice Reduction: describes lessons and activities used
by the teacher to help student to develop positive attitudes
towards different racial, ethnic and cultural group.
Equit y Pedagogy: exists when teachers modifies their
teaching in ways that will facilitate the academic achievement of
student from divers racial, culture and social class groups. An
equity pedagogy assumes that students from diverse cultures
and groups come to school with many strengths. Teachers
practice culturally responsive teaching when an equity
pedagogy is implemented.
Empowering School Culture and Society Structure: created
when the culture and organization of the school are transformed
in ways that enable student from diverse racial, ethnic and
gender groups to experience quality and equal status.
An empowering school structure facilitates the practice of
multicultural education by providing teachers with opportunities
for collective planning and i nstruction, and by creating
democratic structures that give teachers, parents, and school
staff shared responsibility for school governance.
7.4.5Issues i n Multicultural Education:
1.Lack of intercultural competence: in a classroom if the teacher
lacks t he intercultural competence, it can become a challenge.
Teacher may be deficient in comprehending students’ cultures,
may have insufficient or even faulty knowledge, may lack in the
skill of working with students of plural background, may not
have a favora bleattitude, all these can be a hurdle in a
multicultural classroom. (Gopal,2011) . Teachers have to be
equipped and trained to use several approaches to teach in a
diverse classroom.
2.Understanding Multicultural Curriculum: Curricula which absorbs
all typ es of diversity is only burdensome and overload of
information. In a multi cultural classroom, the challenge is not to
include all information indiscriminately, add about all religions,
or languages etc which is neither possible nor necessary. There
is a need for common curriculum broad enough to serve the
diverse population. A universal design of a curriculum can be
achieved by means of materials and activities that provide for
alternatives to people of wide diversities.munotes.in
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1063.Not only in social studies and languages: Multi cultural
education is understood by teachers especially mathematics
and science that multicultural education is in the realm of social
studies and languages and math and science are same
everywhere. But that is a inadequate and wrong notio n.
Multicultural education has to be broadly defined not limiting it to
subject content and including an understanding of the content in
the diverse cultural perspectives, so that there is more
appropriate acceptance of multi -cultural understanding and
lesser resistance towards a multi -cultural classroom.
4.Low academic achievement of students coming from a totally
diverse culture: The academic content is in the students’ second
language, where student takes time to interpret, translate the
language and the n understand the content, this process can
lead to low academic achievement. There is sometimes
reluctance to participate and involve in the classroom activities,
if the approach is different from the cultural background. For
example, students from remote parts of tribal region prefer to be
silent and absorb studies and are not used to direct questions,
frank reply in classroom. This can also hinder their academic
achievement. Teachers have to sensitive to this and slowly help
the students to accept the di fferent approaches to classroom
interactions.
5.Teaching Methodology: Teachers have to adapt different
teaching methodologies keeping in mind the diversity of
classroom. Teachers have to modify their styles and approach
to gain trust and confidence of stude nts of a culture which is
different. Diversified teaching methods like role play, stories,
problem solving, simulations and cooperative learning can be
adopted which can cater to students from different cultures.
6.Shift from inclusion of ethnic content t o structural reforms in
education system :By 1980’s the movement which started in
America for inclusion of African Americans in the mainstream
school started in1950s had taken rots and it was not merely a
superficial level of accepting students from divers e cultures in
the folds of schools but also inclusion of history, writings of
people from diverse cultural background. There was also a need
to question the cultural traditions, interpretations, bias,
prejudice ,n e g a t i v eb e l i e f s with scientific research ev idence.
7.Balance between cultural assimilation and loosing cultural
identity: it is a challenge to maintain a balance between
inclusion, assimilating different cultures and not letting a
minority culture lose its identity and cultural richness.munotes.in
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1078.Attitude of teachers towards multiculturalism: The teachers are
the main implementers of true value and attitude towards
multicultural education. But if they themselves are not objective,
biased and are stereotyped the they cannot pass on the
understanding of mult icultural education. Sometimes teachers
find it difficult to implement multicultural perspectives in syllabus
and instill values of pluralistic society. Teachers have to find
innovative ways of integrati ng values and appreciation of
diverse society in clas sroom teaching, staying within the limits of
syllabus. The bias and lopsided favoritism in the text book has
to be handled well by the teacher. Sometimes, discussion of
concerns of diverse cultures can lead to conflicts in classroom,
which have to delicate ly handled by the teacher bringing
different perspectives to the class.
9.Communication of diverse views: The method of teaching,
approaches to subjects and linguistic barriers have to be
managed by the educational institutes in amicable way, the
structural and functional reforms, the policies towards
multicultural education have to be handled well. A course, units
or chapters can be added to sensitize students towards ethnic
groups and other tribal groups.
References:
https://www.researchgate.net/publi cation/323885779_ challenges_o
f_multicultural_higher_education_in_georgia
A. Gopal. (2011) Internationalization of higher education:
Preparing faculty to teach cross -
culturally. International Journal of Teaching and Learning in
Higher Education ,2 3 ( 3 ) ,p . p .3 7 3 -
38
https://www.academia.edu/1573393/Multicultural_education_in_
India
https://files.eric.ed.gov/fulltext/EJ1081654.pdf
https://education.stateuniversity.com/pages/2252/Multicultural -
Education.html
https://lear ning.educatetogether.ie/pluginfile.php/17423/mod_resour
ce/content/1/MulticulturalClassrooms.pdf
Check your progress:
1.Explain the need for Multicultural Education in your words?munotes.in
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1082.What are the dimensions of Multicultural Education.
