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Showing posts from April 3, 2022

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Comparative Survey, Descriptive Research

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  Comparative survey research is a type of descriptive survey where it aims to compare the status of two or more variable, institutions, strategies etc. This technique often uses multiple disciplines in one study.This does not only compare different groups but also same group over time.Few points are to be kept in mind before starting the comparative survey. ·        Comparison Points -The research should be very clear regarding the points to be compared. This can also be identified through review of literature and experience of experts. ·        Assumption of Similarities -  One has to be clear about the similarities the two variable hold. If the researcher do not find this there is no point of comparison. Criteria of Comparison - The researcher has to identify the criteria of comparison keeping in mind the fairness and objectivity. Appropriate tools has to be identified for measurement of criterion variables. Comparative survey research is carried on when the researcher cannot
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Relevance of Gandhi’s Concept of Education to Present Times

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  Aurobindo's concept of education Gandhi's concept of education Analyse Education as a Discipline Pramana as a valid source of knowledge Relevance of Aurobindo's concept of education in present times Gandhiji’s perception towards concept of education was not limited for a particular period of time but is relevant in the present times. He excelled in understanding the Indian people, the nation and its heritage. As such, he presented a scheme of education known as ‘Basic Education’ which was skill-centred, value based and mass-oriented. It was the first model of nationalisation of education in India. The scheme focussed on gaining knowledge through activity and practical experience. This scheme envisages a close integration between the schools and the community so as to make child more social minded and co-operative. If we consider the present education system, or at utmost the need of the hour is to reorient education to channelize the man-power in the right direction. T
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Aurobindo’s Concept of Education

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Relevance of Gandhi's concept of education to present times Relevance of Aurobindo's concept of education to present times Analyse Education as a Discipline Gandhi's concept of education Concept of Equality and Equity in Education   Sri Aurobindo Ghosh’s concept of education can be viewed briefly in his own words,             Education to be true must not be a machine made fabric, but a true building or living evocation of the powers of the mind and spirit of human being. Sri Aurobindo’s educational philosophy was student oriented philosophy which recommends focussing on ‘Integral Education’ emphasizing both the aspects ‘matter and spirit’. He insisted that the manifestation of Beauty, Power, Knowledge and Love must be the aim of integral education. ‘Beauty’ involves a programme of physical education to build a body that is beautiful in form, harmonious in posture and powerful in functions. ‘Power’ involves control of sensations; ‘Knowledge’ involves development of an a
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Analyse Education as a Discipline

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  Pramana as a valid source of knowledge Gandhiji's concept of education Different forms of Academic Discipline Discipline as a source of knowledge Concept of Privatization in Indian Education System Regarding status of Education as a discipline, we come across different views given by experts. Some consider education as multi-disciplinary in nature; whereas, others take it simply as a discipline. First let’s consider education as multi-disciplinary in nature. We find there is no specific educational technique or procedure to handle varied educational problems. For this, we have to look towards various disciplines such as Psychology, Sociology, Philosophy, History & Economics. Psychology holds an important place in determining the intelligence, emotions, behaviour etc of a child. Similarly, knowledge of Philosophy can’t be avoided when we talk about aims & objectives of education. Also different philosophical approaches help to draw implications regarding discipline and p
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Gandhiji’s Concept of Education

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Pramana as a valid source of Knowledge Education as a Discipline Relevance of Gandhi's concept of education to present times Aurobindo's concept of education Explain Stream of Consciousness   The concept of education according to Mahatma Gandhi is different from other philosophers. In his words, “ Literacy in itself is no education. It is neither the beginning nor the end of education. By education, I mean an all round drawing out of the best in child and man- body, mind and spirit. ” According to Gandhiji, literacy was just a means of education. He emphasized the development of head, hand and health. He stressed on the fact that true education draws out and stimulates physical, intellectual and spiritual faculties of child. That is, education has to take care of whole human personality, so that a child can grow to its highest stature and serve the society at its best. To put his ideas and principles into practice Gandhiji formulated a scheme of education known as ‘Basic Ed
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Pramana as a Valid Source of Knowledge

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Orthodox Schools views of Knowledge Heterodox Schools views of Knowledge Education as a Discipline Gandhiji's concept of Education  In Indian philosophy valid knowledge is called Prama and the source of valid knowledge is called Pramana. The different schools of philosophy recognise different Pramanas. The Charvaka school recognizes only one source of knowledge, i.e. perception. The Buddhist schools recognizes two sources i.e. perception and inference; whereas, the Samkhya school recognizes three sources i.e. perception, inference and vertical testimony. However, the Nyaya school recognizes four i.e. perception, inference, verbal testimony and analogy (comparison). Then, we have Prabhakara school of Mimamsa which recognizes five sources- perception added to the above four. The Bhatt school of Mimamsa adds non-apprehension to the above five. The Pouranika school recognizes inclusion and traditional hearsay along with the above mentioned six sources. However, inclusion and traditiona
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Heterodox School’s Views of Knowledge

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  Orthodox Schools views of Knowledge Education vs Indoctrination                                                Gandhiji's concept of Education Pramana as a valid source of knowledge The schools that did not believe in the authority, views & knowledge of the Vedas are termed as Heterodox schools. The main Heterodox schools are:- 1)       Jainism: The central tenets of Jain school of knowledge were established by Mahavira Jain. Jainism believes that consciousness is inseparable essence of every soul. It categorises knowledge into immediate (aparoksha) and mediate (paroksha) which are perpetual and inferential in nature. 2)       Buddhism : It is a non-theistic system of beliefs based on the teachings of Buddha. Buddhism admits perception and inference as the valid source of knowledge. According to them when an object is perceived or an impression is thought of, consciousness positively projects itself. That is all things are mental constructions. This indicates the quest fo
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