Philosophical anaylsis of a core subject (one module)

1 Philosophical Analysis of Course Curriculum

ABC COLLEGE OF EDUCATION

Project 2 :

PHILOSOPHICAL ANALYSIS OF

COURSE CURRICULUM

Guided by :

Submitted by :

Class : M.Ed.

Academic Year : 2014-15


INDEX

Introduction … 03

Basis … 04

Objectives of B.Ed Programme … 05

Curricular and Co-curricular activities … 06

Analysis of B.Ed. Curriculum … 13

Report … 21

Bibliography … 23


Introduction

Philosophical issues always had a still to do have an impact on educational system and

society. Contemporary society and its education process are changing fundamentally

and rapidly, much more so than in the past. There is a special urgency that dictates

continuous appraisal & and reappraisal of the role of education process, and calls for a

philosophy of education. Without philosophy, educators are directionless in what’s

and how’s of organizing and implementing what we are trying to achieve. In short, our

philosophy of education influences, and to a large extent determines, our educational

decisions, choices and alternatives.

Philosophy provides educators, especially curriculum specialists, with a framework

for organizing education process classrooms. It helps them answer questions about

what the education process’s purpose is, what subjects are of value, how students

learn, what methods and materials to use. Philosophy provides them with a framework

for broad issues and tasks, such as determining the goals of education, subject content

and its organization, the process of teaching -learning, and in general, what

experiences and activities to stress in education process. It also provides with a basis

for making such decisions as what books are to be in need, or other cognitive or

noncognitive activities to utilize and how to utilize them, what and how much

homework , assignment to be allotted, how to test Students and the results and what

courses and subject matter to emphasize.

The philosophy is the general theory of education, but in present context education is

governed by our policy not by social philosophy. National policy of education has

shifted our education from man-making to money-making. The philosophical analysis

of the entire B.Ed curriculum been discussed in subject wise. Thus it has been entitled

“Metaphysics, Epistemology, Axiology & Education”.


Basis of philosophical analysis on these aspects of philosophy

1. Metaphysics (Reality): Parental Branch of Knowledge:- (quest for truth or

reality) matter and nature are real and mind and idea are real.

2. Epistemology (Knowledge) : Hearts Centre of Philosophy (knowledge,

awareness, the reality)

o Universe is intelligence; emphasis on soul is more & less on body

o Science is knowledge

o Knowledge may differ according to people’s thought

3. Axiology(Values)-Truth, beauty or goodness(Values of human beings)

o Things we value; emotions, attitude, sentiments, desirable feelings are

realities

o Ethical, Moral Aesthetic, social & religious.

4. Logic (Pure mental process). It is based on Inductive-deductive thinking.

o Plato is man, Plato is mortal, All men are mortal requires logic to

understand.


Objectives of B.ed. Program

After completion of the B.Ed. program, the student teacher will be able to …

Develop the basic understanding regarding philosophical and sociological

foundations of education as a system.

Develop competency of reforming society through education.

Acquire basic knowledge of various aspects of development of learner.

Develop insight regarding various role of teacher in facilitating learning.

Acquire the basic understanding of the use of information and communication

technology.

Get acquainted with the contemporary issues and current concerns of

education.

Apply theoretical knowledge to curriculum transaction of school subjects.

Develop the skills involved in effective teaching.

Develop life skills of student.

Develop professional attitude towards teaching.


Analysis of Curricular and co-curricular activities

1. TEACHING PROCESS :

a. Microteaching,

b. Integration Lesson

c. Simulation Lesson

d. School Lesson, Internship in School :-

ANALYSIS :

1. Metaphysics: Truth is matter/substances of presentation in the targeted

time of 5 or 7 minutes given to teach lesson. Truth & reality and real idea,

utility. Matter & nature in-depth empirically in the branches of science

etc…

2. Epistemology: Knowledge, awareness of teaching content, re-teaching, and

skills required for micro-teaching, knowledge in relation to the presentation

of the subject-content concerned to be taught. Knowledge comes through

practice & as far as teaching aspects is concerned here a hierarchy is

maintained to be taught i.e., micro-teach, re-teach, integration, simulation,

practice & internship in school. It enables cognitive and metacognitive

development of individual. Models of teaching like Concept Attainment

Model, Jurisprudential Inquiry Model, and Inquiry based model, Inductive-

Deductive etc. are of use for implications.

