Essentials of Foundations of Education: Introducing New Useful Modern Concepts of Education to Student–Teachers Under B.Ed. Training

By Satya Pal Ruhela

Prof. Satya Pal Ruhela (79) is a pioneering Indian sociologist of education, senior teacher educator and spiritualist . He has contributed many books on sociology, education, human values and problems of Indian education. He has guided 22 Ph.D. candidates in Education at the Jamia Miilia Islamia (Central University), New Delhi. He is the recipient of Bhrigu Summan bestowed upon him by Harprashad Institute of Behavioural Studies, Agra in 2011 for his valuable life time contributions in the field of behavioural Sciences, literature, humanity and social development.

• Language: English
• Publisher: Partridge Publishing India
• Release date: Jan 15, 2015
• ISBN: 9781482841619

Satya Pal Ruhela

Prof.Satya Pal Ruhela (81) is an eminent Indian sociologist of education spiritualist and Sai devotee. He is the recipient of Sai Ratna and Maharishi Bhrigu Samman honors. He has contributed many books on sociology, education, Sai Baba incarnations and spirituality. He was professor of education in Jamia Millia Islamia University, New Delhi.

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Contents

Preface

Chapter 1

Education And National Development

Chapter 2

Interface Between Political Process And Education

Chapter 3

Education And Economic Development

Chapter 4

Education And Individual Development

Chapter 5

Education And The Socio-Cultural Context

Chapter 6

Education As An Evolving Concept

Chapter 7

Aims Of Education

Chapter 8

Evolving Knowledge Base Of Education

Chapter 9

Learning Environment: The Changing Scenario

Chapter 10

Systems And Structures In School Education

Chapter 11

Universalization Of Secondary Edducation

Chapter 12

Meaning Of Equity And Equality In Education

Chapter 13

Quality Of Education

Chapter 14

Peace Education

Chapter 15

Education For Conservation Of Environment

Appendix I An Open Letter To Smiriti Irani, The New Hrd Minister

Appendix 2 Administration Of The Education System In India

Appendix 3 Education In The Post Independent India: Some Milestones

Appendix 4 Provisions Of The Constitution Of India Having A Bearing On Education

Appendix 5 Planning In India

Appendix 6 Quality Of Life As An Outcome Of Education

Annexure 7

At School, But Are They Learning?

Appendix 8 Select Internet Web Sites On Indian Society And Education

Also by the same author:

– Dimensions of Value Education

– Value Education and Human Rights Education

– Philosophical and Sociological Foundations of Education

– Foundation and Management of Education As a System

– Secondary Education System in the 21st Century

– National Educational Policy in India –Today and Tomorrow

– Joyful Learning

– Critical Issues in Education for School Teachers

– How I Found God (by Yogi M.K. Spencer; ed. S.P. Ruhela)

– The Triple Incarnations of Sai Baba

– Shirdi Sai Speaks to Yogi Spencer in His Vision

PREFACE

Since the attainment of Independence on 15th August, 1947 India has made a lot of progress in all spheres, yet it has been again and again voiced by all that the curricula of the Indian schools need to be overhauled and remodeled and the teacher education, which has continued to remain old, stereotyped, hackneyed and by and large dysfunctional to the changing needs of modernizing Indian society as pointed out by a number of Commissions, review committees and commentators on Indian education time and again, must be improved, modernized and updated in accordance with the changing and expanding needs of the country and the global trends in education. By doing so our school teachers of the 21st century may become really enlightened, confident, better equipped and really be competent to function as effective agents of change in the fast emerging Indian society.

In response to this widespread concern expressed by various reference groups, the National Council of Educational Research & Training (NCERT), New Delhi, had brought out National Curriculum Framework – 2005 for Indian schools which boldly stressed the need of adopting Critical Pedagogy, and understanding and realizing that Indian school system and teacher education can be overhauled, reformed and modernized by appreciating and adopting new ideas, and concepts of foundational disciples of education.

In 2010, the National Council of Teacher Education (NCTE), New Delhi, developed a model B.Ed. Curriculum incorporating all these new modern and functional ideas and concepts and circulated it to all teacher educators for discussion and adoption after getting it duly approved by their respective boards of studies and universities. Although three years or so have most of the teacher educators of 1100 or so B.Ed. Colleges/Colleges of Education approved by the NCTE and about 60 University Departments have yet not been able to do so because of their reluctance seeing the complex contents and lack of availability of easily understandable text books, hand outs or any supportive literature proved by the NCTE.