3.Critically examine the different issues in Multicultural Education.
4.Cite your experience of a multicultural classroom.
5.Multicultural classroom can give rise to divisiveness. Do you
agree? Justify your answer.
7.5EDUCATIO N FOR VALUES
Sub Topic C
c)Education for Values
7.5.1Introduction:
Education is not for just cognitive development or for
acquiring knowledge for passing exams. Education is developing
intellect, but at the same time character -building is important partmunotes.in
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109of it, instilling values of good citizenship, being cooperative ,
humane and fellow -feeling are also important.
Education is a social institution to promote discipline,
responsibility, democratic living, cohesiveness along with academic
engagement. E ducation for values promotes a life with cherished
values and ideals in the society which is needed for smooth
functioning o f the society.
Education for values is not dogmatic, authoritarian indoctrination
or propagation. On the contrary, it is a process of direct inculcation
of a set of right values, it is a process of working on one’s outlooks,
beliefs and perceptions with a view to develop capacities of
reflective thinking and independent judgement on issues that are
critical concern to oneself and to humanity.
1.The aim of education for values is not to develop passive
conformity and thoughtless subservience to set norms, but it
encourages contemplation, rational acceptance to display
voluntary responsible behaviour. It is not a matter of habit but a
conscious effort to bring about desirable changes in oneself and
the society. Education is the means to bring about these
changes in the affective dimension of educational objectives
concerned with development of feelings, values, attitudes etc. It
has bee n observed that the focus of education has been more
on the cognitive development and affective development of
attitude and values are ignored and neglected. Thus, there is an
urgent need for development of values through education as a
part of the curricu lum as well as hidden curriculum. Education
for values is a process of transmitting, conserving and creating
all that is considered as good and right in the society
7.5.2The main Objectives of Education for Values is are :
1.To develop i ntegral and holistic d evelopment of the individual
2.To create attitude and values towards a more sustainable
human society
3.To instill values of lobe, cooperation, humanity and harmony in
all sections of the society
4.To develop values as the means as well as the goals of
education .
5.To develop in students critical thinking to identify what is of
value in their life.
6.To develop psychological, spiritual and cultural values.
http://www.ncert.nic.in/departments/nie/d epfe/Final.pdfmunotes.in
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110
7.5.3Issues of Education f or Values :
Recommendations from Some of the Educa tional
Commissions and Policies :
There are different concerns of integrating values in
education system, from understanding what values to evaluation of
values are instilled in the learner. Values in education and
education for values have been an import ant element in our
education policies right from Radhakrishnan Education Commission
(1948) to National Curriculum Framework (2005) and other
education national education policies. Education, in all these
recommendations summarized that, will be incomplete if spiritual
training is excluded (University Education Commission, 1948),
identified the “absence of provision for education in social, moral
and spiritual values” as a serious defect in the curriculum (
Education Commission 1964 -66), education have to b em a d ei n t oa
“forceful tool for the cultivation of social and moral values.”
(National Policy on Education, 1986), education aims equipping
students with the values and attitudes required for living in harmony
with oneself and others as responsible citiz ens (NCF 2005).
Education for values have shifted from religious and moral
values to education for harmony and peace as per the need and
times of the society. Education for values is important as it is the
main agency for individual transformation and soc ial change.
Education for values aims at empowering the students with certain
attitudes and skills as well as giving them the critical ability to use
them in the contemporary every day world , filled with challenges.
Some of the issues in executing educatio nf o rv a l u e sa r e:munotes.in
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1111.Defining values: The root of education is values but the
question arises what are values, how to distinguish it from
religious values to more social and spiritual values, which are
the values to be instilled in the education is also a ch allenge.
Education for values have to define values which are not limited
to any religion but has an over encompassing texture of values
for reaching out to humanity .T h e s ev a l u e sa r ed e r i v e df r o m
overall nationalistic and universal which focus on democrat ic,
socialistic, secular social order. These values promote social
cohesiveness, ensuring quality lifestyle for all, equality,
conservation of environment, preservation of culture and self -
actualization. These values speak of 3 -fold relationship –values
with self, values with society and values with environment.
2.Harmonizing tradition with modernity: An outlook which
requires assimilation, synthesis and retention of what is valuable
and adaptation to the present rather than wholesome rejection
of values o f Indian culture and tradition needs to be developed
in our young children
http://www.ncert.nic.in/departments/nie/depfe/Final.pdf
3.Multicultural society : India is a land of multi culture, multi -
faith, therefore there is aneed for values like scientific t emper,
rationality, receptivity, inclusivity, objectivity, tolerance,
detachment from dogmatism, violence, terrorism, etc,
awareness to one’s prejudices, biases, negative rigid thoughts,
ethnocentrism, etc. Thus, education fro value shave to promote
pluralism, unity in diversity and celebration of multi -cultural
thoughts.
4.Education for values beyond classroom: Education for
values have to promote skills, attitudes and capacities not
bound to four walls of classroom, but extending to social
connect and pr acticing the values in the society. The focus
therefore cannot only be improving of academic knowledge,
practical and technical skills mostly tied to market needs and
employability but also holistic education focusing on the
emotional and relational skills conducive to health and
wholeness of the society and the nation. The aim of holistic
development of students can thus be located in education for
values. www.ncert.nic.in/departments/nie /depfe/Final.pdf
5.Transaction of education for values: Education for va lues is
not to just add to the lecture method of verbal instructions, in
authoritarian manner for rote learning the values. The way of
transaction is the essence of education for valu es.Education for
values is about thinking, reflecting, feeling being sensitized so
the methods of transaction have to be dialogue, discussion,
simulated scenarios, role play, through narration of stories, fieldmunotes.in
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112visits , multisensory experiences, educationa l films, multimedia
and social media. The environment for value transaction should
not be threatening or judgmental. The teachers’ response has to
be encouraging, objective, unbiased and objective.
