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 Book Details




EDUCATION IN EMERGING INDIA : TEACHER'S ROLE IN SOCIETY
S. GUPTA
ISBN : 9788175412477(HB); 9788175413771(PB)
Year : 2008
Bibliography : xii + 459pp, 2010 imp.
Price : US$ 40 (HB)

Price : US$ 11 (PB)



 About the Book
The book attempts to analyse the role of education in bringing about a peaceful and silent revolution for ushering in an era of harmony, peace, progress and prosperity in India. Various emerging problems of education in India are discussed in their philosophical, sociological and global perspectives. The special focus of this publication is on the realization of the aspirations, ideals and values as enshrined in the constitution of India and the vital role of education in this task. Role of education in population planning, conservation, protection and promotion of environment, eradicating poverty and generation employment, and strengthening emotional and national integration is suitably highlighted.

 About the Author
S. Gupta is Post Graduate from Delhi University, Delhi and has been associated with teaching since 1986. She has widely travelled abroad and participated in several seminars. She has co-authored two books with Sh. J.C. Aggarwal, a prolific writer.

 Contents
Preface

1. Education : Nature and Meaning
Significance of Education / 1; Divergent Views on the Meaning of Education / 2; Views of Great Indian and Western thinkers on Education / 3; Analysis of Some Definitions of Education / 4; Nature of Education / 8; Broad and Narrow Meaning of Education / 10; Formal, Non-Formal and Informal Nature of Education: Their Comparison / 12; What Education is Not and What Education is / 15; Functions of Education / 16; Scope of Education / 17; Characteristics of the Process of Education / 17

2. Objectives of Education in Relation to Time and Place
Significance of Aims and Objectives in Education / 20; Aims and Objectives of Education: According to the State of Time and Place i.e., Society at a Particular Time and Place / 20; General Aims of Education / 23; Controversy Over Individual and Social Aims and Objectives in Education / 23; Individual Aim and Objective in Education / 24; Social Aim in Education / 25; Important Social Aims of Education Accepted by Democratic States / 27; Synthesis Between Individual and Social Aim of Education / 29; Sea Change in the Situation and in the Objectives of Education in India / 30; Functions and Directions of Education in India: Factors Influencing the Aims of Education in India / 32

3. Rousseau (1712-1778)
Brief Life Sketch of Rousseau / 35; Publications of Rousseau and Essence of His Writings / 35; Rousseau's Suicide / 35; Rousseau's Views on Educational Theory and Practices / 36; 'Emile': An Important Treatise on Education / 40; An Analysis of Rousseau's Views on Education / 41; Rousseau's Contribution to Education / 41

4. John Henrich Pestalozzi (1746-1827)
Brief Life Sketch of Pestalozzi / 43; Publications of Pestalozzi / 44; Main Educational Ideas and Practices Propounded by Pestalozzi / 45; 'Anschauung' of Pestalozzi / 46; Major Contributions of Pestalozzi / 47; Limitations of Pestalozzi's Educational Ideas and Practices / 48; Summing up / 48

5. John Dewey (1857-1950)
Brief Life Sketch of John Dewey / 49; Publications of John Dewey / 49; Dewey's Views on Various Aspects of Education / 50; Functions of the School: School Related to Social Life / 53; Laboratory School, University of Chicago / 54; Essence of John Dewey's Work: Contribution to Education / 55; Evaluation of Dewey's Work / 56

6. Bertrand Russell (1872-1970)
Brief Life Sketch of Russell / 58; Publications of Russell / 58; Basic Ideas of the Philosophy of Russell / 59; Logical Atomism of Russell / 59; Russell's Views on Education / 59; Beacon Hill School / 63; Russell's Scheme of Education / 63; Contribution of Russell to Education / 64; Evaluation of Russell's Contribution to Education / 64

7. Indian Thought and Its Contribution to Educational Practices
Meaning of Indian Thought / 65; Chief Sources of Indian Thought / 65; Vedic Thought / 65; Educational Implications of the Vedic Thought / 67; Philosophic Thought as Contained in the Upanishads / 68; Philosophical Thought of the Bhagwad Gita / 70; Educational Implications of Philosophic Thought of Gita / 73; Systems of Philosophy and Their Educational Implications / 73; Salient Features of Indian Thought and Implications / 78

