Sociological Bases of Education

Sociological Bases of Education

1. UNIT –IV SOCIOLOGICAL BASES OF EDUCATION
Dr.M.Deivam
Assistant Professor
Department of Education
The GandhigramRural Institute (Deemed to be University)
Gandhigram, DindigulDistrict, Tamil Nadu –624 302

2. Contents
Sociology:Meaning,Definition,Characteristics.
EducationalSociology:Concept,Definition,
ImportanceandScope.AgenciesofEducation–
Educationforsocialization-Socialchange-Social
mobility-Socialstratification.Schoolasasocialsub
system.Communityschoolsandcolleges-
Educationforsocialjustice,democracyand
citizenship.

3. Meaning of Sociology
•Frenchmathematicianandphilosopher
AugusteComte(1798-1857)whocoinedthe
wordsociologydefineditas“thescienceof
socialphenomena”.Comteobservedthat
socialphenomenawereverycomplex.

4. Cont.,
•ComtewasfollowedbyanEnglishPhilosopher
HerbertSpencer(1820-1903)whowrotehisbook“
PrinciplesofSociology”in1876.Spencerbelieved
thatthehumanindividualwaslikethe“Cell”and
thesocietywaslikean“Organism”composedof
differentcells.

5. Cont.,
•Auguste Comte, he considered as the Father of
Science of Sociology.
•It studies the causes and consequences of changes
in institutions and social organization.
•Sociology is the Scientific Study of human
Society
•Sociologystudiesthebehaviourofhumanbeingsin
society.Itmay,however,berightlypointedoutthatother
socialsciences,suchasPoliticalScience,Economics,
History,etc.,dothesame.

6. Origin of Sociology
•SociologyfinditsoriginfromLatinword
“Societus”whichmeans“Society”
•Logos-GreekwhichmeansstudyorScience
•StudyofSociety/ScienceofSociety

7. Definitions of Sociology
•MorrisGinsberg–Sociologyas“thestudyof
humaninteractionandinterrelations,their
conditionsandconsequences”.
•AugustsComte–ScienceofSociety

8. Cont.,
•HarryM.Johnson–Sociologyisthebranchofsocial
sciencewhichdealswiththestudyofsocialgroups.
•Ogburn–Studyofsociallifeofmanandhisrelation

9. Branches of Sociology
•Criminal Sociology
•Educational Sociology
•Industrial Sociology
•Health Sociology
•Occupational Sociology
•Rural Sociology
•Social Stratification
Sociology
•Urban Sociology

10. Nature and Characteristics
•Sociology is an independent science
•It has its own filed of study, boundary and
method. It is not treated and studied as a
branch of any other sciences. Hence, it is an
independent science.

11. Cont.,
•Sociology is a Social Science and not a
physical Science
•It deals with human relationship, social
behaviour, social activities etc.,

12. Cont.,
•ItisaCategoricalScience
•Sociologyisnotconcerntostudythemoralor
immoral,rightorwrong,goodandevil
problems.Itstudiesthegeneralphenomena
ofsociallifeforthisitisacategoricalscience
separatefromthejudgmentofanytypeof
value.

13. Cont.,
•Pure Science
•Sociologyhasitstheoreticalknowledgewhichis
indispensibleforsociologists,scientistsandsocial
workeraswellasforanthropologists.Itsstudydoes
notinterestinanylawmakingorpublicpoliciesand
theirimplementationbutstudyexamineonlythe
socialaspectofsocietythatwhatishappeningin
thesocialsituation.Thisstudyisimportantfor
scientists.

14. Cont.,
•Sociology is Generalizing not Particular
•There is no specification or limitation in the
study of social system. It tries to find general
law and principles about human interaction
and association.

15. Cont.,
•It is relatively an abstract science and
not a concrete one
•It is not interested in concrete events. It is more
concerned with the form of human events and their
patterns.

16. Cont.,
•Itisageneralizingandnotaparticularizingor
individualizingscience
•Ittriestoarriveatgeneralizationonthebasis
ofitsindepthstudyofsomeselectedevents
likehumaninteraction,association;aboutthe
nature,contentandstructureandstructureof
humangroups

17. Importance of Sociology
•Social problems become complex and
complicated. In order to solve these, one
should compulsorily study and understand the
subject of sociology.
•The study of sociology will provide Social
Engineers.

18. Cont.,
•Ithelpsustounderstandsociety
•Ithelpsustounderstandourcultureandenriching
culture
•Ithelpsustorestructurethesociety
•Ithelpsustounderstandhealthcare
•Ithelpsustounderstandscientificwayof
society

19. Educational Sociology

20. Meaning and Concept of Educational
Sociology
•E.GeorgePayne(USA)oftencalledthe“Father
ofEducationalSociology”.
•EducationalSociologyisthesciencewhich
describesandexplainsinstitutions,groupsand
socialprocessesinrelationtotheeducational
system.

21. Cont.,
•EducationalSociologyistheappliedsideof
sociologywhichisthestudyofsocial
relationships.Socialrelationshipsareof
varioustypesandEducationalSociology
coverseducationalrelationship.

22. Definitions of Educational Sociology
•Ottoway–EducationalSociologystartwith
assumptionthateducationisanactivitywhich
goesoninasociety,anditsaimsandmethods
dependonthenatureofthesociety,inwhich
takeplace.

23. Cont.,
•Dan.W.Dodson–EducationalSociologyis
particularlyinterestedinfindingsouthowto
manipulatetheeducationalprocesstoachieve
betterpersonalitydevelopment.
•Good–EducationalSociologyisthescientific
studyofhowpeopleliveinsocialgroups.

24. Cont.,
•Brown–EducationalSociologyisthestudyof
interactionoftheindividualandhiscultural
environmentincludingotherindividuals,social
groupsandpatternsofbehaviour.

25. Aims of studying Educational
Sociology
•Development of social attitudes, feelings and
qualities
•Development of a socially efficient individual
•Improvement in vocational efficiency

26. Cont.,
•To construct curriculum according to fulfill the
societal needs.
•To acquire knowledge about school work and
the work of teachers in relation to society and
social progress.

27. Importance issues of study in Educational
Sociology
•Interrelation of education and sociology
•Education as an instrument of social progress.
•Place of school in society
•Place of teacher in society

28. Cont.,
•Mutual relations of students and teachers
•School and the community
•School and its relations with social institutions
•Promotion of social feeling in the students

29. Cont.,
•Curriculum and needs of the society
•Equalisation of educational opportunities
•Role of the mass media in education and
social progress
•Use of group and co-operative methods of
teaching

30. Scope of Educational Sociology
•Itincludestherelationofeducationtovarious
socialforces,particularlyculture.
•Itincludeshowcultureishandedoverto
cominggenerationsthroughagencieslikethe
school,thehome,thereligiousorganizations,
theplay-groupsetc.