6.Integration of education for values in curriculum: The
dilemma is whether education for values have to be an
independent subject and course work or integrated in the
curriculum. It has been stressed in NCERT books on value
education that it is not necessary to adopt a course on value
education. As such, values can be inculcated explicitly in the
teaching/learning process, or implicitly through the school’s
“hidden curriculum”, s uch as teachers’ choice of teaching
methods, personal examples and messages conveyed to their
students through classroom interaction s (Halstead, 1996). It can
be well integrated in making suitable and deliberate adjustments
in the regular curriculum, as hidden curriculum and also a part
of co -curricular activities. Assemblies, mock parliament, Mock
United Nations , visits to old age hom es, orphanages,
celebration of national and international days, cultural programs
in harmonious way etc. can be ways to integrate values in
educational programs.
7.Evaluation of education for values: The plan of instilling
education for values has to have objectives and outcome pre -
determined. Some of the questions to be asked before -hand
are: What is the purpose of education for value as, what
objectives does it seek to achieve? How are these objectives
integrated in the curriculum, which learning experi ences have to
planned for achieving these objectives? So one of the
challenges of education for values is planning the evaluation to
assess the achievement of the objectives .
8.Approaches to Education for Values : As per the requirement
and the situation o ne must decide the different approaches to
education for values:
a.Cognitive Development Approach is seen as a movement
through stages of moral development. This helps students to
improve reasoning and to not differentiate right and wrong
decisions. Includes dilemma activities, small group
discussions, decision -making tasks to further develop
students’ values. Role Plays explores multi -layered values
in complex moral scenarios.
b.Service Learning approach involves activities at school and
in the community, where schools should provide experiences
as opportunities to practice making a choice of actions.munotes.in
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113c.The Social Action and Participation assumes that individuals
learn values best by practicing them. There are numerous
examples of social action and partici pation projects,
including EfS (education for sustainability), “circles of
democracy” (coined by Goodman, 1994) in the classroom,
human rights educa tion, social justice etc.
d.The Trait approach refers to values that are classified more
important than other s and involves teaching a set of qualities
such as honesty, loyalty and compassion.
Values Clarification allows students to be more socially
aware and become critical thinkers. It also helps students
understand and accept everyone’s values and beliefs.
Includes practical activities to clarify feelings
towardsperson/event/issue. https://www.researchgate.net/pu
blication/281605526_Values_education .
Thus, education for values em phasize the idea that values
are caught not taught, values instilling requires role model,
practicing values in the classroom and beyond, integration of
values in education in its various programs.
References :
https://www.researchgate.net/publication/281605526_Values_educ
ation .
https://ezinearticles.com/ ?Challenges -in-Introducing -Value -
Education -at-Higher -Education -in-India&id=4481257
http://www.ncert.nic.in/departments/nie/depfe/Final.pdf
http://w ww.ncert.nic.in/html/pdf/Publication/Journal2008/velue_educ
ation2005/value_edu2005.pdf
https://azimpremjiuniversity.edu.in/SitePages/pdf/sjed -issue5 -
neelam -gopai ah.pdf
https://www.dypiemr.ac.in/images/value -added -
courses/vac/Content -for-Value -Education.pdf
Value education: Importance and its need, Basha and Ram ana.
International Journal of Academic Research and
Development,Volume 3; Issue 1; January 2018; Page No. 779 -781
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&c
d=20&ved=2ahUKEwjfvJSu0bvkAhXSTX0KHSoxDBcQFjATegQIB
BAC&url=http%3A%2F%2Fwww.academicjournal.in%2Fdow nload
%2F1374%2F3 -1-274-157.pdf&usg=AOvVaw2dvb -
qITI5dd1oxe51Umwn
Education in Values : A Source Book, NCERT 1992munotes.in
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114Check your progress:
1.Explain the significance of education for values.
2.Examine the issues in education for values.
3.‘Values are caught , not taught’. Explain with reference to the
challenges of transacting education for values.
4.Explain how hidden curriculum can be a means for education of
values.
Check your progress:
1.Elucidate the relationship bet ween Human Rights Education
and Multicultural Education
2.There is a dire need for teaching Human Rights Education in
schools and colleges in today’s times. Explain.munotes.in
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1153.Choose the correct alternative
a.Human Rights Education teaches
1.about human rights and f or human rights
2.about self -control
3.about social movements
b.Multicultural Education is a balance between
1.Values and Human Rights
2.Cultural Assimilation and loosing cultural identity
3.Empowerment and Development
c.Education for values focuses on
1.Cultural Cohes ion
2.Subservience to social norms
3.Critical thinking of the purpose of values.
