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Education Unit -1
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THEORY
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S. N. TOPIC
Unit 1: Educational Studies
PAGE NO.
1.

Contribution of Indian Schools of philosophy
(Sankhya Yoga, Vedanta, Buddhism, Jainism)
with special reference to Vidya, Dayanand
Darshan; and Islamic traditions towards
educational aims and methods of acquiring
valid knowledge

3-69
2. Contribution of Western schools of thoughts
(Idealism, Realism, Naturalism, Pragmatism,
Marxism, Existentialism) and their
contribution to Education with special
reference to information, knowledge and
wisdom

70-137
3. Approaches to Sociology of Education
(symbolic Interaction, Structural
Functionalism and Conflict Theory). Concept
and types of social Institutions and their
functions (family, school and society),
Concept of Social Movements, Theories of
Social Movements (Relative Deprivation,
Resource Mobilization, Political Process
Theory and New Social Movement Theory)

137-
222
4.

Socialization and education- education and
culture; Contribution of thinkers (Swami
Vivekananda, Rabindranath Tagore,
Mahatma Gandhi, Aurobindo,

222-
253

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J.Krishnamurthy, Paulo Freire,
Wollstonecraft, Nel Noddings and Savitribai
Phule) to the development of educational
thought for social change, National Values as
enshrined in the Indian Constitution -
Socialism, Secularism, justice, liberty,
democracy, equality, freedom with special
reference to education



Educational Studies
The educational studies major provides students with the opportunity
to study the discipline of education as it relates to other liberal arts
disciplines. Educational studies fosters within students a deep
understanding of the complexity of education and schooling as well as
an ability to think critically about the ways in which education
intersects with a broad range of social, cultural, political and economic
forces.

Using multiple lenses to study the psychological and social foundations
of education in both contemporary and historical contexts, educational
studies majors are prepared to participate in the decision making
required as stakeholders in the educational processes within our
society.

EDUCATIONAL STUDIES CONCENTRATIONS
CONCENTRATION IN TEACHING AND LEARNING

This concentration prepares students for:
teaching in private schools

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teaching in non-school settings such as museums, child care centers,
environmental centers
post-baccalaureate or graduate teacher certification programs
graduate studies in fields such as educational psychology, school
psychology, guidance counseling

CONCENTRATION IN EDUCATION AND SOCIETY

This concentration provides a foundation for those with career or
graduate studies interests in areas related to:
educational policy
educational funding
school law

Indian Philosophy: Orthodox and Heterodox Schools

Indian Philosophy or Hindu Philosophy is generally classified into 6
orthodox schools (āstika) and 3 heterodox (nāstika) schools.

Difference between Astik schools and Nastik schools

The basic difference between the two branches of Hindu Philosophy
schools is said to be based on the recognition of Vedas. Orthodox
schools recognize the authority of Vedas while heterodox schools don’t
believe in the authority of Vedas.
Out of these nine systems, eight are atheistic as there is no place for
God in them. Only Uttara Mimansa, which is also called Vedanta, has a
place for God in it. The 6 classical schools (shatdarshan) are Sankhya,
Yoga, Nyaya, Vaisheshik, Purva Mimansa and Uttar Mimansa (Vedanta).
Almost all Indian schools of thought accepted the theory of karma and
rebirth, and the ideal of moksha is conceived as liberation from the
cycle of births and deaths. Moksha/liberation is considered as the
highest goal of human struggle.

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Sankhya Philosophy
Sankhya is the oldest philosphy. It was put forward by Kapila.
Sankhya philosophy provided the materialistic ontology for Nyaya and
Vaisheshik, but there is very little original literature in Sankhya.

It is generally believed that Sankhya Philosophy is dualistic and not
monistic because it has two entities, purush (spirit) and prakriti (nature)
in it. Samkhya emphasizes the attainment of knowledge of self by
means of concentration and meditation.
Sankhya holds that it is the self-knowledge that leads to liberation and
not any exterior influence or agent. Samkhya forms the philosophical
basis for Yoga. In Samkhya, the necessity of God is not felt for
epistemological clarity about the interrelationship between higher Self,
individual self, and the universe around us.
Purush vs Prakriti: In the beginning, the philosophy was materialistic as
it talked only about Prakrithi, but later the element of purush was also
added to it. While Purusha is posited as the only sentient being, ever
existent, and immaterial, Prakriti is said to be the material basis of this
universe, composed of three basic elements (Gunas) – namely Tamas,
Rajas, and Sattva.

Yoga Philosophy
Yoga presents a method of physical and mental discipline.
The Yoga presents a practical path for the realization of the self
whereas the Samkhya emphasizes the attainment of knowledge of self
by means of concentration and meditation. Releasing Purush from
Prakriti by means of physical and mental discipline is the concept of
Yoga.
Founder of Yoga is Pathanjai. Yoga does not require belief in God,
although such a belief is accepted as help in the initial stage of mental
concentration and control of the mind.

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Nyaya Philosophy
Nyaya Philosophy states that nothing is acceptable unless it is in
accordance with reason and experience (scientific approach). Founder
of this philosophy isGautam and the principles are mentioned in Nyaya
Sutras. Nyaya says that the world is real and the philosophy does not
follow a monist view.

Nyaya philosophy relies on several pramanas i.e. means of obtaining
true knowledge as its epistemology. According to it, the pradhan
pramana or principal means of obtaining knowledge is pratyaksha
pramana i.e. the knowledge obtained through the 5 senses. There are
also other pramanas like anumana (inference, through which we can
obtain true knowledge) and shabda pramana (a statement of an
expert).

NB: Subsequent philosophers who claimed to be Nyayiks, e.g.
Vatsyayan (who wrote Nyaya Bhashya), Udayan (who wrote
Kusumanjali) etc. distorted the Nyaya philosophy by introducing
theological elements in it. Navya Nyaya scholars like Gangesh resorted
to gymnasics in logic.