Some teacher educators have told the author that while they have been very appreciative of the new B.Ed. syllabus suggested by the NCTE yet their main apprehension has been as to how the complex, new and difficult contents of the crucial compulsory Area A Course: ‘Foundations of Education’ would be understood and taught by the teacher educators of over a thousand B Ed. colleges who do not have any or even the cursory knowledge of all the Foundations of Educations viz. Philosophy of education, Sociology of education, Politics of education, Economics of education and Anthropology of Education.

Realizing this genuine problem of teaching by the teacher educators and the problems of thousands of their pupil teachers in over 1100 colleges of education throughout the length and breadth of India and realizing the importance of this crucial core of the B.Ed New Model Curriculum, the author been motivated to write this book since he has the experience of teaching Foundations of Education courses at all levels of teacher education– from B.Ed. to Ph.D. - throughout his 30 years of University career.

Due efforts have been made by him to present the subject matter of each of the 15 chapters of this book in a concise, lucid and easily understandable manner by highlighting the concepts involved clearly, briefly and yet comprehensively so that the average B, Ed. student in our country may grasp them. This book has been intentionally made clutter-free, short and light by avoiding the inclusion of all unnecessary references since the author knows it very well that most of the teacher educators and students of our B.Ed. Colleges neither have the facilities, means, time and motivation nor really need to pursue them. They are not required to do research or write learned papers for which so many bibliographic references are required by post- graduate students. Nd doctoral researchers.

It is hoped that this book may be of help to teachers and students of colleges of Education not only in India but in other countries also which are now keen to improve and moden their school education and teacher education.

17th November,2014                        Dr. S.P. Ruhela

Retired Professor of Education (Sociology),

Head and Dean of Education,

Jamia Millia Islamia (Central University)

New Delhi- 110025.

Residence:126, Sector 37, Faridabad - 121003.

E- Mail [e-mail]

Saraswati, the goddess of knowledge

image-prayer.jpg

Prayer to Saraswati –Goddess of knowledge

The following popular ‘pranam mantra’ or Sanskrit prayer, Saraswati devotees utter with utmost devotion eulogize the goddess of knowledge and arts:

Om Saraswati Mahabhagey, Vidye Kamala Lochaney |

Viswarupey Vishalakshmi, Vidyam Dehi Namohastutey ||

Jaya Jaya Devi, Charachara Sharey, Kuchayuga Shobhita, Mukta Haarey |

Vina Ranjita, Pustaka Hastey, Bhagavati Bharati Devi Namohastutey ||

The beautiful human form of Saraswati comes to the fore in this English translation of the Saraswati hymn:

"May Goddess Saraswati,

who is fair like the jasmine-colored moon,

and whose pure white garland is like frosty dew drops;

who is adorned in radiant white attire,

on whose beautiful arm rests the veena,

and whose throne is a white lotus;

who is surrounded and respected by the Gods, protect me.

May you fully remove my lethargy, sluggishness, and ignorance.

CHAPTER 1

Course A-1.1

EDUCATION AND NATIONAL DEVELOPMENT

The Education Commission (1964-66) headed by Prof. D.S.Kothari was formed in 1964 by the Government of India to suggest how a national pattern of education can be evolved and how education can lead to national development The report of this Commission gave many remarkable insights on the theme of national development. It gave a number of valuable ideas on education for National development, it may be very emphatically stated that the most important and urgent reform needed in Indian education is to relate to the life and, needs and aspirations of the people of India. The Education Commission has made five most important and urgent recommendations for implementing these five programs in India:

1. Relating education to productivity

2. Strengthening social and national integration through educational programs.

3. Consolidation of democracy through education

4. Development of social, moral and spiritual values, and

5. Modernization of society through awakening of curiosity, development and values and building of certain essential skills.

The Education Commission has elaborated these by giving concrete invaluable suggestions as under:

• Relating education to productivity

Science education should be an integral part of all education. Work Experience should be made to orient work experience to technology and industrialization and the science to the application of Science to productive processes, including agriculture. Vocationalization of secondary education and agricultural and technical education should be emphasized.

