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PRACTICAL ASSIGNMENTS OF KNOWLEDGE AND CURRICULUM: PERSPECTIVES IN EDUCATION : (PART1) Course code: B.Ed 104 Submitted By Submitted To Shweta Jain Ms.Yamini Bhanot E.No.-07414402115 KALKA INSTITUTE OF RESEARCH AND ADVANCED STUDIES (2015-17)

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

TOPIC • CIET/NCERT CD ROM Four Educational Riddles by Krishna Kumar • NCERT CD ROM Battle For School by Shanta Sinha • Sri Aurobindo Ashram Trust DVD India and Her Future

INTRODUCTION As a part of our course KALKA INSTITUTE FOR RESEARCH & ADVANCED STUDIES organized Screening of FOUR EDUCATIONAL RIDDLES by KRISHNA KUMAR on 16th March 2016. All faculty and students participated in the event enthusiastically and raise questions too.

About Krishna Kumar • Born in Allahabad in 1951, Krishna Kumar grew up in a district town in Madhya Pradesh where he went to school and college • Krishna Kumar started his teaching career at Kirori Mal College of Delhi University in 1971 • From 2004 to 2010, Prof Kumar served as the Director of NCERT,Delhi • National Curricular Framework (2005), one of the significant documents pertaining of elementary education in the past decade, was prepared under his leadership along with position papers on key issues on Education

First riddle: Equity and Relevance • Education must be available to all children of same quality • Schools should be able to accommodate children coming from any background • Each child must get an experience to fulfill his/her capabilities • Though elementary education is free and compulsory in India but most of the students drop out of school in higher classes • The main reason he gave behind this is children afraid of mathematics and large number of students fail in this subject

• Anil sadgopala put forward academically very attractive offer of introducing mathematics at two levels: easy level and difficult level • This offer was however, criticized by Krishna Kumar as easier level will be chosen and then seen as derogatory. He believed in system which is not based on difficulty level and offer a single kind of curriculum • Krishna Kumar was against the stigmatization of home science subject • He emphasized the need of uniformalization in Indian education

Second riddle: Issue of knowledge As per Krishna Kumar, knowledge has two forms: 1.One which has come from generation -Aesthetics -Inherited form of knowledge i.e. skills, crafts especially in tribal societies -Local knowledge 2.Knowledge that is born out of negotiating the local surroundings ( these form a major challenge to schools)

• Krishna Kumar also raised the issue of standard languages being used in private schools • Child is forced to use the language he even doesn’t know which reduces his ability to learn and grasp • Children in many parts of India are debarred from school just because their languages are not standardized or teachers don’t know these languages • Teachers do not respect or give attention to child’s knowledge • Moreover, Young people aren’t aroused by local problems, although they do so much for the global world • Schools are been restricted to standardised/ reliable source of knowledge

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H.P Modi says that, “knowledge is like the rays of sun.” -first falls on elite section of Indian society -then on less elite class -then on poorest section of society • Krishna Kumar strictly believed that the great aim of education is to create motivation and to for teachers to understand that something that is not understood cannot be learnt

Third riddle: Knowledge transmission • Third riddle was basically about information versus knowledge • Knowledge has been internalised by the student or been memorized • According to Krishna Kumar, students been taught about the mosquitos causing malaria, if students are not motivated to use this information in real situation then the teaching of such concepts proved to be of no use

• Teachers should practice motivation based teaching in her classrooms

Fourth riddle: Relationship between today and tomorrow

• Krishna Kumar suggested following reforms for the betterment of education in our country -curriculum reforms -teacher training reforms -examination reforms -istrative reforms • All the above must be taken up together

• Examination reforms -Krishna Kumar considered examination reforms to be extremely difficult as we want everybody to succeed • Teacher training reforms -retrain the already trained teachers -distribution of power • Education reform take longer than economic reforms

Fifth riddle: • • • • • • •

Common School System Inclusive Education Casualization Contractualization of Teachers Scarcity of Teachers Lack of teaching training institutes Teachers should be given training like professionals as it is given to doctors. They also need good training.