Vaisheshik Philosophy
The classical Indian philosophy Vaisheshik was the physics of ancient
times. It propounded the atomic theory of its founder Kannada. At one
time Vaisheshik was regarded as part of the Nyaya philosophy since
physics is part of science. But since physics is the most fundamental of
all sciences, Vaisheshik was later separated from Nyaya and put forth as
a separate philosophy. To make it short, Vaisheshik is a realistic and
objective philosophy of the universe.

Purva mimansa (mimansa)
The word Mimamsa means to analyze and understand thoroughly.
Purva Mimamsa examines the teachings of the Veda in the light of

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karma-kanda rituals, ie karma-mimamsa system is called purva-
mimamsa. Purva mimansa (or briefly mimansa) lays emphasis on the
performance of the yagya for attaining various spiritual and worldly
benefits. Hence this philosophy relies on the Brahmana (and samhita)
part of the Vedas.

Uttara Mimamsa (Vedanda)

Vedanta says that the world is unreal, Maya. Vedanta is monistic, in
other words, it says that there is only one reality, Brahman. Vedanta
lays emphasis on brahmagyan, hence relies on the Upanishad part of
the Vedas. Vedanda has its roots in Sankya Philosophy.
There are three sub-branhces for Vedanda :
1. Absolute Monism of Shankara
2. Vishishtha Advaita or qualified monism of Ramanuja
3. Dvaita of Madhva

PS: A close examination shows that the first 4 classical systems are not
entirely based on Vedas. But last two, the Purva Mimansa and the Uttar
Mimansa, certainly rely on the VedasThree Heterodox Schools of Indian
Philosophy
Schools that do not accept the authority of vedas are by definition
unorthodox (nastika) systems. The following schools belong to
heterodox schools of Indian Philosophy.

Carvaka
It is characterised as a materialistic and aesthetic school of thought.
Accepted direct perception as the surest method to prove the truth of
anything. Insists on joyful living.

Also known as Lokayata, Carvaka is a materialistic school of thought. Its
founder was Carvaka, author of the Barhaspatya Sutras in the final
centuries B.C.

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The original texts have been lost and our understanding of them is
based largely on criticism of the ideas by other schools. As early as the
5th Century, Saddaniti and Buddhaghosa connected the Lokayatas with
the Vitandas (or Sophists), and the term Carvaka was first recorded in
the 7th Century by the philosopher Purandara, and in the 8th Century
by Kamalasila and Haribhadra. It is a system of beliefs based on the
teachings of Siddhartha Gautma. Buddhism is a non-theistic philosophy
whose tenets are not especially concerned with the existence or non-
existence of God.
Four Noble Truths in Buddhism are the following.
1. There is suffering
2. There is a cause of suffering

3. There is a cessation of suffering
4. There is a way to the cessation of suffering

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1. The statement by the then
Prime Minister Rajiv Gandhi
that a new education would
made so as to “Prepare Indians
for the 21st Century in the year
(1) 1990 (2) 1985
(3) 1987 (4) 1991
Answer: (2)

2. Who had observed that the
art of education would never
attain clearness in itself without
philosophy? He was
(1) M.K. Gandhi
(2) Fichte
(3) John Dewey
(4) Gautam Buddha
Answer: (2)

3. The opinion that “our aim
should be to produce men who
possess both culture and expect
knowledge” given by
(1) Prof. A.H. Whitehead
(2) Montessori
(3) Froebel
(4) All of the above
Answer: (1)

4.How do we get knowledge
and how can we be sure it is
true and not error? This area of
philosophy is called
(1) Neurology
(2) Epistemology
(3) Beyond Philosophy
(4) None of the above
Answer: (2)

5. All levels of education are
provided from the nursery to
the University stage in
(1) Ashram at Pondicherry
(2) Brahmo Samaj
(3) Shantiniketan
(4) Arya Samaj
Answer: (1)

6. In today’s society school
should give
(1) Ornamental base
(2) Vocational base
(3) Both a & b
(4) None of the above
Answer: (2)

7. Following attributes would
correctly define learning
(1) Understanding, imagination
and workmanship
(2) Change of behaviour,
practice and experience
(3) Belief, creativity, and
endurance
(4) Intution, intelligence and
memorisation

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Answer: (3)

8. The 1968 national policy
teacher education adopted by
the Indian Government laid
stress on the following aspects
of teacher’s education
(1) Adequate emoluments and
academic freedom for teachers.
(2) Travel allowance and family
(3) In-service training and
correspondence education for
teachers.
(4) Promotion and retirement
facilities for teachers.
Answer: (1)

9. If we believe in the dualistic
theory of the mind versus body
nature of man, have to arrive at
the econsequence that
(1) Education is mechanisation in
process and theoretical in
development
(2) Learning is purely a matter of
material changes in the
behaviour of man
(3) Learning an education should
cater to observable behaviour of
man
(4) Education is purely a matter
of mental training and
development of the self.
Answer: (4)

10. Swami Vivekanand was
famous for speaking on
(1) Vedas
(2) Medicians
(3) Gita
(4) Vedanta
Answer: (3)

11. Article 45 under the
Directive Principles of State
policy in the Ind ian
Constitution, provides for
(1) Rights of minorities to
establish educational institutions
(2) Free and compulsory primary
education
(3) Education for weaker
sections of the country
(4) Giving financial assistance to
less advanced states
Answer: (2)

12. Vivekanand was a
(1) Religious guru nsions for te
(2) Poet
(3) Philosopher
(4) All of the above
Answer: (4)

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13. The National Educational
Policy of 1979, recommended
also about the public schools
(1) their uniquencies and
traditions have to preserved the
interests of the best talents of
the country
(2) they should be brought under
laws and regulations of the
government public education
system
(3) they must be allowed the
autonomy that was bestowed on
them by the past system of
education
(4) suitable ratio has to be
maintained for admission of
middle class and poor student
also.
Answer: (4)

14. Rama Krishna Mission was
founded by
(1) Swami Dayanand
(2) Swami Vivekanand
(3) Raja Ram Mohan Roy
(4) Guru Nanak Dev
Answer: (2)

15. Annie Besant inspired the
opening of schools in many
cities in
(1) End of nineteenth century
(2) Early nineteenth century
(3) Early twentieenth century
achers
(4) End twentieenth century
Answer: (1)

16. In ancient India religions and
moral aims were dominated by
(1) Brahmnic system of
education
(2) Kshatriya system of
education
(3) Both a & b
(4) None of the above
Answer: (3)

17. The concept of totalitarian
education in the West was in
favour of
(1) Treating education as a
binding factor of international
understanding
(2) The education of the
individual for development of his
total personality
(3) Making the education of the
individual as an instrument for
realising the ends of the state
(4) Making the state responsible
to evolve education as a means
of satisfying individual’s needs
and interests.
Answer: (3)

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S. N. TOPIC
Unit 2: History, Politics and Economics of
Education
PAGE NO.
1.