• Social and national integration

The nation should adopt a common school system of public education as the national goal and its effective implantation in a phased program in 30 years should be ensured. Social and national service programs should be organized concurrently with academic studies and should be made compulsory for all students at all stages. Participation in programs of community development and national reconstruction should be an integral part of all education from the primary to undergraduate stage. NCC program should continue till the end of the Fourth Five Year Plan. An appropriate language policy for the education system should be developed. Regional language as medium of instruction should be adopted. Energetic action should be taken to produce books and literature in all subjects, particularly in science and technology in regional languages. English should continue as the medium of instruction in the All India institutions. Teaching and study of English should continue from the school stage. English language should serve as link language in higher equal opportunities for all children of merit and promise, irrespective of socio-economic status, caste, religion and sex or place of residence and development of a scientific mind outlook, tolerance, concern for public interest, self-reliance and a positive attitude to work should be stressed.

4. Development of social, moral and spiritual values

The Education Commission greatly stressed that the Indian education system emphasize should emphasize the development of fundamental, social, moral and spiritual values and all educational institutions should be persuaded by the government to make serious efforts in this direction.

5. Modernization of Indian society

This crucially important task the Education Commission sought to accomplish by suggesting that it be done by awakening curiosity, development of proper interest, attitudes and values and building of certain essential skills and capacity to think and judge for oneself, and creation of an intelligentsia of adequate size and competence.

Thus the Education Commission headed by Prof. D.S.Kothari in early 1960s had very comprehensively and pragmatically suggested how Indian education should be strengthened, organized and modeled to promote national development. During the last 50 years our educational planners, administrators and educational workers have been following these valuable insightful suggestions as they have found to be valuable and helpful guidelines. The report of this important Commission is easily available on the Internet and should be read by interested readers.

An important paper ‘The Role of Education in National Development: Nigerian Experience’ by E. Orji Kingdom, Job Maekae, which also is available on the Internet, reemphasizes the the role of education in ensuring national development. The following abstract of this paper highlights this crucial point in the context of Nigeria:

‘This paper emphasizes the contributions of education to national development. It stresses the fact that a nation develops in relation to its achievement in education. This explains why contemporary world attention has focused on education as an instrument of launching nations into the world of science and technology and with consequential hope of human advancement in terms of living conditions and development of the environment. This is because, education, in the life of a nation, is the live wire of its industries and also the foundation of moral regeneration and revival of its people. It is also the force and bulwark of any nation’s deffense and it has been observed that no nation rises above the level of its education. Seeing education in this perspective calls for proper funding from federal, state and local governments to make the sector produce the desired results which will stimulate national development. In Nigeria, much is not being derived from the sector due to neglect on the part of government, corruption, policy discontinuity, inter alia. To make the nation derive maximum dividends from the sector, useful recommendations are made.’

Recently. India’s eminent spiritualist Sadguru Jaggi Vasudev of Isha Foundation has suggested the following 10-Point Progamme on What make a Nation Tick?

1. Build priding ourselves for how else we build a Nation? World over, children are taught how gifted we were even 8,000 years ago. Stories of our traders, builders, and sculptors feature in textbooks in countries like Syria, Lebanon, and Cambodia, but not in India.

2. Rewrite history books. Underplay references to the years when we were looted, occupied, raped and robbed. Instead, tell oar children that we were the biggest traders with both gods and goods, enormous knowledge and wealth. Every one wanted what we had.

3. We have genius and natural exuberance but need organization, direction and authority.

4. Educate the 600 million who live in poverty. If you don’t skill the nation, you will kill them. Make them capable of buying wholesome, nourishing meals.

5. Give people focus, balance and inspiration.

6. Throw your fundamentalist mindset. Democracy doesn’t work like this. Forget who candidate’s father was. Care for who he is.

7. Base identity on culture, for that is inclusive. The greatness of our nation lies in its spiritual dimensions. This binds the nation, not religion.

8. Drill the idea of nationhood in school children. A determined leadership can achieve that.

9. Nurture people’s aspirations and create the possibility of getting ‘there’ within one’s lifetime.

10. Build power stations in Pakistan and invite them to invest here. Then neighbors will become friends, not enemies.

- Courtesy: The Speaking Tree, The Times of India,25 June, 2013, p.3.