31. Cont.,
•It includes how socialisation, especially of the
child takes place as a result of social
interaction.
•It includes the role of these agencies in the
educational process: the school, the press, the
radio, the T.V and the cinema.

32. Cont.,
•Itincludeseducationasameanofsocialchange
andsocialcontrol.
•Itdealswiththeimpactofsociologicalthinkingon
themeaning,aims,functionsofeducation,the
curricularincludingco-curricularactivities,social
organizationandmethodologyofteaching.

33. Educational Sociology
Sociology of Education
•AccordingtoProf.WilliamTaylorofthe
FacultyofEducation,UniversityofBristol,
EducationalSociologyisusuallyanactivityof
educatorsandsociologyofeducationisan
activityofsociologists.

34. Sociology and Educational Sociology
•EducationalSociologyisabranchofSociology.
Whilesociologyisthestudyof‘human
relationship’.EducationalSociologyis
concernedwithhumanrelationsin
educationalsetting.

35. AGENCIES OFEDUCATION

36. MEANING OF EDUCATIONALAGENCY
•Anagencyofeducationisaspecialized
institutionororganizationthatdirectlyor
indirectlyexercisesaneducationalinfluence
onthechild.
Thefamily/home,school,community,andthe
mediaarecalledtheagenciesofeducation,
whichdirectlyorindirectlyinfluenceforshaping
personalityofthechild.

37. Definition
•AccordingtoBhatia(1994),‘Societyhas
developedanumberofspecialized
institutionstocarryoutthefunctionsof
education.Theseinstitutionsareknownas
AgenciesofEducation’.Amongtheagencies,
somemaybetheformalagenciesof
educationwhereasothersinformalagencies.

38. CHARACTERISTICS OF EDUCATIONALAGENCIES
Itexercisessomeeducationalinfluenceon
individual.
Itisdirectlyorindirectlyconcernwiththe
educationofyoungsters.
Itincludebothformalaswellasinformalsocial
institutions.
Itconcernedwiththetransmissionofculturaland
socialheritageofthesociety.
Itincludebothspecializedaswellasnon-
specializedinstitutions.

39. TYPES OF EDUCATIONAL AGENCIES

43. 1. THEFAMILY
•Thefamilyistheoldest,basicandfundamental
unitofhumansociety.Itisregardedasthe
primaryagentofeducation.Thebasicpurpose
ofthefamilyistoprovidealovingsafe
environmentforchildren.
•Home,therefore,playsaveryimportantrolein
layingthefoundationofthechild’spersonalityin
termsofphysical,emotional,social,moraland
cognitiveaspects.

44. Educational functions of thefamily
1.Itprovideearlyphysicaltraining
2.Itteachesthechildabouttheculture,tradition,and
customsofthesociety
3.Itacculturatesthechild
4.Ithelpsincharacterformation
5.Itsupportsmentaldevelopment
6.Itimpartsspiritualandmoraleducation
7.Itpreparesgroundforfuturelearning
8.Itidentifiestheinterestandmotivationofthechildand
accordinglyprovidesopportunitiestothem
9.developingabalancedpersonalityinallaspectsofhuman
living.

45. SCHOOL
•Schoolinthemoderntimeisindispensibleandhas
becomeanimportantformalagencyofeducation.
•Theword‘School’hasbeenderivedfromtheGreek
word‘Skhole’thatmeansleisure.
•In Ancient times, India had the Gurukulasystem of
•educationwherestudentswereacceptedas
Shishayasandstayedwiththeguruinashrams/
gurukuls.
•Theguruunderstandthepsychologyofthechild
andimpartentireknowledgeavailableincluding
moraleducation,language,religiousbooks,
Philosophy,Mathematics,metaphysicsetc.

46. Cont.,
•TheSchoolisanagencyofeducationandalsoasa
miniatureofthesociety.
•Socializationandacculturationarealsoimportant
functionsoftheSchool.
•Itworksforsocializingtheyounggeneration.
•Studentsnotonlylearnfromtheacademiccurriculum
preparedbyteachersandSchooladministrators,they
•alsolearnsocialrulesandexpectationsfrom
interactionswithothers.

47. Educational Functions of School
•Transmitting Traditional Culture
•Teaching Basic Skills and Vocational Education
•TheSchoolisexpectedtoimbibevaluesinthe
children.Inschoolcurriculum,moralscienceis
taughtasasubject.Thestoriesofnationalheroes
arealso
•part of the curriculum.
•Life Skills Education: self-awareness, effective
communication, creative thinking, critical thinking,
•problemsolvingability,copingwithstress,coping
withemotionsetc.

48. Cont.,
•Increased Functional Literacy: 3R (Reading, Writing
and Arithmetic)
•Sex and Family Education: the school to provide sex
and family education as part of curriculum
•Learning to live together: The School actually
allows children to mingle and interact

49. 2. THE PEERGROUP
•Apeergroupisagroupofindividualshavingmore
orlesssameageandstatus.Itisagroupoffriends
thatacertainpersonwilltrytoimpresstogettheir
bond,socialstatus,andinterest.

50. Educational role of the peergroup
1.It socializes theindividual
2.It helps to develop balancedpersonality
3.It facilitate mentaldevelopment
4.It favours physicaldevelopment
5.It inculcate socialvalues
6.It develops leadershipqualities
7.It foster talents and creativeabilities
8.It acculturates

51. 3.THECOMMUNITY
•The term community refers to a group of people
living together in an area having common ways of
working and common ideals to achieve.
•Community is an informal and active agency of
education which casts lasting influence on the
educational development of theindividual.

52. Educational role ofcommunity
1.Provide educational facilities to children through
institutions.
2.Formulate aims and objectives ofeducation.
3.Socializes thechild.
4.Helps for culturaldevelopment.
5.It encourages the vocational development of the
learner.
6.They encourages and co-ordinates the educational
efforts of various parallel agencies.

53. 4. THE MASSMEDIA
•Themediausedforthemassesto
communicatesomethingarecalledasmass
media.
•Theyaresourcesofandnewssuchas
newspapers,magazines,radio,television,
cinema,andinternetthatreachandinfluence
largenumberofpeople.