Committees and Commissions’ Contribution
to Teacher Education Secondary Education
Commission (1953), Kothari Education
Commission (1964-66), National Policy of
Education (1986,1992), National Commission
on Teachers (1999), National Curriculum
Framework 2005, National Knowledge
Commission (2007), Yashpal Committee
Report (2009), National Curriculum
Framework for Teacher Education (2009),
Justice Verma Committee Report (2012)


3-67
2. Relationship between Policies and Education,
Linkage between Educational Policy and
National Development, Determinants of
Educational Policy and Process of Policy
formulation: Analysis of the existing
situation, generation of policy options,
evaluation of policy options, making the
policy decision, planning of policy
implementation, policy impact assessment
and subsequent policy cycles.

67-88
3. Concept of Economics of Education: Cost
Benefit Analysis Vs Cost Effective Analysis in
Education, Economic returns to Higher

88-98

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Education Signaling Theory Vs Human Capital
Theory, Concept of Educational Finance;
Educational finance at Micro and Macro
Levels, Concept of Budgeting,National
education policy 2020
4. Relationship Between Politics and Education,
Perspectives of Politics of Education Liberal,
Conservative and Critical, Approaches to
understanding Politics (Behaviouralism,
Theory of Systems Analysis and Theory of
Rational Choice), Education for Political
Development and Political Socialization

98-118


History, Politics and Economics of Education
Secondary Education Commission (1952-53)
the fifteen major recommendations of secondary education
commission (1952-53). The recommendations are:
1. Organisational Pattern of Secondary Education
2. Organisation of Secondary School Curriculum
3. Text Books
4. Methods of Teaching
5. Discipline
6. Moral and Religious Education
7. Guidance and Counselling
8. Supervision and Inspection.
Recommendation # 1. Organisational Pattern of Secondary Education:
1. The commission has observed, “We have to bear in mind the
principle that secondary education is a complete unit by itself
and not merely a preparatory stage, that at the end of this
period, the student should be in a position, if he wishes, to enter

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on the responsibilities of life and take up some useful vocations.
The age at which the child is to begin his secondary education
and the age up to which it should be continued is therefore, a
matter of considerable importance.
2. It is now generally recognized that the period of secondary
education covers the age-group of about to 17 years. Properly
planned education, covering about 7 years should enable the
school to give a thorough training in the courses of study taken
by the student and also help him/her to attain a reasonable
degree of maturity in knowledge, understanding and judgement
which would stand him/her I rood stead in life.”

Therefore, the commission recommended the following new
educational structure for secondary education after 4 or 5 years of
primary or Junior Basic Education:
(i) A middle or Junior Secondary or Senior Basic stage which should
cover a period of 3 years;
(ii) A Higher Secondary stage which should cover a period of four years.

2. Abolition of Intermediate Classes:
The commission recommended for abolition of intermediate classes.
The senior intermediate class (XIIth class) should be combined with the
degree class and the junior intermediate class (XIth class) with the high
school class.

3. Diversification of Courses:
For diversification of courses, multi-purpose schools should be
established as agricultural schools, technical schools, commercial
schools etc., to enable the students to acquire education according to
their interests, aims and diverse abilities.

4. Stress on Agricultural Education in Rural Schools:

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Special facilities should be provided for agricultural education in rural
schools. Horticulture and Animal Husbandry as allied subjects of the
agriculture should also be taught.

5. Technical Education:
(i) Technical schools should be set up in large numbers either separately
or as part multi-purpose school and these schools should be located
near industries and should function in close co-operation with the
industry concerned.
(ii) Suitable legislation should be passed making it compulsory for the
industry to provide facilities to students for particular apprenticeship
training.
(iii) Industrial Education Cess should be levied and the” proceeds of this
Cess should utilized for the development of technical education.

6. Other Type of Schools:
(i)Public schools should continue to exist for sometime say for about
five years. During this time, organization of these public schools should
be in consonance with the general pattern of education.
(ii) A number of residential schools should be established more
particularly in certain rural areas to provide greater opportunities for
teacher–pupil contact and for development recreational and extra-
curricular activities.
(iii) A large number of schools should be established to meet the needs
of handicapped children.

7. Education of Girls:
The commission did not like having a different type of education for
girls. But it recommended for the study of Home Science in all girls’
schools. State Govt. should make effort to open girl schools wherever
there is demand for them.

8. Study of Languages:

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(i) Three languages should be taught in the schools. The medium of
instruction at the secondary stage should be either the mother tongue
or the regional language.
(ii) At the middle school stage, every student must be taught at least
two languages. Hind and English should be taught after the junior basic
stage of education on the condition that no two languages should be
introduced in the same year. At the high school a higher secondary
stage, the student must be taught at least two languages, one of which
being the mother tongue or the regional language.
(iii) Hindi should be made a compulsory subject of study in the school
course due to the following reasons; Official language of the centre,
languages of correspondence, an means of promoting national unity
and integrity.
(iv) English shall be the compulsory subject of study at the secondary
stage in all the state due to the following reasons: widely known among
the educated, means of national unity, useful in international sphere
and harmful effect due to exclusion of English.