3. Axiology: Social values as the whole class is divided into group and the

skills are presented.

a. Ethical Values: Formed by individual social life intention

b. Social Values: Rooted in the individual-social process.

4. Logic: The source of knowledge are inductive and deductive logic. Logic

deals with fact and generalization. Set Induction part is logical and required

reasoning. The logic is transformed into the sense perception of experience.


There is logical relation between mind and world objects. Involves abstract

reasoning and logic that is realization.

2. PROJECTS

a. Action-Research Projects:

ANALYSIS

1. Metaphysics: Here, trying to discover reality or truths. Experimental

methods etc. are adopted to resolve problems.

2. Epistemology: The quality of conscious experiences more of analytical

knowledge. Science is both process and product of knowledge.

3. Axiology: Values are considered of importance while preparing the action

research project

4. Logic: It employs syllogism scientific knowledge employs formal logic.

Four steps are:-

a. Problem Identification.

b. Causes of the problem.

c. Hypothesis formulation.

d. Verification of hypothesis.

3. CASE STUDY OF CHILD

1. Metaphysics

a. Mind or idea /selection of a child for the case –study

b. Truth or reality of life/Presentation of problems of child that is

selection of problematic child.

2. Epistemology:

a. To understand the nature of reality of the child (care-study)

b. Philosophy is psycho-centric and it places emphasises on the soul

rather than on body. Critical realities have also prepositions.


c. Self-realization, problems of situation, circumstances relating to

dealing the problematic behaviour of a child.

3. Axiology: Values are existents. One important way in which individual

person can realize value by activity relating in part and whole. Values of

human life are in large. We enjoy values, not only because our emotions,

attitude and sentiments are aroused so that we have certain desirable

feelings, but because the things we value are realities.

4. Logic: Varies sciences have yielded knowledge through deduction. Formal

deduction is based on activities of nature. Actualities can be assessed of

direct observations.

4. EDUCATIONAL TRIPS

a. Nehru Science Centre

b. Nehru Planetarium

c. Nehru Centre (Discovery of India)

ANALYSIS:

1. Metaphysics: The Indian view of life .the idealistic view of life, need

wisdom to distinguish between two extremes-falsehood & truth, ugliness &

beauty, right & wrong etc.

2. Epistemology:- Presentation, Report-writing of the real, observed fact in

relation to method, revelation, authority, intuition, reason, senses,

experimentation. Love for knowledge, wisdom, search for inquiry (Local

and national), art as well as science, closely related to education,

intellectual attempt to interpret and understand nature, Guide to a way of

life.

3. Axiology:-Discovery of India reveals with ethics of what is good and the

aesthetics of what is beautiful.

4. Logic:-Nehru Science Centre revealing the fact of what is real and is of

reasoning, Inductive thinking, Deductive thinking.


5. COMMUNITY WORKSHOP

a. Visit to the school of Deaf & dumb

b. Visit to old age home

c. Rehabilitation centre

ANALYSIS

1. Metaphysics: Wide human experience-natural & supernatural, animate or

inanimate. Presence of a Supreme Power-Almighty in every facet of life.

Disability to one side but the intellectual talent possessed on the other side

Reality of mind or idea Nature & matter as reality has been studied in-

depth Branches of Science etc. been taught Subjective Teaching Objective

goals.

2. Epistemology: Real knowledge, thoughts of own reality. Direct

experience of self-realization, introspection, etc. Science is the real truth.

Disability or deficiency cannot reduce the talent knowledge you possess.

You are owner of your world of talents possessing good skill, intelligence

etc. Use of AV aids help in better understanding, gaining of knowledge

etc., of the mater or content.

