EDU - 01: KNOWLEDGE AND CURRICULUM:
PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES.
COURSE CODE
COURSE TITLE
|
EDU-01
KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES
|
CREDITS – 3
Semester - I
|
DURATION IN HOURS – 90 Hrs.
Marks – 75 (50 external +
25 internal)
|
Course Facilitator: Thomas
Uzhuvath
Email ID: tuzhuvath@gmail.com
Mobile : 9895604200
Mobile : 9895604200
Course Context and Overview:
This course is
offered in the first semester of a four semester Bachelor of Education (B.Ed.)
Program of Kerala University. B.Ed. is a program for the professional
preparation of secondary school teachers. The entry level qualification for the
program is a second class bachelor’s degree in the concerned school subject.
Candidates with Master’s degree also join this program and on completion such
candidates are eligible to teach at higher secondary stage. The program
components are the same for both levels of teacher candidates. The program
includes core and optional courses. There are theory and practical courses. Core
courses are common courses and optional courses are selected according to the
courses candidates studied in their bachelor’s degree. The candidates are also
placed in real school situation for short duration of time as an intern with in
this program.
This course,
Knowledge and Curriculum: Philosophical and Sociological Perspectives, is a core course common
to all streams. Since Philosophy courses are not a part of most first degree
programs, concepts in educational philosophy are new to most of the teacher
candidates. The course aims to provide teacher candidates an opening to the
various schools of philosophy and to the thoughts of great philosophers and
educators and thus help developing a personal philosophy of teaching.
The major
objective of this course is to build up the efficiency of student teachers to start
their career by applying the philosophical theories and principles in the
everyday classroom context. Philosophy is a discipline which tries to answer
questions related to all issues of life. From the dawn of human culture, it is
a basic nature of man to ask and answer questions pertaining to hundreds of
issues related to its survival. This is the genesis of philosophy. Everybody
tries to develop her/his own philosophy of life. In philosophy, it is more important
to raise questions rather than answering them because it is through raising
appropriate questions that we reach at correct answers. When a particular
answer is formulated by a philosopher then it is quite natural that it is
preached or communicated to the society. In the larger context, this process of
communication is education. It is a prerogative of man to educate the
offspring. In this modern technical society, no community can survive without a
well structured system of education. When one society decides to educate the
young generation, there are thousands of questions to be answered before a
proper system of education is formulated. These questions range from deep
philosophical nature to class room practices. Why should a man to be educated?
How is s/he to be educated? To what extent the child needs education? There is
no end to such questions. Educational Philosophy tries to address these
questions. Naturally one is inclined to ask here a question regarding the role
of Philosophy in answering matters related to education. It is philosophy which
helps educators find answers to these questions. Thus there is a direct
relation between the two. It is very
essential that every teacher develops her/his own philosophy of
education/teaching. The work of a teacher, the way s/he approaches learning,
the methods adopted in the class room, her/ his attitude towards children,
parents and the community –all have very important implications for the process
of education. It has profound influence on the way s/he looks at professional development.
That is why this course is designed as a compulsory one in the professional preparation
program of teachers.
The current
educational scenario demands the novice teachers to develop a very critical, but
positive attitude towards the very fast changes that human society is subjected
to. Because of the changes in all spheres of human life it is also imperative
to develop teaching as a professional activity. During the course, student
teachers will be equipped to develop an appropriate philosophy of teaching. In
order to accomplish this, the course will be transacted in the class through
problem based approach. People, Media and technology will be used to great
extent to drive everyday discussions and learning. Individual, small group and
large group activities are assigned. Student teachers will be encouraged to
reflect on their experiences with different stake holders. Information and
communication technology tools will be used to enhance interaction with various
stake holders in education.
Assessment includes both internal and external components. A variety of dynamic assessment methods- self, peer, mentor, facilitator - will be adopted. Reflective Practice will be promoted as a tool for professional development. Student teachers will be encouraged to develop their Professional Portfolios.
Assessment includes both internal and external components. A variety of dynamic assessment methods- self, peer, mentor, facilitator - will be adopted. Reflective Practice will be promoted as a tool for professional development. Student teachers will be encouraged to develop their Professional Portfolios.
Modes of Transaction
Lecture
interspersed with discussion, Small group assignment/ discussion, Reflective Responses, Active Learning
Strategies such as Brain storming
and Peer Teaching, Cooperative Group Assignments and
Asynchronous Discussion on online platform
Course Outcomes
At the end of the
course, the teacher candidate is required to
CO1. Demonstrate an awareness of and an understanding of the teaching profession and the role played by public education in contemporary society.
CO2. Articulate a rationale for becoming a teacher and explain a personal philosophy of education that incorporates relevant theories, approaches and models of education.
CO3. Demonstrate an understanding of the interactive role of education and society and the role of education in promoting desired social changes.
CO4. Value the involvement and support of parents, guardians, families and communities in schools.
CO5. Be a reflective practitioner, demonstrate readiness to change the teaching strategy, identify professional needs applicable to the knowledge era and work to meet those needs individually and collaboratively and engage in career-long learning.
Course Content
UNIT I: TEACHER AND EDUCATION (15 hrs)
Meaning and concept of Education. General
Aims of education-Definitions of Education,- Formal, informal, and non-formal
education- Child centered and life centered education- Teacher- Qualities and
Competencies- Teaching- An Art and Science- Professional Ethics of Teachers
UNIT II: PHILOSOPHICAL PERSPECTIVES OF
EDUCATION (30 hrs)
Relationship
between Philosophy and Education. Thoughts on Education - Idealism – Naturalism-Pragmatism
-Realism - Humanism- features and educational implications. Contributions of
thinkers towards curriculum. -Methods of teaching by Froebel and Montessori. -Stage
wise curriculum suggested by Plato -Aristotle- concept of realism-taxonomy of living
organisms -Project method and experimental school suggested by Dewey Indian
Thinkers-Vivekananda- S.Radhakrishnan, Gandhi –Tagore, Aurobindo. Eclectic tendencies in education
UNIT III: SOCIOLOGICAL PERSPECTIVES OF
EDUCATION (25 hrs)
Functions of
education with regard to Culture –Preservation, Transformation and Transmission.
Acculturation and Enculturation, Cultural
lag, cultural inertia, Cultural diffusion. Role of education to inculcate
values. connected with Democracy and Secularism- National Integration- International
Understanding
UNIT IV: EDUCATION AND SOCIAL CHANGE (20
hrs)
Characteristics of
Indian Society –class, religion, ethnicity, language. Social Change – Factors
influencing social changes- Role of Education
Major changes
occurred in Indian society. Conscientisation - Areas where conscientisation is needed. Role of education
to curb Social evils like Corruption, Terrorism, Antinational activities,
Violence against women, Drug abuse and Alcoholism etc.
Teacher as a
Change agent and Nation builder