9. The centre should assume certain amount of direct responsibility for
the contemplate reorganization of secondary education and give
financial aid for the purpose.

Recommendation # 2. Organisation of Secondary School Curriculum:
1. At the Middle-School stage, the curriculum should include:
(i) Languages,
(ii) Social Studies,
(iii) General Science,
(iv) Mathematics,
(v) Art and Music
(vi) Craft and
(vii) Physical Education.

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2. At the High school Pre Higher Secondary stage diversified courses of
instruction should provide to the students and curriculum would be of
two types:
(i) Core curriculum, which is common for all the students, includes
language. General Science, Social Studies and Craft.
(ii) In addition to the core curriculum every student has to take three
subjects at the higher stage out of the following seven groups:
1. Humanities (classical language, History, Geography, Economics and
Civics, Psychology and Logic, Mathematics, Music, Domestic Science),

2. Science (Physics, Chemistry, Biology, Geography, Mathematics.
Physiology and Hygiene not to be taken with Biology),

3. Technical Applied Mathematics and Geometrical Drawing, Applied
Science, Elements of Mechanical Engineering, Electrical Engineering),

4. Commercial (Book Keeping, Commercial Practice, Commercial
Geography. Short-hand and Type-writing),

5. Agricultural (General Agriculture, Animal Husbandry, Horticulture
and Gardening, Agricultural Chemistry and Botany),

6. Fine Arts (History of art, Drawing and Designing, painting, Modeling,
Music, Dancing),

7. Home Science (Home Economics, Nutrition and Cooking, Mother
Craft and Child Care, Household management and Home Nursing).
(iii) Besides the above, a student may take at his option one additional
subject from any of the above groups.
(iv) The diversified curriculum should begin in the second year of the
High School or Higher Secondary stage.

Recommendation # 3. Text Books:

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(i) With a view to improving the quality of text books prescribed, a high
power text books committee should be constituted.

(ii) The committee should have the following functions : to prepare a
panel of expert reviewers, to appoint expert committees, to invite
experts, to co-operate with similar committee, to arrange for the
publication, to maintain a fund, to grant suitable honoraria to authors
and to utilize the balance of funds for different purposes.

(iii) The text books committee should lay down clear criteria for the
type of paper, illustration, printing and format of the books.

(iv) The Central Government should set up a new institution to develop
training in the technique of book illustration.

(v) The central and state governments should maintain libraries for
improving of book illustrations.

(vi) Single text book should not be prescribed for every subject of study.
A reasonable number of books conforming to the standards laid down
should be recommended.

(vii) In case of languages, however, definite books should be prescribed
for each class to ensure proper gradation.

(viii) No book, prescribed as a text book or as a book for general study,
should contain any passage or statement which might offend the
religious or social susceptibilities of any section of the community or
might indoctrinate the minds of the young students with particular
political or religious ideology.

(ix) Frequent changes of textbooks and books prescribed for study
should be discouraged.

21. Education Unit -2 Question Answer

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Education Unit -2
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1. Who contributed mainly for
the establishment of the
university at Pondicherry?
(1) R.N.Tagore
(2) J.L. Nehru
(3) Sri Aurobindo
(4) Vivekananda.
Answer: (3)

2. Who founded the ‘Asiatic
Society of Bengal’?
(1) David Hare
(2) William Jones
(3) William Carey
(4) Raja Ram Mohan Ray
Answer: (2)

3. “This is what he should do”.
Is a sentence known as:
(1) Atidesa
(2) Upadesa
(3) Both
(4) Neither
Answer: (2)

4. Internship is must for teacher
education, because it provides:
(1) Complete School
Environment
(2) Content Courses
(3) Practical Courses
(4) Result Preparation.
Answer: (1)

5. Who said for nearly half a
century, the examination has
been recognized as one of the
worst features of Indian
Education.
(1) Dr. Rajendra Prasad
(2) Dr. Radha Krishnan
(3) Dr. Laxaman swami Mudaliar
(4) Dr. tara chand
Answer: (1)

6. When was National Policy on
education formulated?
(1) Aug, 1986
(2) Jan, 1986
(3) March, 1988
(4) Oct, 1988.
Answer: (1)

7. Who gave the slogan ‘Each
one teach one’?
(1) Dr. S. Radha Krishan
(2) Mahatma Gandhi
(3) Dr. Khurana
(4) Maulana Azad.
Answer: (2)

8. The wandering teachers
during the Vedic age were
called?
(1) Gurus
(2) Atmans

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(3) Charakas
(4) Brahmana
Answer: (3)

9. The Name of great ancient
Nalanda University library
was___?
(1) Buddha
(2) Langhaj
(3) Dharmganj
(4) Dharmartha.
Answer: (3)

10. Macaulay wrote his famous
minute on educational policy
on___?
(1) 16th February
(2) 8th February
(3) 1st February
(4) 2nd February
Answer: (4).

11. Vidhayak sentences can be
classified as:
(1) Upadesaka
(2) Atidesa
(3) Both
(4) Neither
Answer: (3)

12. In which year a committee
of Public instruction was set up?
(1) 1821 A.D.
(2) 1822 A.D.
(3) 1823 A.D.
(4) 1824 A.D.
Answer: (3)

13. Which of the following is not
an advisory board of education?
(1) CABE
(2) HRD
(3) UGC
(4) NCERT.
Answer: (2)

14. Who govern the academic
policies of the collages of
education?
(1) UGC
(2) NEPA
(3) NCTE
(4) NCERT
Answer: (3)

15. Higher education was given
during Vedic Period in:
(1) Gurukuls
(2) Charan
(3) Shakhas
(4) All above
Answer: (4)

16. Which University was not
established during 1854-1858:
(1) Calcutta University

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(2) Madras University
(3) Punjab University
(4) Bombay University
Answer: (3)

17. Areas of autonomy are:
(1) Selection of students
(2) Planning for academic work
(3) Progress and Promotion of
teachers
(4) All above
Answer: (4)

18. Cause of falling universities
standard are:
(1) Lack of Facilities
(2) Traditional methods of
teaching
(3) Lack of Library
(4) All above.
Answer: (4)