3. Axiology: Efficient human values respect brotherhood social living etc.

4. Logic: Logic is purely a mental process

6. VISIT TO A PLACE CONCERNED WITH EDUCATION, VOCATION &

ALSO SELF-UNDERSTANDING THROUGH INTROSPECTION :

(YUSUF MEHERALLY CENTRE)

ANALYSIS:

1. Metaphysics: Widespread Natural Surroundings. Presence of matter,

substances Intellectual ability.

2. Epistemology: A presence of school a source of education similar to that of

older era. Low economical/or backward students realizing the value of

knowledge and taught. Bakery Products, Oil Extraction, Handicrafts, clays


etc. Self-employment courses like tailoring, beautician, bag making, etc.

Experience of knowledge/table. Horticulture, vermiculture etc.

3. Axiology: Education-relates to social value, ethics and aesthetics value.

4. Logic: The teaching of mathematical calculation etc.

7. ASSIGNMENTS:

a. Submission of Answers

b. Tutorials

c. Psycho-experiments

ANALYSIS

1. Metaphysics: Developing the true content/matter substance. Real Idea is

developed

2. Epistemology: Knowledge relating to what is been taught by Professor

during lectures, text books and reference books whether if used.

Knowledge based on performance, mental process, ideas generation, quick

responses etc.

3. Axiology: Develops social values and ethics. Individual values human

values social values are developed

4. Logic: Logical thinking etc. Inductive deductive thinking.

8. OTHER ACTIVITIES DAYS CELEBRATIONS AND DEVELOPMENT

OF ICT & LIFE SKILLS:

National Day celebrations like Independence Day, Teachers Day, Republic Day,

Festival days like Dusehra, Diwali, Pateti, Eid, Christmas etc. Other days –

educational like Hindi Day, Marathi Day, English Day, Science Day, Other

Subjects day etc. are also been celebrated. College Festivities like Sports days


ANALYSIS

1. Metaphysics: Matter of spiritual development, energy is a substance, unity

is strength, and scientific attitude is the highest level of intellectual insight

and Energy Spirit

2. Epistemology: Knowledge relating to punctuality, physical substances,

realistic knowledge, meaningful world of objects, sound colours provides

the experiences. Physical existence. Realistic knowledge

3. Axiology:-Individual and social values of ethics.

4. Logic:-Logical thinking is developed.

9. SEMINAR (LARGE GROUP & SMALL GROUP) COMPETITIONS:

Competitions –inter intra collegiate, other functions, debates programmes, guest

lectures, seminars etc. Competitions like preparation of best Teaching Aids,

cooking, salad dressing, mehendi designing, best out-of-waste, rangoli

designing, card making, poster making, drawing etc.

ANALYSIS

1. Metaphysics:- Real exposure of matter substances

2. Epistemology: Knowledge of performance based on ability, experience,

real world, creations of meaningful objects, creativity, creative talent etc.

3. Axiology: Develop both individual and social values of ethics and

aesthetics.

4. Logic: Inductive, deductive thinking.

10. ASSEMBLY PRAYERS:

1. Metaphysics: Existence of God matter/Substance.

2. Epistemology: Knowledge is perseverance & talent is the ability.

3. Axiology: Both individual and social values of ethics and aesthetics


4. No logic is required

11. EXAM

a. Term Exams,

b. Pre-Preliminary Exam

c. Preliminary Exam

ANALYSIS

1. Metaphysics: Reality matter /content, substance is must. Reality is

respected

2. Epistemology: Talent, Intelligent, content knowledge is presented &

expectations are drawn. Evaluation are determined. Result & level of

development is achieved Knowledge is perseverance & talent is the ability.

3. Axiology: Ethics of both individuals & social.

4. Logic: Logical thinking, reasoning, Inductive and deductive thinking etc.


Analysis of b.ed. Curriculum

Modu

le

Content

Met

aph

ysic

s

Axio

logy

Epis

tem

olo

gy

Analysis

1 Understanding System of Education with Philosophical perspectives

Basic concept and meaning of

Education and system of education with reference to following aspects: Levels

and types of education

Education is necessary aspects for life. Theories of education and its types

Aims and objectives of education - Individual and Social aims

Reality of life is human do all the things for aims or broad purpose

Interrelation between education and

philosophical views

Knowledge based on direct

experience and its implication

Definition of education, Aims of education, Curriculum, Teaching

learning process of education

Realistic views of definition based on experiment work.

