Ordinances & Syllabus 2011-12

A) Foundation Courses
PAPER I
Education as a Field of Study

Time 3 hrs.                                                                                                                    Terminal:  80
M.Marks: 100                                                                                                                 Sessional:  20

Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.

Objectives:
On completion of this course the students will be able to:
*       understand the nature of education as a discipline/ an area of study.
*       examine issues related to education as interdisciplinary knowledge.
*       examine the theories and basic concepts of education drawn from different schools of philosophy in such a way that their linkages with methods, pedagogy and practices in the classroom could be established.
*       examine critically the concerns arise from the vision of great educators.
*       discuss the changing socio- cultural dimension in the context of education.
*       reflect on changing political context of education and support system of education.

UNIT-I
Theoretical Perspectives of Education as a Discipline
1.      Education as a discipline / an area of study
2.      Prioritizing the aims of Indian Education in the context of a democratic, secular and a humane society
3.      Axiological issues in education at National and International level

UNIT-II
Education as Inter- Disciplinary Knowledge
1.      Vision derived from the synthesis of different ancient Indian philosophies and their educational implications
a. Sankhya   b. Vedanta    c. Buddhism    d.  Jainism
2.      Vision derived from different schools of thought and their educational implications:
a. Idealism     b. Naturalism c. Pragmatism   d. Existentialism
3.      Critical analysis of thoughts of great educators like Gandhi ji, Tagore, Sri Aurobindo and John Dewey with reference to aims, curriculum, text books, teaching learning pedagogy, class-room environment, assessment, role of teacher and discipline

UNIT-III
Changing Socio-Cultural context of Education
1.      Social purposiveness of education.
2.      a.  Constitutional provisions of education with special reference to SC, ST, Women and Rural population.
b.  Education as related to social equality and equality of educational opportunities.
3.      a. Social change: Meaning and Nature, Constraints and Factors ( Caste, Ethnicity, Language, Class, Religion and  Regionalism) of social change in India
b.  Social stratification and social mobility

UNIT-IV
Changing Political context of Education: School Context
1.      Dynamic relationship of education with political process
2.      a.  Changing role of personnel in school management- teachers, headmasters and administrators
b. Total Quality Management in education
3.      a.  Teacher’s autonomy and academic freedom.
b.  Role of state-centre: need for a National system of education

UNIT-V
Support System of Education
1.     Teacher Education: Vision and issues as reflected in NCFTE(2009)
2.     Role of different stakeholders in school education-media, use of technology, NGOs and family
3.     Principles and guidelines in organizing the support system

Sessional Work (Tests/Practicals/Projects)                                                                                                                              : 20 Marks

The students may undertake any one of the following activities:
*       Readings of original texts of Rabindranath Tagore/M.K. Gandhi/Sri  Aurobindo/John Dewey and presentations on   various innovative concepts in the context of teaching-learning in schools followed by group discussion.
*       Assignments based on self-study on identified themes such as policy perspectives and status of education of socio-  economically disadvantaged children of India/of a particular State, vision of school education in India, process of socialisation of the child, critical analysis of the ways in which schooling, teaching- learning and curriculum contribute to social inequality, young children and social policy and presentation in a seminar followed by discussion.
*       Visit to a rural/tribal school, observation of activities and preparation of a reflective diary and interaction in a group.

References
*       Bruner, J.S. (1996), The Culture of education. Cambridge, M.A.: Harward University Press.
*       Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J., Spiro and 
*       W.E. Montanaque (eds) Schooling and the acquisition of knowledge (PP. Hillsdale, NJ: Erlbaum.
*       Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.
*       Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of education. New York: Macmillan.
*       Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the present Day. Routledge Flamer. London. USA. Canada.
*       NCTE(2009) National Curriculum Framework for Teacher Education, New Delhi.
*       NCERT (2005). National curriculum framework, New Delhi.
*       MHRD, Gov. of India (1992), National policy on education (revised) New Delhi.
*       MHRD, (1992), Programme of action. Govt. of India, New Delhi.
*       Naik, J.P. (1975) Equality, quality and quantity: The elusive triangle of Indian education, Allied Publications, Bombay.
*       Peters, R.S. (ed), (1975). The Philosophy of education. Oxford University Press, London.
*       Peters, R.S. (1967), The Concept of education, Routledge, United Kingdom.
*       Beyer, L.E. (Ed.) (1996) Creating democratic classrooms: The struggle to integrate theory and Practice. New York: Teachers College Press.
*       Banrs, J.A. (1996), Cultural diversity and education: Foundations curriculum and teaching (4th ed.) Boston: Alynand, Becon.