54. Educational functions of massmedia
1.Televisioncanserveapowerfulmediumfor
impartingeducationthrougheducational
broadcasting.
2.Theworldwidewebmakeinteractionbetween
theteacherandthetaughtsittinginremote
places.
3.Helpsinintellectual,social,emotional,and
aestheticdevelopment.
4.Helpschildrentoenrichtheirimagination,ignites
theircreativity,encouragethemtothink
divergently.

55. 5.Helpstotransmittingculturalvaluesfromone
generationtoanother.
6.Helpstodevelopsocialandpoliticalvalueslike
feelingofbrotherhood,oneness,cooperation,
democraticvaluesetc.
7.Newspapers plays their educational function by
providing up-to-date information about many
areas and also by intimating information about the
opportunities ofeducation

56. Education for Socialization

57. Introduction
•Manisnotonlysocialbutalsocultural.
•Itistheculturethatprovidesopportunitiesfor
mantodevelopthepersonality.
•Developmentofpersonalityisnotautomatic
process.
•Everysocietyprescribesitsownwaysandmeans
ofgivingsocialtrainingtoitsnewbornmembers
sothattheymaydeveloptheirownpersonality.
•Thissocialtrainingiscalled‘Socialisation’.

58. Cont.,
•Theprocessofsocialisationisconditionedbyculture.
•Sinceeverysocietyhasitsownculturethewaysof
theprocessofsocialisationalsodifferfromsociety
tosociety.
•Further,thesamecultureandthesamewaysof
socialisationmayhavediverseeffectsonthe
developmentofthepersonalityofthemembersof
thesamesociety.
•Socializationisaprocessofmouldingahuman
infanttoamemberofsocietytowhichhe/she
belongs.

59. Meaning of Socialization
•Theprocessoflearningtointernalizethe
valuesandnorms,foodhabits,dressingstyle
intoitsselforthemodeoflearningtolivein
societyiscalledtheprocessofsocialization.
•Socializationisbasicallythelearningof
sociallydesiredvalues,normsandrolesby
themembersofaparticulargrouporsociety.

60. Definitions of Socialization
W.H.Ogburnsays“Socializationisaprocessbywhich
theindividuallearnstoconformtothenormsof
thegroup”.
Bogardusdefine“Socializationastheprocessof
workingtogether,ofdevelopinggroup
responsibility,ofbeingguidedbywelfareneedsof
others”.
Greensays“Socializationistheprocesswhichthe
childacquiresaculturalcontent,alongwith
selfhoodandpersonality”.
PeterWorsleyexplainssocializationastheprocessof
“transmissionofculture,theprocesswherebymen
learntherulesandpracticesofsocialgroups”.

61. Characteristics
i)Itisalifelongprocess.
ii)Ithelpsintheinculcationofprinciples,values
andsymbolsofasocialsystem.
iii)Itenablesapersontoenactcertainroles.
iv)Therolesthatoneenactsareinaccordancewith
whathehaslearntfromtheprocess.
v)Therolesapersonenactsaretheexpressionsof
hissocialnature.

62. Cont.,
vi.Thedevelopmentofthesocialnatureenables
thepersontoparticipateinsociallife.
vii.Thenatureofwhatonecommunicatesin
societyisdeterminedbytheinfluenceofone's
interactionwiththesociety.
viii.Mosthumanbehaviourislearned,not
instinctive.Thecapacityofthechildtolearn
andtointernalizeiscalledtheplasticityof
humannature.

63. Importance of Socialization
•Socialisationconvertsman,thebiological
beingintothesocialbeing.
•Socialisationcontributestothe
developmentofpersonality.
•Helpstobecomedisciplined.
•Helpstoenactdifferentroles.
•Providestheknowledgeofskills.

64. Cont.,
•Helpstodeveloprightaspirationinlife.
•Contributestothestabilityofthesocial
order.
•Helpstoreducesocialdistance.
•Providesscopeforbuildingthebright
future.
•Helpsthetransmissionofculture.

65. Stages of
Socialization
The oral
stage
The anal
stage
The oedipal
stage
Adolescence

66. •Atthefirststagetheinfantbuildsupfairly
definiteexpectationsaboutfeedingtime,andhe
learnstosignalhispressingneedsforcare.
Duringthisstage,theinfantisnotinvolvedinthe
familyasawhole.Heisinvolvedonlyinthe
subsystemconsistingofhimselfandhismother.
•Theanalstageofsocializationcoverstheperiod
betweenfirstandthirdyearofchild'slife.Toilet
trainingisthemainfocusofthisstage.During
thisstagethechildinternalizestworoles-hisher
ownandthatofhishermother,nowclearly
separate.Thechildreceivesloveandcareand
givesloveinreturn.

67. Thethirdstageextendsfromaboutthefourth
yeartopuberty.Duringthisstagethechild
becomesamemberofthefamilyasawhole.
Thechildidentifiesitselfwiththesocialrole
ascribedtohim/heronthebasisofhis/hersex.
Thefourthstagebeginsroughlyatpuberty.At
thisstageyoungboyorgirlwantstobefreed
fromthecontrolofparents.The'crisis'ofthis
periodispreciselythestrainproducedbymuch
greaterdemandsforindependence.Bythetime
theindividualattainsmaturitymajorpartof
socializationisover,thoughitcontinuesfor
wholeofthelife.

68. Types of Socialization
•Alltypesofsocializationmaybeclassifiedintotwo
broadgroups,viz.primarysocializationand
secondarysocialization.
•Thisdivisionisbasedontheprimaryandsecondary
needsofindividuals.Thebasicphysicalneedssuch
asthirst,hungeretc.arecalledprimaryneedswhile
secondaryneedsarethosewhichemergetomeet
primaryneedse.g.theneedforlearningskillsto
earnlivelihood.
•Familysatisfiesthebasicneedsofhumanbeings,
therefore,itiscalledprimaryinstitutionwhereasa
schoolisasecondarysocialinstitutionbecauseit
meetsthederivedneedsofthechildren.
•

69. Cont.,
•Theparentsareprimarysocializingagentsofthechild
whereastheschoolteachersarethesecondary
socializingagents.
•Inculcationofnormsandvalueswithinthefamilyis
calledprimarysocializationwhiletheprocessof
imbibingnorms,valuesandbehaviouralpatternsof
schoolmaybecalledsecondarysocialization.
•Primarysocializationtakesplaceininfancyand
childhood.Thisisthemostcrucialstageofsocialization
asthechildlearnsbasicbehaviourpatternatthisstage.
Generallysecondarysocializationstartsfromthelater
stageofchildhoodandgoesuptomaturity.However
theprocessofsocializationneverstopsinlife.

