B.Ed. (Full Time) Knowledge and Curriculum Syllabus - Mumbai University

Objectives

• To develop understanding into the epistemological basis of education
• To develop understanding of modern child-centered education.
• To develop understanding social and cultural influence on education
• To develop understanding into curriculum, its determinants , process and evaluation
• To examine relationship of curriculum to education
• To gain insight into the need for curriculum reforms

Module 1: Understanding Knowledge and its Relation to Education 2 credits

Unit 1: Perspectives of Knowledge and Education

• a) Knowledge :
• i) Meaning and characteristics of knowledge
• ii) Types of knowledge: Philosophical perspective ( Personal, Propositional and Procedural ) Educational perspective: (Conceptual, Strategic and situational)
• b) Education: Meaning(etymological), definitions and characteristics of Education
• c) Epistemological basis of education: distinction between knowledge and information, teaching and training.

Unit 2: Basis of Modern Child-Centred Education (Concept, Basis and Educational Significance)

• a) Activity Method (M.K. Gandhi)
• b) Discovery Method (John Dewey)
• c) Dialogue Method (Paulo Freire)

Unit 3: Social and Cultural Context of Education

• a) Changes in education due to industrialisation, democracy and individual autonomy.
• b) Understanding Education in relation to equity, equality and social justice (B.R. Ambedkar).
• c) Interrelationship of education with reference to Nationalism (Krishnamurti) and Secularism (Tagore)

Module 2: Development of Curriculum and its Relation to Education 2 credits

Unit 4: Curriculum – Concept, Types and Determinants

• a) Curriculum – Meaning and Concept of curriculum, Relationship with Curriculum framework, Syllabus and Textbooks
• b) Determinants of Curriculum ( Philosophical, Psychological, Sociological, Political )
• c) Types of curriculum (Subject-centred and child-centred; Hidden curriculum and enacted curriculum)

Unit 5: Curriculum Development

• a) Principles of curriculum development
• b) Process of curriculum development
• i) Formulating aims and objectives
• ii) Criteria for selecting knowledge and representing knowledge in the form of different subjects.
• iii) Selection and organisation of learning situations
• c) Participatory approach to curriculum development: Representation of social groups in curriculum construction.

Unit 6: Curriculum Implementation and Evaluation

• a) Teachers' role in generating dynamic curricular experiences through (i) flexible interpretation of curricular aims , (ii) contextualisation of learning; (iii) varied learning experiences(iv) learning resources
• b) Need and evaluation of effective curriculum construction with reference to existing pedagogies and Instructional approaches, teacher training, textbooks and instructional materials.
• c) Role of MHRD and NCERT in curriculum reform

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Seminar Presentation: Critical appraisal of philosophy and practice of education advocated by Gandhi, Dewey and Freire.
• b) Critical Writing: Critically examine role of hidden curriculum with reference to school rituals, celebrations and rules & discipline
• c) Report Writing: Choose syllabus for any one school subject, read the text books (of at least 2 standards from 6th to 9th) for the same. Deliberate on of modern values like equity, equality and social justice reflected in it and writes a report on it.

References

• Aggrawal, J. C., & Gupta, S. (2005). Curriculum Development. New Delhi: Shipra Publisher.
• Alexander, W. M., & Saylor, J. G. (1966). Curriculum Planning for modern schools, New York: Holt, Rinhart and Winston Inc.
• Balrara, M. (1999). Principles of Curriculum Renewal. New Delhi: Kanishka Publishers.
• Chandra, A. (1977). Curriculum Development and Evaluation in education. New Delhi: Sterling Publishers.
• Darji, D. R., &Lulla, B. P. (1967). Curriculum development in secondary schools of Baroda. Baroda: Sadhana Press.
• D’Costa, Agnes R. (2016) Knowledge and Curriculum, Mumbai Himalaya Publishing House
• Erickson, H.L.(2007) concept based curriculum and instruction for the thinking classroom California; Corwin press
• Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
• Freire, P. (2000). Pedagogy of the oppressed, Continuum.
• Hassrin, M. (2004). Curriculum Planning for elementary education. New Delhi: Anmol Publishers.
• Herbert, J. W. & Geneva, D. H. (1990). International Encyclopedia of Education Evaluation. New York: Pergamon Press Oxford House.
• Jenkins, D., & Shifrnan, D.M. (1976). Curriculum: an introduction. London: Pitman Publishing House.
• Jhompson K., and White, J. C. (1975). Curriculum development. London: Pitman Publishing
• Khan.M.I. and Nigam,B.K.(2007).Curriculum reform change and continuity. New Delhi; Kanishka publication
• Krishnamurti, J. (1992). Education and world peace. In Social responsibility. Krishnamurti Foundation
• Kumari, S., and Srivastava, D. S. (2005). Curriculum and Instruction. New Delhi: Shipra Publishers.
• Macdonald, B., & Walker, R. (1976). Changing the Curriculum. Britain: Pitman Press.
• Musgrave, P. W. (1974). Contemporary studies in the Curriculum. Australia: Angus and Roberston Publishers.
• Nigam, B. K., & Khan, I. M. (1993). Evaluation and research in Curriculum Construction. New Delhi: Kaniska Publishers.
• Ornsttein, A. C. & Hunkins, F.P. (1988). Curriculum foundations, Principles and issues New jersey prentice hall
• Panday, M. (2007). Principles of Curriculum Development. New Delhi; Rajat publications Rajput, J. S. (2004).
• Encyclopaedia of Indian Education. New Delhi: NCERT.
• Satyanarayan, P.V. (2004). Curriculum development and management. New Delhi: DPH.
• Sharma, R. (2002). Modern methods of Curriculum Organisation. Jaipur: Book Enclave.
• Sharma, S. R. (1999). Issues in Curriculum Administration. New Delhi: Pearl Publishing House.
• Sockett, H. (1976). Designing the Curriculum. Britain: Pitman Press.
• Srivastava, H. S. (2006). Curriculum and methods of teaching New Delhi: Shipra Publishers.
• Tata, H. (1962). Curriculum development theory & practice. New York: Harcourt, Brace & World Inc.
• Tagore, R. (2003). Civilization and progress. in Crisis in civilization and other essays New Delhi: Rupa & co.
• Yadav, Y.P. (2006). Fundamentals of Curriculum design. New Delhi; Shri Sai Printographers Click here: First page