19. Evaluation of the teacher-
trainee should be in the field of:

(1) Education Theory
(2) Community Work
(3) Methodology
(4) All above
Answer: (4)

20. For the revival of Vedic
learning, who raised the Slogan
of ‘Back to the Vedas’?
(1) Swami Dayanand Saraswati
(2) Swami Vivekanand
(3) Rabindra Nath Tagore
(4) Keshav Chandra Sen
Answer: (1)

21. How many articles are there
in National Policy on Education
1986?
(1) 150
(2) 157
(3) 160
(4) 158
Answer: (2)

22. During Vedic Age pupil were
called?
(1) Brahamana
(2) Brahmachari
(3) Charka
(4) None of these.
Answer: (2)

23.The ‘Upanayana’ of given
was closed in?
(1) 500 AD
(2) 600 AD
(3) 700 AD
(4) 800 AD
Answer: (2)

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Education Unit -3
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Chart
S. N. TOPIC
Unit 3: Learner and Learning Process
PAGE NO.
1. Growth and Development: Concept and
principles ,Cognitive Processes and stages of
Cognitive Development , Personality:
Definitions and theories (Freud, Carl Rogers,
Gordon Allport, Max Wertheimer, Kurt Koffka)
, Mental health and Mental hygiene

3-80
2. Approaches to Intelligence from Unitary to
Multiple: Concepts of Social intelligence,
multiple intelligence, emotional intelligence
Theories of Intelligence by Sternberg,
Gardner, Assessment of Intelligence, Concepts
of Problem Solving, Critical thinking,
Metacognition and Creativity




80-123
3. Principles and Theories of learning:
Behaviouristic, Cognitive and Social theories of
learning, Factors affecting social learning,
social competence, Concept of social
cognition, understanding social relationship
and socialization goals




123-209
4. Guidance and Counselling: Nature, Principles and
Need, Types of guidance (educational, vocational,
personal, health and social & Directive, Non-
directive and Eclectic), Approaches to counselling –
Cognitive-Behavioural (Albert Ellis – REBT) &

209-248

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Humanistic, Personcentred Counselling (Carl Rogers)
- Theories of Counselling (Behaviouristic, Rational,
Emotive and Reality)



Introduction
Growth and development is the over all development of a person,
physical and mental development. The process of development goes
altogether in all fields, cognitive development, physical development,
emotional development. When a child born it goes through different
stages;
Childhood stage
Boyhood stage
Mature puberty
Adulthood stage

During all these stages child complete it growth and development and
become adult.

Growth
From the very start of human life, changes start take place in human
body. This physical change is known as growth. Growth is also
quantitative in measure and could be seen in structural and
physiological changes in the body.
The growth process is slow in nature and organized. These changes
could be seen in the shape of height and weight, this phenomenon of
changes in human body is called growth.

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Development

With the growth process, there is another process which is called
development, take place in the human body. This process is little
different from growth process. With the time when changes take place
in human body, human start shown other body functions, for example
moving, crawl and after some time learn to stand and walk.
“Development means a progressive series of changes that occur in an
orderly, predictable pattern as a result of maturation and experience”
E.B. Hurlock.
The change in body functions, due to the changes in structure of body
parts is called development.

Different parts of growth and development
1. Physical growth and development
2. Social growth and development
3. Emotional development
4. Mental development

1. Physical growth and development
It includes changes in weight and height and growth in different body
parts, with the passage of time, it mainly depend on the diet and
environmental condition as well as the home condition. A rich diet will
help in better growth and development of a child.

2. Social growth and development

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Social growth and development is very necessary because it helps the
child to understand various norms and values and became a better
person of the society.

3. Emotional development
Child by birth has different natural emotions and instincts and with the
time some instincts and emotions disappear while with the time some
new emotion and instincts manifest, according to psychologist, emotion
are related to physical changes.
Environment also plays a vital role in the development of these
emotions. And with the time it became the part of human personality.

4. Mental development
In the early stages the ideas of children are vague and unclear, with
time gradually, these refined. It help the child to use his senses and
develop the capacity to think and understand. It impel the growth in his
metal ability, by the time when child reaches puberty his intelligence,
level can be defined.
The metal growth of a child starts from the very first day of his life
when he born and effect his whole life.

Stages of social, physical, emotional and mental development
1. childhood (till 4 years)
2. boyhood stage ( five to ten years)
3. pre mature puberty ( to 15 year)
4. adulthood stage (after 15 year)

Childhood stage

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Early childhood is the time of a tremendous growth and development
across all areas. The new born baby grows into a young person who can
take care of his body with the help of other. It is the primary stage in
which different skill development take place. This stage stays up to the
age of four to five years and According to some expert up to eight year.

Physical development childhood stage
At the time of birth male child is born up to 75 pound and girl up to 7
pound. The height is above 52 centimetres. With the passage of time
development is quite fast. Physically, in this stage up to three years a
child doubles in weight and height. Children totally depend on others in
this stage

Social Development in this stage
In this stage, the children like parents, siblings, home and toys. The
child understands itself but is dependent on others.

Emotional development
At this stage child had inherent emotions. This stage is considered very
important for the personality’s development. It is the foundation for
the child building personality.

Mental Development
Each child has inherent intelligence; they feel happy when they satisfy.
They do every thing what give them happiness regardless the
consequences of their actions

Boyhood stage (up to 10 years)

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This period is from five to ten years,
Physical development, in the boyhood stage physical development is
comparatively slower than childhood stage. Child grows at the rate of
two inches per anum, especially the child grows in height in this stage.

Social development
In this stage children love to play games, children learn to adjust it self
in environment and make new friends, they feel happy to participate in
activities in home with parents

Emotional development
This stage is also very important in the life of a child, In this stage
children are very emotional and keen to learn. In this stage they
understand their relation with the other members of the society and
relatives.

Mental development
At this stage up to the age six years and according to some psychologist
at the age of eight years the brain complete and all five senses are
developed and used. At this stage the child should be given special
attention and involved him in the learning base activities to develop his
brain.