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Unit -8
TRENDS IN EDUCATION
UNIT STRUCTURE :
8.0 Objectives
8.1 Introduction
8.2 Open Learning
8.2.1 Essential Characteristics of Open Learning Systems
8.2.2 Need andImportance of Open Education
8.2.3 The Concept of Open Learning and Distance
Education System
8.2.4 Advantages of Open Learning
8.3 Online Learning
8.3.1 Introduction
8.3.2 Characteristics of Online
8.3.3 Modes of Online Learning
8.4 Information andCommunication Technology
8.4.1 Introduction
8.4.2 Components of anI C T system
8.4.3 Characteristics of Information and Communication
Technology in Education
8.4.4 Need of ICT inE d u c a t i o n
8.4.5 Importance of ICT In Education
8.5 MOOC
8.5.1 Brief history of MOOC
8.5.2 Types of MOOC
8.5.3 Advantages and Disadvantages of M OOC
8.6 Summary
8.7 Exercise
8.8 References
8.0 OBJECTIVES
After studying this uni ty o uw i l lb ea b l et o :
understanding the new trends in education
explain the concept andmeaning of open learning
explain t he characteristics, need and advantages of o pen
learning
explain the need , importance and advantages of open
distance learning
explain the concept andmeaning ofonline learning
writethe advantages anddisadvantages of online learning
differentiate between synchronous and asynchronous
learningmunotes.in
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describe the concept of Information and Communication
Technology
describe the need andimportance of ICT in Education
8.1 INTRODUCTION
The field of education has seen a drastic change in the past
two decades. The changing scenario of world economy and
adva ncement in information and communication technology has
resulted in the beginning of many new trends in education. Modern
day education is all about innovation, accessibility, and suitability.
From kindergarten to university, students are encouraged to lea rn
through interactive and practical tools. Higher education is more
career -oriented today than ever before. The barriers of time and
age have also been removed, while geographical boundaries don't
matter anymore. These revolutionary trends have benefitted those
people who want to get practical knowledge for their personal and
professional growth. We are highlighting some of the most popular
trends in education that can help you to become the innovative
leader the world needs today. In this unit, we will co ncentrated on
some of these major trends of education.
8.2OPEN LEARNING
In the previous unit you have studied about the issues in
education, in this unit we will discuss about different trends in
education. In today’s context there are major three tren ds in
education which are Open learning, Online learning and use of
Information and C ommunication Technology in Education. First we
will see about Open learning.
Open learning isan innovative movement in E ducation that
emerged in the 1970s and evolved in to fields of practice and study.
The term refers generally to activities that either enhance learning
opportunities within formal education systems or broaden learning
opportunities beyond formal education systems . According to
Collins Dictionary open Lear ning is a system of further education on
aflexiblepart-time basis.
Cambridge dictionary defines Open learning as a way of
studying that allows people tolearn where and when they want ,
and to receiv eandsend written work bymail oremail .
We may define “ open education ‟as a system of education
that does not operate through traditional conventions which are
essentially restrictive in nature –admission restrictions, attendance
restrictions, restrictions on the candidature for examinations,
restrictions on the period of time to be devoted to a course,munotes.in
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restrictions on the number of examinations given and taken in a
year, restrictions on subject combinations for a particular degree,
restrictions on the modes of didactic communication and the
didactic tasks, etc. The larger the number of such restrictions left
unobserved ,t h eh i g h e rt h ed e g r e eo ft h e“ openness ‟of the types
of education under consideration. We sh ould make clear our point
that “ correspondence/distance education institutes ‟may or may
notb e“ open ‟in the sense we have referred to above, or may be
open only to a limited degree. And in the same wa y, even a
traditional college/university may become “ open ‟to a recognisable
degree.
Some examples of open education institutions are
Yashwantrao Chavan Maharashtra Open University (YCMOU),
Nashik ,
Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Wardha
University of Mumbai ( IDOL) ,M u m b a i
Indira Gandhi National Open Distance Education Univer sity
(IGNOU), Delhi
The Open University, UK
8.2.1ESSENTIAL CHARACTERISTICS OF OPEN LEARNING
SYSTEMS :
1.The system must guid e a student by eliciting, inter preting and
analyzing goals at the beginning point and throughout the
student's contact with the prog ram of instruction.
2.The system must formulate learning objectives in such aw a y
that they serve as the basis for making decisions in instructional
design, including evaluation, and in aw a yt h a tt h e yw i l lb ef u l l y
known to, accepted by, or capable of modi fication by students.
3.The system must facilitate the participation of learners without
imposing traditional academic entry requirements, without the
pursuit of an academic degree or other certification as the
exclusive reward.
4.Costs of the system must no t be directly and rigidly volume
sensitive. As an operating principle, after reaching a critical
minimum enrolment , unit costs should show a diminishing
relationship to total systems costs.
5.To provide the flexibility required to satisfy a variety of indiv idual
needs, the system should make it operationally possible to
employ sound, television, film, and print as options for mediating
learning experiences.
6.The system should use testing and evaluation principally to
diagnose and analyze the extent to which specified learningmunotes.in
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objectives have been accomplished. In other words, the system
should be competency -based.
7.The system must be able to accommodate distance between
the instructional staff resources and the learner, employing the
distance as a positive el ement in the development of
independence in learning.
8.The system must accept the learner and his surroundings as the
environment for learning, and must concentrate on enriching
that environment.
9.The system must seek and maintain the active cooperation of
community and regional resources which can be an aid in
making the learning environment a part of dai lyliving and
fostering the notion of the "learning society."
8.2.2NEED AND IMPORTANCE OF OPEN LEARNING :
Opening education gives opportunity to more pe ople of all
ages toenrol in formal and informal programs regardless of where
they live, their age, previous experience, schooling, or socio -
economic condition.
It provides open access to learning in homes, libraries, on
jobs, in communities as well as in schools; in other words the
broadening or open ing of the learning environment is
available.