*       Bruubacher, John S.; (1969) Modern Philosophies of education, Tata McGraw-Hill, Publishing Company Pvt LTD, New Delhi.
*       Butchvarov, P. (1970) The Concept of knowledge. Evanston, Illinois, North Western University Press.
*       Debra Heyes, Martin Hills, Pam Chistie and Bob Lingard (2007) Teachers and schooling: Making a Difference, Allen and Unwin, Australia.
*       Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international commission on education for 21st century, UNESCO.
*       Freire, Paulo (1970). Pedagogy of the oppressed. New York: Continuum.
*       Freire, P. and Shor, I. (1987). A Pedagogy of liberation. London, Macmillan Education.
*       International Encyclopedia of Education. (1994) 2nd edition. Vol.10. Perganon Press. 9
*       Matheson, David (2004). An Introduction to the study of education (2nd edition). David Fulton Publish.
*       Slatterry, Patrick and Dana Rapp. (2002). Ethics and the foundations of education- Teaching Convictions in a postmodern world. Allyn & Bacon.
*       Wall, Edmund (2001). Educational theory: philosophical and political Perspectives. Prometheus Books.
*       Winch, C. (1st edition). (1996). Key Concepts in the philosophy of education. Routledge.
*       Winch, C. (1986). Philosophy of human learning, Routledge, London.10

PAPER II
Learner and the Learning Process
Time 3 hrs.                                                                                                                                                                                   Terminal:  80
M.Marks: 100                                                                                                                                                                              Sessional:  20
                                                              
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.

Objectives:
On completion of this course the students will be able to:
*       understand the dynamics of individual development.
*       understand the dynamics of group behaviour.
*       understand the concept of mental health and adjustment.
*       describe the dynamics of social behaviour.

UNIT – I
Dynamics of Individual Development
1.      Concept of Human Development Understanding the process of individual development in a social context: development of knowledge, under- standing, skills, competencies
2.      Importance of individual differences, concept of multiple intelligences. (Gardner, Sternberg), concept of emotional intelligence and its impact on learning
3.      Determinants of personality development of an individual-biological, socio-cultural, personality assessment

UNIT-II
Group Dynamics and Individual
1.      Interrelation and interdependence between individual and group in classroom and social context
2.      Meaning and types of groups, compliance and conformity in relation to effective group functioning in school and classroom context
3.      Socio-emotional climate in classroom, the conditions facilitating effective learning, school violence and conflicts among groups, conflicts resolution techniques

UNIT-III
Mental health and Adjustment
1.      Concept of adjustment and mental health, characteristics of a mentally healthy person, school and classroom practices for enhancing adjustment and mental health among the students and teachers
2.      Concept of stress- sources of stress, categories of stressors, and strategies of coping with stress, mechanisms of adjustment, its positive and negative effects: types of adjustment problems among students
3.      Frustration, conflict and anxiety – meaning and management

UNIT-IV
Understanding the process of learning
1.      Learning as construction of knowledge, learning as cognitive and socio- culturally mediated process: meta cognition, socio- cultural mediation, experiential learning, cognitive negotiability, understanding constructive nature of knowing, doing and practicing in classroom/ field, in community setting; critical appraisal of views of PIAGET, BRUNER and VYGOTSKY with reference to multiple school contexts of India
2.      Motivation in learning: intrinsic and extrinsic motivation; approaches to motivation- humanistic; cognitive (attribution theory –WEINER)
3.      Cognition and Learning: Cognitive process perception, attention, memory, development of concept, logical reasoning, critical thinking and problem solving

UNIT-V
Dynamics of Social Development
1.      Nature of socio-cultural environment :- physical, economic conditions, cultural practices
2.      Individual and his/her social understanding, social influence, perception and imitation
3.      Social identity its interrelationship with social environment, Impact on school/ classroom practices and achievement.

Sessional Work (Tests/Practicals/Projects)                                                                                                                              : 20 Marks
Practical Note Book                                                                                                                                                                        : 05 Marks
Experiments/Tests                                                                                                                                                                           : 15 Marks

           TESTS                                                                                          EXPERIMENTS
Test of Creativity                                                                                  Learning Curve
Leadership Style                                                                                   Transfer of Training
Verbal Test of Intelligence                                                                 Sociometry
Self Concept Scale                                                                                Free Association
Adjustment Inventory                                                                         
Personality Inventory                                                                         