5. Adolescence stage (10 to 15 year)
Adolescence is a Latin word, which derived from the word “adolescere”
meaning to grow up, or grow to maturity. This period is from 10 to 15
years of age, it is a period of life between the age of child hood and
adulthood

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The adolescent stage is another period of accelerated growth.
Individual can grow up to four inches, and increase in weight up to ten
pounds per year. At the end of this stage, individuals may gain seven to
nine inches in height and forty to forty five pounds in weight.

Physical Growth and Development
This stage is slow until the age of 12 years, after 12 years it speed up till
the age of 15 years, in this stage individual increase in height and
weight, girls growth in reproductive organs and voice became mature
and start of periods, boys grow moustaches

Social development
Increase in friends in this stage, the child is attractive to opposite sex
and like to here stories of heroes and fore fathers

Emotional development
This stage bring strange feeling to them, many new emotion
manifested and children became very touchy, at this stage they like to
talk to opposite sex, sexual desires in this stage are very power full. In
this stage careful guidance of an adult is required, to help them in
understanding and controlling these emotions

Mental development
Child is very suspicious about every one, he want to know about every
thing, weakness in self confidence and like to talks to adults and behave
like adults and very moody. At this stage child develop self willpower
and determination

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01. When a six year old child
performs the tests of a three
year old child only, he is said to
be:
(1) Intelligent
(2) Highly intelligent
(3) Dull or idiot
(4) Gifted
(e) None of the above
Answer: (3)

02. Spearman has developed
the:
(1) Theory of Mental Ability
(2) Concept of Abstract level of
intelligence
(3) Two-type ability theory
(4) Two-factor theory of
intelligence
(e) None of the above
Answer: (4)

03. Who developed the concept
of “Primary Mental Abilities”?
(1) A. R. Jensen
(2) E. L. Thorndike
(3) J. P. Guilford
(4) L. L. Thurstone
(e) R. B. Cattell
Answer: (4)

04. Who ha s conceived
intelligence as “abstract”,
“practical” and “social”?
(1) R. B. Cattell
(2) A.R. Jensen
(3) J.P. Guilford
(4) E. L. Thorndike
(e) None of the above
Answer: (4)

5. Wechsler’s first scale of
intelligence was developed
primarily for:
(1) Children
(2) Babies
(3) Animals
(4) Adults
(e) None of the above
Answer: (4)

06. “Raven’s progressive
Matrices (RPM)” is a:
(1) Culture-bound test
(2) Test of Memory
(3) Personality Test
(4) Culture Fair Test
(e) None of the above
Answer: (4)

07. Who has developed the
“structural model theory” of
intelligence?
(1) B. L. Thorndike

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(2) A. R. Jensen
(3) R. B. Cattell
(4) Guilford
(e) B. G. Boring
Answer: (4)

08. Thurstone’s factor analysis
theory of intelligence lies
between the theories of:
(1) Terman and Wechsler
(2) E. G. Boring and Galton
(3) Spearman and Thorndike
(4) Wechsler and E.G. Boring
(e) Galton and Terman
Answer: (3)

9. Who is associated with the
Multifactor theory of
intelligence?
(1) E. G. Boring
(2) Wechsler
(3) Guilford
(4) Thurstone
(e) None of the above
Answer: (4)

10. The extract quoted from the
book “The complete history of
the life and adventures of
Robinson Cruisoe” by Daniel
Defoe may serve as a very good
example of:
(1) Crystallized intelligence
(2) Specific factor of intelligence
(3) General factor of intelligence
(4) Fluid intelligence
(e) Abstract level of intelligence
Answer: (4)

11. Who has regarded
intelligence as a capacity of the
organism to adjust itself to an
increasingly complex
environment?
(1) Guilford
(2) Jensen
(3) Spencer
(4) Gallon
(e) E.G. Boring
Answer: (3)

12. Who described the
composition of intelligence in
terms of “intellectual breadth
and intellectual altitude?
(1) R. B. Cattell
(2) A. R. Jensen
(3) L. L. Thurstone
(4) E. G. Boring
(e) Carl Spearman
Answer: (2)

13.According to Wechsler,
intelligence is global because it
characterises the individual’s
behaviour:

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(1) Throughout the world
(2) As the capacity to learn
(3) As the ability to carry an
abstract thinking
(4) As a whole
(e) None of the above
Answer: (4)

14. It has been suggested that
mental growth stops
somewhere between the ages:
(1) 16 and 20
(2) 14 and 24
(3) 10 and 20
(4) 8 and 12
(e) 6 and 8
Answer: (1)

15. Mental age (MA) reaches its
maximum limit by about the
age of:
(1) 16
(2) 17
(3) 14
(4) 20
(e) 19
Answer: (4)

16. Which type of tests of
intelligence was developed
when people of different
languages or illiterates had to
be tested?
(1) Verbal tests
(2) Reasoning tests
(3) Non-verbal tests
(4) Culture-free tests
(e) None of the above
Answer: (3)

17. Non-verbal tests are also
called:
(1) General tests
(2) Specific tests
(3) Performance tests
(4) Reliable tests
(e) None of the above
Answer: (3)

18. E.L. Thorndike’s multifactor
theory of intelligence is at one
extreme of the interpretations
regarding the nature of:
(1) Motor Organization
(2) Intellectual Organization
(3) Mental Organization
(4) Reasoning
(e) None of the above
Answer: (3)

19. The two-factor and the
group-factor theories emerge
from the methods of:
(1) Psychophysics
(2) Psychotherapy
(3) Psychophysiology

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S. N. TOPIC
Unit 4: Teacher Education
PAGE NO.
1.