Open learning is notrestricted to place, credit earned in
previous learning, credit earned in exam, recognition of life
and w ork experience.
Use of multiple open channe ls for learning via radio, TV, mail
or other media makes it more convenient.
Open learning provide an open curriculum relevant to the life
and learning styles of differen tp e o p l e which help them in
curriculum development, and participating in decisio n-making
regarding their own learning.
Encouraging the open participation of part -time learners who
combine working with learning.
Open learning seeks open accreditation between the regular
and open schools.
It provides open cooperation, resource and staff sharing
between the regular and open schools, libraries, public and
private schools, business, industry and community resourcesmunotes.in
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–inprogram policy ,program development ,,program delivery
,program access and program evaluation
8.2.3 THE CONCEPT OF OPEN L EARNING AND DISTANCE
EDUCATION SYSTEM :
Itfocuses on open access to education and training to make
the learners free from the constraints of time and place, and
offering flexible learning opportunities to individuals and groups of
learners. Open and dista nce learning (ODL) is one of the most
rapidly growing fields of education now a days and it has
substantial impact on all educat ion delivery systems .T h en e w ODL
system isgrowing fast because of the developmen to fI n t e r n e t -
based information, technologies, and in particular the World Wide
Web. The concept of ODL education came from idea where the
learners and the teachers can not be in a class room and each
other to make the entire education system flexible.
Though open learning and distance education serv et h e
same purpose by providing a chance of education who can't attend
regular mode. Still they do differ ab i t .O p e nl e a r n i n gl e t s
oneappear in exams without need of any attendance whereas in
case of distance education one has to attend a few classes (PC P).
The open learning gives learners choices about:
medium or media, whether print, online, television, or video
place of study, whether at home, in the workplace, or on
campus;
pace of study, whether closely paced or unstructured;
Support mechanisms, wh ether tutors on demand, audio
conferences, or computer assisted learning; and entry and
exitpoints
Open Access
The term open access implies a lack of: ·
formal entry requirements;
prerequisite credentials; and
Ane n t r a n c ee x a m i n a t i o n .
8.2.4ADVANTAGES O FO P E NL E A R N I N G :
Overcoming physical distance
Open and distance learning can overcome pr oblems of
physical distance for learners in remote locations who are
unable or unwillin g to physi cally attend a campus also where
thelearners and teachers geographica lly separated in that
teachers in urban settings instruct learners in rural settings.munotes.in
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Open and distance learning can solve time or
scheduling problem
Those students or groups who are unwillin go ru n a b l et o
attend classes frequently or sometimes the learn ersmay
engaged in fulltime or part time work or engage in family and
community commitments. Open and distance education
solves the issue of time andscheduling for them.
Expanding the limited number of places available
Open and distance learning can expa nd the limited number
of places available for campus based institutions which is
very few in number.
Open and distance learning can make the best use of
the few teachers available when:
•there is a lack of trained teaching personnel relative to
demand;
•teachers are geographically concentrated; and
•teachers with certain expertise are in short supply.
widens women’s opportunities to learn
It gives opportunity to women to enrol for various courses
without disturbing their schedule.
CHECK YOUR PROGRESS
1.Write the a dvantages of OpenLearning?
2.Explain the concept of Open andDistance learning?munotes.in
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8.3ONLINE LEARNING
8.3.1 INTRODUCTION :
Dear student in the previous point you have studied about
open education now we will study about online learning. Open
learning can be taken through online medium. Online learning or E-
learning refers to the delivery of networked distance learning or
education program in the form of digital content by electronic
means. Itrefer s to the technical lysupported construction of
knowledge and skills. Online learning has become popular because
of its potential for providing more flexible access to content and
instructi on at any time, from any place , now we will see which are
the factors for the motivatio nf o ro nline learning program are :
It increases the availability of learning experiences for
learners who cannot or choose not to attend tr aditional face -
to-face teaching ,
Assembling and disseminating instructional content more
cost-efficiently
Providi ng access to qualified instructors to learners in places
where such instructors are not available.
8.3.2CHARACTERISTICS OF ONLINE LEARNING :
It is a Delivery of the digital content , any type of content is
easily accessible on one click
Use of a compute r or electronic device is essential
It creates a learner -oriented environment for the teachers
and students.
Itfocus on the distance learning mode
It is n etworked , you can connect anytime and anywhere
Response time is much faster as compared to distanc e
learning
Quick and Easy Updating of Course Content
Course Content is customized
Interaction with a Course Expert and Other Students
becomes very easy
8.3.3 MODES OF ONLINE LEARNING :
There are two modes of online learning that is Synchronous
andAsynchr onous Synchronous Learning
Synchronous Learning
Meaning :Synchronous e-learning involves online studies through
instant learning mode such as chat and videoconferencing etc.T h i s
kind of learning tool is real -time. It is like a virtual classroom whichmunotes.in
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allows students to ask, and teachers to answer questions instantly,
through instant messaging, which is why it is called synchronous .In
other words, we can say that the learning process that takes place
by using computer that is connected to the Internet. Alecture is an
example of synchronous learning in a face -to-face environment,
because learners and teachers are all in the same place at the
same time. Another example of a synchronous learning event
would involve students watching a live web stream of a c lass, while
simultaneously taking part in a discussion. Synchronous learning
can be facilitated by having students and instructors participate in a
class via a web conferenci ngtool. These synchronous experiences
can be designed to develop and strengthen instructor -student and
student -student relationships, which can be a challenge in distance
learning programs.