8. Philosophy and Education: Significance of Studying Philosophy in Understanding Educational Practices and Problems
Philosophy is Old as Human Life: Significance of Philosophy / 82; Meaning and Definition of Philosophy / 82; Chief Characteristics of Philosophy / 84; Why Do We Need Philosophy? / 84; Scope of Philosophy: Different Areas of Philosophy / 85; Relationship Between Philosophy and Education: Their Interdependence / 87; All Great Philosophers as Great Educators / 88; Significance of Studying Philosophy in Understanding Educational Practices and Trends: Contribution of Philosophy to Education / 89; Teacher's Role and the Knowledge of Philosophy / 92

9. Realism with Reference to Aristotle and Jainism
Realism / 95; Meaning and Definition of Realism / 95; Basic Concepts of Realism / 95; Contribution of Realism to Education / 96; Limitations of Realism / 97; Main Forms of Realism / 97; Aristotle (384-322 B.C.) / 99; Aristotle's Philosophy of Realism and Its Implications / 100; Chief Features of Aristotle's Educational Philosophy and Practices / 101; Evaluation of Aristotle's Views / 103; Origin and Sources of Jain Philosophy / 103; Principal Tenets of Jainism / 104; Educational Implications of Jainism / 105; Jainism and Realism / 105

10.Naturalism with Reference to Rousseau and Rabindranath Tagore
Meaning of Naturalism / 106; Chief Characteristics of Naturalism / 106; Types of Naturalism / 107; Prominent Naturalist Philosophers / 107; Naturalists and Its Various Dimensions of Education (Implications of Naturalism in Education) / 107; Limitations of Naturalism in Education / 110; Contribution of Naturalism to Education / 110; Essence of Rousseau's Naturalism / 110; Rousseau's Naturalism in Edu-cation / 111; Rousseau's Naturalism and His Theory of Negative Education / 113; Limitations of Rousseau's Naturalism in Education / 114; Contribution of Rousseau to Education / 115; Brief Life Sketch of Tagore: Tagore a Multi-splendored Personality / 115; Tagore's Publications / 116; Tagore's Naturalism: Background of Tagore's Naturalism / 117; Chief Characteristics of Tagore's Naturalism in Education / 118; Tagore's Contribution to Education / 122

11. Idealism with Reference to Plato, Socrates and Advatia Philosophy
Meaning of Idealism / 123; Chief Exponents of Idealism / 123; Fundamental Principles of Idealism / 124; Idealism in Education / 124; Limitations and Weaknesses of Idealism / 128; Contribution of Idealism to Educational Theory and Practice / 128; Brief Life Sketch of Plato / 129; Plato's Publications / 130; Plato as an Idealist Philosopher / 130; Plato's Views on Different Dimensions of Education / 130; Plato's Dialectic / 133; Contribution of Plato to Educational Thought and Practices / 134; Brief Life Sketch of Socrates / 134; Socrates' Philosophy / 135; Socratic Method of Instruction: Dialectic Method / 135; Educational Implications of Socrates' Philosophy / 135; Shankara or Sankara Acharya (788-820 A.D.) / 136; Essence of Sankara's Philosophy: Advaitvad / 137; Educational Implications of Advaitvad / 138

12. Pragmatism with Reference to Dewey's Instrumentalism and Experimentalism
Meaning, Definition and Forms of Pragmatism / 139; Chief Promoters of Pragmatism in Modern Times / 140; Broad Features of Pragmatism in Education / 141; Limitations of Pragmatism / 143; Contribution of Pragmatism to Education / 143; Pragmatism with Reference to Dewey's Instrumentalism and Experimentalism / 144; Educational Implications of Instrumentalism / 145; Experimentalism / 145; Role of the Schools: Educational Implications / 147; Instructional Process and Dewey's Instrumentalism and Experimentalism: Contribution of Pragmatism / 147; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice / 148

13. Humanism: Historical, Scientific and Buddhism
Meaning of Humanism / 151; Factors that gave rise to Modern Humanism / 151; Chief Characteristics of Humanism / 152; Some Prominent Western and Indian Humanists / 153; Educational Implications of Humanism / 154; Historical Humanism / 155; Scientific Humanism / 155; Humanism of Buddhism or Buddhist Humanism / 157; Basic Tenets of Buddhist Philosophy / 158; Educational Implications of Buddhist Philosophy / 159