70. Education and Socialization
•Educationisasocialprocess,whichprepares
individualstoleadameaningfulanddignifiedlife.
•Togetherwithothersocialforcesitplaysanimportant
roleinshapingthestructureofsociety.
•Througheducationsocietyimpartsitsknowledge,
skill,valuesandbehaviouralpatternstoitsyounger
generations.Therebyensuringselfpreservationand
continuity.
•Inthissenseeducationisaprocessofsocialization.At
thesametimechangesinsocietymouldtheeducation
systemitselfanditacquirescomplexity.
•Educationinthissenseisaprocess,whichpreparesthe
membersofthesocietytoadapttotheconstantly
changingconditionsofasociety

71. Education and Socialization
a)Educationisasocialprocess,and
b)Educationisaprocessofsocialization.

72. Education is a social process
i)Educationoccursinasocietyandtherefore
influencedbythesocietyinwhichittakes
place.
ii)Thesocialmilieuitselfeducates.
iii)Schoolisoneoftheimportantsocial
institutionsthateducate.Itsroleis
influencedbythatofothers.
iv)Educationhasasocialroleandisinvolvedin
mouldingthefuturesociety.

73. Education is a Process of Socialization
i)Educationtakesplacethroughsocial
interaction.
ii)Itismuchmorethanmereinstruction.
iii)Peoplereceiveacertaindegreeofeducation
eveniftheyneverenteraschool.
iv)Formaleducationissocializationwitha
deliberatepurposeandinadesired
direction.

74. Agencies of Socialization
•Family
•School
•Peer group
•Mass media

75. Social change

76. Meaning of Social Change
•Socialchangeimplieschangeinthesocial
structureandfunctionsofthevariousunits
whichfromsociety.
•Socialstructureincludessocialinstitutionslike
thefamily,themarriagesystem,caste
system,educationalinstitutions,customs,
manners,literacyforms,language,dress,and
foodhabitsetc.

77. Definitions of Social Change
•KingslayDavis:Bysocialchangeitismeantonly
suchalterationsasoccurinsocialorganization,
thatis,structureandfunctionsofsociety.
•GillinandGillin:Socialchangesarevariations
fromtheacceptedmodesoflife;whetherdue
toalterationingeographicalconditions,in
culturalequipmentorcompositionofthe
population,etc.
•Jenson.“Socialchangemaybedefinedas
modificationinthewaysofdoingandthinking
ofpeople.”

78. Nature and Characteristics of social change
•Socialchangemaybesudden,sloworrapid.
•Allaspectsorelementsofthesocialstructure
maynotchange
•Eachaspectofsocialchangemaynotchange
withsameintensity.
•Socialchangemaymeandiscardingsomeold
thingsorelements.

79. Cont.,
•Socialchangemaymeanadditionsofnew
thingsorelements
•Socialchangemaybebroughtthroughnon-
violentorviolent.
•Socialchangemaybeforthegoodforthe
societyorotherwise.

81. Features of social change
1.Universality.Changeisuniversallaw,aneternal
lawandinvariablelawofnature.Socialchanges
arenecessaryandinevitable.Socialchanges
takeplaceinallsocietiesoftheworld,
therefore,socialchangeisuniversalin
character.
2.Continuity.Socialchangeiscontinuous
process.Itdoesnottakeplaceatonepointof
timeonly.Ittakesplaceallthetimeatallthe
places.However,wecanpredictsomedirection
ofchange.

82. Cont.,
3.Variation.Socialchangeisrelativeintime,and
accordingtoaspecificperiodoftime,itsrate
maybehighorlow.Therateandquantumof
changevariesfromonesocietytoanother
dependingupontheprevailingconditions.
4.Criteriaoflargerpopulation.Onlythose
changesareconsideredassocialchangethat
affectslargerpopulation.Socialchangeis
acceptedassuchonlywhenthemajorityof
individualsinasocietyacceptsitintheirlife,
behaviorandbeliefs.

83. Cont.,
5.Independence.Socialchangeisindependent
ofthedesireandwillofthepeopleofsociety.
6.Forces.Socialchangeiscausedduetointernal
andexternalfactors(forces).
7.Plannedaswellasunplanned.Therewasa
timewhenchangeswereunplannedand
undirected.Butinthemoderntimechanges
canbeplannedtoachievethegoalsofthe
society.
8.Structuralorfunctional.Anychangeinthe
socialstructureoritsfunctionissocialchange.

84. Causes of Social Change
•Climate and weather causes of social change
•Demographic causes of social change
•Economic causes of social change
•Educational causes of social change
•Industrialisationcauses of social change
•Legislation as a cause of social change
•Natural causes of social change

85. Cont.,
•Philosophical causes of social change
•Political causes of social change
•Religious causes of social change
•Urbanisationcauses of social change
•Westernisationcauses of social change
•Scientific and Technological causes of social
change.

86. Effects of Social Change
•Climaticfactorsledtothedisappearanceof
theIndusValley.Theentirecivilisation
collapsedandnewcivilisationcameup.
•Lackofoccupationalopportunitiesinthe
villagesledtomigrationofpeopletotown.
Severalslumsinthetownschangedthelife
styleofthepeople.
•Naturalfactorslikeearthquakes,droughts
andfloodsetc.maypeoplerenderhomeless
andforcethepeopletochangetheirlife
style.

87. Limitations
•Social change is complex in nature.
•Social change brings social isolation in certain
cases.
•Social change brings uncertainties.
•Social change in certain situations brings
conflict with it.
•Sometimes, it may lead to social disintegration,
and
•It is difficult to predict the outcome of social
change

88. ROLE OF EDUCATION IN SOCIAL CHANGE
1.Assistanceinchangingattitudes.Educationhelpsto
changetheattitudesofpeopleinfavorofmodernways
oflifeanddevelopsattitudes,whichcanfightprejudice,
superstitionsandtraditionalbeliefs.
2.Assistanceincreatingdesireforchange.Education
createsadesireforchangeinasociety,whichispre-
requisiteforanykindofchangetocome.
3.Assistanceinadoptingsocialchange.Wheneversome
socialchangeoccurs,itiseasilyadoptedbysomepeople
whileothersfinditdifficulttoadjustthemselvestothis
change.Itisthefunctionofeducationtoassistpeoplein
adoptinggoodchanges.