How education should improve? • Privatization is no solution • Both central and state should take the responsibility of universalization of education • Crisis of ‘ to demean the role of a teacher’ • Contractualization of teachers • Shortage of teachers • Unattractive teacher’s salary packages

Reflection • Four educational riddles is a talk on the national curriculum framework by Krishna Kumar ,Director, NCERT on 12th July, 2006 • In audio, Prof. Krishna Kumar showed his deep concerns regarding the problems of curriculum through the medium of riddles • He chose to express his views via riddles as he considered riddles are humble and force us to guess and solve them

“Battle For Schools” by “Shanta Sinha” VENUE: KIRAS DATE: 1st MARCH, 2016 TIME: 10:00 to 11:00a.m

Prof. Shantha Sinha is an anti-child labour activist of international reputation. She is the founder of Mamidipudi Venkatarangaiya Foundation, popularly known as MV Foundation (which is named in memory of her grandfather Mamidipudi Venkatarangaiah), and is a Professor in the Department of Political science in Hyderabad Central University. She headed the National Commission for Protection of Child Rights for two consecutive (3 years each); The National Commission for Protection of Child Rights (NCR) was set up in March 2007 under the Commission for Protection of Child Rights Act, 2005, an Act of Parliament (December 2005). Professor Sinha was its first chairperson. She was awarded the civilian honor of Pa Shri by the Government of India in 1998.

Children’s education should be treated as a national asset, said Sinha. Even though compulsory and free education for all children up to 14 years of age has been affirmed — in theory, at least — since India became a nation in 1947, children’s schooling in India has long been plagued by excuses and compromises that have been indefensibly costly for children who miss out on their right to learn. Education helps kids bridge social inequities, she noted, linking them to a larger universe and encouraging self-confidence and self-esteem. School is also an effective way to children’s physical health, for example, in the distribution of mid-day meals, said Sinha, in response to a question about the role of food in incentivizing education, raised by Meena Hewett, Executive Director of the Harvard University South Asia Institute.

Calling for a proactive priority on children’s rights, Sinha focused her reflections on the Right of Children to Free and Compulsory Education Act, which was ed in 2009 & entered into force on April 1,2010. The new education act represents “a huge paradigm shift “, said sinha, focusing on the positive steps in child rights activism that can & affirm what works. Instead of blaming teachers for poor schools, & improvised parents for sending their children work she said, the Act puts the bonus for children’s education on the state by requiring free compulsory education for all children between ages 6 and 14. Those who don’t complete elementary education by age 14 can benefit under the Act up to age 18, and may start school at any time of the year without being delayed by paperwork and documentation “red tape” that is so

Many children are still out of school, often employed in child labour, and high school dropout continues. Experts also battle over data intended to measure the practical effectiveness of the Act, said Sinha; many officials claim that 90 percent of all eligible children are now in school, but looking at the same data, Sinha finds the results closer to 50 %. The educational challenge in India of parents pulling children from school for at an early age differs radically from china noted one participant in the informal conversation, since China forbids all child labour. Since the existing Child Labour Act in India does not prohibit all forms of child labor, the new Education Act also appears to have limited effect on the attitudes of legislators. “The system still has a total indifference to poor children,” said a lawyer who has worked with Sinha on legal efforts

Despite such challenges, we should not underestimate the agency of children themselves in pushing for education, Sinha insisted. GOING GLOBAL PREPARING LEADERS WORLDWIDE WORK LATEST ACTIVITIES ABOUT HIGHER EDUCATION. Throughout her activism for children’s rights, she has seen girls defy their parents by attending school against immense pressure to work. In many cases, she added, parents eventually came to recognize and praise the value of their daughters decisions. “If you really want to change injustice, you must start with some very clear principles. Of course you need nuance. Of course you need political skills,” she noted, “but the starting point has to be this sense of clarity about what is not-negotiable.”

REFLECTION I thankful to NCERT, my mentors and the India International Centre for giving me this opportunity to share some of my views on the education and the battle for schools. If we want to change the education system we personally should change our mentality and aware others also about educational rights and benefits. Prof Shatna also talks about the discrimination on dress code which I personally want to throw out from our education system so that who so ever want education can get education without boundation of dress code and should be free. This lecture” battle for schools” by Prof. Shanta Shinha is lesson for all who want to change

CONCLUSION Shanta sinha talks about fees in schools. Which is major issue for middle class parents, if they can’t ford the fees of school their children generally do work (child labor) to survive, I individually can’t change the education system but I can help those children I can teach them without fees and give them opportunity to educate and groom them selves. After listing the lecture about school I also understand that before parents teacher plays a major and important role in educating the child, because till a teacher won’t be able to teach a student never take interest in class. Some times parents take education for granted they take the working child easy because their were no certificate is required, at this situation a teacher and awareness about fundamental rights of child for education can bring a change in education system and thinking or society, that’s all I learn and understand about battle for school or say a journey of child and parents to school.