14. Child-Centred Education: Concept of a Learner with Reference to Giju Bhai
Meaning of Child-Centred Education / 160; Prominent Educators Who Stress Child-Centred Education / 160; Why Child-Centred Education? / 162; Implications of Child-Centred Education / 163; Role of the Teacher in Child-Centred Education / 163; Limitations of Child-Centred Education / 164; Child-Centred Education and Teacher-Centred Education / 165; Concept of the Learner With Reference to Gijubhai as Teacher Educator / 166; Brief Life Sketch of Gijubhai / 166; Bases of Gijubhai's Philosophy: Concept of the Learner / 166; Contribution of Gijubhai / 168

15. Mahatma Gandhi (1869-1948): Basic Tenets of Basic Education
Brief Life Sketch of Gandhiji / 169; Principal Features of Gandhiji's Philosophy of Life / 170; Factors that Influenced Gandhiji's Philosophy of Life and Philosophy of Education / 171; Thoughts of Gandhiji on Various Dimensions of Education in His Own Words / 171; Gandhiji's Philosophy: A Mix of Idealism, Pragmatism and Naturalism / 175; Gandhiji's Dissatisfaction with the Existing System of Education and Formulation of Basic Systems of Education / 179; Origin of Basic Education, (Nai Talem) Wardha Scheme or System of Education / 179; Curriculum of Basic Education as It Emerged in Due Course / 180; Tenets Merits of Basic Education/Chief Features / 181; Criticism of Basic Education / 183; Future of Basic Education and the Education Commission (1964-66) / 184

16. Gijubhai and 'World of Children' (1885-1939)
Gijubhai: A Great Pioneer in Pre-Primary Education in India / 186; Gijubhai's 'World of Children' / 186; Environment of the Bal Mandir (Children's School or Children's Temple or Children's World) / 187; Gijubhai as an Author / 188

17. Swami Vivekananda (1863-1902): Man-Making Education
Brief Life Sketch of Swami Vivekananda / 189; Principal Features of Swami Vivekananda's Philosophy / 190; Swami Vivekananda's Philosophy of Education / 190; Swami Vivekananda on Various Aspects of Education / 190; Contribution of Swami Vivekananda to Education: Relevance of His Views Today / 192; Concept of Man-Making Education / 192; Chief Elements of Man-Making Education / 193; Educational Implications of Man-Making Education / 193

18. Sri Aurobindo Ghose (1872-1950): Integral Education: Its Basic Principles and Stages
Brief Life Sketch of Sri Aurobindo / 199; Most Prominent Features of Aurobindo's Philosophy / 200; Sri Aurobindo's Main Ideas on Education / 200; National System of Education / 202; Contribution of Sri Aurobindo to Education / 203; Select Quotes of Sri Aurobindo on Education / 203; Meaning of Integral Education / 203; Two-fold Bases of Integrated Education / 204; Task of Integral Education / 205; Measures for Achieving the Ends of Integral Education / 206

19. Frederich August Froebel (1782-1852): The Play-Way Method
Brief Life Sketch of Froebel / 208; Froebel's Interest in Education / 208; Main Features of Froebel's Educational Philosophy and Principles / 209; Meaning, Objective and Environment of the Kindergarten / 211; Chief Characteristics of Kindergarten / 211; Meaning of Play-Way / 214; Principles of Play-Way Method / 214; Gifts, Occupations, Songs, Gestures and Construction in the Play-Way / 215; Play-Way Activities Based on Gifts and Educational Objectives: Some Examples / 216; Role of the Teacher / 216; Merits of Froebel's Play-Way Method / 217; Limitations of Froebel's Play-Way Method / 217; Froebel's Contribution to Educational Thought and Principles / 217

20. Maria Montessori (1870-1952): The Didactic Apparatus
Brief Life Sketch / 219; Origin of Children's House and Development of the Montessori Method / 219; Contact Between Mahatma Gandhi and Maria Montessori / 220; Essence of Montessori's Philosophy / 220; Publications of Madam Montessori / 221; Chief Features of Montessori's Educational Theory and Principles / 221; Children's House / 223; Meaning of Didactic Apparatus / 224; Didactic Apparatus / 225; Forms of Didactic Apparatus / 225; Details of the Didactic Apparatus and Its Application / 226; Evaluation of the Montessori Method and Didactic Apparatus / 228; Contribution of Maria Montessori to Educational thoughts and Practices / 229; Comparison Between Froebel and Montessori / 229