89. 4.Overcomingresistancetochange.Certain
factorscreateresistanceinthewayofaccepting
socialchange.Educationhelpsinovercoming
resistance.Theimportanceofsocialchangeis
convincinglyexplainedtothepeoplethrough
theprocessofeducation.Educationhelps
peopleinremovingblindfaithandprejudice
andacceptingsomethingnew.
5.Analysisinchange.Educationinveststhe
individualswiththecapacitytousehis
intelligence,todistinguishbetweentheright
andwrongandtoestablishcertainideals.

90. 6.Emergenceofnewchanges.Educationinitiates,
guidesandcontrolsmovementsforsocial
reform.Thefloodofsocialreformmovements
thatwaswitnessedattheturnofthecenturywas
duetomoderneducation.
7.Leadershipinsocialchange.EducationinIndia
mustbeabletocreateappropriateleadershipat
everylevelifsocialchangesconduciveto
democracyaretobeintroduced.Ableleaders
canbeproducedonlythrougheducation.
8.Nationalintegration.Educationcanprovevery
usefulinbringingaboutnationalintegration,
whichisthebasisforunityamongpeople,social
changeandultimatelythebasisforstrongand
unitedcountry.

91. 9.Nationaldevelopment.Educationisthefundamental
basisofnationaldevelopment.Nationaldevelopment
istheall-rounddevelopmentofthedifferentfacetsof
thenation,i.e.,economic,political,scientific,and
socialaswellasoftheindividuals.Therefore,
educationisthepowerfulinstrumentofeconomic,
political,cultural,scientificandsocialchange.
10.Economicprosperity.Educationisthemost
importantfactorinachievingrapideconomic
developmentandtechnologicalprogressandin
creatingasocialorderfoundedonthevalueof
freedom,socialjusticeandequalopportunity.It
developsphysicalandhumanresourcesforallsectors
ofeconomyandultimatelybringsadesiredchangein
thesociety.

92. SOCIALMOBILITY

93. Origin of Social Mobility
•Russian-bornAmericansociologistandpolitical
activistPitirimSorokinfirstintroducedthe
conceptofsocialmobilityinhisbook“Socialand
CulturalMobility.”Hestatesthatthereisno
societythatiscompletelyopen(suchastheclass
system)andnosocietythatiscompletelyclosed
(likethecastesysteminIndia).

94. SOCIALMOBILITY
Individuals are normally recognized in society through
statuses they occupied and roles theyenact.
Notonlysocietyisdynamicbutalsotheindividualsare
dynamic.Socialmobilitymeanmovefromlowerposition
tothehigherposition,securepreviousjobfroman
inferiorone.
„Thuspeopleinsocietycontinuetomoveupanddown
thestatusscale,thismovementiscalledsocialmobility‟.
Thestudyofsocialmobilityisanimportantaspectof
socialstratification.

95. Definition:
WallaceandWallace:
“Socialmobilityreferstothemovementofapersonorperson‟s
fromonesocialstatustoanother”.
W.PScott:
“Socialmobilityreferstothemovementofanindividualor
groupfromonesocialposition,classorsocialstratumto
another”.
SociologyDictionary:
Thusitisclearthatsocialmobilitymeanmovementofan
individualorgroupformonesocialpositionorstatusto
another.
e.g.Poorpeoplemaybecomerich,thebankpeonmaybecome
bankofficers,farmersmaybecomeministers,andapetty
businessmanmaybecomeabankruptandsoon.
LipsetandBendixdefinetheterm'socialmobility'astheprocessby
whichindividualsmovefromonepositiontoanotherinthe
society.Thussocialmobilitysignifiesthe.movementorshiftingof
individualsorgroupsintherankingstructureofthesociety.

96. Individual & GroupMobility:
Mobilitycantakeplaceattheindividualsaswellas
grouplevel.Itmaytakeplaceatthelevelof
individuals,groups,societies.
IndividualMobility:
Whenindividualsgetintoseatsofpoliticalposition.
Theyaresaidtohaveachievedindividualmobility.
GroupMobility:
Likeindividualsevengroupsalsoattainhighsocial
mobility.TheJewsasacommunityinAmericaand
ParsisasagroupinIndia.e.g.havebeenabletoattain
arelativelyhighpositionintheirrespectivesocieties.

97. Types of
Social
Mobility
Horizontal
Social
Mobility
Vertical Social
Mobility

98. Types of socialmobility:
Sorokin has distinguished between two types of social mobilitymainly
i. vertical social mobility. ii. Horizontal social mobility.
This typology is normally followed by the other sociologistalso.
Vertical socialmobility:
Vertical social mobility refers to the movement of an individual or people
or groups from one status to another. it involves change in class,
occupations or power positions. e.g. movement from poor class to
middle class. From occupation laborer to the bankclerk.

99. Horizontalsocialmobility:
Horizontalmobilityischangeinpositionwithoutthe
changeinstatus.Itindicatesachangeinposition
withintherangeofthesamepositionorstatus.
“Itismovementfromonestatustoitsequivalent”.
e.g. a college graduate within a degree of chemistry
working in Govt. research chemical institute and after
a year he find that the work seems dull repetitive, with
no improvement in sight then he become a professor
in chemistry at a nearbyuniversity
e.g. An engineer working in factory may resign job and
join another factory as an engineer and may work in
more or less the same capacity or join an engineering
college and start working asprofessor.

100. .
Forms of
VerticalMobility
Upward
Mobility
Downward
Mobility
Inter-
generational
Mobility
Intra-
generational
Mobility

101. UpwardMobility:
Thistypeofmobilitydenotessocialascendance.
Itdenotesthesaidmovementfromalower
socialpositionorstatustoahighersocial
positionorstatus.Itreflectssocial
improvements.e.g.aretailbusinessmanwho
earnslotofprofitmaybecomeawholesale
businessman.
Inthesamemannerthesonofamasonthrough
educationalattainmentsmaybecomeauniversity
professor.Botharetwoexamplesofupward
mobilityindicatesanimprovementorascendance
inthestatusoftheconcernedpersons.

102. DownwardMobility:
Thistypeofmobilitydenotes“social
descendance”or“socialfailure”onthepart
ofindividualorgroup.Sometimes
individualswhofailtomaintaintheir
social,politicaloreconomicpositions,and
losetheirstatuses.
Oftentheystandtolosetheirpositione.g.
bigbusinessmenwhohaveinvestedhuge
moneyinbusinessbutfaceheavyloss.
Peopleinhighofficersmightbedenoted
duetotheircorruptpracticesandsoon.