These are indeed invaluable suggestions which should enlighten our practicing and future school teachers. They may go a long way in helping our students to understand national development and become good nationals.

Questions

1. What do you understand by National development?

2. What did Kothari Commission suggest in order to promote social and national integration?

3. How far has Indian education been able to modernize and develop the Indian nation? What have been the main hurdles?

4. National development is not possible unless proper moral, social, national and modern values are properly taught in our educational institutions. – Elucidate.

5. Give your suggestion to inculcate the spirit of nationood and ensure national development in the hearts of our nation’s children.

For Further Study

1. Education Commission (1964-66). New Delhi, NCERT,1966.

2. Ruhela, S.P. & Nayak, R.K., Value Education and Human Rights Education (Vol. I) Hyderabad: NeelKamal Publications,2011.

3. Ruhela.S.P. & Nayak, R.K., Philosophical and Sociological Foundations of Education, Agra :Agrawal Publications,2012.

4. Ruhela, S.P., Education and Social Change. Gurgaon: Shubhi Publicatios,2006.

CHAPTER 2

Course A-1.2

INTERFACE BETWEEN POLITICAL PROCESS AND EDUCATION

In this important chapter, we present the crucial information on the topic in the following three sections:

Section I: Meaning of Interface

Section II: The Political System/Process in India

Section III: Interface Between Political System and Education

Section I:

Meaning of Interface

The American Heritage Dictionary of the English Language has defined interface in two meanings as under

1. A surface forming a common boundary between adjacent regions, bodies, substances, or phases.

2. A point at which independent interaction or communication between a computer and any other entity, such as a printer or human operator.

The two meanings of interface, usefully suggest how the interface can be a zone of difference and potential conflict: first, the interface is a surface or boundary between discrete physical regions, bodies, substances, and so forth. The interface is thus that which simultaneously serves as a boundary and a bridge, which protects and threatens the integrity of each interfacing entity. When we move from a physical to a social register, the interface becomes a point or surface where independent systems or diverse groups act upon each other, or interact. This reciprocal agency involve a range of activities, from civil communication and cooperation, to negotiation, contention, or even war. The way we work with and within the interface engages the many fraught ways that our society at large negotiates what constitutes legitimate knowledge in such areas

Section II:

The Politiucal Process/Sytstem in India

The politics of India takes place within the framework of a federal constitutional republic. The President of India is head of state and the Prime Minister of India is the head of government. Executive power is exercised by the President and is independent of the legislature. Legislative power is vested in both the government and the two houses of the Parliament of India, the Lok Sabha and the Rajya Sabha. Federal (Central) and state. elections generally take place within a multi-party system. The judiciary is independent of the executive and the legislature. The highest national court is the Supreme Court of India.’

India is known as sovereign socialist secular democratic republic. The

central government in India has greater power in relation to its states. The Central government, can and has dismissed state governments if no majority party or coalition is able to form a government or under specific Constitutional clauses, and can impose direct federal rule known as President’s rule. Locally, the Panchayati Raj system has several administrative functions.

Indian democracy has been suspended only once Central Govt. and State Governments. The central government exercises its broad administrative powers in the name of the President, whose duties are largely ceremonial. The Central government exercises its broad administrative powers in the name of the President, whose duties are largely ceremonial. The president and vice president are elected indirectly for 5-year terms by a special electoral college. The Vice President assumes the office of president in case of the death or resignation of the incumbent president.

The constitution designates the governance of India under two branches, namely: the executive branch and the legislative branch. Real national executive power is centered in the Council of Ministers, led by the Prime Minister of India. The President appoints the Prime Minister, who is designated by legislators of the political party or coalition commanding a parliamentary majority. The President then appoints subordinate ministers on the advice of the Prime Minister. In reality, the President has no discretion on the question of whom to appoint as Prime Minister except when no political party or coalition of parties gains a majority in the Lok Sabha. Once the Prime Minister has been appointed, the President has no discretion on any other matter whatsoever, including the appointment of ministers. But all Central Government decisions are nominally taken in his/her name.

Legislative branch

The constitution designates the Parliament