21. Indian Constitution: Directive Principles and Articles Relating to Education
The Constitution of India as a Guiding Force and Source of Inspiration / 231; Constitution of India at a Glance / 231; Chief Features of the Constitution of India / 232; Summary of the Salient Features of the Constitution of India / 239; Significance of the Directive Principles of State Policy / 240; Provisions of Articles contained in the Directive Principles of State Policy / 241; Nature of the Directive Principles of State Policy / 244; Implementation of the Directive Principles of State Policy / 244; Federal Structure of Indian State: Division of Responsibilities / 245; Articles in the Constitution Relating to Education / 246; Controversy on Putting Education in the Concurrent List / 248; National Policy on Education (1986 and as amended in 1992): Meaningful Partnership / 249

22. Secularism, Social Goals, Democracy and Socialist Pattern of Society
Secularism in the Indian Constitution / 250; Indian Concept of Secularism and a Secular State / 251; Constitutional Provisions and Secularism / 253; Educational Implications of Secularism / 254; Meaning of Social Goals / 254; Constitutional Provisions for the Achievement of Social Goals / 254; Meaning and Definition of Democracy / 255; Significance of Each Letter in the term Democracy: Values of Democracy / 256; Dimensions of Democracy / 258; Most Essential Elements of Democracy / 258; Relationship Between Democracy and Education / 259; Democracy in Education / 260; Meaning of a Socialist Pattern of Society / 264; Major Policy Provisions in the Constitution for the Development of a Socialist Pattern of Society / 264; Role of Education in Establishing a Socialist Pattern of Society / 265

23. National Integration and Emotional Integration: Economic Planning
Meaning of National and Emotional Integration / 267; Why National and Emotional Integration! Need for National and Emotional Integration / 267; Role of Education in Developing National Integration / 269; Appointment of the Emotional Integration Committee (1961) and Its Recommendations / 269; Major Recommendations of the Emotional Integration Committee / 269; Programmes Undertaken for Promoting National Integration / 273; Importance of Planning in Socio-Economic Development / 274; Socio-Economic Profile of India on the Eve of Independence. Harmful Consequences of the British Rule. Need for Planning / 275; Main Objectives of Planning in India / 276; Planning Machinery: Planning Commission / 277; Evaluation of Socio-Economic Achievement During Planning / 281; Objectives of Educational Planning in India / 285; Evaluation of Achievements in the Field of Education / 286

24. Sociological Basis of Education
Origin, Meaning and Definition of Sociology / 290; Meaning of Sociological Basis of Education: Educational Sociology / 291; Scope of Educational Sociology and Its Development / 292; Sociological Basis of Education: Importance of Educational Sociology: Contribution of Educational Sociology to Education / 293; Meaning of Society / 297; Relationships Between Individual and Individual / 298; Norms of the Society and Relationship Between Individual and Society / 299; Norms of the Existing Social Order and the Old Social Order / 300; Meaning of Liberal Education / 304; Merits of the Utilitarian Education / 305; Synthesis between Liberal Education and Utilitarian Education: Complete Living Education / 306; Role of Education in Economic Development: Views of Great Thinkers / 306; Ways and Means in Which Education Contributes to Economic Development / 307

25. Education and Social Change: Education and National Welfare, Education and Human Resource Development
Meaning of Social Change / 309; Causes/Factors of Social Change / 311; Process of Social Change / 312; Education as an Instrument of Social Change / 313; Inter-relationship between Education and Social Change / 315; Agencies of Education and Social Change / 316; School as a Social Institution and an Agent of Social Change and the Role of the Teacher / 316; Meaning of National Welfare / 320; National Development and national Welfare / 322; Meaning of Human Resource Development and Its Need / 322; Education Commission 1964-66 on the Importance of Manpower Development / 323; Estimates Involved in Human Resource Development or Manpower Planning / 324; Limitations of the Manpower or Human Development Approach / 325