103. Inter-generationalMobility:
Itreferstoachangeinthestatusoffamilymembers
fromonegenerationtothenext.e.g.aplumber‟sson
becometheNazimoftheircommunity.Bus
conductor‟ssonbecomesthechiefministerofa
status.
Intra-generationalMobility:
Achangeinsocialstatuswhichoccurswithina
person‟sadultcareer“Wallace&Wallace”e.g.a
lecturerinapre-universitycollegebecominga
professorattheuniversityafterhisdoctoraldegree.
Apersonworkingasasupervisorinafactory
becomingitsAssistantManageraftergetting
promotion.

104. SOCIAL STRATIFICATION

109. Features
1. It is a social and economic categorization of
individuals within asocietal framework.
2. It is based on Caste, Class, and Status & Power of
a Community orSection of People within the
framework of a society.
3. Social Stratification exists because of natural
differences inpeoples abilities.

110. Cont.,
4. Due to Social Stratification societies tend to
be stable and are heldtogether through
consensus.
5. It lessens conflicts & provides structure.
6. Social Stratification is a natural & voluntary
separation accordingto race, social &
economic status.

111. Causes of Social Stratification:
Inequality–Inequality exists because of natural differences
inpeople’s abilities.
Conflict–Stratification occurs due to conflict between
differentclasses, with the upper classes using superior power to take
a largershare of the social resources.
Power–Power influences one’s definition of self and the
importanceof ideas in defining social situations.
Wealth–Difference in the wealth is also one of the causes of
socialstratification.
Instability–Instability in the society being the cause of
socialstratification enhances stability and induces members of the
societyto work hard.

113. Caste System
1
•oc
2
•OBC
3
•sc
4
•ST

114. Economic System
Rich
Middle
Poor

115. Race
Race
BlackWhite

116. STRATIFICATIONANDEQUALITYEDUCATIONAL
OPPORTUNITY
1.PrimaryEducation:Primaryeducationshouldseek
tosatisfythebasicneedsofallpeople.Thereshould
notbeanydifferentiationofcurriculaatthisstage.
Equalityofeducationalopportunitiesattheprimary
stagerequiresprovisionoffreeandcompulsory
educationforallchildrenwithoutany
discrimination.
2.SecondaryEducation:Individualdifferencesamong
boysandgirlsaremoreprominentatthesecondary
stagediversifiedcurriculashouldbeintroducedto
catertotheneeds,interestsandcapabilitiesof
students

117. Cont.,
3.HigherProfessionalEducation:Atthestageof
highereducationandprofessionaleducation
emphasisshouldbeplacedonindividualcapacity
ormeritandmaintenanceofqualityand
standard.
4.CompensatoryEducation:Disadvantaged
childrenhaveanunstimulatingenvironment.
Theyattendprimaryschoolswithoutprerequisite
learningwhicharenecessaryforsuccessful
completionofprimaryeducation.

118. Common School System:
Equalization of educational opportunity necessitates adoption
of a common school system-both at the primary and secondary
stages. It will be a system-
1. Which will be open to all children without any
discrimination?
2. Where admission will be based on talent.
3. Which will maintain adequate facilities and
reasonably good
standards?
4. Where no tuition fee will be charged.
5. Which will meet the needs and aspirations of the
middle and lower classes.

119. School as a Social Sub System

120. Concept of a System
•Letustrytounderstandwhatismeantbya
system.Forthis,letustaketheexampleofa
scooter.Asyouknow,thescooterhasdifferent
parts,viz.brake,steering,gear,battery,etc.
•Allthesepartshavetheirownspecificfunctions
andunlessallfunctionproperlythescooter
cannotfunction.
•Thesedifferentpartsofthescooterviz.brake,
steeringetc.areallitscomponents.Ifanypart
doesnotfunction,theotherpartsarealso
affectedandthescootercannotfunction.

121. Cont.,
•Thismeansthatthecomponentsareinter-
relatedandinter-dependent,functioning
towardsthescooterseffectiveoperation.
•Withthesecharacteristics,thescooterbecomes
asystem.So,asystemhasanumberof
componentsfunctioningtogetherinan
interrelatedandinter-dependentmanner
towardstheattainmentofcertainfunctionsof
thesystemasawhole.

122. Society as a System
•Manlivesinamoreorlessorganisedclusterofpeople
whichiscalledsociety.
•Applyingtheconceptofsystemasdescribedinthe
earliersection,societycanbeconsideredasystem,
withasetofgoalstoachieve,differentcomponents
(sections)withdistinctfunctions,workingtowards
thesecommongoalsofthesociety.

123. Cont.,
•Forexample,asocietyhasacertainsetof
componentsworkingtowardsthegoalof
managingfundsforthewelfareofthepeople,
anothersetfortakingcareofthehealthofthe
people,anothersetforeducationofthepeople
andanotherforemploymentofthepeople,and
soonandsoforth.Unlessallthesedifferent
sectionsofthesocietyworkinacoordinated
fashioneffectively,thegoalofthesocietyi.e.
successfulperpetuationofthesocietycannotbe
achieved.

124. Cont.,
•Hencesuccessfulfunctioningofeachsectionis
determinantformaintainingandcontinuing
anysociety.Thusonecansay,thatdifferent
componentsofasocietylikeeconomic
system,politicalsystem,transportand
communicationsystem,educationsystemetc.
workininter-relatedandinter-dependent
mannertowardsachievingthegoalsofthe
societalsystem.

125. School as a Social Sub System
•Inasocietalsystem,educationasasub-system
fulfillspartofthefunctionsofthesocietyviz.
gettingtheyoungonesreadyfortheadultroles
thattheyhavetoplay,thusmaintainingsociety
overtime.
•Educationworksincloseinterrelationshipwith
othersub-systems,sayfamily,economyorstate.
•Forexample,policiesofthestateinfluencethe
functioningofthesystemofeducationinany
country.

126. Cont.,
•Fundsprovidedbythesystemofeconomy
largelydecidethestructureandfunctioningof
thesystemofeducation.Similarly,thefamily
backgroundofthestudentsofaschool
influencestheeducationsystem.
•Itistheeducationalsystemthatprovidesthe
necessaryhumanresourcesfortheothersub-
systems.Thuswecansaythateducationisa
sub-systemofsocietyandthatitworksinclose
inter-relationwithothersubsystemsofsociety

127. Cont.,
•Educationalinstitutionsimpartknowledgeofa
varietyoftypesandtrainpeopleinvarious
skillssothattheycanfillthemanifoldadult
rolesinsociety,thattheseinstitutionsare
endowedwiththeresponsibilityofcreating
andexpandingknowledge,andalsothat
educationcontributestowardssocialization.
•Societyasalargersystem,educationisasub-
systemofsociety.