Practical experiment is done by educationist and philosophers and their definition are formed

Role of a teacher, Educational Implications

Implications are based on theories

and classroom environment to study the problem

Idealistic views

Any philosopher, educationist are of

concerned view and great work is done by them.

Teacher is important and values of great leaders are explained

Naturalistic views

Nature of beauty is studied for good life

Natural thinking is promoted

Pragmatic views Real aspects are shown. It reflects the facts condition like mirror

Realistic views Everything is real

Understanding the thoughts and contribution of educational thinkers

Thinkers values of life are reflected on society

Definition of education, Aims of education

Realistic views of definition based

on experiment work. Practical experiment is done by educationist and philosophers and

their definition are formed

Curriculum, Teaching learning process,

Practical experiment is done by educationist and philosophers and


their definition are formed

Role of a teacher, Educational thoughts, Educational work

Implications are based on theories and classroom environment to study the problem

Mahatma Gandhi

Believes in natural beauty of life.

Gurudeo Rabindranath Tagore

Naturalistic views of society

Swami Vivekanand

Ideal life is focused

MaharshiKarve

It focused on ideals in life

Mahatma Phule

Natural beauty

Dr.BabasahebAmbedkar Reality is shown.

Four Pillars of Education in Dellor’s Commission Learning to know,

Real knowledge of the world is known to students

Learning to do,

Implications of knowledge to students

Learning to live together Real aspects of live and how to live

is learnt

Learning to be It helps to know the knowledge used in personal life with present situation

Dr.Mashelkar’sPanchsheel of new

age Knowledge centred society

Knowledge enables to live life with luxuorisly

Child centered education Education plays role in life and

create awareness

Woman centered family The social views are involved to awareness

Human centered development Believes in natural beauty of life.

Human life is given focused

Innovation centered India New ideas and reality are used to enhance life.

2 Understanding System of Education with Social Perspectives

Meaning and significance of democracy Democratic values

The main aspect & the whole idea of

democracy is real based on awareness & rights. Values are concerned too.

Equality


enjoying equal status & maintaining equality is real & based on

awareness & rights.Values are


concerned too.

Brotherhood The main aspect & the whole idea of brotherhood is reality based .Valus are concerned too.

Common welfare


common welfare is reality based on awareness.Valus are concerned too.

Justice


justice is real based on awareness & rights.Valus are concerned too.

Democracy and education


democracy & education is reality based on awareness & rights.Valus are concerned too.

Goals of education and provisions related to education in Indian

constitution

The main objective Goals of

education and provisions related to education in Indian constitution is

based on the epistemological point of view.

RTE Act

The main objective behind the framing of the RTE act related to

education is based on the epistemological point of view.

Eklavyayojana,

The main objective behind the

Eklavyayojana is related to education is based on the epistemological point of view.

SavitribaiPhuledattakpalakYojana midday meal

The main objective behind the Savitribai Phule dattak palak Yojana midday meal is related to education

is based on the epistemological point of view.The name behind the

Yogana is Savitri bai Phule contrasting to the quest for reality.

SarvaShikshaAbhiyan

The main objective behind the Sarva Shiksha Abhiyan is related to

education is based on the epistemological point of view,

wheras values & true idea of getting education is based on the same.

MadhyamicShikhsa Abhiyan

The main objective behind the Madhyamic Shikhsa

Abhiyan is related to education is based on the epistemological point

of view, whereas true idea of getting education is based on the same.

social stratification& impact on social

stratification


social stratification & impact on social stratification


is real based on awareness & rights.Values are concerned too.

Education and social mobility


Education and social mobility is reality based on awareness & education.

