Philosophical Foundation of Education

Relationship of Education and Philosophy
Western Schools of Philosophy:
Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education. Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their educational implications.
Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking. National values as enshrined in the Indian Constitution, and their educational implications.
Modern concept of Philosophy: Analysis-Logical analysis. Logical empiricism and Positive relativism- (Morris L. Prigge).

Sociological Foundations of Education

Relationship of Sociology and Education
Meaning and nature of Educational Sociology and Sociology of Education.
Education-as a social subsystem-specific characteristics Education and the home.
Education and the Community 6 with special reference to Indian Society.
Education and Modernization.
Education and Politics.
Education and Religion.
Education and Culture.
Education and Democracy.
Socialization of the Child.
Meaning and Nature of Social Change.
Education as related to Social Stratification and Social Mobility.
Education as related to Social Equity and Equality of Educational Opportunities.
Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism).
Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population.

Psychological Foundations of Education

Relationship of Education and Psychology
Process of Growth and Development.
Physical, social, emotional and intellectual.
Development of concept formation, logical reasoning, problem solving and creative thinking; language development.
Individual differences-determinants; role of heredity and environment; implications of individual differences for organising educational programs. Intelligence-its theories and measurement.
Learning and Motivation

• Theories of learning-Thorndike is connectionism; Pavlov's classical and Skinner's operant conditioning;
• Learning by insight; Hull's reinforcement theory and Tolman's theory of learning; Lewin's-Field theory.
• Gagne's Hierarchy of Learning.
• Factors Influencing Learning.
• Learning and Motivation.
• Transfer of learning and its theories.

Methodology of Educational Research

Nature and Scope of Educational Research.
Meaning and Nature.
Need and Purpose.
Scientific Inquiry and Theory Development-some emerging trends in research Fundamental-Applied and Action Research.
Formulation of Research Problem.
Criteria and sources for identifying the problem.
Delineating and Operationalizing variables.
Developing Assumptions and Hypothesis in various types of Research.
Collection of Data Concept of population and sample various methods of sampling Characteristics of a good sample.
Tools and Techniques.
Characteristics of a good research tool.
Types of research tools and techniques and their uses.
Questionnaire-Interviews-Observations.
Tests and scales, projective and sociometric techniques.
Major Approaches to Research.

• Descriptive Research.
• Ex-post facto Research.
• Laboratory Experiment.
• Field Experiment.
• Field Studies.
• Historical Research.
• Analysis of Data

Unit- I

Western Schools of Philosophy:
Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education. Indian Schools of Philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with Special Reference to the Concepts of Knowledge, Reality and Values and their Educational Implications. Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

Unit- II

Meaning and Nature. Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism).
Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantaged section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit- III

Process of Growth and Development
Physical, Social, Emotional and Intellectual.
Development of Concept Formation, Logical Reasoning, Problem-Solving and Creative Thinking Language Development.
Individual differences-determinants-role of heredity and environment. Implications of individual differences for organising educational programs.

Unit- IV

Intelligence-its Theories and Measurement Learning and Motivation:
Theories of Learning: Thorndike's conditions, Pavlov's classical and Skinner's operant conditioning; learning by insight. Hull's reinforcement theory and Tolman's theory of Learning.
Gagne's Hierarchy of Learning.
Factors Influencing Learning.
Learning and Motivation.
Transfer of learning and its theories.

Unit- V

Personality-type and trait Theories-Measurement of Personality Mental Health and Hygiene.
Process of adjustment, conflicts and defence mechanism, mental hygiene.

Unit- VI

Concept and principles of guidance and counselling, types of guidance and counselling.
Tools and Techniques of Guidance-records, scales and tests, techniques, interview.
Organizing Guidance services at different levels of education, occupational information, kinds of services, like information, testing, counselling and follow-up:

Unit- VII

Sample:Concept of Population and Sample, various methods of sampling.
Hypotheses: Concept, difference with Assumptions, Source, various types of Hypothesis.
Tools: Questionnaire, Observation and Interview as Tools of Data Collection, Tests and Scales.

Unit- VIII

Descriptive Research, Ex-post facto Research, Survey Research, Historical Research.
Experimental Research: Designs of experimental research, characteristics. Internal and external validity in experimental research.
Qualitative Research: Phenomenologlcal Research, Ethnomethodical and Naturalistic inquiry.

Unit- IX

Universalization of elementary education in India.
Vocationalization of education in USA and India.
Educational administration in USA, UK (Britain and Ireland) and India.
Distance education and continuing education in Australia, UK and India.

Unit- X

Construction and Development of Curriculum
Different Models-Administrative-Grass root-Demonstration-System Analysis-Curriculum Evaluation-Formative-Summative-Interpretation of evaluation results.

Elective- I

Development of Modern Concept of Educational Administration from 1900 to Present-day.

• Taylorism
• Administration as a process
• Administration as a bureaucracy
• Human Relations Approach to Administration
• Meeting the Psychological needs of employees, systems approach specific trends in Educational Administration such as
• Decision making
• Organizational Compliance
• Organizational Development
• PERT
• Modern Trends in Educational Management Leadership in Educational Administration:
• Meaning and Nature of Leadership
• Theories of Leadership
• Styles of Leadership
• Measurements of Leadership Educational Planning:
• Meaning and Nature
• Approaches to Educational Planning
• Perspective Planning
• Institutional Planning

Educational Supervision:

• Meaning and Nature
• Supervision as Service Activity
• Supervision as a Process
• Supervision as Functions
• Supervision as Educational Leadership
• Modern Supervision
• Functions of Supervision
• Planning the Supervisory Program
• Organizing Supervisory Program
• Implementing Supervisory Program

Elective- IV

Concept and Nature of Special Education

• Objectives
• Types
• Historical perspective
• Integrated education
• Education of Mentally Retarded
• Characteristics of the retarded
• Educable mentally retarded
• Teaching strategies
• Enrichment programs
• Remedial programs
• Etiology and prevention
• Mental hygiene as remediation
• Education of the visually impaired
• Characteristics
• Degree of impairment
• Etiology and prevention
• Education of the Orthopaedically Handicapped
• Types of handicap

Characteristics :

• Characteristics
• Education of the Gifted and Creative Children
• Characteristics
• Creativity and identification process
• Educational Programs
• Learning Disabled Children
• Characteristic
• Identification
• Educational Program
• Education of Juvenile Delinquents
• Characteristics
• Problems of alcoholion, drug adiction
• Anti-Social and character disorder
• Educational Programs for Rehabilitation

Elective- V

Teacher Education: Historical perspective Recommendations Of various commissions on teacher education; Kothari Commission.

• Validity
• National Policy on Education
• Aims and objectives of teacher education at:

Aims and objectives of teacher education at:

• Elementary Level
• Secondary Level
• College level

Teaching as a Profession:

• Professional organisations for various levels of teachers and their role; performance appraisal of teachers.
• Faculty improvement program for Teacher Education.

Types of teacher education programs and agencies:

• Inservice Teacher Education.
• Preservice Teacher Education.

Orientation and Refresher courses Current Problems:

• Teacher Education and Practicing Schools
• Teacher Education and Other Institutions
• Preparing Teachers for special schools
• Teaching Effectiveness
• Criteria of Admission s
• Modification of Teacher Behaviour
• School Effectiveness