Characteristics of synchronous learning
virtual Communication be tween two or more people
Provides Distance learning
Real time or Concurrent learning is possible
Immediate feedback
It isScheduled learnin g
Asynchronous Learning
Meaning: Asynchronous learning can be carried out online and
offline. Asynchronous learning is a student -centred teaching
method that uses online learning resources to facilitate information
sharing outside the constraints of time and place among a network
of people. Asynchronous learning is based on constructivist theory ,
a student -centered approach that emphasizes the importance of
peer -to-peer interactions. This approach combines self -study with
asynchronous interactions to promote learning, and it can be used
to facilitate learning in traditional on -campus education, distance
education ,a n d continuing education . This combined network of
learners and the electronic network in which they communic ate are
referred to as an asynchronous learning network.
The online learning resources used to support asynchronous
learning include email ,electronic mailing lists ,threaded
conferencing systems ,online discussion boards ,wikis ,
andblogs .Course management systems such as Campus Cruiser
LMS ,Desire to Learn ,Blackboard ,WebTV ,Moodle etc. It has been
developed to support online interaction, allowing users to organize
discussions, post an d reply to messages, and upload and
access multimedia .A benefit of asynchronous learning is that
you’re able to be self-paced .At y p eo ft w ow a y so n line
communication that occurs with a time delay to respond at
convenience. It is nothing but a learner centered teaching -learningmunotes.in
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in which online learning resources are used to enable information
sharing not limited by place and time between people in a network.
Characteristics:
Intermittent, on demand access
Pre-produced
just-in-time
individual or poorly collaborative
Independent learning
A significant difference between synchronous and
asynchronous learning is the instant messaging and immediate
feedback. With synchronous learning you have got instant
messaging and immediate feedback from your fellow students or
teacher. Asynchronous learn ing doesn’t include that i fy o u ’ r eh a v i n g
trouble answering the questions and you’re not able to ask them
directly. Then again, with asynchronous learning you can be self -
paced. This is not possible with synchronous learning.
Example –watching an online lecture and during this lecture
the teacher will be asking some questions
Synchronous learning
You have to watch the lecture at a certain time. You are able
to interact with your students about the answers. The teacher is
also able to r ead your answers immediately and to interact with the
students during this lecture. The lecture has to be given online .
Asynchronous learning
You are able to watch the lecture at your own pace. You
you’re not able to discuss your answers with your classma tes
immediately. This lecture can be given offline
Advantages o f Online Learning :
Online learning is so effective becaus e students can finish
their work quickly and conveniently . A person can attend
different courses at a time .
Economic :Students can lea rn with any device that is
connected to the Internet. In addition it helps them to save
money as students and teachers will no longer commute to
class.
Timesaving: The teacher or trainer doesn’t need to give
the same class repeatedly to different group s of students. He
or she only needs to prepare the content once and then
share it with diffe rent groups at anytime .Students have
freedom to choose the time for studymunotes.in
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Self-paced learning :Students or trainees can take courses
from their own devices anytime and anywhere. So, those
who don’t have time for traditional classes can learn online
when they have the time. Responsibility and self -discipline is
developed among the students
ITkeeps up with the updated content: theinternet is truly
able to keep up with the rapidly changing world and
knowledge.
Disadvantages o f Online Learning
Online courses cannot cope with thousands of students tha t
try to join discussions. Also, online learning can be difficult, if
it is meant for disciplines that involve practice.
Human relationships that develop in a group cannot be
developed through online learning, online learning cannot
offer human interactio n.
Isolation Since students don’t have to be physically present
in a classroom, it might be more difficult (or nearly
impossible) for them to get in touch with other learners
ultimately leads into Isolation .
Plagiarism: Keeping in mind that your student s are using a
computer and not being monitored at all times, they could
potentially plagiarize essays and other assignments.
Cheating: Along similar lines, it can be easier for students to
cheat on online exams.
It does not suit everybody If you are unab le to manage
your time between home, work and study then online
learning can prove to be disadvantageous.
Affects Your Health The computer is required by the online
learning process. It may affect your posture and can strain
your eyes
CHECK YOUR PROGRES S:
1)Differentiate between synchronous andasynchronous learning.munotes.in
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8.4 INFORMATION AND COMMUNICATION
TECHNOLOGY
8.4.1 INTRODUCTION :
Earlier we have studied about online learning now we will
study about ICT, or information and communication stechnology (or
technologies). ICT is the infrastructure and components that enable
modern computing. Although there is no single, universal definition
of ICT, the term is genera lly accepted to mean all
devices, networking components , applications and systems that
combined allow peo ple and organizations (i.e., businesses, non
profit agencies, governments and criminal enterprises) to interact in
the digital world. According to UNESCO “ICT is a scientific,
technological and engineering discipline and management
technique used in hand ling information, its application and
association with social, economic and cultural matters”.
Teacher is the main part of the educational field in our
society .In this digital era, ICT use in the classroom is important for
giving students opportu nities to learn and apply the required 21st
century skills. ICT improves teaching and learning and its
importance for teachers in performing their role of creators of
pedagogical environments. ICT helps of a teacher to present his
teaching attractively and able to learn for the learners at any l evel
of educational programmes.