129. Cont.,
•Thenatureoftherelationshipbetween
educationandothersocialinstitutionsis
reciprocal.Educationaffectsothersocial
institutionsandothersocialinstitutionsalso
affecteducation.

130. Relationship between School and Society
•Schoolisaspecialinstitution,createdtoserve
specificsocialneeds.It,therefore,notonlygets
aimsandobjectivesfromsocietybutitscontents
andmethodsarealsodeterminedinaccordance
withtheactivities,carriedoninsociety,forwhich
theschoolfunctions.
•Butsocietyisdynamicandchangesvery
frequently.Itis,therefore,essentialthatthe
characterandnatureofeducation,impartedin
theschool,alsochangeaccordingtotheneeds
anddevelopmentsofthesociety.

131. Cont.,
•Aschoolisnotmerelyaplaceofformallearning,
butalsoaplaceofsociallearning.Itisasocial
unitandanintegralpartofthetotalorganisation
ofsociety.
•InthewordsofprofessorK.G.Saiyidain:“A
people’sschoolmustobviouslybebasedonthe
peoplesneedsandproblems.Itscurriculum
shouldbeanepitomeoftheirlife.Itsmethodof
workmustapproximatetotheirs.Itshouldreflect
allthatissignificantandcharacteristicsinthelife
ofthecommunityinitsnaturalsetting.”

132. Cont.,
•Itis,therefore,thatschooleducationiscorrelated
withthesocialenvironmentofchildren.Agood
societyistheproductofagoodschoolsystemanda
goodschoolsystemistheproductofagoodsociety.So
theremustbeintimaterelationshipsbetweenthe
schoolandthesociety.
•Itshould,however,benotedthatinabigcountrylike
India,everycommunityisinter-relatedwithother
communitiesandisapartofthelargecommunity,
knownasnation.

133. Community School and Colleges

134. COMMUNITY SCHOOL
•Acommunityschoolisbothaplaceandasetof
partnershipsbetweentheschoolandothercommunity
resources.
•Itsintegratedfocusonacademics,healthandsocial
services,youthandcommunitydevelopmentand
communityengagementleadstoimprovedstudent
learning,strongerfamiliesandhealthiercommunities.
•Communityschoolsofferapersonalizedcurriculum
thatemphasizesreal-worldlearningandcommunity
problem-solving.Schoolsbecomecentersofthe
communityandareopentoeveryone–allday,every
day,eveningsandweekends.

135. Cont.,
•Communityschoolsbringtogethermanypartnerstooffer
arangeofsupportsandopportunitiestochildren,youth,
familiesandcommunities.
•Partnersworktoachievetheseresults:Childrenareready
toenterschool;studentsattendschoolconsistently;
studentsareactivelyinvolvedinlearningandtheir
community;familiesareincreasinglyinvolvedwiththeir
children'seducation;schoolsareengagedwithfamiliesand
communities;studentssucceedacademically;studentsare
healthy-physically,socially,andemotionally;
•studentsliveandlearninasafe,supportive,andstable
environment,andcommunitiesaredesirableplacestolive.

136. COMMUNITY COLLEGE
•Acommunitycollegeisaninstitutionunder
India’shighereducationsystemthataimsat
providingjob-orientededucationtostudents
fromlocalcommunities.
•Itisasystemthatprovideseducationabove
secondarylevelandbelowdegreelevelwith
differentskill-orientedaswellastraditional
courses.Thedurationofthecoursestypically
rangefromsixmonthstotwoyears.

137. Cont.,
•Thecollegeoffersadmissiontothesecoursesatan
affordablecostwithoutcompromisingthequalityof
educationimparted.Thisgivesopportunitiesto
students/learnerstomovedirectlytotheemployment
sectororhighereducationlevel.
•Theconceptofcommunitycollegehasbasically
originatedfromtheUSAwheresuchinstitutionshave
beeninexistenceforabout100years.Andfromthere
gradually,communitycollegesgainedprominenceand
weresetupindifferentcountriesacrosstheglobe
includingIndia.

138. Education for social Justice,
Democracy and Citizenship

139. DEMOCRACY
•DEMOCRACYisderivedfromtwoGreek
words‘DEMOS’and‘KRATIA’which
meansPeopleandPowerrespectively.
•DEMOCRACY–POWEROFTHEPEOPLE
•DEMOCRACY–“thegovernmentofthe
People,bythePeopleandforthePeople.

140. Democracy and Education
•Thedemocracyisacurrentconceptwhichhas
takendifferentformslikepoliticaldemocracy,
economicdemocracy,socialdemocracyand
educationaldemocracy.
•Democracyineducationisarecentideaandit
isoppositetothecontinuationofautocratic
andtotalitarianpracticesinthe
administration,disciplineandsupervisionof
methodsofteachingprevalentinour
educationalinstitutions.

141. Main features of democratic education
1.Universalandcompulsoryeducation.Democratic
educationisavailabletoallsothateverymember
mayparticipateintelligentlyinsocial,economicand
politicallifeofthecommunity.
2.Broad-basededucation.Democraticeducationis
broad-based.Themoredemocratizedtheeducation
is,themorebroadittendstobecome.
3.Child-centrededucation.Democraticeducationis
child-centred.Educationistobegiveninaccordance
withchild’sneeds,interests,abilitiesandaptitudes.
Educationrevolvesaroundthechild.

142. Cont.,
4.Community centred. Democratic education is also
given in accordance with the needs, interests and
problems of the community.
5.Cultural basis of education. Education in democracy
has a cultural basis, of course materialism gets its
due place, but not the sole emphasis. Life is lived for
the sake of noble and spiritual values, like truth,
beauty and goodness.
6.Decentralization in educational organizations.
Democracy means free exchange of views, which is
only possible when power is decentralized.

143. Cont.,
7.Educationforworthycitizenship.Democratic
educationdevelopsworthycitizenshipwhich
involvesrecognitionandfulfillmentbyan
individualoftheobligationstowardshimself
andhisfellowmen.
8.Educationforleisure,nationalintegrationand
internationalunderstanding.Democratic
educationifusefulandeffective.Itisnot
ornamental.Educationforleisure,national
integrationandinternationalunderstandingis
alsoimportant.

144. Cont.,
9.Provisionofadulteducation.Indemocracy,
attentionisbeingpaidnotonlytochild
educationbutalsotoadulteducation.
10.Student’sassociation.Indemocratic
education,studentstakeinterestinactivitiesof
theschooltosomeextent.