26. National Integration, Cultural Heritage: Contribution of Different Religions, Religious Festivals
Meaning of National Integration / 327; Why National Integration? / 328; Hindrances and Obstacles in National Integration. / 328; Role of Education in National Integration / 329; Role of Teachers and Educational Institutions in Achieving National Integration Through Democratic Interaction / 329; Role of the Teachers in Promoting National Integration / 330; Rich Cultural Heritage of India / 332; Meaning of Culture and Cultural Heritage / 332; Chief Characteristics of Indian Cultural Heritage / 334; Major Influences in Indian Culture / 336; Cultural Heritage and Education / 337; Meaning of Religion and Tenets of Each Religion in Brief / 338; Integrative Influence of Religions on Cultural Values / 341; Philosophy of Celebration of Festivals and Description of Some Festivals / 346; A Comprehensive List of Indian Principal Festivals and Anniversaries / 348

27. Meaning of a New Social Order: Eradication of Illiteracy, Equality of Opportunity
Meaning of a New Social Order / 351; Social Order as Envisaged in Directive Principles of State Policy / 352; Illiteracy in India in the World Context / 353; Measures for Eradicating Illiteracy / 356; Promotion of Adult Education/Literacy in India / 359; Need for Social, Cultural and Economic Equality / 360; Measures for the Development of SCs and STs / 364; Progress Achieved in the Promotion of Education of SCs and STs in India Since Independence / 368; The Measures Contemplated for Education of SCs Include: / 369; Promotion of Education Among STs / 370; Other Backward Classes (OBCs) / 372

28. Education of the Disabled. Eliminating Gender Bias. Education of the Minorities
Meaning of the Disabled Persons and the Magnitude of the Issues / 375; National Policy on Education (1986 and 1992) on the Education of the Handicapped / 376; Meaning of Gender Bias and Its Indicators / 377; Role of Women / 381; Measures for the Uplift of Women and Removing Gender Bias / 382; Acts Passed in Independent India for the Welfare and Empowerment of Women / 385; Total Population of Minorities in India and Prominent Characteristics / 386; Specific Constitutional Provisions Regarding Cultural and Educational Rights of Minorities / 386; National Policy on Education (1986 and 1992) on Education of the Minorities / 386; National Commission for Minority Educational Institutions / 387

29. Distance Education - Green and Clean Society (Environmental Education)
Meaning of the Concept of Distance Education / 388; Objectives, Merits and Limitations of Distance Education / 389; Brief History of Distance Education in India / 391; Problems and Suggestions for Improvement of Distance Education / 392; Meaning of Green and Clean Society: Need for Such a Society / 392; Green Area in India and Measures for Preservation Protection and Promotion / 393; Major Steps Taken by the Government of India Towards a Green and Clean society / 395; Better Life and Environment / 396; Meaning and Type of Environment / 396; Pollution Control / 400; Meaning of Environmental Education / 401; Goals, Objectives and Guiding Principles of Environmental Education / 401; Curricular Patterns of Environmental Education / 402

30. Povertyless Society Through Planning: Population and Available Resources, New Programmes
Meaning of Poverty and Its Extent in the World and India / 404; Poverty in India in the World Context / 405; Need for Population Planning in India / 406; Population Planning / 409; Population Planning: National Population Policy of India and Its Chief Features / 410; Meaning of Population Education / 411; Objectives, Need and Importance of Population Education / 412; Population Education Programme / 413; Problems and Suggestions for Introducing Population Education / 415; Planning Resources / 417

31. Agencies of Education
Different Types of Agencies of Education / 423; Broad Classification of Agencies of Education / 424; No Watertight Division of Agencies of Education / 426; Family as an Agency of Education / 426; School as an Agency of Education / 428; Functions of the School in Behavioural Terms / 430; Community as an Agency of Education / 432; Mass Media As Agencies of Education / 433

32. Paramhansa Yogananda (1893-1952): Philosophy and Its Impact on Education
Brief Like Sketch of Shri Paramhansa / 439; Essence of Yogananda's Teachings and Philosophy / 439; Paramhansa Yogananda Kriya Yoga / 439; A True Yogi according to Parmahansa / 440; True Religion / 441; Paramhansa's Views on Education / 441; Education for Life / 442; Why Education for Life / 442; Knowing Four Tools which Relate us to Life / 443; Four Stages and Contents of Education / 443

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