Meaning, Nature and Scope of Teacher
Education; Types of Teacher Education
Programs, The Structure of Teacher
Education Curriculum and its Vision in
Curriculum Documents of NCERT and NCTE at
Elementary, Secondary and Higher Secondary
Levels , Organization of Components of Pre-
service Teacher Education Transactional
Approaches (for foundation courses)
Expository, Collaborative and Experiential
learning







3-73
2. Understanding Knowledge base of Teacher
Education from the view point of Schulman,
Deng and Luke & Habermas, Meaning of
Reflective Teaching and Strategies for
Promoting Reflective Teaching, Models of
Teacher Education - Behaviouristic,
Competency-based and Inquiry Oriented
Teacher Education Models




73-94
3. Concept, Need, Purpose and Scope of In-
service Teacher Education, Organization and
Modes of In-service Teacher Education,
Agencies and Institutions of In-service
Teacher Education at District, State and
National Levels (SSA, RMSA, SCERT, NCERT,



94-125

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NCTE and UGC), Preliminary Consideration in
Planning in-service teacher education
programme (Purpose, Duration, Resources
and Budget)
4. Concept of Profession and Professionalism,
Teaching as a Profession, Professional Ethics
of Teachers, Personal and Contextual factors
affecting Teacher Development, ICT
Integration, Quality Enhancement for
Professionalization of Teacher Education,
Innovation in Teacher Education



125-151



Teacher Education
Meaning,nature,objectives,scope of teacher Education by
Reena

CONCEPT OF TEACHER EDUCATION Unit Structure :
1.0 Objectives
1.1 Introduction
1.2 Meaning and nature of teacher education
1.3 Need, scope and objectives of teacher education
1.4 Changing context of teacher education in the Indian scenario
1.5 Changing context of teacher education in the global scenario

OBJECTIVES
After reading this unit, you will be able to : Explain the meaning of
teacher education. Discuss the nature of teacher education.
Enumerate the objectives of teacher education. Describe the
scope of teacher education. Explain the changing context of

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teacher education in the Indian scenario. Analyze the changing
context of teacher education in the global scenario
INTRODUCTION : An educational institution performs a significant
function of providing learning experiences to lead their students
from the darkness of ignorance to the light of knowledge. The key
personnel in the institutions who play an important role to bring
about this transformation are teachers. As stated by NCTE (1998) in
Quality Concerns in Secondary Teacher Education, ―The teacher
is the most important element in any educational program. It is the
teacher who is mainly responsible for implementation of the
educational process at any stage. This shows that it is imperative to
invest in the preparation of teachers, so that the future of a nation is
secure. The 2 importance of competent teachers to the nation‘s
school system can in no way be overemphasized. The National
Curriculum Framework 2005 places demands and expectations on
the teacher, which need to be addressed by both initial and
continuing teacher education.

MEANING AND NATURE OF TEACHER ED UCATION

Meaning of Teacher Education : It is well known that the quality and
extent of learner achievement are determined primarily by teacher
competence, sensitivity and teacher motivation. The National
Council for Teacher Education has defined teacher education as –
A programme of education, research and training of persons to
teach from pre-primary to higher education level. Teacher education
is a programme that is related to the development of teacher
proficiency and competence that would enable and empower the
teacher to meet the requirements of the profession and face the
challenges therein. According to Goods Dictionary of Education
Teacher education means, ―all the formal and non-formal activities
and experiences that help to qualify a person to a ssume
responsibilities of a member of the educational profession or to
discharge his responsibilities more effectively
Teaching skills would include providing training and practice in the
different techniques, approaches and strategies that would help the

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3 teachers to plan and impart instruction, provide appropriate
reinforcement and conduct effective assessment. It includes
effective classroom management skills, preparation and use of
instructional materials and communication skills. Pedagogical theory
includes the philosophical, sociological and psychological
considerations that would enable the teachers to have a sound
basis for practicing the teaching skills in the classroom. The theory
is stage specific and is based on the needs and requirements that
are characteristic of that stage. Professional skills include the
techniques, strategies and approaches that would help teachers to
grow in the profession and also work towards the growth of the
profession. It includes soft skills, counseling skills, interpersonal
skills, computer skills, information retrieving and management skills
and above all life long learning skills. An amalgamation of teaching
skills, pedagogical theory and professional skills would serve to
create the right knowledge, attitude and skills in teachers, thus
promoting holistic development.

Nature of Teacher Education
(1) Teacher education is a continuous process and its pre-service and in-
service components are complimentary to each other. According to the
International Encyclopedia of Teaching and Teacher education (1987),
―Teacher education can be considered in three phases : Pre-service,
Induction and In-service. The three phases are considered as parts of a
continuous process.
(2) Teacher education is based on the theory that ―Teachers are made,
not born in contrary to the assumption, ―Teachers are born, not
made.‖ Since teaching is considered an art and a science, the teacher
has to acquire not only knowledge, but also skills that are called ―tricks
of the trade.

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(3) Teacher education is broad and comprehensive. Besides preservice
and in-service programmes for teachers, it is meant to be involved in
various community programmes and extension activities, viz adult
education and non-formal education programmes, literacy and
development activities of the society.
(4) It is ever-evolving and dynamic. In order to prepare teachers who
are competent to face the challenges of the dynamic society, Teacher
education has to keep abreast of recent developments and trends.
(5) The crux of the entire process of teacher education lies in its
curriculum, design, structure, organization and transaction modes, as
well as the extent of its appropriateness.
(6) As in other professional education programmes the teacher
education curriculum has a knowledge base which is sensitive to the
needs of field applications and comprises meaningful, conceptual
blending of theoretical understanding available in several cognate
disciplines. However the knowledge base in teacher education does not
comprise only an admixture of concepts and principles from other
disciplines, but a distinct gestalt‘ emerging from the conceptual
blending‘, making it sufficiently specified.
(7) Teacher education has become differentiated into stage-specific
programmes. This suggests that the knowledge base is adequately
specialized and diversified across stages, which should be utilized for
developing effective processes of preparing entrant teachers for the
functions which a teacher is expected to perform at each stage.
(8) It is a system that involves an interdependence of its Inputs,
Processes and Outputs.