“India & Her Future” by “Shri Aurobindo

INTRODUCTION As a part of our PSE-2 course KALKA INSTITUTE FOR RESEARCH & ADVANCED STUDIES organized Screening of INDIA AND HER FUTURE on 5th March 2016. All faculty and students participated in the event enthusiastically and raise questions too. In the Artistic work of Sri Aurbindo Ashram It starts with the defining how earth is special of all creations in the universe. And in the earth How India is a special country in that special earth ,which is chosen by God himself to be special country .

Aurobindo Ghose Aurobindo, known as Sri Aurobindo  (15 August 1872 – 5 December 1950), born Aurobindo Ghose, was an Indian nationalist, philosopher, yogi, guru and poet. He ed the Indian movement for independence from British rule, for a while became one of its influential leaders and then became a spiritual reformer, introducing his visions on human progress and spiritual evolution. During his stay in Pondicherry, Aurobindo developed a method of spiritual practice he called Integral Yoga. The central theme of his vision was the evolution of human life into a life divine. He believed in a spiritual realization that not only liberated man but transformed his nature, enabling a divine life on earth. In 1926, with the help of his spiritual collaborator, Mirra Alfassa(referred to as "The Mother"), he founded the Sri Aurobindo Ashram. He died on 5 December 1950 in Pondicherry.

“MADURAM MADHURAM” :  Starting with its song “MADURAM MADHURAM “ The divineness of India is being praised.  Followed by the a Sanskrit sloks praising the Land of India as a mother land. Praising the beauty , Prosperity, purity of the mother Land.

India a Immortal nation :  The narrator further narrates , how India is the Living Energy of great Spiritual conception and how this spirituality has been its persistent cause of survival and revival.  Next in the spiritual sound of OM , the narrator uses a Sanskrit sloks to praise that spiritual powers of the mother nation. “Jayhe

Jayhe Bharat Mata” :  The melody of song imbibes with in it the praising and worshiping the mother Land.  After the narrator explains the love ,ion and the feeling of worship as an Indian , for his mother land .

“Vande Bharat” :  Song once again worships the motherland ,the truth prevailing in the divinity on the Bharat Mata. Moving with these songs of praising the spirituality and truth which is prevailing in the mother Land. The narrator keeps chanting the Sanskrit sloks in the glory of Bharat Mata.

Next the narrator suggests how Its time now that India spreads its light of spirituality and persistence positivity in living to the entire world, to the mankind.  The Narrator feels the necessity of enlighting the entire world, the mankind the spirit of living . The need of harmony of requirements of future and the need of Today.  The concept says that the greatness of the ideologies of the past , make the ideologies of the future to be more great.  Moving forward , the artist gives immense importance of unity in various people of India, just as the all children of mother India.  The of unity of India will give the prosperity of a developed Indian Nation.

The Idea of rebirth is conveyed next :  The rebirth , which means the controlling the minds and hearts of ourselves in attaining Poorna Swaraj over ourselves before conquering the outer problems.

The next sanskrit slok praises mother Durga, as the mother of nation. The prayer seeks guidance towards the path of truth . The Artistic work ends with a prayer to the divine mother of nation, to guide its children to the path of truth and positivity . The Narrator ends the artistic work with the National song , praising the mother land with “Vande Matram”.

REFLECTION The words of Sri Aurobindo pledging his love for India and professing his affection for her as one would his mother bring moisture to one's eyes. The narrator says that the Mother asks us for no schemes, no plans, no methods, she will herself provide them better than anyone can devise. She asks us for our hearts, our lives, nothing less nothing more. The narration, as perfect as the Queen's English, is an aural joy.

CONCLUSION How attain self control Importance of truth one’s life. Importance of moving on the path of positivity. The power of yoga, patriotism and spiritualism.

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