145. EDUCATION FOR DEMOCRACY

146. Recognition of individual’s worth.
Duerecognitionshouldbegiventothe
individualityofthechild.Weshouldmakehim
understandthatheisanassetinademocratic
society.
•Followingstepsmay betaken:
a.Universaleducationshouldbegiven.
b.Child-centerededucationshouldbegiven.
c.Curriculumshouldbediversified.

147. Development of critical and objective
thinking
Following steps may be taken:
•Education in mother tongue.
•Provision for self-expression activities.
•Dividing students in small groups.
•Dynamic and progressive methods of teaching.

148. Training for human relationship
•For this purpose following steps may be taken:
a. Encourage group living.
b. Residential schools.
c. Provision for social sciences.

149. Training for character
•Following steps are suggested for building
character of the pupils:
a. Provide ideal.
b. Examples of great heroes.
c. Biographies of great men.
d. Acquaint with ideals of society.
e. Individual attention.

150. Vocational efficiency
•. School can take following steps in this
connection:
a. Science education should be an integral part
of school education.
b. Work experience should be an integral part of
school education.
c.Secondaryeducationshouldbe
vocationalisedandinhighereducation
emphasisbeplacedonagriculturaland
technicaleducation.

151. Democratic educational administration
•Democraticprinciplesshouldbeappliedto
everyaspectofschooladministrationand
organizationsuchasmethodsofteaching,
organizationofpupil’sactivities,timetable
constructionetc.

152. Education for Justice

153. Education for Justice
•EducationforJusticeisabasiclegalknowledge,
inwhicheducationalactivitiesatalllevelsseek
topromoteunderstandingofcrimeprevention,
peace,justice,humanrights,andproblemsthat
canunderminetheruleoflaw.
•Educationforjusticeaimsatteachingthenext
generationaboutcrimeprevention,andtobetter
understandabouttheruleoflaw.
•Itpromotespeaceandencouragesstudentsto
activelyengageintheircommunitiesandfuture
professions.

154. Importance of Education for Justice
•Theimportanceofeducationasatoolfor
preventingcrimeandcorruption.It
emphasizesthateducationforchildrenand
youthisfundamentalinpromotingaculture
thatsupportstheruleoflaw,crimeprevention
andcriminaljustice.

155. Education for Social Justice
•Theaimofsocialjusticeistoremoveinequalities
basedonsex,race,caste,power,positionand
wealth.Ambedkarwantedtobringaboutsocial
justicetoallIndiancitizens.Accordingtohim,
socialjusticewasbaseduponliberty,equality
andfraternityofallhumanbeings.Socialjustice
bringsequaldistributionofsocial,politicaland
economicresourcesandrightstoallindividuals.

156. Cont.,
•Allovertheworld,societyisdifferentiatedby
hierarchiesbasedonsocialstratification.Thesocial
patternsaredistributedunequallywithinsociety.
•InthewordsofYoungandMack,“Inmostsocieties
peopleclassifyoneanotherintocategoriesandrank,
thesecategoriesrangingfromhighertolower.The
processofdefiningsuchcategoriesiscalledsocial
stratificationandtheresultingsetoftheseranked
categoriesiscalledthestratificationstructure”
(Mathur,1992,p.268).

157. Cont.,
•Thecategoriesthemselvesarecalledstrata,
popularlyknownasclasses.InIndia,thegap
betweentherichandthepoor,themaleandthe
female,theworkerandtheemployerarethe
basicproblems.Therecanbethreetypesofsocial
characteristicsusedinstratificationsystem,
consideringtheentirespectrumofsocieties.
Theseare:(1)biologicallygroundedfactorssuch
as:age,sex,raceandkinship;(2)class
characteristicssuchas:occupation,wealthand
power;(3)anynumberofidiosyncratic
characteristicssuchas:talentandpersonality.

158. Cont.,
•Butsometimes,stratificationservesalsoasacohesive
socialforce.Beliefsystemisaunifyingforce;the
societybecomesmorecohesivethroughthe
stratificationpracticedbyit.Itmay,therefore,be
assertedthatstratificationcanmeanbothdivisiveness
andcohesion.Thereisanunequaldistributionof
property,incomeandbasicservicesinoursociety.Still,
thereareanumberofpeoplewhodonotgettwo
mealsaday.Womenstilldon’tgetequaltreatmentin
somesocieties/areas.Howcantheconceptofsocial
justicefitintosuchascenario?Itisthrougheducation
thattheproblemofstratificationcanbesolved.

159. Cont.,
•ThisisatypicalsituationintheIndiansociety.Onone
hand,effortsarebeingmadetocutthebarriersof
stratificationalongthecastelinesontheotherhand;
morestratificationonclasslinesisbeinginculcated
throughaclassconsciouseducationalsystem
•Whenapersonservingatalowerjobmovestoajob
whichprovideshigherpositionandstatuss/hehas
alteredhis/herpositionintheclassstructure.The
personcanbedescribedassociallymobilewhens/he
movesfromonesocialgrouptoanothersocialgroup.

160. Cont.,
•Whenanindividualmemberofthesocietymoves
upwardinsocialoreconomichierarchys/heissaidto
haveundergoneverticalmobility.Inhorizontalsocial
mobility,themovementoftheindividualfromone
grouptotheotherisatthesamelevel.Thereisno
changeinthestatusbutonlyintheaffiliation.
•Inordertobringsocialjustice,educationmustplayits
role.Nodoubt,governmenthaslaunchedvarious
policiesforprovidingequalopportunitiestoallmale
andfemalebelongingtoanycaste,creedorfaith.

161. Cont.,
•Therearevariouswayswhichcanbring
changes.Peopleachieveprogressasaresult
ofimprovedideasandthinking.Theyhaveto
learnhowtoadjustinthesociety.Education
caninculcatedesireforprogressand
improvementinthepeople.Moreover,people
havetolearnsocialloyaltiesalso.

162. Education for citizenship
TheSecondaryEducationCommissionsuggested
thatinordertodevelopdemocraticcitizenship.
Educationshouldaimatdevelopingfollowing
qualities:
a.Educationshouldaimatdevelopingcapacityfor
clearthinkingandreceptivityofideas.
b.Itshoulddevelopclearnessinspeechand
writingforfreediscussion,persuasionand
peacefulexchangeofideas.

163. Cont.,
c.Educationshouldmaketheindividuallearntolive
withothers.Thiscanbedevelopedthrough
discipline,cooperation,socialsensitivenessand
tolerance.
d.Educationshouldfosterthedevelopmentofa
senseoftruepatriotism.
e. Education should help in the development of sense
of world citizenship.

164. Thank You