Concept of National Integration &Barriers & core elements given in

NCP 1986


Concept of National Integration & Barriers & core elements given in

NCP 1986 is knowledge based on the context.

National curriculum framework

The main aspect & the whole idea of National curriculum framework is

knowledge based on the context.

International Understanding &Education as an effective agency of International Understanding

The main aspect & the whole idea of International Understanding

&Education as an effective agency of International Understanding is

knowledge based on the context. Values are also concentrated.

Education and Multiculturalism

The main aspect & the whole idea of Education and Multiculturalism is

knowledge based on the context. Values are also concentrated.

Localisation with education


Localisation with education is real based on awareness & rights.

- Privatizationwith education

The main aspect & the whole idea of Privatization with education is real

based on awareness & rights.

Globalization with education

The main aspect & the whole idea of Globalization with education is real

based on awareness & rights.

3 Implementing System of Education to reform Society

Nature of present Indian Society

The main aspect & the topic present Indian Society is reality based on awareness Values are concerned too.

multi-religious, multilingual,

multicultural, rural, urban

The main aspect & the whole idea of multi-religious, multilingual, multicultural,

rural, urban is reality based on awareness & rights.Valus are

concerned too.

Current issues and problems in Indian

Society – Illiteracy

The main aspect & the whole topic of Current issues and problems in Indian Society – Illiteracy is based

on awareness & reality.Valus are concerned too.


Population explosion

The main aspect & the whole topic of Population explosion is based on awareness .Religious Values are

concerned too.

Corruption

The main aspect & the whole of Corruption topic is based on

awareness .Valus are concerned too.

Superstition,

The main aspect & the whole of Superstition topic is based on

awareness .Values are concerned too.

Communal disharmony

The main aspect & the whole of Corruption topic is based on


Injustice

The main aspect & the whole of Injustice topic is based on


violence to women

The main aspect & the whole of violence to women topic is based on

awareness .Valus are concerned too..

Gender inequality The main aspect & the whole of Gender inequality topic is based on awareness .Valus are concerned too.

Dowery system

The main aspect & the whole of

Dowery system topic is based on awareness .Valus are concerned too.

Female foeticide


Female foeticide topic is based on awareness .Valus are concerned too.

Terrorism


Terrorism topic is based on awareness,reality .Valus are concerned too.

Teacher as an agent of social change.

Quest for reality.

Deals with knowledge, awareness & reality.

Value based proceedings

Educating children for civic

responsibility

Quest for reality. Deals with knowledge, awareness &

reality. Value based proceedings

Inculcation of social values

Quest for reality. Deals with knowledge, awareness &

reality. Value based proceedings

Communal harmony, Deals with knowledge, awareness &

reality.

Religious tolerance Deals with knowledge, awareness & reality.


Linguistic tolerance Deals with knowledge, awareness & reality.

Cultural tolerance Deals with knowledge, awareness &

reality.

Co-operation Quest for reality. Deals with knowledge, awareness & reality.

Mutual understanding

Quest for reality.


Peaceful living

Quest for reality.


Inculcating awareness of Social

manners

Quest for reality.


Environment protection

Quest for reality. Deals with knowledge,

awareness & reality. Value based teaching.

Sustainable development

Quest for reality.

Deals with knowledge, awareness & reality. Value based teaching

Water literacy

Quest for reality. Deals with knowledge, awareness & reality.

Value based teaching

4 Managing system of education in school practices

The role of school in all-round

development of children

School, since decades has been the prime focus of knowledge & also the schooling of Gurukul & integrated

teaching today relates to the axiological aspect.The main focus

although is gaining knowledge.

Characteristics of good and efficient schools

Good schools bring out the tripolar aspects of metaphysics, axiology &

epistemology

Different types of schools,

S.S.C.board,

Real Knowledge.

Beauty & aesthetical learning. Intelligence, scientific knowledge.

CBSE,

Real Knowledge.


ICSE

Real Knowledge.



public schools Real Knowledge. Beauty & aesthetical learning. Intelligence, scientific knowledge.