8.4.2 COMPONENTS OF AN ICT SYSTEM :
ICT encompasses both the internet -enabled sphere as well
as the mobile one powered by wireless networks. It also includes
antiquated technologies, such as landline telephones, radio and
television broadcast --all of which are still widely used today
alongside cutting -edge ICT pieces such as artificial
intelligence androbotics .ICT commonly means more than its list of
components. ICT includes the computer hard ware, software,
application of telecommunication technologies, projection devices,
Local Area Network (LAN), Wide Area Network (WAN), digital
cameras, Compact Disks (CDs), Digital Video Disks (DVDs), cell
phones, satellites, and fiber optics, E -books / E -journals/ E -
databases, Computer -mediated conferences –Video conferencing,
Telemedicine, Virtual reality, Telecommunication satellites etc.munotes.in
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Figure 8.1 Components of ICT
8.4.3CHARACTERISTICS OF INFORMATION AND
COMMUNICATION TECHNOLOGY IN EDUCAT ION:
ICT in education is any hardware and software technology
that contribute in the educational processing. ICT in education is
any information Technology that focuses on the acquisition,
storage, manipulation, management, transmission or reception of
data required for the educational purpose. Example –Student’s
record, their admissions, updates of activities.
ICT in education is any technology that deals with the exchange of
information in teaching learning process .E x a m p l e -Use of
teleconferencing, PowerPoint presentations, e tc.ICT in education
is the support material in the hands of the human resource involved
in the educational process in order to enhance the quality of
education.
8.4.4NEED OF ICT IN EDUCATION :
Education as a lifelong process ther efore anytime and
anywhere access to ICT is the need of the hour
As the world has became short and new knowledge is
increasing day by day therefore there is requirement to get
access the information
Education should meet the needs of variety of learners an d
teachers; therefore ICT plays important role in meeting this
need
ICT is requirement of the society that the individuals should
possess technological literacy.
We need to increase access and bring down the cost of
education to meet the challenges of illi teracy and poverty -
ICT is the answer.munotes.in
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8.4.5IMPORTANCE OF ICT IN EDUCATION :
It gives immediate access to information and the source of
various information
It gives a ccess to variety of learning resources,
It reduces time in the process of learning and accessing the
content.
Through ICT learning can be done anytime, a nywhere, and
in a Collaborative way ,
Multimedia approach can be used effectively in education
Access to Online Libraries, Repositories, access to Open
Courseware and Open Educational Resour ces is easily
available
Teaching of different subjects made interestin g by using
various information and resources
Through ICT Distance Education and Online Education is
possible for everyone
The student can use multiple communication channels, e -
mail, cha t, forum, blogs, etc.,
ICT enables b etter accesses to children with special needs
For Blended learning by combining conventional c lassroom
learning with E -learning systems
To process administrative and assessment data
To exchange and share ideas -among teachers for the
professional growth
To carry out inte rnet-based research to enhance
educational process
CHECK YOUR PROGRESS :
1)Explain the need and importance of ICT in Educationmunotes.in
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8.5MASSIVE OPEN ONLINE COURSES (MOOC)
MOOCS are asyn chronous, open -access, Web -based
courses geared toward enrolling hundreds or thousands of students
at a time. MOOCs deliver content via recorded video lectures,
online readings, and online assessments, as well as various
degrees of student -student and stud ent-instructor interaction.
By their nature, MOOCs can accommodate students of similar
interests from a wide range of backgrounds, experience, and
location around the world. Similarly, most MOOCS are free of cost,
further increasing their accessibility to anyone interested. Some
MOOCs offer certifications, which range from statements of
accomplishment for meeting minimum course standards to verified
certificates for passing proctored exams; most MOOCs, though, do
not count for college credit.
8.5.1 A BRI EF HISTORY :
MOOCs were first started in 2008, created by George
Siemens and Stephen Downs, and was called “Connectivism and
Connective Knowledge/2008” or CCK08. It was created as a credit
course for the University of Manitoba. CCK08 had 25 students who
had paid fees for the course and around 2200 learners who took
the course for free.
MOOCs really took off in 2012, when Professors Sebastian
Thrun and Peter Norvig of Stanford University offered the online
course called “Introduction to Artificial Intelligen ce”. This course had
approximately 1,600,000 students participating from 190 countries.
After the success of Intro to Artificial Intelligence, Thrun and Nrovig
started Udacity, a business model for online knowledge sharing.
There are also a few other MOOCs providers, include Coursera
and EdX.
8.5.2 TYPES OF MOOC :
1. xMOOCs
xMOOCs are based on traditional course structures and make
use of established teaching approaches and materials. Students
will watch pre -recorded lectures, complete required readings,
and participate in discussions as produced and curated by the
course instructor or an instructional team from a higher
education institution. xMOOCs are typically self -contained and
rarely if ever utilize content external to the main content delivery
andlearning platform.
2. cMOOCs
cMOOCs are based on connectivist learning models that
privilege collaboration as a form of active learning. Students in a
cMOOC will work together to locate, evaluate, and contributemunotes.in
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course content, uploading materials (tweet s, blog posts, blogs,
wikis, etc.) to the course using the learning platform. A cMOOC
instructor or instructional team facilitates learning by finalizing,
aggregating, and assessing the students’ contributions to the
course.
Even as other asynchronous on line courses have been
available for decades, MOOCs are one of the most recent
evolutions in online learning, due to their asynchronous nature,
global reach, relationship to college credit, and fully -online design
and delivery. Due to their immediate and o ngoing popularity for
both current students and lifelong learners, MOOCs seem to be
signalling several important trends that will continue for the
foreseeable future.
As educational technologies, instructional design and online
learning/content delivery platforms keep evolving, more learners
with more needs and motives will be drawn to taking online courses
–a growing demand that in turn will spur further improvements in
technology and delivery. From this it seems that future online
learning options will need to focus on leveraging technologies to
create personalisable learning experiences that meet diverse
student needs (accreditation, affordability, and access, among
others) instead of simply looking toward content delivery.