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NEED, SCOPE AND OBJECTIVES OF TEACHER EDUCATION
Need of teacher education:
The American Commission on Teacher Education rightly observes, “The
quality of a nation depends upon the quality of its citizens. The quality
of its citizens depends not exclusively, but in critical measure upon the
quality of their education, the quality of their education depends more
than upon any single factor, upon the quality of their teacher.” In his
Call for Action for American Education in the
21st Century in 1996, Clinton indicated that: ―Every community should
have a talented and dedicated teacher in every classroom. We have
enormous opportunity for ensuring teacher quality well into the 21st
century if we recruit promising people into teaching and give them the
highest quality preparation and training”. The need for teacher
education is felt due to the following reasons;
(1) It is common knowledge that the academic and professional
standards of teachers constitute a critical component of the essential
learning conditions for achieving the educational goals of a nation. The
focus of teacher preparation had to shift from training to education if it
had to make a positive influence on the quality of curriculum
transaction in classrooms and thereby pupil learning and the larger
social transformation. The aspects that need greater emphasis are the
length of academic preparation, the level and quality of subject matter
knowledge, the repertoire of pedagogical skills that teachers possess to
meet the needs of diverse learning situations, the degree of
commitment to the profession, sensitivity to contemporary issues and

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problems and the level of motivation. This is not possible if teacher
preparation focused only on training.
Holistic teacher building is necessary and therefore teacher education
needed more emphasis than mere training.
(2) Educating all children well depends not only on ensuring that
teachers have the necessary knowledge and skills to carry out their
work, but also that they take responsibility for seeing that all children
reach high levels of learning and that they act accordingly.
(3) People come to teacher education with beliefs, values,
commitments, personalities and moral codes from their upbringing and
schooling which affect who they are as teachers and what they are able
to learn in teacher education and in teaching. Helping teacher
candidates examine critically their beliefs and values as they relate to
teaching, learning and subject matter and form a vision of good
teaching to guide and inspire their learning and their work is a central
task of teacher education (Fieman-Nemser, 2001).
(4) The National Academy of Education Committee‘s Report (Darling-
Hammond and Bransford, 2005) wrote that : ―On a daily basis,
teachers confront complex decisions that rely on many different kinds
of knowledge and judgement and that can involve high stakes
outcomes for students‘ future.
To make good decisions, teachers must be aware of the many ways in
which student learning can unfold in the context of development,
learning differences, language and cultural influences, and individual
temperaments, interests and approaches to learning. In addition to
foundational knowledge about the areas of learning and performance

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1. In teaching experienced
members guide the immature
one’s for
(1) Spending time
(2) Qualification
(3) Quality of life
(4) Adjustment of life
Answer: (4)

2. Which is not the focal point
of triangular process of teaching
(1) Teaching method
(2) Teacher
(3) Pupil
(4) contents
Answer: (1)

3. The goal of teaching is
(1) to give information
(2) To involve pupils in activities
(3) To impart knowledge
(4) Desirable change in behavior
Answer: (4)

4. The rules of presenting the
contents to make them easy are
called
(1) Method of teaching
(2) Maxims of teaching
(3) Techniques of teaching
(4) Teaching strategies
Answer: (2)

5. SOLO stands for
(1) System of the observed
learning outcome
(2) structure of the observed
learingn output
(3) Structure of the observed
learning outcome
(4) System of the observed
learning output
Answer: (3)

6. SOLO taxonomy consists of
levels
(1) 2
(2) 3
(3) 4
(4) 5
Answer: (3)

7. With reference to solo
taxonomy one aspect of a task
is understood in
(1) Unistructural level
(2) Multistructural level
(3)Rational level
(4) Extended abstract level
Answer: (1)

8. Two or more aspects are
understood in
(1) Unistructural lever

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(2) Multistructural level
(3)Rational level
(4) Extended abstract level
Answer: (2)

9. Integration is developed
between two or more Aspects
in
(1) Unistructural level
(2) Multistructural level
(3)Rational level
(4) Extended abstract level
Answer: (3)

10. To go beyond the given in
formation is
(1) Unistructural level
(2) Multistructural level
(3)Rational level
(4) Extended abstract level
Answer: (4)

11. SOLO taxonomy was
presented by
(1) Bloom
(2) Krath whol
(3)Simpson
(4) Biggs & collis
Answer: (4)

12. Students are passive in
(1) Project method
(2) Discovery method
(3)Lecture method
(4) Inquiry method
Answer: (3)

13. Symposium is a type of
(1) Discovery method
(2) Discussion method
(3)Lecture method
(4) Demonstration method
Answer: (2)

14. Heuristic means
(1) To investigate
(2) To show
(3)To do
(4) To act
Answer: (1)

15. Arm strong was the
exponent of
(1) Problem solving method
(2) Project method
(3)Discussion method
(4) Heuristic method
Answer: (4)

16. According to Kilpatrick, the
types of projects are
(1) 2
(2) 3
(3)5

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(4) 5
Answer: (3)

17. Activity involves
(1) Physical action
(2) Mental action
(3)Mental action
(4) Physical and mental action
Answer: (4)

18. We move from specific to
general in
(1) Inductive method
(2) Deductive method
(3)Drill method
(4) Discussion method
Answer: (1)

19. Practice is made in
(1) Inductive method
(2) Deductive method
(3)Drill method
(4) Discussion method
Answer: (3)

20. The Socratic method is
known as
(1) Lecture demonstration
method
(2) Discussion method
(3)Inquiry method
(4) Question- Answer method
Answer: (4)

21. Which is not true about
projects
(1) It is a purposeful activity
(2) It is proceeded in social
environment
(3)It is accomplished in real life
(4) It is teacher centred activity
Answer: (4)

22. Duration of lessons in
macro- lesson plans is
(1) 5-10 min
(2) 10-20 min
(3)20-30 min
(4) 35-45 min
Answer: (4)

23. In British approach of lesson
planning, more emphasis is on
(1) Activity
(2) Teacher
(3)Content presentation
(4) Teacher and content
presentation
Answer: (4)

24. American approach
emphasizes
(1) Teacher