References
*       Ambron, S.R (1981) Child development, Holt, Rincehart and Winston, New York.
*       Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
*       Anderson, J.R. (1983). Rules of the mind. Hillsdale, NJ: Erlbaum
*       Barry and Johnson (1964) Classroom Group Behaviour, New York: Macmillan.
*       Bandura.A (1977). Social Learning Theory. Cliff.N.J; Prentice Hall.
*       Barry and Johnson (1964). Classroom Group Behaviour. New York: Macmillan.
*       Bhargava, Mahesh (1964). Introduction to Exceptional Children. Sterling Publishers Pvt Ltd., New Delhi.
*       Bickhard, M.H. (1992). How Does the Environment Affect the Person? In L.T. Winegar,
*       Bower, G.H. and Hilgard, E.R. (1981) Theories of learning. Prentice Hall, Inc. Englewood Cliffs, New Jersey.
*       Bruner, J.S. (1990) Acts of meaning. Cambridge, M.A.: Harvard University Press.
*       Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin.
*       Bickhard, M.H., Chrisopher, J.C. (1994). The Influence of early Experience on Human Personality Development. New Ideas In Psychology.
*       Bourne, L.E. (1985). Psychology: Its Principles and Meaning. Holt, Rinehart and Winston, New York.
*       Brown, R. (2000). Group Processes: Dynamics Within and Between Groups. (2nd Edition). Blackwell Publishers.
*       Christian, Jyoti (1984). Classroom Group Dynamics. Meerut: Anu Books.
*       Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.
*       Cruickshank, W.M. (1980). Psychology of Exceptional Children and Youth. N.J.    Prentice Hall.
*       Dutt, Suresh (1997). Society and Education. Anmol Publications.
*       Dececo, J.P. (1977). The Psychology of learning and instruction, Prentice Hall, Delhi.
*       Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New Delhi, Anmol publications pvt Ltd.
*       Eason, M.E. (1972). Psychological foundation of education, N.Y. Holt, Rinehart and Winston, Inc.
*       Erickson, E.H. (1968). Identity, Youth and Crisis. New York: W.W. Norton.
*       Grammage, P. (1990) Teacher and pupil: some socio-psychological principles and applications (3rd Edition) Illinois: Scott. Pressman Little, Brown Higher Education.
*       Guilford, J.P. (1967). Nature of Human Intelligence, New York: McGraw Hill.
*       Gardner, H. (1983) frames of Mind: The theory of multiple intelligence. New York: Basic Books.
*       Newell, A. & Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.
*       Segal, J.W. Chipman, S.F., & Glaser, R. (1985). Thinking and learning skills: Relating Instruction to Basic Research. (Vol. I). Hillsdale, NJ: Erlbaum.
*       Synder, C.R. & Shane J. Lopez (2007). Positive psychology. SAGE Publications. U.K.
*       Lieber, C.M. (2002) Partners in learning: from conflict to collaboration. Cambridge, M.A, Educators for Social  responsibility.
*       Pintrich, P.R.; and Schunk, D.H. (1996). Motivation in education: theory, research and applications. Englewood  Cliffs, N.J. Merill.
*       Atkinson, Richard C., et.al (1983). Introduction to Psychology, Harcount Brace  Joranovich Inc., New York. J. Valsiner (ed.). Children’s Development within Social Contexts: Metatheory and Theory. Erlbaum.
*       Klausmeier, Herbert J (1985). Educational Psychology. Harper and Row, Pub. New York.
*       Kohlberg, L., & Gilligan, C. (1974). The Adolescent as a Philosopher: The Discovery of the Self in a Post-  Conventional World. In H.V. Kraemer (ed) Youth and Culture: A Human Development Approach. Monterey, CA: Brooks/Cole.
*       Kohlberg, L., Levine, C., & Hewer, A. (1983). Moral Stages: A Current Formulation and a Response to Critics. New York: S. Karger.
*       Lingren, H.C. (1980). Educational Psychology in the Classroom (Sixth ed.) New York: Oxford University Press.
*       Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper & Row.
*       Meyers, D.G. Social Psychology. Tata-Mcgraw Hill. VIII Edition.
*       Miranda, E. (1990). Teaching Schools and Society (1st edition) Falmer Press.
*       NCTE (2009) National Curriculum Framework for Teacher Education, New  Delhi.
*       NCERT (2005) National curriculum framework, New Delhi.
*       Owen, Steven V, Blount, S. Parker and Mascow, Hoenry (1978). Educational Psychology: An Introduction. Little Brown and Company.
*       Piaget, J. (1999) Judgment and reasoning in the child. London: Routledge.
*       Sekav, S.V.K. (2005). Education Society and Pedagogy. Arise Publishers and Distributors. New Delhi.
*       Smith, Ronald E, Sarason, I.G. and Sarason, Barbara, R (1982). Psychology: TheFrontiers of Behaviour. Harper and Row Pub., New York.
*       Social Process in Learning Parents, Peers and Teachers Educational Psychology. Anita Woufolk (2004).
*       Srivastava, G.N.P. (1995). Recent Trends in Educational Psychology. Agra Psycho Research Cell, Agra, India.
*       Srivastava, G.N.P. (1986) Recent Approaches to Personality Study. APRC, Agra. Wendy Conklin (2006).  Instructional Strategies for Diverse Learners- Practical
*       Strategies for Successful Classrooms. Shell Educational Publishing.
*       Vygostsky. L. (1986) Thought and language (A. Kazulin, Trans). Cambridge, M.A.: MIT Press.