NavodayaVidyalaya Real Knowledge. Beauty & aesthetical learning. Intelligence, scientific knowledge.

Vidyaniketan

Real Knowledge.


Military school

Real Knowledge.


Ashramshala,

Real Knowledge.


Schools

catering for special needs

Real Knowledge. Beauty & aesthetical learning.

Intelligence, scientific knowledge.

Secondary School Code—a brief introduction

Matter & content is real.The idea on it is real too.

Duties of teacher, supervisor, headmaster

Realistic viepoint with values

,aesthetics & learned person possesses knowledge

supervisor

Realistic viepoint with values

,aesthetics & learned person possesses knowledge

headmaster

Realistic viepoint with values ,aesthetics & learned person

possesses knowledge

Various committees in school

Realistic viewpoint with values, aesthetics & learned person

possesses knowledge

Academic committee,

Realistic viewpoint with values, aesthetics & learned person

possesses knowledge

Management committee,

Realistic viewpoint with values, aesthetics & learned person possesses knowledge

Development committee

Realistic viewpoint with values,

aesthetics & learned person possesses knowledge

Various activities performed in schools

Relates to metaphysics &

epistemological aspects because of knowledge & performances

Material resource management


epistemological aspects because of knowledge & performances

Human resource management in Schools

Relates to metaphysics & epistemological aspects because of


knowledge & performances Values are concentrated too.

School inspection


epistemological aspects because of knowledge & performances. Values are concerned.

Quality improvement of schools.


epistemological aspects because of knowledge & performances.

Values are concerned.


REPORT

In analysing the evaluation of the curriculum of B.Ed (SNDT University) ,I realized

the close relationship between the teaching aspects & teaching learning process. Some

of the philosophical problems in it, with regards to Practical implications of teaching

methods in the classroom environment & the vast theory which is been felt very dry to

be remembered. I have therefore reflected the entire report in aspiration to satisfaction

of my own urge, as to how much have I understood about the phenomenon.

The theory course syllabus contains the treatment of educational philosophies

impeding their proper understanding in both analytical and descriptive functions.

The main purpose of education is to secure for everyone the conditions under which

individuality is most completely developed. The content of education & consequently,

the development of personality are both conditioned by the philosophy of education.

Education will cue to be purposeful, & will lack its dynamic character without

philosophy of education. The philosophy is concerned with determining the ends of

education, while the science of education determines the means to be based for their

realization. The curriculum will help them to develop basic knowledge about

education and its importance to individual life. Not only has the skills of the teacher

but also the use of current technology been attach for the fruitful again. The current

situation in which people and society are having new invention in the field of

education also include to provoke the role of the teacher. Theoretical knowledge and

practical knowledge included in education will increase teachers to be more effective

with the students in classroom environment. Moreover the concepts taken in practical

teaching develops different skills of Students and teachers. The values and core values

in built in the syllabus effects the society and new competency in life.

The syllabus not only throws light on teachers, students, management, teachers

quality, use new technology, update the education with current situation but also on


the social life of teachers and students. Students of B.Ed are made to study, research

on students, create empathy in surroundings. The various programmes design is to

enhance the all-round development of teachers. Insight vision of teachers is viewed

through reflection written by the student -teacher ever after the lesson. The conduct of

psychology test on students will create the Students-teacher to understand the basis of

students facing problems. Remedial teaching, reteach, follow up of the studies are

given more importance. Seminars help students to collect the knowledge of a topic

from various sources. Students teacher are encouraged to participate in group

discussion on various topic related to computers. It helps to emphasis to develop

insight regarding appropriate use of computer in education. The student teacher are

given opportunity to master the computer skills. The syllabus help to understand the

various aspects of maintaining school and school records. It helps to understand the

effective ways to achieve excellence in school.


BIBLIOGRAPHY

1. Revised Curricullum of SNDT B.Ed 2014-15

2. Metaphysics, Epistemology, Axiology and Education by R.A. Sharma

3. Foundation of Educational thoughts and practice by N.R. Swarup,

Saxena