8.5.3 ADVANTAGES AND DISAD VANTAGES OF MOOC :
The Advantages of MOOCs:
1.Courses are offered for free
2.Access to courses offered by professors at the top schools
3.Courses are available to a vast and diverse audience across the
globe
4.Learners’ performance can be monitored easily using th ed a t a
captured during the start of courses
5.Both professors and learners get world -wide exposure, thus
improving pedagogical techniques and knowledge sharing
6.Can be used as a tool in a blended learning program, where
students can access more information th an what is provided in
the class
The Disadvantages of MOOCs:
1.Can’t provide for personalized courseware and attention from a
tutor
2.It is difficult to keep track of students’ assignments and
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3.Learners with disabilities and a poor Internet connect ion can’t
use MOOCs
4.Language can be a barrier while offering MOOCs
5.MOOCs can’t be used as a credit -earning course at universities
Though there are a few drawbacks, MOOCs have a lot of
potential for reinventing the way we learn. It will be interesting to
see how they progress and grow over time.
CHECK YOUR PROGRESS
1)What are the advantages and disadvantages of using MOOC?
8.6SUMMARY
According to Education Commission (1964 -66), in this world
based on science and technology, it is education tha td e t e r m i n e s
the level of prosperity, welfare and security of the people. Our
success in the great enterprise of national reconstruction depends
upon the quality of education and persons passing out of our
schools and colleges, so it is necessary to renova te the educational
system. It should be reconstructed according to the needs of the
present society. Change in Science and Technology have had
considerable impact on the educational system which aims at
developing the ability of people to keep pace with ea ch other in
order to effectively apply technology to raise the level of efficiency.
Therefore, the educational system must be changed. Now a days
we can see the changing trends in education,, now students have
options of going for open learning , online le arning .Such kind of
facility in Education definitely help the students to keep pace with
the changing society without disturbing or compromising things.
Looking at the efficiency, accuracy and the productivity of
computers, different Commissions have bee n set up and have
given their reports in the Indian context. New Educational Policy
(1986) emphasized computer literacy .During the 7thFive Year
Plan. A huge sum of Rs.700 Crores allotted for computer literacy
and expansion of Computer programs at all lev els of education.”
Ramamurthy Committee on school education also gives emphasis
on computer education.munotes.in
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Computers are one of the powerful tools to facilitate learning
and motivate the students. With the advancement of modern
technology in the world, it is more urgent to use new pedagogy and
also to develop efficiency in the way the students learn. There is a
need to renovate our teaching methods to make classroom
teaching effective. Most of the changes have been attributed to the
“Information Revolution”. Many of the transformations taking place
are associated with the much rapid flow of information and greater
capacity for its storage. In the present Information ICT have a
pivotal role to play to cater the needs of the students.
8.7EXERCISE
1.Explain the meaning ofOpen learning?
2.Explain the concept of Distance andOpen learning in
Education?
3.Write advantages of open learning.
4.Explain the meaning andcharacteristics of online learning?
5.Explain the modes of learning?
6.Explain the difference between synchron ousand
asynchronous learning?
7.Explain the concept of MOOC.
8.Explain the need andimportance of ICT in education?
Write the meaning of the following :
1.Plagiarism
2.Synchronous learning
3.Asynchronous learning
4.Self-Paced learning
5.Online learning
6.Open learning
7.OpenandDistance learning
8.MOOC
Give examples of the following :
1.Open learning Institutions
2.Online learning Institutions
3.Modes of Synchronous learning
4.Modes of Asynchronous learning
5.ICT used in education
Choose the correct option from below :
1.Aw a yo f studying thatallows people tolearn where and when
they want ,a n dt o receive andsend written work bymail oremail
is called as -------------
a.Open learning
b.Distance learning
c.ICT
d.Cooperat ive learningmunotes.in
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2.With ----------------------- you have got instant messaging and
immediate feedback from your fellow students or teacher.
a.Synchronous learning
b.Asynchronous learning
c.Self-Paced learning
d.Online learning
3.------------------- refers to t he delivery of networked distance
learning or education program in the form of digital content by
electronic means.
a.Online learning
b.Open learning
c.Cooperative learning
d.Distance learning
4.Through --------------------------- Distance Education and Online
Education is possible for everyone.
a.ICT
b.PPT
c.cooperative learning
d.hardware
5.ICT includes the ---------------
a.computer hardware
b.software,
c.Video conferencing, Telemedicine, Virtual reality ,
Telecommunication satellites
d.All of the above
6.Types of MOOC are _________
a.cMOOC and zMOOC
b.aMOOC and bMOOC
c.xMOOC and cMOOC
d.zMOOC and xMOOC
8.8REFERENCES
Kumari Sarita (2006) “Increasing role of Technology in
Education” Isha Books Delhi
Nehru R.S.S. (2014) “ICT in Education”, APH Publishing
corporation
Parage Pratima (2013) “Effectiveness of Interactive Multimedia
Instruction and Computer Aided Instruction in terms of
achievement of learner in Biology” University of Nagpurmunotes.in
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Singh .P.P. Sharma Sandhir ( 2005) “ E learning new trends and
Innovation” Deep andDeep Publication pvt. Ltd.
Zaidi Fatima Shahwar (2003) “ICT in Education” APH publishing
corporation
M.A. part II ICT group B paper VII (2017) , IDOL University of
Mumbai
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